RAMON MAGSAYSAY MEMORIAL COLLEGES – MARBEL, INC

Purok Waling – Waling, Arellano Street, Zone II, Koronadal City

OFFICE OF THE COLLEGE OF TEACHER EDUCATION PROGRAM
Document Type: Document No:
Rubric and Guidelines for Final Exam Issue No: 1 Revision No: 0
Document Title: Effective Date:
Major Page 1 of 2

Scoring Rubric for Language Learning Material

Exemplary
Criteria
(Far exceeds, 5 points)
The size of the material is big
enough to be seen by the
farthest students in the
APPEARANCE classroom. The material is
colorful, beautiful and attractive.
The material is made just for
many sessions
The material is very easy to
carry by one person to bring to
other area. It requires less
PORTABILITY
effort from a person who is
handling. Hence, it is very
functional and helpful.
The material that being used is
extremely suited to the class
discussion. It successfully aids
RELIABILITY the difficulty of all the students
and it helps them learn more
easily about the topic being
discussed.
The instructional material that is
being provided by the teacher
to his students is very sufficient
SUFFICIENCY
that could cater the needs of all
the students in the classroom
individually.
Above Average
(Exceeds standard, 4
points)
The size of the material is
big to be seen by the
farthest students in the
classroom. The material is
colorful, beautiful and
attractive. The material is
good for five sessions.
The material is easy to carry
by at least two persons to
bring to the other area. It
requires moderate effort
from the two persons who
are carrying. It is functional.
The material is related to
the topic and most of the
students were able to learn
easily from the topic that is
being discussed
Most of the students in the
classroom were being
provided by the teacher with
the material.
Adequate
(Meets standard, 3 points)
The size of the material is big
to be seen by the farthest
students in the classroom. The
material is not colorful, not
beautiful and not attractive.
The material is made for at
least two sessions.
The material needs to be
carried by at least three
persons to bring to the other
area or classrooms. It requires
their enough strength
The material is quiet related t
related to the topic and some of
the students were able to learn
easily from the topic that is
being discussed.
Some of the students were
being provided by the teacher
with the material. Thus, they
need to share.
Inadequate
(Below standard, 2 points)
The size of the material is not
big enough to be seen by the
farthest students in the
classroom. The material is not
colorful, not beautiful and not
attractive. The material is made
for one session.
The material requires at least
five persons to carry and bring
to the desired area. It needs
enough space from the area
where it is to be put.
The material is not that so
related to the topic being
discussed and only few of the
students were able to learn the
lesson easily.
Only few of the students were
being provided and there is a
need for sharing and utilizing
immediately.
 RAMON MAGSAYSAY MEMORIAL COLLEGES – MARBEL, INC
Purok Waling – Waling, Arellano Street, Zone II, Koronadal City
OFFICE OF THE COLLEGE OF TEACHER EDUCATION PROGRAM
Document Type: Document No:
Rubric and Guidelines for Final Exam Issue No: 1 Revision No: 0
Document Title: Effective Date:
Major Page 2 of 2

Scoring Rubric for Language Learning Materials Defense

Inadequate Adequate Above Average Exemplary

Criteria
(Below standard, 2 points) (Meets standard, 3 points) (Exceeds standard, 4 points) (Far exceeds, 5 points)
DEPTH OF ● Demonstrates incomplete, ● Demonstrates general or ● Demonstrates thoughtful and ● Demonstrates complex and/or
UNDERSTANDING inaccurate, and/or insufficient surface-level understanding of detailed understanding of original thinking about
How specifically and understanding of [school/district outcomes] [school/district outcomes] [school/district outcomes]
completely have I [school/district outcomes] ● Evidence is cited to support ● Evidence is consistently ● Evidence is carefully chosen and
reflected on ● Evidence is minimally claims, though inconsistently or and accurately cited to skillfully cited to make
[school/district drawn upon or insufficiently. support claims. convincing claims.
outcomes]? inaccurately cited.
● Output and presentation ● Output and presentation reflect ● Output and presentation ● Output and presentation reflect
reflect minimal effort and inconsistent effort and attention reflect consistent effort and impressive effort and proud
attention to detail (e.g. to detail (e.g. grammar/spelling, attention to detail (e.g. attention to detail (e.g.
PREPARATION grammar/spelling, graphic graphic design, formatting, grammar/spelling, graphic grammar/spelling, graphic
How well does my design, formatting, prepared prepared notes, etc.) design, formatting, prepared design, formatting, prepared
output and notes, etc.) ● Presentation has structure, notes, etc.) notes, etc.)
presentation reflect ● A lack of organization but room for greater ● All components are logically ● Components demonstrate
effort and attention to makes it difficult to follow organizational clarity (e.g. organized, with good use of rhetorical craft (e.g. an engaging
quality? ideas in the portfolio transitions, sequencing). transitions and attention to introduction, a creatively
and/or the presentation. audience/reader expectations sequenced body, effective
(e.g. intro, body, conclusion). transitions, and/or an insightful
conclusion).
● Makes minimal use of ● Makes partial use of ● Demonstrates a practiced ● Engages audience through
presentation skills, presentation skills, including and competent use of command of presentation skills,
ORAL including body posture, body posture, language, eye presentation skills, including including body posture, language,
language, eye contact, contact, voice and timing. body posture, language, eye eye contact, voice and timing that
PRESENTATION
voice and timing. ● Uses language that is at contact, voice and timing. keep the audience engaged.
SKILLS
● Uses language that is times unsuited to the ● Uses appropriate language ● Uses sophisticated and varied
How effectively am I
unsuited to the occasion occasion and audience. that is suited to the occasion language that is suited to the
speaking to my
and audience. ● Responses to questions are and audience. occasion and audience.
audience during my
● Responses to questions limited and demonstrate a ● Responds confidently to ● Responses to questions are
presentation? partial command the topic. questions and thoughtful, demonstrating an
are vague and
demonstrate a minimal demonstrates a command of in-depth understanding of the
command of the topic. the topic. topic.