TAYUG NATIONAL HIGH SCHOOL

Tayug, Pangasinan

RUBRIC FOR GRADE 8 ACTIVITY

NAME:______________________________________ DATE:______________
GRADE&SECTION:__________________________ SCORE:_____________

__________________________________
PARENTS/GURDIAN SIGNATURE
OVER PRINTED NAME

I. KNOWLWEDGE
Knowledge or information acquired by the students may be assessed based on relevance and adequacy:
Relevance of data/ information acquired 8% Adequacy of the data/ information are 7%
completely adequate to form up and deepen
understanding
Data/Information acquired are completely 8% Data/Information are completely adequate to 7%
relevant to the development of firm up and deepen understanding
understanding.
Data/Information acquired are to a great 6 – 7% Data/Information are to a great extent 5 – 6%
extent relevant to the development of adequate to firm up and deepen
understanding understanding
Data/Information acquired are to some 4 – 5% Data/Information are to some extent 3 – 4%
extent relevant to the development of adequate to firm up and deepen
understanding understanding
Data/Information acquired are of very little 2 – 3% Data/Information are very inadequate to firm 1 – 2%
are of relevance to the development of up and deepen understanding
understanding
SCORE SCORE
 TAYUG NATIONAL HIGH SCHOOL
Tayug, Pangasinan

RUBRIC FOR GRADE 8 ACTIVITY

NAME:______________________________________ DATE:______________
GRADE&SECTION:__________________________ SCORE:_____________

__________________________________
PARENTS/GURDIAN SIGNATURE
OVER PRINTED NAME

I. PROCESS
Skill evidences by the students’ ability to process and make sense of information and may be assessed based
on the following criteria.
UNDERSTANDING THE CONTENT 10% CRITICAL THINKING 15%
The student understands completely the full STRONG The student demonstrates deep STRONG
content required by the task and can undertake (8 – 10%) analytical processing of the information (13 – 15%)
with great deal of competence processes such and performs with great deal of
as the following: competence processes such as the
 Distinguish (whatever is appropriate to following:
the subject) between relevant and  Interpret, translate, convert, or
irrelevant content; between facts and express the information (such as
fiction; between truth and propaganda; a set of statistics) into another
between what is important or form or format transform textual
unimportant; between accurate and presentation into flowchart,
inaccurate. diagram, advance organizer, etc.
 Draw insights; see beyond the
data

The student can barely demonstrate accurate, extensive, and deep understanding of the topic/ concept WEAK
through any of the six facets of understanding – Explanation, Interpretation, Application, Perspective, (9 – 12%)
empathy, and Self-knowledge – or any other indicator of understanding, where connection into a wide
range of contexts and use of insights and reflections are evident.
The student cannot demonstrate accurate, extensive, and deep understanding of the topic/ concept VERY WEEK
through any of the six facets of understanding – Explanation, Interpretation, Application, Perspective, (5 – 8%)
empathy, and Self-knowledge – or any other indicator of understanding, where connection into a wide
range of contexts and use of insights and reflections are evident.
RATING: RATING:
 TAYUG NATIONAL HIGH SCHOOL
Tayug, Pangasinan

RUBRIC FOR GRADE 8 ACTIVITY

NAME:______________________________________ DATE:______________
GRADE&SECTION:__________________________ SCORE:_____________

