UNIT 4: STRATEGIES IN ASSESSING PE AND HEALTH IN THE
ELEMENTARY GRADES
LESSON 1: REVISITING THE ESSENTIALS ON ASSESSMENTS
OBJECTIVES
At the end of the lesson, you will be able to:
a. Differentiate formative from summative assessment.
b. Examine the basic ideas of assessment
Assessment as learning
Assessment of learning
Assessment for learning
c. Clarify the importance of assessment in instructional delivery; and
d. Evaluate the importance of affective assessment in teaching Physical Education and
Health in elementary grades.
Introduction:
“Our students do not learn what we teach. It is this simple and profound reality that means
that assessment is perhaps central process in effective instruction.” - Dylan Williams
(2013)
As gate keepers of quality instruction, it is a must for educations to understand the
importance of assessment. Assessment, as pointed out by Dylan William, is considered the
central process in any form of instruction for it to become effective.
Assessment is an important component of curriculum and instruction for if the curriculum
content was delivered as planned and if its intents were attained or not by the target pupils.
Thus, we considered assessment as being the alpha (beginning) and the omega (end) of all
instructional efforts and initiatives.
THINK: REVISITING THE ESSENTIALS ON ASSESSMENTS
ASSESSMENT: MEANING AND ESSENTIALS
In education, the term assessment refers to a variety of methods or tools that teachers,
instructional planners, and designers use to measure and document the learning progress
and educational challenges of pupils.
Black and William (1998) define assessment broadly to include all activities that teachers
and pupils undertake to get information that can be used diagnostically to alter the teaching
and learning.
As a process, it is defined as gathering both quantitative and qualitative information that
aids in describing the pupils knowledge, skills, and attitude to course content, competency,
and standard.
Formative and Summative Classroom Assessment
It is important to point out that assessment is conducted through classroom-based
assessment, national assessment of the student learning, and system assessment. Large-
scale assessment like: National Achievement Test (NAT), Programme for International
Student Assessment (PISA), Trends in International Mathematics and Science Study
(TIMSS), and Southeast Asia primary Learning Metrics (SEA-PLM).
As stipulated in the Department Order (D.O) No. 8 s. 2015, “classroom assessment is an
ongoing process of identifying, gathering, organizing, and interpreting quantitative and
qualitative information about what pupils know and can do. Classroom assessment is both
a teaching approach and a set of techniques.
As pointed out earlier, classroom-based assessment is composed of formative and
summative assessments administered by teachers in their classroom.
FORMATIVE ASSESSMENT
Boston (2002) defines formative assessment as the “diagnostic use of assessment to
provide feedback to the teachers and pupils over the course of instruction”. It allows
pupils to communicate what they know (Boston, 2002) and where they are right now
(Williams 2013).
The term “formative” should apply not to the assessment but to the function that the
evidence generated by the assessment itself (Williams 2013). It focuses on the learning
function rather than the grading function (Black and Williams, 1998).
D.O 8 s. 2015, a formative assessment may be given at any time during the teaching and
learning process. It involves teachers generating and using evidence about what pupils know
and can do to inform and improve their teaching. The teachers observes and guide the
pupils through genuine interaction and dialogue, thereby gaining a deeper understanding of
the pupils progress, strengths, weaknesses, and needs.
SUMMATIVE ASSESSMENT
SUMMATIVE Assessment, as posted by BOSTON (2002), “generally takes place after a
period of instruction and requires making a judgement about the learning that has
occurred” (e.g. by grading or scoring a test paper). This is given periodically to determine at
a particular point in time what pupils know and do not know.
(Garrison and Ehringhaus, 2010), that summative assessments only with standardized tests
such as state assessment, but they are also used at and are an important part of district and
classroom programs.
The Purpose of Summative Assessment
•As D.O 8 S 2015 clarified that, summative assessments are recorded and graded to
determine whether the pupils have met the content and performance standards.
•In doing so, the teachers are expected to employ methods to measure the pupils learning
that have been deliberately designed to assess how well the pupils learned and are able to
apply their learning in various context. Thus, summative assessment is considered an
assessment of learning.
•Vital in summative assessment tasks are clear directions and success criteria to help frame
the pupils reflective processes as they respond to the tasks and demonstrate their learning.
•The pupils most be involve in making the decisions about the summative assessment tasks
to pursue.
