Jessa Vill C.

Lopez
BSED Filipino 2B

A. Construct a checklist for a performance test which tests the students’ ability to
perform the following:

1. Using an inclined plane to illustrate the concept of a diluted free fall.

Learning targets Yes No

Did the students recognize the

units of acceleration and
velocity?

Did the learners explain the

notion of momentum and
force?

Did the students make sure

that the inclined plane's base
was positioned on a
horizontal surface?

Did the students indicate how

different objects in free fall
are hindered by air resistance?

Did the students illustrate

how speed or velocity is
analyzed in relation to the
point to which we are
comparing it?
2. using the low power objective and high power objective of a microscope.

Learning techniques Yes No

Did the students begin

rotating the objective lens to
the lowest power setting?

Did the students during using

a certain, only focuses with
the fine focus knob
high-powered objective?

If there is nothing visible, did

the students move the slide
slightly while viewing and
focusing?

Did the students complete

their task on time?

3. opening and using the MS WORD for word processing

Item Yes No

Did the students know how to

open MS WORD and create a
new document?

Did the students know how to

save a file to the computer's
desktop or another location
on the computer?

Did the students know how to

type words and insert images?

Did the students know how to

change the size of the page?
Did the students know how to
use margins?

Did the students know to put

alignment?

For word processing, did the

students use keyboard
shortcuts or the mouse?

Did the students know how to

copy and paste text from
another document into the
current one?

Do the students know how to

print documents?

4. using MS EXCEL to prepare a class record for a teacher

Item Yes No

Did the students use the MS

EXCEL menu bar properly?

Can the students create a data

table?

Did the students fill out the

Excel spreadsheet with class
information?

Did the students create new

workbooks with relevant
content?

Did the students know how to

use an accurate formula in
MS EXCEL to calculate the
required grades?

Did the students explain how

to use conditional formatting
to quickly create a task?
5. playing the major keys on a guitar

Item Yes No

Did the students play major

chords like Amaj7, B,
Bmaj7,Cmaj7, Dmaj7, Emaj7
& Fmaj7?

Did the students know how to

play the D Major scale?

Did the students know how to

play the G Major scale?

Did the students test with a

major scale over the chord
progression?

Did the students strum basic

acoustic patterns?
B. Construct a rubric scoring guide for the following:
1. an essay on the “History of the Philippine Republic: 1898-1998”

Criteria Quality

1-5 POINTS 6-10 POINTS 11-15 POINTS 15-20

(Poor) (Good) (Very Good) POINTS
(Excellent)

Conventions The student The students try The student The student uses
makes numerous to follow various demonstrates standard writing
spelling, conventions, and correctly conventions
punctuation, such as spelling, employs proper such as spelling,
capitalization, punctuation, writing punctuation,
grammar, usage, capitalization, conventions and capitalization,
and grammar usage, errors are grammar, usage,
paragraphing and uncommon. and
errors. The rules paragraphing. paragraphing
of the essay There are correctly.
rubric are not numerous errors
covered. in the essay.

Representation The student does Although the The student The student
of the not provide any student provides gives valuable provides the
information basic the majority of information essential
information the basic (people and information
(people or dates) information dates). (people and
(2 or fewer facts (people and dates) as well as
have been dates), 2-3 key any additional
provided). facts are information.
missing.

Sentence The essay To give this The ideas mostly The flow,
Fluency appears erratic essay a fair flow and make rhythm, and
and difficult to interpretive for an interesting pacing of the
read. reading, readers read essay are all
must read it natural. The
several times. sentences are
well-constructed
, with a broad
and strong
structure that
improves
 reading.

Conclusion The conclusion The conclusion The conclusion The conclusion

contains no contains a weak almost makes a makes a strong
statement that is statement that strong and and persuasive
related to the relates to the persuasive statement about
main focus. main focus in statement about the overall main
some way. the overall main focus.
focus.

SUB
TOTALS

2. poem reading: “The Raven” by Edgar Allan Poe.

POEM READING RUBRIC

Name: ______________ Date:_____________________

Physical 4 3 2 1
Presence Excellent Very Good Good Fair

The student Most of the The student has The student

maintains time, the student good posture slouches,
appropriate uses proper and gestures, but appears uneasy,
audience contact posture and she needs more and makes no
while gestures, is confidence and effective eye
maintaining relaxed and audience contact with the
proper posture confident, and contact. audience.
and gestures. maintains Tension and
appropriate nervousness are
audience noticeable.
contact, or one
of these
elements is
missing.
Pausing and 4 3 2 1
Pacing Excellent Very Good Good Fair

The student Pauses and Pauses and Pacing and

effectively pacing are used pacing may be pauses had no
engages pauses by the students adequate, but effect on
and pace to to communicate dramatic improving
convey meaning meaning and/or enhancement is meaning or
and/or enhance to enhance the required. dramatic effect.
the dramatic dramatic impact Pauses at line
impact of the of the poem. ends rather than
poem. punctuation
marks. The
delivery occurs
in bursts.

