INTRODUCTION

The Ministry of Education Malaysia governs all matters that are related to education
ranging from pre-school to higher-level education. The Ministry of Education aims to provide all
Malaysian citizens with equal access to quality education that forms highly-skilled,
knowledgeable, and united Malaysians.

The Ministry of Education in Malaysia had proposed a new National Education Blueprint
back in October 2011 and is still implemented till today. This blueprint took duration of 15
month to be completed, starting from October 2011 to December 2012. The Ministry has
collaborated with many sources of input including education experts, local universities,
principals, parents, students and other public members from Malaysia.

Globally, 21st century learning has been the main concern in education where by skills,
knowledge and expertise should be mastered in order to succeed in work and life in the 21st
century.

The government proposed aspiration of students to ensure and outline the qualities that an
individual should possess for the holistic development. It is intellectually, spiritually,
emotionally, and physically. 21st century skills and learning’s from other high performing
systems are also taken specific skill and attributes that students would need to thrive in this
globalized world.

Six key attributes needed by every students to be globally competitive:

 Knowledge:
 Thinking skills
 Leadership skill
 Bilingual proficiency
 Ethics and spirituality
 National identity

1
According to Susan M. Brookhart (2013) through a book How To Use And Create Rubrics For
Formative Assessment And Grading. The word rubric comes from the Latin word for red. The
online Merriam-Webster dictionary lists the first meaning of rubric as "an authoritative rule" and
the fourth meaning as "a guide listing specific criteria for grading or scoring academic papers,
projects, or tests." A rubric is a coherent set of criteria for students' work that includes
descriptions of levels of performance quality on the criteria.

Like any other evaluation tool, rubrics are useful for certain purposes and not for others. The
main purpose of rubrics is to assess performances. For some performances, you observe the
student in the process of doing something, like using an electric drill or discussing an issue.

The criteria and performance-level descriptions in rubrics help students understand what the
desired performance is and what it looks like. Effective rubrics show students how they will
know to what extent their performance passes muster on each criterion of importance, and if used
formatively can also show students what their next steps should be to enhance the quality of their
performance.

2
CALENDAR OF ACTIVITIES

This planner is made specifically for year 6 students of SRII Al Hanna, Shah Alam which
is located in Selangor. The activities focus mainly on two aspirations which are “creative and
innovative thinking” ,”leadership skills” and “national identity”.

Month Activity Description

January DIY Project 1. Focused aspiration
 Creative and innovative thinking, leadership skills and
national identity.
2. Type of activity
 Group activity
3. Activity:
 During Art Day (every Friday) students are divided into
groups and will do an activity where they need to
construct a photo frame using conventional items given
by the teacher. The photo must be fit into photo frame.
February Choir Concert 1. Focused aspiration:
(NEGARAKU)  Creative and innovative thinking, leadership skills and
national identity.
2. Type of activity
 Group activity
3. Activity
 Student will participate in a 10 minutes choir
performance that reflects cultural diversity in Malaysia.
March Public 1. Focused Aspiration
Speaking ‘I  National identity
LOVE 2. Type of activity
MALAYSIA’  Individual activity
3. Activity
 Students need to participate in a public speaking

3
 competition that carries the theme of sense of belonging
to the country.
April Essay Writing 1. Focused aspiration
“Multicultural  Creative and innovative thinking and national identity.
Society” 2. Type of activity
 Individual activity
3. Activity
 Essay writing is important to impress student’s talents
and to encourage their patriotism to Malaysia.
May Reflection on 1. Focused aspiration
Movie  National identity
“Leftenan 2. Type of activity
Adnan”  Group activity
3. Activity
 Student will watch a movie entitled ‘Leftenan Adnan’.
Students will get in groups and make a reflection
regarding the movie.
June Syarahan / 1. Focused aspiration
Pidato Making  Creative and innovative thinking
2. Type of activity
 Individual activity
3. Activity
 Syarahan / pidato making is important to impressed
student’s talents being creative and innovative and to
enhance their confident level.
July Song Making 1. Focused aspiration
 National identity
2. Type of activity
 Group activity
3. Activity

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  Students will create a song that includes facts about
Malaysia and perform it in front of their classmates
August Drama 1. Focused aspiration
Performance  Creative and innovative thinking and national identity
2. Type of activity
 Group activity
3. Activity
 Student will participate in a 20 minutes drama
performance that reflects cultural diversity in Malaysia.
September Poster Making 1. Focused aspiration
 National identity
2. Type of activity
 Group activity
3. Activity
 Students are divided into groups and will make a poster
that touches on the topic of diversity within the
Malaysian community.
October Poem Making 1. Focused aspiration
 National identity and creative and innovative thinking
2. Type of activity
 Individual activity
3. Activity
 Students will create a patriotic poem that includes literary
devices and perform it in front of their classmates.