•Results of summative assessment are reported not only to the pupils and to the guardians
but also to the school heads and teachers who will receive the child in the next grade level.
Embedding Formative Assessment in the Instruction
•An effective assessment is seamlessly embedded in the instruction itself. Gone are the days
when we treat assessment as a separate dimension or element of instruction.
•Assessing the current understanding or schema of pupils prior to formal instruction allows
the teachers to strategize on approaches and methods that would aid the pupils to
effectively and efficiently learn a particular topic or lesson.
•During instruction, formative assessment in the form of learning exercises and processing
questions informs the teachers as regards the pupil's progress relative to the acquisition of
knowledge, skills and values.
• In terms of post-instructions, formative assessment informs the teacher whether the
learning objectives or goals were realized and thus indicative of the success of the
instruction provided for the pupils. The information provided by the assessment can be used
as a basis for whether to re-teach, remediate or even enrich the lessons. These dynamics
prove the inseparability of instruction and assessment.
Alignment of Assessment and Standards/Outcomes
•In planning for the assessment methods and strategies, it is a must that instructional
planners and teachers ensure their alignment and consistency to the curriculum standards.
•It is highly advised that teachers inform their pupils of the intentions or the objectives of
the lesson so that they will aim to achieve these learning goals. Inspiring them to attain the
set objectives is considered an instructional strategy that leverages the independence of
pupils in regulating their learning following their own terms.
•General assessment guides and directs instruction; provides necessary information as
regards pupils progress, thereby motivating them to improve their performance; aids
teachers deciding whether the instruction is effective and finally evaluates the curriculum or
program afforded to all pupils.
How to plan for assessment:
As pointed out by Andres, Esmeralda, and Padernal in their book "Teaching Social Studies in
the Elementary Grades" good assessment strategies start with the pupils in mind. Good
teachers will keep in mind the list of questions below when planning for assessment.
Moreover, teachers must always carry with them the principle that assessment must be
aligned with the curriculum requires.
1. What to be assessed?
- Assessment must be articulate clearly the elements of what is expected among the pupils
regardless of its knowledge, skills, and or values.
2. What is the purpose of the assessment?
- Assessment strategies depends on their purpose. Consequently, it is a must that teacher
are certainly clear on the rationale of a given assessment.
3. What assessment tools will best provide the information we need?
- Assessment instrument will always be dependent on what is to be assessed. The teachers
can portray their innovative sense by crafting their own assessment tools in the context of
their teaching.
4. Who will collect the data: teachers, pupils, or the stakeholders?
-Traditionally, the teachers are the primary drivers of assessment.
What they deem important will have a significant impact on the information or data that
will be obtained.
5. How often and when will be data collected?
-The number of assessment data that will be collected is immaterial. On the contrary, a few
assessment data that can provide more relevant input in teaching and learning process are
what is aimed for. Remember, that quality. not quantity, is the rule of the game.
LESSON 2: LEVERAGING ON OUTCOME-BASED DESIGN: MAKING THE MOST FROM
TRADITIONAL AND AUTHENTIC ASSESSMENT
OBJECTIVES
At the end of the lesson, you will be able to:
a. examine the essential ideas of outcomes-based assessment;
b. differentiate traditional assessment from the authentic assessment; and
c. evaluate the efficiency of both traditional and authentic assessment in light of
outcomes-based design.
Introduction:
"If you don't know where you are going, it doesn't matter which road you take".
-Lewis Carroll, "Alice in Wonderland"
•Lewis Carroll's idea challenges every one of us to be certain about things that we want to
achieve regardless of our varying contexts in life. Knowing our respective destinations would
mean carefully planning the journey in order to safely arrive there, probably in the most
convenient and efficient way.
•Just like in formal education, it is highly important for the teachers and educators to be
precise on what they want the pupils to realize prior to start of any instructional
interventions. Failure to do so would mean difficulty for both the teachers and pupils.
THINK: The Fundamentals of Outcomes-based Education
• In the tertiary education, clarity of intention is being addressed using outcomes-based
education (OBE) Outcomes are clear learning results that we want the pupils to manifest
after significant learning experiences. These are not the beliefs, values or psychological
states of mind, which are all vague and difficult to measure or gauge.
•Specifically, outcomes are actions and performances that express and reflect the pupil’s
competence through the use of content, information, ideas, and tools appropriately and
successfully.
