Examining scorer's coherence of using rubric in the problem solving process

In this research, scorers?s coherence between scores at the end of their assessment on problem solving ability using rubric and without rubric were examined. For this reason ,a rubric and four open-ended questions on natural numbers at 6th grade level was prepared for scoring problems. The problems were applied to 27 students at 6th grade of the Bartın Private Emel Işık Secondary School in the 2011-2012 academic year. Responses of problems were scored by 15 mathematic teachers who work at different schools in Bartın province. First of all, the teachers scored problems without rubric. Two weeks later, the same responses were scored using the rubric to prevent memory effect. Also, the students scored their responses using rubric. In addition, a questionnaire consisting of 4 open-ended questions were applied to teachers for determining their views about using rubric. With this approach, coherence among scores of teachers using rubric and whitout rubric were examined. In addtion to this, relation between scoring of teachers and students were analysed. Coherence among teachers ` scores for students' responses were examined with Kendell's W test. The coherence among scores given to students by teachers using rubric were observed highly. Coherence among scores given by teachers without using rubric were found low. The relation between scores given students for themselves and teacher2s scores for students were analysed with Spearman Correlation Test. It was found significant relationship in the majority of teachers between self-assessment for 1st and 3rd questions and scores given by using rubrics by teachers. This significant relationship in 2nd and 4th questions was observed in all of the teachers. It wasn?t found a significant relationship between self-assesssment and scores given without using rubric by teachers for 1st and 3rd questions. But the significant relationship for 2nd and 4th questions were observed in the majority of teachers. According to teachers's explanations about rubric, ıt was observed that they have information about structure and purpose of rubric but they don2t have enough information about preparation, application and variation of rubric. The teachers reported that rubric maintains objective?assesment. Furthermore, teachers said that as it allows students to see their strengths and weaknesses, it affects positively students success. However teachers reported that it is difficult and it takes a long time to prepare a rubric. Keywords: Rubric, self assessment, problem solving, compliance raters, complemental measurement and assessment techniques