Professional Documents
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Answer Fs 5 PDF
Answer Fs 5 PDF
Answer Fs 5 PDF
Episode 3
My Target
In this Episodes, I must be able to examine different types of scoring rubrics used by my
Resource Teachers and relate them to assessment of student learning. I am able to see and
examine various types of learner’s portfolios that my Resource Teachers used for assessing
learner’s performance.
Observation/ All tasks were All or nearly all Nearly all tasks Fewer than half
Documentation: done with tasks were done were done with of tasks were
outstanding with high quality acceptable done; or most
quality; work quality objectives met
exceeds but with poor
expectations quality
4 3 2 1
My Analysis Analysis questions Analysis Analysis Analysis
were answered questions were questions were questions were
completely; in answered not answered not answered.
depth answers; completely completely.
thoroughly
grounded on Clear connection Vaguely related Grammar and
theories/Exemplary with theories to the theories spelling
grammar and unsatisfactory.
spelling. Grammar and Grammar and
spelling are spelling
superior. acceptable.
4 3 2 1
4 3 2 1
4 3 2 1
Submission Before deadline On the deadline A day after the Two days or
deadline more after the
deadline
4 3 2 1
Sub Totals
Rating:
(Based on
Over-all Score transmutation)
____________________________ __________________
Signature of FS Teacher Date
Above Printed Name
My Tools
Interview of my Resources Teachers
I will ask the following question:
1. Where do you use the scoring rubrics? ( student output or product and activities)
Scoring rubrics are typically employed when a judgement of quality is required and may
be used to evaluate a broad range of subjects and activities. One common use of scoring
rubrics is to guide the evaluation of writing samples. Judgements concerning the quality
of a given writing sample may vary depending upon the criteria established by the
individual evaluator. One evaluator may heavily weigh the evaluation process upon the
linguistic structure, while another evaluator may be more interested in the persuasiveness
of the argument.
2. What help have scoring rubrics given you? When there were no scoring rubrics yet, what
did you use?
Authentic assessments tend to use rubrics to describe student achievement. At last, here’s
clarity on the term. Every time I introduce rubrics to a group of teachers the reaction is the same
— instant appeal (“Yes, this is what I need!”) followed closely by panic (“Good grief, how can I
be expected to develop a rubric for everything?”). When you learn what rubrics do—and why—
you can create and use them to support and assess student learning without losing your sanity.
Scoring rubrics are currently used by students and teachers in classrooms from
kindergarten to college across North America. They are popular because they can be created for
or adapted to a variety of subjects and situations. Scoring rubrics are especially useful in
assessment for learning because they contain qualitative descriptions of performance criteria that
work well within the process of formative evaluation. In recent years, many educational
researchers have noted the instructional benefits of scoring rubrics (for example, Arter &
McTighe, 2001; Goodrich Andrade, 2000). Popham noted their potential as “instructional
illuminators” in a 1997 article entitled What’s Wrong - and What’s Right - with Rubrics, but he
also cautioned that “many rubrics now available to educators are not instructionally beneficial”
(p.72). Unfortunately, many rubrics are still not instructionally useful because of inconsistencies
in the descriptions of performance criteria across their scale levels. The most accessible rubrics,
particularly those available on the Internet, contain design flaws that not only affect their
instructional usefulness, but also the validity of their results. For scoring rubrics to fulfill their
educational ideal, they must first be designed or modified to reflect greater consistency in their
performance criteria descriptors.
4. Do you make use of holistic and analytic rubrics? How do they differ?
Analytic rubrics identify and assess components of a finished product. Holistic rubrics assess
student work as a whole.
Rubric Reminders:
1. Neither the analytic nor the holistic rubric is better than the other one.
2. Consider your students and grader(s) when deciding which type to use.
3. For modeling, present to your students anchor products or exemplars of products at
various levels of development.
5. Which is easier to use- analytic or holistic?
Neither rubric is better than the other. Both have a place in authentic assessment, depending on
the following: Who is being taught? Because there is less detail to analyze in the holistic rubric,
younger students may be able to integrate it into their schema better than the analytic rubric.
