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Understanding Rubrics
How useful has this tool been to your teaching? To student
Learning?
50%
25%
25%
TOTAL
100%
Understanding Rubrics
How useful has this tool been to your teaching? To student
Learning?
Assessment of organization
10
9
Superior
8
7
Expert
6
5
Satisfactory
4 3 2 1
Poor
Understanding Rubrics
How useful has this tool been to your teaching? To
Student learning?
Assessment of Organization
4- Ideas are internally consistent; presentation is very clear
3- One or two ideas appear inconsistent / irrelevant to the
discussion; presentation has a few gaps
2- Major ideas do not hang together; many gaps in the
presentation
1- Ideas are totally inconsistent; no clear linkage
Understanding Rubrics
What is a Rubric?
A rubric is a coherent set for students work
that includes descriptions of levels of
performance quality on the criteria.
Understanding Rubrics
Rubrics as a Scoring Guide
A Students score or rating is based on the different
descriptions of his/her outputs.
A good rubric
Understanding Rubrics
Types of Assessments Requiring
Rubrics as Scoring Guides
Performance assessment
Extended written response
Extended oral response
Understanding Rubrics
Elements of a Rubric
Evaluative criteria
Quality definitions of a standard or level of
performance)
Scoring strategy
Understanding Rubrics
Types of Rubric
Generic- used to judge quality across similar
tasks
Rubric based on information
Rubric based on process or skill
Understanding Rubrics
Definition
Advantages
Disadvantage
Description of
work gives
characteristics
that apply to a
whole family of
tasks (e.g.,
writing, problem
solving.
Lower
reliability at first
than with taskspecific rubrics
Requires
practice to apply
well!
Brookhart, S. M. and Nikko A.J. (2008) . Assessment and Grading in Classrooms. NJ: Pearson Education
Understanding Rubrics
Generic? Or Task Specific
Types of Rubric
Task-Specific
Definition
Description of
work refers to
the specific
content of a
particular task
(e.g., gives an
answer, specifies
a conclusion)
Advantages
Teachers
sometimes say
using these
makes scoring
easier
Requires less
time to achieve
integrated
reliability
Disadvantage
Cannot share
with students
(would give away
answers)
Need to write
new rubrics for
each task
For open-ended
tasks, good
answers not listed
in rubrics may be
evaluated poorly.
Brookhart, S. M. and Nikko A.J. (2008) . Assessment and Grading in Classrooms. NJ: Pearson Education
Understanding
Rubrics
Ways to Use Rubrics
Help students understand what is wanted on an
assignment
Help students understand what they did well and what
to do differently next time.
Enable students to self-assess
Help teachers plan instruction
Help teachers grade consistently
Help teachers have sound justifications for grades
Help teachers and students communicate
with parents
Arter, J. and Chappius, J. (2006). Creating and Recognizing Quality Rubrics. OR:ETS
Understanding Rubrics
Guidelines
Dont use rubrics at all if you want to assess
independent pieces of knowledge. Assess these
with multiple-choice, true-false, matching, or
short-answer items.
Use a general conceptual understanding rubric
when you want to see how well students
understand a body of information, but selection of
information
might vary among students.
Arter, J. and Chappius, J. (2006). Creating and Recognizing Quality Rubrics. OR:ETS
Understanding Rubrics
Guidelines
Use general rubrics for reasoning, performance
skill, and product learning targets, such as
making inferences, playing a musical instrument,
planning an experiment, writing a piece of music,
writing a research report, or writing a lab report.
Arter, J. and Chappius, J. (2006). Creating and Recognizing Quality Rubrics. OR:ETS
Understanding Rubrics
Common Misconceptions About Rubrics
Confusing learning outcomes with tasks
Confusing rubrics with requirements or quantities
Confusing rubrics with evaluative rating scales
CONSTRUCTING
QUALITY
RUBRICS
BEGIN WITH
QUALITY
PERFORMANCE
TASKS
Quality
Performance Tasks
Arter, J. and Chappius, J. (2006). Creating and Recognizing Quality Rubrics. OR:ETS
Arter, J. and Chappius, J. (2006). Creating and Recognizing Quality Rubrics. OR:ETS
Arter, J. and Chappius, J. (2006). Creating and Recognizing Quality Rubrics. OR:ETS
Planning for
Task
Quality
Arter, J. and Chappius, J. (2006). Creating and Recognizing Quality Rubrics. OR:ETS
Steps in Constructing
Performance Tasks
1. Determine the purpose of assessment
Guide Questions:
a. How do I want to use the evidence generated by the task?
b. Who else will use that evidence?
c. How will they use it?
