FS

Learning Episode 7

5 On Scoring
Rubrics

R a f a l l o , Ma r k An t h o n y N .
B S E D TLE -4 B

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 My Learning Episode Overview

How do you score a product or a performance as evidence of learning? You

will learn it from this Episode.

My Map

To realize my Intended Learning Outcomes, I will work my way through

these steps.

Read My Learning Essentials.

1

Interview at least 2 Resource Teachers on their use of scoring rubrics in

assessing learning.
2

Request my Resource Teacher for a copy of the scoring rubrics that the school
uses for group projects, student papers, cooperatie earning activities.
3

If there are no scoring rubrics available, i will research on samples of scoring

rubrics for student papers, cooperative learning activities, group projects,
performances, and the like.
4

I will analyze information gathered from my interview and research.

5

I will reflect on all information gathered.

6

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 My Learning Activities

Interview

1. Where do you use the scoring rubrics? (student outputs or products

and students’ activities)

I’ve been using it for years, every time that I give my students a group
activity; they are guided by my rubrics.
2. What help have scoring rubrics given you? When there were no
scoring rubrics yet, what did you use?

Using rubrics helps me rate my students about their work easily.

Compared to my past teaching, I only use their score and their holistic
performance to rated my students.

3. What difficulties have you met in the use of scoring rubrics?

Sometime it is difficult to construct a new rubric that can fit a certain

activity.

4. Do you make of holistic and analytic rubrics? How do they differ?

Yes, a holistic rubric involves a single global holistic rating that has a
single score. An analytic rubric makes the assessment more meaningful and
clarifies the expectations. The various skills and abilities of the students
must be determined when creating a rubric.

5. Which is easier to use, analytic or holistic?

Holistic is easier to use because it focuses on the whole performance of

the learners.

6. Were you involved in the making of the scoring rubrics? How do you
make one? Which is easier to construct – analytic or holistic?

Sometimes, when I am giving a group activity, I will write a rubric on the

board that fit the situation of the activity and of the class. It is easier to
construct a holistic rubric because the only focus is the whole grade of the
student compared to holistic rubric, you will divide it on different criterions.

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Reseach

HOLISTIC RUBRIC

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 My Analysis

What benefits have scoring rubrics brought to the teaching-learning

process?
Scoring rubrics was an assessment tool that guides the evaluation of the
products or processes of students’ efforts. This utilized to assess students’
performance on papers, projects and other.

How are scoring rubrics related to portfolio assessment?

Scoring rubrics and portfolio assessment was related because we cannot
rate the portfolio in there’s no scoring rubrics. And also for their purpose that was
to assess the learners performance.

To get the most from scoring rubrics, what should be observed in the
making and use of scoring rubrics?
In making the scoring rubrics we must consider the following;

Identify the qualities that will be looked into a student’s output,

Define the criteria from top to bottom level of performance, and
Assign a numerical value to each level of performance.

My Reflections/Insights

Can rubrics help make students to become self-directed or independent

learners? Do rubrics contribute to assessment AS learning (self-
assessment?) what if there were no rubrics in assessment?

Yes, students become self-directed or independent learners through these

scoring rubrics. They may check their own works with the help of the rubrics. And
if they were satisfied with their projects it can also pass in the teacher, but if there
are not satisfied they also have the chance to reconstruct or rebuild their works
for the best.

If there were no rubrics in the assessment, the products of the students

may have the same scores or rating, because the rubrics have the numerical
value that was assigned in each level of performance and criteria that need for
the project to be assessed.

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 Integrating Theory and Practice

Directions: Read the items given below and choose the correct answer.

1. For diagnostic purposes which type of rubric is more appropriate?

A. Analytic rubric
B. General rubric
C. Holistic
D. Developmental rubric

2. Which rubric CANNOT provide specific feedback for improvement?

A. Analytic rubric
B. General rubric
C. Holistic
D. Developmental rubric

3. Which advantage does a holistic rubric over that of an analytic

rubric?

A. Take less time to create

B. Shorter in content
C. More direct
D. More detailed

4. Because of its nature, which can be a greater help for student self-
directed learning?

A. Analytic rubric
B. Developmental
C. Holistic rubric

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D. Combination of holistic and analytic.

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 My Learning Portfolio

Go over the K to 12 Curriculum Guide and look for at least one competency
that needs to be assessed by the use of rubrics. Make a scoring rubric – one
analytic and the other holistic. Remember to focus on assessing the intended
learning outcome.

