Rubric is a scoring scale used to assess student performance along a task-specific set of criteria. This consists of descriptive scoring schemes that are developed by teachers or other evaluator to guide the analysis of products or processes of students’ efforts.

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.

Criteria4

Excellent

3Very

Satisfactory

2Satisfactory

1Needs

Improvement% Total

1. Completeness of the report

All needed information in a bar graph are given

One important information needed in a bar graph is missing

Two information needed in a bar graph are missing

Three or more information needed in bar graph are missing

30%

2. Accuracy /Clarity of information

All information are accurate /clear

One information is incorrect

Two information are incorrect

Three or more information are incorrect

40%

3. Visual appeal The work is free from erasures and was made colorful

The work is colorful but with one erasure

The work is colorful but with at most three erasures

The work is dull, untidy and with more than 3 erasures

20%

4. Promptness in submitting the requirement

Submitted on or before the deadline

Submitted 1 hour after the deadline

Submitted 2 hour after the deadline

Submitted 3 or more hours after the deadline

10%

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 ecosystemPerformance 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 to design the terrarium in near 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

Performance Criteria

Level 1Beginner

Level 2Master

Level 3 Expert

Score

1. Appropriateness of Container

With correct design but not transparent incorrect dimension

Transparent and with correct design & dimension but not from recycled materials

transparent & made out of recycled things, in any shape using required dimensions, with design at the base and cover only

2. Appropriateness of the chosen living things

Use only small plants or animals

Use small plants and small animals but with no symbiotic relationship

Use small plants & at least two small animals with symbiotic relationship

3. Completeness of the non-living things

Use other type of soil and no water

Use loam or sandy loam soil with pebbles and no water

Use loam to sandy loam soil with pebbles and water

4. Visual appeal Layout and design does not resemble an ecosystem

Layout and design resemble an ecosystem w/ minimal flaws

Lay-out & design are attractive like real ecosystem

5. Promptness of submission

Submitted two day safter the deadline

Submitted one day after the deadline

Submitted on or before the deadline

Total

Scoring guide: Level 3 = 20 Level 2 = 14 Level 1 = 7

The mind is not a vesselto be filled, but a fire to be ignited.

(Plutarch)