This document contains a field study report on scoring rubrics. It includes an introduction stating the goal of examining different types of scoring rubrics used by resource teachers. It then provides a sample scoring rubric used to rate the field study performance. Several interview questions on the use of scoring rubrics are listed. The document concludes with sections for analysis, reflections, and includes examples of analytic and holistic rubrics developed by the student for assessing a paragraph and cooperative learning activity.

1. F i e l d S t u d y 5
ON SCORING RUBRICS
Name of FS Student
Course Year & Section
Resource Teacher 1 ___________________________ Signature _____________ Date_______
Resource Teacher 2 ___________________________ Signature _____________ Date_______
Resource Teacher 3 ___________________________ Signature _____________ Date_______
Cooperating School
My Target
In this episode, I must be able to examine different types of scoring rubrics used by my
resource Teachers and relate them to assessment of student learning.
My Performance (How Will I Be Rated)
Field Study 3 – Technology in the Learning Environment
Tasks
Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation:
All tasks were
done with
outstanding
quality; work
exceeds
expectation
All or nearly all
Tasks were done
with high quality
Nearly all tasks
were done with
acceptable
quality
Fewer than half of
tasks were done; or
most objectives met
but with poor
quality
4 3 2 1
My Analysis Analysis
Question were
answered
completely; in
depth answers;
thoroughly
grounded on
theories
exemplary
grammar and
Analysis
questions were
answered
completely
Clear connection
with theories
Grammar and
spelling are
Analysis
Questions were
Not answered
completely.
Vaguely related
To the theories
Grammar and
spelling
`Analysis questions
were not answered.
Grammar and
spelling
unsatisfactory.
Episode 4

2. F i e l d S t u d y 5
Transmutation of score to grade/rating
Score Grade Score Grade
20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7-below - 5.00 - below
14 - 2.25 - 84
spelling superior. acceptable.
4 3 2 1
My Reflection Reflection
statements are
profound and
clear, supported
by experiences
from the
episode.
Reflection
statements are
clear, but not
clearly supported
by experiences
from the
episode.
Reflection
statements are
shallow;
supported by the
experiences from
the episode
Reflection
statements are
unclear shallow and
are not supported
by experiences
from the episode.
4 3 2 1
My Portfolio Portfolio is
complete, clear,
well organized
and all
supporting
documentation
are located in
sections clearly
designated.
Portfolio is
complete, clear,
well organized
and most
supporting
documentation
are available
and/or in logical
and clearly
marked
locations.
Portfolio is
incomplete
supporting
documentation is
organized but is
lacking.
Portfolio has many
lacking
component’s;
unorganized and
unclear’
4 3 2 1
Submission
Before deadline On the deadline A day after the
deadline
Two days or more
after the deadline
4 3 2 1
Over-all Score
Rating:
(Based on
Transmutation)
_______________________________ _____________________
Signature of FS Teacher Date
above Printed Name

3. F i e l d S t u d y 5
My Map
My Tools
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)
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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_____________________________________________________________________________
1. Review “Scoring Rubrics in Assessment of Learning 2, 2007, by
Santos, R. pp.37-44.
6. I will reflect on all information gathered.
5. I will analyze information from my interview and research.
4. If there are no scoring rubrics available, I will research on samples
of scoring rubrics for student papers, cooperative learning activities,
group projects, performances and the like.
3. Request my Resource teachers for a copy (for to photocopy) of the
scoring rubrics that the school uses for group projects, student
papers, cooperative learning activities.
2. Interview at least 2 Resource Teachers on their use of scoring
rubrics in assessing learning.

4. F i e l d S t u d y 5
2. What help have scoring rubrics given you? When there were no scoring rubrics yet, what did
you use?
_____________________________________________________________________________
_____________________________________________________________________________
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_____________________________________________________________________________
3. What difficulties have you met in the use of scoring rubrics?
_____________________________________________________________________________
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4. Do you make use of holistic and analytic rubrics? How do they differ?
_____________________________________________________________________________
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5. Which is easier to use- analytic or holistic?
_____________________________________________________________________________
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6. Were you involved in the making of the scoring rubrics? How do you make one? Which is
easier to construct- analytic or holistic?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

5. F i e l d S t u d y 5
Research
I will research on the following:
 Types of rubrics
 When to use rubrics
 How to construct the two types of rubrics
 Advantages and disadvantages of scoring rubrics

6. F i e l d S t u d y 5
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?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
My Reflections
Reflect on this: Scoring Rubrics: Boon or Bane?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

7. F i e l d S t u d y 5
My Portfolio
Come up with one scoring rubric for a student product (e. g. paragraph or theme written) and
another for a student such as a cooperative learning activity.
Scoring Rubric for Paragraph Writing

8. F i e l d S t u d y 5
Scoring Rubric for Cooperative Learning Activity