DR. YANGA’S COLLEGES, INC.

College of Business Administration and College of Accountancy

Contribution Report1 for T.A.S.K.S. (Time for Activities, Self-study, and Knowledge Synthesis)
Name: NAVARRO, REX LYNDON R. Academic Year and Semester: 2020-2021 – 1st
Semester
Course Code and Subject: FM 414E– FEASIBILITY STUDY Instructor / Professor: Mr. JOLO CAMINONG

Directions: DYCIan business students are expected to thoroughly studied the assigned material and to contribute actively
and meaningfully to class discussions whenever possible at least at a Developing level (2.50 = 80%). The performance
standards and grade equivalents for this report are described in the assessment rubric below in Part I. There are 5
performance components in the rubric which the student must be mindful of: conduct, ownership/leadership/, reasoning,
listening and reading.

As a basis for grading your class participation/contribution, you are required to accomplish and submit this report 1 week
before the semester ends, in PDF format. You must update the content of the report by filling one row for each class session
date cumulatively. This will be part of the requirement for every course. Non-submission will result to an incomplete grade.

1Adapted from a rubric developed for Class Participation/Contribution by the Eberly Center for Teaching Excellence, Carnegie M ellon University.
https://www.cmu.edu/teaching/resources/Teaching/CourseDesign/Assessment-Grading/Rubrics/DiscussionRubric.doc

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 Part I: Assessment Rubric
Sophisticated
Component
1.0 (100%)
Student shows respect f or
members of the class, both in
speech and manner, and f or the
Conduct / method of shared inquiry and peer
Netiquette discussion. Does not dominate
discussion. Student challenges
ideas respectf ully, encourages and
supports others to do the same.
Takes responsibility for
maintaining the f low and quality of
the discussion whenever needed.
Helps to redirect or ref ocus
Ownership/ discussion when it becomes
Leadership sidetracked or unproductive.
Makes ef f orts to engage reluctant
participants. Provides constructive
f eedback and support to others.
Arguments or positions are
reasonable and supported with
evidence f rom the readings. Of ten
deepens the conversation by going
Reasoning beyond the text, recognizing
implications and extensions of the
text. Provides analysis of complex
ideas that help deepen the inquiry
and f urther the conversation.
Always actively attends to what
others say as evidenced by
Listening
regularly building on, clarif ying, or
responding to their comments.
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Competent
1.75 (90%)
Student shows respect f or
members of the class and f or
the method of shared inquiry
and peer discussion.
Participates regularly in the
discussion but occasionally has
dif f iculty accepting challenges
to his/her ideas or maintaining
respectf ul attitude when
challenging others’ ideas.
Will take on responsibility f or
maintaining f low and quality of
discussion, and encouraging
others to participate but either
is not always ef f ective or is
ef f ective but does not regularly
take on the responsibility.
Arguments or positions are
reasonable and mostly
supported by evidence f rom the
readings. In general, the
comments and ideas contribute
to the group’s understanding of
the material and concepts.
Usually listens well and takes
steps to check comprehension
by asking clarif ying and probing
questions, and making
Developing
2.50 (80%)
Student shows little respect f or
the class or the process as
evidenced by speech and
manner. Sometimes resorts to
ad hominem attacks when in
disagreement with others.
Rarely takes an active role in
maintaining the f low or
direction of the discussion.
When put in a leadership role,
of ten acts as a guard rather
than a f acilitator: constrains or
biases the content and f low of
the discussion.
Contributions to the discussion
are more of ten based on
opinion or unclear views than
on reasoned arguments or
positions based on the
readings. Comments or
questions suggest a difficulty
in f ollowing complex lines of
argument or student’s
arguments are convoluted and
dif f icult to follow.
Does not regularly listen well
as indicated by the repetition
of comments or questions
Unacceptable
5.0 (70%)
Student shows a lack of
respect f or members of the
group and the discussion
process. Of ten dominates the
discussion or disengages f rom
the process. When
contributing, can be
argumentative or dismissive of
others’ ideas, or resorts to ad
hominem attacks.
Does not play an active role in
maintaining the f low of
discussion or undermines the
ef f orts of others who are trying
to f acilitate discussion.
Comments are f requently so
illogical or without
substantiation that others are
unable to critique or even
f ollow them. Rather than
critique the text the student
may resort to ad hominem
attacks on the author instead.
Behavior f requently ref lects a
f ailure to listen or attend to the
discussion as indicated by
repetition of comments and
 Of ten reminds group of comments
made by someone earlier that are
pertinent.
Student has caref ully read and
understood the readings as
evidenced by oral contributions;
f amiliarity with main ideas,
Reading supporting evidence and
secondary points. Comes to class
prepared with questions and
critiques of the readings.
connections to earlier
comments. Responds to ideas
and questions of f ered by other
participants.
Student has read and
understood the readings as
evidenced by oral contributions.
The work demonstrates a grasp
of the main ideas and evidence
but sometimes interpretations
are questionable. Comes
prepared with questions.
presented earlier, or f requent
non sequiturs.
Student has read the material,
but comments of ten indicate
that he/she didn’t read or think
caref ully about it, or
misunderstood or f orgot many
points. Class conduct
suggests inconsistent
commitment to preparation.
questions, non sequiturs, of f -
task activities.
Student either is unable to
adequately understand and
interpret the material or has
f requently come to class
unprepared, as indicated by
serious errors or an inability to
answer basic questions or
contribute to discussion.

Part II: Participation/Contribution Report

Directions: Describe in details how you participated/contributed for each session. Rate yourself on each
component based on the rubric using the percentage scale of 70-80-90-100. Give yourself an overall
rating equal to the lowest component rating. Your instructors and professors will validate your self-
assessment based on their observation of your participation/contribution and give the final official grade.
The first entry below is a sample description and self-assessment.

Session

Ownership/
Leadership

Reasoning
date

Listening
Conduct

Reading
Description of participation/contribution

Overall
grade
Week 1 Offline mode/ I answered activity 1 90 90 90 90 90 90
Week 2 Offline mode/ I answered activity 2 90 100 90 90 90 90
Week 3 Orientation/ discuss about what we will do in feasib 90 100 90 90 90 90
Week 4 I do activity. I submit research 90 90 90 90 90 90
Week 5 PRELIMINARY EXAM/ I answer exam 90 90 90 90 90 90
Week 6
Week 7

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 Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
Week 17
Week 18

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