Overview:

This module presents you one of the most important parts of the teaching-learning
process. The National Competency-Based Teachers Standards (NCBTS) emphasizes the need
for a teacher to be competent in assessing student learning to ensure quality instruction. In the
Philippines, the Department of Education, in its NCBTS, includes planning, assessing, and
reporting as parts of an important domain.

Santos (2007) stated the following details:

“As teachers, we are continually faced with the challenge of assessing the progress of
our students as well as our own effectiveness as teachers. Assessment decisions could
substantially improve student performance, guide the teachers in enhancing the teaching-
learning process and assist policy makers in improving the educational system. At the same
time, however, poor assessment procedures could adversely affect the students, teachers and
administrators. Assessment of learning is a tricky business, indeed, for it requires measuring
concepts, ideas and abstract constructs quite unlike the assessment of physical quantities
which can be done with appropriate degree of accuracy. In assessment of learning, we deal
with intangibles and attempt to characterize them in a manner that would be widely
understood…”

This clearly encouraged the teachers even the future ones to prepare well and
thoroughly study this professional education subject for the learners and the whole
community. This time of pandemic might be tough, yet displays courage to take this modular
learning approach. Are you ready to take this challenge? Come and learn.

General Objectives:
REVIEW:
NATURE AND PURPOSES OF ASSESSMENT
At the end of the lesson, the learners should have:
1) discussed the importance of assessment in classroom instruction;
2) differentiated test, measurement, assessment in education;
3) enumerated the sound principles of assessment in education; and
4) cited examples of norm and criterion-referenced evaluation

Elicay, et.al.(2010) showed some studies of Cuttance, Darling-Hammond, LaFors

& Sander, Rowe that confirmed teacher quality to be one of the most important
school factors influencing student-achievement.
Based on the NCBTS, planning, assessing, and reporting refer to the alignment
of assessment and planning revise teaching-learning plans, (2) the integration of
assessment procedures in the plan and implementation of teaching-learning
activities, and (3) the reporting on the learner’s actual achievement and behavior.
Specifically, the set of competencies expected of a would-be-teacher are (1) to
develop and use a variety of appropriate assessment strategies to monitor and
evaluate learning, and (2) to regularly monitor and provide feedback on the learner’s
understanding of the content.

Definition of terms:
In the field of teaching, the terms test, measurement, assessment, and evaluation
are often interchangeably. Identifying the nuances in their meaning may aid test
developers and test users to design and construct effective tests and use the results
appropriately.

Test Measurement Assessment Evaluation

-A set of items or -Establishes the -Any of the variety -Involves a
questions characteristics of of procedures broader process
measuring a individuals or used to obtain that includes
sample behavior groups of information about examining several
or tasks from a individuals through student components of a
specific domain of the assignment of performance (Linn whole and making
knowledge or skill; numerals according & Gronlund, 2000) instructional
designed to be to rules that give decisions
presented to one these numerals -Systematic, (Gredler, 1996)
or more quantitative continuous
examinees under meaning (ASEAN process of -The process of
specific Seminar-Workshop monitoring the delineating,
conditions, with on Test Item various pieces of obtaining, and
definite Writing/Construction learning to providing useful
boundaries and and Development, evaluate student information for
limits (UP Open 1998) achievement and judging decision
University) instructional alternatives, 1993)
effectiveness
-A process of (Hewitt-Gervais &
 obtaining a Baylen, 1998) -The process of
numerical summing up the
-Consists of description of the -Answers the results of
questions, degree to which an questions “how measurements or
exercises or other individual much of a given tests and giving
devices to possesses a skill does a them some based
measure the particular student possesses on value
outcomes of characteristics before, during and judgments
learning after instruction” (Hopkins &
and “how much Stanley, 1981)
change has
changed” -A holistic way of
looking at the
effectiveness of
the learning
process by
considering both
the learner and
the learning
product and
applying
quantitative and
qualitative
judgments.
Whenever a teacher engages in instruction, he/she must always keep in mind the
complete cycle of evaluation. He/She should remember that the ultimate purpose of
any educational endeavor is to improve instruction to further motivate learners in
exceeding their past performance. As such, the four concepts are interrelated. This
can be further seen below.

MUST DO IN TEACHING (The General Procedures in the Evaluation Process by

Linn & Gronlund, 2000; Measurement and Evaluation in the Secondary Schools,
1990; Poham, 1993)
Design a lesson and plan how to evaluate the students’ learning. (Designing
the test and preparing a method for measurement)
Administer the test (Gathering data through testing)
George gets 13 out of 15 items wrong; Lisa gets a perfect score.
(Measurement)
George is poor in spelling; Lisa is academically able. (Evaluating evidence
and making judgments)
George must be given practice exercises; Lisa should be given enrichment
tasks that are more difficult than the former so that both of them can maximize
their learning. (Making decisions)

Classroom Assessment Defined

It can be defined as the collection, interpretation, and use of information to
help teachers make better decisions. Thus, assessment is more than
testing and measurement (McMillan, 1997)
 Four Essential Components of Implementing Classroom Assessment
These are purpose, measurement, evaluation, and use.

