Republic of the Philippines

Mindanao State University

COLLEGE OF EDUCATION
Fatima, General Santos City

Semi-Detailed Lesson Plan

Names: Lore Grace Masiad

Windel Lapera
Jeany Ortiz
Hannie Jade Hinlog
Allan Laya Jr.

Time: TFR / 10:30-12:00 pm (1.5 hours)

1. Learning Outcomes:
At the end of the discussion, the learners should be able to:
a) identify the parts and process of scoring rubric;
b) create a scoring rubric; and
c) recognize its value in the learning and teaching process.

2. Subject Matter
• Topic: Developing the Scoring Rubric
• References: Corpuz, B., & Cuartel, E. (2021). Assessment in Learning 2:
Authentic Assessment. Lorimar Publishing, Inc.
• Materials:
✓ PowerPoint Presentation
✓ Printed Materials and Other Visual Aids
✓ Laptop and Television

3. Learning Teacher/Student Activity

Procedure
Preliminary Activities
• Prayer
• Greetings
• Checking of Attendance
• Checking of Assignments
• Class Rules
• Review of previous lesson
(The teacher will review the lesson by asking questions to the
students regarding the topic of the previous discussion.)

3.1. Activities Pre-Activity: “PICTURE PERFECT RELAY”

• The teacher will explain the instruction to the students.

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 Republic of the Philippines
Mindanao State University
COLLEGE OF EDUCATION
Fatima, General Santos City

Instructions:

1. The class will be divided into four teams with an equal

number of members.
2. The teacher will show a picture to the first student in each
team.
3. The first student will describe what they see in the picture
or the answer to the second student in their team.
4. The second student will then relay it to the third student and
so on until the last student.
5. The last student will run to the front and guess or say their
answer to the teacher.
6. The teacher will confirm if the answer is correct or not.
7. The teams will rotate so that each student gets a chance to
be the first, second, third, fourth, and last person.
8. The team with the most correct answers wins.

3.2. Analysis Activity: “DUCK WALK WORD CHALLENGE”

• The teacher will explain the instruction to the students.

Instructions:

1. The class will be divided into two teams.

2. The teacher will then say a word, and one representative
from each team will have to elaborate on the word.
3. Before answering, the representatives need to do the duck
walk from the starting line to the finish line.
4. There will be no wrong answer, but the teacher will decide
how many points to give to the students depending on the
answer.
5. The team with the highest points will be declared the
winner.

3.3. Abstraction I. Meaning of Scoring Rubrics

A scoring rubric is “a coherent set of criteria for students’ work

that includes descriptions of levels of performance quality on the
criteria.” (Brookhart 2013). McMillan (2007) defines scoring rubric as
a “scoring guide that uses criteria to differentiate between levels of
student proficiency.” Popham (2011) describes scoring rubrics as the
“scoring procedures for judging students’ responses to performance
tests.”

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 Republic of the Philippines
Mindanao State University
COLLEGE OF EDUCATION
Fatima, General Santos City

Scoring rubrics are typically employed when a judgment of

quality is required and may be used to evaluate a broad range of
subjects and activities. Judgments 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. A high-quality essay is likely to have a combination of
these and other factors. By developing a pre-defined scheme for the
evaluation process, the subjectivity involved in evaluating an essay
becomes more objective.

II. Parts of Scoring Rubrics

What are the parts of a rubric?

A scoring rubric has two major parts: coherent sets of criteria
and descriptions of levels of performance for each criterion.

III. Why Include Levels of Performance?

1. Clearer expectations
It is very useful for the students and the teacher if the criteria
are identified and communicated prior to completion of the task.

2. More consistent and objective assessment

In addition to better communicating teacher expectations,
levels of performance permit the teacher to more consistently
and objectively distinguish between good and bad performance,

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 Republic of the Philippines
Mindanao State University
COLLEGE OF EDUCATION
Fatima, General Santos City

or between superior, mediocre and poor performance, when

evaluating student work.

3. Better feedback
Furthermore, identifying specific levels of student performance
allows the teacher to provide more detailed feedback to
students.

