Developing scoring rubrics

A. what are some ways of assessing students’ performance aside from using rubrics?
Here some other ways or suggestion and strategies for assessing students learning and performance as
well as ways to clarify your expectation and performance criteria to students.
 Projects - Project work challenges students to think beyond the boundaries of the classroom, helping
them develop the skills, behaviors, and confidence necessary for success. Designing learning
environments that help students question, analyze, evaluate, and extrapolate their plans, conclusions,
and ideas, leading them to higher–order thinking, requires feedback and evaluation that goes beyond a
letter or number grade. The term “authentic assessment” is used to describe assessment that
evaluates content knowledge as well as additional skills like creativity, collaboration, problem-solving,
and innovation.

 Paper Assignments - Choose appropriate item types for your objectives, should you assign essay
questions on your exams? Problem sets? Multiple-choice questions? It depends on your learning
objectives. For example, if you want students to articulate or justify an economic argument, then
multiple-choice questions are a poor choice because they do not require students to articulate
anything. However, multiple-choice questions might effectively assess students’ ability to recognize a
logical economic argument or to distinguish it from an illogical one. If your goal is for students to match
technical terms to their definitions, essay questions may not be as efficient a means of assessment as a
simple matching task. There is no single best type of exam question: the important thing is that the
questions reflect your learning objectives.

 Oral Presentations - Employers were involved in assessing students’ presentations, giving feedback and
in the development of staff skills for providing feedback. The curriculum context to the oral
presentations is described and the problems and benefits of employer involvement are considered. It is
argued that it is possible to develop an effective small‐scale approach to employer involvement as an
alternative to major schemes.

 Class Participation - Before directing students to create a presentation, you need to tell them how they
will be evaluated with the rubric. For every rubric, there are certain criteria listed or specific areas to
be assessed. For the rubric download that is included, the following are the criteria: content, eye
contact, volume and clarity, flow, confidence and attitude, visual aids, and time.

B. Define rubrics according to different authorities.

 A rubric is a tool that teachers use to assess many different types of assignments including written
work, projects, speeches, and more. Every rubric is divided into a set of criteria (ex: organization,
evidence, conclusion) with descriptors or markers of quality to explain each criterion. A rubric also has
a rating scale that uses point values or standard performance levels to identify a student's level of
mastery for an assignment. The rating scale on a rubric makes it an excellent way to grade an
assignment as well as a way to progress monitor student performance over time. Rubrics are also
useful as teaching tools that spell out expectations for students to follow. Research shows that
student input in constructing rubrics can improve scores and engagement. Finally, rubrics can also be
used to facilitate self and peer reviews of student work. The rating scale on a rubric makes it an
excellent way to grade an assignment as well as a way to progress monitor student performance over
time. Rubrics are also useful as teaching tools that spell out expectations for students to follow.
Research shows that student input in constructing rubrics can improve scores and engagement.
Finally, rubrics can also be used to facilitate self and peer reviews of student work.
C. What are the three (3) important features of a rubrics?

3 Features of a Highly Effective Rubric.

 1.) Clearly delineated points - Every good rubric contains four or five main components that you are
looking for in a project. These points can be one word or a whole sentence; it doesn't matter as long
as they are understandable. For example, if you're grading an oral presentation, you may want one of
your points to be "composure." In this category, you would rate things like how well the student
magnifies his or her voice and maintains eye contact. Another point could be longer, like "how well is
the argument presented." Under that heading, you would include things like evidence, commentary
and analysis of research.
 2.) Subcategories that relate to main points. - You can't grade someone based on one-word categories
alone. Therefore, in each category you should include descriptions of specific things that you are
looking for. Let's take the above example of an oral report; under the "composure" category, you
could include a few key subcategories like "appears comfortable talking to an audience" and
"consistently makes eye contact." Each of these subcategories will be what you are grading, so make
sure they are precise enough to rate for every student.
 3.) Include room for comments. - A rubric is a great way to determine a grade, but a grade is just a
number if you don't explain why it was assigned. Using a rubric should make it easy to tell why a
student gets the grade he or she does--after all, the parts where students miss points will be obvious.
But it always helps to write a few closing words at the end of your rubric. This lets the student know
he or she did a good job or explains in more detail what needs to be improved. This personalized
touch will make the student feel better about the final grade too.

D. In developing a rubric what some question which the teacher should address?

 Developing a rubric is a dynamic process. As the goals of instruction become clearer to the teacher,
the ability to define ranges and levels of execution within the processes of the active learning
experience will make the development of a rubric easier. Some teachers may require a "run-
through" before they are ready to finalize a rubric. With unfamiliar content it's OK to write a rubric
after the fact and save it for future reference. Even after a rubric is used, it may need modification.
Active learning situations challenge teachers to determine grades in a way that accurately reflects
achievement and that is acceptable to students, parents, and colleagues. Rubrics are guides for
assigning scores to alternative assessment products. Rubrics are not a form of assessment but are
the criteria for making an assessment. Rubrics encourage clear assessment targets and clear
expectations. When a rubric is well defined, learners know exactly what is expected of them and
how they may achieve a top grade. Most learners want to excel and will work hard if they believe
there is an opportunity for success. They will exert more effort and produce more work to meet
clearly expressed expectations for success.

