1. Prepared by: Arcel Marie A. Emeliano Developing Rubrics for Essay Test

2. Rubrics Is an evaluation tool for essay test. It gives Quantitative and Qualitative descriptions. Holistic rubric or Analytic rubric A complete package of scoring. 3. Holistic rubric Make a single judgment about the object or behavior being evaluated and give the overall traits of response. It uses criterion based standards by providing descriptions of the different levels of performance like: Most Acceptable, Very Acceptable, Acceptable, Barely Acceptable and Unacceptable 4. Holistic Rubric for Assessing StudentEssay* Rating Detailed Description of Performance at Each Level Inadequate The essay has at least one serious weakness. It may be unfocused, underdeveloped, or rambling. Problems with the use of language seriously interfere with the readers ability to understand what is being communicated. Developing Competence The essay may be somewhat unfocused, underdeveloped, or rambling, but it does have some coherence. Problems with the use of language occasionally interfere with the readers ability to understand what is being communicated. Acceptable The essay is generally focused and contains some development of ideas, but the discussion may be simplistic or repetitive. The language lacks syntactic complexity and may contain occasional grammatical errors, but the reader is able to understand what is being communicated. Sophisticated The essay is focused and clearly organized, and it shows depth of development. The language is precise and shows syntactic variety, and ideas are clearly communicated to the reader. *Source: Allen (2004), p. 139. 5. Analytic rubric Describe the quality of the response in each criterion. Resulting in multiple judgments about an object or performance. 6. Analytic Rubricto Assess Information Literacy* Below Expectations Meets Expectations Exceeds Expectations Range of relevant materials The paper cites only web sites, has too few primary sources, or frequently cites sources only marginally related to the topic. The paper cites Reasonably relevant Web sites, journals, and books, although too few sources are used or key materials that should have been cited are missing. The paper cites a rich array of relevant web sites, journals, and books, including classic materials related to the topic. Citations The paper fails to cite sources using a consistent, formal, citation style. Most of the citations follow a consistent, formal style, although occasionally citations contain minor errors or provide incomplete information. All citations are complete, accurate, and consistently conform to a formal style. Use of Sources Cited materials are poorly integrated into the paper and connections between sources are not noted. Cited materials generally are integrated into the paper, but some important connections between sources are not explored. Cited materials are well- integrated into the paper and connections between sources are explicitly discussed. Plagiarism The student fails to cite sources when using others ideas or fails to include necessary quotation marks or page numbers for direct quotations. The source of information is generally clear, but occasionally may be ambiguous. Quotations are properly indicated. The source of all ideas is carefully documented and quotations are properly indicated. *Source: Allen (2004), p. 139. 7. WHY DEVELOPED/USE RUBRIC? 8. Because essay responses are constructed by students It helps clarify the expectations you and others have for student performance by providing detailed descriptions of those agreed upon expectations . 9. Steps in Writing Rubrics: Step 1: Set the Scale Step 2: Define the Ratings Step 3: Identify basic descriptions Step 4: Descriptions of what performance will look like at each level 10. Setting Criteria in Developing Rubrics for Essay Tests: 1. The descriptions must focus on the important aspects of an essay response. 2. The type of rating must match the purpose of the assessment. 3. The descriptions of the criteria must be directly observable. 11. 4. Ensure that the criteria are understood by the students, parents, and others. 5. The characteristics and traits used in the scale should be clearly and specifically defined. 12. 6. Minimize errors in scoring. Generosity errors Central tendency error Severity error 7. Make the scoring system feasible. 13. Setting PerformanceLevel: Rating Scale is used Can be Qualitative scale Can be Numerical and Quantitative 14. SAMPLE RUBRIC FOR PERSUASIVE ESSAY TESTS* Criteria Quality Very Good Good Fair Poor Claim was made. I made a claim and explained why it was controversial. I made a claim but did not explain why it was controversial. I made a claim but it was confusing or unclear. I did not make a claim. Reasons were given in support of the claim. I gave clear, accurate reasons in support of the claim. I gave reasons in support of the claim, but overlooked important reasons. I gave one or two reasons which did not support the claim well. I gave irrelevant or confusing reasons. I did not give convincing reasons in support of the claim. Reasons were considered against the claim. I thoroughly discussed the reasons against the claim. I discussed reasons against the claim, but left out important reasons and/or I did not explain why the claim still stands. I acknowledged that there were reasons against the claim but did not explain them. I did not give reasons against the claim. 15. (Sample Rubric for Persuasive Essay Test continued) Criteria Quality Very Good Good Fair Poor Organization My writing was well organized; had a compelling opening; had a strong, informative body; had a satisfying conclusion; and had an appropriate paragraph format. My writing had a clear beginning, middle, and end. I used an appropriate paragraph format. My writing was mostly organized but got off topic at times. It had several paragraph format errors. My writing was aimless and disorganized. Word choice The words I used were striking, natural, varied, vivid. I mostly used routine words. My words were dull and uninspired and they sounded like I was trying too hard to impress. I used the same words over and over. Some words were a bit confusing. 16. Criteria Quality Very Good Good Fair Poor Sentence fluency My sentence were clear, complete and of different lengths. I wrote well constructed but routine sentences. My sentences were often flat or awkward. There were also some run-ons and fragments. I had many run- ons, fragments and awkward phrasing, making my essay hard to read. Conventions I used the first person. I used correct sentence structure, grammar, punctuations and spelling. My spelling was correct on common words. There were some errors in grammar and punctuations. Frequent errors were distracting to the reader but did not interfere with the meaning of my paper. My errors in grammar, capitalization, spelling and punctuations made my paper hard to read. (Sample Rubric for Persuasive Essay Test continued) *Source: Reganit, A. A, Elicay, R. & Laguerta, C. (2010). Assessment of Student Learning 1 (Cognitive Learning). Quezon City: C&E Publishing, Inc. 17. References: Reganit, A. A, Elicay, R. & Laguerta, C. (2010). Assessment of Student Learning 1 (Cognitive Learning). Quezon City: C&E Publishing, Inc. Stevens, Dannelle and Levi, Antonia. (2005). Introduction to Rubrics. Sterling, VA: Stylus Navarro, R. Ph.D. & Santos, R. Ph.D. (2012). Assessment of Learning Outcomes (Assessment 1). 2nd ed. Quezon City: LORIMAR Publishing, Inc. pg. 33.