How many teachers are scoring the product? How many teachers are scoring the product?
Different teachers have different ideas about what constitutes acceptable criteria and used what
and where they are more comfortable.
6. Where you involved in the making of scoring rubrics? How do you make one? Which is
easier to construct – analytic or holistic?
No I just browse on the internet a I often used Holistic rubrics so I can measure the whole
work of the student.
Research
• Types of rubrics
Analytic rubric
Most rubrics, like the Research rubric above, are analytic rubrics. An analytic rubric articulates
levels of performance for each criterion so the teacher can assess student performance on each
criterion. Using the Research rubric, a teacher could assess whether a student has done a poor,
good or excellent job of “organization” and distinguish that from how well the student did on
“historical accuracy.”
Holistic rubric
In contrast, a holistic rubric does not list separate levels of performance for each criterion.
Instead, a holistic rubric assigns a level of performance by assessing performance across
multiple criteria as a whole. For example, the analytic research rubric above can be turned into a
holistic rubric.
Difficulty: Average
Here's How:
1. Make a list of what you want the students to accomplish through your assignment.
4. Assign each item on your ranked list a percentage value out of 100 percent.
5. Multiply your total point value from step 3 by each item's assigned percentage to arrive at
the point value for that item.
6. On a fresh sheet of paper, write the name for each item on your list in order from most to
least important. Make sure to leave room in between each category.
7. Assign specific grading criteria for each main category from step six.
8. Distribute or display the rubric to the students when you are explaining the assignment.
My Analysis
1. What benefits have scoring rubrics brought to the teaching learning process?
A rubric can best support the teaching and learning process when it is shared with the
learner at the beginning of task creation or development process. Pamela Flash states that
“When students are apprised of grading criteria from the start, they can be more involved
in the process of working toward success.”[1] Additionally, a rubric developed with
learners can increase their understanding of the task and the expectations around quality.
Portfolios are a kind of authentic assessment and because authentic assessments cannot
be graded like traditional assessments, scoring rubrics is just one way to assess portfolios
in order to increase the reliability of scores based on human judgment.
3. To get the most from scoring rubrics, what should be observed in the making and use
of scoring rubrics?
My Reflection
BOON
Rubrics appeal to teachers and students for many reasons. First, they are powerful tools for both
teaching and assessment. Rubrics can improve student performance, as well as monitor it, by
making teachers' expectations clear and by showing students how to meet these expectations.
The result is often marked improvements in the quality of student work and in learning. Thus, the
most common argument for using rubrics is they help define "quality." One student
actually didn't like rubrics for this very reason: "If you get something wrong," she said, "your
teacher can prove you knew what you were supposed to do!" (Marcus 1995).
A second reason that rubrics are useful is that they help students become more thoughtful judges
of the quality of their own and others' work. When rubrics are used to guide self- and peer-
assessment, students become increasingly able to spot and solve problems in their own and one
another's work. Repeated practice with peer-assessment, and especially self-assessment,
increases students' sense of responsibility for their own work and cuts down on the number of
"Am I done yet?" questions.
Third, rubrics reduce the amount of time teachers spend evaluating student work. Teachers tend
to find that by the time a piece has been self- and peer-assessed according to a rubric, they have
little left to say about it. When they do have something to say, they can often simply circle an
item in the rubric, rather than struggling to explain the flaw or strength they have noticed and
figuring out what to suggest in terms of improvements. Rubrics provide students with more
informative feedback about their strengths and areas in need of improvement.
Fourth, teachers appreciate rubrics because their "accordion" nature allows them to
accommodate heterogeneous classes. The examples here have three or four gradations of quality,
but there is no reason they can't be "stretched" to reflect the work of both gifted students and
those with learning disabilities.
Finally, rubrics are easy to use and to explain. Christine Hall, a fourth grade teacher, reflected on
how both students and parents responded to her use of rubrics:
Students were able to articulate what they had learned, and by the end of the year could be
accurate with their evaluations. Parents were very excited about the use of rubrics. During parent
conferences I used sample rubrics to explain to parents their purpose, and how they were used in
class. The reaction of parents was very encouraging. They knew exactly what their child needed
to do to be successful.
