Rubrics

Learning increases, even in its serendipitous

aspects,
when learners have a sense of
what they are setting out to learn,
a statement of explicit standards they must
meet,
and a way of seeing what they have learned.
Loacker, Cromwell, & OBrien in Huba and Freed, p. 151.

Presented by Engr. Benjamin M. Moronia Jr.

School Principal
Marymount Professional Colleges
.

Understanding Rubrics
How useful has this tool been to your teaching? To student
Learning?

Assessment of a project: Book Report

Organization
Grammar
Analytical Thinking

50%
25%
25%

TOTAL

100%

Understanding Rubrics
How useful has this tool been to your teaching? To student
Learning?

Assessment of organization
10
9
Superior

8
7
Expert

6
5
Satisfactory

4 3 2 1
Poor

Understanding Rubrics
How useful has this tool been to your teaching? To
Student learning?
Assessment of Organization
4- Ideas are internally consistent; presentation is very clear
3- One or two ideas appear inconsistent / irrelevant to the
discussion; presentation has a few gaps
2- Major ideas do not hang together; many gaps in the
presentation
1- Ideas are totally inconsistent; no clear linkage

Understanding Rubrics
What is a Rubric?
A rubric is a coherent set for students work
that includes descriptions of levels of
performance quality on the criteria.

Brookhart, S. (2013). How to Create and Use Rubrics, p.4. VA:ASCD.

Understanding Rubrics
Rubrics as a Scoring Guide
A Students score or rating is based on the different
descriptions of his/her outputs.
A good rubric

Describes the desired qualities or characteristics of student

performance or product
Explicitly distinguishes one performance level from another (ideally 3-6
performance levels)

Understanding Rubrics
Types of Assessments Requiring
Rubrics as Scoring Guides

Performance assessment
Extended written response
Extended oral response

Brookhart, S. (2013). How to Create and Use Rubrics, p.4. VA:ASCD.

Understanding Rubrics
Elements of a Rubric
Evaluative criteria
Quality definitions of a standard or level of
performance)
Scoring strategy

Understanding Rubrics
Types of Rubric
Generic- used to judge quality across similar
tasks
Rubric based on information
Rubric based on process or skill

Specific- based on a particular topic or a single

task

Understanding Rubrics

Generic? Or Task Specific

Types of Rubric
Generic

Definition

Advantages

Disadvantage

Description of
work gives
characteristics
that apply to a
whole family of
tasks (e.g.,
writing, problem
solving.

Can share with

students, explicitly
linking assessment
and instruction.
Reuse same rubrics
with several tasks or
assignments
Supports learning
by helping students
see good work as
bigger than one task.
Supports student
self evaluation
Students can help
construction general
rubrics.

Lower
reliability at first
than with taskspecific rubrics
Requires
practice to apply
well!

Brookhart, S. M. and Nikko A.J. (2008) . Assessment and Grading in Classrooms. NJ: Pearson Education

Understanding Rubrics
Generic? Or Task Specific
Types of Rubric
Task-Specific

Definition
Description of
work refers to
the specific
content of a
particular task
(e.g., gives an
answer, specifies
a conclusion)

Advantages
Teachers
sometimes say
using these
makes scoring
easier
Requires less
time to achieve
integrated
reliability

Disadvantage
Cannot share
with students
(would give away
answers)
Need to write
new rubrics for
each task
For open-ended
tasks, good
answers not listed
in rubrics may be
evaluated poorly.

Brookhart, S. M. and Nikko A.J. (2008) . Assessment and Grading in Classrooms. NJ: Pearson Education

Understanding
Rubrics
Ways to Use Rubrics
Help students understand what is wanted on an
assignment
Help students understand what they did well and what
to do differently next time.
Enable students to self-assess
Help teachers plan instruction
Help teachers grade consistently
Help teachers have sound justifications for grades
Help teachers and students communicate
with parents

Arter, J. and Chappius, J. (2006). Creating and Recognizing Quality Rubrics. OR:ETS

Understanding Rubrics
Guidelines
Dont use rubrics at all if you want to assess
independent pieces of knowledge. Assess these
with multiple-choice, true-false, matching, or
short-answer items.
Use a general conceptual understanding rubric
when you want to see how well students
understand a body of information, but selection of
information
might vary among students.
Arter, J. and Chappius, J. (2006). Creating and Recognizing Quality Rubrics. OR:ETS

Understanding Rubrics
Guidelines
Use general rubrics for reasoning, performance
skill, and product learning targets, such as
making inferences, playing a musical instrument,
planning an experiment, writing a piece of music,
writing a research report, or writing a lab report.

Arter, J. and Chappius, J. (2006). Creating and Recognizing Quality Rubrics. OR:ETS

Understanding Rubrics
Common Misconceptions About Rubrics
Confusing learning outcomes with tasks
Confusing rubrics with requirements or quantities
Confusing rubrics with evaluative rating scales

Brookhart, S. (2013) How to Create and Use Rubrics. VA: ASCD

CONSTRUCTING
QUALITY
RUBRICS

BEGIN WITH
QUALITY
PERFORMANCE
TASKS

Quality
Performance Tasks

A performance task is usually provided to

let students know what they are supposed to do
to demonstrate achievement. It can take one of
several forms, depending on the learning target it
is intended to assess-a physical demonstration of
skill, a verbal presentation or dialogue, of the
creation of a product.

