Prezados colegas que pensam e repensam sobre Avaliação. Nesse momento, estou apreciando esse texto que utilizei no primeiro semestre de 2012 com alunos do 5o período do curso de Letras da UFTM (POPE II - Língua Inglesa). "Rubrics" está ligado às grades de avaliação. Ele demonstra ao aluno de licenciatura (bem como ao professor) que o ato de avaliar exige uma organização grande, pois cada instrumento de avaliação demanda critérios muito bem definidos para que se estabeleça um conceito ou nota final.
A importância de se definir critérios é para não cairmos em uma avaliação puramente subjetiva e, quiçá, desonesta. Já vi muitos professores falarem que dão uma nota/conceito geral depois de uma avaliação oral, por exemplo. "Ah, acho que ele mereceu 5,0". O que isso significa? Se não houver critérios bem definidos, reitero, as notas podem não refletir a produção do aluno (tanto a mais quanto a menos) e, portanto, serem injustas.
Assim, apresento o texto que já me ajudou a (re)pensar a questão. Mais adiante (em outras partes deste Webfolio) veremos algumas grades de avaliação por mim construídas.
From an Assessment Workshop presented at Honolulu Community College on
August 31, 2004
by Dr. Mary Allen, The California State University System
In general a rubric is a scoring guide used in subjective assessments. A
rubric implies that a rule defining the criteria of an assessment system is
followed in evaluation. A rubric can be an explicit description of performance
characteristics corresponding to a point on a rating scale. A scoring rubric
makes explicit expected qualities of performance on a rating scale or the
definition of a single scoring point on a scale
Rubrics are explicit schemes for classifying products or behaviors into
categories that vary along a continuum. They can be used to classify virtually
any product or behavior, such as essays, research reports, portfolios, works of
art, recitals, oral presentations, performances, and group activities.
Judgments can be self-assessments by students; or judgments can be made by
others, such as faculty, other students, or field-work supervisors. Rubrics can
be used to provide formative feedback to students, to grade students, and/or to
assess programs.
Rubrics
have many strengths:
- Complex products or behaviors can be examined
efficiently.
- Developing a rubric helps to precisely define
faculty expectations.
- Well-trained reviewers apply the same criteria
and standards, so rubrics are useful for assessments involving multiple
reviewers.
- Summaries of results can reveal patterns of
student strengths and areas of concern.
- Rubrics are criterion-referenced, rather than
norm-referenced. Raters ask, "Did the student meet the criteria for
level 5 of the rubric?" rather than "How well did this student
do compared to other students?" This is more compatible with
cooperative and collaborative learning environments than competitive
grading schemes and is essential when using rubrics for program assessment
because you want to learn how well students have met your standards.
- Ratings can be done by students to assess
their own work, or they can be done by others, such as peers, fieldwork
supervisions, or faculty.
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Developing a Rubric
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It is often easier to adapt a rubric that someone else has created, but if
you are starting from scratch, here are some steps that might make the task
easier:
- Identify what you are assessing (e.g.,
critical thinking).
- Identify the characteristics of what you are
assessing (e.g., appropriate use of evidence, recognition of logical
fallacies).
- Describe the best work you could expect
using these characteristics. This describes the top category.
- Describe the worst acceptable product using
these characteristics. This describes the lowest acceptable
category.
- Describe an unacceptable product. This
describes the lowest category.
- Develop descriptions of intermediate-level
products and assign them to intermediate categories. You might develop a
scale that runs from 1 to 5 (unacceptable, marginal, acceptable, good,
outstanding), 1 to 3 (novice, competent, exemplary), or any other set that
is meaningful.
- Ask colleagues who were not involved in the
rubric's development to apply it to some products or behaviors and
revise as needed to eliminate ambiguities.
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Suggestions for Using
Scoring Rubrics for Grading and Program Assessment
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- Hand out the grading rubric with an
assignment so students will know your expectations and how they'll be
graded. This should help students master your learning objectives by
guiding their work in appropriate directions.
- Use a rubric for grading student work, including
essay questions on exams, and return the rubric with the grading on it.
Faculty save time writing extensive comments; they just circle or
highlight relevant segments of the rubric. Each row in the rubric could
have a different array of possible points, reflecting its relative
importance for determining the overall grade. Points (or point ranges)
possible for each cell in the rubric could be printed on the rubric, and
a column for points for each row and comments section(s) could be added.
- Develop a rubric with your students for an
assignment or group project. Students can then monitor themselves and
their peers using agreed-upon criteria that they helped develop. (Many
faculty find that students will create higher standards for themselves
than faculty would impose on them.)
- Have students apply your rubric to some
sample products (e.g., lab reports) before they create their own.
Faculty report that students are quite accurate when doing this, and
this process should help them evaluate their own products as they
develop them.
- Have students exchange paper drafts and give
peer feedback using the rubric, then give students a few days before the
final drafts are turned in to you. (You might also require that they
turn in the draft and scored rubric with their final paper.)
- Have students self-assess their products
using the grading rubric and hand in the self-assessment with the
product; then faculty and students can compare self- and
faculty-generated evaluations.
- Use the rubric for program assessment. Faculty
can use it in classes and aggregate the data across sections, faculty
can independently assess student products (e.g., portfolios) and then
aggregate the data, or faculty can participate in group readings in
which they review student products together and discuss what they found.
Field-work supervisors or community professionals also may be invited to
assess student work using rubrics. A well-designed rubric should allow
evaluators to efficiently focus on specific learning objectives while
reviewing complex student products, such as theses, without getting
bogged down in the details. Rubrics should be pilot tested, and
evaluators should be "normed" or "calibrated" before
they apply the rubrics (i.e., they should agree on appropriate
classifications for a set of student products that vary in quality). If
two evaluators apply the rubric to each product, inter-rater reliability
can be examined. Once the data are collected, faculty discuss results to
identify program strengths and areas of concern, "closing the
loop" by using the assessment data to make changes to improve
student learning.
- Faculty can get "double duty" out
of their grading by using a common rubric that is used for grading and
program assessment. Individual faculty may elect to use the common
rubric in different ways, combining it with other grading components as
they see fit.
A Google search of
'rubric' brings up a tremendous number of websites discussing rubrics, with
examples of rubrics and rubric generators. Some of the more useful ones include:
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Professor: Ms.
Welisson Marques
English Language
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