My Portfolio
Excellent (90-
Qualities & Criteria Poor (0-80) Good (80-90)
100)
Format/Layout Follows poorly the Follows, for the most Closely follows all
• Presentation of the requirements related part, all the the requirements
text to format and layout. requirements related related to format and
to format and layout. layout.
• Structuring of text
Some requirements
• Follows require- are not followed.
ments of length, font
and style
(Weight 15%)
Content/Information The essay is not The essay is objective The essay is objective
•All elements of the objective and and for the most part and addresses with an
topics are addressed addresses poorly the addresses with an in in depth analysis all
issues referred in the depth analysis most the issues referred in
• The information is
proposed topic. The of the issues referred the proposed topic.
technically sound provided information in the proposed topic. The provided
• Information based is not necessary or The provided information is
on careful research not sufficient to information is, for the necessary and
discuss these issues. most part, necessary sufficient to discuss
• Coherence of
and sufficient to these issues.
information discuss these issues.
(Weight 50%)
Quality of Writing The essay is not well The essay is well The essay is well
• Clarity of sentences written, and contains written for the most written from start to
and paragraphs many spelling errors, part, without spelling, finish, without
• No errors and and/or grammar grammar or use of spelling, grammar or
spelling, grammar and errors and/or use of English errors. The use of English errors.
English errors. The essay is for the most The essay is well
use of English essay is badly part well organized, organized, clear and
• Organization and organized, lacks clear and presents presents ideas in a
coherence of ideas clarity and/or does ideas in a coherent coherent way.
(Weight 20%) not present ideas in a way.
coherent way.
References and use of Most of the Most of the All the references
references references used are references used are used are important,
• Scholarly level of not important, and/or important, and are of and are of
references are not of good/scholarly good/scholarly
good/scholarly quality. There is a quality. There is a
• How effective the
quality. There is not a minimum of 4 minimum of 4
references are used in minimum of 4 scholarly resources scholarly resources
the essay scholarly resources, that are for the most that are used
• Soundness of and/or they are not part used effectively effectively in the
used effectively in thein the essay. Most of essay. All the
references essay. References are the references are references are
• APA style in not effectively used, effectively used, effectively used,
reference list and for and/or correctly cited correctly cited and correctly cited and
citations and/or correctly listed correctly listed in the correctly listed in the
(Weight 15%) in the reference list reference list reference list
according to APA according to APA according to APA
style. style. style.
Overriding criterion: 0riginality and authenticity. If the essay is identified as not being
original, and/or not done by the student, the instructor has the right to grade the paper as an F.
My Map
My Tools
Chekclist
Observation Checklist
Select 3 best portfolios from what you examined. Which element/s is/ are present
in each? Please check.
My Analysis
3. Entries - both core (items students have to include) and optional (items of student’s
choice). The core elements will be required for each student and will provide a common
base from which to make decisions on assessment. The optional items will allow the
folder to represent the uniqueness of each student.
Students can choose to include “best” pieces of work, but also a piece of work which
gave trouble or one that was less successful, and give reasons why.
6. Reflections can appear at different stages in the learning process (for formative and/or
summative purposes.) and can be written in the mother tongue at the lower levels or by
students who find it difficult to express themselves in English.
a. For each item - a brief rationale for choosing the item should be included.
This can relate to students’ performance, to their feelings regarding their
progress and/or themselves as learners.
5. If one element or two elements of a portfolio are missing, will this have any impact on the
assessment process? Explain your answer.
It will affect the grading system of the portfolio. And it may lead to
misunderstanding of the student for she will not get the grade that she deserves.
My Reflection
1. Have portfolios made the learning assessment process inconvenient? Is the effort exerted on
portfolio assessment commensurate to the improvement of learning?
Instructional approaches on K-12 education have changed with the passage of time.
Technological advancements have brought into play greater use of visual aids, hypermedia, and
interactive simulations and lesser practice of the traditional chalkboard method. Additionally,
curricular developments have been undertaken to address the ever increasing stack of educational
information needed by students. These did not only redefine the teaching process during K-12
education but also affected the learning experience of students. Such curricular changes also
brought about dynamism in the educational evaluation process. Electronically generated
examinations, evidenced-based researches, learning portfolios, and the like have been utilized in
addition to the conventional paper-and-pen examinations.
