RUBRIC Presentation Report
RUBRIC Presentation Report
(( Process
Process Oriented
Oriented Performance-Based
Performance-Based Assessment
Assessment ))
Understanding Rubrics
Gloria Salandanan, PhD: An authentic assessment toolwhich
measures students work.
Nelia Prieto, PhD, PAFTE: It is a scoring guide seeks to evaluate
the quality of a student’s performance.
Martin-Kniep (2000): Rating scale that defines, differentiates
levels of performance.
Uses of Rubrics:
The main purpose of rubrics is to assess performances.
Assignment papers,
Oral presentations/ recitations,
Artistic performances,
Individual and group projects.
Advantages of Rubrics:
Instructional. Help students evaluate and reflect on their work and
instruction.
Students’ guidelines. Guide the students in completing
performance assessment projects.
Teacher-student communication. Serves both the teacher and
students clarify and communicate the teacher’s expectation.
Grading student’s progress more objective. Helps the students to
quality work toward specific goals and divert their efforts
accordingly.
Time-saving. Reduces time spent in grading.
Reduces systematic bias. More accurate and efficient evaluation of
students’ performance. Thus, ensures that the work is being judged
consistently.
3 Important Elements
1. Criteria
2. Level of performance
3. Descriptors
Criteria
One or more traits or dimensions that serve as the
basis for judging the student response.
Level of Performance
A scale of values in which to rate each dimensions.
Descriptors
Spell out what is expected of student at each level of
performance for each criterion.
There are two predominant types of rubrics;
Holistic and Analytical
Holistic Rubric
Requires the teacher to score the overall process or product
as a whole, without judging the component parts separately.
1. Know the goals for instruction- what are the learning outcomes?
2. Decide on the structure of the rubric- holistic or analytical--what fits best for
the task?
3. Determine the levels of performance- are there levels of performance
specific to each criteria?
4. Share the rubric with your students. Students should have an opportunity to
see, discuss or even design the rubric prior to the performance or the activity.
What fits best for the task…
Is it Holistic or Analytic?
Use a holistic rubric when:
You want a quick snapshot of student performance level.
For summative assessment and you will not really use the information for
anything except a grade.
Use an analytic rubric when:
You want to see relative strengths and weaknesses.
You want detailed feedback.
You want to assess complicated skills or performance.
You want students to self-assess their understanding or performance.
You want information for instructional planning.
Focusing on the criteria one at a time is better for instruction and better
for formative assessment
Level of performance
Criteria
A scale of values in which to rate each
One or more traits or dimensions dimensions.
that serve as the basis for
Descriptors
judging the student response.
Spell out what is expected of student at
each level of performance for each criterion.
Holistic Rubric Oral Presentation
5 Excellent: The student clearly describes the question studied and provides strong reasons for
its importance. Specific information is given to support the conclusions that are drawn and
described. The delivery is engaging and sentence structure is consistently correct. Eye contact
is made and sustained throughout the presentation. There is strong evidence of preparation,
organization, and enthusiasm for the topic. The visual aid is used to make the presentation
more effective. Questions from the audience are clearly answered with specific and appropriate
information.
4 Very Good: The student described the question studied and provides reasons for its
importance. An adequate amount of information is given to support the conclusions that are
drawn and described. The delivery and sentence structure are generally correct. There is
evidence of preparation, organization, and enthusiasm for the topic. The visual aid is
mentioned and used. Questions from the audience are answered clearly.
3 Good: The student describes the question studied and conclusions are stated, but supporting
information is not as strong as a 4 or 5. The delivery and sentence structure are generally
correct. There is some indication of preparation and organization. The visual aid is mentioned.
Questions from the audience are answered.
2 Limited: The student states the question studied, but fails to fully describe it. No conclusions
are given to answer the question. The delivery and sentence structure is understandable, but
with some errors. Evidence of preparation and organization is lacking. The visual aid may or
may not be mentioned. Questions from the audience are answered with only the most basic
response.
1 Poor: The student makes a presentation without stating the question or its importance. The
topic is unclear and no adequate conclusions are stated. The delivery is difficult to follow.
There is no indication of preparation or organization. Questions from the audience receive only
the most basic, or no, response.
0 No oral presentation is attempted.
“One of the best known analytic rubrics used for writing assessment in
the field of English as a second language (ESL) was developed by
Hughey et al. (1983, p. 140). This rubric has five categories—content,
organization, vocabulary, language use, and mechanics. Drawing
heavily upon characteristics of the Hughey et al. scale, Tedick and Klee
developed an analytic rubric for use in scoring essays written for an
immersion quarter for undergraduates studying Spanish (Klee, Tedick
, & Cohen, 1995, p. 35)."
Poor — very little variety of grammatical forms, simplistic sentence structure that
contains consistent errors, especially with basic aspects such as agreement,
10 - 5
evidence of translation from English, frequent and consistent errors that may
obscure meaning
VOCABULARY/WORD USAGE — 20 Points Possible
Rubrics are generally used for longer tasks or projects that involve multiple
sections or parts that will require a certain amount of subjectivity in the grading.
Consider the following questions: