The document defines rubrics and portfolios, and discusses their uses in assessment. It provides details on developing rubrics, including the advantages of analytic vs holistic rubrics. Portfolio types and guidelines for effective portfolio assessment are also outlined. Performance based assessment is defined as the direct observation of student performance based on predetermined criteria.

1. “GreenHearts”

2. I. Define the meaning and types of Rubrics
III. Know the Steps and Advantages in developing a
rubric
V. Define and Compare Portfolios
VII. Know the Types, Guidelines and Uses of Portfolios
IX. Know meaning of Performance Based Assessment
(PBA)

3. “Definition of a Rubric”
“Rubrics” is a scoring scale and instructional
tool to assess the performance of students using a
task-specific set of criteria or “what counts” (for
example, purposes, organizational, details, voice,
and mechanics are often what count. It contains two
essential parts: the criteria for the tasks and levels of
performance for each criterion.
It provides teachers an effective means of
students-centered feedback and evaluation of the
work of students. It also enables teachers to provide
a detailed and informative evaluation of their
performance.

4. HOLISTIC RUBRICS ANALYTIC RUBRICS
 In holistic rubrics, it does  In analytic rubrics the
not list separate levels teacher or the rater
of performance for each identify and assess
criterion. Rather, components of a
holistic rubrics assigns a
level of performance finished product. It
along with a multiple breaks down the final
criteria as a whole, in product into component
other words you put all parts and each part is
the components scored independently.
together.

5.  1. Determine learning outcomes
 2. Keep it short and simple (Include 4 - 15 items;
use brief statements or phrases)
 3. Each rubric item should focus on a different skill
 4. Focus on how students develop and express
their learning
 5. Evaluate only measureable criteria
 6. Ideally, the entire rubric should fit on one sheet
of paper
 7. Reevaluate the rubric (Did it work? )

6.  * Teachers can increase the quality of their
direct instruction by providing focus,
emphasis, and attention to particular details as
a model for students.
 * Students have explicit guidelines regarding
teacher expectations.
 * Students can use rubrics as a tool to develop
their abilities.
 * Teachers can reuse rubrics for various
activities.

7.  Portfolio is a form of alternative assessment intended
to accumulate evidence to measure growth over time
of a student’s or teacher’s performance.
 Portfolios are often referred to as containers for
collecting, storing, and displaying student products,
tests, and other indicators of student leanings.
 Portfolio assessment is the systematic, longitudinal
collection of student work created in response to
specific, known instructional objectives and
evaluated in relation to the same criteria.

8. Traditional Portfolio
Measures student’s ability at one time Measures student’s ability over time
Done by teacher alone: student often Done by teacher and student’;
un aware of criteria student aware of criteria
Conducted outside instruction Embeded in instruction
Assigns students a grade Involved student in own assessment
Does not capture the range of Captures many facets of language
student’s language ability learning performance
Does not include the teacher’s Allows for expression of teacher’s
knowledge of student as a learner knowledge of student as learner
Students learns how to take
Does not give student responsibility
responsibility

9. 1. Working portfolio
It contains the work in progress like the finished
samples of work use to reflect on process by the
students and teachers
2. Showcase portfolio
It focuses on student's best representative work
which exhibits the best performance of the student.
3. Progress portfolio
It contains examples of students' work with the
same types done over a period of time.

10.  1. Include enough documents (items) on which to base
judgment.
 2. Structure the contents to provide scorable information.
 3. Develop judging criteria and a scoring scheme for
raters to use in assessing the portfolios.
 4. use observation instruments such as checklists and
rating scales when possible to facilitate scoring.
 5. Use trained evaluators or assessors.

11.  1. It can provide both formative and summative
opportunities for monitoring progress toward reaching
identified outcomes.
 2. Portfolios can communicate concrete information
about what is expected of students in terms of the
content and quality of performance in specific
curriculum areas.
 3. A portfolio is that they allow student to document
aspects of their learning that do not show up well in
traditional assessments.
 4. The administrators may use portfolios for national
competency testing to grant high-school credit, to
evaluate educational programs.

12.  Performance Based Assessment is a direct and
systematic observation of the actual performances of
the students based from a pre-determined
performance criteria Zimmaro, 2003 as cited by
Gabuyo, 2011. It is an alternative form of assessing
the performance of the students that represent a set
of strategies for the application of knowledge, skills,
and work habits through the performance of tasks
that are meaningful and engaging to students”
Hibbard, 1996 and Brualdi, 1998 in her article
“Implementing Performance Assessment in the
Classroom”.