Performance Criteria

Module 3 Performance Criteria

Learning
Achievement
Outcome(s)
Indicators:
➢ Discuss the meaning
and characteristics of The students…
Checklist, Rating
Scale, & Rubrics; ➢ Create a scoring rubric
➢ Identify the different for process-and product-
types of Rubrics; oriented performance-
➢ Apply different based assessment.
scoring approaches
for product-and
process-oriented
assessments; and
➢ Construct a scoring
rubric.

Institutional
Outcomes

[Skilled Communicator,
Inquiry-Focused and
Knowledgeable,
Collaborative and Effective
Leader]

Key Terms: Checklist, Rating Scale, Rubrics

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 Performance Criteria

Concept Formation

In this section presents the concepts of different types of performance criteria (e.g., rating scales,
checklist and rubrics). It also discusses the different types of rubrics, their uses and their advantages and
disadvantages.

Performance Criteria

➢ Are the dimensions or traits in products or performance that are used to illustrate and define
understanding, reasoning, and proficiency.
➢ Are also called scoring criteria or simply criteria.
➢ Serve as the basis for evaluating the quality of student work.

To establish good criteria, begin with the identification of the most important dimensions or traits of the
performance or product. This is a summary of the essential qualities of student proficiency. These
dimensions should reflect your instructional goals as well as teachable and observable aspects of the
performance.

The following is an example of reasonable criteria for a specific learning target.

Learning target: Students will be able to write a persuasive paper to encourage the
reader to accept a specific course of action or point of view.

Criteria: Appropriateness of language for the audience.

Plausibility and relevance of supporting arguments.
Level of detail presented.
Evidence of creative, innovative thinking.
Clarity of expression.
Organization of ideas.

The second essential part of evaluating performance assessments is to have a well-developed,

clear approach to scoring and evaluating the extent to which different levels of the criteria are
demonstrated. There are three common approaches to this scoring—checklists, rating scales, and rubrics.

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 Performance Criteria

Types of Performance Assessment Scoring

Checklists

A checklist is a simple listing of the criteria or dimension, and you will simply check whether or
not each criterion was met or each dimension demonstrated. It is a yes/no type of decision.
Checklists are good for evaluating a sequence of steps that are required.

Example:

Checklist for Evaluating a PowerPoint Presentation

YES NO DESCRIPTION
____ ____ 1. The topic has been extensively and accurately researched.
____ ____ 2. A storyboard, consisting of logically and sequentially numbered slides, has
been developed.
____ ____ 3. The introduction is interesting and engages the audience.
____ ____ 4. The fonts are easy to read and point size varies appropriately for headings
and text.
____ ____ 5. the use of italics, bold, and underline contributes to the readability of the
text.
____ ____ 6. The background and colors enhance the text.
____ ____ 7. The graphics, animation, and sounds enhance the overall presentation.
____ ____ 8. Graphics are of proper size.
____ ____ 9. The text is free of spelling, punctuation, capitalization, and grammatical
error.

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 Performance Criteria

Rating Scales

A rating scale is used to indicate the degree to which a particular dimension is present, beyond a
simple yes/no. It provides a way to record and communicate qualitatively different levels of performance.
Several types of rating scales are available; we will consider three: numerical, qualitative, and
numerical/quantitative combined.

1. The numerical scale uses numbers on a continuum to indicate different levels of proficiency in terms
of frequency or quality. The number of points on the scale can vary, from as few as 2 to 10 or more. The
number of points is determined on the basis of the decision that will be made. If you are going to use the
scale to indicate low, medium, and high, then 3 points are sufficient. More points on the scale permit
greater discrimination, provide more diagnostic information, and permit more specific feedback to
students.

