FAR EASTERN UNIVERSITY

GENERAL EDUCATION
UNDERGRADUATE STUDIES

COURSE INFORMATION BOOKLET

SECOND SEMESTER
S.Y. 2020 - 2021

GED0104 SCIENCE TECHNOLOGY AND SOCIETY

Contents

Course Information.......................................................................................................................2
Name of the Document : MOL / BLC Module.........................................................................2
Course Purposes and Goals..........................................................................................................2
Course Expected Learning Outcomes (CELO)..........................................................................2
FEU’s Core Competencies (FCC)................................................................................................3
The FEU Student-Centered Teaching and Learning Culture...................................................4
The FEU General Education Curriculum Principle..................................................................4
Delivery Methods...........................................................................................................................5
Assessment Methods......................................................................................................................5
Policy on Plagiarism......................................................................................................................9
Policy on Late Submission..........................................................................................................11
Scheme of Work and Important Dates......................................................................................13
Scheme of Work and Important Dates......................................................................................16
Rubrics..........................................................................................................................................16

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Facilitator
Instructor :
Office :
E-mail :
Consultation Hours :

Course Information
Name of the Document
Course Title
Course Code
Semester and Year
: MOL / BLC Module
: SCIENCE TECHNOLOGY AND SOCIETY
: GED0104
: 2nd Semester, SY 2020-2021

Course Status 
Credits : 3 units 
Total Learning Time : 54 hours (18 weeks) 
Status : General Education Course 
Pre-requisite : None 

Course Purposes and Goals

Science, Technology, and Society (STS) is a course that explores the philosophical,
cultural, political, and economic viewpoints of science and technology as it permeates in society.
Focus is placed on navigating and broadening your awareness regarding the historical
development of science and technology integral in fortifying humanity. As you will come to
uncover the interaction of science and technology with society, you will also look at how the
levels of social arrangement affects and shapes this interaction. Our objective is for you to
become informed citizens of society and be impending nation builders capable of responding
critically to the most significant and unprecedented challenges of the contemporary world.

Here, you will be engaged in reading books, reviews, journal articles, essays, and case
studies. You will participate in several types of discourses through master class sessions, face-to-
face activities, and online learning management system exercises. The selected readings will
examine each topic extending from global scenarios to highlighting Philippine involvement in
science and technology.

At the end of this course, you are expected to use local and global perspectives to
rationally and ethically address human challenges that science and technology bring forth – its
profits and risks, its promises and perils – to virtually all aspects of human life.

Course Expected Learning Outcomes (CELO)

At the end of the course, you will be able to: 
Knowledge:
1. Integrate information about the evolution of ideas in scientific research and technological
advancement as it impacted society and developed through time, particularly in
the Philippines;  
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 2. Consider your potential to contribute to or address current challenges in society using
science and technology  
 
Values: 
1. Stimulate thoughtful and intelligent actions that are vital for responsible public behavior,
social and environmental awareness, and civic engagement 
2. Reflect and respond to the most significant local and global challenges in science and
technology inspired by the core values of fortitude, excellence, and uprightness   
 
Skills: 
3. Critique historical facts and evaluate the strengths and weaknesses of developments in
science and technology, and
4. Recognize when social revolutions may lead to radical advancements in science and
technology  
 
 FEU’s Core Competencies (FCC)
In addition to the Course Learning Outcomes, students are also expected to demonstrate
and develop the following skills:

FCC 1: Cognitive Knowledge

COGNITIVE 1.1. Critical Thinking

KNOWLEDGE 1.2. Creative Thinking
1.3. Problem-Solving Skills
1.4. Life-long Learning
FCC 2: Soft Skills
2.1. Digital Literacy
2.2. Persuasive Communication Skills
SOFT SKILLS 2.3. Inter and Intrapersonal skills
2.4. Work ethics
2.5. Values and leadership
FCC 3: Hard Skills
3.1. Office Suites Skills (Word Processing,
HARD SKILLS Spreadsheets, Presentation tools)
3.2. Photoshop skills with fundamental of designs and
photography
FCC 4: Discipline Specific Knowledge
DISCIPLINE
SPECIFIC 4.1. Scholarship in the specific discipline
KNOWLEDGE 4.2. Research-based knowledge development

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The FEU Student-Centered Teaching and Learning Culture
FEU practices, advances, and advocates for a learning culture that is student-centered.
FEU affirms the ability of students to produce valuable reactions to, reflections and questions on,
and understandings and appreciations of topics and issues in classroom. As such, the FEU
classroom is set-up in a manner that will best solicit student input and the FEU teacher’s
responsibility is to ensure that the students participate in the generation of ideas rather than be
passive recipients of ideas. FEU and FEU teachers firmly believe that the atmosphere in which
learning and development happen best in an atmosphere where students are co-authors of ideas.
The FEU teachers’ role, therefore in the classroom is to coach and facilitate creation.

The characteristics of a culture of student-centered learning are that it is constructive.

Teachers within a culture of student-centered learning provide opportunities for students to
construct knowledge and guide students in the creation of new knowledge; they see assessment
as an opportunity for learning and formation. It is also relevant and responsive in that ensures
that students are provided activities drawn from authentic and real-life situations that will
encourage students to connect learning with real-life situations. Its atmosphere is one that is
democratic in its insistence on the recognition and respect of the diversity of opinions and ideas
and on its emphasis on an understanding and appreciation of the context upon which these
diverse ideas are born. Student-centered learning values and encourages critical thinking and
active learning by engaging students to ask essential questions and by synthesizing and
contextualizing viewpoints. Students, in this learning environment reflect and ask questions,
seek relevance and engage in scholarly discourse that leads to inferences, insights, and sound
positions.

