Scoring rubrics are assessment tools that lay out the specific criteria and gradations of quality used to evaluate student work. This document discusses the use of scoring rubrics in evaluating a student's field study performance based on criteria such as observation, analysis, reflection, portfolio, and submission. It also provides details on how the student's performance is rated on a scale and then converted to a final grade.

1. ON SCORING RUBRICS
Name of FS Student _Deliman, Jundel L.__________________________________________
Course _Bachelor of Secondary Education________________________ Year & Section _III_
Resource Teacher _Mary Juliet A. Doño ________ Signature ___________ Date _01-16-17__
Cooperating School _JH Cerilles State College Dumingag Campus H.S. Dep’t. ____________
Performance (How I Will Be Rated)
Field Study 5, Episode 4 - On Scoring Rubrics
Focused on: Types of Scoring Rubrics
Tasks
Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/Documentation 4 3 2 1
My Analysis 4 3 2 1
My Reflection 4 3 2 1
My Portfolio 4 3 2 1
Submission 4 3 2 1
Sub Totals
{
Over-all Score
Rating: (Based on
transmutation)
MARJOREY C. CABIGAS
Signature of FS Teacher
above Printed Name
_______________________
Date
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

2. My Tools
Interview of my Resource Teachers.
1. Where do you use the scoring rubrics? (Student outputs or products and student activities)
My resource teacher said that scoring rubrics are not commonly used in Math but are
used in student’s projects, outputs and other activities.
2. What help have scoring rubrics given you? When there were no scoring rubrics yet, what
did you use?
Scoring rubrics eases the grading of performance. It also guides teachers in evaluating
students.
When there were no scoring rubrics yet, they use observation and they directly grade
students.
3. What difficulties have you met in the use of scoring rubrics?
One of the difficulties in using rubrics is on the judgment part. It is difficult to be a
hundred percent non-bias teacher in judging students’ performance.
4. Do you make use of holistic and analytic rubrics? How do they differ?
As said, they rarely use rubrics. If they use any, analytic rubric is commonly used
because it is easier to use and to construct compared to the holistic rubric. They differ on
appearance and function. Analytic measures every criterion while holistic measures the
performance of students as a whole.
5. Which is easier to use- analytic or holistic?
Analytic rubric is easier to use compared to holistic rubric because every criterion is
broken down into several level of performance with varying intensity. On the other hand,

3. holistic rubric’s statementswere stated in general termsmaking it difficult torate students’
performance.
6. Where you involved in the making of the scoring rubrics? How do you make one? Which
is easier to conduct- analytic or holistic?
“Yes, I am. To make a rubric, I consider first the performance to be assessed. After
that, I consider criteria and a set of level of performance.”
It is easier to construct analytic rubric because its construct design is very common
and its entries are easier to construct. Also, teachers are already used in making this kind
of rubric.
RESEARCH:
 Types of rubrics
 Analytic Rubric
 Holistic Rubric
 When to use rubrics
 Rubrics are used when authentic assessment is employed since this kind of
assessment is criterion-reference. It is used to measure students’ aptitude on a task
by matching his/her performance to a pre-determined set of criteria. In this way, the
degree for which the students’ performance meets the criteria for the task is
measured.
 How to construct the two types of rubrics
 For analytic rubric, the teacher first identify a set of criteria appropriate for the
given task, plus the level of performances. He/she will construct a table where the
rows comprised the criteria and the level of performance for the column. There are

4. descriptors at the intersection of the criteria and each level of performance. On the
other hand, in holistic rubric, the teacher will only identify level of performance
and put a description on each of the expected performance of students as a whole.
 Advantages and disadvantages of scoring rubrics
Advantages
 Clarify criteria in detail.
 Provide feedback to performance.
 Motivates students to reach the standards.
 Offers an objective scoring.
 Let students to have control on their own learning.
Disadvantages
 Rubrics may contain biases.
 Restricts students’ mind to accomplish task rather than to acquire learning.
 Construction may be difficult and time-consuming in the part of the teacher.

