Fs5 4
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The document summarizes a field study report by a student named Ian Jim A. Bayson about his interview with a cooperating teacher, Ms. Rhivee Mae Halina, regarding her use of scoring rubrics. Some key points from the interview include that the teacher uses scoring rubrics to fairly grade student outputs and activities. She finds them helpful for providing guidance and standards. She uses both holistic and analytic rubrics but finds analytic rubrics easier as they have detailed descriptors. The student also included research about types of rubrics and how to construct them, as well as his analysis and reflections on the benefits of using scoring rubrics.
Fs5 4
- 1. Name of FS Student : Ian Jim A. Bayson Course : BSED- English Year and Section: III Resource Teacher : Ms. Rhivee Mae Halina Signature: ______________ Cooperating School : JH Cerilles State College Date of Visit : January 9, 2015 FS #5- Episode 4 : On Scoring Rubrics My Tools Interview of my Resource Teacher 1. Where do you use the scoring rubrics? (student outputs or products and student activities) The teacher said that she uses the scoring rubrics in giving fairly the students’ grade every time they have an activity or performance and every time they to pass an output or a project. 2. What help have scoring rubrics given you? When there were no scoring rubrics yet, what did you use? The scoring rubrics have given her the feeling of fairness for she is guided every time she gives rating to every performance through the use of rubrics. When there were no scoring rubrics yet, she gives scores directly to students without basis in giving the score. 3. What difficulties have you met in the use of scoring rubrics? She encountered difficulties in the use of scoring rubrics such as having a hard time in constructing a self-made rubric suited to a performance and providing different scoring rubrics for different activities. 4. Do you make use of holistic and analytic rubrics? How do they differ? She makes use of the two rubrics. She uses holistic rubric most often in assessing product-oriented performance and she uses analytic rubric most often in a process- oriented performance. Their difference is that analytic rubric has descriptors which make the scoring easy while holistic rubric doesn’t have descriptors. 5. Which is easier to use analytic or holistic? She said it is easier to use the analytic rubric since it is made up of level of scales and descriptors which make it easier to rate/score performance. With the descriptors, she will be aware on the strength and weaknesses of her students. 6. Were you involved in the making of the scoring rubrics? How do you make one? Which is easier to construct – analytic or holistic rubric? In the making of the scoring rubrics, or course she was involved. In making, she sees to it that the criteria are relevant to what she wants to measure and asses. She said it is easier to construct the holistic rubric for there is no need to spell out the descriptors.
- 2. Research Types of rubrics The two types of rubrics are analytic and holistic rubric. An analytic rubric resembles a grid with the criteria for a student product listed in the leftmost column and with levels of performance listed across the top row often using numbers and/or descriptive tags. The cells within the center of the rubric may be left blank or may contain descriptions of what the specified criteria look like for each level of performance. When scoring with an analytic rubric, each of the criteria is scored individually. A holistic rubric consists of a single scale with all criteria to be included in the evaluation being considered together (e.g., clarity, organization, and mechanics). With a holistic rubric the rater assigns a single score (usually on a 1 to 4 or 1 to 6 point scale) based on an overall judgment of the student work. The rater matches an entire piece of student work to a single description on the scale. When to use rubrics Rubrics are used to fairly grade our students’ performances/outputs since they are made of criteria and standards with corresponding scores. They are used in assessing learning at all levels. How to construct the two types of rubrics In constructing the two types of rubrics, first, define your assignment or project. This is the task you are asking your students to perform. Second, decide on a scale of performance. Third, identify the criteria of the task. Last, describe or spell out the performance of each criterion. Advantages and disadvantages of scoring rubrics Advantages i. Teachers can increase the quality of their direct instruction by providing focus, emphasis and attention to particular details as a model for students. ii. Students have explicit guidelines regarding teacher’s expectations. iii. Students can develop their abilities as a result of self-assessment. Disadvantages i. Teachers may find it laborious in creating and planning the rubric. ii. Students may feel to complete the assignment strictly to the rubric instead of taking the initiative to explore their learning.
