COLLEGE OF EDUCATION

TEACHER EDUCATION DEPARTMENT

LEARNING MODULE IN EDUC 75 – ASSESSMENT OF LEARNING 1

ASSESSING STUDENT LEARNING OUTCOMES

Learning Outcomes:
1. Construct a scoring rubric – analytic and holistic
2. Explain the implication of multiple intelligences to assessment

INTRODUCTION
Modern assessment methods tend to use rubrics to describe student performance. A
rubric is a scoring method that lists the criteria for a piece of work, or “what counts” (for
example, purpose, organization, details, voice, and mechanics are often what count in a piece
of writing); it also articulates gradations of quality for each criterion, from excellent to poor.
Perkins et al (1994) provide an example of rubrics scoring for student inventions and lists the
criteria and gradations of quality for verbal, written, or graphic reports on student inventions.
This is shown in the succeeding figure as a prototype of rubric scoring.
There are many reasons for the seeming popularity of rubrics in the Philippine school
system. First, they are very useful tools for both teaching and evaluation of learning outcomes.
Rubrics have the potential to improve student performance, as well as monitor it, by clarifying
teachers’ expectations.
Secondly, rubrics seem to allow students to acquire wisdom in judging and evaluating
the quality of their own work in relation to the quality of the work of other students. In several
experiments involving the use of rubrics, students progressively became more aware of the
problem associated with their solution to a problem and with the problems inherit in the
solutions of other students. In other words, rubrics increase the students’ sense of responsibility
and accountability.
Third, rubrics are quite efficient and tend to require less time for the teachers in
evaluating student performance. Teachers tend to find that by the time a piece has been self –
and peer – assessed according to a rubric, they have little left to say about it. When they do
have something to say, they can often simply circle an item in the rubric, rather than struggling
to explain the flaw or strength they have noticed and figuring out what to suggest in terms of
improvements. Rubrics provide students with more informative feedback about their strengths
and areas in need of improvement.
Finally, it is easy to understand and construct a rubric scoring guide. Most of the items
found in the rubrics scoring guide are self-explanatory and require no further help from outside
experts.

SCORING RUBRICS

“Sa klaseng ito, matututo tayo, kahit magkakalayo!”

 A rubric is a coherent set of criteria for students’ work that includes descriptions of levels
of performance quality on the criteria. The main purpose of rubrics is to assess performance
made evident in processes and products. It can serve as a scoring guide that seeks to evaluate
a students’ performance in many different tasks based on a full range of criteria rather than a
single numerical score.
The objectives tests can be scored by simply counting the correct answers, but the essay tests
student’s products and student’s performances cannot be scored the way objective tests are
scored. Products and performances can be scored reliably only with the use of scoring rubrics.
Rubrics have two major parts: coherent sets of criteria and descriptions of levels of
performance for these criteria (Brookhart, Susan. 2013. How to create and use rubrics). There
are two types: 1) Analytic and 2) Holistic. In an analytic rubric, each criterion (dimension, trait)
is evaluated simultaneously. An analytic rubric is good for formative assessment. It is also
adaptable to summative assessment because if you need an overall score for grading, you can
combine the scores. In a holistic rubric, scoring is faster than with analytic rubric. It is good for
summative assessment.

Very Creative (5) Creative Ordinary/Routine Imitative

(4) (3) (2)
Depth and Ideas represent Ideas represent Ideas represent Ideas do not
Quality of Ideas a startling important important represent
variety of concepts from concepts from important
important different the same or concepts.
concepts from contexts or similar contexts
different disciplines. or disciplines.
contexts or
disciplines.
Variety of Created product Created product Created product Created product
Sources draws on a draws on a draws on a draws on only
wide-ranging variety of limited set of one source,
variety of sources, sources and and/or sources
sources, including media are not
including different texts trustworthy or
different texts, media, resource appropriate.
media, resource persons, and/or
persons, and/or personal
personal experiences.
experiences.
Organization and Ideas are Ideas are Ideas are Ideas are copied
Combination of combined in combined in combined in or restated from
Ideas original and original ways to ways that are the source(s)
surprising ways solve a problem, derived from consulted.
to solve a address an thinking of
problem, issue, or make others (for
address an something new. example, of the
issue, or make authors in
something new. sources
consulted).

“Sa klaseng ito, matututo tayo, kahit magkakalayo!”

Originality of Created product Created product Created product Created product
Contribution is interesting, is interesting, serves its does not serve
new, and/or new, and/or intended its intended
helpful, making helpful, making purpose (e.g., purpose (e.g.,
an original an original solving a solving a
contribution that contribution for problem or problem or
includes its intended addressing an addressing an
identifying a purpose (e.g., issue). issue).
previously solving a
unknown problem or
problem, issue, addressing an
or purpose. issue).
An Analytic Rubric for Creativity

Very Creative Ideas represent a startling variety of important concepts from

(20) different contexts or disciplines. Created product draws on a
wide-ranging variety of sources including different texts, media
resource persons, and/or personal experiences. Ideas are
combined in original and surprising ways to solve a problem
address an issue, or make something new Created product is
interesting new, and or helpful making an original contribution
that includes identifying a previously unknown problem, issue, or
purpose.
Creative Ideas represent important concepts from different contexts or
(16) disciplines. Created product draws on a variety of sources,
including different texts media, resource persons, and/or
personal experiences. Ideas are combined in original ways to
solve a problem, address an issue, or make something new.
Created product is interesting, new, and/or helpful, making an
original contribution for its intended purpose (e.g., solving a
problem or addressing an issue).
Ordinary/Routine Ideas represent important concepts from the same or similar
(12) contexts or disciplines. Created product draws on intended
purpose (e.g., solving a problem or addressing an issue).
Imitative Ideas do not represent important concepts. Created product
(8) draws on only one source, and/or sources are not trustworthy or
appropriate. Ideas are copied or restated from the source(s)
consulted. Created product does not serve its intended purpose
(e.g., solving a problem or addressing an issue).
A Holistic Rubric for Creativity

CREATING RUBRICS
In designing a rubric scoring guide, the students need to be actively involved in the
process. The following steps are suggested in creating a rubric:

“Sa klaseng ito, matututo tayo, kahit magkakalayo!”

