PCK 6 – Assessment of Learning 2

UNIT 3. PERFORMANCE ASSESSMENT

Performance assessments are part of a robust assessment system in which students
show what they know by writing an essay, curating a portfolio of work, or conducting
original research. Ultimately, performance assessments can allow students to
demonstrate college and career readiness through a culminating assessment—such as
a graduate capstone or senior portfolio defense.
This assessment measures how well students apply their knowledge, skills, and abilities
to authentic problems. The key feature is that it requires the student to produce
something, such as a report, experiment, or performance, which is scored against
specific criteria.
3.1 What and why of performance assessment?
Rather than requiring students to select a response from two or more options,
performance assessment asks students to apply their knowledge and skills in creating
some form of product, presentation, or demonstration focused on key aspects of
academic learning . . . Products can be extended writing, research reports,
presentations, works of art, performances, and more.” Kahl, S and Hofman, P, (2013)
Various assessment techniques can be used to determine what students know and can
do. Before selecting the assessment methods to be used, however, it is important to
determine the purposes for assessment and the manner in which results will be
reported. Assessment method(s) need to be selected that are consistent with the
purposes and intended uses of the assessment results. Student content knowledge can
be readily assessed using selected-response (multiple-choice) and short-constructed-
response items. These assessments are easy to administer and can provide
considerable information on student content knowledge in a relatively short period of
time. However, we often wish to learn more about students’ levels of understanding
than just what they know. This includes learning more about what students understand
of concepts they have learned, and having students use what they know to solve novel
problems. One way to accomplish this is by using performance assessments. These are
assessments designed to measure what students are able to do in relationship to the
content standards developed at the state and local levels. These are some of the most
valuable means of assessing students, and while they have several advantages, there
are also several challenges in using them. This paper will describe the major types of
performance assessments, why they are useful, challenges in using them, and how
these challenges might be addressed.
3.1.1 Meaning and Nature
What is performance assessment?
As stated in a recent assessment design article (Kahl and Hofman, 2013): “Rather than
requiring students to select a response from two or more options, performance
assessment asks students to apply their knowledge and skills in creating some form of
product, presentation, or demonstration focused on key aspects of academic learning.
In the context of 21st century skills the term ‘performance assessment’ commonly refers
to substantive activities — either short-term, on-demand tasks or curriculum-embedded,
project-based tasks that yield reliable and valid scores. Products can be extended
writing, research reports, presentations, works of art, performances, and more.” (p. 1).
Performance assessments are measures on which students are asked to perform in
some manner, such as conducting an investigation in science, developing a computer
program to demonstrate functions in mathematics, analyzing source documents to
compare and contrast different historical points of view in social studies, developing a
multi-media presentation in English class, acting out a character in a theatrical
production, or completing a painting in an arts class. The products of performance
assessment can be of many types. They also typically require a checklist, a rubric, or
some manner for scoring students’ responses to them.
Types of Performance Assessment
There are two major types of performance assessment: events and tasks. This division
is somewhat arbitrary, and it is determined by the time needed for assessment and
whether students are provided the opportunity to revise or improve their initial
responses. Both types of performance assessment require students to carry out some
activity.
“It is important to assess students’ learning not only through their outputs or products but also
the processes which the students underwent in order to arrive at these products or outputs.”

1. Process-based Performance Assessment

2. Product-based Performance Assessment

1) Process-based Performance Assessment

o Information about outcomes is important. To improve outcomes, we
need to know about student experience along the way.
o Assessment can help us understand which students learn best under what
conditions which such knowledge comes the capacity to improve the
whole of their learning.
o Process oriented performance-based assessment evaluates the actual task
performance. It does not emphasize on the output or product of the
activity. This assessment aims to know what processes a person
undergoes when given a task.

A. Process-Oriented Learning Competencies

o Process-oriented performance-based assessment is concerned with the

actual task performance rather than the output or product of the activity.
Example:
Task: Recite a sonnet by William Shakespeare, “Shall I Compare Thee to a Summer’s
Day”

Objectives: To enable the students to recite a sonnet entitled Shall I Compare Thee to a
Summer’s Day by William Shakespeare.

Specifically:

1. Recite the sonnet from memory without referring to notes;

2. Use appropriate hand and body gestures in delivering the piece;
3. Maintain eye contact with the audience while reciting the sonnet;
4. Create ambiance of the poem through appropriate rising and falling intonation;
5. Pronounce the words clearly and with proper diction.
In this topic we learned that there are two types of competencies. The simple
and complex competencies.

