Lesson 6

PROCESS IN DEVELOPING AND USING RUBRICS FOR ALTERNATIVE ASSESSMENT

A rubric is an assessment tool that specifies the performance expectations for any kind of student work,
particularly those that are not traditional in nature, such as portfolio, outputs of projects, performance,
collaborative work and research.

Type of Rubric

General/Generic Rubric- It contains criteria that are general and can be applied across tasks.

Task-Specific Rubric- It contains criteria that are unique to a specific performance task to assessed.

Holistic Rubric- A student's performance or output is evaluated by applying all criteria simultaneously,
thus providing a single score based on an overall judgement about the quality of student's work.

Analytic Rubric- A student's work is evaluated by using each criterion separately, thus providing specific
feedback about a student's performance or product along several dimensions.

What are the characteristics of a good rubrics?

A good rubric should have the following qualities:

[Link]- A good rubric should contain criteria and performance indicators that are clear, concrete, and
observable as well as relevant and applicable to the performance task to be assessed.

2. Aligned- A good rubric should contain criteria that are aligned with the expected quality of
performance for a particular task or assignment, as well as with the intended level of learning outcomes
in the subject.

3. Authentic- A good rubric should include criteria and performance indicators or descriptors that are
meaningful amd require application of real-life skills.

4. Valid- A good rubric should be able to measure what it intends to measure.

5. Diagnostic- A good rubric should be able to communicate to the students what are expected of them
to reflect on their performance, and provide them opportunities to improve an areas that they did not
do well.

Five basic steps in developing rubrics

Step 2: Identify the quality attributes or indicators of the performance task.

Step 3: Determine measure criteria.

Step 4: Determine the benchmarks and point values.

Step 5: Write the benchmark pr performance descriptors for each criterion.

Steps in Rubric Development

Step 1: Determine the learning outcome and the performance task to be evaluated

Step 2: Identify the quality attributes or indicators of the performance tasks.

Step 3: Determine the criteria or dimensions.

Step 4: Determine the benchmarks and point values.

Step 5: Write the benchmark or performance descriptors for quality work criteria.

Lesson 7
 Organization and Analysis of Assessment Data from Alternative Methods

How do we quantify results from rubrics?

In the criterion of rubrics, there are scales that represent the degree of performance. This degree pf
performance can range from high to low degree of proficiency with their corresponding points.

Beginner Moving toward Proficient Very proficient

1 point 2 points 3 points 4 points

Poor Needs Improvement Good Very good

1 point 2 points 3 points 4 points

Minimal Partial Complete

1 point 2 points 3 points

Never Seldom Occasionally Frequently Always

1 point 2 points 3 points 4 points 5 points

Rare Sporadic Consistent

1 point 2 points 3 points

Novice Intermediate Advance Superior

1 point 2 points 3 points 4 points

Poor Fair Good Excellent

1 point 2 points 3 points 4 points

If a performance task was demonstrated by five students and there are three raters. The rubric used a
scale of 1 to 4 where 4 is the highest and 1 is the lowest.

File
Rater 1 Rater 2 Rater 3 Sum of ratings D D²
demonstration
A 4 4 3 11 2.6 6.76
B 3 2 3 8 -0.4 0.16
C 3 4 4 11 2.6 6.76
D 3 3 2 8 -0.4 0.16
E 1 1 2 4 -4.4 19.36

The scores given by the three raters are first computed by summating the ratings for each
demonstration. The mean is obtained from the sum of rating ( ). The mean is subtracted
to each of the sum of ratings (D). Each difference is squared (D²), then the sum of squares is computed (
). The mean and summation of squared differences are substituted in the Kendall's w
formula. In the formula, m is the number of raters.

Kendall's w coefficient of 0.38 is an estimation of the agreement of the three raters in the five
demonstration of the agreement of the three raters in the five demonstrations. There is a moderate
concordance among the three raters because the coefficient is far from 1.00
How do we quantify result from scales and checklist?

Scales could be a measure of noncognitive dimensions of student's behavior.

Likert Scale. The likert scale is used to measure students favorability and unfavorability toward a certain
object.

Example: The policeman is helpful in the street

_strongly agree _ agree _disagree _strongly disagree

Verbal Frequency Scale. This is used to measure how often a habit is done. The item here are measures
of a habit.

Example: I read a book.

