Assessment of

LEARNING

Learning Module 2
Product Oriented Performance-Based Assessment
 GUIDELINES IN USING THIS MODULE
Dear students,

Good day! I wish you all safe in the comfort in your own houses with people closest to your
hearts!

As you are well aware of our current public health crisis, we cannot afford to take chances and
have a face to face discussions of topics in our course Math 12 Plane and Solid Geometry. As such, please
allow me to navigate you to each part of the module.

 Part I. Course Information and Module Direction

This part contains the module overview which gives you a

sneak peak of the activities and your deliverables.
Explicitly shown in this part is the alignment of program
graduate outcomes and course outcomes which was directly
lifted from our course syllabus. This complies to the
requirement of the university that the instructional activities
of teachers and students should be anchored to the intended
outcomes of the course and contributory to the attainment
of the graduate outcomes. Listed in this part of the module
are the intended learning outcomes that we wish to achieve
upon completion of the activities. Likewise, your
deliverables are also identified.

What’s important? Read this part so you will be guided

and you will be oriented what to expect in the module. When you know what to expect it is more likely
that you can maximize the use of this platform. Danger! By any means and in any circumstances, do not
attempt to comply the deliverables without going through the activity designed for you. Remember, this
module is designed for you to work on your own but that does mean that you can hop from one step to
another freely. Assess yourself first if you are ready to proceed to the next step or not.

 Part II. Instruction

This part allows you to perform activities depending on the topic at hand. With proper instruction, this
module will try to help you analyzing the results of your activity to arrive at the desired understanding of
the concepts. There will be instances that the teacher will include a prototype answers of the questions in
the activity for you to COMPARE with your own output. Formal input will also be included here in any
form such as but not limited to graphic organizer, separate file or document, photos, etc. Lastly, you are
guided to apply the concept in situations similar to what is presented in the activity.
What’s important? Perform the activity HONESTLY and ask help whenever necessary. It should be kept
in mind that this part is intended for you to DEVELOP CONCEPTS and RELEVANT
UNDERSTANDING.

 Part III. Practice

In this part of the module, you are given opportunities to practice the concepts in various situations. Since
you are doing the practice alone, self-reflection on your performance is highly encourage to personally
assess your strengths and weakness.

What’s important? HONESTY is the best policy. There are answers presented at the end of the practice
sheets which will attempt to give rationalization to selected items and guide you in your reflection later.
DO NOT take a sneak peak of this part without completing first the practice items.

 Part IV. Assessment/ Deliverables

This is your deliverables as culmination of this module. You are expected to submit outputs here and
demonstrate necessary understanding of the concepts.

What’s important? DO NOT CHEAT. Do not attempt to complete this part without going through parts 1
to 4. Your outputs here are graded so do your best here!

 Part V: Further Practice/ Advanced Problems/ Honors’ problem

This is an additional part of the module. You are not required to comply this part but this is intended to
challenge students challenging questions and tasks for cemented understanding of concepts.

What’s important? Since this is further practice, this is beyond what you should take in this course. This
will NOT take part in any examination/s or in your grade for this course.

 Part VI: Link to Internet

The links provided here are supplementary to our major references. You may take a look and peruse these
links for more learning experiences.

In case you need to contact me, please use the lines below:

https://www.facebook.com/mikaelmichael.dodongan

0945-660-5850; 0921-726 -1747

mb.dodongan@usep.edu.ph
Part 1: Course Information and Module Direction

A. Module Overview

This module aims to introduce you to the development of rubrics for product-oriented
performance-based assessment. As such you are also given input on how to design tasks
for process-oriented performance-based assessment.

Important!
Before using this module, make sure you have read first the
readings on alternative assessment I have provided.

B. Course Outcomes Alignment

This module is aligned to:

Program Graduate Performance Course Outcomes

Outcomes
PO4
Demonstrate competence in designing,
constructing, and utilizing different forms
of assessment in mathematics.
Indicators
Design alternative assessment tools
useful for
Design and utilize varied a. measuring process performance
assessment tools including and product-oriented outcomes,
alternative forms of and;
assessment b. making qualitative observations of
student performance and behavior

C. Intended Learning Outcomes

At the end of this module, the students are expected to:

1. Summarize appropriate uses of alternative assessment.

2. Develop a rubric to assess a technology enriched student project.
3. Recognize affordances of alternative assessments.

