GENERAL SANTOS CITY Presented by: Shara Mae J. Cagabhion
ED103 - MTH- (1:00-2:30)
Presented to: Dr. Ava Claire Marie O. Robles
December 10, 2012
MODULE 8: RUBRICS, PORTFOLIO AND PERFORMANCE BASED
ASSESSMENT Lesson 1: Meaning and Types of Rubrics Learning Objectives: To define and discuss Rubrics. To identify and explain each Types of Rubrics
Rubrics
- is a scoring scale and instructional tool to assess the performance of student
using a task-specific set of criteria. -contains two essential parts: the criteria for the task and levels of performance for each criterion. -provides teachers an effective means of students-centered feedback and evaluation of the work of students. -an authentic assessment tool used to measure students work. -a scoring guide that seeks to evaluate a students performance based on the sum of a full range of criteria rather than a single numerical score. -scale that differentiate levels of student performance.
Well-designed rubrics include:
Performance dimensions that are critical to successful task completion;
Criteria that reflect all the important outcomes of the performance task; A rating scale that provides a usable, easily-interpreted score; Criteria that reflect concrete references, in clear language understandable to students, parent, and other teachers
A rubric is a scoring tool that lists the criteria for a piece of work, or what countsit also articulates gradations of quality for each criterion from excellent to poor (Goodrich, 1996, p. 14).
Types of Rubrics. 1. Holistic Rubrics - does not list a separate levels of performance for each
criterion. Rather, holistic rubrics assigns a level of performance along with a
multiple criteria as a whole, in other words you put all the components together.
Advantage: quick scoring, provide overview of students achievement
Disadvantage: does not provide detailed information about the student performance in specific areas of the content and skills. May be difficult to provide one overall score.
Example of Holistic Rubric
3- Excellent Researcher Included 10-12 sources No apparent historical inaccuracies Can easily tell which sources information was drawn from All relevant information is included 2- Good Researcher
2. Analytic Rubrics
Included 5-9 sources
Few historical inaccuracies Can tell with difficulty where information came from Bibliography contains most relevant information 1-Poor Researcher
the teacher or the rater identify and assess
Included 1-4 sources
Lots of historical inaccuracies Cannot tell from which source information came Bibliography contains very little information components of a finished product. Breaks down the final product into component parts and each part are scored independently.
Advantage: more detailed feedback, scoring more consistent across students
and graders.
Disadvantage: time consuming to score
Example of Analytic Rubric Criteria
Limited
Acceptable
Proficient
Made good
1 Observations are
2 Most observations
3 All observations
observations
absent or vague
are clear and
are clear and
Made good
Predictions are
detailed Most predictions
detailed All predictions are
predictions
absent or
are reasonable
reasonable
Appropriate
irrelevant Conclusion is
Conclusion is
Conclusion is
conclusion
absent or
consistent with
consistent with
inconsistent with
most observations
observations
observations References: Concepcion, Benjamin, et. al. (2011). Licensure Examination for Teachers. Sampaloc, Manila. Met Review Center Santos, Rosita (2007). Assessment of Learning. 776 Aurora Blvd., Cor. Boston St., Cubao, Quezon City, Manila Mcleod and Reynolds (2007). Quality Teaching for Quality Learning. Australia. Thomson/Social Science Press jonathan.mueller.faculty.noctrl.edu/toolbox/howstepfour.htm Heidi Goodrich Andrade. Understanding Rubrics. [Online] 22 October 2011.<http://www.middleweb.com/rubricsHG.html>.Teachervision.com. The
Advantages of Rubrics: Part One in a Five-part Series. [Online] 22 October 2001.
<http://edweb.sdsu.edu/webquest/rubrics/weblessons.htm>. Nancy Pickett and Bernie Dodge. Rubrics for Web Lessons. [Online] 22 October 2001. <http://edweb.sdsu.edu/webquest/rubrics/weblessons.htm>.