2. Identify the learning targets to be assessed.
To identify the learning target or targets you want
to assess, write a statement of the intended learning
that includes a verb. Then, determine the kind of
learning target it is: knowledge, process/skill,
understanding of product/ performance.
Arter, J. and Chappius, J. (2006). Creating and Recognizing Quality Rubrics. OR:ETS
Steps in Constructing
Performance Tasks
3. Develop or select the task appropriate to the
learning target to be assessed. Use the rubric for
tasks as a guideline for developing or selecting
the task.
4. Critique. Use the rubric for tasks to check for
adherence to standards of quality.
5. Administer and revise. Give the task, note any
problems, and revise as needed for future use.
Arter, J. and Chappius, J. (2006). Creating and Recognizing Quality Rubrics. OR:ETS
Evaluating Rubrics
1. Coverage/ Organization: What counts in a
students work?
A. Covers the Right Content.
B. Levels Parallel
Are the levels of the rubric parallel in content?
If a feature is mentioned at one level, is it also
mentioned at all the other levels?
Guidelines in
Setting Criteria
Guidelines in Setting
Criteria
Explanation
Appropriate
Definable
Each criterion has a clear, agreedupon meaning that both students and
teachers understand.
Observable
Complete
How to Write
Performance
Level
Descriptions
Main Considerations
The most important aspect of the levels is that
performance be described , with the language that depicts
what one would observe with the work rather than the
quality conclusions one would draw.
A second aspects of levels of performance that needs to be
decided is how many levels there should be. (Use as many
levels as you can describe in terms of meaningful
differences in performance quality. Or choose a number of
levels that will coordinate with your requirements for
grading.)
LEVEL A
LEVEL P
LEVEL AP
LEVEL D
LEVEL B
Performance Levels
Explanation
Descriptive
Clear
Cover the whole range of performance Performance is described from one extreme
of the continuum of quality to another for
each criterion.
Constructing the
Rubric
Developing a
General Rubric
when the
Criteria are
Unclear
Stage 1: Desired
Results/ Outcomes
KNOWLEDGE
SKILLS
UNDERSTANDING
TRANSFER (PRODUCT/ PERFORMANCE)
Desired Results/
Outcomes
STAGE 1
Content Standards
(per quarter)
Know, Do
and
Understand
Performance
Standards
(per quarter)
Know, Do
and
Understand
Learning Standards
They express what students should know, be able
to do and understand to demonstrate their
learning.
They set clear performance expectations for
students, helping them understand what they
need to do to meet the expectations.
They guide teachers in designing instruction and
assessment around what it is important
to learn.
Example???
Naipamalas ang
pag-unawa at
pagpapahalaga sa
sariling pamilya at
mga kasapi nito at
ang bahaging
ginagampanan ng
bawat isa.
CS
PS
Buong
pagmamalaking
nakapagsasaad ng
kwento ng sariling
pamilya at bahaging
ginagampanan ng
bawat kasapi nito.
Example???
Naipamalas ang
pag-unawa at
pagpapahalaga sa
sariling pamilya at
mga kasapi nito at
ang bahaging
ginagampanan ng
bawat isa.
CS
PS
Nakagaganap ng
nararapat na papel
bilang kasapi ng
pamilya.
Review Guide
Does the Content Standard clearly define what
students should know, be able to do, and
understand?
Does the Performance Standard clearly define
how students should use their understanding in
contexts beyond the classroom?
Drawing the
EU from the
Cs
Framing Understandings
Understandings are full-sentence statements
reflecting conclusions about the content via
big ideas- the particulars of what you want
students to understand about the idea. For
example: I want my students to understand
that a written constitution and encoded rule
of law are essential to safeguard the peoples
rights in a democracy.
Framing Understandings
TIP: When you get stuck trying to think of
how to turn your content standards into
understandings, try these two points:
Those are the facts they must learn, but what do
the facts mean?
If the content of the unit is the story, then what
is the moral of the story (in the case, of the
unit)?
PS
Nakagaganap ng
nararapat na papel
bilang kasapi ng
pamilya.
Essential Understandings
Are they the big and enduring ideas drawn
from the disciplines?
Do they reflect the major problems, issues
and themes that are deemed most
important for students to learn?
Breaking Up
the Standards
Procedure
1. Predetermine the standard
statement or statements involved
in the design process.
2. Break apart the standard
statement(s) to determine explicit
learning.
3. List the standard statements or
standard statements implicit
learning expectations.
Determining
Explicit Content
and Skills
Identifying Content
Content is what students should
KNOW.
Noun-based
Draw a circle
around text.
Exercise 1
Naipamalas ang pag-unawa
at pagpapahalaga sa
sariling pamilya at mga
kasapi nito at bahaging
ginagampanan ng bawat
isa.
