6

FS
Field
5
Learnin
Study

ON SCORING
RUBRICS

Glydel P. Rodriguez
g
Course:
BSE MAPE
Year and Block : 4F
Episode
Resource
Teacher: Jeric Manlangit
Signature:__________ Date: _______
Name of FS Student:

Grade/Year Level: _________________________ Subject Area:

Cooperating School:

ICT

Calatagan High School

MY LEARNING ACTIVITIES
Interview a Resource Teacher regarding the use of Scoring Rubrics. Use the guide
questions blow.

INTERVIEW QUESTIONS
1. Where do you use the scoring rubrics? (student outputs or products and student
activities)
Answer: Student Outputs
2. What help have scoring rubrics given you? When there were no scoring rubrics yet,
what did you use?
Answer: It makes scoring easier. It conserves energy, time and effort
The Achievement and Progress Chart if theres no scoring rubrics.
3. What difficulties have you met in the use of scoring rubrics?
Answer: Sometimes the students do not comply with the requirements.
4. Do you make use of holistic and analytic rubrics? How do they differ?
Answer: Yes. Holistic is generalized while Analytic is specified.
5. Which is easier to use - analytic or holistic?
Answer: Analytic Rubric
6. Were you involved in the making of the scoring rubrics? How do you make one?
Which is easier to construct - analytic or holistic?
Answer: No. (he did not answer, I assumed that his answer is no)

FS 5- Learning Assessment Strategies

Examples of Holistic and Analytic Rubrics

Research Paper (Holistic Rubric)

Score

Criteria

4 (80100%)

Research paper demonstrates complete understanding and execution of the assigned

objectives. Thesis statement/argument is clearly stated, complex and original, and the
writing does not spend excessive time on any one point of development at the expense of
developing other points in the body of the paper. Writing is also error-free, without
ambiguity, and reads smoothly, creatively, and with a purpose.

3 (7079%)

Research paper demonstrates considerable understanding and execution of the assigned

objectives. Thesis statement/argument is stated, verges on the complex and original, and
the writing shows accuracy and balance in developing body points, but may exhibit
occasional weaknesses and lapses in correctness. Writing also has some errors and
ambiguities, yet does read clearly and coherently.

2 (6069%)

Research paper demonstrates some understanding and execution of the assigned

objectives. Thesis statement/argument is faintly stated and/or expected and not confident,
and the writing is inconsistent in terms of balance in developing body points, and exhibits
weaknesses and lapses in correctness. Writing also has many errors and ambiguities, and
may read confusingly and incoherently.

1 (5059%)

Research paper demonstrates limited understanding and execution of the assigned

objectives. Thesis statement/argument is simplistic, unoriginal, and/or not present at all,
and the writing is unbalanced in developing body points, weak, and incomplete. Writing
also has numerous errors and ambiguities, and reads confusingly and incoherently.

Adapted from John Bean, Engaging Ideas, Exhibit 15.4: Holistic Scale for Grading Article
Summaries (262)

FS 5- Learning Assessment Strategies

Research Paper (Analytic Rubric)

Standards

Criteria

Adequate (50-59%)

Competent (60-69%)

Good (70-79%)

Excellent (80-100%)

Knowledge of forms,
conventions,
terminology, and
strategies relative to
the importance of
sources to subject

Demonstrates limited
knowledge of forms,
conventions,
terminology, and
strategies relative to
importance of
sources to subject

Demonstrates some
knowledge of forms,
conventions,
terminology, and
strategies relative to
importance of sources
to subject

Demonstrates
considerable
knowledge of forms,
conventions,
terminology, and
strategies relative to
importance of sources
to subject

Demonstrates
thorough and
insightful knowledge
of forms, conventions,
terminology, and
strategies relative to
importance of sources
to subject

Critical and creative

thinking skills

Uses critical and

creative thinking
skills with limited
effectiveness

Uses critical and

creative thinking skills
with moderate
effectiveness

Uses critical and

creative thinking
skills with
considerable
effectiveness

Uses critical and

creative thinking skills
with a high degree of
effectiveness

Communication of
information and idea

Communicates
information and idea
with limited clarity

Communicates
information and ideas
with some clarity

Communicates
information and ideas
with considerable
clarity

Communicates
information and ideas
with a high degree of
clarity and with
confidence

Quality of argument
and writing

Argument is simple
and unoriginal, and
the writing is weak
and inconsistent

Argument takes on a
fair and expected
position, and the
writing is moderately
clear and coherent

Argument bridges on
the complex and
original, and the
writing is clear and
coherent

Argument is complex
and original, and the
writing is strong, fluid,
and creatively
coherent

Spelling and
grammar

Several errors in
A few errors in
spelling and grammar spelling and grammar

Some errors in
No errors in spelling
spelling and grammar and grammar

Adapted from Centre for Teaching Excellence, Appendix B: Sample Analytic Rubric (Rubrics: Useful
Assessment Tools.