D. Deliverables
1. Task designs (including: Holistic and analytic rubric)

Part II: Instruction

Introduction

Teachers need effective ways to assess student performance. Assessment is defined as,
"Any method used to understand the current knowledge a student possesses; it can range from
a teacher's subjective judgment based on a single observation of a student's performance to a
state-mandated standardized test."
Rubrics can also provide school administrators with a more authentic form of assessment
when evaluating school-wide integration of technology, the impact of technology on student
learning, and when evaluating a teacher's ability to effectively integrate technology.
Administrators often develop a personal action plan for implementing technology integration at
their facility. Since administrators provide the leadership for the effective integration of
technology, their method of assessment needs to reflect that action plan.

http://ete.cet.edu/gcc/?/pbl_developing/ explains...
Active learning situations challenge teachers to determine grades in a way that
accurately reflects achievement and that is acceptable to students, parents, and colleagues.
Rubrics are guides for assigning scores to alternative assessment products. Rubrics are not a
form of assessment but are the criteria for making an assessment. Rubrics encourage clear
assessment targets and clear expectations. When a rubric is well defined, learners know
exactly what is expected of them and how they may achieve a top grade. Most learners want to
excel and will work hard if they believe there is an opportunity for success. They will exert
more effort and produce more work to meet clearly expressed expectations for success . [It
means that students are guided as to where to focus more and strategize to achieve their goals.]

Definition!
Rubrics are sets of criteria or scoring guides that describe levels of
performance or understanding. They provide students with expectations
about what will be assessed, standards that need to be met, and information
about where students are in relation to where they need to be.
(https://teaching.cornell.edu/teaching-resources/assessment-evaluation/using-
rubrics)

A rubric is a type of scoring guide that assesses and articulates specific

components and expectations for an assignment. Rubrics can be used for a
variety of assignments: research papers, group projects, portfolios, and
presentations.  (https://teaching.cornell.edu/teaching-resources/assessment-
evaluation/using-rubrics )

Important!
Both definitions highlight the importance of the ability of rubric to
communicate to students and teachers the expectations in each level thus it
should be made clear to both parties the difference between a good
performance and excellent performance. Thus, the key to an exemplary
rubric is the objectivity and clarity of its descriptors. This will be discussed
as you proceed through this module.
 Developing a rubric is a dynamic process. As the goals of instruction become clearer to the
teacher, the ability to define ranges and levels of execution within the processes of the active
learning experience will make the development of a rubric easier. Some teachers may require a
"run-through" before they are ready to finalize a rubric. With unfamiliar content it's OK to
write a rubric after the fact and save it for future reference. Even after a rubric is used, it may
need modification.

WHY DO
WE
USE Rubrics help instructors: 
?
RUBRICS  Assess assignments consistently from student-to-student. 
 Save time in grading, both short-term and long-term. 
 Give timely, effective feedback and promote student
learning in a sustainable way. 
 Clarify expectations and components of an assignment for
both students and course teaching assistants (TAs). 
 Refine teaching methods by evaluating rubric results. 

Rubrics help students: 

 Understand expectations and components of an assignment. 
 Become more aware of their learning process and progress. 
 Improve work through timely and detailed feedback. 

POTENTIAL PROBLEMS
in USING RUBRICS
rubrics should be designed to encourage productive

1
use by teachers and students. Each evaluative
criterion must represent a key attribute of the skill
Excessiv
being assessed. Each criterion must be teachable in
e detail
the sense that teachers can help students increase
their ability to use the criterion when tackling tasks
that require that skill.

2
TYPES OF RUBRICS
 This requires teachers to focus on When to use this rubric?

1
one level or rating of performance
that best exemplifies the overall Use a holistic rubric when:
quality of performance or product. • You want a quick snapshot of
Holistic
They are most often used to provide achievement.
Rubric an overview of student work or • A single dimension is adequate
when it is difficult to break out to define quality.
individual components of an
assignment.
When to use this rubric?

