Lesson 6 Assessment in Learning 2
Lesson 6 Assessment in Learning 2
Process in
Developing and
2
(3) performance levels that identify students' level of mastery within each
criterion.
STUDENTS
PERFORMANCE
STUDENTS
PERFORMANCE
1. ORAL
2. DRAMATIC/CREATIVE PERFORMANC
PRESENTATIONS/DEMONSTRATIONS
• Debates
4. ATHLETIC SKILLS
• Declamation DEMONSTRATION/COMPETITION
• Panel discussion
• Inspirational Speech
PRODUCTS/
OUTPUTS
PRODUCTS/OUTPUTS
GENERAL/
GENERIC RUBRIC
• contains criteria that are general and can be applied
across tasks
• can be reused
TASK - SPECIFIC
Rubric
• contains criteria that are unique to a specific
performance task
• time consuming
TYPE OF RUBRIC
HOLISTIC RUBRIC
• All criteria is applied in evaluating a student's
performance/product
• quick to develop
EXPLICIT
ALIGNED
AUTHENTIC
VALID
DIAGNOSTIC
EXPLICIT
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?
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
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?
5. In a research paper/poster presentation, which of the following skills would be considered a real-life
application?
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
a. Explicit b. Diagnostic
c. Holistic d. Aligned
10. What are the steps in creating a rubric?
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.
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