Module 7

Assessment of Learning 1
Lesson Outline:
1. Define scoring rubrics;
2. Identify the advantages and disadvantages of using scoring rubrics;
3. Identify the two types of rubrics;
4. Differentiate holistic rubric from analytic rubric;
5. Identify the advantages and disadvantages of holistic rubric;
6. Identify the advantages and disadvantages of analytic rubric;
7. Determine the steps in developing rubric; and
8. Develop scoring rubrics for performance based assessment and portfolio assessment.

I. Introduction
 One of the alternative method of rating the performance of the students aside from pencil and
paper test is the use of scoring rubrics or rubrics.
 Scoring Rubrics
o Used when judging the quality of the work in evaluating the performance assessments.
o It is a form of scoring guide that is used in evaluating the performance of students or
products resulting from the performance task.
o These are very important in assessing the performance of students using performance-
based assessment and portfolio assessment.

II. Scoring Rubrics

 These are descriptive scoring schemes that are developed by teachers or other evaluators to guide
the analysis of the products or processes of students’ efforts (Brookhart, 1999)
 A rating system by which teachers can determine at what level of proficiency a student is able to
perform task or display knowledge of a concept and can define the different levels of proficiency
for each criterion (Airasian, 2000).
 One common used for rubrics is when the teachers evaluate the quality of an essay.
 The judgment of one evaluator differs from others when there are no criteria to be followed.
o One evaluator might put much weight in the content of the topic.
o One evaluator might give high mark on the organization aspect of the paper.
 If we are going to evaluate the quality of an essay, it must have to have a
combination of these factors.
 In this case, the evaluators judge the paper subjectively.
o To avoid such case, the evaluator must develop a predetermined criterion for evaluation
purposes so that the subjectivity of evaluating is lessened or it becomes more objective.

Types of Rubrics
 Holistic Rubric
o Requires the teacher to score the overall process or product as a whole (Nitko, 2001;
Mertler, 2001).

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 o The evaluator views the final product as a set of interrelated tasks contributing to the
whole.
o Using this in scoring the performance or product of the students provides overall
impression on the ability of any given product.
o Advantages:
 Quick scoring
 Provides overview of students’ performance
o Disadvantages:
 It does not provide detailed feedback about the performance of the students in
specific criteria.
o A teacher can use this rubric when he wants a quick snapshot of the performance of the
students.
o A single dimension is already adequate to define the quality of the performance of the
students.
 Analytic Rubric
o Provides information regarding performance in each component part of a task, making it
useful for diagnosing specific strengths and weaknesses of the learners (Gareis and Grant,
2008).
o The evaluator evaluates the final product into each component part and each part is cored
individually.
 The total score of the product or performance of the students will be the rating for
all the parts being evaluated.
o It is very important for the evaluator to treat each part separately to avoid any bias result
for the whole product or performance of the students.
o The teacher can use this rubric when he wants to see the relative strengths and
weaknesses of the students’ performance in each criterion, a detailed feedback and assess
complicated performance.
o He can also use this when he wants the students to conduct self-assessment on their
understanding about their performance.

Advantages of Using the Rubrics

1. Allows assessment to become more objective and consistent;
2. Clarifies the criteria in specific terms;
3. Clearly shows the student how the work will be evaluated and what is expected;
4. Promotes students’ awareness of the criteria to be used in assessing peer performance;
5. Provides useful feedback regarding the effectiveness regarding the effectiveness of the instruction;
and
6. Provides benchmarks against which to measure and document progress.

Development of Scoring Rubrics

Originally from Metler (2001) from his article “Designing Scoring Rubrics for Your Classroom”; the following
are compiled from various sources (Airasian, 2000 & 2001; Montgomery, 2001; Nitko, 2001; Tombori &
Borich, 1999)

1. Reexamine the earning objectives to be addressed by the task

 This allows you to match your scoring guide with your objectives and actual instruction.
2. Identify specific observable attributes that you want to see (as well as those you don’t want to
see) your students demonstrate in their product, process, or performance.
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  Specify the characteristics, skills, or behaviors that you will be looking for, as well as the
mistakes you do not want to see.
 The teacher must carefully identify the qualities that need to be displayed in the student’s
work to demonstrate proficient performance.