 Simple Competencies examples

1. Speak with a well-modulated voice
2. Draw a straight line from one point to another point.
3. Color a leaf with a green crayon

 Complex Competencies Examples

1. Recite a poem with feeling using appropriate voice quality, facial
expression and hand gestures
2. Construct an equilateral triangle given three non-collinear points
3. Draw and color a leaf with green crayon

As educators it is important to consider the task that we are giving to our

learners. These tasks highly contribute to the overall understanding of the
subject.

B. TASK DESIGNING
Learning tasks need to be carefully planned. In particular, the teacher must ensure that
the particular learning process to be observed contributes to the overall understanding
of the subject or course.
Some generally accepted standards for designing a task include:
HIGHLIGHT the competencies
ENTAIL MORE or LESS the same sets of competencies.
INTERESTING
C. SCORING RUBRIC
Rubric - is a scoring scale used to assess student performance along a task.
- is a generic scoring tool used to evaluate a student’s performance in a given
outcome area. (McTighe & Ferrara)
- is a rating system by which teachers can determine at what level of proficiency
a student is able to perform a task or display knowledge of a concept.
Descriptors
- It spells out what is expected of student at each level of performance.
- It helps the teachers more precisely and consistently distinguish student work.
TWO TYPES OF RUBRICS
1. Analytic Rubric
- articulates level of performance for each criterion so the teacher can assess student
performance on each criterion
- a scoring procedure in which products or performance are evaluated for selected
dimensions, with each dimension receiving a separate score. (McTighe & Ferrara)

2. Holistic Rubric
- does not list separate levels of performance for each criterion. It assigns a level of
performance by assessing performance across multiple criteria as a whole.
- a scoring procedure yielding a single score based upon an overall impression of a
product or performance. (McTighe & Ferrara)

2. Product-Based Performance Assessment

- A product refers to something produced by students providing concrete
examples of the application of knowledge.
- A product is the output/outcome in performing a task which is concrete or
real and can be assessed.
Performance-based tasks require performance-based assessments in which the actual
student performance is a assessed through a product, such as a completed project or
work that demonstrates levels of task achievement.
Performance assessment of process and product refers to the on-the-spot evaluation of
performance behavior of the student to determine his interest and willingness to perform
the task. The quality of the product depends on the performance of the student to
perform.
Student products provide tangible indicators of the application of knowledge and skills.
Many educators believe that product assessment is especially” authentic” because it
closely resembles the real work outside of school.
A. Learning Competencies
 - Target tasks can also include behavior expectations targeting complex
tasks that students are expected to achieve.
- Products can include a wide range of student works that target specific.
There are ways to state product-oriented assessment competencies:
- Level 1. (Beginner). Does the finished product illustrate the minimum
expected parts.
- Level 2. (Skilled level). Does the finished product or project contain
additional parts and function on top of the minimum requirements which
tend to enhance the final output.
- Level 3. (Expert level). Does the finished product contain basic minimum
parts and function, have additional features on top of the minimum and is
aesthetical pleasing.
B. Task Designing
The Design of the task in this context depends on what the teacher desires to observe
as outputs of the student.
Complexity- within the range of ability of the students.
Appeal- interesting enough so that students are encouraged to pursue the task to
completion.
Creativity- lead the students into exploring the various possible ways of presenting the
final outcome.
Goal- Based-project is produced in order to attain a learning objectives.
C. Scoring Rubric
Scoring rubrics are typically employed when a judgment of quality is required and may
be used to evaluate a broad range of subject and activities.
Criteria Setting
Quality
Creativity
Comprehensiveness
Accuracy
Aesthetic

Rubric for assessment of oral production (sample)

 communication text accuracy Self-correction

vocabulary structure

Message successfully Message carried in Broad No significant Appropriate to

and accurately series of complete vocabulary; errors, control task, many
communicated sentences when extensive & of supporting
appropriate effective use of grammatical details; exceeds
studied words structures all requirements
studied

Message almost Message carried mostly Generally Generally Sufficient for ask,
entirely communicated by complete sentences accurate with accurate; few adequate
when appropriate some errors, significant supporting
adequate use of errors in details; meets all
studied words areas studied requirements

Message generally Message carried Errors in Several Limited,

comprehensible primarily by short vocabulary significant somewhat
phrase or single words interfere with errors in incomplete; meets
communication areas studied most
requirements

Message Message carried only Inadequate, Constant Lacking,

communicated with by single words repetitive or in patterns of incomplete; meets
great difficulty carried error in areas few requirements
vocabulary studied