Clarity and 4 3 2 1
Expression Excellent Very Good Good Fair

The student The student The student The student

speaks clearly, speaks loudly speaks clearly speaks
precisely, and and clearly. but occasionally incoherently,
with varied pitch Minor errors in becomes mispronounces
and tone pitch, tone, and indistinct. Some words, and is
modulation. volume or just lapses in pitch, inaudible to the
Throughout the the emotion tone, and audience.
presentation, conveyed did volume and or Spoken
recite loudly not always the emotion monotonously.
enough for match the conveyed did
everyone to hear. content or not always
indeed emphasis match the
was uneven content.
 3. constructing three dimensional geometric figure made of cardboard boxes.

Criteria Quality

1 – Poor 2 – Below 3 – Average 4 – Above 5 – Excellent

Average Average

Effort No efforts at No, I didn’t Yes, I put a lot Yes, I put some Yes, I put
all. No signs of put enough of effort into my effort and spent enough effort
creativity and effort into project. All a lot of time to make my
artistic. my expectations ensuring that my three-dimensional
three-dimen were met, but three-dimension geometric
sional nothing went al geometric figures creative
geometric above and design was and artistically I
design but I beyond. excellent. I went above and
put minimal received beyond the
design as a assistance and assignment and I
sign of solicited did extra research
creativity. feedback. and work.

Understanding of No, I did not No, I Yes, I Yes, I Yes, I mastered the
concepts incorporate understood understood understood the concepts and even
concepts into the concepts and concepts, and I added to the
my concepts, completed all of went above and principles of my
cardboard-box- but I still the tasks beyond with my constructed
constructed put in a associated with constructed three-dimensional
three-dimension pieces and my constructed three-dimension geometric figures
al geometric parts of my three-dimension al geometric made of cardboard
figures. I cardboard-b al geometric figures made of boxes.
misinterpreted ox-construct figures made of cardboard boxes.
the concepts ed cardboard
and principles. three-dimen boxes.
sional
geometric
figures.

Correct answers The majority of Half of the Got most of the Every problem Every problem has
to problems or all of the questions problems right was solved been solved,
solutions to were wrong. with only a few correctly. including the
each problem mistakes. bonus work.
were incorrect.
 4. story telling: “May Day’s Eve” by Nick Joaquin

Criteria Points Beginner Developing Accomplished Exemplary

Memorization 30% Does not know knows a knows the story knows the story
the story and portion of the fairly well; some well; has clearly
reads from story; has not practice; may use practiced telling the
notes practiced; notes; fairly story; does not use
relies on notes; confident notes; speaks
appears uneasy confidently

Voice 20% The voice is The voice is The voice is almost The voice is clear
too small to slightly louder, soft but loud and and loud. The pace
hear; it is not but it is not clear. is moderate, and
clear; and it is clear because everyone can
delivered too he or she understand it.
quickly. speaks quickly.

Expressions 20% There are no The storyteller Although Appropriate facial

and gestures facial uses a variety expressions are expressions and
expressions or of expressions, good, the gestures were used.
gestures. but none of storyteller made no
them are gestures.
appropriate for
the plot.

Audience 20% The storyteller The storyteller The storyteller The storyteller is
contact avoided just glances at made eye contact always aware of his
making eye his audience with his or her or her audience and
contact with once. audience but did manages to connect
his or her not bother to make with them.
audience. any connections
with the audience.

Duration 10% The story The story The story The story
ended for lasts less ended for less ended for four
less than 2 than three than four minutes or
minutes minutes minutes and five minutes.
and ended and last for more than five
for more more than minutes
seven
minutes
5. solving an algebraic verbal problem involving two linear equations in two
unknowns

Criteria

1 2 3 4
Needs Developing Proficient Exemplary
Development

Interpretation I understand I understand I understand all of I understand the

little of the math some of the the math concepts problem
problem math in the problem involving two
involving two concepts in involving two linear equations
linear equations the problem, linear equations in in two
in two but not all of two unknown unknowns
unknowns them. I didn’t ways. I attempted and solved it
solve all parts to solve all parts of correctly.
of the main the main problem.
problem

Correct solving Unclear or Does not Does give correct Give the correct
method cannot be know answer but use answer and use
understood what method different formulas. the right formula.
verbal is
justification . going to use
and
didn’t give
the
true answer.

