Name of FS Student : Ian Jim A. BaysonCourse : BSED- English Year and Section: IIIResource Teacher : Ms. Rhivee Mae Halina Signature: ______________Cooperating School : JH Cerilles State CollegeDate of Visit : January 9, 2015FS #5- Episode 4 : On Scoring Rubrics

My ToolsInterview of my Resource Teacher

1. Where do you use the scoring rubrics? (student outputs or products and student activities)

The teacher said that she uses the scoring rubrics in giving fairly the students’ grade every time they have an activity or performance and every time they to pass an output or a project.

2. What help have scoring rubrics given you? When there were no scoring rubrics yet, what did you use?

The scoring rubrics have given her the feeling of fairness for she is guided every time she gives rating to every performance through the use of rubrics. When there were no scoring rubrics yet, she gives scores directly to students without basis in giving the score.

3. What difficulties have you met in the use of scoring rubrics? She encountered difficulties in the use of scoring rubrics such as having a hard

time in constructing a self-made rubric suited to a performance and providing different scoring rubrics for different activities.

4. Do you make use of holistic and analytic rubrics? How do they differ? She makes use of the two rubrics. She uses holistic rubric most often in assessing

product-oriented performance and she uses analytic rubric most often in a process-oriented performance. Their difference is that analytic rubric has descriptors which make the scoring easy while holistic rubric doesn’t have descriptors.

5. Which is easier to use analytic or holistic? She said it is easier to use the analytic rubric since it is made up of level of scales

and descriptors which make it easier to rate/score performance. With the descriptors, she will be aware on the strength and weaknesses of her students.

6. Were you involved in the making of the scoring rubrics? How do you make one? Which is easier to construct – analytic or holistic rubric?

In the making of the scoring rubrics, or course she was involved. In making, she sees to it that the criteria are relevant to what she wants to measure and asses. She said it is easier to construct the holistic rubric for there is no need to spell out the descriptors.

Research

Types of rubrics

The two types of rubrics are analytic and holistic rubric. An analytic rubric resembles a grid with the criteria for a student product listed in the leftmost column and with levels of performance listed across the top row often using numbers and/or descriptive tags. The cells within the center of the rubric may be left blank or may contain descriptions of what the specified criteria look like for each level of performance. When scoring with an analytic rubric, each of the criteria is scored individually. A holistic rubric consists of a single scale with all criteria to be included in the evaluation being considered together (e.g., clarity, organization, and mechanics). With a holistic rubric the rater assigns a single score (usually on a 1 to 4 or 1 to 6 point scale) based on an overall judgment of the student work. The rater matches an entire piece of student work to a single description on the scale.

When to use rubrics

Rubrics are used to fairly grade our students’ performances/outputs since they are made of criteria and standards with corresponding scores. They are used in assessing learning at all levels.

How to construct the two types of rubrics

In constructing the two types of rubrics, first, define your assignment or project. This is the task you are asking your students to perform. Second, decide on a scale of performance. Third, identify the criteria of the task. Last, describe or spell out the performance of each criterion.

Advantages and disadvantages of scoring rubrics

Advantages

i. Teachers can increase the quality of their direct instruction by providing focus, emphasis and attention to particular details as a model for students.

ii. Students have explicit guidelines regarding teacher’s expectations.iii. Students can develop their abilities as a result of self-assessment.

Disadvantages

i. Teachers may find it laborious in creating and planning the rubric.ii. Students may feel to complete the assignment strictly to the rubric instead of

taking the initiative to explore their learning.

Name of FS Student : Ian Jim A. BaysonCourse : BSED- English Year and Section: IIICooperating School : JH Cerilles State CollegeDate of Visit : January 9, 2015

My Analysis

Scoring rubrics have brought benefits to the teaching-learning process through

providing standard scoring of performance, eliciting self-reflection and peer review and

developing the skills of the students accordingly. Teachers are also benefited through

rating the performances fairly.

Scoring rubric is like portfolio assessment since both are authentic assessment. If

scoring rubrics rate/score process/product-oriented performance, portfolio assessment on

the other hand, uses scoring rubrics to assess learning of students who perform the

portfolio. Meaning, scoring rubrics are guidelines in scoring the portfolio.

