1. A REPORT ON NED 203
Presented by:
CARMINA FELISILDA – GURREA
NED 203 Graduate Student

2. TOPICS:
 Criterion – Referenced Test
 Rubrics (Components and steps to
creating a Rubric)
 Develop a sample rubric for evaluating
an essay test

3. OBJECTIVES:
1. Define Criterion Referenced Test
2. Differentiate Criterion Referenced Test from
Norm Referenced Test
3. List the steps in the preparation of Criterion
– Referenced Measure
4. Define Rubrics
5. Determine the uses of Rubrics in Evaluation
6. Identify the types of Rubrics
7. Identify the steps in the Design of Scoring
Rubrics
8. Apply Rubrics in evaluating an Essay Test

4. CRITERION REFERENCED TEST
Definition:
 Criterion – referenced evaluation is that which
compares the learner with well – defined
performance criteria rather than comparing him or
her with other learners. (Deyoung 2009)
 Criterion – referenced evaluation tool defines the
behaviour expected at each level of performance.

5.  Criterion – referenced tests are tests used to determine the learners’
mastery of a skill, knowledge, or any subject matter taught to them
with reference to a criterion established which is usually an absolute
standard. (Calderon et.al 1993)
 The status of the individual learner’s score is not dependent upon the
scores of other individual learners who take the same test, but it is
dependent upon the established standard or criterion.
 Criterion referenced instruments are constructed to provide a measure
that is interpreted in terms of specific performance criteria. It serves to
identify on what extent the individual performance has met a given
criteria rather than with other individuals. The meaningfulness of an
individual’s score

6. Advantages:
 Learners are informed of the behaviours expected of them
to pass or achieve a certain grade, and if they either attain
that level of performance or not.
 Grading is less subjective when criteria are spelled out
and each learner is held to that standard.
 Since criterion referenced measure identifies weak and
strong points in an individual’s performance, it helps to
identify the high achievers but not intelligent students or
vice versa and those who have been achieving
progressively at their own rate. Hence, this measure could
be both diagnostic and prognostic in nature.

7. CRITERION REFERENCED TEST VS NORM – REFERENCED TEST
CRITERION – REFERENCED TESTS NORM – REFERENCED TEST
Criterion – referenced tests are used to Norm – referenced tests are used to
determine the achievement of individuals in determine the achievements of individuals in
comparison with a criterion, usually an comparison with the achievement of other
absolute standard. Suppose the criterion set individuals who take the same test. Suppose
for a test is 75%. All those obtaining 75% and a student obtains 65 in a test. This student is
above pass the learning task and all those better than those below 65 and all students
below fail, or at least need reteaching. with scores above 65 are better than he is.
In criterion – referenced test, a student is not In norm – referenced tests, learners may be
supposed to tackle a higher learning task if he allowed to tackle a higher level of learning task
has not passed the standard set for the although they have not mastered very well the
preceding learning task. Some students are
preceding learning task. The ideal of failure is
promoted to the next higher level although they
not emphasized but the student is supposed
have not mastered very well the lessons of the
to progress according to his own rate of previous level. This is the result of grading
learning. according to the normal probability curve.
In criterion referenced tests, an individual’s score In norm referenced tests, relative placement
is simple above or below the standard or indices are used to describe the relative
criterion. If there are things to be done arising placement of scores. Such indices are absolute
from the result, then these are done, as for ranks, percentile ranks, quartiles, means,
instance, if there is a need for reteaching. medians and the like.

9. STEPS IN THE PREPARATION OF
CRITERION – REFERENCED MEASURE
Step 1. Clearly defining the instructional
objective in behavioural terms.
Step 2. Outlining the content.
Step 3. Preparing the table of specifications.
Step 4. Constructing relevant test items

10. Step 1. Clearly defining the instructional objective in
behavioural terms.
• Instructional objectives which are specific, observable,
measurable, achievable and interpretable serve as the
criteria in selecting what is to be learned and the order in
which it is to be learned. It helps to identify and select
relevant media for each learning activity as well as
selecting methods for evaluating the extent of learning.
• Below is an example of an objective that is stated in
behavioural terms:
• Following a discussion on hypertension, the student will be
able to state three out of four causes of high blood
pressure.