In FEU, student-centered learning is undertaken in a technology-enabled learning

environment that promotes digital literacy. It utilizes technology for more relevant and
meaningful learning. The FEU student, in turn, sees technology as a tool for learning and use it
responsibly.

The student-centered classroom is interdisciplinary, integrative, and interactive. Its

teachers challenge students to interconnect disciplines and relevant issues and to find
interconnections and patterns. The objective of student-centered learning is the development of
lifelong learners and creative thinkers and the cultivation of attitudes and habit that ensure
continuous self-enhancement and knowledge generation. As products of the FEU student-
centered experience, FEU students are models of competent and effective learners and of the
continuous quest for knowledge making.

The FEU General Education Curriculum Principle

The FEU General Education Curriculum, besides being interdisciplinary and outcomes-
based, is grounded on Student-Centered Teaching and Learning grounded on a number of
principles directed towards increasing students’ achievement of key learning outcomes by giving
them opportunities to take an active role in the construction of knowledge. Such will be
achieved by allowing them to actively participate in discussion-based sessions undertaken in
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technology-enabled learning environment, intended to develop their ability to appreciate, reflect
on and react to issues at hand. The goal is to empower them to develop attitudes and habits that
will bring them academic and life success.
Delivery Methods
Total Contact Hours : 54 hours / 18 weeks
Synchronous meeting : 40 hours / 13 weeks
CANVAS : 14 hours / 5 weeks

In reference to the FEU’s Teaching and Learning Philosophy, the following are the
acceptable instructional methods which can be adapted for this course:

The DLECCT Framework

A conceptual understanding on how teaching, assessment, and classroom dynamics must
be approached in FEU. It banks on the University’s aspiration for adaptive excellence: digital
literacy, effective communication, and critical thinking. These are the core competencies that
every FEU student must manifest after completing their academics in the University.

Outcomes-based Learning
This allows the students to be owners and constructors of their own learning by creating
artifacts that solve pressing problems in their respective communities and disciplines.
Project and Problem-based Learning

Inquiry and Collaborative Learning

To instil the value of scholastic independence, cooperative, and cooperative learning
must be part of the class dynamics. Tasks done inside and outside the classroom promote
collaboration and collaboration.

Authentic Assessment and Learning

FEU prioritizes non-traditional assessment approaches such as alternative assessment,
performance-based, and authentic assessment in observing and monitoring students’
performance. With non-traditional assessment, the FEU students also participate in monitoring
their learning progress.

Blended Learning
This allows every class to utilize traditional and non-traditional learning spaces including
classroom, on-line, communities, and industries.

Independent Study
This allows the students the needed time and space to read, write, and complete major
tasks.

Assessment Methods
Classroom assessment in FEU is a joint process that involves both teachers and learners.
It is an integral part of teaching and learning which holistically measures learners’ current and
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developing abilities. FEU encourages authentic assessment which promotes real-life learning.
Adhering to this paradigm, below are the guidelines in classroom assessment in the university.

1. Grading periods will be limited into two: Preliminary and Final periods. The 18
weeks will be divided equally. Each of the grading periods will be nine (9) weeks
each.
2. Assessments in the university are classified into Formative and Summative. Below
are the samples of each type.

Formative Assessment Summative Assessment

 Quiz (short-long)
 Seatwork
 Reporting
 Work samples (portfolio)
 Demonstration &
observation of skill
 Peer evaluation of project
work
 External review of
student projects
 Self-evaluation of work
 Departmental exams (Pen
and paper) – unit, chapter,
preliminary and final
exams.
 Case study/problem
analysis
 Capstone/application
projects
 Research/term paper
 Performance test for skill-
based courses

3. Each grading period, the minimum requirement for faculty to accomplish are the
following:
a. Formative Assessment (FA) – 70%
b. Summative Assessment (SA) – 30%

*FA and SA are calculated through averaging.

*The new Grade Point Average (GPA) system will still be used.
*The weight between FA and SA can be changed based on the recommendation of
the committee. However, SA should not exceed 50%.
4. The general passing standard is 50%.
5. Grade Points will be based from the standards below:

Written Numerical
Quality Point Grade Description
Grade Equivalent

A 4.00 92–100 Provides evidence of:

1. Complete and comprehensive mastery of the concepts and

principles of the course;

2. Outstanding proficiency in analytical, critical and creative

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 thinking, and problem-solving skills; and

3. Excellent fluency in oral written and symbolic

communication.

Exhibits an exemplary level of independent and self-regulatory

learning skills. Adheres to the University policy on academic
integrity.

Provides evidence of:

1. Full mastery of the concepts and principles of the course;

2. High proficiency in analytical, critical and creative, and

problem-solving skills; and
B+ 3.50 85–91
3. Very good fluency in oral, written and symbolic
communication.

Exhibits a high level of independent and self-regulatory

learning skills. Adheres to the University policy on academic
integrity.

Provides evidence of:

1. Considerable mastery of the concepts and principles of the

course;

2. Significant proficiency in analytical, critical and creative,

B 3.00 78-84 and problem-solving skills; and

3. Good fluency in oral, written and symbolic communication.

Exhibits an above average level of independent and self-

regulatory learning skills. Adheres to the University policy on
academic integrity.