Here are some examples of numerical scales:

Complete Understanding 54321 No Understanding

of the Problem of the Problem
Little or No Organization 1234567 Clear and Complete Organization
Emergent Reader 123 Fluent Reader

2. A qualitative scale uses verbal descriptions to indicate student performance. There are two types of
qualitative descriptors. One type indicates the different gradations of the dimension:

Minimal Partial
Never Seldom Occasionally Frequently Always
Consistently Sporadically Rarely
Complete Nearly complete Some Limited
understanding understanding understanding understanding
Uses capital Uses capital Rarely uses
letters letters capital letters
appropriately appropriately appropriately
most or all of the some of the time
time
Always speaks Speaks clearly Speaks clearly Rarely speaks
clearly most of the time some of the time clearly

3. A second type of qualitative scale includes gradations of the criteria and some indication of how the
performance compares to established standards. This is the most frequently used type of rating scale for
performance assessments. Descriptors such as the following are used:

Novice emergent proficient advanced

Inadequate needs improvement good excellent
Excellent proficient needs improvement
Absent developing adequate fully developed
Limited partial thorough
emerging developing Achieving
not there yet shows growth proficient

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Rubrics

➢ A rubric is a coherent set of criteria for students’ work that includes descriptions of levels of
performance quality on the criteria.

➢ A rubric is a set of clear expectations or criteria used to help teachers and students focus on what
is valued in a s subject, topic, or activity.

There are two major aspects of rubrics: a) coherent sets of criteria and b) descriptions of levels of
performance for these criteria.

Table 1 lists some common kinds of school performances that can be assessed with rubrics. This
list by no means covers every possible school performance. It is just meant to help you think of the types
of performances you might assess with rubrics.

Table 1. Types of Performance that Can Be Assessed with Rubrics

Type of Performance Examples
Processes • Playing a musical instrument
• Physical skills • Doing a forward roll
• Use of equipment • Preparing a slide for the microscope
• Oral communication • Making a speech to the class
• Work habits • Reading aloud
• Conversing in a foreign language
• Working independently
Products
• Constructed objects • Wooden bookshelf
• Written essays, themes, reports, term • Set of welds
papers • Handmade apron
• Other academic products that demonstrate • Watercolor painting
understanding of concepts • Laboratory report
• Term paper on theoretical 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

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Advantages and Disadvantages of Different Types of Rubrics

Types of Definition Advantages Disadvantages

Rubric
Holistic or Analytic: One or Several Judgments?
Analytic • Each criterion • Gives diagnostic • Takes more time to
(dimension, trait) is information to teacher. score than holistic
evaluated separately. • Gives formative feedback to rubrics.
students. • Takes more time to
• Easier to link to instruction achieve inter-rater
than holistic rubrics. reliability than
• Good for formative with holistic
assessment; adaptable for rubrics.
summative assessment; if
you need an overall score
for grading, you can
combine the scores.
Holistic • All criteria • Scoring is faster than with • Single overall
(dimensions, traits) are analytic rubrics. score does not
evaluated • Requires less time to communicate
simultaneously. achieve inter-rater information about
reliability. what to do to
• Good for summative improve.
assessment. • Not good for
formative
assessment.
Description of Performance: General or Specific-Task?
General • Description of work • Can share with students, • Lower reliability at
gives characteristics explicitly linking first than with task-
that apply to a whole assessment and instruction. specific rubrics.
family of tasks (e.g. • Reuse same rubrics with • Requires practice
writing, problem several tasks or to apply well.
solving.) assignments.
• Supports learning by
helping students see “good
work” as bigger than one
task.
• Supports student self-
evaluation.
• Students can help construct
general rubrics.

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Task- • Description of work • Teachers sometimes say • Cannot share with

Specific refers to the specific using these makes scoring students (would
content of a particular “easier.” give away
task (e.g., given an • Requires less time to answers).
answer, specifies a achieve inter-rater • Need to write new
conclusion). reliability. rubrics for each
task.
• For open-ended
tasks, good
answers not listed
in rubrics may be
evaluated poorly.
Source: From Assessment and Grading in Classrooms (p. 201), by Susan M. Brookhart and Anthony J. Nitko, 2008,
Upper Saddle River, NJ: Pearson Education. Copyright 2008 by Pearson Education. Reprinted with
permission.

