My Tools

Interview of my Resource Teachers

I will ask the following questions:

1. WHERE DO YOU USE THE SCORING RUBRICS? (STUDENTS OUTPUT OR

PRODUCTS AND STUDENT ACTIVITIES)

 The teacher said that she use scoring rubrics in giving fairly the students’ grade
every time they have an activity or performance and every time they pass an
output or a project.

2. WHAT HELP HAVE SCORING RUBRICS GIVEN YOU? WHEN THERE WERE
NO SCORING RUBRICS YET, WHAT DID YOU USE?

 The scoring rubric gives the feeling of fairness in giving ratings to every
performance they had. When there are no scoring rubrics yet, the teachers give
scores directly without basis in giving scores.

3. WHAT DIFFICULTIES HAVE YOU MET IN THE USE OF SCORING

RUBRICS?

 The teacher said that she encountered difficulties in the use of scoring rubrics by
having a hard time in constructing a self-made rubrics suited to a performance and
providing different scoring rubrics for different activities.

4. DO YOU MAKE USE OF HOLISTIC AND ANALYTIC RUBRICS? HOW DO

THEY DIFFER?

 She uses both depends on the activity. She uses holistic more often in assessing
product-oriented performance and she uses analytic in process-oriented
performance. The difference of the two is that an analytic rubric has descriptions
which make the scoring easy while a holistic rubric doesn’t have.

5. WHICH IS EASIER TO USE ANALYTIC OR HOLISTIC?

  She said it is easier to use analytic rubrics since it is made up of level of scales
and descriptors which make it easier to rate/score performance.

6. WERE YOU INVOLVED IN THE MAKING OF THE SCORING RUBRICS?

HOW DO YOU MAKE ONE? WHICH IS EASIER TO CONSTRUCT –
ANALYTIC OR HOLISTIC?

 “Of course we are involved.” She said that they see to it that the criteria are
relevant to what she wants to measure and assess. She said that it is easier to
construct he holistic rubric because there is no reason elaborate it.

Research

I will research the following:

1. TYPES OF RUBRICS

 A holistic rubric consists of a single scale—all factors that are to be

evaluated are identified together for each level of performance. It might be
a checklist or a description of each attainable level of performance.

Analytical rubrics, on the other hand, are excellent tools for teaching as well as
for assessment. An analytical rubric consists of multiple, separate scales, and
therefore provides a set of scores rather than just one. The multiple scales enable
students to pinpoint their strengths and weaknesses related to each criterion.

2. WHEN TO USE RUBRICS

  Rubrics are used to fairly grade the students’ performance/outputs since
they are made of criteria and standards with corresponding scores. They
are used to assess learning’s at all levels.

3. HOW TO CONSTRUCT THE TWO TYPES OF RUBRICS

 In constructing two types of rubrics, first, define the assignment or project.

This is the task you are asking the students to perform. Second, decide on
a scale of performance. Third, identify the criteria of the task. Last,
describe or spell out the performance of each criterion.

4. ADVANTAGES AND DISADVANTAGES OF SCORING RUBRICS

HOLISTIC RUBRIC ADVANTAGE:

 Quick scoring and they provide an overview of student achievement.
 Easily obtain a single dimension if that is adequate for your purpose.
DISADVANTAGE:
 Not very useful to help plan instruction because they lack a detailed
analysis of a student’s strengths or weaknesses of a product.
 Do not provide very detailed information.

ANALYTIC RUBRIC ADVANTAGE:

 Provides meaningful and specific feedback along multiple dimensions.

 Scoring tends to be more consistent across students and grades.
 Easier for the teacher to share with students and parents about certain
strengths and weaknesses.
 Helps students to better understand the nature of quality work.

DISADVANTANGE:

 It is more difficult to construct analytical rubrics for all tasks.

 Tends to be quite time consuming.
 Lower consistency among different raters.
 My Analysis

1. WHAT BENEFIT HAVE SCORING RUBRICS BROUGHT TO THE

TEACHING– LEARNING PROCESS?

 Scoring rubrics brought benefits to the teaching-learning process through providing

standard scoring of performance, self-reflection and peer review and developing the
skills of the students. Teachers are also benefited through rating performance fairly.

