OUTPUT FOR

(AUTHENTIC ASSESSMENT OF STUDENT LEARNING OUTCOMES)

CHAPTER 1 - 5

Submitted by:
MARY GRACE M. ENRIQUEZ
CMT Student

Submitted to:
CRISTOBAL A. SAYAGO, Ed.D.
Instructor
 POLANGUI COMMUNITY COLLEGE
Polangui, Albay

CHAPTER 1
(A CLOSE LOOK AT STUDENT LEARNING OUTCOMES (SLO))

EXERCISES & ANSWERS!

A. Identify the characteristics of a good student learning outcome that each of the following
depicts:
The students:
1. Can perform the dance “Pandanggo sa Ilaw”.
- Good characteristics 5
2. Can submit a proposed project to hold a poster contest on environmental sanitation
- Good characteristics 3
3. Can decide on the best solution to a Mathematics problem
- Good characteristics 4
4. Can participate in a community project as a contribution to society
- Good characteristics 5
5. Can discuss with the teacher one’s difficulty in attaining the desired learning outcome
- Good characteristics 3
6. Can research on the life and works of Apolinario Mabini and submit a report on one’s
findings
- Good characteristics 2
7. Can do a power point presentation on the solar system
- Good characteristics 1
8. Can demonstrate a simple experiment in class on the law of buoyancy
- Good characteristics 3
9. Can volunteer to perform the desired competency
- Good characteristics 3
10. Can illustrate through [posters the characteristics of a good member of the community
- Good characteristics 1, 4

B. Write 2 examples of student learning outcomes derived from each of the following sources:
1. Your school’s mission
- Students will utilize oral, written, non-verbal, and/or technology-based forms of
communication.
- Student will interact with others in an appropriate, responsible manner
2. The act enhancing the Philippine basic education system (K to 12 law)
- Student can identify, describe, and apply emerging technologies in teaching and
learning environments
- Student can demonstrate knowledge, attitudes, and skills of digital age work and
learning
3. National Competency-Based Teacher Standards (NCBTS)
- Students can understand and attain the goals of the curriculum through the various
learning resources and activities.
- Students can learn whatever their capabilities, learning styles, cultural heritage,
socio-economic backgrounds, and other differences.
4. General education basic competencies
- Student can apply critical thinking skills when listening, reading, thinking and
speaking.
- Student will analyze information and ideas carefully and logically from multiple
perspectives and develop reasoned solutions to problems.
5. Education for all (EFA)
- Student can expand knowledge in early childhood care and education
- Student can promote learning and life skills for young people and adults

Prepared by:
MARY GRACE M. ENRIQUEZ
 POLANGUI COMMUNITY COLLEGE
Polangui, Albay

CHAPTER 2
(AUTHENTIC ASSESSMENT: MEANING, CHARACTERISTICS AND PRACTICES)

EXERCISES & ANSWERS!

A. Determine whether each of the following assessment activities/strategies is traditional or
authentic:
1. Dramatizing a story
- Authentic
2. Writing business letters for various purposes
- Authentic
3. Administering a multiple-choice test
- Traditional
4. Requiring memorization or historical facts
- Traditional
5. Keeping and updating a portfolio
- Authentic
6. Drawing the parts of a microscope
- Authentic
7. Writing the multiplication tables 7,8,9
- Traditional
8. Submitting a report on observations of insects in a field trip
- Authentic
9. Interviewing the barangay chairman about the problems of the community and reporting
on the findings
- Authentic
10. Providing the answers to a filling the blanks assignment
- Traditional

B. Decide whether each of the following is assessment, evaluation, testing or mark.

1. Administering true – false items to be answered
- Testing
2. Rating of 73 – 76 which is equivalent to Barely Satisfactory
- Mark
3. Submission of a research report in biology
- Evaluation
4. Regular entries in a journal in English
- Evaluation
5. Rubric rating shows that student needs improvement
- Mark
6. Writing of a different ending to a story read
- Assessment
7. Multiple-choice items to be answered
- Testing
8. Experiment performed in a laboratory
- Assessment
9. Assessment results show attainment of learning outcome
- Evaluation
10. Proficient level
- Mark

Prepared by:
MARY GRACE M. ENRIQUEZ
 POLANGUI COMMUNITY COLLEGE
Polangui, Albay

CHAPTER 3
(AUTHENTIC ASSESSMENT TOOLS)

EXERCISES & ANSWERS!

