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RUBRIC FOR PORTFOLIO-BASED ASSESSMENT

Assessment 50 Does not 80 Partially 95 Meets 100 Exceeds Score
Ratings meet meets expectations expectations
expectations expectations
Sources of Documentation Documentation Documentation Documentation
Learning and description and description and description and
Experiences relevant of learning of learning of learning description of
to learning outcomes experiences experiences experiences learning
related related to course related experiences
to course learning to course related to course
learning outcomes are learning learning
outcomes not effectively outcomes outcomes
are lacking or or completely are appropriate exceed
substantially presented and effectively expectations
inadequate presented
Demonstration of The portfolio’s The portfolio The portfolio The presentation
Learning materials and materials and includes of artifacts is
Artifacts artifacts are not artifacts are not appropriate convincing,
appropriate fully artifacts that with strong
and/or adequate, supported by or support the support for the
and are not connected to demonstration course’s
supported by the the course’s of learning learning
presentation learning outcomes outcomes
outcomes
Evidence of The portfolio The portfolio The portfolio The portfolio
Learning shows little or documents adequately provides clear
Competencies no some, documents evidence of
evidence of but not learning tied to learning tied to
learning tied to sufficient, sound sound
sound learning tied educational educational
educational to sound theory (or theory (or
theory educational grounded in grounded in
theory appropriate appropriate
(or grounded in academic academic
appropriate frameworks) frameworks)
academic
frameworks)
Mastering The portfolio The portfolio The portfolio The portfolio
Knowledge & Skills provides little demonstrates documents the demonstrates
Application of evidence of the the acquisition of the
Learning student’s student’s ability knowledge and student has
ability to use to use the skills for the mastered the
knowledge and knowledge and course learning knowledge and
skills for the skills for the outcomes, with skills for the
course’s course learning some ability to course learning
learning outcomes in apply them in outcomes and
outcomes in practice is practice can apply them
practice limited in practice

SUBJECT: GEHI 222,GEC602 (READINGS IN PHILIPPINE HISTORY) INSTITUTE: IMAS

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EXAMINATION PERIOD: Final PERFORMANCE TASK

SEMESTER: 2nd Semester, Academic Year 2022 – 2023

Reflection The portfolio The portfolio The portfolio The portfolio

on Learning provides little or provides provides shows that the
Aligned with course no evidence of inadequate evidence of student has
learning outcomes reflection to evidence of reflection to reflected with
increase reflection to increase substantial
learning aligned increase learning aligned depth upon how
with learning with the prior
the course aligned with the the course learning
learning course learning learning experience is
outcomes outcomes for outcomes aligned to the
for which credit which credit is for which credit course learning
is being sought being sought is being sought outcomes for
which credit is
being sought
Presentation Assembly Most of the The portfolio is The portfolio is
Completeness instructions expected well organized well organized
and quality of the have elements with all critical with all critical
portfolio not been are included; the elements elements
presentation followed with quality of included; the included;
critical written, visual quality of learning is well-
portfolio and/or digital written, documented
elements not presentation visual and/or with writing and
included; does not meet digital the production skills
the quality of post secondary presentation is that exceed
written, visual standards with competent with those of most
and/or digital too many errors minor errors in college students
presentation in spelling, spelling,
does grammar and grammar and
not meet post punctuation punctuation
secondary
standard
Overall Assessment TOTAL

Prepared by:
REY JOHN A. PANGLILINGAN,LPT
Instructor
Remarks: _____________________
CHRISTY GARCIA,LPT
Instructor
Approved by:
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KRIS KRISTOFFERSON T. TAN, MA

Department
Chairperson/Program Head

ASSESSMENT CRITERIA DESCRIPTION OF EXPLANATIONS/EXAMPLES

EXPECTATIONS

Sources of Learning Your prior learning experience
should be
connected to the course learning
outcomes,
and your portfolio should
demonstrate that
you have met those learning
outcomes.
Clearly describe and document
your prior learning
experience and show that you have
met all course
learning outcomes, which must be
printed on the back
of the rubric.

Demonstration of Your portfolio must include Include concrete documentation

Learning documentation (artifacts) that support
(i.e., artifacts) that supports the your claim that you have met
Artifacts
knowledge course learning
and skills you have acquired. outcomes (see sources of learning
above). Artifacts
may include written
communications, videos, digital
communications, annual reviews,
samples of projects,
pictures, letters of
recommendation, successful
workshop training, online training,
projects and more.

Evidence of Learning Your portfolio should tie your
prior learning
experience to educational
theory.
Meet expectations for describing
how your learning is
associated with sound educational
theory (or is
grounded in appropriate academic
frameworks).

Mastering Knowledge You need to demonstrate that Provide examples of how you have
and Skills you have applied the course
mastered the knowledge and learning outcomes in real world
skills reflected experience(s) for a
in the course learning outcomes, sustained length of time.
and that
you have and/or can apply that
learning in a
real world experience.
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Reflection on Learning Your portfolio must include
documentation of reflection (i.e.,
that you thought deeply about
what produced your learning and
what actions generated that
personal growth).
Describe how you utilized
reflection to acknowledge
your learning and leverage your
learning in your
concrete experience.