Arter, J. and Chappius, J. (2006). Creating and Recognizing Quality Rubrics. OR:ETS

What can happen when the

performance task is poorly done?
Student work doesnt provide evidence of the
intended achievement, even if the work is of high
quality.
Students dont know what they are to do and as a
result, either dont produce what you expect or
dont
produce the level of quality they could have
been clear on what is expected.
Arter, J. and Chappius, J. (2006). Creating and Recognizing Quality Rubrics. OR:ETS

 You spend a great deal of time explaining over

and over what you want while they are working
on the task.
The task takes much longer to complete than
expected.
The resources necessary for completion turn out
to be hard to acquire for some or all students.

Arter, J. and Chappius, J. (2006). Creating and Recognizing Quality Rubrics. OR:ETS

 Students find it necessary to get outside help

doing the work and/or more of the work than
intended has been done by well-meaning parents
or other helpers.
Judging the work turns out to be a nightmare
because of all of the achievement targets the
task was intended to assess.

Arter, J. and Chappius, J. (2006). Creating and Recognizing Quality Rubrics. OR:ETS

Planning for
Task
Quality

Quality Performance Tasks

Elicit the right performance so that you can truly
assess what you want to assess.
Provide enough evidence to support the uses you
intend to make of the information.
Avoid the various source of task bias that can
compromise the accuracy of results.

Arter, J. and Chappius, J. (2006). Creating and Recognizing Quality Rubrics. OR:ETS

Steps in Constructing
Performance Tasks
1. Determine the purpose of assessment
Guide Questions:
a. How do I want to use the evidence generated by the task?
b. Who else will use that evidence?
c. How will they use it?
2. Identify the learning targets to be assessed.
To identify the learning target or targets you want
to assess, write a statement of the intended learning
that includes a verb. Then, determine the kind of
learning target it is: knowledge, process/skill,
understanding of product/ performance.

Arter, J. and Chappius, J. (2006). Creating and Recognizing Quality Rubrics. OR:ETS

Steps in Constructing
Performance Tasks
3. Develop or select the task appropriate to the
learning target to be assessed. Use the rubric for
tasks as a guideline for developing or selecting
the task.
4. Critique. Use the rubric for tasks to check for
adherence to standards of quality.
5. Administer and revise. Give the task, note any
problems, and revise as needed for future use.

Arter, J. and Chappius, J. (2006). Creating and Recognizing Quality Rubrics. OR:ETS

Criteria for Good Tasks

Content of the Task: What information do
students need?
Requirements of task relate directly to learning target(s).
Task specifies knowledge to use, performance or product to
create, materials to use, timeline.
Performance skill tasks specify conditions.
Task specifies help allowed.
Task includes description of criteria.
Task provides guidance without over scaffolding.

Criteria for Good Tasks

Sampling: Is there enough evidence?
Number of tasks or performances is sufficient for
purpose and target.

Criteria for Good Tasks

Distortion Due to Bias: What can interfere with
accuracy?

Instructions are clear.

Task is narrow enough to be completed in time allotted.
If choice is offered, options are equivalent .
Necessary resources are available to all.
Success does not depend on unrelated skills.
Success does not depend on cultural experience or language.
Understandable
Aligned with standards
Illustrated with samples of students can understand
Easy to use

Criteria for Good Tasks

Worded in a positive manner

Match the assignment/ task
Define various levels of performance
Include the same features across various levels of
performance

Evaluating Rubrics
1. Coverage/ Organization: What counts in a
students work?
A. Covers the Right Content.

Does the rubric cover everything of importance? Does it leave out

unimportant things?
Does the content of the rubric represent the best thinking in the
field about what it means to perform well on the skill or product
under consideration?
Does the content of the rubric align directly with the content
standards or learning targets it is intended to assess?
Does the content have the ring of truth does your
experience as a teacher confirm that the content is truly
what you do look for when you evaluate the quality
of student work or performance?

B. Criteria Are Well Organized.

Is the rubric divided into easily understandable chunks

(criteria), as needed?
Is the number of criteria appropriate for the complexity of
the learning target?
Are the descriptors for each criterion organized well?
Does the relative emphasis among criteria represent their
relative importance?
Is the contribution of each criterion clear with minimal
overlap among them?

C. Number of levels fits target and uses.

Is the number of levels appropriate for the intended
learning target and use? Can users distinguish among
the levels?

2. Clarity: Does everyone understand what is

meant?
A. Levels Defined well
Is each level of the rubric clearly defined?
Do definitions rely on descriptive words and phrases
rather than on (1) nonspecific words such as excellent
and thorough, or (2) counting the number or frequency
of something? Pluses: examples of student work at each
level for all criteria, and student- friendly versions.
Would two independent raters, with training, give
the same rating to the same product or performance?
Is wording descriptive, not evaluative?

