Republic of the Philippines Tarlac State University

COLLEGE OF TEACHER EDUCATION

Lucinda Campus, Tarlac City
Tel. No. (045) 493-0182; Fax No. (045) 982-0110
Re-accredited Level III by the Accrediting Agency of Chartered Colleges and Universities of the
Philippines (AACCUP), Inc.

WRITTEN REPORT IN ASSESSMENT OF

LEARNING 2:

COMMUNICATING
AUTHENTIC ASSESSMENTS
RESULT

SUBMITTED BY: GROUP 4

AQUINO, Grace Ann R.
GACUTAN, Danica M.
MANALILI, Hydie T.
MARTINEZ, Christine Joy A.
MILLADO, Hershey Melody L.
SABADO, Chenie B.
SABADO, Desiree F.
VALDEZ, Elijah
YUSI, Christine Joy Q.
BEED – 3C

SUBMITED TO:
Ms. Sharmaine D. Guiang
Course Instructor

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 I. INTRODUCTION
This lesson will mainly focus on “Why” and “How” to Communicate Authentic
Assessments Result. Communication is giving, receiving, or exchanging ideas, information,
signals, or messages through appropriate media, enabling individuals or to express emotions.
While Authentic Assessment is a form of assessment in which students are asked to perform
real-world tasks that demonstrate meaningful application of essential knowledge and skills.
Communication is not just communication itself. It requires a wide factor to consider
before we totally achieve a good communication process. An effective communication within
the four (4) walls in a classroom is a vital part in shaping a peaceful nation. Transparency to
one another will lead to a better understanding and achieving the main goal which is to
produce quality and globally competitive future educators.
Communicate Authentic Assessments Result is very essential in providing quality
education. It is the way we can do to maintain the good relationship between teacher,
students, school heads, parents and to other people within the community. There is always
room for improvement so as a teacher, you should be transparent about the grades of your
students, you should know how to build a good relationship with them and in order to
successfully achieve it, you should know how to communicate properly.

II. DISCUSSION
COMMUNICATING AUTHENTIC ASSESSMENTS RESULT
This paper has three (parts), Effective Communication, Portfolio as a Communication
Media, and the Grading and Reporting and under each part, there were specific subtopics each of
them. All of these will help us as being future educators. Giving them a certain task will not just
be enough, we need to judge their work and help them to improve their skills by giving grades,
feedback and having a good communication with them.

1. EFFECTIVE COMMUNICATION
a) WHAT TO COMMUNICATE?
 COMMUNICATE RESPECTFULLY
 Practice politeness, courtesy and kindness
 Value others’ opinions.
 Speak in turn, never interrupting the speaker

 NON-VERBAL SIGNAL
 Use non-verbal signals that match up with your words
 Adjust your non-verbal signals according to the context

 KEEP STRESS IN CHECK

 Pause to collect your thoughts
 Look for humor in the situation

 ASSERT YOURSELF

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  Receive feedback positively.
 Express negative thoughts in a positive way
b) WHY COMMUNICATE?
 To covey information
 To receive information
 To determine what information needs to be sent or obtained
 To gain acceptance for your or your ideas
 To motivate other people
 To maintain relationship with coworkers, clients, etc.
 To establish trust
 To express your emotions or feelings

c) HOW TO COMMUNICATE?
I. Managing message quality
 CLEAR PURPOSE
 Make sure that the message is completely clear

 FULL AND COMPLETE MESSAGES

 Written and spoken communication are only effective if their message are complete. We
should also have to choose our words carefully

 REINFORCING THE MESSAGE

 It is undeniable that body language such as: Posture, facial expressions and gestures, tone of
voice, and nonverbal utterance

II. Managing interpersonal dynamics

 Interpersonal Dynamics - is term used to describe the interaction of people in certain
social context
 STRATEGIES FOR A GOOD COMMUNICATION
 CREATE A SUPPORTIVE LEARNING ENVIRONMENT WITH SUPPORTIVE
RELATIONSHIP
Teachers should be empathic and kind to their students, assuring them that they will not
be judged or humiliated inside the classroom