Purposes and Functions of Assessment

These purposes can be summed up into three: assessment for learning,
assessment of learning, and assessment as learning (Earl, 2005).
1. Assessment FOR learning –teachers use the students’ prior
knowledge as a starting point of instruction. The results of
assessment are communicated clearly and immediately to the
students to determine effective ways to teach and learn.
2. Assessment OF learning –or summative assessment is done after
instruction. It is used to identify what students know and can do and
the level of their proficiency or competency. Its result reveal
whether or not instruction have successfully achieved the desired
curriculum outcome. The information from assessment of learning is
usually expressed as grades and is made known to the students,
parents, and other stakeholders for better decision making.
3. Assessment AS learning –is done for teachers to understand and
perform well their role of assessing for and of learning. It requires
teachers to undergo training on how to assess learning and be
equipped with the competencies needed in performing their work as
assessors. To assess for and of learning, teachers should have the
needed skills in assessment. This could be made possible through
the different forms of capacity of building.

Importance of Assessment
Assessment serves specific purposes. The results of assessment are
generally used to:
1. provide essential guide for planning, implementing, and improving
instructional programs and techniques;
2. monitor student progress;
3. promote learning by providing positive information like knowledge of results,
knowledge of tasks well done, good grades and praises;
4. measure the outcomes of instruction; and
5. provide parents with information on how well their children are doing in
school.

Scope of Assessment
The chief purpose of assessment is the improvement of the student.
Specifically, it assesses the learning outcomes of instruction which are:
1. cognitive behaviors (knowledge and information gained, intellectual abilities);
2. affective behaviors (attitudes, interests, appreciation, and values); and
3. psychomotor behaviors (perceptual and motor skills and abilities in performing
tasks).
Principles of High Quality Assessment
1. Clear and Appropriate Learning Targets
2. Appropriateness of Assessment Methods
3. Validity
4. Reliability
5. Fairness
6. Positive Consequences
7. Practicality and efficiency

Norm and Criterion-Referenced Interpretation

The different purposes of assessment also call for different approaches to
make the process comprehensive. In general, there are two approaches useful for
instructional purposes: (the norm-referenced and (2) the criterion-referenced
evaluations. A test score, to be meaningful, should be related to both norms and
criteria.
Norm-Referenced Assessment Criterion-Referenced Assessment
Covers a large domain of learning tasks Focuses on a delimited domain of
learning tasks with a relatively large
number of items measuring each task
Emphasizes discrimination among Emphasizes descriptions of what
individuals in terms of relative levels of learning tasks individuals can and
learning cannot perform
Favors items of average difficulty and Matches item difficulty to learning tasks
usually omits easy items without altering item difficulty or omitting
easy items.
Used primarily, but not exclusively, for Used primarily, but not exclusively, for
survey testing mastery testing
Interpretation requires a clearly defined Interpretation requires a clearly defined
group and delimited achievement domain
CHAPTER I:
AUTHENTIC ASSESSMENT IN THE CLASSROOM
At the end of the lesson, the learners should have:
1) identified the nature and characteristics of authentic assessment and related
terms;
2) differentiated authentic and traditional assessment;
3) reflected on the importance and applications of authentic assessment; and
4) made connections between the principles of high quality assessment and the
development and use of authentic assessment techniques and tools within
and across teaching areas

Calmorin (2012) defined an authentic assessment which evaluates the

students’ collective skills and abilities to perform and demonstrate the tasks in real –
world situation for them to determine how much they have learned with meaningful
application. It involves performance tests and portfolio assessment. Performance
test is a measure which often makes use of manipulative materials to develop
students’ skills and abilities. For instance, the student’s task is to debone a milkfish.
The instructional objective is, “Given one fresh milkfish, knife, basin, water, tray and
forcep, a sophomore secondary student will be able to split the milkfish and within 20
minutes debone and wash the fish.”

The finished product – the “boneless milkfish” as performance of the student, is

assessed by self, peer, subject teacher, and teacher-adviser with the use of Rubric
assessment. This learning outcome of the student must be placed in his portfolio to
have legal basis whether the assessment is excellent, 5; very good, 4; good, 3; fair,
2; poor, 1.

In other words, in authentic assessment, the student is exposed to the real-world

situation to perform his tasks with the best of his skills and abilities.

Criterion-referenced measure is used to assess the performance of the student in

authentic assessment. It is more on psychomotor domain.

