TEST CONSTRUCTION

& ITEM ANALYSIS

(Including Rubrics Development)
Presented this April 29 to May 2, 2019 in the Division of Lipa City, Department of
Education

MARILYN U. BALAGTAS, Ph.D.

Resource Person-Facilitator
University Professor & Dean
College of Flexible Learning and ePNU
Philippine Normal University, Manila

[email protected]; mobile # 09209532926

 Content of the 3-Day Session

1.Test Development Process

2.Test Development Framework
3.Selection of the Test Objectives
4.Construction of the Test Table of Specifications
5.Guidelines in Constructing Test Items
6.Use of SOLO in Test Construction
7.Conducting Item Analysis
8.Development of Rubrics
Balagtas,M.U. (2019) SOLO in Test in Development
What is a rubric?
 What is Rubric?
A set of guidelines or descriptions
in scoring different qualities of
products or levels of performance.
It is the key to
corrections/feedbacking in
assessing a competency embedded
in a performance-task.
 When are rubrics used?
Rubrics are needed when evaluating:
• open-ended/essay tests
• demonstration of skills
• products of learning
•any assessment other than the use
of pen-and-paper objective test
How is rubric different from
other scoring instruments?

Checklist
Checklist Rating Scale

Rubrics

Holistic Analytic
Rubrics Rubrics
 Example of a Checklist to Assess Process of Work in a Group Activity

Instructions: Listed below are the traits of a cooperative group member in a given
out-of-class task. Check (/) those traits true to yourself as a
member of a group. You can also use the same list in identifying
those traits that were also true to your co-members in a given group
work. Put NA for traits not applicable to the given situation.

The member of the group:

1. attends all meetings set during the preparation of the work
2. attends on time all the meetings set by the group
3. shares ideas on how to accomplish the work
4. listens to other’s ideas on how to do better the group work
5. performs the assigned/chosen work
6. does satisfactorily the assigned/chosen work
7. contributes (in cash or in kind) to cover expenses incurred in
doing the group activity
8 Other requirements, (please specify)
 Example of a Checklist to Assess Process of Work in a Group Activity

Instructions: Listed below are the traits of a cooperative group member in a given
out-of-class task. Check (/) those traits true to yourself as a
member of a group. You can also use the same list in identifying
those traits that were also true to your co-members in a given group
work. Put NA for traits not applicable to the given situation.

The member of the group:

/ 1. attends all meetings set during the preparation of the work
/ 2. attends on time all the meetings set by the group
/ 3. shares ideas on how to accomplish the work
/ 4. listens to other’s ideas on how to do better the group work
/ 5. performs the assigned/chosen work
X 6. does satisfactorily the assigned/chosen work
/ 7. contributes (in cash or in kind) to cover expenses incurred in
doing the group activity
8 Other requirements, (please specify)
 Example of a Rating Scale to Assess
Individual Performance in a Group Activity

Instructions: In your groupwork, rate how cooperative your

groupmate is using the 5-point rating scale
given below:

5 – excellent 2 - moderately satisfactory

4 - very satisfactory 1 - needs improvement/In progress
3 - satisfactory
Dimensions of Work Rating
1. attendance in group planning session
2. promptness in attending planning session
3. contributed ideas during group meetings
4. openness to group member’s ideas
5. completion of assigned/chosen work
6. quality of the work done
Average Rating
 Example of a Rating Scale to Assess
Individual Performance in a Group Activity

Instructions: In your groupwork, rate how cooperative your

groupmate is using the 5-point rating scale
given below:

5 – excellent 2 - moderately satisfactory

4 - very satisfactory 1 - needs improvement/In progress
3 - satisfactory
Dimensions of Work Rating
1. attendance in group planning session 5
2. promptness in attending planning session 5
3. contributed ideas during group meetings 4
4. openness to group member’s ideas 4
5. completion of assigned/chosen work 5
6. quality of the work done 4
Average Rating 4.5
 Example of a Holistic Rubric in Rating Individual Accountability in a
Group Work
Instructions: Please write the name of the member of the group you are rating. Then rate
him/her using the 5-pt scale holistic rubric given below. Check (/) the indicators that could justify
the rating given to the group member to ensure objectivity in scoring. Reflect your rating in the
last column.
Name of Group Member Being Evaluated: _____________________________________