B. Levels Parallel
Are the levels of the rubric parallel in content?
If a feature is mentioned at one level, is it also
mentioned at all the other levels?

Guidelines in
Setting Criteria

Guidelines in Setting
Criteria

Focus the criteria on the important aspects of the

skill or process.
To choose the criteria, start with the intended
learning outcome as stated in the standard that
will be assessed.
Ask the question:
What characteristics of the student work would give evidence
for student learning of the knowledge or skills specified in this
standard or instructional goals?

Desired Characteristics of Criteria

for Classroom Rubrics
Characteristics

Explanation

Appropriate

Each criterion represents an aspect of

a standard , curricular goal or
objective that students are intended
to learn.

Definable

Each criterion has a clear, agreedupon meaning that both students and
teachers understand.

Observable

Each criterion describes a quality

Distinct from one another

Each criterion identifies a separate

aspect of the learning outcomes the
performance is intended to assess.

Complete

All the criteria together describe the

whole of the learning outcomes the
performance is intended to assess.

Able to support descriptions along Each criterion can be described over a

range of performance levels.
a continuum of quality

How to Write
Performance
Level
Descriptions

Main Considerations
The most important aspect of the levels is that
performance be described , with the language that depicts
what one would observe with the work rather than the
quality conclusions one would draw.
A second aspects of levels of performance that needs to be
decided is how many levels there should be. (Use as many
levels as you can describe in terms of meaningful
differences in performance quality. Or choose a number of
levels that will coordinate with your requirements for
grading.)

LEVEL A

LEVEL P

LEVEL AP

LEVEL D

LEVEL B

Performance Levels

 Once the number of levels has been decided, what is

needed next is a description of performance quality
for each level of each criterion.
Ask this question:
Question: What does student work look like at each level
of quality, from high to low, on this criterion?

Desired Characteristics of Descriptions

of Levels of Performance for
Classroom Rubrics
Characteristics of the
descriptions of levels of
performance are

Explanation

Descriptive

Performance is described in terms of what

is observed in the work.

Clear

Both students and teachers understand

what the descriptions mean.

Cover the whole range of performance Performance is described from one extreme
of the continuum of quality to another for
each criterion.

Distinguish among levels

Performance descriptions are different

enough from level to level that work can be
categorized unambiguously. It should be
possible to match examples of work to
performance descriptions at each level.

Center the target performance

(acceptable, mastery, passing) at the
appropriate level.

The description of performance at the level

expected by the standard, curriculum goal,
or lesson objective is placed at the
intended level on the rubric.

Feature parallel descriptions from

level to level

Performance descriptions at each level of

the continuum for a given standard
describe different quality levels for the

Constructing the
Rubric

A. When the Criteria are

Unclear
B. When the Criteria are Clear

Developing a
General Rubric
when the
Criteria are
Unclear

Stage 1: Desired
Results/ Outcomes
KNOWLEDGE
SKILLS
UNDERSTANDING
TRANSFER (PRODUCT/ PERFORMANCE)

Desired Results/
Outcomes

STAGE 1

Defines what students should be able to

understand at the end of the program, course, or
unit of study, and how they can transfer or use
their understanding in real world contexts.

In the K to 12 BEP, the learning

outcomes are articulated in the
standards. The 21st Century Skills
and habits of mind constitute the
overall goal.

Education for All Goal:

21st Century Skills

Core Learning Area Standards
Key Stage Standards
Grade Level Standards

Content Standards
(per quarter)

Know, Do
and
Understand

Performance
Standards
(per quarter)

Know, Do
and
Understand

Learning Standards
They express what students should know, be able
to do and understand to demonstrate their
learning.
They set clear performance expectations for
students, helping them understand what they
need to do to meet the expectations.
They guide teachers in designing instruction and
assessment around what it is important
to learn.

Learning standards may be classified

into:
Content Standards, which specify the essential knowledge
(includes the most important and enduring ideas, issues,
principles and concepts from the disciplines), skills and habits
of mind that should be taught and learned. They answer the
question, What should students know, be able to do and
understand?
Performance standards , which express the degree or quality
of proficiency that students are expected to demonstrate in
relation to the content standards. Proficiency is defined in
terms of how independently students can transfer their
learning or understanding to real world contexts.
Performance standards answer the question, How are
students expected to use their learning in real life situations?

Example???

Naipamalas ang
pag-unawa at
pagpapahalaga sa
sariling pamilya at
mga kasapi nito at
ang bahaging
ginagampanan ng
bawat isa.
CS

PS
Buong
pagmamalaking
nakapagsasaad ng
kwento ng sariling
pamilya at bahaging
ginagampanan ng
bawat kasapi nito.

Example???

Naipamalas ang
pag-unawa at
pagpapahalaga sa
sariling pamilya at
mga kasapi nito at
ang bahaging
ginagampanan ng
bawat isa.
CS

PS
Nakagaganap ng
nararapat na papel
bilang kasapi ng
pamilya.