__________________________________
PARENTS/GURDIAN SIGNATURE
OVER PRINTED NAME

I. UNDERSTANDING

INDICATORS 30%
The student demonstrates very accurate, very extensive, and very deep understanding of the topic/ STRONG
concept through any of the six facets of understanding – Explanation, Interpretation, Application, 26 – 30%
Perspective, Empathy, and Self-knowledge – or any other indicator of understanding, where
connection into a wide range of contexts and use of insights and reflections are evident.
The student demonstrates accurate, very extensive, and very deep understanding of the topic/ MODERATELY
concept through any of the six facets of understanding – Explanation, Interpretation, Application, STRONG
Perspective, Empathy, and Self-knowledge – or any other indicator of understanding, where 21 – 25%
connection into a wide range of contexts and use of insights and reflections are evident.
The student strives demonstrate accurate, very extensive, and very deep understanding of the topic/ DEVELOPING
concept through any of the six facets of understanding – Explanation, Interpretation, Application, 16 – 20%
Perspective, Empathy, and Self-knowledge – or any other indicator of understanding, where
connection into a wide range of contexts and use of insights and reflections are evident.
The student can barely demonstrate accurate, very extensive, and very deep understanding of the WEEK
topic/ concept through any of the six facets of understanding – Explanation, Interpretation, 11 – 15%
Application, Perspective, Empathy, and Self-knowledge – or any other indicator of understanding,
where connection into a wide range of contexts and use of insights and reflections are evident.
The student cannot demonstrates accurate, very extensive, and very deep understanding of the topic/ VERY WEAK
concept through any of the six facets of understanding – Explanation, Interpretation, Application, 6 – 10%
Perspective, Empathy, and Self-knowledge – or any other indicator of understanding, where
connection into a wide range of contexts and use of insights and reflections are evident.
RATING
 TAYUG NATIONAL HIGH SCHOOL
Tayug, Pangasinan

RUBRIC FOR GRADE 8 ACTIVITY

NAME:______________________________________ DATE:______________
GRADE&SECTION:__________________________ SCORE:_____________

__________________________________
PARENTS/GURDIAN SIGNATURE
OVER PRINTED NAME

I. PRODUCT/ PERFORMANCE
INDICATORS 30%
The student (or the team) independently demonstrates the ability to create, add value, and transfer his/her/their understanding to STRONG
life situation in the forms of products and performances. This means that the product or the performance reflects the following 26 – 30%
attributes:
 The entire process from planning to execution was carried out by the students (or team), with little or no guidance from
the teacher.
 The product and performance is well thought out by the students (or team) from planning to execution. Potential
problems have been identified and appropriate remediation has been put in place should problems arise.
 There is evidence of value added by the students (or team) in the execution of the process.
 The product or performance is a demonstration of creative application of enduring understanding in a new or novel
context or situation.
The student (or the team) demonstrates the ability to create, add value, and transfer his/her/their understanding to life situation in MODERATELY STRONG
the forms of products and performances, but the product and performance can still stand improvement in a number of areas, 21 – 25%
namely:
 The entire process from planning to execution was carried out by the students (or team), with some guidance/ coaching
from the teacher.
 The product and performance is fairly well thought out by the student (or team) from the planning to execution.
 There is some evidence of value added by the students (or team) in the execution of the process. There are attempts at
novelty (e.g. formatting, organization, packaging, and presentation).
 The product or performance is a demonstration of creative application on enduring understanding, but the context or
situation in which the understanding is applied is a little ordinary or common.
The students(or team) strives to use the understanding or learning creatively in producing the products or performances as DEVELOPING
manifested in the following: 16 – 20%
 The students or the teams attempts to do the task entirely on their own but seeks the teachers help on the major part of
the process.
 The products and performances have some flaws in the design that the students (or team) have addressed with some help
from the teachers.
 There is evidence of value added by the students in execution of the process. There are limited attempts at novelty (e.g
formatting, organization, packaging and presentation.)
 There is a little application of understanding shown in the product or performance. The context or situation in which the
understanding is applied is ordinary and common.

The students (or team) show adequacy in using understanding or learning creatively in producing products or performance. The WEEK
adequacy is manifested in the following: 11 – 15%
 The entire process from planning to execution could not have been carried out by the students or team from planning to
execution. There are marked flaws in the design that the students or team is not even aware of.
 There is almost no evidence of value added by the students in the execution of the process or in the use of the
understanding or learning.
 Every aspect(e.g. formatting, organization, packaging, presentation) of the product or performance is just a copy of what
has been taught in class
The students (or team) show great difficulty in using understanding and learning creatively in producing products and performance. VERY WEAK
The difficulty is manifested in the following: 6 – 10%
 The entire process from planning to execution was poorly carried out by the student ( or team), even with the teachers
guidance and coaching.
 The product or performance is very poorly thought out by the students from planning to execution. There are many
obvious flaws in the design that the students has ignored.
 There is no evidence of value added by the students in the execution of the process. There are no attempts at novelty ()
e.g. in formatting, organization, packaging, presentation)
 The product or the performance does not show creative application of the enduring understanding. The context or the
situation in which the understanding is applied is very ordinary or common.
RATING
 TAYUG NATIONAL HIGH SCHOOL
Tayug, Pangasinan

