Bulacan State University

Hagonoy Campus
Iba-Carillo, Hagonoy, Bulacan

CHAPTER VI:
SCORING RUBRICS

Martin, John Carlo C.

Nicdao, Jessica Marie DJ.
BSED Mathematics 3A

Perlita Cruz Ph. D

Instructor
 SCORING RUBRIC

What are Rubrics?

Rubrics are scoring standard composed of model answers that used to
score a performance task. They are samples of acceptable responses against
which the rater compares a student’s performance (Borich and Kubiszyn, 2000).
It serves as guidelines used to ensure that our judgments of open ended
responses are accurate, consistent and fair (Chatterji, 2003).
Rubrics are also scoring criteria which become the bases for evaluating
student performances (Mcmillan, 1997).

Types of Rubrics
1. Analytic rubrics are scoring system where the response is broken down
into relevant parts, and each part is assessed separately and assigned a
separate score.
2. Holistic rubrics are used where the response is judged more or less as a
whole by the scorer, resulting in an overall rating of its quality. It is also
called as “global scoring” because of its focus on the whole response
rather than its parts.
3. Combination of Analytic and Holistic rubrics is usually used with the types
of performance assessment that require the observation of skills or
processes and at the same time the judgment of the resulting product.

These three types of rubrics have each certain strengths and limitations.
However, we can choose a scoring system that is best suited for the type of
accomplishment we want to measure. And then, decisions would be more
useful as prompted by the assessment purposes and the task we have
developed.

Deciding on the Type of Scale

There are two types of scale that we can use because each depends on
the task and degree of variability that can be reasonably expected in the
responses. We can choose from either a checklist or a rating scale to score the
responses or the work of our students.

A. Rating Scale
A set of ordered categories denoting different degrees of quality is called
a “rating scale”. It is used in noting finer distinction than just the presence or
absence of behavior. It will serve several important assessment functions such
as:
1. It will direct observation toward specific aspect of behavior.
2. it will provide a common frame of reference for rating the performance of all
students on the same set of characteristics.
3. It will provide a convenient method for recording the observer’s judgment.

Types of Rating Scale

1. Numerical Rating Scale. One of simplest types of rating scale. The rater
checks or circles a number to indicate the degree in which a
characteristic is present. Typically, each of a series of numbers is given a
verbal description that remains constant from one characteristic to other.
In some cases, it is merely indicated that the largest number is high, the
other one is low, and the other number represent intermediate values.

Numerical Rating Scale for Problem-Solving Task

Directions: Indicate the degree in which students contribute to a group

problem-solving task by circling the appropriate number. The numbers
represent the following values.

4 - Consistently appropriate and effective.

3 - Generally appropriate and effective.
2 - Needs improvement, may wonder from topic.
1 - Unsatisfactory (disruptive or off topic).

1. To what extent does the student participate in group discussions?

1 2 3 4

2. To what extent are the comments related to the topic under discussion?

1 2 3 4

2. Graphic Rating Scale. The distinguishing feature of the graphic rating

scale is that each characteristic is followed by a horizontal line. The rating
is made by placing a check on the line. A set of categories identifies
specific positions along the line, but the rater is free to check between
these points.
 Graphic Rating Scale for Problem-Solving Task

Directions: Indicate the degree to which student contributes to a group

problem-solving task by placing an X anywhere along the horizontal line under
each item.

1. To what extent does the student participate in group discussion?

Never Seldom Occasionally Frequently Always

2. To what extent are the comments related to the topic under discussion?

Never Seldom Occasionally Frequently Always

3. Descriptive Graphic Rating Scale. The descriptive graphic rating scale

uses descriptive phrase to identify the points on a graphic scale. A space
for comments is also frequent provided to enable the rater to clarify the
rating.
Descriptive Graphic Rating Scale for Problem-Solving Task

Directions: Make your ratings on each of the following characteristic by

placing an X anywhere along the horizontal line under each item. In the space
for comments, include anything that helps clarify your rating.

1. To what extent does the student participate in group discussion?

Never Participates, Participates as Participates more

quiet, passive much as other than any other
group member group member
2. To what extent are the comments related to the topic under discussion?