Review Guide
Does the Content Standard clearly define what
students should know, be able to do, and
understand?
Does the Performance Standard clearly define
how students should use their understanding in
contexts beyond the classroom?

Essential / Enduring Understandings (EU)

These are the big and enduring ideas at the heart of
the discipline.
Students who really understand can
Draw useful inferences, make connections among facts,
and explain their conclusions in their own words.
Apply their learning; that is, transfer it to new situations
with appropriate flexibility and fluency.

Wiggins, G. and McTighe, J. (2011). The Understanding by Design Guide

Drawing the
EU from the
Cs

Framing Understandings
Understandings are full-sentence statements
reflecting conclusions about the content via
big ideas- the particulars of what you want
students to understand about the idea. For
example: I want my students to understand
that a written constitution and encoded rule
of law are essential to safeguard the peoples
rights in a democracy.

Framing Understandings
TIP: When you get stuck trying to think of
how to turn your content standards into
understandings, try these two points:
Those are the facts they must learn, but what do
the facts mean?
If the content of the unit is the story, then what
is the moral of the story (in the case, of the
unit)?

Exercise 1: Formulate the

EU
Naipamalas ang
pag-unawa sa mga
kasapi ng pamilya at
ang papel na
ginagampanan ng
bawat kasapi nito.
CS

PS
Nakagaganap ng
nararapat na papel
bilang kasapi ng
pamilya.

Essential Understandings
Are they the big and enduring ideas drawn
from the disciplines?
Do they reflect the major problems, issues
and themes that are deemed most
important for students to learn?

Breaking Apart the

Content Standards

Drawing Out the Transfer Skills

and Providing Evidence of
Refer
to the Performance Standard.
Transfer

Extract from the standard how learners are

expected to use their understanding in realworld contexts. Products and performances
that the learners are expected to produce shall
provide evidence of transfer.

Breaking Up
the Standards

Procedure
1. Predetermine the standard
statement or statements involved
in the design process.
2. Break apart the standard
statement(s) to determine explicit
learning.
3. List the standard statements or
standard statements implicit
learning expectations.

Determining
Explicit Content
and Skills

Identifying Content
Content is what students should
KNOW.
Noun-based
Draw a circle
around text.

Exercise 1
Naipamalas ang pag-unawa
at pagpapahalaga sa
sariling pamilya at mga
kasapi nito at bahaging
ginagampanan ng bawat
isa.

CS

K
N
O
W
L
E
D
G
E

Demonstrate understanding
requires evidence that indeed one
has understood.
What skill sets will provide evidence of
understanding? Refer to the competencies
to find out if they provide enough
evidence. Next, identify the skills in the
competency statements.

Identifying Skills
Skills are what students must DO with
what they know.
Include 3 parts: measurable verb, target,
and descriptor.
Draw a box
around text

 The TARGET is the manner or mode by

which student assessment(s) will be
conducted in relation to the measurable
verb.
Draw a line under text to indicate the
target

 Descriptors add critical clarity and

enhance the learning expectation
relationship between a skill or skill set and
the aligned content learning.
Draw a line under text to indicate the descriptor

Exercise 1
Naipamalas ang pag-unawa
at pagpapahalaga sa
sariling pamilya at mga
kasapi nito at bahaging
ginagampanan ng bawat
isa.

CS

S
K
I
L
L
S

Determining
Implicit Content
and Skills

 Teachers must come to an agreement on what

the UNSPOKEN learning expectations are and
contemplate how these unspoken expectations
will be incorporated in a curriculum map.
Refer to the competencies if they satisfy the
unspoken expectations. If there are gaps,
formulate additional competencies that will
bridge the gap(s).
Follow the same procedure in marking
the implicit content and skills.

Bottom-Up Approach
A bottom-up approach is inductive. It
starts with samples of student work and
uses them to create a framework for
assessment. Use the bottom-up approach
when you are still defining the descriptions
of content and performance or when you
want to involve students in creating the
means of their own assessment.

Steps:
1.
2.
3.
4.
5.
6.

Choose a learning target worth the time.

Search out existing relevant scoring guides.
Gather samples of student work.
Sort student work.
Group like indicators together.
Identify student work that illustrates each
level on each criterion.

Start with the extremes. Identify what you consider to

be classic examples of strong and weak performances or
products- ones the match a good number of the descriptors
in the highest and lowest categories. Choose samples that
everyone can agree on.

 Find examples for the middle if you are using an odd

number of levels. The middle is a balance of strengths
and weaknesses- the sample displays some of the good
characteristics, but also some of the problems.
Find several different examples that illustrate each level.
Find examples across assignments. You dont want your
rubric to communicate that there is only a single way to
create a strong oral presentation, essay, or experiment.
Your rubric needs to represent the range so that (1) not
all student work will look alike, and (2) students can
begin to generalize- to apply what they learned from one
assignment to the next similar assignment.
Keep your eye out for particular examples of the
errors your students commonly make.

The process of finding examples of products or

performances usually also results in tweaking
the descriptors and criteria of the draft rubric.

