Rubrics are scoring methods used to describe a student's performance on various criteria from excellent to poor. They are used to assess performances such as processes, products, oral communication, and written work. When creating rubrics, teachers should define appropriate criteria that are definable, observable, distinct from each other, and able to support descriptions along a continuum of quality. The descriptions of performance levels should be clear, distinguish among levels, and center the target performance level. Rubrics help provide students with clear guidelines to improve their work.

1. RUBRICS
By: Rommel Luis C. Israel III

2. RUBRICS
It is a scoring method used to describe a
student’s performance
It articulates gradations of quality foreach
criterion, from excellent to poor
Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd
ed.). Quezon City: Lori Mar Publishing.

3. PURPOSE OF RUBRICS
THE MAIN PURPOSE:
- to assess
performancesReference:
Brookhart, Susan M. (2013). How To Create And Use Rubrics For Formative Assessment And Grading. Retrieved
March 9, 2020, from http://www.ascd.org/publications/books/112001/chapters/What-Are-Rubrics-and-Why-Are-
They-Important%C2%A2.aspx.

4. TYPES OF PERFORMANCES THAT CAN BE
ASSESSED WITH RUBRICS
Reference:
Brookhart, Susan M. (2013). How To Create And Use Rubrics For Formative Assessment And Grading. Retrieved
March 9, 2020, from http://www.ascd.org/publications/books/112001/chapters/What-Are-Rubrics-and-Why-Are-
They-Important%C2%A2.aspx.
TYPES OF PERFORMANCE EXAMPLE
PROCESSES
• Physical skills
• Use of equipment
• Oral communication
• Work habits
• Playing a musical instrument
• Doing a forward roll
• Preparing a slide for the
microscope
• Making a speech to the class
• Reading aloud
• Conversing in a foreign language
• Working independently

5. TYPES OF PERFORMANCES THAT CAN BE
ASSESSED WITH RUBRICS
Reference:
Brookhart, Susan M. (2013). How To Create And Use Rubrics For Formative Assessment And Grading. Retrieved
March 9, 2020, from http://www.ascd.org/publications/books/112001/chapters/What-Are-Rubrics-and-Why-Are-
They-Important%C2%A2.aspx.
TYPES OF PERFORMANCE EXAMPLE
PRODUCTS
• Constructed objects
• Written essays, themes, reports,
term papers
• Other academic products that
demonstrate understanding of
concepts
• Wooden bookshelf
• Set of welds
• Handmade apron
• Watercolor painting
• Laboratory report
• Term paper on theatrical conventions in
Shakespeare's day
• Written analysis of the effects of the Marshall
Plan
• Model or diagram of a structure (atom, flower,
planetary system, etc.)
• Concept map

6. SUGGESTED STEPS IN CREATING RUBRIC
1. SURVEY MODELS
Show students example of good and not-so-
good work
Identify the characteristics that make the good
ones good and the bad ones bad
Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd
ed.). Quezon City: Lori Mar Publishing.

7. SUGGESTED STEPS IN CREATING RUBRIC
2. DEFINE CRITERIA
From the discussionS if the models, identify
the aualities that define good work
Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd
ed.). Quezon City: Lori Mar Publishing.

8. SUGGESTED STEPS IN CREATING RUBRIC
3. AGREE ON THE LEVELS OF QUALITY
Describe the best and worst levels of quality
Fill in the middle levels based on your
knowledge of common problems and the
discussion of not-so-good work
Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd
ed.). Quezon City: Lori Mar Publishing.

9. SUGGESTED STEPS IN CREATING RUBRIC
4. PRACTICE ON MODELS
Using the agreed criteria and levels of quality,
evaluate the models presented in step 1
together with the student
Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd
ed.). Quezon City: Lori Mar Publishing.

10. SUGGESTED STEPS IN CREATING RUBRIC
5. USE SELF AND PEER ASSESSMENT
Give students their task
As they work, stop them occasionally for self
and peer assessment
Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd
ed.). Quezon City: Lori Mar Publishing.

11. SUGGESTED STEPS IN CREATING RUBRIC
6. REVISE
Always give students time to revise their work
based on the feedback they get in step 5
Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd
ed.). Quezon City: Lori Mar Publishing.