5
DIY PROJECT

Task Description: During Art Day (every Friday) students are divided into groups and will do an
activity where they need to construct a photo frame using conventional items given by the
teacher. The photo must be fit into photo frame.

Student’s Name : Date Presented :

Criteria 5 4 3 2 Score
Excellent good Fair Poor
Completion Picture frame is Picture frame Picture frame Picture frame is
& complete and is complete is almost not complete
Accuracy meets the and meets the complete and/or is
specifications specifications and/or is close nothing like the
of original of original to the original
design with the design. specifications design.
addition of an of the original
artistic design.
augmentation.
Quality Cuts are smooth Cuts are Picture frame Picture frame
and/or straight. smooth is generally has significant
Stable. and/or well done with quality defects
Meets fit and straight. only a few impacting
function Stable. small quality aesthetic and/or
requirements. Meets fit and defects. fit and function
Student has function Picture frame requirements.
taken great care requirements. meets fit and
with his or her function
finishing requirements.
operations to
make the
product quality
outstanding.
Planning Student is able Student Student has Student is
and to use manufactures needed a unable to work
Problem classroom product with considerable in the shop
Solving instruction, peer little teacher amount of without
resource, and intervention teacher process-by-
technical using intervention to process set-up,
documentation effective complete instruction, and
to manufacture planning, project. encouragement.
products problem Student Student rarely
independently. solving, and usually completes a
Process log is teamwork completes a daily process
complete and skills. Student daily process log.

6
 comprehensive. completes a log.
daily process
log.
Work Student has Student Student Students has
Habits gone above and demonstrates usually not
beyond to safe work demonstrates demonstrated
ensure the practices, safe work safe work
classroom behaviors, practices, practices,
remains a safe and good behaviors, and behaviors,
and comfortable housekeeping good and/or good
place to work. at all times. housekeeping. housekeeping.
TOTAL
PERCENTAGE

7
CHOIR CONCERT ‘NEGARAKU’

Task Descriptions: Students will participate in a 15 minutes choir performance that reflects
cultural diversity in Malaysia.

Student’s Name : Date Presented :

Criteria 5 4 3 2 Score
Excellent Good Fair Poor
Prepared Student Student has a Student fails to Student shows
demonstrates basic demonstrate no evidence of
that he/she is understanding preparedness being prepared
prepared for the of the material for the material for the concert
performance. to be to be performed
Student performed; but at this concert.
participates fails to Student fails to
regularly in demonstrate show consistent
class and that he/she is participation in
receives a prepared class, and may
proficient score sufficiently for not have
on all singing the concert. obtained a
quizzes for this Student may proficient score
concert also receive on singing
less than quizzes for this
proficient on concert
singing quizzes
for this concert
Punctual Student is on Student is not Student fails to Student fails to
time for call and on time; and/or be present on be present for
is ready to is not time for call, the concert
receive further "performance and he/she may
instruction from ready" to fail to appear on
the director receive time for any
prior to the instruction stage direction
performance. prior to the given during the
Student is on performance performance
time and in
place for all
stage direction
during the
performance
Professionalism Student appears Student Student fails to Student fails to
professional; appears to be report wearing participate in
wearing the unprofessional; the appropriate the concert
appropriate and may be performance
performance missing a attire, or he/she

8
 attire. The portion of conducts
student his/her him/herself in
conducts performance an
him/herself in a attire. Student unprofessional
professional may fail to manner during
manner during demonstrate the performance
the appropriate and/or while
performance. audience others are
Student behavior while performing
demonstrates their peers
appropriate were
audience performing
behavior during
their peers'
performances
Presentation Student actively Student Student fails to Student fails to
engages in the occasionally engage in present
performance; engages in the performance, him/herself at
showing performance; "going through the concert
appropriate and showing the motions."
expressive limited Student lacks
gestures during expressive expressive
the gestures during gestures during
performance. the the
(Choreography, performance. performance.
Stage Direction, (Choreography, (Choreography,
and Facial Stage Stage Direction,
Expressions) Direction, and and Facial
Facial Expressions)
Expressions)
Effort & Student works Student Student shows Student fails to
Collaboration well with others occasionally little effort, and show effort
while works well does not work and/or
performing, with others, well with collaboration
creating a and may not his/her peers to with peers
positive put forth make the
performance consistent performance
environment. effort to successful
Student puts making the
forth effort to performance a
work well with success
others, making
the performance
successful
Concert Student writes Student is Student fails to Assignment
Reflection in complete absent when address all areas not submitted

9
sentences, the video of the of the Concert
addressing all concert is Reflection
areas of the shown to the worksheet.
"Concert class. Student Significant
Reflection" is unable to areas are not
worksheet. complete the discussed.
Students also assignment Student also
participate and when it is due, fails to answer
engage in but schedules a in Complete
classroom time to make- Sentences
discussion up the
assignment
TOTAL
PERCENTAGE

10
PUBLIC SPEAKING ‘I LOVE MALAYSIA’

Task Description : Students will participate in a public speaking competition that carries the
theme of sense of belonging to the country.

Student’s Name : Date Presented :

5 4 3 2
Criteria Score
Excellent Good Fair Poor
Introduction (1) Gets Meets any Meets any two Meets only one
attention three of the of the four of the four
(2) Clearly four criteria criteria criteria
identifies topic
(3) Establishes
credibility
(4) Previews
the main points
Body Main points Main points Main points Main points
are clear, are need clarity are not clear
well supported, somewhat and support and have no
and clear, lack of support
sources are some support, sources and and no sources
documented and documentation or
some documentation
documentation
Conclusion (1) Reviews Reviews main Brings closure Does not bring
main points points , brings closure; the
(2) Brings closure audience is left
closure hanging
(3) Memorable
Eye Contact Eye contact Eye contact Eye contact Little or no eye
with audience with audience with audience contact
virtually all the less than 80% less than 75%
time (except of the time of the time
for brief
glances at
notes)
Use of Use of Use of Use of Use of
Language language language does language language is
contributes to not have causes inappropriate
effectiveness negative potential
of the speech, impact, and confusion,
and vocalized vocalized and/or
pauses pauses vocalized
not distracting not distracting pauses
are distracting

11
Body Body Body Body Body
language language, language, language, language,
gestures, and gestures, andfacial gestures, and
facial facial expressions facial
expressions expressions and gestures expressions are
adds greatly to compliment lack variety lacking or
the message message and inappropriate
spontaneity
Clarity Speaks clearly Speaks clearly Speaks clearly Often mumbles
and distinctly and distinctly and distinctly or cannot be
all the time nearly all the most of the understood
with no time with no time with no with more than
mispronounced more than one more than two three
words mispronounced mispronounced mispronounced
word words words
Topic is Topic is clear Topic lacks No specific
specific, appropriate clarity purpose--
appropriate and and focus inappropriate
and somewhat needs adapting for
adapted adapted to audience or
audience occasion
Visual Aids Visual aids Minor Significant No visual aids
chosen well problems with problems with
and presented visual aids visual aids
Time Within allotted Within 10% of Within 20% of Not within
time allotted time allotted time 20% of allotted
time
TOTAL
PERCENTAGE

12
ESSAY WRITING ‘MULTICULTURAL SOCIETY’

Task Description : Students will narrate a formal essay on ‘Multicultural Society’ individually in
English.

Student’s Name : Date Presented :

Criteria 5 4 3 2 Score
Excellent Good Fair Poor
Ideas Presents ideas Presents ideas Ideas are too Ideas are vague
in an original in an consistent general or unclear
manner manner
Organization Strong and Organized Some No
organized beg/mid/end organization; organization;
beg/mid/end attempt at a lack
beg/mid/end beg/mid/end
Understanding Writing shows Writing shows Writing shows Writing shows
strong clear adequate little
understanding understanding understanding understanding

Word Choice Sophisticated Nouns and Needs more Little or no use

use of nouns verbs make nouns and verbs of nouns and
and verbs make essay verbs
essay very informative
informative
Sentence Sentence Sentence Sentence No sense of
Structure structure structure is structure is sentence
enhances evident; limited; structure or
meaning; flows sentences sentences need flow
throughout mostly flow to flow
piece
Mechanics Few (if any) Few errors Several errors Numerous
errors errors
TOTAL
PERCENTAGE

13
REFLECTION ON MOVIE “LEFTENAN ADNAN”

Task Description : Student will watch a movie entitled ‘Leftenan Adnan’. Students will get in
groups and make a reflection regarding the movie.

