DEVELOPING

SCORING
SCHEMES

Panela G. Talisayon
 RUBRICS AS AN
ASSESSMENT
Set of rules specifying the
criteria used to find out what the
students know and are able to do
so. (Musial, 2009)
Scoring tool that lays out
specific expectations for
assignment (Levy, 2005)
A scoring guide that uses criteria to
differentiate between levels of
student proficiency (McMillan, 2007)
Descriptive scoring schemes that
are developed by teachers or
evaluators to guide the analysis of
products or processes of students
effort (Brookhart, 1999)
The scoring procedures for
judging students responses to
performance tests (Popham,
2011)
 TYPES OF
RUBRICS
Analytic Rubric. Requires
the teacher to list and
identify the major knowledge
and skills which are critical in
the development of process
or product tasks.
 Category 4 3 2 1
characteriza Voice, Voice, Voice, Voice,
tion facial facial facial facial
expressi expres expressio expressio
ons and sions ns and ns and
body and body body
languag body lang lang
e clearly langua sometim rarely
contribu ge es contribut
te to the often contribut e to the
selected contri e to the selected
characte bute selected character
r. to the characte .
select r
ed
charac
ter.
prepar Student Stdent Student Student
edness is seems is does
complet pretty somewh not
ely prepare at seem at
prepare d but prepare all
d and might d, but it prepare
has have a is clear d to
obviousl needed that present.
y a couple rehears
rehears more al was
ed. rehears lacking.
al.
Speaks Speaks Speaks Speaks Often
clearly clearly clearly clearly mumble
and and and s or
distinctl distinctl distinctl cannot
y all y all y all underst
(100- (100- (94- ood or
95%) 95%) 85%) of mispron
the time the time the time ounces
and but & more
mispron mispron mispron than
ounces ounces ounces one
no one no more word.
words. word than
word.
Volume Volume Volume Volume Volume
is loud is loud is loud often
enough enough enough too soft
to be to be to be to be
heard heard heard heard
by all by all by all by all
audienc audienc audienc audienc
e e e e
member member member member
s at s at s at s.
least least least
90% of 90% of 80% of
the the the
time. time. time.
Holistic Rubric.
Requires the teacher to
make a judgement about
the overall quality of each
student response.
 Excellent: the students clearly describes
the question studied and provides strong
reasons for its importance. Specific info is
5 given to support the conclusions that are
drawn and described. The delivery is
engaging & sentence structure is
consistently correct.
Very good: student described the question
studied & provides reasons for its importance.
An adequate amount of information is given to
support the conclusions that are drawn and
4
described. The delivery & sentence structure
are generally correct. There are some
indication of preparation, organization &
enthusiasm for the topic.
 Good: student describes the question
studied and conclusions are stated, but
supporting info is not as strong as 4 or
3 5. the delivery & sentence structure are
generally correct. There are some
indication of preparation & organization.
The visual aid is mentioned.
Limited: student states the question studied,
but fails to fully describe it. No conclusions
are given to answer the question. The
delivery & sentence structure is
2
understandable, but w/ some errors.
Evidence of preparation & organization is
lacking. Visual aid may or may not be
mentioned.
 Poor: the students make a presentation
without stating the question or its
importance. The topic is unclear and no
1 adequate conclusions are stated. The
delivery is difficult to follow. There is no
indication of preparation or organization.

No oral presentation is attempted.

0
 RUBRIC
DEVELOPMENT

Task Description involves the

performance of the students.
Scale describes how well or poorly
any given task has been performed and
determine to what degree the student
has met a certain criterion.
Some commonly used labels
compiled:
Sophisticated, competent, partly competent,
not yet competent
Exemplary, proficient, marginal, unacceptable
Advanced, intermediate high, intermediate,
novice
Distinguished, proficient, intermediate, novice
Accomplished, average, developing, beginning
Dimensions this is a set of
criteria w/c serves as basis for
evaluating student output or
performance.
Description of the Dimensions
should contain description of the
level performance as standard of
excellence accompanied with
examples.