WHAT SHOULD WE SUPORT OUR PERFORMANCE

TASKS AND ASSESSMENT?

WHAT IS RUBRICS?

Rubrics are multidimensional sets of scoring guidelines that can be used to provide consistency in evaluating student work.

They spell out scoring criteria so that multiple teachers, using the same rubric for a student’s or pupil’s/pupils’ essay or any work for example, would arrive at the same score or grade.

There are:Rubrics are great for students.They let students know what is expected of

them, and demystify grades by clearly stating, in age appropriate vocabulary, the expectations for a project.

They also help students see that learning is about gaining specific skills (both in academic subjects and in problem-solving and life skills) and they give students the opportunity to do self-assessment to reflect on the learning process.

They provide a way for a student and a teacher to measure the quality of a body of work.

2 COMMON TYPES OF RUBRICS: TEAM AND PROJECT RUBRICS

1. TEAM RUBRICS is a guideline that lets each member know what is expected of him/her.

It contains detailed descriptions for tasks that will be done while the students are working as a team, and states acceptable degrees of behavior.

It also defines the consequences for a team member who is not participating, and list actions or tasks required of each team member for the completion of a successful project, such as the following:

- Did the person participate in the planning process?

- How involved was each member?- Was the team member’s work to the

best of his/her ability?- Shows the quantitative value of the

behaviors actions

2. PROJECT RUBRICS:- Lists the requirements for the completion of a

project-based-learning lesson. It is usually some sort of presentation; a word processed document, a poster, a model, a multimedia presentation, as a combination of presentations.

- Teacher can create a project rubric, or students can collaborate, helping set the goals for the project and suggest how their work should be evaluated.

- Together, the teacher and the students can answer the following questions:

What is the quality of the work? How do you know the content is accurate? How well was the presentation designed? What was the main idea?

VIEWING THE SITUATION AS A WHOLE/A PLANNING APPROACHRubric is a scoring guide that seeks to evaluate a student’s performance based on the sum of full range of criteria rather than a single numerical score. It is an Authentic Tool used to measure students’ work. It is a set of guidelines for distinguishing between performances or products of different quality. It is a working guide for students know how their work will be judged. It is designed to simulate real life activity where students are engaged in solving real life problems. It can be holistic or analytic. A holistic rubrics describes the overall quality of a performance or product. An analytic rubric describes the quality of performance or product in relation to a specific criterion.

ADVANTAGE OF USING RUBRICS

It improves students’ performance by clearly showing the students how their work will be evaluated and what is expected of them.

It helps students/learners become better judges of the quality of their own work.

It allows assessment to be more objective and consistent. It reduces the amount of time of teachers spend evaluating

students work. It helps the teacher to clarify his/her criteria in specific terms. It

promotes student awareness on the criteria to use in assessing peer performance.

It provides useful feedback to the teacher regarding the effectiveness of instruction. It provides students with more feedback about their strengths and weaknesses.

It is easy to use and easy to explain.

SAMPLE RUBRIC FOR ASSESSING PARTICIPATION

Dimension

5 Points 4 Points 3 Points 2 Points 1 Point

Quality of Inputs

Knowledge shared is accurate and broad

Knowledge shared is somewhat accurate but limited

Knowledge shared is accurate and limited

Knowledge shared is inaccurate but limited

Attempted to share knowledge

Attitude Manifested

Participants voluntarily, actively, enthusiastically in activities with consideration for feelings/ opinions of others

Participants voluntarily, actively, enthusiastically in activities with little consideration for feelings/ opinions of others

Participants somewhat actively, enthusiastically with little consideration for feelings/ opinions of others

Participants hesitantly with no enthusiasm and with little consideration for feelings/ opinions of others

Participants when compelled to do so

Task Performance

Performs tasks (as leader, member) without errors

Performs tasks (as leader, member) minor errors

Performs tasks (as leader, member) some errors

Perform tasks (as leader, member) many errors

Attempted to perform task

Reference: DepED Order No. 33, s. 2004 and Dep ED Order No. 26, s. 2005

PERFORMANCE LEVEL

Criteria 4You made

it!

3Impressiv

e!

2Just Okay!

1Try Again!

Score

Relevance – 35 points

All ideas are related to the theme/ topic- 35 points

Most ideas are related – 33 points

Some ideas are related – 31 points

Few ideas are related – 29 points

Coherence – 30 points

Ideas are well organized – 30 points

Most of the ideas are well organized – 27 points

Some ideas are organized – 25 points

Ideas are illogically arranged – 23 points

Correct Usage – 20 points

Committed 1 to 5 errors – 20 points

Committed 6 to 10 errors – 18 points

Committed 11 to 20 errors – 16 points

Committed more than 20 errors – 14 points

Neatness of Work – 15 points

Work is very neat and readable – 15 points

Readable but contains some erasures – 13 points

Readable but has many erasures – 11 points

Not readable and has many erasures – 9 points

References: DepED Order No. 33, s. 2004, DepED Order No. 26, s. 2005 and Module for Teachers entitled Classroom Management issued by DepED, 2007

RUBRIC FOR ASSESSING ASSIGNMENTS

Content:5 = 81 to 100% of the task required is correctly answered with supporting evidences/explanations4 = 61 to 81% of the task required is correctly answered with supporting evidences/explanations3 = 41 to 69% of the task required is correctly answered with supporting evidences/explanations2 = 21 to 40% of the task required is correctly answered with supporting evidences/explanations1 = 1 to 20% of the task required is correctly answered with supporting evidences/explanations0 = No correct answer or no task was accomplished

EXAMPLE OF TEAM RUBRIC

EXAMPLE OF PROJECT RUBRIC

HARDCOPY OF RECORDING BEFORE ENCODINGWRITTEN WORK (30%) PERFORMANCE TASK

(50%)QUARTERLY ASSESSMENT (20%)

QG

R

1 2 3 4 5 6 7 T PS

1 2 3 4 5 6 7 T PS

RS PS

Highest Possible ScoreActivity Date:Name of Pupils:1.

2.

3.

4.

5.

6.

7.

8.

9.

10.