A. High Quality Assessment in Retrospect

1. Purpose
2. Targets
3. Methods
4. Sampling
5. Accuracy

B. What is Authentic Assessment?

1. Nature
2. Characteristics
a. Authentic assessment requires the students to perform meaningful
tasks in real-world situation
 b. It promotes the development of higher order thinking skills because the
evaluators including self and peer have to think wisely and precisely
the rating most appropriate to the students’ performance from
excellence down to poor.
c. It tenders direct evidence of application and construction of knowledge
and skills acquired. For instance, the student demonstrates and
constructs on paper mosaic projects made of waste papers or old
newspapers.
d. It includes portfolio collection of entries.
e. It demonstrates application of a particular knowledge and skills.
f. It fosters role-playing of the lessons learned by students which serves
as show window to them.
g. It identifies performance of students’ acquired skills and expertise. For
example, the student is identified on his expertise on milkfish deboning.
Through this skill acquired, he could demonstrate the technology
transfer of bangus deboning to the people in the community where
milkfish is abundant. By so doing, the end-users can avail of this
technology and put up small and medium enterprise (SME) as their
livelihood project. Hence, they could augment their income, alleviate
poverty, and improve quality of life.
Likewise, community linkages is one of the seven domains of
National Competency-based Teacher Standards (NCBTS). It is
necessary that teachers must reflect in their syllabi the seven domains
of NCBTS.
h. It assesses directly holistic projects by multiple human judgment like
self, peer, subject teacher, and teacher-adviser.
i. It trains the students to evaluate their own works as well as to their
peers.
j. It is designed on criterion-referenced measure rather than norm-
referenced measure. The strengths and weaknesses of the students
have been identified rather than compare students’ performance with
other students.
3. Related terms

C. Why use authentic assessment?

1. Principles
2. Traditional vis-à-vis authentic assessment
a. Authentic assessment is personalized, natural and flexible relevant to
the students’ level of difficulty, skills, and abilities. Traditional
assessment is impersonal and absolute owing to uniformity of test
without regard to the skills and abilities of the students.
b. Authentic assessment is fair because skills and abilities are
appropriate to the learners. Traditional assessment is unfair since
learners are forced to accept the contexts of the tests even if these are
inappropriate to them.
 c. Authentic assessment gives the student (self) and peer (classmate)
the chance to evaluate their own work and work of their classmates,
respectively. In traditional assessment, only the subject teacher
evaluates the performance of the students and there is tendency of
subjectivity.
d. Authentic assessment identifies the strengths and weaknesses of the
students’ skills and abilities. Traditional assessment compares the
performance of students to others.
e. Authentic assessment promotes good rapport or bonding between
the teacher and student due to their mutual understanding. Traditional
assessment has poor relationship between teacher and students
caused by impersonalized and absolute tests since the purpose is to
compare the test results of students to others.
f. Authentic Assessment develops the students’ responses because
they are made to perform the learning task in a real-world situation.
Traditional assessment requires the students to choose the options
prepared by the teacher.
g. Authentic assessment gives the students freedom to choose
evidence of good performance. In traditional assessment, the teacher
prepares the test and students’ have respond on what is asked on the
test. This leaves the teacher not being able to showcase his expertise.
h. Authentic assessment makes use of performance tests in real-world
situation and portfolio assessment. Traditional assessment involves
paper-and-pencil tests in which the students are required to choose the
correct answer among the options prepared by the teacher. For
instance, alternative-response test, multiple choice, and matching type.
Distinctions between Authentic and Traditional Assessment
Here is an illustration as your example:
Traditional Assessment Authentic Assessment
1. Which of the following water is 1. Place separately the fresh water,
most acidic? marine water, brackish water in a
a. Fresh water basin. Get a pH paper or pH meter
b. Marine water and soak it in a basin of water.
c. Brackish water Change the pH paper for every
basin of water. Then record.

Ask: What is the pH of fresh water?

Marine water? Brackish water?
Which is most acidic? Why?
2. How many milliliters (mL) are 2. Get a 100-mL graduated cylinder
there in one liter? and 1 liter empty soft drink bottle.
a. 1, 150 mL Let the student fill the graduated
b. 1, 100 mL cylinder with water and decant it to
c. 1, 000 mL the empty bottle until it is filled

Ask: How many times did you fill the

graduated cylinder?
D. Developing Authentic Classroom Assessments
1. A framework for authentic assessment
2. Authentic assessment development process

CHAPTER II:
PERFORMANCE ASSESSMENT
At the end of the lesson, the learners should have:
1) designed and developed performance tasks using the Goal, Role, Audience,
Situation, Products, Standards (GRASPS) model;
2) developed appropriate assessment rubrics or customize existing ones to fit
the desired outcome; and
3) interpreted performance assessment/data results for monitoring and
evaluating learner performance and inform instruction

Assessment of process involves series of steps to follow in performing or doing

the task. A product is the output in performing a task which is concrete or real and
can be assessed. For instance, a student who deboned the milkfish as Income
Generating Project of the school, utilized the bones as offal or wastes of boneless
bangus into luncheon meat making “trash turns to cash.” The series of steps to
follow in preparing milkfish bone meal luncheon meat is the process. The product is
canned milkfish bone meal luncheon meat which is concrete or real and can be
assessed organoleptically with the use of human senses to determine whether it is
acceptable or not.
Performance assessment of process and product refers to the on-the-spot
evaluation of performance behavior of the student to determine his interest and
willingness to perform the task. The quality of the products depends on the
performance of the student to perform the task. For instance, milkfish deboning,
milkfish bone meal luncheon meat, milkfish bone meal siopao, sausage, nuggets,
burger, spread, and quekiam as products from milkfish bones are utilized into fish-
value added products. In evaluating these products, Rubric assessment is applied
because panelists who assess the products use the 9-point Hedonic Scale “Sensory

A. What and why of performance assessment

1. Meaning and nature (Purpose of performance assessment, types of
performance tasks- process-based and products-based)
Performance-based assessment is a direct and systematic
observation of the actual performance of students based on a
 predetermined performance criteria (Zimmaro, 2003 as cited by Gabuyo,
2012). It is an alternative form of assessing the performance of students
that represent s set of strategies for the application of knowledge, skills,
and work habits through the performance of tasks that are meaningful and
engaging to them (Hibbard, 1996).

