Lesson 6

Process in Developing and

Using Rubrics for
Alternative Assessment
 01 02 03
What is What are the What are the
rubric? different characteristics of
types of a good rubric?
rubric?
04 05
What are the How can you
steps in make rubric
developing useful to your
rubrics? students?
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, output projects,
performances, collaborative work, and research.

Generally, it contains 3 essential features:

1.Criteria or the aspects of performance that will be assessed
2.Descriptors or the characteristics associated with each
criterion
3.Performance levels that identify students’ level of mastery
within each criterion
Examples of student performances and outputs that can be
assessed by rubric:
STUDENT PERFORMANCE
1. Oral Presentations/Demonstrations
• Research paper/poster presentation
• Individual or group report
• Skills demonstration, such as baking and teaching
• Exemporaneous speech

2 . Dramatic/Creative Performance
• Dance recital
• Performance in a play or musicals
• Poetry reading and interception
• Playing musical instruments
3. Public Speaking
• Debates
• Declamation
• Panel discussion
• Inspirational speech

4. Athletic skills Demonstration/competition

Products/Outputs
1. Visual Products
• Paintings
• Collages
• Posters
• Video presentations

2. Kinesthetic Products
• Diorama
• Sculpture
• Dance recital
• Wood carvings
3. written products
Essays
Poems
Thesis/term paper
Movie/ TV script

4. Verbal products
Audiotapes
Voice recording
Speech scripts (to inform, to persuade)
Types of Rubric
General/Generic Rubric
It contains criteria that are general and can be applied across tasks.
This is most convenient for teachers who do not have the time and skills in
developing different types of rubric as they can reuse the same rubrics for
several tasks or assignments.

Task-Specific Rubric
It contains criteria that are unique to a specific performance task to be
assessed.
This kind of rubric is best for instruction and formative assessment since it
provides the students feedback on what aspects of their performance or work
need to be improved
Holistic Rubric
A student’s performance or output is evaluated by applying all criteria
simultaneously, thus providing a single score based on an overall judgement about
the quality of student’s work.
It does not provide a score on each individual criterion
One advantage of holistic rubric is that quick to develop and use by teachers.

Analytic Rubric
A student’s work is evaluated by using each criterion separately, thus providing
specific feedback about a student’s performance or product along several
dimensions. This is most applicable for assessing a complex performance or
product.
One advantage is it identifies the student’s strengths and areas for improvement
based on the criteria identified.
Sample Generic Rubric for Reviewer/critic of Performance Tasks/Outputs
Criterion not evident Insufficient Sufficient Excellent
1 2 3 4
Provided No/few comments Comments are Comments are Comments include
meaningful/relevan or suggestions to superficial, not relevant and suggestions and
t feedback on improve the work, relevant, neutral or appropriate; additional
peer’s work, performance, or non-encouraging. comments include resources;
output, output, comments positive feedback comments praise
performance might be and suggestions. specific strengths
interpreted as of the work/
insulting, with little performance as
understanding of well as
the assigned task. constructively
address weaknesses
with alternatives
that might be
considered.
 Sample Task-Specific Rubric for reviewer/critic of performance Tasks/Outputs

Criteria Not evident Insufficient Sufficient Excellent

1 2 3 4

Provided meaningful/
relevant feedback on:

- Significance of the no/few comments or Comments are Comments are Comments include
study suggestions; with little superficial and not relevant and suggestions and
understanding. relevant. appropriate. additional resources
regarding the
construct/ problem.

- Theoretical basis/ No/few comments or Comments are Comments are Comments include
conceptual framework suggestions; with little superficial and not relevant and suggestions and
of the study understanding. relevant. appropriate. additional resources
regarding the
construct/ problem.
- Methods No/few comments Comments are Comments are Comments include
or suggestions. superficial and do relevant and suggestions and
not provide appropriate. additional resources
appropriate regarding the
suggestions on how construct/ problem.
research should be
conducted.
- Comments in a No/few comments Comments are Comments include Comments praise
positive or suggestions neutral or non- positive feedback specific strengths
encouraging, and given to improve encouraging and suggestions. of the work/
constructive the paper; comments are not performance as
manner comments might be relevant to the well as
interpreted as study. constructively
insulting. address weaknesses
with alternatives
that might be
considered.
Grade
 Sample Holistic Rubric for oral Presentation
Rating / Characteristics
Grade
A is very organized. Has a clear opening statement that catches audience’s interest. Content of
(Exemplary) report is comprehensive and demonstrates substance and depth. Delivery is very clear and
understandable, uses slides/ multimedia equipment effortlessly to enhance presentation.

B is mostly organized. Has opening statement relevant to topic. Covers important topics. Has
(Satisfactory) appropriate pace and without distracting mannerisms.