- 3. Name of FS Student : Ian Jim A. Bayson Course : BSED- English Year and Section: III Cooperating School : JH Cerilles State College Date of Visit : January 9, 2015 My Analysis Scoring rubrics have brought benefits to the teaching-learning process through providing standard scoring of performance, eliciting self-reflection and peer review and developing the skills of the students accordingly. Teachers are also benefited through rating the performances fairly. Scoring rubric is like portfolio assessment since both are authentic assessment. If scoring rubrics rate/score process/product-oriented performance, portfolio assessment on the other hand, uses scoring rubrics to assess learning of students who perform the portfolio. Meaning, scoring rubrics are guidelines in scoring the portfolio. The things that should be observed are; they should be realistic, in the sense that the criteria and the level of perfection should be achievable; and they should be relevant to the performance/output in order to get the most from scoring rubrics.
- 4. Name of FS Student : Ian Jim A. Bayson Course : BSED- English Year and Section: III Cooperating School : JH Cerilles State College Date of Visit : January 9, 2015 My Reflections For me, scoring rubric is boon. I consider it as boon or blessing because helps a lot on the part of the teacher especially in assessing learning of students with regard to the process and product oriented performance. It is really a blessing since the teacher will no longer rate the performance without valid basis. Teachers will be guided as to their way of rating any performance. On the part of the students, still it’s boon because they will be confident as to how they will be rated. They will be aware on what aspects of their performance need to be given much attention. Rubrics elicit and promote self-assessment for at the end of every performance, they can assess what aspects they are weak or good at. Generally, Scoring Rubrics help foster authentic development and learning of the students.
- 5. Name of FS Student : Ian Jim A. Bayson Course : BSED- English Year and Section: III Cooperating School : JH Cerilles State College Date of Visit : January 9, 2015 My Portfolio Scoring Rubric for Paragraph Writing Criteria 4 3 2 1 Main Idea Topic Sentence Strong main idea/ topic sentence is clear, and is restated in the closing sentence. Adequate main idea/ topic sentence is restated in the closing sentence. Main Idea/ topic sentence is unclear is weakly restated in the closing sentence. Main Idea/ Topic sentence is unclear and is not restated in the closing sentence. Supporting Details Each paragraph has three or more supporting detail sentences that relate to the main idea. Each paragraph has two supporting detail sentences that relate to the main idea. Each paragraph has one supporting detail sentence that relates to the main idea. Each Paragraph has no supporting detail sentences that relate to the main idea. Observes Basic Writing Conventions Contains few, if any punctuation, capitalization, and spelling errors. Contains several errors in punctuation, spelling or grammar that do not interfere with meaning. Contains many errors in punctuation, spelling and/or grammar that interferes with meaning. Contains many errors in punctuation, spelling and/or grammar that make the piece illegible. Neatness Legibly handwritten or typed with no distracting errors. Legibly written, easy to read with 1-2 distracting errors. Several distracting errors that make portions difficult to read. Many distracting errors making it illegible.
- 6. Scoring Rubric for Cooperative Learning Activity Criteria Excellent 4 pts Acceptable 3 pts Minimal 2 pts Unacceptable 1 pts Process All group members participate enthusiastically; group members reflect awareness of others' views and ideas; each group member assigned a well- defined role; group members perform roles effectively All group members participate on some level; group members show some adeptness at interaction; group members’ roles not always clearly defined nor consistently demonstrated. About half of group participates; group members show some ability to interact; group members given roles but roles not consistently performed. One or two group members actively participate; little interaction; no effort made to assign or perform roles Organization Logical format that is easy to follow; smooth transition from one idea to another; organization enhances effectiveness of project Presented in a thoughtful manner; signs of organization and most transitions easy to follow Somewhat organized; ideas not presented logically; transitions not always smooth. Little signs of organization; format difficult to follow; awkward transitions; lack of organization lessens effectiveness of project. Research Conducts thorough research using a wide variety of resources. Gathers information from several different sources. Gathers information from only 1 or 2 sources. Does little or no research. Content All information is accurate Information mostly accurate; a few inconsistencies and inaccuracies Information somewhat accurate; several inconsistencies and factual errors Information completely inaccurate Creativity Original presentation; unique approach that enhances the project Thoughtful presentation Presentation includes a few original ideas Presentation predictable; little creativity used.