NAME: Lovely R. Valencia INSTRUCTOR: Dr.

Joel Illustracion
COURSE & YEAR : BEED 2ND Year SUBJECT: PED 206 Assessment Learning II

HISTORY REPORTING ANALYTIC RUBRIC

CRITERIA QUALITY POINTS
4 3 2 1
Student presents Student presents Audience has Audience cannot
information in information in difficulty following understand presentation
Organization logical, interesting logical sequence presentation because because there is no
sequence which which audience student jumps around. sequence of information.
audience can follow. can follow.
Student Student is
demonstrates full Student is at ease uncomfortable with Student does not have
Content Knowledge knowledge (More with content, but information and is grasp of information;
than required) with fails to elaborate. able to answer only student cannot answer
explanations and rudimentary questions about subject.
elaboration. questions.
Student used Student occasional
Visuals visuals to reinforce Visuals related to used visuals that Student used no visuals
screen text and text and presentation rarely support text
presentation and presentation
Presentation has no Presentation has no Presentation had Student's presentation
Mechanics misspellings or more than two three misspellings had four or more
grammatical errors misspellings and/or and/or grammatical spelling errors and/or
grammatical errors errors. grammatical errors.
Student used a Student's voice is Student incorrectly Student mumbles,
Delivery clear voice and clear. Student pronounces terms. incorrectly pronounces
correct, precise pronounces most Audience members terms, and speaks too
pronunciation of terms. words correctly. have difficulty hearing quietly for students in
presentation the back of class to hear

TOTAL
NAME: Lovely R. Valencia INSTRUCTOR: Dr. Joel Illustracion
COURSE & YEAR : BEED 2ND Year SUBJECT: PED 206 Assessment Learning II

ENGLISH ESSAY WRITING HOLISTIC RUBRIC

Score DESCRIPTION
The essay clearly states a position, provides support the position, raises a counter argument or objection, and refuses it. The
Excellent Writer evidence, both in support of the position and refutation counter positions, is persuasive and original. The relationships
6 between position, evidence, counter argument, and refutation are clear, and the essay does not contain extraneous or
irrelevant information.

The essay states a position, supports it, raises an objection or counter argument, and refutes it. The essay may, however,
Good Writer contains one or more of the following ragged edges: evidence is not uniformly persuasive or original; the counter argument is
5 not very serious threat to the position; one has to read between the lines to see relationships between ideas and some ideas
seem out of place or irrelevant.

The essay states a position and raises a counter argument, but there is well developed. The objection or counter argument
Average Writer considered may lean toward the trivial. The essay may also seem disorganized. Nonetheless, the essay has acknowledgement
4 of the cognitive complexity of the task. It is more difficult to address argument and counter arguments than it is simply to
support one line of argument.
The essay states a position, provides a strong and original evidence supporting the position, and is well organized. However,
Fair Writer the essay does not address possible objections or counter arguments
3

The essay states a position, provides some support, but it doesn’t do it very well. Evidence is scantly, general trivial or not
Weak Writer original. The essay achieves its length largely through repetition of ideas and inclusion of irrelevant information. The overall
2 impression is that the essay has been dashed off at the last minute.

The essay does not state the student’s position on the issue. Instead, it restates the position presented in the assignment and
Very Weak summarizes the evidence discussed in the text or in class. The essay may include an occasional I agree with, but it provides
Writer nothing beyond what was said in class or in reading.
1
NAME: Lovely R. Valencia INSTRUCTOR: Dr. Joel Illustracion
COURSE & YEAR : BEED 2ND Year SUBJECT: PED 206 Assessment Learning II

PHYSICAL EDUCATION CHECKLIST

CRITERIA YES NO
1. Increasing speed: e.g., runs fast.

2. Reaction time improving: e.g., stops when signaled by a bell or clap.

3. Agility is improving: e.g., dodges as ball.

4. Large muscle coordination is improving: e.g., skips, gallops.

5. Uses muscles for self-help skills: e.g., zips, jacket, ties shoes.

6. Developing eye-foot coordination: e.g., kick a ball.

7. Developing eye-hand coordination: e.g., throws a ball at a target, catches a bean bag.

8. Developing awareness of body space: e.g., finds a space on the floor where no one else can be reached.

9. Aware of Laterality: e.g., twirls other hand, raises other foot.

10. Directionality is developing: e.g., moves forwards, backwards, sideways, and over, under, inside, outside and
around objects.
11. Changes direction with ease.

12. Developing kinesthesia: e.g., touches knees with eyes closed.

13. Demonstrates Good posture.

14. Developing balance: e.g., hops on one foot, walks on low balance beam, walk with bean bag on head.

15. Beginning to sequence e.g., claps four times, then jumps