 आँ सकोरींग रूब्रिख्स लाई गुष्द्गू कु इस सेस्यन में आईगे बडानें गे और सकोरिंग रूब्रिख्स के बारे में एरजाए क ये पहोज ऽगीिख सामने के रूब्रिख्स हुए जातें With just two policy remarks I will talk about them with you ۚ because according to their resolution how a new assessment is created is often described in theads asís most possible These are analyzed and holistic rubrics For this session we will take only analysis and structure of rubric in next session we will talk about anotherick type जव दो ड़व ताईप सेवन में ज़े से मैं ताईव कहा, एक ठैव आनलिटिक रिब्रिक्स होतें, ये भून्यादी तोर्पे ये ये सकोरिं की वनाई जाती है। और इसके जवाब के मुख्तलिः फिसों के लिए माएक्स का टाएएून कि आदादादादादादाद. या कोंगान सी श्किल्स फोखिस की गईईईईई ये ताईएन आप पहले से नहीं करते है होलिस्टिक रीब्रिक में जवाब को मुख्लिफ हिस्षो में दिवाएड नहीं करती बलके आजे होल आनसर को सकोर करने का नाम है या उस में ये ताईएन करना सब से पहले हम उस सवाल के मेजर आलेमेंट्स जो के जवाब में हमें नजर आने चाही हैं उनका ताईएन करते हैं याने आजे हिस्षे या जवाब के वो मुट्वोग को चीजें जो सवाल के अपने जवाब के अंगर सवाल के बाद लिखेगा फिर उनको उनकी अईडिल शकल में देखना अगर को उस तुड़न्ट इनका नवारे सवाल के इन पिस्सों का अईडिल जवाब दे तो उस जवाब केईन चीजों पे मुँष्टम मिल होगा उनको हम सामने रख लेतें as a standard or as a yardstick and then it is clear that every student can not answer in the ideal form of it so we see that out of these, which part of the answer will be ideal which part of the answer will be less than ideal and less than that we share the numbers in the same way and in this way we check the set of various facilities and grade it according to its quality in this way in our answer after scoring after scoring we have in a clear cut form that whatever we expected in this answer which part of the answer and which part of the answer and which level of the quality was included so we score the student this question generally we analytical rubrics make this restricted response for such type of items because in restricted response if you remember we had said that the answer is already certain the answer to the student is to identify identify it organize it and then draw a conclusion so the answer is already less whereas this extended response questions are not correct in every situation for example if you are given to write something like this for that selection of content you do not have to do it in one place in one of the content every person has his own way he himself chooses which items will be included in it so the questions of extended response may be when to make analytical rubric and use it not as much as for restricted response questions it is more important to develop it to develop it its elements I mean its elements that when the student will give an answer what things should be included in the answer while applying it we have to keep our learning objectives in mind when I am making rubric and I am applying it then those elements should not go beyond my learning objective because when I studied I kept those things in mind and taught those things when I was focused those things can also be part of my rubric beyond that less things can be included in rubric but more than that what we have written that appropriateness to the learning objective means that the learning skills focused in the objective should be rubric within those skills similarly when you are allowing the elements that we want in the answer to be scored while allotting that score its relative importance should be kept in mind if I have explained or applied in my learning objective then when I am making a rubric then those students will get good quality by applying but this time the understanding now see this means that elements in rubric cannot go beyond the objective secondly those elements should have more weightage in the form of numbers which was more important then rubric also came to know that there is no such thing which I can connect with my learning objective without my own will it should be within the same limits and focus should be on those things which I focused on while studying this way in making a skip another important thing is when students give partially correct answer as an example I have written the ideal answer that the ideal answer of element number 1 would be this but if the student does not give the ideal answer and in certain cases that answer is correct till a certain point and after that it is wrong that answer is not correct then I cannot give it even 0 and I cannot give the complete number in this case when it can not be given then it is not at all wrong it cannot be given even 0 in this case we call it partial scoring giving partial credit neither in the complete number nor in the middle number this partial credit or partial score for partial correct answer in this again the element of subjectivity becomes more important because to be partial correct to be correct then this is a very subjective matter to solve this in general the way is that when you make partial credit and re-break then you do not need to start from the beginning you check a few papers and in those papers I try to see what kind of mistakes and with those mistakes you start to develop this sense of what kind of mistakes are being made then how much credit should be taken back on them should be given less you should take this number after that you finalize your re-break if you look at it without script without answers if you look at it before then it is possible that you write the reasons for giving partial credit it is possible that it is possible that you cannot see the answers so to avoid this let us check a few papers while the things that are in front of us we keep those things in front of us the more correct the answer the more it will get the credit and the more wrong it will be the less the credit will be and it will be divided between the highest and lowest okay? the same way you have seen that I have talked about partial credit the same explanation is given the concept of partial credit this is subjective and when you start to make re-breaks then try to make the questions less than the question of partial credit or if it is correct or if it is wrong so that you do not have to be in this confusion and whenever you become an expert it will be easier to understand the solution for you then you can start focusing on it now I will give you two examples of this I will keep it in front of you and I will keep it a little complex their face will be like this like the question number 1 is given and this is the same question which we have seen in our example what are the meiosis and mitosis there are two processes of cell division so if anyone knows about them then they will give him two numbers if he can list their similarities and can list differences then they will give 4 more points that is the skill focus to know their similarities to know their differences so these were the four points that you divided the score of your total test that is the score of the question and you divided it you should also keep in mind that when you are dividing the score then the score should not go ahead of your question it should be in it this is a very simple re-break a little complex re-break if you want to see so we have asked a question that in the answer of this question the four things we want to see first is examined problems second is to present the student's evidence third is to draw the conclusion fourth is to decide these are four things if we see in the answer of the student then we will understand that the answer is correct because the meaning of all these words which are written in the headers are different for the person so to keep them the same as I have written the description under the conclusion it can be written below all so I have written under the draw conclusion that what does it mean it means that make comparative judgment from data and able to adjust opinions when new facts are found and reject information that is incorrect or irrelevant this work when the student will demonstrate in his answer he can draw the conclusion and the credit to draw the conclusion will be given we have divided our scoring in four parts which are written in front of you now I have to follow their marks which are more what are the numbers what is the importance of studying first of all decision making was the most important which I had to teach so in decision making if I had made a question then I will give four numbers to it less importance was to draw the conclusion because the decision is based on the conclusion so I will say that there are three numbers two numbers are to search for evidence and one number to understand the problem this division of the marks it shows the importance of these four elements now how will I know that a student is drawing the conclusion so I said that I will see four things which are all factors if the student analyzes and interprets he can do comparisons he can relate the results and he can know the reasons so I will say that he can draw the conclusion of these four things and how will these four things be seen in the answer that analyze and interpretation of data this means that who is to be analyzed when I saw his answer that he has combined and he took out a new aspect which he wants to see when I will see comparisons when I will write student similarities and differences then I will say that he can do comparisons so how to see everything in the answer I have listed it here and the number of indicators I have listed it here that how many numbers will there be in each of these so this rubric is made it shows the skills in the answer it shows the ideal things and it shows the credit of those ideal things we call this rubric this was in a complex form which I have shown you it was a simple form of this kind of rubric