Assessment of Learning

1. A LESSON PREPARED BY
DR. MARY AUDIE D. CARIAGA
INSTRUCTOR
USING RUBRIC
FOR
ALTERNATIVE
ASSESSMENT

2. RUBRIC
 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.
 Generally, it contains three essential features:
1) criteria or the aspects of the performance that will be assessed,
2) descriptors of the characteristics associated with each criterion, and
3) performance levels that identify students’ level of mastery within each criterion.

3. STUDENT PERFORMANCES THAT CAN BE ASSESSED BY A RUBRIC
ORAL PRESENTATIONS/ DEMONSTRATIONS  Research paper/Poster presentation
 Individual/Group Report
 Skills demonstration, such as baking and teaching
 Extemporaneous Speech
DRAMATIC / CREATIVE PERFORMANCES  Dance recital
 Performance in a play or musicals
 Poetry reading and interpretation
 Playing musical instruments
PUBLIC SPEAKING  Debates
 Declamation
 Panel Discussion
 Inspirational Speech
ATHLETIC SKILLS DEMONSTRATION/
COMPETITION
 Sports Demonstration

4. PRODUCTS / OUTPUTS THAT CAN BE ASSESSED BY A RUBRIC
Visual Products • Paintings
• Collages
• Posters
• Video Presentations
Kinesthetic Products • Diorama
• Sculpture
• Dance Recital
• Wood Carvings
Written Products • Essay
• Poems
• Thesis/Term Paper
• Movie/TV Script
Verbal Products • Audiotapes
• Voice Recording
• Speech Scripts

5. TYPES OF RUBRICS
Type of Rubric Description
General / Generic Rubric It contains criteria that are general and can be
applied across tasks. This is the 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 Rubric It contains criteria that are unique to a specific
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 this rubric is time
consuming.

6. Type of Rubric Description
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 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
inform students about their specific strengths and
weaknesses, and thus, may not be as sufficient and
helpful in guiding them in improving their
performance.
Analytic Rubric A student’s work 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 a 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 with a holistic rubric.

10. HOLISTIC RUBRIC