5 4 3 2 1
Outstanding Very Satisfactory Moderately In Progress

Rating
Satisfactory Satisfactory
Criteria for Individual
Accountability ? ? ? ? ?
a. Attendance in Meetings
b. Promptness in Meetings
c. Contribution in the Work
d. Ability to Listen to Other’s
Ideas
e. Quality of Performance
h. Other traits of a
cooperative member (Pls.
Example of a Holistic Rubric in Rating Individual Accountability in a Group Work
Instructions: Please write the name of the member of the group you are rating. Then rate him/her using the 5-
pt scale holistic rubric given below. Check (/) the indicators that could justify the rating given to the group
member to ensure objectivity in scoring. Reflect your rating in the last column.
Name of Group Member Being Evaluated: _____________________________________

5 4 3 2 1
Outstanding Very Satisfactory Moderately In Progress
Satisfactory Satisfactory

Rating
Indicators for Individual Accountability ALL 1-2 3-4 5-6 7 or more
indicators indicator/s indicators indicators indicators
are evident is/are NOT are NOT are NOT are NOT
evident evident evident evident
a. attends all meetings set during the
preparation of the work
b. attends on time all the meetings set by the
group
c. shares ideas on how to accomplish the
work
d. listens to other’s ideas on how to do
better the group work
e. performs the assigned/chosen work
f. does satisfactorily the assigned/chosen
work
h. Other traits of a cooperative member (Pls.
specify
Example of a Holistic Rubric in Rating Individual Accountability in a Group Work
Instructions: Please write the name of the member of the group you are rating. Then rate him/her using the 5-
pt scale holistic rubric given below. Check (/) the indicators that could justify the rating given to the group
member to ensure objectivity in scoring. Reflect your rating in the last column.
Name of Group Member Being Evaluated: _____________________________________

5 4 3 2 1
Outstanding Very Satisfactory Moderately In Progress
Satisfactory Satisfactory

Indicators for Individual Accountability ALL indicators 1-2 3-4 indicators 5-6 indicators 7 or more
are evident indicator/s are NOT are NOT indicators are
is/are NOT evident evident NOT evident
evident
a. attends all meetings set during the /
preparation of the work
b. attends on time all the meetings set by the /
group
c. shares ideas on how to accomplish the /
work
d. listens to other’s ideas on how to do /
better the group work
e. performs the assigned/chosen work /
f. does satisfactorily the assigned/chosen X
work
h. Other traits of a cooperative member (Pls. /
specify

Rating 4
 How are rubrics developed?
1. Identify the competency that has to be
demonstrated by the students with or without a
product.

2. Describe the task to be performed by the students

either individually or as a group, the resources needed,
time allotment and other requirements to be able to
assess the focused competency.

3. Develop a scoring rubric reflecting the

criteria, levels of performance and the scores.
Kinds
1. A Holistic Rubric describes the overall
quality of a performance or product

2. An Analytic Rubric describes the

quality of a performance or product in
relation to a specific criterion
Exercise

How do you assess this target?

The participant should

be able to perform
individually a series of
actions with mastery
 4 – Proficient
(Meeting the Standard)
- At least the first 4 of the given criteria are evident

 correctness of the actions

 correctness of the order of the actions

 completeness of the actions

 accuracy of the timing of the actions

 others, please specify

 3 – Approaching Proficiency
(Closely Nearing the Standard)
- Any three of the given criteria are evident

 correctness of the actions

 correctness of the order of the actions

 completeness of the actions

 accuracy of the timing of the actions

 others, please specify

🤔
 2 – Developing
(Nearing the Standard)
- Any 2 of the given criteria are evident

 correctness of the actions

 correctness of the order of the actions

 completeness of the actions

 accuracy of the timing of the actions

 others, please specify

 1 – Beginning
(Just starting to meet the Standard)
- Only 1 or none of the given criteria is evident

 correctness of the actions

 correctness of the order of the actions

 completeness of the actions

 accuracy of the timing of the actions

 others, please specify

 Holistic Rubric
Advantages
• allows fast assessment
• provides one over-all score to describe a
performance

Disadvantages
• Does not pinpoint specific strengths and
weaknesses
• Does not permit differential weighting of the
qualities of performance
Exercise 2

Target Competency

The learner should be

able to perform
individually a series of
actions with mastery
 How will you make this an analytic rubric?

