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What Is Rubrics?

Rubrics are scoring standards used to evaluate performance tasks in a fair, accurate and consistent manner. They provide detailed descriptions of the characteristics or quality levels of a student's performance corresponding to scores on a rating scale. There are three main types of rubrics: analytic rubrics which evaluate different parts of a response separately, holistic rubrics which judge the overall quality of a response, and combination rubrics which use elements of both. Effective rubrics have educationally significant and observable characteristics, clearly defined scoring criteria, and consider the task and purpose of the assessment. Rubrics along with checklists and rating scales are often used together to comprehensively evaluate student performance.

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Elhaine Madula
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308 views2 pages

What Is Rubrics?

Rubrics are scoring standards used to evaluate performance tasks in a fair, accurate and consistent manner. They provide detailed descriptions of the characteristics or quality levels of a student's performance corresponding to scores on a rating scale. There are three main types of rubrics: analytic rubrics which evaluate different parts of a response separately, holistic rubrics which judge the overall quality of a response, and combination rubrics which use elements of both. Effective rubrics have educationally significant and observable characteristics, clearly defined scoring criteria, and consider the task and purpose of the assessment. Rubrics along with checklists and rating scales are often used together to comprehensively evaluate student performance.

Uploaded by

Elhaine Madula
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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CHAPTER 6: SCORING RUBRICS

Prepared by: Wena-Lyn B. Canales, Jenny Grace T. Ellarte

What is Rubrics?

Rubrics are scoring standards composed of model answers that are used to score performance tasks. They are samples of
acceptable responses against which the rater compares a student's performance. (Borich and Kubisyz, 2000)

Rubrics serves as guidelines used to ensure that our judgments of open-ended responses are accurate, consistent, and fair.
They should accompany all performance assessment methods where we anticipate degrees of correctness or acceptability
in responses, such as short answer items, essays, products, or behavior-based exercises. Without rubrics, the assessment
tool is only partially developed. Rubrics provide us with a means to make finer discrimination in performances that vary
in degrees of quality (Chatterji, 2003)

Rubrics are also scoring criteria which become the bases for evaluating student performances (McMillan, 1997).

Types of Rubrics

Analytic Rubrics – are scoring system where the responses is broken down into relevant parts, and each part is assessed
separately and assigned separate scores. This type of rubric is used if the purpose is to diagnose strengths and weaknesses
in students or to facilitate formative decision-making. For example, a student might be very good at writing articles, but
poor in spelling. The analytic break down of scores can be used to diagnose student needs while the total score could
provide a basis of performance on the overall task.

Holistic Rubrics – are used where the response is judged more or less as a whole by the scorer, resulting in an overall
rating of its quality. Holistic scoring is also called global scoring because of its focus on the whole response rather tha its
parts.

Combination of Analytic and Holistic Rubrics – is usually used with the types of performance assessments that require the
observation of skills and processes and at the same time the judgment of the resulting product. For example, consider an
assessment requiring students to develop and present a research report in social studies. The finished report could be
scored analytically, while its oral presentation in class may be judged by holistic scoring.

Rating Scales

A set of ordered categories denoting different degrees of quality is called a "rating scale." It is used in noting finer
distinction than just the presence or absence of a behavior.

A rating scale will serve several important assessment functions such as:
1. It will have direct observation toward specific aspects of behavior.
2. It will provide a common frame of reference for rating the performance of all students in the same set of
characteristics.
3. It will provide a convenient method for recording the observer's judgments.

Principles of Effective Rating


1. Characteristics should be educationally significant.
2. Identify the learning outcomes that the task is intended to assess.
3. Characteristics should be directly observable.
4. Characteristics and points on the scale should be clearly defined.
5. Select the rating procedure that is most appropriate for the task and the purpose of assessment.
6. Between three and seven rating positions should be provided and raters should be permitted to mark intermediate
points.
7. Rate performances of all students on one task before going on to the next one.
8. When possible, rate performances without knowledge of the student’s name.
9. When results from a performance assessment are likely to have long-term consequences for students, rating from
several observers should be combined.

Checklist

A checklist is similar in appearance and use to the rating scale. The basic difference between them is in the type of
judgment needed. On a rating scale, one can indicate the degree in which a characteristic is present or the frequency with
which a behavior occurs. The checklist, on the other hand, calls for a simple yes-no judgment. It is basically a method of
recording whether a characteristic is present or absent or whether an action was or was not taken. Obviously, a checklist
should not be used when degree or frequency of occurrence is an important aspect of the appraised.

Checklists are preferred over rating scales when many elements must be assessed because the evaluative decisions are
simpler to make and the assessment instrument is easier to read. These are mainly the reasons that is considered to be
especially useful at the primary level where much of the classroom assessment depends on observation rather than testing.
Checklists are also useful in assessing those performance skills that can be divided into a series of specific actions.

Rubrics

Rubrics - The detailed descriptions of characteristics of performance corresponding to each point on the scale are known
as scoring rubrics. A scoring rubrics makes explicit the criteria that are used to rate performance. Although we have
described the individual use of checklist and rating scales, they are often used in combination with a rubric when
assessing student performance.

Holistic Rubric/Scoring

Holistic rubric or scoring is used when the rater is more interested in estimating the overall quality of the performance and
assigning a numerical value to that quality than assigning points for the addition or omission of a specific aspect of
performance. Holistic scoring is typically used in evaluating extended essays, term papers, academic proficiency or some
artistic performances such as dance or musical creations.

This type of rubric is one in which several dimensions are contained in each category of the scale. In the following
example, each dimension is rated separately, the scoring system is analytical, and the analytic scoring has separate results

Combined Scoring Systems

As suggested, good performance tests require learners to demonstrate their achievements through a variety of primary
traits, such as cooperation, research, delivery, and others. Several ratings, therefore, may need to be combined from
checklists, rating scales, and holistic impressions to arrive at total assessment procedures.

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