3. Brainstorm characteristics that describe each attribute.

 Identify ways to describe above average, average, and below average performance for each
student observable attribute identified in step 2.
 For HOLISTIC RUBRICS: Write thorough narrative descriptions for excellent work and poor
work incorporating each attribute into the description.
o Describe the highest and lowest levels of performance combining the descriptors for
all attributes.
 For ANALYTIC RUBRICS: Write thorough narrative descriptions for excellent work and
poor work for each individual attribute.
o Describe the highest and lowest levels of performance combining the descriptors for
each attributes separately.
 For HOLISTIC RUBRICS: Complete the rubric by describing other levels on the continuum
that ranges from excellent to poor work for the collective attribute.
o Write descriptions for all the intermediate levels of performance.
 For ANALYTIC RUBRIC: Complete the rubric by describing other levels on the continuum
that ranges from excellent to poor work for each collective attribute.
o Write descriptions for all the intermediate levels of performance for each attribute
separately.
4. Collect samples of student work that exemplify each level.
 These will help you score in the future by serving as benchmarks.
5. Revise the rubric, as necessary.
 Be prepared to reflect on the effectiveness of the rubric and revise it prior to its next
implementation.

Types of Scoring Instruments for Performance Assessments

Scoring Instruments
for Performance
Assessments

Checkist Rating Scales

Rubrics

Analytic Rubrics

Holistic Rubrics

Templates for Holistic and Analytic Rubrics (Metler, 2001)

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 Template for Holistic Rubrics
Score Description
5 Demonstrates complete understanding of the problem. All
requirements of task are included in response.
4 Demonstrates considerable understanding of the problem. All
requirements of task are included.
3 Demonstrates partial understanding of the problem. Most
requirements of task are missing.
2 Demonstrates little understanding of the problem. Many
requirements if task are missing.
1 Demonstrates no understanding of the problem.
0 No response/task not attempted.

Template for Analytic Rubrics

Beginning Developing Accomplished Exemplary
Score
1 2 3 4
Criteria #1 Description Description Description Description
reflecting reflecting reflecting reflecting
beginning level movement achievement of highest level of
of toward mastery level performance.
performance. mastery level of
of performance.
performance.
Criteria #2 Description Description Description Description
reflecting reflecting reflecting reflecting
beginning level movement achievement of highest level of
of toward mastery level performance.
performance. mastery level of
of performance.
performance.
Criteria #3 Description Description Description Description
reflecting reflecting reflecting reflecting
beginning level movement achievement of highest level of
of toward mastery level performance.
performance. mastery level of
of performance.
performance.
Criteria #4 Description Description Description Description
reflecting reflecting reflecting reflecting
beginning level movement achievement of highest level of
of toward mastery level performance.
performance. mastery level of
of performance.
performance.

Examples of Holistic Rubrics and Analytic Rubric

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 Adapted from Leading Author in Rubric Heidi Goodrich Andrade (1997)

Analytic Rubric for Persuasive Essay

Criteria Quality
4 3 2 1
I make a claim and I make a claim but I make a claim but I do not make a
explain why it is don’t explain why it it is buried, claim.
Make a claim
controversial. is controversial. confused, or
unclear.
I give clear and I give reasons in I give 1 or 2 I do not give
accurate reasons in support of the reasons which convincing
Give reasons
support of the claim. claim, but overlook don’t support the reasons in support
in support of
important reasons. claim well, and/or of the claim.
the claim
irrelevant or
confusing reasons.
I thoroughly discuss I discuss reasons I acknowledge I do not give
reasons against the against claim, but that there are reasons against
Consider
claim and explain leave out important reasons against the claim.
reasons
why the claim is reasons and/or the claim but
against the
valid anyway. don’t explain why don’t explain
claim
the claim still them.
stands.
I discuss how I discuss how I say the I do not mention
democratic democratic democracy and democratic
Relate the principles and principles and democratic principles or
claim to democracy can be democracy can be principles are democracy.
democracy used both in support used to support the relevant but do
of and against the claim. not explain how
claim. or why clearly.
My writing is well My writing has a My writing is My writing is
organized, has a clear beginning, usually organized aimless and
compelling opening, middle and end. I but sometimes disorganized.
strong informative generally use gets off topic. Has
Organization
body and satisfying appropriate several errors in
conclusion, has paragraph format. paragraph format.
appropriate
paragraph format.
The words I use are I use mostly routine My words are dull, I use the same
striking but natural, words. uninspired or they words over and
Word choice varied and vivid. sound like I am over and over…
trying too hard to Some words may
impress. be confusing.

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 My sentences are I wrote well- My sentences are Many run-ons,
clear, complete and constructed but often flat or fragments and
Sentence of different lengths. routine sentences. awkward. Some awkward
fluency run-ons and phrasings make
fragments. my essay hard to
read.
I use first person My spelling is Frequent errors Many errors in
form, and I use correct on common are distracting to grammar,
correct sentence words. Some errors the reader but do capitalization,
Conventions structure, grammar, in grammar and not interfere with spelling and
punctuation and punctuation. I need the meaning of my punctuation make
spelling. to revise it again. paper. my paper hard to
read.