7. Test the rubric and revise it as needed.

8. Repeat the cycle of scoring and revising.

Top-Down Approach
The top-down approach is used when the
curriculum or standards have clearly
defined the intended content and
performance.
A top-down approach is deductive. It starts
with a conceptual framework that
describes the content and performance
that will be assessed.

Guide to the Design of the

Rubric

1. Create (or adapt from an existing source) a conceptual framework for

achievement. This should include a description of the intended
achievement and an outline of the qualities that you intended to
demonstrate (the achievement dimensions or criteria).
The outline should describe the continuum of performance of each
criterion.

2. Write general scoring rubrics using these dimensions and

performance levels. To do this, organize the criteria either
analytically (one scale for each criterion) or holistically (one scale
considering all criteria simultaneously) and write descriptions for
performance at each level.
The general rubrics can and should be shared with students.

3. For teacher scoring, you may adapt the general scoring rubrics
for the specific learning goal for the performance you will be
scoring.
4. In either case (whether the rubrics remain general or are adapted
to more specific learning goals), use the rubrics to assess several
students performances, and adapt them as needed for final use.

Steps in Writing
the Rubric when
the Structure of
the Criteria is
Clear

1. Break apart the standard (expectation).

Identify the critical elements or characteristics

(the LOOK FORs) that form the core of the
standard (expectation).
Define or describe what the standard
(expectation) requires of the student in
relation to what the student in relation to what
the student should do,
understand, and produce or perform as
evidence of learning. These are the outcomes
that can be assessed using rubrics.

Example:
Content Standard: Naipamalas ang pag-unawa at
pagpapahalaga sa sariling pamilya at mga kasapi
nito at bahaging ginagampanan ng bawat isa.
Outcome
Process/ Skill

Expectation
Naibibigay sa sariling pananalita
ang kahulugan ng pamilya batay
sa bumubuo nito.
Nailalarawan sa pamamagitan ng
likhang-sining ang bawat kasapi
ng sariling pamilya.
Nailalarawan sa ibat-ibang
pamamaraan ang ibat-ibang
papel na ginagampanan ng bawat
kasapi ng pamilya.
Nasasabi sa sariling pananalita
ang kahalagahan ng bawat kasapi
ng pamilya.

Example:
Outcome

Expectation

Understanding

Naipaliliwanag nang pasulat

na ang bawat kasapi ng pamilya
ay may kani-kaniyang bahaging
ginagampanan.

Transfer Skill (Product/

Perfoormance)

Nakagaganap ng nararapat na
papel bilang kasapi ng pamilya

2. Choose the outcome (process or skill/ understanding/ transfer

skill as evidenced by a product or performance) for which a
rubric will be prepared.
3. Describe what meeting the expectation looks like for the student.
The standard already describes the expectation for the student.
This may be picked up as is (or if not, the expectation is tweaked
accordingly) to form Level 4 (Fully Meets Expectation) of the
Rubric. This is Level P (Proficient) in the proficiency based
assessment system.

4. From the level Fully Meets Expectation, move down to

the lower level (Almost Meets Expectation) and describe
what it looks like for the student.
Refer to the Outcomes and Expectations (see chart
provided in the example) as defined in the standard.
Describe what it looks like if any of the expectations in
relation to the outcome is diminished in quality as
observed in the students skill/ product/ performance.
Label this Level AP (Approaching Proficiency)

5. Move further down to the next lower level Partially Meets

Expectation and describe what it looks like if the desires quality
of the outcome or expectation is not fully observed in the skill/
product/ performance. Label this level D (Developing).
6. Move next to the lowest level Does Not Meet Expectation and
describe what it looks like if the quality of the outcome or the
expectation is not at all observed in the skill/ product/
performance. Label this Level B (Beginning).
7. Move up from level P to describe what it looks like if the student
exceeds the expectations of the standard.
This time, stretch the requirements of the standard beyond
just meeting the expectations. Label this Level A
(Advanced).
Note: Starting up or down from the Proficiency level is a matter
of preference when writing the descriptions for each level of
Performance.

Scoring
Strategy

Scoring Strategy
Holistic- the scorer must attend to how well a
students response (or performance) satisfies all
the evaluative criteria in the interest of forming a
general, overall evaluation of the response (or
performance) based on all the criteria considered
in concert.
Analytic- the scorer makes a criterion-bycriterion judgment for each of the evaluative
criteria,
and then amalgamate those per criterion ratings
into a final score.

Scoring Strategy:
Holistic? Or Analytic?

Type of
Rubric
Analytic

Definition

Advantages

Each criterion
(dimension, trait)
is evaluated
separately.

Gives
diagnostic
information to
teacher.
Gives formative
feedback to
students.
Easier to link to
instruction than
holistic rubrics.
Good for
formative
assessment;
adaptable for
summative
assessment; if
you need an
overall score for
grading, you can
combine the
scores.

Disadvantage
s
Takes more
time to score
than holistic
rubrics.
Takes more
time to achieve
inter-rater
reliability than
with holistic
rubrics.

