CAMARINES NORTE STATE

FS5
LEARNING ASSESSMENT
STRATEGIES
Episode 7

FIELD STUDY
ON SCORING RUBRICS

Name ABRERA, ABULAR, ALOC, BRAGA, BANA, ILAN, CARRASCAL, CARDEL, MISOLES, OJO, SORIA,
UMABTANG
Course & Block BSED 4A
Resource Teacher EMMA P. ALOC Signature _______________________________
Date of Interview Day 1 October 7, 2019 Time 1:00-2:00pm
Day 2 October 30, 2019 Time 1:00-2:00pm
Day 3 November 6, 2019 Time 1:00-2:00pm

I. INTERVIEW

Interview one Resource Teacher on his/her use of scoring rubrics in assessing

learning. Please be guided with the questions given below:

1. Where do you use the scoring rubrics? (Student outputs or products and student
activities?

-It is a guide to be used in evaluating the student performance. Through the

scoring rubrics we can evaluate them properly, fairly and genuinely because
there should be no bias in assessing the product or process of their performance.

2. What help have scoring rubrics given you? When there were no scoring rubrics
yet, what did you use?

- Rubrics help the teachers in many ways. The best use of rubrics is that it’s not
only serves as a guide but a tool that makes your grade legit because you have
prepared a criteria or standards before rating their performance. My mother
said that before, when she was new in this profession she experienced to rate
the students with just thinking in the thin air. It’s easy but it’s not fair to those
who really deserve to get a higher mark so it is important to always prepare
rubrics to guide us.

3. What difficulties have you met in the use of scoring rubrics?

-According to my mother she experienced difficulties but it’s not too hard. It is
when creating the differences of the standards on evaluating the performance of
the students and preparing many rubrics in one day because she has 7 subjects.
And the usual problem is that our personal judgement overpower the rubrics,
we tend to use our heart than following the rubrics, like for example being too
generous, too negative, that might affect the result of the rubrics.

Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 84-90.
ABRERA, ABULAR, ALOC, BRAGA, BANA, ILAN, CARRASCAL, CARDEL, MISOLES, OJO, SORIA, UMABTANG BSED IV-A
 CAMARINES NORTE STATE

FS5
LEARNING ASSESSMENT
STRATEGIES
Episode 7

FIELD STUDY
ON SCORING RUBRICS

4. Do you make use of holistic and analytic rubrics? How do they differ?

-Yes. Holistic and Analytic Rubrics have different uses to evaluate the student
performance. Holistic Rubrics consists the general standards to evaluate the
student performance while analytic rubric evaluates more specific skills of the
students.

5. Which is easier to use-analytic or holistic?

-It is easier to use the holistic because it only evaluates the general standards of
skills of students.

6. Were you involved in the making of the scoring rubrics? How do you make one?
Which is easier to construct – analytic or holistic?

-It is easier to construct standards and criteria in holistic rubrics because it is

general.

II. RESEARCH

Research on more examples of holistic and analytic rubrics.

(Holistic Rubric Example)

Oral Report

5 Excellent: The student clearly describes the question studied and provides strong
reasons for its importance. Specific information is given to support the conclusions that are drawn
and described. The delivery is engaging and sentence structure is consistently correct. Eye contact
is made and sustained throughout the presentation. There is strong evidence of preparation,
organization, and enthusiasm for the topic. The visual aid is used to make the presentation more
effective. Questions from the audience are clearly answered with specific and appropriate
information.

4 Very Good: The student described the question studied and provides reasons for its
importance. An adequate amount of information is given to support the conclusions that are drawn
and described. The delivery and sentence structure are generally correct. There is evidence of
preparation, organization, and enthusiasm for the topic. The visual aid is mentioned and used.
Questions from the audience are answered clearly.

3 Good: The student describes the question studied and conclusions are stated, but
supporting information is not as strong as a 4 or 5. The delivery and sentence structure are
generally correct. There is some indication of preparation and organization. The visual aid is
mentioned.
Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 84-90.
ABRERA, ABULAR, ALOC, BRAGA, BANA, ILAN, CARRASCAL, CARDEL, MISOLES, OJO, SORIA, UMABTANG BSED IV-A
 CAMARINES NORTE STATE

FS5
LEARNING ASSESSMENT
STRATEGIES
Episode 7

FIELD STUDY
ON SCORING RUBRICS

Questions from the audience are answered.

