LESSON:6

Process in Developing and Using

Rubrics for Alternative Assessment
How can you make rubric useful to your
students?
•It helps the teacher to assess the student’s
work through consistent standards.

•Makes students aware of what is expected

from them in relation to the assessment
tasks. On how they will be graded and;

•Eventually meets the expectations

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;
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, self-regulation; and
5.Orient the students on how to effectively
use the rubric, especially those that. Are
used for self-assessment and peer-
assessment.
 By now, you are ready to create rubrics to
assess your students’ learning outcomes. Let us
apply what you have learned by creating a rubric
for the subjects of your choice.

For each subject, describe performance task to

be evaluated, identify the indicators of the
performance task, develop the criteria,
determine the benchmarks and point values, and
write the performance descriptors for quality
work criteria. It is important that you have a
rubric for every learning outcome that you want
 An example below illustrates the steps in making
a rubric for baking chocolate cookies that can be
used in Technology and Livelihood Education (TLE)
subject.

1. Determine the learning outcome and the

performance task to be evaluated.
• Baking chocolate cookies
2. Identify the indicators of the performance
task.
• Ability to bake delicious, crispy at edges but
soft and chewy in the middle, visually appealing
3.Determine measurable criteria.
• Number of chocolate chip cookies
• Texture
• Color
• Taste
• Richness
4.Determine performance benchmarks and point
values.
• Very good (4)
• Good (3)
• Need Improve (2)
• Poor (1)
 5.Write the benchmark or performance
descriptors for quality work criteria.

Benchmark & Point Performance

Values Descriptors
4-Very Good •Chocolate chip in every
bite
•Chewy in the middle
and crispy on the edges
•Golden brown
•Home-baked taste
•Rich, creamy
3- Good •Chocolate chips in about
75% of the bites taken
•Chewy in the middle, but
soft on the edges
•Ether brown from
overcooking, or light from
being 25% raw
•Medium in richness and
fat content
2-Needs Improvement •Chocolate chips in 50%
of the bites taken
•Texture is crispy from
overcooking and at least
50% uncooked
•Color is dark brown from
overcooking or light from
undercooking
•Tasteless (low-fat
content)
1-Poor •To few or too many
chocolate chips
•Texture resembles a dog
biscuit
•Burned
•Dry with preservative
after taste (stale, hard,
chalky)
 Below is the sample rubric for assessing the
ability to bake chocolate cookies.
CRITERIA 4 3 2 1
VERY GOOD GOOD NI POOR

No. of Chips in Chips in Chips in Too few or

chips every bite about 75% about 50% too many
of bites of bites chips

Texture Chewy in Chewy in Texture Texture

middle middle crunchy or resembles
crispy on soft on 50% a biscuit
edges edges uncooked
Color Golden Either Either Burned
brown brown dark
from brown
overcooki from
ng or light overcooki
from ng or light
being 25% from
raw undercook
ing
Taste Home- Quality Tasteless Stale,
baked store- hard,
taste bought chalky
taste
Richness Rich, Medium Low fat Nonfat
creamy, fat contents contents
high fat contents
content
 Checklist for a Good Rubric
YES/NO

Performance Task:
1.Is the performance task aligned with desired the
learning out comes?
2.Does it include meaningful and real-life
application
of skills?
3.Does it allow numerous opportunities for
application, extension, and connections of desired
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
Levels of Performance or Benchmark
and Point Values:
Is there appropriate number of levels?
1. 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?
 POLICY GUIDE ON CLASSROOM ASSESSMENT FOR K TO 12
BASIC EDUCATION PROGRAM

1. IN LINE WITH THE IMPLEMENTATION OF THE

ENHANCED BASIC EDUCATION ACT OF 2013 (REPUBLIC
ACT NO. 10533),THE DEPARTMENT OF EDUCATION IS
ADOPTING THE ENCLOSED POLICY GUIDELINES ON
CLASSROOM ASSESSMENT FOR THE K TO 12 BASIC
EDUCATION PROGRAM.

2. CLASSROOM ASSESSMENT IS AN INTEGRAL PART OF

CURRICULUM IMPLEMENTATION. IT ALLOWS THE
TEACHERS TO TRACK AND MEASURE LEARNERS’
PROGRESS AND TO ADJUST INSTRUCTION ACCORDINGLY.
CLASSROOM ASSESSMENT INFORMS THE LEARNERS,AS
WELL AS THEIR PARENTS AND GUARDIANS, OF THEIR
3. EFFECTIVE SCHOOL YEAR (SY) 2015-20-16, THE
POLICY GUIDELINES ON CLASSROOM ASSESSMENT
FOR THE K TO 12 BASIC EDUCATION PROGRAM
SHALL BE IMPLEMENTED IN PUBLIC ELEMENTARY
AND SECONDARY SCHOOLS NATIONWIDE.

