DE LA SALLE SANTIAGO ZOBEL SCHOOL

HIGH SCHOOL DEPARTMENT

SOCIAL STUDIES UNIT
SECOND TERM, AY 2014-2015
UNIT ASSESSMENT MATRIX (WITH TABLE OF SPECIFICATIONS)
SUBJECT:

World Economics

LEVEL:

Year II

TEACHERS:

Ms. May Lubuguin and Ms. Nina Gavan

ASSESSMENTS:

Culminating Unit Assessment

LEARNING MODULE:

Economic Changes Towards Globalization

CONTENT STANDARD:

Demonstrate understanding on the basic concepts on national economy as a means to improve the lives of other towards national progress
and development.

PERFORMANCE STANDARD:

Participates on projects and activities that promotes economic progress and development in the community and the nation.

UNIT CONTENT:

WHAT WILL I ASSESS?

PROCESS
- 25%
LEARNING COMPETENCY
EU:
The economic changes that
happened before, during and
after the world wars paved the
way for the development of
globalization.
EQ:
How did the economic
changes paved the way for
globalization?

HOW WILL I ASSESS?

TEST ITEMS
(Please indicate the type of assessment: S-Short Assessment, L-Long Assessment,
ET-End-Term Assessment, etc.)
I. A. PROCESS. Provide the correct answer for each item. Show your solutions
on the box provided. Final answers should be boxed and in decimal form,
rounded-off to 2 decimal places.
1. Oil Trade between Iran and United Arab Emirates (UAE)
The consumption behaviour of UAE with respect to oil is represented by the demand
equation Qd = - 20P+10000. On the other hand, the production behaviour of Iran with
respect to its oil production is represented by the supply equation Qs = 40P-5000.
Look for the following:

HOW WILL I SCORE?

TYPE

ITEM
NOS.

18

HOLISTIC RUBRIC SCORING GUIDE

Rubric for Computation:
2 Final answer is correct ;
solution was shown
1 Final answer is correct ;
no solution was shown
0 No answer is given
Rubric for Graphing:
2 Graph shifts are correct ;
properly labelled
1 Graph shifts is incorrect ;
not properly labelled
0 No answer is given

1 2. The price to which trade could happen between Iran and UAE (Pe)
3 4. The quantity of oil that Iran and UAE can agree on (Qe)
5 6. The graph that represents the relationship of oil trade between Iran and UAE
(Equilibrium graph)
7 8. What will happen if Iran raises the price above the equilibrium? Explain.
1-2. Price Equilibrium (Pe)

5-6. Market Equilibrium Graph (MEG)

Rubric for 2-point Essay:

2 Answer is correct. An example
is given as a supporting detail.
1 Answer is correct but no
supporting details are given.
0 No answer is given.

3-4. Quantity Equilibrium (Qe)

Rubric for 3-point Essay:
3 Answer is correct and clear.
Two examples are given as
supporting details.
2 Answer is correct. An example
is given as a supporting detail.
1 Answer is correct but no
supporting details are given.
0 No answer is given.

7-8. Essay

2. The Bubble Tea Drink

DLSZ is having a summer sports fest where teams from levels in the High School
compete in various sports events. On this occasion, the SRCC also set up booths to
attract more people to support the festivities.
You and your classmates decide to take this opportunity to make some money and sell
Bubble Tea. Because of the hot weather and the crowd the activity brings, it seemed
like a great idea.
9 10. How may the hot weather affect the demand for your product?
Explain your answer
11 12. How may the size of the crowd affect the demand for their product?
Explain your answer

9 15

9 10. Essay

11 12. Essay

After a short market study you made, you are able to identify a good price and its
projected demand. However, your classmates disagree with your market study and
suggest setting the price higher to make more profit.
Consider the given the demand schedule based on your study:
Price of
Bubble Tea
P15
P20

Quantity demanded for

Bubble Tea
325
210

13 15. Essay: Is it wise to increase the price of Bubble Tea as suggested by your
friends? Support your answer in terms of the following: (3 points)
* Relationship of Price and Quantity demanded
* Responsiveness of the consumer to price change
* Type and nature of your product
13 15. Essay

TOTAL NO. OF ITEMS/TOTAL SCORE:

10

UNDERSTANDING
- 30%
ESSENTIAL QUESTION,
ENDURING UNDERSTANDING
& FACETS OF UNDERSTANDING

TEST ITEMS
(Please indicate the type of assessment: S-Short Assessment, L-Long Assessment,
ET-End-Term Assessment, etc.)

TYPE

TOTAL NO. OF ITEMS/TOTAL SCORE:

ITEM
NOS.

HOLISTIC RUBRIC SCORING GUIDE

(6 POINTS PER ITEM)