Common Misconceptions About Rubrics

1. Confusing learning outcomes with tasks. Rubrics should not confuse the learning outcome to be
assessed with the task used to assess it. Rubrics are not assignment directions set into chart
format. The biggest mistake teachers make when they use rubrics with performance assessment is
that they focus on the task, the product, and not the learning outcome or proficiency the task is
supposed to get students to demonstrate.

2. Confusing rubrics with requirements or quantities. Rubrics are not about the requirements for the
assignment, nor are they about counting things.

3. Confusing rubrics with evaluative rating scales. Another common problem with rubrics happens
when teachers identify the criteria to be evaluated but then add a rating scale for each and call it a
“rubric.” These kinds of documents abound in schools and on the Internet. Another version of this
is to use a numerical scale for each criterion, with higher numbers usually intended to mean better
work. Yet another way that rating scales masquerade as rubrics is in graphic scales that use such
images as a frowny face, a straight face, and a smiley face.

Suggestions in Developing Rubrics

1. Be Sure the Criteria Focus on Important Aspects of the Performance.

2. Match the Type of Rating with the Purpose of the Assessment.
3. Descriptions of the Criteria Should Be Directly Observable
4. Criteria Should Be Written So That Students, Parents, and Others Understand
Them.
5. Characteristics and Traits Used in the Scale Should Be Clearly and Specifically
Defined.
6. Take Appropriate Steps to Minimize Scoring Error.
7. The Scoring System Needs to Be Feasible

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Writing or Selecting Effective Rubrics

Deciding on Appropriate Criteria

To choose criteria, start with your intended learning outcome, as stated in the standard or
instructional goal you are intending to assess. Ask yourself this question:

The Criterion Question: What characteristics of student work would give evidence for student
learning of the knowledge or skills specified in this standard (or instructional goal)?

Desired Characteristics of Criteria for Classroom Rubrics

Characteristics Explanation

The criteria are…

Appropriate Each criterion represents an aspect of a standard, curricular goal,
or instructional goal or objective that students are intended to
learn.
Definable Each criterion has a clear, agreed-upon meaning that both
students and teachers understand.
Observable Each criterion describes a quality in the performance that can be
perceived (seen or heard, usually) by someone other than the
person performing.
Distinct from one another Each criterion identifies a separate aspect of the learning
outcomes the performance is intended to assess.
Complete All the criteria together describe the whole of the learning
outcomes the performance is intended to assess.
Able to support descriptions along Each criterion can be described over a range of performance
a continuum of quality levels.
Source: Brookhart, Susan M. (2013). How to create and use rubrics for formative assessment and grading. Desktop Publishing,
Alexandria, USA, (p. 25).

Writing Performance-Level Descriptions

Ask yourself this question:

The Performance Description Question: What does student work look like at each level of quality,
from high to low, on this criterion?

Desired Characteristics of Descriptions of levels of Performance for Classroom Rubrics

Characteristics
Explanation
The descriptions of levels of
performance are …

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Descriptive Performance is described in terms of what is observed in the

work.
Clear Both students and teachers understand what the descriptions
mean.
Cover the whole range of Performance is described from one extreme of the continuum of
performance quality to another for each criterion.
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.
Center the target performance The description of performance at the level expected by the
(acceptable, mastery, passing) at standard, curriculum goal, or lesson objective is placed at the
the appropriate level intended level on the rubric.
Feature parallel descriptions Performance descriptions at each level of the continuum for a
from level to level given standard describe different quality levels for the same
aspects of the work.

Approaches in Designing Rubrics

Top-down approach

A top-down approach is deductive. It starts with a conceptual framework that describes the content and
performance you will be assessing. Use the top-down approach when your curriculum or standards have
clearly defined the intended content and performance. Here are the steps in the top-down approach:

1. Create (or adapt from an existing source) a conceptual framework for achievement. This should
include a description of the intended achievement (e.g. what is good narrative writing?) and an outline of
the qualities that you intend to teach and to ask students to demonstrate (the achievement dimensions or
criteria). The outline should describe the continuum of performance
for each criterion.