No show, no speech, no
effort

3.1.2 Principles for Designing Performance Assessment

Airasian & Russell (2008) cited four issues that must be considered in the use of
performance assessment, namely: 1) establishing a clear purpose; 2) identifying
observable criteria; 3) providing an appropriate setting; 4) judging or scoring the
performance.
1. Establish a clear purpose – what is the purpose of the performance
assessment – to assign a grade, to evaluate student’s progress, to
generate products to be included in a learning portfolio, or to provide
student’s sample of work for college admission?
2. Identifying Observable Criteria – these criteria of good performance are
made clear to students at the beginning of the teaching-learning process
to help them focus on their learning. These observable criteria also help
 the teacher or any one assessing for that matter make his/her
observations more systematic and focused.
3. Providing an appropriate setting – will you observe the target behavior in
a natural setting like observing a Student Teacher teach as he/she
teaches in a real classroom or observe her an announced and prepared
demonstration teaching with her classmates acting as students?
Assessment experts’ advice is “As a rule of thumb, it is a good to observe
the student on more than one occasion, because a single performance
might not fairly represent student knowledge or skill.” (Santrock, 2009)
4. Judging or scoring the performance – to judge or score the product or
the process/behavior demonstrated, a scoring rubric is a must, to ensure
objectivity of scoring.

3.2 Developing Performance Tasks

3.2.1 Designing Performance Tasks

 Select Unit of Study Topic

• Identify a three-to four-week unit of study that is topical (focused on a specific
portion of a larger subject or discipline), skills-based (emphasizes application), or
thematic (makes connections to other topics within the same discipline or to
completely different disciplines).
• Topical examples: solids and liquids (science); story elements (reading);
estimation (math)
• Skills-based examples: converting fractions to decimals; editing and revising;
making text connections
• Thematic examples: (life cycles, impact of war, art and multimedia)

 Identifying Matching Priority and Supporting Standards

• Find the grade- or course-specific standards that match that unit of study.
• Selections should be a combination of Priority and Supporting Standards.
 “Unwrap” the Priority Standards and Create a Graphic Organizer
• Underline the key concepts (important nouns and noun phrases) that students
are to know in the Priority Standards only.
• Circle or CAPITALIZE the skills (verbs) that students are to do.
• Organize the concepts students on a graphic organizer (outline, bulleted list,
chart).
• List each of the skills with parenthetical or side-by-side concepts, i.e. IDENTIFY
(main idea).
• Identify the approximate level of Bloom’s Taxonomy or Webb’s Depth of
Knowledge that reflects the level of thinking skill rigor of each “unwrapped” skill
and its related concept.
 Decide the Big Ideas
 • Big Ideas often contain a student benefit for learning the standards in focus
(i.e. “Knowing the difference between facts and opinions helps me decide
whether something I read is true or not”).
• Examine the concepts listed on the graphic organizer.
• Ask: “What connections or main understandings would I want students to
gain as a result of learning these ‘unwrapped’ concepts? What would I want
them to remember long after this unit of study ends?”
• Brainstorm three to four Big Ideas or enduring understandings, and write
them as complete sentences.
• Consider how students might say these Big Ideas in their own words.
 Write the Essential Questions
• What questions could the teacher ask students at the beginning of the unit
of study that would lead students to discover the Big Ideas on their own by
the end of the unit? (i.e., Essential Question: When do I need to find an actual
answer as compared to an estimated answer? Big Idea: Whether you find the
actual answer or only an estimate depends on the situation – what you’re
trying to figure out.)
• Create three or four Essential Questions, possibly including a “one-two
punch” question that combines a recall question with a higher-level question,
such as: What are literary devices? Why do authors use them?
• Check: Are your Big Ideas the desired answers or responses to your
Essential Questions?
3.2.2 Goal, Role, Audience, Situation, Products, Standards (GRASPS) model: A
guide to developing authentic performance tasks
When constructing performance tasks, be guided by the acronym GRASPS shared by
Wiggins and McTighe (2004).
What does GRASPS mean?
G – oal
R – ole
A – udience
S – ituation
P – roduct
S – tandards and Criteria Indicators
How do you come with a performance task guided by GRASPS?
GOAL – Provide assessment of the task.
- Establish the goal of the task; state the problem, challenge or obstacle in
the task
ROLE – Define the role of the students in the task.
- State the job of the students for the task.
AUDIENCE – Identify the target audience within the context of the scenario
SITUATION – Explain the situation. What’s the context? What is the challenge?
PRODUCT – Clarify what the students will create and why they will create it.
STANDARDS and CRITERIA – Identify specific standards for success
- Give rubric to the students or develop them with the students
Here is an example for a Science class.
Goal – Instill health-consciousness among the young by particularly paying attention to
their eating habits.
Role – You are officers of Health Club and one of your objectives as a club is to
promote health consciousness among the students.
Audience – Your brochure is intended for all high school students in your school.
Situation – Most high school students are fond of junk foods, soft drinks. A big number
of students are obese and underweight.
Product – Come up with a brochure on healthy eating habits. Brochure should: 1) focus
on healthy eating habits, 2) include graphics and 3) use simple, non-technical English
language.
Standards and Criteria – You will be graded along the following criteria: 1) accuracy of
content – 10 pts., 2) organization of information – 10 pts., 3) clarity of content – 10 pts.,
4) appropriateness of graphics/pictures – 10 pts. 4) attractiveness/appearance of
brochure – 10 pts. 5) grammatical accuracy – 10 pts.

