Scoring Rubrics Method in Performance Assessment and its effect of Mathematical Achievement

This 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. Keywords: performance-based assessment, scoring rubrics, achievement, composition and inverse functions, assessment strategies, educational psychology, pedagogical methods.