 MORE TEAMWORK
Working in small groups allows students to communicate their thoughts and enhance
their communication skills more readily

 BODY LANGUAGE
Communication is not just verbal, but also nonverbal: Make sure the signals you send
with your body language are positive, confident, and engaging

 ACTIVE LISTENING

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 Active listening should be used in the classroom by teachers to promote comprehension

 FEEDBACK
Positive feedback to demonstrate the behavior you want to see in the classroom is far
more beneficial for general classroom management

 SENSE OF HUMOR
Humor in the classroom has been shown to boost learning, self-motivation, and positive
interactions between students and teachers

 TECHNICAL SKILLS
Use modern teaching tools such as computers, films, and internet resources

 BE CLEAR
Always be precise and straightforward in your communication, and tailor your words to
your audience

 HOW A TEACHER COMMUNICATE TO STUDENTS AND PARENTS?

 TEACHER- STUDENTS
Discuss not only what areas of the assessment results the student did well, but also
where the student and teacher will want to focus their efforts.

 TEACHER– PARENTS
Allow families the time and space to express their concerns about the assessment
results.
Use family-friendly words and avoid jargon
Focus on the strength and what the child can do
Ascertain that family members are aware with any key phrases and that they
comprehend any queries or assertions concerning their child’s potential

2. PORTFOLIO AS A COMMUNICATION MEDIUM

 PORTFOLIO
 Paulson, Paulson,and Mayer (1991)define portfolio as purposeful collection of students
work that exhibits the student’s efforts, progress ,and achievement in one or more areas.
 can be an examination of studentselected samples of work experiences and documents
related to outcomes being assessed
 one of the several authentic and non-traditional assessment techniques in education

A) PORTFOLIOS AND AUTHENTIC ASSESSMENT

I. Nature and characteristics
 Portfolios can be used for many purposes. The utilization of portfolio shows has identified
the collection of the work. Johnson and johnson (2002) gave a comprehensive discussion
on the use of portfolios

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  Portfolio gives students the opportunity to direct their own learning
 Portfolios can be used to determine students’ level of achievement.
 Portfolio gives students the opportunity to direct their own learning.
 Portfolios can be used to determine students’ level of achievement.
 Portfolio can be used to understand how students think, reason, organize, investigate, and
communicate.
 Portfolios can be used to communicate student efforts, progress toward accomplishing
learning goals, and accomplishments
 Portfolios can be used to evaluate and improve curriculum and instruction.

CHARACTERISTICS
 Johnson (2002) There should be a systematic and organize collection of the student’s work.
The gathering of pieces of work should make a sample of the student works and not an
exhaustive collection. The basic education portfolio is collected at the end of the quarter for
the teacher’s assessment and evaluation
ESSENTIAL ELEMENTS OF A PORTFOLIO
 Cover letter
"About the author" And "What my portfolio shows about my progress as a learner"
(written at the end but put at the beginning).
 Table of contents with numbered pages.
 Entries
Both core (item students have to include) and optional (items of student's choice.
Students can choose to include "Best" Pieces of work, but also a piece of work that gave
trouble or one that was less successful and gives reasons why.
 Dates on all entries
To facilitate proof of growth over time. Pages.
 Drafts of aural/oral and written products and revised versions
 Reflections
Can appear at different stages in the learning process (for formative and/or summative
purposes) and at the lower levels can be written in the mother tongue or by students who find
it difficult to express themselves in english.
STUDENTS CAN CHOOSE TO REFLECT UPON SOME OR ALL OF THE
FOLLOWING:
 What did I learn from it?
 What did I do well?
 Why (based on the agreed teacherstudent assessment criteria) did I choose this item?
 What do I want to improve in the item?
 How do I feel about my performance?
 What were the problem areas?

