PERFORMANCE-BASED

ASSESMENT USING
SCORING RUBRICS
Ms.Joana Mae S. Penalosa
INTRODUC
TION
INTRODUCTION
One of the alternative methods of rating the
performance of the students aside from paper and
pencil tests is the use of scoring rubrics or
rubrics. Scoring rubrics are very important in
assessing the performance of students using
performance-based assessments.
In this chapter, we shall discuss scoring rubrics
and performance-based assessment
SCORING
RUBRICS
SCORING
RUBRICS
Scoring rubrics are descriptive scoring schemes
that are developed by teachers or other evaluators
to guide the analysis of the products or processes
of students’ efforts. (Brookhart, 1999 as cited by
Moskal, 2000)
SCORING
RUBRICS
Another definition of a rubric is a rating system
by which teachers can determine at what level of
proficiency a student is able to perform a task or
display knowledge of a concept and you can
define the different levels of proficiency for each
criterion. (Airasian, 2000).
TYPES OF
RUBRICS
• Holistic Rubric
• Analytic Rubric
HOLISTIC
RUBRIC
The holistic rubric is a type of rubric that
requires the teacher to score the overall process
or product as a whole. (Nitko, 2001; Metler,
2001).
Some of the advantages are quick scoring ad
providing an overview of students’ performances.
However, it does not provide detailed feedback
about the performance of the students in specific
criteria.
ANALYTIC
RUBRIC
An analytic rubric provides information regarding
performance in each component part of a task, making
it useful for diagnosing specific strengths and
weaknesses of the learners (Gareis and Grant, 2008).
In this type of rubric, the evaluator evaluates the
final product into each component part, which is scored
i n d e p e n d e n t l y.
ANALYTIC
RUBRIC
Hence, the total score of the product or performance
of the students will be the rating for all the parts being
evaluated.
When using an analytic rubric, it is very important
for the evaluator to treat each part separately to avoid
any biased result for the whole product or performance
of the students.
ADVANTAGES OF
USING THE
RUBRICS
Advantages of Using
the Rubrics
The advantages of using rubrics in assessing students'
performance are:

1. allows assessment to become more objective and

consistent;
2. Clarifies the criteria in specific terms;
3. clearly shows the student how the work will be
evaluated and what is expected;
Advantages of Using
the Rubrics
The advantages of using rubrics in assessing students'
performance are:

4. promotes students' awareness of the criteria to be used

in assessing peer performance;
5. Provides useful feedback regarding the effectiveness of
the instruction; and
6. provides benchmarks against which to measure and
document progress.
DEVELOPMENT
OF SCORING
RUBRICS
Development of
Scoring Rubrics
Mertler (2001) suggested the different steps in developing
rubrics used in the assessment of performances, process,
products, or both process and product, for classroom use, in
h i s a r t i c l e " D e s i g n i n g S c o r i n g R u b r i c s f o r Yo u r C l a s s r o o m .
"The information for these procedures was compiled from
various sources (Airasian,2000 & 2001; M o n t g o m e r y, 2 0 0 1 ;
N i t k o , 2 0 0 1 ; To m b a r i & B o r i c h , 1 9 9 9 ) .
Development of
Scoring Rubrics
The steps were summarized and discussed, followed by
presentations of two sample scoring rubrics.

1. Reexamine the learning objectives to be

addressed by the task. This allows you to match
your scoring guide with your objectives and
actual instruction.
Development of
Scoring Rubrics
2. Identify specific observable attributes that you want
to see (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
common 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.
Development of
Scoring Rubrics
3. Brainstorm characteristics that describe each
attribute. Identify ways to describe above-average,
average, and below-average performance for each
observable attribute identified in Step 2.
Development of
Scoring Rubrics
For holistic rubrics, write thorough narrative descriptions
for excellent work and poor work incorporating each
attribute into the description. Describe the highest and
lowest levels of performance combining the descriptors for
all attributes.
For analytic rubrics, write thorough narrative descriptions
for excellent work and poor work for each individual
attribute. Describe the highest and lowest levels of
performance using the descriptors for each attribute
s e p a r a t e l y.
Development of
Scoring Rubrics
For holistic rubrics, complete the rubric by describing other
levels on the continuum that ranges from excellent to poor
work for the collective attributes. Write descriptions for all
intermediate levels of performance.
For analytic rubrics, complete the rubric by describing other
levels on the continuum that ranges from excellent to poor
work for each attribute. Write descriptions for all
intermediate levels of performance for each attribute
s e p a r a t e l y.
Development of
Scoring Rubrics
4. Collect samples of student work that exemplify each level.
These will help you score in the future by serving as
benchmarks.

5 . R e v i s e t h e r u b r i c , a s n e c e s s a r y. B e p r e p a r e d t o r e f l e c t o n
the effectiveness of the rubric and revise it prior to its next
implementation.
Types of Scoring
Instruments for
Performance
Assessment
Types of Scoring Instruments for
Performance Assessment
 Example of
Scoring Rubrics
PERFORMANC
E-BASED
ASSESSMENT
PERFORMANCE-BASED
ASSESSMENT
Performance-based assessment is a direct and systematic
observation of the actual performances of the students based
on a predetermined performance criterion(Zimmaro,2003).
It is an alternative form of assessing the performance of 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 students
(Hibbard,1996) and (Brualdi, 1998)
PERFORMANCE-BASED
ASSESSMENT
It also provides teacher information about how the students
understand and apply knowledge and allows the teacher to
integrate performance as an assessment in the instructional
process to provide additional learning activities for the
students in the classroom.
 PAPER AND
PENCIL TEST VS.
PERFORMANCE-
BASED
PAPER AND PENCIL TEST VS.
PERFORMANCE-BASED ASSESSMENT
Paper and pencil test measure learning i n d i r e c t l y. When
measuring factual knowledge and when solving well-
structured mathematical problems, it is better to use paper
and pencil tests. In this case, the teacher asked a question
that indicates skills that have been learned or mastered.
Usually assessed low-level thinking skills, or beyond recall
level
PAPER AND PENCIL TEST VS.
PERFORMANCE-BASED ASSESSMENT
While performance-based assessment is a direct measure of
learning or competence. This indicates that cognitive
complex outcomes and affective and psychomotor skills have
been mastered. Examples of performances that can be judged
or rated directly by the evaluators are preparing a
microscope slide in a laboratory class, performing
gymnastics or dance in a physical education class, cooking
demonstrations, and diving in a swimming class.
Thank
you