 Rubric is a scoring scale used to assess student

performance along a task-specific set of criteria.

This consists of descriptive scoring schemes that are
developed by teachers or other evaluator to guide the
analysis of products or processes of students’ efforts.

Types of Rubric
 1. Analytic. It articulates levels of performance for each
criterion so the teacher can assess student performance
on each criterion. It describes the quality of performance
or product in relation to specific criterion.
 2. Holistic. It does not list separate levels of
performance for each criterion. It assigns level of
performance by assessing performance across multiple
criteria as a whole. It describes the overall quality of a
performance or a product
 1.Performance Criteria. At least two
criteria.
 Required = 5
 2. Levels of performance. At least two levels.
 Required = 3
 3. Quantitative and qualitative description of
each level
 4. Descriptors (analytic)
 5. Scoring system
 1. Identifying the qualities and attributes
that the teacher wishes to observe in the
students’ outputs that would demonstrate
their level of competency.
 2. Deciding whether a holistic or analytic
rubric would be more appropriate.
 3. Defining the criteria for the top level of
performance.
 4. Identifying and defining of the
criteria for lowest level of performance.
Task Description
Identify ways of detecting and preventing diseases in the respiratory and circulatory systems
Appreciate the importance of a healthy lifestyle in avoiding such diseases
weight

Criteria Exceptional(10) Admirable(7) Acceptable(5) Attempted (1)

 Factual information is  Factual information is  Factual information is  Information is

accurate mostly accurate somewhat accurate inaccurate
Understanding  Indicates a clear  Good understanding of  Fair understanding of  Presentation is off
40%
of Topic understanding of topic topic topic topic

 Accepts ideas of  Accepts most ideas  Unwilling to  Group does not work
others; able to without negative compromise together
compromise comments; able to  Few members  One person does all
Cooperation 30%  All members contribute compromise contribute the work
 Some members
contribute

 Shows confidence  Shows some  Unsure of  Portrayal stalls

 Informative confidence responsibility  Lacks information
 Entertaining; engages  Presents some  Somewhat informative  Audience bored
audience information  Engages audience  Mumbles
Presentation 30%  Speaks loudly and  Engages audience intermittently  Body language is
clearly  Can be heard  Hard to hear lacking; inappropriate
 Appropriate use of  Some use of body  Some movement
body language language
 3 1
4 2
Criteria Very Needs % Total
Excellent Satisfactory
Satisfactory Improvement
1. Completeness of All needed One important Two information Three or more 30%
the report information in a bar information needed in a bar information
graph are given needed in a graph are missing needed in bar
bar graph is graph are missing
missing
2. Accuracy /Clarity All information are One Two information Three or more 40%
of information accurate /clear information is are incorrect information are
incorrect incorrect
3. Visual appeal The work is free The work is The work is The work is dull, 20%
from erasures and colorful but colorful but with untidy and with
was made colorful with one at most three more than 3
erasure erasures erasures
4. Promptness in Submitted on or Submitted 1 Submitted 2 hour Submitted 3 or 10%
submitting the before the deadline hour after the after the deadline more hours after
requirement deadline the deadline

Scoring Guide:
4 = 20 points 3 = 15 points 2 = 10 points 1 = 5 points
Level 4 (20 points) – Excellent such that the work reflects all of the following:
 includes all the information needed in a frequency distribution
 all information are clear and accurate
 well-written and neatly done
 submitted on time

Level 3 (15 points) – Very Satisfactory such that the work reflects only 3 of the following
 includes all the information needed in a frequency distribution
 all information are clear and accurate
 well-written and neatly done
 submitted on time

Level 2 (10 points) –Satisfactory such that the work reflects only 2 of the following
 includes all the information needed in a frequency distribution
 all information are clear and accurate
 well-written and neatly done
 submitted on time

Level 1 (5 points) – Needs Improvement such that the work reflects only 1 of the following
 includes all the information needed in a frequency distribution
 all information are clear and accurate
 well-written and neatly done
 submitted on time
Objective: Create a scene from Chapter 2 of Noli Me Tangere
Performance Task: “Ang Suyuan sa Asotea”
Learning Competencies:
 1. recite the lines of the characters without looking at the script
 2. speak with fluency and confidence based on the personality of the character
 3. show the moods and emotions of the characters by performing appropriate hand gestures, facial
expression and blockings
 4. wear appropriate costumes
 5. use musical accompaniment, voice over and sound effects to set the mood of the audience
 6. utilize hand props and backdrop to set atmosphere
Learning Episodes:
 1. Group the students with 10 members each group.
 2. Let each group prepare a script for the scene they want to enact.
 3. Each group will be given 10 minutes to perform. Deduction of .5 pt. will be given for each minute
exceeding 10.
 4. Prepare backdrops, props, costumes and sound effects.