2. Write general scoring rubrics using these dimensions and performance levels. To do this, organize the
criteria either analytically (one scale for each criterion) or holistically (one scale considering all criteria
simultaneously) and write descriptions for performance at each level. The general rubrics can and should
be shared with students. For example, if you are constructing mathematical problem-solving rubrics and
one of the criteria is “mathematical content knowledge,” the general rubrics may say “problem solution
shows understanding of major mathematical concepts and principles.” Having students recognize the
mathematical concepts and principles (e.g. “I know this problem involves the relationships among
distance, rate, and time, and those are the major concepts”) is part of the learning.

3. For teacher scoring, you may adapt the general scoring rubrics for the specific learning goal for the
performance you will be scoring. For example, if the general rubrics say, “Problem solution shows
understanding of major mathematical concepts and principles,” to focus your scoring you might say,
“Problem solution shows understanding of the relationships among distance, rate, and time.”

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4. In either case (whether the rubrics remain general or are adapted to more specific learning goals), use
the rubrics to assess several students’ performances, and adapt them as needed for final use. (Nitko &
Brookhart, 2011, pp. 267–268)

Bottom-up approach

A bottom-up approach is inductive. It starts with samples of student work and uses them to create a
framework for assessment. Use the bottom-up approach when you are still defining the descriptions of
content and performance or when you want to involve students in creating the means of their own
assessment. Here are the steps in the bottom-up approach:

1. Get a dozen or more copies of students’ work. This student work should all be relevant to the kind of
performance for which you are building rubrics (e.g., mathematics problem solving). However, if possible
they should be from several different tasks (Arter & Chappuis, 2006). The reason for this is that you want
the rubrics to reflect the content and performance descriptions for the general learning outcomes, not any
particular task (e.g., not any one particular mathematics problem).

2. Sort, or have students sort, the work into three piles: high, medium, and low quality work. This is the
reason that students need to be somewhat familiar with the concepts and skills. If they are not, their
sorting may resort to surface-level skills like neatness and format rather than the quality of the thinking
and demonstration of skills.

3. Write, or have students write, specific descriptions of why each piece of work is categorized as it is. Be
specific; for example, instead of saying that the problem was solved incorrectly, say what was done and
why: the solution used irrelevant information, or the problem was approached as a volume problem when
it was an area problem, or whatever.

4. Compare and contrast the descriptions of work and extract criteria or dimensions. For example, if
there are several descriptions of students using relevant and irrelevant information, identifying relevant
information in the problem may emerge as a dimension.

5. For each of the criteria identified in step 4, write descriptions of quality along the dimensions, for as
many levels as needed. You may use three categories as you did for the sorting, or you may use four, five,
or six, depending on how many distinctions are useful to make and/or how many levels you need for
grading or other purposes. (Nitko & Brookhart, 2011, p. 268)

Evaluating Rubrics

Regardless of whether you are modifying an existing rubric, creating one from scratch, or using a rubric
developed by another party, both before and after you use the rubric is a good time to evaluate it and
determine if it is the most appropriate tool for the assessment task.
Questions to ask when evaluating a rubric include:

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Does the rubric relate to the outcome(s) being measured?

The rubric should address the criteria of the outcome(s) to be measured and no unrelated aspects.
Does it cover important criteria for student performance?
Is the rubric authentic, does it reflect what was emphasized for the learning outcome and assignment(s)?
Does the top end of the rubric reflect excellence?
Is acceptable work clearly defined? Does the high point on the scale truly represent an excellent ability?
Does the scale clearly indicate an acceptable level of work? These should be based not on the number of
students expected to reach these levels, but on current standards defined by the department often taking
into consideration the types of courses student work was collected from (introductory or capstone
courses).
Are the criteria and scales well-defined?
Is it clear what the scale for each criterion measures and how the levels differ from one another? Has it
been tested with actual student products to ensure that all likely criteria are included? Is the basis for
assigning scores at each scale point clear?
Is it clear exactly what needs to be present in a student product to obtain a score at each point on the
scale? Is it possible to easily differentiate between scale points?
Can the rubric be applied consistently by different scorers?
Inter-rater reliability, also sometimes called inter-rater agreement, is a reference to the degree to which
scorers can agree on the level of achievement for any given aspect of a piece of student work. Inter-rater
reliability depends on how well the criteria and scale points are defined. Working together in a norming
session to develop shared understandings of definitions and adjusting the criteria, scales, and descriptors
will increase consistency.