Features: According to Gronlund (1998), there are features of

performance-based assessment that differ from other types of assessment.
These are greater realism of the tasks, greater time needed for assessment
and greater use of judgment in scoring.
 Greater realism of the tasks. This means that the students must
apply the knowledge and skills by demonstrating a task that
shows application in a real world situation.
 Greater complexity of the tasks. The tasks are difficult to
understand and analyze because they are less structured
problems that encourage the students to perform with originality
and thinking skills and they may have multiple solutions.
 Greater time needed for assessment. Performance-based
assessment needs longer time to assess the performance of the
students, because of the difficulty of designing the tasks, the
comprehensive nature of the tasks, and the increased time
needed to evaluate the results.
 Greater use of judgment in scoring. The evaluator should
consider the set of judging criteria associated with the
performance assessment. Also, the scoring approach must be
congruent to the assessment purpose. These must be taken into
consideration because of the complexity of the tasks, originality
of the responses, and in some cases, the variety of possible
solutions that need a greater use of judgment in scoring.

According Gronlund (1998), use the process when:

 There is no product;
 The process is orderly and directly observable;
 Correct procedures/steps are crucial to later success;
 Analysis of procedural steps can help in improving the product;
and
 Learning is at the early stage

According Gronlund (1998), use the product when:

 Different procedures result in an equally good product;
 Procedures not available for observation;
 The procedures have been mastered already; and
 Products have qualities that can be identified and judged.

2. Principles of performance assessment

Features of performance assessment
 According to Ggronlund (1998), there are features of performance-based
assessment that differ from other types of assessment. These are greater
realism of the tasks, greater complexity of the tasks, greater time needed
for assessment, and greater use of judgment in scoring.
 Greater realism of the tasks. This means that the students
must apply the knowledge and skills by demonstrating a task
that shows application in a real world situation.

 Greater complexity of the tasks. The tasks are difficult to

understand and analyze because they are less structured
problems that encourage the students to perform with originality
and thinking skills and they may have multiple solutions.

 Greater time needed for assessment. Performance-based

assessment needs longer time to assess the performance of the
students, because of the difficulty of designing the tasks, the
comprehensive nature of the tasks, and the increased time
needed to evaluate the results.

 Greater use of judgment in scoring. The evaluator should

consider the set of judging criteria associated with the
performance assessment. Also, the scoring approach must be
congruent to the assessment purpose. These must be taken into
consideration because of the complexity of the tasks, originality
of the responses, and in some cases, the variety of possible
solutions that need a greater use of judgment in scoring.

B. Developing Performance Tasks

1. Designing performance tasks
Teachers are reluctant to use performance-based assessment in the
classroom because they do not have the necessary training to implement
such method. According to Stiggs (1994), another reason is because the
teachers from previous experiences fail to get the conclusive results.
Moreover, many teachers are not willing to employ this kind of assessment
because of its complexity in evaluating the students’ performance. Hence,
it is very important to know how to develop performance-based
assessment. Let us discuss the different steps of developing performance-
based assessment.
Steps in Developing Performance-based assessment:
a. Define the purpose of the assessment
The first step a teacher must consider in developing
performance-based assessment is to clearly define the purpose
for which the result of the assessment will be used. The purpose
of the assessment is considered in making decision in the
subsequent steps of the process.
 For example, if the numerical rating of the assessment is used
for instructional improvement, that is, to get the feedback from
the students, then formative assessment will be used. On the
contrary, if the result of the assessment is used for grading
purposes and a more elaborate scoring scheme is needed, then
summative assessment will be used. The importance of the
purpose of assessment will be considered in the next step.

b. Determine the skills, learning outcomes, and taxonomy

level
Since there is a limited tie in the classroom for the assessment
procedures, it is very important to determine the skills, the
learning outcomes of any given instruction. You must decide
which learning outcome requires performance assessment and
which one is appropriate for traditional assessment. Hence,
learning outcome or instructional objective plays an important
role in planning performance assessment.

In Assessment of Learning I, how to formulate a learning

outcome that is also applicable in performance assessment was
discussed. It is very important properly identify the skills or
competencies that are suitable for the utilization of performance-
based assessment. Performance-based assessment only
assesses higher order thinking skills or complex cognitive
outcomes, receiving, responding, and valuing for affective
outcomes, and psychomotor skills. You should create a list of
learning outcomes that specifies knowledge, skills, habits of the
min, and social skills that are appropriate for performance
assessment.