Student’s Name : Date Presented :

Criteria 5 4 3 2 Score
Excellent Good Fair Poor
Depth of Response Response Response Response
Reflection demonstrates an demonstrates a demonstrates a demonstrates a
in-depth reflection general reflectionminimal lack of
on, and on, and reflection on, reflection on,
personalization of, personalization of,
and or
the theories, the theories, personalization personalization
concepts, and/or concepts, and/or of, the of, the theories,
strategies strategies theories, concepts,
presented in the presented in the concepts, and/or
course materials to course materials to
and/or strategies
date. Viewpoints date. Viewpoints strategies presented in
and interpretations and interpretations
presented in the course
are insightful and are supported. the course materials to
well supported. Appropriate materials to date.
Clear, detailed examples are date. Viewpoints
examples are provided, as Viewpoints and
provided, as applicable and interpretations
applicable interpretations are missing,
are inappropriate,
unsupported or and/or
supported with unsupported.
flawed Examples,
arguments. when
Examples, applicable, are
when not provided
applicable, are
not provided or
are irrelevant
to the
assignment
Required Response includes Response includes Response is Response
Components all components and all components and missing some excludes
meets or exceeds meets all components essential
all requirements requirements and/or does not components
indicated in the indicated in the fully meet the and/or does not
instructions. Each instructions. Each requirements address the
question or part of question or part of indicated in the requirements

14
 the assignment is the assignment is instructions. indicated in the
addressed addressed. All Some instructions.
thoroughly. All attachments and/or questions or Many parts of
attachments and/or additional parts of the the assignment
additional documents are assignment are are addressed
documents are included, as not addressed. minimally,
included, as required Some inadequately,
required attachments and/or not at
and additional all
documents, if
required, are
missing or
unsuitable for
the purpose of
the assignment
Structure Writing is clear, Writing is mostly Writing is Writing is
concise, and well clear, concise, and unclear and/or unclear and
organized with well organized disorganized. disorganized.
excellent with good Thoughts are Thoughts
sentence/paragraph sentence/paragraph not expressed ramble and
construction. construction. in a logical make little
Thoughts are Thoughts are manner. There sense. There
expressed in a expressed in a are more than are numerous
coherent and coherent and five spelling, spelling,
logical manner. logical manner. grammar, or grammar, or
There are no more There are no more syntax errors syntax errors
than three spelling, than five spelling, per page of throughout the
grammar, or grammar, or syntax writing response
syntax errors per errors per page of
page of writing writing
Evidence Response shows Response shows Response Response
and Practice strong evidence of evidence of shows little shows no
synthesis of ideas synthesis of ideas evidence of evidence of
presented and presented and synthesis of synthesis of
insights gained insights gained ideas presented ideas presented
throughout the throughout the and insights and insights
entire course. The entire course. The gained gained
implications of implications of throughout the throughout the
these insights for these insights for entire course. entire course.
the respondent's the respondent's Few No
overall teaching overall teaching implications of implications
practice are practice are these insights for the
thoroughly presented, as for the respondent's
detailed, as applicable respondent's overall
applicable overall teaching
teaching practice are

15
practice are presented, as
presented, as applicable
applicable
TOTAL
PERCENTAGE

16
SYARAHAN / PIDATO MAKING

Task description : Syarahan / pidato making is important to express student’s talents in being
creative and innovative and to enhance their confident level.

Student’s Name : Date Presented :

5 4 3 2 Score
Criteria
Excellent Good Fair Poor
Communicating Understandable Understandable
Understandable Very difficult
Meaning by any native by a to a degree by to understand
speaker of sympathetic language for anyone
Malay native speaker
teachers
Fluency Few unnatural Some Pauses are Pauses are
pauses. Pauses unnatural frequent, but frequent,
filled with pauses, but not excessively lengthy and
appropriate pauses usually
long. unnatural.
fillers. Pauses are not long.Sympathetic Even a
don’t inhibit Pauses listeners would sympathetic
flow of speech generally do not likely grow listener may
not inhibit flow
impatient. grow
of speech Malay fillers impatient.
much. may be used, Malay fillers
but not not used.
consistently.
Cultural Content of talk Most of the Much of the Content of talk
Appropriateness is very content is content is not would not be
appropriate for appropriate for appropriate for appropriate for
all cultures all cultures all cultures all cultures
Vocabulary Use Uses a wide Uses a range of Uses a limited Uses a very
range of vocabulary, but range of limited range
vocabulary with a few vocabulary and of vocabulary
with high inaccuracies has noticeable and has many
levels of inaccuracies in inaccuracies
accuracy vocabulary use that inhibit
communication
Grammatical Makes few Makes some Makes Makes
Accuracy grammatical grammatical grammatical grammatical
errors. Errors errors, but errors errors often,
seldom, if ever, these errors are regularly. inhibiting
inhibit usually not Errors communication
communication major obstacles sometime of meaning
to inhibit greatly.
communication communication
of meaning
Pronunciation Makes few or Makes some Makes errors Makes many