A. Decide whether each of the following assessment tools is for (a) observation, (b)
performance sample or (c) actual performance.
a 1. Individual developmental checklist
a 2. Group developmental record sheet
a 3. Oral interview sheet
b 4. Portfolio
a 5. Behavior checklist
c 6. Oral questioning
b 7. Employability portfolio
c 8. Self-report checklist
c 9. Oral presentation checklist
b 10. Written interview sheet

B. Explain each of the following by presenting an example

1. Observation-based assessment tool
- Observation-based assessment tool includes the date and information that the
teacher collects from daily work. The teacher will undertake a classroom observation.
During and after the class, he or she will observe the student's performance and
attitude. Following the observation, the teacher will be able to determine the pupils'
strengths and weaknesses. The teacher's job is to evaluate students and assist them
in becoming better students. Observation-based assessment tool can be done by the
following example:
• Individual developmental checklist
• Group developmental record sheet
• Oral Interview sheet
• Behavior checklist

2. Performance sample assessment tools

- Performance sample assessment tools is a tangible results that demonstrate student
achievement. The teacher will evaluate the students' performance or the product in
this way. After the semester or year, the teacher will allow the students’ to pass a
portfolio. The teacher can tell if the student's performance is improving in this
situation. Performance sample assessment tools can be done by the following
example:
• Employability portfolio
• Written interview sheet
• Student portfolio

3. Actual performance assessment tool

- Actual performance assessment tool tests and measures students' performance at a
specific place and time. The teacher can assess the students by having them do
real-life activities like singing, dancing, and acting. The teacher can then assess the
students' behavior during the performance. Actual performance assessment tool can
be done by the following example:
• Oral questioning
• Self-report checklist
• Oral presentation checklist

Prepared by:
MARY GRACE M. ENRIQUEZ
 POLANGUI COMMUNITY COLLEGE
Polangui, Albay

CHAPTER 4
(PROCESS-ORIENTED, PERFORMANCE-BASED ASSESSMENT)
EXERCISES & ANSWERS!

A. For each of the following tasks, identify at least three (3) process-oriented learning
competencies:
1. Constructing a graphic organizer to illustrate child growth and development
- Aids children in comprehending what they are reading.
- Used to organize data in preparation for reporting, such as through writing or an oral
presentation such as a speech.
- Assists students in taking notes while listening to a lecture.

2. Constructing three-dimensional models of solids from cardboards.

- Used to reduce very large objects and enlarge very small objects to a size that can
be conveniently observed and handled.
- Measure the exact/actual size which is being described by the problem
- Solve the needed area of the cardboard to construct the solid
- Use the ruler to make conversion, in accordance to the problem

3. Writing an essay about the EDSA III People Power Revolution

- Criticizes the underlying issue that led to the EDSA Revolution.
- Involve the self of the issue which leaves legacy in the Philippine history.
- Practice a good handwriting skills.

4. Performing a skit on the importance of a national language

- Reconnecting the actor's body movements to the character's voice and emotion
- Improve the learners' ability to pronounce terms that are important in our national
language.
- Build self-confidence in front of the class
- Experiment with diverse portrayals of the language in a creative way.

5. Role playing to illustrate the concept of Filipino family values

- Evaluate their own family values
- Create a good relationship with the co-members in accomplishing the play
- Apply the good characters of a Filipino at their home

B. Choose any five activities below and then construct your own scoring rubrics.
1. Use evidence to solve a mystery
2. Devise a game
3. Participate in a debate
4. Infer the main idea of a written piece
5. Draw a picture that illustrates what’s described in a story or article. Explain what you
have drawn, using details from the story or article.
6. Write a research paper
7. Apply a scoring rubric to a real or simulated piece of student work
8. Write an outline of a text or oral report
9. Propose and justify a way to resolve a problem
10. Design a museum exhibit
11. Develop a classification scheme for something and explain and justify the categories
12. Justify one point of view on an issue and then justify the opposing view
13. Given background information, predict what will happen if ____________.
14. Evaluate the quality of a writer’s arguments
15. Combine information from several sources to draw a conclusion about something