The things that should be observed are; they should be realistic, in the sense that

the criteria and the level of perfection should be achievable; and they should be relevant

to the performance/output in order to get the most from scoring rubrics.

Name of FS Student : Ian Jim A. BaysonCourse : BSED- English Year and Section: IIICooperating School : JH Cerilles State CollegeDate of Visit : January 9, 2015

My Reflections

For me, scoring rubric is boon. I consider it as boon or blessing because helps a

lot on the part of the teacher especially in assessing learning of students with regard to the

process and product oriented performance. It is really a blessing since the teacher will no

longer rate the performance without valid basis. Teachers will be guided as to their way

of rating any performance. On the part of the students, still it’s boon because they will be

confident as to how they will be rated. They will be aware on what aspects of their

performance need to be given much attention. Rubrics elicit and promote self-assessment

for at the end of every performance, they can assess what aspects they are weak or good

at. Generally, Scoring Rubrics help foster authentic development and learning of the

students.

Name of FS Student : Ian Jim A. BaysonCourse : BSED- English Year and Section: IIICooperating School : JH Cerilles State CollegeDate of Visit : January 9, 2015

My Portfolio

Scoring Rubric for Paragraph Writing

Criteria 4 3 2 1

Main IdeaTopic

Sentence

Strong main idea/ topic sentence is

clear, and is restated in the

closing sentence.

Adequate main idea/ topic sentence is

restated in the closing

sentence.

Main Idea/ topic sentence is unclear is

weakly restated in the closing

sentence.

Main Idea/ Topic sentence is unclear and is not restated in the closing

sentence.

Supporting Details

Each paragraph has three or more supporting detail

sentences that relate to the main

idea.

Each paragraph has two

supporting detail sentences

that relate to the main idea.

Each paragraph has one

supporting detail sentence that relates to the main idea.

Each Paragraph has no

supporting detail sentences

that relate to the main idea.

Observes Basic Writing Conventions

Contains few, if any punctuation,

capitalization, and spelling

errors.

Contains several errors

in punctuation, spelling or

grammar that do not interfere with meaning.

Contains many errors in

punctuation, spelling and/or

grammar that interferes with meaning.

Contains many errors in

punctuation, spelling and/or

grammar that make the piece illegible.

NeatnessLegibly

handwritten or typed with no

distracting errors.

Legibly written, easy to read with 1-2

distracting errors.

Several distracting errors

that make portions difficult

to read.

Many distracting

errors making it illegible.

Scoring Rubric for Cooperative Learning Activity

 Criteria Excellent4 pts

Acceptable3 pts

Minimal2 pts

Unacceptable1 pts

Process

All group members

participate enthusiastically; group members

reflect awareness of others' views and ideas; each group member

assigned a well-defined role;

group members perform roles

effectively

All group members

participate on some level;

group members show some adeptness at interaction;

group members’ roles not always clearly defined nor consistently demonstrated.

About half of group

participates; group members

show some ability to interact; group members given roles but

roles not consistently performed.

One or two group members actively participate; little interaction; no effort made to

assign or perform roles

Organization

Logical format that is easy to

follow; smooth transition from

one idea to another;

organization enhances

effectiveness of project

Presented in a thoughtful

manner; signs of organization and most transitions easy to follow

Somewhat organized; ideas

not presented logically;

transitions not always smooth.

Little signs of organization;

format difficult to follow; awkward

transitions; lack of organization

lessens effectiveness of

project.

Research

Conducts thorough

research using a wide variety of

resources.

Gathers information from several different

sources.

Gathers information from

only 1 or 2 sources.

Does little or no research.

Content

All information is accurate

Information mostly accurate;

a few inconsistencies

and inaccuracies

Information somewhat

accurate; several inconsistencies

and factual errors

Information completely inaccurate

Creativity

Original presentation;

unique approach that enhances the

project

Thoughtful presentation

Presentation includes a few original ideas

Presentation predictable; little creativity used.