Field Study 5 episode 4

VISIONCNSC as a Premier Higher Education Institution in the Bicol Region.

MISSIONThe Camarines Norte State College shall provide higher and advanced studies in the fields of education, arts and sciences, economics, health, engineering, management, finance, accounting, business and public administration fisheries, agriculture, natural resources development and management and ladderized courses. It shall also respond to research, extension and production services adherent to progressive leadership towards sustainable development.

Republic of the PhilippinesCAMARINES NORTE STATE COLLEGECOLLEGE OF EDUCATIONABAÑO CAMPUSDaet, Camarines Norte

FSName: Larino Salazar Pelaosa, Jr . Course & Block: BSEd- Math 4A _______

MY PERFORMANCEFocused on : TYPES OF SCORING RUBRICS

TASKS EXEMPLARY4

SUPERIOR3

SATISFACTORY2

UNSATISFACTORY1

Observation / Documentation

All tasks were done with outstanding quality; work exceeds expectations

4

All or nearly all tasks were done with high quality

3

Nearly all tasks were done with acceptable quality

2

Fewer than half of tasks were done; or most objectives met but with poor quality

1My Analysis Analysis

questions were answered completely; in depth answers; thoroughly grounded on theories.

Exemplary grammar and spelling.

4

Analysis questions were answered completely.

Clear connection with theories.

Gramm and spelling are superior.

3

Analysis questions were not answered completely.

Vaguely elated to the theories.

Grammar and spelling acceptable.

2

Analysis questions were not answered.

Grammar and spelling unsatisfactory.

1My Reflection Reflection

statements are profound and clear, supported by experiences from the episode.

4

Reflection statements are clear, but not clearly supported by experiences from the episode.

3

Reflection statements are shallow; supported by experiences from the episode.

2

Reflection statements are unclear and shallow and are not supported by experiences from the episode.

1My Portfolio Portfolio is

complete, clear, well-organized and all supporting documentation are located in sections clearly designated.

Portfolio is complete, clear, well-organized and most supporting documentation are available and/or in logical and clearly marked locations.

Portfolio is incomplete; supporting documentation is organized but is lacking.

Portfolio has many lacking components; is unorganized an unclear.

Lucido, Paz and Corpuz, Brenda.Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2006), 24-31.

FIELD STUDY5 LEARNING ASSESSMENT STRATEGIESEpisode 4

ON SCORING RUBRICS




4 3 2 1Submission Before deadline

4

On the deadline

3

A day after the deadline

2

Two days or more after the deadline

1

SUBTOTALS

OVER-ALL SCORE RATING

_________________________________________________ _______________________________________Signature of FS Teacher Date above Printed Name

MY MAP

1. Review the “Scoring Rubrics”.

2. Interview your Resource Teacher on their use of scoring rubrics in assessing learning.

3. Request for a copy of the scoring rubrics that your Resource Teacher uses for group

projects, student papers, and cooperative learning activities.

4. If there are no scoring rubrics available, research on samples of scoring rubrics for student

papers, cooperative learning activities, group projects, performances and the like.

5. Analyze information gathered from interview and research.

6. Reflect on all information gathered.

FSLucido, Paz and Corpuz, Brenda.Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2006), 24-31.


ON SCORING RUBRICS




Name: Larino Salazar Pelaosa, Jr . Course &Block: BSEd- Math 4A _ ___

Resource Teacher: Mr.Nestor B. Badillos Signature: _________________________ ______

Date of Observation: Day 1: August 12, 2015(Wednesday)Time: 1:00pm-2:00pm ____________ __ Day 2: August 13, 2015(Thursday) Time: 1:00pm-2:00pm ________ _____ Day 3: August 19, 2015(Wednesday ) Time: 7:30am-8:30am _________ _____ Day 4: August 20, 2015(Thursday) Time: 9:45am-10:45am ____________ __

MY TOOLS

A. INTERVIEW

Ask your Resource Teacher the following questions:

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

Usually, I utilized scoring rubrics in group activities and in projects (both

individual and group).

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

Scoring rubric is big help in determining attitudes and other observed

descriptive domains of the students.

