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Assessment of Learning Report (Rubrics)

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Assessment of Learning Report (Rubrics)

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RUBRICS

Reporter:
Hans
Emanuel
Vinzon
What can you
say about
this product?
Rate this two products from 1-5,
from 1 being the lowest and 5 as
the highest.
Which
product is
better among
the two?
Rate this two products from 1-5,
from 1 being the lowest and 5 as
the highest.
RUBRICS
Here starts
the lesson!
My Learning Overview
 How do you score a product or a performance as
evidence of learning? You will learn it from this
report.

My Intended Learning Outcome


 At the end of this report, I must be able to
examine different types of rubrics used by my
Resource Teachers and relate them to
assessment of student learning.

Here starts
the lesson!
Table of
Contents!
1. What is a 3. Why Include Levels of
Rubric? Performance
 Types of Rubric  When to choose an Analytic Rubric
 Parts of a Rubric and Holistic Rubric
2. Parts of a 4. Process of
Scoring developing
Rubric scoring rubric
 Meaning of Scoring Rubric  Process of developing scoring rubric
 Parts of a Scoring Rubric
01
What is a
Rubric?
Rubrics

A rubric is a coherent set


of criteria for student’s
Susan M. Brookhart, PhD.
work that includes
descriptions of levels of
performance quality on
the criteria.
- (Brookhart, 2013)
Rubric
 Assessment tool that specifies the
performance expectations for any
kind of student work.
 Particularly those that are not
traditional in nature, such as:
● Portfolio ● Research
● Projects ● Outputs
● Collaborative work ●
Performances
Rubrics

 The main purpose of this Rubrics is  There are two types of rubrics –
to assess performances and Analytic and Holistic.
products.
 Analytic Rubrics describe work
 For some performances, you
on each criterion
observe the student in the
separately
process of doing like dribbling the
ball.  Holistic Rubrics assesses a
student work as a whole.
 For others, you observe the
product which results from the
It contains three
essential features:
 Criteria or the aspects of
performance that will be
assessed.
 Descriptors or the
characteristics associated with
the criterion.
 Performance levels that
identify students level of
mastery within each criterion.
Performance Performance
Descriptor Levels

Criteria
Student performances 2. Dramatic/creative
and outputs that can be performances
assessed by a rubric:  Dance recital
 Performance in a play or
musical
 Poetry reading and
interpretation
 Playing musical
instruments

1. Oral 3. Public speaking


presentation/Demonstration  Debates
 Research paper/Poster  Declamation
presentation  Panel discussion
 Individual or group report  Inspirational speech
 Skills demonstration
 Extemporaneous speech 4. Athletic skills
demonstration/
Student performances 2. Kinesthetic products
and outputs that can be  Diorama
assessed by a rubric:  Sculpture
 Dance recital
 Wood carvings

3. Written products
 Essays
 Poems
 Thesis/term paper
 Movie/TV script
Products/Outputs
1. Visual products
 Paintings 4. Verbal products
 Collages  Audio tapes
 Posters  Voice recording
 Video presentations  Speech scripts
What are
different types of
 Rubric?
It is classified according to
two different aspects of
their composition:
 Whether the rubric The following are the
considers each criteria types of rubrics:
one at a time or all
criteria together  General/generic Rubric
 Whether the rubric is  Task-specific Rubric
applicable to all  Holistic Rubric
similar tasks or can  Analytic Rubric
only be used for a
particular task.
1. General/generic rubric

 It contains criteria that are general and can be


applied across tasks.
 Most convenient for teachers who do not have
the time in developing different types of rubrics.
 They can reuse the same rubrics for several
tasks.
 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
 The following is an example of
a general/generic rubric that
can be used to assess how a
student, peer, classmate, or
group mate make a review or
critique of ones work or
performance.
 This is a generic rubric as this
can be applied to any type of
performance task or outputs.
Sample generic rubric for reviewer/critic of performance
Not evident task/outputs
Insufficient Sufficient Excellent
Criterion
1 2 3 4
Provided No/few Comments Comments Comments
meaningful/ comments or are are relevant include
relevant suggestions to superficial, and suggestions
feedback improve the not appropriate; and
on peer’s work, relevant, comments additional
work, performance, neutral or include resources;
output, or output, non- positive comments
performanc comments encouraging. feedback and praise
e. might be suggestions. specific
interpreted as strengths of
insulting, with the
little work/perform
understanding ance as well
of the assigned as
task. constructivel
y address
weakness
with
2. Task-specific Rubric

 It contains criteria that are unique to a specific


performance task to be assessed.
 It is best for instruction and formative assessments
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.

