Technology and

Livelihood Education 6
Industrial Arts
Quarter
3
TLE- Elementary Industrial Arts – Grade 6
Quarter 3 – Module 9: The Quality of Enhanced Product Using Rubrics

First Edition, 2020

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Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module

Writer: Bonifacio A. Matondo Jr.
Editor: Peter F. Bautista/ Bonifacio A. Matondo Jr.
Reviewers: Dolores Antolin, Ruben H. Opeňa, Peter F. Bautista and Pepito B. Cagunot
Layout Artist: Edison P. Clet, Arnel R. Ganados
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Carolina T. Rivera
OIC-Assistant Schools Division Superintendent
Victor M. Javeña EdD
Chief, School Governance and Operations Division and
OIC-Chief, Curriculum Implementation Division

Education Program Supervisors

Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP)
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Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
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Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

Printed in the Philippines by Department of Education – Schools Division of

Pasig City
 TLE 6
Quarter 3
Self-Learning Module 9
The Quality of Enhanced
Product Using Rubrics
Introductory Message

For the Facilitator:

Welcome to the TLE 6- Elementary Industrial Arts Self-Learning Module on

the Quality of Enhanced Product Using Rubrics!

This Self-Learning Module was collaboratively designed, developed, and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the Learner:

Welcome to the TLE 6- Elementary Agriculture Self-Learning Module on the

Quality of Enhanced Product Using Rubrics!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an active
learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measure how much you have learned from the
entire module.
 EXPECTATIONS
This is your self-instructional module in TLE 6- Agriculture. All the
activities provided in this lesson will help you to:
• discuss the use of rubrics in assessing the quality of enhanced
product;
• assess the quality of enhanced product using rubrics;
• write remarks and suggestions on assessment made.

PRETEST
Direction: Read and understand the statement below. Write the letter of the
correct answer on the blank provided before each number.
_____ 1. What kind of evaluation tool or set of guidelines used to promote
the consistent application of learning?
A. assessment C. evaluation
B. criteria D. rubrics
_____ 2. Which of the following statement below best explain the word
assessment?
A. use to create new work
B. use to make correct judgment about certain work
C. use to recognize the lapses of the work of an individual
D. use to identify the untidy work in a certain type of activity
_____ 3. What are the common criteria to consider in assessing good
quality product?
A. creativity, profitability, ways and means
B. creativity, process, enhancement, and marketing
C. creativity, marketability, and proficiency
D. creativity, process, marketability, and time management
_____ 4. What word best fit in the statement given below?
It refers to the bases of judgement to a certain type of work/activity.
A. assessment C. evaluation
B. criteria D. rubrics
_____ 5. Which of the following is referring to the phrase quality
enhanced product?
A. With good quality and quantity.
B. With good product appearance
C. With good product appearances that can sold in the
market.
D. With good appearance, durability and meet the criteria of a
quality product.
 RECAP

In making projects or any activities we are always concern on the output

or the product of it. It is a typical matter for us to make sure that the kind of
output or product that we have made , fits the criteria of assessment and
evaluation that needed to be accomplished in the project or activity that we’ve
done. Whether it is a group or individual project.

Here are some pictures of an output or product of a certain project.

Based in your observation rate it from 1 to 5, 1 is the lowest and 5 is the
highest.

1. _______
2. _______

3. _______ 5. _______
4. _______

In accomplishing the said tasks, by rating each of it, what are your
bases in giving the rate of such 5,4,3,2, and 1 from the given pictures? This
question can be answered, as we discuss this lesson about, on how to assess
the quality of enhanced product using rubrics.
 LESSON
When we are making certain type of projects, we tend to make sure that
the finish product of this task would meet the objective given. But have you
ever asked yourself first, if what are the things to do before you make a certain
project? Or have you been thinking also of what are the criteria to consider in
making the said project? To make everything clear before making a particular
type of project or activity let as discuss the following terms: the rubrics and
how does this related to criteria, evaluation, and assessment, because the
following words are interrelated to make sure that you will have a quality
enhanced finish product.
RUBRICS – is typically an evaluation tool or set of
guidelines used to promote the consistent
application of learning expectations, learning
objectives, or learning standards in the
classroom, or to measure their attainment against
a consistent set of criteria.
- It is a scoring tool that explicitly describes the
instructor's/teacher’s performance expectations
for an assignment or piece of work/project.

Example of student self-assessment using rubrics.

Figure 1, an
example of
student self-
assessment
rubric in
making
project.
 CRITERIA – it is said to be the bases of judgement in all
type of work, activity or certainly a project.

- It is also referred to as the standard on which

a judgment or decision may be based.

Example of criterion based of project assessment/evaluation.