2 Limited: The student states the question studied, but fails to fully describe it. No
conclusions are given to answer the question. The delivery and sentence structure is
understandable, but with some errors. Evidence of preparation and organization is lacking. The
visual aid may or may not be mentioned. Questions from the audience are answered with only the
most basic response.

1 Poor: The student makes a presentation without stating the question or its
importance. The topic is unclear and no adequate conclusions are stated. The delivery is difficult to
follow.
There is no indication of preparation or organization. Questions from the audience receive only the
most basic, or no, response.

0 No oral presentation is attempted.

Resource:

http://www.middleweb.com/rubricsHG.html

Sample Analytic Rubric:

Oral Presentation

EXCELLENT ADEQUATE LIMITED POOR

The speech The speech The speech The speech
demonstrates demonstrates demonstrates demonstrates
thorough and accurate some knowledge little
Content accurate knowledge except of the topic, to no knowledge
knowledge of the in minor details but there are of the subject
subject matter inaccuracies in
important details
Organization is Organization is Organization is There is no
Organization evident and key for the most part inadequate and discernable
points are well effective ineffective organization.
organized
Eye contact is Eye contact is Limited eye Speaker does not
consistent and made throughout contact is made make eye contact
Eye Contact effective most of the with the audience
throughout the presentation and/or reads
presentation from notes
Gestures are Gestures are Although a few No gestures are
effectively used sometimes used gestures may be used
Gestures to emphasize to provide used, they are not
important points emphasis tied to points of
emphasis.
Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 84-90.
ABRERA, ABULAR, ALOC, BRAGA, BANA, ILAN, CARRASCAL, CARDEL, MISOLES, OJO, SORIA, UMABTANG BSED IV-A
 CAMARINES NORTE STATE

FS5
LEARNING ASSESSMENT
STRATEGIES
Episode 7

FIELD STUDY
ON SCORING RUBRICS

The speaker is The speaker uses Language is Language is

articulate and clear somewhat vague confusing and
uses memorable language that is and may contain contains many
Language language grammatically some grammatical
that is correct grammatical errors
grammatically errors
correct
The visual aid is The visual aid is The visual aid There is no visual
correct and correct but may may have aid or it is not
concise and is not be used to some errors and mentioned in the
Visual Aid used to make add to the although it is presentation
the presentation presentation mentioned, it is
more effective not clearly tied to
the presentation

Questions from Questions from Answers to Questions from

the audience are the audience questions from the audience
Responding to clearly answered are answered the audience are are answered
Questions with specific and with basic basic and are ineffectively or
appropriate responses often unclear or are not answered
information ineffective

Resource:

https://education.ohio.gov/getattachment/Topics/Teaching/Educator-Evaluation-System/How-
to-Design-and-Select-Quality-Assessments/HO9-Analytic-Rubric-Sample.pdf.aspx

MY ANALYSIS
1. What benefits have scoring rubrics brought to the teaching-learning process?

By using scoring rubrics, the teacher can evaluate the student performance in
class more reliable.

2. How are scoring rubrics related to portfolio assessment?

Scoring rubrics which are descriptive scoring scheme develop to assess any
student performance whether it’s written or oral, online of face-to-face, are
related to portfolio assessment, because these are specially well sailed
evaluating complex task or assignments, such as written works just like a
portfolio. Moreover, scoring rubrics are assignment-specific and the criteria are
different for each assignment or task.

Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 84-90.
ABRERA, ABULAR, ALOC, BRAGA, BANA, ILAN, CARRASCAL, CARDEL, MISOLES, OJO, SORIA, UMABTANG BSED IV-A
 CAMARINES NORTE STATE

FS5
LEARNING ASSESSMENT
STRATEGIES
Episode 7

FIELD STUDY
ON SCORING RUBRICS

3. To get the most from scoring rubrics, what should be observed in the making
and use of scoring rubrics?

The teacher should know what the students should perform and the
standards must be specific.

MY REFLECTION
Can rubrics help make students to become self-directed or independent
learners? Do rubrics contribute to assessment AS learning (self-assessment)?
What if there were no rubrics in assessment?

