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Scoring Rubrics For Performance and Portfolio Assessment
Scoring Rubrics For Performance and Portfolio Assessment
Introduction
One of the alternative methods of rating the performance of the students aside
from paper and pencil test is the use of scoring rubrics or rubrics. Scoring rubrics are
used when judging the quality of the work of the learners on performance assessments.
It is a form of scoring guide that is used in evaluating the performance of the students or
products resulting from the performance task. Scoring rubrics are very important in
assessing the performance of students using performance-based assessment and
portfolio assessment.
Scoring Rubrics
Scoring rubrics (Brookhart, 1999 as cited by Moskal, 2000) are descriptive
scoring schemes that are developed by teachers or other evaluators to guide the
analysis of the products or processes of students efforts.
One common used of rubrics is when the teachers evaluate the quality of an
essay. The judgement of one evaluator differs from others when there are no criteria to
be followed. One evaluator might put much weight in the content of the topic or one
evaluator might give up high mark on the 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, to avoid such case the
evaluator must develop a predetermined criterion for evaluation purposes so that the
subjectivity of evaluating is lessened or it becomes more objective.
Types or Rubrics
In this section, we shall discuss the two types of rubrics: the holistic rubric and
analytic rubric.
Holistic rubric is a type of rubrics that requires the teacher to score the overall
process or product as a whole (Nitko, 2001; Mertler, 2001). In this case, the evaluator
views the final product as asset of interrelated tasks contributing to the whole. Using
holistic rubric in scoring the performance or product of the students provides overall
impression on the ability of any given product. Some of the advantages are quick
scoring and provides overview of students performance. However, it does not provide
detailed feedback about the performance of the students.
The teacher can use analytic rubric when he wants to see the relative strengths
and weaknesses of the students performance in each criterion, a detailed feedback and
assess complicated performance, and also if the teacher wants the students to conduct
self-assessment on their understanding about their performance.
3. Clearly shows the student how to work will be evaluated and what is expected;
2. Identify specific observable attributes that you want to see (as well as those
you dont want to see) your students demonstrate in their product, process, or
performance. Specify the characters, skills, or behaviours 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 students work to demonstrate proficient
performance.
For holistic rubrics, write through narrative descriptions for excellent work
and poor work incorporating each attribute into the description. Describe the highest
and lowest levels of performance combining the descriptions for all attributes.
For analytic rubrics, write through 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 separately.
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 attributes. Write descriptions
for all intermediate levels of performance for each attribute separately.
4. Collect samples of students work that exemplify each level. These will help
you score in the future by serving as benchmarks.
Checklist
Rating Scales
Rubrics
Analytic Rubrics
Holistic Rubrics
Written Report
PROF_ED 110 Assessment of Learning 1
Submitted by:
BSED 2-8
M-F 8:00-10:00
Submitted to:
Marian Nalda