Provides evidence of:

C+ 2.50 71–77 1. Intermediate mastery of the concepts and principles of the

course;

2. Adequate proficiency in analytical, critical and creative, and

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 problem-solving skills; and

3. Average fluency in oral, written and symbolic

communication.

Exhibits an ample level of independent and self-regulatory

learning skills. Adheres to the University policy on academic
integrity.

Provides evidence of:

1. Satisfactory mastery of the concepts and principles of the

course;

2. Satisfactory proficiency in analytical, critical and creative,

and problem-solving skills; and
C 2.00 64–70
3. Acceptable fluency in oral, written and symbolic
communication.

Exhibits a sufficient level of independent and self-regulatory

learning skills. Adheres to the University policy on academic
integrity.

Provides evidence of:

1. Elementary mastery of the concepts and principles of the

course;

2. A certain proficiency in analytical, critical and creative, and

D+ 1.50 57–63 problem-solving skills; and

3. Some fluency in oral, written and symbolic communication.

Exhibits a somewhat low level of independent and self-

regulatory learning skills. Adheres to the University policy on
academic integrity.

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 Provides evidence of:

1. minimal mastery of the concepts and principles of the

course;

2. minimal proficiency in analytical, critical and creative, and

D 1.00 50–56
problem-solving skills; and

3. basic fluency in oral, written and symbolic communication.

Exhibits a low level of independent and self-regulatory learning

skills. Adheres to the University policy on academic integrity.

Provides evidence of:

1. no mastery of the concepts and principles of the course;

2. no proficiency in analytical, critical and creative, and

problem-solving skills; and
F 0.00 Below 50
3. no fluency in oral, written and symbolic communication.

Does not exhibits independent and self-regulatory learning

skills. Does not adheres to the University policy on academic
integrity.

Policy on Plagiarism
Anchored on the core values of Fortitude, Excellence and Uprightness, Far Eastern
University (FEU) believes that its students, administration, faculty and staff should demonstrate
academic integrity at all times. Academic integrity means that the members of the entire
academic community adhere to the fundamental values of honesty, hard work, originality,
respect and responsibility. FEU students are expected to always adhere to the highest standards
of academic excellence.

FEU students are expected to demonstrate beliefs, attitudes and behaviors associated with
academic honesty. Thus, all acts of academic dishonesty in FEU are not tolerated. Academic
dishonesty comes largely in two forms: cheating and plagiarism. It is considered a major offense
subject to disciplinary actions if students cheat or plagiarize their work.

Cheating is broadly defined as getting unauthorized help on an assignment, quiz or

examination. The following are considered as acts of cheating:

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  Copying from another student during a test or examination, with or without his/her
knowledge;
 Allowing another student to copy his/her work;
 Using unpermitted notes during a test or examination;
 Having in one’s possession written notes or electronic devices during a test or
examination;
 Getting questions or answers from someone else who has already taken a test or
examination;
 Turning in work done by someone else;
 Taking a test or examination for another student;
 Writing or providing an assignment for another student.
 Repeating someone else’s words verbatim without acknowledgement;
 Presenting someone else’s ideas without acknowledgement;
  Recommended Internet Learning
Class Meetings
for Connectivity materials
   Differs from class to class 
   Minimum of 8 and
  maximum of 24 teacher-
Mixed Online Learning student engagement.  
(MOL)  Requires good  Minimum of 4
  All kinds of Through
and stable individualized feedback of
  learners CANVAS
internet academic progress 
Synchronous and  Meetings through
Asynchronous Learning  conference, small group
discussions or individual
consultations.  
 
Asynchronous Online Highly
 No regular meetings, only
learning (AOL)  independent and Requires good
Through scheduled consultations
   responsible internet
CANVAS (minimum of 4 scheduled
Independent Learning learners connection
consultations). 
requiring internet access
 
  Stable internet
Total Analogue Learning access is not All learning
(TAL)  Highly required some material will be  No regular meetings, only
independent and access still compiled into a scheduled consultations
 Independent learning responsible necessary for USB and (minimum of 4 scheduled
requiring minimal learners consultation and couriered to the consultations) 
internet access  research student

 Paraphrasing, translating, or summarizing someone else’s ideas without

acknowledgement;
 Improperly acknowledging of sources, as with incomplete/imprecise documentation;

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  Having one’s work done by someone else or having one’s work substantially revised by
someone else.

Policy on Late Submission

Assignment deadlines must be strictly adhered to as time management is a highly valued
professional skill. Assignments which are submitted late will be penalised as follows:

Submitted one (1) day after deadline - deduct 5% from marks awarded
Submitted two (2) days after deadline - deduct 10% from marks awarded
Submitted three (3) days after deadline - deduct 15% from marks awarded
Submitted four (4) days after deadline - deduct 20% from marks awarded

Submitted five (5) days after deadline – ZERO (0) marks for the assignment.

For the purpose of assignment submission, Saturday and Sunday are also counted as working
days.

The Online Learning Environment 

The FEU online environment will vary depending on what mode of learning the student
decides to take:   
 
Modes of Learning 
  
(Taken from the FEU Freshmen Primer 2020-2021) 
 
 
Responsibilities in the Online Learning Environment 
 For teachers 
 Monitor student academic performance 
 Facilitate conferences and discussion forums.  
 Provide reasonable and flexible deadlines for each learning tasks. 
 Make learning materials available in CANVAS and USB thumb drive 
 Give comprehensive and clear instructions for the course activities, assignments and
assessments.  
 Set simple and concrete guidelines on to how to communicate within the online
classroom  
 Constantly give immediate and individualized feedback about student’s academic
performances through emails and chats.  

