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Lesson 6 Assessment in Learning 2

The document provides information about developing and using rubrics for alternative assessment. It defines what a rubric is, describes different types of rubrics and their characteristics. It also discusses the essential features of rubrics, examples of student performances and products that can be assessed using rubrics, as well as the basic steps for developing rubrics and how teachers can make rubrics useful for students.
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0% found this document useful (0 votes)
869 views32 pages

Lesson 6 Assessment in Learning 2

The document provides information about developing and using rubrics for alternative assessment. It defines what a rubric is, describes different types of rubrics and their characteristics. It also discusses the essential features of rubrics, examples of student performances and products that can be assessed using rubrics, as well as the basic steps for developing rubrics and how teachers can make rubrics useful for students.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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LESSON 6

Process in
Developing and
2

Using Rubrics for


4
Alternative
Assessment
In this lesson, you are
expected to:

• develop appropriate rubrics to assess students'


performance and outputs; and

• use rubrics to assess students' performance and


output.
WHAT IS A RUBRIC?
A 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, outputs or projects,
performances, collaborative work, and research.
THREE 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.
STUDENTS
PERFORMANCE
STUDENTS
PERFORMANCE
1. ORAL
2. DRAMATIC/CREATIVE PERFORMANC
PRESENTATIONS/DEMONSTRATIONS

• Research paper/poster presentation


• Dance recital

• Individual or group report


• Performance in a play or musicals

• Skills demonstration, such as baking and


• Poetry reading and interpretation
teaching

• Playing musical instruments


• Extemporaneous speech
3. PUBLIC SPEAKING

• Debates
4. ATHLETIC SKILLS
• Declamation DEMONSTRATION/COMPETITION

• Panel discussion

• Inspirational Speech
PRODUCTS/
OUTPUTS
PRODUCTS/OUTPUTS

VISUAL KINESTHETIC WRITTEN VERBAL


PRODUCTS PRODUCT PRODUCTS PRODUCTS

• Paintings • Diorama • Essays • Audiotapes

• Collages • Sculpture • Poems • Voice recording

• Posters • Dance recital • Thesis/term paper • Speech scripts (to


inform, to persuade,
• Video presentations • Wood carvings • Movie/TV script etc.)
Rubrics are usually classified
WHAT ARE THEaccording to two different
DIFFERENT aspects of their composition:
TYPES OF
RUBRIC?
(1) whether the rubric considers each of the criteria one
at a time or all criteria together, and

(2) whether the rubric is applicable to all similar tasks or


can only be used for a particular task.
TYPE OF RUBRIC

GENERAL/
GENERIC RUBRIC
• contains criteria that are general and can be applied
across tasks

• most convenient for teachers

• can be reused

• may not be able to assess accurately


TYPE OF RUBRIC

TASK - SPECIFIC

Rubric
• contains criteria that are unique to a specific
performance task

• best for instruction and formative assessments

• provides feedback on what to be improved

• time consuming
TYPE OF RUBRIC

HOLISTIC RUBRIC
• All criteria is applied in evaluating a student's
performance/product

• Provides a single score on the overall judgment of


students work

• quick to develop

• does not inform about the strengths/weaknesses


TYPE OF RUBRIC

• Each criterion is used separately in evaluating works


ANALYTIC RUBRIC

• provides specific feedback

• most applicable in assessing complex


performances/products

• identifies students strengths & areas for ireprovement

• time consuming than a holistic rubric


A GOOD RUBRIC SHOULD HAVE THE FOLLOWING
QUALITIES:

EXPLICIT

ALIGNED

AUTHENTIC

VALID

DIAGNOSTIC
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.
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.
AUTHENTIC

A good rubric should include criteria and


performance indicators or descriptors that are
meaningful and require application of real-life
skills.
VALID

A good rubric should be able to measure what


it intends to measure.
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 provide
them opportunities to improve on areas that
they did not do well.
WHAT ARE THE BASIC STEPS IN
DEVELOPING RUBRICS?

