 उस्रे पबले सैशन्स मे हम, हलिस्टेक रूग के बारे मे उसके कचारेटर्यस्तेख्स, उसका इसतमाल, उसके ज मुर्डाख वूई दिया जाते है, उसके अटेट्रेश्स गे बारे मे हम पार घूके है. आप आब हम इससेशन में आनईलतीकल रूएए वव्रिक्ष जूहम उनके बा़े में दिसशिन सुरूएएँ करते हैं अर देकतां है के आनलेटीकल व्रिक्ष क्या होती हैं, यजईने इंका स्ट्क्च्र क्या हैं, उन्के अलेमेद्स क्या होते हैं और फ़ साभ जिय देखेंगे के इनके जरीय से किस तरा के अज़्ेद ताएब कुश्टिन्स जो हैं न को स्कोर किया जाते हैं और उसको कैसे अंट्रप्रेट किया जासकते हैं अनलितिकल रूप्रिक च्यो हैं ज़ेजे में बहले का अनने ज़ुडने जबाब तो एक दिया लेगे मैं उस एकजवाब को एक ज sust kale maark nahin karna chahta अन व सी जवाब के ज़री एस यच़ुडन्द की खेडिटिविटी को लिटी को भी चेक करना जाता लुद मैं उसी जवाब को असेज कर की, अपस की, प्रोब्लम सोल्विंग सकेल को भी च्ट करना जातवूं मैं उसी को चट कर की, अपस की श्ट्च्ट नोलटज छै चीजों के बारे में उसको कन्ट करनेगी सलाए ज़ो भी देगना चातवूं अर सब पे एक स्कोर नहीं देना जाता हर चीज़ पे लेधा लेधा स्कोर करना चाता। तो इस सुरत में आप आनलिटिक जो रिवब्रेक होती है ये इस्तमाल कर सकते हैं और साभ जारे जब मैं एक से जीज़ों को चेख करना चाहूंगा भार करना चाहूंगा तो में एक ही इसे को एक से जासदा दफा सकोर करना पडेगा और रहर दाफा नकूर करने से शकोरिं का खॉरिंग का कराटिरीया जो है भो म्ंझे वालोउम होना चाही ए शाभ ध़ागा लगे गा लेधा से सेप्रिक लिए ये एक स्कोरिंग क Jayagya तुस्ट़ड़टटल्टक्र आगा नहीं अगा कवाआउ़। आप एकदटटल्टल्टक्र कवाउजा फता चलगा उच्टटिकों तुस्टटटल्टल्टट्टल्ट्टटल्टूए। तो जल सकोर उन लिज़ सो मे स्सुईद शे ठ़ थया तो थोच़ तब यह भीस from all the others कर तोडल से निकाल सकों हर इस से पेले ख लेदा से फीट बैग दे सकों अब इस after understanding the analytical rubric you should see when to use it how to use analytical rubrics to score such type of answers when you look carefully as I said earlier there are more things in analytical rubric which we have to mark for example one such student I have to check his creativity I have to check his problem solving skill I have to check his ability to organize ideas I have to check his ability to organize ideas what he has written I have to check his factual correctness now I have to check four things I should take up this then when I have the number of people who rate him for example I have to check four things I have 10 such so I am the first observer I have kept creativity in front of him keeping his indicator and I have scored according to that then I have to give another person another colleague who checks his problem solving point of view that is he showing problem solving or not and he marks according to that the third person scores with another aspect the fourth person scores with another aspect so when he scores with different aspects the four are different people this means if I have 10 such and I have to check four things then I should have four people who can check each of them so when I have this ability then I have to use analytical rubric the work increases similarly the people who have to use this thing the audience who has to use this score they have to understand this score they have to understand it and use it uniquely there should be a need I have given a separate score of each component but if the person who has to use this assessment he doesn't understand it then I don't have to mark it in this way because it takes a lot of time I check all the areas check all the areas the strengths and weaknesses should be the same I don't have to to alert the number I have to do it separately in every section the weaknesses and strengths should be understood then I can use this in analytical rubric the components that have to be checked or the factors that have to be checked in a larger list only a specified list which has value from the point of view of assessment or from the point of view of the person who uses it it is an important factor I have made an analytical rubric there are 5 or 10 skills in literature which are related to this I only have to use those skills which I need which have a score then I am in the position of using that score in order to design my instruction or in order to give a judgment on student's learning if I don't have this imagination in me and I can't select it then my work will increase and it will come out of the control and it will be even worse that I check it with so much effort for so many things and the result can't be used so I should save myself from this I need to select the major elements of that and select the major elements of every skill in this way to produce an ideal answer which is useful for our use how many points to award I have identified 4 different skills so total question number is 20 among these 4 how will these 20 be distributed 5,5,5,5 or the first few or the third few distribution of marks or points that is very important so that any component which is more important in my assessment or less important distribution of marks for each construct depending upon its value its utility I should do this then I can use analytical rubrics different points different points that is the 20th number I had 4 factors so I distributed 5,5,5 now the first criterion 5 numbers should be distributed level wise who will get 5 who