RUBRIC FOR GRADE 8 ACTIVITY

NAME:______________________________________ DATE:______________
GRADE&SECTION:__________________________ SCORE:_____________

__________________________________
PARENTS/GURDIAN SIGNATURE
OVER PRINTED NAME

I. PERFORMANCE ASSESSMENT (GRASPS)

CRITERIA ADVANCED PROFICIENT APPROACHING DEVELOPING BEGINNING

5 POINTS 4 POINTS PROFICEINCY 2 POINTS 1POINT
3 POINTS
Clear expression of Ideas Very clear and Clear and effective Not so clear and Slightly Communicates
effective communication of effective communicates information as
communication of main idea, theme, communication of important isolated pieces in
main idea, theme, or viewpoint to main idea, theme, information but random fashion
or viewpoint to audience or point of view not a clear theme
audience or over all
structure
Presentation of appoint of Point of view Point of view Clear point of view Point of view Limited evidence of
view supported using supported using apparent but a point of view
very rich or very rich or persuasive unclear at times
persuasive detail detail
Evidence of Research Text and/ or Text and/ or Text and/ or Text and/ or Little evidence of
symbols strongly symbols show symbols show clear symbols show research in product
show evidence of evidence of evidence of some clear
considerable considerable research evidence of
research research research
Effective use of color, The message or The message or Color and/ or Color and/ or Color and/ or
symbols and graphics purpose is obvious purpose is quite symbols and symbols and symbols and
to the audience obvious to the graphics support graphics not clearly graphics are
through the use of audience through theme of poster supportive of the unclear
color and/ or the use of color theme
symbols. and/ or symbols.
Effective use of text and/ Text or caption Text or caption Text supports the Text is clearly Text minimally
captions delivers the delivers the purpose of the displayed but does displayed and
message with message with slight poster not support theme purpose unclear
impact impact or message
Overall impact and The combination of The combination of Effort and Visuals and texts Limited effort in
creativity visuals and text visuals and text thoughtful are clearly through presentation is
make for an eye- make for an eye- preparation clearly their connection shown; visuals and
catching design catching design shown with may not be obvious texts do not match
with very powerful with powerful elements of to the audience; each other in
impact impact innovation in the design may show a quality; limited
caption or in the hint of the unusual innovation and
visual components or innovative appeal to the eye

TOTAL POINTS:__________

Scale: 85-90 = Advanced 74-84 = Proficient 61-71 = Approaching Proficiency

51-60 = Developing 40-50 = Beginning
CD Cover Rubric/Checklist
Name: Due Date: Date Handed in:
Criteria Possible Marks Comments
CD Thumbnail sketch/Brainstorming Notes 10
(Thinking)
 Thumbnail sketch completed for CD front
and Back/Sides
 Brainstorming notes were included with the
layout.
Content (Communication) 20
 CD content is appropriate
 Front/Inside
o Front contains appropriate
information such as name of artist,
name of CD and graphics. The
inside contains appropriate such as
a list of songs, graphics, and
members of bands or artist that
performed on CD, etc.
 Back/Sides
o The back contains a list of songs,
record label, and UPC code. A
design is created for both sides and
contains the name of the artist,
name of CD, and the record label.
 No spelling/proofreading errors.
Page Layout and Design (Application)
 Adobe in design and Photoshop were used
to create the project, correct page
dimension are used and all fit into the CD
cover correctly.
 Graphics
 Appropriately sized(not too large or small)
 Quality is clear. Graphics are not distorted
as a result of sizing (no pixilation is present) 20 Front
 Cropping is done effectively.
 Text
 Is easy to read based upon size, color
selection, etc.
 Appropriate sizing and color is used for
each item
 Repetition is used to create consistency
throughout the cover
 Contrast is used effectively
 Placement
 Good use of proximity and alignment
  Like items are grouped together 20 Back
 Each item has a visual connection to
something else on the page
 Graphics/ text look like they were
purposely placed
 Manipulation of graphics enhances the
layout of the page (cropping, rotating,
backgrounds, etc.)

Creativity( Thinking) 10
 Creative use of in design features to design
an original-looking product and to enhance
the project design
 Target audience, graphics selected, and
layout chosen are effective.

Final T: /20
C: /20
A: /40