PROCESS IN DEVELOPING AND

USING RUBRICS FOR NON-

TRADITIONAL ASSESSMENT
 HELLO
!

I am Fe Aiza Domaoal
I am here to dis2cuss the Rubric!
RUBRIC
 WHAT IS A RUBRIC?
▹ A guide that articulates the expectations for
an assignment and communicates the level
of quality.
▹ A tool that measure performance or
learning.
▹ Typically used to score student
performance
on defined criteria and levels of quality, or
intellectual or skill development.
 WHAT IS A RUBRIC?
▹ Scoring guides used to assess and score
complex or lengthy responses.
▹ Consist of a set of criteria that state the
critical elements that the response must
contain.
▹ Levels of achievement for the criteria
need
to be clear and distinct while allowing for a
variety of possible correct responses at
the level. 5
 HEIDI GOODRICH ANDRADE

“a scoring tool that

A rubrics expert, lists the criteria for
defines a rubric a piece of work or
as ‘what counts.’

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 HELLO
!

I am Sunny Amar
I am here to discuss the Characteristics of Good Rubrics!
CHARACTERISTICS OF A GOOD
RUBRICS
 CHARACTERISTICS OF A GOOD RUBRIC

1. Criteria
▹ A good rubric must have a list of specific criteria
to be rated.
▹ These should be uni-dimensional, so students
and raters know exactly what expectations are.

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Criteria that describe the product

4 3 2 1

Criterion
1
Criterion
2
Criterion
3

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 Good Fair Poor
(3 points) (2 points) (1 point)

Chocolate chunk Chunks in every bite Chunks in 75% Chunks in 50%

balance of bite of bite

Texture Chewy, soft very Few crumbs fall Very crumbly, requires
napkin, crumbs all over my
few crumbs onto my lap clothes

Color / Appearance Even golden brown Golden brown, but Burnt, black, very
coloring uneven coloring unappetizing
and unappealing

Taste Delicious (I want Acceptable (I’ll eat it Stale (I’d feed it to

more) if I’m bored) my neighbor’s
dog

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CHARACTERISTICS OF A GOOD RUBRIC
2. Levels of Performance
▹ The scoring scale should include 3-5
levels of performance
▹ A four-point scale is preferable for
most
uses.

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 Rating scale for level of performance

4 3 2 1

Criterion 1

Criterion 2

Criterion 3
1
3
o Rating scale is either numerical or descriptive labels.
o Show your rating scale beginning on the left with highest
level of performance.
4 3 2 1
(5 points) (3 points) (2 points) (0 points)

Exemplary Excellent Acceptable Unacceptable

Exceeds Meet expectations Progressing Not there yet

expectations

Superior Good Fair Needs work

Excellent Good Needs improvement unacceptable

Sophisticated Highly competent Fairly competent Not yet competent

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CHARACTERISTICS OF A GOOD RUBRIC
3. Gradation of Quality
▹ There should be clear gradations of quality
based on the degree which a criterion or
standard has been met.

1
5
 Good Fair Poor
(3 points) (2 points) (1 point)

Chocolate Chunks in Chunks in Chunks in The column

chunk every bite 75% 50% headings
balance percent of percent of identify the
bite bite levels of quality
with numerical
values.
Example:
Good = 3 points
Fair = 2 points
poor = 1 point1
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CHARACTERISTICS OF A GOOD RUBRIC

4. Descriptors
▹ Effective rubrics offer a lot of descriptive
language.
▹ The rubric describes exactly what makes an
assignment quality.

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 Good Fair Poor
(3 points) (2 points) (1 point)

Chocolate Chunks in Chunks in Chunks in

chunk every 75% percent 50% percent
balance bite of bite of bite

In the body of the table are

the descriptors.

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 Example of common descriptive terms that indicate progression are listed below:

4 3 2 1
Task All Most Some Very few or none
requirements
Frequency Always Usually Some of the time Rarely or not at all

Accuracy No errors Few errors Some errors Frequent errors

Comprehensib Always Almost always Gist and main Isolated bits are
comprehensible comprehensible ideas are
ility comprehensible comprehensible
Content Fully developed, Adequately Partially Minimally
fully supported developed, developed,
coverage developed, partially supported Minimally
developed
adequately
supported

Vocabulary Broad highly Adequate varied; Limited lacks Very limited basic,
varied; non- occasionally variety; repetitive memorized;
range repetitive repetitive
1
highly repetitive
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 CHARACTERISTICS OF A GOOD RUBRIC

5. Continuity
▹ The difference in quality between a rating of 4 and a
rating of 3 should be the same difference in quality
from a rating of 3 to a rating of 2.

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 Excellent Good Fair Poor
4 (3 (2 (1 point)
(points) points) points Make a certain that
) the indicators reflect
Criterion equal steps along the
1 scale.
The difference
Criterion
between 4 & 3 should
2
be equivalent to the
Criterion difference between
3 3- 2 and 2-1.

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 CHARACTERISTICS OF A GOOD RUBRIC

6. Reliability
▹ A good rubric should be able to be used by
various raters and have them all arrive at similar
scores.
▹ Reliability also refers to time.