For Mixed and Total Asynchronous Learners 

 
1. Acquire course materials from CANVAS and store it
in their desktop computer/laptop/tablet/mobile devices. 
2. Attend and participate in the online components of the course.  
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 o Online attendance pertains to logging in to CANVAS and participate in course
activities required by the teacher.  
o Online participation pertains to using the features of CANVAS such as: 
 Attend conferences (for MOL) 
 Accomplish online quizzes 
 Post comments in discussion threads 
 Monitor course activities through announcements 
 Work with peers using Collaborations/Google Docs and Pages. 
 Communicate through email with their teacher and fellow students. 
 Submit attached files, text entries and URL links as online assignments. 
3. Organize deadlines for their course assignments, quizzes and projects.    
4. Learn the course modules. Independently cover each learning modules in the course (e.g.
reading and annotating course modules). 
5. Troubleshoot technical issues. Learn how to solve technical issues that would arise in
their learning set-up.  
6. Fulfil learning tasks with academic integrity. Observe professionalism and honesty in
carrying out their academic projects and assignments 
 
For Total Analogue Learners 
 Students under this mode of learning have similar responsibilities
with MOL and AOL except for any CANVAS related activities.   
 
FEU Ederp 
 
Office Hours: 8:00 AM to 5:00 PM 
E-mail for Student Central PASSWORD ISSUES: itshelpdesk@feu.edu.ph 
 
E-mail for Student Central ENROLLMENT ISSUES: ederphelpdesk@feu.edu.ph 
Contact No. for Student Central PASSWORD ISSUES: 87777338 local 609. 
 
 
Learning Content and Activities  
 Reading List: 
1. Harrari, Y. (2014). Part Four: The Scientific Revolution – The Discovery of
Ignorance. In Sapiens: A Brief History of Humankind. Signal Books. 
2. Marcum, J. The Structure of Scientific Revolutions. In Thomas S. Kuhn (1922-1996).
Internet Encyclopedia of Philosophy. Link: https://www.iep.utm.edu/kuhn-ts/#H3  
3. Hannson, Sven Ove. (2017). Science and Pseudo-Science. The Stanford Encyclopedia
of Online Conference
4. Nick Joaquin(1988) “Culture and history”
5. Foucault, M. (1977/1991). Part 3.3: Panopticism. Discipline and Punish. New York:
Vintage Books. (Only pp. 218-228) 

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 6. Prepare for  “The Big One” DOST makes Valley Fault Atlas  available online. DOST
Digest 9(2):1-
2. http://www.stii.dost.gov.ph/images/jdownloads/pdf_files/digest/2016/Digest_FEBR
UARY2016WebV.pdf  

Alternative Materials:
1. Levack B, Muir E, Veldman M. 2014. Chapter 17: The Scientific Revolution. In:
The West: Encounters & Transformations, Combined Volume, 4th Edition.
Pearson Publication, New
York.  https://catalogue.pearsoned.co.uk/assets/hip/gb/hip_gb_pearsonhighered/sa
mplechapter/0205947158.pdf  

Public Intellectual Series Lectures (PILS) / Video:

1. Philippine Science and Technology: Dr. Giovanni Tapang  
2. Confronting Uncertainty and Climate change by Red Constantino
3. Stephen Colbert Interviews Neil deGrasse Tyson at Montclair Kimberley Academy -
2010-Jan-29 https://www.youtube.com/watch?v=YXh9RQCvxmg  
4. BBC Radio 4. Karl Popper’s Falsification. Accessed via Youtube. Link:
https://www.youtube.com/watch?v=wf-sGqBsWv4 Leiden University – Faculty of
Humanities.  
5. Chapter 2.1: Thomas Kuhn, Normal science. Accessed via Youtube. Link:  
https://www.youtube.com/watch?v=sOGZEZ96ynI ––––––––––.  
6. Chapter 2.2: Thomas Kuhn, Scientific Revolutions. Accessed via Youtube. Link:
https://www.youtube.com/watch?v=JQPsc55zsXA 

Note: For MOL & AOL students, be sure to download the PILS in the All Access General
Education Curriculum Course Card.  

Scheme of Work and Important Dates (Kindly fill-in the dates)

1. Formative Assessment 1
2. Research Report One on
3. Formative Assessment 2
4. Formative Assessment 3
5. Argumentative Essay
6. Independent Study Activity Period
7. Consultation on the Term
8. Final Term Paper due

Course Outline (Kindly fill-in the dates)

Week Date Content
1  Orientation 
Course outline discussion 
Presentation of Reading Materials 
13
 Levelling of Expectations 
Negotiating classroom policies 
Must Read
 Harrari, Y. (2014). Part Four: The Scientific Revolution – The Discovery of
Ignorance. In Sapiens: A Brief History of Humankind. Signal Books. 
 Marcum, J. The Structure of Scientific Revolutions. In Thomas S. Kuhn
(1922-1996). Internet Encyclopedia of Philosophy. Link:
https://www.iep.utm.edu/kuhn-ts/#H3  
 Hannson, Sven Ove. (2017). Science and Pseudo-Science. The Stanford
Encyclopedia Philosophy. Link: https://plato.stanford.edu/entries/pseudo-
science/