[Link]
grading/rubrics/Pages/[Link]

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Examples of Rubrics

Analytic Rubric for Creativity

Criteria Very Creative Creative Ordinary/Routine Imitative
Depth and Quality of Ideas represent a starting Ideas represent important Ideas represent important Ideas do not represent
Ideas variety of important concepts from different concepts from the same or important concepts.
concepts from different contexts or disciplines. similar contexts or
contexts or disciplines. disciplines.
Variety of Sources Created product draws on Created product draws on Created product draws on Created product draws on
a wide-ranging variety of a variety of sources, a limited set of sources only one source, and/or
sources, including including different texts, and media. sources are not
different texts, media, media, resource persons, trustworthy or appropriate.
resource persons, and/on and/on personal
personal experiences. experiences.
Organization and Ideas are combined in Ideas are combined in Ideas are combined in Ideas are copied or
Combination of Ideas original and surprising original ways to solve a ways that are derived from restated from the source(s)
ways to solve a problem, problem, address an issue, the thinking of others (for consulted.
address an issue, or make or make something new. example, of the authors in
something new. sources consulted).
Originality of Created product is Created product is Created product serves its Created product does not
Contribution interesting, new, and/or interesting, new, and/or intended purpose (e.g., serve its intended purpose
helpful, making an helpful, making an solving a problem or (e.g., solving a problem or
original contribution addressing an issue).
original contribution for addressing an issue).
that includes identifying a
previously unknown its intended purpose (e.g.,
problem, issue, or solving a problem or
purpose. addressing an issue).

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Math Problem Solving Rubric

Your Showing Math Knowledge Using problem-Solving Strategies Writing an Explanation

Score (Can you do the problem correctly?) (How do you solve the problem?) (Can you explain your work?)
5 I figure out the correct answer. I use all the important information from the I write what I did and why I did it.
I solve the problem with no mistakes problem. I explain each step of my work.
I show all the steps I used to solve the I use math words and strategy names.
problem. I write the answer in a complete sentence
I make a drawing to show how I solved the at the end of my explanation.
problem.
4 I figure out the correct answer. I use most of the important information I write what I did and a little about why I
I solve the problem, but I make a few small from the problem. did it.
mistakes. I show most of the steps I used to solve the I explain most of my work.
problem.
3 I figure out part of the answer. I use some of the important information I write a little about what I did or why I
I try to solve the problem, but I make some from the problem. did it, but not both.
big mistakes. I show some of the steps I used to solve the I explain some of my work.
problem.
2 I try to solve the problem, but I don’t I use very little important information form I write something that doesn’t make sense.
understand it. the problem. I write an unclear answer.
I show almost none of the steps I used to
solve the problem.
1 I don’t try to solve the problem. I show no steps that I used to solve the I don’t write anything to explain how I
problem. solved the problem.
Source: From “Learning to write about mathematics, “by R. Parker and M.L. Breyfogle, 2011, Teaching Children Mathematics, 18 (2), online
appendix. Available [Link] with
permission.

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General Rubric for Written Projects (may be adapted for specific projects)

