ERDISTON TEACHERS’ TRAINING COLLEGE

POSTGRADUATE DIPLOMA IN EDUCATION FOR SECONDARY TEACHERS

2023-2024

CLASSROOM ASSESSMENT

Assignment: Performance Task with Analytic Rubric

Submitted to Erdiston Teachers’ College in partial fulfilment of the requirements for the

Diploma in Education (Secondary)

Date: 08-07-2024

Stefan R. O’N Adamson

Daryll Jordan Secondary School

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Contents

Background ............................................................................................................................................. 2

Performance Task .................................................................................................................................... 3

Learning Objectives ................................................................................................................................ 4

Rubric...................................................................................................................................................... 5

Task Analytic Rubric........................................................................................................................... 5

Analytic Rubric Versus Holistic Rubric .............................................................................................. 7

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Background

This performance task was designed with third year students at the Daryll Jordan secondary school in

mind. Secondary school students are typically around the ages of 13-14 years old in their third year.

However, students at this school face many learning challenges and in the third year they are

introduced to the concepts of profit and loss in their mathematics class. This topic is a requirement on

the Caribbean Examination Council’s (CXC) syllabus for the Caribbean secondary education

certificate in mathematics, a qualification most students hope to obtain. Additionally, knowledge in

this area is essential in order for an individual to understand and run a business.
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Performance Task

Instructions:

Scenario: In an effort to start your own small business you will familiarise yourself with

some products of interest.

Tasks:

• Choose at least five (5) distinct products.

• Estimate the price at which you would sell each chosen product.

• Research and document the market price for each product.

• Use your estimate and the market price to determine the possible profits gained or

losses incurred by selling these items.

• Use a table to illustrate this information.

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Learning Objectives

Through the adequate completion of this performance task students would demonstrate their
ability to:
• Estimate prices of items to which they are familiar

• Research the prices of items

• Determine whether a profit or loss has been made

• Organise information in a table

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Rubric

Analytic Rubric

Points Awarded

Needs Poor
Excellent Good Unacceptable
Improvement performance
(4 points) (3 points) (0 points)
(2 points) (1 point)

Identified Identified Identified Identified

five (5) four (4) three (3) two (2)

products with products with products with products with

Identified
sufficient sufficient sufficient sufficient
Products less than two
details to details to details to details to
(2) products.
differentiate differentiate differentiate differentiate

between between between between

products products products products

Price clearly Price clearly Price clearly

assigned to assigned to assigned to Price

No price
Selling Price five (5) four (4) three (3) assigned to a
shown
distinct distinct distinct product

products products products

Five (5) Four (4) Three (3) A product Products

products products products has been only have

Cost Price
have been have been have been clearly one or no

clearly clearly clearly assigned two price shown.

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assigned two assigned two assigned two prices.

prices. prices. prices.

For at least
For at least For at least
For five (5) three (3)
three (3) one (1)
products, the products,
products, the product, the Insufficient
difference in either the
difference in difference in evidence to
two prices is difference in
two prices is two prices is support that
Profit/Loss correct and two prices is
correct and correct and profit/loss
the difference correct or the
the difference the difference was
is correctly difference is
is correctly is correctly calculated.
labelled as a correctly
labelled as a labelled as a
profit or loss. labelled as a
profit or loss. profit or loss.
profit or loss.

Well

organised

with labels

for the Uses three Uses two Information

Empty table
Table products, labels labels organised in
seen.
selling price, appropriately. appropriately. a table.

cost price

and

profit/loss.
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Analytic Rubric Versus Holistic Rubric

Performance tasks are complex assignments that ask students to demonstrate their knowledge

and skills through application. They often involve multiple steps, integrate various skills and

can have different components like research, analysis and presentation.

An analytic rubric has several benefits when grading a performance task. Firstly, analytic

rubrics break down the performance task into its key components. This in turn provides

specific criteria for each component with different levels of achievement. Levels of

achievement may include excellent, good, needs improvement and awful attempt. This allows

for targeted feedback on where the student excelled and where they need to focus

improvement efforts. Additionally, by dissecting the task, the rubric highlights the specific

skills being assessed within each component. This helps students understand how their

performance impacts their overall score and which skills they need to refine. Moreover,

analytic rubrics allow for assigning different weights to each component based on its

importance to the overall task. This ensures a more nuanced evaluation that reflects the

relative significance of each skill being assessed. Finally,a well-designed analytic rubric can

be a valuable self-assessment tool for students. By understanding the criteria and specific

expectations, students can evaluate their own work before submission, identifying strengths

and weaknesses.

On the other hand, holistic rubrics are more limited in how they may benefit the assessment

of a performance task. First of all, holistic rubrics struggle to provide specific feedback on

complex tasks. They offer a general sense of how well a student performed but lack details on

which aspects were strong or weak. This makes it difficult for students to pinpoint areas for

improvement. Similarly, since holistic rubrics focus on the overall product, they might not
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adequately assess the development of specific skills within the various components of the

performance task.

In Conclusion, while holistic rubrics have their place, for performance tasks that demand the

integration of multiple skills, analytic rubrics offer a clear advantage. They provide targeted

feedback, promote skill development, and allow for a more nuanced assessment that aligns

with the complexities of the task itself.