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RubricsLearning increases, even in its serendipitous aspects,
when learners have a sense of what they are setting out to learn, a
statement of explicit standards they must meet, and a way of seeing
what they have learned. Loacker, Cromwell, & OBrien in Huba and
Freed, p. 151.
Presented by Engr. Benjamin M. Moronia Jr.School
PrincipalMarymount Professional Colleges
.
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Understanding RubricsHow useful has this tool been to your
teaching? To student Learning?
Assessment of a project: Book Report
Organization 50%Grammar 25%Analytical Thinking25%
TOTAL100%
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Understanding RubricsHow useful has this tool been to your
teaching? To student Learning?
Assessment of organization
10 9 8 7 6 5 4 3 2 1 Superior Expert Satisfactory Poor
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Understanding RubricsHow useful has this tool been to your
teaching? To Student learning?Assessment of Organization4- Ideas
are internally consistent; presentation is very clear3- One or two
ideas appear inconsistent / irrelevant to the discussion;
presentation has a few gaps2- Major ideas do not hang together;
many gaps in the presentation1- Ideas are totally inconsistent; no
clear linkage
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Understanding RubricsWhat is a Rubric?
A rubric is a coherent set for students work that includes
descriptions of levels of performance quality on the criteria.
Brookhart, S. (2013). How to Create and Use Rubrics, p.4.
VA:ASCD.
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Understanding RubricsRubrics as a Scoring Guide
A Students score or rating is based on the different
descriptions of his/her outputs.A good rubricDescribes the desired
qualities or characteristics of student performance or
productExplicitly distinguishes one performance level from another
(ideally 3-6 performance levels)
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Understanding RubricsTypes of Assessments Requiring Rubrics as
Scoring Guides
Performance assessment Extended written responseExtended oral
response
Brookhart, S. (2013). How to Create and Use Rubrics, p.4.
VA:ASCD.
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Understanding RubricsElements of a Rubric
Evaluative criteriaQuality definitions of a standard or level of
performance)Scoring strategy
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Understanding RubricsTypes of Rubric
Generic- used to judge quality across similar tasksRubric based
on informationRubric based on process or skill
Specific- based on a particular topic or a single task
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Understanding RubricsGeneric? Or Task Specific
Brookhart, S. M. and Nikko A.J. (2008) . Assessment and Grading
in Classrooms. NJ: Pearson Education
Types of
RubricDefinitionAdvantagesDisadvantageGenericDescription of work
gives characteristics that apply to a whole family of tasks (e.g.,
writing, problem solving. Can share with students, explicitly
linking assessment and instruction. Reuse same rubrics with several
tasks or assignments Supports learning by helping students see good
work as bigger than one task.Supports student self evaluation
Students can help construction general rubrics. Lower reliability
at first than with task-specific rubrics Requires practice to apply
well!
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Understanding RubricsGeneric? Or Task Specific
Brookhart, S. M. and Nikko A.J. (2008) . Assessment and Grading
in Classrooms. NJ: Pearson Education
Types of
RubricDefinitionAdvantagesDisadvantageTask-SpecificDescription of
work refers to the specific content of a particular task (e.g.,
gives an answer, specifies a conclusion) Teachers sometimes say
using these makes scoring easier Requires less time to achieve
integrated reliability Cannot share with students (would give away
answers) Need to write new rubrics for each task For open-ended
tasks, good answers not listed in rubrics may be evaluated
poorly.
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Understanding RubricsWays to Use Rubrics
Help students understand what is wanted on an assignment Help
students understand what they did well and what to do differently
next time.Enable students to self-assessHelp teachers plan
instructionHelp teachers grade consistentlyHelp teachers have sound
justifications for gradesHelp teachers and students communicate
with parents
Arter, J. and Chappius, J. (2006). Creating and Recognizing
Quality Rubrics. OR:ETS
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Understanding RubricsGuidelinesDont use rubrics at all if you
want to assess independent pieces of knowledge. Assess these with
multiple-choice, true-false, matching, or short-answer items.Use a
general conceptual understanding rubric when you want to see how
well students understand a body of information, but selection of
information might vary among students.Arter, J. and Chappius, J.
(2006). Creating and Recognizing Quality Rubrics. OR:ETS
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Understanding RubricsGuidelinesUse general rubrics for
reasoning, performance skill, and product learning targets, such as
making inferences, playing a musical instrument, planning an
experiment, writing a piece of music, writing a research report, or
writing a lab report.