Comments ramble, Comments Usually Comments are always

distract from topic pertinent, occasionally related to topic
wanders from topic

Comment:

_______________________________________________________________________
______________________________________________________________________.
Principles of Effective Rating
1. Characteristics should be educationally significant.
2. Identify the learning outcomes that the task is intended to assess.
3. Characteristic should be directly observable.
4. Characteristics and points on the scale should be clearly defined.
5. Select the rating procedure that is most appropriate foe the task and the
purpose of assessment.
6. Between three and seven rating positions should be provides and rater
should be permitted to mark at intermediate points.
7. Rate performances of all students on one task before going on to the next
one.
8. When possible, rate performance without knowledge of the student’s
name.
9. When results from a performance assessment are likely to have long term
consequences for students, ratings from several observers should be
combined.

B. Checklists
A checklist is similar in appearance and use to the rating scale. The basic
difference between them is in the type of judgment needed. On a rating scale,
one can indicate the degree in which a characteristic is present or the
frequency with which a behavior occurs. It calls for a simple “yes-no judgment”.
The following steps summarize the development of a checklist for
assessing a procedure consisting of a series of sequential steps.
1. Identify each of the specific actions desired in the performance.
2. Add to the list those actions that represent common errors.
3. Arrange the desired actions.
4. Provide a simple procedure for checking each action as it occurs.

Sample Checklist for Evaluating Student’s Mastery

Directions: Circle YES or NO to indicate whether skill has been

demonstrated.

YES NO 1. Identifies numerals 0 to 10

YES NO 2. Counts to 10
YES NO 3. Groups objects into sets of 10
YES NO 4. Identifies basic geometric shapes (circle,
square, rectangle, triangle)
YES NO 5. Identifies coins (10 c, 25 c, P1.00, P5.00, P10.00)
 Sample Checklist for Assessing Skills

Directions: On the space in front for each item place a plus(+) sign if the
performance was satisfactory, place a minus (-) sign if it was unsatisfactory.

_______ 1. Attaches the thermometer strongly on the cardboard as shown.

_______ 2. Fixes thermometer with the bulbs extending over the edges of the
cardboard.
_______ 3. Covers one of the thermometer bulbs properly with muslin cloth.
_______ 4. Holds the cloth in place with rubber bands.
_______ 5. Drops the needed amount of distilled water into the muslin cloth.
_______ 6. Punches a hole accurately at the upper middle part of the cardboard.
_______ 7. Insert the string and ties it well
_______ 8. Cleans the work area.

Sample Checklist that Provides Variation

Directions: On the space in front for each item place a plus(+) sign if the
performance was satisfactory, place a minus (-) sign if it was unsatisfactory.

_______1. The two thermometers are strongly attached on the cardboard as

shown.
_______2. The thermometer is firmly fixed with the bulbs extending over the edges
of the cardboard.
_______3. One of the thermometer bulbs is properly covered with muslin cloth.
_______4. The cloth is held in place with rubber bands.
_______5. There is an appropriate amount of distilled water in the muslin cloth.
_______6. A hole is accurately punched at the upper middle part of the
cardboard.
_______7. There is a string inserted and tied well at the hole.
_______8. Working are is clean.

RUBRICS
It is the detailed descriptions of characteristic of performance
corresponding to each point on the scale known as scoring rubrics. A scoring
rubric makes explicit the criteria use to rate performance.
Steps in Constructing a Rubric

According to Chatterji (2003), the development should start with the

actions taken during planning and would end with the finished assessment task
and rubric, as presented below.

In the specifications:
1. Identify and justify the best assessment methods by which we gather
evidence of proficiency on outcomes/behavior in the domain.
2. Specify whether an analytic or holistic scoring rubric will be used or some
combination of the two.
3. Specify the scoring scheme or point-allocation scale to be used.
4. Identify weights in terms of point values to be allocated o different
components. This step is particularly relevant for analytic rubrics.
Then:
5. Design an exercise to capture the specified outcomes and behaviors in
the domain. Write the instruction and prompts to elicit responses; set the
context/conditions; provide instructions for assessors.
6. Develop a draft of a scoring rubric to score the responses. Use observable
descriptors to define the quality of a response at different levels of
acceptability. Try to operationally define each scale point.
7. Try out the task on a sample of typical respondents. Observe or gather
data on the possible range of responses to the task.
8. List common errors, omissions and in accuracies that you find in typical
responses. Based on an error analysis, revise the descriptors of scale points
on your rubric. Use the actual responses to tighten and clarify observable
indicators at different levels of quality.
9. Attempt scoring actual responses using the revised rubric. Evaluate the
extent to which the rubrics facilitate consistent scoring by different, but
knowledgeable raters.
10. Check back to make sure that rubric matches with outcomes/objectives
originally specified in the domain, as this will ensure content-based validity
of the results.
11. Hold on to some sample answers at each score point to use as “anchor
papers during scoring. This will enhance reliability by controlling scorer
errors.
 The following are examples of scoring rubric for different kinds of
assessment tools.