2
Focuses on multiple aspects or
components of performance and
include several different quality
Analytic indicators. Each is rated separately,
Rubric allowing teachers to help students
focus on all components of the
product.
This contains criteria that are
Use an analytic rubric when:
• You want to see relative strengths
and weaknesses among component
tasks.
• You want detailed feedback.
• You want to assess complicated
skills or performance.
• You want students to self-assess
their understanding or performance.
When to use this rubric?

3
general across tasks. This type of
rubric allows the same Use a general rubric when:
General rubric to be used for multiple tasks, • You want to assess reasoning and
Rubrics but may lack skills applicable across tasks.
specificity. • All students are not doing exactly
the same task.

This is unique to a specific task and When to use this rubric?

4
provide a reliable form of
assessment to measure performance Use a task-specific rubric when:
Task – on a specific task. The drawback of • You want to assess knowledge.
Specific task-specific rubrics, however, is • When consistency of scoring is
Rubrics that they are time-consuming to extremely important.
create, and it may be difficult to
develop rubrics for all specific
tasks.

HOW TO DEVELOP
RUBRICS FOR PRODUCTS
While there is no “recipe” for creating rubrics, it is important they meet the needs of the
students and teachers using them. Shellard and Protheroe remind us “the key to effective use of
rubrics is not simply their content. Instead, it is important that rubrics be well aligned with the
task, have meaning for students, and can be applied consistently”

In the most general sense, the development of rubrics begins with identifying exemplary
standards of performance for a particular lesson, activity, or assignment. Some teachers find it
helpful to first identify models or samples of high-quality work and to then analyze the
characteristics that make the sample “high quality.” Or a teacher might begin by identifying the
desired outcome and then developing a description of the student performance or product that
would demonstrate this achievement of this goal.

In developing rubrics, http://ete.cet.edu/gcc/?/pbl_developing/ provides….

Guidelines for Developing a Rubric

1. Determine which concepts, skills, or performance standards you are assessing.

2. List the concepts and rewrite them into statements that reflect both cognitive and
performance components.
3. Identify the most important concepts or skills being assessed in the task.
4. On the basis of the purpose of the task, determine the number of points to be used for
the rubric (example: 4-point scale or 6-point scale).
5. Starting with the desired performance, determine the description for each score,
remembering to use the importance of each element of the task or performance to
determine the score or level of the rubric.
6. Compare student work to the rubric. Record the elements that caused you to assign a
given rating to the work.
7. Revise the rubric descriptions based on performance elements reflected by the student
work that you did not capture in your draft rubric.
8. Rethink your scale: Does a [ ]-point scale differentiate enough between types of
student work to satisfy you?
9. Adjust the scale if necessary. Reassess student work and score it against the
developing rubric.

CONSIDERATIONS FOR
USING RUBRICS 

When developing rubrics consider the following:

 Although it takes time to build a rubric, time will be saved in the long run as grading and
providing feedback on student work will become more streamlined.  
 A rubric can be a fillable pdf that can easily be emailed to students. 
 Rubrics are most often used to grade written assignments, but they have many other uses: 
o They can be used for oral presentations. 
o They are a great tool to evaluate teamwork and individual contribution to group tasks. 
o Rubrics facilitate peer-review by setting evaluation standards. Have students use the
rubric to provide peer assessment on various drafts. 
o Students can use them for self-assessment to improve personal performance and learning.
Encourage students to use the rubrics to assess their own work. 
o Motivate students to improve their work by using rubric feedback to resubmit their work
incorporating the feedback. 
Source: https://teaching.cornell.edu/teaching-resources/assessment-evaluation/using-rubrics

More over, Wiggins provides some general suggestions for the content of rubrics:

Rubrics should effectively discriminate among the performances.

1 Consider the concept of validity. The rubric should measure what the
teacher has determined is important to know/understand/do.

Rubrics should use language for judgements that can make fine

2 discriminations between performances/products without

compromising reliability. Consider reliability as the consistency of
what is being measured.
Rubrics should be both generic and specific. They should relate to

3 general curricular or instructional goals while providing judgements

about specific aspects of the performance or product.