Arter, J. and Chappius, J. (2006). Creating and Recognizing
Quality Rubrics. OR:ETS
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Understanding RubricsCommon Misconceptions About Rubrics
Confusing learning outcomes with tasksConfusing rubrics with
requirements or quantitiesConfusing rubrics with evaluative rating
scalesBrookhart, S. (2013) How to Create and Use Rubrics. VA:
ASCD
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CONSTRUCTING QUALITY RUBRICS
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BEGIN WITH QUALITY PERFORMANCE TASKS
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Quality Performance Tasks
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A performance task is usually provided to let students know what
they are supposed to do to demonstrate achievement. It can take one
of several forms, depending on the learning target it is intended
to assess-a physical demonstration of skill, a verbal presentation
or dialogue, of the creation of a product.Arter, J. and Chappius,
J. (2006). Creating and Recognizing Quality Rubrics. OR:ETS
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What can happen when the performance task is poorly done?Student
work doesnt provide evidence of the intended achievement, even if
the work is of high quality.Students dont know what they are to do
and as a result, either dont produce what you expect or dont
produce the level of quality they could have been clear on what is
expected.Arter, J. and Chappius, J. (2006). Creating and
Recognizing Quality Rubrics. OR:ETS
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You spend a great deal of time explaining over and over what you
want while they are working on the task.The task takes much longer
to complete than expected.The resources necessary for completion
turn out to be hard to acquire for some or all students.Arter, J.
and Chappius, J. (2006). Creating and Recognizing Quality Rubrics.
OR:ETS
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Students find it necessary to get outside help doing the work
and/or more of the work than intended has been done by well-meaning
parents or other helpers.Judging the work turns out to be a
nightmare because of all of the achievement targets the task was
intended to assess.Arter, J. and Chappius, J. (2006). Creating and
Recognizing Quality Rubrics. OR:ETS
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Planning for Task Quality
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Quality Performance TasksElicit the right performance so that
you can truly assess what you want to assess.Provide enough
evidence to support the uses you intend to make of the
information.Avoid the various source of task bias that can
compromise the accuracy of results.Arter, J. and Chappius, J.
(2006). Creating and Recognizing Quality Rubrics. OR:ETS
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Steps in Constructing Performance Tasks1. Determine the purpose
of assessmentGuide Questions:a. How do I want to use the evidence
generated by the task?b. Who else will use that evidence?c. How
will they use it?2. Identify the learning targets to be assessed.To
identify the learning target or targets you want to assess, write a
statement of the intended learning that includes a verb. Then,
determine the kind of learning target it is: knowledge,
process/skill, understanding of product/ performance.
Arter, J. and Chappius, J. (2006). Creating and Recognizing
Quality Rubrics. OR:ETS
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Steps in Constructing Performance Tasks3. Develop or select the
task appropriate to the learning target to be assessed. Use the
rubric for tasks as a guideline for developing or selecting the
task.4. Critique. Use the rubric for tasks to check for adherence
to standards of quality.5. Administer and revise. Give the task,
note any problems, and revise as needed for future use.Arter, J.
and Chappius, J. (2006). Creating and Recognizing Quality Rubrics.
OR:ETS
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Criteria for Good TasksContent of the Task: What information do
students need?Requirements of task relate directly to learning
target(s).Task specifies knowledge to use, performance or product
to create, materials to use, timeline.Performance skill tasks
specify conditions.Task specifies help allowed.Task includes
description of criteria.Task provides guidance without over
scaffolding.
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Criteria for Good TasksSampling: Is there enough evidence?Number
of tasks or performances is sufficient for purpose and target.
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Criteria for Good TasksDistortion Due to Bias: What can
interfere with accuracy?Instructions are clear.Task is narrow
enough to be completed in time allotted.If choice is offered,
options are equivalent .Necessary resources are available to
all.Success does not depend on unrelated skills.Success does not
depend on cultural experience or language.UnderstandableAligned
with standardsIllustrated with samples of students can understand
Easy to use
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Criteria for Good TasksWorded in a positive mannerMatch the
assignment/ taskDefine various levels of performanceInclude the
same features across various levels of performance
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Evaluating RubricsCoverage/ Organization: What counts in a
students work?Covers the Right Content. Does the rubric cover
everything of importance? Does it leave out unimportant things?Does
the content of the rubric represent the best thinking in the field
about what it means to perform well on the skill or product under
consideration?Does the content of the rubric align directly with
the content standards or learning targets it is intended to
assess?Does the content have the ring of truth does your experience
as a teacher confirm that the content is truly what you do look for
when you evaluate the quality of student work or performance?
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B. Criteria Are Well Organized. Is the rubric divided into
easily understandable chunks (criteria), as needed?Is the number of
criteria appropriate for the complexity of the learning target?Are
the descriptors for each criterion organized well?Does the relative
emphasis among criteria represent their relative importance?Is the
contribution of each criterion clear with minimal overlap among
them?
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C. Number of levels fits target and uses.Is the number of levels
appropriate for the intended learning target and use? Can users
distinguish among the levels?
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2. Clarity: Does everyone understand what is meant?A. Levels
Defined wellIs each level of the rubric clearly defined?Do
definitions rely on descriptive words and phrases rather than on
(1) nonspecific words such as excellent and thorough, or (2)
counting the number or frequency of something? Pluses: examples of
student work at each level for all criteria, and student- friendly
versions.Would two independent raters, with training, give the same
rating to the same product or performance?Is wording descriptive,
not evaluative?
