Types of rubrics

Claudio Díaz L. (PH D in Education)

 informative

Instructional Rubric feedback

• Purpose works in progress

- Give students detailed evaluations

final products

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 Why use Instructional
Rubrics?

• Popular

• Recognizable trend in education

• Easy to use and explain progress

• Teachers’ expectations are very clear product

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 Why use Instructional
Rubrics?
support

learning development development of good

of skills understanding thinking

- not time-consuming
- do not imply memorization

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Types of scoring instruments
for performance assessment
Scoring instruments for
performance assessments

Checklists Rating
scales

Rubrics

Analytic Holistic
Rubrics Rubrics
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 Types of Rubrics

• Checklists

• Rating Scales

• Analytic Scales

• Holistic Scales
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 Checklists…
• are good indicators of "can do–can't do" and
"done–not done“.

• are less informative than scaled rubrics when

assigning a grade.

• are not used to indicate the relative quality of a

product or performance
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 Checklists

Activities Checklist

Yes No Can name five sports

Yes No Can name five activities other than sports

Can create simple sentences about likes & dislikes regarding activities &
Yes No
sports

Yes No Can ask a question about what others do in their free time

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Checklists

• Characteristics:
- Dichotomous scales two options : yes/no
- Identify skills, competencies, strategies, language
functions
Advantages Disadvantages
- easy to use -lack substantive
information
-not detailed
description of the
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range provided
 Checklists

• Example
What do you do to solve math problem? Put an X in the box to answer
YES or NO.

YES NO
1. I use my first language to help me.
2. I draw pictures to help me.
3. I use things in my classroom (objects) to help me.
4. I ask my friends to help me.
5. I look for examples in the book.
6. I read the problems aloud.
7. I ask the teacher questions.
8. I try to picture the problem when I do mental math.
9. I use oral directions, not written directions.
10. I check what I have 07/12/21
done. ABA Workshop 10
 Rating Scales

• Characteristics
- Express the degree of how skills, competencies,
strategies or language functions are performed

- Range of frequency (always, sometimes, never)

- Range of quality (great, good, awful)

- More descriptive information than in checklists

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- Not so reliable
 Rating Scales
• Example
Think about all the times you listen to English. Put an X in the box that says how
well you understand what is said, from Not Well to Great!

Not Quite
OK Great!
When listening to English, I understand Well Well
1. Questions that ask who, what, where or when

2. Music (such as hip-hop or rap)

3. Programs and news on TV

4. Information on the radio

5. Announcements at school

6. What people say on the telephone

7. What teachers say in class

8. Oral reports my classmates give

9. The main idea when someone reads aloud

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10. Jokes my classmates tell
Analytic Rubrics
• Teacher scores separately

Total score is obtained

Assessment on a
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multidimensional
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level 13
 Analytic Rubrics
• Characteristics

- Form of a matrix

- Specific dimensions or traits of the

construct being measured

- Criteria in series of 4 to 6 performance

level 07/12/21 ABA Workshop 14
 Analytic Rubrics

-what student’s
• The most
info regarding
students can profile
diagnostic do

-language
proficiency
time to
score
• The most
complex professional
development for
teachers to use it

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 Analytic Rubrics
• Slower scoring process

• Time-consuming

• Significant feedback offered

• “student profile”
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 Analytic Rubrics

Advantages Disadvantages
• Criteria
or descriptors match • Decisions regarding which
specified dimensions or dimensions to measure are
components. challenging.
• Differential growth patterns • They are rather time-
emerge according to consuming to score.
dimensions.
• A student profile informs • Reaching consensus on
instruction. scoring is difficult.