Type of
Rubric
Holistic

Definition
All criteria
(dimensions,
traits) are
evaluated
simultaneously
)

Advantage Disadvanta
s
ges
Scoring is
faster than
with analytic
rubrics.
Requires less
time to achieve
inter-rater
reliability.
Good for
summative
assessment.

Single overall
score does not
communicate
information
about what to
do to improve.
Not good for
formative
assessment.

Guidelines

Use task-specific scoring when you ask students for an

extended written or oral response to see how well they
understand a specific body of information and how it works
together.
Use analytic rubrics for complex performances or products,
especially when you want to use the rubric to help plan
instruction or provide descriptive feedback to students, or
when you plan to use the rubric
instructionally with students (assessment for learning).
Use holistic rubrics for speed scoring to grade (assessment
of learning target is not complex enough to require more
than
a single criterion.

New Perspectives in Using

Rubrics
Viewing the students work as a set of information
that will be used to make a judgment on the
students skill or level of understanding.
Using interim values in the rubric, such as 3.5,
2.5, or 1.5 instead of 4, 3, 2, 1 only in order to
increase the accuracy of scoring.

WS 1: Are These
Quality Rubrics?

Assessment of Research
Grammar
0-20 pts. the sentences are poorly constructed
21-50 pts. the construction of sentences is moderately
improving.
51-80 pts. the words in the sentences are used with ease;
wide vocabulary.
81-100 pts. utilizes the words taken from the scholarly
method

Diction
0-20 pts. there is few or poor choice of words; less
vocabulary words
21-50 pts. improving in using appropriate words; more
vocabulary words
51-80 pts. the words in the sentences are used wit ease;
wide vocabulary
81-100 pts. utilizes the words taken from the scholarly
method

Assessment of Research
Organization and Style

0-20 pts. Incoherent; the sentences are not logically arranged;

not well thought of; and not following any structure or format.
21-50 pts. Coherent; the sentences are arranged logically but
lacks the creativity to express an idea
51-80 pts. the sentences are logically coherent and there is an
element of information and entertainment
81-100 pts. the sentences are organized and express ideas that
which elicit response from a reader.

Content
0-20 pts. insufficient or no enough research for
minimal information
21-50 pts. at least used three library research materials
(books, journals and references)
51-80 pts. used at least 5-8 materials including Internet
and media.
81-100 pts. complex research methods including interviews,
symposium, and seminars.

General Rubric for

Information- Type
Performance Level
Performance Description
Knowledge
4
The student has a complete and
detailed understanding of the
information important to the
topic.
3

The student has a complete

understanding of the information
important to the topic but not in
great detail.

The student has an incomplete

understanding of the topic and/or
misconceptions about most of the
information.

The student understands very

little about the topic or has
misconceptions about most of the
information.

No judgment can be made about

General Rubric for Processes

and Skills-Type Knowledge
Performance Level

Performance Description

The student can perform the skill or

process important to the topic with no
significant errors and with fluency. In
addition, the student understands the
key features of the process.

The student can perform the skill or

process important to the topic without
making significant errors.

The student makes some significant

errors when performing the skill or
process important to the topic but still
accomplishes a rough approximation
of the skill or process.

The student makes so many errors in

performing the skill or process
important to the topic that he or she
cannot actually perform the skill or
process.

No judgment can be made about the

students ability to perform the skill or

WS 2: Filling the Gaps in the

Rubrics

Learning Target: Naipaliwanag nang pasulat na ang bawat kasapi ng

pamilya ay may kani-kaniyang bahaging ginagampanan.
Advanced:
Proficient: Maliwanag ang pangangatwiran: nakapagbibigay ng
mga makatotohanang halimbawa ng bahaging ginagampanan ng
bawat kasapi ng pamilya; maayos ang pagkakasunud-sunod ng
mga katwirang inilahad.
Approaching Proficiency:
Developing:
Beginning:

WS 3: Constructing the Full

Rubric
Group/ Dyad/ Individual Work
Choose a standard in AP.
Decide on a learning target which will be
the focus of your rubric.
Design and construct the rubric following
the Guidelines for Quality Rubrics.

WS 4: Constructing the
Student Version of the
Rubric

Developing LearnerFriendly Rubrics

Steps:
Find or develop the adult version of the rubric.
Identify the words and phrases in the adult version that you
think students in your context might not understand.
Look these words up in the dictionary or in textbooks.
Sometimes the definition of one word requires looking up
other words.
Convert the definitions into wording students can
understand. Sometimes you need to convert words into one
or more sentences.
Phrase the student-friendly version in the
first person.
Try the rubric out with students. Ask for their
feedback. Revise as needed.

Common Rubric Pitfalls

When Constructing Rubrics,

AVOID.

Being clear enough for teachers to judge quality but not for
students to understand.
Using a task-specific scoring guide when a general one is
better.
Using a holistic rubric when an analytic one is better.
Using counts as an indicator of quality when quantity is not
equivalent to quality.
Including criteria that evaluate adherence to directions of the
task rather than level of mastery of the target.
In the interest of usability, trying to shorten a rubric for
a complex target so that it fits onto a single page.
Misreading the real purpose of rubrics: It is to help students
how to improve, not simply to get a good grade.

