PROCESS IN

DEVELOPING AND
USING RUBRICS
 MEET OUR PRESENTORS

ACEVEDO, JR., ALILIRAN, LERI C. ANOJO, ROBELYN

JOECINTH HEART M.
MEET OUR PRESENTORS

BACARIZA, FERNANDEZ,
JOHANNAH O. ARRIANA MARIE G.
MEET OUR PRESENTORS

GARDON, JORILYN G. GULMATICO,

CANDYD KEITH B.
LEARNING OBJECTIVES:
Identify the concepts and processes in
developing and using rubrics.

Recognize the significance of utilizing

rubric in an assessment.

Develop and use appropriate rubrics to

assess students' performance and output.
WHAT IS A
RUBRIC?
 RUBRICS
is an assessment tool that specifies
the performance expectations for
any kind of student work, such as
portfolio, outputs, or project
performances, collaborative work,
and research.
RUBRICS
CONSIDERED AS THE
" HEART OF THE ASSESSMENT"
3 ESSENTIAL FEATURES
3 ESSENTIAL FEATURES

1. Criteria or the
aspects of
performance that
will be assessed
 3 ESSENTIAL FEATURES

2. Descriptors or the
characteristics
associated with
criterion
3 ESSENTIAL FEATURES
3. Performance levels that identify
student’s level of mastery within each
criterion
PERFORMANCES AND OUTPUTS THAT CAN
BE ASSESSED BY RUBRICS

1. Oral Presentation
2. Creative Performances
3. Public Speaking
4. Athletic skill/ competition
5. Written products
6. Visual products
Four Types of
Rubrics
What are the different types of
rubrics?
Rubrics are usually classified according to two
different aspects of their composition:

(1) whether the rubric considers each of the criteria

one at a time or all criteria together, and
(2) whether the rubric is applicable to all similar
tasks or can only be used for a particular task.
General/Generic
Rubric
It contains criteria that are general and can be applied across tasks. This is most
convenient for teachers who do not have the time and skills in developing
different types of rubrics as they can reuse the same rubrics for several tasks or
assignments.
 General/ Generic
Rubric

Advantages:
Same rubric can be used in different task
Not time-consuming
Disadvantages:
Feed back maybe too general
may not be able to judge the student's
performance on a specific activity with
sufficient accuracy.

Task-Specific
Rubric

It contains criteria that are unique to a

specific performance task to be
assessed.
This kind of rubric is best for instruction
and formative assessment since it will
provide the students feedback on what
aspects of their performance or work
need to be improved.
 Task-Specific
Rubric

Advantages:
More reliable assessment
Inform the students what areas of their
work or performance need to be improved.

Disadvantages:
Difficult to construct rubrics for all task
time-consuming for teachers

Generic/General Rubric Task-Specific Rubric

Rubrics for one specific

assignment.
Rubric that can be
Used to spell out
applied to multiple
instructions and required
assignments, and
elements of the task for
possibly to multiple
students.
disciplines. 
Specific and relevant, but
can be time consuming 
 Holistic Rubric
Holistic rubrics allow you
to assess students’
overall performance on
an activity or assessment
based on a single scale
using predefined
achievement levels. With
a holistic rubric the
instructor assigns a
single score (usually on a
1-to-4-point scale) based
on a judgment of the
student’s overall work.
 Holistic Rubric

Advantages:
· Quick scoring/ time saving
· Written generically and can be used with
many tasks
· Good for summative assessments as they
give an overall judgment of performance
Disadvantages:
· Do not provide specific feedback about
strengths or areas to improve
· Not useful for formative assessment
 Analytic Rubric

An analytical rubric is
used to assess different
types of skills based on
the student's level of
mastery. In an analytical
rubric, teachers will create
a scale that rates the
student's work. For
example, one scale could
create categories like Not
Meeting Criteria, Needs
Improvement,
Satisfactory, and/or
Exemplary.
 Analytic Rubric
Advantages:
·More detailed feedback along several dimensions, since
each criterion is evaluated separately (i.e. you know what
to work on!)
·Dimensions can be weighted to reflect the relative
importance of different criteria
· Easy to link back to instruction
· Useful for formative assessment (providing feedback to
students) when the same rubric categories are used
consistently.
· Scoring is more consistent across students and raters

Disadvantages:
·More time-consuming to score and to create.

