Analytic Scoring.

- is a method of evaluating student

work that requires assigning a
separate score for each dimension of
a task. 
 These are used with performance assessment tasks, analytic scoring
rubrics specify the key dimensions of a task and define student
performance relative to a set of criteria across performance levels for each
dimension.

 Example:
-analytic rubrics used to evaluate student essay writing often include the
following dimensions: development of ideas, organization, language use,
vocabulary, grammar, spelling, and mechanics.
 Rubric for a final Research Paper

Criteria/Indicators Expert Proficient Apprentice Novice

4 3 2 1
1. Introduction.
a. Clearly identifies and discusses research/focus
b. Research focus is clearly grounded in previous
research/theoretically relevant literature. At least Any two of the Any one of the None of the
c. Significance of study is clearly Identified (and how it A to C given given given
adds to previous research) are indicators are indicators are indicators are
d. Others, please specify. satisfied satisfied. satisfied. satisfied.

a. 2. Method.

b. Provide accurate and thorough information of the

following;
c. a. Research method design and context
d. b. Data resources, collection procedure, and tools At least Any two of the Any one of the None of the
e. d. Data analysis A to C given given given
f. d. Others, please specify. are indicators are indicators are indicators are
satisfied satisfied. satisfied. satisfied.
 Criteria/Indicators Expert Proficient Apprentice Novice
4 3 2 1
3. Results

a. a. Are clearly explained in a comprehensive level

and are well-organized.
b. b. Tables/figures clearly and concisely convey the
data.
c. c. Statistical analysis are appropriate tests and are At least Any two of the Any one of the None of the
accurately interpreted. A to C are given indicators given indicators are given indicators
d. d. others, please specify;
satisfied are satisfied. satisfied. are satisfied.

4. conclusions, Discussions and

Recommendations.
a. Interpretations/analysis of results are
thoughtful and insightful; are clearly
informed by the students results; and
thoroughly address how they supported,
refuted, and or informed the At least Any two of the Any one of the None of the
hypotheses/proposition.
b. Discussion on how the study relates to/or A to C are given indicators given indicators are given indicators
enhances the present scholarship in this satisfied are satisfied. satisfied. are satisfied.
area adequate.
c. Suggestions for the further research in this
area are insightful and thoughtful
d. others, please specify;
 Criteria/Indicators Expert Proficient Apprentice Novice
4 3 2 1
5. Documentations and quality of
Sources.
a. Cites all data obtained from
other sources
b. APA style is accurately used in
both text and references. At least Any two of the Any one of the None of the given
c. Sources are all scholarly and A to C are given indicators given indicators indicators are
clearly relate to researches. satisfied are satisfied. are satisfied. satisfied.
d. Others, please specify

6. Spelling and Grammar

a. No error in spelling.
b. No error in grammar.
c. No error in the use of At least Any two of the Any one of the None of the given
punctuation marks. A to C are given indicators given indicators indicators are
d. Others, please specify satisfied are satisfied. are satisfied. satisfied.
Criteria/Indicators Expert Proficient Apprentice Novice
4 3 2 1

7. Manuscript
format.
a. Title page has
proper APA
formatting
b. Used correct
heading and
subheading
consistently; At least Any two of the given Any one of the given None of the given
c. Proper margins A to C are satisfied indicators are indicators are indicators are
were observed. satisfied. satisfied. satisfied.
d. Others, please
specify.

FINAL GRADE
*Primary Trait scoring

  It is focuses in one aspect or criterion of a task and a learner’s performance is evaluated on
only one trait. Scores are based on one or more specific aspects of performance that are
essential for the successful completion of the tested task.

*Multiple-Trait Scoring

 Is requires an essay test or performance task is scored on more that one aspects, with scoring
criteria in place so that they are consistent with the prompt .

Example: scoring criteria for writing performance may include abilities to present
argument clearly, to organized one’s thoughts, and to present accurate
language usage through grammar, punctuation, and spelling.
What are the different types of test scores?
 Grading methods communicate the teachers evaluative appraisal
of learners’ level of achievement or performance in attest or
task, in grading. The scores can take the form of any of the
following.

Raw score
Percentage scores, and
Derived scores. Under this scores are grades that the based on
criterion-referenced and norm-referenced grading system.
1. Raw score
The basic score on any test is the raw score, which is simply the
number of questions a student answered correctly. A raw score is
an unaltered measurement.

Example:
let's say you took a test in class and scored 85. This is a raw
score, an unaltered measurement of how you did. You scored
85. A raw data set is a collection of raw scores from all the
tests. To continue the example, your raw score was 85, so the
raw data set would be the entire class's scores.
2.Percentage score
 The percentage is a Mathematical quantity which is written out of a total of 100. The symbol used to
represent the percentage is “%”. This symbol is used to represent the denominator value is 100. The
percentage can be written in the form of fractions or decimals.

 A percentage is the standard way to differentiate the quantities. It gives information about the ratio
and proportions. This refers to the percent of items answered correctly in a test. It is also typically
converted to percent based on the total possible score. Percentage score has limitation because there
is no way of comparing the percentage correct obtained in a test with a different difficulty level.

Example:
A candidate takes a test made up of 40 questions and answers 34 of them correctly.  Her
percentage of correct answers, or score, is the number of correct answers divided by the total
number of questions, multiplied by 100.
So,
35 ÷ 40 = 0.85
0.85 × 100 = 85

The candidate got 85% of the questions on the test correct.

3.Criterion-referenced systems
 Are  based on a fixed criterion measure. There is a fixed target and the students must achieve
that target in order to obtain a passing grade in a course regardless of how the other students in
the class perform. The scale does not change regardless of the quality, or lack thereof, of the
students, and often used in situations where the teachers are agreed on the meaning of a
standard of performance in the subject but the quality of the students is unknown or uneven;
where the work involves student collaboration or teamwork; and where there is no external
driving factor such as needing to systematically reduce a pool of eligible students.

 Note: that in a criterion-referenced grading system, students can help a fellow student in group
work without necessarily worrying about lowering his grade in that course. This is because the
criterion-referenced grading system does not require the mean (of the class) as basis for
distributing grades among the students.
Example:

 In a class of 100 students using the table below, no one might get a grade of
excellent if no one scores 98 above or 85 above depending on the criterion used.
1.0 (Excellent) = 98-100 or 85-100
1.5 (Good) = 88-97 or 80-84
2.0 (Fair) = 75-87 or 70-79
3.0 (Poor/Pass) = 65-74 or 60-69
5.0 (Failure) = below 65 or below 60

There is no fixed percentage of students who are expected to get the

various grades in the criterion-referenced grading system.