11. Step 2. Outlining the content.
• A teacher should make an outline of the
content to be covered by the test because an
achievement test should adequately sample
the subject matter included in the instruction.
Similar content outline should be developed
for teaching and testing purpose.

12. Step 3. Preparing the table of specifications
• A table of specifications is a one – way table
that relates the instructional objectives to the
course content. To simplify the table, only the
general instructional objectives and the major
areas of the content are included. The
relative stress on the number of items in the
table of specifications should reflect the
emphasis given in the instructional objective.

13. Step 4. Constructing relevant test items.
• In constructing the relevant test items, the
instructional objective and the criterion
measure are closely related with each other.
The test measures the learning outcome
mentioned in the objective.

14. Instructional Objective:
• Recognizes basic concepts (Concepts on hypertension
and its causes)
Learning Outcome:
Identifies concepts (The student needs to know the causes)
Test Item:
Which of the following can cause hypertension?
A. Active lifestyle
B. Smoking
C. Low salt diet
The learning outcome on the foregoing example is the
identifying of concepts, so the test item calls for the same
behaviour. If the student recognizes the concept about
hypertension, he will choose option B.

15. WHAT ARE RUBRICS?
 A Scoring Guide
 A tool that lists a set of criteria required for a piece of
work.
 A Working Guide
 They help students to work out aspects/ concepts for
examination
 Authentic Assessment Tool
 Specifies level of performance expected for different
levels of quality
 Provide students with an indication of how they may
revise their work.

16. RUBRICS
• Rubrics are rating scales used with
performance assessments. They are formally
defined as scoring guides, consisting of
specific pre-established performance criteria,
used in evaluating student work on
performance assessments. Rubrics are
typically the specific form of scoring
instrument used when evaluating student
performances or products resulting from a
performance task.

17. FEATURES OF RUBRICS
Identify learning criteria
Identify levels of performance
Usually identify four levels of quality
Describe problems and difficulties students
encounter
Identify thinking skills

18. ADVANTAGES
1. Rubrics are powerful tools for both teaching
and assessment.
2. Rubrics are useful is that they help students
become more thoughtful judges of the
quality of their own and other’s work.
3. Rubrics reduce the amount of time teachers
spend evaluating student work.
4. Rubrics are easy to use and explain.
5. Teachers appreciate rubrics because their
“accordion” nature allows them to
accommodate heterogeneous classes.

19. TYPES OF RUBRICS
Holistic Rubrics
Analytic Rubrics

20. ANALYTIC RUBRICS
• The teacher scores separate, individual parts of the product or
performance first, then sums the individual scores to obtain a
total score.
• Analytic rubrics are usually preferred when a fairly focused type
of response is required; that is, for performance tasks in which
there may be one or two acceptable responses and creativity is
not an essential feature of the students’ responses.
Furthermore, analytic rubrics result initially in several scores,
followed by a summed total score – their use represents
assessment on a multidimensional level.
• The advantage to the use of analytic rubrics is quite substantial.
The degree of feedback offered to student and to teachers is
significant. Students receive specific feedback on their
performance with respect to each of the individual scoring
criteria, something that does not happen when using holistic
rubrics.

21. HOLISTIC RUBRICS
 Holistic Rubrics requires the teacher to score the overall process or product as a
whole, without judging the component parts separately.
 Holistic Rubrics are customarily utilized when errors in some part of the process
can be tolerated provided the overall quality is high. Nitko (2001) states that use of
holistic rubrics is probably more appropriate when performance tasks require
students to create some sort of response and where there is no definitive correct
answer.
 Use of holistic rubrics can result in a somewhat quicker scoring process than use
of analytic rubrics (Nitko, 2001). This is basically due to the fact that the teacher is
required to read through or otherwise examine the student product or performance
only once, in order to get an “overall” sense of what the student was able to
accomplish. (Mertler, 2001)
 Since assessment of the overall performance is the key, holistic rubrics are also
typically, though not exclusively, used when the purpose of the performance
assessment is summative in nature. At most, only limited feedback is provided to
the student as a result of scoring performance tasks in this manner.