Holistic vs.
Analytic
Characteristics
of a
Good Rubric
1. EXPLICIT
 EXPLICIT

A good rubric should contain

criteria and performance
indicators that are clear,
concrete, and observable as
well as relevant and applicable
to the performance task to be
assessed.
 EXPLICIT

Each benchmark
and point value
should also have
clearly delineated
indicators,
differentiating
the expected
quality of work
for each
performance
level.
2. ALIGNED
 ALIGNED

A good rubric should

contain criteria that
are aligned with the
expected quality of
performance for a
particular task or
assignment, as well
as with the intended
level of learning
outcomes in the
subject.
3. AUTHENTIC
 AUTHENTIC

A good rubric
should include
criteria and
performance
indicators or
descriptors that are
meaningful and
require application
of real-life skills.

4. VALID
 VALID

A good rubric should be able to

measure what it intends to
measure. A rubric possessing
validity, scores what is central
to the performance and tasks.
Not what is easy for the eye to
see and simple for the teachers
to grade.
VALID
5. RELIABLE
 RELIABLE

A good rubric should be able

to be used by various
teachers and have them all
arrive at similar scores (for a
given tasks).
RELIABLE
6. S.M.A.R.T
 SPECIFIC

What are you trying to do? Who is

going to be part of the team? Why
are you trying to do this? Where is
what you are trying to do taking
place? When will you do what you
need to do? Be specific, provide a
clear picture and hold people
accountable.
 MEASURABLE

How will you measure what you

are doing?
How will you assess your
achievement?
 ATTAINABLE

With the tools that you have can

you reach your goal? If not, what
do you need?
 REALISTIC/RELEVANT

Can you actually meet the goals you

are setting forth? If the objective is
not realistic, what do you need to do
to make it so or do you need to
change the objective?

 TIME-BOUND

What is the timeline to meet your

goals? Work backwards. Start with
your final objective and backwards
plan to create an outline. Backwards
planning gives the big picture and
helps identify all that needs to get
done.
7. DESCRIPTIONS
 DESCRIPTIONS

Effective rubrics offer

a lot of descriptive
language. The rubric
describes exactly
what makes a task
quality. Be specificity,
the descriptors
enable student
performers to verify
and comprehend
their scores.
8. DIAGNOSTIC
 DIAGNOSTIC

A good rubric should be able to

communicate to the students
what are expected of them in
the course, allow them to
reflect on their performance,
and provide them opportunities
to improve on areas that they
did not do well.
DIAGNOSTIC
Steps in Developing
Rubrics
 1
Determine and reflect on the learning
outcome and the performance task to be
evaluated.

It is important to be clear about the learning

outcome/s and the specific performance that will be
evaluated.

Choose task that are essential, authentic, complex,

feasible and measurable
 To guide you in identifying the performance task/s to
be given here are the questions to ask yourself:

What learning outcome/s to be evaluated?

Example:
At the end of the lesson students should be able to:
1. Explain what are human rights and enumerate examples.
2. Understand the laws protecting human rights in the Philippines.
3. Present an issue concerning human rights and the effects of obstructing
one’s right.
 To guide you in identifying the performance task/s to
be given here are the questions to ask yourself:

Which student performance/s or output/s in the subject are

relevant measures of such students' learning outcomes?

Example:

Performance Task: Human Rights Issue Presentation

Output: Instructional Material- Powerpoint Presentation, Handout
 To guide you in identifying the performance task/s to
be given here are the questions to ask yourself:

Are all of these tasks equally important?

Example:

Absolutely yes as the tasks (both Performance and Output given) will
determine how the students learned about the human rights and the
issues it is facing today. Supplying the need to meet the intended learning
outcomes.
 To guide you in identifying the performance task/s to
be given here are the questions to ask yourself:

Which is the best representation of the expected learning outcomes?

Example:

The way students present their given topic should be the best
representation of the expected learning outcomes.
 2
Identify the quality attributes or
indicators of the performance task.

