At the end of the lesson, the students are expected to:

1.Explain a scoring rubric, its parts and types

2.Construct analytic and holistic rubrics
3.Distinguish among rubric, checklist and rating scale
4.Make a checklist and rating scale

UNIVERSITY OF ANTIQUE-MAIN CAMPUS

College of Teacher Education
Sibalom, Antique
Features of Authentic/Performance Assessments
(Hambleton, 1996)
1.An emphasis on “doing open-ended activities for which
there is no correct, objective answer and that may assess
higher thinking.
2.Direct methods of evaluation
3.Self-assessment
4.Assessment of group performance as well as individual
performance
5.Extended period of time for assessment
UNIVERSITY OF ANTIQUE-MAIN CAMPUS
College of Teacher Education
Sibalom, Antique
Characteristics of 21st Century Assessment
1. Responsive. It generates data to inform curriculum and instruction.
2. Flexible. It is adaptable to students.
3. Integrated. It is incorporated into the day-to-day practice.
4. Informative. It gives information whether skills are stated and taught.
5. Multiple methods. It includes spectrum of assessment strategies.
6. Communicated. It is clear and transparent for all stakeholders.
7. Technically sound. It shows fairness, adjustments, and
accommodations are made in the assessment process to meet
students’ needs.
8. Systematic. 21st century assessment is a part of a comprehensive and
well-aligned assessment system.

UNIVERSITY OF ANTIQUE-MAIN CAMPUS

College of Teacher Education
Sibalom, Antique
DepEd’s Emphasis on Performance Assessment
(DepEd Order s. 2015-08)

Three Components of Summative Assessments:

1.Written work
2.Performance tasks
3.Quarterly assessment

UNIVERSITY OF ANTIQUE-MAIN CAMPUS

College of Teacher Education
Sibalom, Antique
Goal, Roles, Audience, Situation, Product, and Standards (GRASPS)
Wiggins and McTighe (2004)

G-Goal, R-Role, A-Audience, S-Situation, P-Product, S-Standards and criteria

How do you come with a performance task guided by GRASPS?

Goal. Provides a statement of the task. Establishes the goal of the task; states the
problem, challenge or obstacle in the task.
Role. Defines the role of the students in the task. States the job of the students for the
task.
Audience. Identifies the target audience within the context of the scenario.
Situation. Explains the situation. What’s the context? What is the challenge?
Product. Clarify what the students will create and why they will create it.
Standards and Criteria. Identifies specific standards for success. Give rubric to the
students or develop them with the students.
UNIVERSITY OF ANTIQUE-MAIN CAMPUS
College of Teacher Education
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Example: Health Awareness

Goal. Instill health-consciousness among the young by particularly paying attention

to their eating habits.
Role. You are officers of health club and one of your objectives as a club is to
promote health consciousness among the students.
Audience. Your brochure is intended for all high school students in your school.
Situation. Most high school students are fond of junk foods, soft drinks. A big
number of students are obese and underweight.
Product. Come up with a brochure on healthy eating habits. Brochure should: 1)
Focus on healthy eating habits, 2) include graphics, and 3) use simple, non-
technical English language.
Standards and Criteria. You will be graded along the following criteria: 1) Accuracy
of content (10 points), 2) Organization of information (10 points), 3) clarity of
content (10 points), 4) Appropriateness of graphics/pictures (10 points), 5)
Attractiveness/appearance of brochure (10 points) and grammatical accuracy (10
points).
Developing the Scoring Rubric

Scoring Rubric
 A scoring rubric is “a coherent set of criteria for students’ work that includes descriptions of
levels of performance quality on the criteria” (Brookhart, 2013).
 McMillan (2007) defines scoring rubric as a “scoring guide that uses criteria to differentiate
between levels of student proficiency.”
 Popham (2011) describes scoring rubrics as a “scoring procedures for judging students’
responses to performance tests”.
 A scoring rubric is a scoring guide used to assess performance against a set of criteria.