Supplementary Materials
 Levack B, Muir E, Veldman M. 2014. Chapter 17: The Scientific Revolution.
In: The West: Encounters & Transformations, Combined Volume, 4 th Edition.
Pearson Publication, New York.  
https://catalogue.pearsoned.co.uk/assets/hip/gb/hip_gb_pearsonhighered/samplechapte
r/0205947158.pdf  
 BBC Radio 4. Karl Popper’s Falsification. Accessed via Youtube. Link:
https://www.youtube.com/watch?v=wf-sGqBsWv4 Leiden University –
2 - 3 Faculty of Humanities.  
 Chapter 2.1: Thomas Kuhn, Normal science. Accessed via Youtube. Link:  
https://www.youtube.com/watch?v=sOGZEZ96ynI ––––––––––.  
 Chapter 2.2: Thomas Kuhn, Scientific Revolutions. Accessed via Youtube.
Link: https://www.youtube.com/watch?v=JQPsc55zsXA 
 
Activities 
 Jump Start Notes – Annotation
 Conference#1
 Graphic Organizer – Circle Organizer
 Conference#2
 Idea Incubator

 Formative Assessment#1 
 Ppt. Presentation – Idea Incubator
Formative Assessment#2
 Critical Reflection Paper 

4-6 Watch
 Stephen Colbert Interviews Neil deGrasse Tyson at Montclair Kimberley
Academy - 2010-Jan- 29 https://www.youtube.com/watch?
v=YXh9RQCvxmg  
  
Activities 
 Story board 4 boxes
 Socratic Dialogue
 Digital Notebook
 Conference#3

Formative Assessment#3
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  Digital Notebook

Holiday: 

Read 
 Foucault, M. (1977/1991). Part 3.3: Panopticism. Discipline and Punish. New
York: Vintage Books. (Only pp. 218-228)  
  
Activities 
 Graphic Organizer - Discussion Map
 Conference#4
 Class discussion thread
7-8
 Conference#5
 Digital Comic Strip

 
Formative Assessment#4
 Discussion Map
Formative Assessment# 5
 Digital Comic Strip
 All previous readings
9 Summative Assessment (Midterm)
 Photo Essay

10 Midterm Consultation
Must Read
 Olivia C. Caoili, A History of Science and Technology in the
Philippines. 1986.  

Watch
 FEU Public Intellectual Lecture Series: Dr. Giovanni Tapang  - Philippine
Science and Technology
Activities 

 Practice Quiz 
 Conference#6
11- 13
 Digital Notebook
 Collaborative activity: PILS Discussion 
 Conference#7
 Exit Slip (What? So What? Now What?)
 
Formative Assessment#6
 Problem Solving Graphic Organizer
Formative Assessment#7
 Exit Slips

14 - 16 Must Read 
 Alfredo Mahar Francisco A. Lagmay⁎, B. A. (2017). Disseminating near-real-
15
 time hazards information and flood. Journal of Environmental Sciences, 13-
23. doi:http://dx.doi.org/10.1016/j.jes.2017.03.014

Watch
 FEU Public Intellectual Lecture Series 3: Mahal Lagmay   Philippine Hazards
in using Scince and Technology
Activities 
 General notetaking
 Biq Question Map
 Conference#8
 Exit Slip 
 Infographic
 Conference#9

Formative Assessment#8
 Infographic

All previous topics 

17 – 18 SUMMATIVE ASSESSMENT; (FINAL EXAM) 
 Video Essay
Final Grade Consultation

Scheme of Work and Important Dates (Kindly fill-in the dates)

1. Submission of FA 1; Proceed to Module 2
2. Submission of FA 2; Proceed to Module 3
3. Submission of FA 3: Proceed to Module 4
4. Submission of FA 4: Proceed to Module 5
5. Summative Assessment; Midterm Exam
6. Midterm Period: Grade Consultation
7. Submission of FA 5
8. Submission of FA 6: Proceed to Module 7
9. Submission of FA 8
10. Submission of FA 9
11. Submission of Final Exam
12. Final Grade Consultation

Rubrics
Expository and Argumentative Essay 
(U4CA: Unity, Coherence, Concreteness, Clarity & Conciseness) 
Needs Improvement
Categories Full Marks (5) Good (4) Fair (3)
(2)
(UNITY)  Well-developed Introductory Introduction states Thesis and/or
Introduction:  introductory  paragraph contains the thesis but  problem is vague or 
Background/history  paragraph contains some  does not adequately unclear. Background
Thesis Statement  detailed  background explain the  details are a 

