A.

Rubric for attitude and responsibility

Aspects to be Scoring, Grading, Criteria of Classification

graded Very good Good Enough Bad
86 - 100 71 - 85 51 - 70 0-50
Participation Actively ask questions Ask question to teachers Ask questions to teachers Ask questions to
in in-class to teachers when the when the learning when the learning situations teachers when learning
session learning situation situations require the require but with teachers situations require but
requires with accurate students with less accurate calling them to do so with with teachers calling
and relevant content in and relevant ones in fluent, accurate and relevant ones them to do so with less
fluent, acceptable acceptable English in fluent, acceptable English accurate and relevant
English language and language and manner language and manner ones in less fluent,
manner acceptable English
Ask questions to students Ask questions to students language and manner
when the learning when the learning situations
Actively ask questions situations requires them to require but with teachers
to students as the respond to peers’ answers calling them to do so with Ask questions to
learning situations or participation with less accurate and relevant ones students when learning
requires them to respond accurate, relevant content in fluent, acceptable English situations require them
to peers’ answers or in fluent, acceptable language and manner to respond to their peers
participation with English language and but with teachers
accurate, relevant manner calling them to do so
content in fluent, with less accurate and
acceptable English relevant ones in less
language and manner fluent, acceptable
English language and
Actively offer solutions manner
to problems during class
hours or discussion
Disciplinary Attending in-class hour One or two times, Three times, attending in- Four or more times,
on time attending in-class late class late attending in-class late
 Following learning One or two times, showing Four or more times.
activities on time absence for in-class Three or more times. Showing absence for
according to time agreed activities Showing absence for in- in-class activities
class activities
Able to show evidence Need reminder to show Need reminder to show
for not attending the in- evidence for in-class Need reminder to show evidence for in-class
class hour session absence evidence for in-class absence
absence
Responsibility Completing all Completing all individual Completing all individual Assignments are
individual and group and group assignment on and group assignment on detected with
assignment on their own their own with no their own with no plagiarism issues
with no plagiarism issue plagiarism issue plagiarism issue

Showing less creativity in Showing less creativity in Showing less creativity

Showing full creativity completing the assignment completing the assignment in completing the
in completing the with several issues of with half of the work assignment with half or
assignment with no textbook-content-like detected with issues of more than of the work
textbook - content-like textbook-content-like detected with issues of
issues textbook-content-like

More than three of the Missing some

Being fully committed One to two of the assignments are completed compulsory either
to complete the all assignments are completed late individual or group
assigned task by always late tasks
complete the task with
no absence for
assignment completion
B. Rubric for in-class presentation
Aspect to
be graded Good (80-100)
Introduction Central topic is presented
clearly and generate full
understanding
Organization The presentation displays the
information in
logical, and interesting
sequence
Content Student demonstrates full
knowledge knowledge of the subject and
accuracy is able to bring facts,
examples, data to support the
information of the subject
Appearance/ The presentation has graphic
Attractiveness and the use of font, font size,
colour are appealing to
enhance the central topic
Conclusion The transition was smooth and
the summary was thorough
and relevant to the main body
of presentation
Scoring, Grading, Criteria of Classification
Enough (51-79)
Central topic is introduced
somewhat clear and result in
satisfactory understanding
The audience find difficulty
understanding the presentation
because the idea is jumped around
Student demonstrates ability to
explain the subject with some
examples, facts as support to the
information on the subject
The presentation has some graphic
to enhance the central topic but the
use of font, font size and colour
give little effect to the delivery of
the main points
The transition was a little abrupt
and the summary was less thorough
Bad (0-50)
Central topic is introduced with
limited attention and appeal
somewhat vague
The presentation has no clear
sequence of information, leaving
the audience with lack of
understanding
Student leaves the critical main
points and show little facts and
examples as supports to the
understanding on the subject
Presentation has no graphic to
enhance the central topic; the use of
fonts and colour are not appealing
or distracting the main points
Transition was not well used and
the summary is less relevant to the
main body of presentation