Prepared by:
MARY GRACE M. ENRIQUEZ
 POLANGUI COMMUNITY COLLEGE
Polangui, Albay

1. Use evidence to solve a mystery

SOLVE A MYSTERY SCORING RUBRIC

4 3 2 1
Elements of The mystery The mystery The mystery The mystery has
Mystery: Set-up has strong has evidence includes no clear
evidence of of characters, characters, plot, characters and
characters, plot, and clues and clues. no use of clues.
plot, clues, that can be
and followed in
distractions sequence.
Elements of The solution is The solution is The solution is The solution (in
Mystery: Solution effective (in relevant (in somewhat words or
words or words or relevant (in picture) contains
picture) with picture) with words or misinterpretation
many details some details picture) but has and has little or
and examples. and examples. few details to no relevance to
support or the mystery.
explain the
solution.
Organization The writing or The writing or The writing or The writing or
drawing drawing drawing drawing
develops an develops an develops a develops a
effective appropriate partially mystery set-up
mystery set-up mystery set-up successful or conclusion
or solution. or solution. mystery set-up that is
or solution. ineffective or is
not feasible.
Style/Voice The writing or The writing or The writing or The writing or
drawing drawing drawing drawing
includes includes includes a includes a basic
precise words appropriate limited vocabulary or
or finely words or vocabulary or unclear
detailed detailed simple drawings. The
drawing. drawing. drawings. text tends not to
engage the
The writing or The writing or The text has reader.
drawing drawing sections that do
engages the interests the not involve the
reader. reader. reader
sufficiently.
Conventions/ The The writing or The writing is The writing may
Presentation presentation drawing is readable or the not be legible or
(in words or somewhat drawing is the drawing may
picture) makes inviting. understandable. not be
the writing or discernable.
drawing The writing or The writing understandable
inviting. drawing show includes errors
control over in conventions The writing
The writing or conventions or or the drawing includes errors
drawing show drawing is unclear, but in conventions
control over techniques. this does not or the drawing is
conventions or distract from unclear; this
drawing meaning. distracts from
techniques. the meaning.

Prepared by:
MARY GRACE M. ENRIQUEZ
 POLANGUI COMMUNITY COLLEGE
Polangui, Albay
2. Devise a game

GAME EVALUATION RUBRIC

• Overall design and presentation – 20 points

Total Possible Category Criteria Total Earned Points

Points

5 points Pitch Is the game pitch

clear and easy to
understand?

5 points Rules Are the game’s rules

and goals clear and
organized?

5 points Attention to Details Plan reflects attention

to details

5 points Idea Game is unique and

creative with original
content

• Innovation and Creativity – 20 points

Total Possible Category Criteria Total Earned Points

Points

5 points Title Is the title fitting?

Unique? Creative?

5 points Story Does the game have

a unique story or
premise that invites
the player into the
game?

5 points Game Elements Does the game

implement
established game
mechanics in creative
or new ways?

5 points Genre Does the game

create a new genre,
blend genres
together to form a
new way of playing,
innovate on an
existing, established
genre?

• Fun Factor – 15 points

Total Possible Category Criteria Total Earned Points

Points

Prepared by:
MARY GRACE M. ENRIQUEZ
 POLANGUI COMMUNITY COLLEGE
Polangui, Albay
5 points Player Feedback Does the game
provide feedback for
the player such as
high scores, end of
level reports or other
components that
make the player feel
good about their
achievements in the
game?

5 points Difficulty Is the difficulty level

of the game
appropriate for the
intended audience?
Does the game get
increasingly difficult
in an appropriate
way?

5 points Audience Is the game

appropriate for its
intended audience?

• Theme (Secret Ingredient) – 5 points (However, if this is not included the game is
disqualified)

Total Possible Category Criteria Total Earned Points

Points

5 points Explicit Use of How well does the

“Secret Ingredient” game explicitly
connect to the
theme?