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Conclusion  background, a clear information and background of the seemingly random
explanation or  states the  problem. The  collection of 
definition of the problem, but does problem is stated, information, unclear,
problem, and a not explain using  but lacks detail.  or not related 
thesis  details. States the   to the topic. 
statement.  thesis of the paper.  Conclusion  
    summarizes main Conclusion does not
Conclusion Conclusion topics,  adequately 
summarizes the summarizes main but is repetitive. No summarize the main
main  topics.  suggestions for  points. No 
topics without Some suggestions change and/or suggestions for
repeating previous  for change are  opinions are  change or 
sentences; writer’s evident.  included.  opinions are
opinions and  included. 
suggestions for
change are logical 
and well thought
out. 
(COHERENCE)   Logical, compelling  Overall, the paper  Progression of  Arrangement of
Body:  progression of  is logically  ideas in the essay 
essay is unclear 
Logical sequence and ideas in essay; clear developed. is awkward, yet and illogical. The
transition of structure which  Progression of ideas moves the reader 
writing lacks a 
supporting ideas.    enhances  in the  through the textclear sense of
and showcases the essay makes sense without too much  direction. Ideas, 
central idea or  and moves the  confusion. The details or events seem
theme and moves the reader easily writer sometimes 
strung 
reader through  through the text.  lunges ahead too together in a loose or
the text.   Strong transitions quickly or spends random 
  exist throughout  too much time on fashion; there is no
Organization flows and add to the details that do not 
identifiable 
so  essay’s coherence  matter.   internal structure and
smoothly the reader    readers 
hardly thinks about Transitions appear 
have trouble
it.  sporadically, but
following the writer’s 
Effective, mature, not equally  line of thought. 
graceful transitions  throughout the  
exist throughout the essay.  Few, forced 
essay.  transitions in the
essay or no 
transitions are
present. 
(CONCRETENESS &  Three or more main  Three or more  Three or more  Less than three main
ACCURACY)  points are well  main points are main points, but all  points, 
  developed with present  lack development.  with poor
Body:   supporting details.  but may lack detail development of 
Main points with and development in  ideas. 
supporting ideas.  one or two. 
 
17
 (CONCRETENESS  Source material is  Source material is  Source material is  Lacks sources and/or
AND smoothly  used.  used, but  sources are 
ACCURACY)  integrated into the   integration may be not accurately
  text.   All sources are awkward.  documented. 
Body:     accurately cited,     
References and citation 
All sources  but a few are not in All sources are Format is incorrect
are accurately cited the desired format.  accurately  for all sources. 
in the  Some sources lack documented, but
desired format both credibility.  many are not in 
in the text and on  the desired format
the reference lists.  or lack credibility. 
 (CLARITY AND  All ideas are written  Most ideas written  Ideas written are  Ideas are written
CONCISENESS)  with ease and with ease and clear but repetitive.  obscurely and are
  precision.  precision.    repetitive. 
Sentence Construction      Essay contained a  
Essay did not contain Essay contained few awkward Essay contained many
sentences that sentences with sentences that awkward sentences
distracted the minor error that distracted the that made the essay
reader.   barely distracted the reader.    incomprehensible to
reader.   the reader.   

Power point Presentation (Voice Over)

  Full Mark (5)  Good (4)  Fair (3)  Needs Improvement (2) 
Sequence of
Sequence of
presentation was
Sequence of presentation was
reasonably
presentation can be clearly not organized.  
organized.   Sequence of presentation
followed with ease.    
  lack organization.  
  Transition of
Transition of  
Organization Transition of information from
information from Transition of information
information from members is jumpy and
members have slight is poor and is very
members demonstrated awkward but manages
gaps and interruption difficult to follow.  
unity and coherence to demonstrate
but did not hindered
about the topic.   objective of the
the objective of the
presentation. 
presentation.   
 Most group members
 All group members
demonstrated
demonstrated  Group members had
sufficient knowledge  Group members have
sufficient knowledge only demonstrated
of the topic and little to no understanding
of the topic and critical rudimentary and
Content critical thinking by of the content and
thinking by identifying superficial
Knowledge identifying salient provided superficial
salient points that understanding of the
points that either insights.  
either subscribes or content. 
subscribes or criticize
criticize the topic.   
the topic. 
Group All members Most of the members Group members  Group members did not
participation  demonstrated demonstrated relatively communicate demonstrate teamwork.
teamwork: roles were teamwork: roles were well with a few gaps in There are obvious
18
 distributed equally and distributed but some the presentation; some
questions raised were members slightly members dominated in miscommunication and
addressed by all the participated more than the presentation; some gaps in the presentation. 
members.  others.    barely participated.  
Visual aids were used Visual aids did not
Visual aids were used
as a supplement support the
as a supplement for
 Visual Aid  but were used verbal presentation of  No visual aid.  
further conveying the
inconsistently in the the group. Groups only
group’s ideas. 
presentation.   read the visual aid.  

Graphic Organizer 
  Full Mark (5)  Good (4)  Fair (3)  Needs Improvement (2) 
Sequence of Sequence of Certain sequence is
information is information is disorganized; it Sequence of information
 Organization  logical, well ordered, logical, contains a contained several is difficult to follow and is
unified and unified idea and is topics and is hard to often unclear.  
interesting.   easy to follow.   follow at times.   
Graphic organizer Graphic organizer
contained accurate contained accurate Graphic organizer
Graphic organizer mostly
information and information and contained several
contained opinionated
demonstrated full and demonstrated good accurate information
ideas and had difficulties
Summarization  concrete and concrete but had difficulties in
translating content
understanding of understanding of translating content
concretely and into one’s
content and is content and is concretely and into
own words.  
translated into one’s translated into one’s one’s own words.  
own words.    own words.   
Graphic organizer is Graphic organizer is
Graphic organizer is
attractive. It has attractive and well Graphic organizer is dull
well designed but has
balance and uses up designed and has no and needed major
Design  more than three
all the space more than two improvements. (font and
improvements. (font
available. The font is improvements (font spaces) 
and spaces) 
easy to read.   and spaces) 
 