5. My Analysis
1. What benefits have scoring rubrics brought to the teaching-learning process?
For the teaching part, scoring rubrics support the extent of the examination to which
the specified criteria is intended and for the learning part, scoring rubrics provide
feedback to students concerning the improvement of their performance.
2. How are scoring rubrics related to portfolio assessment?
Scoring rubrics is related to portfolio assessment in the sense that their purposes are
almost the same. Both measures growth and development of student and determines the
strength and weaknesses of students. Also in assessing portfolio, a scoring rubric can be
used.
3. To get the most from scoring rubrics, what should be observed in the making and use of
scoring rubrics?
To get the most from scoring rubrics, a teacher must observe proper usage of scoring
rubrics like in grading essays, oral presentations and other activities. They must also
observe proper decision in which criteria to be included in the scoring rubrics.

6. My Reflections
Scoring Rubrics: Boon or Bane
Scoring rubrics is of great help to teachers and students alike. But, it would be also the
opposite of being useful. So what is it, a boon or bane?
Scoring rubrics becomes boon when used correctly. As a result, it provides clearer
expectation of performance, a well-guided and objective grading, communication of students’
performance becomes easier due to tangible evidence, and feedbacks will be given
appropriately.
On the other hand, scoring rubrics becomes a bane when the user abuses the usage of
scoring rubrics. A teacher can makea biased rubric, or he/she can also bias the judgment even
if there’s a rubric. Also, students’ grades are not properly assigned if the teacher is not serious
in giving them grades using the rubrics.
In general, scoring rubrics may be boob or bane depending on the user. Since the aim
of scoring rubrics is to help assess learning, so we should avoid doing things that will make it
as a bane. We can do this by following the ethics of testing and correct conduct of assessment.

7. My Portfolio
Name: ______________________________________ Grade Level: _____________ Date: _______
Teacher: ____________________________________
Scoring Rubric for Paragraph Writing
Criterion
4 pts
(Excellent)
3 pts
(Good)
2 pts
(Fair)
1 pt.
(Poor)
Organization Paragraph has a
topic sentence,
details and
concluding
sentence.
Paragraph is
either missing
the topic
sentence or
concluding
sentence.
Details are in
logical order.
Paragraph is
missing both
topic and
concluding
sentence.
Details are in
logical order.
Paragraph is
missing both
topic and
concluding
sentence and the
details are not in
logical order.
Content Student has
stated the main
topic clearly and
has written at
least 5
supporting
details.
Student has
stated the main
topic clearly and
has written at
least 3
supporting
details.
Main topic is
not clearly
stated and
student has
written at least 1
supporting
detail.
Main topic is
not clearly
stated and
student has
failed to write
appropriate
supporting
details.
Writing
Process
Student
completed all
the 5 steps in
writing process.
Student has
completed 4 out
of 5 steps in the
writing process.
Student
completed 3 out
of 4 steps in the
writing process.
Student
completed less
than 3 of the 5
steps in the
writing process.
Correctness Paragraph has
0-2 errors in
terms of
punctuation,
capitalization,
grammar usage
and in spelling.
Paragraph has
3-4 errors in
terms of
punctuation,
capitalization,
grammar usage
and in spelling.
Paragraph has
5-6 errors in
terms of
punctuation,
capitalization,
grammar usage
and in spelling.
Paragraph has
more than 6
errors in terms
of punctuation,
capitalization,
grammar usage
and in spelling.

8. Name: ______________________________________ Grade Level: _____________ Date: _______
Teacher: ____________________________________
Scoring Rubric for Cooperative Learning Activity
Criterion
4 pts
(Excellent)
3 pts
(Good)
2 pts
(Fair)
1 pt.
(Poor)
Participation
All members of
the group
participated;
each member
perform his role
as defined by
the group.
Not all members
participated
(more than
half); roles are
assigned but not
clearly defined
and
demonstrated.
About half of
the members
participated;
roles are not
consistently
performed.
Very few
members
actively
participate and
roles were not
assigned to
every member.
Content
All information
is accurate.
Most of the
information
were accurate,
few
inconsistencies
and
inaccuracies.
Information is
somewhat
accurate;
several
inconsistencies
and factual
errors.
Information is
completely
inaccurate.
Creativity
Original product
and unique
presentation.
Original product
and a thoughtful
presentation.
Presentation
includes few
original ideas.
Little creativity
used in
presentation.