C Has an opening statement relevant to topic but does not give outline of speech; is somewhat
(Emerging) disorganized. Lacks content and depth in the discussion of the topic. Delivery is fast and not
clear; some items not covered well. Relies heavily on slides and notes and makes little eye
contact.
D Has no opening statement regarding the focus of the presentation. Does not give adequate
(Unacceptabl coverage of the topic. Is often hard to understand, with voice that is too soft or too loud and
e) pace that is too quick or too slow. Just reads slides, slides too much text.
 Sample Analytic Rubric for oral presentation

Standards 4 3 2 1
Exemplary Satisfactory Emerging Unacceptable

Organization Has a clear Has opening Has opening Has no opening

opening statement statement that is statement relevant statement or has
that catches relevant to topic to topic and but an irrelevant
audience’s and gives outline does not give statement, gives
interests, of speech, is outline of speech, listener no focus
maintains focus mostly organized, is somewhat or outline of the
throughout, provides adequate disorganized. presentation.
summarizes main “road map” for the
points. listener
Content Demonstrates Covers topic, uses Lacks content and Does not give
substance and appropriate sources, depth in the adequate coverage
depth, is is objective. discussion of the of the topic, lacks
comprehensive, topic, lacks sources.
shows mastery of resources.
material.

Delivery Has natural Has appropriate Delivery is fast, Is often hard to

delivery, projects pace, has no some items not understand, has
enthusiasm, distracting understandable. voice that is too
interest, and mannerisms, is soft or too loud, has
confidence, report easily understood. a pace that is too
can be understood quick or too slow,
well. demonstrates one or
more distracting
mannerisms.
Use of Media Uses slides Looks at the slides Relies heavily on Just reads slides,
effortlessly to to keep on track, slides and notes, slides too much
enhance uses an appropriate makes little eye text.
presentation, has an number of slides. contact, uses slides
effective with many texts.
presentation
without media

Response to Demonstrates full Show ease in Answers questions Cannot answer

Questions knowledge of topic, answering but not most questions,
explains and questions but does convincingly / demonstrates little
elaborates on all not elaborate. vague or unclear. grasp of
questions. information, has
undeveloped or
unclear answers to
questions.

Grade
Characteristics of a good Rubric

1. Explicit
A good rubric should contain criteria and performance indicators that are clear,
concrete, and observable as well as relevant and applicable to the performance task to
be assessed. Each benchmark and point value should also have clearly delineated
indicators, differentiating the expected quality of work for each performance level.

2. Aligned
A good rubric should contain criteria that are aligned with the expected quality of
performance for a particular task or assignment, as well as with the intended level of
learning outcomes in the subject.
3. Authentic
A good rubric should include criteria and performance indicators or
descriptors that are meaningful and require application of real-life skills.

4. Valid
A good rubric should be able to measure what intends to measure.

5. Diagnostic
A good rubric should be able to communicate to the students what are
expected of them in the course, allow them to reflect on their performance,
and did not do well.
5 Basic Steps in Developing Rubrics

Step 1. identify the learning outcomes and performance task

to be evaluated.
Step 2. Identify the quality of attributes or indicators of the
performance task.
Step 3. determine measure criteria.
Step 4. determine the benchmarks and point values.
Step 5. write the benchmark or performance descriptors for
each criterion.
 Step 1: Identify the learning outcomes and
performance task to be evaluated.

It is important to be clear about the learning outcomes and the

specific task that will be evaluated . Choose task that are essential
(aligned with desired learning outcomes). *AUTHENTIC (involves
meaningful and real-life application of skills) *COMPLEX
( Contains numerous possibilities for application extensions and
connections of knowledge and skills) *FEASIBLE ( Can be done
given the time constraints and availability of resources)
*MEASURABLE (It can be observe and measured)
Ask yourself the following questions:
1. What learning outcomes are to be evaluated?

2. Which students performance/s or output/s in the

subject are relevant measures of such students
learning outcomes ?

3. Are all of these task equally important?

4. Which the best representation of the expected

learning outcomes?
 STEP 2: Identify the quality of attributes or
indicators of the performance task.

Identify and list all possible attributes or indicators of good

performance . This can be based from your own expectations
and benchmark exemplars of work that reflect key standard,
you may explore and specify the skills knowledge and
behavior that you will be looking for to describe the standard
in ones performance . Be sure to limit the characteristics that
are important.
 STEP 3: Determine the criteria or dimension.

Cluster the list of attributes and or indicators ‌into possible

groups or categories and label the categories . This will
form the criteria for assessment.
For example:

Dance Performance task , all attributes that pertains on how

the student execute the dance terms movement. body
position , placement on stage , and dance style can be
grouped under criterion "Technical Skills"
Step 4: determine the benchmark 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).
 Examples 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. These performance
descriptors should described the relative differences between performance at
each level.

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)
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 ……….

3. Numeric references to identify quantitative differences between levels

e.g., Gives more than 4 relevant examples of the …………..
Gives 3-4 relevant examples of the ……..
Gives 1-2 relevant examples of the ……………
Gives no (0) relevant examples of the ……………..
4. Degrees of assistance needed by the students 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
Needs assistance from the teacher or classmates in explaining
the topic most of the time
 How can you make rubric useful to your students?
Thus, 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 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 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, and self-regulation; and
5. Orient the students on how effectively use the rubric, ,especially those that are used
for self-assessment and peer-assessment.