Rubrics should use language (or descriptors) that students can use for

4 self-assessment or self-correction.

Activity
Choosing and Designing
Assessment Tasks

Introduction:

At the heart of designing or choosing assessment tasks for our unit is remembering that in
addition to promoting student learning, their purpose is to provide opportunities for students to
demonstrate how well they have achieved, or are progressing towards achieving the intended learning
outcomes of the unit.

Decisions about the sort of task to use, and the criteria to use to measure student achievement are
interrelated. Therefore, you may find that defining criteria to measure ILOs comes first, and task design
comes second, vice versa, or that the process is a cyclical one with each influencing and leading to
modifications of the other.

When choosing the best assessment task(s) for your unit, evaluate their suitability against the following
criteria (as outlined by Boud, 1998). These same criteria should be used to guide design or modification
decisions.
 The task is authentic and set in a realistic context (i.e., oriented towards
1 the world external to the course itself) 
They are worthwhile learning activities in their own right. (i.e., each
2 separate act of assessment can be credibly regarded as a worthwhile
contribution to learning) 
The assessments permit a holistic rather than a fragmented approach           
3
The tasks are not repetitive for either student or assessor - they should
work as a productive use of time for all those involved. (There are some
4 limited situations in which practice, which might appear to be repetitive,
can be justified.)
The assessment prompts student self-assessment. (i.e., the range of
assessment tasks leaves students better equipped to engage in their own
5 self assessment now and in the future. They shift the emphasis from
students looking to teaching staff for judgements to looking to themselves
and the nature of the task.)
The tasks are sufficiently flexible for students to tailor them to their own
6 needs and interests
The assessment is not likely to be interpreted by students in a way
7 fundamentally different to that of the designer
The task does not make assumptions about the subject matter or the
learner which are differentially perceived by different groups of
8 students, and which are irrelevant to the task (e.g., use of unnecessarily
gender-specific examples, assumptions about characteristics, references
relevant to upbringing in a particular country or state).

Stage 1: Defining the Purpose of Assessment

Defining the purpose and target of

assessment provides information on what
students need to be performed in a task given.
By identifying the purpose, teachers are able to
easily identify the weaknesses and strengths of
the students’ performance. Purpose must be
specified at the beginning of the process so that
the proper kinds of performance criteria and
scoring procedures can be established. Basic
questions which teachers ask in determining
possible learning competencies to be considered are listed below:

Five questions to consider in Determining Competencies

Question Examples
 What important cognitive skills or attributes do I
want my students to develop?
What social and affective skills or attributed I
want my students to develop?
What metacognitive skills do I want my
students to develop?
What types of problems do I want my
students to be able to solve?
What concepts and principles do I want my
students to be able to apply?
 Communities effectively in writing, employ
algebra to solve real-life problems.
 Work independently, appreciate individual
differences
 Reflect on the writing process, self-monitor
progress while working on an independent
project.
 Perform research, predict consequences
 Understand cause-and-effect relationships,
use principles of ecology and conservation.

Usually the learning objectives start with a general competency which is the main target of the
tasks, and it follows with specific competencies which are observable on the target behavior or
competencies. However, in this module, we will start with performance standards which are explicitly
stated in the curriculum guide which the general competency is anchored to. If most or all of the evidence
about their achievement of the learning targets is found in the product itself, and little of none of the
evidence you need to evaluate is found in the procedures they use or the ways in which they perform.

Assessment of products must be done if the students will produce a variety of better ways to
produce high quality products, sometimes, method or sequence does not make much difference as long as
the product is the focus of the assessment.

Examples of learning targets which require students to produce products include:

1. Building a garden
2. Conducting classroom-based researches
3. Publishing newspaper
4. Creating commercials or power-point presentation

Stage 2: Identifying the Performance Task

Having a clear understanding of the

purpose of assessment, the next step is to
identify performance tasks which measure the
learning target you are about to assess. Some
targets imply that the tasks should be
structured; others require unstructured tasks.
Below are some questions that should be
answered in designing the tasks:

 What ranges of tasks do the learning targets imply?