Score Content Reasoning & Evidence Clarity

4 The thesis is clear. A large amount and variety Information is clearly and explicitly related to the Few errors of grammar and usage; any
of material and evidence support the thesis. point(s) the material is intended to support. minor errors do not interfere with
All material is relevant. This Information is organized in a logical manner and is meaning. Language style and word choice
material includes details. Information is presented concisely. Flow is good. Introductions, are highly effective and enhance
accurate. Appropriate sources were consulted. transitions, and meaning. Style and word choice are
other connecting material take the listener/ reader appropriate to the project.
along.
3 The thesis is clear. An adequate amount of Information is clearly related to the Some errors of grammar and usage; errors
material and evidence supports the thesis. point(s) the material is intended to support, although do not interfere with meaning. Language
Most material is relevant. This material not all connections may be explained. Information is style and word choice are for the most
organized in a logical manner. Flow is adequate.
includes details. Information is mostly part effective and appropriate to the
Introductions, transitions, and other connecting
accurate; any inaccuracies are minor and do material take the listener/reader along for the most project.
not interfere with the points made. part. Any abrupt transitions do not interfere with
Appropriate sources were consulted. intended meaning.
2 The thesis may be somewhat unclear. Some Some of the information is related to the point(s) the Major errors of grammar and usage begin
material and evidence support the thesis. material is intended to support, but connections are to interfere with meaning. Language style
Some of the material is relevant, and some is not explained. Information is not entirely organized and word choice are simple, bland,
in a logical manner, although some structure is
not. Details are lacking. Information may otherwise not very effective or not
apparent. Flow is choppy. Introductions,
include some inaccuracies. At least some transitions, and other connecting material may be entirely appropriate.
sources were appropriate. lacking or unsuccessful.
1 The thesis is not clear. Much of the material Information is not related to the point(s) the material Major errors of grammar and usage make
may be irrelevant to the overall topic or is intended to support. Information is organized in a meaning unclear. Language style and
inaccurate. Details are lacking. Appropriate logical manner. Material does not flow. Information word choice are ineffective and/or
sources were not consulted. is presented as
inappropriate.
a sequence of unrelated material.
Source: From How to give effective feedback to your students (pp. 63 – 64), by S.M. Brookhart, 2008, Alexandria, VA: ASCD. Copyright 2008 by ASCD.
Reprinted with permission.

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 Performance Criteria

Holistic Rubric for Creativity

Ideas represent a startling variety of important concepts from

different contexts or disciplines. Created product draws on a wide-
ranging variety of sources, including different texts, media, resource
Very Creative persons, and/or personal experiences. Ideas are combined in
original and surprising ways to solve a problem, address an issue, or
make something new. Created product is interesting, new, and/or
helpful, making an original
contribution that includes identifying a previously unknown
problem, issue, or purpose.
Ideas represent important concepts from different contexts or
disciplines. Created product draws on a variety of sources,
Creative including different texts, media, resource persons, and/or personal
experiences. Ideas are combined in original ways to solve a
problem, address an issue, or make something new. Created product
is interesting, new, and/or helpful, making an original contribution
for its intended purpose (e.g., solving a problem or addressing an
issue).
Ideas represent important concepts from the same or similar
contexts or disciplines. Created product draws on a limited set of
Ordinary/Routine sources and media. Ideas are combined in ways that are derived
from the thinking of others (e.g., of the authors in sources
consulted). Created product serves its intended purpose (e.g.,
solving a problem or addressing an issue).
Ideas do not represent important concepts. Created product draws
on only one source, and/or sources are not trustworthy or
Imitative appropriate. Ideas are copied or restated from the source(s)
consulted. Created product does not serve its intended purpose (e.g.,
solving a problem or addressing an issue).

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Learning Journey

Task 1: CRITIQUING

This is a sample of poor Rubric for a Poem Poster. Based from the criteria presented during classroom
discussion, critique the sample rubric. Imp

Criteria 4 3 2 1 0
Title Title is in large Title is large Title is in medium Title is too small No title
letter and is creative letters fits letters and fits or does not
content contents describe the
content
Grammar No grammatical 1 grammatical 2 grammatical 3-6 grammatical More than 6
errors error errors errors grammatical
errors
Mechanics Correct 1 error in 2 errors in 3–6 errors in More than 6
capitalization and capitalization or capitalization or capitalization or errors in
punctuation punctuation punctuation punctuation capitalization or
punctuation
Graphics Several very 1 or 2 very Graphics are Graphics are cut No graphics
creativity creative graphics creative based on designs and pasted from
graphics of others another source
Graphics topic All graphics are All but 1 of the Most of the A few of the No graphics are
related to the topic graphics are graphics are graphics are related to the
related to the related to the related to the topic
topic topic topic
Required Poster includes All but 1 of the Most of the Few of the Most of the
elements student name, type required required elements required elements required
of poem, title, elements are are present are present elements are
correct rhyme present missing
scheme, graphics,
and is attractive
Content Poem uses correct Poem mostly Poem fits about Poem fits less Poem does not
format and rhyme fits the correct 50% of the correct than 50% of the fit the type
scheme for its type format and format and rhyme correct format and identified
rhyme scheme scheme for its rhyme scheme for
for its type type its type