4. NON-DEPED SCHOOLS ARE URGED TO

IMPLEMENT THESE POLICY GUIDELINES AS WELL.
NON-DEPED SCHOOLS ARE PERMITTED TO
MODIFY THESE POLICY GUIDELINES ACCORDING
TO THEIR SCHOOL’S PHILOSOPHY, VISION, AND
MISSION WITH THE APPROVAL OF THE
APPROPRIATE DEPED REGIONAL OFFICE.
5. SPECIAL PROGRAMS MAY FURTHER ISSUE
SUPPLEMENTARY GUIDELINES IN RELATION TO
THE PROGRAM’S SPECIFIC ASSESSMENT
CONCERNS.

6. THESE GUIDELINES WILL REMAIN IN FORCE

AND IN EFFECT FOR THE DURATION OF THE
PROGRAM, UNLESS SOONER REPEALED,
AMENDED, OR RESCINDED. ALL EXISTING
ORDERS AND MEMORANDA THAT ARE
INCONSISTENT WITH THIS ORDER ARE
RESCINDED.

7. IMMEDIATE DISSEMINATION OF AND STRICT

THEORITICAL BASIS
• Classroom Assessment is a joint process that
involves both teachers and learners. It is an
integral part of teaching and learning. Teachers
provide appropriate assessment when they aim
to holistically measure learners' current and
developing abilities while enabling them to take
responsibility in the process. This view
recognizes the diversity of learners inside the
classroom, the need for multiple ways of
measuring their varying abilities and learning
potentials, and the role of learners as co-
WHAT IS CLASSROOM ASSESSMENT?
• Assessment is a process that is used to keep track
of learners' progress in relation to learning
standards and in the development of 21st-century
skills; to promote self-reflection and personal
accountability among students about their own
learning; and to provide bases for the profiling of
student performance on the learning
competencies and standards of the curriculum.
• Classroom Assessment is an ongoing process of
identifying, gathering, organizing, and interpreting
quantitative and qualitative information about
TWO TYPES OF CLASSROOM
ASSESSMENT: FORMATIVE ASSESSMENT
According to the UNESCO Program on Teaching
and Learning for a Sustainable Future (UNESCO-
TLSF), formative assessment refers to the ongoing
forms of assessment that are closely linked to the
learning process. It is characteristically informal
and is intended to help students identify strengths
and weaknesses in order to learn from the
assessment experience.
Formative assessment may be given at any time
during the teaching and learning process. It is also
a way to check the effectiveness of instruction.
TWO TYPES OF CLASSROOM
ASSESSMENT: FORMATIVE ASSESSMENT
Formative assessment involves teachers using evidence about
what learners know and can do to inform and improve their
teaching. Teachers observe and guide learners in their tasks
through interaction and dialogue, thus gaining deeper insights
into the learners' progress, strengths, weaknesses, and needs.

Formative assessment must also provide students with

immediate feedback on how well they are learning throughout
the teaching-learning process. Recommendations on how they
can improve themselves should also be given by the teachers.
Formative assessment enables students to take responsibility for
their own learning, and identify areas where they do well and
where they need help. As a result, students will appreciate and
TWO TYPES OF CLASSROOM
ASSESSMENT: SUMMATIVE
ASSESSMENT
• Summative assessment, on the other hand, may
be seen as assessment of learning, which occurs
at the end of a particular unit. This form of
assessment usually occurs toward the end of a
period of learning in order to describe the
standard reached by the learner. Often, this
takes place in order for appropriate decisions
about future learning or job suitability to be
made. Judgments derived from summative
assessment are usually for the benefit of people
other than the learner (UNESCO-TLSF).
TWO TYPES OF CLASSROOM
ASSESSMENT: SUMMATIVE
ASSESSMENT
• Summative assessment measures whether learners have
met the content and performance standards. Teachers must
use methods to measure student learning that have been
deliberately designed to assess how well students have
learned and are able to apply their learning in different
contexts. The results of summative assessments are
recorded and used to report on the learners' achievement.
Primarily, the results of summative assessment are reported
to the learners and their parents/ guardians. In addition,
these are reported to principals/ school heads, teachers who
will receive the child in the next grade level, and guidance
teachers who should help students cope with challenges
they experience in school.
WHAT IS ASSESSED IN THE
CLASSROOM?
Assessment in the classroom is aimed at helping
students perform well in relation to the learning
standards. Learning standards comprise content
standards, performance standards, and learning
competencies that are outlined in the curriculum.
A. Content Standards identify and set the
essential knowledge and understanding that should
be learned. They cover a specified scope of
sequential topics within each learning strand,
domain, theme, or component. Content standards
answer the question, "What should the learners
B. Performance Standards describe the
abilities and skills that learners are expected to
demonstrate in relation to the content
standards and integration of 21st-century
skills. The integration of knowledge,
understanding, and skills is expressed through
creation, innovation, and adding value to
products/ performance during independent
work or in collaboration with others.
Performance standards answer the following
questions:
1. "What can learners do with what they
know?“
2. "How well must learners do their work?“
3. "How well do learners use their learning or
understanding in different situations?“
4. "How do learners apply their learning or
understanding in real-life contexts?“
5. "What tools and measures should learners
use to demonstrate what they
C. Learning Competencies refer to the knowledge,
understanding, skills, and attitudes that students need
to demonstrate in every lesson and/or learning activity.

