An assessment tool that specifies the

performance expectations for any kind of

student work, particularly those that are
not traditional in nature.

Generally, it contains the three essential

features:
1. Criteria
2. Descriptor
3. Level
1. Oral Presentations/Demonstrations
› Research paper/poster presentation
› Individual or group report
› Skills demonstration
› Extemporaneous speech
2. Dramatic/Creative Performances
› Dance recital
› Performance in a play or musicals
› Poetry reading and interpretation
› Playing musical instruments
3. Public Speaking
› Debates
› Declamation
› Panel discussion
› Inspirational speech
4. Athletic Skills Demonstration
5. Competition
1. Visual Products
› Paintings
› Collages
› Posters
› Video Presentation
2. Kinesthetic Products
› Diorama
› Sculpture
› Wood carvings
3. Written Products
› Essays
› Poems
› Thesis/ Term Paper
› Movie/ TV Script
4. Verbal Products
› Audiotapes
› Voice recording
› General/ Generic or Task-Specific Rubric
› Holistic or Analytic Rubric
› Criteria are generalized and can be applied
across tasks.
› Most convenient for teachers who do not
have time and skills in developing different
types of rubric.
› May not be able to assess accurately the
student’s performance for a particular task.

For example, the same rubric is used to

evaluate both oral presentation and research
output.
› Criteria are unique to each particular
performance task.
› Best for instruction and formative assessment
since it will provide the students feedback
on what aspects of their performance or
work need to be improved.
› Time-consuming in developing.

For example, rubric can only be used for oral

presentation and another rubric is applicable
for research output.
› Performance or output is evaluated by applying
all criteria simultaneously, thus providing a single
score based on an overall judgment.
› Does not provide a score on each individual
criterion.
› Quick to develop and use.
› Does not inform about specific strengths and
weaknesses.

For example, rubric for problem solving activities

which entails scoring the student’s overall ability to
solve a particular problem or issue, and rubric for
creative work which gives an overall score for the
student’s creativity and skill.
› A work is evaluated by using each criterion
separately, thus providing specific feedback
along several dimensions.
› Most applicable for assessing a complex
performance or product.
› One advantage is it identifies strengths and
areas for improvement based on the criteria
identified.
› Scoring entails more time.

For example, rubric for research paper that

requires scoring a work on different parts of the
research paper, or a chemical laboratory
experiment taking into consideration the every
stage of the experiment.
1. Explicit
2. Aligned
3. Authentic
4. Valid
5. Diagnostic
1. Determine the learning outcome and the
performance task to be evaluated.
2. Identify the quality attributes or indicators of
the performance task.
3. Determine the criteria or dimensions.
4. Determine the benchmarks and point
values.
5. Write the benchmarks or performance
descriptors for quality work criteria.
Rubrics
Scales
Checklist
Portfolios
1. Kinds of score
2. Types of presentation
1. The contents of the feedback are based
and within the confines of the criteria.
2. The feedback should inform the students
on what to do to become better in their
performance or behavior. The
recommendation can be:
› A suggested procedure
› How to correct the errors
› The kind of thinking required to get the answer
› Where to locate the answer
3. The feedback should be immediate to
correct the error.
4. Detail the feedback if the learner needs
more information.
5. The feedback can be short if the learner
know what to do.
6. Feedback can come in from the verbal
cues and gestures so that the learner is
not disrupted while performing.
The content of feedback can be:
 The part of the answer or response that
needs to be corrected
 The specific strategy to be used to
perform the task
 The suggested procedure that needs to
be undertaken by the learner
The content of feedback can be:
 A direction to the learner where to find
the answer
 A challenge to the learner to think
about the appropriate response
 A clarification on some misconceptions
of the learner
The content of feedback can be:
 A direction to the learner where to find
the answer
 A challenge to the learner to think
about the appropriate response
 A clarification on some misconceptions
of the learner
 During performance
› Verbal or nonverbal
 After performance
 Needs to specific and concrete
 Based on the agreed criteria
 Provide recommendations/suggestions
The following are areas to focus when
giving feedback:
 Product or performance
› How well it was done
 Procedure
› The step-by-step process that needs to be
done
 Strategy - to improve the work
› Cognitive and metacognitive actions
The following are areas to focus when
giving feedback:
 Product or performance
› How well it was done
 Procedure
› The step-by-step process that needs to be
done
 Strategy - to improve the work
› Cognitive and metacognitive actions