In my opinion rubrics can make students self-directed or independent

learners because Rubrics is presented before the final performance so that
students can personally prepare for the specific standard being set. It gives us
the opportunity to reflect upon ourselves in the performance we presented. We
can evaluate ourselves and think about the strength and weaknesses that will
help us in the next performance to do our best. Yes, rubrics contribute to
assessment AS Learning because we got specific response from the rubrics that
has been set. I think if there is no rubrics every performance will be in vain
because our performance will not received proper mark because there is no
guide.

MY PORTFOLIO

Go over the K to 12 Curriculum Guide and look for at least one competency that
needs to be assessed by the use of rubrics. Make a scoring rubric – analytic and the other
holistic. Remember to focus on assessing the intended learning outcome.

Learning Competency: Nasusuri ang mekanismo ng alokasyon sa iba’t-ibang sistemang

pang-ekonomiya bilang sagot sa kakapusan.

Task: Gumawa ng isang dula-dulaan na nagpapakita ng mekanismo ng alokasyon sa iba’t-

ibang sistemang pang-ekonomiya. Gawin ito sa loob lamang ng tatlo hanggang limang (3-5)
minuto.

PANUTO:
1. Ang pangkat ay magpapalitan ng ideya ukol sa gawain.
2. Pagpaplanuhan ang gagawain.

Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 84-90.
ABRERA, ABULAR, ALOC, BRAGA, BANA, ILAN, CARRASCAL, CARDEL, MISOLES, OJO, SORIA, UMABTANG BSED IV-A
 CAMARINES NORTE STATE

FS5
LEARNING ASSESSMENT
STRATEGIES
Episode 7

FIELD STUDY
ON SCORING RUBRICS

3. Ang isa sa bawat myembro ng pangkat ang magpapaliwanag ng

kanilang presentasyon sa unahan ng klase.

HOLISTIC RUBRIC IN ROLE PLAY

CATEGORY CRITERIA RATING

 Maayos na nasunod ang pamantayan sa paggawa.
 Maayos na naipakita ang mekanismo ng alokasyon sa
EXCELLENT sistemang pang-ekonomiya bilang sagot sa kakapusan. 90-100%
 Kinakikitaan ng kooperasyon ng bawat kagrupo.
 Maayos na naipaliwanag ang ukol sa paksa.
 Maayos na nasunod ang pamantayan subalit may
kaunting pagkakamali.
GOOD  Maayos na naipakita ang mekanismo ng alokasyon sa 85-89%
sistemang pang-ekonomiya subalit may ilang mga
pagkakamali.
 May kaunting kakulangan sa kaisipan ng paksa.
 Nasunod ang ibang pamantayan subalit karamihan ay
hindi nasunod.
FAIR  Ang presentasyon ay medyo maayos subalit kailangan 80-84%
pa ng kaunting impak.
 Maraming kakulangan sa kaisipan ng paksa.
 Hindi nasunod ang pamantayan sa paggawa ng gawain
 Ang presentasyon ay maraming mali at madumi
POOR  May maling impormasyong nakalagay at taliwas sa
kaisipan ng paksa.

ANALYTIC RUBRIC IN ROLE PLAY

EXCELLENT GOOD FAIR POOR

95-100% 89-94% 83-88% 77-82%

Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 84-90.
ABRERA, ABULAR, ALOC, BRAGA, BANA, ILAN, CARRASCAL, CARDEL, MISOLES, OJO, SORIA, UMABTANG BSED IV-A
 CAMARINES NORTE STATE

FS5
LEARNING ASSESSMENT
STRATEGIES
Episode 7

FIELD STUDY
ON SCORING RUBRICS

Kinakikitaan ng Maayos ang Maayos ang Maraming

maayos na presentasyon nagging pagkakamali sa
presentasyon na nagpapakita presentasyon presentasyon.
na nagpapakita ng tamang subalit may 3-5 Hindi naipakita
ng tamang alokasyon ng pagkakamali sa ang alokasyon
PRESENTATION alokasyon ng sistemang pagpapakita ng ng sistemang
(30%) sistemang pang- pang- alokasyon ng pang-
ekonomiya ekonomiya sistemang pang- ekonomiya
bilang pagtugon bilang pagtugon ekonomiya bilang
sa kakapusan. sa kakapusan bilang pagtugon pagtugon sa
ngunit may sa kakapusan. kakapusan.
kaunting
pagkakamali.