(Please see the legend below.)
Criteria Score Percentage Remarks
1. Creativity and Innovation
• Originality of design 10% 8% BT
• Artistic Merit 10% 7% BT
• Combination of materials 10% 8% BT
2. Process
• Use of appropriate tools, materials,
and equipment 10% 10% EX
• Methods/Workmanship/Degree of 10% 9% BT
Difficulty
• Safety work habits 10% 10% EX
3. Marketability
• Quality/Durability 10% 8% BT
• Purpose/Functionality 10% 9% BT
• Affordability 10% 9% BT
• Visual Appeal 10% 8% BT

4. Time Management
(wise use of time/speed ) 10% 8% BT
Total 100% 94% BT-BEST

LEGEND REMARKS SCORE PERCENTAGE

ET Excellent 10 100%
BT BEST 9-8 99%-80%
GD GOOD 7-6 79%-69%
FR FAIR 5 59%-50%
FD FAILED 4-0 49%-0%

Figure 2, example of rubric using criterion based of project

assessment/evaluation.
 EVALUTION– is defined as to judge the value or worth
of someone or something.
- It is a process of checking whether the
project that you have done follows the
standards in making a good quality
product.
- The criteria of evaluating the project will
determine the quality of the finished
product.
- Is said to be the last step in any planned
project or activity.

-
SCORECARD IN JUDGING FINISHED PRODUCT
A. Fitness to Purpose
1. Is it fitted to the purpose
- for which it is intended?
2. are the materials used available to the community?
3. Is the cost of the materials reasonable and affordable?
4. Is the quality of the materials suited to the project being made?
B. General Appearance
1. Is it well-proportioned?
2. Is there harmony in the color combination?
3. Does the decoration enhance the beauty of the article?
4. Is there unity in the whole design?
C. Workmanship
1. Is it neatly finished?
2. Are the corners and edge smooth and well-finished?
3. Is it well-trimmed and clean on all sides?

ASSESSMENT – refers to the wide variety of methods or

tools that educators use to evaluate, measure,
and document the readiness, learning progress,
skill acquisition, or educational needs of
students.
It is the process of gathering and discussing
information from multiple and diverse sources in
order to develop a deep understanding of what
students know, understand, and can do with
their knowledge as a result of their experiences;
the process culminates when assessment results
are used to improve.
Assessment is an integral part of instruction,
as it determines whether the goals of the
project/activity are being met.
 Why are the following terms related to each other, the rubrics, criteria,
evaluation, and assessment in making the verdict to such project? It says
that the following terms are related to each other, because these are some of
the factors to consider in knowing the performance, output and if a certain
output meet the requirement or standard criteria given to such project.

It is a fine doing of evaluating such output, if the judgment is aligned

to the rubrics been set upon on or before a certain type of project be worked
out. Certainly, there are times that as evaluator, they must consider also how
to encourage doer of a project to be more optimistic and motivated to come-
up with a well enhanced quality product of the project they are about to work.

Here is an example of a checklist on how to encourage others to produce

good project.

No. Suggestions/Opinion Agree Disagree

1. I will help my classmates to make their
projects.

2. I will share my knowledge on how to produce

a good project.

3. I will tell them to love what they are doing.

4. They should give their best to finish their

project properly and beautifully.

5. They can ask from their parents, siblings,

classmates, or teachers some help or
advises to make their project done
successfully.

LEGEND

- Agree - Disagree

Figure 3, an example of checklist in sharing suggestions/opinions

in creating group project.
 ACTIVITIES

Activity 1

Directions: Write TRUE if the underlined word/s in the sentence below is

correct and if it is not correct replace it with a correct one by
writing in the blank provided before each number.

__________ 1. The purpose of evaluation is to make relevant judgment on the

output to a certain work or project.
__________ 2. The assessment is an integral part of instruction, as it
determines whether the goals of the project/activity are being
met.
__________ 3. The rubrics is referred to as the standard on which in judgment
or decision may be based.
__________ 4. The criteria are defined as to judge the value or worth of someone
or something.
__________ 5. The particular use of assessment in judging is to be the
guidelines in giving rate to the work or project he/she made.
Activity 2
Read and understand the given situation.

This school year the section Mabini has 40 pupils. They were
grouped by their teacher in TLE6 into 5. Each of the group has 8
members, among the 8 members they will choose 1 leader and 1
assistant leader. Their teacher asks them to make a wooden stool.
Ahead of time before the day comes. Their teacher instructed them
already to bring the materials and other tools they are about to use
in creating the said project.

As first activity the teacher asks each of the members of each

group to do first the student self-assessment using the given
rubrics.

Directions: Imagine that you are one of the members of section Mabini, rate
yourself by using the student self-assessment using the given
rubrics in making a project.
Note: Check the rating of yourself according to the criteria given about on
how you work with the team in doing the said project/task.
 RATING
No. CRITERIA
1 2 3 4 5
1. I can do it without mistake.
2. I can help others.
3. I can do it by myself.
4. I make little mistake.
5. Sometimes I need help.
6. I am starting to understand.
7. I cannot do it by myself.
8. I do not understand what to do.
9. I can be a good team player.
10. I can give good ideas in the group.

Activity 3
Read and understand the given situation.