Clarity of Focus
This pertains to the certainty of what the teacher’s intent in the pupils to achieve at the end
of their time with them. This means that instructional inputs and process are designed to
achieve such, including the curriculum design, instructional deliveries, and assessment tasks.
These are geared toward what they want the pupils to demonstrate successfully.
Expanded Opportunity
This pertains to the certainty of what the teacher’s intent in the pupils to achieve at the end
of their time with them. This means that instructional inputs and process are designed to
achieve such, including the curriculum design, instructional deliveries, and assessment tasks.
These are geared toward what they want the pupils to demonstrate successfully.
High Expectations
High expectations have nothing to do with the bell curve. That is, expectations and results
are not exclusively anchored on a pen and paper assessment, which is in most cases, is
narrow, shallow, and hollow. Superior results mean that all pupils are able to do significant
thing well at the end.
Design Down
Backward design is the name of the game. As Stephen Covey famously quipped, "begin with
the end of the mind".
• The figure below illustrates the usual way of panning instructional intervention. As one
can see, outcomes are first identified, followed by instructions, which include learning tasks
and, finally assessment. In this particular design, there is a tendency for the teachers to miss
gauging the intended outcome since, as experience taught us, the instructions and learning
tasks are what usually measure or assess.
Outcomes Instructions/tasks Assessment
Figure 1. The Traditional design
•On the contrary, the OBE design in figure 2 places a premium on assessment as the second
step after intended outcomes are identified, this means that all assessment tasks are aligned
and directly linked to the standards to be achieved. Interestingly, instructions and learning
tasks are anchored on the assessment, which is more effective and efficient in achieving the
learning goals or outcomes.
Outcomes Assessment Instructions/tasks
Figure 2. The OBE design
•Since outcomes-based systems expect the pupils to earn out the processes defined within
an outcome through demonstration verbs.
•Thus, on the vital idea in recognizing a well-defined outcome is to use demonstration verb
or verbs that define which processes the pupil are expected to carry out at the end.
•In Physical Education and Health in the Philippine K to 12 Curriculum, outcomes are
articulated in the key stage and grade level standards. These are the unpacked in the
content and performance standards.
•It is significant to point out the standards is closely related to outcomes as defined earlier.
• This nomenclature, which is characterized by the "expectation of one that should know
and be able to do," is essentially the same as that one of the outcomes. Likewise, it refers to
how well the pupil must perform, at what kinds of task, and based on what content
(Department Order no. 21 s. 2019).
•The standards are articulated in all learning areas further unpacked in (key stage standards,
grade level standards, and quarterly standards through the content and performance
standards.
•For instances in Key Stage 1 of the Physical Education, the standard or the expected
outcome is for the pupil to demonstrate understanding of body awareness, space
awareness, and qualities and movement relationships through the participation in enjoyable
physical activities.
Traditional Assessment
• Traditional assessment refers to the conventional methods of testing which usually
produce a written document such as quiz, exam, or paper. It involves assessment tools that
are primarily focused on the attainment of intellectual abilities and cognitive skills (Caliskan
and Yagittir, 2008). Moreover, it focused on the pupils scores performance (Niguidula, 1993)
• Large scale assessment such as NAT, PISA, TIMSS and SEA-PLM are examples for this. Usual
examples of traditional classroom assessments include multiple-choice, identification,
matching type, true or false and the like.
•These assessments are given to the pupils in order to gauge how much they learn.
Likewise, they provide useful data and information on the progress on pupils learning.
Though the examples provided are easy to grade, they only measure low-level thinking skills
since they are only limited in assessing isolated facts, information and even application.
•Placing much premium on the cognitive aspect, this type of assessment is considered as an
indirect and inauthentic approach in measuring student outcomes.
Purpose of Traditional Assessment
Evaluate Pupils
➤ Traditional assessment is mainly administered to gather academic data to be used for
evaluation purposes. With the data at hand, the teachers are able to identify the extent of t
student learning. Specially, this type of assessment can easily give feedback to the teachers
on what competencies the pupils understood and failed to understand.
Rank pupils
➤ With the accessibility of assessment data, it is quite easier for teachers to rank the pupils.
Traditional assessment, in a form of examinations, is usually given higher emphasis rather
than performance. This is also because this type of assessment elicits information relatively
faster compared to an authentic assessment which requires more operations.
Feedback of Evaluation Results
➤ Once teachers are done with the evaluation process, it is now time for them to report the
result of the evaluation. The results are placed in the report card and are given to the parent
during the parent-teacher conference.
STRENGTHS
1. Reliability
➤ An assessment tool is reliable when it measures what it is supposed to measure. This is
the primordial strength of traditional assessment. The teachers are able to convert the
different competencies required in the curriculum guide in the form of an objective type of
test.
2. Validity
➤ Traditional assessment becomes valid only when it answers the following questions: 1.
What is to be measured? and 2. How consistently it is measured? (Ebel and Frisbie, 1991).
This implies that the valid assessment tools will allow the pupils to score the same
regardless of the date they take the exam and whoever administered the exam.
3. Easy to Administer and Check
The paper-and-pencil type of test generally contains only a specific answer per item which
makes it easier to administer and check.
LIMITATIONS
1. Individualist
➤ Traditional assessment is mainly designed to measure learning on an individual basis. The
pupils may find it difficult, especially during the quarterly assessment of the depth and
breadth of the content.
2. Competition
➤ 21st century education promotes collaboration among the pupils. However, traditional
assessment is limited only to the individual pupils, which could start and cultivate
competition among other pupils.
Authentic Assessment
•This type of assessment is premised on the idea where the pupils reflectively only their
acquired knowledge, skills, and even attitude to a new situation or new environment, aiding
them to better understand and navigate the reality that surround it.
• An assessment is considered authentic if it allows the pupils to engage themselves in a
creative; learning opportunities that test their learned competencies. Essential in this
scheme is the collective understanding of both the pupils and teacher’s expectations on a
particular assessment task which is quite absent in the traditional assessment.
•With regards to its features, Janisch, Lui and Akrofi (2007) emphasized the idea that
authentic assessment is mainly based on a constructivist perspective of learning wherein the
interplay of the pupils, materials, and content affects the learning outcomes.
•Tay (2017) identified the following cardinal rules in planning and implementing authentic
assessment:
1. Determining the skills and achievement that help pupils develop
➤ To ensure that the assessment is valid, it should always be grounded on the curriculum
standards and learning competencies.
2. Elaborating the task that the pupils will use to demonstrate their skill and achievements
➤ The success of any assessment activity, may not be formative or summative, depends on
the intended goals and outcomes.
3. Determining and communicating scoring rubrics for evaluation
➤ in every activity that the pupils have to do, that must be guided by how they will be
graded.
4. Identifying proofs for supporting decisions
► If possible, the teachers in basic education must always elaborate on why the pupils
ended up with their scores.
5. Improving educational and instructional programs
► Finally, authentic assessment must always address the improvement of education
outcomes.
STRENGTHS
1.Authentic assessments are direct measures.
2. Authentic assessments capture the constructive nature of learning
3. Authentic assessments integrate teaching, learning and assessment.
4. Authentic assessments provide multiple paths to demonstration.
LIMITATIONS
1. Subjectivity in scoring
➤ With this kind of assessment, it is unavoidable that the teachers already have pre-
conceived ideas about their pupils
2. Costliness
➤ The pupils in the 21st century tend to increase their competitiveness toward attaining
learning outcomes. This means that in performing authentic assessment task, the pupils
may produce a materials that would help them to achieve the highest scores.
LESSON 3: PERFORMANCE BASED ASSESSMENT ON PE AND HEALTH
1. Performance - Based Assessment for Physical Education
2. The Role of Assessment. The aim of assessment is to educate and improve student
performance, not just audit it. Wiggins 1998 Performance-based assessments
encourage teachers to give multiple opportunities to demonstrate learning.
Performance-based assessments allow the students to demonstrate the application
of knowledge rather than the regurgitation of facts.
3. A Physically Educated Person should know and be able to: Demonstrate competency
in many movement forms and proficiency in a few movement forms. Apply
movement concepts and principles to the learning and development of motor skills.
Exhibit a physically active lifestyle. Achieves and maintains a health-enhancing level
of physical fitness. Demonstrates responsible personal and social behavior in
physical activity settings. Demonstrates understanding and respect for differences
among people in physical activity settings. Understands that physical activity
provides opportunities for enjoyment, challenge, self-expression, and social
interaction. National Standards for Physical Education - (NASPE 1995)
4. Outcomes vs. Performance Standards. Learning Outcomes: What students should
know and be able to do. They incorporate the most important and enduring ideas
that represent the knowledge and skills necessary to the discipline. Performance
Standards: How good is good enough? Indicate both the nature and quality of the
evidence that is accepted as necessary to satisfy the performance standard.
