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. One common use of scoring rubrics is to
guide the evaluation of writing samples. Judgments concerning the quality of a given writing
sample may vary depending upon the criteria established by the individual evaluator. One
evaluator may heavily weigh the evaluation process upon the linguistic structure, while another
evaluator may be more interested in the persuasiveness of the argument.

Authentic assessments tend to use rubrics to describe student achievement. At last, here’s
clarity on the term. Every time I introduce rubrics to a group of teachers the reaction is the same
— instant appeal (“Yes, this is what I need!”) followed closely by panic (“Good grief, how can I be
expected to develop a rubric for everything?”). When you learn what rubrics do—and why—you
can create and use them to support and assess student learning without losing your sanity.

“Sometimes the scoring rubrics will vary if the students output and performances would not meet
the specific criteria”.

“Yes, I use both holistic and analytic rubrics. Holistic scoring gives students a single, overall
assessment score for the paper as a whole. Analytic scoring provides students with at least a
rating score for each criterion, though often the rubric for analytic scoring offers teachers enough
room to provide some feedback on each criterion”.

Neither rubric is better than the other. Both have a place in authentic assessment, depending on
the following: Who is being taught? Because there is less detail to analyze in the holistic rubric,
younger students may be able to integrate it into their schema better than the analytic rubric. How
many teachers are scoring the product? How many teachers are scoring the product? Different
teachers have different ideas about what constitutes acceptable criteria and used what and where
they are more comfortable.

No I just browse on the internet a I often used Holistic rubrics so I can measure the whole
work of the student.

Teachers can increase the quality of their direct instruction by providing focus, emphasis, and
attention to particular details as a model for students. Students have explicit guidelines regarding
teacher expectations. Students can use rubrics as a tool to develop their abilities. Teachers can
reuse rubrics for various activities.

Authentic assessment is used to evaluate students' work by measuring the product according
to real-life criteria. The same criteria used to judge a published author would be used to evaluate
students' writing. Although the same criteria are considered, expectations vary according to one's
level of expertise. The performance level of a novice is expected be lower than that of an expert
and would be reflected in different standards. For example, in evaluating a story, a first-grade
author may not be expected to write a coherent paragraph to earn a high evaluation. A tenth
grader would need to write coherent paragraphs in order to earn high marks.

A weighted rubric focuses attention on specific aspects of a project. When learning something
new, it is difficult to assimilate all of the necessary details into a coherent final product. Likewise,
it is difficult to learn new things in isolation or out of context. A weighted rubric devised from quality
projects will allow new learners to focus on what is being taught, while providing meaningful
context to support the entire experience.

By the advent of the K to 12 curriculum and the Objective-Based Education, product-oriented

performance-based assessment found its way in most subjects learning areas. It is now being widely
used and observed to promote not just the cognitive domain of learning but also the psychomotor
domains. Thus the teachers are challenged to design task-oriented instructions. And the best way to
assess these tasks is through the Scoring Rubrics.

With the established criteria for judging the outputs of the students, they are left with guides
to be used throughout the completion of their task. By this, students will become self – directed, in a
sense that they know what to and not to include in the content of their outputs. The students will
now visualize what they will do first and plan the course of their work ahead. Most tasks that the
teacher design now, calls for the students’ action to move to learn. One best way for this is by giving
problems wherein students will find their way and data to solve and answer those problems at their
own pace.

After assessing the works of the students using rubrics, the teacher must see to it to give
immediate feedback to the learners, thus presenting the assessment results is a must. If this is well-
observed, the learners will be informed why they got their grades. They can now self- reflect about
their performances and be enlighten in what competencies/criteria they are lacking and must work
on more to improve themselves.

If there are no rubrics in assessment, objectivity in giving grades will be at stake. There may
also be unnecessary entries in the students’ outputs. And the teachers will be left in guessing what
grade will he/she give to her students, thus grading will be unreliable.
OBJECTIVES

1. Analyze the elements of vocal music and instruments of the Mangyans of Mindoro .
2. Create and perform a simple Ambahan.
3. Participate and cooperate in class discussion

Analytic Rubric
Excellent Good Fair Poor Score
CATEGORY
(5pts) (4pts) (3 pts) (2pts)
Has brought Has brought Has brought Has not
and used all and used and used brought and
the materials most of the some of the used all the
Materials used
as improvised materials as materials as materials as
instruments improvised improvised improvised
instruments instruments instruments
Integrated Integrated Integrated Did not
chanting chanting chanting in Integrate
seriously all seriously most the chanting
the time in the of the time in performance seriously in
performance the as one of the the
Vocal Integration as one of the performance unique performance
unique as one of the characteristics as one of the
characteristics unique of Noh and unique
of Noh and characteristics Kabuki characteristics
Kabuki of Noh and of Noh and
Kabuki Kabuki
Pattern of Pattern of Pattern of There is no
Japanese Japanese Japanese visible pattern
theater: Noh theater: Noh theater: Noh of Japanese
Creativity and
and Kabuki is and Kabuki is and Kabuki is theater: Noh
Originality
observable visible but not somewhat and Kabuki
and clearly clearly visible but not
defined defined continuous
TOTAL POINTS
 Holistic Rubric

Score Criteria

5(80- Brought and used all materials as improvised instruments, integrated chanting
100%) seriously all the time in the performance, and the pattern of Japanese theater:
Noh and Kabuki is observable and clearly defined

4 (70- Brought and used most of the materials as improvised instruments, integrated
79%) chanting seriously most of the time in the performance, and pattern of
Japanese theater: Noh and Kabuki is visible but not clearly defined

3 (60- Brought and used some materials as improvised instruments, integrated

69%) chanting in the performance, and pattern of Japanese theater: Noh and Kabuki
is somewhat visible but not continuous

2 (50- Has not brought and used all the materials as improvised instruments, did not
59%) Integrate chanting seriously in the performance and there is no visible pattern
of Japanese theater: Noh and Kabuki