DEVELOPING PROTOTYPE RUBRICS

Presented by:

JOSE P. DORIA, JR.

Isabela National High School City of Ilagan Isabela

Is this a rubric?
Excellent Above Average Average Below Average

NO!

Is this a rubric?
1 Pre-basic 2 Basic 3 Approaching Proficiency 4 Proficient 5 - Advance

NO!

Is this a rubric?
SCORE 0 to 2 3 to 5

NO!

INTERPRETATION Congratulations! You do not have a problem with alcohol. You could be on your way to a problem with alcohol.

6 to 8
9 and above

Chances are you already have a problem with alcohol.

You really need help! You have a serious problem with alcohol.

What, then, is a RUBRIC?

WHAT IS A RUBRIC?
A RUBRIC is a criterion-based scoring guide

consisting of a fixed measurement scale and descriptions of the characteristics for each score point.
A RUBRIC describes degrees of QUALITY,

PROFICIENCY, and along a continuum

UNDERSTANDING

What is a Rubric?

A rubric is a descriptive guideline, A scoring guide, A specific pre-established performance criteria Each level of performance is described to contrast it with the performance at other levels. It provides a description of what the specific differences are among performances at each level. A set of rubrics is used to guide the rating of performance, products or processes of student learning at various levels of performance.

RUBRICS ANSWER THE QUESTIONS:

By what criteria should performance be judged

and discriminated?
Where should we look and what should we look

for to judge performance success?

How

should different levels of QUALITY, PROFICIENCY, or UNDERSTANDING be described and distinguished from one another

Why Use Rubrics?

Rubrics help clarify the expectations you and others have

for student performance by providing detailed descriptions of those agreed upon expectations.

Well designed rubrics used for assessment increase the

reliability and validity and ensure that the information gathered can be used to make changes in the instruction.

Rubrics allow teachers to efficiently assess complex

products or behaviors. Once the criteria for a performance are clearly defined, a teacher can align the course with the criteria to help students meet the requirements. teachers increase the likelihood that they will all provide comparable ratings, thus increasing the inter-rater reliability. As a result, the assessments based on these rubrics will be more effective and efficient.

Rubrics that have been defined and agreed upon by all the

TWO GENERAL TYPES OF RUBRIC

GENERIC/HOLISTIC
This

ANALYTIC (Rubric w/
Specific Attributes)

provides an This kind of rubric divides a over-all impression product or performance into of a students work. distinct traits or dimensions It yields a single score and judges each separately. or rating for a Since an analytic rubric product or rates each of the identified performance. traits independently, a separate score is provided for each.

ASSESSORS SHOULD CONSIDER

Although a holistic rubric is an appropriate scoring tool when an over-all impression is required, it is highly recommended that assessors (teachers) of students knowledge, process/skills, understandings, products and performances use analytic rubric.

Why? Because the quality of feedback to the student is easily compromised in the name of efficiency when we boil down evaluation to a single (holistic) score. Analytic rubrics entails the use of independent criteria that guides the teacher in figuring out which aspect of the students output needs improvement, satisfactory, or excellent.

FACTORS TO CONSIDER IN DEVELOPING RUBRICS

CRITERIA VALIDITY

They specify what we should look at to determine the degree of understanding and serve us in making a judgement-based process consistent and fair.

This concerns the meaning of evidence: what we ask students to do, and how we assess the resulting work. Its about our understanding of the results, not the test itself.

DESIRED RESULTS

VALIDITY AND ASSESSMENT

ACTIVITIES FOR INSTRUCTION

PERFORMANCE TASKS FOR ASSESSEMENT

RUBRIC FOR ASSESSEMENT

Generic/Holistic Rubric
Level 1 Level 2 Level 3 Description of performance at level 1 Description of performance at level 2 Description of performance at level 3

Level 4

Description of performance at level 4

Example of a Generic/Holistic Rubric

Rubric in the Performance of Folk Dance
Rating Apprentice (1) Description Learner is able to use knowledge, skills and understandings effectively in interpreting and performing a folk dance guided by the teacher and classmates. Learner is able to use knowledge, skills and understandings effectively in interpreting, performing and staging/arranging a folk dance guided by the teacher and classmates. Learner is able to use knowledge, skills and understandings effectively in interpreting, performing and staging/arranging a folk dance with a little guidance from the teacher. Learner is able to use knowledge, skills and understandings effectively in interpreting, performing and staging/arranging a folk dance independently.