IV. Analytical Vs. Holistic Rubric

Analytical Rubric
An analytical rubric is used to assess different types of skills
based on the student's level of mastery. In an analytical rubric,
teachers will create a scale that rates the student's work. For
example, one scale could create categories like Not Meeting Criteria,
Needs Improvement, Satisfactory, and/or Exemplary. The rubric is
set up like a grid; it has a point system on the top and criteria
information on the left side. The terms are subject to change, but the
overall intention is to assess a student's skill level.

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 Republic of the Philippines
Mindanao State University
COLLEGE OF EDUCATION
Fatima, General Santos City

Holistic Rubric
A holistic rubric is a simple guide for giving feedback, usually
with a scale of 1 to 4 or 1 to 5 and only one description per level.
Holistic rubrics can assess skills and behaviors.
Holistic rubrics are useful when teachers are scoring simple
skills or behaviors that do not have many components. Feedback is
a simple process wherein an instructor only has to select one
description that best fits the student's work, and students generally
have an easy time understanding the category in which they were
place.
Holistic rubrics work best for skills and behaviors; major
projects, essays, or assignments with many components should use
an alternative rubric type.

When to use Analytic Rubrics?

Analytic Rubrics are more common because teacher is
commonly wanting to assess each criterion separately particularly for
assignment that involve larger number of criteria.

When to use Holistic Rubrics?

It tends to be used when a quick gross judgments need to be
made if the assessment is minor one such as brief homework

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 Republic of the Philippines
Mindanao State University
COLLEGE OF EDUCATION
Fatima, General Santos City

assignments it may be sufficient to apply a holistic judgement (e.g.,

Check, check plus, or no check) to quickly review student work

V. Level of performance included in the rubric

No specific number of levels a rubric should or should not
possess. It will vary depending on the task and your needs. A rubric
can have as two levels of performance (e.g., a checklist) or as many
as you decide as appropriate. It is not true that there must be an even
number or an odd number of levels.

Example:
In an oval presentation rubric, amount of eye contact might be
important criterion. Performance on that criterion could be judged
along three levels of performance.

Makes eye Never Sometimes Always

contact with
audience

Expanded number of levels of performance.

Makes Never Rarely Sometimes Usually Always
eye
contact

A teacher may decide to leave off the "always" level in the above
rubric because usually is as much as normally. Can be expected or
even wanted in some instances.
Makes eye Never Rarely Sometimes Usually
contact

We recommend that the fewer levels of performance be included

initially because such are;
• Easier and quicker to administer
• Easier to explain to students (and others)
• Easier to expand than larger rubrics to shrink

VI. How to decide on Appropriate Criteria

The criteria should be the most appropriate and most important
aspects of quality of work (performance or product) as described in
the learning outcome and not characteristics of the performance or
product task itself.

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 Republic of the Philippines
Mindanao State University
COLLEGE OF EDUCATION
Fatima, General Santos City

Examples of aspects of quality Examples of characteristics of

performance or product which are
evidences of learning and the
attainment of the learning
outcome that should be assessed
by a rubric are " Selection of
subjects, Analysis of a Famous
Person's Contribution to History,
Support with Historical Facts and
Reasoning"(Brookhart, 2013) .
the students work
(performance or product)
which should not be assessed
by a rubric because they are
not evidence of learning are
Cover of the report, Report on
Famous Person, Visuals, and
references).

VII. Desired Characteristics of Criteria for Classroom

Rubrics

Characteristics Explanation
Appropriate Each other criterion represents an aspect of
a standard, curricular goal, or instructional
goal or objective that students are intended
to learn.
Definable Each criterion has a clear, agreed upon
meaning that both students and teachers
understand.
Observable Each criterion describes quality in the
performance that can be
perceived (seen or heard usually) by
someone other than the person performing.
Distinct from one Each criterion identifies a separate aspect
another of the learning outcomes the performance is
intended to assess.
Complete All criteria together describe the whole of
the learning outcomes the performance is
intended to assess.
Able to support Each criterion can be described over a
descriptions range of performance levels.
along a
continuum of
quality

VIII. Process of Developing Scoring Rubrics

❖ Step 1: Identify appropriate criteria to assess

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 Republic of the Philippines
Mindanao State University
COLLEGE OF EDUCATION
Fatima, General Santos City

• Criteria for top level of performance: QUALITIES AND

ATTRIBUTES
It entails the identification of the qualities and attributes
that the teacher wishes to observe in the student’s output that
would demonstrate their level of proficiency.

