JOZA ASINAS Powerpoint

Download as pptx, pdf, or txt
Download as pptx, pdf, or txt
You are on page 1of 13

OF

E E S I I
H
T YP D
- I

R E T E
E

A N T S
B

AT E ? N
A
R
H FE CS . A SI
W IF RI D
D UB O Z
A
J
RY ;
B
RUBRICS ARE USUALLY CLASSIFIED
ACCORDING TO TWO DIFFERENT ASPECTS
OF THEIR COMPOSITION;
1. Wether the rubric considers each of the criteria one at a time or all criteria together,
and

2. Wether the rubric is applicable to all similar tasks or can only be used for a
particular task.
THE FOLLOWING ARE THE TYPES OF
RUBRICS:
TYPE OF RUBRIC DESCRIPTION

General/Generic Rubric It contains criteria that are general and can be applied
across tasks. This is most convenient for teachers who
do not have the time and skills in developing different
types of rubric as they can reuse the same rubrics for
several tasks or assignments. However, the teacher may
not be able to assess accurately the student’s
performance for a particular task.

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
will provide the students feedback on what aspects of
their performance or work need to be improved .
However, developing analytic rubrics is time-consuming
for teachers.
HOLISTIC A student’s performance or output is evaluated by applying
RUBRIC all criteria simultaneously, thus providing a single score
based on an overall judgements about the quality of
student’s work. It does not provide a 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
student’s about their strength and weaknesses, and thus, may
not be as sufficient and helpful in guiding them in
improving their performance.

For 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
(e.g., painting), which gives an overall score for the
student’s creativity and skill.
ANALYTIC A student’s work is evaluated by using each criterion separately, thus
RUBRIC 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 would entail more time than
with a holistic rubric.

For 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
Criterion Not Evident Insufficient Sufficient Excellent
1 2 3 4
Provided No/few Comments Comments Comments include
meaningful/ comments or are are relevant suggestions and
relevant suggestions to superficial, and additional resources;
feedback on improve the not relevant, appropriate; comments praise specific
peer’s work, work, neutral or comments strengths of the work/
output, performance, non- include performance as well as
performance or output, encouraging. positive constructively address
comments feedback and weaknesses with
might be suggestions. alternatives that might be
interpreted as considered.
insulting,
with title
understanding
of the
assigned task.
SAMPLE TASK-SPECIFIC RUBRIC FOR
REVIEWER/CRITIC OF PERFORMANCE
TASKS/OUTPUTS
CRITERIA Not Evident Insufficient Sufficient Excellent
1 2 3 4
Provided
meaningful /
relevant
feedback on:
- significance No/few Comments Comments Comments include
of the study comments or are superficial are relevant suggestions and
suggestions; and not and additional resources
with little relevant. appropriate. regarding the construct/
understanding problem.

- theoretical No/few Comments are Comments Comments includes


basis/ comments or superficial and are relevant suggestions and
conceptual suggestions; not relevant and additional resources
framework of with little appropriate. regarding the
the study understanding. 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/proble
conducted m.
- comments in a No/few Comments are Comments Comments
positive, comments or neutral or non- include positive praise specific
encouraging, suggestions encouraging; feedback and strengths of the
and constructive given to comments are suggestions. work/
manner improve the not relevant to performance as
paper; the study. well as
comments might constructively
be interpreted as address
insulting. weaknesses with
alternatives that
might be
considered.
Grade
SAMPLE HOLISTIC RUBRIC FOR ORAL
PRESENTATION
Rating/Grade Characteristics
A Is very organized. Has a clear opening statement that catches
(Exemplary) audience’s interest. Content of report is comprehensive and
demonstrates substance and depth. Delivery is very clear and
understandable, uses slides/ multimedia equipment effortlessly to
enhance presentation.
B Is mostly organized. Has opening statement relevant to topic.
(Satisfactory) Covers important topics. Has appropriate pace and without
distracting mannerisms. Look at slides to keep on track.
C Has an opening statement relevant to topic but does not give outline
(Emerging) of speech; is somewhat disorganized. Lacks content and depth in
the discussion of the topic. Delivery is fast and not clear; some
items not covered well. Relies heavily on slides and notes and
makes little eye contact.
D Has no opening statement regarding the focus of the presentation.
(Unacceptable) Does not give adequate coverage of topic. Is often hard to
understand, with voice is too soft or too loud and pace that is too
quick or too slow. Just reads slides, slides too much text.
SAMPLE ANALYTIC RUBRIC FOR ORAL PRESENTATION
Standards 4 3 2 1
Exemplary Satisfactory Emerging Unacceptable
Organizatio Has a clear opening Has opening Has opening Has no
n statement that statement that statement opening
catches audience’s is relevant to relevant to topic statement or
interest, maintains topic and gives and but does not has an relevant
focus throughout, outline of give outline of statement,
summarizes main speech, is speech, is gives listener
points. mostly somewhat no focus or
organized, disorganized. outline of the
provides presentation.
adequate road
map for the
listener.
Content Demonstrate Covers topic, Locks content Does not give
substance and uses and depth in the adequate of o
depth, is appropriate discussion of the topic, lacks
comprehensive, sources is topic, lacks sources.
shows mastery of objective. resources.
material.
Delivery Has natural Has Delivery is fast Is often hard to
delivery, appropriate some items not understand, has
project pace, has no covered well, voice that is too
enthusiasm, distracting not under soft or too loud,
interest, and mannerism, stable. has a pace that is
confidence, is easily too quick or too
report can be understood. slow
understood demonstrates one
well. or more
distracting
mannerism.
Use of Uses slide Look at Relies heavily Just reads
media effortlessly to slides to on slides and slides, slide too
enhance keep on note, makes much text.
presentation, track, uses little aye
has an affective an contact uses
presentation appropriate slides with
without media. number of many text.
slides.
Response Demonstrate Shows Answers Cannot
to full ease in questions answer most
Questions knowledge answering but not questions,
of topic question convincingly demonstrates
explains and but does / vague or little grasp of
elaborate on not unclear. information,
all questions. elaborate. has
undeveloped
or unclear
answers to
question.
Grades
Thank You
For
Listening

You might also like