Rubrics

1. RUBRICS By: Rommel Luis C. Israel III

2. RUBRICS It is a scoring method used to describe a student’s performance It articulates gradations of quality foreach criterion, from excellent to poor Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd ed.). Quezon City: Lori Mar Publishing.

3. PURPOSE OF RUBRICS THE MAIN PURPOSE: - to assess performancesReference: Brookhart, Susan M. (2013). How To Create And Use Rubrics For Formative Assessment And Grading. Retrieved March 9, 2020, from http://www.ascd.org/publications/books/112001/chapters/What-Are-Rubrics-and-Why-Are- They-Important%C2%A2.aspx.

4. TYPES OF PERFORMANCES THAT CAN BE ASSESSED WITH RUBRICS Reference: Brookhart, Susan M. (2013). How To Create And Use Rubrics For Formative Assessment And Grading. Retrieved March 9, 2020, from http://www.ascd.org/publications/books/112001/chapters/What-Are-Rubrics-and-Why-Are- They-Important%C2%A2.aspx. TYPES OF PERFORMANCE EXAMPLE PROCESSES • Physical skills • Use of equipment • Oral communication • Work habits • Playing a musical instrument • Doing a forward roll • Preparing a slide for the microscope • Making a speech to the class • Reading aloud • Conversing in a foreign language • Working independently

5. TYPES OF PERFORMANCES THAT CAN BE ASSESSED WITH RUBRICS Reference: Brookhart, Susan M. (2013). How To Create And Use Rubrics For Formative Assessment And Grading. Retrieved March 9, 2020, from http://www.ascd.org/publications/books/112001/chapters/What-Are-Rubrics-and-Why-Are- They-Important%C2%A2.aspx. TYPES OF PERFORMANCE EXAMPLE PRODUCTS • Constructed objects • Written essays, themes, reports, term papers • Other academic products that demonstrate understanding of concepts • Wooden bookshelf • Set of welds • Handmade apron • Watercolor painting • Laboratory report • Term paper on theatrical conventions in Shakespeare's day • Written analysis of the effects of the Marshall Plan • Model or diagram of a structure (atom, flower, planetary system, etc.) • Concept map

6. SUGGESTED STEPS IN CREATING RUBRIC 1. SURVEY MODELS Show students example of good and not-so- good work Identify the characteristics that make the good ones good and the bad ones bad Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd ed.). Quezon City: Lori Mar Publishing.

7. SUGGESTED STEPS IN CREATING RUBRIC 2. DEFINE CRITERIA From the discussionS if the models, identify the aualities that define good work Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd ed.). Quezon City: Lori Mar Publishing.

8. SUGGESTED STEPS IN CREATING RUBRIC 3. AGREE ON THE LEVELS OF QUALITY Describe the best and worst levels of quality Fill in the middle levels based on your knowledge of common problems and the discussion of not-so-good work Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd ed.). Quezon City: Lori Mar Publishing.

9. SUGGESTED STEPS IN CREATING RUBRIC 4. PRACTICE ON MODELS Using the agreed criteria and levels of quality, evaluate the models presented in step 1 together with the student Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd ed.). Quezon City: Lori Mar Publishing.

10. SUGGESTED STEPS IN CREATING RUBRIC 5. USE SELF AND PEER ASSESSMENT Give students their task As they work, stop them occasionally for self and peer assessment Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd ed.). Quezon City: Lori Mar Publishing.

11. SUGGESTED STEPS IN CREATING RUBRIC 6. REVISE Always give students time to revise their work based on the feedback they get in step 5 Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd ed.). Quezon City: Lori Mar Publishing.

12. SUGGESTED STEPS IN CREATING RUBRIC 7. USE TEACHER ASSESSMENT Usethe same rubrics students used to assess their work yourselfq Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd ed.). Quezon City: Lori Mar Publishing.

13. CHARACTERISTICS OF CRITERIA IN CLASSROOM RUBRICS

14. DESIRED CHARACTERISTICS OF CRITERIA FOR CLASSROOM RUBRICS Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd ed.). Quezon City: Lori Mar Publishing. CHARACTERISTICS The criteria are: EXPLANATION Appropriate Each criterion represents an aspect of a standard, curricular goal, or instructional goal or objective that students are intended to learn

15. Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd ed.). Quezon City: Lori Mar Publishing. CHARACTERISTICS The criteria are: EXPLANATION Definable Each criterion has a clear, agreed-upon meaning that both students and teachers understand. DESIRED CHARACTERISTICS OF CRITERIA FOR CLASSROOM RUBRICS

16. Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd ed.). Quezon City: Lori Mar Publishing. CHARACTERISTICS The criteria are: EXPLANATION Observable Each criterion describes a quality in the performance that can be perceived (seen or heard, usually) by someone other than the person performing. DESIRED CHARACTERISTICS OF CRITERIA FOR CLASSROOM RUBRICS

17. Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd ed.). Quezon City: Lori Mar Publishing. CHARACTERISTICS The criteria are: EXPLANATION Distinct from one another Each criterion identifies a separate aspect of the learning outcomes the performance is intended to assess DESIRED CHARACTERISTICS OF CRITERIA FOR CLASSROOM RUBRICS

18. Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd ed.). Quezon City: Lori Mar Publishing. CHARACTERISTICS The criteria are: EXPLANATION Complete All the criteria together describe the whole of the learning outcomes the performance is intended to assess DESIRED CHARACTERISTICS OF CRITERIA FOR CLASSROOM RUBRICS

19. Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd ed.). Quezon City: Lori Mar Publishing. CHARACTERISTICS The criteria are: EXPLANATION Able to support descriptions along a continuum of quality Each criterion can be described over a range of performance level DESIRED CHARACTERISTICS OF CRITERIA FOR CLASSROOM RUBRICS

20. ORAL READING FLUENCY RUBRIC Name: ______________________________ Date: ________ 1 2 3 4 Expression No expression A little expression Same expression Lots of expression Phrasing No expression A little expression Same phrasing Very good phrasing Speed Way too slow or way too fast A little bit too slow or a little bit too fast Almost perfect but still needs practice Just right! Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd ed.). Quezon City: Lori Mar Publishing. Example of CRITERIA for classroom Rubric

21. CHARACTERISTICS OF DESCRIPTIONS OF LEVELS OF PERFORMANCE IN CLASSROOM RUBRICS

22. Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd ed.). Quezon City: Lori Mar Publishing. CHARACTERISTICS The descriptions of levels of performance are: EXPLANATION Descriptive Performance is described in terms of what is observed in the work DESIRED CHARACTERISTICS OF DESCRIPTION OF LEVELS OF PERFORMANCE FOR CLASSROOM RUBRICS

23. Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd ed.). Quezon City: Lori Mar Publishing. CHARACTERISTICS The descriptions of levels of performance are: EXPLANATION Clear Both students and teachers understand what the descriptions mean DESIRED CHARACTERISTICS OF DESCRIPTION OF LEVELS OF PERFORMANCE FOR CLASSROOM RUBRICS

24. Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd ed.). Quezon City: Lori Mar Publishing. CHARACTERISTICS The descriptions of levels of performance are: EXPLANATION Cover the whole range of performance Performance is described from one extreme of the continuum of quality to another for each criterion DESIRED CHARACTERISTICS OF DESCRIPTION OF LEVELS OF PERFORMANCE FOR CLASSROOM RUBRICS

25. Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd ed.). Quezon City: Lori Mar Publishing. CHARACTERISTICS The descriptions of levels of performance are: EXPLANATION Distinguish among levels Performance descriptions are different enough from level to level that work can be categorized unambiguously. It should be possible to match examples of work to performance descriptions at each level. DESIRED CHARACTERISTICS OF DESCRIPTION OF LEVELS OF PERFORMANCE FOR CLASSROOM RUBRICS

26. Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd ed.). Quezon City: Lori Mar Publishing. CHARACTERISTICS The descriptions of levels of performance are: EXPLANATION Center the target performance (acceptable, mastery, passing) at the appropriate level The description of performance at the level expected by the standard, curriculum goal, or lesson objective is placed at the intended level on the rubric. DESIRED CHARACTERISTICS OF DESCRIPTION OF LEVELS OF PERFORMANCE FOR CLASSROOM RUBRICS

27. Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd ed.). Quezon City: Lori Mar Publishing. CHARACTERISTICS The descriptions of levels of performance are: EXPLANATION Feature parallel descriptions from level to level Performance description at each level of the continuum for a given standard describe different quality levels for the same aspects of the work. DESIRED CHARACTERISTICS OF DESCRIPTION OF LEVELS OF PERFORMANCE FOR CLASSROOM RUBRICS

28. BOOK TALK RUBRIC Name: ______________________________ Date: ________ CRITERIA Did I get my audience’s attention? Creative beginning Boring No beginning Did I tell what kind of book? Tells exactly what type of book it is Not sure, not clear Didn’t mention it Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd ed.). Quezon City: Lori Mar Publishing. Example of DESCRIPTIONS OF LEVELS OF PERFORMANCE for classroom Rubric Q. U. A. L. I. T. Y

29. BOOK TALK RUBRIC Name: ______________________________ Date: ________ CRITERIA Did I tell something about the main character? Included facts about the character Slid over character Did not tell anything about the main character Did I mention the setting? Tells when and where story takes place Not sure, not clear Didn’t mention setting. Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd ed.). Quezon City: Lori Mar Publishing. Example of DESCRIPTIONS OF LEVELS OF PERFORMANCE for classroom Rubric Q. U. A. L. I. T. Y

30. BOOK TALK RUBRIC Name: ______________________________ Date: ________ CRITERIA Did I tell one interesting part? Made it sound interesting, I want to buy it Told part and skipped on to something else Forgot to do it. Did I tell who might like this book? Did tell Skipped over it Forgot to tell Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd ed.). Quezon City: Lori Mar Publishing. Example of DESCRIPTIONS OF LEVELS OF PERFORMANCE for classroom Rubric Q. U. A. L. I. T. Y

31. BOOK TALK RUBRIC Name: ______________________________ Date: ________ CRITERIA How did I look? Hair combed neat, clean clothes, smiled, looked up, happy Lazy look Just-got-out-of- bed look, head down How did I sound? Clear, strong, cheerful voice No expression in voice Difficult to understand- 6- inch voice or screeching Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd ed.). Quezon City: Lori Mar Publishing. Example of DESCRIPTIONS OF LEVELS OF PERFORMANCE for classroom Rubric Q. U. A. L. I. T. Y

32. References Brookhart, Susan M. (2013). How To Create And Use Rubrics For Formative Assessment And Grading. Retrieved March 9, 2020, from http://www.ascd.org/publications/books/112001/chapters/What- Are-Rubrics-and-Why-Are-They-Important%C2%A2.aspx. Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd ed.). Quezon City: Lori Mar Publishing.

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