Analytic Rubric for and Invention Report

Criteria Quality
4 3 2 1
The report The report The report The report does
explains the key explains all of the explains some of not refer to the
purposes of the key purposes of the purposes of purposes of the
Purposes invention and the invention. the invention but invention.
points out less misses key
obvious ones as purposes.
well.
The report details The report details The report The report does
both key and the key features of neglects some not detail the
hidden features of the invention and features of the features of the
Features the invention and explains the invention or invention or the
explains how they purposes they purposes they purposes they
serve several serve. serve. serve.
purposes.
The report The report The report The report does
discusses the discusses the discusses either not mention the
strengths and strengths and the strengths or strengths or the
weaknesses of the weaknesses of the weaknesses of the weaknesses of the
Critique
invention, and invention. invention but not invention.
suggests ways in both.
which it can be
improved.
The report makes The report makes The report makes The report makes
appropriate appropriate unclear or no connections
connections connections inappropriate between the
between the between the connections invention and
Connections
purposes and purposes and between the other things.
features of the features of the invention and
invention and invention and one other phenomena.
many different

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 kinds of or two
phenomena. phenomena.

Rubric for Oral Presentation

Criterion Quality
Gains attention of Gives details or an Does a two-sentence Does not attempt to
audience amusing fact, a series of introduction, then gain attention of
questions, a short starts speech. Gives audience, just starts
demonstration, a one-sentence speech.
colorful visual or a introduction, then
personal reason why starts speech.
they picked this topic.

III. Performance-Based Assessment

 A direct and systemic observation of the actual performances of the students based
from a predetermined performance criterion (Zimmaro, 2003).
 It is an alternative form of assessing the performance of the students that represent
a set of strategies for the application of knowledge, skills, and work habits through
the performance of tasks that are meaningful and engaging to students (Hibbard,
1996 and Brualdi from her article “Implementing Performance Assessment in the
Classroom”, 1998).

 Students are required to perform a task rather than select an answer from a given
list of options.
 It provides teacher information about how the students understand and apply
knowledge.
 It allows the teacher to integrate performance assessment in the instructional
process to provide additional learning activities for the students in the classroom.

Paper and Pencil Test vs. Performance-based Assessment

Paper and Pencil Performance-based

Test Assessment
 Measures learning  Direct measure of
indirectly. learning or
 Better to use when competence.
measuring factual  This indicates that
knowledge and cognitive complex
when solving well- outcomes, affective
structured and psychomotor
mathematical skills have been
problems. mastered.

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 o Teacher asked  Examples that can
question which be judged using
indicates skills this:
that have been o Preparing a
learned or microscope slide
mastered in laboratory
class
o Performing
gymnastics or a
dance in physical
education class
o Cooking
demonstration
o Diving in
swimming class
 These kinds of
activities let the
teacher or evaluator
provide feedback
immediately on how
the students
performed to carry
out their
performance task.

IV. Portfolio Assessment

 The systemic, longitudinal collection of student work created in response to specific,
known instructional objectives and evaluated in relation to the same criteria
(Ferenz, 2001).
 Student Portfolio
o A purposeful collection of student work that exhibits the student’s efforts,
progress and achievements in one or more areas.
 The collection must include student participation in selecting contents, the criteria
for selection, the criteria for judging merit and evidence of student self-reflection
(Paulson, Paulson, Meyer 1991).
 The portfolio should represent a collection of student’s best work or best efforts,
student-selected samples of work experiences related to outcomes being assessed,
and documents according to growth and development toward mastering identified
outcomes.
 A portfolio is more than just a container full of stuff (Vavrus, 1990).
 A portfolio is a systematic and organized collection of evidence used by the teacher
and student to monitor growth of the student’s knowledge, skill, and attributes in
specific subject area.
 A portfolio is a record of learning that focuses on the student’s work and his/her
reflection on that work (National Education Association, 1993).

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 o Material is collected through a collaborative effort between the student and
staff members.
o Materials in indicative of progress toward the essential outcomes.

V. Comparison of Portfolio and Traditional Forms of Assessment (Ferenz, 2001)

Traditional Portfolio
Assessment Assessment
Measures student’s Measures student’s
ability at one time ability over time
Done by the teacher Done by the teacher
alone, students are and the students, the
not aware of the students are aware of
criteria the criteria
Conducted outside Embedded in
instruction instruction
Assigns student a Involves student in
grade own assessment
Does not capture the Captures many facets
students’ language of language learning
ability performance
Does not include the Allows for expression
teacher’s knowledge of teacher’s
of student as a learner knowledge of student
as a learner
Does not give student Student learns how to
responsibility take responsibility

Chapter Exercises:
1. Differentiate analytic rubrics and holistic rubrics.
2. Discuss the advantages of analytic rubrics from holistic rubrics.
3. What are the different advantages of using rubrics in assessing performances and
portfolios of students?

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