Bulacan State University Assessment of Student Learning 2 Module 5 PDF
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This document is a module on scoring rubrics for performance-based assessments from Bulacan State University. It covers the different types of rubrics, their application, and their use in evaluating student performance. The module targets undergraduate students.
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**Republic of the Philippines** **Bulacan State University** City of Malolos Tel. No. (044) 919-7800 to 99 Local 1022 **ASSESSMENT OF STUDENT LEARNING 2** **MODULE 5** **SCORING RUBRICS** **INTRODUCTION** In the above quote, Stiggins (1997) has persuasively shown how a scoring scheme is the...
**Republic of the Philippines** **Bulacan State University** City of Malolos Tel. No. (044) 919-7800 to 99 Local 1022 **ASSESSMENT OF STUDENT LEARNING 2** **MODULE 5** **SCORING RUBRICS** **INTRODUCTION** In the above quote, Stiggins (1997) has persuasively shown how a scoring scheme is the most important aspect of developing performance-based assessment and a critical component of it. Once students have completed the task, the teacher must evaluate their performance. Just because students construct responses, this is always a matter of reviewing their work and making a professional judgment about the performance. Scoring systems for performance-based assessments are referred to as *rubrics.* **DURATION**: 2 hrs. **Learning Objectives**: After the completion of this module, students will: 1. differentiate the types of rubrics; 2. analyze which type of rubric is appropriate for a certain task; and 3. construct rubrics for their process-oriented and product-oriented performance-based assessment tool design. **PRETEST:** In two paragraphs, discuss a previous experience, whether it happened during your high school days or now while in college, wherein you were asked to perform something or submit something, but you thought you were not properly given the appropriate grades or points. Much more, you were thinking then that your performance or the project you submitted were unjustly judged. Give three reasons for saying so. **LESSON PROPER:** **5.1 WHAT ARE RUBRICS?** Rubrics are scoring standards composed of model answers that are used to score performance tasks. They are samples of acceptable responses against which the rater compares a student's performance (Borich and Kubiszyn, 2000). Rubrics serve as guidelines used to ensure that our judgments of open-ended responses are accurate, consistent, and fair. They should accompany all performance assessment methods where we anticipate *degrees of correctness or acceptability* in reactions, such as short answer items, essays, products, or behavior-based exercises. Without rubrics, the assessment tool is only partially developed. Rubrics provide us with a means to make finer discriminations in performances that vary in degrees of quality (Chatterji, 2003). Rubrics are also scoring criteria that become the basis for evaluating student performances (Mcmillan, 2007). A rubric may be a scoring guide that will aid in evaluating performance, a product, or a project having it\'s three parts: 1) performance criteria, 2) rating scale, and 3) indicators. **5.2 Why use Rubrics? Rubrics may...** - Enhance students' learning experiences by involving them within the process of developing the rubrics - Provide samples/examples of successful student work from previous classes and/or analogous classes (Bean, p. 257) - Develop and use rubrics for every assignment (regardless of paper, presentation, report, etc.) - Give students a replica of the assignment rubric, and need them to connect it to the assignments upon submission - Use the rubric to award a final grade for the assignment, and include any additional comments that don\'t fit within the rubric's criteria below the rubric (if space allows) - Return rubric to the student when handing back assignments - Rubrics help instructors: - Assess assignments consistently from student-to-student. Save time in grading, both short-term and long-term. - Give timely, effective feedback, and sustainably promote student learning. - Clarify the expectations and components of an assignment for both students and course teaching assistants. **5.3 TYPES OF RUBRICS** **5.3.1 Analytic rubrics** are a scoring system where the response is *broken down into relevant parts*, and each part is assessed separately and assigned a separate score. This type of rubrics is used if the purpose is ***to diagnose strengths and weaknesses*** in pupils/students or to ***facilitate formative decision-making***. Often, a student may show strong performance on some indicators but much weaker performance on others. For example, a student might be very good at writing articles but poor in spelling, one of the reasons why this type of rubric is commonly being used ***for product-oriented*** performance-based. On another aspect, the analytic rubric could serve both formative and summative purposes. The analytical breakdown of scores can be used to diagnose student needs while the total score could provide a basis for performance on the overall task. **Examples of Analytic Rubric** EXAMPLE 1: Research Paper (Analytic Rubric) ** ** **Standards** --------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------------ --------------------------------------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------------------------------- **Criteria** **Adequate** (50-59%) **Competent** (60-69%) **Good** (70-79%) **Excellent** (80-100%) Knowledge of forms, conventions, terminology, and strategies relative to the importance of sources to subject Demonstrates limited knowledge of forms, conventions, terminology, and strategies relative to the importance of sources to subject Demonstrates some knowledge of forms, conventions, terminology, and strategies relative to the importance of sources to subject Demonstrates considerable knowledge of forms, conventions, terminology, and strategies relative to the importance of sources to subject Demonstrates thorough and insightful knowledge of forms, conventions, terminology, and strategies relative to the importance of sources to subject Critical and creative thinking skills Uses critical and creative thinking skills with limited effectiveness Uses critical and creative thinking skills with moderate effectiveness Uses critical and creative thinking skills with considerable effectiveness Uses critical and creative thinking skills with a high degree of effectiveness Communication of information and idea Communicates information and idea with limited clarity Communicates information and ideas with some clarity Communicates information and ideas with considerable clarity Communicates information and ideas with a high degree of clarity and with confidence Quality of argument and writing The argument is simple and unoriginal, and the writing is weak and inconsistent The argument takes on a fair and expected position, and the writing is moderately clear and coherent Argument bridges on the complex and original, and the writing are clear and coherent The argument is complex and original, and the writing is strong, fluid, and creatively coherent Spelling and grammar Several errors in spelling and grammar A few errors in spelling and grammar Some errors in spelling and grammar No errors in spelling and grammar EXAMPLE NO. 2: AN ANALYTIC RUBRIC TO SCORE A NEWSLETTER\* +-----------------+-----------------+-----------------+-----------------+ | Levels | Level 3 | Level 2 | Level 1 | | | | | | | Criteria | Exemplary | Satisfactory | Needs | | | | | Improvement | | | (30 pts.) | (20 pts.) | | | | | | (10 pts.) | +=================+=================+=================+=================+ | Alignment of | All articles | At least 50% of | At least 25% of | | articles with | are related to | the articles | the articles | | the theme | the theme | relate to the | are related to | | | | theme | the theme | +-----------------+-----------------+-----------------+-----------------+ | Content | Data are | Has some | Has gross | | | accurate and | inaccuracies, | inaccuracies, | | | updated, | has | some info | | | nonbiased | questionable | plagiarized; | | | information | statements | shows bias | +-----------------+-----------------+-----------------+-----------------+ | Template/layout | Parts of | Parts of | Heavy text, no | | and designs | newsletter | newsletter | white space | | | complete; in | complete; in | available; | | | columns; proper | columns; font | graphics and | | | use of white | size & style | font size and | | | space and | appropriate; | style | | | graphics; | text graphics | inappropriate | | | appropriate | balance not | | | | font size & | attained | | | | style | | | +-----------------+-----------------+-----------------+-----------------+ | References | Cited all | Cited some | No citation | | | references | references | | +-----------------+-----------------+-----------------+-----------------+ | Cooperation | The output is a | Only some | Output created | | learning | result of a | members | by one member | | | group effort | contributed to | | | | | the output | | +-----------------+-----------------+-----------------+-----------------+ \*This is the appropriate rubric to our previous example in product-oriented learning competencies, for example no. 1 on page 63. Please observe and take note of how the different criteria were crafted. What did you notice? Do you think this rubric could fairly assess the competencies that were set for it? Your Answer: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Two questions are usually addressed when designing scoring systems. 1. What are the most important characteristics that show a high degree of the trait? 2. What are the errors most justifiable for achieving a lower score? To answer these questions, it would be helpful to make an analytic rubric such as this example which is giving weight to each criterion. AN ANALYTIC RUBRIC FOR TERM PAPERS CRITERIA 3 2 1 Wt \% ------------------------------------------ ----------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------- ---- ----- Quality and accuracy There is an extensive investigation; good detail, and representation of the facts Some investigation and attention to the facts are apparent Very limited investigation; little or no material related to the facts. X3 25% Logical Development Good logical dev't.; ideas logically connected and build upon one another There are some logical development of ideas, but logical order needs to be improved Very little orderly development of ideas; presentation is confusing and hard to follow X2 15% Organization Good organization and paragraphing; clear transitions between ideas The organization is mixed; some of the ideas not adequately separated