When the scoring rubrics were not yet used, instant numerical grades

were assigned for every observe behaviour (positive or negative).

3. What difficulties have you met in the use of scoring rubrics?

Determining the parameters always need a careful concern.

4. Do you make use of holistic and analytic rubrics? How do they differ?

Yes

In mathematics, analytic rubrics utilized to distinguish the analytical

prowess of a student. In synthetic problems, wherein mostly variables

are given, requiring the value of each variable, and finally relating the

situation to his/her actual experience needs analytic rubrics.

Holistic rubrics on the other hand, are utilized after the analytic method.

After a certain chapter, generalization is a must which is inter-related

and connected to each and every topic of the chapter. Hence, holistic

rubrics are appropriate.


FIELD STUDY




5. Which is easier to use, analytic or holistic?

It depends on the manner of constructing the rubrics. Usually, the students

find assessment thru analytic rubrics more challenging, but, find assessment thru

holistic rubrics rewarding, due to the mere fact that the receive their grade for the

chapter right after.

6. Were you involved in the making of scoring rubrics? How do you make one? Which

is easier to construct, analytic or holistic?

Yes, in my thesis

I made a rubric to determine the acceptability level of the students of

my developed work text in geometry based on three parameters

with three, four, and four sub parameters respectively. The same

was also made for mathematics teachers. Then, a rubric was

designed to determined if there is a significant difference in the

acceptability of the developed teaching tool between the

teachers(mathematics experts) and students (who are at their

learning stage).

Both need a careful analytical and holistic consideration. (I suggest,

try to make one for each kind of rubric to experience, determine, and

prove to yourself).

B. RESEARCH

Research on the following:

Types of rubrics

There are two types of Rubrics, the Analytic and the Holistic Rubric.

The Analytic Rubrics identify and assess

components of a finished product. It provides specific

feedback along several dimensions.

The Holistic Rubric assesses student work as a

whole. It provides a single score based on an overall

impression of a student’s performance on a task.

https://www.teachervision.com/teaching-methods-and-management/rubrics/4524.html

https://www.schreyerinstitute.psu.edu/pdf/RubricBasics.pdf

When to use rubrics

We use when we want to determine if the students achieved the goals.

Rubrics are expensive in terms of the time and energy they require to design

and implement. The decision to use a rubric must be weighed carefully.


https://www.schreyerinstitute.psu.edu/pdf/RubricBasics.pdf

https://www.teachervision.com/teaching-methods-and-management/rubrics/4524.html




Rubrics are best suited for situations where a wide range of variation exists

between what’s considered very proficient and what’s considered not yet

proficient.

Teachers have found rubrics to be every useful in providing guidance and

feedback to students where skills and processes are the targets being

monitored. Examples of skills or processes that adapt well to being rubriced

include: the writing process, the application of the method of scientific

inquiry, thinking skills (i.e. constructing support, compare, problem solving,

etc.), and life-long learner skills (i.e. collaborative worker, quality producer,

etc.).

Methods other than rubrics are more conducive to monitoring quantities or

amounts of factual information known by a learner. These methods may

include tests, quizzes, checklists, etc.

Helpful Hint: Don’t rubric everything. Some teachers reserve rubrics for

processes and skills in which students are having difficulty demonstrating a

high degree of proficiency. Others use rubrics to scaffold new performance

tasks or introduce new skills and processes. However, or whenever, the

decision is made to use a rubric, best results usually occur when students

are involved in the work of designing a rubric, as well as in the feedback loop

and in the reporting-out to stakeholders process, (i.e., parents, school board

members, community, etc.).

https://www.aea267.k12.ia.us/assessment/rubrics-in-the-classroom/when-to-use-a-rubric

How to construct the two types of rubrics?

a) Steps in Constructing/Creating Analytic Rubrics

1) Determine the various skills and abilities that students should demonstrate to show achievement of the learning outcome(s). These skills and abilities are the various criteria. Each criterion should focus on a different skill identified by a phrase or brief statement, and each criterion should be measureable through the examination of student work. The criteria become the leftmost column of the grid.