 For example, a rubric can only be used for oral


presentation and another rubric is applicable for
research output.
 To differentiate the
general/generic rubric with a
task-specific rubric, this is an
example of a task-specific
rubric.
 In this rubric, the different
criteria that are specific to the
performance task to be
assessed are indicated.
Sample Task-Specific rubric for reviewer/critic of
Performance task/Outputs
Not evident Insufficient Sufficient Excellent
Criterion
1 2 3 4
Provided
meaningful/
relevant
feedback
on:
- No/few Comments Comment Comments
Significanc comments or are s are include
e of the suggestions; superficial, relevant suggestions
study with little not and and additional
understandin relevant. appropriat resources;
g. e. regarding the
construct/proble
m.
Not Sufficien
Insufficient Excellent
Criterion evident t
2 4
1 3
- No/few Comments are Commen Comments
Theoretic comments superficial, not ts are include
al basis/ or relevant. relevant suggestions
conceptua suggestions; and and additional
l with little appropria resources;
framewor understandi te. regarding the
k of the ng. construct/proble
study m.
- Methods No/few Comments are Commen Comments
comments superficial and do ts are include
or not provide relevant suggestions
suggestions. appropriate and and additional
suggestions on appropria resources;
how research te. regarding the
should be construct/proble
conducted. m.
Not evident Insufficient Sufficient Excellent
Criterion
1 2 3 4
No/few Comments Comment Comments
comments or are neutral or s include praise specific
suggestions non- positive strengths of
- Comments given to encouraging feedback the work/
in a improve the comments and performance as
positive, paper; are not suggestion well as
encouragin comments relevant to s. constructively
g and might be the study. address
constructiv interpreted as weaknesses
e manner insulting. with
alternatives
that might
considered.
Grade
3. Holistic Rubric

 Evaluated by applying all criteria simultaneously.


 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.
 It is quick to develop.
 However, it does not inform students about their
specific strengths and weaknesses.
 It may not be as sufficient and helpful in guiding them
in improving their performances.

 For example, rubric for problem solving activities which


entails scoring the student’s overall ability to solve a
particular problem, and rubric for creative work which
gives an overall score for the student’s creativity or skill.
Sample holistic rubric for oral presentation
Rating/
Characteristics
grade
Is very organized. Has a clear opening statement that catches
audience’s interest. Content of report is comprehensive and
A
demonstrates substance and depth. Delivery is very clear and
(Exemplary)
understandable, uses slides/ multimedia equipment effortlessly
to enhance presentation.
Is mostly organized. Has opening statement relevant ti topic.
B
Covers important topics. Has appropriate pace and without
(Satisfactory)
distracting mannerisms. Looks at slides to keep on track.
Has an opening statement relevant to topic but does not give
outline of speech; is somewhat disorganized. Lacks content and
C
depth discussion of the topic. Delivery is fast and not clear; some
(Emerging)
items not covered well. Relies heavily on slides and notes and
makes little eye contact.
Has no opening statement regarding the focus of the
D presentation. Does not give adequate coverage of topic. Is often
(Unacceptabl hard to understand, with voice that is too soft or too loud and
e) pace that is too quick or too slow. Just reads slides, slides too
4. Analytic Rubric

