Here it is...
The only issue is that it make a score of 4 an A. You can adapt this as needed.
Stiggins et al. suggest, the objective of grades is to communicate
student achievement and it is best not to convert rubric scores to letter
grades, if it can be helped (2006, p. 316). If conversion is necessary, the conversion table below will help with the process. Since cut-offs
for letter grades vary from district-to-district, a letter grade was not included on the table.
grades, if it can be helped (2006, p. 316). If conversion is necessary, the conversion table below will help with the process. Since cut-offs
for letter grades vary from district-to-district, a letter grade was not included on the table.
When using a weighted, analytical
rubric, follow the steps below:
1. Score each individual section of the
analytic rubric and total the points.
2. Use the conversion table to determine
a student’s analytical score and/or percent.
Score of a 4
|
Score of a 3
|
Score of a 2
|
Score of a 1
|
|
Organization/Purpose (X2)
|
4x2=8
|
3x2=6
|
2x2=4
|
1x2=2
|
Evidence/Elaboration (X2)
|
4x2=8
|
3x2=6
|
2x2=4
|
1x2=2
|
Lang/Conventions (X1)
|
4x1=4
|
3x1=3
|
2x1=2
|
1x1=1
|
Example: John scores – O/P 4, E/E 3, L/C 3. Analytic score is 4+3+3=3.3 and points would
be 8+6+3=17. On the Conversion Table, 17pts
= 3.3 = 92%. Please keep in mind, the
performance level of a “3” is meeting the grade level standard; the performance
level of a “4” exceeds the grade
level standard.
level standard.
Total Points
|
Analytic Score
|
Percent
|
20
|
4.0
|
100
|
19
|
3.8
|
97
|
19
|
3.7
|
97
|
18
|
3.7
|
95
|
18
|
3.6
|
95
|
17
|
3.4
|
92
|
17
|
3.3
|
92
|
16
|
3.3
|
89
|
16
|
3.2
|
89
|
15
|
3.0
|
87
|
14
|
2.8
|
84
|
14
|
2.7
|
84
|
13
|
2.7
|
81
|
13
|
2.6
|
81
|
12
|
2.4
|
79
|
12
|
2.3
|
79
|
11
|
2.3
|
76
|
11
|
2.2
|
76
|
10
|
2.0
|
74
|
9
|
1.8
|
71
|
9
|
1.7
|
71
|
8
|
1.7
|
68
|
8
|
1.6
|
68
|
7
|
1.4
|
66
|
7
|
1.3
|
66
|
6
|
1.3
|
63
|
6
|
1.2
|
63
|
5
|
1.0
|
60
|