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 CHARACTERISTICS OF A GOOD RUBRIC

7. Validity
A rubric with good validity:
▹ Rates what it was intended to rate, and
▹ Scores what is central to the assignment rather
than what is easy for the eye to see or simple for
the teacher to grade.

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 HELLO!

We are Aljean Loyd Mocallay & Irene Garrido

We are here to discus2s4 the Types of
TYPES OF RUBRICS
 Holistic Rubrics
-Single criterion rubrics (one-dimentional) used to assess
participant’s overall achievement on an activity or item based
on predefined achievement levels.
- may use a percentage or text only scoring method
e.g. articulating thoughts through written communication -
final
paper/project.

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 Above Average
-The audience is able to easily identify the focus of the
work and is engaged by its clear focus and relevant
details.
-Information is presented logically and naturally. - There
are no more than two mechanical errors or mispelled
words to distract the reader.

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 Sufficient
-The audience is easily able to identify the focus of the
student work which is supported by relevant ideas and
supporting details.
-Information is presented in a logical manner that is easily
followed. There is minimal interruption to the work due to
misspellings and/or mechanical errors.

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 Developin
-The audience can identify the central purpose of the
g
student work which is supported by relevant ideas and
supporting ideas are present and clear.
-The information is presented in an orderly fashion that
can be followed with little difficulty. There are some
misspellings and/or mechanical errors, but they do not
seriously distract from the work.

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 Needs Improvement
-The audience cannot clearly or easily identify the central
ideas or purpose of the student work.
-Information is presented in a disorganized fashion causing
the audience to have difficulty following the author’s ideas.
There are many misspellings and/or mechanical erros that
negatively affect the audience’s ability to read the work.

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 Analytic Rubrics
-Two-dimensional rubrics with levels of achievement as
columns and assessment criteria as rows.
- Allows you to assess participant’s achievement as
columns
and assessment criteria as rows.
You can assign different weights (value) to different criteria and
include an overall achievement by totaling the criteria.

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Developmental Rubric
-Dvelopmental rubric ommunicates that you expect all
students to achieve the highest level as they move
thorugh the program.
-An analytic or developmental rubric utilizes clear level
descriptions to convey the desired learning or
performance objective (or competency).

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 HELLO
!

We are Psyche Joy Pacardo & Lorenze Jade Serino

We are here to discuss Designing the Rubrics!
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DESIGNING THE RUBRICS
 Designing Rubrics
Like any other evaluation tool, rubrics are useful for
certain purposes and not for others. The main purpose of rubrics
is to assess performances. Rubrics are important because they
clarify for students the qualities their work should have. For this
reason, rubrics help teachers teach, they help coordinate
instruction and assessment, and they help students learn.

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 Designing Rubrics
To write or select rubrics, teachers need to focus on the
criteria by which learning will be assessed. But creating a great
rubric is more than just slapping some expectations on a paper,
assigning some percentage points, and calling it a day. A good
rubric needs to be designed with care and precision in order to
truly help teachers distribute and receive the expected work.

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Steps in Developing Rubrics
The following six steps will help you when you decide
to use a rubric for assessing an essay, a project,
group work, or any other task that does not have a
clear right or wrong answer.

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Steps in Developing Rubrics
Step 1: Define the purpose of the assignment/
assessment for which you are creating a rubric.
Before you can create a rubric, you need to decide the type of
rubric you'd like to use, and that will largely be determined by your
goals for the assessment.

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 Things to consider in defining the purpose of the
assignment/assessment for which you are creating a
rubric.

1. What exactly is the assigned task?

2. What might an exemplary student product/performance look like?
3. What kind of feedback do you want to give students on their
work/performance?

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Steps in Developing Rubrics
Step 2:Decide what kind of rubric you will use: a holistic rubric
or an analytic rubric?
Although there are many variations of rubrics, it can be helpful to
at least have a standard set to help you decide where to start. Holistic and
analytic rubrics, two types of rubrics that use a combination of descriptive
rating scales (e.g., weak, satisfactory, strong) and assessment criteria to
guide the assessment process.

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ANALYTIC VS HOLISTIC RUBRICS

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 COMPARING ANALYTIC & hOLISTIC RUBRIC

Sample Rubric for

a Thesis Paper
Using Analytic
Rubric

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 COMPARING ANALYTIC & HOLISTIC RUBRIC

Sample Rubric
for a Thesis
Paper Using
Holistic Rubric

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Steps in Developing Rubrics
Step 3: Determine your Criteria
Here, you'll need to brainstorm a list of knowledge and skills you
would like to assess for the project. Group them according to similarities
and get rid of anything that is not critical. A rubric with too much criteria is
difficult to use! Try to stick with 4-7 specific subjects for which you'll be
able to create unambiguous, measurable expectations in the performance
levels

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Steps in Developing Rubrics
Step 3: Determine your Criteria
Sample Analytic Rubric for essay in language art literacy
CRITERIA
Comprehension of
Text

Sentence Fluency
& Grammar

Organization

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Steps in Developing Rubrics
Step 4: Create your Performance Levels/Rating Scales

Most ratings scales include between three and five levels. Some
teachers use a combination of numbers and descriptive labels like "(4)
Exceptional, (3) Satisfactory, etc." while other teachers simply assign
numbers, percentages, letter grades or any combination of the three for
each level.