The next step is to identify and list all possible attributes or

indicators of a good performance. It can be based from your
own expectations and benchmark exemplars of work that
reflect key standard
Example:
 3 Determine the criteria or dimensions

Cluster the list of attributes and or indicators into possible

groups or categories and label the categories.

This will form the criteria for assessment.

 3 Determine the criteria or dimensions

We also need to determine what type of criteria and

rubric will be used.
Types of Criteria: Types of Rubric:
Content Holistical
Process Analytical
Quality General
Impact Task-specific
Grading a Research Paper
Grading a Research Paper
Introduction
Method

Data Gathering and Analysis

Conclusion

Recommendations
 4
Determine the benchmarks and
pointvalues

A number of descriptors can be used to denote

the levels of performance.
4
Determine the benchmarks and
pointvalues
 5
Write the benchmark performance
descriptors for quality work criteria.

It is important that the behaviors, characteristics, or

qualities that illustrates or exemplify each performance
level are clear and described precisely.

These performance descriptors should describe the relative

differences between performances at each level.
 5
Write the benchmark performance
descriptors for quality work criteria.

(1) aspects of performance or behavior at different levels

e.g. evaluates the different characteristics of… (4 points)
analyzes the different characteristics of… (3 points)
describes the different characteristics of… (2 points)
lists the different characteristics of… (1 point)
 5
Write the benchmark performance
descriptors for quality work criteria.

Adjectives, adjectival phrases, adverbs, and adverbial

phrases to present different qualitative differences
between levels.

e.g. explains to a very great extent the…

explains to a great extent the…
explains with moderate accuracy the…
explains with little accuracy the…
 5
Write the benchmark performance
descriptors for quality work criteria.

Numeric references to identify quantitative

differences between levels

e.g. gives more than 4 relevant examples of…

gives 3-4 relevant examples of the…
gives 1-2 relevant examples of the…
gives zero (0) examples of the…
 5
Write the benchmark performance
descriptors for quality work criteria.

Degrees of assistance needed by the student to complete the

task

e.g. explains the topic correctly and independently on his own.

explains the topic with very little assistance from the teacher
or classmates.
explains the topic with occasional assistance from the teacher
or classmates.
needs assistance from the teacher or classmates in explaining
the topic most of the time.
 How can you make
rubric useful to your
students?
Rubric is an important component
in the teaching-learning process.

It does not only help teachers in

assessing students' work through
applications of consistent standards
and in identifying the gaps in their
learning, but it also makes students
aware of what are expected of
them.
Thus, to make the rubric more relevant and
useful to the students, it is important for
teachers to:
1 Prepare the rubric and make it available to
students before they begin with the
assigned tasks.

2
Develop rubric with performance
descriptors.
3 Present the rubric to students and allow
them to give their feedback and
suggestions.
4 If possible, involve students in the creation
of rubrics.

5 Orient the students on how to effectively use

the rubric.
Jay McTighe specifies that effective rubrics
do the following:
Clearly define criteria for judging student performance based
on targeted standards/outcomes
Promote more consistent evaluation of student performance
Help clarify instructional goals and serve as teaching targets
Provide specific feedback to learners and teachers
Help students focus on the important dimensions of a
product or performance
Enable criterion-based evaluation and standards-based
grading
Support student self- and peer-assessment (McTighe, 2016)
"One way to make
learning expectations
explicit for learners" is to
use rubrics, according to
Brookhart (2018).
REFERENCES: 02

Balagtas, M., David, A., Golla, E., Magno, C., & Valladolid, V. (2020) Assessment of Learning 2.
Rex Bookstore.

Stevens D., & Levi, A. (2010) Introduction to Rubrics An Assessment Tool to save grading
time, convey effective feedback and promote student learning. Z-Library.

REFERENCE LINKS:

http://teaching.cambriancollege.ca/rubrics/holistic/
https://www.bu.edu/provost/files/2015/03/2.26.15-CEIT-Assessment-Rubric-
Development-PowerPoint.pdf
https://www.turnitin.com/blog/what-are-rubrics-and-how-do-they-affect-student-
learning
https://cce.bard.edu/files/Setting-Goals.pdf
https://www.teachersfirst.com/lessons/rubrics/characteristics.cfm
THANK YOU
FOR
LISTENING!