RUBRICS

Series of
Fixed Guides for
Descriptive
Measurement Evaluation of
Assessment
Scale Student Work and
Performance

Matrix Narrative
Statement RUBRICS Scoring Guide for
Performance
Assessment

Grading
Performance Criteria or Scoring Criteria
Assessment for Evaluation based on
Student Work Description
WHAT IS A RUBRIC ?
A rubric is a scoring
scale used to assess the
student’s level of
performance along a
task - specific set of
criteria.
BASICS OF A
RUBRIC
A performance assessment consists of two parts:
a task and a set of scoring criteria or rubrics.

Written Composition
Speeches
Examples Research Projects
of Tasks Musical Performances
Laboratory experiments
Play, debate, and TLE projects
 EXAMPLE OF SCORING
CRITERIA OR “RUBRIC”
SCORE LEVEL CRITERIA

Shows understanding of mathematical concepts with

4
no computation error.

Shows nearly complete understanding of concepts

3
and principles with few or minor computational errors.

Shows some understanding of concepts and

2
principles with serious computational error.
Shows very little if not limited understanding of
1
concepts and principle.
• Rubrics on the other hand, are comprised of
two components: criteria and level of
performance.

• Criteria are the characteristics of good performance

of a task.

• Level of performance determines to what

degree the students have met a certain criterion.
DESCRIPTORS

• Descriptors spell out what is expected

from students at each level off performance
for each criterion. It may help the teacher
to consistently distinguish the level of
performance of students.
EXAMPLE:

Beginning Developing Accomplished Exemplary

Partially Somewhat Directly

Topic Unrelated
related relevant relevant

DESCRIPTORS
TYPES OF RUBRIC
 HOLISTIC TYPE RUBRIC

• Assesses a student’s a works as a

whole.
SCORE LEVEL CRITERIA

Shows understanding of mathematical concepts with no

4
computation error.

Shows nearly complete understanding of concepts and

3
principles with few or minor computational errors.

Shows some understanding of concepts and principles

2
with serious computational error.

Shows very little if not limited understanding of concepts

1
and principle.

HOLISTIC TYPE RUBRIC

 ANALYTIC REPORT RUBRIC

• A rubric which identifies and assesses

individual components of a finished
product.
 Beginning Developing Accomplished Exemplary
Partially Somewhat Directly
Topic Unrelated
related relevant relevant
Events
Events Sequence of Events are
organized but
Organization makes no events not logically
sometimes
sense clear, jumping ordered
jumping
With serious With some
Only few errors Grammar
Grammar and errors in errors in
in grammar and spelling
Spelling grammar and grammar and
and spelling are correct
spelling spelling

ANALYTIC TYPE RUBRIC

In general, holistic rubrics are often more
efficient but analytic rubrics provide more
detailed information regarding student
performance.
HOW TO DESIGN
RUBRICS
1. KNOW THE GOALS FOR
INSTRUCTION

WHAT LEARNING LEARNING HOW? – BEFORE THINK OF WHAT THEN – WRITE DETERMINE
OUTCOMES DO OUTCOMES ARE WE ASK YOU EXPECT WHAT THEY WHICH
WE WANT TO “STATEMENTS OF STUDENTS TO STUDENTS TO BE SHOULD BE CONCEPTS,
ACHIEVE? WHAT ARE READ AN ESSAY, ABLE TO ABLE TO SKILLS OR
EXPECTED FOR A DO/KNOW ACCOMPLISH PERFORMANCE
STUDENT TO BE BEFORE AFTER THE STANDARDS YOU
ABLE TO DO AS A READING THE READING THE WANT TO
RESULT OF MATERIALS. ESSAY ASSESS.
LEARNING
ACTIVITY.”
 1I. DEFINE THE
CRITERIA
• After determining the learning
outcome (outcome, skills or
performance standards) and tasks,
we need to identify the essential
elements needed for the success of
student’s performance.
How?
• List the important aspects of the
performance or product. Create
possible dimension.
III. THE STRUCTURE OF THE RUBRIC
I.E, WHETHER IT WILL BE HOLISTIC OR ANALYTIC.
 IV. DETERMINE THE LEVELS OF
PERFORMANCE
• There is no specific number of
levels required in a rubric
assessment. However, it is
advisable that a rubric should
have at least two levels of
performance.
• As a beginner, start with a
smaller number of levels of
performance for a criterion and
revise it if necessary.
V. ARTICULATE
GRADATIONS QUALITY

• Describe the excellent and poor levels of quality,

and then use descriptors to describe the middle levels
based on your interpretation of not-so-good work.
VI. REVIEW YOUR RUBRIC.
• Adjust some components if necessary.
A good scoring rubric will:
- Help teacher define excellence and plan how to help achieve
it.
- Communicate to students what constitutes excellence and
how to evaluate their work.
- Communicate goals and results to parents.
- Help teachers or other raters to be accurate, unbiased and
consistent in scoring.
OF RUBRICS
Holistic Rubric for Lesson plan
Holistic Rubric for Effective Assessment Management
DESIGNING
RUBRICS
1. Always use details that are related to one another.
2. Avoid making use of too many dimensions.
3. Use key-teachable criteria.
4. Use criteria that can be measured.
5. Select descriptors carefully.
6. Aim four levels.
7. Keep distance between levels equal.
8. Involve students in the development of rubrics.
STAY SAFE!