Crafting Rubrics for
Integrative Assessment
IVY SIBULO
Objectives:
At the end of the discussion, students will be
able to:
1. define integrative assessment;
2. identify the essential features of rubrics;
3. differentiate the types of rubrics;.
Integrative Assessment
Is an assessment design that seeks to combine
students’ learning from multiple modules and/or
levels into a single assessment
2 types
Integrative assessment within the learning area
Integrative assessment across the learning areas
DepEd Order
No. 31 s. 2020
Interim Guidelines for Assessment and
Grading in Light of the Basic Education
Learning Continuity Plan
Planning the Assessment
17. Performance tasks must be designed to provide opportunities
for learners to apply what they are learning to real-life situations.
In addition teachers should take into consideration the following:
a. Each task must be accompanied with clear directions and
appropriate scoring tools(i.e. Checklists, rubrics, rating scale, etc.)
to help learners demonstrate their learning.
b. Teachers are advised to collaboratively design and implement
performance tasks that integrate two or more competencies within
or across subject areas. Complex tasks may be broken down into
shorter tasks to be completed over longer periods of time.
Rubrics construction
For integrative assessment:
1. Make a separate rubrics for each learning area.
2. Focus on the competency that is being measured.
Rubric
A rubric is a learning and assessment tool that is used to evaluate written outputs,
products, or performance-based tasks.
It is a scoring guide that articulates the expectations and describes the levels of quality
expected from a learner. (Andrade,2000; Arter & Chappuis, 2007; Stiggins, 2001).
A scoring guide usually presented in graphic format, typically as a grid.
It gives meaning to learners’ level of performance on authentic assessment tasks,
which include:
essay,
free-response questions,
reflection,
science and math investigations,
journals, article reviews or reactions,
survey and interview reports, and performance tests
oral or slide presentations, skill demonstration
Rubrics answer three questions:
What do we want How well do we How will teachers and
learners to know want learners to other scorers know
and be able to know and be able to when a learner knows
do? apply or use a skill a concept and does on
in a concept? activity well?
Measuring
Learners’
Performance
As you assess you should record evidence of how well
each learner has demonstrated each criterion.
You can record evidence of your learners’
achievements in two ways:
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Qualitatively:
-learners performance can be described using the following
rating scales or levels:
Proficient– Adequate – Limited
Exemplary – Good – Satisfactory – Needs improvement
Distinguished – Proficient – Apprentice – Novice
Fully correct answer – Partially correct answer – Wrong
answer – No answer usually (usually used for open ended
questions)
Quantitatively:
-a numerical scale (e.g., 2 - 1 - 0 , 3 - 2 - 1 - 0, or 4 -
3 - 2 - 1 - 0) is used To describe levels of
performance .
It may also be used as points (e.g., 10 - 6 - 3 - 1) to
represent weights assigned to specific aspects of a
learner's work.
Quantitatively and Qualitatively:
Quantitative measures can be combined with
qualitative measures using a range of points
Example:
8 - 10 Exemplary
4-7 Satisfactory
Below 3 Needs improvement
4 Essential Features of Rubrics
(Stevens & Levi, 2013)
Task description Components/criteria
Descriptive title of the task students Students are to attend to, in
are expected to produce or perform completing the assignment/tasks
(e.g., types of skills, knowledge, etc.)
Scale and scoring Description of the performance
Describes the level of mastery (e.g., quality (Performance descriptors)
exceed expectations, meet
Components/dimensions at each
expectation, doesn’t meet
level of mastery
expectation)
Types of Rubric
Analytic Rubric Analytic Rubric
articulates different describes the overall
dimensions of performance characteristics of a
and provides rating for each performance and provides a
criterion or dimension single score
In developing a rubric, it should be emphasized that higher
points could be given for a certain level of mastery depending
on the complexity of the question.
Analytic
Rubric
Holistic
Rubric
Rubrics construction
Check that you observe the following steps in constructing rubrics:
1. Determine learning outcomes
– Are you assessing processes or products?
2. Decide on the structure of the rubrics
– Is it holistic or analytic?
3. Identify levels of performance or aspects of the product that reflects the
learning outcomes
4. Weigh the dimensions in proportion to their importance
5. Determine the range of points to be allocated to each level of performance
Advantages of
Using Rubrics
For learners:
a rubric defines the often “mysterious grade” at
the end of a unit, project, paper, or presentation.
It also gives insights and directions about what is
important about an activity
For teachers:
rubrics;
allow assessment to be more objective and consistent because the
criteria are in specific terms;
clearly show learners how their work will be evaluated and they can
expect from this;
promote learners’ awareness of the criteria to use in assessing their
peers’ performance;
provide useful feedback regarding the effectiveness of instruction; and
provide benchmarks against which to measure and document progress .