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B. Levels ParallelAre the levels of the rubric parallel in
content?If a feature is mentioned at one level, is it also
mentioned at all the other levels?
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Guidelines in Setting Criteria
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Guidelines in Setting CriteriaFocus the criteria on the
important aspects of the skill or process.To choose the criteria,
start with the intended learning outcome as stated in the standard
that will be assessed. Ask the question:What characteristics of the
student work would give evidence for student learning of the
knowledge or skills specified in this standard or instructional
goals?
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Desired Characteristics of Criteria for Classroom Rubrics
CharacteristicsExplanationAppropriateEach criterion represents
an aspect of a standard , curricular goal or objective that
students are intended to learn.Definable Each criterion has a
clear, agreed-upon meaning that both students and teachers
understand.Observable Each criterion describes a quality Distinct
from one anotherEach criterion identifies a separate aspect of the
learning outcomes the performance is intended to assess.CompleteAll
the criteria together describe the whole of the learning outcomes
the performance is intended to assess.Able to support descriptions
along a continuum of qualityEach criterion can be described over a
range of performance levels.
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How to Write Performance Level Descriptions
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Main ConsiderationsThe most important aspect of the levels is
that performance be described , with the language that depicts what
one would observe with the work rather than the quality conclusions
one would draw.A second aspects of levels of performance that needs
to be decided is how many levels there should be. (Use as many
levels as you can describe in terms of meaningful differences in
performance quality. Or choose a number of levels that will
coordinate with your requirements for grading.)
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LEVEL ALEVEL PLEVEL APLEVEL DLEVEL BPerformance Levels
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Once the number of levels has been decided, what is needed next
is a description of performance quality for each level of each
criterion.Ask this question:Question: What does student work look
like at each level of quality, from high to low, on this
criterion?
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Desired Characteristics of Descriptions of Levels of Performance
for Classroom Rubrics
Characteristics of the descriptions of levels of performance
areExplanationDescriptivePerformance is described in terms of what
is observed in the work.Clear Both students and teachers understand
what the descriptions mean.Cover the whole range of
performancePerformance is described from one extreme of the
continuum of quality to another for each criterion.Distinguish
among levelsPerformance descriptions are different enough from
level to level that work can be categorized unambiguously. It
should be possible to match examples of work to performance
descriptions at each level.Center the target performance
(acceptable, mastery, passing) at the appropriate level.The
description of performance at the level expected by the standard,
curriculum goal, or lesson objective is placed at the intended
level on the rubric.Feature parallel descriptions from level to
levelPerformance descriptions at each level of the continuum for a
given standard describe different quality levels for the same
aspects of the work.
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Constructing the RubricWhen the Criteria are Unclear When the
Criteria are Clear
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Developing a General Rubric when the Criteria are Unclear
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KNOWLEDGESKILLSUNDERSTANDINGTRANSFER (PRODUCT/ PERFORMANCE)
Stage 1: Desired Results/ Outcomes
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STAGE 1Desired Results/ OutcomesDefines what students should be
able to understand at the end of the program, course, or unit of
study, and how they can transfer or use their understanding in real
world contexts.
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In the K to 12 BEP, the learning outcomes are articulated in the
standards. The 21st Century Skills and habits of mind constitute
the overall goal.
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Education for All Goal:21st Century SkillsCore Learning Area
StandardsKey Stage StandardsGrade Level StandardsContent
Standards(per quarter)Performance Standards(per quarter)Know, Do
and UnderstandKnow, Do and Understand
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Learning StandardsThey express what students should know, be
able to do and understand to demonstrate their learning. They set
clear performance expectations for students, helping them
understand what they need to do to meet the expectations.They guide
teachers in designing instruction and assessment around what it is
important to learn.
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Learning standards may be classified into:Content Standards,
which specify the essential knowledge (includes the most important
and enduring ideas, issues, principles and concepts from the
disciplines), skills and habits of mind that should be taught and
learned. They answer the question, What should students know, be
able to do and understand?Performance standards , which express the
degree or quality of proficiency that students are expected to
demonstrate in relation to the content standards. Proficiency is
defined in terms of how independently students can transfer their
learning or understanding to real world contexts.Performance
standards answer the question, How are students expected to use
their learning in real life situations?
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Example??? Naipamalas ang pag-unawa at pagpapahalaga sa sariling
pamilya at mga kasapi nito at ang bahaging ginagampanan ng bawat
isa. Buong pagmamalaking nakapagsasaad ng kwento ng sariling
pamilya at bahaging ginagampanan ng bawat kasapi nito.CSPS
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Example??? Naipamalas ang pag-unawa at pagpapahalaga sa sariling
pamilya at mga kasapi nito at ang bahaging ginagampanan ng bawat
isa. Nakagaganap ng nararapat na papel bilang kasapi ng
pamilya.CSPS
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Review GuideDoes the Content Standard clearly define what
students should know, be able to do, and understand?Does the
Performance Standard clearly define how students should use their
understanding in contexts beyond the classroom?
