Module 1A: Assessment Competencies Required for Teachers

RUBRIC FOR SELF-EVALUATION OF THE INDIVIDUAL ACTION PLAN FOR

IDENTIFIED AREAS OF STRENGTHS AND WEAKNESSES ON STUDENT
ASSESSMENT

I. Purpose

The intended learning outcome for Module 1A is for the PD program participants to individually
plan their actions on identified strengths and weaknesses among assessment competencies
required of teachers. Hence, the Individual Action Plan serves as the required output for the
participants’ completion of Module 1A.

This Rubric for Self-evaluation of the Individual Action Plan for Identified Areas of Strengths and
Weaknesses on Student Assessment should be used by the participants after successfully
submitting the accomplished Individual Action Plan (in Google Form). Because this is a
self-evaluation tool, it is expected that the participants will personally rate/score their respective
individual Action Plans using the rubric provided.
A downloadable MS Word file of the rubric may be downloaded here. Upon completion, the
participants must submit their self-evaluation form through the PD LMS (training.deped.gov.ph)
Module 1A Course linked here. They may also include the self-evaluation in the e-portfolio.

II. Description of the Task

The task that will be rated using the following rubric is the Preparation of an Individual Action
Plan.

To effectively conduct the self-evaluation, it is recommended that the participants refer to their
accomplished Individual Action Plan form. If the participants submitted their respective action plans
through the correct google form, a copy of their responses should have been sent to their emails.

For the self-evaluation, participants are tasked to rate the action plan that they have developed
using the rubric provided below. They may refer to Annex A for a sample rubric with self-rating.

Below are specific steps that should be followed in using the rubric:

1. In the column for self-rating, participants must provide their numerical rating for each
criterion. The rating may range from 1 (Unsatisfactory) to 4 (Excellent).
2. After indicating their self-rating for all the criteria, participants should multiply their
self-rating with the corresponding weight percentage per criterion.
3. Participants must add the weighted rating per criterion to obtain the overall rating.
4. Upon computation of the overall rating, the participant must indicate the appropriate
adjectival description (see Annex B for reference). As the rubric is meant for self-evaluation,
participants are reminded to evaluate as honestly and as accurately as possible.

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III. Rubric
Performance Levels and Indicators WEIGHTED
CRITERIA & RATING
WEIGHT EXCELLENT VERY SATISFACTORY SATISFACTORY UNSATISFACTORY SELF-
PERCENTAGE RATING (SELF-RATING
(%) 4 3 2 1
X WEIGHT %)

1. Promptness Submitted before Submitted on the day Submitted 1 to 2 Submitted 3 or more

in the the deadline of the deadline day/s after the days after the
submission deadline deadline
(10%)
2. Completeness Accomplished all FAILED to accomplish FAILED to FAILED to accomplish
of the action the sections of the one (1) section of the accomplish two (2) three (3) sections of
plan (10%) action plan. action plan. sections of the the action plan.
action plan.

3. Appraisal of Provided all the There is/are one (1) to There are three (3) There are five (5) or
assessment following evidence two (2) missing to four (4) missing more missing
competencies of self-appraisal: information in the information in the information in the
(20%) following evidence of following evidence following evidence of
a) Perceived level of self-appraisal: of self-appraisal: self-appraisal:
competence in all
the seven (7) a) Perceived level of a) Perceived level of a) Perceived level of
competencies competence in all the competence in all competence in all the
seven (7) competencies the seven (7) seven (7)
b) Descriptions of competencies competencies
specific areas/skills b) Descriptions of
needing specific areas/skills b) Descriptions of b) Descriptions of
improvement in all needing improvement in specific areas/skills specific areas/skills
needing needing improvement
improvement in all

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 the seven (7) all the seven (7) the seven (7) in all the seven (7)
competencies competencies. competencies. competencies.

4. Expectations Provided all the Provided only the first Provided only the Provided none of the
on Modules following: of the following: second of the following indicators:
(20%) following indicators:
a) Personal
expectations in all a) Personal a) Personal
five (5) modules expectations in all five a) Personal expectations in all
(5) modules expectations in all five (5) modules
b) Descriptions five (5) modules
specific to the areas b) Descriptions specific b) Descriptions
or skills that were to the areas or skills b) Descriptions specific to the areas
identified as that were identified as specific to the areas or skills that were
personal personal weaknesses. or skills that were identified as personal
weaknesses. identified as weaknesses.
personal
weaknesses.