2) The next step is to determine the levels of achievement possible given the expectations of what students are to be able to demonstrate. The levels can be numerical categories but more frequently are descriptions, sometimes with an associated number. It is at this stage that the number of columns is determined and the levels of achievement are listed across the top row.

3) The next step in the creation of an analytic rubric is to create descriptions for the criteria along each level of achievement. While sometimes this step is skipped, this is not recommended as the descriptions are valuable for helping to increase reliability among multiple raters and even for a single rater as s/he assesses the work of different students.







b) Steps in Constructing/Creating Holistic Rubrics

1) Determine all the skills and abilities students need to demonstrate in order to achieve the learning outcome.

2) Determine the appropriate levels of accomplishment.

3) Write an overall description of how a student would demonstrate the learning outcome for each level of accomplishment. When creating a holistic rubric this step cannot be skipped.

http://teachingcommons.depaul.edu/Feedback_Grading/rubrics/creating-rubrics.html

Advantages and disadvantages of scoring rubrics

Advantages of Scoring Rubrics

Forces the teacher to clarify criteria in detail. Useful feedback for the effectiveness of instruction. Motivates students to reach the standards specified. Narrows the gap between instruction and assessment. Flexible tool, having uses across many contexts, in many grade levels and for

a wide range of abilities. Potential to be transferred into grades if necessary. Can offer a method of consistency in scoring by clearly defining the

performance criteria. Giving the child more control of their own learning process. Potential to open communication with caregivers.

Disadvantages of Scoring Rubrics

Rubrics can also restrict the students mind power in that they will feel that they need to complete the assignment strictly to the rubric instead of taking the initiative to explore their learning.

If the criteria that is in the rubric is too complex, students may feel overwhelmed with the assignment, and little success may be imminent.

For the teacher creating the rubric, they may find the task of developing, testing, evaluating, and updating time consuming.

http://epsyrubrics.wikifoundry.com/page/Advantages+and+Disadvantages+of+the+Rubric

FSName: Larino Salazar Pelaosa, Jr . Course &Block:BSEd- Math 4A _ ___

MY ANALYSIS

1. What benefits have scoring rubrics brought to the teaching-learning process?



ON SCORING RUBRICS

http://epsyrubrics.wikifoundry.com/page/Advantages+and+Disadvantages+of+the+Rubric

http://teachingcommons.depaul.edu/Feedback_Grading/rubrics/creating-rubrics.html




Scoring rubrics is really vital and essential in teaching-learning process. Both the

teachers could get benefits from it. It truly enhance student learning because it makes the

students aware of the expected level of performance they need to meet. They are also

become motivated to achieve those standards and criteria presented on the scoring rubrics.

The learning and teaching becomes more meaningful to do their respective tasks. Aside

from these, various skills and abilities are shown to the students with the corresponding

development on it. Through scoring rubrics, we can communicate to our students and we

can develop our goals with students to know how well our students reached those desired

criteria.

2. How are scoring rubrics related to portfolio assessment?

Scoring Rubrics are really related to Portfolio Assessment in terms of the way they

assess the students. They both motivate the students to learn. Both are also related on the

profile aspect of the learner wherein they both seen and measure the depth, breadth and

growth of the learners. I could also say that scoring rubrics might be a subpart of Portfolio

Assessment because Portfolio Assessment uses criteria which are on the rubrics also in

order to judge the output and certain performances of the students. So, if the Scoring

Rubrics uses criteria and so the Portfolio Assessment, then I concludes that they are really

related. Both should be readily available to students before the task is given.

3. To get the most from scoring rubrics, what should be observed in the making and use of

scoring rubrics?

To get the most from Scoring Rubrics, the factors or things that should be observed

and considered in making scoring rubrics are the skills and abilities of the students to be

demonstrated, the levels of achievement that is expected for the students to meet and the

description for each level of achievement. On the other hand, the factors or things that

should be observed and considered in using the scoring rubrics are the carefulness in

describing the performance expectation, the criteria to differentiate levels of performance,

the possible feedback from the students and how often the rubrics is used.

MY REFLECTIONS





Reflect on this: SCORING RUBRICS: BOON OR BANE?