CS
K
N
O
W
L
E
D
G
E
Demonstrate understanding
requires evidence that indeed one
has understood.
What skill sets will provide evidence of
understanding? Refer to the competencies
to find out if they provide enough
evidence. Next, identify the skills in the
competency statements.
Identifying Skills
Skills are what students must DO with
what they know.
Include 3 parts: measurable verb, target,
and descriptor.
Draw a box
around text
Exercise 1
Naipamalas ang pag-unawa
at pagpapahalaga sa
sariling pamilya at mga
kasapi nito at bahaging
ginagampanan ng bawat
isa.
CS
S
K
I
L
L
S
Determining
Implicit Content
and Skills
Bottom-Up Approach
A bottom-up approach is inductive. It
starts with samples of student work and
uses them to create a framework for
assessment. Use the bottom-up approach
when you are still defining the descriptions
of content and performance or when you
want to involve students in creating the
means of their own assessment.
Steps:
1.
2.
3.
4.
5.
6.
Top-Down Approach
The top-down approach is used when the
curriculum or standards have clearly
defined the intended content and
performance.
A top-down approach is deductive. It starts
with a conceptual framework that
describes the content and performance
that will be assessed.
3. For teacher scoring, you may adapt the general scoring rubrics
for the specific learning goal for the performance you will be
scoring.
4. In either case (whether the rubrics remain general or are adapted
to more specific learning goals), use the rubrics to assess several
students performances, and adapt them as needed for final use.
Steps in Writing
the Rubric when
the Structure of
the Criteria is
Clear
Example:
Content Standard: Naipamalas ang pag-unawa at
pagpapahalaga sa sariling pamilya at mga kasapi
nito at bahaging ginagampanan ng bawat isa.
Outcome
Process/ Skill
Expectation
Naibibigay sa sariling pananalita
ang kahulugan ng pamilya batay
sa bumubuo nito.
Nailalarawan sa pamamagitan ng
likhang-sining ang bawat kasapi
ng sariling pamilya.
Nailalarawan sa ibat-ibang
pamamaraan ang ibat-ibang
papel na ginagampanan ng bawat
kasapi ng pamilya.
Nasasabi sa sariling pananalita
ang kahalagahan ng bawat kasapi
ng pamilya.
Example:
Outcome
Expectation
Understanding
Nakagaganap ng nararapat na
papel bilang kasapi ng pamilya
Scoring
Strategy
Scoring Strategy
Holistic- the scorer must attend to how well a
students response (or performance) satisfies all
the evaluative criteria in the interest of forming a
general, overall evaluation of the response (or
performance) based on all the criteria considered
in concert.
Analytic- the scorer makes a criterion-bycriterion judgment for each of the evaluative
criteria,
and then amalgamate those per criterion ratings
into a final score.
Scoring Strategy:
Holistic? Or Analytic?
Type of
Rubric
Analytic
Definition
Advantages
Each criterion
(dimension, trait)
is evaluated
separately.
Gives
diagnostic
information to
teacher.
Gives formative
feedback to
students.
Easier to link to
instruction than
holistic rubrics.
Good for
formative
assessment;
adaptable for
summative
assessment; if
you need an
overall score for
grading, you can
combine the
scores.
Disadvantage
s
Takes more
time to score
than holistic
rubrics.
Takes more
time to achieve
inter-rater
reliability than
with holistic
rubrics.
Type of
Rubric
Holistic
Definition
All criteria
(dimensions,
traits) are
evaluated
simultaneously
)
Advantage Disadvanta
s
ges
Scoring is
faster than
with analytic
rubrics.
Requires less
time to achieve
inter-rater
reliability.
Good for
summative
assessment.
Single overall
score does not
communicate
information
about what to
do to improve.
Not good for
formative
assessment.
Guidelines
WS 1: Are These
Quality Rubrics?
Assessment of Research
Grammar
0-20 pts. the sentences are poorly constructed
21-50 pts. the construction of sentences is moderately
improving.
51-80 pts. the words in the sentences are used with ease;
wide vocabulary.
81-100 pts. utilizes the words taken from the scholarly
method
Diction
0-20 pts. there is few or poor choice of words; less
vocabulary words
21-50 pts. improving in using appropriate words; more
vocabulary words
51-80 pts. the words in the sentences are used wit ease;
wide vocabulary
81-100 pts. utilizes the words taken from the scholarly
method
Assessment of Research
Organization and Style
Content
0-20 pts. insufficient or no enough research for
minimal information
21-50 pts. at least used three library research materials
(books, journals and references)
51-80 pts. used at least 5-8 materials including Internet
and media.
81-100 pts. complex research methods including interviews,
symposium, and seminars.
