A Semi-Detailed
Lesson Plan In
MSC 6-05
Schedule: TF 1-2:30 PM
“Scoring
Rubrics And
Summary of Chapter II: Process-Oriented
Performance-Based Assessment”
I.
Objectives:
At
the end of the day’s lesson, classmates are expected to:
A.
define a rubric,
B.
distinguish analytic rubric from holistic rubric and
C.
construct own rubric.
II.
Subject Matter:
A. Topic:
Scoring Rubrics and Summary of Chapter II: Process-Oriented Performance-Based
Assessment
B. References
: Advanced Methods in Educational Assessment And Evaluation (Assessment
Learning 2), by ; pp. 23-30
C. Materials:
Power Point Presentation
Hand outs
Sample Rubrics
III.
Procedure:
A. Daily
Routine:
1. Check
the cleanliness and orderliness of the classroom
2. Prayer
3. Check
the attendance
B. Motivation:
“Last First”
C. Lesson
Proper:
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Teacher’s Activity
|
Students’ Activity
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1. What
is a rubric
2. Criterion
referenced grading system
3. What
are the two components of a rubric?
4. What
is criterion?
5. What
is level of performance?
6. What
is a descriptor?
7. Why
do we need to include levels of performance?
8. What
is the other advantage of including levels of performance?
9. What
is an analytic rubric?
10. What
is holistic rubric?
11. When
to choose an analytic rubric?
12. When
to choose a holistic rubric?
13. Is
there an alternative way to captures student ability on certain tasks?
14. Is
there certain numbers of levels of performance should include in the rubric?
15. What
are the factors on numbers of levels of performance in analytic rubric?
16. What
are the advantages of fewer levels of performance
Summary
of Chapter II
17. What
is process-oriented performance-based assessment?
18. What
is learning competencies?
19. What
is task designing?
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A rubric is a
scoring scale to assess student performance along a task-specific set of
criteria
Criterion
referenced grading system are based on a fixed criterion measure
The two
components of a rubric are criteria and levels of performance
Criteria is a
statement of performance
Level of
performance is the degree the students has met the criterion.
Descriptors
spell out what is expected of students at each level of performance for each
criterion. It tells students more precisely what performance looks like at
each level and how their work may distinguish from the work of others for
each criterion.
We need to
include it in order for the students know what is expected of them and
teachers know what to look for in student performance.
Aside from
better communicating teacher expectations, it also permits the teacher to
more consistent and objectively distinguishes between good and bad
performance. It allows the teacher to
provide more detailed feedback to students.
An analytic
rubric articulates level of performance for each criterion so the teacher can
assess student performance on each criterion.
Holistic
rubric does not list separate levels of performance for each criterion.
Instead, it assigns a level of performance by assessing performance across
multiple criteria as a whole.
Analytic
rubric are more common when teachers want to assess each criterion
separately, particularly for assignments that involve a larger number of
criteria.
Holistic
rubric tend to be used when a quick or gross judgment need to be made. If the
students are a minor one to quickly review student works.
Alternatively,
if two criteria are nearly inseparable, the combination of the two (analytic
and holistic) can be treated as a single criterion in an analytic rubric.
There is no specific
number of levels a rubric should not possess.
Factors are:
it will depend on the nature of the task assigned, criteria being evaluated,
the students involved and teacher’s purpose and preferences.
Advantages of
fewer levels of performance are: easier and quicker to administer, easier to
explain to students (and others) and easier to expand than larger rubrics are
so shrink.
Process-oriented
performance-based assessment is concerned with the actual task performance
rather than the output or product of the activity.
Learning
competencies are defined as groups or clusters of skills and abilities for
needed for a particular task. Objective starts with a general statement and
then break down into easily observable behaviours; from simple to more
complex competencies.
Task designing
must ensure that the particular learning process to be observed contributes
to the overall understanding of the subject or course Standards are: would
highlight the competencies, entail more or less the same set of competencies
and would be interesting and enjoyable for the students.
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D. Exercises:
Instruction: Identify the answers to the given
questions.
1. It
is a scoring scale to assess student performance along a task-specific set of
criteria.
2. A
grading system that based on a fixed criterion measure.
3. It
spells out what is expected of students at each level of performance for each
criterion.
4. What
are the two components of a rubric?
5. What
are the two types of rubric?
E. Generalization:
Rubric is a scoring
scale to assess student performance along a task-specific set of criteria that
is, a student’s aptitude on a task is determined by matching the student’s
performance against a set of criteria to determine the degree to which the
student’s performance meets the criteria for the task. The two components of
rubric are criteria and level of performance. Descriptors tell students more
precisely what performance looks to be more consistent and objective. The two
types of rubrics are analytic rubric which assess how well the student performs
on each criterion and holistic rubric which get a more global picture of
performance on the entire tasks. There is no specific number of levels a rubric
should not possess. It is important to assess not only the competencies but
also the process which the students underwent in order to arrive at these
products or outputs.
F. Evaluation:
Construct
your own rubric in making portfolio.
IV.
Homework:
Bring
a copy of analytic rubric and holistic rubric.
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