Catanduanes Colleges

College of Education
Virac, Catanduanes

PROF ED – 9
(ASSESSMENT IN LEARNING 2)

MARIEL JOY S. ANGELES

3RD YEAR BSED

SALVE T. SAN JUAN

INSTRUCTOR
Module #6
DEVELOP
Let us review what you have learned about creating rubrics.
1. What is rubric?
2. What are the different types of rubrics?
3. What are the characteristics of good rubrics?
4. What are the basic steps in developing rubrics for assessing students’ performance and
product?

To be able to check whether you have learned the important information about creating
rubrics, please complete the following graphical representation:

Rubrics

What are the What is good

When to use? How to create?
types? rubrics?
Rubrics for Assessing:_______________
type of Rubrics:__________________
Subject:___________________________

Criteria Exemplary* Accomplished* Developing* Beginning*

(4) (3) (2) (1)

Checklist for a Good Rubrics

Performance Task: Yes No

1. is the performance task aligned with desired the learning
Outcomes? ■ ■
2. Does it include meaningful and real-life application of skills? ■ ■

3. Does it allow numerous opportunities for application,

Extension, and connections of desired learning outcomes? ■ ■
4. Is it feasible to implement? ■ ■
5. Is it observable and measurable? ■ ■
6. Is it interesting and challenging? ■ ■
Performance Criteria:
1. Is there an appropriate number of performance criteria? ■ ■
2. Are the criteria clearly defined and indicated in the rubrics? ■ ■
3. . Are the criteria relevant to the skills being measured? ■ ■
4. Are the performance criteria measurable and observable ■ ■
Level of Performance Criteria:
1. Is there appropriate number of levels? ■ ■
2. Are the levels meaningful and suitable to performance tasks? ■ ■

Performance Descriptors/Indicators:
1. Are the performance indicators clear and understandable
To the students? ■ ■
2. Are they observable and measurable? ■ ■
3. Do they appropriately describe the relative differences
Between the performances at each level? ■ ■
Overall: