RubricsLearning 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 PrincipalMarymount Professional Colleges

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

Assessment of a project: Book Report

Organization 50%Grammar 25%Analytical Thinking25%

TOTAL100%

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

Assessment of organization

10 9 8 7 6 5 4 3 2 1 Superior Expert Satisfactory Poor

Understanding RubricsHow useful has this tool been to your teaching? To Student learning?Assessment of Organization4- Ideas are internally consistent; presentation is very clear3- One or two ideas appear inconsistent / irrelevant to the discussion; presentation has a few gaps2- Major ideas do not hang together; many gaps in the presentation1- Ideas are totally inconsistent; no clear linkage

Understanding RubricsWhat 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 RubricsRubrics as a Scoring Guide

A Students score or rating is based on the different descriptions of his/her outputs.A good rubricDescribes the desired qualities or characteristics of student performance or productExplicitly distinguishes one performance level from another (ideally 3-6 performance levels)

Understanding RubricsTypes of Assessments Requiring Rubrics as Scoring Guides

Performance assessment Extended written responseExtended oral response

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

Understanding RubricsElements of a Rubric

Evaluative criteriaQuality definitions of a standard or level of performance)Scoring strategy

Understanding RubricsTypes of Rubric

Generic- used to judge quality across similar tasksRubric based on informationRubric based on process or skill

Specific- based on a particular topic or a single task

Understanding RubricsGeneric? Or Task Specific

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

Types of RubricDefinitionAdvantagesDisadvantageGenericDescription 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 task-specific rubrics Requires practice to apply well!

Understanding RubricsGeneric? Or Task Specific

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

Types of RubricDefinitionAdvantagesDisadvantageTask-SpecificDescription of work refers to the specific content of a particular task (e.g., gives an answer, specifies a conclusion) Teachers sometimes say using these makes scoring easier Requires less time to achieve integrated reliability 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.

Understanding RubricsWays 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-assessHelp teachers plan instructionHelp teachers grade consistentlyHelp teachers have sound justifications for gradesHelp teachers and students communicate with parents

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

Understanding RubricsGuidelinesDont 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 RubricsGuidelinesUse 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 RubricsCommon Misconceptions About Rubrics

Confusing learning outcomes with tasksConfusing rubrics with requirements or quantitiesConfusing rubrics with evaluative rating scalesBrookhart, 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 TasksElicit 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 Tasks1. Determine the purpose of assessmentGuide 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 Tasks3. 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 TasksContent 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 TasksSampling: Is there enough evidence?Number of tasks or performances is sufficient for purpose and target.

Criteria for Good TasksDistortion 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.UnderstandableAligned with standardsIllustrated with samples of students can understand Easy to use

Criteria for Good TasksWorded in a positive mannerMatch the assignment/ taskDefine various levels of performanceInclude the same features across various levels of performance

Evaluating RubricsCoverage/ Organization: What counts in a students work?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 wellIs 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 ParallelAre 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 CriteriaFocus 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

CharacteristicsExplanationAppropriateEach criterion represents an aspect of a standard , curricular goal or objective that students are intended to learn.Definable Each criterion has a clear, agreed-upon meaning that both students and teachers understand.Observable Each criterion describes a quality Distinct from one anotherEach criterion identifies a separate aspect of the learning outcomes the performance is intended to assess.CompleteAll the criteria together describe the whole of the learning outcomes the performance is intended to assess.Able to support descriptions along a continuum of qualityEach criterion can be described over a range of performance levels.

How to Write Performance Level Descriptions

Main ConsiderationsThe 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 ALEVEL PLEVEL APLEVEL DLEVEL BPerformance 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 areExplanationDescriptivePerformance 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 performancePerformance is described from one extreme of the continuum of quality to another for each criterion.Distinguish among levelsPerformance 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 levelPerformance descriptions at each level of the continuum for a given standard describe different quality levels for the same aspects of the work.

