Process in Developing and Using Rubrics for Alternative Assessment
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 or
projects, performances, collaborative work, and research.
Three Essential Features
1. Criteria or the aspects of performance that will be assessed
2. Descriptors or the characteristics associated with each criterion
3. Performance levels that identify students’ level mastery within each criterion
Examples of Student Performances and outputs that can be assessed by a rubric:
Student Performances:
1. Oral Presentations/Demonstrations
Research paper/poster presentation
Individual or group report
Skills demonstration, such as baking and teaching
Extemporaneous speech
2. Dramatic /Creative Performances
Dance recital
Performance in a play or musicals
Poetry reading and interpretation
Playing musical instruments
3. Pubic Speaking
Debates
Declamation
Panel discussion
Inspirational speech
4. Athletic Skills Demonstration/Competition
Product/Outputs
1. Visual Products
Paintings
Collages
Posters
Video presentations
2. Kinesthetic Products
Diorama
Sculpture
Dance recital
Wood carvings
3. Written Products
Essays
Poems
Thesis/term paper
Movie/TV script
4. Verbal Products
Audiotapes
Voice recording
Speech scripts (to inform, to persuade)
Different Types of Rubrics
Rubrics are usually classified according to two different aspects of their composition:
1. whether the rubric considers each of the criteria one at a time or all criteria together,
and
2. whether the rubric is applicable to all similar tasks or can only be used for a particular
task.
Types of Rubrics
Type of Rubric Description
1. General/Generic ▪It contains criteria that are general and can be applied
Rubric across tasks.
▪This is most convenient for teachers who do not have the
time and skills in developing different types of rubrics as
they can reuse the same rubric for several tasks or
assignments. However, the teacher may not be able to
assess accurately the student’s performance for a
particular task.
▪Example: the same rubric can be used to evaluate both
oral presentation and research output.
2. Task-Specific ▪It contains criteria that are unique to a specific
Rubric performance task to be assessed.
▪This kind of rubric is best for instruction and formative
assessment since it provides the students feedback on
what aspects of their performance or work need to be
improved. However, developing analytic rubrics is time-
consuming for teachers.
▪Example, a rubric can only be used for oral presentation
and another rubric is applicable for research output.
3. Holistic Rubric ▪A student’s performance or output is evaluated by
applying all criteria simultaneously, thus providing a single
score based on an overall judgment about the quality of
student’s work.
▪It does not provide score on each individual criterion.
▪One advantage of holistic rubric is that it is quick to
develop and use by the teachers. However, it does not
inform students about their specific strengths and
weaknesses, and thus, may not be as sufficient and
helpful in guiding them in improving their performance.
Type of Rubric Description
▪Example: rubric for problem solving activities which
entails scoring the student’s overall ability to solve a
particular problem or issue, and rubric for creative
work(painting) which gives an overall score for the
student’s creativity and skill.
4. Analytic Rubric ▪A student’s is evaluated by using each criterion
separately, thus providing specific feedback about a
student’s performance or product along several
dimensions.
▪This is most applicable for assessing a complex
performance or product.
▪One advantage is it identifies the student’s strengths and
areas for improvement based on the criteria identified.
Scoring with an analytic rubric however entails more time
than with a holistic rubric.
▪Example: rubric for research paper that requires scoring
a student’s work on different parts of the research paper,
or a rubric for chemical laboratory experiment taking into
consideration the student’s performance in every stage of
the experiment.
Sample Generic Rubric for Reviewer/Critic of Performance Tasks/Outputs
Not Evident Insufficient Sufficient Excellent
Criterion
1 2 3 4
Provided No/few Comments are Comments are Comments
meaningful/ comments or superficial, not relevant and include
relevant suggestions to relevant, neutral appropriate; suggestions and
feedback on improve the or non- comments additional
peer’s work, work, encouraging. include positive resources;
output, performance, or feedback and comments
performance output, suggestions. praise specific
comments might strengths of the
be interpreted work/
as insulting, with performance as
little well as
understanding constructively
of the assigned address
task. weaknesses
with alternatives
that might be
considered.
