DEVELOPING THE

SCORING RUBRIC
Assessment in Learning 2
 LEARNING OUTCOMES
01
Ex p l ai n what a s c ori n g r ub ri c i s
02
Cite the parts of a scoring rubric
03
Distinguish between hol is tic and
analytical rubrics and between
general and task-specifi c rubric
04
Cite the importance of a s coring rubric
05
Construct a hol istic and an a na l ytical
rubric based on a given l earn ing
outcome/competency
06
Distinguish among scorin g rubric,
checklist, and rating scal e
 MEANING OF
SCORING RUBRIC
 A scoring rubric is "a coherent set
BROOKHART, of criteria for students" work that
2013
includes descriptions of levels of
performance the criteria."
 He defines scoring rubric as a
MCMILLAN, "scoring guide that uses criteria
2007
to differentiate between levels of
student proficiency."
 He describes scoring rubrics as
POPHAM, the "scoring procedures for
2011
judging students responses to
performance tests."
In short, a scoring rubric is a
scoring guide used to assess
performance (process or
product) against a set of
criteria.
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.
 PARTS OF A
SCORING RUBRIC
 HOLISTIC
VS
ANALYTIC RUBRICS
 It involves one single scale (holistic) rating
with a single score for an entire product
or performance based on an overall
impression. These are useful for
summative assessments where an overall
performance rating is needed, for example,
HOLISTIC portfolios. With a holistic rubric the rater
RUBRIC assigns a single score (usually on a 1 to 4
or 1 to 6 point scale) based on an overall
judgment of the student work. The rater
matches an entire piece of student work
to a single description on the scale.
HOLISTIC RUBRIC
HOLISTIC RUBRIC
RESE A R C H PAPER
 The best time to use a holistic rubric is when
creating an assignment where there is no single,
correct answer or response. Your goal is to get
students to think through a problem and present
what they have learned and considered in a
BEST TIME TO compelling way.
USE A HOLISTIC
RUBRIC Said another way, holistic rubrics are most useful if
you want to grade students’ work based on its
overall quality or their overall understanding of
concepts and information. Providing feedback based
on individual criteria is less important than gauging a
student’s progress and general performance.
 An analytical rubric divides a project or
performance into essential elements that
are judged separately. Analytical rubrics
are usually more useful for day-to-day
ANALYTIC
classroom use since they provide more
RUBRIC detailed and precise feedback to the
student.
ANALYTIC RUBRIC
ANALYTIC RUBRIC
RESE A R C H PAPER
 The best time to use an analytic rubric is when you
need to evaluate students’ work in multiple areas and
want to assess their proficiency or progress in each.

Analytic rubrics are useful for problem-solving

assignments or projects with multiple components. An
BEST TIME TO
example would be a student presentation that would
USE AN ANALYTIC
be graded on content, language, organization, style,
RUBRIC
and other elements.

You should use an analytic rubric if you want to show

students their relative strengths and weaknesses with
an eye toward helping them improve where
improvement is needed.
HOW MANY LEVELS OF
PERFORMANCE
SHOULD I INCLUDE IN
MY RUBRIC?
There is no specific number
of levels a rubric should or
should not possess. It will
vary depending on the task
and your needs.
Also, it is not true that there
must be an even number or
an odd number of levels.
Again, that will depend on
the situation.
Generally, it is better to start
with a smaller number of
levels of performance for a
criterion and then expand if
necessary.
Making distinctions in student
performance across two or three
broad categories is difficult enough.
As the number off levels increases
and those judgments become finer
and finer, the likelihood of eror
increases.
Thus, start small.
makes eye contact
Never Sometimes Always
with audience
 makes eye
contact with Never Rarely Sometimes Usually Always
audience
 makes eye
contact with Never Rarely Sometimes Usually
audience
It is recommended that fewer levels of
performance be included initially because
such is:

easier and quicker to administer

e a s i e r t o e x p l a i n t o s t u d e n t s ( a n d o th e r )
e a s i e r t o e x p a n d t h a n l a r g e r r u b r i c s to
shrink
HOW TO DECIDE ON
APPROPRIATE
CRITERIA
The cr i t er i a s h oul d be th e
a nd mos t i mporta n t a s pe ct s
( per f or ma nc e or produc t) a s
desc r i bed i n th e l ea rn i n g out come
a nd not c ha r a c teri s ti c s o f t h e
per f or ma nc e or produc t t a s k i t s el f .
Desired Characteristics of Criteria for Classroom Rubrics
 PROCESS OF
DEVELOPING SCORING
RUBRICS
GENERIC AND TASK-
SPECIFIC RUBRICS
 General rubrics are particularly useful for
f u n d a m e n t a l s k i l l s s u c h a s w r i ti n g ,
mathematics problem-solving and general
t r a i t s l i k e c r e a t i v i t y . T h e y c o n ta i n c r i te r i a
t h a t a r e g e n e r a l a c r o s s t a s k t h a t' s w h y th e y
can be re-used. These general rubrics can
b e a d a p t e d t o d i f f e r e n t g r a d e l e v e l s to
make them task-specific rubrics.
A task-specific rubric is unique to a
specific task. You can use a task specific
rubric as a reliable assessment of
performance on a specific task such as
gives an answer" or "specifies a
c o n c l u s i o n " . H o w e v e r , a t a s k - sp e c i f i c ,
r u b r i c i s t i m e c o n s u m i n g a n d d i f f i c u l t to
c r e a t e f o r a l l t h e d i f f e r e n t t a sk s y o u ' d l i k e
t o a s s e s s , h o w e v e r , i t m a k e s sc o r i n g e a s i e r .
THE IMPORTANCE OF
RUBRICS
Rubrics help teachers
teach.
Rubrics help students
learn.
Rubrics help coordinate
instruction and assessment.
CHECKLISTS AND
RATING SCALES
Checklists and rating scales
differ from scoring rubrics.
 A checklist is a "list of specific
characteristics with a place for
marking whether that characteristic
is present or absent". (Brookhart,
CHECKLIST
2013). Checklists are used when
learning outcomes are defined by
the existence of an attribute.
 Take note that the checklist does
not evaluate the quality of the
project.

CHECKLIST
It just makes sure that directions
have been followed and all
required elements are present.
SENTENCE SKILLS CHECKLIST
RESEARCH REPORT CHECKLIST
 A rating scale is a "list of specific
characteristics with a place for
RATING
marking the degree to which each
SCALE
characteristic is displayed."
(Brookhart, 2013).
 An example is a frequency rating
scale that lists the frequency with
which some characteristics are
RATING observed.
SCALE
For 'example in public speaking, the
characteristic "makes eye contact" -
is it done frequently,occasionally,
seldom or never"?
A LIST OF EXAMPLES OF FREQUENCY SCALES
The example showed is a frequency rating
scale that a high school Chemistry teacher
used to help her students check their own
work on volume and temperature problems.
The rating scale indicates how many
problems (all, most, some or none) the skill
was demonstrated.
A RATING SCALE USED FOR STUDENT’S SELF-ASSESSMENT
ASSESSMENT
Group work:

Const ruct a hol i sti c and an anal yt i c

rubri c based on any of t he
compet enci es ( your maj or ) from t he K
t o 12 Curr i cul um Gui de.
Group work:

Ref l ect on thi s:

I n t he f ormul ati on of scor i ng r ubr i c, the mai n
poi nt about cri ter i a i s t hat t hey shoul d be about
l earni ng outcomes, not aspect s of the task i tsel f.

( maxi mum of 5 sent ences)