22. STEPS IN THE DESIGN OF SCORING
RUBRICS
Step 1:
Re – examine the learning objectives to be
addressed by the task. This allows you to
match your scoring guide with your objectives
and actual instruction.

23. STEPS IN THE DESIGN OF SCORING
RUBRICS
Step 2:
Identify specific observable attributes that you
want to see (as well as those you don’t want to
see) your students demonstrate in their
product, process, or performance. Specify the
characteristics, skills, or behaviours that you
will be looking for, as well as common mistakes
you do not want to see.

24. STEPS IN THE DESIGN OF SCORING
RUBRICS
Step 3:
Brainstorm characteristics that describe each
attribute. Identify ways to describe above
average, average, and below average
performance for each observable attribute
identified in Step 2.

25. STEPS IN THE DESIGN OF SCORING
RUBRICS
Step 4a:
For holistic rubrics, write thorough narrative
descriptions for excellent work and poor work
incorporating each attribute into the description.
Describe the highest and lowest levels of
performance combining the descriptors for all
attributes.

26. STEPS IN THE DESIGN OF SCORING
RUBRICS
Step 4b:
For analytic rubrics, write thorough narrative
descriptions for excellent work and poor work
for each individual attribute. Describe the
highest and lowest levesl of performance using
the descriptors for each attribute separately.

27. STEPS IN THE DESIGN OF SCORING
RUBRICS
Step 5a:
For holistic rubrics, complete the rubric by
describing other levels on the continuum that
ranges from excellent to poor work for the
collective attributes. Write descriptions for all
intermediate levels of performance.

28. STEPS IN THE DESIGN OF SCORING
RUBRICS
Step 5b:
For analytic rubrics, complete the rubric by
describing other levels on the continuum that
ranges from excellent to poor work for each
attribute. Write descriptions for all intermediate
levels of performance for each attribute
separately.

29. STEPS IN THE DESIGN OF SCORING
RUBRICS
Step 6:
Collect samples of student work that exemplify
each level. These will help you score in the
future by serving as benchmarks.

30. STEPS IN THE DESIGN OF SCORING
RUBRICS
Step 7:
Revise the rubric, as necessary. Be prepared to
reflect on the effectiveness of the rubric and
revise it prior to its next implementation.

31. TERMS TO USE IN MEASURING RANGE
Needs improvement, Satisfactory, Good,
Exemplary
Beginning, Developing, Accomplished,
Exemplary
Needs work, Good, Excellent
Novice, Apprentice, Proficient, Distinguished
Numeric scale 1-5

32. CONCEPT WORDS
Depth, Breadth, Quality, Scope, Extent, Com
plexity, Degrees, Accuracy
– Examples:
– Presence – Absence
– Complete – Incomplete
– Many – Some – None
– Major – Minor
– Consistent – Inconsistent
– Always – Rarely
Avoid subjective words such as boring, rather
use lacks structure

33. ESSAY TYPE QUESTIONS
• Essay types questions lend themselves to
testing the highest levels of knowing,
especially analysis, synthesis and evaluation.
However, they are time consuming for the
test takers to answer and they are also time
consuming to score.

34. Types of ESSAY TYPE QUESTIONS
 Restricted response questions
• are short answer questions; they placed
limitations on the type of response requested
(Oermann, 1999).
• Some examples are as follows:
• Explain in a few sentences why patients with lymphoma
are susceptible to infection.
• Describe three major pathological processes involve in
multiple myeloma.
• List two infection prevention measures a nurse should
teach a patient who is going home with an ileal conduit.

35. Extended response questions
• are full essay questions (Oermann, 1999); they
permit the test taker to select all pertinent
information, organize it as desired, and express
the thesis in a clear manner.
• Example:
• Compare and contrast two theories of death and
dying, and describe how the nurse’s role in
supporting a dying patient might differ depending
on which of the theories the nurse subscribes to.