Using Tasks and Rubrics

to Improve Teaching
and Learning

Learning Progressions as
Blueprints for the Formative
Assessment
Learning
progression isProcess
a sequenced set of subskills and bodies of knowledge (building blocks) a
teacher believes students must master en route
to mastering a demanding cognitive skill of
significant curricular aim).
Learning progression is a foundation for sound
instruction and effective planning. Its also the
backbone of a sensible, planned approach to
formative assessment.

Creating a Learning
Progression Map
PRODUCT/
PERFORMANCE
UNDERSTANDING

SKILLS
KNOWLEDGE

?
Q
A

How to MAKE
MEANINGS

What to DO

What to
KNOW

?
Q
A

How to
TRANSFER

?
Q
A

?
Q
A

Learning Progression Map

KNOWLED SKILLS UNDERSTAN
What to DING
GE
What to
KNOW

DO

How to MAKE
MEANINGS

Building Blocks to
UNDERSTANDING
and TRANSFER

QA:
Formative
Assessments

QA:
Formative
Assessme
nts

TEACH

SA

QA: Formative
Assessments

PRODUCT/
PERFORMA
NCE
How to
TRANSFER
SA

QA: Formative
Assessments

TEACH

TEACH

TEACH
SA

SA

Nakapagpapahayag sa malikhaing
pamamaraan ng pagpapahalaga sa
KNOWLED
SKILLS komunidad.
UNDERSTAN
kinabibilangang

GE

Nasasabi
What
to
ang payak
KNOW
na
kahulugan
ng
komunidad
QA:
Formative
Assessments
Nasasabi
ang mga
TEACH
halimbawa
ng
komunidad
K

What to
DO

DING

PRODUCT/
P
PERFORMA
NCE

How to MAKE
MEANINGS
How to
Naiuugnay
TRANSFER
nang
Naipapaliwa
pasalita ang
nag sa
tungkulin at
pamamagita
gawain ng
n ng
QA:
QA: Formative
QA: Formative
pagsulat
ang
Formative mga
Assessments
Assessments
bumubuo ng
kahalagahan
Assessme
nts
komunidad
ng
TEACH
TEACH
sa sarili at
komunidad
TEACHsariling

pamilya.P/
S

Performance Tasks as
Practice

Schedule feedback, self-assessment, and revision on

short practice tasks before the assessment of
learning.
Break complex task into parts and schedule
feedback, self-assessment, and revision on each part
before students put them together for the
assessment of learning.
Schedule feedback, self-assessment, and revision
multiple times while students are developing a
complex
performance or product to be used as assessment
of learning.

Rubrics as Teaching Tools

Using performance tasks as assessments
for learning requires that students be
familiar with the rubric that will be used to
evaluate the final performance or product.
With a little advance planning, a good
rubric can be an effective and versatile
teaching tool; with the right follow-up, it
can enhance learning over the long term.

Strategies of Assessment for

Learning
Where Am I Going?
Strategy 1: Provide a clear and understandable vision of the learning
target.
Strategy 2: Use examples and models of strong and weak
performances or products.
Where Am I Now?
Strategy 3: Offer regular descriptive feedback.
Strategy 4: Teach students to self-assess and set goals.
How Can I Choose the Gap?
Strategy 5: Design lessons to focus on one aspect of quality
at a time.
Strategy 6: Teach students focused revision.
Strategy 7: Engage students in self-reflection and let them keep
Track of and share their learning.

Summary:
Performance assessment can be used to improve
student learning if practice events are scheduled
before the graded event.
Rubrics can be used to increase achievement by
doing the following:
Help students understand the concept of quality.
Provide meaningful feedback that fosters
student improvement.
Offers students language for self-assessments.
Point the way toward productive revision.
Help students notice, track, and report on their own
growth.

Converting Rubric Scores

to Guide

When to Use Grades and

Rubrics

Use grades only to communicate about learning,

never to motivate or punish.
Grades are not the best way to give students
feedback on learning. Use rubrics instead to
provide descriptive feedback to students during
learning (assessment for learning).
Do not convert rubric scores to grades until
you must provide assessment of learning
information.

Guide to Assigning a Grade to a

Single Piece of Work Scored
with a Rubric
Dont Use Percentages; Use a
Logic Rule.
The Purpose of the logic rule
is to consistently give the same
grade to the same range of
work.

Percentages dont accurately represent

level of learning as measured by a rubric.
Instead, look at the descriptions of the
various levels and decide on direct
conversions from rubric scores to grades
without first converting to percentages.
This is called using a logic rule because
one must determine logically how the
descriptions in a rubric relate to the
grades (B, D, AP, P, and A). Your logic rule
will depend on the
wording in your own rubric.

