1. Fancy Nancy didn't fancy doing fancy work. But
Fancy Nancy's fancy aunty did Fancy Nancy
doing fancy work. So Fancy Nancy did fancy
work for Fancy Nancy's fancy aunty.

2. Score 1
Accomplished
2
Near
Accomplished
3
Needs
Improvement
Cooperation/
Team Work
All the members
are
participating.
Only few are
participating.
Members are
not
participating.
Strategy There’s a
strategy used to
make the task
accomplished
before time
ends.
They have a
strategy but it is
not effective.
There’s no
strategy used to
accomplish the
task. But the
group exceed
on the given
time limit.
Time Consumed Task is
accomplished
before time
ends.
The task is
accomplished
on the exact
time limit.
Task are
accomplished
well but exceed
to the given
time and limit.
Criteria

3. 1.
2.
3.
4.
5.

4. What are my
Strengths and
Weaknesses?
How am I going
to make this
improvement?
How am I
Doing?
What do I need
to do to
improve?
Where do I
have to focus
my revision?
How will I
know if my
work is good?
What are my
Targets?
Am I learning
in the best
way for me?

6.  Scoring rubrics are used when judging the quality
of the work of the learners on performance
assessments.
 Forms of scoring guide that are used in evaluating
the level of performance of students or products
resulting from the performance task.
 Is a rating system by which teachers can
determine at what level of proficiency a students is
able to perform a task or display knowledge of a
concept.

7. Types of
Rubrics
Analytic
Rubric
Holistic
Rubric
k
Requires the teacher to
score an overall process or
product as a whole.
Advisable to use when a
teacher wants a fast result
of students’ performance
 provides information
regarding performance in
each component parts of a
task,
provides feedback to
students by letting them know
exactly which elements of the
skill were mastered and
which need more practice.

8. Template for Holistic Rubrics
Score Criteria
5
Demonstrates complete understanding of
the problem. All requirements of task are
included in response.
4
Demonstrates considerable understanding
of the problem. All requirements of task are
included.
3
Demonstrates partial understanding of the
problem. Most requirements of task are
included.
2
Demonstrates little understanding of the
problem. Many requirements of task are
missing.
1
Demonstrates no understanding of the
problem.
0 No response/task not attempted.

9. Analytic Rubric
4 3 2 1
Message Clear and compelling central
message crafted with strong
awareness of audience and
purpose. Message is grounded in
concrete language and
examples.
Clear central message
crafted with general
awareness of audience
and purpose. Message is
grounded in some
concrete language and
examples.
Clear central message
with inconsistent
awareness of audience
and purpose. Message,
language, or examples
may be overly abstract.
Little or no evidence of a
central message with
minimal awareness of
audience and purpose.
Few, if any, concrete
examples.
Organization All organizational strategies and
structures work effectively to
convey intended message to the
reader.
Most organizational
strategies and structures
work to convey intended
message to the reader.
Some organizational
strategies and structures
work to convey intended
message to the reader.
Few or no organizational
strategies and structures
work to convey intended
message to the reader.
Originality Keeps reader engaged from
beginning to end through original
and interesting use of ideas,
language, plot, character
development, dialogue, imagery,
etc.
Engages reader most of the
way trough the piece
through mostly original and
interesting use of ideas,
language, plot, character
development, imagery,
etc.
Offers little originality in
ideas, language, plot,
imagery, etc. Reader may
lose interest.
Lacks originality in ideas,
language, plot, imagery,
etc. Reader will not get
past first few sentences
or lines.
Clarity Although challenging and
perhaps not easily understood,
work has a clarity that leaves no
surface questions(i.e “What
happened in this part?”) in
reader’s mind.
Has a clarity that leaves
few surface questions
(i.e”What happened in this
part?” in reader’s mind.
Leaves several surface
questions (i.e “Why is the
character named Myrtyle
on page 4?”) in reader’s
mind.
Is downright murky
because of significant
and unintentional gaps
or contradictions in
logic, plot, character,
imagery, voice, point of
view, setting, etc.
Conventions Thorough control of sentence
formation. Few errors, if any, are
present in grammar, usage,
spelling and punctuation, but the
errors that are present do not
interfere with meaning.
Adequate control of
sentence formation. Some
errors may be present in
grammar, usage, spelling
and punctuation, but few, if
any, of the errors that are
present may interfere with
meaning.
Limited and/or
inconsistent control of
sentence formation. Some
sentences may be
awkward or fragmented,
Many errors may be
present in grammar,
usage, spelling and
punctuationand some of
those errors may interfere
with meaning.
Minimal contol of
sentence formation.
Many sentences are
awkward and
fragmented. Many errors
may be present in
grammar, usage,
spelling and
punctuation, and many
of those errors may
interfere with meaning.

10. Type of Rubric Definition Advantages Disadvantages
Holistic or Analytic: One or Several Judgments?
Analytic
•Each criterion
(dimension, trait) is
evaluated separately.
•Gives diagnostic
information to teacher.
•Gives formative
feedback to students.
•Good for formative
assessment; adaptable
for summative
assessment; if you need
an overall score for
grading, you can
combine the scores.
•Takes more time to score
than holistic rubrics.
•Takes more time to
achieve inter-rater
reliability than with holistic
rubrics.
Holistic
•All criteria (dimensions,
traits) are evaluated
simultaneously.
•Scoring is faster than with
analytic rubrics.
•Requires less time to
achieve inter-rater
reliability.
•Good for summative
assessment.
•Single overall score does
not communicate
information about what to
do to improve.
•Not good for formative
assessment.

11. Heidi Goodrich Andrade, an expert in rubrics
development, discussed the uses of rubrics in the
assessment process.
a. Rubrics are powerful tools for both teaching and
assessment.
b. Rubrics are useful in that they help students to
become more thoughtful judges of the quality of their
own and others' work.
c. Rubrics reduce the amount of time teachers spend
evaluating students.
d. Teachers appreciate rubrics because their
"accordion" nature allows them to accommodate
heterogeneous classes.
e. Rubrics are easy to use and explain.

12. a. Allow consistency and objectivity in scoring across the
given criteria;
b. Clarify the criteria in more specific terms;
c. Students can identify the basis on how they are to be
eveluated;
d. Allow the students to assess their own performance,
products, or works;
e. Teachers can use a small amount of time to evaluate the
performance of the students;
f. Students can evaluate their own performance and the
performance of their classmates;

13. g. Provide specific feedbacks on the
performance of the students, especially
analytic scoring;
h. Serve as standards when preparing the task/
activities against its measure and progress is
documented; and
i. Provide students feedback about their
strengths and weaknesses according to their
performance.

14. “A teacher who is attempting to teach
without inspiring the pupil with a desire
to learn is hammering on cold iron.” ~
Horace Mann

15. Presented by:
Reynielyn B. Barreda
ED.33
Thank you for listening