The use of learning portfolios, as a new approach to the evaluation process has gauged students'
performance and ability to process learned information. Portfolios are collection of documents,
literature and other educational materials designed to assess specific student performance. These
may cover the conception, drafting, and revision of works in progress; the best pieces of a
student's creation; student's assessment of outputs; and parents' and/or instructors' evaluative
comments on strengths and weaknesses. It is reflective of the daily learning experience of
students and should be a continuous documentation to specifically scale student's status, progress
and accomplishments.
My Portfolio
Capture what you learned on types, functions and elements of a portfolio by means of 3
separate graphic organizers.
1. Cover Function
Letter “About the
Working Portfolios author” and “What • The function of a portfolio
assessment is to measure progress
A working portfolio my portfolio shows
of a particular process over a
is so named because about my progress as specified length of time. Before
it is a project “in the a learner” (written at beginning a portfolio, the student
works,” containing the end, but put at the must be aware of the goals she is
work in progress as beginning). The trying to accomplish with this
well as finished cover letter project. Otherwise, she will be
samples of work. It summarizes the confused as to what artifacts to
serves as a holding include. According to Sewell,
evidence of a
Marczack and Horn, "If goals and
tank for work that student’s learning and criteria have been clearly defined,
may be selected later progress. the 'evidence' in the portfolio
for a more makes it relatively easy to
permanent 2. Table of demonstrate that the individual or
assessment or Contents with population has moved from a
display portfolio. numbered pages. baseline level of performance to
achievement of particular goals." A
A working portfolio portfolio functions as a place to
is different from 3. Entries store materials so they are not
a work folder, which - both core (items forgotten and so that the student
is simply a students have to can continuously reflect on her
include) growth in that particular subject
receptacle for all
and optional (items of area. According to David Sweet, a
work, with no writer for the Education Consumer
purpose to the student’s choice).
Guide Office of Research, "A
collection. A The core elements portfolio may be a folder containing
working portfolio is will be required for a student's best pieces and the
an intentional each student and will student's evaluation of the
collection of work provide a common strengths and weaknesses of the
base from which to pieces. It may also contain one or
guided by learning
make decisions on more works-in-progress that
objectives. illustrate the creation of a product,
assessment. The
such as an essay, evolving through
optional items will various stages of conception,
allow the folder to drafting, and revision" (Sweet,
Display, Showcase, represent the 1993).
or Best Works uniqueness of each
Portfolios student.
Probably the most Students can choose
rewarding use of to include “best”
student portfolios is pieces of work, but
the display of the also a piece of work
students' best work, which gave trouble or
the work that makes one that was less
them proud. successful, and give
Students, as well as reasons why.
their teachers,
become most 4. Dates on all entries,
committed to the to facilitate proof of
process when they growth over time.
experience the joy of
exhibiting their best 5. Drafts of aural/oral
work and and written products
interpreting its and revised versions;
meaning. Many i.e., first drafts and
educators who do corrected/revised
not use portfolios for versions.
any other purpose
engage their students 6. Reflections can
in the creation of appear at different
display portfolios. stages in the learning
The pride and sense process (for
of accomplishment formative and/or
that students feel summative purposes.)
make the effort well and can be written in
worthwhile and the mother tongue at
contribute to a the lower levels or by
culture for learning students who find it
in the classroom. difficult to express
themselves in
English.
Assessment a. For each item - a
Portfolios brief rationale for
The primary choosing the item
function of an should be included.
assessment portfolio This can relate to
is to document what students’
a student has performance, to their
learned. The content feelings regarding
of the curriculum, their
then, will determine progress and/or
what students select themselves as
for their portfolios. learners.
Their reflective
comments will focus
on the extent to
which they believe
the portfolio entries
demonstrate their
mastery of the
curriculum
objectives. For
example, if the
curriculum specifies
persuasive, narrative,
and descriptive.