CHAPTER III

ANALYSIS AND REPORTING

OF ASSESSMENT DATA
USING THE ALTERNATIVE
METHODS
 reycel jay alingod

mae joyce juarez

marriane phoebe bucayu

airish enero

valen turaray
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.
 What is rubric?
A rubric is an assessment tool that specifies the
performance expectations for any kind of student
work, particularlt 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. Descriptors or the characteristics associated
with each criterion, and
3. Performance levels that identify student’s
level of mastery within each criterion.
 These following are examples of student performances
and outputs that can be assessed by a rubric:

STUDENT PERFORMANCE PRODUCTS/OUTPUTS

1. Oral Presentations/Demonstration 1. Visual Products
2. Dramatic/Creative Performances 2. Kinesthetic Product
3. Public Speaking 3. Written Products
4. Athletic Skill Demonstration/Competition 4. Verbal Products
 What are the different types of Rubrics?

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 tasks or can only be used for a
particular task. the following are the types of rubrics:
TYPE OF RUBRIC DESCRIPTION

General/Generic it contains criteria that are general and can be

rubric applied across tasks.
For example, the same rubric that can be used to
evaluate both oral presentation and research
output.
Task-Specific it contains criteria that are unique to a specific
rubric performance task to be assessed.
For example, a rubric can only be used for oral
presentation and another rubric is applicable for
research output.
TYPE OF RUBRIC DESCRIPTION

Holistic Rubric A student’s performance or output is evaluated by

applying all criteria simultaneously, thus providing
a single score based on an overall judgement
about the quality of student’s work. it does not
provide a score on each individual criterion.
For example, rubric for problem solving activities
which entails scoring the student’s overall ability to
solve a particularly problem or issue, and rubric for
creative work (e.g., painting) which gives an overall
score for the student’s creativity and skill.
TYPE OF RUBRIC DESCRIPTION

Analytic Rubric A student’s work is evaluated by using each

criterion separately, thus providing specific
feedback about a student’s performance or
product along several dimensions. this is most
applicable for assessing a complex performance or
product.
For example, rubric for research paper that
requires scoring a student’s work on different parts
of the research paper, or a rubric for chemical
laboratory experiment taking into consideration
that student’s performance in every stage od the
experiment.
What are the characteristics of a good rubrics?

A good rubrics should have the following qualities:

1. EXPLICIT
2. ALIGNED
3. AUTHENTIC
4. VALID
5. DIAGNOSTIC
 Basic steps in developing rubrics
There are five basic steps in developing rubrics for assessing student’s
performance and product.

STEP 1. Identify STEP 2. Identify STEP 3. STEP 4. STEP 5. Write

the learning the quality Determine Determine the the
outcomes and attributes or measure benchmarks benchmarks or
performance indicates of the criteria. and point performance
task for be performance values. description for
evaluated. task. each criterion.
How can you make rubric useful to your student’s?
1. prepare the rubric and make it available to student’s before they
begin with the assigned tasks to inform them the requirements,
criteria, and expectations so as guide the in carrying out their tasks;
2. Develop rubric with performance descriptors that are clear and
easily understood by student’s.
3. Present the rubric to student’s and allow them to give their
feedback and suggestions to improve or refine it;
4. If possible involve student’s in the creation of rubric to enhance
their motivation, engagement, and self-regulation; and
5. Orient the students on how to effectively use the rubric, especially
those that are used for self-assessment and peer-assessment.