3.2.3 Differentiating performance tasks for diverse learners

- Differentiate performance tasks so as to address the targeted learning goals and
obtain needed evidence of their attainment.
When educators are asked to reflect on and describe their most effective and engaging
learning experiences, they frequently cite the “opportunity for some personal choice
within assignments and assessment tasks.” The frequency of this comment should be
no surprise since we know that learners differ not only in how they prefer to take in and
process information but also in how they best demonstrate their learning. Some
students thrive on oral explanations; others need to “do.” Some students excel at
creating visual representations; others are adept at writing. Allowing students some
choice within open-ended performance tasks provides a practical way to personalize
learning while letting them work to their strengths and interests. A standardized, one-
size-fits-all approach to instruction and assessment may be efficient, but it is rarely
optimal for all learners.
One practical way of differentiating performance tasks is to use the G.R.A.S.P.S. format
to offer students appropriate choices. In other words, learners could be given options
regarding the audience, product/ performance, context, topic, and/or process for
working on the task. Here is one example:
Consider a health standard that calls for a basic understanding of “balanced diet.”
Evidence of this understanding could be obtained by having students explain the
concept, present examples of balanced and unbalanced meals, and list health problems
that might result from a nutritionally imbalanced diet. Such evidence could be collected
in writing, but this requirement would be inappropriate for a learner with dysgraphia or
an ESL student with limited skills in written English. Indeed, some students’ difficulty
with writing could cause the teacher to incorrectly infer that they do not understand the
concept of balanced diet. However, if students are offered varied manners of response
(such as creating a picture book to show a balanced vs. imbalanced diet or explaining
the concept orally), the teacher can obtain a more valid measure of their understanding.
Another idea for differentiating performance tasks is to use an adaptation of the game,
Tic-Tac-Toe, to offer students choices of products and performances. Figure 1.0 offers
one example in which the teacher structures product and performance options of
various genres through which students could display their content understanding and
skill proficiency.
The product and performance options are flexible. For example, if we want students to
write, then all learners would be asked to choose one option from the first column, along
with one other product/performance from the second or third columns. Figure 2.0 shows
a Tic-Tac-Toe chart with greater openness. By including a FREE block, teachers could
allow students to propose an alternative source of evidence that suits their strength. For
a major performance task, we might allow students to produce more than a single
product (e.g., pick one from each column).
Here are several examples of performance tasks offering product choices…
Weather Reporter (gr. 3)

Paralympics Equipment (gr. 12)

