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Process in Developing and Using Rubrics Fro Alternative Assessment

The document discusses the process of developing and using rubrics for alternative assessment. It defines what a rubric is and the different types of rubrics. It then outlines the basic 5 steps to develop a rubric: 1) determine the learning outcomes and tasks, 2) identify quality attributes, 3) determine criteria, 4) determine benchmarks and point values, and 5) write performance descriptors. It also provides tips on making rubrics useful for students.

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jeremyperegrino137
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54 views

Process in Developing and Using Rubrics Fro Alternative Assessment

The document discusses the process of developing and using rubrics for alternative assessment. It defines what a rubric is and the different types of rubrics. It then outlines the basic 5 steps to develop a rubric: 1) determine the learning outcomes and tasks, 2) identify quality attributes, 3) determine criteria, 4) determine benchmarks and point values, and 5) write performance descriptors. It also provides tips on making rubrics useful for students.

Uploaded by

jeremyperegrino137
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Lesson 6

Process in Developing and


Using Rubrics for Alternative
Assessment
Desired Significant Learning Outcomes:

 Develop appropriate rubrics to assess students’ performance


and outputs; and
 Use rubrics to assess students’ performance and output .
What is a rubric?

A rubric is an assessment tool that specifies the


performance expectations for any kind of student
work, particularly those that are not traditional in
nature, such as portfolio, outputs or projects,
performances, collaborative work, and research.
Three essentials features:

(1)Criteria or the aspects of performance that will be


assessed
(2)Descriptors or the characteristics associated with each
criterion, and
(3)Performance levels that identify students’ level of
mastery within each criterion.
What are the different types of rubric?

 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 tasks or can
only be used for a particular task.
Type of Rubric

General Contains criteria that are general and can be applied


or across tasks
Generic
Rubric Most convenient for teachers who do not have the
time and skills

Example: the same rubric to evaluate both oral


presentation and research output
Type of Rubric

Task- Contains criteria that are unique to a specific performance


task to be assessed
specific
rubric Best for instruction and formative assessment since it
provides feedback on aspects that need to be improved

Example: a rubric can only be used for oral presentation and


another for research output
Type of Rubric

Holistic Performance or output is evaluated by applying all criteria


simultaneously providing single score
Rubric
It is quick to develop but does not inform students specific
strength and weaknesses

Example: rubric for problem solving which entail scoring


the overall ability
Type of Rubric

Analytic Evaluate by using each criterion separately thus providing


specific feedback
Rubric
It identifies strengths and areas for improvement

Example: rubric for research paper that requires scoring a


student’s work on different parts of the research paper
What are the characteristics of a good rubric?
 Criteria
An effective rubric must possess a specific list of criteria, so students know
exactly what the teacher is expecting.
 Gradations
There should be gradations of quality based on the degree to which a standard
has been met (basically a scale). The gradations should include specific
descriptions of what constitutes "excellent", "good", "fair", and "needs
improvement". Each gradation should provide descriptors for the performance
level. Typically there are 4-6 gradation levels on a rubric.
 Descriptions
Effective rubrics offer a lot of descriptive language. The rubric describes exactly
what makes an assignment quality. By specificity, the descriptors enable student
performers to verify and comprehend their scores.
What are the characteristics of a good rubric?
 Continuity
The difference in quality from a score point of 5 to 4 should be the same difference in quality
from a score point of 3 to 2. All descriptors should model and reflect the consistent levels of
continuity.
 Reliability
A "good" rubric should be able to be used by various teachers and have them all arrive at
similar scores (for a given assignment). Reliability also can refer to time (for example, if you
are scoring your 100th essay - the rubric allows you to judge the 100th essay with the same
criteria that you judged the 1st essay).
 Validity
A rubric possessing validity, scores what is central to the performance and assignment, not
what is easy for the eye to see and simple for the teacher to grade.
 Models
Don't forget to model exemplars of products at various achievement levels (be sure to keep
the models anonymous).
What are the basic steps in developing rubrics?

Step 1: Determine the Step 2: Identify Step 5: Write the


the quality Step 3: Determine Step 4: Determine benchmark or
learning outcomes
attributes or the criteria or the benchmarks and performance
and performance task
indicators of dimensions. point values. descriptors for
to be evaluated. performance task. quality work criteria.
Step 1: Determine the learning outcome and the
performance task to be evaluated.

 Choose tasks that are essential, authentic, complex, feasible and


measurable.

To guide you in identifying the performance task/s that you want to be evaluated, ask yourself the following
questions:
1. What learning outcome/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 presentation of the expected learning outcomes?
Step 2: Identify the quality attributes or
indicators of the performance task.

 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.
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.
Step 4: Determine the benchmarks and point
values.

 A number of descriptors can be used to denote the levels of performance (with or without accompanying
symbols for letter or number grades). Example of levels of performance include:

Level 4 Exemplary Distinguished Substantially Outstanding


Developed

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. The differences between performance points can be
presented by:

(1) Aspects of performance or behavior at different levels


e.g., evaluates the different characteristics of….. (4 points)
analyzes the different characteristics of….. (3 points)
describes the different characteristics of….. (2 points)
lists the different characteristics of….. (1 point)
Step 5: Write the benchmark or performance
descriptors for quality work criteria.

(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…..
Step 5: Write the benchmark or performance
descriptors for quality work criteria.

(3) Numeric references to identify quantitative 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…..
Step 5: Write the benchmark or performance
descriptors for quality work criteria.

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


e.g., explains the topic correctly and independently on his own
explains the topic with very little assistance from the teacher or classmates
explains the topic with occasional assistance from the teacher or classmates
need assistance from the teacher or classmates in explaining the topic most of the time
How can you make rubric useful to your
students?

1. Prepare the rubric and make it available to students before they begin with the
assigned tasks to inform them the requirements, criteria, and expectations so as to
guide them in carrying out their 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;
How can you make rubric useful to your
students?

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 the rubric,
especially those that are used for self- assessment and peer-
assessment.
THANK YOU!!

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