Lesson 6

Process in Developing and Using

Rubrics for Alternative Assessment
Desired Significant Learning Outcomes:

In this lesson, you are expected to:

• develop appropriate rubrics to assess

student's performance and outputs; and
• use rubrics to assess student's
performance and output
Significant Culminating Performance Task and Success
Indicators
At the end of the lesson, you should be able to
demonstrate your knowledge and skills in Developing
rubrics that are most applicable to a particular student
performance and output. The following indicators will help
you determine if you are successful in developing rubrics :

Task Success Indicators

Developing rubrics for Come up with assessment

students performance rubrics containing the
and outputs essential features of a sound
rubrics
Prerequisite of This Lesson
The development of sound rubrics to requires
specific skills and experience. To be able to perform
successfully the above culminating performance
tasks, you should have background on the different
types of performance assessment tasks, understood
the guidelines in designing performance tasks, and
recognized the different components of a good
assessment rubric. Please refer back to Lesson 3:
Performance Assessment to fully grasp this lesson
What is a rubric?
A rubric is an assessment tool that
specific the performance expectation 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. Generally it contains three
essential features:
(1) criteria or the aspects of performance that
will be assessed, (2) description or the
characteristics associated with each criterion,
and (3) performance levels that identify
students level of the mastery within each
criterion.
The following are examples of students
performances and outputs that can be
assessed by a rubric:
Students Performances:
1. Oral Presentation/Demonstrations
•Research paper/poster presentation
•Individual or group report
•Skils demonstration, such as baking and
teaching
•Extemporaneous speech
2. Dramatic/Creative Performances
• Dance recital
• Performance in a play or musicals
• Poetry reading and interpretation
• Playing musical instruments
3. Public Speaking
•Debates
•Declamation
•Panel discussion
•Inspirational speech
4. Athletic Skills Demonstration/Competition

Products/Outputs
1. Visual Product
• Paintings
• Collages
• Posters
• Video presentatios
2. Kinesthetic Products
• Diorama
• Sculpture
• Dance recital
• Wood carvings
3. Written Products
• Essays
• Poems
• Thesis/term paper
• Movie/atB script
4. Verbal Products
• Audiotapes
• Voice recording
• Speech scripts (to inform, to persuade, etc.)

What are the diference type of rubric?

Rubrics are usually classified according to two
different aspects of their composition (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 task or can only be used for a
particular task. The following are the types of
rubrics:
 Type of Rubric Description
General/Generic Rubric It contains criteria that are
general and can be used
applied across tasks. This is
most convenient for
teachers who do not have
the time and skills in
developing different types of
rubric as they can reuse the
same rubrics for several
tasks or asignment.
 However, the teacher may not
be able to assess accurately
the students performance for
a particular task.
For example, the same rubric
that can be used to evaluate
both oral presentation and
research output.
Task-Specific Rubric It contains criteria that are
unique to a specific
performance tasks to be
assessed . This kind of rubric
is best for instruction and
formative assessment since it
provides the students
feedback on what
 Aspects of their
performance or work
need to be improved.
However, developing
analytic rubrics is time
consuming for teachers.
For example, a rubric can
only be used for oral
presentation and another
rubric is applicable for
research output.
Holistic Rubric A students performance
or outputs is evaluated by
Applying all criteria
simultaneously, thus
providing a single score
based on an overall
judgment about the
quality of students work.
It does not provide a score
on each individual
criterion. For example,
rubric for problem solving
activities which entails
scoring the students
overall ability to solve a
particular problem or
issue, and
 Rubric for creative work (e.g
painting). Which gives an
overall score for the students
creativity and skill.
Analytic Rubric A students work is evaluated by
using each criterion separately,
thus providing specific feedback
about a students performance
or product along several
dimensions. This is most
applicable for assessing a
complex performance or
probably. For example, rubric
for research paper that requires
scoring a students work on
different parts of the research
paper, or a rubric for
 Chemical laboratory
experiment taking into
consideration the
students performance in
every stage or the
experiment.

The following is an example of a General/Generic Rubric that

can be used to assess how a student, peer, classmates, or
groupmate make a review or critique of one's work or
performance. This is a genetic rubric as this can be applied to
any type of performance tasks or outputs (e.g, research
report, dance performance, oral presentation, etc.)
To differentiate the above with a Task-Specific Rubric,
the following example is given below. In this rubric,
the different criteria that are specific to the
performance tasks to be assessed are indicate.

