Module in Assessment of Learning 2

Process in Developing and Using Rubrics for Alternative Assessment

Learning Outcomes:
At the end of the unit, the students should be able to:
1. Develop appropriate rubrics to assess student’s performance and outputs; and
2. Use rubrics to assess student’s performance and output.

Significant Culminating Performance Task and Success Indicators

At the end of the lesson, you should be able to demonstrate your knowledge and skills in
developing rubrics that are most applicable to a particular student performance and output. The following
indicators will help you determine if you are successful in developing rubrics:

Tasks Success Indicators

Developing rubrics for student’s performance Come up with assessment rubrics containing the
and outputs. essential features of a sound rubrics.

Prerequisite of this Lesson

The development of sound rubrics requires specific skills and experience. To be able to perform
successfully the above culminating performance tasks, you should have background on the different types
of performance assessment tasks, understood the guidelines in designing performance tasks, and
recognized the different components of a good assessment rubric. Please refer back to Lesson 3;
Performance Assessment to fully grasp this lesson.

Prepare
To get started, it is important to review your prior knowledge on the differences between traditional
and authentic assessment and how and when to choose a particular assessment tool that is most appropriate
in measuring the learning / instructional objectives and intended learning outcomes of your subject.

Module Content

What is a rubric?
A rubric is an assessment tool that specifies the performance expectations for any kind of student
work, particularly to those that are not traditional in nature, such as portfolio, outputs or projects,
performances, collaborative work, and research. Generally, it contains three essential features: (1). Criteria
or the aspects of performance that will be assessed, (2). Descriptors or the characteristics associated with
each criterion, and (3).
Performance levels that identify student’s level of mastery within each criterion.

The following are examples of student performances and outputs that can be assessed by a rubric:
 Module in Assessment of Learning 2

Student Performances:
1. Oral Presentations / Demonstrations
• Research paper / poster presentation
• Individual or group report
• Skills demonstration, such as baking and teaching
• Extemporaneous speech
2. Dramatic / Creative Performances
• Dance recital
• Performance in a play or musicals
• Poetry reading and interpretation
• Playing musical instruments
3. Public Speaking
• Debates
• Declamation
• Panel discussion
• Inspirational speech
4. Athletic Skills Demonstration / Competition

Products / Outputs
1. Visual Products
• Paintings
• Collages
• Posters
• Video presentations

2. Kinesthetic Products
• Diorama
• Sculpture
• Dance recital
• Wood carvings

3. Written Products
• Essays
• Poems
• Thesis / term paper
• Movie / TV script

4. Verbal Products
• Audiotapes
• Voice recording
• Speech scripts (to inform, to persuade, etc.
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What are the 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 of all criteria together, and (2) whether the rubric is
applicable to all similar tasks or can only be used for a particular task. The following are the types of
rubrics:

Types of Rubric Description

General / General Rubric It contains criteria that are general and can be applied across tasks. This
is most convenient for teachers who do not have the time and skills in
developing different types of rubric as they can reuse the same rubrics
for several tasks or assignments. However, the teachers may not be able
to assess accurately the student’s performance for a particular tasks.
For example, the same rubric that can be used to evaluate both oral
presentation and research output.

Task-Specific Rubric It contains criteria that are unique to a specific performance task to be
assessed. This kind of rubric is best for instruction and formative
assessment since it will provide the students feedback on what aspects
of their performance or work need to be improved. However,
developing analytic rubrics is timeconsuming for teachers.
For example, a rubric can only be used for oral presentation and another
rubric is applicable for research output.

Holistic Rubric A student’s performance or output is evaluated by applying all criteria

simultaneously, thus 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.
One advantage of holistic rubric is that it is quick to develop and use by
the teachers. However, it does not inform students about their specific
strengths and weaknesses, and thus, may not be as sufficient and helpful
in guiding them in improving their performance.
For example, rubric for problem solving activities which entails scoring
the student’s overall ability to solve a particular problem or issue, and
rubric for creative work (e.g., painting), which gives an overall score
for student’s creativity and skill.
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Analytic Rubric A student’s work is evaluated by using each criterion separately, thus
providing specific feedback about a student’s performance or product
along several dimensions. This is most applicable for assessing a
complex performance or product.
One advantages is it identifies the student’s strengths 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.

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 one’s work or performance. This is a
generic rubric as this can be applied to any type of performance tasks or outputs (e.g., research report,
dance performance, oral presentation, etc.)