Argumentative Discussion 
  Full Mark (5)  Good (4)  Fair (3)  Needs Improvement (2) 
 Stated a well- Stated a claim that Stated a claim that
 Coherence of Stated a claim that vaguely
written claim that responded to the simply lists or
the claim to the lists or describes the
responded to the question.  describes the
argument.  information.  
question.     information. 
Reasons provided
 Relevance of adequate support to
Reasons provided Reasons provided Reasons provided are
reasons and the claim and are
support to the claim some minimal support disconnected to the claim
evidence substantiated with
and sufficient to the claim and and barely provided any
provided  sufficient and
evidence.   limited evidence.    evidence.  
  interesting
evidence.   
Concreteness All evidence is Most evidence is Some evidence given Most of evidence given
19
 concrete and
concrete and well were inaccurate and
of evidence  satisfactorily connects
connected to the is inaccurate.   mainly based on one’s opi
  to the claim’s
claim’s reasoning.   nion.  
reasoning.  
All group members
Most group members
demonstrated
demonstrated
sufficient Group members had
sufficient knowledge
knowledge of the only demonstrated a Group members have little
of the topic and
Content topic and critical rudimentary and to no understanding of the
critical thinking by
Knowledge  thinking by superficial content and provided
identifying salient
identifying salient understanding of the superficial insights.  
points that either
points that either content. 
subscribe or criticize
subscribe or
the topic. 
criticize the topic.   

Reflection Paper 
  Full marks (5)  Good (4)  Satisfactory (3)  Needs Improvement (2) 
The reflection
 The reflection
attempts to
explains the student’s The reflection
demonstrate thinking The reflection does not
own thinking and explains the student’s
 Reflective about learning address the student’s
learning processes, as thinking about his/her
Thinking  but lacks thinking and/or learning
well as implications own learning
development about processes.  
for future learning.   processes.  
his/her own learning
 
processes.  
The reflection is an
The reflection
in-depth analysis of The reflection is an
attempts to analyze
the learning analysis of the
the learning The reflection contains a
experience: from learning experience:
 Analysis  experience but only to vague analysis of the
one’s self- realization from one’s self-
a rudimentary level learning experience.  
or others and realization or
about one’s self and
appreciation to the others.   
others.  
topic discussed. 
 The reflection  The reflection
 The reflection
articulated multiple attempts to articulate
articulates
connections between connections between
connections between
his/her learning this learning  The reflection does not
his/her learning
experience and experience and articulate any connection
Connections  experience and
content from other content from other to other learning
content from other
courses, past courses, past learning experiences.  
courses, past learning
learning experiences experiences, and/or
experiences, and/or
and/or future goals.   future goals but is
future goals.   
  vague and/or unclear.  
References and  All sources  All sources are All sources are Format is incorrect for all
citation  are accurately cited accurately cited,  accurately  sources. 
in the  but a few are not in documented, but many
desired format both the desired format.  are not in 
20
 in the text and on  Some sources lack the desired format or
the reference lists.  credibility.  lack credibility. 
Essay contained many
Essay did not contain Essay contained Essay contained a few
awkward sentences that
 Sentence sentences that sentences with minor awkward sentences
made the essay
Construction  distracted the errors but barely that distracted the
incomprehensible to the
reader.   distracted the reader.   reader.   
reader.   
 
SOCRATIC DIALOGUE 
  Full Mark (5)  Good (4)  Fair (3)  Needs Improvement (2) 
   All group members  Most group members  One or two  The group did not prepare a
Annotation  are prepared with are prepared with members of the marked and annotated text
marked and annotated marked and annotated group have prepared a and notes.  
text and notes.   text and notes.  marked and annotated  
    text and notes.   The group relied more on
The The group uses their   their opinions to prompt the
group consistently an annotation to prompt The seldom uses their discussion. 
d coherently uses the discussion.   annotated work to
their annotation to prompt the
prompt the discussion. 
discussion. 
   All of the group  Most of the group  Group members  Group members
Analysis   members demonstrate members demonstrate demonstrated demonstrated minimal
d deep d adequate rudimentary understanding and
understanding and understanding and understanding and articulation of the text.  
articulation of text.  articulation of text in articulation of the text  
  their discussion.  in their discussion.   The group often digresses to
The group tackles     the discussion of the text.   
most of the talking The group tackled the The group discussed
points of the text talking points of vaguely the talking
extensively.    the text but some points of the text.  
were very brief.  
  The group The group The group The group does not listen
Active demonstrated active demonstrated active demonstrated active and often interrupts the
listening and listening when other listening when other listening but offers other groups when
feedback  groups are giving groups are giving little commentary and speaking.  
their inputs.  their inputs   follow up questions.    
    Did not offer any substantial
Offers commentary Offers commentary commentary and provided
and utilizes various but mostly simple closed-ended questions.   
Socratic questions to clarification
extend the discussion. questions as a follow
up to extend the
discussion. 

VIDEO ESSAY 
  Full Mark (5)  Good (4)  Fair (3)  Needs Improvement (2) 

21
Duration of The speaker spoke for The speaker spoke for The speaker spoke for The speaker spoke for less
video essay  180 seconds or more.  exactly 180 seconds.  less than 120 seconds  than 100 seconds 
 