E. What are the types of rubrics? Describe each type and when it is best applicable.

 Two types of rubrics are often used in scoring performance: holistic and analytic. A holistic rubric
evaluates the overall performance in a qualitative manner. for example, are graded holistically.
Scores on such scales give an overall impression of student ability and often use a 4 or 5-point
scale. One common example is given by the categories “excellent”, “good”, “fair”, and “poor.”
 Analytic rubrics break down the performance into different levels of behavior and assign point
values to each. Points are then totaled to derive a quantitative measure of performance. For
example, a speaking rubric might include the dimensions of pronunciation, use of proper tense, use
of transitions, vocabulary, and fluency. The advantage of such rubrics is twofold. First, it is possible
to give different weights to the different dimensions reflecting their relative importance. The
second is that they provide more information to students about relative strengths and weaknesses.
F. Give an example in each type based from the grade level of TLE subject your group is assigned to work
on.

Content Standard GRADE 7

Listening convention Determine how stress, intonation, phrasing, pacing,
comprehension tone, and non-verbal cues serve as carriers of meaning
that may aid or interfere in the message of the text
listened to.
strategies Use active listening strategies based on purpose,
familiarity with the topic and the level of difficulty of
simple informative and short narrative texts.
process Listen to appreciate communication roles,
expectations, and intentions in specific communicative
contexts or situations.
Oral language and convention Use the right stress, intonation, phrasing, pacing, and
fluency tone in interpersonal expressions and in reading short
written or recorded passages aloud.
strategies Use appropriate verbal and non-verbal turn-taking,
turn-giving, and topic control strategies in
participating in forms of small group interaction
including interviews and panel discussions.
process Talk about significant human experiences and ideas
based on literary or expository reading, listening, or
viewing selections in unrehearsed individual and group
modalities.
Vocabulary process Establish semantic relationships of words and
development expressions that include familiar, colloquial, and
idiomatic types.
strategies Identify collocations and arrange words or expressions
in clines, categories, and clusters
Reading comprehension Schema Use predictive and anticipatory devices or tasks to
building activate prior knowledge concerning the topic of
reading or viewing selection.
strategies Distinguish between and among literal, inferential, and
applied information presented in a reading or viewing
selection and the questions formed on the basis of
such information.
Literary text Establish the relevance and unity of the elements of a
text vis-à-vis its intended purpose and production
milieu.
Expository Establish the validity and unity of the details of a text
text vis-à-vis its intended purpose and production milieu.
Writing and convention Distinguish between oral and written modes of
composition language use with emphasis on their exclusive
features and properties.
Strategies Determine features and properties of written language
in accordance to a specific register or level of
formality.
process Use specific cohesive and literary devices to construct
written personal discourse formats such as letters,
blogs, and electronic mails and basic mass media
materials as print ads, campaigns, and broadcast
 commercials.

G. Give an example of rubric assessing process oriented and product oriented performance based from the
grade level of TLE subject your group is assigned to work on.

 PROCESS-ORIENTED LEARNING COMPETENCIES • Information about outcomes is important. To

improve outcomes, we need to know about student experience along the way. • Assessment can
help us understand which students learn best under what conditions which such knowledge comes
the capacity to improve the whole of their learning. Process-oriented performance-based
assessment is concerned with the actual task performance rather than the output or product of the
activity.
 Example Task: Recite a Poem by Edgar Allan Poe, “The Raven” Objectives: To enable the
students to recite a poem entitled “The Raven” by Edgar Allan Poe. Specifically: 1. Recite
the poem from memory without referring to notes; 2. Use appropriate hand and body
gestures in delivering the piece; 3. Maintain eye contact with the audience while reciting
the poem; 4. Create ambiance of the poem through appropriate rising and falling
intonation; 5. Pronounce the words clearly and with proper diction.
 PRODUCT-ORIENTED PERFORMANCE BASED ASSESSMENT - product oriented assessment is a kind
of assessment where in the assessor views and scores the final product made and not on the actual
performance of making that product. - It is concern on the product alone and not on the process. It
is more concern to the outcome or the performance of the learner. It also focuses on achievement
of the learner. - Product assessment focuses on evaluating the result or outcome of a process.
 Examples: Communication skills such as those demonstrated in reading, writing, speaking,
and listening, or psychomotor skills requiring physical abilities to perform a given task