U B R IC S

R a
c k a S a r o n
d b y H e r i
Pr e s e n t e
 H. SARONA

HERICKA T. SARONA
RUBRIC : HEART OF ASSESSMENT
* A rubric is a scoring tool that lists the criteria or what counts' for a piece of
work

* A rubric is an evaluation tool that describes quality of work on a gamut

( range ) from excellent to poor

* Specific characteristics of performance are detailed for all quality levels.

* A rubric measures Student work against real-life criteria and is referred to as

form of authentic assessment.
RUBRIC: AN EFFECTIVE
TOOL
* RUBRIC is guide listing specific criteria for
grading or scoring academic papers, projects, or
tests

* A scoring rubric is an attempt to communicate

expectations of quality around a task
FEATURE OF SCORING
RUBRIC
• Focus on measuring a started objective
( Performance, Behavior, or quality )

• Use a range to rate performance

RUBRIC
• Contain specific performance characteristics
arranged in levels indicating the degree to which
standard has been met
 OUTLINE OF RUBRIC
A Rubric • a summary score for the work
being assessed may be produced
• includes level of potential by adding the score for each
achievement for each criterion, and criteria.
work or performance sample that
typify each of those level. • also include space for the judge
to describe the reasons for each
• level of achievement are often given judgment or to make suggestion.
numerical scores.
 STEPS TO DESIGN RUBRIC

Choose outcomes
that may be measured
Share it with
with a rubric Students
STEP 1 and assess/ grade STEP 5

STEP 3
Identify a STEP 2
learning goal STEP 4
Analyze and
report results
Develop or adopt
( and adapt) an
existing rubric
TERM TO BE USED IN
RUBRIC
Needs work..
• Needs improvement... Good...
Satisfactory....
Excellent
Good.....
Exemplary...
☑️Novice...
Apprentice..
• Beginning.... Proficient...
Developing... ☑️ Distinguished
Accomplished.... ☑️Numeric scale
Exemplary.
ranging from 1 to 5,
for example.
 ANALYTIC RUBRIC
Describe levels of performance
for each criterion to assess Student performance on each
of them

Analytic Rubrics are designed to assess Students work

based on specified criteria and different degrees if quality
of the assignment

Analytic rubrics are more common because teaches

typically want to assess eah criterion separately,
particularly for assignments that involve a larger number
of criteria
ANALYTIC RUBRIC
• An analytic rubric resembles a grid with the criteria
for a student product listed in the leftmost column and
with levels of performance listed across the top row
often using numbers and/or descriptive tags.

• When scoring with an analytic rubric each of the

criteria is scored individually

• The cells within the center of the rubric may be left

blank or may contain descriptions of what the specified
criteria look like for each level of performance
ANAL
YTIC
RUBR
ICS
Category ( Exemplary) 4 ( Good ) 3 ( Marginal ) 2 ( unacceptable ) 1

Quality of Information clearly releases Information hes Itie or

Information clearly
to the main topic and adds Information clearly
Information new concept, information. It relates to the main nothing to do with the
relates to the main
includes several supporting topic. It provides topic. No details and/ main topic or simply
details and /or examples. relates the main concept.
atleast 1 supporting or examples are
Consistently establishes
source documentation for
details or example. It does not advance the
Occasionally provides given. Provides
ideas. discussion. Does not
documentation. documentation when provide documentation
requested. for source.
 some critical Responds to Does not respond
Critical Enhances the critical
thinking and questions but does
thinking process to Questions pose
Thinking consistently thought reflection not engage in by the facilititor.
reflection and questioning demostrated in premise reflection
of self and others. Is a
quality response that
discussion by
advances thoughts towards; writernes ponder.
adds to the discussion
critical response.

Collaboration Responds to other Limited Responds the

Encourages and
members of the discussion
facilitaties interaction interactions or
among members of the online community.
responses to facilititor only.
outline community. Reflects on own
Reflect and evaluates own practices. other members No interaction
practices. Encourages
of the online with pees.
colleagues to evaluate
their teaching. community.
Professional Professional Professional Professional Professional
vocabulary and vocabulary and vocabulary and vocabulary and
Language
writing style are writing style are writing style are writing style are
used consistently used frequently used occasionally
not used
throughout the throughout the throughout the
discussion. discussion. discussion.