Sample Generic Rubric for Reviewer / Critic of Performance Tasks / Outputs

Not Evident Insufficient 2 Sufficient 3 Excellent

Criterion 1 4
Provided No / few Comments are Comments are Comments
meaningful / comments or superficial, not relevant and include
relevant feedback suggestions to relevant, neutral appropriate; suggestions and
on peer’s work, improve the or comments additional
output, and work, nonencouraging. include positive resources;
performance. performance, or feedback and comments
outputs, suggestions. praise specific
comments might strengths of the
be interpreted as work /
insulting, with performance as
little well as
understanding of constructively
the assigned task. address
weaknesses
with alternatives
that might be
considered.

To differentiate the above with a task-specific rubric, the following example is given below. In this
rubric, the different criteria that are specific to the performance task to be assessed are indicated:
 Module in Assessment of Learning 2

Sample Task-Specific Rubric for Reviewer / Critic of Performance Tasks / Outputs

Not Evident Insufficient 2 Sufficient 3 Excellent

Criteria
1 4
Provided
meaningful /
relevant
feedback on:
-Significance of No / few Comments are Comments are Comments
the study. comments or superficial and relevant and include
suggestions; with not relevant appropriate. suggestions and
a additional
little resources
understanding. regarding the
construct /
problem.
-Theoretical basis No / few Comments are Comments are Comments
/ conceptual comments or superficial and relevant and include
framework of the suggestions; not relevant appropriate. suggestions and
study. with little additional
understanding. resources
regarding the
construct /
problem.
-Methods No / few Comments are Comments are Comments
comments or superficial and do relevant and include
suggestions. not provide appropriate suggestions and
appropriate additional
suggestions on resources
how research regarding the
should be construct /
conducted. problem.
-Comments in a No / few Comments are Comments Comments
positive, comments or neutral or include positive praise specific
encouraging and suggestions given nonencouraging; feedback and strengths of the
constructive comments are not suggestions. work / performance
to improve the
as well as
manner. paper; comments relevant to study.
constructively
might be address weaknesses
interpreted as with alternatives that
insulting. might be considered.

Grade
 Module in Assessment of Learning 2

On the other hand, examples of the holistic and analytic rubrics are presented below.

Sample Holistic Rubric for Oral Presentation

Rating / Grade Characteristics

Is very organized. Has a clear opening statement that catches audience’s interest.
Content of report is comprehensive and demonstrates substance and depth.
Delivery is very clear and understandable, uses slides / multimedia equipment
A (Exemplary) effortlessly to enhance presentation.

Is mostly organized. Has opening statement relevant to topic.. Covers important

topics. Has appropriate pace and without distracting mannerisms. Looks at
B (Satisfactory) 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 depth in the discussion of the
topic. Delivery is fast and not clear; some items not covered well. Relies heavily
C (Emerging) on slides and notes and makes little eye contact.

Has no opening statement regarding the focus of the presentation. Does not give
adequate coverage of topic. Is often hard to understand, with voice that is too
D (Unacceptable) soft or loud pace that is too quick or too slow. Just reads
slides, slides too much text.
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Sample Analytic Rubric for Oral Presentation

4 Exemplary 3 Satisfactory 2 Emerging 1 Unacceptable

Standards

Organization Has a clear Has opening Has opening Has no opening

opening statement statement that statement statement or has an
that catches is relevant to relevant to topic irrelevant
audience’s interest, topic and gives and but does not statement, gives
maintains focus outline of give outline of listener no focus or
throughout, speech, is speech, is outline of the
somewhat
summarizes main mostly presentation.
disorganized.
points. organized,
provides
adequate “road
map” for the
listener.

Content Demonstrates Covers topic, Lacks content Does not give

substance and uses and depth in adequate coverage
depth is appropriate discussion of the of topic, lacks
comprehensive, sources, is topic, lacks sources.
shows mastery of objective. resources.
material.
Delivery Has natural Has appropriate Delivery is fast, Is often hard to
delivery, projects, pace, has no some items are not understand, has
enthusiasm, distracting covered, not voice that is too
interest, and mannerisms, is understandable. soft or too loud, has
confidence report easily a pace that is too
can be understood understood. quick or too slow,
well. demonstrates one
or more

distracting
mannerisms.
 Module in Assessment of Learning 2

Use of media Uses slides Looks on slides to Relies heavily on Just reads slides,
effortlessly to keep on track, slides and slides too much
enhance uses appropriate notes, makes text.
presentation, has an number of slides. little eye contact,
effective uses slides with
presentation many text.
without media.
Response to Demonstrate full Shows ease in Answers questions, Cannot answer
Questions knowledge of topic, answering but not most questions,
explains and questions but does convincingly / Demonstrates
elaborates on all not elaborate. vague or unclear. little grasp of
questions. information, has
undeveloped or
unclear answer to
questions.
GRADE

What are the characteristics of a good rubric?