Assessment Plan:
 1. The activity has a total of 50 points. 10 for the script and 40 for the actual performance.
 2. Assessment tools: Rating scale for the script . Holistic Rubric for the performance of the role-
play.
Level 3. Veteran. (40 points). The performance satisfies all of the following criteria:
o recite the lines of the characters without looking at the script
 speak with fluency and confidence based on the personality of the character
 show the moods and emotions of the characters by performing appropriate hand gestures, facial
expression and blockings
 wear appropriate costumes
 use musical accompaniment, voice over and sound effects to set the mood of the audience
 utilize hand props and backdrop to set atmosphere

Level 2. Promising. (30 points). The performance satisfies at most 4 of the following criteria:
o recite the lines of the characters without looking at the script
 speak with fluency and confidence based on the personality of the character
 show the moods and emotions of the characters by performing appropriate hand gestures, facial
expression and blockings
 wear appropriate costumes
 use musical accompaniment, voice over and sound effects to set the mood of the audience
 utilize hand props and backdrop to set atmosphere

Level 1. Starting. (20 points). The performance satisfies at most 2 of the following criteria:
o recite the lines of the characters without looking at the script
 speak with fluency and confidence based on the personality of the character
 show the moods and emotions of the characters by performing appropriate hand gestures, facial
expression and blockings
 wear appropriate costumes
 use musical accompaniment, voice over and sound effects to set the mood of the audience
 utilize hand props and backdrop to set atmosphere
Objective: to create a model ecosystem
Performance Task: “Terrarium Making”
Learning Competencies: The final output of the students must:
 1. Container
 A. Materials. The materials should be mostly from recycled things.
 B. Size. The size of container should be at least 2 feet in one dimension. For square, 2ft squared; for
rectangle 2ft x 1 ft; for circle or oblong, the diameter should be at least 2 ft.
 C. Shape. Any shape will do as long as it satisfies the required size.
 D. Design. Limited to the base and cover. No design is allowed within the perimeter of observation
window.
 E. Color. Transparent.
 2. Contents
 A. Living things
 A.1. Plants. Small and can thrive inside the room.
 A.2. Animals. At least two different animals that have relationship when it comes to food chain. Can be
observed and live inside the container for weeks.
 B. Non-living things
 B.1. Soil. Loam to sandy loam. Moist.
 B.2. Rocks or pebbles. Small, different colors
 B.3. Water. Permanent source of clean water for the animal.
 B.4. Artificial source of light
 3. Arrangement and lay-out design
 A. Plan. Approved lay-out plan with justification for placement of item
 B. There should be permanent source of water, food and fresh air.
 C. Resemblance to actual ecosystem
Assessment Plan:
 1. Points Allotted: The completed product will be given a total of 100 points.
 2. Assessment tool: analytic rubric
Objective: to create a model ecosystem
Performance Task: “Terrarium Making”
Learning Competencies
 to create a transparent container out of recycled things, in any shape
using required dimensions, with design at the base and cover only
 to put living things like small plants, at least two different animals
with symbiotic relationship
 to put appropriate non-living things like loam to sandy loam soil,
pebbles and water
 to arrange the lay-out so that living things can thrive for weeks

 to design the terrarium in near resemblance to actual ecosystem

Assessment Plan:
 1. Points Allotted: The completed product will be given a total of 100
points.
 2. Assessment tool: analytic rubric
 Performance Criteria Level 1 Level 2 Level 3 Expert Score
Beginner Master
1. Appropriateness of With correct design Transparent and transparent & made out
but not transparent with correct of recycled things, in
Container incorrect dimension design & any shape using required
dimension but not dimensions, with design
from recycled at the base and cover
materials only

2. Appropriateness of Use only small Use small plants Use small plants & at
plants or animals and small animals least two small animals
the chosen living things but with no with symbiotic
symbiotic relationship
relationship

3. Completeness of the Use other type of Use loam or sandy Use loam to sandy loam
soil and no water loam soil with soil with pebbles and
non-living things pebbles and no water
water

4. Visual appeal Layout and design Layout and design Lay-out & design are
does not resemble resemble an attractive like real
an ecosystem ecosystem w/ ecosystem
minimal flaws

5. Promptness of Submitted two day Submitted one day Submitted on or before

safter the deadline after the deadline the deadline
submission
Scoring guide: Level 3 = 20 Level 2 = 14 Level 1 = 7 Total
The mind is not a vessel
to be filled, but a fire
to be ignited.

(Plutarch)