5. Relationship between Learning Outcomes and Performance Standards Learning
Outcomes Performance Standard.
6. Outcomes-Based Education A way of comparing students' performance with a standard of
learning rather than the work of other students. (Criterion Referenced) They won't finish at
the same time! They don't get off the start line at the same time!
7. Norm-Referenced Standards EDCBA
8. Criterion - Referenced Standards Criterion Score or Standard
9. Instructional Methods and Practices for Outcomes-based Learning. Determine what
students should know and be able to do. Have students work towards clearly defined and
acknowledged targets. Inform students about the criteria of evaluation. Let assessment and
instruction work together. Connect assessment with real-world tasks. Use evaluation to
assess student ability in areas of application and higher-level thinking skills.
10. Planning Process - Begin by determining the instructional goals. Establish the criteria for
meeting those goals. Activities that do not contribute to student learning are not included in
the unit. All instruction is built around getting students to reach predetermined criteria.
11. Defining Standards and Goals. When final outcomes are not specified, the targets may
change as the instruction evolves. By defining the target instructional focus is maintained.
Students and teachers can create a clear picture of the final outcome or product, and are
equally clear on the specific criteria used for assessment.
12. Differences in Planning Between Traditional and Outcomes-Based Assessment Typical
Assessment. Select the activity or unit (e.g. Badminton). Determine the goals. Decide what
will be taught. Assess Move to the next Unit Outcome-based Assessment Select a goal or
target. Precisely define the performance standard and the indicators. Choose appropriate
course of study Determine how you will know if the standard has been achieved. Write and
share the rubric Choose the activity. Practice continuous assessment and instruction to
reach the target.
13. Real-World Connections. Alternative to skill tests are tournament games. Alternatives to
written tests are brochures, pamphlets, officiating, keeping statistics, reporting on games,
journal writing, portfolios, organizing a clinic. All tasks are focused by identifying a target
audience. The target audience can provide feedback on the effectiveness of the product or
presentation.
14. 6. Evaluation Judge the outcome, 5. Synthesis Putting together the new, 4. Analysis
Taking apart the unknown, 3. Application Making use of the knowledge 2. Comprehension
Use comprehension questions that show understanding, 1. Knowledge Use recall questions
Bloom's Taxonomy
15. Typical Assessment Criteria – Participation, skills Tests Fitness Tests, Written Tests
/Assignments. Attitude, Effort. Improvement, Attendance. Dress Historically: For the
purpose of determining a grade.
16. Expanded Purpose of Assessment.
Measure student learning to show progress and motivate students Measure student
progress to plan future instruction. Provide meaningful feedback to students. Document
program effectiveness. Formalize the observation process. Inform and document student
learning for students, parents, administrators.
17. Characteristics of Performance-Based Assessment Require the presentation of
worthwhile or meaningful tasks that are designed to be representative of performance in
the field Emphasize higher-level thinking and more complex learning - Big Picture Learning.
Articulate criteria in advance so that students know how they will be evaluated. Embed
assessments so firmly in the curriculum that they are practically indistinguishable from
instruction Expect students to present their work publicly when possible. Involve the
examination of the process as well as the products of learning
18. Examples of Performance-Based Assessments Announcing an in-class ball game Creating
a script for announcing an imaginary game. Officiating during game play Writing a critique of
a dance performance of peers or a video shown in class Reporting on a class tournament for
the school newspaper or morning announcements Coaching a team during a sport or
activity unit.
19. Types of Performance-Based Assessments. Teacher Observations. Peer Observations
Self-Observations Game Play & Modified Game Play Role Plays. Event Tasks. Open Response
Questions. Essays Journals. Student Projects. Student Performances Student Logs. Portfolios
20. What do Performance-Based Assessments look like? Teacher Observations. Judge the
quality of student performance and provide descriptive feedback. Checklist of performance
elements coupled with descriptive observation. Peer Observations. Checklists or rubrics
Personal teacher or trainer. Observation can become part of a student portfolio Can be used
to assess higher levels of learning. Self-Observations • Provides opportunities for the meta-
cognitive process.
