Process oriented performance-based assessment. Analytic and Holistic Rubrics.

1. Marivette Joy S. Martinez-Benedicto
Assessment of Student Learning II
Dr. Leo Jade Matalubos
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2. • Clearer expectations
• More consistent and objective
assessment
• Better feedback
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3. • Criteria is identified and communicated.
• Expectations are set.
- Students know what are expected of
them.
- Teachers know what to look for in
performance.
Why include levels of performance?
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4. • There is consistency in the evaluation of
the performance.
• Teacher can distinguish between good and
bad performance.
- Superior
- Mediocre
- Poor performance
Why include levels of performance?
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5. • More detailed feedback on the mastery
of the skill or the performance.
- Good and bad; superior, mediocre and
poor.
• Feedback on areas of improvement.
Why include levels of performance?
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6. •Two-dimensional rubrics with levels of achievement
as columns and assessment criteria as rows.
•Allows you to assess participants' achievements based
on multiple criteria using a single rubric.
•You can assign different weights (value) to different
criteria and include an overall achievement by
totaling the criteria.
•Written in a table form.
Analytic versus Holistic Rubrics
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7. •Single criteria rubrics (one-dimensional) used to
assess participants' overall achievement on an
activity or item based on predefined achievement
levels.
•Performance descriptions are written in
paragraphs and usually in full sentences.
Analytic versus Holistic Rubrics
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8. Analytic rubrics identify and assess components of a
finished product.
Holistic rubrics assess student work as a whole.
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• For more information, click this: “Comparing analytic and
holistic rubrics”.

9. Analytic versus Holistic Rubrics
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• Several faculties are assessing student work.
• Descriptions promote consistent scoring.
• Outside audiences will be examining rubric scores.
• Substantial feedback to students or faculty is
desired.
• Profiles of specific strength/weaknesses are
desired. (Suskie, p. 129).

10. • There is no single correct answer or response to a
task e.g. creative work.
• The focus is overall quality, proficiency or
understanding of a specific content or skills.
• The assessment is summative e.g. at the end of
the semester/period or major.
• You are assessing significant numbers e.g. 150
Senior portfolios.
Analytic versus Holistic Rubrics
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11. Example of an ANALYTIC RUBRIC
CRITERIA 1 2 3
Number of
Appropriate
Hand
Gestures
X1 1-4 5-9 10-12
Appropriate
Facial
Expression
X1
Lots of
inappropriate
facial expression
Few
inappropriate
facial expression
No apparent
inappropriate
facial expression
Voice
Inflection X2
Monotone voice
used
Can vary voice
inflection with
difficulty
Can easily vary
voice inflection
Incorporate
proper
ambiance
through
feelings in
the voice
X3
Recitation
contains very
little feelings
Recitation has
some feelings
Recitation fully
captures
ambiance
through feelings
in the voice
11For more examples, click here.

12. Example of a HOLISTIC RUBRIC
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3 Excellent Speaker
• included 10-12 in hand gestures
• no apparent inappropriate facial expression
• utilized proper voice inflection
• can create proper ambience for the poem
2 Good Speaker
• included 5-9 changes in hand gestures
• few inappropriate facial expressions
• had some inappropriate voice inflection changes
• almost creating proper ambiance
1 Poor Speaker
• included 1-4 changes in hand gestures
• lots of inappropriate facial expressions
• used monotone voice
• did not create proper ambiance
For more examples: click here

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Thank you.