If I am going to reflect on the Scoring Rubrics, I could say that it is Boon because it can really

help in assessing students’ performance. By Looking to its usage, benefits or advantages, I can say

that it is really useful. It provides objectivity in the assessment of the students, thus, it avoids the

arousal of biases. It makes the assessment easier and more efficient because through rubrics, you

will now easily determine the performance and output of the students according to the levels of

criteria. So, giving scores and grades become easier because you don’t need now to stress

yourselves on what grades are desirable to the students. Even thought, it’s too hard to construct a

rubric, still it’s worth it once you have finished it and once you have used it. Scoring rubrics also

have a great effect on students’ learning. It motivates the students to strive harder on the studies

just to reach the high level of performance. Through the Scoring Rubrics, I as would be Teacher will

help me to determine the skills and abilities of my future students. Thus, will help me identify the

possible treatment needed to give to my students and help me facilitate the teaching and learning

process.

FSMY PORTFOLIO

Come up with one scoring rubric for a student product (e.g. paragraph or theme written) and another for a student activity such as a cooperative learning activity.

Criteria Excellent Good Satisfactory Needs



ON SCORING RUBRICS




(4 points) (3 points) (2 points) Improvement(1 point)

Teamwork/Unity

All members of the group worked

extremely well together and

set an exemplar

model to other groups. They

are stayed “on task” involving each member

and took teamwork

seriously. The whole group is

highly productive.

The members of the group worked very well together

and set a good model to other

groups. The members are cooperative

and productive.

They worked to get everyone

involved.

The members of the group

attempted to work well most of the time but

not all members were actively

involved. Responsibility is uneven shared

to the members.

The members of the group share

a little or no teamwork and

cooperation involved.

Members did not respect each

other and there’s an

argument as they are sharing

their ideas

Quality of Work

The output of the group perceives

highest quality wherein the

entire formats are met.

The output of the group

perceives high quality

wherein most of the formats

are met.

The output of the group perceives moderate

quality wherein some of the

formats are met.

The output of the group

perceives low quality wherein

none of the formats are met.

Time Frame

The Group finish their

work before the time allotted.

The Group finish their

work on the allotted time

frame.

The Group finished their

work almost on the allotted time

frame.

The Group did bot finished

their work on the allotted time

frame.

Criteria Excellent(4 points)

Good(3 points)

Satisfactory(2 points)

Needs Improvement

(1 point)

Main Idea

Student communicates and expresses a strong main

idea with a high degree of effectiveness. The main idea is very clear

and correctly placed.

Student communicates and expresses adequate main

idea with a considerable

degree of effectiveness. The main idea

is clear.

Student communicates and expresses adequate main idea with some

degree of effectiveness.

The main idea is quite clear.

Student communicates and expresses adequate main

idea with limited degree

of effectiveness. The main idea is

not clear and incorrectly

placed.Organization The Paragraph The Paragraph The Paragraph





The Paragraph is very

organize, there is a smooth

transition from one idea to

another; the punctuation

mark is properly

placed. The spelling is

correct.

is organize, there is an

almost smooth transition from

one idea to another; the punctuation

mark is placed. The spelling is

correct.

is fairly organize, there

is vaguely smooth

transition from one idea to

another; the punctuation

mark is almost properly placed. The spelling is quite correct.

is not organize, there is no

transition of idea at all; the punctuation mark is not

properly placed. The spelling is

incorrect.

Grammar

Grammars are exemplary. There is no error in the subject-verb agreement.

Grammars are superior.

There is a little bit of error in the subject-

verb agreement.

Grammars are acceptable. There is a

partial error in the subject-verb

agreement.

. Grammars are unsatisfactory. There is a large

error in the subject-verb agreement.

Neatness

The output is presentable,

handwritten is pleasing, clear and readable.

The output is quite

presentable, handwritten is quite pleasing,

almost clear and readable.

The output is sometimes

presentable, handwritten is

vaguely pleasing,

vaguely clear and readable sometimes.

The output is not presentable, handwritten is not pleasing,

unclear and not readable.





D


Students were busy answering their

quiz/test.

The written

quiz of the students.