D. Concept Development
The learning standards in the curriculum reflect
progressions of concept development. The Cognitive
Process Dimensions adapted from Anderson & Krathwohl
(2001) may be a good way to operationalize these
progressions. It provides a scheme for classifying
educational goals, objectives, and standards. It also
defines a broad range of cognitive processes from basic
to complex, as follows: Remembering, Understanding,
Applying, Analyzing, Evaluating, and Creating. Each
Cognitive Process
Descriptors
Dimensions
The learner can recall information and retrieve relevant knowledge
Remembering from long-term memory: identify, retrieve, recognize, duplicate, list,
memorize, repeat, reproduce
The learner can construct meaning from oral, written, and graphic
Understanding messages: interpret, exemplify, classify, summarize, infer,
compare, explain, paraphrase, discuss
The learner can use information to undertake a procedure in
familiar situations or in a new way: execute, implement,
Applying
demonstrate, dramatize, interpret, solve, use, illustrate, convert,
discover
The learner can distinguish between parts and determine how hey
relate to one another, and to the overall structure and purpose:
Analyzing
differentiate, distinguish, compare, contrast, organize, outline,
attribute, deconstruct
The learner can make judgments and justify decisions:
Evaluating coordinate, measure, detect, defend, judge, argue, debate,
critique, appraise, evaluate
The learner can put elements together to form a functional
hole, create a new product or point of view: generate,
HOW ARE LEARNERS ASSESSED IN THE
CLASSROOM?

Learners are assessed in the classroom

through various processes and measures
appropriate to and congruent with learning
competencies defined in K to 12 curriculum.
Some of these processes and measures may
be used for both formative and summative
assessment, which have different goals.
Learners may be assessed individually or
collaboratively.
INDIVIDUAL AND COLLABORATIVE
FORMATIVE ASSESSMENT
• Individual formative assessment enables the learners to
demonstrate independently what has been learned or
mastered through a range of activities such as check-up
quizzes, written exercise, performance, models, and
even electronic presentation.
• Collaborative formative assessment (peer assessment)
allows student to support each other’s learning.
Discussions, role playing, games, and other group
activities may also be used as performance-based
formative assessment where in learners support and
extend each other’s learning.
Formative assessment may be integrated in all parts of
the lesson. Basically, every lesson has three parts:
before the lesson, the lesson proper, and after the
lesson. Formative assessment conducted in each part
serves a different purpose.
A. Before the Lesson
Formative assessment conducted before the lesson
informs the teacher about the students'
understanding of a lesson/ topic before direct
instruction. It helps teachers understand where the
students stand in terms of conceptual
understanding and application. Formative
assessment provides bases for making
instructional decisions, such as moving on to a new
lesson or clarifying prerequisite understanding.
B. During the Lesson Proper
Formative assessment conducted during the lesson
proper informs teachers of the progress of the
students in relation to the development of the learning
competencies. It also helps the teacher determine
whether instructional strategies are effective. The
results of formative assessment given at this time may
be compared with the results of formative assessment
given before the lesson to establish if conceptual
understanding and application have improved. On this
basis, the teacher can make decisions on whether to
review, re-teach, remediate, or enrich lessons and,
subsequently, when to move on to the next lesson.
C. After the Lesson
Formative assessment conducted after the
lesson assesses whether learning
objectives were achieved. It also allows the
teacher to evaluate the effectiveness of
instruction. Students who require
remediation and/or enrichment should be
helped by the teacher using appropriate
teaching strategies.
Parts of the Purpose Examples of
Lesson For the Learner For the Teacher Assessment
Methods