After identifying the skills, the learning outcome, and the

taxonomy level of each outcome, be ready to identify the activity
or the performance task that is best suited to your purpose.

c. Design and develop activity or performance task

The next step to consider is to create an activity or task that will
allow the students to demonstrate the knowledge, skills, and
attitudes that they have learned. Before identifying the activity
and task, you should consider the time allotted for the activity,
the availability of classroom resources and the data needed to
judge the quality of the students’ performance. The activity and
task should be in line with the issues, concepts, or problems that
are important in the development of the subject matter or
learning instruction.
 Kubiszyn and Borich (2007) suggested some questions to get
started with the activity and task.
 What does the “doing of Mathematics, History, Science,
Art, Writing, and so forth” look and feel like to
professionals who make their living working in those
fields in the real world?
 What are the projects and tasks performed by those
professionals that can be adapted to the school
instruction?
 What are the roles or habits of mind that those
professionals acquire that the learners re-create in the
classroom?
Examples of tasks that the teacher can create based on
these questions may involve debates, solving mathematical
problems, experiment in Science class, presentation of
historical events, and job responsibilities. Notice that these
examples present the learners with the following: (1) a
hands-on exercise or problem to solve which produces a
product; (2) an observable outcome or product such as typed
business letter without error, a multimedia presentation or a
poem; and (3) performance, process of doing the task, and
product of the students.

d. Define the performance criteria

After determining the activities and the tasks that are to be
included in the performance tasks, the next step in developing
the performance-based assessment is to identify the criteria to
be used in the assessment process. Performance criteria are
the specific behaviors that student should perform to properly
carry out a performance or produce a product. (Airasian, 2000).
It can focus on the process, product, or both. Performance
criteria should be specific, clearly stated, and observable. It is
very important to define the necessary conditions of the
performance that must be met to consider the success of
students’ performance. Criteria are usually found in the
curriculum or published materials, but there are so many skills
the teacher may find unnecessary in other instructions. In this
case, it is very important for the teacher to develop his own
criteria.

Airasian (2000) suggested the different guidelines for stating

performance criteria:
 identify the overall performance or task to be assessed
and perform it yourself or imagine yourself performing it.
 list the important aspects of the performance or product.
  try to limit the number of performance criteria, so they can
all be observed during a pupil’s performance.
 if possible, have groups of teachers think through the
important behaviors included in a task.
 express the performance criteria in terms of observable
pupil behaviors or product characteristics.
 do not use ambiguous words that may cloud the meaning
of the performance criteria.
 arrange the performance criteria in the order in which
they are likely to be observed.
 check for existing performance criteria before
constructing your own.

Types of Performance Criteria

 Impact of the performance. It refers to the success of
the performance, given purposes, goals, and the desired
results.
 Work quality and craftsmanship. It refers to the overall
quality, organization, and difficulty of the work.
 Adequacy of method and behavior. It refers to the
quality of procedures and manner of presentation prior to
and during the performance.
 Validity of content. It refers to the correctness of ideas,
skills, and materials used.
 Sophistication of knowledge employed. It refers to the
complexity or maturity of knowledge employed.

e. Create the scoring rubrics

Scoring rubrics are used when judging the quality of the work
of the learners on performance assessments. 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. They are forms of scoring guide that are used in
evaluating the level of performance of students or products
resulting from the performance task.

One common use of rubrics is to evaluate the quality of an

essay. To avoid subjectivity, we must develop predetermined
criteria for evaluation purposes, so the evaluation is more
objective.

2. Goal, Role, Audience, Situation, Products, Standards (GRASPS)

model: A guide to developing authentic performance tasks
Guidelines for Good Performance Task
a. Performance task must be congruent to the purpose of the
assessment
 b. Performance task elicits behavior(s) at the level(s) stated in the
instructional outcomes
c. Performance task is interesting, challenging, and fair to all
students
d. Performance task is authentic, hence, it promotes the
conveyance of learning to the real world
e. Performance task includes only important outcomes
(performance and product) that are appropriately assessed
f. Performance task adequately reflects intended learning
outcomes
g. Performance task is appropriate for the developmental level of
students
h. The directions of performance task should include what is not to
be done, how it is done, and what condition is done.
i. The directions of performance task should give enough
information and context for successful task completion by all
students

3. Differentiating performance tasks for diverse learners

Performance task provides a common means of assessment. As the
term implies, the students will be asked to do something. The students will
not just answer questions such as those questions asked in selected
response test format or essay writing, but the will present their work or
create something. Some examples of performance tasks in different areas
are:
a. Building a house using popsicle sticks;
b. Demonstrating the dissection of frog;
c. Drawing the map of the Philippines;
d. Writing a poem in iambic form;
e. Solving Math problems;
f. Writing a sports story;
g. Translating English paragraph to Filipinos;
h. Demonstrating a modern dance;
i. Presenting a Mathematics lesson to the class;
j. Writing a 10-item, matching type of performance;
k. Presenting a five-minute drama performance

4. Scoring Rubrics (types, components, development, interpretation

and utilization)
Types of Rubrics
a. Holistic. It is a type of rubric that requires the teacher to score an
overall process or product as a whole (Nitko and Metler, 2001). This
means the evaluator provides the overall quality of the performance
of students by yielding a single score to represent a specific
category of accomplishment. Some of the advantages of holistic