Sample Task-Specific Rubric for Reviewer/Critic of

performance tasks/Outputs
Criteria Not evident Insufficient Sufficient 3 Excellent 4
1 2

Provided
meaningful/
relevant
feedback
on:

Significanc No/few Comments Comments Comments

e of the comments are are relevant include
study or superficial and suggestions
suggestions; and not appropriate. and
with little relevant. additional
- understandi resources
theoreric ng regarding
al basis/ the
Conceptua Construct/
l Problem.
framewor
k of the
study

-methods No/few Comments Commen Comments

comments are ts are include
or superficial relevant suggestion
suggestion and do not s and
s. provide and additional
appreciate appropri resources
suggestion ate. regarding
s on how the
construct/
problem.
 Research
should be
conducte
d.
- No/few Commen Commen Commen
commen commen ts are ts ts praise
ts In a ts or neutral include specific
positive suggesti or non positive strength
encoura ons to encoura feedback s of the
ging and improve ging and perform
construc the commen suggesti ance
tive paper; ts are ons.
manner not
 Comment Relevant As well as
s might be to the constructi
interprete study. vely
d as addresses
insulting weakness
es with
alternativ
es that
might be
considere
d.
Grade
On the other hand, examples of the
holistic and analytic rubrics are presented
on the next page.

Sample of Holistic Rubric for Oral

Presentation
What are the characteristics of a good rubric?

A good rubric should the following qualities:

1. 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. Each benchmark and
point value should also have clearly
delineated indicators, differentiating the
expected quality of work for each
performance level.
2. 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.

3. Authentic. A good rubric should include

criteria and performance indicators or
descriptors that are meaningful and require
application of real-life skills.
4. Valid. A good rubric should be able to
measure what intends to measure.
5. 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?
There are five basic steps in developing
rubrics for assessing students performance
and product (Figure 6.1)

Figure 6.1 Steps in Rubric Development

Step 1. Determine the learning outcome
and the performance task to be evaluated.

It is important to be clear about the learning

outcomes and the specific performance task
that will be evaluated. Choose tasks that are
essential (i.e aligned with desired learning
outcomes), authentic (i.e involves
meaningful and real-life application of skills)
complex
(i.e contains numerous possibilities for
application, extensions, and connections of
knowledge and skills), feasible(i.e can be
done given the time constraints and
availability of resources), and measurable
(i.e it can be observed and measured).

To guide you in identifying the

performance task/s that you want to be
evaluated, ask yourself the following
questions:
1. What learning outcomes are to be
evaluated ?
2. Which student performances or outputs
in the subject are relevant measures of
such students learning outcomes?
3. Are all of these tasks equally important?
4. Which is the best representation of the
expected learning outcomes?
 Step 2. Identify the quality attributes or
indicators of the performance task.
Next you need to identify and list all possible
attributes or indicators of a good
performance. This can be based from your
own expectations and benchmark exemplars
of work that reflect key standards. You may
explore and specify the skills, knowledge, and
or behavior that you will be looking for to
describe the standard in ones performance .
Step 3. Determine the criteria or
dimensions.
Cluster the list of attributes and or
indicators into possible groups or
categories and label the categories. This
will form the criteria for assessment. For
example, in a dance performance task, all
attributes that pertain to how will the
students execute the dance in terms of
movement, body position, placement in
 Stage , and dance style can b grouped
under the criterion "Technical Skills".

Step 4: Determine the benchmarks and

point values.

A number of descriptors can be used to

denote the levels of performance (with or
without accompanying symbols for letter or
number gradess). Exampled of levels of
performance include:
Level 4 Exempla Distingui Substanti Outstan
ry shed ally ding
Develope
d
Level 3 Accompl Proficien Most
ished t develop Proficien
ed t
Level 2 Developi Apprenti Develop Accepta
ng ce ed ble

Level 1 Begining Novice Unaccep

Under table
Develop
ed
Step 5. Write the benchmark or
performance descriptors for quality work
criteria.

It is important that the behaviors,

characteristics, or qualities that
illustrate or exemplify each
performance level are clear and
delineated. These performance
descriptors should describe the relative
differences between
Performances at each level. The differences
between performance points can be presented
by:

(1) aspects of performance or behavior at

different levels
e.g evaluates the different characteristics
of ....(4 points)
Analyzes the different characteristics of...
(3points)
Describes the different characteristics of....(2
points)
Lists the different characteristics of...(1point)

(2) adjectives, adjectival phrases, adverbs

and adverbial phrases to present different
qualitative differences between levels

e.g explains to a very great extent

the...
Explains to a great extent the...
Explains with moderate accuracy the...
 Explains the limited accuracy the...
(3) numeric references to identify
quantitative differences between levels

e.g gives more than 4 relevant examples

of...
gives 3-4 relevant examples of the...
gives 1-2 relevant examples of the...
gives no (0) relevant examples of the...

(4) Degrees of assistance needed by

the students to complete the task
e.g explains the topic correctly and
independently on his own
Explains the topic with very little
assistance form the teacher or
classmates
Explains the topic with occasional
assistance form the teacher or
classmates.
Needs assistance from the teacher or
Classmates in explaining the topic most of
the time.
Thank you !

Kemberly G. Esteban
BEED 3-G