4 3 2 1 RELOX ALMONTE ABRAHAM GELLADO PALIMA SARIGNAYA
Participation Peer Peer Peer seldom Peer did not participated in participated in participated in participate in group work group work group work. group work. 4 4 4 4 4 4 consistently. most of the time. Contribution Peer provided Peer usually Peer Peer rarely useful ideas in provided useful sometimes provided useful all aspects of ideas in all provided useful ideas in all the paper. aspects of the ideas in all aspects of the 4 4 4 4 4 4 paper. aspects of the paper. paper. Role Peer Peer Peer Peer did not Performance performed performed performed perform assigned tasks assigned tasks assigned tasks assigned task. 4 4 4 4 4 4 effectively. most of the minimally. time. Work for Team Peer worked Peer worked Peer Peer did not Goals for team goals for team goals sometimes work for team effectively and most of the worked for goals. 4 4 4 4 4 4 consistently. time. team goals. Cooperation Peer interacted Peer interacted Peer Peer never well and and respected sometimes interacted and respected groupmates interacted and respected 4 4 4 4 4 4 groupmates. most of the respected groupmates. time. groupmates. Attitude Peer is never Peer is rarely Peer is Peer is often publicly critical publicly critical occasionally publicly critical of the work of of the work of publicly critical of the work of others and others and of the work of others and 4 4 4 4 4 4 always often exhibited others and seldom exhibited a a positive usually has a exhibited positive attitude. positive positive attitude. attitude. attitude. Working with Peer always Peer usually Peer Peer rarely others listens to, listens to, sometimes listens to, shares with, shares with, listens to, shares with, and supports and supports shares with, and supports 4 4 4 4 4 4 the efforts of the efforts of and supports the efforts of others and others and the efforts of others and is tried to work does not others but is not a good well with create tension not a good team member. groupmates. among team members groupmates. at times.
Name of Rater: ANDREI DOMINIQUE L. ABRAHAM
Signature: _________________________ Date: September 23, 2018
after school clubs and extracurricular activities is beneficial in a variety of ways for the K-12 population. For example, school clubs can offer a place to form relationships and foster learning, and this was demonstrated with multiple groups. Research including students with disabilities involved in extracurricular activities show that they were more likely to have friends than those who were not involved.[4] Similar findings with racial and ethnic minorities and immigrant adolescents showed that minority, first, and second generation adolescents were less likely than their counterparts to have friends and be engaged in relationships, however, extracurricular activities facilitated socialization.[5] Thus, being involved in activities outside of school increases student’s chances of creating friendships. Furthermore, extracurricular activities increase positive self-development, regardless of where the activities take place (at school or away from school) [6] Likewise, female adolesc