UNIVERSITY OF ANTIQUE-MAIN CAMPUS

College of Teacher Education
Sibalom, Antique
Parts of a scoring rubric
1. Coherent sets of criteria
2. Descriptions of levels of performance for these
criteria

Example on a Recitation Rubric

Criteria 1 2 3
Number of 1-4 hand gestures 5-9 hand gestures 10-12 hand
appropriate hand gestures
gestures
Appropriate facial Lots of Few inappropriate No apparent
expression inappropriate facial facial expression inappropriate facial
expression expression
Voice inflection Monotone voice Can vary voice Can easily vary
used inflection with voice inflection
difficulty
Incorporate proper Recitation contains Recitation has some Recitation fully
ambiance through very little feelings feelings captures ambiance
feelings in the voice through feelings in
Why include levels of performance?
1. Clearer expectations
2. More consistent and objective assessment
3. Better feedback

The importance of rubrics

4. Rubrics help teachers teach
5. Rubrics help students learn
6. Rubrics help coordinate instruction and assessment

UNIVERSITY OF ANTIQUE-MAIN CAMPUS

College of Teacher Education
Sibalom, Antique
Analytic versus
Holistic Rubrics

Analytic Rubrics. An
analytic rubric
articulates levels of
performance for each
criterion so the teacher
can assess student
performance on each
criterion.
Analytic versus
Holistic Rubrics

Holistic Rubrics. A
holistic rubric does not
list separate levels of
performance for each
criterion. This rubric
assigns a level of
performance by
assessing performance
across multiple criteria
as a whole.
Checklist
 A list of specific characteristics with a place for marking whether the characteristic is present
or absent (Brookhart, 2013).
 Checklist does not evaluate the quality of the project. It just makes sure that directions have
been followed and all required elements are present.

Examples:

My sentence…
________ begins with a capital letter
________ends with a period (.) or a question mark (?) or an exclamation point (!)
________is a complete thought
________has a naming part (subject) and a telling part (predicate)

The research report

________ has an introduction
________has a thesis sentence or research question
________has at least 3 sources
________has a naming part (subject) and a telling part (predicate)
Rating Scale
•List of specific characteristics with a place for marking the degree to which each
characteristic is displayed (Brookhart, 2013).

Skill On this assignment, I successfully used the

skill on
All Most Some None of
problems problems problems the
problems
Wrote the information into a correct equation /
Identify the unknown in the problem /
Converted Celsius temperature to Kelvin /
Wrote the Charles’ Law equation /
Solve the equation for the unknown /
Wrote all the numbers with correct unit labels /
 Talent showcasing and documentation

The National Youth Commission will hold a Virtual National Youth Day inviting
the students of the Catholic schools all over the country to participate. In this
activity, there will be a competition where invited students will showcase varied
talents in accordance to the nine Multiple Intelligences of Howard Gardner as
an expression of praising and thanking God for these gifts and will be
documented (photo or video) and explained. Relative to this, Grade 7 students
of Pandan Bay Institute are invited and tasked to join the said event with their
prepared talents to be performed in front of the fellow youth members and
delegations. The talents to be shown by these students will be rated according
to Creativity (neatness and appearance), Originality, Appropriateness
(Adherence to expression of thanking and praising God), and Quality.

UNIVERSITY OF ANTIQUE-MAIN CAMPUS

College of Teacher Education
Sibalom, Antique
Goal. There will be a competition where invited students will showcase varied talents in
accordance to the nine Multiple Intelligences of Howard Gardner as an expression of
praising and thanking God for these gifts and will be documented (video) and explained.

Role. Relative to this, Grade 7 students are invited and tasked to join the said event with
their prepared talents to be performed in front of the fellow youth members and
delegations.

Audience. Fellow youth members and delegations.

Situation. The National Youth Commission will hold a Virtual National Youth Day inviting
the students of the Catholic schools all over the country to participate.

Product. Documented talent showcasing

Standard and Criteria. The talents to be shown by these students will be rated according
to Creativity (neatness and appearance), Originality, Appropriateness (Adherence to
expression of thanking and praising God), and Quality.
UNIVERSITY OF ANTIQUE-MAIN CAMPUS
College of Teacher Education
Sibalom, Antique
Checklist
_________1. The talent showcase shows an expression of praise
and gratitude to God.
_________2. The talent showcase manifests at least one of Howard
Gardner’s multiple intelligences.
_________3. The talent showcase is documented.

UNIVERSITY OF ANTIQUE-MAIN CAMPUS

College of Teacher Education
Sibalom, Antique
Rating Scale

Items Strongly Agree (3) Disagree Strongly

Agree (4) (2) Disagree
(1)
1 The talent showcased
displays the students’ use
of God given gifts.
2 The talent showcased
shows one of the multiple
intelligences of Howard
Gardner.
3 The talent showcased
demonstrates the
students’ praise of God.
Corpuz, B. B. & Cuartel, I. E. (2021). Assessment in learning 2: Authentic Assessment. Lorimar
Publishing, Inc.

Reganit, A. A., Elicay, R. S., & Laguerta, C. C. (2010). Assessment of learning 1: Cognitive
learning. C & E Publishing, Inc.

UNIVERSITY OF ANTIQUE-MAIN CAMPUS

College of Teacher Education
Sibalom, Antique