Sample Logic Rules for Converting Rubric

Scores to Grades on a Single Piece of
Ex. 1: Student Work
Ex. 2:
Ex. 3:
4- Level Analytic
Rubric

5- Level Analytic
Rubric

6- Level Analytic
Rubric

Grade

Average
Rubric
Score

Grade

Average
Rubric
Score

Grade

Average
Rubric
Score

3.5 4.0

3.0 3.4

AP

2.5 2.9

AP

AP

3-4

1.5 2.4

1.0 1.4

Sample Scores on a Single- Piece of

Student Work

Example 1: Analytic Rubric with 5 Criteria and 5 Levels

Overall Grade _____________________
5

Criteria A
Score
Criteria B
Score
Criteria C
Score
Criteria D
Score
Criteria E
Score
Example 1: 5 Criteria and 5 Levels
Average rubric score: (4+3+4+3+2)/5=16/5=3.2
Convert the average score to a grade using Ex. 2 in the
Conversion Table.
3.2= AP

Sample Scores on a Single- Piece of

Student Work

Example 2: Analytic Rubric with 5 Criteria and 4 Levels

Overall Grade _____________________
4

Criteria A
Score
Criteria B
Score
Criteria C
Score
Criteria D
Score
Criteria E
Score
Example 2: 5 Criteria and 4 Levels
Average rubric score: (4+3+4+2+3)/5=16/5=3.2
Convert the average score to a grade using Ex. 1 in the
Conversion Table.
3.2=P

Sample Scores on a SinglePiece of Student Work

Example 3: Holistic Rubric with 6 Levels
6

Score
Overall Grade: ______________________________
Example 3:
Average rubric score: 4
Convert the average score to a grade using Ex. 3 in
the conversion table.
4 = AP

Do not convert rubric scores to

percentages (number of points
earned divided by number of points
possible) to determine a grade.
Average the rubric scores
themselves and convert that
average to a grade using a logic
rule.

Developing a logic rule has not been standardized.

However, people who develop them follow these
general guidelines:
1. Work with others!
2. Examine your rubric and samples of student work.
Make judgments about which score averages
should convert to which grades based on your
experience as a teacher. (Use the sample
conversion table as departure points for your own
experimentation.)
3. Apply your draft logic rule to a new collection of
student work. Adjust the rule as needed until your
grades reflect your professional judgment.

How to Weight Rubric Scores

If you want to give more weight to some criteria than

others, it can be done. For example, you have a rubric
with three and four levels and you want to weight the
first criterion twice as much as the other two. Assume
the first criterion score is 3, the second criterion score
is 2, and the third criterion score is 4.
You would multiply the first criterion score by 2 to give
it the desired weight, and then add it to the others to
get a total score:
(2x3)+2+4=12. Next, divide the total by
number of scores: 12/4=3.00.
Using the logic rule in the conversion table for the
4-level analytic rubric (Ex. 1), the grade would be a P.
If this seems high or low based on your rubrics and
experience, you need to create a different logic rule.

Guide to Determining a Final Grade

Across Several Pieces of Work, All
Scored Using Rubrics
1. Do not factor missing work into the grade.
2. When the achievement is cumulative over time, base
the grade on the most recent work. (It makes no
sense to count beginning work equally with more
advanced work, produced when the student has
become more sophisticated through practice.
3. However, not all learning targets develop over time.
Students sometimes must learn distinct units of
material. This most commonly occurs with knowledge
learning targets.
It is acceptable to average the scores from discrete
targets throughout the grading period.

Guide to Combining Rubric Scores with

Percentage Scores to Determine a
Grade
Use aFinal
logic rule
for converting rubric scores to logical
percentages.
STEP 1: Average the ratings on the rubric portion of the
grade.
This presumes that you have already decided (1) which
work represents the most current level of performance; (2)
not to count missing work as zero; and (3) which
assignments or rubric criteria are to be weighted more or
less than others.
STEP 2: Convert to a logical percentage.
At this point convert the average rating to a
logical percentage, as shown in the conversion table;
we are not ready for a grade yet.

Conversion Table
Average Rubric
Score

Grade
Conversion

Logical
Percentage
Equivalent

90 and above

85-89

AP

80-84

75-79

74 and below

Guide to Combining Rubric Scores

with Percentage Scores to
Determine a Final Grade

Step 3: Decide on the weight for each

portion of the grade and compute the
average percentage. The final grade will
be computed by adding together the
percentage portion of the grade (ex., 80%)
and the logical percentage of the rubric
portion of the grade (ex. 88%) and dividing
by 2:
(80+88)/2= 84%

Now, lets say you decided to weight

the percentage portion of the grade twice
as much as the rubric portion. You would
first multiply the first percentage by 2 to
give it the desired weight and then add it
to the logical percentage from the rubric
portion:
(2x80)+88=248
Next, divide the total by the number of scores:

248/3= 82.7%

Guide to Combining Rubric Scores

with Percentage Scores to
Determine
Final percentage
Grade to a
Step
4: Convert theaaverage
grade.
When combining rubric information with
percentage information from other assessments,
calculate the average rubric score and convert
this to a percentage based on your logic rule.
Combine this logical percentage equivalent with
the other percentage information and use
DepEDs percentage-to-grade conversion table to
designate the final grade.