What is a rubric?

A rubric is an assessment tool that specifies the performance expectations for any kind of student work,
particularly those that are not traditional in nature, such as portfolio, outputs or projects, performances,
collaborative work, and research. Generally, it contains three essential features: (1) criteria or the
aspects of performance that will be assessed, (2) descriptors or the characteristics associated with each
criterion, and (3) performance levels that identify students’ level of mastery within each criterion.

The following are ’xamples of student performances and outputs that can be assessed by a rubric:

Student Performances:

1. Oral Presentations/Demonstrations

Research paper/poster presentation.

. Individual or group report

. Skills demonstration, such as baking and teaching

. 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/Competition

Products/Outputs

1. Visual Products

Paintings

Collages

Posters

. Video presentations

2. Kinesthetic Products

Diorama
. Sculpture

Dance recital

Wood carvings

3. Written Products

Essays

Poems

Thesis/term paper

Movie/TV script

4. Verbal Products

Audiotapes

Voice recording

Speech scripts (to inform, to persuade, etc.)

What are the different types of rubric?

Rubrics are usually classified according to two different aspects of their composition: (1) whether the
rubric considers each of the criteria one at a time or all criteria together, and (2) whether the rubric
is applicable to all similar tasks or can only be used for a particular task. The following are the types
of rubrics:
Description

It contains criteria that are general and can be applied across tasks. This is most convenient for
teachers who do not have the time and skills in developing different types of rubric as they can reuse
the same rubrics for several tasks or assignments. However, the teacher may not be able to assess
accurately the student’s performance for a particular task.

For example, the same rubric that can be used to evaluate both oral presentation and research
output.

It contains criteria that are unique to a specific performance task to be assessed. This kind of rubric
is 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. However, developing analytic rubrics is
time-consuming for teachers. For example, a rubric can only be used for oral presentation and
another rubric is applicable for research output.

A student's performance or output is evaluated by applying all criteria simultaneously, thus providing
a single score based on an overall judgment about the quality of student’s work. It does not provide
a score on each individual criterion.

One advantage of holistic rubric is that it is quick to develop and use by the teachers. However, it
does not inform students about their specific strengths and weaknesses, and thus, may not be as
sufficient and helpful in guiding them in improving their performance.

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 (e.g., painting), which gives an
overall score for the student’s creativity and skill.

A student's work Is evaluated by using each criterion separately, thus providing specific feedback
about a student’s performance or product along several dimensions. This is most applicable for
assessing a complex performance or product.

One advantage is it identifies the student’s strengths and areas for improvement based on the
criteria identified. Scoring with an analytic rubric however would entail more time than with a
holistic rubric.
For example, rubric for research paper that requires scoring a student’s work on different parts of
the research paper, or a rubric for chemical laboratory experiment taking into consideration the
student’s performance in every stage of the experiment.

The following Is an example of a General/Generic Rubric that can be used to assess how a student,
peer, classmate, or groupmate make a review or critique of one’s work or performance. This is a
generic rubric as this can be applied to any type of performance tasks or outputs (e.g., research
report, dance performance, oral presentation, etc.).

Is very organized. Has a clear opening statement that catches audience’s interest. Content of report
is comprehensive and demonstrates substance and depth. Delivery is very clear and understandable,
uses slides/ multimedia equipment effortlessly to enhance presentation.

y)

Is mostly organized. Has opening statement relevant to topic. Covers important topics. Has
appropriate pace and without distracting mannerisms. Looks at slides to keep on track.

Has an opening statement relevant to topic but does not give outline of speech; is somewhat
disorganized. Lacks content and depth in the discussion of the topic. Delivery is fast and not clear;
some items not covered well. Relies heavily on slides and notes and makes little eye contact.

e)

Has no opening statement regarding the focus of the presentation. Does not give adequate coverage
of topic. Is often hard to understand, with voice that is too soft or too loud and pace that is too quick
or too slow. Just reads slides, slides too much text.

What are the characteristics of a good rubric? A good rubric should have the following qualities:
1. Explicit. A good rubric should contain criteria and performance indicators that are clear,
concrete, and observable as well as relevant and applicable to the performance task to be
assessed. Each benchmark and point value should also have clearly delineated indicators,
differentiating the expected quality of work for each performance level. Aligned. A good rubric
should contain criteria that are aligned with the expected quality of

2.