Holistic rubric is advisable to use when a teacher wants a fast result of

students’ performance; a single rating is already enough to define it.
 rubric are its simplicity and the ability to provide a reasonable
summary rating. In this type of rubric, all traits are efficiently
combined, the work is quickly scored, and it provides a one-score
result (Mcmillan, 2001).
b. Analytic. It is a type of rubric that provides information regarding
performance in each component parts 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 each criterion
separately. This means the rater scores each given criterion
independently from others and sums up each score in each
component to come up with the final result. Hence, the total result
of the product or performance of the students will be the sum of the

Analytic rubric is very useful when the teacher wants to provide

diagnostic information and feedback for the learner and is more useful for
formative assessment during instruction (Mcmillan, 2001). With this type
of rubric, the students can be able to identify their strengths, as well as
their weaknesses more clearly. Analytic rubric can also be utilized by the
teacher when there is a need for the students to assess their own product
or work in a process called self-assessment.

ratings of all the parts being evaluated.

Development of scoring rubrics

Mcmillan (2001) listed the different steps in developing rubrics used in
assessing the performance, process, product, or both process and product
of the students for classroom use:
a. Be sure the criteria focus on important aspects of the
performance. There are so many ways of determining the excellent
performance and not-so-good performance or work of students.

The teacher should identify the different attributes that are most
important and related to the learning outcomes of the particular content
that you are going to assess.

b. Match the type of rating with the purpose of the assessment. The
purpose of assessment is very important in the type of rating scheme
that will be utilized by the teacher, rater, or evaluator on the
performance of the students.

Use holistic rubric if the purpose of assessment is more global and you
need an overall judgment, while use analytic rubric if the purpose is to
provide feedback about the different aspects of performance.
c. The descriptions of the criteria should directly observable. Make
descriptions focused on the behavior or characteristics of the
performance or product that is directly observed.

d. The criteria should be written so that the students, parents, and

others understand them. Take note that the criteria should be shared
and discussed first with the students before the instructions so they will
incorporate the descriptions as standards when doing their task/s or
activities.

Make sure that the descriptions used clearly stated so that they can
apply them very well in their work. Write the descriptions so they can
be easily comprehended by students and other stakeholders. Also,
pay attention to the words and phrases of the criteria.

It is equally important that you give examples to the students to clearly

illustrate the given descriptions and use them as their pattern when
doing the task/s to them.

e. The characteristics and traits used in the scale should be clearly

and specifically defined. After describing the criteria, assign a rating
scale or possible point that shows an excellent performance or poor
performance. There is need for you to discuss the details of the
descriptions to avoid ambiguity. The words must be clear and not
ambiguous.

f. Task appropriate steps to minimize scoring error. Our ultimate goal

is here is to make sure that our scoring system is objective and
reliable. When using performance-based assessment, it involves
professional judgment. In this case, errors in scoring should be avoided
in order to achieve objectivity and consistency in scoring. There are
some possible errors when using performance-based assessment,
such as generosity error, severity error, central tendency error, and
halo effect.

g. The scoring system needs to be feasible. There are factors to

consider to limit the number and complexity of the criteria to be
evaluated or assessed. First, the time consumed in developing the
scoring criteria and the scoring. Second, the students’ focus on limited
number of aspects of their performance. Third, the difficulty and time
consumption to keep all the facets in mind if holistic descriptions are
too complex. Lastly, the difficulty in a summarizing and synthesizing
too many separate dimensions into a brief report or evaluation
(Mcmillan, 2001).

Interpretation and utilization

 Heidi Goodrich Andrade, an expert in rubrics development, discussed
the uses of rubrics in the assessment process.
a. Rubrics are powerful tools for both teaching and assessment
b. Rubrics are useful in that they help students become more thoughtful
judges of the quality of their own and others’ work.
c. Rubrics reduce the amount of time teachers spend evaluating students’
work
d. Teachers appreciate rubrics because their “accordion” nature allows
them to accommodate heterogeneous classes
e. Rubrics are easy to use and to explain

The following examples of rubrics are presented below:

 Problem-solving
CATEGORY 4 3 2 1
Explanation shows Explanation shows
Explanation shows
complete Explanation shows very limited
substantial
understanding of some understanding understanding of the
Mathematical understanding of the
the mathematical of the mathematical underlying concepts
Concepts concepts used to
mathematical
concepts needed to needed to solve the
concepts used to
solve the solve the problem(s). problem(s) OR is not
solve the problem(s).
problem(s). written.
Uses complex and
Uses effective Some evidence of Little evidence of
Mathematical refined
mathematical mathematical mathematical
Reasoning mathematical
reasoning reasoning. reasoning.
reasoning.
90-100% of the
Almost all (85-89%) Most (75-84%) of the More than 75% of the
steps and solutions
Mathematical of the steps and steps and solutions steps and solutions
have no
Errors mathematical
solutions have no have no mathematical have mathematical
mathematical errors. errors. errors.
errors.
Student always Student typically Student sometimes Student rarely listens
listens and follows listens and follows listens and follows and often \"plays\"
Use of directions and directions and uses directions and uses with the
Manipulatives only uses manipulatives as manipulatives manipulatives instead
manipulatives as instructed most of the appropriately when of using them as
instructed. time. reminded. instructed.
Student was an
engaged partner, Student was an
listening to engaged partner but Student cooperated
Student did not work
Working with suggestions of had trouble listening with others, but
effectively with
Others others and to others and/or needed prompting to
others.
working working stay on-task.
cooperatively cooperatively.
throughout lesson.
Explanation is
Explanation is a little
difficult to
difficult to
Explanation is understand and is
Explanation detailed and clear.
Explanation is clear. understand, but
missing several
includes critical
components OR was
components.
not included.
The work has been The work has been Work has been Work was not
checked by two checked by one checked by one checked by classmate
Checking classmates and all classmate and all classmate but some OR no corrections
appropriate appropriate corrections were not were made based on
corrections made. corrections made. made. feedback.
 The work is The work appears
The work is
presented in a The work is presented sloppy and
presented in a neat
Neatness and neat, clear, in an organized unorganized. It is
and organized
Organization organized fashion
fashion that is usually
fashion but may be hard to know what
that is easy to hard to read at times. information goes
easy to read.
read. together.

Diagrams and/or
sketches are clear Diagrams and/or Diagrams and/or
Diagrams and/or
Diagrams and and greatly add to sketches are sketches are difficult
sketches are clear and
Sketches the reader\'s
easy to understand.
somewhat difficult to to understand or are
understanding of understand. not used.
the procedure(s).
All but one of the All but two of the Several of the
All problems are
Completion completed.
problems are problems are problems are not
completed. completed. completed.
Correct
Correct terminology
terminology and Correct terminology
Mathematical and notation are There is little use, or
notation are and notation are used,
usually used, making a lot of inappropriate
Terminology and always used,
it fairly easy to
but it is sometimes not
use, of terminology
Notation making it easy to easy to understand
understand what was and notation.
understand what what was done.
done.
was done.
Typically, uses an Sometimes uses an
efficient and Typically, uses an effective strategy to Rarely uses an
Strategy/Procedures effective strategy effective strategy to solve problems, but effective strategy to
to solve the solve the problem(s). does not do it solve problems.
problem(s). consistently.

 For Poster-making
CATEGORY 4 3
Used time well during each
Use of Class class period. Focused on
Time getting the project done.
Never distracted others.
Graphics are all in focus
Graphics - and the content easily
Clarity viewed and identified from
6 ft. away.
Several of the graphics
used on the poster reflect a
Graphics -
exceptional degree of
Originality student creativity in their
creation and/or display.
All graphics are related to
the topic and make it easier
Graphics -
to understand. All
Relevance borrowed graphics have a
source citation.
Labels All items of importance on
the poster are clearly
labeled with labels that can
be read from at least 3 ft.
away.
2 1
Used some of the
Used time well during time well during
each class period. each class period. Did not use class time
Usually focused on There was some to focus on the project
getting the project done focus on getting OR often distracted
and never distracted the project done others.
others. but occasionally
distracted others.
Most graphics are
Most graphics are in
in focus and the
focus and the content
content is easily Many graphics are not
easily viewed and
identified from 6 ft.
viewed and clear or are too small.
identified from 4
away.
ft. away.
The graphics are
One or two of the
made by the
graphics used on the No graphics made by
student, but are
poster reflect student the student are
creativity in their
based on the
included.
designs or ideas of
creation and/or display.
others.
All graphics are related
All graphics relate Graphics do not relate
to the topic and most
to the topic. Most to the topic OR
make it easier to
borrowed graphics several borrowed
understand. All
have a source graphics do not have a
borrowed graphics have
citation. source citation.
a source citation.
Almost all items of Several items of Labels are too small to
importance on the importance on the view OR no important
poster are clearly poster are clearly items were labeled.
labeled with labels that labeled with labels
can be read from at that can be read
least 3 ft. away. from at least 3 ft.

The poster includes all
Required
required elements as well
Elements as additional information.
Student can accurately
answer all questions
Knowledge
related to facts in the
Gained poster and processes used
to create the poster.
Content - At least 7 accurate facts are
Accuracy displayed on the poster.
The poster is exceptionally
attractive in terms of
Attractiveness design, layout, and
neatness.
Title can be read from 6 ft.
Title away and is quite creative.
Capitalization and
Mechanics punctuation are correct
throughout the poster.
There are no grammatical
Grammar mistakes on the poster.
away.
All but 1 of the
All required elements Several required
required elements
are included on the elements were
poster.
are included on the
missing.
poster.
Student can
Student can accurately accurately answer
Student appears to
answer most questions about 75% of
have insufficient
related to facts in the questions related
knowledge about the
poster and processes to facts in the
facts or processes used
used to create the poster and
in the poster.
poster. processes used to
create the poster.
3-4 accurate facts Less than 3 accurate
5-6 accurate facts are
are displayed on facts are displayed on
displayed on the poster.
the poster. the poster.
The poster is
The poster is
The poster is attractive acceptably
distractingly messy or
in terms of design, attractive though it
very poorly designed.
layout and neatness. may be a bit
It is not attractive.
messy.
Title can be read The title is too small
Title can be read from 6
from 4 ft. away and/or does not
ft. away and describes
and describes the describe the content of
content well.
content well. the poster well.
There is 1 error in There are 2 errors There are more than 2
capitalization or in capitalization or errors in capitalization
punctuation. punctuation. or punctuation.
There are 2
There are more than 2
There is 1 grammatical grammatical
mistake on the poster. mistakes on the
grammatical mistakes
on the poster.
poster.

