FIELD STUDY

1. 7
My Learning Episode Overview
How do you score a product or a performance as evidence of learning? You will
learn it from this Episode.
My Intended Outcomes
After this Episode, I must be able to examine different types of rubrics used by
my Resource Teacher and relate the to assessment of student learning.
My Performance Criteria
I will be rated along the following:
a. quality of my observations and documentation,
b. completeness and depth of my analysis,
c. depth and clarity of my classroom observation-based reflections,
d. completeness, organization, clarity of my portfolio and
e. time of submission of my portfolio
My Learning Essentials
FS 5
FIELD STUDY
LearningEpisode
ON SCORING RUBRICS
A rubric is a coherent set of criteria for student’s work that includes descriptions
of levels of performance quality on the criteria.
The main purpose of rubrics is to assess performances and products. For some
performances, you observe the student in the process of doing like dribbling the ball.
For others, you observe the product which results from the student’s work.

2. Below are example of a holistic and an analytic rubric.
Fiction Writing Content Rubric- HOLISTIC
Fiction-Writing Content Rubric- Analytic
Criteria 4 3 2 1
PLOT: “What”
and “Why”
Both plot parts
are fully
developed.
One of the plot
parts is fully
developed and
the less
developed part
is at least
addressed.
Both plot parts
are addressed
but not fully
developed.
Neither plot
parts are fully
developed
There are two types of rubrics – analytic and holistic. Analytic rubrics describe
work on each criterion separately while a holistic rubric assesses a student work as a
whole.
 Analytic rubrics identify and assess components of a finish product.
 Holistic rubrics assess student work as a whole.
 5- The plot, setting, and characters are developed fully and organized well. The who,
what, when, where and why are explained using interesting language and sufficient
detail.
 4- Most part of the story mentioned in a score of 5 are developed and organized well.
A couple of aspects may need to be more fully or more interestingly developed.
 3- Some aspect of the story are developed and organized well, but not as much detail
or organization is expressed as in a score of 4.
 2- A few parts of the story are developed somewhat. Organization and language usage
need improvement.
 1- Parts of the story are addressed without attention to detail or organization.

3. SETTING:
“When” and
“Where”
Both setting
parts are fully
developed
One of the
setting parts is
fully developed
and the less
developed part
is at least
addressed.
Both setting
parts parts of
the story are
addressed but
not fully
developed.
Neither setting
parts are
developed
CHARACTERS:
“Who described
by behavior and
character traits
The main
characters are
fully developed
with much
descriptive
detail.
The main
characters are
developed with
some
descriptive
detail. The
reader has a
vague idea of
the characters.
The main
characters are
identified by
name only.
None of the
characters are
developed or
named.
Source:http://www.fctl.ucf.edu
Source:http://www4.wccnet.edu/departments/curriculum/assessment.php?levelone=rubric
The following are the steps in developing a scoring rubric.
1. Identify the characteristics of what you are assessing. In most cases, these
will be specific stated learning outcomes.
2. Describe the best work you could expect using these characteristic. This
describes the top range of your rubric.
3. Describe the worst acceptable product using these characteristics. This
describes the lowest acceptable range of your rubric.
4. Describe an acceptable product. This describes the lowest range of the
rubric.
5. Develop description of intermediate level products and assign them to
intermediate ranges.
Bhju7uyigyu

4. My Map
1. Read My Learning Essentials
2. Interview at least 2 Resource Teacher on their use of scoring
rubrics in assessing learning.
3. Request my Resource teacher for a copy (for to photocopy) of
the scoring rubrics that the school uses for group projects,
students papers, cooperative learning activities.
4. If there are no scoring rubrics available, I will research on
samples of scoring rubrics for student papers, cooperative
learning, learning activities, group projects, performances, and the
like.
5. I will analyze information gathered from my interview and
research.
6. I will reflect on all information gathered.