EXAMPLES:
1. A rubric or scoring guide for a simple performance task in science.

Problem: It was a rainy season and people noticed that the stone buildings and
statues made of limestone were corroding. Furthermore, farmers were
wondering why their plants do not grow well and many were suddenly withered.
Explain the reasons and causes of these dilemma based on the descriptions of
the problem.
Rubric:
Incorrect
Fully Correct Partially Correct
Answer/Criteria Answer/No
Answer (5pts) Answer (3pts)
Answer (0pts)
Mentions that
Mention only that
those where Mention that
it was rainy season
caused by acid those were
as the cause of
rain. Also must caused by acid
Accuracy of the problem.
mention CO2, rain and its results
Answer Blank or crossed
firewood, etc as (without
out, with erased,
the reasons. mentioning the
illegible or study
(May also mention reasons)
marks.
the result)

2. An analytic rubric to score newsletter.

Level 1
Levels Level 3 Level 2
Needs
Exemplary Satisfactory
Improvement
Criteria (30pts) (20pts)
10pts)
At least 25% of the
Alignment of All articles are At least 50 % of
articles are
articles with the related to the the articles relate
related to the
themes theme to theme
theme
Data are Has gross
Has some
accurate and inaccuracies,
inaccurate, has
Content updated, some info
questionable
nonbiased plagiarized, shows
statements.
information bias.
 Parts of newsletter
Parts of newsletter
complete; in Heavy text, no
complete; in
columns; proper white space
columns; font size
Template/lay-out use of white available;
and style are
and designs space and graphics and font
appropriate; text
graphics; size and style
graphics balance
appropriate font inappropriate
not attained
size and style
Cited all Cited some
References No Citation
references references
Only some
Cooperation Output is a result member Output created
Learning of group effort contributed to the by one member
output

Holistic Rubric/Scoring
It is used when the rater is more interested in estimating the overall
quality of the performance and assigning a numerical value to that quality than
assigning points for the addition or omission of a specific aspect of performance.
Holistic scoring is typically used in evaluating extended essays, term papers,
academic proficiency or some artistic performance such as dance or musical
creations.

EXAMPLE:
A Holistic Rubric for Mathematical Knowledge

Shows understanding of the problem’s mathematical concept and

4 principles; uses appropriate terminology and notations; executes
algorithms completely and correctly.
Shows understanding of the problem’s mathematical concept and
principles; uses nearly correct terminology and notations; executes
3
algorithms completely. Computations are generally correct but may
contain minor errors.
Shows understanding of some of the problem’s mathematical concepts
2
and principles; may contain serious computational errors.
Shows very limited understanding of the problem’s mathematical
1 concepts and principles; may misuse or fail to use mathematical terms;
may contain major computational errors.
Combined Scoring System
As suggested, good performance test require learners to demonstrate
their achievements through variety of primary trait, such cooperation, research,
delivery, and others. Several ratings therefore must need to be combined from
checklist, rating scales and holistic impressions to arrive at total assessment
procedures.

EXAMPLE:
A Sample of Holistic or Combined Scoring Rubric

RUBRIC FOR A CURRENT EVENT PROJECT

Checklist (assign 1or 0 points) Total Points (5)

_____ Interview four people
_____ Cited current references
_____ Typed
_____ No spelling Error
_____ Include title and summary page

Rating: Circle numbers which best represent quality of the presentation

Total points (9)

Persuasiveness
1 2 3
Lacks enthusiasm Somewhat unanimated Highly convincing

Delivery
1 2 3
Unclear, mumbled Often failed to look at Clear, forceful
lot audience, somewhat unclear delivery

Sensitivity
1 2 3
Rarely look at or Answered some questions Encourages questions
noticed audience not always aware when stopped and clarified
audience didn’t understand when saw that
audience didn’t
understand

Holistic Rating: Total Points (3)