Presentation Your portfolio should include all
required elements (as defined by
your institution),
including all six assessment
criteria; and the presentation
must be clear and meet
post secondary- level
expectations with
relatively few spelling,
punctuation or
grammatical errors.
Make sure your portfolio
includes all required
elements, as defined by your
institution. Address all
assessment criteria. Organize
your presentation and
strive to be error free, although
minor spelling,
punctuation or grammatical
errors will be tolerated.

REY JOHN A. PANGLILINGAN,LPT

__________________________
Instructor

Remarks: _____________________

Approved by:

KRIS KRISTOFFERSON T. TAN, MA

Department
Chairperson/Program Head
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SUBJECT: GEC 609 (LIFE AND WORKS OF DR. JOSE RIZAL) INSTITUTE: IMAS
EXAMINATION PERIOD: Final

SEMESTER: 2nd Semester, Academic Year 2022 – 2023

EVALUATION CRITERIA OF RECITING A POEM

Physical Presence:

 Present yourself well and be attentive. Use good posture. Be confident.

 Use eye contact to make a direct connection with the entire audience; don’t focus solely on the teacher.
 Nervous gestures, poor eye contact with the audience, and lack of poise or confidence will detract from
your score.
 Relax and be natural. Enjoy your poem.

Qualities of a strong recitation: The student appears at ease and comfortable with the audience. They
engage the audience through physical presence, including appropriate body language, confidence, and eye
contact- without appearing artificial.

Voice and Articulation:

 Project your voice to the audience. You want to capture the attention of everyone, including the
people in the back row. However, do not mistake yelling for good volume or projection.
 Use a fitting and natural pace. People may speak or express themselves too quickly when they are
nervous, which can make a recitation difficult to understand. Do not speak so slowly that the
language sounds unnatural or awkward.
 With rhymed poems, be careful not to recite in a sing-song manner.
 Make sure you know how to pronounce every word in your poem. Articulate.
 Line breaks are a defining feature of poetry, with each one calling for different treatment Decide if a
break requires a pause and, if so, for how long.

Qualities of a strong recitation: All words are pronounced correctly, and the volume, rhythm, and
intonation greatly enhance the recitation. Pacing is appropriate to the poem.

Dramatic Appropriateness:
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 Do not act out the poem. Too much dramatization can distract your audience from the language of
the poem. Your goal should be to help audience members understand the poem more deeply than
they had before hearing your recitation. Movement or accents must not detract from the poem’s
voice.
 Let the poem do the work.
 When uncertain, leave out gestures that might be interpreted as “overdone”.
 Avoid monotone delivery. If you sound bored, you will project that boredom to the audience.
However, too much enthusiasm can make your performance seem insincere.

They style of delivery is more about oral interpretation than dramatic enactment. A low score
in this category will result from recitations that have affected character voices and accents,
inappropriate tone and inflection, singing, distracting and excessive gestures, or unnecessary
emoting.

Level of Complexity:

 Make sure that the poem that you recite speaks to you, regardless of the level of complexity.
 Poem content as well as length can count for complexity. A poem with complex language will have
intricate diction and syntax, meter and rhyme scheme, and shifts in tone or mood. A long poem does
not automatically count towards complexity. In well written verse, deep meaning can sometimes
translate into brief poems.

Evidence of Understanding:

 In order for the audience to understand the poem, you must fully understand the poem. Be attentive
to the message, meanings , allusions, ironies, tones of voice and other nuances in your poem.
 Be sure that you understand the meaning of the words in your poem. If you are unsure, ask for help
or look the words in question up.

ACCURACY
 This category evaluates your preparedness and accuracy, including pronunciation of all words. If you
skips lines, recite the words incorrectly, or rely on me to prompt you, points also will be subtracted from
the accuracy score.

REY JOHN A. PANGLILINGAN,LPT

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__________________________
Instructor

Remarks: _____________________

Approved by:

KRIS KRISTOFFERSON T. TAN, MA

Department
Chairperson/Program Head

SUBJECT: GEC 609 (LIFE AND WORKS OF DR. JOSE RIZAL) INSTITUTE: IMAS
EXAMINATION PERIOD: Final

SEMESTER: 2nd Semester, Academic Year 2022 – 2023

RUBRIC for Poetry Recitation

100 points total

Physical presence
25 points Student is comfortable and confident in reciting the poem
23 points Student is generally confident but fidgets on occasion
20 points Student is fidgety and clearly nervous
18 points Student is unable to get through the speech but tries
0 points Student cannot deliver

Voice and Articulation-Student uses appropriate inflection, pacing, and volume

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25 points Excellent
23 points Good
20 points Average
18 points Weak
0 points Student cannot deliver

Accuracy -Student properly recites the words and uses correct pronunciations
25 points Student recites speech with no more than one inaccuracy
23 points Student stumbles 2-3 times
20 points Student stumbles 4-5 times
18 points Student is unable to get through the speech but tries
0 points Student cannot deliver

Dramatic Appropriateness -Student underscores the meaning of the poem without becoming the focal
point of the recitation
25 points Excellent

23 points Good

20 points Average

18 points Weak
0 points -Student cannot deliver
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TOTAL POINTS: _____________________ / 100

REY JOHN A. PANGLILINGAN,LPT

__________________________
Instructor

Remarks: _____________________

Approved by:

KRIS KRISTOFFERSON T. TAN, MA

Department
Chairperson/Program Head