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Essential / Enduring Understandings (EU)These are the big and
enduring ideas at the heart of the discipline.Students who really
understand canDraw useful inferences, make connections among facts,
and explain their conclusions in their own words.Apply their
learning; that is, transfer it to new situations with appropriate
flexibility and fluency.
Wiggins, G. and McTighe, J. (2011). The Understanding by Design
Guide
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Drawing the EU from the Cs
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Framing UnderstandingsUnderstandings are full-sentence
statements reflecting conclusions about the content via big ideas-
the particulars of what you want students to understand about the
idea. For example: I want my students to understand that a written
constitution and encoded rule of law are essential to safeguard the
peoples rights in a democracy.
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Framing Understandings TIP: When you get stuck trying to think
of how to turn your content standards into understandings, try
these two points:Those are the facts they must learn, but what do
the facts mean?If the content of the unit is the story, then what
is the moral of the story (in the case, of the unit)?
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Exercise 1: Formulate the EU Naipamalas ang pag-unawa sa mga
kasapi ng pamilya at ang papel na ginagampanan ng bawat kasapi
nito. Nakagaganap ng nararapat na papel bilang kasapi ng
pamilya.CSPS
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Essential UnderstandingsAre they the big and enduring ideas
drawn from the disciplines?Do they reflect the major problems,
issues and themes that are deemed most important for students to
learn?
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Breaking Apart the Content Standards
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Drawing Out the Transfer Skills and Providing Evidence of
TransferRefer to the Performance Standard.Extract from the standard
how learners are expected to use their understanding in real-world
contexts. Products and performances that the learners are expected
to produce shall provide evidence of transfer.
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Breaking Up the Standards
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ProcedurePredetermine the standard statement or statements
involved in the design process.Break apart the standard
statement(s) to determine explicit learning.List the standard
statements or standard statements implicit learning
expectations.
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Determining Explicit Content and Skills
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Identifying ContentContent is what students should
KNOW.Noun-basedDraw a circle around text.
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Exercise 1KNO WLEDGENaipamalas ang pag-unawa at pagpapahalaga sa
sariling pamilya at mga kasapi nito at bahaging ginagampanan ng
bawat isa.CS
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Demonstrate understanding requires evidence that indeed one has
understood.What skill sets will provide evidence of understanding?
Refer to the competencies to find out if they provide enough
evidence. Next, identify the skills in the competency
statements.
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Identifying SkillsSkills are what students must DO with what
they know.Include 3 parts: measurable verb, target, and
descriptor.Draw a box around text
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The TARGET is the manner or mode by which student assessment(s)
will be conducted in relation to the measurable verb.
Draw a line under text to indicate the target
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Descriptors add critical clarity and enhance the learning
expectation relationship between a skill or skill set and the
aligned content learning.
Draw a line under text to indicate the descriptor
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Exercise 1SKILLSNaipamalas ang pag-unawa at pagpapahalaga sa
sariling pamilya at mga kasapi nito at bahaging ginagampanan ng
bawat isa.CS
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Determining Implicit Content and Skills
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Teachers must come to an agreement on what the UNSPOKEN learning
expectations are and contemplate how these unspoken expectations
will be incorporated in a curriculum map.Refer to the competencies
if they satisfy the unspoken expectations. If there are gaps,
formulate additional competencies that will bridge the
gap(s).Follow the same procedure in marking the implicit content
and skills.
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Bottom-Up ApproachA bottom-up approach is inductive. It starts
with samples of student work and uses them to create a framework
for assessment. Use the bottom-up approach when you are still
defining the descriptions of content and performance or when you
want to involve students in creating the means of their own
assessment.
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Steps:Choose a learning target worth the time.Search out
existing relevant scoring guides.Gather samples of student
work.Sort student work.Group like indicators together.Identify
student work that illustrates each level on each criterion.Start
with the extremes. Identify what you consider tobe classic examples
of strong and weak performances or products- ones the match a good
number of the descriptors in the highest and lowest categories.
Choose samples that everyone can agree on.
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Find examples for the middle if you are using an odd number of
levels. The middle is a balance of strengths and weaknesses- the
sample displays some of the good characteristics, but also some of
the problems.Find several different examples that illustrate each
level. Find examples across assignments. You dont want your rubric
to communicate that there is only a single way to create a strong
oral presentation, essay, or experiment. Your rubric needs to
represent the range so that (1) not all student work will look
alike, and (2) students can begin to generalize- to apply what they
learned from one assignment to the next similar assignment.Keep
your eye out for particular examples of the errors your students
commonly make.The process of finding examples of products or
performances usually also results in tweaking the descriptors and
criteria of the draft rubric.
