[MOSAIC] analytic versus holistic rubrics

[Angela Barr]

Holistic Rubrics are broad ranging such as state standards:
4- Exceeds Standard
3- Meets Standard
2- Approaching Standard
1- Needs Improvement
(or any general variation)
Another example:
http://www.abet.org/Linked%20Documents-UPDATE/Assessment/Holistic%20Rubric%20Example.pdf

Holistic Rubrics can also be more specific such as by subject area.

Analytic rubrics are created specific to a task, standard, or skill.

This link has a few clear examples of the two types:
http://www2.gsu.edu/~mstnrhx/457/rubric.htm

Below is an example I've created based on our state standards and assessment 
instruction I received from Dr. Sheila Valencia @ UW.  I am working on 
creating observation rubrics across content areas to help create a quick and 
easy visual of where kids are for differentiated grouping.  I'd be happy to 
post the matrix on the tools page for people who are interested.  It's 
difficult to describe here, but I've shared it with many staff members who 
find it much quicker and easier to use rather than having to search through 
alphabetic class checklists to create instructional groups.  Also, it takes 
some time and thought to create these rubrics, but I think it is well worth 
the effort because I have a much clearer picture of what I am looking for 
from students after following this process and find the information very 
useful in many ways such as grouping, grading, guiding my instruction, and 
communicating specific targets skills to parents.

If you use it to create new rubrics for grades 2-5, please share back. 
Thanks!

Angela Barr, M. Ed., NBCT
3rd grade teacher, WA state

Analytic Example-

Target Skill:
to write a friendly letter w/ five parts
Standard(s):
Applies punctuation rules.
.	Uses comma after greeting and closing of friendly letter.
Demonstrates understanding of different purposes for writing.
.	Writes for own purposes (e.g., communicates with friends, reminders to 
self).
.	Writes to learn (e.g., science notebooks, class notes, summaries of 
nonfiction or literary passages).
.	Writes to explain (e.g., tells which grade was a favorite and explains 
why, explains why a bar graph is a better choice than a pie chart to display 
data, explains why an apple is a better snack than a candy bar).

Advanced (4)
Looks like:
.	five parts included w/o error
.	paragraph format w/ indents
.	varying sentence length (two or fewer CUPS errors)
Benchmark (3)
Looks like:
.	five parts included (missing commas okay)
.	paragraph format
.	complete sentences (few CUPS errors)
Strategic (2)
Looks like:
.	five parts (some errors or confusion)
.	paragraph format or list
.	complete sentences, some CUPS errors
Intensive (1)
Looks like:
.	five parts included w/o error
.	sentences in list form
.	major CUPS errors
.	illegible


















--------------------------------------------------
From: "Mena" <drmarinaccio at aol.com>
Sent: Saturday, January 16, 2010 7:07 AM
To: <mosaic at literacyworkshop.org>
Subject: Re: [MOSAIC] analytic versus holistic rubrics

> Does anyone have an example of a holistic rubric? Please share.
>
>
>
> Philomena Marinaccio-Eckel, Ph.D.
> Florida Atlantic University
> Dept. of Teaching and Learning
> College of Education
> 2912 College Ave. ES 214
> Davie, FL  33314
> Phone:  954-236-1070
> Fax:  954-236-1050
>
>
> -----Original Message-----
> From: kjcecere at aol.com
> To: mosaic at literacyworkshop.org
> Sent: Fri, Jan 15, 2010 11:04 am
> Subject: [MOSAIC] analytic versus holistic rubrics
>
>
>
>
> Our district is encouraging the use of rubrics.  An interesting question 
> came up
> - when would it be appropriate to use a holistic versus an analytic 
> rubric?
>
>
> Any thoughts?
>
>
> Kristine
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