MODULE 3 LESSON 6:

PROCESS IN DEVELOPING AND USING

RUBRICS FOR ALTERNATIVE ASSESSMENT

Reporters:
MULLOZ, JELLY
MANGANIP, MARLYN
TALSAN, JAKANA
LEARNING OUTCOMES:
Develop appropriate rubrics to assess
students performance and outputs

Use rubrics to assess students’performance

and output
What is Rubrics?
 - use to ha ve fa ir g ra d e a nd use to p ro m o te the c onsiste nt
a p p lic a tio n o f le a rning e xp e c ta tio ns, le a rning o b je c tive s, o r le a rning
sta nd a rd s in the c la ssro o m , o r to m e a sure the ir a tta inm e nt a g a inst a
c o nsiste nt se t o f c rite ria .
- G e ne ra lly, it c o nta ins thre e e sse ntia l fe a ture s:
1. C rite ria o r the a sp e c t o f p e rfo rm a nc e tha t will b e a sse sse d
2. De sc rip tio n o r the c ha ra c te ristic s a sso c ia te d with e a c h c rite rio n
3. Pe rform a nc e le ve l tha t id e ntify stud e nts’ le ve l o f m a ste ry within
e a c h c rite rio n
Why use
rubrics?

• Assess assignments consistently from • Understand expectations

student-to-student. and components of an
Save time in grading, both short-term and assignment.
long-term. • Become more aware of their
• Give timely, effective feedback and learning process and
promote student learning in a progress.
sustainable way. • Improve work through timely
• Clarify expectations and components of and detailed feedback.
an assignment assistants (TAs).
• Refine teaching methods by evaluating
rubric results.
STUDENTPERFORMANCE:
 Re se a rc h p a p e r/ Po ste r p re se n ta tio n
O RAL  Ind ivid u a l o r g ro u p re p o rt
PRESENTATIO NS/  Skills d e m o n stra tio n , su c h a s b a kin g a nd
DEMO NSTRATIO N te a c h in g
 Exte m p o ra n e o us sp e e c h
 Da n c e re c ita l
DRAMATIC / C REATIV  Pe rfo rm a n c e in a p la y o r m u sic a ls
E PERFO RMANC ES  Po e try re a d in g a n d in te rp re ta tio n
 Pla yin g m u sic a l in stru m e n ts
 De b a te s
PUBLIC SPEAKING  De c la m a tio n
 Pa n e l d isc u ssio n
 Insp ira tio n a l sp e e c h
ATHLETIC SKILLS
DEMO NSTRATIO N/
C O MPETITIO N
PRODUCTS/ OUTPUTS
1. VISUALOUTPUTS  Pa intings  Poste rs
 Colla ge s  Vide o pre se nta tions
2. KINESTHETIC  Diora m a  Da nc e re c ita l
OUTPUTS  Sc ulpture  Wood c a rvings
3. WRITTEN  Essa ys  The sis/ te rm pa pe r
OUTPUTS  Poe ms  Movie /TV Sc ript
4. VERBALOUTPUTS  Audiota pe s  Spe e c h sc ript (to
 Voic e re c ording inform , pe rsua de ,e tc .)
 DIFFERENT TYPES OF RUBRIC
- Rubrics are usually 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.
2. Whether the rubric is applicable to all similar tasks or can only be used for a particular task .

TYPE OF RUBRIC DESCRIPTION

General/ - it contains criteria that are general and can be applied across tasks. -it is most
convenient for teachers who do not have the time and skills in developing different types
Generic Rubric of rubrics as they can reuse the same rubrics for several tasks or assignments.
- However, the teacher may not be able to assess accurately the students’ performance
for particular task.
- For instance, the same rubric that can be evaluate both oral presentation and research
output.
- Itcontains criteria that are unique to a specific performance task to be assessed
Task-Specific
- this kind of rubric is best for instruction and formative assessment since it will
Rubric 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.
-For instance, a rubric can only be used for oral presentation and another rubric is
applicable for research output.
 - It is evaluated by applying all criteria simultaneously, thus providing a single
Holistic score based on an overall judgment about the quality of student’s work.
Rubric - it does not provide a score on each individual criterion.
- such as rubric for problem solving activities which entails scoring the
student’s overall ability to solve a particular problem or issue and rubrics for
creative work (e.g. painting, which gives an overall score for the student’s
creativity and skill.

