Educational Psychology

11. Teacher-made assessment strategies

An example of holistic and analytic scoring rubrics designed to assess a completed product are in Table 39 and
Table 40. A rubric designed to assess the process of group interactions is in Table 41.

Table 41: Example of group interaction rubric

Score Time

management

Participation and

performance in roles

Shared involvement

0 Group did not stay

on task and so task was

not completed.

Group did not assign or

share roles.

Single individual did the task.

1 Group was off-task

the majority of the time

but task was completed.

Groups assigned roles

but members did not use

these roles.

Group totally disregarded comments and

ideas from some members.

2 Group stayed on task

most of the time.

Groups accepted and

used some but not all roles.

Group accepted some ideas but did not

give others adequate consideration.

3 Group stayed on task

throughout the activity

and managed time well.

Group accepted and used

roles and actively

participated.

Groups gave equal consideration to all

ideas.

4 Group defined their

own approach in a way

that more effectively

managed the activity.

Group defined and used

roles not mentioned to

them. Role changes took

place that maximized

individuals’ expertise.

Groups made specific efforts to involve

all group members including the reticent

members.

Source: Adapted from Group Interaction ( GI) SETUP ( 2003). Issues, Evidence and You. Ronkonkomo, NY

Lab-Aids. (http://cse.edc.org/products/assessment/middleschool/scorerub.asp))

This rubric was devised for middle grade science but could be used in other subject areas when assessing group
process. In some performance assessments several scoring rubrics should be used. In the dance performance
example above Eric should have scoring rubrics for the performance skills, the improvement based on self
evaluation, the team work, and the critique of the other group. Obviously, devising a good performance assessment
is complex and Linn and Miller (2005) recommend that teachers should:

• Create performance assessments that require students to use complex cognitive skills. Sometimes teachers
  devise assessments that are interesting and that the students enjoy but do not require students to use
  higher level cognitive skills that lead to significant learning. Focusing on high level skills and learning
  outcomes is particularly important because performance assessments are typically so time consuming.

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