What is a rubrics?

A rubric is an assessment tool that specifies that performance expectation for

any kind of work, particularly 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 level that identify students’ level of mastery within each criterion.
The following are example of student performances and outputs that can be
assessed by a rubric:
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
 Declaration
 Panel discussion
 Inspirational speech
4. Athletic Skills Demonstration/Competition
Product/Outputs
1. Visual Products
 Paintings
 Collages
 Posters
 Video presentations
2. Kinesthetic Products
 Diorama
 Sculpture
  Dance recital
 Wood carving
3. Written Products
 Essays
 Poems
 Thesis/term paper
 Movie/TV script
4. Verbal Products
 Audiotapes
 Voice recording
 Speech scripts (to inform, to persuade, etc.)
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 or all
criteria together, and (2) whether the rubric is applicable to all similar task or can be
only be used for a particular task. The following are the types of rubrics:
Type of Rubric Description

General/Generic It contains criteria that are general and can be applied across
Rubric task. 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 assignment.
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 output.

Task-Specific It contains criteria that are unique to a specific performance

Rubric task to be assessed. This kind of rubric is best for instruction
and formative assessment since it provides 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.

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

 criteria simultaneously, thus providing a single score based on
an overall judgement 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 the student’s creativity and
skill.

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 advantage is it identifies the student’s strengths and areas
for improvement based on the criteria identified. Scoring with
an analytic rubric however entails 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 groupmate 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 Task/Outputs

Criterion Not Evident Sufficient Excellent

Insufficient
1 3 4
2

Provided No/few Comments Comments Comments include

 meaningful/relevant comments or are are relevant suggestions and
feedback on peer’s suggestions to superficial and additional
work, output, improve the not relevant, appropriate: resources:
performance. work, neutral or comments comments praise
performance, no- include specific strengths
or output, encouraging. positive of the
comments feedback work/performance
might be and as well as
interpreted as suggestions. constructively
insulting, with address
little weaknesses with
understanding alternatives that
of the might be
assigned task. 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.
Sample Task-Specific Rubric for Reviewer/Critic of performance Task/Outputs

Criteria Excellent
Not Evident Insufficient Sufficient
2 3
4

Provided
meaningful/relevant
feedback on:

- Significance of the No/few Comments Comments Comments include

study comments or are are relevant suggestions and
suggestions; superficial and additional
with little and not appropriate. resources
understanding. relevant regarding the
construct/problem.

- Theoretical No/few Comments Comments Comments include

basis/conceptual comments or are are relevant suggestions and
framework of the suggestions: superficial and additional
study with little and not appropriate. resources
understanding. relevant. regarding the
 construct/problem.

- methods No/few Comments Comments Comments include

comments or are are relevant suggestions and
suggestions. superficial and additional
and do not appropriate. resources
provide regarding the
appropriate construct/problem
suggestions
on how
research
should be
conducted.

- comments in No/few Comments Comments Comments praise

positive, comments or are neutral include specific strengths
encouraging, and suggestions or no- positive of the
constructive manner given to encouraging; feedback work/performance
improve the comments and as well as
paper; are not suggestions. constructively
comments relevant to address with
might be the study. alternatives that
interpreted as might be
insulting. considered.

Grade

On the other hand, examples of the holistic and analytic rubrics are presented on the
next page.

Rating/Grading Characteristics

A Is very organized. Has a clear opening statement that catches

audience’s interest. Content of report is comprehensive and
(Exemplary)
demonstrates substance and 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
important topics. Has appropriate pace and without distracting
(Satisfactory)
mannerisms. Looks at slides to keep on track.

C Has an opening statement relevant to topic but does not give outline
of speech; is somewhat disorganized. Lacks content and depth in the
(Emerging)
discussion of the topic. 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 not give adequate coverage of topic. Is often hard to
(Unacceptable)
understand, with voice that is too soft or too loud and pace that is to
slow. Just reads slides, slides too much text.

Sample Analytic for Oral Presentation

Standards 4 3 2 1
Exemplary Satisfactory Emerging Unacceptable
Organization Has clear opening Has opening Has opening Has no opening
statement that statement that statement statement or has
catches is relevant to relevant to topic an irrelevant
audience’s topic and topic and but does not statement, gives
interest, and gives give outline of listener no focus
maintains focus outline of speech is or outline of the
throughout, speech, is somewhat presentation.
summarizes main mostly disorganized.
points. organized,
provides
adequate “road
map” for the
listener.
Content Demonstrates Covers topic, Lacks content and Does not give
substance and uses depth in the adequate
depth, is appropriate discussion of the coverage of
comprehensive, source, is topic, lacks topic, lacks
shows mastery of objective. resources. sources.
materials.
Delivery Has natural Has appropriate Delivery is fast, Is often hard to
delivery, projects pace, has no some items not understand, has
 enthusiasm, distracting covered well, not voice that is too
interest, and mannerisms, is understandable. soft or too loud,
confidence, report easily has a pace that is
can be understood. too quick or too
understood well. slow,
demonstrates
one or more
distracting
mannerisms.
Use of Uses slides Looks at slides Relies heavily on Just reads slides,
media effortlessly to to keep track, slides and note, slides too much
enhance uses an make little eye text.
presentation, has appropriate contact, uses
an effective number of slides with many
presentation slides. texts.
without media.
Response to Demonstrates full Show ease Answers questions Cannot answer
questions knowledge of answering but not most questions,
topic, explains questions but convincingly/ demonstrates
and elaborate on does not vague or unclear. little grasp of
all questions. elaborate. information, has
undeveloped or
unclear answers
to questions.
Grade

What are the characteristics of a god rubric?