Before Lesson 1. Know what s/he 1. Get information 1. Agree/ disagree

knows about the about what the activities
topic/ lesson learner already 2. Games
2. Understand the knows and can do 3. Interviews
purpose of the about the new 4. Inventories/
lesson and how to lesson checklists of skills
do well in the 2. Share learning (relevant to the
lesson intentions and topic in a learning
3. Identify ideas success criteria to area)
or concepts s/he the learners 5. KWL activities
misunderstands 3. Determine (what I know,
4. Identify barriers misconceptions what I want to
to learning 4. Identify what know, what I
hinders learning learned)
Parts of the Lesson Purpose Examples of
For the Learner For the Teacher Assessment Methods

Lesson Proper 1.Identify one's 1.Provide immediate 1.Multimedia

strengths and feedback to learners presentations
weaknesses 2.Observations
2.Identify what hinders
2. Identify 3.Other formative
learning
barriers to performance tasks
learning 3.Identify what facilities (simple activities that
3. Identify learning can be drawn from a
factors that 4.Identify learning gaps specific topic or lesson)
help him/her 4.Quizzes (recorded but
learn 5.Track learner progress in not graded)
4. Know what comparison to formative 5. Recitations
s/he knows and assessment results prior to 6. Simulation activities
does not know the lesson proper
5. Monitor 6.To make decisions on
his/her own whether to proceed with
progress the next lesson, reteach,
or provide for corrective
measures or reinforcement
Parts of the Purpose Examples of
Lesson For the For the Teacher Assessment
Learner Methods

After Lesson 1. Tell and 1. Assess whether 1. Checklists

recognize learning objectives 2. Discussion
whether have been met for 3. Games
s/he met a specified duration 4. Performance
learning 2. Remediate and/ tasks that
objectives or enrich with emanate from
and appropriate the lesson
success strategies as objectives
criteria needed 5. Practice
2. Seek 3. Evaluate Exercises
support whether learning 6. Short quizzes
through intentions and 7. Written Work
COMPONENTS OF SUMMATIVE
ASSESSMENT
• Summative assessments are classified into
three components, namely, Written Work
(WW), Performance Tasks (PT), and
Quarterly Assessment (QA). These three
will be the bases for grading. The nature of
the learning area defines the way these
three components are assessed.
COMPONENTS OF SUMMATIVE
ASSESSMENT
A. The Written Work component ensures that students
are able to express skills and concepts in written form.
Written Work, which may include long quizzes, and
unit or long tests, help strengthen test-taking skills
among the learners. It is strongly recommended that
items in long quizzes/ tests be distributed across the
Cognitive Process Dimensions so that all are
adequately covered. Through these, learners are able
to practice and prepare for quarterly assessment and
other standardized assessments. Other written work
may include essays, written reports, and other written
COMPONENTS OF SUMMATIVE
ASSESSMENT
B. The Performance Task component allows
learners to show what they know and are able to
do in diverse ways. They may create or innovate
products or do performance-based tasks.
Performance-based tasks may include skills
demonstration, group presentations, oral work,
multimedia presentations, and research projects.
It is important to note that written output may
also be considered as performance tasks.
COMPONENTS OF SUMMATIVE
ASSESSMENT
C. Quarterly Assessment measures student
learning at the end of the quarter. These may be
in the form of objective tests, performance-based
assessment, or a combination thereof.
Components Purpose When Given
Written Work 1.Assess At end of the
learners’ topic or unit
understanding
of concepts
and application
of skills in
written form
2. Prepare
learners for
quarterly
assessment
Components Purpose When Given

Performance 1. Involve students in the

learning process individually or

Tasks (PT) collaboration with teammates

over a period of time
At the end of a
2. Give students opportunities to
demonstrate and integrate their
lesson focusing on a
knowledge, understanding, and topic/skill lesson
skills about topics or lessons
learned in a specific real-life
situation by performing and /or
producing evidence of their
learning