• Feasibility – 10 points

Total Possible Category Criteria Total Earned Points

Points

10 points Feasibility Is it possible to

develop this game
with the current
technology and other
means available?

• Marketability – 20 points

Total Possible Category Criteria Total Earned

Points Points

10 points Longevity Does the design allow for

repeat play? Will the player
want to keep playing?
Would the player keep this
game and play it
daily/weekly/monthly/never?

Prepared by:
MARY GRACE M. ENRIQUEZ
 POLANGUI COMMUNITY COLLEGE
Polangui, Albay
10 points Excitement Is the game exciting and
inviting to the player?

Final Score: /100

3. Participate in a debate

DEBATE GRADING RUBRIC

Criteria 4 3 2 1 Grade:
1. Organization & Completely Mostly clear Clear in Unclear and
Clarity: clear and and orderly in some parts disorganized
orderly all parts but not throughout
Main arguments and presentation overall
responses are
outlined in a clear
and orderly way.
2. Use of Very strong Many good Some Few or no
Argument: and arguments decent real
persuasive given, with arguments, arguments
Reasons are given to arguments only minor but some given, or all
support the resolution given problems significant arguments
throughout problems given had
significant
problems
3. Use of cross- Excellent Good cross- Decent Poor cross-
examination and cross-exam exam and cross-exam exam or
rebuttal: and rebuttals, and/or rebuttals,
defense with only rebuttals, failure to
Identification of against minor slip- but with point out
weakness in Negative ups some problems in
Negative team’s team’s significant Negative
arguments and ability objections problems team’s
to defend itself position or
against attack. failure to
defend itself
against
attack.
4. Presentation All style Most style Few style Very few
Style: features features were features style features
were used used were used were used,
Tone of voice, clarity convincingly convincingly convincingly none of them
of expression, convincingly
precision of
arguments all
contribute to keeping
audience’s attention
and persuading them
of the team’s case.
TOTAL
SCORE:

_____

(Divide by 4)

AVERAGE OF THE TEAM: _______

Prepared by:
MARY GRACE M. ENRIQUEZ
 POLANGUI COMMUNITY COLLEGE
Polangui, Albay
4. Write a research paper

ACADEMIC RESEARCH PAPER GRADING RUBRIC —90 points total

Note: grading between increments is at the discretion of the advisor

CATEGORY 12-15 points 8-11 points 4-7 points 0-3 points

Introduction/Topic Exceptional Proficient Basic Weak or no

introduction that introduction that introduction that introduction of
grabs interest of is interesting states topic but topic.
reader and states and states lacks interest.
Paper’s
topic. topic. Thesis/topic is
____ points purpose is
Thesis/topic is somewhat clear
Thesis/topic is unclear.
clear and and arguable.
exceptionally Thesis/topic is
arguable
clear, well- weak or
statement of
developed, and a missing.
position.
definitive
statement.

Content Paper is Information Information Information

knowledge: exceptionally relates to the relates to the has little or
Quality of researched, main topic. main topic, but nothing to do
Research contains 7 few details with the thesis.
Paper, is well-
sources total and/or examples
researched in Information
(including 3 peer are given.
detail and from has weak or
reviewed articles); Shows a limited
7 good sources no connection
the sources variety of
____ points (including 3 to the thesis.
support the thesis sources.
peer-reviewed References
argument in a References are
articles). are not cited
logical manner. not cited
References are correctly.
References are correctly.
correctly cited.
correctly cited.

Content Exceptionally Consistent Some Limited or no

application: critical, relevant connections are connections connections
Support of Thesis and consistent made between made between made between
& Analysis connections evidence and evidence and evidence and
made between thesis. thesis. Some thesis. Lack
evidence and analysis. of analysis.
Good analysis.
____ points thesis. Excellent
analysis.

Conclusion Excellent Good summary Basic summary Lack of

summary of of topic with of topic with summary of
thesis argument clear concluding some final topic.
____ points with concluding ideas. concluding
ideas that impact ideas.
Introduces no
reader.
new Introduces no
Introduces no information. new information.
new information.

