Lesson 10 Evaluating Performance-Based Assessments

 A. Nature of Rubrics

After creating a quality performance task, the next thing to do is to properly evaluate the performance of your students. To be able to judge performances fairly and more objective, scoring rubrics are utilized.

Scoring rubrics are used when judging the quality of the work of the learners on performance assessment. They are scoring guides which are used in evaluating the level of performance of students or products resulting from the performance task.

According to Popham (2011), rubric that is used to score student’s responses to a performance assessment has at minimum three important features:

  1. Evaluative criteria
  2. Descriptions of qualitative differences for evaluating criteria
  3. An indication of whether a holistic or analytic scoring approach is to be used

 

B. Types of Rubrics

There are two types of scoring rubrics which you can use in evaluating students’ performances in your assessment tasks, the analytic and the holistic rubrics. The type of rubric to be used depends on your purpose in assessment and context of the performance task.

Analytic rubric

 

Holistic rubric



 

C. Rubric Development

Basically, rubrics are composed of the title, the dimensions, scale, dimensions/criteria and descriptions of dimensions. Stevens and Levi (2005) enumerated the steps in developing rubric.


1. Copy the task description form the designed performance task and place appropriate title of the matrix

2. Set up the scale to be used. It describes how well or poorly any given task has been performed and determine to what degree the students have met a certain criterion. Below are some of the commonly used labels for scaling compiled by Huba and Freed (2000)

  • Sophisticated, competent, partly competent, not yet competent
  • Exemplary, proficient, marginal, unacceptable
  • Advanced, intermediate high, intermediate, novice
  • Distinguished, proficient, intermediate, novice
  • Accomplished, average, developing, beginning

3. Identify the set of criteria or dimensions which will serve as basis for evaluating student output or performance. The dimension or criteria of rubrics lay out the parts and how tasks are divided into its important components as basis for scoring the student.

4. Specify the level of performance by providing necessary descriptions. Description of dimensions allows both the teachers and the students to identify the level of expectation and what dimensions must be given an emphasis.

 

Metler (2001) suggested the template for holistic and analytic rubrics for classroom purposes in his article, Designing Scoring Rubric for Your Classroom. This can be modified depending on the performance task that the students should be able to accomplish.

 

Template for Holistic Rubrics

Score

Description

5

Demonstrate complete understanding of the problem. All requirements of task are included in response

4

Demonstrate considerable understanding of the problem. All requirements of task are included in response

3

Demonstrate partial understanding of the problem. Most requirements of task are included in response

2

Demonstrate little understanding of the problem. Many requirements of task are missing

1

Demonstrate no understanding of the problem.

0

No response/task not attempted

 

Template for Analytic Rubrics

 

Beginning

1

Developing

2

Accomplished

3

Exemplary

4

Score

Criteria 1

Description reflecting beginning level of performance

 

 

 

 

Criteria 2

 

Description reflecting movement towards mastery level of performance

 

 

 

Criteria 3

 

 

Description reflecting achievement of mastery level of performance

 

 

Criteria 4

 

 

 

Description reflecting highest level of performance

 


References:

  1. Balagtas, M. et al. (2020). Assessment in Learning 2. Quezon City, Philippines: Rex Book Store, Inc.
  2. Cajigal, R. & Mantuano, M. L. (2014). Assessment of Learning 2. Quezon City, Philippines: Adriana Publishing Co., Inc.
  3. Corpuz, B. & Cuartel, I. (2021). Assessment in Learning 2: Authentic Assessment. Quezon City, Philippines: Lorimar Publishing, Inc.
  4. CMO No. 75 s. 2017, Policies, Standards and Guidelines for Bachelor of Secondary Education (BSEd), p. 40
  5. CMO No. 80 s. 2017, Policies, Standards and Guidelines for Bachelor of Physical Education (BPEd), p. 25
  6. De Guzman-Santos, R. (2007). Advanced Methods in Educational Assessment and Evaluation. Assessment of Learning 2. Quezon City, Philippines: Lorimar Publishing, Inc.
  7. Gabuyo, Y. & Dy, G. (2013). Assessment of Learning II. Quezon City, Philippines: Rex Book Store, Inc.
  8. Garcia, C. (2008). Measuring and Evaluating Learning Outcomes: A Textbook in Assessment of Learning 1 & 2Mandaluyong City, Philippines: Books Atbp. Publishing Corp.

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