A good rubric should have following qualities:
1. Explicit. A good rubric should contain criteria and performance indicators that are clear,
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 group 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?

Step 1: Identify Step 2: Identify Step 3: Step 4: Step 5: Write

the learning the quality Determine Determine the the benchmark
outcomes and attributes or measure benchmarks or performance
performance indicators of the criteria. and point descriptors for
task to be performance values. each criterion.
evaluated. task.

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 task that are essential (i.e., aligned with desired learning
outcomes), authentic (i.e., involves meaningful and real-life application of 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 outcomes/s are to be evaluated?
2. Which student performance/s or output/s in the subject are relevant measures of such
students’ learning outcomes?
3. Are all of these tasks equally important?
4. Which is the best representation of the expected learning outcome?
Step 2: Identify the quality attributes or indicators of the performance task.
 Next, you need to identify and list all 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 a 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 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 dimension
introduction, materials/equipment, procedure, data, results, and analysis. Keep in mind that
only relevant criteria should be included in the rubric. You also need to determine what type of
criteria (i.e., content, process, quality, or impact) and rubric (i.e., holistic, analytic, general, or
task-specific) will be used.
Step 4: Determine the benchmark and point values.
A number of descriptors can be used to denote the level of performance (with or without
accompanying symbols for letter or number grades). Examples of levels of performance include.

Level 4 Exemplary Distinguished Substantially Developed Outstanding

Level 3 Accomplished Proficient Mostly Developed Proficient

Level 2 Developing Apprentice Developed Acceptable

Level 1 Beginning Novice Underdeveloped Unacceptable

Step 5: Write the benchmark or performance descriptors for quality work criteria.
It is important that the behaviors, characteristics, or qualities that illustrate or exemplify
each performance level are clear and delineated. These performance descriptors should
describe the relative differences between performance at each level. The differences between
performance points can be presented 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)
list the different characteristics of… (1 points)

(2) adjectives, adjectival phrases, adverbs and adverbial phrases to present different
qualitative differences between 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 relevant examples of the…
gives no (0) relevant examples of the…

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

e.g., explains the topic correctly and independently on his own

explain the topic with very little assistance from the teacher or classmates
explains the topic with occasional assistance from the 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 student?

Rubric is an Important component in the teaching-learning process. It does not only help
teachers in assessing students’ work through application of consistent standards and in
identifying the gaps in their learning, but it also makes student aware of what are expected of
them in relation to be 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 task
to inform them the requirements, criteria, and expectations so as to guide them in carrying out
their task;
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 self-regulation; and
5. orient the students on how to effectively use rubric, especially those that are used for self-
assessment and peer-assessment.

DEVELOP
Let us review what you have learned about creating rubrics.
1. What is a rubric?
2. What are the different type of rubrics?
3. What are the characteristics of good rubrics?
4. What are the basic steps in developing rubrics for assessing students’ performance and
product?
To able to check whether you have learned the important information about creating
rubrics, please complete the following graphical representation:

Rubrics

What are the When to use? What is a good How to

types rubric? create?

TRANSFER
Now that you know the steps in designing a rubric, you can now develop one for each
performance task that you intend to assess. In the development of a rubric, take note of the
following information that you need:
1. Type of rubric to use
2. Performance task to be evaluated
3. Indicators of the performance task
4. Criteria for evaluating students’ product or performance
5. Benchmark and point values for each criterion
6. Performance descriptors to indicate the quality of performance
Please use the following template when you make a rubric for assessing a specific
performance or output:

Rubric for Assessing

Type of Rubric:
Subject:

Criteria Exemplary* Accomplished* Developing* Beginning*

(4) (3) (2) (1)

*can be changed
EVALUATE
Evaluate the performance assessment task and rubrics that you have developed by using the
following checklists.
 Checklist for a Good Rubric
Yes No
Performance Task:
1. Is the performance task aligned with desired the learning outcomes?
2. Does it include meaningful and real-life application of skills?
3. Does this allow numerous opportunities for application, extension,
and connections of desired learning outcomes?
4. Is it feasible to implement?
5. Is it observable and measurable?
6. Is it interesting and challenging?
Performance Criteria:
1. Is there an appropriate number of performance criteria?
2. Are the criteria clearly defined and indicated in the rubrics?
3. Are the criteria relevant to the skills being measured?
4. Are the performance criteria measurable and observable?
Levels of Performance or Benchmark and Point Value:
1. Is there appropriate number of levels?
2. Are the levels meaningful and suitable to the performance task?
Performance Descriptors/Indicators:
1. Are the performance indicators clear and understandable to the
students?
2. Are they observable and measurable?
3. Do they appropriately describe the relative differences between
performances at each level?
Overall:
1. Is the rubric appropriate for the performance task being assessed?
2. Is it manageable and practical to use by students and teachers?
UNDERSTAND
Desired Significant Learning Outcomes:
In this lesson, you are expected to:

 Use quantitative analysis to report the result of alternative methods of assessment;

 Present and summarize results of alternative methods of assessment to make them
useful for learners; and
 Create a set of criteria, factors, and characteristics to be assessed using alternative
method.