_ Always _ Often _ Sometimes _ Rarely _ Never

Linear Numeric Scale. This is used when a large array of ratings is provided among the participants
within a continuum.

Example:

Rate the following personnel in your school on how valuable each one is to your learning. Use
the scale

Less Valuable More Valuable

___2. Academic Coordinator

___3. Guidance Counselor

___4. Assistant Principal

___5. Principal

Semantic Differential Scale. This scale is used to describe the object pr behavior by making use of two
opposite adjectives. Example: Rate the teaching of your teacher based on the characteristics provided.

My teacher is:

1. Accommodating Alienating
5 4 3 2 1

2. Patient Harsh
5 4 3 2 1
Graphic Scale. This scale uses illustrations to represent the degree of presence or absence of the
characteristics measured.

Example: Rate how you like the following food.

1. Pizza

😊 🙂 😐 🙁

2. Spaghetti

☺️ 🙂 😐 🙁

How do we quantify results from portfolios?

Assessment data generated from portfolio can be both be qualitative or quantitative. When
assessing portfolio using quantitative approach, scale and rubrics can be used.

The following criteria can be used when assessing portfolios

1. Completeness of the entries- all the parts of the portfolio listed by the teacher are present.

2. Accuracy of the reflections- an authentic reflection is made of every entry.

3. Organization of content and proper sequence- the portfolio can be classified according to lessons and
the entries show the draft and final work with proper label.

How do we summarize results?

When result of assessment are summarized, the teacher need to think about two things.

1. The kind of scores that will presented- the teacher may require to have the raw score, percentage or
transmitted grade. The average and summation of scores may be required depending depending on the
grading system.

2. The tabular or graphical presentation of the score- scores can be presented in a tabular or graphical
manner.
.

Lesson 8

Communicating and Reporting of Assessment Data from Alternative Methods

Why is feedback a powerful means to help learners improve?

Feedback is a powerful means of helping the learners improve their academic performance.
Feedback is a specific means that allows the learners to determine which part of their performance need
improvement.

Feedback is given every time student perform a task whether it is a paper-and-pencil test on
performance task. Feedback is provided either during or after the performance.
1. Feedback during performance - feedback during performance can be verbal or nonverbal.

2. Feedback after performance - feedback can also be given after the performance of the task. This is
appropriate when learners are provided another opportunity to revise and show again the performance.

To make feedback a powerful means to help learners improve the following can be considered:

1. Feedback needs to be specific and concrete.

2. Feedback need to be based on the agreed criteria

3. Feedback should provide recommendations pr suggestions on how to improve performance.

What are the different forms of feedback?

There are three areas to focus when giving feedback

1. Focus on the product or performance- this kind of feedback describes how well the performance was
done.

2. Focus on the procedure- this kind of feedback focuses on the step-by-step process that needs to be
done by the learner.

3. Focus on the strategy to improve the work. Strategies refer to the different cognitive and
metacognitive actions that the learners needs to think about in order to arrive at a better work or
performance.

How to use portfolios to help learners improve?

One of the important roles of the teacher is to communicate the progress of the learners based on
the learning targets. Progress of the learner is better communicated if there is a good documentation of
their formative assessment.

The following are some tips in making portfolios a powerful vehicle in communicating learning progress
and areas needing improvement.

1. Schedule a time slot to sit beside each child to show progress in learning.

2. Let the learners reflect on each entry in the portfolio

3. Let the learners report their observation on the transition of one work to another.
4. Ask the learners to reflect on the other areas that need to be continued and improved for the
succeeding work.

5. End the conversation with the learners with an encouragement and a belief that they can improve
and are capable of mastering the task.

How to organize meeting with parents?

Assessment results are also communicated to parents. The parents are partners in the child's
learning, and information about the academic standing of their child should be communicated with
them.

The following are guidelines that can be followed in conducting parent and teacher conferences.

1. Send a letter inviting parents for a meeting.

2. Greet the parents in a positive tone.

3. Let the parents talk. Avoid interrupting them while they say their concerns.

4. When responding to parents' concerns, you may want to restate or clarify their ideas, report relevant
incidents, or ask further questions.

5. When reporting assessment result, avoid judging on the ability of the child.

6. When describing the performance of the child, use words that are understandable to the parents.

7. Commit to the parents a course of action that you can realistically do but do not guarantee a result.