Portfolio vs.

traditional form
portfolio assessment
performance based
assessment
Scoring rubrics

introduction

Lesson outline

7
REPORT BY GROUP 6
SCORING RUBRICS
MODULE
 LESSON OUTLINE

1. Define scoring rubrics;

2. Identify the advantages and disadvantages of
using scoring rubrics;
portfolio assessment
performance based

introductio
traditional form

Scoring rubrics

3. Identify the two types of rubrics;

Lesson outline
Portfolio vs.

assessment

4. Differentiate holistic rubric from analytic rubric;

n

5. Identify the advantages and disadvantages of

holistic rubric;
6. Identify the advantages and disadvantages of
analytic rubric;
7. Determine the steps in developing rubric; and
8. Develop scoring rubrics for performance based
assessment and portfolio assessment.

TINA, Ederick
 I. INTRODUCTION
 One of the alternative method of rating the
performance of the students aside from pencil and
paper test is the use of scoring rubrics or rubrics.
portfolio assessment
performance based

 Scoring Rubrics
traditional form

Scoring rubrics

Lesson outline
introduction
Portfolio vs.

o Used when judging the quality of the work in

assessment

evaluating the performance assessments.

o It is a form of scoring guide that is used in
evaluating the performance of students or
products resulting from the performance task.

o These are very important in assessing the

performance of students using performance-
based assessment and portfolio assessment.

TINA, Ederick
 II. Scoring Rubrics
 These are descriptive scoring schemes that are
developed by teachers or other evaluators to guide
the analysis of the products or processes of students’
portfolio assessment
performance based

efforts (Brookhart, 1999)

traditional form

Scoring rubrics

introduction

Lesson ouline
Portfolio vs.

assessment

 A rating system by which teachers can determine at

what level of proficiency a student is able to
perform task or display knowledge of a concept and
can define the different levels of proficiency
for each criterion (Airasian, 2000).
 One common used for rubrics is when the teachers
evaluate the quality of an essay.

TINA, Ederick
 II. Scoring Rubrics
 The judgment of one evaluator differs from others
when there are no criteria to be followed.
o One evaluator might put much weight in the content
portfolio assessment
performance based

of the topic.
traditional form

scoring rubrics

Lesson outline
introduction
Portfolio vs.

o One evaluator might give high mark on the

assessment

organization aspect of the paper.

 If we are going to evaluate the quality of an essay, it
must have to have a
combination of these factors.
 In this case, the evaluators judge the paper
subjectively.
o To avoid such case, the evaluator must develop a
predetermined criterion for evaluation

TINA, Ederick
 Portfolio vs.
traditional form
portfolio assessment
performance based
assessment
TYPE OF RUBRICS

GARIEL, Karen

scoring rubrics

introduction

Lesson outline
 HOLLISTIC RUBRIC

• Set of interrelated products

contributing as a whole.
portfolio assessment

• a single scale with all criteria to

performance based
traditional form

scoring rubrics

Lesson outline
introduction
be included in the evaluation
Portfolio vs.

assessment

being considered together.
• Advantage: Quick Scoring
• Disadvantage: It does not provide
detailed feedback.

“OVERALL IMPRESSION”

GARIEL, Karen
 ANALYTIC RUBRIC

• The evaluator evaluates the

product into each component part
portfolio assessment
performance based

and each part is scored

traditional form

scoring rubrics

Lesson outline
introduction
individually.
Portfolio vs.

assessment

• Breaks down the characteristics

of an assignment into parts.

“INDIVIDUAL
PERFORMANCE”

GARIEL, Karen
 ADVANTAGES OF USING
RUBRICS
1. Allows assessment to become more objective and
consistent;
2. Clarifies the criteria in specific terms;
portfolio assessment
performance based
traditional form

3. Clearly shows the student how the work will be evaluated

scoring rubrics

Lesson outline
introduction
Portfolio vs.

assessment

and what is expected;

4. Promotes students’ awareness of the criteria to be used in
assessing peer performance;
5. Provides useful feedback regarding the effectiveness
regarding the effectiveness of the instruction;
6. and
7. Provides benchmarks against which to measure and
document progress.

GARIEL, Karen
 Portfolio vs.
traditional form
portfolio assessment
performance based
assessment

GARIEL, Karen

scoring rubrics

introduction
Lesson outline
 Portfolio vs.
traditional form
portfolio assessment
performance based
assessment

GARIEL, Karen

scoring rubrics

introduction
Lesson outline
 DEVELOPMENT OF SCORING
1. RUBRICS
Re-examine the earning objectives to be addressed by the
task
• This allows you to match your scoring guide with your
portfolio assessment

objectives and actual instruction.

performance based
traditional form

scoring rubrics

Lesson outline
2. Identify specific observable attributes that you want to see

introduction
Portfolio vs.

assessment

(as well as those you don’t want to see) your students

demonstrate in their product, process, or performance.
• Specify the characteristics, skills, or behaviors that you
will be looking for, as well as the
mistakes you do not want to see.
• The teacher must carefully identify the qualities that need
to be displayed in the student’s
work to demonstrate proficient performance.

