When it comes to the top-down approach to writing
rubrics, it has to start with framework that is conceptual. With a conceptual
framework scoring rubrics can be made by evaluating student’s performance on
assignments. When it comes to the bottom-up approach to writing rubrics, it has
to start with the student’s work as examples. By using the student’s responses,
the teacher can create a rubric that is tailored for that specific assessment.
Based on both of these different types of approaches, I can see that the
Exemplars criteria for both reading and math rubric follow a top-down approach.
The descriptions for the different performance
levels have been implemented for both the reading and math rubrics. From novice
to expert, there is a clear distinction and performance level that is included
for each individual category. The levels are a progression of performance
quality, each level being clearly depicted. The progressions are obtainable
expectations for the given material. In my opinion, the Exemplars criteria for
reading and math is very impactful.