• Diagnostic information • It is assumed that each

becomes available from the dimension of the rubric is of
multiple dimensions of the equal weight.
scale. 07/12/21 ABA Workshop 17
 Example of analytic rubric
1. Beginner
1. Understanding of spoken • Understand short
language utterances of social language
• Begin to comprehend with
graphic or visual support
2. Response to oral • Follow one-step oral
directions commands
• Respond (nonverbally) to
requests by peers
3. Use of strategies • Associate sounds and
words with meaning, with
presence of visual support
• Use manipulatives or real-
life material to illustrate oral
statements
4. Overall listening • Begin to show explicit
comprehension comprehension when visual
support is present
• Respond (nonverbally) to
oral commands, statements,
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or social courtesies
Proficiency Level
2. Intermediate
• Understand social language
• Comprehend with graphic
or visual support
• Follow multiple-step oral
directions
• Respond (nonverbally) to
teachers or school
announcements
• Focus on key words of the
utterance with visual and
context cues
• Use manipulatives or draw
pictures to illustrate a series
of directions
• Demonstrate explicit
comprehension when visual
support is present
• Respond 8nonverbally) to
multiple-step oral directions
ABA Workshop(nonverbally to
and instructions
3. Advanced
• Understand social and
general academic language
• Comprehend without
reliance on support
• Follow multiple-step
instructions embedded in
extended discourse
• Respond (nonverbally) to
discourse from unfamiliar
speakers
• Develop listening strategies
with less reliance on visual or
context cues
• Use visually supported
charts, graphs, or tables to
compare oral information
• Begin to demonstrate
implicit comprehension when
visual or graphic support is
present
• Respond
oral discourse
4. Expert
• Fully understand social and
specialized academic
language
• Comprehend on par with
proficient peers
• Follow complex instructions
similar to proficient peers
• Respond (nonverbally) to
discourse from CDs,
computer programs, or
cassettes
• Use listening strategies with
and without support
• Complete charts, graphs, or
tables to show comparisons
given orally
• Demonstrate implicit
comprehension comparable
to proficient peers
• Respond (nonverbally) to
oral discourse with 18
figurative
language
 Analytic Rubrics
Beginning Developing Accomplished Exemplary Score
Criteria #1 Description Description Description reflecting Description
reflecting beginning reflecting achievement of reflecting
level of movement mastery level of highest level of
performance toward mastery performance performance

Template for Analytic Rubrics

level of
performance
Criteria #2 Description Description Description reflecting Description
reflecting beginning reflecting achievement of reflecting
level of movement mastery level of highest level of
performance toward mastery performance performance
level of
performance
Criteria #3 Description Description Description reflecting Description
reflecting beginning reflecting achievement of reflecting
level of movement mastery level of highest level of
performance toward mastery performance performance
level of
performance
Criteria #4 Description Description Description reflecting Description
reflecting beginning reflecting achievement of reflecting
level of movement mastery level of highest level of
performance toward mastery performance performance
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level of
performance
 Holistic Scales

• Characteristics most proficient

- Overall description of student’s competencies

by level of performance least proficient

- Contribute to the students’ ratings

- Summary information to teacher for each

proficiency level07/12/21 ABA Workshop 20
 Holistic Rubrics

Advantages Disadvantages
• Overall,
global indicator of • A one-dimensional scale with
student performance. little diagnostic information.

• Easy to score against student • Summary scores can be

exemplars.
• Results readily
communicated to general
education teachers and
parents.
• Applicable across many
tasks, contexts, and settings.
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mistakenly confused with
grades.
• Broad intervals between
levels; lack of precision of
measurement.
• Need to use in combination
with other types of assessment21
ABA Workshop

information.
 Holistic Rubrics

• Teacher scores the overall process or product

as a whole. errors
through the
process can
be tolerated

not separately

• Useful for tasks: students’ response

No definitive correct
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answers
 Holistic Rubrics

• Focus on: quality, proficiency,

understanding of specific content

• quicker scoring process

Limited
feedback
• summative assessment

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 Holistic Rubric
Proficiency Level
1. Beginner 2. intermediate 3. Advanced 4. Expert
• Understand short • Understand social • Understand social • Fully understand
utterances of social language and general academic social and specialized
language language academic language

• Follow one-step oral • Follow multiple-step • Follow a series of • Follow oral

commands oral directions multiple-step oral instructions similar to
instructions proficient peers

• Associate sounds and • Develop listening • Use listening

• Focus on key words
words with meaning, strategies with less strategies with and
of the utterance with
whit presence of visual reliance on visual or without support
visual and context
support context cues
cues

• Demonstrate implicit
•Begin to show explicit •Begin to demonstrate comprehension
• Demonstrate explicit
comprehension when explicit comparable to
comprehension when
visual support is present comprehension when proficient peers
visual support
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visual orABA Workshop
graphic 24
present
support is present
 Holistic Rubrics

Template for Holistic Rubrics

Score Description

5 Demonstrates complete understanding of the problem. All

requirements of task are included in response.
4 Demonstrates considerable understanding of the problem.
All requirements of task are included.
3 Demonstrates partial understanding of the problem. Most
requirements of task are included.
2 Demonstrates little understanding of the problem. Many
requirements of task are missing.
1 Demonstrates no understanding of the problem.

0 No response/task
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Task 3
• Look at the rubrics and assess what
type they are:
• Checklists?
• Rating scales
• Analytic rubrics?
• Holistic rubrics?
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Instructional Rubric
• Characteristics:

- List of criteria

- Graduations of quality
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 Why use Instructional
Rubrics?

strengths
• Provide feedback
weaknesses

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 two types:
-Holistic
-Analytic
Rubrics

scoring “scoring guides”

instrument
specific pre-
rating scales established
performance
criteria
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Bibliography
• Goodrich, Heidi. “Using Rubrics to
Promote Thinking and Learning?
Educational Leadership. 2000.

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