from others with appropriate transitions No apparent organization; Lack of paragraphing and transitions X2 15% Style and Individuality Good style and individuality; the personality of the writer shows through Some style and individuality beginning to show Style is bland and inconsistent, and somewhat borrowed X2 15% Wording and Phrase Appropriate use of words and phrasing work to sharpen ideas Some word choices are awkward Wording trite; extensive use of clichés X1 15% Promptness in Submitting the Requirement Submitted on or before the deadline Submitted one day after the deadline Submitted two days or more after the deadline X1 10% Scoring scheme: 3 = 92-100 2 = 83-91 1 = 75-82 A decimal point of 1 means one point higher. (Please take note that the scoring scheme still depends on your judgment.) RUBRIC OR SCORING GUIDE FOR A SIMPLE PERFORMANCE TASK IN SCIENCE Problem: Rubric: +-----------------+-----------------+-----------------+-----------------+ | Answer/Criterio | Fully Correct | Partially | Incorrect | | n | Answer | Correct Answer | | | | | | Answer/No | | | (5 pts.) | (3 pts.) | Answer (0 pt.) | +=================+=================+=================+=================+ | Accuracy of the | Mentions that | Mention that | Mention only | | answer | those were | those were | that it was the | | | caused by acid | caused by acid | rainy season as | | | rain. Also must | rain and its | the cause of | | | mention CO~2~, | results | the problem. | | | firewood~,~ | (without | | | | etc. as the | mentioning the | Blank or | | | reasons. | reasons). | crossed out, | | | | | with erased, | | | (May also | | illegible, or | | | mention the | | stray marks. | | | result). | | | +-----------------+-----------------+-----------------+-----------------+ **5.3.2 Holistic Rubrics** **Holistic rubrics** are used where the response is judged more or less, as *the rating* is generated from this kind of rubric that makes it ***useful to a whole by the scorer***, resulting in an *overall rating* of its quality. A ***single score*** obtains a general summative judgment at the end of a course or unit of instruction and if an ***expeditious scoring*** is necessary. Holistic scoring is also called ***global scoring*** because it focuses on the whole response rather than its parts. Holistic rubric is single criterion rubrics (one-dimensional) used to assess participants\' overall achievement on an activity or item supported predefined achievement levels. Holistic rubrics may use a percentage or text only scoring method. This type of rubric is commonly used for process-oriented performance assessment tool design because of its characteristics, specifically coming up instantly with a single score after every student's performance. **Samples of Holistic Rubrics** **Research Paper (Holistic Rubric)** **Score** **Criteria** ----------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- **4** (80-100%) The research paper demonstrates complete understanding and execution of the assigned objectives. The thesis statement/argument is clearly stated, complex, and original, and the writing does not spend excessive time on any one point of development at the expense of developing other points in the body of the paper. Writing is also error-free, without ambiguity, and reads smoothly, creatively, and with a purpose. **3** (70-79%) The research paper demonstrates considerable understanding and execution of the assigned objectives. The thesis statement/argument is stated, verges on the complex and original, and the writing shows accuracy and balance in developing body points. Still, it may exhibit occasional weaknesses and lapses incorrectness. Writing also has some errors and ambiguities, yet does read clearly and coherently. **2** (60-69%) The research paper demonstrates some understanding and execution of the assigned objectives. The thesis statement/argument is faintly stated and/or expected and not confident, and the writing is inconsistent in terms of balance in developing body points and exhibits weaknesses and lapses incorrectness. Writing also has many errors and ambiguities and may read confusingly and incoherently. **1** (50-59%) The research paper demonstrates limited understanding and execution of the assigned objectives. The thesis statement/argument is simplistic, unoriginal, and/or not present at all, and the writing is unbalanced in developing body points, weak, and incomplete. Writing also has numerous errors and ambiguities and reads confusingly and incoherently. EXAMPLE 4: A HOLISTIC RUBRIC FOR MATHEMATICAL KNOWLEDGE Score Level 4 Shows understanding of the problem's mathematical concepts and principles; uses appropriate terminology and notations; executes algorithms entirely and correctly. 3 Shows a nearly complete understanding of the problem's mathematical concepts and principles; uses almost correct terminology and notations; executes algorithms completely. Computations are generally accurate but may contain minor errors. 