17
 no pronunciation regularly, and errors, to the
pronunciation errors, but sometimes it’s point that it is
errors. Sounds errors don’t difficult to often difficult
rather native inhibit understand to discern
like understanding meaning meaning
of meaning because of this
Presentation Very cohesive Somewhat Speech lacks in Speech not at
speech with cohesive cohesiveness. all cohesive.
well-connected speech with Ideas Ideas not well-
ideas and ideas mostly frequently are connected.
natural flow well connected not connected Does not flow
and fairly well. Speech well at all
natural flow lacks natural
flow at times
Effectiveness of Interesting and Interesting but Somewhat Mundane
Presentation engaging not particularly interesting topic;
engaging predictable,
uninteresting
Speech level is Uses polite Level is mostly Frequent use of Many
appropriate for language and appropriate, language that is memorized
level/years verbs at a level with occasional too formal or phrases that are
studied expected for use of language too informal overly formal,
the language that is too old fashioned,
learner’s length formal or too and may not
of study informal have originated
with the
student.
Student does
not appear to
understand
speech content
TOTAL
PERCENTAGE

18
SONG MAKING

Task Description : Students will create a song that includes facts about Malaysia and perform it
in front of their classmates.

Student’s Name : Date Presented :

5 4 3 2 Score
Criteria
Excellent Good Fair Poor
Factual More than Five separate Five facts are Fewer than
information five separate facts are included in five facts are
facts are included in the song included in
included in the song the song
the song
Accuracy All facts are Facts are Facts are The song
accurate accurate with accurate with contains at
no more than no more than least one
one minor two minor major error or
errors errors three minor
errors
Organization All Information is Information is Information is
information is well well poorly
well organized organized organized
organized in a with no more with no more with more
logical order than one than two than three
minor errors errors errors
Message The message The message The message The message
to the viewers to the viewer to the viewer is unclear or
is clear and is clear. The is clear. Most impossible for
strong. It listeners listeners the listener to
would have would would have follow
been easy understood understood
the message
Presentation The musician The musician The musician The musician
presented the presented the presented the did not
song in a song in a song with a communicate
clear voice. clear voice. clear voice. clearly. Little
He/she made Some eye Little eye eye contact
consistent eye contact was contact was was made
contact with made with the made with the with the
the audience. audience. audience. audience
TOTAL
PERCENTAGE

19
DRAMA PERFORMANCE

Task Description : Student will participate in a 20 minutes drama performance that reflects
cultural diversity in Malaysia.

Student’s Name : Date Presented :

Criteria 5 4 3 2 Score
Excellent Good Fair Poor
Tension and Tension is Tension is not Tension is not Tension is
Emotion motivated and always consistent at missing –
constant motivated or all– characters’ characters’
throughout – consistent objectives and objectives
both throughout – needs are not and needs are
characters’ some of the fully played in missing in the
objectives characters’ the scene. scene.
and needs are objectives and Emotion is not Emotion is
fully played needs are motivated and missing
in the scene. played in the does not match
Emotion is scene. character, play
believable Emotion is or style
and matches somewhat
the character, believable and
play and style sometimes
matches one of
the three
(character,
play and style)
Memorization All lines are Some Scene is Scene is not
correct, fluid choppiness choppy, many memorized
and display a and some lack line errors,
command of of fluidity, needs much
the scene needs more more rehearsal
rehearsal
Characterization Strong Character is Limited Character is
choices are not constant characterization not present
made to and/or choices breaking of
create were not character
character strong during the
fully scene
Movement and Specific Some choices Movement is Very little
Blocking choices are are made as to choppy and movement
made as to how and when feels and/or
how and to move but unmotivated movement
when to move some overall and/or that does not
based on the unmotivated does not relate relate to the

