Professional Documents
Culture Documents
Rubric
Rubric
Types of Rubric
1. Analytic. It articulates levels of performance for each
criterion so the teacher can assess student performance
on each criterion. It describes the quality of performance
or product in relation to specific criterion.
2. Holistic. It does not list separate levels of
performance for each criterion. It assigns level of
performance by assessing performance across multiple
criteria as a whole. It describes the overall quality of a
performance or a product
1.Performance Criteria. At least two
criteria.
Required = 5
2. Levels of performance. At least two levels.
Required = 3
3. Quantitative and qualitative description of
each level
4. Descriptors (analytic)
5. Scoring system
1. Identifying the qualities and attributes
that the teacher wishes to observe in the
students’ outputs that would demonstrate
their level of competency.
2. Deciding whether a holistic or analytic
rubric would be more appropriate.
3. Defining the criteria for the top level of
performance.
4. Identifying and defining of the
criteria for lowest level of performance.
Task Description
Identify ways of detecting and preventing diseases in the respiratory and circulatory systems
Appreciate the importance of a healthy lifestyle in avoiding such diseases
weight
Accepts ideas of Accepts most ideas Unwilling to Group does not work
others; able to without negative compromise together
compromise comments; able to Few members One person does all
Cooperation 30% All members contribute compromise contribute the work
Some members
contribute
Scoring Guide:
4 = 20 points 3 = 15 points 2 = 10 points 1 = 5 points
Level 4 (20 points) – Excellent such that the work reflects all of the following:
includes all the information needed in a frequency distribution
all information are clear and accurate
well-written and neatly done
submitted on time
Level 3 (15 points) – Very Satisfactory such that the work reflects only 3 of the following
includes all the information needed in a frequency distribution
all information are clear and accurate
well-written and neatly done
submitted on time
Level 2 (10 points) –Satisfactory such that the work reflects only 2 of the following
includes all the information needed in a frequency distribution
all information are clear and accurate
well-written and neatly done
submitted on time
Level 1 (5 points) – Needs Improvement such that the work reflects only 1 of the following
includes all the information needed in a frequency distribution
all information are clear and accurate
well-written and neatly done
submitted on time
Objective: Create a scene from Chapter 2 of Noli Me Tangere
Performance Task: “Ang Suyuan sa Asotea”
Learning Competencies:
1. recite the lines of the characters without looking at the script
2. speak with fluency and confidence based on the personality of the character
3. show the moods and emotions of the characters by performing appropriate hand gestures, facial
expression and blockings
4. wear appropriate costumes
5. use musical accompaniment, voice over and sound effects to set the mood of the audience
6. utilize hand props and backdrop to set atmosphere
Learning Episodes:
1. Group the students with 10 members each group.
2. Let each group prepare a script for the scene they want to enact.
3. Each group will be given 10 minutes to perform. Deduction of .5 pt. will be given for each minute
exceeding 10.
4. Prepare backdrops, props, costumes and sound effects.
Assessment Plan:
1. The activity has a total of 50 points. 10 for the script and 40 for the actual performance.
2. Assessment tools: Rating scale for the script . Holistic Rubric for the performance of the role-
play.
Level 3. Veteran. (40 points). The performance satisfies all of the following criteria:
o recite the lines of the characters without looking at the script
speak with fluency and confidence based on the personality of the character
show the moods and emotions of the characters by performing appropriate hand gestures, facial
expression and blockings
wear appropriate costumes
use musical accompaniment, voice over and sound effects to set the mood of the audience
utilize hand props and backdrop to set atmosphere
Level 2. Promising. (30 points). The performance satisfies at most 4 of the following criteria:
o recite the lines of the characters without looking at the script
speak with fluency and confidence based on the personality of the character
show the moods and emotions of the characters by performing appropriate hand gestures, facial
expression and blockings
wear appropriate costumes
use musical accompaniment, voice over and sound effects to set the mood of the audience
utilize hand props and backdrop to set atmosphere
Level 1. Starting. (20 points). The performance satisfies at most 2 of the following criteria:
o recite the lines of the characters without looking at the script
speak with fluency and confidence based on the personality of the character
show the moods and emotions of the characters by performing appropriate hand gestures, facial
expression and blockings
wear appropriate costumes
use musical accompaniment, voice over and sound effects to set the mood of the audience
utilize hand props and backdrop to set atmosphere
Objective: to create a model ecosystem
Performance Task: “Terrarium Making”
Learning Competencies: The final output of the students must:
1. Container
A. Materials. The materials should be mostly from recycled things.
B. Size. The size of container should be at least 2 feet in one dimension. For square, 2ft squared; for
rectangle 2ft x 1 ft; for circle or oblong, the diameter should be at least 2 ft.
C. Shape. Any shape will do as long as it satisfies the required size.
D. Design. Limited to the base and cover. No design is allowed within the perimeter of observation
window.
E. Color. Transparent.
2. Contents
A. Living things
A.1. Plants. Small and can thrive inside the room.
A.2. Animals. At least two different animals that have relationship when it comes to food chain. Can be
observed and live inside the container for weeks.
B. Non-living things
B.1. Soil. Loam to sandy loam. Moist.
B.2. Rocks or pebbles. Small, different colors
B.3. Water. Permanent source of clean water for the animal.
B.4. Artificial source of light
3. Arrangement and lay-out design
A. Plan. Approved lay-out plan with justification for placement of item
B. There should be permanent source of water, food and fresh air.
C. Resemblance to actual ecosystem
Assessment Plan:
1. Points Allotted: The completed product will be given a total of 100 points.
2. Assessment tool: analytic rubric
Objective: to create a model ecosystem
Performance Task: “Terrarium Making”
Learning Competencies
to create a transparent container out of recycled things, in any shape
using required dimensions, with design at the base and cover only
to put living things like small plants, at least two different animals
with symbiotic relationship
to put appropriate non-living things like loam to sandy loam soil,
pebbles and water
to arrange the lay-out so that living things can thrive for weeks
Assessment Plan:
1. Points Allotted: The completed product will be given a total of 100
points.
2. Assessment tool: analytic rubric
Performance Criteria Level 1 Level 2 Level 3 Expert Score
Beginner Master
1. Appropriateness of With correct design Transparent and transparent & made out
but not transparent with correct of recycled things, in
Container incorrect dimension design & any shape using required
dimension but not dimensions, with design
from recycled at the base and cover
materials only
2. Appropriateness of Use only small Use small plants Use small plants & at
plants or animals and small animals least two small animals
the chosen living things but with no with symbiotic
symbiotic relationship
relationship
3. Completeness of the Use other type of Use loam or sandy Use loam to sandy loam
soil and no water loam soil with soil with pebbles and
non-living things pebbles and no water
water
4. Visual appeal Layout and design Layout and design Lay-out & design are
does not resemble resemble an attractive like real
an ecosystem ecosystem w/ ecosystem
minimal flaws
(Plutarch)