will get 4 who will get 3 and who will get 0 I don't want to distribute these only by factors but after those factors I want to distribute them by levels on different points so that I get the result not only for those constructs or those factors but also for their extent that they are 4 and the extent that they are found in students I should do this too similarly I have already said I will just give it to you that when you do analytical rubrics then identify certain elements of the answer which are more appropriate to learning objectives that is it is clear that it will work when you define the construct and make a list of indicators and in list of indicators write it down that these are important things which I have to see in the answer the important things that you will list basically they will be aligned with the learning objective then you can list them there so in this way when you do marking the score that you are getting the learning objective achievement is showing itself so through this you can ensure similarly when you assign numbers then I have already explained this that when you assign numbers then by numbers according to their relative importance you should assign them if there was a 20th number then it is not necessary to give them a equal number the more value there is the more number there is the lesser value there is and then the more value you assign them the further you divide in the levels the better you have to say the lesser you have to say the lesser you have to say so in this way you can make its justified structure there is a partial credit in this partial credit which I have already explained 0 or 1 this is full credit credit or no credit this is distribution there are some things but the skills that we have is that whether or not whether or not they are at different levels so when you make different stages then we say this is partial credit this is not that you will get full or not you can get partial you can get 2 out of 5 you can get 3 out of 5 this is the criterion which I have mentioned you can make levels the purpose of making levels is that between right and wrong they should be acknowledged and in that way they should be awarded and in this partial credit consistency will be the way the student marks or other we have already mentioned that every partial credit i.e. every level you tell write a descriptor write a description that if this will happen then we will get this number if more than this then we will get this number if less than this then we will get the consistency and this reliability will be helpful to improve partial credit scores you should keep in mind while defining partial credit score i.e. when i will give 1 when i will give 2 then there should be one in the answer apart from 1 then this will be 2 when you have to go to 3 then there should be 2 in the answer apart from that what will be added then there should be a sequence it is not independent that in one set of skills or in two the set of skills that you have to demonstrate are fixed for each higher number there will be some add in the last one there will be some new add when this sequence is made then this is the principle of partial credit that you can make in partial credit only in those items in which every higher number keeps the characteristics of lower number and with that keeps this addition so we call it the system of partial credit this is the guideline to develop partial credit this is an example of analytics first i saw what is meiosis and mitosis compare these two write four similarities four differences now if you recall then we used this in the first example when we were reading item writing and this restricted response comes in the category of such questions in which the student does not have to go beyond the learn which he has taught and in the answer there are 3-4 things that he has to tell what is meiosis and mitosis and then he has to compare 4 similarities and 4 differences so according to that we did partial credit if you define meiosis and mitosis then there will be 4 similarities and there will be 4 differences so see one more thing in front of it if you write in front of it that analytical rubrics we use this more when you have restricted response such questions when you have extended response then it is more suitable similarly analytical rubrics are more useful when you have to check restricted response items see another rubric example there are 1, 2 and 3 these are the criteria there are 3 things and in front of them the levels are fixed the total number of criteria is 4 now when will we get when will we get 3, when will we get 2 when will we get 1, its description you see it is written in row number 1 there are 4 levels of other criteria there are 4 levels of third criteria and the level in which the student will be level 3 i.e. accomplished it is understood that there are 2 answers apart from those 2 there is something else and if you read the description you will find that every next level contains the last level and apart from that there is a characteristic which is an addition so this is its example