Prepared by:
MARY GRACE M. ENRIQUEZ
 POLANGUI COMMUNITY COLLEGE
Polangui, Albay
Writing Writing is clear Most ideas are Many ideas Paper does
and relevant, with stated clearly require not meet the
no grammatical and are related clarification, are criteria for the
and/or spelling to the topic, with off-topic or have assignment
errors – polished only minor little relevance (too short or
____ points and professional. grammatical to the incomplete,
Reference, and/or spelling assignment. too long,
citations and errors. Many and/or
images are References, grammatical completely off-
properly citations and and/or spelling topic).
formatted. images are errors; very Reference,
adequate. challenging to citations and
read, poor images
writing flow. section is
Improper missing.
references
and/or citations
section.

Annotated Annotations Annotations Some Most

Bibliography sufficiently and sufficiently and annotations annotations
succinctly adequately provide provide
summarize, summarize, inadequate inadequate
____ points evaluate, and evaluate, and summary, summary,
reflect on the reflect on the evaluation, evaluation,
source. source. and/or reflection. and/or
reflection.

Total: _____/90

Prepared by:
MARY GRACE M. ENRIQUEZ
 POLANGUI COMMUNITY COLLEGE
Polangui, Albay
5. Design a museum exhibit

MUSEUM EXHIBIT SCORING RUBRIC

ADVANCED
UNSATISFACTORY
(Demonstrates
PROFICIENT
(Below Performance Exceptional
CRITERIA WEIGHT Standards) (Minimal Criteria) Performance)

Structure and 15% • The • The country’s • The country’s

Organization country’s role role in the war role in the war
in the war was was clearly
Presentation of was not adequately illustrated by the
Exhibit effectively illustrated by evidence
illustrated by the evidence
the evidence • Presentation
• Presentation was well-
• Presentation was sufficiently organized
was organized
unorganized • No lag time
• Very little lag
• Too much time • Your war
lag time “aspect” was
• Your war crystal clear
• Your war “aspect” was
“aspect” was clear
not clearly
presented

0------5-----8 9 - - - - - 11 - - - - - 12 13 - -- - - - 14 - - - - 15

Vocal 15% • Speaker was • Speaker was • Speaker was

Expression hard to hear easy to hear enjoyable to
(ind.) or and hear; used
understand understand expression and
Rate and
emphasis
Volume of • Voice or tone • Tone was
Speech distracted generally • Speaker used
from purpose conversational, voice to create
Pitch,
of but with an emotional
Articulation and
presentation purpose response in
Pronunciation audience
• Excessive • Voice sounded
use of verbal natural, neither • Tone was
fillers patterned nor conversational,
monotone but with
• Speech was
purpose
read • Speaker
pronounced
words clearly,
correctly and
without verbal
fillers

0------5-----8 9 - - - - - 11 - - - - - 12 13 - -- - - - 14 - - - - 15

Prepared by:
MARY GRACE M. ENRIQUEZ
 POLANGUI COMMUNITY COLLEGE
Polangui, Albay
Physical 15% • Little eye • Strong eye In addition to meeting
Characteristics contact with contact with the PROFICIENT
(ind.) audience entire criteria …
audience
Eye Contact, • Poor or • Posture was
Posture, slouchy • Posture commanding
posture conveyed and purposeful
Gestures,
confidence
Movement, • Movements • Attire was
Attire were stiff or • Gestures and chosen to
unnatural movements enhance
were natural presentation
• Attire was
and effective
inappropriate
for audience • Attire was
appropriate for
audience and
purpose

0------5-----8 9 - - - - - 11 - - - - - 12 13 - -- - - - 14 - - - - 15

Creativity 20% • Artifacts do • Artifacts • Well-made

not clearly clearly define artifacts clearly
define country or define country
country or “aspect” or aspect
“aspect”
• Effective use • Superior use of
• Table is of table table
unclear or
• The overall • Very unique
irrelevant
display has overall display
• Overall unique
• Added features
display is features
make the group
plain
• There are a go above and
• There are no few added beyond
added features expectations
features