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7. Test the rubric and revise it as needed.8. Repeat the cycle
of scoring and revising.
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Top-Down ApproachThe top-down approach is used when the
curriculum or standards have clearly defined the intended content
and performance.A top-down approach is deductive. It starts with a
conceptual framework that describes the content and performance
that will be assessed.
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Guide to the Design of the Rubric1. Create (or adapt from an
existing source) a conceptual framework for achievement. This
should include a description of the intended achievement and an
outline of the qualities that you intended to demonstrate (the
achievement dimensions or criteria).The outline should describe the
continuum of performance of each criterion.2. Write general scoring
rubrics using these dimensions and performance levels. To do this,
organize the criteria either analytically (one scale for each
criterion) or holistically (one scale considering all criteria
simultaneously) and write descriptions for performance at each
level.The general rubrics can and should be shared with students.3.
For teacher scoring, you may adapt the general scoring rubrics for
the specific learning goal for the performance you will be
scoring.4. In either case (whether the rubrics remain general or
are adapted to more specific learning goals), use the rubrics to
assess several students performances, and adapt them as needed for
final use.
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Steps in Writing the Rubric when the Structure of the Criteria
is Clear
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Break apart the standard (expectation).Identify the critical
elements or characteristics (the LOOK FORs) that form the core of
the standard (expectation).Define or describe what the standard
(expectation) requires of the student in relation to what the
student in relation to what the student should do, understand, and
produce or perform as evidence of learning. These are the outcomes
that can be assessed using rubrics.
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Example:Content Standard: Naipamalas ang pag-unawa at
pagpapahalaga sa sariling pamilya at mga kasapi nito at bahaging
ginagampanan ng bawat isa.
OutcomeExpectationProcess/ Skill Naibibigay sa sariling
pananalita ang kahulugan ng pamilya batay sa bumubuo nito.
Nailalarawan sa pamamagitan ng likhang-sining ang bawat kasapi ng
sariling pamilya.Nailalarawan sa ibat-ibang pamamaraan ang
ibat-ibang papel na ginagampanan ng bawat kasapi ng pamilya.
Nasasabi sa sariling pananalita ang kahalagahan ng bawat kasapi ng
pamilya.
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Example:
OutcomeExpectationUnderstanding Naipaliliwanag nang pasulat na
ang bawat kasapi ng pamilya ay may kani-kaniyang bahaging
ginagampanan.Transfer Skill (Product/ Perfoormance) Nakagaganap ng
nararapat na papel bilang kasapi ng pamilya
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2. Choose the outcome (process or skill/ understanding/ transfer
skill as evidenced by a product or performance) for which a rubric
will be prepared.3. Describe what meeting the expectation looks
like for the student.The standard already describes the expectation
for the student. This may be picked up as is (or if not, the
expectation is tweaked accordingly) to form Level 4 (Fully Meets
Expectation) of the Rubric. This is Level P (Proficient) in the
proficiency based assessment system.4. From the level Fully Meets
Expectation, move down to the lower level (Almost Meets
Expectation) and describe what it looks like for the student.Refer
to the Outcomes and Expectations (see chart provided in the
example) as defined in the standard. Describe what it looks like if
any of the expectations in relation to the outcome is diminished in
quality as observed in the students skill/ product/ performance.
Label this Level AP (Approaching Proficiency)
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5. Move further down to the next lower level Partially Meets
Expectation and describe what it looks like if the desires quality
of the outcome or expectation is not fully observed in the skill/
product/ performance. Label this level D (Developing).6. Move next
to the lowest level Does Not Meet Expectation and describe what it
looks like if the quality of the outcome or the expectation is not
at all observed in the skill/ product/ performance. Label this
Level B (Beginning).7. Move up from level P to describe what it
looks like if the student exceeds the expectations of the
standard.
This time, stretch the requirements of the standard beyond just
meeting the expectations. Label this Level A (Advanced).
Note: Starting up or down from the Proficiency level is a matter
of preference when writing the descriptions for each level of
Performance.
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Scoring Strategy
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Scoring StrategyHolistic- the scorer must attend to how well a
students response (or performance) satisfies all the evaluative
criteria in the interest of forming a general, overall evaluation
of the response (or performance) based on all the criteria
considered in concert.Analytic- the scorer makes a
criterion-by-criterion judgment for each of the evaluative
criteria, and then amalgamate those per criterion ratingsinto a
final score.
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Scoring Strategy:Holistic? Or Analytic?
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Type of RubricDefinitionAdvantagesDisadvantagesAnalytic Each
criterion (dimension, trait) is evaluated separately. Gives
diagnostic information to teacher. Gives formative feedback to
students. Easier to link to instruction than holistic rubrics. Good
for formative assessment; adaptable for summative assessment; if
you need an overall score for grading, you can combine the scores.
Takes more time to score than holistic rubrics. Takes more time to
achieve inter-rater reliability than with holistic rubrics.