 1. Survey models – Show students examples of good and not-so-good work. Identify the
characteristics that make the good ones good and the bad ones bad.
2. Definite criteria – From the discussions on the models, identify the qualities that
define good work.
3. Agree on the levels of quality – Describe the best and worst levels of quality, then fill
in the middle levels based on your knowledge of common problems and the discussion
of not-so-good work.
4. Practice on models – Using the agreed criteria and levels of quality, evaluate the
models presented in step 1 together with students.
5. Use self- and peer-assessment – Give students their task. As they work, stop them
occasionally for self- and peer-assessment.
6. Revise – Always give students time to revise their work based on the feedback they get
in Step 5.
7. Use teacher assessment – Use the same rubric students used to assess their work
yourself.

TIPS IN DESIGNING RUBRICS

Perhaps the most difficult challenge is to use clear, precise, and concise language. Terms
like “creative”’ “innovative”, and other vague terms need to be avoided. If a rubric is to teach as
well as evaluate, terms like these must be defined for students. Instead of these words, try
words that can convey ideas, and which can be readily observed.
Rubrics are scales that differentiate levels of student performance. They contain the
criteria that must be met by the students and the judgment process that will be used to rate
how well the student has performed. An exemplar is an example that delineates the desired
characteristics of quality in ways students can understand. These are important parts in the
assessment process.
Well-designed rubrics include:
● performance dimensions that are critical to successful task completion;
● criteria that reflect all the important outcomes of the performance task;
● a rating scale that provides a usable, easily-interpreted score;
● criteria that reflect concrete references, in clear language understandable to students,
parent, and other teachers, and others.

ASSESSMENT METHODS AND MULTIPLE INTELLIGENCES

Learners have multiple intelligences and varied learning styles. Students must be given
the opportunity to demonstrate learning that is aligned to their multiple intelligences and to
their learning styles. It is good for teachers to consider the multiple intelligences of learners to
enable learners to demonstrate learning in a manner which makes them feel comfortable and
successful. Teachers truly consider learners’ multiple intelligences when they make use of a
variety of assessment tools and tasks.

Linguistic Logical Bodily Visual

“Sa klaseng ito, matututo tayo, kahit magkakalayo!”

Use storytelling to Translate an idea into Create a movement Chart, map, cluster,
explain a mathematical or sequence of or graph
formula movements to
explain
Conduct a debate on Design and conduct Make task or puzzle Create a slide show,
an experimental on cards for videotape, or photo
album of
Write a poem, myth, Make up syllogisms Build or construct Create a piece of art
legend, short play, or to demonstrate that demonstrates
news article about
Create a talk show Make up analogies to Plan and attend a Invent a board or
radio program about explain field trip card game to
demonstrate
Conduct an interview Describe the patterns Bring hands-on Illustrate, draw,
of/on or symmetry in materials to paint, sketch, or
demonstrate sculpt

Musical Interpersonal Intrapersonal Naturalist

Give a presentation Conduct a meeting to Describe qualities you Create observation
with appropriate address possess that will help notebooks of
musical you successfully
accompaniment on complete
Sing a rap or song Intentionally use Set and pursue a goal Describe changes in
that explains social skills to learn to the local or global
about environment
Indicate the Participate in a Describe one of your Care for pets, wildlife,
rhythmical patterns in service project to personal values about gardens, or parks
Explain how the Teach someone about Write a journal entry Use binoculars,
music of a song is on telescopes,
similar to micro-scopes, or
magnifiers to
Make an instrument Practice giving and Assess your own Draw or photograph
and use it to receiving feedback on work in natural objects
demonstrate

ASSESSMENT OF LEARNING OUTCOMES IN THE K TO 12 PROGRAM

Here are assessment practices lifted from DepEd Order 8, s. 2015 for the guidance of all
teachers:

1. Teachers should employ assessment methods that are consistent with standards.
This means that assessment as a process must be based on standards and
competencies that are stated in the K to 12 Curriculum Guide. Assessment must be
based NOT on content but on standards and competencies. Therefore, there must be
alignment between assessment tools or tasks and standards and competencies.
“Sa klaseng ito, matututo tayo, kahit magkakalayo!”
 2. Teachers must employ both formative and summative assessment both individually
and collaboratively. Assessment is done primarily to ensure learning; thus teachers
are expected to assess learning in every stage of lesson development – beginning,
middle and at the end.
3. Grades are a function of written work, performance tasks and quarterly test. This
means that grades come from multiple sources with emphasis on performance tasks
from Grades 1 to 12. Grade does not come from only one source rather from
multiple sources.
4. The cognitive process dimensions given by L=Krathwohl and Anderson (2001) - from
remembering, understanding, applying, analyzing, evaluating, and creating –
governs formulation of assessment tasks

ACTIVITY

● Differentiate Holistic Rubric and Analytic Rubric (10 points)

● How do the multiple intelligences affect your assessment practice? (10 points)
● With a particular learning outcome in mind, construct a scoring rubric – holistic and
analytic. (10 points)

“Sa klaseng ito, matututo tayo, kahit magkakalayo!”