Developing Prototype Rubrics

8/22/2019 Developing Prototype Rubrics

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DEVELOPING PROTOTYPE

RUBRICS

Presented by:

JOSE P. DORIA, JR.Isabela National High School

City of IlaganIsabela


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Is this a rubric?Excellent

Above AverageAverage

Below Average

NO!


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Is this a rubric?1 Pre-basic

2 Basic

3 Approaching Proficiency

4 Proficient

5 - Advance NO!


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Is this a rubric?

SCORE INTERPRETATION

0 to 2 Congratulations! You do not have aproblem with alcohol.

3 to 5 You could be on your way to a problemwith alcohol.

6 to 8 Chances are you already have a problemwith alcohol.

9 and above You really need help! You have a seriousproblem with alcohol.

NO!


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What, then, is a RUBRIC?


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WHAT IS A RUBRIC?

A RUBRIC is a criterion-based scoring guideconsisting of a fixed measurement scale anddescriptions of the characteristics for each

score point.

A RUBRIC describes degrees of QUALITY,

PROFICIENCY, and UNDERSTANDINGalong a continuum


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What is a Rubric? A rubric is a descriptive guideline, A scoring guide,

A specific pre-established performance criteria Each level of performance is described to contrast

it with the performance at other levels. It provides a description of what the specific

differences are among performances at each level. A set of rubrics is used to guide the rating of

performance, products or processes of studentlearning at various levels of performance.


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RUBRICS ANSWER THE QUESTIONS:

By what criteria should performance be judgedand discriminated?

Where should we look and what should we lookfor to judge performance success?

How should different levels of QUALITY,PROFICIENCY, or UNDERSTANDING bedescribed and distinguished from one another


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Why Use Rubrics? Rubrics help clarify the expectations you and others have

for student performance by providing detailed descriptions

of those agreed upon expectations.

Well designed rubrics used for assessment increase thereliability and validity and ensure that the informationgathered can be used to make changes in the instruction.

Rubrics allow teachers to efficiently assess complexproducts or behaviors. Once the criteria for a performanceare clearly defined, a teacher can align the course with thecriteria to help students meet the requirements.

Rubrics that have been defined and agreed upon by all theteachers increase the likelihood that they will all providecomparable ratings, thus increasing the inter-raterreliability. As a result, the assessments based on these

rubrics will be more effective and efficient.


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TWO GENERAL TYPES OF RUBRIC

GENERIC/HOLISTICANALYTIC (Rubric w/

Specific Attributes)

This provides anover-all impression

of a students work.It yields a single scoreor rating for aproduct or

performance.

This kind of rubric divides aproduct or performance into

distinct traits or dimensionsand judges each separately.Since an analytic rubricrates each of the identifiedtraits independently, aseparate score is providedfor each.


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ASSESSORS SHOULD

CONSIDER

Although a holisticrubric is anappropriate scoringtool when an over-allimpression is

required, it is highlyrecommended thatassessors (teachers) ofstudents knowledge,process/skills,understandings,

products andperformances useanalytic rubric.

Why? Because the quality offeedback to the student is easilycompromised in the name ofefficiency when we boil down

evaluation to a single (holistic)score. Analytic rubrics entailsthe use of independent criteriathat guides the teacher in

figuring out which aspect of thestudents output needsimprovement, satisfactory, orexcellent.


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FACTORS TO CONSIDER IN

DEVELOPING RUBRICSCRITERIA

They specify what weshould look at todetermine the degree ofunderstanding and serve

us in making ajudgement-basedprocess consistent andfair.

VALIDITY

This concerns themeaning of evidence:what we ask students todo, and how we assess

the resulting work.Its

about our understandingof the results, not thetest itself.


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PERFORMANCETASKS FOR

ASSESSEMENT

DESIRED

RESULTS

ACTIVITIES FORINSTRUCTION

RUBRIC FORASSESSEMENT

VALIDITYAND ASSESSMENT


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Generic/Holistic Rubric

Level 1 Description of performance at level 1





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Example of a Generic/Holistic Rubric

Rating DescriptionApprentice

(1)

Learner is able to use knowledge, skills and understandingseffectively in interpreting and performing a folk dance guided bythe teacher and classmates.

Able(2)

Learner is able to use knowledge, skills and understandingseffectively in interpreting, performing and staging/arranging afolk dance guided by the teacher and classmates.

Skillful

(3)

Learner is able to use knowledge, skills and understandings

effectively in interpreting, performing and staging/arranging afolk dance with a little guidance from the teacher.

Masterful

(4)

Learner is able to use knowledge, skills and understandingseffectively in interpreting, performing and staging/arranging afolk dance independently.