0------5-----8 9 - - - - - 11 - - - - - 12 13 - -- - - - 14 - - - - 15

Aesthetic 15% • Not Colorful • Colorful • Flourishing

Quality Color
• Sloppy • Neat
• Exceedingly
• Unorganized • Overall
Neat
overall appearance is
appearance organized • Overall
appearance is
excellently
organized

0------5-----8 9 - - - - - 11 - - - - - 12 13 - -- - - - 14 - - - - 15

Prepared by:
MARY GRACE M. ENRIQUEZ
 POLANGUI COMMUNITY COLLEGE
Polangui, Albay
Visual 20% • Unorganized • Organized • Superior
Features PowerPoint PowerPoint PowerPoint
Photo essay Photo essay Photo essay
Multimedia,
Visuals, Audio • Inferior • Propaganda • Excellent
Propaganda Poster well Propaganda
Poster done Poster

• Charts are • Charts are • Very Clear and

irrelevant or effective Relevant Charts
unclear
• Maps fit the • Maps enhance
• Maps are display and the display
irrelevant or are done well.
• Individual
poorly made
• Individual assignments
• Individual assignments look authentic
assignments could pass as
do not look authentic
authentic

0------5-----8 9 - - - - - 11 - - - - - 12 13 - -- - - - 14 - - - - 15

ADDITIONAL COMMENTS:

Prepared by:
MARY GRACE M. ENRIQUEZ
 POLANGUI COMMUNITY COLLEGE
Polangui, Albay

CHAPTER 5
(PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT)

EXERCISES & ANSWERS!

A. Differentiate between a “process-oriented” and a “product-oriented” performance-based

assessment.
- The difference between process – oriented and product –oriented performance based
assessment is that process-oriented performance-based assessment are centered
on observing the student's learning processes as they progress over the course of the
class. It is a step-by-step interaction in which the teacher and the learner exchange
input and output at all times. A student is allowed to make mistakes during a process-
oriented evaluation because they are an integral element of the activity. The teaching
of writing is an example of a process-oriented approach. This form of evaluation is well
worth the time and effort because the teacher can observe just how much the kid is
learning. While the product-oriented performance-based assessment seeks to
assess performance through a finalized product that should meet specific
requirements. The product-oriented is frequently accompanied by a rubric that the
student analyzes himself to see if the expectations of the final product are being
satisfied rather than through contact. It is a summative, rather than a formative, sort of
evaluation that could be used as a temporary fix for specific tasks. A product-oriented
example is a writing homework assignment due the next day that must include specific
elements in order to be successful.

B. Differentiate between a “general” and “specific” task oriented scoring rubrics.

- General Rubrics can be used to grade a variety of assignments. General rubrics are
widely used with assessment tasks within a modality (usually writing and speaking) or
mode in language assessment (interpersonal and presentational). Any work within the
same modality or mode could be assigned to a completely generic rubric. The
elements of a generic rubric for second language evaluation frequently stress aspects
of language output, such as comprehensibility, accuracy, and vocabulary, rather than
specific topic or task details. While the specific rubrics are used with particular tasks,
and their criteria and descriptors reflect specific features of the elicited performance.
Rubrics created for a specific set of tasks within a modality or mode, such as writing
narratives, roleplaying, or sending e-mail messages, may include components of
language production as well as dimensions linked to the lesson's content and
language function(s). For example, if an assessment activity required learners to
recount a past story about a visit to monuments in Paris using a sequence of photos,
the scoring criteria would focus on linguistic competencies related to narration in the
past tense, as well as one or more dimensions measures.

C. What factors determine the use of scoring rubrics over other authentic assessment
procedures? Explain
- Rubrics support authentic assessment. They're important for assessing how well
students execute on real-world tasks. Rubrics give a framework for tackling real-world
activities when you want students to do more than study information and take a test.
This is especially true when the tasks entail numerous parts, steps, or qualities. Use
your rubric to evaluate real-world tasks like producing reports, giving presentations,
performing experiments, displaying a professional skill, or solving difficulties. Scoring
rubrics are more useful than authentic assessments processes when criterion-
referenced measurements are required. This assessment allows teachers to compare
their students' performance.

