BUCAO, WENCRISLEE

GICA, ALTHEA
MILAR, LOURDELYN

Report Outline

RUBRICS

Rubrics
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.

3 essential features:
1. Criteria
2. Descriptors
3. Performance levels

Examples of student performances and outputs that can be assessed by a rubric:

Student Performances
1. Oral Presentations/ Demonstration
2. Dramatic/Creative Performances
3. Public speaking
4. Athletic skills demonstration/competition
Products/Outputs
1. Visual products
2. Kinesthetic products
3. Written products
4. Verbal products

Types of Rubric

1. 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. However,
the teacher may not be able to accurately assess the student’s performance for a
particular task.

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 or work need to be
improved. However, developing analytic rubrics is time-consuming for teachers.

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.

Advantage:
● It is quick to develop and use by the teacher
Disadvantage:
● Does not inform students about their specific strengths and weaknesses, and
thus, may not be sufficient and helpful in guiding them in improving their
performance.

Example: 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 (e.g., painting),
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 most applicable for assessing a complex performance or product.

Advantage:
● Identifies the students strengths and areas for improvement based on the criteria
identified.
Disadvantage:
● Entail more time than with a holistic rubrics

Example: rubric for research paper that requires scoring a students work on different
parts of the research paper, or a rubric for chemical laboratory experiment taking into
consideration the students performance in every stage of the experiment.
 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,
differentiating the expected quality of work for each performance level.
2. 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
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 did not do well.

Basic Steps in Developing Rubrics

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 task that are essential (i.e., aligned with desire learning outcome),
authentic (i.e., involved meaningful and real-life application of skills), complex (i.e., contains
numerous possibilities for application, extensions, and constraints and availability of resources
and measurable (i.e., 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:
1. What learning outcome/s are to be evaluated?
2. Which students performance/s or output/s in the subject relevant measures of such
student's learning outcomes?
3. Are all of these task equally important?
4. 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 Skill”. 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 a
research, such as introduction, method data gathering and analysis, conclusion, and
recommendations. Likewise , for a chemistry laboratory report, you can include a dimension
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 (i;e;, content, process, quality, or impact) and rubric (i.e., holistic, analytical general, or
task-specific) will be used

Step 4: determine the benchmarks and points values.

A number of descriptors can be used to denote the levels of performance (with or without
accompanying symbols for letter or number grade). Examples of level of performance include.

Level 4 Exemplary Distinguished Substantially Outstanding

Develop

Level 3 Accomplish Proficient Mostly Proficient

Developed

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 performances at each level.
The difference between performance points can be presented by;

● Aspect of performance or behavior at different levels

e.g. evaluates the different characteristic of…….(4 points)
analyzes the different characteristic of…….(3 points)
describe the different characteristic of…….(2 points)
 list the different characteristic of…….(1 points)

● adjectives,adjectival phrases, adverbs and adverbial phrases to present different

qualitive differences between levels
e.g. explain to a very great extent the…..
explain to a great extent the…..
explain with moderate the…..
explain with limited the…..

● Numeric references to identify quantitative differences between levels

e.g. give more than 4 relevant examples of……
give 3-4 relevant examples of……
give 1-2 relevant examples of……
give no (0) relevant examples of……
● Degrees of assistance needed by the students to complete the task.
e.g. explain the topic correctly and independently on his own
explain the topic with very little assistance from the teacher or classmate.
explain the topic with occasional assitance from the teacher or classmate.
need assistance from the teacher or classmate in explaining the topic most of the
time.

Making 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 it 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
task 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 student 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 rubric, especially those that are used for
self-assessment and peer-assessment.