RUBRICS

1. RUBRICS

2. What is a Rubric ? • 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

3. Parts of a Rubric • 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

4. Process of Developing Scoring Rubrics • 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.

5. Rubric for skit or role play

6. A Sample Analytic Rubric to Score the bar graph Scoring Guide: 4 = 20 points 3 = 15 points 2 = 10 points 1 = 5 points

7. A Sample Holistic Rubric to Score the bar graph 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

8. Sample Task Objective: Create a scene from Chapter 2 of Noli Me Tangere Performance Task: “AngSuyuansaAsotea” 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.

9. Holistic Rubric for role playing Level 3. Veteran. (40 points). The performance satisfies all of the following criteria: • 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: • 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: • 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

10. Sample Task 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

11. Sample Task 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

12. Analytic rubric for terrarium Scoring guide: Level 3 = 20 Level 2 = 14 Level 1 = 7

13. ACTIVITY TIME! The mind is not a vessel to be filled, but a fire to be ignited. (Plutarch)