MARANATHA, MJ
 Portfolio vs.
traditional form
portfolio assessment
performance based
assessment
Performance Assessments
Types of Scoring Instruments for

MARANATHA, MJ

scoring rubrics

introduction
Lesson outline
 Template for Holistic Rubrics
Score Description
5 Demonstrates complete understanding of the problem. All
requirements of task are included in response.

4 Demonstrates considerable understanding of the problem.

portfolio assessment
performance based

All requirements of task are included.

traditional form

scoring rubrics

Lesson outline
introduction
Portfolio vs.

assessment

3 Demonstrates partial understanding of the problem. Most

requirements of task are missing.

2 Demonstrates little understanding of the problem. Many

requirements if task are missing.

1 Demonstrates no understanding of the problem.

0 No response/task not attempted.

CADIGOY, Janna
 Portfolio vs.
traditional form
portfolio assessment
performance based
assessment
Template for Analytic Rubrics

scoring rubrics

introduction
Lesson outline
 Portfolio vs.
traditional form
portfolio assessment
performance based
assessment
Analytic Rubric for Persuasive Essay

scoring rubrics

introduction
Lesson outline
 Portfolio vs.
traditional form
portfolio assessment
performance based
assessment
Analytic Rubric for Persuasive Essay

scoring rubrics
ARABE, JONALYN

introduction
Lesson outline
 Portfolio vs.
traditional form
portfolio assessment
performance based
assessment
Report
Analytic Rubric for and Invention

scoring rubrics

introduction
Lesson outline
 Portfolio vs.
traditional form
portfolio assessment
performance based
assessment

scoring rubrics

introduction
Lesson outline
 III. Performance-Based
Assessment
• A direct and systemic observation of the actual
performances of the students based from a predetermined
performance criterion (Zimmaro, 2003).
portfolio assessment

performance based
traditional form

scoring rubrics

Lesson outline
introduction
• It is an alternative form of assessing the performance of
Portfolio vs.

assessment
the students that represent a set of strategies for the
application of knowledge, skills, and work habits through
the performance of tasks that are meaningful and engaging
to students (Hibbard, 1996 and Brualdi from her article
“Implementing Performance Assessment in the
Classroom”, 1998).

BANDIOLA, Avie
 III. Performance-Based
Assessment
• Students are required to perform
a task rather than select an
answer from a given list of
portfolio assessment

options.

performance based
traditional form

scoring rubrics

Lesson outline
introduction
• It provides teacher information
Portfolio vs.

assessment
about how the students
understand and apply
knowledge.
• It allows the teacher to integrate
performance assessment in the
instructional process to provide
additional learning activities for
the students in the classroom.
 Portfolio vs.
traditional form
portfolio assessment Paper and Pencil Test vs.
Performance-based Assessment

performance based
assessment
scoring rubrics

introduction
Lesson outline
 Portfolio vs.
traditional form
portfolio assessment Paper and Pencil Test vs.
Performance-based Assessment

performance based
assessment
scoring rubrics

introduction
Lesson outline
 IV. Portfolio Assessment
• The systemic, longitudinal collection of student work
created in response to specific, known instructional
objectives and evaluated in relation to the same criteria
(Ferenz, 2001).

portfolio assessment
• Student Portfolio

performance based
traditional form

scoring rubrics

Lesson outline
introduction
Portfolio vs.

o A purposeful collection of student work that exhibits the

assessment
student’s efforts, progress and achievements in one or more
areas.
• The collection must include student participation in
selecting contents, the criteria for selection, the criteria for
judging merit and evidence of student self-reflection
(Paulson, Paulson, Meyer 1991).

GALIGAO, Arlene Joy

 IV. Portfolio Assessment
• The portfolio should represent a collection of student’s
best work or best efforts, student-selected samples of work
experiences related to outcomes being assessed, and
documents according to growth and development toward

portfolio assessment
mastering identified outcomes.

performance based
traditional form

scoring rubrics

Lesson outline
introduction
• A portfolio is more than just a container full of stuff
Portfolio vs.

assessment
(Vavrus, 1990).
• A portfolio is a systematic and organized collection of
evidence used by the teacher and student to monitor
growth of the student’s knowledge, skill, and attributes in
specific subject area.

GALIGAO, Arlene Joy

 IV. Portfolio Assessment
• A portfolio is a record of learning that focuses on the
student’s work and his/her reflection on that work
(National Education Association, 1993).
• Material is collected through a collaborative effort

portfolio assessment
between the student and staff members.

performance based
traditional form

scoring rubrics

Lesson outline
introduction
• Materials in indicative of progress toward the essential
Portfolio vs.

assessment
outcomes.
 Traditional Assessment Portfolio Assessment
Measures student’s ability at one time Measures student’s ability over time

Done by the teacher alone, students are Done by the teacher and the students, the
not aware of the criteria students are aware of the criteria

portfolio assessment
performance based
Assigns student a grade Involves student in own assessment

traditional form

scoring rubrics

Lesson outline
introduction
Portfolio vs.

assessment
Does not capture the students’ language Captures many facets of language learning
ability performance

Does not include the teacher’s Allows for expression of teacher’s

knowledge of student as a learner knowledge of student as a learner

Does not give student responsibility Student learns how to

take responsibility
 Thank you!

Portfolio vs.
traditional form
portfolio assessment
performance based
assessment
scoring rubrics

introduction
Lesson outline