Ang Ang Kinakikitaan ng Kaunti lamang

AUDIENCE presentasyon ay presentasyon kagustuhan ng ang sumang-
IMPACT kinagigiliwan ay nagustuhan mga kalahati ng ayon sa
(20%) ng lahat ng mga ng ¾ ng mga mga manunuod. presentayong
manunuod. manunuod. ipinakita.
Kinakikitaan ng Kinakikitaan ng Kinakikitaan ng Kinakikitaan
kaugnayan sa kaugnayan sa kaunting ng malimit na
paksa ng paksa ng kaugnayan sa kaugnayan sa
presentasyon. presentasyon at paksa ng paksa ng
CONTENT Makikita ang ilang presentasyon at presentasyon
(30%) mga halimbawa halimbawa ilang halimbawa at walang
sa lamang na ukol lamang na ukol halimbawa
presentasyon. sa paksa. sa paksa. lamang na ukol
sa paksa.

Gumamit ng Gumamit ng Gumamit ng Walang

mga mainam at ilang ilang ginamit na
angkop na kasangkapan o kasangkapan o kasangkapan o
kasangkapan o kasuotan para kasuotan para kasuotan na
PROPS/COSTUME kasuotan upang mas lalong mas lalong makapagpapa-
(20%) mas lalong mapaganda ang mapaganda ang ganda sa
mapaganda ang presentasyon. presentasyon presentasyon.
presentasyon. ngunit hng
kinakikitaan ng
koneksyon sa
paksa.

MY PERFORMANCE
Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 84-90.
ABRERA, ABULAR, ALOC, BRAGA, BANA, ILAN, CARRASCAL, CARDEL, MISOLES, OJO, SORIA, UMABTANG BSED IV-A
 CAMARINES NORTE STATE

FS5
LEARNING ASSESSMENT
STRATEGIES
Episode 7

FIELD STUDY
ON SCORING RUBRICS

Focused on : ON PORTFOLIOS
EXEMPLARY SUPERIOR SATISFACTORY UNSATISFACTORY
TASKS
4 3 2 1
All tasks were done All or nearly all Nearly all tasks Fewer than half of
with outstanding tasks were done were done with tasks were done; or
quality; work with high quality acceptable quality most objectives met
Observation exceeds but with poor quality
expectations

4 3 2 1
Analysis questions Analysis questions Analysis questions Analysis questions
were answered were answered were not answered were not answered.
completely; in completely. completely.
depth answers; Grammar and
thoroughly Clear connection Vaguely elated to spelling are
grounded on with theories. the theories. unsatisfactory.
Analysis of the Learning
theories.
Episode Gramm and Grammar and
Exemplary spelling are spelling acceptable.
grammar and superior.
spelling.

4 3 2 1
Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
profound and clear, clear, but not shallow; supported unclear and shallow
supported by clearly supported by experiences and are not
Reflection / Insights experiences from by experiences from the learning supported by
the learning from the learning episode. experiences from the
episode. episode. learning episode.

4 3 2 1
Portfolio is Portfolio is Portfolio is Portfolio has many
complete, clear, complete, clear, incomplete; lacking components;
well-organized and well-organized and supporting is unorganized an
all supporting most supporting documentation is unclear.
documentation are documentation are organized but is
Learning Portfolio
located in sections available and/or in lacking.
clearly designated. logical and clearly
marked locations.

4 3 2 1
Before deadline On the deadline A day after the Two days or more
Submission of Learning deadline after the deadline
Episode
4 3 2 1

OVER-ALL SCORE: RATING:

Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 84-90.
ABRERA, ABULAR, ALOC, BRAGA, BANA, ILAN, CARRASCAL, CARDEL, MISOLES, OJO, SORIA, UMABTANG BSED IV-A
 CAMARINES NORTE STATE

FS5
LEARNING ASSESSMENT
STRATEGIES
Episode 7

FIELD STUDY
ON SCORING RUBRICS

MR. ISRAEL LOTIVO ___________________

Signature of FS Teacher Date
above Printed Name

Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 84-90.
ABRERA, ABULAR, ALOC, BRAGA, BANA, ILAN, CARRASCAL, CARDEL, MISOLES, OJO, SORIA, UMABTANG BSED IV-A