In other words, the evaluator needs to be careful that the student is not unintentionally penalized severely for a given mistake. General versus Task-Specific Scoring rubrics may be designed for the evaluation of a specific task or the evaluation of a broader category of tasks. If the purpose of a given course is to develop a student's oral communication skills, a general scoring rubric may be developed and used to evaluate each of the oral presentations given by that student. This approach would allow the students to use the feedback they acquired from the last presentation to improve their performance on the next presentation. If each oral presentation focuses upon a different historical event and the purpose of the assessment is to evaluate the students' knowledge of the given event, a general scoring rubric for evaluating a sequence of presentations may not be adequate.
Historical events differ in both influencing factors and outcomes.
In order to evaluate the students' factual and conceptual knowledge of these events, it may be necessary to develop separate scoring rubrics for each presentation. Scoring rubrics may be designed to contain both general and task specific components. If the purpose of a presentation is to evaluate students' oral presentation skills and their knowledge of the historical event that is being discussed, an analytic rubric could be used that contains both a general component and a task specific component. The Missing Part of Pedagogy. Assessment Resource Page.