PENTAKSIRAN PEMBELAJARAN

GGGA 5022

Fakulti Pendidikan
Universiti Kebangsaan Malaysia (UKM)
MALAYSIA

Disediakan
Ts. Dr. Mohd Effendi @ Ewan Mohd Matore
Penyelaras GA5022
 Topik 5
Penyediaan Rubrik
1. PENGENALAN RUBRIK
2. TUJUAN DAN KEPERLUAN RUBRIK
3. PENGGUNAAN RUBRIK
4. JENIS – JENIS RUBRIK (HOLISTIK DAN ANALITIK)
5. KRITERIA DAN SKALA RATING
6. LEVEL OF PERFORMANCE
7. ADVERBS IN RUBRIC
8. PENILAIAN BERTERUSAN DAN PEMBELAJARAN DALAM TALIAN
9. TOOLS TO DEVELOP RUBRIC?
• PENGENALAN RUBRIK
• TUJUAN DAN KEPERLUAN RUBRIK
• PENGGUNAAN RUBRIK
 Latin word means RED
An authoritative RULE

• A guide listing specific criteria for grading or

scoring academic papers, projects and any
performance assessment.

• A rubric is a scoring tool that explicitly describes the

instructor’s performance expectations for an
assignment or piece of work.
Overview
Criterion-referenced assessments
Criterion-referenced assessments
 Performance assessments
A product-oriented assessment only evaluates the documented (i.e.,
usually the final) results, while a process-oriented approach can also take
the sequence of students' actions into account.
Types of Performance
Types of Performance
1. Heidi Goodrich Andrade, a rubrics expert, defines a rubric
as "a scoring tool that lists the criteria for a piece of work or
'what counts.’ “

2. For example, a rubric for an essay might tell students that

their work will be judged on purpose, organization, details,
voice, and mechanics.

3. A good rubric also describes levels of quality for each of the

criteria. These levels of performance may be written as
different ratings (e.g., Excellent, Good, Needs
Improvement) or as numerical scores (e.g., 4, 3, 2, 1)
1. Reduce the time spent grading by allowing lecturers to
refer to a substantive description without writing long
comments
2. Help lecturers more clearly identify strengths and
weaknesses across an entire class and adjust their
instruction appropriately
3. Help to ensure consistency across time and across
students
4. Reduce the uncertainty which can accompany grading
5. Discourage complaints about grades
1. Understand lecturers’ expectations and standards
2. Use lecturers’ feedback to improve their
performance
3. Monitor and assess their progress as they work
towards clearly indicated goals
4. Recognize their strengths and weaknesses and
direct their efforts accordingly
1. Provides a common language for sharing expectations and
feedback.
2. Helps to clarify and distinguish the differences between
various performance levels.
3. Helps to focus an individual or group’s ATTENTION on
relevant aspects of each desired quality characteristic or skill
area.
4. Provides a mechanism to more easily identify strengths and
opportunities for improvement.
5. Helps lend objectivity to an evaluation process that might
otherwise be subjective.
1. Different rubrics may need to be devised for the different
activities or artifacts that are to be evaluated using the rubric.
2. Not all evaluators will apply the rubric in exactly the same
way – there is a subjective element at work here – so people
may need to be trained in the use of a rubric.
3. Creating a rubric can be time consuming.
4. The rubric may limit exploration of solutions or modes of
presentation that do not conform to the rubric.
A rubric is a scoring guide used to evaluate performance, a
product, or a project.

It has three parts:

1) performance criteria
2) performance rating scale
3) Indicators/descriptors

For you and your students, the rubric defines what is expected
and what will be assessed. Whether for online or face-to-face
courses, it indicates that you will evaluate according to
specified criteria, making grading and ranking simpler, more
transparent, and fairer.
 What does a rubric look like?
On the left side, the At the top, the rating scale identifies levels of performance.
criteria describe the key
elements of a student
work or product.

Under each section of the rating scale, the indicators provide

examples or concrete descriptors for each level of performance.
What does a rubric look like?
What does a rubric look like?
What does a rubric look like?
 TeachOnline@UW: Rubrics – Advantages and Best Practices

Step 1: Review Learning Objectives

Step 2: List Performance Criteria
Step 3: Describe Levels of Quality for Each Criterion
Step 4: Develop a Grid
Step 5: Add a Descriptor or Numerical Score to Each Performance Level
Step 6: Practice Using the Rubric
Step 7: Share the Rubric with Students
Step 8: Assess Students’ Work
Step 9: Revise the Rubric
1. Rubrics need to be piloted, or field tested, to ensure they
are measuring the variable intended by the designer.

2. Rubrics can be discussed with students to create an

understanding of expectations.

3. Rubrics ensure that scoring is accurate, unbiased, and

consistent.