- it is evaluated by using each criterion separately, thus providing specific

Analytic feedback about a student’s performance or product along several dimensions.
Rubric - this is most applicable for assessing a complex performance or product.
- For instance, rubric for research paper that requires scoring a
student’s work on different part of the research paper, or a rubric for chemical
laboratory experiment taking into consideration the student’s
performance in every stage of the experiment.
 SAMPLE GENERAL/GENERIC RUBRIC FOR Written Works Output
- This is a generic rubric as this can be applied to any type of written output (e.g. research
report, essay, etc.)

Criterion Score 4 Score 3 Score 2 Score 1

Clarity The writing is clear The writing is The writing is The writing is very
and easy to generally clear, but somewhat unclear, unclear, and there
understand. there are a few and there are are many errors.
minor errors. several errors.

Organization The writing is well- The writing is The writing is The writing is very
organized and generally organized, somewhat disorganized, and
easy to follow. but there are a few disorganized, and there are many
there are several
minor errors. errors.
errors.

Mechanics There are no errors There are a few There are several There are many
in grammar, minor errors in errors in grammar, errors in grammar,
 SAMPLE TASK-SPECIFIC RUBRIC FOR REVIEW/CRITIC OF PERFORMANCE
TASK/OUTPUT
In this rubric, the different criteria that are specific to the performance task to be assessed are indicated.

CRITERION Not Evident (1) Insufficient (2) Sufficient (3) Excellent (4)
Provided
meaningful/relevant
feedback on:

- Significance No/few comments Comments are Comments are Comments include

of the study Or Suggestions; with superficial and not relevant And suggestions and additional
little understanding relevant appropriate resources Regarding the
construct/problem
-- Theoretical No/few Comments Are superficial Comments are Comments include
basis/conceptu and do not provide relevant and suggestions and additional
Or suggestions; with appropriate suggestions on
al framework of appropriate resources Regarding the
little understanding how research should be
the study conducted construct/problem-

- Comments in a No/ few comments Comments Are neutral Comments Comments praise specific
positive, Suggestions given to or non-encouraging include positive strengths of the work/performance
encouraging and improve the paper; as well as constructively address
comments are not feedback and
constructive comments might be weaknesses with alternatives that
manner interpreted as insulting relevant to the study suggestions might be considered
SAMPLE HOLISTIC RUBRIC FOR ORAL PRESENTATION
Rating/Grade CHARACTERISTICS
A is very organized. Has a clear opening statement that catches audience’s
(Exemplary) interest. Content of report is comprehensive and demonstrates substance and
100-90% depth. Delivery is very clear and understandable, uses slides/ multimedia
equipment effortlessly to enhance presentation.
B is mostly organized. has opening statement relevant to topic. covers
(Satisfactory) important topics. has appropriate pace and without distracting
85-89% mannerisms. looks at slides to jeep on track.
C Has an opening statement relevant to topic but does not give outline of speech; is
(Emerging) somewhat disorganized. Lacks content and depth in the discussion of the topic.
70- 84% Delivery is fast and not clear; some items not covered well, relies heavily on
slides and notes and makes little eye contact.

D Has no opening statement regarding the focus of the presentation. Does

(unacceptable) not give adequate coverage of topic. Is often hard to understand, with
voice that is too soft or too loud and pace that is too quick or too slow,
just reads slides, slides too much text.
Holistic Rubric for Scoring Dance Performance
SCORE DESCRIPTION
4 Demonstrate excellent knowledge of choreography and performance movement free of errors.
Excellent Dancers uses their face and body to fully express the intent of the movement. Shows full
understanding of the rhythm and timing by staying on beat for the entire dance. Great attention
to the quality of movement, body position, and demonstrate excellent understanding.

3 Demonstrate knowledge of movement and performs with few errors. Dancers use facial and
Proficient body expression when performing. Shows understanding of rhythm and timing by staying on beat
throughout most of the dance. Choreography is performed with attention to details and shows
proficiency of the dance style.

2 Demonstrate knowledge of movement, and performance has many errors. Dancers use facial
Satisfacto and body expression when performing. Shows understanding of rhythm and timing by staying on
ry beat throughout most of the dance. Choreography is performed with attention to details and
shows proficiency of the dance style.