5. Provided more than Provided only two (2) Provided only one Provided no strategy
Ways/Strategies three (3) strategies to three (3) strategies (1) strategy on how on how to use one’s
for using on how to use one’s on how to use one’s to use one’s expected learning
learning from expected learning expected learning from expected learning from the five modules
modules (20%) from the five the five modules in from the five in ones’ classroom
modules in ones’ ones’ classroom modules in ones’ practice of assessing
classroom practice practice of assessing classroom practice student learning.
of assessing student student learning. of assessing student
learning. learning.

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6. Other tasks or Tasks/activities in Tasks/activities in six (6) Tasks/activities in No task or activity
activities in the ALL ten (10) to nine (9) months one (1) to five (5) was planned with the
next 10 months months were were planned with the months were expected outcomes in
to address planned with the expected outcomes in planned with the all months described.
weaknesses in expected outcomes all months described. expected outcomes
assessing in all months in all months
student learning described. described.
and to improve
assessment
competencies
(20%)

OVERALL RATING

ADJECTIVAL DESCRIPTION

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 ANNEX A
GUIDE FOR ANALYZING THE SELF-RATING
As discussed in the Rubric for Self-evaluation of the Individual Action Plan for Identified Areas of Strengths and Weaknesses on Student Assessment,
the participants must be able to compute their overall rating; this rating must not be lower than 1.0, or higher than 4.0. Getting an overall score outside of
this range means that a computational error has been committed. Thus, the participant must repeat their computation.

Below is a sample of how to compute and analyze using the rubric above.

Sample Accomplished Rubric by “Teacher Joe”

Performance Levels and Indicators WEIGHTED RATING

CRITERIA & WEIGHT OUTSTANDIN VERY SELF- (SELF-RATING

PERCENTAGE (%) SATISFACTORY UNSATISFACTORY RATING
G SATISFACTORY X WEIGHT %)
4 3 2 1

1. Promptness in the Submitted Submitted on the Submitted 1 to 2 Submitted 3 or more

submission (10%) before the day of the day/s after the days after the deadline 3
deadline deadline deadline 3 x 0.1 = 0.3

2. Completeness of the Accomplished FAILED to FAILED to FAILED to accomplish

action plan (10%) all the sections accomplish one accomplish two three (3) sections of
4 4 x 0.1 = 0.4
of the action (1) section of the (2) sections of the the action plan.
plan. action plan. action plan.

3. Appraisal of Provided all There is/are one There are three There are five (5) or
assessment the following (1) to two (2) (3) to four (4) more missing
4 4 x 0.2 = 0.8
competencies (20%) evidence of missing missing information in the
self-appraisal: information in the information in the

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 a) Perceived following following following evidence of
level of evidence of evidence of self-appraisal:
competence in self-appraisal: self-appraisal:
all the seven a) Perceived level of
(7) a) Perceived level a) Perceived level competence in all the
competencies of competence in of competence in seven (7)
all the seven (7) all the seven (7) competencies
b) Descriptions competencies competencies
of specific b) Descriptions of
areas/skills b) Descriptions of b) Descriptions of specific areas/skills
needing specific specific needing improvement
improvement areas/skills areas/skills in all the seven (7)
in all the needing needing competencies.
seven (7) improvement in improvement in
competencies all the seven (7) all the seven (7)
competencies. competencies.

4. Expectations on Provided all Provided only the Provided only the Provided none of the
Modules (20%) the following: first of the second of the following indicators:
a) Personal following: following a) Personal
expectations in a) Personal indicators: expectations in all five
all five (5) expectations in a) Personal (5) modules
modules all five (5) expectations in all
modules five (5) modules b) Descriptions
b) specific to the areas or 3 3 x 0.2 = 0.6
Descriptions b) Descriptions b) Descriptions skills that were
specific to the specific to the specific to the identified as personal
areas or skills areas or skills areas or skills that weaknesses.
that were that were were identified as
identified as identified as personal
personal personal weaknesses.
weaknesses. weaknesses.

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5. Ways/Strategies for Provided more Provided only Provided only one Provided no strategy
using learning from than three (3) two (2) to three (1) strategy on on how to use one’s
modules (20%) strategies on (3) strategies on how to use one’s expected learning from
how to use how to use one’s expected learning the five modules in
one’s expected expected learning from the five one’s classroom
learning from from the five modules in one’s practice of assessing
the five modules in one’s classroom student learning.
3 3 x 0.2 = 0.6
modules in classroom practice of
one’s practice of assessing student
classroom assessing student learning.
practice of learning.
assessing
student
learning.

