Republic of the Philippines

PANGASINAN STATE UNIVERSITY

Bayambang Campus
COLLEGE OF TEACHER EDUCATION
Bayambang, Pangasinan

Study Guide 5
MODULE 5: DEVELOPING THE SCORING RUBRIC

Theme Assessment in Learning 2

Topic Module 5: Developing the Scoring Rubric
Sub-topics:
A. Parts of Scoring Rubrics
B. The Levels of Performance
C. The Different Types of Scoring Rubric
D. The Importance of Rubric
E. The Characteristics of Scoring Rubric
Resource Alvarez Leah Jean R.
Developers Cayabyab Francine Myn R.
Lagoy Hayden Jr.
Overview In education, rubrics serve as crucial assessment tools. Rubrics are
commonly used to evaluate student work using predetermined criteria. Scoring
rubrics combine evaluative criteria with performance descriptors and are used
either collectively as a holistic score or individually as an analytic score (Popham,
2017). A rubric is a set of scoring guidelines for assessing students' work.
Furthermore, rubrics provide answers to questions such as: what criteria should be
used to evaluate performance, where or what should we look for to determine
performance success, what does the variation in performance quality look like, and
so on.

(Allen and Tanner 2006; Brookhart 2013). Designing a rubric can assist
instructors in developing better assessments and provides a framework for grading
when multiple instructors are teaching different sections of a course There is also
a procedure for developing a rubric. Rubrics are important as they ensure the
constructive alignment that was discussed in Chapter 2 on outcome-based
education. They are effective and efficient tools that enable teachers to objectively
evaluate the performance of students on an assessment activity. A scoring rubric
not only makes performance assessment more transparent, but it also provides
students with a clear roadmap for improving their performance. However, creating
useful rubrics can be difficult, especially for teachers unfamiliar with the procedure.
Nonetheless, with the guidance of this chapter, educators should be able to create
rubrics that fairly and accurately assess students’ performance.
Targets/Objective At the end of the chapter, the student should be able to:
s 1. explain what a scoring rubrics is;
2. cite the parts of scoring;
3. distinguish between the holistic and analytic rubrics and between
general and task-specific rubric;
4. cite the importance of scoring rubric;
 5. construct a holistic and analytic rubric base on the given learning
outcome; and
6. distinguish among scoring rubric, checklist, and rating scale.

Outline 1. Identify the parts of a scoring rubric and provide a brief explanation each
using a Concept Map.
2. Under the teacher’s guidance, they will have the opportunity to work
independently on completing the Data Retrieval Chart on the levels of
performance.
3. To summarize the difference between the Analytic and Holistic rubrics, the
students will create and answer a Venn Diagram.
4. To summarize the Types of Rubrics and Rating Scale the teacher will
prepare a T-Chart.
5. To simplify the concept of lesson pertaining to developing the scoring
rubrics, students will make an Infographic.
6. The students will construct a holistic or analytic rubric and will answer the
following exercises.

Target Activities 1. Creating a Concept Map that illustrates the parts of a scoring rubric together
with description.
2. The learners will create Data Retrieval Chart on the levels of performance.
3. Based from the presentation of the lesson that describe the Analytic and
Holistic rubrics, create and answer a Venn Diagram that shows the
difference between the two types of rubrics.
4. The learners will list down the Types of Rubrics using the T-Chart.
5. Based on the whole lesson of the present chapter, create an Infographic that
emphasizes the important factors. The result will be measured with the given
rubric. To be submitted in subject's MS Teams folder.
6. Construct a holistic or analytic rubric from the provided choices and answer
the following exercises.

Target 1. Determine the parts of scoring rubric below using a concept map.
Deliverables
Data Retrieval chart on levels of performance.
Performance Exam Attendance Homework
Level Scores Rate (%) Completion
(%) (%)
Excellent 95 98 100
Good 85 90 95
Satisfactory 75 80 85
Need 60 70 76
Improvement
Poor Below 60 Below 70 Below 75

2. Fill up the information given below utilizing Data Retrieval Chart.

3. Create and answer a Venn Diagram about Analytic and Holistic rubrics that
show the differences and similarities of each type.
Examples:
Holistic rubric
Analytic rubric

4. List down the Types of Rubrics and Rating Scale using the Chart. Diagram.
 4. Design an Infographic that illustrates content about the Scoring rubrics'
meaning, parts, types, characteristics and importance.

