Republic of the Philippines

Commission on Higher Education

Region V (Bicol)
OAS COMMUNITY COLLEGE
Calzada, Oas, Albay

Professional Education (Prof. Ed.) 9

Assessment in Learning 2

Course Reading 5

Topic
Process in Developing and Using Rubrics
for Alternative Assessment

Learning Outcomes

After completing this module, you are expected to develop appropriate rubrics to
assess students’ performance and outputs; and use rubrics to assess students’ performance
and output.

Introduction

Rubrics are multidimensional sets of scoring guidelines that can be used to provide
consistency in evaluating student work. They spell out scoring criteria so that multiple
teachers, using the same rubric for a student's essay, for example, would arrive at the same
score or grade.

Rubrics are used from the initiation to the completion of a student project. They
provide a measurement system for specific tasks and are tailored to each project, so as the
projects become more complex, so do the rubrics.

Rubrics are great for students: they let students know what is expected of them, and
demystify grades by clearly stating, in age-appropriate vocabulary, the expectations for a
project. They also help students see that learning is about gaining specific skills (both in
academic subjects and in problem-solving and life skills), and they give students the
opportunity to do self-assessment to reflect on the learning process.

Rubrics also help teachers authentically monitor a student's learning process and
develop and revise a lesson plan. They provide a way for a student and a teacher to measure
the quality of a body of work. When a student's assessment of his or her work and a teacher's
assessment don't agree, they can schedule a conference to let the student explain his or her
understanding of the content and justify the method of presentation.
Discussion

What is a rubric?

A rubric is an assessment tool that specifies the performance expectations for

any kind of student work, particularly those that are not traditional in nature, such
as portfolio, outputs or projects, performances, collaborative work, and research.
Generally, it contains three essential features: (1) criteria or the aspect of
performance that will be assessed, (2) descriptors or the characteristics associated
with each criterion, and (3) performance levels that identify students’ level of mastery
within each criterion.

The following are examples of student performances and outputs that can be
assessed by a rubric:

Student Performances:

1. Oral Presentations/Demonstrations
⚫ Research paper/poster presentation
⚫ Individual or group report
⚫ Skills demonstration, such as baking and teaching
⚫ Extemporaneous speech

2. Dramatic/Creative Performances
⚫ Dance recital
⚫ Performance in a play or musicals
⚫ Poetry reading and interpretation
⚫ Playing musical instruments

3. Public Speaking
⚫ Debates
⚫ Declamation
⚫ Panel Discussion
⚫ Inspirational speech

4. Athletic Skills Demonstration/Competition

Products/Outputs:

1. Visual Products
⚫ Paintings
⚫ Collages
⚫ Posters
⚫ Video presentations
 2. Kinesthetic Products
⚫ Diorama
⚫ Sculpture
⚫ Dance recital
⚫ Wood carvings

3. Written Products
⚫ Essays
⚫ Poems
⚫ Thesis/Term Paper
⚫ TV/Movie Script

4. Verbal Products
⚫ Audiotapes
⚫ Voice recording
⚫ Speech

What are the different types of rubric?

Rubrics are 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. The following are the types of rubrics:

1. General/Generic Rubric

It contains criteria that are general and can be applied across tasks. This is
the most convenient for teachers who do not have the time and skills in developing
different types of rubric as they can reuse the same rubrics for several tasks or
assignments. However, the teacher may not be able to assess accurately the
student’s performance for a particular task.

For example, the same rubric that can be used to evaluate both oral
presentation and research output.

2. 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 work need
to be improved.

For example, a rubric can only be used for oral presentation and another
rubric is applicable for research output.
3. Holistic Rubric

A student’s performance or output is evaluated by applying all criteria

simultaneously, thus providing a single score based on an overall judgment about
the quality of student’s work. It does not provide a score on each individual criterion.

One advantage of holistic rubric is that it is quick to develop and use by the
teachers. However, it does not inform students about their specific strengths and
weaknesses, and thus, may not be as sufficient and helpful in guiding them in
improving their performance.