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Steps in Developing Rubrics
Step 4: Create your Performance Levels/Rating Scales
Sample Analytic Rubric for essay in language art literacy
Needs
Exceptional Satisfactory Good
Improvement
4 3 2
1

Comprehens
ion of Text
Sentence
Fluency
&
Grammar

Organization
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Steps in Developing Rubrics
Step 5: Write Descriptors for Each Level of your Rubric

This is probably your most difficult step in creating a rubric.

Here, you will need to write short statements of your expectations
underneath each performance level for every single criteria. The
descriptions should be specific and measurable. The language should
be parallel to help with student comprehension and the degree to
which the standards are met should be explained.

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 Steps in Developing Rubrics
Step 5: Writes Descriptors for Each Level of Your Rubric
Sample Analytic Rubric for essay in language art literacy

Needs
Exceptional Satisfactory Good
Improvement
4 3 2
1

Shows a thorough Shows a

Shows a basic Shows a limited
Comprehension of and thoughtful comprehensive
understanding understanding
Text understanding of understanding
of the text. of the text.
the text. of the text.

Sentence Fluency
& Grammar

Organization
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Steps in Developing Rubrics
Step 6: Revise your Rubric
After creating the descriptive language for all the levels (making
sure it is parallel, specific and measurable), you need to go back through
and limit your rubric to a single page. Too many parameters will be
difficult to assess at once and may be an ineffective way to assess
students' mastery of a specific standard. Consider the effectiveness of
the rubric, asking for student understanding and co-teacher feedback
before moving forward

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 Evaluating Rubrics
Regardless of whether you are modifying an existing
rubric, creating one from scratch, or using a rubric developed by
another party, both before and after you use the rubric is a good
time to evaluate it and determine if it is the most appropriate tool
for the assessment task.

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 Evaluating Rubrics
Questions to ask when evaluating a rubric include:
1. Does the rubric relate to the outcome(s) being measured?
- The rubric should address the criteria of the outcome(s)
to be
measured and no unrelated aspects.

2. Does it cover important criteria for student performance?

- Therubric should be authentic and reflects what was emphasized
for the learning outcome and assignment(s).

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 Evaluating Rubrics
Questions to ask when evaluating a rubric include:

3. Does the top end of the rubric reflect excellence?

- a good rubrics should clearly defined an acceptable work of
the result of the performance being assess. It should clearly define on
how does the high point on the scale truly represent an excellent ability
and indicate an acceptable level of work.

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 Evaluating Rubrics
Questions to ask when evaluating a rubric include:

4. Are the criteria and scales well-defined?

- The rubrics should be clear on what scale for each criterion
measures and how the levels differ from one another. The rubrics
should also define the basis for assigning scores at each scale point.

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 Evaluating Rubrics
Questions to ask when evaluating a rubric include:

5. Can the rubric be applied consistently by different scorers?

-Inter-rater reliability, also sometimes called inter-rater agreement, is
a reference to the degree to which scorers can agree on the level of
achievement for any given aspect of a piece of student work. Inter-rater
reliability depends on how well the criteria and scale points are defined.
Working together in a norming session to develop shared understandings of
definitions and adjusting the criteria, scales, and descriptors will increase
consistency.

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 Why Use Rubrics
Rubrics helps instructors:

• Assess assignments consistently from student-to-student.

• Save time in grading, both short-term and long-term.
• Givetim ely, effective feedback and prom ote student learning
in a sustainable way.
• Clarify expectations and components of an assignment for both students
and course teaching assistants (TAs).
• Refine teaching methods by evaluating rubric results.

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 Considerations for Using Rubrics
Rubrics are most often used to grade written assignments, but may have many other
uses:
• They can be can be used for oral presentations.
• They are a great tool to evaluate teamwork and individual contribution to
group tasks.
• Rubrics facilitate peer-review by setting evaluation standards. Have students
use the
rubric to provide peer assessment on various drafts.
• Students can use them for self-assessment to improve personal performance and
learning. Encourage students to use the rubrics to assess their own work.
• Motivate students to improve their work by using rubric feedback to resubmit
• their work incorporating the feedback.

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 How to Use Rubrics
1. Use the rubric to grade student work. Hand out the
rubric with the assignment so students will know
your expectations and how they’ll be graded.

2. Use a rubric for grading student work and return the

rubric with the grading on it.

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 How to Use Rubrics
3.Develop a rubric with your students for an
assignment or group project.

4.Have students apply your rubric to sample

products before they create their own.

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 How to Use Rubrics
5.Have students exchange paper drafts and give peer feedback
using the rubric. Then, give students a few days to revise
before submitting the final draft.

6.Have students self-assess their products using the rubric and hand
in their self-assessment with the product; then, faculty members
and students can compare self- and faculty-generated evaluations.

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THANK YOU FOR LISTENING!!

Any questions?

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