• Criteria for low level of performance: IDENTIFICATION

AND DEFINITION
The teacher is to determine the type of performance
that would constitute the worst performance or a
performance which would have indicate lack of
understanding of the concepts being measured.

❖ Step 2: Formulate the description of performance

It is suggested that each score category should be defined using
descriptors of the work rather than value-judgement about the work
(Brookhart, 1999).

Other examples:
• Not meeting (standard), Approaching (standard), Meeting
• (standard), Exceeding (Standard)
• Exemplary, Proficient, Marginal, Unacceptable
• Advanced, intermediate High, intermediate, Novice
• Exceed expectation, meets expectation, doesn't meet
expectation

IX. Another type of rubrics: General and Task-specific

Rubrics
General Rubric
It contains criteria that are general across task that is why they
can be re-used. Particularly useful for fundamental skills such as
writing, mathematics problem-solving, and general traits like
creativity.

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 Republic of the Philippines
Mindanao State University
COLLEGE OF EDUCATION
Fatima, General Santos City

It can be adapted to different grade levels to make them task-specific

rubrics.

Task-Specific Rubric
It is a reliable assessment of performance on a specific task
such as “gives an answer” or “specifies a conclusion”.
Time consuming and difficult to create for all different tasks.

Importance of Rubrics
1) Rubrics help teachers teach
2) Rubrics help students learn
3) Rubrics help coordinate instruction and assessment

X. Checklist and Rating Scale

Checklist
A checklist is a "list of specific characteristics with a place for
marking whether that characteristic is present or absent". (Brookhart,
2013) - A checklist is also used to make sure that students have
"followed directions for an assignment, that they have all the required
parts of some project or that they have followed format requirements
for a report ". (Brookhart, 2013) • It makes sure that directions have
been followed and all required elements are present.

Rating Scale
A rating scale is a list of specific characteristics with a place for
marking the degree to which each characteristic is displayed".
(Brookhart, 2013)
A rating scale is a tool in which one person simply checks off
another person's level of performance.
Rating scalers measure how much or how well something
happened, where generally quantitative and qualitative terms are
used to judge the performance.

3.4. Application Activity: “Rate Me”

Direction: Choose an activity listed below and create its scoring

rubric. Write it on a one whole sheet of paper.
Poster-making Dance fusion
Essay writing Speech Choir
Oration Role play

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 Republic of the Philippines
Mindanao State University
COLLEGE OF EDUCATION
Fatima, General Santos City

Scoring Rubric:

15pts. 10pts. 5pts.

Content All All Incomplete
Accuracy requirements requirements requirements
were present were present and lack of
and accurate. and partially accuracy.
accurate.
Organization The content is The content is The content
and highly organized and lacks of
Neatness organized and easy to organization
easy to understand and difficult to
understand. understand.
Word choice Excellent Good choice of Poor choice of
and choice of words and words and
grammar words and some many
grammatically grammatical grammatical
correct. errors. errors.

4. Evaluation “Don’t leave me BLANK”

Directions: Read each statements carefully. Write T if the statement
is true. If the statement is false, underline the incorrect word and write
the correct answers on the blank.

_________1. Scoring rubrics are used to delineate consistent criteria

for grading.
_________ 2. A scoring rubric should clearly communicate teacher
expectations for student performance.
_________ 3. Teachers must develop rubrics for alternative
assessment with care.
_________ 4. A rubric is not an assessment tool.
_________ 5. Holistic and numerical are part of rating scale.

5. Assignment Directions: In a short bond paper, make an analytic rubric and

holistic rubric. You may choose any type of activity that you would like
to use as your basis in making the rubrics. Make sure to write the type
of activity you use in the upper part of the paper.

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 Republic of the Philippines
Mindanao State University
COLLEGE OF EDUCATION
Fatima, General Santos City

Scoring Rubric:

15pts. 10pts. 5pts.

Content All All Incomplete
Accuracy requirements requirements requirements
were present were present and lack of
and accurate. and partially accuracy.
accurate.
Organization The content is The content is The content
and highly organized and lacks of
Neatness organized and easy to organization
easy to understand and difficult to
understand. understand.
Word choice Excellent Good choice of Poor choice of
and choice of words and words and
grammar words and some many
grammatically grammatical grammatical
correct. errors. errors.

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