STEP 1 STEP 2 STEP 3 STEP 4 STEP 5

Identify the quality Write the


Identify the
attributes or Indicators Determine Determine the benchmark or
learning outcomes
benchmarks and performance
and performance of the performance measure criteria.
point values. descriptors for each
task to be task.
criterion.
evaluated.
HOW CAN YOU MAKE RUBRIC
USEFUL TO YOUR STUDENTS?

Rubric is an important component


in the teaching-learning process.
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 and 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 to effectively use the rubric, especially those that are used for self-
assessment and peer-assessment.
TEST I. MULTIPLE CHOICE
Test your understanding about developing and using rubrics for alternative
assessment.
Read the following questions carefully and choose the best answer for the following
question.
1. What feature of the rubric identifies student's level of mastery within each criterion?

a. Criteria b. Points Values


c. Performance Level d. Descriptors

2. A quality of a good rubric in which should be able to measure what it intends to measure.

a. Authentic b. Valid
c. Aligned d. Diagnostic

3. A rubric wherein each criterion is used separately in evaluating works.

b. Holistic b. Task-Specific
c. Analytic d. General
4-6.
Ms. Pacilan assessing students' research paper/poster presentations in a science class. The
students were tasked to research a specific topic, create a research paper, and present it through a
poster presentation.

4. Which of the following would be a meaningful performance indicator or descriptor to include in the
rubric for the students' research paper/poster presentation?

a. Ability to use a variety of colors in the poster


b. Incorporation of real-life examples and applications
c. Size of the text used in the paper
d. Use of decorative borders in the presentation

5. In a research paper/poster presentation, which of the following skills would be considered a real-life
application?

a. Ability to use a specific software to design the poster


b. Demonstrating the process of conducting an experiment
c. Skill in using advanced graphic design techniques
d. Memorization of facts and figures related to the topic
6. For an effective poster presentation, which of the following is crucial?

a. Use of complex terminology and jargon


b. Clear and concise presentation of information
c. Overloading the poster with excessive information
d. Use of flashy and distracting graphics

7. What type of rubric will you use when you want a quick snapshot of your
student's achievement or performance and when you feel that a single dimension is
enough to define the quality of their performance?

a. Analytic b. General
c. Holistic d. Task-Specific
8. Ms. Salve is planning to develop a rubric that she can use to assess her student's
performance In an individual book review reporting and in group oral presentation
for her 21st Century Literature from the Philippines and the World class. What kind
of rubric is applicable for both performance tasks?

a. Analytic b. General
c. Holistic d. Task-Specific

9. The following are the characteristics of a good rubrics, except:

a. Explicit b. Diagnostic
c. Holistic d. Aligned
10. What are the steps in creating a rubric?

I.Determine the learning outcome and the performance task to be evaluated.


II. Identify the quality attributes or indicators of the performance task?
III. Determine the criteria or dimensions.
IV. Determine the benchmarks and point values.
V. Write the benchmark or performance descriptors for each criterion

a. I and III only b. II, III and IV only c. V only d. I, II, III, IV and V
TEST II. IDENTIFICATION
Identify what is being asked on the following questions. Write your answers on
your answer sheet.

1. What do you call to a tool that specifies the performance


expectations for any kind of students work such as portfolios, outputs
or projects?
2. It is a type of rubric that is most convenient for teachers ?
3. Declamation is an example of what students performance?
4. It refers to all criteria applied in evaluating a student's performance
or product, what type of rubric is it?
5. What quality of a good rubric in which should be clear and
understandable to both students and teachers?
TEST III. MATCHING TYPE
Match the column A with the corresponding item in column B. Write the correct
LETTER of your answer for each number.

A B.
1. Panel discussion a. Verbal products
2. Dance Recital b. Oral presentation/demonstration
3. Audiotapes c. Kinesthetic product
4. Wood carvings d. Public speaking
5. Extemporaneous speech e. Dramatic/creative performance

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