Task Specific Rubric for Reviewer/Critic of Performance Tasks/Outputs
Not Evident Insufficient Sufficient Excellent
Criteria
1 2 3 4
Provided
meaningful/
relevant
feedback on:
▪Significance of No/few Comments are Comments are Comments
the study comments or superficial and relevant and include
suggestions; not relevant. appropriate. suggestions and
with little additional
understanding. resources
regarding the
construct/problem
▪Theoretical No/few Comments are Comments are Comments
basis/conceptual comments or superficial and relevant and include
framework of the suggestions; not relevant. appropriate. suggestions and
study with little additional
understanding. resources
regarding the
construct/
problem.
▪Methods No/few Comments are Comments are Comments
comments or superficial and relevant and include
suggestions. do not provide appropriate suggestions and
appropriate additional
suggestions on resources
how research regarding the
should be construct/
conducted. problem.
▪Comments in No/few Comments are Comments Comments praise
positive, comments or neutral or non- include positive specific strengths
encouraging, suggestions encouraging; feedback and of the
and constructive given to comments are suggestions. work/performanc
manner improve the not relevant to e as well as
paper; the study. constructively
comments address
might be weaknesses with
interpreted as alternatives that
insulting. might be
considered.
Grade
Holistic Rubric for Oral Presentation
Rating/Grade Characteristics
▪Is very organized.
▪Has a clear opening statement that catches audience’s
interest.
A ▪Content of report is comprehensive and demonstrates
(Exemplary) substance and depth.
▪Delivery is very clear and understandable, uses
slides/multimedia equipment effortlessly to enhance
presentation.
▪Is mostly organized.
▪Has opening statement relevant to topic.
B
▪Covers important topics.
(Satisfactory)
▪Has appropriate pace and without distracting mannerism.
▪Looks at slides to keep on track.
▪Has an opening statement relevant to topic but does not give
outline of speech; is somewhat disorganized.
C ▪Lacks content and depth in the discussion of the topic.
(Emerging) ▪Delivery is fast and not clear; some items not covered well.
▪Relies heavily on slides and notes and makes little eye
contact.
▪Has no opening statement regarding the focus of the
presentation.
D ▪Does not give adequate coverage of topic. Is often hard to
(Unacceptable) understand with voice and is to soft or to loud and pace that is
too quick or too slow.
▪Just reads slides, slides too much text.
Analytic Rubric for Oral Presentation
4 3 2 1
Standard
Exemplary Satisfactory Emerging Unacceptable
Organization Has clear Has opening Has opening Has no opening
opening statement that statement statement or has
statement that is relevant to relevant to topic an irrelevant
catches topic and gives and but does statement, gives
audience’s outline of not give outline listener no focus
interest, speech, is of speech, is or outline of the
maintains focus mostly somewhat presentation.
throughout, organized, disorganized.
summarizes provides
main points. adequate “road
map” for the
listener.
4 3 2 1
Standard
Exemplary Satisfactory Emerging Unacceptable
Content Demonstrates Covers topic, Lacks content Does not give
substance and uses and depth in the adequate
depth, is appropriate discussion of coverage of topic,
comprehensive, sources, is the topic, lacks lacks sources.
shows mastery objective. resources.
of material.
Delivery Has natural Has Delivery is fast, Is often hard to
delivery, appropriate some items not understand, has
projects pace, has no covered well, voice that is too
enthusiasm, distracting not soft or too loud,
interest, and mannerism, is understandable. has a pace that is
confidence, easily to quick or too
report can be understood. slow,
understood well. demonstrates
one or more
distracting
mannerisms.
Use of media Uses slides Looks at slides Relies heavily Just reads slides,
effortlessly to to keep on on slides and slides too much
enhance track, uses an notes, makes text.
presentation, appropriate little eye
has an effective number of contact, uses
presentation slides. slides with
without media many texts.
Response to Demonstrates Shows ease in Answers Cannot answer
Questions full knowledge answering questions but most questions.
of topic, questions but not Demonstrates
explains and does not convincingly/ little grasp of
elaborates on elaborate. vague or information, has
all questions. unclear. undeveloped or
unclear answers
to questions.
Grade
Recitation Rubric
Criteria Weight 1 2 3
Number of
appropriate x1 1–4 5–9 10 – 12
hand gestures
Appropriate Lots of No apparent
Few inappropriate
facial x1 inappropriate inappropriate facial
facial expression
expression facial expression expression
Voice inflection Can vary voice
Monotone voice Can easily vary
x2 inflection with
used voice inflection
difficulty
Incorporate
Recitation fully
proper Recitation
Recitation has captures ambiance
ambiance x3 contains very little
some feelings through feelings in
through feelings feelings
the voice
in the voice
Why Include Level of Performance?