Competency: The learner should be able to perform individually a series of actions

with mastery
4 3 2 1 Rating
Criteria Proficient Approaching Developing Beginning
Proficiency
1.Correctness of
the actions
2. Correctness of
the order of the
actions
3. Completeness
of the actions
4. Correctness of
the timing of the
actions
 How will you make this an analytic rubric?
Complete what has been started.
Competency: The learner should be able to perform individually a series of actions
with mastery
4 3 2 1 Rating
Criteria Proficient Approaching Developing Beginning
Proficiency
1.Correctness of All actions
the actions are correct
2. Correctness of All actions
the order of the are in order
actions
3. Completeness All actions
of the actions are shown
4. Correctness of All actions
the timing of the are
actions performed
with correct
timing
 Competency: The learner should be able to perform individually a series of actions
with mastery
4 3 2 1 Rating
Criteria Proficient Approaching Developing Beginning
Proficiency
1.Correctness of the All actions are 1 action is 2 actions are 3 or more 4
actions correct not correct not correct actions are
not correct
2. Correctness of the All actions are 1 -2 action/s 3-4 actions 5 or more 4
order of the actions in order are not in are not in actions are
order order not in order
3. Completeness of All actions are 1 -2 action/s 3-4 actions 5 or more 4
the actions shown are not are not actions are
shown shown not shown
4. Correctness of the All actions 1-2 action/s 3-4 actions 5 or more 3
timing of the actions are are are actions are
performed performed performed performed
with correct with with with
timing incorrect incorrect incorrect
timing timing timing
Final Rating 3.75
 Analytic Rubric
Advantages
• considers several phases of the
performance
• helps teachers pinpoints specific areas of
strengths and weaknesses
•Allows for the differential weighting of
performance
Disadvantages
• more time consuming than the holistic
rubric
• students may have the same score even if
they differ in the qualities of work.
 Important Elements of a Rubric
 Competency to be tested ( performance-
based
 Performance Task (relevant, authentic,
feasible, multiple foci)
 Evaluative Criteria and their indicators
 Qualitative and quantitative
descriptions of each performance level
 Format whether a holistic or an
analytic scoring rubric is to be used.
 Guidelines When Developing Rubrics

1. Identify the important and observable

features or criteria of an excellent
performance or quality product

2. Clarify the meaning of each trait or criterion

and the performance levels.

3. Describe the gradations of quality product

or excellent performance.
 Guidelines When Developing Rubrics

4. Keep the number of criteria reasonable

enough to be observed or judged.
5. Arrange the criteria in order in which
they will likely to be observed.
7. Determine the weight /points of each
criterion and the whole work or
performance in the final grade.
 Guidelines When Developing Rubrics

8. Highlight the distinguishing traits of each

performance level.

9. Check if the rubric encompasses all possible

traits of a work.

10. Check again if the objectives of assessment

were captured in the rubric.

11. Add more based on your experience/reflections.

 Techniques in Grading Performance

1. Grade for group performance could be determined

through collaborative evaluation (peers from other
groups & teacher)
2. Grade for individual performance could be
determined through self and peers within- group
evaluations

3. Final Grade of an individual could be determined by

considering both 1 & 2 whose weights could be
agreed upon by the students and teachers.
 Writeshop # 4
1. Choose from the curriculum a
competency for performance-based
assessment.
2. Plan the most authentic task for this
competency.
3. Design the most appropriate rubric for
this task considering all its conditions.
4. Exchange rubrics for friendly critiquing.

Balagtas,M.U. (2019) SOLO in

 Be remembered
by your students for being
instrumental to their success
and not to their failure. Teach them
well and assess them accurately
so they will thank you forever.
Marilyn U. Balagtas, May 2019
 Thank you!
Copyright @ 2019 MUBALAGTAS
Note:
If you are interested to use this material or quote
anything from it, please cite the source as:
Balagtas,M.U. (2019). Lecture notes on Rubric
Development as a Valuable Assessment Tool.
Philippine Normal University, Manila
Email: balagtas.mu @pnu.edu.ph.
Mobile No.: 09209532926
Thank you.