Source: [Link]/bookresources to download this page. Performance Assessment © 2015

Learning Sciences International

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Activity 2: WRITING RUBRICS

Task Descriptions: Based from the performance assessment previously identified in the last Module, devise a scoring rubric (holistic or analytic)
using the criteria presented during the class discussion. Critique the rubrics through class discussion. Each group must present their output through
MS PowerPoint Presentation. The format of the output is presented in the following matrix form, while Rubric Worksheet is provided.

Intended Learning Outcomes Intended Learning Contents Performance Assessments Rubrics*

Indicate the learning outcomes… Indicate the identified unit Describe the types of Indicate the types of Rubric to be
topic/sub-topics… performance assessment based used in scoring (holistic or
from the intended learning analytic).
outcomes. Indicate whether the rubric is
intended for process-or product
assessment.
List all the possible criteria based
from the intended learning
outcomes. Describe each
criterion in detailed form.

*Use separate sheet for

developing the rubrics.

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 Performance Criteria

Rubric Design Worksheet

List the traits you want the assignment to measure (usually in nouns or noun phrases):

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Use the following chart to create a rubric. Either fill out one chart for the entire assignment
(holistic rubric) or fill out one chart for each trait or learning objective (analytic rubric).

Trait / Assignment being Assessed:______________________________________

Grade /
Points: Characteristics:

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Performance Task Analytic Rubric

Element In Need of Revision (Limited) Acceptable Task High Quality Task

Engaging May be a problem similar to one already Some thought and persistence required to complete Provide students with a worthy question that
studied or of limited interest to students the task, though some aspects may only require requires thought and persistence to solve
application of previously learned procedures ask requires reasoning
Authentic Reflects a situation that wouldn’t be May reflect a situation that is similar to the real Reflects, to the degree possible, a real-world
encountered in the real world world, with parameters that make it somewhat application of the content targeted in the
artificial assessment
Clear Directions are unclear Directions are clear, but may not be sufficiently Directions are clear and concise Evaluation
Evaluation criteria are not shared with concise criteria are shared clearly and precisely with
students in advance of performance, either Evaluation criteria are partially shared with students, e.g., through a rubric or directions
through a rubric or directions that specify students, most likely through some direction which specify the components of a
the components of a satisfactory regarding satisfactory performance or some rubric satisfactory performance
performance elements shared with students. May contain vague
statements regarding evaluation, e.g., “students will
be evaluated on presentation and clarity of work
shown
Elicits Desired Task doesn’t require that students have Partially aligned to desired knowledge and skill, or Aligned to relevant standards and
Knowledge and Skill desired knowledge for successful may require other knowledge and skills (not a curriculum
completion prerequisite of the desired knowledge and skills) to Assesses mathematical content as well as
be successfully completed practices/“habits of mind”
Includes opportunities in which students could Limits students’ ability to demonstrate
demonstrate practices or “habits of mind,” but understandings other than those targeted
doesn’t require them to demonstrate satisfactory with a correct and complete solution
performance
Enables Assessment The product is a result of group work in The product is a result of some group but also The task requires significant independent
of Individuals which one group member’s contributions includes some work that is independently work, submitted independently of group
are indistinguishable from the completed work
contributions of other group members
Source: Marquez, E. & Danielson, C. (2016). Performance tasks and rubrics for high school mathematics: Meeting rigorous standards and assessments, 2nd Edition. Routledge. New York
(p. 32)