Rubric in the Performance of Folk Dance


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Sample of a Rubric with Specific

Attributes

Level 1 Level 2 Level 3

Attribute 1 Rubric 1.1 Rubric 1.2 Rubric 1.3




S l f A HOLISTIC


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Sample of A HOLISTIC

(Rubric with Specific Attributes)

Criteria Excellent4

Good3

Adequate2

Basic1

Works cooperativelywith group

Always willing andfocused during

tasks and

presentation.

Usually willing andfocused during

assigned tasks

and

presentation.

Sometimes willingand focused

during assigned

tasks and

presentation.

Rarely willing andfocused during

assigned tasks

and

presentation.

Presentation and

perspective

Convincing

communication

of charactersrole, feelings,

and motives.

Competent

communication


and motives.

Adequate

communication


and motives.

Limited

communication


and motives.

Use of non-verbal

cues (voice, eye

and body

movements,

props,costumes)

An impressive

variety of non-

verbal cues

were used in an

excellent way.

Good variety (3 or

more) of non-

verbal cues

were used in a

competent way.

An acceptable

variety of non-

verbal cues

were used in an

adequate way.

Limited variety of

non-verbal cues

were used in a

developing way.

Information

accuracy

Information appears

to be always

accurate.

Information appears

to be usually

accurate

Information appears

to be sometimes

accurate.

Information appears

to be rarely

accurate.

TOTAL


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ANALYTIC RUBRIC FOR THE ASSESSMENT OF LEARNERS PERFORMANCE IN TEAM SPORTS

Weight Appropriateness of the Skills Proper Execution of the Skills Behavior During the Game

5MASTERFUL: Able to use

knowledge and skills effectively

and efficiently in diverse game

situations

SKILLFUL: Demonstrates

powerful and skillful execution

of the game skills with high level

of confidence

MATURE: Highly disciplined and

able to demonstrate appropriate

behavior towards the game, players

and game officials

4SKILLED: Able to use

knowledge and skills

competently in diverse game

situations

COMPETENT: Demonstrates

competently the game skills with

confidence

SENSITIVE: Disciplined and able

to demonstrate appropriate

behavior towards the game, players

and game officials

3ABLE: Has limited but

growing ability to use

knowledge and skills in diverse

game situations

PRACTITIONER:

Demonstrates general level of

coordination and competence in

the execution of game skills with

limited but growing confidence

AWARE: Generally demonstrates

proper behavior towards the game,

player and game officials

2

APPRENTICE: Relies on a

limited repertoire of knowledgeand skills; has limited use of

judgment and responsiveness to

game situations.

APPRENTICE: Demonstrates

limited coordination andcompetence in the execution of

game skills with low level of

confidence

DECENTERING: Has some

capacity for self-discipline but isstill limited to own reactions and

attitudes towards the game, players

and game officials

1NOVICE: Can perform only

with coaching and relies on

highly directed skill execution,

procedures and game

approaches

NOVICE: Has very low or no

coordination in demonstrating

game skills; has very low level or

no confidence at all

EGOCENTRIC: Has little or no

consideration to the rules of the

game; behaves untowardly and has

no respect for other players and

game officials


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Steps in Writing a Rubric1. Set the Scale

Select a learning outcome from your academicprogram. Use your professional judgment to assessstudent learning on a scale of 1-3, 1-4, 1-5, or 1-X thatis appropriate for evaluating the performance.


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Steps in Writing a Rubric3. Identify Basic Descriptions

Add simple descriptions for each number on the

scale.5 Advanced ability to __________;

4 Proficient ability to ___________;

3

Approaching proficient ability to _____;2 Developing ability to _________;

1 - Basic ability to _____________;


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Steps in Writing a Rubric4. Descriptions of what performance will look like at each level

5 The learner is able to (description of what advancedperformance would look like).

4 - The student is able to (description of what proficientperformance would look like) but not yet able to (description ofadvanced performance).3 The student is able to (description of what approaching toproficiency performance would look like) but not yet able to(description of proficient performance).

2 - The student is able to (description of what developingperformance would look like) but not yet able to (description ofapproaching to proficiency performance).1 - The student is unable to (description of desired performance).


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ASSESSMENT


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Select a competency from among the

contents in Grade 8 MAPEH you wish to

teach. Create an activity/performance task

for each of the four phases of the learning

sequence and develop your own analytic

rubric for assessment to rate yourstudentsperformance in the said activity.


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Gather with your region and

come up with your output in

this activity

(30 minutes)

Documents

Developing Prototype Rubrics