Lesson 6

Rubrics in Assessing Student’s Learning

Figure 6.1 The works of the students are being asssessed by their respective teachers; Surely the teachers have prepared rubrics

A uthentic assessment measures performance or products which have realistic meaning which will be related to the success
of scholars in class. The repeated reports of the measurement of authenticity are grouped into three broad categories (Frey,
2012): The Context of the Assessment, The Role of the Scholar , The Scoring.
Learning Objectives DISCUSSION
In the Outcomes Based Education ( K to 12) curriculum, the scholars are expected to
•Define and explain ru- supply products or performances through authentic tasks. However, the teacher should
brics design a meaningful performance based assessment tool. Rubrics is particularly designed
•Identify various char- to live performance-based assessment.
acteristics of rubrics Performance assessments primarily use four sorts of learning targets which are deep
•Analyze the difference understanding, reasoning, skills and products. (McMillan 2007).
between analytic and Designing a reliable measurement of the psychomotor and affective learning domain
Holistic rubrics maybe a major challenge.( Nathan, Shelena & Berahim, Mazniha & Ramle, Rosni. (2017).
•Identify steps in devel- One measurement tool, the rubric provides flexibility in assessing and improves grading
oping rubrics consistencies. If one rubric is employed to assess the project, causing inconsistencies in
•Create analytic and ho- grading thus, the study was conducted to include the psycho motor and affective domain in
listic rubrics developing scoring rubrics to realize fair and consistent grading.
Performance assessments can use five sorts of learning targets and these are the deep
understanding, reasoning skills, products and therefore, the affective skills. Consistent to
Nathan et, al, (2017) in their studies they validated a rubric incorporating the psycho mo-
tor and affective domain of Bloom’s taxonomy to supply flexible assessment, fair, just and
Prepared by consistent grading of the scholars performance. The study showed that the psycho motor
rubric has strong inter-rater reliability and therefore, the affective rubric shows slightly
Jose Ariel R. Ibarrientos, LPT, PhD
Professor
weak reliability. The leniency and therefore, the strictness of the evaluator matters most
in evaluating thus, the results of the validation of the rubrics was different.
To achieve fair, just and consistent grading the cognitive, psycho motor and affective
domain shall be incorporated within the development of the scoring rubrics.
Assessment of 1. What are scoring rubrics?
Learning 1 2. What are the various characteristics of rubrics as an assessment tool?
3. What are the kinds of rubrics?
4. How do they differ from each other?
5. How does one develop an honest rubrics?
Lesson 6
It is a plus and a requirement to possess better understanding on the specific and profound definition of the scoring rubrics.
1. Rubrics as an Assessment Tool
Rubrics is defined as a versatile assessment tool to live student’s authentic performance and improves grading consisten-
cies. Since it’s widely used across fields of education, different authorities give various definition.
• Rubrics enables evaluators to raised assess students in order that students obtain justified grades consistent with the
standard of their project. ( Nathan et. Al , 2017)
• The scoring procedures for judging students’ responses to performance tests (Popham, 2011)
• A rubric maybe a coherent set of criteria for student’s work that has descriptions of levels of performance quality on
the standards (Brookhart 2020)

ACTIVITY 1

Choose two best definition of rubrics and explain it in your own words
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Rubric
Score Description
5 Demonstrates complete understanding of the topic. Covers the whole stages, periods and
major features of development
4 Demonstrates considerable understanding of the topic. Covers almost half the stages, peri-
ods and major features of development.
3 Demonstrates partial understanding of the topic. Covers only partial stages , periods and
major features of development.
2 Demonstrates little understanding of the topic. Covers slightly stages, periods, and major
features of development
1 Demonstrates no understanding of the topic.
0 No response/task
Adapted & Modified. Source: Metler (2001) in his Article Designing Scoring Rubric for Your Classroom

2. Characteristics of Rubrics
The essence of what’s being assessed is communicated through Rubrics. By clarifying the standards of accomplishment the
teacher will use an evaluative criteria that contains not only improved consistency but also to enhance validity. It’s important
to understand the various characteristics of rubrics as Nitko (2011) suggested some questions on which the teacher should
address: A good rubrics is well done and serve both as an instructional tool and assessment mechanism.
Characteristics Reflective Questions
1. Criteria What do I want to assess?
• Important criteria
• Learning Targets
2. Gradations What are the amount of development? (achievement)
• Criteria
• Learning targets
3. Descriptions What scoring rubric shall I use?
• Holistic
• Analytic
4. Continuity What scoring scheme shall I use?
• Rating scale
• Checklist
5. Reliability How am I able make my scoring efficient and fewer time-consuming?
6. Validity Does it measure what it is alleged to measure?
7. Models What are the qualities the ultimate work should display?