Learning Competency: Solves problems involving quadratic functions.

Holistic Rubric

SCORE DISCRIPTORS
4 Equations and inequalities are properly formulated and
solved correctly.
3 Equations and inequalities are properly formulated but
not all are solved correctly.
2 Equations and inequalities are properly formulated but
are not solved correctly.
1 Equations and inequalities are properly formulated but
are not solved.

Analytic Rubric

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 Level Problem Solving Communication

4 - Shows thorough - Selects and uses all important

Goes understanding of the information from the problem
Beyond problem - Work is complete, clearly
Standard - Used a strategy that organized, and easy to follow
“Exemplary
best fit the problem - Uses words (labels and
” - Work is correct sentences), numbers and pictures
- Answer makes sense to clearly explain thinking. Every
and clearly solves the step is shown and matches
problem - Uses correct math vocabulary
- Solves problem and symbols. Shows data clearly
correctly in more than and correctly using charts, tables,
one way and/or graphs if appropriate.
3 - Shows good - Selects and uses all important
Meets understanding of the information from the problem.
Standard problem - Work is complete. Organization
- Used a strategy that is fairly clear.
“Well Done” worked - Uses words (labels and
- Work is mostly correct. sentences), numbers, and
Errors, if any, are pictures to explain thinking.
minor Every step is shown.
- Answer makes sense - Uses correct math vocabulary
and solves the and symbols. Shows data
problem correctly using charts, tables,
and/or graphs if appropriate.

2 - Shows some - Selects and uses some important

Working understanding of the information from the problem.
Toward problem - Work is partly complete. It may
Standard - Tried a strategy not be very clear or organized.
“Finish or - Work is partly correct - Tries to use words (labels and/or
Fix” - Answer may not make sentences), numbers and/or
sense or solve the pictures to explain thinking.
problem Some steps may be missing.
- Uses some correct math
vocabulary and symbols. Tries to
show using charts, tables, and/or
graphs if appropriate.

1 - Shows little - Does not select and use

Well Below understanding of the important information from the
Standard problem problem.
- No clear strategy was - Little work is evident and/or is
“Start Over” used very confusing.
- Work has major errors - Words, numbers, and/or pictures
- Answer does not make are not used or do not match the
sense problem.
- Does not use correct math
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vocabulary and symbols. Charts,
tables and/or graphs are not
used, even when appropriate.
 My Learning Rubric
Field Study 5, Episode 7 – ON SCORING RUBRICS
Name of FS Student: Mark Anthony N. Rafallo Date Submitted:
Year & Section: 4-b Course: BSED
Learning Episodes Exemplary Superior Satisfactory Needs
4 3 2 Improvement
1
All tasks were done with All or nearly all tasks Nearly all tasks were Fewer than half of
outstanding quality; work were done with high done with acceptable tasks were done; or
Learning Activities exceeds expectatio quality. quality. most objectives
were met but need
improvement.
4 3 2 1
All questions were Analysis questions were Analysis questions were Analysis questions
answered completely; in answered completely. not answered were not answered.
Analysis of the Learning depth answers; completely.
Episode thoroughly grounded on Clear connection with Vaguely related to the Grammar and
theories. Exemplary theories. theories spelling
grammar and spelling. unsatisfactory
Grammar and spelling Grammar and spelling
are superior. acceptable 1
3 2
4
Reflection statements Reflection statements Reflection statements Reflection
are profound and clear; are clear, but not clearly are shallow; supported statements are
Reflections/ Insights supported by supported by by experiences from the unclear and
experiences from the experiences from the learning episodes shallow and are not
learning episodes learning episodes supported by
experiences from
the learning
episodes
4 3 2 1
Portfolio is complete, Portfolio is complete, Portfolio is incomplete; Analysis questions
clear, well-organized and clear, well-organized; supporting were not answered.
Learning Portfolio all supporting; most supporting documentations are
documentations are documentations are organized but are Grammar and
located in sections available and logical and lacking spelling
clearly designated clearly marked locations unsatisfactory
3 1
4 2
Submission of Learning Submitted before the Submitted on the Submitted a day after Submitted two days
Episode deadline deadline the deadline or more after the
deadline
4 3 2 1
COMMENT/S Rating:
Over-all score (Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/ RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.50 5.00
99 96 93 90 87 84 81 78 75 72 71-below

_____________________
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Signature of FS Teacher Date: _________________

Above Printed Name

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