 Which parts of the tasks should be structured and to what degree?
  Does each task require students to perform all the important elements implied by the learning
targets?
 Do the tasks allow me to assess the achievement dimensions I need to assess?
 What must I tell students about the task and its scoring to communicate to them what they need to
perform?
 Will students with different ethnic and social backgrounds interpret my task appropriately?

Performance needs to be identified so that students may know what tasks and criteria to be performed. In
this case, a task description must be prepared to provide the listing of specification of the tasks and will
elicit the desired performance of the students. Task description should be included the following:

1. Content and skill targets to be assessed.

2. Description of the student activities.
3. Group or individual.
4. Help allowed.
5. Resource needed
6. Teacher role
7. Administrative process
8. Scoring procedures
9. Time frame

1
To make the task be meaningful and let students personally involve in its completion, you should:
2
1. Choose a task that has personal meaning for most of the students (if they can choose the
context, better)
2. Select a task that students have the ability to demonstrate the knowledge and skills.
3. Select a high-valued tasks which means it is worth teaching to and learning with.

In selecting the tasks,

Focus on learning outcomes that Select or develop tasks that

require complex cognitive skills and represent both one content and the
student performance skills that are central to important
learning outcomes.
 Minimize the difference of task Provide the necessary scaffolding

3
performance both the content and
the skills that are central to
important learning outcomes.
4 for students to be able to
understand the task and what is
expected.

Construct task directions so that the Clearly communicate

5 students’ task is clearly indicated. performance expectations

6 in terms of the criteria by

which the performances
will be judged.

Stage 3: Scoring Mechanics

There are different useful ways to respond the assessment of students’ performance variety of
tools can be used for assessment depending on the nature of the performance it calls for. As teachers, you
need to critically examine the task to be performed MATCHED with the assessment tools to be utilized.
Some ways of assessing the students’ performance could be the utilization of anecdotal records,
interviews, direct observations using checklist or likert scale and the use of rubrics especially for the
performance-based assessment.

Note: The discussion about rubrics is done above. Sample of rubrics are attached as appendices.

Development of a Rubric
Note:
At this point of the module, you should already have completed the stage 1 and stage 2 of task
designing otherwise, DO NOT go beyond this box!

The following are suggested steps in developing a scoring rubric:

Step 1: Setting the Criteria
The criteria for scoring rubrics are statements which identify “what really counts” in the final output. The
following are the most often used major criteria for product assessment:

 Quality
 Creativity
 Comprehensiveness
 Accuracy
 Aesthetics
 From the major criteria, the next task is to identify substatements that would make the major criteria
more focused and objective. For instance, if we were scoring an essay on: “Three hundred Years of
Spanish Rule in the Philippines”, the major criterion “Quality” may possess the following substatements:

 Interrelates the chronological events in an interesting manner

 Identifies the key players in each period of the Spanish rule and the
roles that they played.
 Succeeds in relating the history of Philippine Spanish rule

Important!
While you list the criteria to be included in the rubric, you might think that one criteria is
“heavier” or more important than the other. It is always allowed to assign “weight” to each
criteria by adding one column after the criteria and indicate its weight.

Stop over!
At this point, you may start listing the criteria of the product that you want to assess in your
task design. Use the template suggested in this module. See the annexes.
Step 2: Determining the scale or levels of performance
The scale described how well or poorly any given task has been performed and determine
to what degree the student has met a certain criterion. Generally, it is used to describe the level of
performance.
But how many levels of performance should you include in your 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. A rubric can have as few as two levels of performance or
as many as you decide is APPROPRIATE.
Generally, it is better to start with a smaller number of levels of performance for a
criterion and then expand if necessary, for the purpose of describing performances which do no
fall in either levels. This will make distinctions in students’ performance across two or three
broad categories. As the number of levels increases and those judgments become finer and finer,
the likelihood of error increases.
Thus start small. For example, in an oral presentation rubric, amount of eye contact might
be an important criterion. Performance on that criterion could be judged along three levels of
performance.