Assessment of Learning 1 Jose Ariel R. Ibarrientos, LPT, PhD

Lesson 6
Activity 2 (Google Forms could also be used)
Identification. Identify the characteristics of a well done rubrics.
____________________1. One among the characteristics of a well-done rubrics is to display the qualities of the
ultimate work.
____________________2. The important criteria and thus the learning targets are needed to assess.
____________________3. It’s to make scoring efficient and fewer time-consuming.
____________________4. This characteristic of rubrics should measure what’s alleged to measure.
____________________5. The rating scale and therefore the checklist are the scoring scheme to use.
____________________6. It’s about the standards and learning target levels of development.
____________________7. It describes the kinds of rubrics.
____________________8. These are the two kinds of rubrics.
____________________9. The 2 considerations of amount of development in gradations.
____________________10. It’s a well-done assessment tool that serve both as an instructional tool and assess-
ment mechanism.
3. Sorts of Rubrics
There are many assessment methods utilized in the various field of education to assess students performance
specifically, within the open questions that needs and demands explanation, reasoning and justification of the claims
like essay, reports, projects and presentations.
There are many researches conducted and converge on key benefits of rubric use. Firstly, rubrics are powerful
allies for instruction and learning. Second, rubric use for marking shows positive impacts on enhancing reliability
and validity (Tomas , et. Al, 2019)
The two major kinds of rubrics are holistic and analytic rubrics
1. Analytic rubric
An analytic rubric breaks down the characteristics of an assignment into parts, allowing the scorer to itemize and
define exactly what aspects are strong and which one needs improvement (Gonzales, 2014)
This type of rubric is extremely vital if the scholars will assess his or her own performance or do self-assessment.
Through self-assessment the scholars can identify his or her strengths and weaknesses and be ready to reflect on the
areas that needs improvement thus, performance are often enhanced and improved.
2. Holistic rubric
A holistic rubric is that the most general kind. It lists three to five levels of performance, along side a broad de-
scription of the characteristics that define each level (Gonzales, 2014).
There is a main advantage on a part of teacher for it requires less time with the preparation and grading is quick-
er. But to think about the disadvantage, it doesn’t provide the target feedback for the scholars.
Holistic rubrics emphasize the utilization of experts to gauge performance assessment. They comprise a compre-
hensive assessment of the complex multi-faceted characteristics of the tasks undertaken and are supported on the
general impression of the experts who implement them (Yune et al, 2018)
Brookhart (2020) presents a table on the kinds of rubrics their advantages and drawbacks.
Type of Definition Advantages Disadvantages
Rubrics
Analytic Each criterion •Gives diagnostic information to teacher. •Takes longer time to
(dimension, trait) is •Gives formative feedback to students. attain than holistic
evaluated separately •Easier to link to instruction than holistic rubrics. rubrics.
•Good for formative assessment; adaptable for sum- •Takes longer to realize
mative assessment; if you would like an overall score inter-rater reliability
for grading, you’ll combine the scores than wi-th holistic
rubrics.