Environmental Scientist (gr. 7)
Regardless of how open-ended the task and how many product/performance options
are provided; it is important to identify a common set of evaluative criteria for assessing
what the students produce. This might seem counter-intuitive; i.e., how can we have the
same criteria if we give students different product options? The answer goes back to the
learning goals and purpose for the tasks. Consider the unit on nutrition again:
 IF want students to show their understanding of a “balanced diet, ” AND students
have some choices for audience (e.g, younger students, peers, adults) and
products (e.g., a picture book, an information flier, a website), THEN student
work on these various versions of the task would be judged by a rubric
containing the following key criteria connected to the content — clear, accurate
and complete explanation of “balanced diet, with appropriate examples that
illustrates the concept. In other words, the evaluative criteria are derived
primarily from the learning goal(s) rather than from the particular product a
student chose.
Of course, a teacher may wish to add product-specific criteria.
 For example, if a student prepares a poster to illustrate a balanced diet, we could
look for neatness, composition and effective use of visual elements. Likewise, if
a student made an oral presentation, we could judge their pronunciation, delivery
rate, and eye contact with the audience. However, in this example we consider
 these to be secondary criteria linked to specific products/ performances, rather
than the key criteria determined by the learning goal.
While I encourage teachers to differentiate their performance tasks whenever possible
and appropriate, I offer three cautions.
 First, we must always keep in mind that our aim is to engage learning in
authentic and meaningful learning and to collect appropriate evidence of that
learning — not to simply offer a “cool” menu of product and performance
possibilities. If a standard calls for proficiency in writing or oral presentation, it
would be inappropriate to provide alternative performance options other than
writing or speaking. However, it might be suitable to offer the students some
choice regarding the topic, audience, and form of the written product to obtain the
evidence we seek.
 Second, the options we provide must be worth the time and energy required.
Since tasks typically require time to plan, implement and score, we should
reserve them for the most valued learning goals. It would be inefficient and
unnecessary to have students develop an animated Power Point presentation or
an elaborate 3-dimensional display for content that could be memorized and
efficiently and appropriately assessed with a multiple-choice quiz. In the folksy
words of teacher friend, with performance tasks, “the juice must be worth the
squeeze.”
 Third, feasibility must be considered. Ideally, we might wish to individualize all
major assignments and performance tasks, but realistically we only have so
much time and energy. Therefore, educators must be judicious in determining
when it is important to offer product and performance options — striking a
balance between a single path and a maze of options that would be impossible to
manage.
Despite the challenges, efforts to provide options within performance tasks are well
worth it. When students are given appropriate choices on worthy tasks, they are more
likely to put forth effort and experience a genuine sense of accomplishment for a job
well done.
3.2.4. Scoring Rubrics
A rubric is a scoring tool that explicitly represents the performance expectations for an
assignment or piece of work. A rubric divides the assigned work into component parts
and provides clear descriptions of the characteristics of the work associated with each
component, at varying levels of mastery. Rubrics can be used for a wide array of
assignments: papers, projects, oral presentations, artistic performances, group projects,
etc. Rubrics can be used as scoring or grading guides, to provide formative feedback to
support and guide ongoing learning efforts, or both.
Grading rubrics are also valuable to students. A rubric can help instructors
communicate to students the specific requirements and acceptable performance
standards of an assignment.
 When rubrics are given to students with the assignment description, they can
help students monitor and assess their progress as they work toward clearly
indicated goals.
 When assignments are scored and returned with the rubric, students can more
easily recognize the strengths and weaknesses of their work and direct their
efforts accordingly.
3.2.5 Types of Scoring Rubrics
Holistic rubrics
 Single criteria rubrics (one-dimensional) used to assess participants' overall
achievement on an activity or item based on predefined achievement levels;
performance descriptions are written in paragraphs and usually in full sentences.
Analytic rubrics
 Two-dimensional rubrics with levels of achievement as columns and assessment
criteria as rows.
 Allows you to assess participants' achievements based on multiple criteria using
a single rubric.
 You can assign different weights (value) to different criteria and include an
overall achievement by totaling the criteria; written in a table form.

3.2.6 Components of Scoring Rubrics

What does a rubric look like?
On the left side, the criteria describe the key elements of a student work or product. At
the top, the rating scale identifies levels of performance. Under each section of the
rating scale, the indicators provide examples or concrete descriptors for each level of
performance.
Where do I start the process of creating a rubric?
Start by consulting professional literature and online resources to find rubrics that others
have done or created. There’s no need to reinvent the wheel—just revise it to meet your
needs! Once you find a model, you can adapt the criteria, rating scale, and indicators to
your needs.
How can I design a rubric?
Whether you have found a rubric to adapt or are designing a rubric from scratch and
whether it’s for an online or face-to-face assignment, the process begins with identifying
basic rubric components: the performance criteria, the rating scale, and the indicators of
performance.
Determine the criteria to assess student work.
Figure out what areas really matter to the quality of the work that’s being produced.
Whether it’s an essay, a project, a digital story or essay, or a presentation, what do you
want evidence of in the final product?
• List all the possible criteria you might want students to demonstrate in the assignment.
Include criteria for the process of creating the product and the quality of the product.
• Decide which of those criteria are “non-negotiable.” Ideally, your rubric will have three
to five performance criteria. If you’re having a hard time deciding, prioritize the criteria
by asking: a. What are the learning outcomes of this unit? b. Which learning outcomes
will be listed in the rubric? c. Which skills are essential at competent or proficiency
levels for the task or assignment to be complete? d. How important is the overall
completion of the task or project?
Develop a rating scale.
Rating scales can include either numerical or descriptive labels. Usually, a rating scale
consists of an even number of performance levels. If an odd number is used, the middle
level tends to become a catch-all category.
1. Show your rating scale beginning on the left with the highest. On the chart below, the
highest level of performance is described on the left. A few possible labels for a four-
point scale include:

Develop indicators of quality.