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 Performance Criteria

Rubric for Group Activity

Criteria Exceeds expectations Meets Expectations Approaching Not Yet Meeting
Expectations Expectations
Focus on task and Consistently stays focused Focuses on the task most Sometimes focuses on the Rarely focuses on the task
participation on task. of the time task Lets others do the work
Effectively encourages Usually encourages and Sometimes encourages and rarely supports the
and supports the efforts of supports of the group as a and supports the efforts of efforts of the group as a
the group as a whole whole the group as a whole whole
Shared responsibility Consistently punctual with Usually punctual with Sometimes punctual with Rarely punctual with work
and dependability work responsibilities work responsibilities responsibilities responsibilities
Follows through on Follow through on most Follows through on some Rarely follows through on
assigned tasks and does assigned tasks assigned tasks assigned tasks
not depend on others to do
the work; responsibility
for tasks is evenly shared
Discussing, listening and Consistently and Usually respectfully Sometimes respectfully Rarely respectfully listens,
interacting respectfully listens, listens, interacts, discusses listens, interacts, interacts, discusses, and
interacts, discusses and and contributes to the discusses, and contributes contributes to the group,
contributes to the group, group, helping the group to the group, helping the helping the group to
helping the group to to achieve a consensus group to achieve a achieve a consensus
achieve a consensus consensus
Teamwork Always contributes to the Usually contributes to the Sometimes contributes to Rarely contributes to the
overall goal of the group overall goal of the group the overall goal of the group overall goal of the
group group
Source: International Reading Association NCTE

Assessment of Student Learning 2 20

 Performance Criteria

Journal Writing
Description: This activity will enable you to reflect about the topic and activities you underwent.

Instruction: Reflect on the activities you have done in this lesson by completing the following
statements. Write your answers on your journal notebook.

Reflect on your participation in doing all the activities in this lesson and complete the following
statements:

• I learned that I...

• I was surprised that I...

• I noticed that I...

• I discovered that I...

• I was pleased that I...

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 Performance Criteria

Rubrics for Student’s Reflection

Element Description
Mechanics Consistently avoids typographical, spelling and grammatical errors.
Connection to Makes clear the connection(s) between the experience and the dimension being
Experience discussed.
Accuracy Makes statements of fact that are accurate and supported with evidence; for academic
articulated learning statements, accurately identifies, describes, and applies appropriate
academic principle(s).
Clarity Consistently expands on and expresses ideas in alternative ways, provides
examples/illustrations.
Relevance Describes learning that is relevant to the articulated learning statement category and
keeps the discussion specific to the learning being articulated.
Depth Addresses the complexity of the problem; answers important question(s) that are
raised; avoids over-simplifying when making connections.
Breadth Gives meaningful consideration to alternative points of view and interpretations.
Logic Demonstrates a line of reasoning that is logical, with conclusions or goals that follow
clearly from it.
Significance Draws conclusions, sets goals that address a (the) major issue(s) raised by the
experience.
*Adapted from Ash & Clayton, 2004

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 Performance Criteria

References

Brookhart, Susan M. (2013). How to create and use rubrics for formative assessment and grading.
Desktop Publishing, Alexandria, USA, (p. 25).

Guzman, E, and Adamos, J. (2015). Assessment of Learning I. Adriana Publishing Company, Quezon
City

Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives, handbook
II: Affective domain. New York: David McKay.

Lane, S. (2010). Performance assessment: The state of the art (SCOPE Student Assessment Series).
Stanford, CA: Stanford University, Stanford

McMillan, J. H. (2018). Classroom assessment: Principles and practice that enhance student learning and
motivation. 7th Ed. USA: Pearson Education, Inc.

Marquez, E and Danielson, C. (2016). Performance tasks and rubrics for high school mathematics:
Meeting Rigorous standards and assessments, 2 nd Ed. New York: Routledge

Russell, M. K., & Airasian, P. W. (2012). Classroom assessment: Concepts and applications (7th ed.).
New York: McGraw-Hill.

R. Parker and M.L. Breyfogle, (2011). “Learning to write about mathematics:Teaching Children
Mathematics, 18 (2), online appendix. Available
[Link]
[Link] with permission.

Wiggins, G. P. (1998). Educative assessment: Designing assessments to inform and improve student
performance. San Francisco: Jossey-Bass.

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