Recommendations for Developing Classroom Performance Assessments and Scoring Rubrics
DOI
https://doi.org/10.7275/jz85-rj16
Abstract
This paper provides a set of recommendations for developing classroom performance assessments and scoring rubrics similar to the sets of recommendations for multiple choice tests provided in this journal by Frary (1995) and Kehoe (1995a, 1995b). The recommendations are divided into five categories: 1) Writing Goals and Objectives, 2) Developing Performance Assessments, 3) Developing Scoring Rubrics, 4) Administering Performance Assessments and 5) Scoring, Interpreting and Using Results. A broad literary base currently exists for each of these categories. This article draws from this base to provide a set of recommendations that guide the classroom teacher through the four phases of the classroom assessment process — planning, gathering, interpreting and using (Moskal, 2000a). Each section concludes with references for further reading. Accessed 205,233 times on https://pareonline.net from May 29, 2003 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Moskal, Barbara M.
(2019)
"Recommendations for Developing Classroom Performance Assessments and Scoring Rubrics,"
Practical Assessment, Research, and Evaluation: Vol. 8, Article 14.
DOI: https://doi.org/10.7275/jz85-rj16
Available at:
https://scholarworks.umass.edu/pare/vol8/iss1/14