SCORING RUBRIC

Performance-based assessment
Why does a SCORING
RUBRIC a
PERFORMANCE-
BASED ASSESSMENT?
RUBRIC
A rubric is an explicit set of criteria used for
assessing a particular type of work or
performance (TLT Group, n.d.)
A scoring method that lists the criteria for a
piece of work or “what counts”( for example,
purpose, organization, details and mechanics
are often what count in a piece of writing)
They are scales that differentiate levels of
student performance.
A grading tool which increases
objectivity and reduces subjectivity; they
convey timely feedback to students and
they improve students’ ability to include
required elements of an assignment
(Stevens & Levi, 2005).
Uses of Rubrics
 A description of explicit learning goals .
 A checklist of assignment criteria.
 A vehicle for feedback .
A guide for planning future learning .
A scoring chart.
Importance of Using Rubrics
They are very useful tools for both teaching
and evaluation of learning outcomes.
It allows assessment to be more objective
and consistent
It promotes student awareness of the criteria
to use in assessing peer performance
It is quite efficient and tend to require
less time for the teachers in evaluating
student performance.
It provides useful feedback regarding the
effectiveness of instructions.
When to Use Rubrics?
ASSIGNMEN HOMEWOR PARTICIPATIO PROJECTS
TS K N

Essay Exams In-class Performances Self-assessment

activities

Group Work Lab Reports Portfolios Term Papers

What Composes a Well-designed Rubrics?
A well designed rubrics include:
Performance dimensions that are critical to
successful task completion;
Criteria that reflect all the important
outcomes of the performance task;
A rating scale that provides a usable,
easily-interpreted score;
Criteria that reflect concrete references, in
clear language understandable to students,
parent, and other teachers.
Elements of a Rubric
Task

DescScale/Scoresriptors
Dimensions/Criteria
Standards/Level of Performance
Summative Outcome
TASK
It is the description of actual assignment
or performance.

o Task example: Writing an Effective

History Research Paper
SCALE/ SCORE
These are the points to be assigned in
scoring a piece of work, on a continuum
of quality. Higher numbers usually are
assigned to the best performances: scales
typically use 4, 5 or 6 as the top score,
down to 1 or 0 for the lowest scores in
performance assessment.
DESCRIPTORS
It is an explicit descriptions of the performance
and show how the score is derived and what is
expected of the students.
It describe the qualities required to demonstrate
achievement of each standard for each criterion,
from highest to lowest.
Providing descriptors enables more reliable and
unbiased scoring.
It is used to give feedback to a student by:
highlighting the relevant pre-existing
descriptor statement that matches the
students’ performance and/or
adding specific and personalized comments
about elements of a student’s work that
elaborate on their performance against the
criteria.
 DIMENSIONS/CRITERIA
Criteria describe the conditions that any
performance must meet to be successful.
Criteria should describe both strengths and
errors.
Assessment criteria should:
be determined by considering which
subject learning outcomes are being
assessed.
indicate how the students are expected to
demonstrate these outcomes in the
assessment task.
be uniquely related to the nature of the
specific assessment task.
STANDARDS/LEVEL OF PERFORMANCE
It determines the degree of performance which
has been met and will provide for consistent
and objective assessment and better feedback
to students.
Standards might be expressed
in a variety of ways:
Excellent/good/satisfactory/poor, or
Master, Apprentice, Beginner
 Exemplary, Accomplished, Developing,
Beginning, Undeveloped
Complete, Incomplete
Yes, No
SUMMATIVE OUTCOME
The concluding summative result or mark
that summarizes the overall judgment of the
assessment task.
Some markers use this part of the
assessment rubric to give additional
feedback in the form of an overall comment
about the student’s performance, together
with the students’ final grade in the subject. 
SCORING RUBRIC
TYPES OF RUBRICS
Determining which type of rubric to
use depends on what and how you plan to
evaluate. There are several types of
rubrics including:
Holistic Rubric vs. Analytic rubric
General Rubric vs. Generic/Task-Specific
Rubric
Why does a Scoring Rubric a
Performance-Based Assessment?
Performance-based assessments are based
on real world tasks and measure whether
students can apply the knowledge and skills
to accomplish these tasks. Thus, a scoring
Rubric is an effective and efficient tool in
measuring student’s products, performances,
or process-oriented assessments.
Thank You for Listening!

Good Day and God Bless



-Jessa Mae C. Banquirig