Journal: Rubric Analysis

Rubric Analysis

EDU645: Learning & Assessment for the 21st Century (NMD1633A)

Part 1:

How does the Exemplars criteria for both math and reading rubrics follow a top-down or bottom-up approach? How do you know?

The math rubrics follows a top-down approach, which is a deductive technique that presents new ideas and abilities. Instructors will plan or adjust the educational modules for achievement and make a rubrics established on student performance levels. It concentrates on giving students a vast perspective of a subject, immersing them in the comprehensive view without clarifying the parts that make up the subject. I how by the execution assignments ask students to apply different skills from learning and aptitudes to perform and deliver, which permits such assessment to go past right and off base replies, and to measure further content understandings and disciplinary abilities (Brookhart, 2013).

The reading rubrics follows a bottom-up approach, which is a decentralized ways to deal with change that works with students who as of now have some commonality with the general learning result. It begins by perusing information from sources or text to support the course of the movement, however, at the outset there is no fundamental data given or instructed (Exemplars, 2010). I know because the bottom-up is good for reading because it focus on decoding skills to help students learn words.

To what degree are performance level descriptions addressed?

The performance level descriptions are addressed by how the outcomes of the task are utilized by educators on an evaluation. The scores that would be the base for passing would be recognized by two score extents or performance levels: coming up short would be beneath the base score and passing would be at or over the base score (Brookhart, 2013).

Do these live up to what Brookhart proposes, that “. . .the most important aspect of the levels is that performance be described, with language that depicts what one would observe in the work rather than the quality conclusions one would draw” (p.26)?

I think that they do live up to what Brookhart proposed because performance of comprehension are a statement of the learning objectives that each student are required to learn. It will exhibit to student what they should be taught, developing that information through their own encounters and educators to give them opportunities to show what they have learned (Lefrançois, 2013).

In your opinion, what are the values placed on using the terminology for mastery (Novice, Apprentice, Practitioner, and Expert)? In other words, how effective do you believe this terminology is and why?

I trust that the terminology is extremely beneficial because it assists instructors make sense of students performance levels. The goals support instructors in giving them information they requirement for assessing what they have learned, and be taught in the classroom, It makes assessments simpler when looking at how to assess different learning standards, for example, critical thinking and problem-solving, communication, creativity, and technology (Lefrançois, 2013).

Part 2:

Explain the position Brookhart argues in Chapter 2 against rubrics that merely summarize the requirements of the task, as opposed to rubrics that describe evidence of learning.

Assessments start with clear standards and objectives and rubrics provides an instructional platform of clear goals that needs to be meet. Teachers can utilize the rubrics to assess at the same time, the working guideline coordinate the execution descriptor as opposed to judging it. Brookhart (2013) stated that basic difference between portraying a performance and judging a performance “Judgments without depictions stop the activity in the classroom (p 5).

Explain what Brookhart means when saying; “Rubrics should not confuse the learning outcome to be assessed with the task used to asses it” (p.15).

Brookhart (2013) stated that rubrics are key components since they make it clear the sort of work each student should learn, demonstrating how well the kids meet the content available for achievement. “Consequently, rubrics help educators instruct, they organize instructions and assessments and they help students to learn” (p. 11). The strategy will make it less demanding for instructors to center their consideration on what the student knows and not the information they have not picked up yet.

What is the relationship between this and what you learned about aligning formative assessments with the learning standards and objectives?

The relationship between this and what I learned about aligning formative assessment with the learning standard and objectives are that they provide a clear instructional criteria that teachers and students are follow for success. The methods are aligned with help the students to meet the requirements while retaining the information for the future references. Students are able to take ownership of their own learning and develop through collaboration and communication.


Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Alexandria,VA: Association for Supervision & Curriculum Development.

Exemplars. (2010). Formative assessment. Retrieved from

Lefrançois, G. R. (2013). Of learning and assessment. San Diego, CA: Bridgepoint Education.