FS 5- Learning Assessment Strategies

MY ANALYSIS
1. What benefits have scoring rubrics brought to the teaching - learning process?
Rubric is a working guide for both teachers and students. It is descriptive in nature
which are developed by teachers or other evaluators. With its use, teachers have become
guided in grading the performance of the students, may it be process (Physical skill, Use of
equipment, Oral communication or Work habits) or products (Constructed objects, Written
essays, themes, reports, term papers or other academic products that demonstrate
understanding of concepts). Rubrics clarify vague interpretations, constraints with students
and teachers. It can also be used in communicating grades with students, and provide as
evident how they were graded; students strengths and weaknesses of the students are also
shown. It also brings objectivity in scoring the work of the students. And with scoring rubrics,
scoring and recording are made easy.
Students can be involved in making the scoring rubrics for a specific learning task.
They are given opportunity to state what they believe to be important aspects to include in
the scoring the task. By this, the teacher and the students have agreed upon what their work
must contain.
2. How are scoring rubrics related to portfolio assessment?
Rubric is an evaluation tool used to assess the compilation of written or printed
outputs of the students, the portfolio. It contains a set of criteria that includes descriptions of
levels of performance quality on the criteria. As the teacher discusses the learning task to
be done, he/she also discuss the criteria in checking their outputs. The General Criteria is
usually discussed and presented to the class.
Rubrics cover all that the portfolio is expected to have, down from the cover page,
organization of the content and the contents itself. However, the students freedom must
also be considered as long as the agreed contents are present on their portfolio.
In checking the portfolio, the teacher must now use the Analytic Rubrics so that
vagueness in checking will be eradicated. Objectivity in checking will be achieved and thus,
doubts of the students will be prevented. After checking, the teacher must report the results
to the class or integrate the Scoring Rubrics to the contents of the portfolio like what we are
doing here in this subject, Field Study.

FS 5- Learning Assessment Strategies

3. To get the most from scoring rubrics, what should be observed in the making and use
of scoring rubrics?
In making Scoring Rubrics, first the learning task that the teacher is going to assess
must be considered. Then to identify what the teacher wishes to observe in the
performance/products of the students. After this, the teacher decides whether a holistic or
analytic rubric would be more appropriate. The criteria must be considered and the
descriptions of each criterion will be made. The teacher should first construct the criteria for
top level of performance and followed by the lowest level of students performance. By this
the teacher will be guided in constructing the middle level performance criteria. In
constructing a rubric, there must be at least 3 indicators to assess the students
performance; high, middle and low. Moreover, we can also make more distinctions between
performances, by this precision will be observe. But we must bear in mind that it is better to
have a few meaningful score categories than to have great categories which are difficult to
distinguish. Descriptions of the work should define each category rather than supplying or
using value-judgment about the work, this is according to Brookhart, 1999.
In using the rubrics, teacher must see to it that all the criteria are present. And to
always observe objectivity in checking the outputs of the students. No further additional
points must be given to any student the teacher is acquainted with.

FS 5- Learning Assessment Strategies

MY REFLECTIONS
Can rubrics help make students to become self - directed or independent learners?
Do rubrics contribute to assessment AS learning (self - assessment)? What if there were no
rubrics in assessment?
By the advent of the K to 12 curriculum and the Objective-Based Education, productoriented performance-based assessment found its way in most subjects learning areas. It is
now being widely used and observed to promote not just the cognitive domain of learning but
also the psychomotor domains. Thus the teachers are challenged to design task-oriented
instructions. And the best way to assess these tasks is through the Scoring Rubrics.
With the established criteria for judging the outputs of the students, they are left with
guides to be used throughout the completion of their task. By this, students will become self
directed, in a sense that they know what to and not to include in the content of their
outputs. The students will now visualize what they will do first and plan the course of their
work ahead. Most tasks that the teacher design now, calls for the students action to move
to learn. One best way for this is by giving problems wherein students will find their way and
data to solve and answer those problems at their own pace.
After assessing the works of the students using rubrics, the teacher must see to it to
give immediate feedback to the learners, thus presenting the assessment results is a must. If
this is well-observed, the learners will be informed why they got their grades. They can now
self- reflect about their performances and be enlighten in what competencies/criteria they are
lacking and must work on more to improve themselves.
If there are no rubrics in assessment, objectivity in giving grades will be at stake.
There may also be unnecessary entries in the students outputs. And the teachers will be left
in guessing what grade will he/she give to her students, thus grading will be unreliable.

FS 5- Learning Assessment Strategies

MY LEARNING PORTFOLIO
Go over the K to 12 Curriculum Guide and look for at least one competency that
needs to be assessed by the use of rubrics. Make a scoring rubric - one analytic and the
other holistic. Remember to focus on assessing the intended learning outcome.