Able (2)

Skillful (3)

Masterful (4)

Sample of a Rubric with Specific Attributes

Level 1 Attribute 1 Attribute 2 Attribute 3 Attribute 4 Rubric 1.1 Rubric 2.1 Rubric 3.1 Rubric 4.1 Level 2 Rubric 1.2 Rubric 2.2 Rubric 3.2 Rubric 4.2 Level 3 Rubric 1.3 Rubric 2.3 Rubric 3.3 Rubric 4.3

Sample of A HOLISTIC (Rubric with Specific Attributes)

Criteria Works cooperatively with group Excellent 4 Always willing and focused during tasks and presentation. Convincing communication of characters role, feelings, and motives. An impressive variety of nonverbal cues were used in an excellent way. Information appears to be always accurate. Good 3 Usually willing and focused during assigned tasks and presentation. Competent communication of characters role, feelings, and motives. Good variety (3 or more) of nonverbal cues were used in a competent way. Information appears to be usually accurate Adequate 2 Sometimes willing and focused during assigned tasks and presentation. Adequate communication of characters role, feelings, and motives. An acceptable variety of nonverbal cues were used in an adequate way. Information appears to be sometimes accurate. Basic 1 Rarely willing and focused during assigned tasks and presentation. Limited communication of characters role, feelings, and motives. Limited variety of non-verbal cues were used in a developing way.

Presentation and perspective

Use of non-verbal cues (voice, eye and body movements, props, costumes) Information accuracy TOTAL

Information appears to be rarely accurate.

ANALYTIC RUBRIC FOR THE ASSESSMENT OF LEARNERS PERFORMANCE IN TEAM SPORTS

Weight Appropriateness of the Skills MASTERFUL: Able to use knowledge and skills effectively and efficiently in diverse game situations SKILLED: Able to use knowledge and skills competently in diverse game situations ABLE: Has limited but growing ability to use knowledge and skills in diverse game situations APPRENTICE: Relies on a limited repertoire of knowledge and skills; has limited use of judgment and responsiveness to game situations. NOVICE: Can perform only with coaching and relies on highly directed skill execution, procedures and game approaches Proper Execution of the Skills SKILLFUL: Demonstrates powerful and skillful execution of the game skills with high level of confidence

Behavior During the Game

MATURE: Highly disciplined and able to demonstrate appropriate behavior towards the game, players and game officials

5 4
3

COMPETENT: Demonstrates SENSITIVE: Disciplined and able competently the game skills with to demonstrate appropriate confidence behavior towards the game, players and game officials PRACTITIONER: AWARE: Generally demonstrates Demonstrates general level of proper behavior towards the game, coordination and competence in player and game officials the execution of game skills with limited but growing confidence APPRENTICE: Demonstrates DECENTERING: Has some limited coordination and capacity for self-discipline but is competence in the execution of still limited to own reactions and game skills with low level of attitudes towards the game, players confidence and game officials NOVICE: Has very low or no EGOCENTRIC: Has little or no coordination in demonstrating consideration to the rules of the game skills; has very low level or game; behaves untowardly and has no confidence at all no respect for other players and game officials

Steps in Writing a Rubric

1. Set the Scale Select a learning outcome from your academic program. Use your professional judgment to assess student learning on a scale of 1-3, 1-4, 1-5, or 1-X that is appropriate for evaluating the performance.

Steps in Writing a Rubric

3. Identify Basic Descriptions Add simple descriptions for each number on the scale. 5 Advanced ability to __________; 4 Proficient ability to ___________; 3 Approaching proficient ability to _____; 2 Developing ability to _________; 1 - Basic ability to _____________;

Steps in Writing a Rubric

4. Descriptions of what performance will look like at each level 5 The learner is able to (description of what advanced performance would look like). 4 - The student is able to (description of what proficient performance would look like) but not yet able to (description of advanced performance). 3 The student is able to (description of what approaching to proficiency performance would look like) but not yet able to (description of proficient performance). 2 - The student is able to (description of what developing performance would look like) but not yet able to (description of approaching to proficiency performance). 1 - The student is unable to (description of desired performance).

ASSESSMENT

Select a competency from among the contents in Grade 8 MAPEH you wish to teach. Create an activity/performance task for each of the four phases of the learning sequence and develop your own analytic rubric for assessment to rate your students performance in the said activity.

Gather with your region and come up with your output in this activity (30 minutes)