Performance Description
WS 4: Constructing the
Student Version of the
Rubric
Steps:
Find or develop the adult version of the rubric.
Identify the words and phrases in the adult version that you
think students in your context might not understand.
Look these words up in the dictionary or in textbooks.
Sometimes the definition of one word requires looking up
other words.
Convert the definitions into wording students can
understand. Sometimes you need to convert words into one
or more sentences.
Phrase the student-friendly version in the
first person.
Try the rubric out with students. Ask for their
feedback. Revise as needed.
Being clear enough for teachers to judge quality but not for
students to understand.
Using a task-specific scoring guide when a general one is
better.
Using a holistic rubric when an analytic one is better.
Using counts as an indicator of quality when quantity is not
equivalent to quality.
Including criteria that evaluate adherence to directions of the
task rather than level of mastery of the target.
In the interest of usability, trying to shorten a rubric for
a complex target so that it fits onto a single page.
Misreading the real purpose of rubrics: It is to help students
how to improve, not simply to get a good grade.
Learning Progressions as
Blueprints for the Formative
Assessment
Learning
progression isProcess
a sequenced set of subskills and bodies of knowledge (building blocks) a
teacher believes students must master en route
to mastering a demanding cognitive skill of
significant curricular aim).
Learning progression is a foundation for sound
instruction and effective planning. Its also the
backbone of a sensible, planned approach to
formative assessment.
Creating a Learning
Progression Map
PRODUCT/
PERFORMANCE
UNDERSTANDING
SKILLS
KNOWLEDGE
?
Q
A
How to MAKE
MEANINGS
What to DO
What to
KNOW
?
Q
A
How to
TRANSFER
?
Q
A
?
Q
A
DO
How to MAKE
MEANINGS
Building Blocks to
UNDERSTANDING
and TRANSFER
QA:
Formative
Assessments
QA:
Formative
Assessme
nts
TEACH
SA
QA: Formative
Assessments
PRODUCT/
PERFORMA
NCE
How to
TRANSFER
SA
QA: Formative
Assessments
TEACH
TEACH
TEACH
SA
SA
Nakapagpapahayag sa malikhaing
pamamaraan ng pagpapahalaga sa
KNOWLED
SKILLS komunidad.
UNDERSTAN
kinabibilangang
GE
Nasasabi
What
to
ang payak
KNOW
na
kahulugan
ng
komunidad
QA:
Formative
Assessments
Nasasabi
ang mga
TEACH
halimbawa
ng
komunidad
K
What to
DO
DING
PRODUCT/
P
PERFORMA
NCE
How to MAKE
MEANINGS
How to
Naiuugnay
TRANSFER
nang
Naipapaliwa
pasalita ang
nag sa
tungkulin at
pamamagita
gawain ng
n ng
QA:
QA: Formative
QA: Formative
pagsulat
ang
Formative mga
Assessments
Assessments
bumubuo ng
kahalagahan
Assessme
nts
komunidad
ng
TEACH
TEACH
sa sarili at
komunidad
TEACHsariling
pamilya.P/
S
Performance Tasks as
Practice
Summary:
Performance assessment can be used to improve
student learning if practice events are scheduled
before the graded event.
Rubrics can be used to increase achievement by
doing the following:
Help students understand the concept of quality.
Provide meaningful feedback that fosters
student improvement.
Offers students language for self-assessments.
Point the way toward productive revision.
Help students notice, track, and report on their own
growth.
5- Level Analytic
Rubric
6- Level Analytic
Rubric
Grade
Average
Rubric
Score
Grade
Average
Rubric
Score
Grade
Average
Rubric
Score
3.5 4.0
3.0 3.4
AP
2.5 2.9
AP
AP
3-4
1.5 2.4
1.0 1.4
Criteria A
Score
Criteria B
Score
Criteria C
Score
Criteria D
Score
Criteria E
Score
Example 1: 5 Criteria and 5 Levels
Average rubric score: (4+3+4+3+2)/5=16/5=3.2
Convert the average score to a grade using Ex. 2 in the
Conversion Table.
3.2= AP
Criteria A
Score
Criteria B
Score
Criteria C
Score
Criteria D
Score
Criteria E
Score
Example 2: 5 Criteria and 4 Levels
Average rubric score: (4+3+4+2+3)/5=16/5=3.2
Convert the average score to a grade using Ex. 1 in the
Conversion Table.
3.2=P
Score
Overall Grade: ______________________________
Example 3:
Average rubric score: 4
Convert the average score to a grade using Ex. 3 in
the conversion table.
4 = AP
Conversion Table
Average Rubric
Score
Grade
Conversion
Logical
Percentage
Equivalent
90 and above
85-89
AP
80-84
75-79
74 and below
248/3= 82.7%