5. My LearningActivities
Interview
Interview of my Resource Teachers
I will ask the following questions:
1. Where do you use the scoring rubrics? (Student outputs or products and student
activities).
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. What help have scoring rubrics given you? When there were no scoring rubrics
yet, what did you use?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. What difficulties have you met in the use of scoring rubrics?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

6. 4. Do you make use of holistic and analytic rubrics? How do they differ?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
5. Which is easier to use analytic or holistic?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
6. Were you involved in the making of the scoring rubrics? How do you make one?
Which is easier to construct- analytic or holistic?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

7. Research
I will research on more examples of holistic and analytic rubrics.

8. My Analysis
1. What benefits have scoring rubrics brought to the teaching-learning process?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. How are scoring rubrics related to portfolio assessment?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. To get the most from scoring rubrics, what should be observed in the making and
use of scoring rubrics?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

9. My Reflections
Can rubrics help make students to become self-directed or independent
learners? Do rubrics contribute to assessment AS learning (self-assessment?)
What if there were no rubrics in assessment?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

10. Integrating Theoryand Practice
1. For diagnostic purposes which type of rubric is more appropriate?
A. Analytic rubric C. Holistic
B. General rubric D. Developmental rubric
2. Which rubric CANNOT provide specific feedback for improvement?
A. Analytic rubric C. Holistic
B. General rubric D. Developmental rubric
3. Which advantage does a holistic rubric over that of an analytic rubric?
A. Takes less time to create C. More Direct
B. Shorter in content D. More detailed
4. Because of its nature, which can be of greater help for student self- directed
learning?
A. Analytic rubric C. Holistic
C. General rubric D. Combination of holistic and analytic

11. My Learning Portfolio
Go over the K to 12 Curriculum Guide and look for at least one competency that needs
to be assessed by the use of rubrics. Make a scoring rubric- one analytic and other
historic. Remember to focus on assessing the intended learning outcome
._____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

12. My LearningRubric
FieldStudy5,Episode 7 – On ScoringRubrics
Focusedon:
 Examiningdifferenttypesof rubricsusedbymyResource Teachersandrelating
themto assessmentof studentlearning.
Name of FS Student: ___________________________ Date Submitted: _______________
Year & Section: _______________________________ Course: ______________________
Learning Episodes
Exemplary
4
Superior
3
Satisfactory
2
Needs
Improvement
1
Learning activities
All episodes were
done with
outstanding
quality;work
exceeds
expectations
4
All or nearlyall
episodeswere
done withhigh
quality.
3
Nearlyall episodes
were done with
acceptable
quality.
2
Fewerthanhalf of
episodesweredoe;
or most objectives
were metbutneed
improvement.
1
Analysis of the
Learning Episode
All questionsor
episodeswere
answered
completely;in
depthanswers;
thoroughly
groundedon
theories.Exemplary
grammar and
spelling.
4
Analysisquestions
were answered
completely.
Clearconnection
withtheories.
Grammar and
spellingare
superior.
3
Analysisquestions
were not
answered
completely.
Vaguelyrelatedto
the theories.
Grammar and
spelling
acceptable.
2
Analysisquestions
were notanswered.
Grammar and
spelling
unsatisfactory.
1
Reflections/Insights
Reflection
statementsare
profoundandclear,
supportedby
experiencesform
the learning
episodes.
4
Reflection
statementsare
clear,but not
clearlysupported
by experiences
fromthe learning
episodes.
3
Reflection
statementsare
shallow;
supportedby
experiencesfrom
the learning
episodes.
2
Reflection
statementsare
unclearand shallow
and are not
supportedby
experiencesfrom
the learning
episodes.
1

13. Learning Portfolio
Portfoliois
complete,clear,
well-organized;all
supporting
documentations
are locatedin
sectionsclearly
designated.
4
Portfoliois
complete,clear,
well-organized;
mostsupporting
documentations
are available and
logical andclearly
markedlocations.
3
Portfoliois
incomplete;
supporting
documentations
are organizedbut
are lacking.
2
Analysisquestions
were notanswered.
Grammar and
spelling
unsatisfactory.
1
Submission of
Learning Episodes
Submittedbefore
the deadline.
4
Submittedonthe
deadline.
3
Submittedaday
afterthe deadline
2
Submittedtwodays
or more after the
deadline.
1
COMMENTS Over-all score Rating:
(Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
Signature of FS Teacher Date