2/20/2025

Davao Oriental State University

Development of
Scoring Rubric
CHAPTER 3

Faculty of Teacher Education

Aberin A. Alimbon
College and Advanced Algebra
Instructor

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Definition of Scoring Rubric Parts of Scoring Rubric

• A scoring rubric is "a coherent set of criteria for students’ work that includes • A scoring rubric has two major parts: coherent sets of criteria and
descriptions of levels of performance quality on the criteria." (Brookhart, descriptions of levels of performance for these criteria.
2013).
• McMillan(2007) defines scoring rubric as a "scoring guide that uses criteria to
differentiate between levels of student proficiency.“
• Popham (2011) describes scoring rubrics as the "scoring procedures for
judging students' responses to performance tests.“
• In short, a scoring rubric is a scoring guide used to assess performance
(process or product) against a set of criteria.

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Parts of Scoring Rubric Why Include Levels of Performance?

A Recitation Rubric 1. Clearer Expectations
Criteria Weight 1 2 3 • Students know what is expected of them and teachers know what to look for in
Number of student performance. Similarly, students better understand what good (or bad)
appropriate hand 𝑥1 1 −4 5 −9 10 − 12 performance on a task looks like if levels of performance are identified,
gestures particularly if descriptors for each level are included.
No apparent
Appropriate facial Lots of inappropriate Few in appropriate
𝑥1 inappropriate facial
expression facial expression facial expression
expressions.
Can vary voice
Can easily vary voice
Voice inflection 𝑥2 Monotone voice used inflection with
inflection
difficulty
Recitation fully
Incorporate proper
Recitation contains Recitation has some captures ambiance
ambiance through 𝑥3
very little feelings feelings through feelings in the
feelings in the voice.
voice.

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Why Include Levels of Performance? Why Include Levels of Performance?

2. More consistent and objective assessment 3. Better Feedback
▪ In addition to better communicating teacher expectations, levels of performance ▪ Furthermore, identifying specific levels of student performance allows the teacher
permit the teacher to more consistently and objectively distinguish between good to provide more detailed feedback to students. The teachers and the students
and bad performance, or between superior, mediocre and poor performance, can more clearly recognize areas that need improvement.
when evaluating student work.

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When are scoring rubrics an appropriate evaluation technique?

Analytic Versus
▪ Essay
▪ Evaluate group activities
▪ Oral presentations

Holistic Rubrics
▪ Where and when a scoring rubric is used does not depend on the grade level or
subject, but rather on the purpose of the assessment

CHAPTER 3

College and Advanced Algebra

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Analytic Versus Holistic Rubrics Analytic Rubric

For a particular task you assign students, do you want to be able to assess how well • An analytic rubric articulates levels of performance for each criterion so the
the students perform on each criterion, or do you want to get a more global picture teacher can assess student performance on each criterion.
of the students' performance on the entire task? The answer to that question is likely • Using the Recitation rubric (previous example), a teacher could assess whether
to determine the type of rubric you choose to create or use: Analytic or holistic. a student has done a poor, good or excellent job of "creating ambiance" and
distinguish that from how well the student did on "voice infection."

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Holistic Rubric When to choose an analytic rubric?

• In contrast, a holistic rubric does not list separate levels of performance for each criterion. Instead, a holistic • Analytic rubrics are more common because teachers typically want to assess each criterion
rubric assigns a level of performance by assessing performance across multiple criteria as a whole. separately, particularly for assignments that involve a larger number of criteria. It becomes
• For example, the analytic research rubric above can be turned into a holistic rubric:
more and more difficult to assign a level of performance in a holistic rubric as the number
3 – Excellent Speaker
• included 10-12 changes in hand gestures
of criteria increases. As student performance increasingly varies across criteria, it becomes
• no apparent inappropriate facial expressions more difficult to assign an appropriate holistic category to the performance. Additionally,
• utilized proper voice inflection
• can create proper ambiance for the poem
an analytic rubric better handles weighting of criteria.
2 – Good Speaker
• included 5-9 changes in hand gestures
• few inappropriate facial expressions
• had some inappropriate voice infection changes
• almost creating proper ambiance
1 – Poor Speaker
• included 1-4 changes in hand gestures
• lots of inappropriate facial expressions
• used monotone voice
• did not create proper ambiance