Significant Culminating Performance Task and Success Indicators

At the end of the lesson, you should be able to demonstrate your knowledge and
skills in selecting appropriate criteria and analyze the results from non-traditional forms
of assessment like performance-task, scales, and checklists. You are considered
successful in this culminating performance task if you have satisfied at least the
following indicators of success:

Contents of the analysis for nontraditional Indicators of Success

methods

Use quantitative analysis to report results All the possible considerations in analyzing
the data are met, which include descriptive
and inferential techniques to establish
validity and reliability of the results.

Present and summarize the results All necessary information contained in the
assessment results are appropriate in
order to describe what the learner can do.

Create a set of criteria, factors, and All the possible considerations in selecting
characteristic for alternative methods the criteria are met.

Prerequisite of This Lesson

To be able to successfully do this culminating performance task, you should have
understood the different purposes, functions, and ways to make alternative forms
assessment, which include performance-based assessment, affective assessment, and
portfolio assessment. In the previous lessons, you were provided with different ways,
purposes, and uses of alternative forms of assessment in the classroom setting. You
 have also learned that there are competencies and skills that are app appropriately
measured using alternative methods of assessment.

PREPARE
In order to analyze, present, and select the results of alternative forms of
assessment, you need to know how to use and interpret results of descriptive and
inferential statistics. You are expected to read these types of Statistics before you can
report the findings from scales, checklists, and rubrics.
How do we quantify results from rubrics?
In the creation of rubrics, there are scales that represent the degree of performance.
This degree of performance can range from high to low degree of proficiency. Below are
examples of the degree of proficiency with their corresponding points:

Beginner Moving toward Proficient Very proficient

proficiency

1 point 2 points 3 points 4 points

Poor Needs improvement Good Very good

1 point 2 points 3 points 4 points

Minimal Partial Complete

1 point 2 points 3 points

Never Seldom Occasionally Frequently Always

1 point 2 points 3 points 4 points 5 points

Rare Sporadic Consistent

1 point 2 points 3 points

Novice Intermediate Advance Superior

1 point 2 points 3 points 3 points

Inadequate Needs improvement Good Excellent

1 point 2 points 3 points 4 points

Needs improvement Proficient Excellent

1 point 2 points 3 points

Absent Developing Adequate Fully developed

1 point 2 points 3 points 4 points

Limited Partial Thorough

1 point 2 points 3 points

Emerging Developing Achieving

1 point 2 points 3 points

Not there yet Shows growth Proficient

1 point 2 points 3 points

Poor Fair Good Excellent

1 point 2 points 3 points 4 points

The points depend on the quality of the behavior shown by learner’s performance.
The reliability of the assigned points can be determined when the scoring of two or
more observers to the same behavior is consistent. Such procedure entails the use of
multiple raters or judges to rate the performance. The consistency of the ratings can be
obtained using a coefficient of concordance. The Kendall’s w coefficient of concordance
is used to test the agreement among raters.

Five Rater Rater Rater Sum of D D2

demonstration 1 2 3 Ratings

A 4 4 3 11 2.6 6.76

B 3 2 3 8 -0.4 0.16

C 3 4 4 11 2.6 6.76

D 3 3 2 8 -0.4 0.16

E 1 1 2 4 -4.4 19.36

If a performance task was demonstrated by five students and there are three raters.
The rubrics used a scale of 1 to 4 where 4 is the highest and 1 is the lowest.

X ratings=8.4 D2=33.2
The scores given by the three raters are first computed by summating the ratings for
each demonstration. The mean is obtained from the sum of ratings (X ratings =8.4). the
mean is subtracted to each of the Sum of Ratings (D). each difference is squared (D 2),
then the sum of squares is computed (D 2=33.2). The mean and summation of squared
differences are substituted in the Kendall’s w formula. In the formula, m is the numbers
of raters.
 Kendall’s w coefficient of 0.38 is an estimate of the agreement of the three raters in
the five demonstrations. There is a moderate concordance among the three raters
because the coefficient is far from 1.00.
How do we quantify results from scales and checklists?
Scales could be a measure of non-cognitive dimensions of students’ behavior.
When the items in the scale are answered by students, the response format quantifies
the behavior measured by the scale. The types of response format vary depending on
the nature of the behavior measured.
Likert scale. The Likert Scale is used to measure students’ favorability and
unfavorability toward a certain object. The favorability will depend on the degree of
agreement or disagreement to a standpoint.
Example:
The policeman is helpful in the street.

___Strongly agree ___Agree