20
 characters movement as to the character character or
needs and well or the style of the style of
style of the the scene at all the scene at
scene all
Diction, Scene is easy Most of the Trouble Scene cannot
Projection and to understand scene is easy hearing and be heard or
Vocal Variety and hear. All to understand understanding understood
words are but needs the scene from and is
clear and loud more work on anywhere monotone
enough to two or more of beyond the
hear with the following front of the
good vocal (vocal variety, theatre and/or
variety projection or scene lacks any
diction) vocal variety
Tempo and Tempo and Tempo and Tempo is too Tempo is so
Rhythm rhythm are rhythm are fast or too slow fast or so
appropriate good, but no and there is no slow that it
and the scene clear build build distracts from
has a logical the scene
build
Focus and Give Performance Performance is Performance is Performance
and Take is very focused some focused a small is not focused
focused all of the time. percentage of at all. There
the time. Actors are the time. is no give and
Actors are giving and Actors are not take between
giving and taking some of giving and actors
taking the time taking
throughout
TOTAL
PERCENTAGE

21
POSTER MAKING

Task Description : Students are divided into groups and will make a poster that touches on the
topic of diversity within the Malaysian community.

Student’s Name : Date Presented :

Criteria 5 4 3 2 Score
Excellent Good Fair Poor
Illustrates Theme: Thorough, Somewhat Lacking Little to no
detailed detailed detailed illustration
illustration ofillustration illustration of
theme and of theme of theme and
many and few if theme, little
detailed any lacking or no
examples examples detailed examples
given given examples given
Content ‐ At least three Two At least one There are no
Accuracy accurate facts accurate accurate voting facts
about voting facts voting fact included on
displayed on about voting is displayed this
the poster are on the poster
displayed on poster
the
poster
Labels and All labels and Almost all Some labels Labels and
Graphic Clarity graphics can labels and and graphics are
be read from graphics can graphics can too
at least three be read be small to
feet away from at least read from at view
three least
feet away three feet
away
Content ‐ The text and One or two The text and No original
Originality graphics used elements graphics are text
on the poster of text and made or graphics
reflect an graphics by the made
exceptional used on the student, but by the
degree of poster are based on student
student reflect the are included
creativity in student designs or
their creativity in ideas of
creation their others
and/or creation
display and/or
display

22
Graphics ‐ All graphics All graphics All graphics Graphics do
Relevance are related toare relate not
the topic and related to the to the topic. relate to the
make it easiertopic Most topic OR
to and most borrowed several
understand. make it graphics borrowed
All borrowed easier to have a graphics do
graphics have understand. source not
a source All borrowed citation have a
citation graphics source
have a citation
source
citation
Spelling/Grammar There are no There is one There are There are
spelling or spelling two more
grammatical or spelling or than two
mistakes on grammatical grammatical spelling
the poster mistake on errors to
the on the poster grammatical
poster mistakes
Mechanics Capitalization There is one There are There are
and error in two more
punctuation capitalization errors in than two
are correct or capitalization errors
throughout punctuation or in
the poster punctuation capitalization
or
punctuation
Attractiveness The poster is The poster is The poster is The poster is
exceptionally attractive in acceptably distractingly
attractive in terms of attractive messy or
terms of design, though it very
design, layout and may be a bit poorly
layout, and neatness. messy designed.
neatness. Color and It is not
The overall space use attractive
organization is good but a
and little
use of color disorganized
and space
make
the poster
interesting
TOTAL
PERCENTAGE

23
POEM MAKING

Task Description : Students will create a patriotic poem that includes literary devices and
perform it in front of their classmates.

Student’s Name : Date Presented :

Criteria 5 4 3 2 Score
Excellent Good Fair Poor
Word Choice Writer uses Writer uses Writer uses Writer uses an
vivid words great words words that immature and
and phrases and phrases lack in variety limited
that paint a that sometimes and it is vocabulary
picture in the paint a picture sometimes that is not at
reader’s mind. in the reader’s dull and grade level
Every word is mind boring
in the perfect
place
Grammar and If mistakes in Writer makes Writer makes Writer makes
Spelling grammar and 1-2 mistakes in 3-4 mistakes 5 or more
spelling are spelling and in spelling or mistakes in
made it is grammar grammar spelling or
clear that they grammar
were made on and/or the
purpose to project is
advance the presented in
poem. Other pencil
wise- no
mistakes were
made
Adding The writer The writer may The writing The ideas and
Personality seems to be be writing from does not the way they
(voice) writing from experience, but “belong” to are expressed
experience. there is some the writer. It is seem to
The ideas are lack of boring, dull, or belong to
fresh and new ownership. It seems rushed someone else.
does not There seems
always sound to be little
fresh and new effort shown
and/or it is
presented in
pencil
Literary The writer The writer uses The writer The writer
Devices uses 3 or more 3 or more uses less than does little to
literary literary 3 literary attempt
devices and devices. They devices. The identifying