A good rubric should have the following qualities:

1. Explicit. A good rubric should contain criteria and performance indicators that are clear and
concrete, and observable as well as relevant and applicable to the performance task to be assessed.
Each benchmark and point value should also have clearly delineated indicators, differentiating
the expected quality of work for each performance level.
2. Aligned. A good rubric should contain criteria that are 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
them in the course, allow them to reflect on their performance, and provide them opportunities to
improve on areas that they did not do well.

What are the basic steps in developing rubrics?

There are five basic steps in developing rubrics for assessing student’s performance and product (Figure
6.1)
 Module in Assessment of Learning 2

Figure 6.1 Steps in Rubric Development

Step 1: Determine the learning outcome and the performance task to be evaluated. It is
important to be clear about the learning outcome/s and the specific performance task that will be evaluated.
Choose tasks that are essential (i.e., aligned with desired learning outcomes), authentic (i.e., involves
meaningful and real-life application skills), complex (i.e., contains numerous possibilities for application,
extensions, and connections of knowledge and skills), feasible (i.e., can be done given the time constraints
and availability of resources), and measurable (i.e., it can be observed and measured).

To guide you in identifying the performance task/s that you want to be evaluated, ask yourself the
following questions:
1. What learning outcome/s are to be evaluated?
2. Which student performance/s or output/s in the subject are relevant measures of such student’s
learning outcomes?
3. Are all of these tasks equally important?
4. Which is the best representation of the expected learning outcomes?

Step 2: Identify the quality attributes or indicators of the performance task? Next, you need
to identify and list possible attributes or indicators of a good performance. This can be based from your
own expectations and benchmark exemplars of work that reflect key standards. You may explore and
specify the skills, knowledge, and or behavior that you will be looking for to describe the standard in one’s
performance. Be sure to limit the characteristics that are important.

Step 3: Determine the criteria or dimensions.

Cluster the list of attributes and or indicators into possible groups or categories and label the
categories. This will form the criteria for assessment. For example, in dance performance task, all
attributes that pertain to how well the students execute the dance in terms of movement, body position,
placement in stage and dance style can be grouped under the criterion “Technical Skills”. You can also
include criteria in terms of the components of a performance task. For example, for a research report
rubric, you can include as criteria the different parts of a research, such as introduction, method, data
gathering and analysis, conclusion, and recommendations. Likewise, for a chemistry laboratory report,
you can include as dimensions introduction, materials/equipment, procedure, data, results, and analysis.
Keep in mind that the only relevant criteria should be included in the rubric. You can also need to
determine what type of criteria (i.e., content, process, quality, or impact) and rubric (i.e., holistic,
analytical, general, or task- specific) will be used.
Step 4: Determine the benchmarks and point values.
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A number of descriptors can be used to denote the levels of performance (with or without
accompanying symbols for letter or number grades). Examples of levels of performance include:
Level 4 Substantially
Exemplary Distinguished Developed Outstanding

Level 3 Accomplished Proficient Most Developed Proficient

Level 2 Developing Apprentice Developed Acceptable

Level 1 Beginning Novice Underdeveloped Unacceptable

Step 5: Write the benchmark or performance descriptors for each criterion.

It is important that the behavior, characteristics, or qualities that illustrate or exemplify each
performance level are clear and delineated. These performance descriptors should describe the relative
differences between performances at each level. The differences between performance points can be
represented by:

(1) Aspects of performance or behavior at different levels

e. g., evaluate the different
characteristics of … (4 points) analyzes the
different characteristics of … (3 points)
describes the different characteristics of … (2
points) lists the
different characteristics of … (1 point)

(2) Adjectives, adjectival phrases, adverbs and adverbial phrases to present different qualitative
differences levels.
e. g., explains to a very great extent the …
explains to a great extent the …
explains with moderate accuracy the …
explains with limited accuracy the …

(3) Numeric references to identify qualitative differences between levels

e. g., gives more than 4 relevant examples of …
gives 3-4 relevant examples of the …
gives 1-2 the relevant examples of the …
gives no
(0) the relevant examples of the …

(4) Degrees of assistance needed by the student to complete task.

e. g., explains the topic correctly and
independently on his own
explains the topic with very little assistance from the teacher or
 Module in Assessment of Learning 2

classmates explains the topic with occasional assistance from teacher or classmates
needs assistance from the teacher or classmates in explaining the topic most of the time
.

How can you make rubric useful to your students?

Rubric is an important component in the teaching process. It does not only help teachers in assessing
student’s work through application of consistent standards and in identifying the gasps in their learning,
but it also makes students aware of what are expected of them in relation to the assessment tasks in
particular and the subject as a whole, of how they will be graded, and eventually of how well they are
meeting these expectations.

Thus, 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 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. If possible, involve students in the creation of rubric, to enhance their motivation, engagement,
and selfregulation;
5. Orient the students on how to effectively use the rubric, especially those that are used for
selfassessment and peer assessment.