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Type of RubricDefinitionAdvantagesDisadvantagesHolisticAll
criteria (dimensions, traits) are evaluated simultaneously)Scoring
is faster than with analytic rubrics. Requires less time to achieve
inter-rater reliability. Good for summative assessment.Single
overall score does not communicate information about what to do to
improve. Not good for formative assessment.
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GuidelinesUse task-specific scoring when you ask students for an
extended written or oral response to see how well they understand a
specific body of information and how it works together.Use analytic
rubrics for complex performances or products, especially when you
want to use the rubric to help plan instruction or provide
descriptive feedback to students, or when you plan to use the
rubric instructionally with students (assessment for learning).Use
holistic rubrics for speed scoring to grade (assessment of learning
target is not complex enough to require more thana single
criterion.
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New Perspectives in Using RubricsViewing the students work as a
set of information that will be used to make a judgment on the
students skill or level of understanding.Using interim values in
the rubric, such as 3.5, 2.5, or 1.5 instead of 4, 3, 2, 1 only in
order to increase the accuracy of scoring.
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WS 1: Are These Quality Rubrics?
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Assessment of ResearchGrammar0-20 pts. the sentences are poorly
constructed21-50 pts. the construction of sentences is moderately
improving.51-80 pts. the words in the sentences are used with ease;
wide vocabulary.81-100 pts. utilizes the words taken from the
scholarly method Diction0-20 pts. there is few or poor choice of
words; less vocabulary words21-50 pts. improving in using
appropriate words; more vocabulary words51-80 pts. the words in the
sentences are used wit ease;wide vocabulary 81-100 pts. utilizes
the words taken from the scholarly method
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Assessment of ResearchOrganization and Style0-20 pts.
Incoherent; the sentences are not logically arranged; not well
thought of; and not following any structure or format.21-50 pts.
Coherent; the sentences are arranged logically but lacks the
creativity to express an idea51-80 pts. the sentences are logically
coherent and there is an element of information and
entertainment81-100 pts. the sentences are organized and express
ideas that which elicit response from a reader.Content0-20 pts.
insufficient or no enough research for minimal information 21-50
pts. at least used three library research materials(books, journals
and references)51-80 pts. used at least 5-8 materials including
Internet and media.81-100 pts. complex research methods including
interviews, symposium, and seminars.
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General Rubric for Information- Type Knowledge
Performance LevelPerformance Description4The student has a
complete and detailed understanding of the information important to
the topic.3The student has a complete understanding of the
information important to the topic but not in great detail.2The
student has an incomplete understanding of the topic and/or
misconceptions about most of the information.1The student
understands very little about the topic or has misconceptions about
most of the information.0No judgment can be made about the students
understanding of the topic.
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General Rubric for Processes and Skills-Type Knowledge
Performance LevelPerformance Description4The student can perform
the skill or process important to the topic with no significant
errors and with fluency. In addition, the student understands the
key features of the process.3The student can perform the skill or
process important to the topic without making significant
errors.2The student makes some significant errors when performing
the skill or process important to the topic but still accomplishes
a rough approximation of the skill or process.1The student makes so
many errors in performing the skill or process important to the
topic that he or she cannot actually perform the skill or
process.0No judgment can be made about the students ability to
perform the skill or process.
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WS 2: Filling the Gaps in the RubricsLearning Target:
Naipaliwanag nang pasulat na ang bawat kasapi ng pamilya ay may
kani-kaniyang bahaging ginagampanan.Advanced:
Proficient: Maliwanag ang pangangatwiran: nakapagbibigay ng mga
makatotohanang halimbawa ng bahaging ginagampanan ng bawat kasapi
ng pamilya; maayos ang pagkakasunud-sunod ng mga katwirang
inilahad.
Approaching Proficiency:
Developing:
Beginning:
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WS 3: Constructing the Full RubricGroup/ Dyad/ Individual
WorkChoose a standard in AP.Decide on a learning target which will
be the focus of your rubric.Design and construct the rubric
following the Guidelines for Quality Rubrics.
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WS 4: Constructing the Student Version of the Rubric
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Developing Learner- Friendly Rubrics
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Steps:Find or develop the adult version of the rubric.Identify
the words and phrases in the adult version that you think students
in your context might not understand.Look these words up in the
dictionary or in textbooks. Sometimes the definition of one word
requires looking up other words.Convert the definitions into
wording students can understand. Sometimes you need to convert
words into one or more sentences.Phrase the student-friendly
version in the first person.Try the rubric out with students. Ask
for their feedback. Revise as needed.
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Common Rubric Pitfalls
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When Constructing Rubrics, AVOID. Being clear enough for
teachers to judge quality but not for students to understand.Using
a task-specific scoring guide when a general one is better.Using a
holistic rubric when an analytic one is better.Using counts as an
indicator of quality when quantity is not equivalent to
quality.Including criteria that evaluate adherence to directions of
the task rather than level of mastery of the target.In the interest
of usability, trying to shorten a rubric fora complex target so
that it fits onto a single page.Misreading the real purpose of
rubrics: It is to help studentshow to improve, not simply to get a
good grade.
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Using Tasks and Rubrics to Improve Teaching and Learning
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Learning Progressions as Blueprints for the Formative Assessment
ProcessLearning progression is a sequenced set of sub-skills and
bodies of knowledge (building blocks) a teacher believes students
must master en route to mastering a demanding cognitive skill of
significant curricular aim).Learning progression is a foundation
for sound instruction and effective planning. Its also the backbone
of a sensible, planned approach to formative assessment.
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Creating a Learning Progression Map????QAQAQAQAWhat to KNOWWhat
to DOHow to MAKE MEANINGSHow to
TRANSFERKNOWLEDGESKILLSUNDERSTANDINGPRODUCT/PERFORMANCE
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Learning Progression MapBuilding Blocks to UNDERSTANDING and
TRANSFERSASASASA
KNOWLEDGEWhat to KNOWSKILLSWhat to DOUNDERSTANDINGHow to MAKE
MEANINGSPRODUCT/ PERFORMANCEHow to TRANSFER
QA: Formative Assessments
TEACHQA: Formative Assessments
TEACHQA: Formative Assessments
TEACHQA: Formative Assessments
TEACH
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Nakapagpapahayag sa malikhaing pamamaraan ng pagpapahalaga sa
kinabibilangang komunidad.Nasasabi ang payak na kahulugan ng
komunidad
Nasasabi ang mga halimbawa ng komunidadNaiuugnay nang pasalita
ang tungkulin at gawain ng mga bumubuo ng komunidad sa sarili at
sariling pamilya.Naipapaliwanag sa pamamagitan ng pagsulat ang
kahalagahan ng komunidadPKP/SU
KNOWLEDGEWhat to KNOWSKILLSWhat to DOUNDERSTANDINGHow to MAKE
MEANINGSPRODUCT/ PERFORMANCEHow to TRANSFER
QA: Formative Assessments
TEACHQA: Formative Assessments
TEACHQA: Formative Assessments
TEACHQA: Formative Assessments
TEACH
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Performance Tasks as PracticeSchedule feedback, self-assessment,
and revision on short practice tasks before the assessment of
learning.Break complex task into parts and schedule feedback,
self-assessment, and revision on each part before students put them
together for the assessment of learning.Schedule feedback,
self-assessment, and revision multiple times while students are
developing a complexperformance or product to be used as
assessmentof learning.
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Rubrics as Teaching ToolsUsing performance tasks as assessments
for learning requires that students be familiar with the rubric
that will be used to evaluate the final performance or product.
With a little advance planning, a good rubric can be an effective
and versatile teaching tool; with the right follow-up, it can
enhance learning over the long term.
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Strategies of Assessment for LearningWhere Am I Going?Strategy
1: Provide a clear and understandable vision of the learning
target.Strategy 2: Use examples and models of strong and weak
performances or products.Where Am I Now?Strategy 3: Offer regular
descriptive feedback.Strategy 4: Teach students to self-assess and
set goals.How Can I Choose the Gap?Strategy 5: Design lessons to
focus on one aspect of quality at a time.Strategy 6: Teach students
focused revision.Strategy 7: Engage students in self-reflection and
let them keep Track of and share their learning.
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Summary:Performance assessment can be used to improve student
learning if practice events are scheduled before the graded
event.Rubrics can be used to increase achievement by doing the
following:Help students understand the concept of quality.Provide
meaningful feedback that fosters student improvement.Offers
students language for self-assessments.Point the way toward
productive revision.Help students notice, track, and report on
their own growth.
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Converting Rubric Scores to Guide
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When to Use Grades and RubricsUse grades only to communicate
about learning, never to motivate or punish.Grades are not the best
way to give students feedback on learning. Use rubrics instead to
provide descriptive feedback to students during learning
(assessment for learning).Do not convert rubric scores to grades
until you must provide assessment of learning information.
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Guide to Assigning a Grade to a Single Piece of Work Scored with
a RubricDont Use Percentages; Use a Logic Rule. The Purpose of the
logic rule is to consistently give the same grade to the same range
of work.
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Percentages dont accurately represent level of learning as
measured by a rubric. Instead, look at the descriptions of the
various levels and decide on direct conversions from rubric scores
to grades without first converting to percentages. This is called
using a logic rule because one must determine logically how the
descriptions in a rubric relate to the grades (B, D, AP, P, and A).
Your logic rule will depend on the wording in your own rubric.
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Sample Logic Rules for Converting Rubric Scores to Grades on a
Single Piece of Student Work
Ex. 1:4- Level Analytic RubricEx. 2:5- Level Analytic RubricEx.