Performance for a particular task or assignment, as well as with the intended level of learning
outcomes in the subject. 3. Authentic. A good rubric should include criteria and performance
indicators or descriptors that are meaningful and require application of real-life skills. 4. Valid. A
good rubric should be able to measure what it intends to measure. 5. Diagnostic. A good rubric
should be able to communicate to the students what are expected of them in the course, allow them
to reflect on their performance, and provide them opportunities to improve on areas that they

Did not do well

Step 1: Determine the learning outcome and the performance task to be evaluated.

It is Important to be clear about the learning outcome/s and the specific performance task that will
be evaluated. Choose tasks that are essential (i.e., aligned with desired learning outcomes),
authentic (i.e., involves meaningful and real-life application of skills), complex (i.e., contains
numerous possibilities for application, extensions, and connections of knowledge and skills), feasible
(i.e., can be done given the time constraints and availability of resources), and measurable (i.e., it
can be observed and measured).

To guide you in identifying the performance task/s that you want to be evaluated, ask yourself the
following questions:

1. What learning outcome/s are to be evaluated?

2. Which student performance/s or output/s in the subject are relevant measures of such students’
learning outcomes?

3. Are all of these tasks equally important?

4. Which is the best representation of the expected learning outcomes?

Step 2: Identify the quality attributes or indicators of the performance task.

Next, you need to identify and list all possible attributes or indicators of a good performance. This
can be based from your own expectations and benchmark exemplars of work that reflect key
standards. You may explore and specify the skills, knowledge, and or behavior that you will be
looking for to describe the standard in one’s performance. Be sure to limit the characteristics that
are important.

Step 3: Determine the criteria or dimensions.

Cluster the list of attributes and or indicators into possible groups or categories and label the
categories. This will form the criteria for assessment. For example, in a dance performance task, all
attributes that pertain to how well the students execute the dance in terms of movement, body
position, placement in stage, and dance style can be grouped under the criterion “Technical Skills”.
You can also include criteria in terms of the components of a performance task. For example, for a
research report rubric, you can include as criteria the different parts of a research, such as
introduction, method, data gathering and analysis, conclusion, and recommendations. Likewise, for a
chemistry laboratory report, you can include as dimensions introduction, materials/equipment,
procedure, data, results, and analysis. Keep in mind that only relevant criteria should be included in
the rubric. You also need to determine what type of criteria (i.e., content, process, quality, or impact)
and rubric (i.e., holistic, analytical, general, or task-specific) will be used.

Step 4: Determine the benchmarks and point values.

A number of descriptors can be used to denote the levels of performance (with or without
accompanying symbols for letter or number grades). Examples of levels of performance include:

Step 5: Write the benchmark or performance descriptors for quality work criterio It is important that
the behaviors, characteristics, or qualities that illustrate
Or exemplify each performance level are clear and delineated. These performance descriptors
should describe the relative differences between performances at each level. The differences
between performance points can be presented by:

(1) Aspects of performance or behavior at different levels

e.g., evaluates the different characteristics of… (4 points) analyzes the different characteristics of… (3
points) describes the different characteristics of… (2 points) lists the different characteristics of… (1
point)

(2) Adjectives, adjectival phrases, adverbs and adverbial phrases to present different
qualitative differences between levels

e.g., explains to a very great extent the… explains to a great extent the explains with moderate
accuracy the… explains with limited accuracy the…

(3) Numeric references to identify quantitative differences between levels

e.g., gives more than 4 relevant examples of… gives 3-4 relevant examples of the… gives 1-2 relevant
examples of the… gives no (0) relevant examples of the

(4) Degrees of assistance needed by the student to complete the task

e.g., explains the topic correctly and independently on his own explains the topic with very little
assistance from the teacher or classmates

explains the topic with occasional assistance from the teacher

or classmates needs assistance from the teacher or classmates in explaining the topic most of the
time

How can you make rubric useful to your students?

Rubric is an important component in the teaching-learning process. It does not only help teachers in
assessing students’ work through application of consistent standards and in identifying the gaps in
their learning, but it also makesstudents aware of what are expected of them in relation to the
assessment tasks

In particular and the subject as a whole, of how they will be graded, and eventually

Of how well they are meeting these expectations. Thus, to make the rubric more relevant and useful
to the students, it is important for teachers to: prepare the rubric and make it available to students
before they begin with the

1.

Assigned tasks to inform them the requirements, criteria, and expectations so as to guide them in
carrying out their tasks; 2. Develop rubric with performance descriptors that are clear and easily

Understood by students;

2. Present the rubric to students and allow them to give their feedback and suggestions to improve
or refine it; 4. If possible, involve students in the creation of rubric to enhance their engagement,
and self-regulation; and

Motivation, 5. Orient the students on how to effectively use the rubric, especially those that are
used for self-assessment and peer-assessment.