Chapter 7

Scoring Rubrics for Performance and Portfolio Assessment

Introduction
One of the alternative methods of rating the performance of the students aside
from paper and pencil test is the use of scoring rubrics or rubrics. Scoring rubrics are
used when judging the quality of the work of the learners on performance assessments.
It is a form of scoring guide that is used in evaluating the performance of the students or
products resulting from the performance task. Scoring rubrics are very important in
assessing the performance of students using performance-based assessment and
portfolio assessment.

Scoring Rubrics
Scoring rubrics (Brookhart, 1999 as cited by Moskal, 2000) are descriptive
scoring schemes that are developed by teachers or other evaluators to guide the
analysis of the products or processes of students efforts.

Another definition of rubrics is a rating system by which teachers can determine

at what level of proficiency a student is able to perform task or display knowledge of a
concept and you can define the different levels of proficiency for each criterion
(Airasian, 2000)

One common used of rubrics is when the teachers evaluate the quality of an
essay. The judgement of one evaluator differs from others when there are no criteria to
be followed. One evaluator might put much weight in the content of the topic or one
evaluator might give up high mark on the organization aspect of the paper. If we are
going to evaluate the quality of an essay, it must have to have a combination of these
factors. In this case the evaluators judge the paper subjectively, to avoid such case the
evaluator must develop a predetermined criterion for evaluation purposes so that the
subjectivity of evaluating is lessened or it becomes more objective.
Types or Rubrics
In this section, we shall discuss the two types of rubrics: the holistic rubric and
analytic rubric.

Holistic rubric is a type of rubrics that requires the teacher to score the overall
process or product as a whole (Nitko, 2001; Mertler, 2001). In this case, the evaluator
views the final product as asset of interrelated tasks contributing to the whole. Using
holistic rubric in scoring the performance or product of the students provides overall
impression on the ability of any given product. Some of the advantages are quick
scoring and provides overview of students performance. However, it does not provide
detailed feedback about the performance of the students.

Analytic rubric is a type of rubric that provides information regarding performance

in each component part of a task, making it useful for diagnosing specific strengths and
weaknesses of the learners (Gareis and Grant, 2008). In this type of rubric, the
evaluator evaluates the final product into each component part and each part is scored
independently. Hence, the total score of the product or performance of the students will
be the rating for all the parts being evaluated. When using analytic rubric, it is very
important for the evaluator to treat each part separately to avoid any bias result for the
whole product or performance of the students.

The teacher can use analytic rubric when he wants to see the relative strengths
and weaknesses of the students performance in each criterion, a detailed feedback and
assess complicated performance, and also if the teacher wants the students to conduct
self-assessment on their understanding about their performance.

Advantages of Using the Rubrics

When assessing the performance of the students using performance-based
assessment, it is very important to use scoring rubrics.

1. Allows assessment to become more objective;

2. Clarifies the criteria in specific terms;

3. Clearly shows the student how to work will be evaluated and what is expected;

4. Promotes students awareness of the criteria to be used in assessing peer

performance;

5. Provides useful feedback regarding the effectiveness of the instruction; and

6. Provides benchmarks against which to measure and document progress.

Development of Scoring Rubrics
Martler (2001) suggested the different steps in developing rubrics used in the
assessment of performance, process, products or both process and product for
classroom use, in this article Designing Scoring Rubrics for Your Classroom. The
information for these procedures was compiled from various sources (Airasian, 2000 &
2001; Montgomery, 2001; Nitko, 2001; Tombari & Borich, 1999). The steps were
summarized and discussed, followed by presentation of two sample scoring rubrics.

1. Re-examine the learning objectives to be addressed by the task. This allows

you to match scoring guide with your objectives and actual instruction.

2. Identify specific observable attributes that you want to see (as well as those
you dont want to see) your students demonstrate in their product, process, or
performance. Specify the characters, skills, or behaviours that you will be looking for, as
well as common mistakes you do not want to see. The teacher must carefully identify
the qualities that need to be displayed in the students work to demonstrate proficient
performance.

3. Brainstorm characteristics that describe each attribute. Identify ways to

describe above average, average, and below average performance for each observable
attribute identified in step 2.

For holistic rubrics, write through narrative descriptions for excellent work
and poor work incorporating each attribute into the description. Describe the highest
and lowest levels of performance combining the descriptions for all attributes.

For analytic rubrics, write through narrative descriptions for excellent work
and poor work for each individual attribute. Describe the highest and lowest levels of
performance using the descriptors for each attribute separately.

For holistic rubrics, complete the rubric by describing other levels on the
continuum that ranges from excellent to poor work for the collective attributes. Write
descriptions for all intermediate levels of performance.

For analytic rubrics, complete the rubric by describing other levels on the
continuum that ranges from excellent to poor work for each attributes. Write descriptions
for all intermediate levels of performance for each attribute separately.

4. Collect samples of students work that exemplify each level. These will help
you score in the future by serving as benchmarks.

5. Revise the rubric, as necessary. Be prepared to reflect on the effectiveness of

the rubric and revise it prior to its next implementation.
 Scoring Instruments for
Performance Assessments

Checklist

Rating Scales

Rubrics

Analytic Rubrics
Holistic Rubrics
 Written Report
PROF_ED 110 Assessment of Learning 1

(Scoring Rubrics for Performance and Portfolio Assessment)

Submitted by:

Sheena Mae O. Balagwis

BSED 2-8

M-F 8:00-10:00

Submitted to:

Marian Nalda