 For Research Report

CATEGORY 4 3 2 1
Information is very
Information is Information is
organized with well-
organized with well- organized, but The information appears
Organization constructed
constructed paragraphs are not well- to be disorganized. 8)
paragraphs and
paragraphs. constructed.
subheadings.
All topics are All topics are All topics are
addressed and all addressed and most addressed, and most
Amount of One or more topics were
questions answered questions answered questions answered
Information with at least 2 with at least 2 with 1 sentence about
not addressed.
sentences about each. sentences about each. each.
Information clearly
Information clearly
relates to the main Information clearly
relates to the main Information has little or
Quality of topic. It includes relates to the main
topic. It provides 1-2 nothing to do with the
Information several supporting
supporting details
topic. No details and/or
main topic.
details and/or examples are given.
and/or examples.
examples.
All sources
All sources All sources
(information and
(information and (information and
graphics) are
graphics) are graphics) are accurately Some sources are not
Sources accurately
accurately
documented, but many accurately documented.
documented, but a
documented in the are not in the desired
few are not in the
desired format. format.
desired format.
No grammatical, Almost no A few grammatical Many grammatical,
Mechanics spelling or grammatical, spelling spelling, or punctuation spelling, or punctuation
punctuation errors. or punctuation errors errors. errors.
 Notes are recorded Notes are recorded only
Notes are recorded
and organized in an with peer/teacher
Notes extremely neat and
legibly and are Notes are recorded.
assistance and
somewhat organized.
orderly fashion. reminders.
Detailed draft is
Draft includes all Draft includes most Draft is missing required
neatly presented and
First Draft includes all required
required information required information information and is
and is legible. and is legible. difficult to read.
information.
Most paragraphs
All paragraphs Paragraphing structure
include introductory Paragraphs included
include introductory was not clear and
Paragraph sentence, related information but
sentence, explanations sentences were not
Construction or details, and
explanations or were typically not
typically related within
details, and constructed well.
concluding sentence. the paragraphs.
concluding sentence.
Graphic organizer or Graphic organizer or
outline has been outline has been
Graphic organizer or
completed and shows completed and shows Graphic organizer or
Graphic outline has been started
clear, logical clear, logical outline has not been
Organizer relationships between relationships between
and includes some
attempted.
topics and subtopics.
all topics and most topics and
subtopics. subtopics.
Successfully uses Usually able to use
Occasionally able to use
suggested internet suggested internet Needs assistance or
suggested internet links
links to find links to find supervision to use
to find information and
Internet Use information and information and
navigates within these
suggested internet links
navigates within these navigates within and/or to navigate within
sites easily without
sites easily without these sites easily these sites.
assistance.
assistance. without assistance.
Diagrams and Diagrams and Diagrams and Diagrams and
illustrations are neat, illustrations are illustrations are neat illustrations are not
Diagrams & accurate and add to accurate and add to and accurate and accurate OR do not add
Illustrations the reader\'s the reader\'s sometimes add to the to the reader\'s
understanding of the understanding of the reader\'s understanding understanding of the
topic. topic. of the topic. topic.

 For Dances
Components 1 2 3 4
Formation  Student is not  Student requires  Student gets  Student
clear about the some assistance into position for demonstrates
dance from teacher the dance with clearly the
formation. while getting little assistance correct dance
into position. from the formation and
teacher. helps others
with only an
occasional hint
from the
teacher.
Sequence of  Student seems  Student can  Student can  Student is in a
Steps lost or follow portions follow most of leading role and
demonstrates of the dance the dance clearly
incorrect dance with frequent sequence with demonstrates
steps. cues provided some guided the correct
by the teacher. help from dance sequence.
others.
Beat  Movements and  Student beat is  Demonstrates  Student clearly
the beat of the inconsistent and the beat most maintains the
music are out of it fluctuates at times and is beat in their
step or not times. able to maintain dance and
synchronized. it in the dance. consistently
maintains it
throughout the
dance.
Style  Student  Student is  Student at times  Student
demonstrates a progressing will consistently
mix of styles towards the demonstrate demonstrates
which do not demonstration “stylistic” “stylistic”
show of “stylistic” moves in moves in
progression or moves that are keeping with keeping with
theme specific characteristic of the dance. the dance.
to the dance. the dance.
Work Ethic  Show little or  Student will  Approaches  Student is
no enthusiasm participate in dance with a totally
for dance. Does dance. positive motivated to
not focus and Frequent attitude. May participate in
follow reminders are need to be dance. Is
instruction. Is needed to brought back to always focused
easily maintain their task at times. and on task. In
distracted. focus on the Can stay fact, encourages
dance. focused and others to remain
follows on task.
instruction
fairly well.