ARLY P.

GARCIANO BSED IV – Bio Sci Lesson 4 – AOL 2

Devise a Game Rubrics:

Getting
Inadequate Acceptable Good Sophisticated
There
(1) (5) (7) (9)
(3)

Game Mechanics:
 Are the rules of the game easy
to learn and understand? Does
game play occur at an
interesting pace?

Playability
 Is the simulation fun,
engaging, and educational to
play?

Realism
 Does the simulation model
actual conditions well? Does
the simulation present user
with realistic choices and
outcomes?
Production Value
 Does textual information have
accurate spelling, punctuation,
capitalization, and grammar? Is
the game visually appealing?

Imagination and Creativity

 Is the game creative? Does the
game demonstrate originality?
Use Evidence to Solve a Mystery Rubric:
Percentag 1 2 3 4 5
Criteria
e (%) F G VG S VS
Content of Evidence
(This includes the number of possible
evidences of a mystery. The step-by-step
30
procedure also included. If written grammar
is also judged. Give emphasis to the
evidences.)
Usage/Presentation of Evidence
(This includes on how the evidence is used
in unlocking the mystery. Includes whether
25
it is presented with ease or with difficulty
and whether the procedures are
systematically used.)

Aptness of Evidence
(Includes on how the evidence is related to
20
the solution to the mystery, whether it is a
fact or an assumption only.)

Cooperation of Members
(Tells whether cooperation is observed by 15
the group members.)

Time Limit
(Tells whether time allotted is observed by
10
the group.)

TOTAL 100
Debate Scoring Rubric:
Criteria 4 3 2 1 Grade:
1. Organization & Completely Mostly clear Clear in Unclear and  
Clarity:  clear and and orderly some parts disorganized
orderly in all parts but not throughout
Main arguments and presentation overall
responses are outlined
in a clear and orderly
way.
2. Use of Very strong Many good Some decent Few or no real  
Argument:  and arguments arguments, arguments
persuasive given, with but some given, or all
Reasons are given to arguments only minor significant arguments
support the resolution given problems problems given had
throughout significant
problems
3. Use of cross- Excellent Good cross- Decent Poor cross-  
examination and cross-exam exam and cross-exam exam or
rebuttal:  and defense rebuttals, and/or rebuttals,
against with only rebuttals, but failure to
Identification of Negative minor slip- with some point out
weakness in Negative team’s ups significant problems in
team’s arguments and
ability to defend itself
objections problems Negative
against attack.  team’s
position or
failure to
defend itself
against attack.
4. Presentation All style Most style Few style Very few  
Style:  features features features style features
were used were used were used were used,
Tone of voice, clarity convincingly convincingly convincingly none of them
of expression, convincingly
precision of arguments
all contribute to
keeping audience’s
attention and
persuading them of the
team’s case.
          TOTAL
SCORE:

 _____
Problem-Solving Rubric:

Minimally
Not Yet Meeting Fully Meeting Exceeding
Aspect Meeting
Expectations Expectations Expectations
Expectations

I attempted to I have clearly I have accurately

What I have
show and explain shown and shown and
shown and
the problem by explained the explained more
explained does
myself, but I solution to the than one solution
Snapchats not make sense
made mistakes. I problem in at for the problem. I
for this problem. I
needed some help least one way on was able to do
needed a lot of
to solve the my own. I have these solutions by
help.
problem. tried many ways. myself.

With help I was

I had trouble able to figure out
I was able to
figuring out what what to do to I was able to
understand what
to do to solve the solve the understand and
the problem was
Concepts and problems. I had to problem. I only develop a number
asking and knew
Applications guess at what knew how to of ways to solve
how to go about
would work to solve this the problem
solving it. I could
solve the problem because myself.
do this by myself.
problem. it was like what
we did recently.
I was able to
choose efficient
I chose an I chose a strategy I chose a strategy
strategies that
inappropriate that worked. It that made sense. I
made sense. I was
strategy to solve allowed me to get was able to get an
able to get the
Strategies and the problem. The an answer but it answer without
correct answer in
Approaches strategy I chose took a long time, getting confused.
more than one
did not help me and was I looked for easier
way and I may
get a correct confusing in ways solve the
have used mental
answer. places. problem.
math strategies
that I explained.

My answer is I started the I completed the I accurately

incorrect. I have a calculations problem correctly completed the
few calculations correctly but in one way. There problem in more
Accuracy or I might have either left out may be small than one way. All
recorded steps or made errors, but my the steps of my
information errors. My answer answer generally problem solving
incorrectly. is likely incorrect. accurate. are correct.

My work is clear,
My work is clear
detailed, well-
My work is and easy to
My work may be organized, and
confusing ang follow. I have
a little bit hard to easy to follow. I
hard to follow. I explained all parts
follow but I can use mathematical
Representation and was unable to of my solutions. I
tell you what I language as I
Communication explain or use diagrams and
have done if you explain all parts
demonstrate a drawings,
ask me questions of my solution in
solution to the numbers, and
about it. diagrams,
problem. words to explain
numbers, and
my thinking.
words.
Oral Report Rubric:

Below Expectation Satisfactory Exemplary Score

The presentation is
No apparent The presentation has
carefully organized
organization. a focus and provides
and provides
Organization Evidence is not used some evidence to
convincing evidence
to support assertions. support conclusion.
to support
(0-2) (3-5)
conclusions. (6-8)

The content is The content is The content is

Content inaccurate or overly generally accurate, complete and
general. (0-2) but incomplete. (5-7) accurate. (10-13)

The speaker is
The speaker appears The speaker is relaxed and
anxious and generally relaxed and comfortable,
uncomfortable; comfortable; presentation has the
presentation is too presentation has a right length; student
Style
short, or entire decent length, and demonstrates abilities
paragraphs are read student’s own words to speak
verbatim from the are used for the extemporaneously
article. (0-2) summary. (3-6) and make eye contact
with audience. (7-9)
Total Score

Application:
1. Holistic Rubrics - Single criterion rubrics (one-dimensional) used to assess participants'
overall achievement on an activity or item based on predefined achievement levels.
Holistic rubrics may use a percentage or text only scoring method.
Analytic Rubrics - Two-dimensional rubrics with levels of achievement as columns and
assessment criteria as rows. Allows you to assess participants' achievements based on
multiple criteria using a single rubric. You can assign different weights (value) to
different criteria and include an overall achievement by totaling the criteria. With analytic
rubrics, levels of achievement display in columns and your assessment criteria display in
rows. Analytic rubrics may use a points, custom points, or text only scoring method.
Points and custom points analytic rubrics may use both text and points to assess
performance; with custom points, each criterion may be worth a different number of
points. For both points and custom points an overall score is provided based on the total
number of points achieved. The overall score determines whether the activity is achieved.

2. Analytic rubrics are particularly useful for problem-solving or application assessments

because a rubric can list a different category for each component of the assessment that
needs to be included, thereby accounting for the complexity of the task.

3. Holistic rubrics are best to use when there is no single correct answer or response and the
focus is on overall quality, proficiency, or understanding of a specific content or skills.

4. At least two (2) levels