2 Shows understanding of some of the problem's mathematical concepts and principles; may contain severe computational errors 1 Shows a minimal knowledge of the problem's mathematical concepts and principles; may misuse or fail to use mathematical terms; may contain significant computational errors. Source: Mcmillan, J. (2007). Classroom Assessment Principles and Practice for Effective Instruction, Boston: Allyn and Bacon **5.3.3 Checklists** A **checklist** is similar in appearance and uses to the rating scale, but there are instances that it is being used as a rubric. The basic difference between them is the type of judgment needed. On a rating scale, one can indicate the degree in which a characteristic is present or the frequency with which behavior occurs. The checklist, on the other hand, calls for ***simple yes-no judgment***. It is a method of recording whether ***a characteristic is present or absent*** or whether ***an action was or was not taken***. Obviously, a checklist should not be used when the degree or frequency of occurrence is an important aspect of the appraisal. Checklists are preferred overrating scales ***when many elements must be assessed*** because the evaluative decisions are simpler to make, and the assessment instrument is easier to read. Mainly these are why it is considered incredibly useful at the ***primary level,*** where much of the classroom assessment depends on observation rather than testing. Checklists are also useful in assessing those performance skills that can be divided into ***a series of specific actions.*** Checklists are ***dichotomous*** (e.g., Yes/No; Met/Not Met) and straightforward to use; however, they\'ll not provide substantive information regarding the performance levels. The following steps summarize the development of a checklist for assessing a procedure consisting of a series of sequential steps. 1. Identify each of the specific actions desired in the performance. 2. Add to the list those actions that represent common errors (if they are useful in the assessment, are limited in number, and clearly stated). 3. Arrange the desired actions (and likely errors, if used) in the approximate order they are expected to occur. 4. Provide a simple procedure for checking each action as it occurs (or for numbering the actions in sequence, if appropriate). EXAMPLE NO. 1 EXAMPLE NO. 2: Checklist for evaluating student's mastery of beginning skills in mathematics In addition to its use in assessing the process, the checklist can also be used to assess products. For this purpose, the form usually contains a list of characteristics that the finished product should possess. In assessing the product, the teacher simply checks whether each character is present or absent. Before using a checklist for product assessment, we should decide whether the product\'s quality can be adequately described by merely noting the presence or absence of each characteristic. If quality is more precisely indicated by noting the degree in which each characteristic is present, a rating scale should be used instead of a checklist. Here is an example of judging criteria in assessing skills. EXAMPLE: Checklist for evaluating the improvised psychrometer that can measure relative humidity (For Process-oriented) Now, if you want to assess the resulting product, the above checklist for assessing the skills demonstrated in making the psychrometer can be adapted for use to assess the product since the skills shown also somehow describe what would the project looks like. However, it can be such as the following: **Sample Checklist that Provides Variation (For Product-Oriented)** This is where our creativity and flexibility in combining outcomes for assessment can be developed. Performance-based assessments can be justified if other instructional outcomes could also be adequately and efficiently assessed with the same general task. *These three types of rubrics have each particular strengths and limitations. However, we can choose a scoring system that is best suited for the kind of accomplishment we want to measure. And then, decisions would be more useful as prompted by the assessment purposes and the task we have developed.* **5.3.4 Combination of analytic and holistic rubrics** is usually used with the types of performance assessments that require the observation of skills or processes and, at the same time, the judgment of the resulting product. For example, consider an assessment requiring students to develop and present a research report in social studies. The finished report could be scored analytically, while its oral presentation in class may be judged by holistic scoring**.** **Combined Scoring Systems** As suggested, good performance tasks require learners to demonstrate their achievements through various primary traits, such as cooperation, research, delivery, and others. Therefore, several ratings may need to be combined from checklists, rating scales, and holistic impressions to arrive at total assessment procedures. Now, let us consider the next sample that shows how scores across several traits for a current events project might be combined to provide a single performance score. **A SAMPLE OF COMBINED SCORING RUBRIC** 4. **Choosing the Best Scoring Scale** **RATING SCALE.** A set of ordered categories denoting different degrees of quality is called a "rating scale." It is used in noting finer distinction than just the presence or absence of behavior. **5.4.2. The numerical rating scale** is useful when the characteristics or qualities to be concerning the category represented by each number. As commonly used, however, the rated can be classified into a limited number of categories, and when there is general agreement, numbers are only vaguely defined, so the interpretation and use of the scale vary. 4 -- consistently appropriate and effective; 3 -- generally appropriate and effective; 2 -- needs improvement, may wander from topic; and 1 -- unsatisfactory (disruptive or off-topic) 1\. To what extent does the student participate in group discussions? 