 Evaluated by using each criterion separately, thus


providing specific feedback about student’s
performance along several dimensions.
 Most applicable for assessing a complex performance or
product.
 Identifies the student’s strength 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.
Sample analytic rubric for oral presentation
Exemplary Satisfactory Emerging Unacceptable
Standards
4 3 2 1
Has a clear Has opening Has opening Has no opening
opening statement statement statement or
statement that that is relevant to has an irrelevant
catches relevant to the topic and statement, gives
audience’s topic and gives but does not listener no focus
interest, outline of give outline of or outline of the
Organizati
maintain focus speech, is speech, is presentation.
on
throughout, mostly somewhat
summarizes organized, disorganized
main points. provides .
adequate “road
map” for the
listener.
Demonstrates Covers topic, Lacks Does not give
substance uses content and adequate
and depth, is appropriate depth in the coverage of
Content comprehensive sources, is discussion of topic, lacks
, shows objective. the topic, sources.
mastery of lacks
Standar Exemplary Satisfactory Emerging Unacceptable
ds 4 3 2 1
Has natural Has Delivery is fast, is often hard to
delivery, projects appropriate some items not understand, has voice
enthusiasm, pace, has no covered well, that is too soft or too
interest, and distracting not loud, has a pace that is
Delivery confidence, report mannerisms, is understandable. too quick or too slow,
can be understood easily demonstrates one or
well. understood. more distracting
mannerisms.

Uses slides Looks at slides Relies heavily Just reads slides, slides
effortlessly to to keep on on slides and too much text.
enhance track, uses an notes, makes
Use of presentation, has appropriate little eye
media an effective number of contact, uses
presentation slides. slides with many
without media. texts.
Standar Exemplary Satisfactory Emerging Unacceptable
ds 4 3 2 1
Demonstrates full Shows ease in Answers Cannot answer most
knowledge of answering questions but questions, demonstrates
Response topic, explains and questions but not little grasp of information,
to elaborates on all does not convincingly/ has undeveloped or
questions questions. elaborate. vague or unclear. unclear answers to
questions.

Grade
“Scoring
Scoring
procedures for  It is a Rubric
scoring guide use
judging students’ to assess performance
responses to (process or product)
performance tests” against a set of criteria.
- Popham William James Popham
(2011)
 It is typically employed
when a judgment of
quality is required

 It may be used to evaluate


a broad range of activities.
 It can be useful in grading  While another evaluator may
essay or in evaluating be more interested in the
projects such as paintings. message and meaning of the
product.
 Judgments concerning the
quality of a given product  A high quality painting is likely
may vary depending upon to have combination of these
the criteria established by and other factors.
the individual evaluator.
 By developing a pre-defined
 One evaluator may heavily scheme for the evaluation
weigh the evaluation process,
process upon the
structure,  The subjectivity involved in
evaluating a painting becomes
more objective.
Parts of a A scoring Rubric has two
Scoring parts:
Rubric  Sets of criteria

 Descriptions of levels of
performance for these
criteria.

 The Recitation Rubric given


below and determine the
criteria and descriptions
What are the of the levels of
parts of a performance.
rubric?
Recitation Rubric
CRITERIA WEIGHT 1 2 3

