The document discusses the important elements of rubrics for assessing student learning, which include criteria, levels of performance, and descriptors. Criteria are the traits or dimensions used to judge student responses. Levels of performance establish a scale to rate each criterion. Descriptors spell out the expected performance at each level for each criterion. Guidelines for developing rubrics include identifying desired qualities, choosing an analytical or holistic rubric type, and defining lowest performance standards. Tips include collaborating with colleagues, gathering sample rubrics, keeping rubrics short and simple, focusing on different skills per item, and student learning development.

1. RUBRICS
Assessment of Student Learning 2

2. IMPORTANT ELEMENTS
OF RUBRICS
• Criteria
• Levels of Performance
• Descriptors

3. CRITERIA
• One or more traits or
dimensions that serve as
the basis for judging the
student response.

4. •Definitions and
examples to clarify the
meaning of each trait or
dimension.

5. LEVELS OF PERFORMANCE
• A scale of values on
which to rate each
dimension

6. DESCRIPTORS
• Spell out what is
expected of students at
each level of
performance for each
criterion

7. GUIDELINES
IN
DEVELOPING
RUBRICS

8. 1. Identify the qualities and
attributes that the teacher
wishes to observe in
students’ outputs that
would demonstrate their
level of proficiency.

9. 2. Decide what type of
rubric to use, whether
analytical or holistic.

10. 3. Identify and define the
standards of excellence
for lowest level of
performance.

11. 4. Test whether the scoring
rubrics is “reliable” by
asking two or more teachers
to score the same set of
projects or outputs and
correlate their individual
assessments.

12. TIPS
IN
DEVELOPING
RUBRICS

13. 1. Talk with
colleagues.

14. 2. Gather sample
rubrics.

15. 3. Keep it short and
simple. Ideally, the
entire rubric should
fit on one sheet of
paper.

16. 4. Each rubric item
should focus on a
different skill.

17. 5. Focus on how
students develop
and express their
learning.

18. 6. Begin with describing the
highest (or lowest) level. After
you write the descriptors for
the highest level, note the
words in that box that will vary
from one student performance
to another. These words will
be the one that you will
change as you write the next
levels.

19. 7. As much as possible,
avoid odd numbers in the
rating scale. (Studies show
that evaluators tend to
choose the neutral middle
grade more often in odd-
numbered scales.

20. END
Presented by Alyssa Denise A. Valino