1 2 3 4 **5.4.3** **Graphic Rating Scale*.*** The distinguishing feature of the graphic rating scale is that a horizontal line follows each characteristic. The rating is made by placing a check on the line. A set of categories identifies specific positions along the line, but the rater is free to check between these points. EX: To what extent does the student participate in group discussion? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ never seldom occasionally frequently always **5.4.4 Descriptive Graphic Rating Scale***.* The descriptive graphic rating scale uses descriptive phrases to identify the points on a graphic scale. A space for comments is also frequently provided to enable the rater to clarify the rating. EX: To what extent are the comments related to the topic under discussion? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Comments ramble, Comments usually Comments are always distract from topic pertinent, occasionally related to topic wanders from topic Comment: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Let us again consider our example on graphing to detail how we decide on the best method for allocating points. There could only be two possible responses from the students in the first objective, which deals with labeling the graph. A student could have labeled the graph or could have omitted the label. Thus, it is obvious that it is sensible to use a checklist that utilizes a binary choice to describe student performance variability, like the example below. YES NO 1. Selected/defended a line graph to depict data. \_\_\_\_\_\_\_ \_\_\_\_\_\_\_ 2. Identified appropriate scale units for: X axis \_\_\_\_\_\_\_ \_\_\_\_\_\_\_ Y axis \_\_\_\_\_\_\_ \_\_\_\_\_\_\_ 3. Labeled graph accurately X variable \_\_\_\_\_\_\_ \_\_\_\_\_\_\_ Y variable \_\_\_\_\_\_\_ \_\_\_\_\_\_\_ However, there could be a far greater variation for possible answers for the plotting of data points. For example, one might miss all or most of them, and also there might be some who could get all or most of them correct. So, we have to ask ourselves how many levels of performance we should differentiate? It is therefore important that we use a rating scale with observable descriptors such as the following: Indicator: Plotted X,Y coordinates accurately Rating Scale: 0 = None 1 = 1-5 point 2 = 6-9 points 3 = 10-14 points On the other hand, for a more detailed description of the performance, a holistic rubric or holistic and analytic combination would be more appropriate. You might be asking, what's the point of being careful in analyzing the appropriate and best scale and the best type of rubric. The answer will point to our criteria for ensuring high-quality assessment to ensure validity. It will also result in an assessment tool that is reliable in proving actual performance capacity. NOTE: *The criteria in the rubric must be fit and align with the competencies.* **5.5 Why Develop Scoring Rubrics?** Here are some reasons why taking the time to construct a grading rubric are going to be worth your time: - Make grading more consistent and fair. - Save your time within the grading process. - Help identify students\' strengths and weaknesses, so you\'ll teach more effectively. - To help students understand what and the way they have to enhance. **5.6 Steps in Constructing a Rubric** The steps we would take in designing the rubrics for performance-based assessment were adapted from Chatterji (2003). According to him, the development should start with the actions taken during planning (or while developing the specifications) and would end with the finished assessment task and rubric, as presented below: In the specifications: 1. Identify and justify the best assessment method by which we gather evidence of proficiency in the domain\'s outcomes/behaviors. (A product? An observation of actual behaviors or demonstrations? An essay? A portfolio?) 2. Specify whether an analytic or holistic scoring rubric will be used or some combination of the two. 3. Specify the scoring scheme or point-allocation scale to be used. Checklist, rating scale or both? 4. Identify weights in terms of point values to be allocated to different components. This step is particularly relevant for analytic rubrics. ***Then:*** 5. Design an exercise to capture the specified outcomes and behaviors in the domain. Write the instructions and prompts to elicit responses; set the context/conditions; provide instructions for assessors. 6. Develop a draft of a scoring rubric to score the responses. Use *observable* descriptors to define the quality of response at different levels of acceptability. Try to operationally define each scale point. 7. Try out the task on a sample of typical respondents. (Or perform the task yourself). Observe or gather data on the possible range of responses to the task(s). 8. List common errors, omissions, or inaccuracies that you find in typical responses. Based on error analysis, revise the descriptors of scale points on your rubric. Use the actual responses to tighten and clarify observable indicators at different levels of quality. 9. Attempt scoring actual responses using the revised rubric. Evaluate the extent to which the rubrics facilitate consistent scoring by different but knowledgeable raters. 