Timeliness One thread and One thread and Threed or two Threed and
two responses one response on responses late. responses
posted within time. One
responselate late.
time frame.
ANAL
YTIC
RUBR
IC FO
ORAL R G RADI
PRES N G
E N TA
TION
S
 BELOW
SATISFACTORY
BELOW EXPECTATION EXPECTATION SCORE

ORGANIZA The presentation has a The presentation is

No apparent
focusa and provides carefully
TION organization.Evidence is organized and provides
some evidence
not used to convincing evidence to
thatsuppo
supportassertions. rts conclusions.
support
(0-2) conclusions. (6-8)
(3- 5)

The content is The content is The content is

CONTENT inaccurate or generally complete and
overly general. (0-2) accurate, but accurate. (10- 13 )
incomplete. (5-7 )
 BELOW
SATISFACTORY
BELOW EXPECTATION EXPECTATION SCORE

The speaker appears The speaker is

anxious and The speaker is related and
generally relaxed
comfortable, presentation
uncomfortable, and comfortable,
STYLE is the right length, student
presentation is too presentation is a demonstrates ability to
short, or entire decent length, and speak extemporaneously
paragraphs are read students' own and make eye contact with
verbatim from the other members of the
words sre used for class. ( 7-9).
article. ( 0-2 )
the summary. ( 3-
6).

TOTAL
SCORE
ADVANTAGES 👍🏿 DISADVANTAGES👎🏿
✅ Provide useful feedback on
Takes more time to create
areas of strength and
weakness
and use than a holistic
rubric.
✅ Criterion can be weighted Unless each point for each
to reflect the relative criterion is well-defined
importance of each raters may not arrived at the
dimensions. same score.
 HOLISTIC RUBRIC
▪️Assigns a leve of performance by
assessing performance across multiple
criteria as a whole.
▪️Does not list separate levels of
performance for each criterion.
▪️Holistic rubrics tend to be used when a
quick or gross judgment needs to be made.
 HOLISTIC RUBRIC
• A holistic rubric consists of an single scale with all
criteria to be included in the evaluation being considered
together ( e.g.. clarify, organization, and mechanics.)

• With a holistic rubric the rater assigns a single score

( usually on a 1 to 4 or 1 to 6 point scale ) bases on an
overall judgement of the student work.

• The rater matches on entire piece of Student work to a

single description on the scale.
HOL
ISTIC
RUB
RICS
 ADVANTAGES 👍🏿 DISADVANTAGES👎🏿
Does not provide specific feedback
Emphasis on what the learner is able
to demonstrate, rather that what he/she for improvement.
cannot do.
When student work is at varying
Saves time by minimizing the number levels spanning the criteria points it
of decisions raters makes. can be difficult to select the single
best description.
Can be applied consistently by trained
r a t e r s i n c r e a s i n g r e l i a b i l i t y.
Criteria cannot be weighted.
ADVANTAGES OF RUBRICS.
For Teachers • Provide useful feedback
• Allow evaluation and regarding the effectiveness of the
assessment to help them define " instructions.
quality" be more objective and
consistent
• Provide benchmarks against
• Help focus to clarify his/her criteria
which to measure and document
in the criteria to use in assessing peer progress expected.
specific terms performance
ADVANTAGES OF RUBRICS.

• Help students judge and revise

FOR STUDENTS
their work before handing in their
• Help them define " quality"
assignment

• Promote Student awareness the • Clearfy show the student how

criteria to use in assessing peer will be evaluated and what is
performance. expected.
 NUMERATIONS

1. Ascoring rubric is an attempt to communicate expectations of quality around a

task
2. When scoring with an analytic rubric each of the criteria is scored individually.
3. The rater matches on entire piece of Student work to a single description on the
scale.
4. A rubric measures Student work against real-life criteria and is referred to as
form of authentic assessment.
T HAN
K
YO