\
6.Answer the following exercises below.

1. Construct a holistic or analytic rubric from the suggested choices below.

Role Playing Recitation Poster-Slogan

Science Project-Based PowerPoint/Video-Making
Essay Writing Contest Reporting Movie-Film Making
1. Poster-Slogan
Content and Organization (20 points)
✓ Clear and well-organized presentation of information
✓ Relevant and engaging content
✓ Clear statement of purpose or theme
Design and Visual Appeal (20 points)
✓ Attractive and appropriate use of color, graphics, and fonts
✓ Consistent design throughout the presentation
✓ Effective use of visuals to support the content
Audio and Video Quality (20 points)
✓ Clear and audible audio
✓ Smooth transitions between slides or scenes
✓ High-quality video and images
Creativity and Originality (20 points)
✓ Innovative and creative approach to presenting the information
✓ Unique and engaging content
✓ Effective use of multimedia elements
Overall Impression (20 points)
✓ Professional and polished presentation
✓ Clear and concise delivery
✓ Memorable and engaging content

2. In a scoring rubric it is important and necessary that each description and

each characteristic should be mutually exclusive. Analyze the following part
of an analytic rubric. Are the description and characteristics mutually
exclusive? Explain your answer.

In this example, the descriptions are not mutually exclusive. The

descriptions for "Excellent" and "Proficient" are very similar, and it might be
difficult to distinguish between them based on the provided criteria. To
make them mutually exclusive, the descriptions would need to be more
clearly differentiated. For instance, the "Excellent" level could require a
higher level of sophistication in language use or a more engaging
presentation style.

Mutually exclusive descriptions in a rubric ensure that each level of

performance is clearly defined and distinct from the others, preventing
ambiguity and ensuring fair assessment.

3. Do you think that the main point about criteria is that they should be about
learning outcomes, not aspects of the task itself? How does scoring rubric
helpful for teachers to teach and for students to learn?

Yes, it is crucial that the criteria in a scoring rubric are focused on

learning outcomes rather than aspects of the task itself.
When criteria are based on learning outcomes, they directly align with the
goals of the lesson or unit. This ensures that the assessment measures
what students are expected to know and be able to do, not just their ability
to complete a specific task. For example, instead of evaluating a writing
assignment solely on grammar and punctuation, a rubric focused on
learning outcomes might assess students' ability to develop a clear
argument, use evidence effectively, and organize their ideas coherently.
Assessment A. Rubrics. Below is a scoring rubrics for an evaluation of student’s output.

Infographic Rubric
4 3 2 1
Design Layout is Generally good Layout could Layout is
organized and layout. use disorganized,
• Layout uses improvement. no obvious
• Color consistent Has minor organization.
Scheme style. inconsistency or Two or more
• Fonts one distracting inconsistent Layout
Color scheme element. elements. distracts from
has visual content.
appeal and Color scheme Hard to read
works with clashes. fonts. Color scheme
content. is confusing.
Layout
Fonts are distract from
legible and content.
consistent.

Content Appropriate One or two Not enough Lacking in

terms, vocab, terms or terms, vocab, appropriate
• Terms, Facts jargon defined jargon used jargon. terminology.
• Quantity of and used. incorrectly or
data without Data is Not enough
• Quality of More than explanation. sparse. facts or data.
data enough data to
make claims. Adequate Data might Data is from
amount of data. not poor or
Data clearly demonstrate questionable
demonstrate Data the trend or source.
trend, claim, demonstrate claim.
etc. trend, claim, etc.
Data from
Data from Data, form good good source.
good source. source.

Clarify Claim, main Claim, main idea Claim, main Infographic

idea is obvious is idea is made. makes a poor
• Makes a and easy to understandable. initial
claim understand. Some impression.
• Efficiency No unnecessary graphics or
• Makes clear No graphics or visuals are
impression unnecessary visuals. unneeded. Confusing
graphics or
visuals.

Infographic
makes a good
initial
impression.
Representation Design Design elements Visualization Design and
elements are are clearly fit the data visuals are at
• Design clearly informed by and the claim. odds with the
complements informed by content. content or
content content. claims being
• Careful Visualization fit made.
choice of Visuals show the data and the
visuals connection to claim.
• Data content and
visualization create a visual
matches flow.
contents and
claim Visualizations
fit the data and
the claim.