Criteria Levels of Performance

Never Sometimes Always
Eye Contact with
Audience

Although these three levels may not capture all the variations in student performance on
the criterion BUT, it may be sufficient discrimination for your purpose, at least. However, if
upon reflecting from this rubric, you think that you cannot EFFECTIVELY DISCRIMINATE
among student performances with just three levels of performance. Perhaps, in your view, there
are students whose eye contact is not maintained throughout the performance but is frequently
done than “sometimes” or there are students whose eye contact is fewer than “sometimes”, you
can add more levels such as:

Criteria Levels of Performance

Never Rarely Sometimes Usually Always
Eye Contact with
Audience
 Additional Additional
Criterion Criterion

While there is no “prescribed” number of levels of performance, it is suggested that it

must be keep fewer because:

 Easier and quicker to administer

 Easier to explain to students (and others)
 Easier to expand than larger rubrics to shrink
Stop over!
At this point, you may start identifying the level of performance you wish to incorporate in
your rubric. Use the template suggested in this module. See the annexes.

Step 3: Writing the descriptors

The prominent feature of a rubric is that it DESCRIBES each performance. Thus, a rubric
has the capacity to distinguish a good performance from an excellent one. It should answer the
question, “What constitute a good performance?” and “What constitute a bad performance?” and
so on. We call this descriptor.
Descriptors spell out what is expected of students at each level of performance for each
criterion. For example, “lots of inappropriate facial expressions”, “monotone voice used” are
descriptors since they describe a certain level of performance in a specific criterion. A descriptor
tells students more precisely what performance looks like at each level and how their work may
be distinguished from the work of others for each criterion.
My personal experience as teacher suggests that it is better to start with the highest and
lowest level of performance in writing descriptor. Take for example the figure below, it is easier
to start with the highest and lowest performance since you already knew your highest expectation
from a performance and what is unacceptable.

RUBRIC TO ASSESS LITERATURE MAP

Area to Beyond Expected Satisfactory Acceptable Unacceptable Weights
Assess Expectation
All sources include Most of the sources
updated versions
of publications (not
are outdated
(published earlier
2x
Quality of earlier than 2013) than 2013) and of
Sources of various types LIMITED only to
such as journals, three of these types
books, essay, such as journals,
PowerPoint, books, essay, power-
magazine, point, magazine,
monographs and monographs and
 others. others.

Then, you may proceed by describing the middle/median performance…

RUBRIC TO ASSESS LITERATURE MAP

Area to Beyond Expected Satisfactory Acceptable Unacceptable Weights
Assess Expectation
All sources include Most sources Most of the sources
updated versions include updated are outdated
of publications (not versions of (published earlier
Quality of earlier than 2013) publications (not than 2013) and of
Sources of various types earlier than 2013) of LIMITED only to
such as journals,
books, essay,
various types such
as journals, books,
three of these types
such as journals,
2x
PowerPoint, essay, PowerPoint, books, essay, power-
magazine, magazine, point, magazine,
monographs and monographs and monographs and
others. others. others.

And fill in the remaining levels…

RUBRIC TO ASSESS LITERATURE MAP

Area to Beyond Expected Satisfactory Acceptable Unacceptable Weights
Assess Expectation
All sources include All sources include Most sources Most sources include Most of the sources
updated versions updated versions of include updated updated versions of are outdated
of publications (not publications (not versions of publications (not (published earlier
Quality of earlier than 2013) earlier than 2013) publications (not earlier than 2013) of than 2013) and of
Sources of various types but LIMITED only to earlier than 2013) of LIMITED only to LIMITED only to
such as journals,
books, essay,
three of these types
such as journals,
various types such
as journals, books,
three of these types
such as journals,
three of these types
such as journals,
2x
PowerPoint, books, essay, power- essay, PowerPoint, books, essay, power- books, essay, power-
magazine, point, magazine, magazine, point, magazine, point, magazine,
monographs and monographs and monographs and monographs and monographs and
others. others. others. others. others.

Stop over!
At this point, describe the levels of performance in each criterion in your rubric. Use the
template suggested in this module. See the annexes.