3. Give students the freedom to

express their learning in Several times
appropriate and diverse ways. during the quarter
4.Encourage student inquiry ,
Components Purpose When Given
Quarterly Synthesize all Once, at the end
Assessment the learning of the quarter
skills, concepts,
and values
learned in an
entire quarter
WHAT IS THE GRADING SYSTEM?
The K to 12 Basic Education Program uses a
standards- and competency-based grading
system. These are found in the curriculum
guides. All grades will be based on the
weighted raw score of the learners'
summative assessments. The minimum
grade needed to pass a specific learning
area is 60, which is transmuted to 75 in the
report card. The lowest mark that can
appear on the report card is 60 for Quarterly
HOW IS LEARNER PROGRESS RECORDED
AND COMPUTED?
For Kindergarten
•Guidelines specific to the assessment of Kindergarten learners
will be issued in a different memorandum or order. However, for
Kindergarten, checklists and anecdotal records are used instead
of numerical grades. These are based on learning standards
found in the Kindergarten curriculum guide. It is important for
teachers to keep a portfolio, which is a record or compilation of
the learner's output, such as writing samples, accomplished
activity sheets, and artwork. The portfolio can provide concrete
evidence of how much or how well the learner is able to
accomplish the skills and competencies. Through checklists, the
teacher will be able to indicate whether or not the child is able
to demonstrate knowledge and/or perform the tasks expected of
Kindergarten learners. Through anecdotal records or narrative
reports, teachers will be able to describe learners' behavior,
HOW IS LEARNER PROGRESS RECORDED
AND COMPUTED?
For Grades 1 to 12
•In a grading period, there is one Quarterly
Assessment but there should be instances
for students to produce Written Work and
to demonstrate what they know and can
do through Performance Tasks. There is no
required number of Written Work and
Performance Tasks, but these must be
spread out over the quarter and used to
assess learners' skills after each unit has
THE FOLLOWING ARE THE STEPS IN
COMPUTING FOR THE FINAL GRADES.
Step 1: Grades from all student work are
added up. This results in the total score for
each component, namely Written Work,
Performance Tasks, and Quarterly
Assessment.
•Raw scores from each component have to
be converted to a Percentage Score. This
is to ensure that values are parallel to
each other.
Step 2: The sum for each component is
converted to the Percentage Score. To compute
the Percentage Score (PS), divide the raw score
by the highest possible score then multiply the
quotient by 100%. This is shown below:

PERCENTAGE SCORE (PS)

Step 3: Percentage Scores are then converted to
Weighted Scores to show the importance of each
component in promoting learning in the different
subjects.

To do this, the Percentage Score is multiplied by the

weight of the component found in Table 4 for Grades
1 to 10 and Table 5 for Senior High School. The
product is known as the Weighted Score (WS).

WEIGHTED SCORE (WS)

 Table 4. Weight of the Components for Grades 1-10

Component Languag AP EsP Scienc Math MAPE EPP/

s es e H TLE

Written 30% 40% 20%

1 to Work
10 Performance 50% 40% 60%
Tasks
Quarterly 20% 20% 20%
Assessment
Step 4: The sum of the Weighted Scores in
each component is the Initial Grade. This Initial
Grade will be transmuted using the given
transmutation table (see Appendix B) to get
the Quarterly Grade (QG).

Step 5: The Quarterly Grade for each learning

area is written in the report card of the
student.
 TABLE OF
SPECIFICATIONS
HOW TO CONSTRUCT TABLE OF
SPECIFICATIONS
1. Secure a copy of K to 12 Curriculum Guide.
2. Copy the Learning Competencies allotted
for each grading period in the table of
specification (TOS)
3. Allocate the number of hours needed in
each learning objectives and the percentage
using the formula:
LEARNING NU REMEMBE UNDERST ANALYSING APPLYI EVA CREA NUMBE PER
COMPETENC MBE RING ANDING NG LUA TING R OS CEN
Y R TING TEST TAG
OF ITEM E
HO
URS
1. Describe 15 1,3,5,10,12, 2,4,6,8,14 7,9,15 11 15 50%
the 13
distribution
of active
volcanoes,
earthquake
epicenters,
and major
mountain in
belts;
2. Describe 5 18,20 16,17 19 5 17%
the different
types of plate
boundaries;
3. Explain the 10 23,24,25,30 26,29 21,22 27,2 10 33%
different 8
processes that
occur along
4.Determine the number of item using the
formula:
Hh

5.Mark the learning competencies/ test questions

appropriate for the verbs in each level of ability.
6.After marking, allocate the number of test
items for each topic in each classification of
objectives. Follow the 60,30,10% format of the
TOS.
7. Put the total below each row
8. Placement of test items will be
determined when the test paper was
finished.
 THANKYOU!!!

SOLOMON, SHEENA S.
BEED 3-G