Source: Cstorygraville. (2016, July 21). General Infographic Rubric. SLI.

http://science-infographics.org/general-infographic-rubric/
 Answer the following questions
Learning Activities. concisely and
substantially.

1. In your own words, explain what a scoring rubric is.

A scoring rubric is a structured assessment tool that outlines specific criteria and performance
levels to evaluate student work. It provides a clear and consistent framework for assessing student
learning and offering feedback. Rubrics typically include criteria (the specific aspects to be
evaluated), performance levels (descriptions of expected outcomes), and descriptors (details of each
performance level).
2. Cite the basic parts of a scoring rubric.
A scoring rubric is a structured assessment tool that outlines specific criteria and performance levels
to evaluate student work. It provides a clear and consistent framework for assessing student learning
and offering feedback. Rubrics typically include criteria (the specific aspects to be evaluated),
performance levels (descriptions of expected outcomes), and descriptors (details of each
performance level).
3. Distinguish between holistic and analytic rubrics; general and task-specific
rubric.
Holistic rubrics provide an overall assessment of the work, considering all
criteria simultaneously, while analytic rubrics evaluate each criterion
separately. General rubrics can be applied to various tasks within a subject
area, while task-specific rubrics are designed for a particular assignment.
4. When do you use a holistic rubric? analytic rubric? general rubric? task-
specific rubric?
You would use a holistic rubric when you want to assess the overall
quality or effectiveness of a piece of work, such as a creative writing
assignment or a presentation. This type of rubric is particularly
useful for evaluating tasks that are subjective or complex, where it is
difficult to separate out individual criteria.

You would use an analytic rubric when you want to provide detailed
feedback on specific aspects of a piece of work, such as a research
paper or a scientific experiment. This type of rubric is useful for
evaluating tasks that have clearly defined components or criteria.

You would use a general rubric when you want to assess multiple
assignments or tasks within a subject area using a consistent
framework. This type of rubric is useful for providing a general
overview of student performance and identifying areas for
improvement.

You would use a task-specific rubric when you want to assess a

specific task or assignment that has unique requirements or criteria.
This type of rubric ensures that the assessment is aligned with the
specific goals of the task.
 5. Why are rubrics important?
Rubrics are essential assessment tools that provide a structured and consistent
framework for evaluating student learning. They offer several key benefits, including
clarity, consistency, improved feedback, enhanced alignment, facilitated formative
assessment, and reduced bias. By using rubrics, teachers can ensure that their
assessments are fair, effective, and aligned with learning objectives, ultimately
promoting student success.

6. Other than rubrics, what other tools can be used to assess performance?
In addition to rubrics, there are several other tools that can be used to assess
performance, such as portfolios, observations, tests, quizzes, projects, peer
assessments, and self-assessments. The choice of assessment tool depends
on the specific learning objectives, the nature of the task, and the desired
level of detail in the assessment. It is often effective to use a combination of
tools to get a comprehensive picture of student performance.
 C. Reflective Learning
From this lesson on scoring rubrics and as a future teacher, I resolve to provide a
clear and consistent framework for evaluating student work, ensuring that all
students are assessed against the same criteria.
By using rubrics, I have been able to provide more specific and actionable feedback
to my students, helping them understand their strengths and areas for improvement.

References Corpuz, B. & Cuartel, I. (2021). Assessment in Learning 2: Authentic Assessment.

Lorimar Publishing, Inc.

Introduction to Rubrics | Center for Transformative Teaching. (n.d).

https://teaching.unl.edu/resources/grading-feedback/intro-to-rubrics/
Proctor, J. (n.d.). Developing rubrics & scoring guides. Pressbooks.
https://open.ocolearnok.org/teachingmethods/chapter/developing-rubrics/

Tambayan, D. (2023, March 18). Rubric Development Made Easy: A Step-by-Step

Guide • DepEd Tambayan. DepEd Tambayan. https://depedtambayan.net/rubric-
development-made-easy-step-by-step-guide/

Northern Illinois University Center for Innovative Teaching and Learning. (2012).
Rubrics for assessment. In Instructional guide for university faculty and teaching
assistants. Retrieved from https://www.niu.edu/citl/resources/guides/instructional-
guide

5 benefits of using rubrics. (n.d.). Dremilywhitehorse.com. Retrieved April 18,

2024, from https://www.dremilywhitehorse.com/blog/5-benefits-of-using-rubrics-to-
assess-students