Constructing the RubricWhen the Criteria are Unclear When the Criteria are Clear

Developing a General Rubric when the Criteria are Unclear

KNOWLEDGESKILLSUNDERSTANDINGTRANSFER (PRODUCT/ PERFORMANCE)

Stage 1: Desired Results/ Outcomes

STAGE 1Desired Results/ OutcomesDefines 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 SkillsCore Learning Area StandardsKey Stage StandardsGrade Level StandardsContent Standards(per quarter)Performance Standards(per quarter)Know, Do and UnderstandKnow, Do and Understand

Learning StandardsThey 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. Buong pagmamalaking nakapagsasaad ng kwento ng sariling pamilya at bahaging ginagampanan ng bawat kasapi nito.CSPS

Example??? Naipamalas ang pag-unawa at pagpapahalaga sa sariling pamilya at mga kasapi nito at ang bahaging ginagampanan ng bawat isa. Nakagaganap ng nararapat na papel bilang kasapi ng pamilya.CSPS

Review GuideDoes 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 canDraw 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 UnderstandingsUnderstandings 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. Nakagaganap ng nararapat na papel bilang kasapi ng pamilya.CSPS

Essential UnderstandingsAre 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 TransferRefer to the Performance Standard.Extract from the standard how learners are expected to use their understanding in real-world contexts. Products and performances that the learners are expected to produce shall provide evidence of transfer.

Breaking Up the Standards

ProcedurePredetermine the standard statement or statements involved in the design process.Break apart the standard statement(s) to determine explicit learning.List the standard statements or standard statements implicit learning expectations.

Determining Explicit Content and Skills

Identifying ContentContent is what students should KNOW.Noun-basedDraw a circle around text.

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

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 SkillsSkills 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 1SKILLSNaipamalas ang pag-unawa at pagpapahalaga sa sariling pamilya at mga kasapi nito at bahaging ginagampanan ng bawat isa.CS

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 ApproachA 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: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 tobe 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 ApproachThe 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 Rubric1. 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

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.

OutcomeExpectationProcess/ Skill 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:

OutcomeExpectationUnderstanding 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 StrategyHolistic- 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-by-criterion judgment for each of the evaluative criteria, and then amalgamate those per criterion ratingsinto a final score.

Scoring Strategy:Holistic? Or Analytic?

Type of RubricDefinitionAdvantagesDisadvantagesAnalytic 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. Takes more time to score than holistic rubrics. Takes more time to achieve inter-rater reliability than with holistic rubrics.

Type of RubricDefinitionAdvantagesDisadvantagesHolisticAll criteria (dimensions, traits) are evaluated simultaneously)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.

GuidelinesUse 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 thana single criterion.

New Perspectives in Using RubricsViewing 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 ResearchGrammar0-20 pts. the sentences are poorly constructed21-50 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 Diction0-20 pts. there is few or poor choice of words; less vocabulary words21-50 pts. improving in using appropriate words; more vocabulary words51-80 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 ResearchOrganization and Style0-20 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 idea51-80 pts. the sentences are logically coherent and there is an element of information and entertainment81-100 pts. the sentences are organized and express ideas that which elicit response from a reader.Content0-20 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 Knowledge

Performance LevelPerformance Description4The student has a complete and detailed understanding of the information important to the topic.3The student has a complete understanding of the information important to the topic but not in great detail.2The student has an incomplete understanding of the topic and/or misconceptions about most of the information.1The student understands very little about the topic or has misconceptions about most of the information.0No judgment can be made about the students understanding of the topic.

General Rubric for Processes and Skills-Type Knowledge

Performance LevelPerformance Description4The 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.3The student can perform the skill or process important to the topic without making significant errors.2The 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.1The 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.0No judgment can be made about the students ability to perform the skill or process.

