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Rubrics that include minimum numbers of a particular attribute are more like a checklist than a rubric.
There are several advantages to using general rubrics.
They can be shared with students at the beginning and used with different tasks.
Procedural concepts are the comprehension and application of historical practices (Van Sledright and Limon, 2006).
They are represented by the categories of claim and evidence but also overlap with corroboration and contextualization.
Students engage in corroboration by comparing multiple sources on the same topic to determine the historical interrelationships (Wineburg, 1991).
They look for similarities in accounts that lead to a preponderance of evidence around a particular conclusion or theory.Finally, they analyze the authors' perspective to determine the reliability and purpose of the sources.Wineburg (1991) states that sourcing is unique to the work of the historian and represents the first opportunity for students to interpret the past through critical analysis.Strategies are tools for analyzing and interpreting historical documents.In the ARCH rubric, the strategies are close reading and some aspects of corroboration and contextualization.Within this task, students engage in identification and attribution and determine the perspective.In identification, students determine the overall meaning and content of the sources.They determine viewpoint and evaluate evidence to validate claims made by an author.Students begin to analyze the use of language: Is the author using particular words and phrases to influence the reader?It is based on the sum of a range of criteria, rather than a single numerical score, with statements to guide raters. In analytic scoring, there is a separate score for each aspect of the product or performance. In holistic scoring, a single score is based upon the overall impression of a product or performance.The ARCH Historical Thinking Skills Rubric is designed to be used holistically. According to Brookhart (2013), task-specific rubrics are used to assess a discrete task, whereas general rubrics assess multiple tasks around a general set of skills.