12. SUGGESTED STEPS IN CREATING RUBRIC
7. USE TEACHER ASSESSMENT
Usethe same rubrics students used to assess
their work yourselfq
Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd
ed.). Quezon City: Lori Mar Publishing.

13. CHARACTERISTICS OF
CRITERIA IN
CLASSROOM RUBRICS

14. DESIRED CHARACTERISTICS OF CRITERIA
FOR CLASSROOM RUBRICS
Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd
ed.). Quezon City: Lori Mar Publishing.
CHARACTERISTICS
The criteria are: EXPLANATION
Appropriate Each criterion represents an
aspect of a standard, curricular
goal, or instructional goal or
objective that students are
intended to learn

15. Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd
ed.). Quezon City: Lori Mar Publishing.
CHARACTERISTICS
The criteria are: EXPLANATION
Definable Each criterion has a clear,
agreed-upon meaning that both
students and teachers
understand.
DESIRED CHARACTERISTICS OF CRITERIA
FOR CLASSROOM RUBRICS

16. Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd
ed.). Quezon City: Lori Mar Publishing.
CHARACTERISTICS
The criteria are: EXPLANATION
Observable Each criterion describes a quality
in the performance that can be
perceived (seen or heard,
usually) by someone other than
the person performing.
DESIRED CHARACTERISTICS OF CRITERIA
FOR CLASSROOM RUBRICS

17. Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd
ed.). Quezon City: Lori Mar Publishing.
CHARACTERISTICS
The criteria are: EXPLANATION
Distinct from one another Each criterion identifies a
separate aspect of the learning
outcomes the performance is
intended to assess
DESIRED CHARACTERISTICS OF CRITERIA
FOR CLASSROOM RUBRICS

18. Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd
ed.). Quezon City: Lori Mar Publishing.
CHARACTERISTICS
The criteria are: EXPLANATION
Complete All the criteria together describe
the whole of the learning
outcomes the performance is
intended to assess
DESIRED CHARACTERISTICS OF CRITERIA
FOR CLASSROOM RUBRICS

19. Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd
ed.). Quezon City: Lori Mar Publishing.
CHARACTERISTICS
The criteria are: EXPLANATION
Able to support descriptions
along a continuum of quality
Each criterion can be described
over a range of performance
level
DESIRED CHARACTERISTICS OF CRITERIA
FOR CLASSROOM RUBRICS

20. ORAL READING FLUENCY RUBRIC
Name: ______________________________ Date: ________
1 2 3 4
Expression No expression
A little
expression
Same
expression
Lots of
expression
Phrasing No expression
A little
expression
Same
phrasing
Very good
phrasing
Speed
Way too slow
or way too
fast
A little bit
too slow or a
little bit too
fast
Almost
perfect but
still needs
practice
Just right!
Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd
ed.). Quezon City: Lori Mar Publishing.
Example of CRITERIA for classroom Rubric

21. CHARACTERISTICS OF
DESCRIPTIONS OF
LEVELS OF
PERFORMANCE IN
CLASSROOM RUBRICS

22. Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd
ed.). Quezon City: Lori Mar Publishing.
CHARACTERISTICS
The descriptions of levels of
performance are:
EXPLANATION
Descriptive Performance is described in terms
of what is observed in the work
DESIRED CHARACTERISTICS OF DESCRIPTION OF
LEVELS OF PERFORMANCE FOR CLASSROOM
RUBRICS

23. Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd
ed.). Quezon City: Lori Mar Publishing.
CHARACTERISTICS
The descriptions of levels of
performance are:
EXPLANATION
Clear Both students and teachers
understand what the descriptions
mean
DESIRED CHARACTERISTICS OF DESCRIPTION OF
LEVELS OF PERFORMANCE FOR CLASSROOM
RUBRICS

24. Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd
ed.). Quezon City: Lori Mar Publishing.
CHARACTERISTICS
The descriptions of levels of
performance are:
EXPLANATION
Cover the whole range of
performance
Performance is described from one
extreme of the continuum of
quality to another for each
criterion
DESIRED CHARACTERISTICS OF DESCRIPTION OF
LEVELS OF PERFORMANCE FOR CLASSROOM
RUBRICS

25. Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd
ed.). Quezon City: Lori Mar Publishing.
CHARACTERISTICS
The descriptions of levels of
performance are:
EXPLANATION
Distinguish among levels Performance descriptions are
different enough from level to
level that work can be categorized
unambiguously. It should be
possible to match examples of
work to performance descriptions
at each level.
DESIRED CHARACTERISTICS OF DESCRIPTION OF
LEVELS OF PERFORMANCE FOR CLASSROOM
RUBRICS

26. Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd
ed.). Quezon City: Lori Mar Publishing.
CHARACTERISTICS
The descriptions of levels of
performance are:
EXPLANATION
Center the target
performance (acceptable,
mastery, passing) at the
appropriate level
The description of performance at
the level expected by the
standard, curriculum goal, or
lesson objective is placed at the
intended level on the rubric.
DESIRED CHARACTERISTICS OF DESCRIPTION OF
LEVELS OF PERFORMANCE FOR CLASSROOM
RUBRICS

27. Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd
ed.). Quezon City: Lori Mar Publishing.
CHARACTERISTICS
The descriptions of levels of
performance are:
EXPLANATION
Feature parallel descriptions
from level to level
Performance description at each
level of the continuum for a given
standard describe different quality
levels for the same aspects of the
work.
DESIRED CHARACTERISTICS OF DESCRIPTION OF
LEVELS OF PERFORMANCE FOR CLASSROOM
RUBRICS

28. BOOK TALK RUBRIC
Name: ______________________________ Date: ________
CRITERIA
Did I get my
audience’s
attention?
Creative
beginning Boring No beginning
Did I tell what
kind of book?
Tells exactly
what type of
book it is
Not sure, not
clear
Didn’t mention it
Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd
ed.). Quezon City: Lori Mar Publishing.
Example of DESCRIPTIONS OF LEVELS OF PERFORMANCE for classroom Rubric
Q. U. A. L. I. T. Y

29. BOOK TALK RUBRIC
Name: ______________________________ Date: ________
CRITERIA
Did I tell
something about
the main
character?
Included facts
about the
character
Slid over
character
Did not tell
anything about
the main
character
Did I mention the
setting?
Tells when and
where story takes
place
Not sure, not
clear
Didn’t mention
setting.
Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd
ed.). Quezon City: Lori Mar Publishing.
Example of DESCRIPTIONS OF LEVELS OF PERFORMANCE for classroom Rubric
Q. U. A. L. I. T. Y

30. BOOK TALK RUBRIC
Name: ______________________________ Date: ________
CRITERIA
Did I tell one
interesting part?
Made it sound
interesting, I
want to buy it
Told part and
skipped on to
something else
Forgot to do it.
Did I tell who
might like this
book?
Did tell Skipped over it Forgot to tell
Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd
ed.). Quezon City: Lori Mar Publishing.
Example of DESCRIPTIONS OF LEVELS OF PERFORMANCE for classroom Rubric
Q. U. A. L. I. T. Y

31. BOOK TALK RUBRIC
Name: ______________________________ Date: ________
CRITERIA
How did I look?
Hair combed
neat, clean
clothes, smiled,
looked up, happy
Lazy look Just-got-out-of-
bed look, head
down
How did I sound? Clear, strong,
cheerful voice
No expression in
voice
Difficult to
understand- 6-
inch voice or
screeching
Reference: Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017). Assessment Of Learning 1 (3rd
ed.). Quezon City: Lori Mar Publishing.
Example of DESCRIPTIONS OF LEVELS OF PERFORMANCE for classroom Rubric
Q. U. A. L. I. T. Y

32. References
Brookhart, Susan M. (2013). How To Create And Use Rubrics For
Formative Assessment And Grading. Retrieved March 9, 2020, from
http://www.ascd.org/publications/books/112001/chapters/What-
Are-Rubrics-and-Why-Are-They-Important%C2%A2.aspx.
Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2017).
Assessment Of Learning 1 (3rd ed.). Quezon City: Lori Mar
Publishing.