4. Rubrics list expectations of student performance that are

aligned with the conceptual lesson or unit delivered.
Students shouldn’t be expected to do what they haven’t
been previously taught or shown.
What does a rubric look like?
• Define the performance quality of the ideal
assessment for each criteria, one at a time.

• Begin with the highest level of the scale to

define top quality performance.

• Remember, this is the level that you want all

students to achieve and it should be challenging.
Some common descriptive terms to indicate that progression are listed below.
1. Rubrics need to be piloted, or field tested, to ensure they
are measuring the variable intended by the designer.

2. Rubrics can be discussed with students to create an

understanding of expectations.

3. Rubrics ensure that scoring is accurate, unbiased, and

consistent.

4. Rubrics list expectations of student performance that are

aligned with the conceptual lesson or unit delivered.
Students shouldn’t be expected to do what they haven’t
been previously taught or shown.
JENIS – JENIS RUBRIK
(A) RUBRIK HOLISTIK
(B) RUBRIK ANALITIK
 An Analytic Scoring Rubric
1. An analytic rubric is an assessment instrument for
scoring a constructed response. The response can be a
written response, a performance, or a product.

2. The response can be from an individual or a group

3. An analytic rubric includes a score scale of 1 to 3 points

or up to 1 to 5 points with criteria and descriptors for
assigning the points

Carriveau R.S. (2016), Connecting the dots: developing student learning outcomes and outcome
based assessments (2nd ed, Stylus Publications, Sterling, VA)
 Anatomy of
An Analytic Rubric (CDPL)
Construction of Rubric Structure
Allen, M.J. (2004). Assessing academic programs in higher education.
Bolton, MA: Anker.
Allen, M.J. (2004). Assessing academic programs in higher education.
Bolton, MA: Anker.
• Kriteria dan Skala Rating
• Level of performance
• Penilaian berterusan dan pembelajaran
dalam talian
 How do I create a good rubric?

Sometimes it's not possible to find an appropriate

existing rubric to use or modify.

To create your own rubric, follow these steps.

1. List the criteria that will be used in assessing

performance in the first column.
2. Determine your performance ratings / levels in the
first row.
3. Write a description for each performance level.
4. After use, evaluate and revise rubric as needed.
Step 1: Develop criteria.
Step 2: Identify standards (performance rating).
Step 3: Develop standards descriptors.
 How Many Levels of Performance
Should I Include in my Rubric?
4 Level of Performance in the Rubric
How Many Levels of Performance
Should I Include in my Rubric?
 Summary

Rubrics are NOT used to compare the

performance of students, but TO
COMPARE A SINGLE STUDENT
AGAINST THE SET OF CRITERIA.
Template for Analytic Rubric
Template for Holistic Rubric
Identify standards.

▪ What is the best possible standard that can be anticipated in this learning
environment?
▪ What is the least standard that will be considered acceptable [threshold]?
▪ What standard lies between these two?
▪ What standard will be considered as unacceptable?
Develop standards descriptors.

1. Pitch descriptors at a reasonable level (i.e. not unachievable but not too
easy): Note that pass is an achievement standard.
2. Frame standards positively (i.e. what is required rather than what is to be
avoided) so that students know what they are aiming for.
3. Aim to be precise and specific, however, avoid becoming overly complex or
trivialising complex learning outcomes (e.g. avoid counting errors).
4. Use language likely to be understood by students
5. Specify demonstrable qualities (e.g. “rephrases problems in own words and
identifies major issues”).
6. Use adjectives or adverbs to define achievement at the different standards
(e.g. much, some, key, appropriate).
 How Many Levels of Performance
Should I Include in my Rubric?
4 Level of Performance in the Rubric
How Many Levels of Performance
Should I Include in my Rubric?
Tools To Develop Rubric?
Rubistar
 Rubistar
This is one of the most popular rubric makers out there. It provides pre-made rubric
templates based on different topics (e.g., math, writing, science, music, reading). The tool is
free and can be used without registration, however, only registered members are allowed
to save and edit their rubrics.
 Quick Rubric
This is a simple and easy tool to help you make different rubric types. You can build your
rubric from scratch and when you are done you can save, print and share with others. Quick
Rubric provides you with some handy resources to help you learn more about the
pedagogic strength of rubrics.
 Rubric Maker
Rubric Maker is another simple and easy to use tool to create rubrics. It does not require
registration and is totally web based. You can create and customize your rubric the way you
want and when you are finished you can print and share it with others. It does not offer any
option to save your finished product other than printing.
 Rubric Maker
Rubric Maker is another simple and easy to use tool to create rubrics. It does not require
registration and is totally web based. You can create and customize your rubric the way you
want and when you are finished you can print and share it with others. It does not offer any
option to save your finished product other than printing.
WEIGHTED RUBRIC
 How to use rubrics effectively

Develop a different rubric for each assignment

Although this takes time in the beginning, you’ll find that rubrics can
be changed slightly or re-used later. If you are seeking pre-
existing rubrics, consider Rhodes (2009) or Facione and Facione
(1994). Whether you develop your own or use an existing rubric,
practice with any other graders in your course to achieve inter-rater
reliability.

