Research On The Design Of Performance Assessment Rubric Based On High School History Academic Quality Standards

Performance Assessment rubric is an assessment tool that assesses learning accurately and concretely by listing criteria dimensions for tasks,activities and work with the help of expressive assessment and providing detailed verbal descriptions of the criteria and dimensions,and performance assessment rubric provide teachers with a visible learning assessment tool for evaluating students’ core literacy levels.From the current implementation of expressive assessment and even the use of rubrics in general high school history teaching.Although secondary school history teachers see the advantages of expressive assessment in evaluating students’ core literacy development,their understanding and use of expressive assessment rubric are slightly inadequate,to a large extent because they do not know how to design effective rubrics and how to properly use them to evaluate students’ academic performance.As a result,both the performance assessment and the use of the rubric are not very effective in implementation.The main problems are: the overall goal of student assessment is still based on the traditional entrance examinations;Teachers do not pay enough attention to academic quality standards,and limited time and energy are invested in the design of assessment measures rubrics;and the awareness of re-feedback of students’ performance results is lacking.Based on the examination of theories such as teaching evaluation consistency theory and SOLO thinking classification evaluation.This study used electronic questionnaires and interview survey method to investigate teachers’ understanding and use of performance evaluation rubric in general high school history teachers in Zhejiang Province.After descriptive analysis of the data from 142 valid electronic questionnaires through the Questionnaire Star back end data processing tool,the following attributions were obtained based on the data results: First,teachers failed to develop a reasonable and modern-oriented view of assessment;Second,teachers lacked the knowledge of academic quality standards as a guide to academic assessment;And third,teachers artificially separated teaching and assessment links,and initiatives that emphasized teaching over assessment led to further compression of teachers’ input to process assessment and rubric design.Based on the above-mentioned problems,in order to improve the current situation of using performance assessment rubrics and enhance the effectiveness of the rubrics in secondary school history teaching,this paper elaborates two rubric design models — —top-down type and bottom-up type from the design level of history performance assessment rubrics.The three core elements of the rubric design are clarified: criteria,performance levels,and descriptions of performance at each level.The first step is to analyze the academic quality level and determine the student success criteria;the second step is to select the appropriate gauge type and classify the performance levels;the third step is to use the SOLO classification structure to compile the level descriptions.On this basis,we designed and constructed a unit performance assessment rubric based on Unit 8of the Chinese and Foreign History Compendium(Upper)as an example.First,we studied the curriculum standards to determine the unit assessment objective;second,we determined the content and tasks of the history performance assessment based on the assessment objectives;and finally,we constructed the assessment scale on top of the unit tasks.In order to maximize the effectiveness of the rubric assessment,this paper proposes the overall requirements and basic strategies for the use of the rubric based on the premise of the rubric design: first,show the scale to students in advance.Secondly,the correct handling of the feedback results of the work can help students improve on the original foundation and indicate the next step forward in a timely manner.In terms of application strategies: teachers should guide students to state the meaning of gauges and understand them comprehensively;teachers should guide students to match the gauges’ levels and use them correctly;teachers should encourage students to identify gauges’ problems and revise them together.