2. HOW ARE SCORING RUBRICS RELATED TO PORTFOLIO ASSESSMENT?

 Scoring rubrics is like portfolio assessment since both are authentic assessment. If
scoring rubrics rate/score process/product-oriented performance, portfolio assessment
on the other hand uses scoring rubrics to assess learning of students who perform the
portfolio. It means that scoring rubrics are guidelines in scoring portfolios.

3. TO GET THE MOST FROM SCORING RUBRICS, WHAT SHOULD BE

OBSERVED IN THE MAKING AND USE OF SCORING RUBRICS?
 In making and using score rubrics. First you must have objectives included in the
rubrics for a specific activity. A rubric must be definitive, quantitative and objective
in nature. The scoring rubric is a device that guides you to keep track the
corresponding score or credits that you may give to a particular task.
 My Reflection

REFLECT ON THIS: SCORING RUBRICS: BOOM OR BANE?

 For me, scoring rubric is boon. I consider it as boon or blessing because it helps a
lot on the part of the teacher especially in assessing learning of students with
regard to the process and product oriented performance. It is really a blessing
since the teacher will no longer rate the performance without valid basis. Teacher
will be guided as to their way of rating any performance.

 On the part of student, still it is boon because they will be confident as to how
they are rated. They will be aware on what aspects of their performance need to
be given much attention.

My Portfolio
Come up with one scoring rubric for a student product (e.g. paragraph or theme written)
and another for a student activity such as a cooperative learning activity)

Scoring Rubric for Paragraph Writing

Criteria 4 3 2 1
Strong main
Adequate main Main idea/topic Main idea/ topic
idea/ topic
idea/ topic sentence is sentence is
Main Idea sentence is clear,
sentence is unclear is weakly unclear and not
Topic Sentence and is restated in
restated in the restated in the restated in the
the closing
closing sentence. closing sentence. closing sentence.
sentence.
Each paragraph Each paragraph Each paragraph Each paragraph
has three or more has two has one has no
Supporting supporting detail supporting detail supporting detail supporting detail
details sentences that sentences that sentence that sentence that
relate to the main relate to the main relate to the main relate to the main
idea. idea. idea. idea.
Contains several Contains many Contains many
Contains few, if errors in errors in errors in
Observes Basic any punctuation, punctuation, punctuation, punctuation,
Writing capitalization, spelling or spelling or spelling or
Conventions and spelling grammar that do grammar that do grammar that do
errors. not interfere with not interfere with not interfere with
meaning. meaning. meaning.
Legibly Legibly written, Several
Many distracting
handwritten or easy to read with distracting errors
Neatness errors making it
typed with no 1-2 distracting that make portion
illegible.
distracting errors. errors. difficult to read

Scoring rubrics for Cooperative Learning Activity

 Excellent Acceptable Minimal Unacceptable
Criteria
4pts 3pts 2pts 1pt
All group
members
All group About half of
participate
members group
enthusiastically;
participate some participates; One or two
group members
level; group group members members actively
reflect awareness
members show show some participate; little
of others’ views
Process adeptness at ability to interaction; no
and ideas; each
interaction; interact; group effort made to
group member
group members’ members given assign or perform
assigned a well-
roles not always role but roles not roles.
defined role;
clearly defined consistently
group members
nor demonstrated performed.
perform roles
effectively
Logical format Little signs of
that is easy to organization;
follow; smooth Presented in a Somewhat format difficult
transition from thoughtful organized; ideas to follow;
one idea to manner; signs of not presented awkward
Organization
another; organization and logically; transitions; lack
organization most transition transitions not of organization
enhances easy to follow. always smooth. lessens
effectiveness of effectiveness of
project project.
Conducts
Gathers Gathers
thorough
information from information from Does little or no
Research research using a
several different only 1 or 2 research.
wide variety of
sources. sources.
resource
 Information Information
mostly accurate; somewhat Information
All information
Content a few accurate; several completely
is accurate
inconsistencies inconsistencies inaccurate
and inaccuracies and factual errors
Original
presentation; Presentation Presentation
Thoughtful
Creativity unique approach includes a few predictable; little
presentation
that enhances the original ideas creativity used.
project
Episode 4
(On Scoring Rubrics)