21. What do Performance-Based Assessments look like? Game Play & Modified Game Play
Done while students are engaged in playing a sport or activity. Psychomotor skills,
knowledge of rules, use of strategy, teamwork (dependent upon the rubric or scoring guide)
Small-sided games focus the assessment opportunity. Role Plays (Live, Videotaped, Written).
Scenarios developed by the teacher to assess some components of PE or PA. Valuable for
evaluating the affective domain (being sensitive to diverse learners, teamwork and
cooperation, creating a safe and nurturing environ. Problem-solving and decision-making
22. What do Performance-Based Assessments look like? Event Tasks.
Single class or less that usually includes psychomotor activity Game play, dance
compositions, routines, game creation. Adventure education event tasks. Open Response
Questions. A writing alternative to assess knowledge. They require complex or higher-order
thinking to respond because they usually analyze something, propose a solution, or solve a
problem.
23. What do Performance-Based Assessments look like? Essays. Must have a realistic
purpose, an audience, and usually a product. Tasks are open-ended giving students a variety
of ways to answer the challenge Journals Opportunity to look at affective domain
components. Specific question or focus might help determine when a student struggles with
a new skill, feels competence, feels a sense of teamwork, etc. Self-assessment of certain
skills, and cognitive knowledge of critical elements
24. Types of Performance-Based Assessments. Student Projects. Require time, and work
outside of regularly scheduled class Most projects call for students to produce some type of
concrete product (Choreograph and videotape an aerobics routine, create a piece of
equipment designed to exercise a muscle group, job shadowing to develop ways to increase
a person's physical activity). Student Performances Frequently produces something that
makes the student proud All instruction geared towards successful completion.
25. Types of Performance-Based Assessments. Student Logs. Record of practice trials or time
spent Can be used in and out of class Charts or recording sheets used to show improvement.
Documentation for homework, practice, out of class activities (parental sign-off) • Portfolios
Collections of materials or artifacts that demonstrate student learning and competence
Working (collection of student work and examples of achievement) Evaluation (turned in for
assessment); students use narratives to explain the selected pieces.
26. Formative Versus Summative. Multiple opportunities to reach the criteria. Allows for
practice and improvement. Formative assessments point out areas of incomplete learning to
students and teachers. Formal (rubric or scoring sheet) Informal (observations, verbal
interactions, etc.). Formative assessments give teachers time to adapt their instruction
Meaningful descriptive feedback is important. Summative assessments provide a means of
determining what has been learned of the purposes of reporting Summative assessments do
not provide an opportunity to correct or improve performance.
27. Active Student Learning. William Glasser once said: "We learn... 10% of what we read
20% of what we hear 30% of what we see 50% of what we see and hear. 70% of what we
experience with others. 80% of what we experience personally. And 95% of what we teach
someone else.
LESSON 4: DESIGNING RUBRICS IN PE AND HEALTH
3 Different kind of Rubrics
Checklist Rubrics
Analytical Rubrics (analytical rating scales)
Holistic Rubrics
Checklist Rubrics
A list of essential/desirable behaviors or characteristics and a way to indicate whether they
are present. No attempt is made to determine the degree of the quality of the behavior. The
behavior is recorded as present or absent. It the intent is to describe what students can or
cannot do, a checklist rubrics is appropriate.
Analytical Rubrics
Analytical rubrics (also called analytical rating scales) require the score to make a judgement
about the quality of the descriptions. Description or dimension are listed as they are for
checklist and point system checklist rubrics.
However, now the rater must determine the extend to which each dimension is present or
demonstrated. Two different types of analytical rubrics, QUALITATIVE and QUANTITATIVE,
are used to make these analyses.
Numbers are used to evaluate the level of performance in Quantitative Analytic Rubrics,
whereas words are used to evaluate the level of performance in Qualitative Analytic Rubrics.
The number of levels on an analytic rubric should be big enough to be effective, but small
enough to be reliable and manageable. As the number of levels increases, the difference
between each level decreases while agreement between the scores increases.
Holistic Rubrics
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 holistic rubric
the rater assigns a single score (usually on a 1 to 4 or 1 to 6 point scale) based on an overall
judgement of the student work.
They are two main components of a holistic rubric:
Scale (usually 4 levels in a scale)
Performance descriptions or criteria based on scale