Strategy I had no idea I chose the I used a sound I used two

how to solve the wrong strategy and solved separate
problem. I had strategy. To the problem with strategies. I used
no ideas that get the correct skill rather than an unusual or
would lead me to answer, my luck. I used sophisticated
the right answer. strategy relied algebraic strategy.
on luck. I techniques such as
only used variables,
guess and expressions, and
check, with equations.
no algebraic
techniques.
6. writing the alphabet in cursive form

Criteria 1 (Needs 2 (Okay) 3 (Nice) 4 (Awesome)

Quality Improvement)

Creativeness Did not write Writes the Writes the Writes the
the alphabet alphabet in alphabet in alphabet in
creatively. quiet creative artistic form artistic form.
but still lacking somehow.

Nice form Letters are not No more than Less than two All letters are
formed four letters per letters per correctly
correctly in sentence are sentence are formed.
most words. incorrect. incorrectly
formed.

Spacing and Uneven A bit of uneven Slightly even Even spacing

slant spacing spacing of spacing between letters
between letters letters and between of and consistent
and inconsistent letters and still slanting of
inconsistent slants of words inconsistent letters.
slant of letters slanting of
letters.

Well-ordered Many erasures Few erasures Less than No erasures or

in the paper and cross outs three erasures cross-outs.
and cross outs are still visible or cross outs
are visible in
the paper.
7. interpreting a poem of Robert Frost

3 points 2 points 1 point

Interpretation Exact and correct A slightly correct Wrong

interpretation interpretation interpretation

Depth knowledge Knows the story A little knowledge of No knowledge

inside and out and the poem and fewer about the poem
uses key points main ideas are
effectively. presented.

Spelling No misspelled of few spelling errors Numerous spelling

words. are found errors

Vocabularies The word choice is The word choices are Uses of words are
appropriate and only marginally redundant.
demonstrates appropriate to the
extensive knowledge terms in the poem.
of the poem.
 8. writing an autobiography

CLASSIFICATION POOR QUITE GOOD VERY GOOD PERFECT

Writing style It didn’t It drew a little It almost caught It drew attention

attract attention, but it my attention and and has an
any attention was still dull. was a little good. excellent writing
and dull. style.

Introduction The The The introduction The

introduction is introduction is is quite autobiography
tedious and it not convincing and begins with a
is not particularly has good compelling
convincing to convincing the qualities that can introduction that
read readers to draw the reader's captures the
read. attention. reader's
attention.

Grammar and Bad grammar A lot of errors There are few No errors in
choices of words and choices of in grammar errors in terms of
words are and slightly grammar but grammar and
redundant. use good choices of choices of
words. words are words are
quite incredibly
fascinating good.

Give enough The The The The

details Autobiograph Autobiography Autobiographyal Autobiography
y has no slightly gives most gives gives enough
details details in details in details in
in regards regards with regards with regards with
with his/her his/her self his/her self his/her
self-details details and details and
and experiences. experiences.
experiences.
9. research report

4 3 2 1

Content The body The body explores The body of the The body provides
thoroughly the topic and paper delves into support that may
explores the topic presents the subject and or may not be
and presents information in a provides a wealth related to the
information in a logical order. The of information. topic. Transitions
logical order. The conclusion either This information may be used
conclusion either restates the thesis may not always be inconsistently or
restates the thesis or makes a organized clearly absent entirely.
or makes a comment or asks a or logically.
comment or asks a question about it. Transitions are
question about it. Most ideas are used, but more are
Transitions that connected by required.
are effective and transitions.
varied connect all
ideas.

Research Correct use of Almost right of Slightly give No format and

report format the format; using the the correct unorganized
margins; font & format but format ideas
font size there’s some
mistakes need
to fix

Validity and The report's The report's The report's The report's
reliability findings are findings are findings are findings are not
accurate and almost accurate slightly inaccurate accurate and
reliable. and reliable. and unreliable. reliable.

Organization The report is both The report is clear The report is The report is
accurate and and accurate. The accurate and generally
persuasive. The paper starts with includes evidence confusing and
paper continues an introduction of some work. difficult to
with an intriguing that includes a The writing understand. The
or provocative clear thesis begins with an writing is not
introduction that statement. introduction that well-organized,
includes a clear includes a thesis and it may lack a
and concise thesis statement, but this thesis statement.
statement. may need to be
clarified.