24
 they are attempt to label attempt to literary
clearly and and identify label and devices or did
correctly them, but some identify them not include
labeled and mistakes were is incorrect, no any literary
identified made obvious or devices within
rushed their poetry
Length 20 or more 18-20 lines 15-17 lines Less than 15
lines lines

TOTAL
PERCENTAGE

25
 STUDENT SUCCESS SCORECARD

NO ACTIVITY CRITERIA SCORE TOTAL PERCENTAGE

1. DIY Project Completion & /5
Accuracy
Quality /5
Planning and /5
Problem
Solving
Work habits /5
2. Choir Concert Prepared /5
Punctual /5
(NEGARAKU)
Professionalism /5
Presentation /5
Effort & /5
Collaboration
Concert /5
Reflection
3. Public Speaking “ I Introduction /5
LOVE Body /5
MALAYSIA” Conclusion /5
Eye Contact /5
Use of /5
Language
Body Language /5
Clarity /5
Topic is /5
specific,
follows
assignment
Adapted to
audience
Visual Aids /5
Time /5
4. Essay Writing Ideas /5
‘Multicultural Organization /5
Society’ Understanding /5
Work Choice /5
Sentence /5
Structure
Mechanics /5

26
5. Reflection on Depth of /5
Movie “Leftenan Reflection
Adnan” Required /5
Components
Structure /5
Evidence and /5
Practice
6. Syarahan / Pidato Communicating /5
Making Meaning
Fluency /5
Cultural /5
Appropriateness
Vocabulary Use /5
Grammatical /5
Accuracy
Pronunciation /5
Presentation /5
Effectiveness of /5
Presentation
Speech level is /5
appropriate for
level/years
studied
7. Song Making Factual /5
Information
Accuracy /5
Organization /5
Message /5
Presentation /5
8. Drama Performance Tension and /5
Emotion
Memorization /5
Characterization /5
Movement and /5
Blocking
Diction, /5
Projection and
Vocal Variety
Tempo and /5
Rhythm
Focus and Give /5
and Take

27
9. Poster Making Illustrates Theme: /5
Content ‐ /5
Accuracy
Labels and /5
Graphic Clarity
Content ‐ /5
Originality
Graphics ‐ /5
Relevance
Spelling/Grammar /5
Mechanics /5
Attractiveness /5
10. Poem Making Word Choice /5
Grammar and /5
Spelling
Adding /5
Personality
(voice)
Literary Devices /5
Length /5

OVERALL

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REFERENCES

Allen, D and Tanner, K (2006) Rubrics: Tools for Making Learning Goals and Evaluation.

Andrade, H. L., Du, Y., & Mycek, K. (2010). Rubric-referenced self-assessment and middle
school students' writing. Assessment in Education, 17(2), 199–214.

Arter, J. A., & Chappuis, J. (2006). Creating and recognizing quality rubrics. Boston: Pearson.

Criteria Explicit for Both Teachers and Learners, CBE-Life Sciences Education Vol. 5, 197-203,
Retrieved 23/7/09 from http://www.lifescied.org/cgi/content/short/5/3/197

Barron, Keller, Use of rubrics in online assessment (2005) Evaluations and Assessment
Conference, 24-25 November, 2003 / 14p., The University of South Australia
http://www.unisa.edu.au/evaluations/Full-papers/BaronFull.doc

Moskal, Barbara M. (2000). Scoring rubrics: what, when and how?. Practical Assessment,
Research & Evaluation, 7(3). Retrieved July 23, 2009 from
http://PAREonline.net/getvn.asp?v=7&n=3

Muirhead, B. (2002). "Effective Online Assessment Strategies for Today's Colleges &
Universities." in B Muirhead (2005) A Distance Education Reader: Insights for Teachers and
Students ISSN 1550-6908 Retrieved from http://www.itdl.org/DistEdReader.pdf#page=103

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