The speaker The speaker The speaker addressed The speaker superficially
adequately and connected ideas that the question addressed the question and
 Coherence of meaningfully showed intermediate but barely established a did not established a
Content  connected ideas that understanding of the ny significant connection.  
tackled the given given question(s).      connection. 
question(s). 
The speaker provided The speaker provided The speaker provided The speaker provided
more than sufficient, specific and tangible general evidence to claim(s) with little
 Reasons and
specific and tangible evidence to support support claim(s).   evidence.  
evidence 
evidence to support claim(s). 
claim(s).  
The speaker The speaker The speaker used a The speaker reads off a
conversationally conversationally note or key cards to script. 
 Presentation  discussed the topic discussed the topic.   start thought.  
(a)  accompanied with
  natural
communicative
gestures.  
  The speaker The speaker used The speaker used The speaker periodically
Presentation consistently formal language. formal language but uses slang or text speak
(b)  used formal academic Presentation consistently used (i.e. btw or ikr) and there is
  language and had contained some fillers (i.e. “like” heavy use of fillers (i.e.
minimal use of fillers fillers (i.e. “like” “parang” “um” “yeah” “like” “parang” “um”
(i.e. “like” “parang” “parang” “um” “basta” “ganern” “yeah” “basta” “ganern”
“um” “yeah” “basta” “yeah” “basta” “chuchu”) which “chuchu”) which
“ganern” “chuchu”)   “ganern” obstructed some ideas obstructed most ideas
  “chuchu”) but did not being conveyed.  being conveyed. 
disrupt the idea being  
conveyed.  
  The speaker The speaker The speaker irregularly The speaker did
Presentation maintained natural consistently makes an establishes eye contact not established eye contact
(c)  eye contact with effort to look directly with the camera (i.e. mostly stared somewhere
  camera for the at the camera from looking at the camera else instead of the
majority of the time.  time to time but may briefly then proceeds to camera.  
  look awkward and read script).  
forced.  

Digital Comic Strip Rubric

5 Excellent 4 Good 3 Fair 2 Poor
22
Choice of Scenes  Shows events that Shows most of the Shows most important Shows some events
are relevant and important related to events related to story, related to the
reasonably accurate your answers, highlights unimportant answer, but
to your answers to however is at least points.  information is
the questions  one incomplete or
discrepancy/conflict   focused on less
important points. 
Captions  Captions are related Captions are related Captions are related to the Captions do not
to the scenes and to the scenes and the scenes and the story, but relate well to the
the story, and the story, and most the connections are less scenes. There seems
connections are connections are easy obvious.  to be no connection
easy to understand.  to understand.  or connections are
very general. 
Characters  The main characters The main characters The main characters are It is hard to tell who
are clearly are clearly identified, identified, but actions and the main characters
identified, and their and their actions and dialogue are too general to are, or main
actions and dialogue match show their relationship to characters in the
dialogue are well- actions and dialogue the story.  comic are not the
matched to their in the story.  main characters in
actions and the story. 
dialogue in the
story. 
Spelling/Punctuation There are no There are 1-3 There are 4-5 spelling, There are more than
spelling, spelling, punctuation, punctuation, and grammar 5 spelling,
punctuation, or or grammar errors.  errors.  punctuation, and
grammar errors.  grammar errors. 
Thought/Speech Thought/ Speech Most Some Thought/Speech No Thought/Speech
Bubble  bubbles are present Thought/Speech Bubbles are present Bubbles are
and clearly reveal Bubbles are present and reveal some character's present. 
a character's and somewhat reveal thoughts or relay some
thoughts or relay a character's thoughts dialogue 
dialogue or relay dialogue. 
efficiently. 
Artwork  All boxes are Most boxes are neat Some pictures show detail, No pictures or little
complete.  Excellent with some detail in but detail is inconsistent.  detail. 
detail in all scenes.  all scenes. 
Frames  The comic has at The comic only has The comic only has 2 The comic only has
least the 6 required 3-4 frames.  frames.  1 frame. 
frames. 

INFOGRAPHIC

23
 Criteria 5 4 3 2
Main Idea The topic and Topic and main ideas Topic is given but main Topic and/or main
messages of the are clear. ideas are unclear or ideas are absent or
infographic are lacking. very unclear.
clear and easily
understood
Details Details (including Detail is added to More is needed for Very little detail is
labels) support the support each main understanding. Some provided for the main
main idea without idea with minimal are distracting. ideas and
distracting with clutter. understanding is
clutter. limited.
Content - At least 4 accurate 3 accurate facts are 2 accurate facts are Fewer than 2 accurate
Accuracy facts/concepts are displayed. displayed. facts are displayed.
displayed in the
infographic
Graphics - The graphics used Most graphics All graphics relate to Graphics do not relate
Relevance represent represent the the topic but do not to the topic.
information information represent appropriately.
appropriately. appropriately.
Graphics - Color, shape, size, Color, shape, size, Color, shape, size, and Color, shape, size, and
Visual and arrangement of and arrangement are arrangement are present arrangement are
graphics eye catching and but do not add to the distracting or
contribute meaning contribute some information. misleading.
to the overall mearning.
message.
Design/layo The design/layout Is attractive in terms Is acceptably attractive Is distractingly messy,
ut is neat, clear, and of design, layout and though it may be a bit unattractive, or very
visually appealing. neatness. messy. poorly designed.

PHOTO ESSAY

24
ANNOTATION
Full Mark (3) Good (2) Fair (1) Needs Improvement
(0)
Number of Ample margin Sufficient margin Partial margin Incomplete margin notes
Annotations notes notes notes
Quality of Margin notes are Margin notes show Some margin Many margin notes
Annotations insightful with literal notes show show confusion; little
(a) many connections understanding of rudimentary effort;
made beyond the the text; writing understanding;
text; writing shows shows sufficient writing showed Most margin notes
outstanding effort effort some effort show confusion or
inaccuracies; very little
effort
Quality of Very neat writing; Neat writing; Attempted to write Struggled to write
Writing very easy to read readable neatly, some areas neatly; many areas
require effort to require effort to read
read

25