In this Episode, I must be able to examine
different types of scoring rubrics used by my
Resource Teachers and relate them to
assessment of student learning
1. Review “Scoring Rubrics” in Assessment of Learning
2, 2007, by Santos, R.pp.34-74
2. Interview at least 2 Resource Teachers on their use
of scoring rubrics in assessing learning
4. If there are no scoring rubrics available, I will research on
samples of scoring rubrics, for student papers, cooperative
learning activities, group projects, performances, and the
3. Request my Resource Teachers for a copy (for to
photocopy) of the scoring rubrics that the school uses for
group projects, students papers, cooperative learning
6. I will reflect on all information gathered
5. I will analyze information gathered from my interview and
I will ask thefollowing questions:
1.Wheredo you usethescoring rubrics?(student’soutputsor
2.What help havescoring rubricsgiven you?When therewere
no scoring rubricsyet, what did you use?
3. What difficultieshaveyou met in theuseof scoring
4. Do you makeuseof holistic and analytic rubrics?How do
5. Which iseasier to use- analytic or holistic?
6. Wereyou involved in themaking of thescoring rubrics?
How do you makeone?Which iseasier to construct-
analytic or holistic?
I will research thefollowing:
o Typesof rubrics
o When to userubrics
o How to construct rubrics
o Advantagesand disadvantagesof scoring rubrics
1.What benefitshavescoring rubricsbrought to theteaching –
2.How arescoring rubricsrelated to portfolio assessment?
3.To get themost from scoring rubrics, what should beobservablein
themaking and theuseof scoring rubrics?
Reflect on this: Scoring Rubrics: Boon or
Comeup with onescoring rubric for a
student product (e.g. paragraph or themewritten) and
another for astudent activity such asacooperative