Define the performance quality of the ideal assessment for each criterion, one at a time.
Begin with the highest level of the scale to define top quality performance. Remember,
this is the level that you want all students to achieve and it should be challenging.
1. Create indicators that are present at all performance levels.
2. Make certain there is continuity in the difference between the criteria for exceeds vs.
meets, and meets vs. does not meet expectations. The difference between a 2 and a 3
performance should not be more than the difference between a 3 and a 4 performance.
3. Edit the indicators to ensure that the levels reflect variance in quality and not a shift in
importance of the criteria.
4. Make certain that the indicators reflect equal steps along the scale. The difference
between 4 and 3 should be equivalent to the difference between 3 - 2 and 2 - 1. “Yes,
and more,” “Yes,” “Yes, but,” and “No” are ways for the rubric developer to think about
how to describe performance at each scale point.
What can I consider as I review a rubric?
The following questions can help determine if the rubric is effective:
1. Are the characteristics of each performance level clear? Will students be able to self-
assess
by having the descriptors? Will the descriptors give students enough information to
know what they need to improve?
2. Does the rubric adequately reflect the range of levels at which students may actually
perform given tasks?
3. Are the criteria at each level defined clear to ensure that scoring is accurate,
unbiased, and consistent? Could several instructors use the rubric and score a
student’s performance within the same range?
4. Does the rubric reflect both process and product?
5. Are all criteria equally important, or is one variable stronger than the others?
6. Is the language used descriptive for students to determine what is being measured in
both qualitative and quantitative methods.
Additional considerations related to rubrics are listed below:
 1. Rubrics need to be piloted, or field tested, to ensure they are measuring the
variable intended by the designer.
2. Rubrics can be discussed with students to create an understanding of
expectations.
3. Rubrics ensure that scoring is accurate, unbiased, and consistent.
4. Rubrics list expectations of student performance that are aligned with the
conceptual lesson or unit delivered. Students shouldn’t be expected to do what
they haven’t been previously taught or shown.
3.2.7 Development of Scoring Rubrics
"Learning increases when learners have a sense of what they are setting out to learn, a
statement of explicit standards they must meet and a way of seeing what they have
learned." Loaker, Cromwell and O'Brien (1986) pg.47
One of the timeless verities of student psychology is that students will focus on learning
material that will impact their grade. Rubrics are a way to make explicit our expectations
of what students will need to know and be able to do in order to receive a given grade.
Rubrics help instructors to develop clear and attainable learning objectives for their
students and if provided to students prior to the activity, serve to guide their efforts.

Scoring Rubrics Focus and Promote Learning

Assessment sometimes carries a sense of the mysterious for students. They may be
told to take notes in class, read the chapter and answer the questions at the end, but
they may get few specifics regarding what material will be assessed, and at what depth.
In contrast, rubrics given to students before the learning activity starts helps them get a
clear sense of what knowledge and skills, they need in order to achieve a given grade.
In their book Learner-Centered Assessment on College Campuses, Hubba and Freed
(2000) point out that Scoring rubrics usually contain the following elements:

 Clear statements of the level of knowledge you expect the student to

achieve for them to receive a given grade.
 The dimensions of the quality of work you expect the student to achieve.
 Commentaries describing your expectations of knowledge and quality that
distinguishes each grade band (e.g. ABCDF).
Keep a few questions in mind while developing an instructional rubric.
 What are the essential elements of high-quality work?
 How many levels of achievement are to be described?
 Are the criteria for each level clearly described?
References
https://learningpolicyinstitute.org/product/cpac-performance-assessments-
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%20approach%20to,project%2C%20or%20performing%20an%20activity.
https://ctl.utexas.edu/sites/default/files/build-rubric.pdf
https://blog.performancetask.com/how-can-we-differentiate-performance-tasks-
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Cajigal, Ronan M. & Mantuano, Maria Leflor D. (2014) Assessment of Learning 1.
Adriana Publishing Co. Inc. Quezon City, Philippines.
Cajigal, Ronan M. & Mantuano, Maria Leflor D. (2014) Assessment of Learning 2.
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