Number of
appropriate
X1 1-4 5-9 10-12
hand
gestures
Lots of Few No apparent
Appropriate
inappropriate inappropriate inappropriate
facial X1
facial facial facial
expression
expression expression expression
Can vary voice Can easily
Voice Monotone
X2 inflection with vary voice
inflection voice used
difficulty inflection
Incorporate Recitation fully
proper captures
Recitation
ambiance Recitation has ambiance
X3 contains very
through some feelings through
little feelings
feelings in feelings in the
the voice voice
 The Recitation Rubric has 4  So, students can receive 3, 6, or 9
criteria: points. (i.e., 1, 2 or 3 x 3)
• Number of appropriate hand whichever is most appropriate for
gestures, the students in this criterion.
• Appropriate facial expression,
• Voice inflection and  The Recitation Rubric contains
• Incorporate proper ambiance descriptors; It spell out what is
through feelings in the voice expected of students at each
level of performance for each
 It has three levels of criterion.
performance (1, 2 and 3)
described specifically for every  It tells students more precisely
criterion of performance. what performance looks like at
each level
 The second column is the weight
per criterion. Among the four  It help the teacher more
criteria “Incorporating proper precisely and consistently
ambiance through feelings in the distinguish between student
voice” has the greatest work.
WHY INCLUDE LEVELS Specially if descriptors for each
level are included.
OF PERFORMANCES? 2. More consistent and
objective
1. Clearer expectations assessment
 it is very useful for the  Levels of performance allow
students and the teacher if the teacher to more
the criteria are identified consistently and
and communicated prior to objectively distinguish
the completion of task. between good and bad
 Students know what is
performance when
expected of them and evaluating student work.
teachers know what to
look for in student
3. Better feedback
performance.  Identifying specific levels of
 Students better
student performance allows
understand what good (or
the teacher to provide more
bad) performance on a task
detailed feedback to
looks like if levels of
Analytic vs
Holistic
Rubrics
For a particular task you assign
students, do you wan to be able to
assess how well the students perform
on each criterion, or do you want to
get a more global picture of the
students’ performance on the entire
task? The answer to that question is
likely to determine the type of rubric you
choose to create or use: Analytic or
Holistic.
Analytic Rubric Holistic Rubric
 Most rubrics, like the Recitation  In contrast, a holistic rubric
rubric mentioned, are analytic does not list separate levels
rubrics. of performances for each
 It articulates levels of criterion.
performance for each  Instead, a holistic rubric
criterion so the teacher can assigns a level of
assess student performance performance by assessing
on each criterion. performance across multiple
 Using the recitation rubric, a criteria as a whole. For
teacher could assess whether a example, the analytic research
student has done a poor, good rubric mentioned can be turned
or excellent job of “creating into a holistic rubric.
ambiance”;
 and distinguish that from
how well the student did on
“voice inflection.”
Holistic Analytic
Holistic rubrics provide a single Analytic rubrics provide specific
score based on an overall feedback along several
impression of a student’s dimensions.
performance on a task.
Advantages
 Quick scoring  More detailed feedback
 Provides overview of student  Scoring more consistent
achievement across students and graders
Disadvantage
 Does not provide detailed
information  Time consuming to score
 May be difficult to provide one
overall score
Recitation Rubric
3 – Excellent Speaker
 include 10-12 changes in hand gestures
 No apparent inappropriate facial expressions
 Utilized proper voice inflection
 Can create proper ambiance for the poem

2 – Good Speaker
 Include 5-9 changes in hand gestures
 Few inappropriate facial expressions
 Had some inappropriate voice inflection
 Almost creating proper ambiance

1 – Poor Speaker
 Include 1-4 changes in hand gestures
 Lots of inappropriate facial expressions
 Used monotone voice
 Did not create proper ambiance
When to choose an analytic rubric
 More common
 Teachers want to assess each criterion
separately, specially for assignments that
involve a larger number of criteria.
 It becomes more and more difficult to assign a
level of performance in a holistic rubric as the
number of criteria increases.
 As student performance change across criteria it
becomes more difficult to assign an
appropriate holistic category to the performance.
 An analytic rubric better handles weighting of
criteria.
When to choose a holistic rubric

 Holistic rubric tends to be used when a quick or


total judgement needs to be made.
 If the assessment is a minor one, such a brief
homework assignment, it may be sufficient to
apply a holistic judgment to quickly review
student work.
 Holistic rubric can also be employed for more
basic assignments.
How many levels of performance should
I include in my Rubric?
 There is no specific number of levels a rubric
should or should not possess.
 It will change depending on the task and your
needs.
 It can have as few as two levels of performance or
as many as you decide as appropriate.
 It is better to start with a smaller number of
levels of performance for a criterion and then
expand if necessary.
 Making distinctions in student performance across
two or three broad categories is difficult enough.
 As the number of levels increases; those
judgments become finer and finer, the likelihood of
 Thus, start small. For example, in an oral
presentation rubric, amount of eye contact might
be an important criterion. Performance on that
criterion could be judged along three levels of
performance:
Makes eye contact with
Never Sometimes Always
audience

 Although these three levels may not capture all


the variations in student performance on the
criterion, it may be sufficient discrimination for
your purposes.
 Or, at the least, it is a place to start.
 Upon applying three levels, you might discover that
you can effectively group your students’
 Furthermore, you might discover that the labels of
“never”, “sometimes” and “always” sufficiently
communicate to your students the degree to
which they can improve on making eye contact.