OBJECTIVES
1. Analyze the elements of vocal music and instruments of the Mangyans of Mindoro .
2. Create and perform a simple Ambahan.
3. Participate and cooperate in class discussion
Analytic Rubric
CATEGORY

Materials used

Vocal Integration

Creativity and
Originality

Excellent
(5pts)
Has brought
and used all
the materials
as improvised
instruments

Good
(4pts)
Has brought
and used
most of the
materials as
improvised
instruments
Integrated
Integrated
chanting
chanting
seriously all
seriously
the time in the
most of the
performance
time in the
as one of the
performance
unique
as one of the
characteristics
unique
of Noh and
characteristic
Kabuki
s of Noh and
Kabuki
Pattern of
Pattern of
Japanese
Japanese
theater: Noh
theater: Noh
and Kabuki is and Kabuki is
observable
visible but not
and clearly
clearly
defined
defined
TOTAL POINTS

Fair
(3 pts)
Has brought
and used
some of the
materials as
improvised
instruments
Integrated
chanting in
the
performance
as one of the
unique
characteristic
s of Noh and
Kabuki

Pattern of
Japanese
theater: Noh
and Kabuki is
somewhat
visible but not
continuous

Poor
(2pts)
Has not
brought and
used all the
materials as
improvised
instruments
Did not
Integrate
chanting
seriously in
the
performance
as one of the
unique
characteristic
s of Noh and
Kabuki
There is no
visible pattern
of Japanese
theater: Noh
and Kabuki

Score

FS 5- Learning Assessment Strategies

Holistic Rubric
Score

Criteria

5(80100%)

Brought and used all materials as improvised instruments, integrated

chanting seriously all the time in the performance, and the pattern of
Japanese theater: Noh and Kabuki is observable and clearly defined

4 (7079%)

Brought and used most of the materials as improvised instruments,

integrated chanting seriously most of the time in the performance,
and pattern of Japanese theater: Noh and Kabuki is visible but not
clearly defined

3 (6069%)

Brought and used some materials as improvised instruments,

integrated chanting in the performance, and pattern of Japanese
theater: Noh and Kabuki is somewhat visible but not continuous

2 (5059%)

Has not brought and used all the materials as improvised

instruments, did not Integrate chanting seriously in the performance
and there is no visible pattern of Japanese theater: Noh and Kabuki

FS 5- Learning Assessment Strategies

MY DOCUMENTATION

Mr. Jerick
Manlangit

MY LEARNING RUBRIC
FS 5- Learning Assessment Strategies

Field Study 5, Episode 6 On Scoring Rubrics

Focused on: Examining different types of rubrics used by my Resource Teacher and relating
them to assessment of student learning

Name of FS Student: Glydel P. Rodriguez

Year and Section:

Over-all
Learning Episodes
Score

Learning Activities

4F

Date Submitted: ___________________

Rating Exemplary
4
All episodes were done with
outstanding quality; work
exceeds expectations.

Superior
3
All or nearly all episodes
were done with high
quality.

Satisfactory
2
Nearly all episodes were
done with acceptable
quality.

3
Analysis questions were
answered
completely.
Clear connection with
theories. Grammar and
spelling are superior.
3
Reflection statements are
clear, but not clearly
supported by experiences
from the learning episodes.
3

2
Analysis questions were
not answered completely.
Vaguely related to the
theories. Grammar and
spelling acceptable
2
Reflection statements are
shallow; supported by
experiences from the
learning episodes.
2
Portfolio is incomplete;
supporting
documentations
are
organized but are lacking.

4
Submitted before the deadline

Portfolio is complete, clear,

well-organized;
most
supporting documentations
are available and logical
and
clearly
marked
locations.
3
Submitted on the deadline

Analysis of the
Learning Episode

Reflections/
Insights

Learning Portfolio

Submission of
Learning Episode

All questions / episodes were

answered completely; in-depth
answers; thoroughly grounded
on
theories.
Exemplary
grammar and spelling
4
Reflection statements are
profound and clear; supported
by experiences from the
learning episodes.
4
Portfolio is complete, clear,
well-organized
and
all
supporting;
documentations
are located in sections clearly
designated.

2
Submitted a day after the
deadline.
2

Needs Improvement
1
Fewer than half of
episodes were done; or
most objectives were met
but need improvement.
1
Analysis questions were
not answered.
Grammar and spelling
unsatisfactory.
1
Reflection statements are
unclear and shallow and
are not supported by
experiences from the
learning episodes.
1
Portfolio is incomplete;
supporting
documentations are not
organized
and
are
lacking.
1
Submitted two days or
more after the deadline.
1

Comme
nt/s:
Score
Grade

20
1.0

19-18
1.25

17
1.5

99

96

93

TRANSMUTATION OF SCORE TO GRADE/RATING

16
15
14
13-12
11
1.75
2.00
2.25
2.50
2.75
90

____________________
Signature of FS Teacher
above printed name

87

84

81

78

10
3.00

9-8
3.5

75

72

7-below
5.00
71below

_______________
Date

FS 5- Learning Assessment Strategies