WS 2: Filling the Gaps in the RubricsLearning 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 RubricGroup/ Dyad/ Individual WorkChoose 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 Learner- Friendly 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 fora complex target so that it fits onto a single page.Misreading the real purpose of rubrics: It is to help studentshow 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 ProcessLearning progression is a sequenced set of sub-skills 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????QAQAQAQAWhat to KNOWWhat to DOHow to MAKE MEANINGSHow to TRANSFERKNOWLEDGESKILLSUNDERSTANDINGPRODUCT/PERFORMANCE

Learning Progression MapBuilding Blocks to UNDERSTANDING and TRANSFERSASASASA

KNOWLEDGEWhat to KNOWSKILLSWhat to DOUNDERSTANDINGHow to MAKE MEANINGSPRODUCT/ PERFORMANCEHow to TRANSFER

QA: Formative Assessments

TEACHQA: Formative Assessments

TEACHQA: Formative Assessments

TEACHQA: Formative Assessments

TEACH

Nakapagpapahayag sa malikhaing pamamaraan ng pagpapahalaga sa kinabibilangang komunidad.Nasasabi ang payak na kahulugan ng komunidad

Nasasabi ang mga halimbawa ng komunidadNaiuugnay nang pasalita ang tungkulin at gawain ng mga bumubuo ng komunidad sa sarili at sariling pamilya.Naipapaliwanag sa pamamagitan ng pagsulat ang kahalagahan ng komunidadPKP/SU

KNOWLEDGEWhat to KNOWSKILLSWhat to DOUNDERSTANDINGHow to MAKE MEANINGSPRODUCT/ PERFORMANCEHow to TRANSFER

QA: Formative Assessments

TEACHQA: Formative Assessments

TEACHQA: Formative Assessments

TEACHQA: Formative Assessments

TEACH

Performance Tasks as PracticeSchedule 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 complexperformance or product to be used as assessmentof learning.

Rubrics as Teaching ToolsUsing 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 LearningWhere 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 RubricsUse 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 RubricDont 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 Student Work

Ex. 1:4- Level Analytic RubricEx. 2:5- Level Analytic RubricEx. 3:6- Level Analytic Rubric

GradeAverage Rubric ScoreGradeAverage Rubric ScoreGradeAverage Rubric ScoreA3.5 4.0A5A6P3.0 3.4P4P5AP2.5 2.9AP3AP3-4D1.5 2.4D2D2B1.0 1.4B1B1

Sample Scores on a Single- Piece of Student WorkExample 1: Analytic Rubric with 5 Criteria and 5 LevelsOverall Grade _____________________Example 1: 5 Criteria and 5 LevelsAverage rubric score: (4+3+4+3+2)/5=16/5=3.2Convert the average score to a grade using Ex. 2 in the Conversion Table. 3.2= AP

54321Criteria AScore

Criteria BScoreCriteria CScoreCriteria DScoreCriteria EScore

Sample Scores on a Single- Piece of Student WorkExample 2: Analytic Rubric with 5 Criteria and 4 LevelsOverall Grade _____________________Example 2: 5 Criteria and 4 LevelsAverage rubric score: (4+3+4+2+3)/5=16/5=3.2Convert the average score to a grade using Ex. 1 in the Conversion Table. 3.2=P

4321Criteria AScore

Criteria BScoreCriteria CScoreCriteria DScoreCriteria EScore

Sample Scores on a Single- Piece of Student WorkExample 3: Holistic Rubric with 6 LevelsOverall Grade: ______________________________

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

654321Score

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:Work with others!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.)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 ScoresIf 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 RubricsDo not factor missing work into the grade.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.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 Final GradeUse a 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 ScoreGrade ConversionLogical Percentage Equivalent5A90 and above4P85-893AP80-842D75-791B74 and below

Guide to Combining Rubric Scores with Percentage Scores to Determine a Final GradeStep 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=248Next, divide the total by the number of scores:248/3= 82.7%

Step 4: Convert the average percentage to a 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.Guide to Combining Rubric Scores with Percentage Scores to Determine a Final Grade

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