1. Clear expectations
It is useful for the students and the teacher if the criteria are identified and
communicated prior to completion of the task. Students know what is expected of them
and teachers know what to look for in student performance.
2. More consistent and objective assessment - fair, reliable, and free from personal bias.
It means the results stay the same regardless of who is doing the grading or when the
grading happens.
3. Better feedback – it allows the teacher to provide more detailed-feedback to students.
Both can more clearly recognize areas that need improvement.
Characteristics of a Good Rubric
1. Explicit
It includes 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
Criteria that are aligned with the expected quality of performance for a particular or
assignment, as well as with the intended level of learning outcomes of the subject.
3. Authentic
It includes criteria and performance indicators or descriptors that are meaningful and
require application of real-life skills.
4. Valid
It measures what it intends to measure.
5. Diagnostic
Allows students to reflect on their performance and provide them opportunities to
improve on areas that they did not do well.
Steps in Rubric Development
1. Determine the learning outcome and the performance task to be evaluated.
Clear learning outcomes and specific performance task that will be evaluated
Choose task that are essential (aligned with desired learning outcomes)
Authentic (involves meaningful and real-life applications of skills)
Complex (contains numerous possibilities for application extensions, and
connections of knowledge and skills)
Feasible (can be done given the time constraints and availability of resources)
Measurable (it can be observed and measured)
Guide in identifying the performance task/s that you want to be evaluated:
1. What learning outcomes are to be evaluated?
2. Which student performance/s or output/s in the subject are relevant measures of
such students’ learning outcomes?
3. Are all these tasks equally important?
4. Which is the best representation of the expected learning outcomes?
2. Identify the quality attributes or indicators of the performance tasks.
List all possible attributes or indicators of a good performance
Based on your own expectations and benchmark of work that reflect key
standards
Explore specify the skills, knowledge, and or behavior that you will be looking for
to describe the standards in one’s performance
Limit the characteristics that are important
3. Determine the criteria or dimensions
Cluster list of attributes and or indicators into possible groups of categories and
label the categories (this will form the criteria for assessment)
For example: (dance performance task)
How well the students execute the dance in terms of
movement, body position, placement in stage, and dance
style (technical skills)
Laboratory report (introduction, materials/equipment,
procedure, data, results, and analysis)
4. Determine the benchmark and point values
Substantially
Level 4 Exemplary Distinguished Outstanding
Developed
Mostly
Level 3 Accomplished Proficient Proficient
Developed
Level 2 Developing Apprentice Developed Acceptable
Level 1 Beginning Novice Underdeveloped Unacceptable
5. Write the benchmark or performance descriptors for quality work criteria
It is most important that the behaviors, characteristics, or qualities that illustrate
or exemplify each performance level are clear and delineated.
These performance descriptors should describe the relative differences
between performances at each level.
Examples:
(1) aspects of performance or behavior at different levels
evaluates the different characteristics of…. (4 points)
analyzes the different characteristics of …. (3 points)
describes the different characteristics of … (2 points)
lists the different characteristics of …. (1 point)
(2) adjectives, adjectival phrases, adverbs and adverbial phrases to
present different qualitative differences between levels
explains to a vary extent the….
explains with moderate accuracy the…..
explains with limited accuracy…..
(3) numeric references to identify quantitative differences between levels
gives more than 4 relevant examples of…
gives 3-4 relevant examples of the….
gives 1-2 relevant examples of the….
gives no(0) relevant examples of the….
(4) degrees of assistance needed by the student to complete the task
explains the topic correctly and independently on his own
explains the topic with very little assistance from the teacher or
classmates
needs assistance from the teacher or classmates in explaining
the topic most of the time
Importance of Rubrics to Students
It is important for the teachers to:
1. prepare rubric and make it available to students before begin with the assigned tasks to
perform them the requirements, criteria, and expectations so as to guide them in carrying
out their tasks;
2. develop rubric with performance descriptors that are clear and easily understood by the
students;
3. present the rubric to students and allow them to give their feedback and suggestions to
improve or refine it;
4. if possible, involve students in the creation of rubric to enhance their motivation,
engagement, and self-regulation.
5. orient students on how to effectively use rubric, especially those that are used for self-
assessment and peer-assessment.