Prepared by:
MARY GRACE M. ENRIQUEZ
 POLANGUI COMMUNITY COLLEGE
Polangui, Albay
D. Identify and describe the process of developing scoring rubrics for product-oriented
performance-based assessment.
- Teachers face a challenge in designing task-oriented instruction with product-
oriented performance-based evaluation education. The approach is founded on the
idea that learning should be linked to students' lives through relevant assignments
that emphasize students' capacity to use their knowledge and skills in meaningful
ways. Performance-based tasks, in this situation, necessitate performance-based
assessment, in which actual student performance is assessed by a product, such as
a finished project or work that displays task achievement levels. Student
performances can be characterized as specific tasks that lead to a product or overall
learning.
E. Select five (5) from the following and develop a scoring rubric for each:
1. Essay on “Why Jose Rizal Should be the National hero”
2. Essay on “Should the Power Industry be Deregulated?”
3. Oral presentation of the piece “Land of Bondage, Land of the Free”
4. Oral presentation of the piece “Rhyme of the Ancient Mariner”
5. Scrapbook on “EDSA I Revolution”
6. Group activity on “Geometric Shapes through Paper Folding”
7. Specimen preservation in a biological diversity class
8. Evaluating an output of a typing class
9. Writing a short computer program on “Roots of a Quadratic Equation”
10. Group activity on solutes and solvents
11. Laboratory output in frog dissection
12. Laboratory output in determining the gravitational constant using a free fall experiment
13. Evaluating an art work on candle-blowing exercise
14. Evaluating a kinder piano performance
15. Evaluating performance in argumentation and debate

1. Essay on “Why Jose Rizal Should be the National hero”

Scoring level Knowledge of Clarity and Rhetorical Choices

Convection Coherence
4 - Accomplished In addition to meeting In addition to meeting In addition to meeting
the requirements for a the the
“3,” the writing is requirements for a “3,” Requirements for a “3,”
essentially error free in writing flows smoothly the writer’s decisions
terms of mechanics. from one idea to about
another. focus, organization,
style/tone, and content
made reading a
pleasurable
experience.
3 - Competent While there may be Sentences are The writer has made
minor errors, the paper structured good
follows normal and word are chosen Decisions about focus,
conventions of to communicate ideas organization, style/tone,
spelling and grammar clearly. and content to
throughout and has communicate clearly
been carefully and effectively. The
proofread. purpose and focus of
the writing are clear to
the reader and the
organization and
content achieve the

Prepared by:
MARY GRACE M. ENRIQUEZ
 POLANGUI COMMUNITY COLLEGE
Polangui, Albay
purpose well.
2 - Developing Frequent errors in Sentence structure The purpose of the
spelling, and/or writing is not fully
Grammar (such as word choice achieved. All
subject/verb sometimes interfere requirements of the
agreements and with assignment may not be
tense), sentence clarity. fulfilled.
structure and/or other
writing conventions
distract the reader.
Writing does not
consistently
Follow appropriate style
and/or format. Source
documentation is
incomplete. It may be
unclear which
references are direct
quotes and which are
paraphrased.
1 - Beginning Writing contains Sentence structure, The writer’s decisions
numerous errors in word choice, lack of about focus,
spelling, grammar, transitions and/or organization, style/tone,
and/or sentence sequencing of and/or content
structure which ideas make reading interfere with
interfere with and understanding communication. The
comprehension. difficult. purpose of the writing is
not achieved.

2. Scrapbook on “EDSA I Revolution”

Criteria Excellent 4 Proficient 3 Needs Unsatisfactory

Improvement 1
2
Concept (Innovation) Takes Willing to Evidence of Minimal
intellectual and explore. original, evidence of
creative risks. creative original thought
thought. or imagination
Designs (Composition, Very much Understands Some attempt Little
& harmonious and applies to consideration
Elements) and principles well. apply design of design
dynamic. principles. principles.
Displays deep
understanding.
Technical quality (Skills Superior use of Demonstrates Uses medium Demonstrate
& tools, above at little skill with
Techniques) materials, average basic level. medium.
and understanding
techniques. of art medium.