10. Check back to ensure that the rubric matches with outcomes/objectives initially specified in the domain, as this will ensure the content-based validity of the results. 11. Hold on to some sample answers at each score point to use as "anchor papers" during scoring. This will enhance reliability by controlling scorer errors. ACTIVITY 1 What can you say on this sample of a rubric? What principles in constructing rubric were violated? Where is the dimension of a sound performance? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **POST TEST:** Write the letter (**capital letters only**) that corresponds to the correct answer on the space provided before the number. \_\_\_\_\_\_\_ 1. Teacher Myrna\'s plan for her students at the end of the grading period is to measure a variety of traits and skills such as cooperation, research output, and delivery. Which type of scoring system is [best] for her to consider? A. Analytic rubric C. checklist B. Holistic rubric D. combined scoring system \_\_\_\_\_\_\_ 2. The following are guidelines that should accompany all performance assessment methods where we anticipate the acceptability in responses? A. rating scales C. rubrics B. checklists D. analytic rubrics \_\_\_\_\_\_\_ 3. A type of scale that can serve as a rubric and allows for a binary classification of quality based on each indicator is a A. descriptive graphic rating scale. C. numerical rating scale. B. Checklist. D. graphic rating scale. \_\_\_\_\_\_\_ 4. What type of rubric may show a student\'s strong performance in as much as the weaker points? A. scoring rubric C. analytic rubric B. holistic rubric D. combination of analytical and holistic \_\_\_\_\_\_\_ 5. Which among the following utilizes phrases in identifying points on a scale and is usually being used for analytic rubric? A. descriptive graphic rating scales C. numerical rating scale B. checklists D. graphic rating scale \_\_\_\_\_\_\_ 6. This type of rubric is one in which several dimensions and criteria are contained in each scale category. What is it? A. Analytic rubric C. checklist B. Holistic rubric D. combination of analytic and holistic \_\_\_\_\_\_\_ 7. Which of the following does **[not]** serve the purposes of a holistic rubric? A. For expeditious scoring. C. For large-scale assessment activities. B. For diagnostic applications D. To obtain an overall rating. \_\_\_\_\_\_\_ 8. Teacher Laila is conducting a formative assessment, and she is going to give an activity that will require the students to answer two extended essay questions. What type of rubric is more appropriate for her to use? A. checklist C. analytic B. holistic D. combination of analytic and holistic \_\_\_\_\_\_\_ 9. What type of scale can also be used as a rubric in assessing skills in accomplishing something and the output being produced? A. descriptive graphic rating scales C. numerical rating scale B. checklists D. graphic rating scale \_\_\_\_\_\_\_ 10. From the following, which should **[not]** be considered in deciding whether to use an analytic rubric? A. B. C. D. **APPLICATION:** To summarize our work and for you to have an idea, let us splice all the things we have done to make the performance-based task complete and how an appropriate rubric is fitted. **SAMPLE PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT TOOL DESIGN** PERFORMANCE-BASED TASK ON ORAL COMMUNICATION SKILLS ASSESSMENT PURPOSE: To diagnose student strengths and weaknesses, to provide coaching and feedback to students, to provide a basis for grading. TARGET: Kindergarten pupils CONSTRUCT: Speaking skills, differentiating shapes, phonetics, counting lines General Objective: Given different figures, pupils orally describe shapes and construct them into a real-life figure. Specifically, the pupils will: 1. acquire phonological awareness by picking each figure; 2. name each shape completely and accordingly; 3. describe each chosen shapes according to the number of lines; 4. associate each shape with the similar ones in the figure: 5. form the figure of a house; and 6. **TASK DESIGN: Using the GRASPS Technique** **A PLAY ACTIVITY AS A VLOGGER** GOAL: The activity will help the pupils acquire phonological awareness through recognizing its names and being able to differentiate shapes. Simultaneously, to help the pupils improve in counting the number of lines that will help them describe shape from the others. As a whole, enhance their oral communication skills ROLE: The pupil is a vlogger AUDIENCE: The teacher and classmates SITUATION: You will tell us what your dream house is, just like a vlogger on social media. Describe the features of your dream house. Explain and discuss the reasons why you like such kind of house. Then build your dream house by pasting on the board the shapes that you can find on the table. When you have chosen a shape, tell us what shape it is and where that would be placed. PRODUCT: MY DREAM HOUSE  **STANDARD:** **Kindergarten Skills Checklist** DIRECTION: Place a check () on the column for YES or NO to indicate whether skill has been demonstrated. +-----------------------+-----------------------+-----------------------+ | **YES** | **NO** | **SKILLS | | | | DEMONSTRATED** | +=======================+=======================+=======================+ | | | 1. Picks the shapes | | | | immediately after | | | | recognition based | | | | on the sound of | | | | the