 On the other hand, after applying the rubric you


might discover that you cannot effectively
discriminate among student performances.
 Perhaps, in your view, many students fall in
between never and sometimes, or between
sometimes and always, and neither label
accurately captures their performance.
 So, at this point, you may decide to expand the
number of levels of performance to include
never, rarely, sometimes, usually and always.
Neve Sometime Alway
Makes eye contact Rarely Usually
r s s

 There is no “right” answer as to how many levels of


performance there should be for a criterion in an
analytic rubric;
 That will depend on the nature of the task
assigned, the criteria being evaluated, the students
involved and your purposes and preferences.
We recommend that fewer levels of
performance be included initially
because such is:

 Easier and quicker to administer


 Easier to explain to students (and
other)
 Easier to expand than larger
rubrics to shrink
Parts of Developing Scoring Rubric

 Development of scoring rubrics goes through a


process.
1.
 The first step in the process entails the
identification of the qualities and attributes
that the teacher wishes to observe in the
students outputs that would demonstrate their
level of proficiency.
 These qualities and attributes form the top level
of the scoring criteria for the rubrics.
Parts of Developing Scoring Rubric
2.
 Once done, a decision has to be made whether a
holistic or an analytical rubric would be more
appropriate.
 In an analytic scoring rubric, each criterion is
considered one by one and the descriptions of
the scoring levels are made separately.
 On the other hand, for holistic scoring rubrics,
the collection criteria is considered throughout
the construction of each level of the scoring
rubric and the result is a single descriptive
scoring scheme.
Parts of Developing Scoring Rubric
3.
 The next step after defining the criteria for the
top level of performance is the identification and
definition of the criteria for the lowest level of
performance.
 In other words, the teacher is asked to determine
the type of performance that would constitute the
worst performance or a performance which
would indicate lack of understanding of the
concepts being measured.
 This step is for the teacher to capture the
criteria that would suit a middle level
performance for the concept being measured.
Parts of Developing Scoring Rubric
 Therefore, the approach suggested would result
in at least three levels of performance.
 It is of course possible to make greater and
greater distinctions between performances.
 For instance, we can compare the middle level
performance expectations with the best
performance criterion and come up with an
above average performance criterion;
 Between the middle level performance
expectations and the worst level of
performance to come up with a slightly below
average performance criteria and so on.
Parts of Developing Scoring Rubric

 This comparison process can be used until


the desired number of score levels is
reached or until no further distinctions can be
made.
 It is better to have a few meaningful score
categories than to have many score
categories that are difficult or impossible to
distinguish.
Parts of Developing Scoring Rubric

 A note of caution, it is suggested that each


score category should be defined using
descriptors of the work rather than value-
judgement about the work.
 For example “Student’s sentences contain no
errors in subject-verb agreements” is
preferable over, “Student’s sentences are
good”
 The phrase “are good” requires the evaluator to
make a judgement whereas the phrase “no
errors” is quantifiable.
Parts of Developing Scoring Rubric
4.
 Finally, we can test whether our scoring rubrics is
“reliable” by asking two or more teachers to
score the same set of projects or outputs and
correlate their individual assessments.
 High correlations between the raters imply high
inter-rater reliability.
 If the scores assigned by the teachers differ
greatly, then such would suggest a way to refine
the scoring rubrics we have developed.
 It may be necessary to clarify the scoring
rubrics so that they would mean the same thing
to different scorers.
Parts of Developing Scoring Rubric

Recitation Rubric there is a description of


performance per criterion along continuum (1, 2 and
3). Other than 1, 2 and 3, here are other descriptors
used in scoring rubrics:

- Not meeting (standard), Approaching (standard),


Meeting (standard), Exceeding (standard)
- Exemplary, Proficient, Marginal, Unacceptable
- Advanced, Intermediate high, Intermediate, Novice
- Exceed expectation, Meets expectation, Doesn’t
meet expectation
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