Holistic All criteria (dimen- •Scoring is quicker than with analytic rubrics. •Single overall score
sion, trait) are evalu- •Requires less time to realize inter-rater reliability. doesn’t communicate
ated simultaneously •Good for summative assessment. information about what
to try to enhance.
•Not good for formative
assessment.
Source: Brookhart S. (2020). How to Create and Use Rubrics for Formative Assessment and Grading. Retrieved from http://www.ascd.org/publications/books/112001/chapters/
What-Are-Rubrics-and-Why-Are-They-Important%C2%A2.aspx

Assessment of Learning 1 Jose Ariel R. Ibarrientos, LPT, PhD

Lesson 6
ACTIVITY 3
1. Prepare and make your own table to mean the differences of the analytic and holistic rubric.
Rubric
Score Description
5 Demonstrates complete understanding of the topic. Covers the whole stages, periods and
major features of development
4 Demonstrates considerable understanding of the topic. Covers almost half the stages, peri-
ods and major features of development.
3 Demonstrates partial understanding of the topic. Covers only partial stages , periods and
major features of development.
2 Demonstrates little understanding of the topic. Covers slightly stages, periods, and major
features of development
1 Demonstrates no understanding of the topic.
0 No response/task
Adapted & Modified. Source: Metler (2001) in his Article Designing Scoring Rubric for Your Classroom
REFERENCES
Books
Leus, Marcela J. ,Cajigal, Ronan M. & Mantuano, Maria Leflor D. (2014). Assessment of Learning
2. Adriana Publishing Co., Inc. Cubao, Quezon City, Manila, Philippines
Gabuyo, Yonardo A., & Dy, Gary C. (2013). Assessment of Learning 2Textbook and Reviewer. Rex Bookstore Sam-
paloc, Manila, Philippines
Internet Sources
Brookhart, S. M (2018) . Appropriate Criteria: Key to Effective Rubrics. Retrieve from https://www.frontiersin.org/
articles/10.3389/feduc.2018.00022/full
Brookhart S. (2020). How to Create and Use Rubrics for Formative Assessment and Grading. Retrieved from http://
www.ascd.org/publications/books/112001/chapters/What-Are-Rubrics-and-Why-Are-They-Important%C2%A2.aspx
DEVELOPING A SCORING CRITERIA (RUBRICS)
https://www.gallaudet.edu/accreditation-certification-and-licensure/assessment/assessment-of-student-learning/instruc-
tions-and-examples/developing-a-scoring-criteria-(rubrics). Accessed 18 Jul, 2020
Gonzales, J, (2014). Know Your Terms: Holistic, Analytic, and Single-Point Rubrics. Retrieved from https://www.cul-
tofpedagogy.com/holistic-analytic-single-point-rubrics/
Helvoort V. (2010). Reliability and validity test of a Scoring Rubric for Information Literacy. Retrieved from https://
warekennis.nl/wp-content/uploads/2013/03/170303_Final_JoD2016_9_11.pdf
Measuring Psychomotor and Affective Learning Domain. Pertanika Journal of Social Science and Humanities. 25. 101-
108. Retrieved from
https://www.researchgate.net/publication/321212920_Rubric_for_Measuring_Psychomotor_and_Affective_Learning_
Domain
Molina G., Alfaro H., Gonzales S. (2017). Design and Validation of a Rubric to Assess the Use of American Psycholog-
ical Association Style in scientific articles. Retrieve from https://naerjournal.ua.es/article/view/v6n1-10
Rubrics to the Rescue
https://www.teachersfirst.com/lessons/rubrics/characteristics.cfm Accessed 16 Jul, 2020
The Advantages and Disadvantages of rubrics. Retrieved from https://www.thegraidenetwork.com/blog-all/2018/8/1/
rubrics-friend-or-foe. Accessed 18, Jul, 2020
Tomas, C. Whitt E., Lavelle R., & Severn K. (2019). Modeling Holistic Marks With Analytic Rubrics. Retrieved from
https://www.frontiersin.org/articles/10.3389/feduc.2019.00089/full
UNT Teaching Commons. (2020) Anatomy of Analytic Rubric Retrieved from https://teachingcommons.unt.edu/teach-
ing-essentials/assessment/anatomy-analytic-scoring-rubric Accessed 18, Jul, 2020
Yune S., Lee S., Ju, S., Kam B. & Baek Y. (2018). Holistic rubric vs. analytic rubric for measuring clinical performance
levels in medical students. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5989338/
Course Assessment
1. Pre-Assessment -Kahoot Apps (Optional)
2. Assignment/Quizzes - Goodlge Classroom, Google docs & forms
3. Term Examination -Google Forms
Assessment of Learning 1 Jose Ariel R. Ibarrientos, LPT, PhD