For example, a rubric for problem solving activities which entails scoring the
student’s overall ability to solve a particular problem or issue, and rubric for creative
work, which gives an overall score for the student’s creativity and skill.

4. Analytic Rubric

A student’s work is evaluated by using each criterion separately, thus

providing specific feedback about a student’s performance or product along several
dimensions. This is the most applicable for assessing a complex performance or
product.

One advantage is it identifies the student’s strengths and areas for

improvement based on the criteria identified. Scoring with an analytic rubric
however would entail more time than with a holistic rubric.

For example, rubric for research paper that requires scoring a student’s work
on different parts of the research paper, or a rubric for chemical laboratory
experiment taking into consideration the student’s performance in every stage of the
experiment.

The following is an example of a General/Generic Rubric that can be used to

assess how a student, peer, classmate, or groupmate make a review or critique of
one’s work or performance. This is a generic rubric as this can be applied to any
type of performance tasks or outputs (e.g. research report, dance performance, oral
presentation, etc.).
 Example of Generic Rubric for Interpersonal Task

Example of Task Specific Rubric for Presentational Writing Task

Example of Holistic Rubric for Presentational Writing

Example of Analytic Rubric for Essay

What are the Characteristics of a Good Rubric?

A good rubric should have the following qualities:

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

2. Aligned. A good rubric should contain criteria that are aligned with 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. A good rubric should include criteria and performance indicators

or descriptors that are meaningful and require application of real-life skills.

4. Valid. A good rubric should be able to measure what it intends to measure.

5. 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 dod not do well.

What are the Basic Steps in Developing Rubrics?

Here are the five basic steps in developing rubrics for assessing performance
and product:

Step 1. Determine 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 task that will be evaluated. Choose tasks that are essential (aligned
with the desired learning outcomes), authentic (involves meaningful and real-life
application of skills), complex (contains numerous possibilities for application,
extensions, and connections of knowledge and skills), feasible 9can be done given
the time constraints and availability of resources), and measurable (it can be
observed and measured).

To guide you in identifying the performance task/s that you want to be

evaluated, ask yourself the following questions:

⚫ What learning outcome/s are to be evaluated?

⚫ Which student performance/s or output/s in the subject are relevant
measures of such students’ learning outcomes?
⚫ Are all these tasks quality important?
 ⚫ Which is the best representation of the expected learning outcomes?

Step 2. Identify the quality attributes or indicators of the performance

task.

Next, you need to identify and list all possible attributes or indicators of a good
performance. This can be based from your own expectations and benchmark
exemplars of work that reflect key standards. You may explore and specify the skills,
knowledge, and or behavior that you will be looking for to describe the standard in
one’s performance. Be sure to limit the characteristics that are important.

Step 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. For
example, in a dance performance task, all attributes that pertain to how well the
students execute the dance in terms of movement, body position, placement in stage,
and dance style can be grouped under the criterion “Technical Skills”. You can also
include criteria in terms of the components of a performance task. For example, for
a research report rubric, you can include as criteria the different parts of the
research, such as introduction, materials/equipment, procedure, data, results, and
analysis. Keep in mind that only relevant criteria should be included in the rubric.
You also need to determine what type of criteria (content, process, quality or impact)
and rubric (holistic, analytical, general or task-specific) will be used.

Step 4. Determine the benchmarks and point values.

A number of descriptors can be used to denote the levels of performance (with

or without accompanying symbols for letter or number grades). Examples of level
of performance include:

Level 4 Exemplary Distinguished Substantially Outstanding

Developed
Level 3 Accomplished Apprentice Mostly Developed Proficient
Level 2 Developing Apprentice Developed Acceptable
Level 1 Beginning Novice Underdeveloped Unacceptable

Step 5. Write the benchmark or performance descriptors for quality work

criteria.