Each group in section Mabini created their group project the “Wooden
Stool”. Every group are happy because they created the output well, because
they followed what their TLE6 teacher instructed to them before they make
the said task.
As part of the said tasks their teacher ask them to evaluate/assess
their work by using criterion based of project assessment/evaluation given
in figure 2 of this module.

Directions: Imagine that you are one of the members of section Mabini,
assess/evaluate the work of your group by using criterion based
of project assessment/evaluation given in figure 2 of this module
based in the picture given below.

Figure 4, an example of a group project.

Criteria Score Percentage Remarks
1. Creativity and Innovation
• Originality of design 10%
• Artistic Merit 10%
• Combination of materials 10%
2. Process
• Use of appropriate tools, materials,
and equipment 10%
• Methods/Workmanship/Degree of 10%
Difficulty
• Safety work habits 10%

3. Marketability
• Quality/Durability 10%
• Purpose/Functionality 10%
• Affordability 10%
• Visual Appeal 10%

4. Time Management
(wise use of time/speed ) 10%
Total 100%
LEGEND REMARKS SCORE PERCENTAGE
ET Excellent 10 100%
BT Best 9-8 99%-80%
GD Good 7-6 79%-69%
FR Fair 5 59%-50%
FD Failed 4-0 49%-0%

WRAP-UP

To wrap up everything that we have discussed in this lesson. Please

answer the following questions about the use of the following terms rubrics,
criteria, evaluation, and assessment in assessing the quality of enhanced
product.

1. What details did you learn about the use of rubrics in assessing the
quality of enhanced product?
_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Why rubrics is important in assessing/evaluating certain type of task,
activity and project?

_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. Based in your own thoughts after you read this module, why does these
terms the criteria, evaluation and assessment are related to rubrics?

_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

VALUING

Directions: Draw a happy face ( ) if it refers to a positive comment in

assessing individual or group output and sad face ( ) if it is in
negative comment. Draw it in the blank provided before each
number.
_____ 1. The team shows good camaraderie, it reflects to the appearance of
the output.

_____ 2. The output of the team outlooks the standard criteria of the given
project.

_____ 3. The output you made shows that you follow what directions given
in making the said project.

_____ 4. The output seems good but there are parts of it that can be
improved.

_____ 5. The work of your team is well organized, and it was creatively
defined based in the finished product.
 POSTTEST

Direction: Read and understand the statement below. Write the letter of the
correct answer on the blank provided before each number.

_____ 1. What term best fit in the statement given below?

It is an integral part of instruction, as it determines whether the
goals of the project/activity are being met.
A. assessment C. evaluation
B. criteria D. rubrics
_____ 2. Which of the following statement below best explain the word
rubrics?
A. A scoring tool to deliberate the materials, tools and process
used in the assignment or piece of work/project.
B. A scoring tool that describes the performance expectations
for an assignment or piece of work/project.
C. A scoring material in identifying what kind of project was
made by a certain group or individual.
D. A scoring material in creating project that will help the
group to make the said project possible.
_____ 3. What are the common criteria to consider in assessing good
quality product?
A. Time management, appearance, process, and style.
B. Time management, profitability, style, and creativity.
C. Time management, process, marketability, and creativity.
D. Time management, project name, feasibility, and style.
_____ 4. What word best fit in the statement given below?
Is said to be the last step in any planned project or activity.
A. assessment C. evaluation
B. criteria D. rubrics
_____ 5. Which of the following is referring to the phrase quality
enhanced product?
A. With good appearance, durability and meet the criteria of a
quality product.
B. With good product appearances that can sold in the
market.
C. With good product appearance
D. With good quality and quantity.
 VALUING
POST TEST
1. 1. A
2. B
2. 3. C
4. C
3. 5. A
4.
5.
WRAP UP ACTIVITY 2 ACTIVITY 1 PRETEST
Answers may Answers may 1. TRUE 1. D
vary. vary. 2. TRUE 2. B
3. CRITERIA 3. D
ACTIVTY 3 4. EVALUATION 4. B
5. RUBRICS 5. D
Answers may
vary.
KEY TO CORRECTION
References

Susana V. Guinea, Ma. Gilmina G. Sotoya and Randy R. Emen. Gloria A.

Peralta, EdD, Ruth A. Arsenue, et al… 2016. Technology and
Livelihood Education 6. pp.-209. 776 Aurora Blvd., cor. Boston St.,
Cubao, Quezon City Adriana Publishing Co.,Inc.

https://www.edglossary.org/assessment//2020/08/27/

https://webstockreview.net/explore/assessment-clipart/2020/08/27

https://webstockreview.net/explore/evaluation-clipart//2020/08/27

https://www.oldwoodenstool.com/en/chinese-antique-small-wooden-
stools.html/2020/09/08

https://www.ruralhealthinfo.org/toolkits/rural-toolkit/4/evaluation-
importance/2020/09/10

https://www.dictionary.com/browse/criteria/2020/09/12