Scoring rubrics are descriptive schemes developed by teachers or evaluators to guide analysis of student work. They describe levels of quality expected for a task and can be used to evaluate a variety of projects and activities. When developing a rubric, teachers identify the key criteria for assessment, such as quality, creativity, accuracy, and aesthetics. Rubrics support evaluation by examining the extent criteria are met and provide feedback to help students improve. Rubrics are an appropriate technique for grading essays and can also be used to evaluate group activities, projects, and presentations.

1. 3.3 scoring
rubrics

2. Scoring rubrics
• - are descriptive scoring schemes that are
developed by the teachers or other
evaluators to guide the analysis of the
products or process of students’ efforts.
• - are typically employed when a
judgement of quality is required and
maybe used to evaluate a broad range of
projects activities.
3.3 scoring
rubrics

3. Criteria Setting
• The criteria for a scoring rubrics are
statements which identify “what really
counts” in the final output.
3.3 scoring
rubrics

4. Major criteria for product
assessment”
• Quality
• Creativity
• Comprehensiveness
• Accuracy
• Aesthetics 3.3 scoring
rubrics

5. Substatements
Topic: Three hundred years of Spanish rule in the
Philippines
• Interrelates the chronological events in an
interesting manner.
• Identifies the key players in each period of the
Spanish rule and the roles that they played.
• Succeeds in relating the history of Philippine
Spanish rule. 3.3 scoring
rubrics

6. When are the scoring rubrics an
appropriate evaluation technique?
• - Grading essays is just one example
of performances that may be
evaluated using scoring rubrics.
3.3 scoring
rubrics

7. Scoring rubrics may be used:
• Evaluate group activities
• Extend projects and oral
presentations
3.3 scoring
rubrics

8. Authentic assessment
• Checklist may be used rather than
scoring rubrics in the evaluation of
essays.
3.3 scoring
rubrics

9. Checklist
• Enumerate a set of desirable
characteristics which are actually
observed.
3.3 scoring
rubrics

10. Scoring rubrics
• Based on descriptive scales and
support the evaluation of the extent to
which criteria have met.
• “purpose of assessment”
3.3 scoring
rubrics

11. Benefits of scoring rubrics in
the evaluation process
• 1. support the examination of the
extent to which the specified criteria
have been reached.
• 2. provide feedback to students
concerning how to improve their
performances. 3.3 scoring
rubrics

12. General vs. Task Specific.
3.3 scoring
rubrics

13. 1
• The identification of the qualities and
attributes that the teacher wishes to observe
in the students’ outputs that would
demonstrate their level of proficiency.
2
• determined whether holistic or an
analytical rubric would be more
appropriate
3
• The identification and definition of
the criteria for lowest level of
performance.
Process of development scoring rubrics
3.3 scoring
rubrics

14. A note of caution:
• It is suggested that each score
category should be defined using
descriptors of the work rather than
value-judgement about the work
(Brookhart, 1999)
• For example,” student’s sentences
contain no errors in subject-verb
agreements,” is preferable over,
“student’s sentences are good”.
•
3.3 scoring
rubrics

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