36. How to Score Extended Response Questions
1) Point method –
• the instructor lists the elements that must appear
in the answer and assigns points to these
elements depending on their importance.
2) Rubric method (Brookhart, 1999) –
• This system is most useful if the teacher is just as
concerned about the overall quality of the answer and the
writing style as he or she is about the facts that are
included in the essay. The learner is evaluated on whether
the points of the argument are clear, logical, and
defensible; whether the writing is clear, organized, and
grammatically correct; and whether the relevant facts are
included.

37. Example:
• Compare and contrast two theories of death and dying,
and describe how the nurse’s role in supporting a dying
patient might differ depending on which of the theories the
nurse subscribes to.
 Point method
• In the example below, considering that the entire essay is worth 20
points within the entire examination, the elements and points might
look like this:
• Compare two theories, covering all the important components. (5pts)
• Contrasts the theories, pointing out major differences (5pts)
• Describe several aspects of the nurse’s role. (5pts)
• Contrasts the nurses role as it depends on the two theories. (5pts)

38. Example:
• Compare and contrast two theories of death and dying,
and describe how the nurse’s role in supporting a dying
patient might differ depending on which of the theories the
nurse subscribes to.

39. Example:
• Compare and contrast two theories of death and dying,
and describe how the nurse’s role in supporting a dying
patient might differ depending on which of the theories the
nurse subscribes to.

41. Directions: Score the essay answer using the Rubrics scoring method for
evaluating essay questions.
• ESSAY QUESTION:
• IF YOU WERE A NURSE ADMINISTRATOR OF A HOSPITAL HOW
DO YOU PLAN TO CARRY OUT YOUR ROLE(S) TO THE FULLEST
TO ADVANCE QUALITY PATIENT CARE?
• Answer:
• The nurse administrator has been described as a “registered nurse
whose primary responsibility is the management of health care delivery
services and who represents nursing service.” (Roussel, et.al 2006)
• As a nurse administrator I would draw from the best and most applicable
theories of management to create an individual management style and
performance. In order to do this, I should add to the knowledge and skills
acquired from experience and from the learning experiences gained during
graduate school because solving managerial problems requires a contingency
approach since no single approach works for all managerial situations. Also as
a nurse administrator one should act with the assumption that clinical nurses
and other health care providers want to be competent and that with right
managerial support they will be motivated to achieve competence and greater
levels of productivity.
• In addition I need to increase knowledge of and sensitivity to other health
care individuals providing clinical services because these services are
integrated into the client’s overall experience of health care, of which nursing
is a critical component.

42. ESSAY QUESTION:
DESCRIBE THE ORGANIZATIONAL CLIMATE AND ORGANIZATIONAL
CULTURE OF YOUR WORK SETTINGS(S). IF YOU ARE CURRENTLY
UNEMPLOYED, PLEASE BUILD SCENARIOS OR CONCRETE
EXAMPLES.
ESSAY ANSWER:
Organizations differ a great deal. Some are very traditional, preserving
their customary ways of doing things even when these processes no longer
work well. Others are very progressive, eternally chasing the newest
management fad or buying the very latest high-tech equipment. Some seem to
be warm, friendly, and open to new people and new ideas. Others are cold,
defensive, and indifferent or even hostile to the outside world. These very
different organizational climates have a considerable effect on the employees
and the people served by the organization. The climate shapes people’s
behavior, especially their responses to each other, a very important factor in
health care. (Tappen, 2001).
In the current workplace, I would say that it is very traditional and rigid.
Seniority is usually emphasized although there are some instances that
administration has shown openness to new ideas particularly in the delivery of
new teaching methods and techniques which is a welcome change.

43. • WHAT ARE THE TRAITS OR QUALITIES
OF A NURSE ADMINISTRATOR AND
RELATE THIS/THESE QUALITIES WITH
MEETING THE REQUIREMENTS FOR
WHOLESOME INTERNAL AND EXTERNAL
HEALTH ENVIRONMENT.