Facts of example 1: Same-sex unions have just recently been made lawful in all 50 states. While this is wonderful, it doesn't change the fact that people still aren't treated equally based on things like their sexuality, color, gender, etc. By committing the same crime as Anne Frank, people continue to get wounded, killed, and evicted from their homes.
Facts of example 2:
Since 1970, there have been approximately 2,000 murders of transgender persons, and the figure keeps rising, according to PBS. Conditions are better than they were even 20 years ago for certain persons who don't fit society's expectations. For some people, things are growing worse.
Facts of example 3:
The idea of human rights emerged stronger after World War II. The extermination by Nazi Germany of over six million Jews, Sinti and Romani (gypsies), homosexuals, and persons with disabilities horrified the world.
Conclusion:
Therefore I conclude that, everything that has happened in the past is our greatest memory, and a lesson that we won't let history repeat itself. Even though our world today is different before, let's still maintain peace. In the end of my life, when I'm reflecting on the world, I hope to look back and see change. I hope to see less hate, and more love.
2. What is RUBRIC?
A rubric is typically an evaluation tool or
set of guidelines used to promote the
consistent application of learning
expectations, learning objectives, or
learning standards in the classroom, or to
measure their attainment against a
consistent set of criteria. Rubrics are also
used as scoring instruments to determine
grades or the degree to which learning
standards have been demonstrated or
attained by students.
3. Importanc
Rubrics can help instructors communicate their expectations
to students and assess student work fairly and efficiently.
Rubrics can also provide students with informative feedback
on their strengths and weaknesses, and prompt students to
reflect on their own work. This page describes how to create
and use a grading rubric.
4. Focus on measuring a stated objective
(performance, behavior, or quality)
Use a range to rate a performance
Contain specific performance characteristics
arranged in levels dicating the degree to
which standard has been met
5. RUBRIC O UTLINE :
A rubric includes levels of potential achievement for
each criterion, and work or performance sampt typify
each of those levels
Levels of achievement are often given numerical scores
A summary score for the work being assessed may be
produced by adding the scores for each criterion
The rubric may also include space for the judge to
describe the reasons for each judgment or to make
suggestions
6. TE RMS TO BE
US E D:
Needs Improvement...Satisfactory...Good...Exemplary
Beginning...Developing...Accomplished...Exemplary
Needs work...Good...Excellent
Novice...Apprentice...Proficient...Distinguished
Numeric scale ranging from 1 to 5, for example
8. 1 . Define the purpose of the assignment/
assessment for which you are creating a
rubric.
What exactly is the assigned task?
What might an exemplary student
product/performance look like?
What kind of feedback do you want
to give students on their
work/performance?
9. 2. Decide what kind of rubric you will
use: a holistic rubric or an analytic
rubric?
There are two kinds of rubric; holistic
rubric and analytic rubric. Holistic and
analytic rubrics use a combination of
descriptive rating scales (e.g., weak,
satisfactory, strong) and assessment
criteria to guide the assessment
process.
10. HO LIS TIC
RUBRIC
A holistic rubric uses rating scales that
include the criteria. A holistic rubric
consists of a single scale with all criteria
to be included in the evaluation being
considered together (e.g., clarity,
organization, and mechanics). With a
holistic rubric the rater assigns a single
score (usually on a 1 to 4 or 1 to 6 point
scale) based on an overall judgment of
the student work. The rater matches an
entire piece of student work to a single
description on the scale.
11.
12.
13.
14. Emphasis on what the learner can demonstrate (rather than what
she cannot)
Saves time by minimizing the number of decisions made
Can be used consistently across raters, provided there has been
training
15. Does not provide specific feedback for improvement
Can be difficult to choose a score when student work is at varying
levels across the criteria
Criteria cannot be weighted
16. ANALYTIC
RUBRIC
An analytic rubric uses a rating
scale to evaluate each criterion
separately, forming a grid or table
in which the rating scale is
presented in the top row and each
criterium is listed down the
leftmost column.
17.
18.
19.
20. Provides useful feedback on areas of strength or weakness
Each criterion can be weighted to reflect its relative importance
21. More time consuming to create and use than a holistic rubric
May not be used consistently across raters, unless extremely well
defined
22. 3. Define the criteria.
Ask yourself: what knowledge and skills are required for
the assignment/assessment? Make a list of these, group
and label them, and eliminate any that are not critical.
The list should contain no more than 6-7 criteria, but
need not include that many.
Consider the effectiveness of the criteria:
• Can they be observed and measured?
• Are they important and essential?
• Are they distinct from other criteria?
• Are they distinct from other criteria?
Revise the criteria as needed. Consider how you will
weight them relative to each other.
23. 4. Design the rating scale.
Most rating scales include 3-5 levels.
Consider the following:
• Given what students are able to demonstrate in this
assignment/assessment, what are the possible levels
of achievement?
• Will you use numbers or descriptive labels for these
levels?
• If you choose descriptive labels, what labels are most
appropriate? Will you assign a number to those
labels?
• In what order will you list these levels – from lowest to
highest or vice versa?
24. 5. Write descriptions for each level
of the rating scale.
Create statements of expected performance at
each level of the rubric. For an analytic rubric do
this for each particular criterion of the rubric.
These descriptions help students understand
your expectations and their performance in
regard to those expectations. Well-written
descriptions:
• describe observable and measurable behavior.
• use parallel language across the scale.
• indicate the degree to which the standards are
met.
25. 6. Create your rubric.
Develop the criteria, rating scale and
descriptions for each level of the rating
scale into a rubric. Space permitting,
include the assignment at the top of
the rubric. For reading and grading
ease, limit the rubric to a single page, if
possible. Consider the effectiveness of
your rubric and revise accordingly.