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When to choose holistic rubric? How Many Levels of Performance Should I Include in my Rubric?
• Holistic rubric tends to be used when a quick or gross judgement needs to be made. If the • There is no specific number of levels a rubric should or should pot possess.
assessment is a minor one, such as a brief homework assignment, it may be sufficient to • It will vary depending on the task and your needs.
apply a holistic judgement (e.g., check, check-plus, or no check) to quickly review student • A rubric can have as few as two levels of performance (e.g., a checklist) or as many as
work. But holistic rubric can also be employed for more substantial assignments. On some you decide as appropriate. Also, it is not true that there must be an even number or an odd
tasks it is not easy to evaluate performance on one criterion independently of performance number of levels.
on a different criterion.
• For example, many writing rubrics are holistic because it is not always easy to disentangle
clarity from organization or content from presentation. So, some educators believe a holistic
or global assessment of student performance better captures student ability on certain task.
(Alternatively, if two criteria are nearly inseparable, the combination of the two can be
treated as a single criterion in an analytic rubric.)

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Process of Developing Scoring Rubrics Checklists and Rating Scale

• Identify the qualities and attributes that you wish to observe in the students’ outputs that would • Checklists and rating scales differ from scoring rubrics in the sense that they lack descriptions of
demonstrate their level of proficiency. performance quality which is one of the two main characteristics of scoring rubrics.
• Decide whether a holistic or analytical rubric would be appropriate
▪ In analytic scoring rubric, each criteria is considered one by one, and the descriptions of the
scoring levels are made separately while in holistic rubric, the collection of criteria is considered
throughout the construction of each level of the scoring rubric and the result is a single descriptive
scoring schemes.
• Identify and define the criteria for the top level and lowest level of performance
• Create additional categories such as average, etc. Each score category should be defined using
descriptors of the work rather than value-judgment about the work
▪ Example: “Student’s sentences contain no errors in subject-verb agreements”, is preferable than
“student’s sentences are good”
• Test whether scoring rubric is reliable. Ask two or more teachers to score the same set of projects or
outputs and correlate their individual assessments

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Checklists Checklists
• “list of specific characteristics with a place for marking whether that characteristic is present or absent” • (ii) checklists are helpful for students to use to make sure they have followed directions for an
• Checklists are particularly useful in two kinds of situations: (i) checklists are used when learning outcomes assignment, that they have all the required parts of some project, or that they have followed format
are defined by the “existence” of an attribute. requirements for a report.
Research Report Checklist

The research report

_____ has an introduction.
_____ has a thesis sentence or research question
_____ has at least 3 sources
_____ includes a chart or a diagram

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Rating Scale
• A rating scale is a list of specific characteristics with a place for marking the degree to which each
characteristic is displayed.
• Rating scales use either frequency or quality rating —hence the name “rating scale.
• Frequency ratings are, unsurprisingly, scales that list the frequency with which some characteristic is
observed, from always (or very often) to never (or very seldom), or something like that.

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Group Activity
For each of the following competencies, identify at least one competency for process-based oriented
assessment and one for product-based oriented assessment. Construct a holistic and an analytic rubric
based on your chosen competencies.

1. Graphs linear inequalities in two variables.

2. Construct three-dimensional models of solids from card boards.
3. Recite a poem with feeling using appropriate voice quality, facial expressions and hand gestures.
4. Defends written research report.
5. Compose an argumentative essay.
6. Executes the skills involved in the dance.
7. Formulate a Lesson Plan following the 4A’s model.
8. Formulate multiple choice test items aligned to the learning outcomes.
9. Formulate statistical mini-research.
10.Explain the factors that affect potential and kinetic energy.
11.Construct a model of the solar system showing the relative sizes of the planets and their relative
distances from the Sun.

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Davao Oriental State University

Faculty of Teacher Education

End of Presentation

Aberin A. Alimbon
Instructor

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