References

• Facione, P. & Facione, N. (1994). The holistic critical thinking rubric [PDF]. Insight
Assessment/California Academic Press.

• Rhodes, T. (2009). Assessing outcomes and improving achievement: Tips and tools for using the
rubrics. Washington, DC: Association of American Colleges and Universities.
 Short list of ideas to help
Criteria vary greatly on the subject matter and scope of the
assignment, but here is a short list of ideas to help
Written Assignments Performance Assignments Behavior
• Thesis Statement / • Speak Clearly / Loudly / • Follow Directions
Argument / Answering the Slowly • Work Well with a Group
Question • Use of Visuals / Media • Use Kind Words
• Organization • Engage Audience • Keep Hands and Other
• Conventions / Spelling and • Play / Sing Correct Rhythm Body Parts to Self
Grammar / Notes • Listen to Others
• Voice • Accuracy of Factual • Remain Seated
• Word Choice / Vocabulary Information • Raise Hand to ask
• Use of Figurative Language • Ask Relevant Questions Question
• Neatness / Presentation / • Recite Text • Stay on Task
Format • Follow Steps in Experiment • Respect Materials
• Label Diagrams • Video / Audio Editing
• Purpose
▪ A weighted rubric is an analytic rubric in which certain
concepts are judged more heavily than others.

▪ If, in a creative writing assignment, a teacher stresses

character development, he or she might consider weighing
the characters part of the rubric more heavily than the plot
or setting.

▪ Typically are a form of an analytical rubric

▪ A weighted rubric clearly communicates to the
students and their parents which parts of the
project are more important to learn for a particular
activity.

▪ Weights can be changed to stress different aspects

of a project. One week a teacher may focus on
character development. In the next week or two,
plot may take precedence.
Contoh 1
 Criteria 4 3 2 1
PLOT: "What" and Both plot parts are One of the plot parts is Both plot parts are Neither plot parts are
"Why" fully developed. fully developed and addressed but not fully fully developed.
the less developed part developed.
.25 x 4 = 1.00 point is at least addressed. .25 x 1 = .25 point
25% .25 x 2 = .50 point
.25 x 3 = .75 point
SETTING: "When" Both setting parts are One of Both setting parts of Neither setting parts
and "Where" fully developed. the setting parts is fully the story are are developed.
developed and the less addressed but not fully
.25 x 4 = 1.00 point developed part is at developed. .25 x 1 = .25 point
25% least addressed.
.25 x 2 = .50 point
.25 x 3 = .75 point
CHARACTERS: The The The None of
"Who" described by main characters are main characters are main characters are the characters are
appearance, fully developed with developed with some identified by name developed or named.
much descriptive descriptive detail. The only.
personality, detail. The reader has a reader has a vague .50 x 1 = .50 point
character traits, and vivid image of the idea of the characters. .50 x 2 = 1.00 point
behavior. characters.
.50 x 3 = 1.50 points
50% .50 x 4 =2.00 points
Contoh 2
When you have a need to weigh one or more assignment criteria more than
others, you can identify varying weights that sum to 100% of the whole.

Maximum total points possible = 40 pts. for this assignment.

Contoh 3
https://www.uwstout.edu/academics/online-distance-education/online-professional-
development/educational-resources-rubrics/creating-and-using-rubrics-
assessment#VideoMultimediaProjectRubrics
Review my rubric!
The following questions can help determine if the rubric is effective:

1. Are the characteristics of each performance level clear? Will students be

able to self-assess by having the descriptors? Will the descriptors give
students enough information to know what they need to improve?
2. Does the rubric adequately reflect the range of levels at which students
may actually perform given tasks?
3. Are the criteria at each level defined clear to ensure that scoring is
accurate, unbiased, and consistent? Could several instructors use the
rubric and score a student’s performance within the same range?
4. Does the rubric reflect both process and product?
5. Are all criteria equally important, or is one variable stronger than the
others?
6. Is the language used descriptive for students to determine what is being
measured in both qualitative and quantitative methods.
PENTAKSIRAN PEMBELAJARAN
GGGA 5022

Terima kasih
Fakulti Pendidikan
Universiti Kebangsaan Malaysia (UKM)
MALAYSIA

Disediakan
Ts. Dr. Mohd Effendi @ Ewan Mohd Matore
Penyelaras GA5022