EL 5123 Diverse Learners

Mr. Adams prepared a rubric for a performance-based social studies project. For each performance area, the same degree of difference exists from score point to score point. Based on this description, Mr. Adams' rubric was:

continuous

Mrs. Chin is the principal of an elementary school with a diverse student population, and gaps exist in academic performance between student subgroups. To help teachers close gaps, Mrs. Chin has presented professional development to the faculty on ways to use rubrics with performance-based assessment. Based on the presentation, Mrs. Chin is most likely using this strategy to help faculty members:

create equity for diverse learners and allow for varied student performance behaviors.

A team of high school science teachers has decided to design its own rubric for the evaluation of students' performance assessments. In designing the rubrics, the teachers should anticipate:

potential bias since definitions of excellence may be subjective.

When assessments, such as portfolios and journals, are described as promoting "authentic" student learning, the term is referencing:

real-world application.

According to the presentation, how do rubrics provide an equitable measurement of student performance?

They provide a fair, accurate, and consistent scoring method for student work.