6. Other tasks or Tasks/activities Tasks/activities in Tasks/activities in No task or activity was

activities in the next 10 in ALL ten six (6) to nine (9) one (1) to five (5) planned with the
months to address (10) months months were months were expected outcomes in
weaknesses in were planned planned with the planned with the all months described.
assessing student with the expected expected 4 4 x 0.2 = 0.8
learning and to expected outcomes in all outcomes in all
improve assessment outcomes in all months months described.
competencies (20%) months described.
described.

OVERALL RATING 3.5

ADJECTIVAL DESCRIPTION Outstanding

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Explanation for Teacher Joe’s Self-Rating

1. The submission of the action plan has a due date or deadline. Teacher Joe submitted his action plan during the actual date of the deadline.
Thus, he gave himself a rating of 3 in the first criterion. Teacher Joe would have rated himself with 4 if he submitted at least the day before the deadline.

2. The action plan has four major sections (Part I, II, III, and IV). Teacher Joe accomplished and provided responses in all parts of the sections and
subsections. Thus, he gave himself a rating of 4 in the second criterion.

3. The action plan requires evidence of self-appraisal of one’s assessment competencies. Teacher Joe provided all evidence of self-appraisal in
both (a) perceived level of competence and (b) descriptions of specific areas/skills needing improvement in all the seven (7) competencies. Thus, he gave
himself a rating of 4 in the third criterion.

4. The action plan requires teachers to describe their expectations from each of the five modules. Teacher Joe gave his expectations in all five
modules but not all his expectations were specific to the areas or skills that were identified as personal weaknesses. Thus, he gave himself a rating of 3
in the fourth criterion. Teacher Joe would have rated himself with 4 if all the expectations he described were specific to the areas or skills that were
identified as personal weaknesses.

5. The action plan requires teachers to provide at least three (3) ways or strategies (tasks/activities) on how to use their expected learning from the
five modules. Teacher Joe provided three (3) strategies in his action plan. Thus, he gave himself a rating of 3 in the fifth criterion. Teacher Joe would have
rated himself with 4 if he provided four (4) or more strategies.

6. The action plan requires teachers to plan tasks or activities in the next ten (10) months to address their weaknesses in assessing student learning
and to improve their assessment competencies. Teacher Joe described his plans for tasks/activities with expected outcomes in all ten months (November
to August). Thus, he gave himself a rating of 4 in the sixth and final criterion.

7. After computation, Teacher Joe obtained an overall rating of 3.5 which reflects his final self-evaluation rating. Using the table for the
interpretation of results provided in Annex B, Teacher Joe’s self-evaluation corresponds to an adjectival description of Outstanding.

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 ANNEX B
Table for the Interpretation of Results
Range of Adjectival
Meaning
Self-Rating Score Description
3.5 – 4.0 Outstanding Congratulations! You have shown exemplary
work as a reflective practitioner. You are
outstanding in complying with the requirements
of a task given to you. Such conscientiousness is
something you need to consistently exude as it is
a clear manifestation of your strong desire to
improve one’s practice to become a more
effective assessor of students’ learning.
2.5 – 3.49 Very Satisfactory Good job! You have shown a good indicator of
being a reflective practitioner. You can meet the
expectations of a teacher who has the desire to
improve one’s practice in assessing learning.
1.5 – 2.49 Satisfactory Good try! You have shown effort to meet the
expectations of a reflective practitioner. However,
such effort is not enough to indicate desire to
improve one’s practice in assessing learning.
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Recommended Action
Continue your practice of being a reflective
practitioner! Put into concrete action your goals to
improve your assessment practices. Try to help
colleagues to follow your example when attending
all the modules set in this training as you
consistently show exemplary outputs indicative of a
high level of commitment to improving your
assessment practices.
Aspire to be consistently at your best! Go beyond
your usual practice. Put into concrete action your
goals to improve your assessment practices. Attend
all the modules set in this training and consistently
show exemplary outputs indicative of a strong desire
to improve one’s assessment practices.
Exert more effort to improve one’s assessment
practices. Your output shows a need to put more
value to self-assessment as a basis in improving
one’s assessment practices. Attend all the modules
set in this training and show better outputs indicative
of a sincere desire to improve one’s assessment
practices.
1.0 – 1.49 Unsatisfactory You seemed to be unmotivated to improve one’s
practice! The quality of work does not show
desire to meet the expectations of a reflective
practitioner.
Put more value to self-assessment. Develop the
habit of self-assessing one’s practices and use such
results to identify areas needing improvement.
Attend all the modules set in this training and try to
show outputs indicative of a desire to improve one’s
assessment practices.

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