Rubrics are useful assessment tools that can evaluate students' work efficiently, consistently, objectively and quickly. They provide clear expectations for students and benefit teachers, students, and parents. There are different types of rubrics such as analytical rubrics, holistic rubrics, and weighted rubrics. Analytical rubrics evaluate individual components independently, holistic rubrics provide a global assessment with fewer details, and weighted rubrics judge certain concepts more heavily than others. Examples of rubrics provided assess writing, speaking, listening, and reading skills using criteria, descriptors, performance levels, and rating scales.

1. RUBRICS TO THE RESCUE
The rubrics are useful assessment teaching learning tool. They assess
the students’ work efficient, consistent, objective and quick; also they
provide clear understanding of what the teacher expect of students; so
teachers and students are the most beneficiaries, but parents too
because rubrics allow parents look certain grade was assigned to his/her
child.
KINDS OFRUBRICS
It’s important to stand out; rubrics aren’t an
assessment alone, but also a teaching and
learning tool, because students can use the
rubric as a working guide to success.

2. EXAMPLES:
ANALYTICAL
RUBRICS
•Specified
components.
•Evaluate individual
components
independently.
•Possess extra details.
HOLISTIC RUBRICS
•Global assessment.
•Often use anchor
points.
•Havefewer details to
analyze.
•Don't providedetailed
information about
students'
performance.
WEIGHTED
RUBRICS
•Kind of an analytical
rubric.
•Judge certain
concepts more heavily
than others.
Criteria
• Aspects of
performance.
Descriptors
• Demostrable
and original
arguments.
Performance
levels
• Rating scale
FOR MAKING ONE Don’t forget to consider

3. ANAYTIC WRITING RUBRIC
Category
Exemplary
(10 Pts.)
Strong
(8 Pts.)
Satisfactory
(6 Pts.)
Developing
(4 Pts.)
Content
Original treatment
of ideas, well-
developed from
start to finish,
focused topic with
relevant, strong
supporting detail.
Clear, interesting
ideas enhanced
by appropriate
details.
Evidentmainidea
with some
supporting
details. May have
some irrelevant
material gaps in
needed
information.
Some attempt at
support but main
topic may be too
general or
confused by
irrelevant details.
Accuracy
The writing
containsfew,if any
error in
conventions.
Student shows
control over a wide
range of
conventions of this
grade level.
Generally, the
writing is free
from error, but
there may be
occasional errors
in more complex
words and
sentences
constructions.
Occasional errors
are noticeable
but minor.
Student uses
conventions with
enough skill to
make the paper
easily readable.
The writing
suffersfrommore
frequent error,
inappropriate to
the grade level.
SPEAKING RUBRIC
DIMENTION
Exemplary
(5 Pts.)
Satisfactory
(4 Pts.)
Developing
(3 Pts.)
weak
(2 Pts.)
Expresses Needs Alwaysexpresses
needsadequately.
Oftenexpresses
needs
adequately.
Sometimes
expressesneeds
adequately.
Rarelyexpresses
needsadequately
Vocabulary Always
communicates
message with
appropriate
vocabulary.
Often
communicates
message with
appropriate
vocabulary.
Sometimes
communicates
message with
appropriate
vocabulary.
Rarely
communicates
message with
appropriate
vocabulary.
Speaks Clearly Speech is always
understood.
Speech is often
understood.
Speech is
sometimes
understood.
Speech is rarely
understood.
English Only Alwaysattempts to
speak English
during classroom
activities.
Oftenattemptsto
speak English
during classroom
activities.
Sometimes
attemptsto speak
English during
classroom
activities.
Rarely attempts
to speak English
during classroom
activities.

4. LISTENING RUBRIC
(WEIGHTED RUBRIC)
CRITERIA
Excellent
(4)
Very good
(3)
Developing
(2)
weak
(1)
Comprehension
Studentisable to
understandspoken
language
appropriate to
theirlevel
consistentlyandis
able to infer
meaningnot
implicitlystated.
Studentisable to
understand
spokenlanguage
appropriate to
theirlevel
consistently,but
isunable to infer
meaningnot
implicitlystated.
Studentis
sometimesable
to understand
spokenlanguage
appropriate to
theirlevel.
Studentisrarely
able to
understand
spokenlanguage
appropriate to
theirlevel,though
some knowledge
of vocabulary
itemsisevident.
READING RUBRIC
DIMENTION Excellent
(6 Pts.)
Very Good
(5 Pts.)
Developing
(4 Pts.)
weak
(2 Pts.)
Before Reading Makes insightful
predictions using prior
knowledge
Makes
meaningful
predictions
Makes
predictions
inconsistently
Makes vague or
unjustified
predictions
During Reading
Distinguishes important
ideas from details
consistently
Distinguishes
important ideas
from details
Distinguishes
important ideas
from details
inconsistently
Lacks ability to
distinguish
important ideas
from
unimportant
details
After Reading Explains theme or
message in own words,
acknowledging different
interpretations, and
offering supportive
evidence
Restates
understanding
of theme or
message and
identifies
supporting
details
Identifies theme
or message
inconsistently
Identifies theme
or message with
guidance
SPEAKING RUBRIC
(HOLISTIC)

5. Category Scoring Criteria
Total
Points Score
Organization
(4 points)
The type of presentation is appropriate for the
topic and audience.
2
Information is presented in a logical sequence. 2
Content
(7 points)
Presentation contains accurate information. 3
Material included is relevant to the overall
message/purpose.
2
There is an obvious conclusion summarizing the
presentation.
2
Presentation
(9 points)
Student uses a clear, audible voice. 3
Good language skills and pronunciation are
used.
3
Visual aids are well prepared, informative,
effective, and not distracting.
3
Score Total Points 20