Prepared by:
MARY GRACE M. ENRIQUEZ
 POLANGUI COMMUNITY COLLEGE
Polangui, Albay
3. Laboratory output in frog dissection

0 pts 1 pts 3 pts 5 pts

PROBLEM/QUESTION 0 1 3 5

The Problem or Problem or Problem or

problem or question is question is Question is
question is partially written clearly stated
not stated. written. completely as given in
in own class.
words.

MATERIALS 0 1 3 5

Materials Materials Materials list Materials list

are not list is given is mostly is thorough
listed, or are but is complete. and
listed in a incomplete. Quantities complete.
very The are given Quantities
careless experiment when are given
manner. would be necessary. when
difficult to necessary.
repeat
using this
list.

PROCEDURE 0 1 3 5

Procedures Procedure Procedure Procedure is

are is too and data are complete and
incomplete, general and complete accurate.
inaccurate, incomplete. and mostly Another
or missing. It is difficult accurate. researcher
It is evident to follow the Another could follow
that little sequencing researcher this
thought in this could follow experiment.
went into experiment. this Steps are
this part of experiment numbered
the with support. appropriately
experiment. .

RESULTS/OBSERVATIONS 0 1 3 5

Only graph Results are Results are Results are

is provided, somewhat complete complete and
but no complete or and accurate with

Prepared by:
MARY GRACE M. ENRIQUEZ
 POLANGUI COMMUNITY COLLEGE
Polangui, Albay

further some are accurate specific

explanation inaccurate with mention details that
is given. or make no of something tie the
Conclusion mention of specific in question and
shows little anything in the hypothesis to
effort and the experiment. the overall
reflection or experiment. Conclusions results.
no Conclusion include Conclusions
conclusion is missing basic include
is present. one or two explanations detailed
key points. of your explanations
results of your
giving some results, and
details. what you
learned. It
answers the
question
using several
details.

SPELLING, PUNCTUATION, 0 1 3 5
GRAMMAR

More than 4 Three or One or two Error Free

errors. four errors. errors.

APPEARANCE/ORGANIZATION 0 1 3 5

Report is Lab report Lab report Lab report

sloppy with is neat or has been has been
cross-outs, mostly neat neatly neatly word
and/or and uses written written
multiple topic processed according to
erasures. headings, with minor required Lab
but is hard errors. Report
to read. format.

OVERALL PARTICIPATION 0 1 3 5

The student The student The student The student

was off task was was was
the entire disengaged engaged completely
time of the and off task most of the engaged in
experiment. during most time during the
The student of the the dissection.
did not experiment. dissection. He / She
involve He or she He or she followed all
himself / did not followed necessary
herself in follow most directions
the directions, directions and
completed and procedures,

Prepared by:
MARY GRACE M. ENRIQUEZ
 POLANGUI COMMUNITY COLLEGE
Polangui, Albay

dissection steps of the necessary as well as all

at all. procedure procedures. science
out of Science safety rules.
order, and / safety rules
or refused were
to follow followed for
appropriate the most
science part as well.
safety
rules.

4. Evaluating an art work on candle-blowing exercise

Criteria Points
Relevance 40%
Creativity 20%
Originality 20%
Visual impact 20%
Total 100%

5. Evaluating a kinder piano performance

Criteria 4 points 3 points 2 points 1 point

Tempo Pupil maintained Pupil mostly Pupil Tempo was
a steady tempo maintained a hesitated inconsistent
throughout steady tempo multiple because of
throughout times. hesitation
Rhythmic Accuracy Pupil has no Pupil had a Pupil had a Pupil had many
rhythmic couple minor few mistakes. minor
mistakes. rhythmic Rhythmic
mistakes. mistakes
Melodic Accuracy Pupil had no Pupil had a Pupil had a Pupil had many
melodic couple minor few minor minor melodic
mistakes melodic mistakes. mistakes.
mistakes.
Finger Technique Pupil used Pupil had an Pupil had Pupil had
Appropriate Occasional frequent fingering
fingerings and fingering fingering Technique
techniques. technique. techniques. mistakes
almost half of the
time.

Prepared by:
MARY GRACE M. ENRIQUEZ