1 Demonstrate knowledge of movement, and performance has many errors. Dancers use facial
Beginners and body expression when performing. Shows understanding of rhythm and timing by staying on
beat throughout most of the dance. Choreography is performed with attention to details and
shows proficiency of the dance style.
SAMPLE ANALYTIC RUBRIC In SOWING SEEDS
LEVEL 4 (5 points) LEVEL 3 (4 points) LEVEL 2 ( 3points) LEVEL 1 (1 point)
CRITERIA
1. Collaborative Willingly Needs encouragement to Requires prompting to No involvement is
Effort participate in participate with the group work with the group. shown.
group work. mates.
2. Skills/ Processes
a. Handling of - Properly uses -Good use of material. -needs assistance in -There is no attempt
materials materials. handling of tools. to handle tools.
b. Follow steps - Follows all steps -Misses some steps. -Does not follow the steps -There is no attempt
correctly. correctly. to do the work.

3. Safety Uses PPE all Uses Personal Protective Requires prompting No PPE is used.
measures the time. Equipment(PPE) to use PPE.
sometimes.
4. Use of Uses complete Fails use 2 specific Fails to use more No materials are
materials and specific materials. than two specific used.
materials. materials.
5. Timeliness Finishes work Finishes 75% of the Finishes 50% of the Finishes 25% of
before the work. work. the work.
deadline.
 Example of Written Output
EXCELLENT GOOD SATISFACTORY NEEDS
CRITERIA (9-10) (7-8) (5-6) IMPROVEMENT
(0-4)
Idea Thoroughly Ideas Ideas somewhat Little or no
Explanation explained explained explained explanation of
ideas ideas
Coherency Extremely Coherent Somewhat Lacks coherency
Coherent writing coherent
writing
Grammar Some errors Some Many errors Many errors that
errors hurt
understanding
WHAT ARE THE CHARACTIRISTICS OF A GOOD RUBRIC:
1.Explicit- it contain criteria and performance indicators that are clear, concrete and
observable as well as relevant and applicable to the performance task to be assessed.

2.Aligned - a good rubric should contain criteria that 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 hemin the course, allow the to reflect on their performance and provide
them opportunities to improve on areas they did no do well.
WHAT ARE THE BASIC STEPS IN DEVELOPING
RUBRICS:

 Determine the learning outcome and the performance task to be evaluated

 Identify the quality attributes or indicators of the performance task

 Determine the criteria or dimensions

 Determine the benchmarks and point values

 Write the benchmark or performance descriptors for quality work criteria

An example below illustrates the steps in making a rubric for baking chocolate cookies
that can be in use in TLE:

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

 To bake 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 measure criteria
 Number of chocolate cookies
 Texture
 Color
 Taste
 Richness
4. Determine performance benchmarks and point values
 Very good (4) Needs improvement (2)
 Good (3) Poor (1)
5. Write the benchmark or performance descriptors for quality work criteria
Benchmark & PERFORMANCE DESCRIPTORS
Point Values
4 • Chocolate chip in every bite • Home-bake taste
• Chewy in the middle and crispy on the edge
Very Good • Golden brown
• Rich, creamy

3 • Chocolate chips in about 75% of the bites • Either brown from overcooking
taken or light from being 25% raw
Good • Meduim in richness and fat
• Chewy in the middle, but soft on the edge
content

2 • Chocolate chips in 50% of the bites taken • Color is dark brown from
Need • Texture is crispy from overcooking and at overcooking or light from
Improvement least 50% uncooked undercooking
• Tasteless (low fat content)

1 • Too few or too may chocolate chips • Burned

Poor • Texture resembles a dog biscuit • Dry with preservation after
taste (stale, hard, chalky)
 Below is the sample rubric for assessing the ability to bake chocolate cookies
Criteria 4 3 2 1
Very Good Good NI Poor
No. of Chips in Chips in about Chips in about Too few or too
Chips 75% of bites 50% of bites many chips
every bite
Texture Chewy in middle, Chewy in middle, Texture crunchy or Texture resembles
crispy on edges soft on edges 50% uncooked a biscuit

Color Golden brown Either brown from Either dark brown Burned
overcooking or from overcooking or
light from being light from
25% raw undercooking

Taste Home-baked Quality store- Tasteless Stale, hard, chalky

taste bought taste

Richness Rich, creamy, Medium fat Low fat contents Nonfat contents
high fat content contents
 HOW CAN YOU MAKE RUBRIC USEFUL TO YOUR STUDENTS?

•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 and 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. Orient the students on how to effectively use the rubric, especially those
that are used for self-assessment and peer-assessment.
 THANK YOU !
Reporters:
MULLOZ, JELLY
MANGANIP, MARLYN
TALSAN, JAKANA