Rating a Performance

As final stage in performance – based assessment, the following must be keep in mind:

 The main objective of rating the performance is to be objective and consistent.

 The scoring system must be feasible and easy to administer.
  The teacher is both an observer and a rater.
 Errors must be avoided like personal bias and halo effect. Personal bias may be
classified into generosity error when the rater tends to give higher rating, severity error
when the teacher uses low end of the scale and “underrate” students’ performance and the
central tendency error when the students are rated in the middle. Halo effect, on the
other hand, occurs when the rater’s general impression of the students affects scores
given on individual traits or performance.
 Self-assessment can be done by students to rate their own performance.

Reflection:
1. Which aspect of task designing you find it difficulty to accomplish? How do you cope
with this?
2. Which part of task designing do you think is most important? Why?

Part IV: Assessment/ Deliverables

Final Deliverable

1. Using the template “Task Design” collate your outputs in the stop overs and organize
them into task design! Evaluate your task design using the metrics below.
2. Answer the following questions comprehensively.

Part 1. Assessing you task design

Let us check your task design

Part 1: Check the appropriate column based on the task design you developed.

Question YES NO
Are essential content and skills targets integrated?
Are multiple targets included?
Is the task authentic?
Is the task feasible?
Is the task teachable?
Are multiple solutions and paths possible?
Is the nature of the task clear?
Are criteria for scoring included?
Is the task challenging and stimulating?
 Are constraints for completing the task included?

Question RESPONSE
What ranges of tasks do the learning targets
imply?

Which parts of the tasks should be structured

and to what degree?

Does each task require students to perform all

the important elements implied by the learning
targets?

Do the tasks allow me to assess the

achievement dimensions I need to assess?

What must I tell students about the task and its

scoring to communicate to them what they
need to perform?
Will students with different ethnic and social
backgrounds interpret my task appropriately?

Part 2: Answer the following comprehensively

1. Differentiate the following:

a. Task-specific and generic rubric
b. Analytic and holistic rubric
2. What factors determine the use of scoring rubrics over other authentic assessment
procedures? Explain.

Part V: Further Practice / Advanced Problems/ Honors’ Problem

Challenging Task:

Write a literature map regarding the use of rubrics in mathematics classes.

Part VI: Link to Internet

A. Link to instructional videos

1. https://successfulteaching.wordpress.com/2015/11/12/11-steps-for-rubric-
development/
2. http://www.ucdenver.edu/faculty_staff/faculty/center-for-faculty-
development/Documents/Tutorials/Rubrics/index.htm
3. https://www.bu.edu/provost/files/2015/03/2.26.15-CEIT-Assessment-Rubric-
Development-PowerPoint.pdf
4. https://www.uky.edu/celt/developing-rubrics
5. https://resources.depaul.edu/teaching-commons/teaching-guides/feedback-
grading/rubrics/Pages/types-of-rubrics.aspx
6. https://teaching.cornell.edu/resource/rubric-development-guidelines

B. Link to web resources

1. https://www.youtube.com/watch?v=b4shMaSel00
2. https://www.youtube.com/watch?v=vfRP9HGVHGo
3. https://www.youtube.com/watch?v=yW7ibkMgz0c
4. https://www.youtube.com/watch?v=KWayNIvuxMc
5. https://www.youtube.com/watch?v=yYcGO1Izs-U
6. https://www.youtube.com/watch?v=IUsjUtdaj3E
7. https://www.youtube.com/watch?v=Cf-BT_7vO4U
 My Product-Oriented Performance-Based Task Design
Preliminaries
Name of the Teacher:
Subject:
Duration:
Grading Period:
Stage 1 – Defining the Purpose of Assessment

Performance Standards:
General Competencies:
Lesson Objectives:

Stage 2 – Designing the Assessment Task

Description of the Task:
Significance of the Task:
Detailed steps (if necessary)

Stage 3 – Measurement Scale

Instruction for the use of rubrics:

Criteria Weight Levels of performance

Stage 4- Rating the Performance

In using this rubric, the teacher shall: (Notes for the user)
1.
2.
3.
4.