names. | +-----------------------+-----------------------+-----------------------+ | | | 2. Names each shape | | | | (square, | | | | rectangle, | | | | triangle, circle) | | | | correctly and | | | | accordingly. | +-----------------------+-----------------------+-----------------------+ | | | 3. Counts the number | | | | of lines of each | | | | shape. | +-----------------------+-----------------------+-----------------------+ | | | 4. Distinguishes | | | | that circle has | | | | no lines. | +-----------------------+-----------------------+-----------------------+ | | | 5. Tells to what | | | | part of the house | | | | a shape is | | | | similar. | +-----------------------+-----------------------+-----------------------+ | | | 6. Pastes the shape | | | | accordingly to | | | | the corresponding | | | | part of the | | | | figure. | +-----------------------+-----------------------+-----------------------+ | | | 7. Speaks with | | | | confidence. | +-----------------------+-----------------------+-----------------------+ | | | 8. Finishes the | | | | task. | +-----------------------+-----------------------+-----------------------+ | | | TOTAL | +-----------------------+-----------------------+-----------------------+ LEGEND: (According to the number of YES being acquired). 8 = 100 5 = 85 7 = 95 4 = 80 6 = 90 3 = 75 **SAMPLE PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT TOOL DESIGN** PERFORMANCE-BASED TASK ON WRITTEN COMMUNICATION SKILLS ASSESSMENT PURPOSE: To track student growth, communicate expectations to students, and provide a basis for the grading period summative decision. TARGET: Grade 8 students CONSTRUCT: Narrative Structure TASK: The desired output is a comic book from the students\' different comic strips to express interesting information. GENERAL OBJECTIVE: Based on the instructions and information given, students will create a comic book about COVID 19 awareness. The comic book created by the students must: 1. contain an integration of the five elements of a story; 2. be following the theme, which is COVID 19 Alert; 3. possess clarity of ideas, correct spelling, grammar, and mechanics; 4. incorporate at least six vocabulary words talked about in class; 5. contain frames assembled through a combination of pictures, captions, and dialogue; 6. include an expression of feelings through appropriate punctuations and text design; and 7. be submitted on time as a group effort. **TASK DESIGN:** GOAL: In this lesson, students will sketch out the information through a comic story where children could easily adapt, using comic strips as traditional storyboards. STUDENT INSTRUCTIONS Students will be group together and brainstorm and plan for their comic book. Students will write based on a given theme and use online tools such as Comic Life, Make Beliefs Comix, and Comic Creator in outlining. Students will create a plot, characters, conflict, and a setting. Students will select six vocabulary words to incorporate into their comic, use appropriate punctuations and text to highlight feelings and emotions. Organize ideas on how to combine pictures, captions, and dialogue with telling about a specific event or expressing a message. Students must serialize their comics to form a book. TASK: Follow the RAFT Technique ROLE: Consider yourself as SK official, and you want the children and youth in your community to be aware of the pandemic we are experiencing and help stop the spreading of the virus. The idea came out upon knowing that young people, especially the children, are not getting the idea of being quarantined. Choose the main character and tell a story and be creative. AUDIENCE: The people in the community FORMAT: You will be creating a comic storybook with a four-block strip comic outline TOPIC: The COVID 19 Awareness Campaign SYNTHESIZING (Wrapping Up): Ask students: 1. How are feelings being conveyed in your comic strips? 2. How did writing comic strips strengthen your vocabulary and your communication skill? 3. How can you say that you were able to convey the information and messages that your audience needs? 4. How are you going to describe your work? 5. What are the meaningful learning experiences you acquired in the completion of the project? RUBRIC FOR ASSESSMENT: A Five-Point Analytic Rubric for Assessing a Comic Book +-----------+-----------+-----------+-----------+-----------+-----------+ | **LEVELS/ | **4** | **3** | **2** | **1** | **%age** | | ** | | | | | | | | | | | | **Weight* | | **CRITERI | | | | | * | | A** | | | | | | +===========+===========+===========+===========+===========+===========+ | 1. Integ | Comic | Comic | Comic | The comic | 20% | | ration | strip | strip | strip is | strip is | | | of | | | | missing | | | the | contains | contains | missing | more than | | | five | all | all | one basic | two | | | eleme | | | element. | elements | | | nts | elements | elements. | | and is | | | of a | in an | | | inconsist | | | story | organized | | | ent | | | | form and | | | and | | | | competent | | | illogical | | | | ly | | |. | | | | woven | | | | | | | together. | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 2. Harmo | The comic | The comic | There is | There is | 20% | | ny | has a | is | a hint of | no story. | | | with | clear | somehow | the | The | | | the | story and | related | theme, | action | | | theme | entirely | to the | but the | does not | | | and | related | theme and | content | make | | | clari | to the | attempted | and | sense | | | ty | theme. | a story. | images do | from one | | | of | | | not tell | panel to | | | ideas | | | much of | another. | | | | | | the | | | | | | | story. | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 3. Spell | Writing | There are | Some | Errors | 15% | | ing, | is free | several | errors in | are | | | Gramm | of errors | | style or | frequent | | | ar, | in | spelling, | grammar | and | | | and | grammar, | | occur | distracti | | | Mecha | punctuati | punctuati | that they | ng | | | nics | on, | on, | become | so that | | | | sentence | or | distracti | it is | | | | structure | | ng. | hard to | | | | , | grammar | | determine | | | | capitaliz | errors, | | to mean. | | | | ation | but the | | | | | | and | writing | | | | | | spelling. | is still | | | | | | | understan | | | | | | | dable. | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 4. Vocab | The | Only 5 of | Only 4 of | Only | 15% | | ulary | required | the | the | three or | | | words | six | required | required | below of | | | | vocabular | vocabular | vocabular | the | | | | y | y | y | required | | | | words are | words are | words are | vocabular | | | | entirely | present. | present. | y | | | | and | | | words are | | | | appropria | | | present. | | | | tely | | | | | | | used. | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 5. Lay-o | The | All but 1 | All but 3 | More than | 20% | | ut, | pictures | or 2 of | of the | 3 of the | | | Punct | and | the | | | | | uations | | | pictures | pictures | | | and | captions | pictures | and | and | | | text | reflect | and | | | | | desig | an | | captions | captions | | | n | exception | captions | do not | do not | | | | al | do not | reflect | reflect | | | | degree of | reflect | an | an | | | | student | an | | | | | | creativit | | exception | exception | | | | y. | exception | al | al | | | | | al | degree | degree | | | | There is | | | | | | | great | degree of | of | of | | | | | student | student | student | | | | attention | | | | | | | to | creativit | creativit | creativit | | | | details | y. | y | y. | | | | such as | There are | and lacks | Feelings | | | | punctuati | enough | details | and | | | | ons | details | on the | emotions | | | | and size | on the | expressio | are not | | | | of text | expressio | n | given | | | | used | n | of | details. | | | | appropria | of | feelings | | | | | tely | feelings | and | | | | | reflect | and | emotions | | | | | feelings | emotions | on the | | | | | and | on the | punctuati | | | | | emotions. | punctuati | ons | | | | | | ons | and text | | | | | | and text. | used. | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 6. Colla | The | One | Only some | The | 10% | | boration | output is | member | members | output is | | | learn | a result | did not | contribut | created | | | ing | of group | contribut | ed | by one | | | | effort | e | to the | member | | | | and | to the | output | and | | | | submitted | output | and | submitted | | | | on or | and | submitted | five days | | | | before | submitted | 3 to 4 | and below | | | | the | one to | days | after the | | | | deadline. | two days | after the | deadline. | | | | | after the | deadline. | | | | | | deadline. | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | Total | | | | | | | Points | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | Average | | | | | | | Points | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ LEGEND: 5 = 95 -- 100 4 = 90-94 3 = 85 -- 89 2 = 80 -- 84 1 = 75 - 79 *Performance-based assessments are meant to serve and enhance instructions rather than merely an after-the-fact test given to assigning a grade.* *The overriding philosophy of performance-based assessment is that teachers should have access to information that can provide ways to improve achievement, exactly demonstrate what a student does or does not understand, relate learning experiences to instruction, and combine assessment with teaching.* **TIME TO REFLECT:** 1. How have your beliefs about learners, learning, and/or teaching changed as you have known rubrics and reflected on the practice of using them? 2. **APPLICATION:** **FINAL REQUIREMENT:** Construct the appropriate and best rubric for the Process-Oriented and Product-Oriented Assessment Task Design you created in the previous module. Submit as a whole document. **REFERENCES:** Azarcon, R. O. (2018). High-Quality Classroom Assessment Methods, Revised Edition, copyrighted in 2018. St. Andrew Publishing House: ISBN 978-971-014-541-6 Chatterji, M. (2003). *Designing and using tools for educational assessment*. Boston: Pearson Education. Kubiszyn, Tom, and Borich, Gary (2000). *Educational testing and measurement: Classroom practice and application*. 6^th^ ed. New York: John Wiley and Sons. McCombs, B. & Miller, L. (2007). *Learner-centered classroom practices and assessments*. California: Corwin Press, SAGE Publications. McMillan, J. (2007*). Classroom assessment: Principles and practice for effective Standard-based Instruction5th ed.* Boston: Allyn and Bacon. Mcmillan, J. H. (2018). Classroom Assessment: Principles and Practice that Enhance Student Learning and Motivation, 7^th^ ed. Pearson Education, Inc. USA https://my.daemen.edu/offices/tlqp/LE/MorawskiJamie/assessment.htm **https://documentation.brightspace.com/EN/le/rubrics/instructor/rubric\_types.htm**