3:6- Level Analytic Rubric
GradeAverage Rubric ScoreGradeAverage Rubric ScoreGradeAverage
Rubric ScoreA3.5 4.0A5A6P3.0 3.4P4P5AP2.5 2.9AP3AP3-4D1.5
2.4D2D2B1.0 1.4B1B1
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Sample Scores on a Single- Piece of Student WorkExample 1:
Analytic Rubric with 5 Criteria and 5 LevelsOverall Grade
_____________________Example 1: 5 Criteria and 5 LevelsAverage
rubric score: (4+3+4+3+2)/5=16/5=3.2Convert the average score to a
grade using Ex. 2 in the Conversion Table. 3.2= AP
54321Criteria AScore
Criteria BScoreCriteria CScoreCriteria DScoreCriteria EScore
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Sample Scores on a Single- Piece of Student WorkExample 2:
Analytic Rubric with 5 Criteria and 4 LevelsOverall Grade
_____________________Example 2: 5 Criteria and 4 LevelsAverage
rubric score: (4+3+4+2+3)/5=16/5=3.2Convert the average score to a
grade using Ex. 1 in the Conversion Table. 3.2=P
4321Criteria AScore
Criteria BScoreCriteria CScoreCriteria DScoreCriteria EScore
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Sample Scores on a Single- Piece of Student WorkExample 3:
Holistic Rubric with 6 LevelsOverall Grade:
______________________________
Example 3: Average rubric score: 4Convert the average score to a
grade using Ex. 3 in the conversion table. 4 = AP
654321Score
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Do not convert rubric scores to percentages (number of points
earned divided by number of points possible) to determine a grade.
Average the rubric scores themselves and convert that average to a
grade using a logic rule.
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Developing a logic rule has not been standardized. However,
people who develop them follow these general guidelines:Work with
others!Examine your rubric and samples of student work. Make
judgments about which score averages should convert to which grades
based on your experience as a teacher. (Use the sample conversion
table as departure points for your own experimentation.)Apply your
draft logic rule to a new collection of student work. Adjust the
rule as needed until your grades reflect your professional
judgment.
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How to Weight Rubric ScoresIf you want to give more weight to
some criteria than others, it can be done. For example, you have a
rubric with three and four levels and you want to weight the first
criterion twice as much as the other two. Assume the first
criterion score is 3, the second criterion score is 2, and the
third criterion score is 4.You would multiply the first criterion
score by 2 to give it the desired weight, and then add it to the
others to get a total score:(2x3)+2+4=12. Next, divide the total by
number of scores: 12/4=3.00.Using the logic rule in the conversion
table for the 4-level analytic rubric (Ex. 1), the grade would be a
P. If this seems high or low based on your rubrics and experience,
you need to create a different logic rule.
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Guide to Determining a Final Grade Across Several Pieces of
Work, All Scored Using RubricsDo not factor missing work into the
grade.When the achievement is cumulative over time, base the grade
on the most recent work. (It makes no sense to count beginning work
equally with more advanced work, produced when the student has
become more sophisticated through practice.However, not all
learning targets develop over time. Students sometimes must learn
distinct units of material. This most commonly occurs with
knowledge learning targets. It is acceptable to average the scores
from discrete targets throughout the grading period.
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Guide to Combining Rubric Scores with Percentage Scores to
Determine a Final GradeUse a logic rule for converting rubric
scores to logical percentages.STEP 1: Average the ratings on the
rubric portion of the grade.This presumes that you have already
decided (1) which work represents the most current level of
performance; (2) not to count missing work as zero; and (3) which
assignments or rubric criteria are to be weighted more or less than
others.STEP 2: Convert to a logical percentage.At this point
convert the average rating to a logical percentage, as shown in the
conversion table; we are not ready for a grade yet.
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Conversion Table
Average Rubric ScoreGrade ConversionLogical Percentage
Equivalent5A90 and above4P85-893AP80-842D75-791B74 and below
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Guide to Combining Rubric Scores with Percentage Scores to
Determine a Final GradeStep 3: Decide on the weight for each
portion of the grade and compute the average percentage. The final
grade will be computed by adding together the percentage portion of
the grade (ex., 80%) and the logical percentage of the rubric
portion of the grade (ex. 88%) and dividing by 2:(80+88)/2= 84%
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Now, lets say you decided to weight the percentage portion of
the grade twice as much as the rubric portion. You would first
multiply the first percentage by 2 to give it the desired weight
and then add it to the logical percentage from the rubric
portion:(2x80)+88=248Next, divide the total by the number of
scores:248/3= 82.7%
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Step 4: Convert the average percentage to a grade.When combining
rubric information with percentage information from other
assessments, calculate the average rubric score and convert this to
a percentage based on your logic rule. Combine this logical
percentage equivalent with the other percentage information and use
DepEDs percentage-to-grade conversion table to designate the final
grade.Guide to Combining Rubric Scores with Percentage Scores to
Determine a Final Grade
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