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An experimental design with 187 male and female students compares three evaluation approaches: analytical scoring rubrics, holistic scoring rubrics, and a traditional assessment method. A mathematics achievement test is developed, and both rubric types are prepared to evaluate performance. Results favor analytical rubrics, while students report satisfaction with both analytical and holistic evaluation tools. Recommendations emphasize interpreting procedures, rubric-based teaching assessment, and further in-depth research encouraging student justification.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/scoring-rubrics-method-in-performance-assessment-and-its-effect-of-mathematical-achievement/593318/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/scoring-rubrics-method-in-performance-assessment-and-its-effect-of-mathematical-achievement/593318.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main aim regarding scoring rubrics?","Question",{"text":112,"@type":113},"The study aims to investigate the impact of using scoring rubrics on assessing students’ performance and on their mathematics achievement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were students grouped in the experimental design?",{"text":117,"@type":113},"Students were divided into three groups: analytical scoring rubrics, holistic scoring rubrics, and a control group assessed using a traditional method.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the results indicate about analytical vs. holistic rubrics?",{"text":121,"@type":113},"The results favored analytical scoring rubrics because they consider details, procedures, and levels of understanding and perception.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593318,1792209319,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Scoring Rubrics Method in Performance Assessment and its effect of Mathematical Achievement  \nBy Mohammad A. Tashtoush 􀀍, Nawal Shirawia􀁲 & Noha M. Rasheed 􀁱  \nThis study aimed to investigate the impact of using scoring rubrics on assessing the performance of students in achievement. The study followed an experimental approach, and the sample consisted of 187 male and female students enrolled in the Calculus course. They were divided into three groups: the first experimental group, whose performance was evaluated using analytical scoring rubrics, the second experimental group, whose performance was evaluated using holistic scoring rubrics, and the control group, whose performance was evaluated using the traditional method. Additionally, a mathematics achievement test was developed, and two of scoring rubrics, one analytical and the other holistic, were prepared to evaluate students' performance. The results of the study favored the use of analytical scoring rubrics over holistic correction rules, as they considered all details, procedures, and levels of understanding and perception. The students expressed satisfaction with the use of analytical and holistic performance scoring rubrics in evaluating their performance. The study recommended the need for students to pay attention to interpreting their procedures when performing mathematical tasks. It also encouraged teachers to use scoring rubrics to evaluate students' performance and called upon curriculum authors to make the necessary modifications and additions to increase students' opportunities for justifying their procedures. Moreover, conducting in-depth studies that allow students to justify their procedures was suggested.  \nKeywords: performance-based assessment, scoring rubrics, achievement, composition and inverse functions, assessment strategies, educational psychology, pedagogical methods.  \nIntroduction  \nThe past few years have witnessed significant development in the field of assessment and its growing importance among education experts for the purpose of educational reform and improvement. Thomas Kalvin, the president of the International Organization for Measurement and Evaluation, addressed the issue of educational reform and development through various assessment processes during the 27th conference of the organization. He emphasized that most past reform efforts focused on educational inputs, while recent trends have emerged that prioritize educational outcomes and the extent to which students acquire knowledge, skills, behaviors, and attitudes.  \n􀀍Assistant Professor, Faculty of Education & Arts, Sohar University, Oman & AL-Balqa Applied University, AL-Huson University College, Jordan.  \n􀁲Assistant Professor, Faculty of Education & Arts, Sohar University, Oman.  \n􀁱Assistant Professor, AL-Balqa Applied University, AL-Huson University College, Jordan.  \nAccording to the National Council of Teachers of Mathematics (NCTM, 2000), assessment is the process of gathering evidence about students' mathematical knowledge, their ability to use mathematical knowledge, and their attitudes towards mathematics. It involves extracting judgments from this evidence for various purposes. Assessment has become a primary source of evidence on which teachers base their inferences about what students know or need to learn. Furthermore, student assessment should not be conducted solely for the purpose of evaluation but also for guiding and supporting student learning and understanding patterns of knowledge.  \nEducation experts and researchers (Jarrah, Khasawneh, & Wardat, 2020; Alotaibi, Khalil, & Wardat, 2021; Tami & Roger, 2000) believe that assessment is a systematic process that requires collecting objective and authentic data from multiple sources using various tools, in line with specific objectives, to reach quantitative estimates and descriptive evidence. These estimates and evidence are used to make appropriate judgments or decisions. Undoubtedly, these decisions have a sig","cbCaicLSpsighjT2","https://ap.wps.com/l/cbCaicLSpsighjT2","pdf",383623,22,"English","# Introduction\n## Assessment reform and educational outcomes\n## Definition and purposes of assessment\n## Limitations of traditional assessment approaches\n## Toward standards and criteria in assessment","[{\"question\":\"What is the study’s main aim regarding scoring rubrics?\",\"answer\":\"The study aims to investigate the impact of using scoring rubrics on assessing students’ performance and on their mathematics achievement.\"},{\"question\":\"How were students grouped in the experimental design?\",\"answer\":\"Students were divided into three groups: analytical scoring rubrics, holistic scoring rubrics, and a control group assessed using a traditional method.\"},{\"question\":\"What did the results indicate about analytical vs. holistic rubrics?\",\"answer\":\"The results favored analytical scoring rubrics because they consider details, procedures, and levels of understanding and perception.\"}]","Scoring Rubrics Method in Performance Assessment and its effect of Mathematical Achievement | PDF",1792077046,55]