It is important that the behaviors, characteristics, or qualities that illustrate

or exemplify each performance level are clear and delineated. These performance
descriptors should describe the relative differences between performances at each
level. The differences between performance points can be represented by:

(1) aspects of performance or behavior at different levels

Example:
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)

(2) numeric references to identify quantitative differences

between levels

Example:
Gives more than 4 relevant examples of…..
Gives 3- 4 relevant examples of……
Gives 2-3 relevant examples of…….
Gives 1-2 relevant examples of…..
Gives no (0) relevant examples of…..

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 application of consistent
standards and in identifying the gaps in their learning, but also makes students
aware of what are expected of them in relation to the assessment tasks in particular
and the subject as a whole, of how they will be graded, and eventually of how well
they are meeting these expectations.

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 to inform them the requirements, criteria, and expectations so
as to guide them in carrying out their tasks;

2. Develop rubric with performance descriptors that are clear and easily
understood by students;

3. Present the rubric to students and allow them to give their feedback and
suggestions to improve or refine it;

4. If possible, involve students in the creation of rubric to enhance their

motivation, engagement, and self-regulation; and
5. Orient the students on how to effectively use the rubric, especially those that
are used for self-assessment and peer-assessment.

Application

By now, you are ready to create or develop rubrics to assess your students
learning outcomes.

Below illustrates the steps in making a rubric.

Rubric for : Assessing the ability to bake chocolate cookies.

Type of rubric : Analytic Rubric
Subject : TLE

1. Determine the learning outcome and the performance task to be evaluated.

⚫ Baking chocolate cookies

2. Identify the indicators of the performance task.

⚫ Ability to bake delicious, crispy at edges but soft and chewy in the
middle, visually appealing chocolate chip cookies

3. Determine the measurable criteria.

⚫ Number of chocolate chip cookies

⚫ Texture
⚫ Color
⚫ Taste
⚫ Richness

4. Determine performance benchmarks and point values.

⚫ Very Good (4)

⚫ Good (3)
⚫ Needs Improvement (2)
⚫ Poor (1)

5. Write the benchmark or performance descriptors for quality work criteria.

Benchmark and Value Points Performance Descriptors

⚫ Chocolate chip in every bite
4 - Very Good ⚫ Chewy in the middle and crispy on the
edges
⚫ Golden brown
⚫ Home-baked taste
 ⚫ Rich, creamy
⚫ Chocolate chips in about 75% of the bites
taken
3 - Good ⚫ Chewy in the middle but soft on the edges
⚫ Either brown from overcooking, light from
being 25% raw
⚫ Medium in richness and fat content
⚫ Chocolate chips in 50% of the bites taken
⚫ Texture is crispy from overcooking and at
2 - Needs Improvement least 50% uncooked
⚫ Color is dark brown from overcooking of
light from undercooking
⚫ Tasteless (low-fat content)
1 - Poor ⚫ Too few or too many chocolate chips
⚫ Texture resembles a dog biscuit
⚫ Burned
⚫ Dry with preservative after taste (stale,
hard, chalky)

Sample Rubric

Rubric for : Assessing the ability to bake chocolate cookies.

Type of rubric : Analytic Rubric
Subject : TLE

4 3 3 4
Criteria Very Good Good Needs Poor
Improvement
No. Of chips Chips in every Chips in Chips in about Too few or too
bite about 75% of 50% of bites many chips
bites
Chewy in Chewy in Texture Texture
Texture middle, crispy middle, soft crunchy or resembles a
on edges on edges 50% uncooked biscuit
Either brown Either dark
from over brown from
Color Golden brown cooking or over cooking Burned
light from or light from
being 25% undercooking
raw
Taste Home-baked Quality store- Tasteless Stake, hard,
taste bought taste chalky
Richness Rich, creamy, Medium fat Low fat Nonfat
high fat contents contents contents
content
References

Textbook:

Assessment in Learning 2, Dr. Adonis P. David. Et al., Rex Publication, May

2020: Quezon City, Philippines

Prepared by:

RAYMUNDO B. SALISI
College Instructor