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 WHAT A PORTFOLIO INCLUDES?
 It includes different types of work such as " writing samples, journal entries, videotapes,
art, teacher comments, posters, interviews, poetry, test results, problem solutions,
recordings of foreign language communication, self-assessments and any other expression
of the student that the teacher believes demonstrate the student' s skills and
accomplishments " . (Kingore, 2008)
 Artifacts are documents or products that are produced as a result of academic classroom
work. Examples are student papers and homework
 Reproductions are documentation of a student’s work outside the classroom. Examples are
special projects like Capstone and a student' s description of an interview with the
Chairman of the Education Committee in the Municipal Council
 Attestations are the teacher ' s or other responsible persons’ documentation to attest to the
student’s progress. A teacher, for example, may write evaluative notes about students’ oral
defense of a research paper and place them in the student’s portfolio
 Productions are the documents that. the student himself/herself prepares. These
productions include
1) Goal Statements
2) Reflections And
3) Captions

II. Analyzing the key components of portfolios

a) TYPES AND USES
 An Assessment Portfolio contains products that can be used to assess the learner’s
competences.
 A Development Portfolio shows how the learner (has) developed and therefore
demonstrates growth. This type of portfolio will often also contain products from various
stages of the process, stages in which feedback has been received, and possibly also
products from work still in progress.
 A Showcase Portfolio contains products that demonstrate how capable the learner is at
any given moment. - designed to display a learner's best quality of work.
Example: A student showcases art they made in an "Around the world" Theme

b) ePORTFOLIOS
E-PORTFOLIO AS AN ASSESSMENT TOOL AND AS A COMMUNICATION
MEDIUM
 E-PORTFOLIO
An academic e-portfolio can also capture other aspects of a student's life, such as
experiences, extracurricular activities, and more. In other words, an e-portfolio documents and
makes visible student learning. But a good e-portfolio should be more than just a collection of

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products. A good eportfolio is both a product (a digital collection of artifacts) and a process (of
reflecting on those artifacts and what they represent).

THE LEARNING THEORY BEHIND E-PORTFOLIOS

According to basken (2008), e-portfolios" Are a way to generate learning as well as
document learning" (basken, 2008). Both generating learning and documenting or recording
learning are important, but the process of generating learning sometimes gets overlooked
TYPES OF EPORTFOLIO
 CONSTRUCTING KNOWLEDGE
 E-portfolios fall within a learning theory known as social constructivism, which states that
learning happens most effectively when students construct systems of knowledge for
themselves rather than simply receiving information presented

 MAKING LEARNING VISIBLE

 Invisible learning refers to two things: 1) the intermediate steps that occur whenever a
student, or any person, is attempting to learn something or do something and 2) the learning
that goes “beyond the cognitive to include the affective, the personal and issues of identity"
(bass & eynon, 2009)

 FOSTERING STUDENT ACTIVITY

 Finally, because e-portfolios are a studentcentered activity - one in which the learner is free
to choose what artifacts are included and is free to reflect on the process of their learning -
they foster engagement and motivation (tosh, penny light, fleming, & haywood, 2005)

 LEARNING EPORTFOLIO
 This type of ePortfolio is both student and faculty directed. Students utilize their ePortfolio
for a variety of reflective purposes

 ASSESSMENT EPORTFOLIO
 This type of eportfolio allows teachers and students to share the responsibility of setting
goals and evaluating progress while also enabling measurement of multiple dimensions of
student progress by including a wide variety of data

Two kinds of assessment eportfolio

 Showcase
 Course

 CAREER AND TRANSFER

 This type of portfolio is the representational ePortfolio that shows the owner’s achievements
as they apply to a particular task
AREAS

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  TEACHING
 PERSONAL
BEST PRACTICES IN USING EPORTFOLIO
When ePortfolios have broader institutional uptake, students will be encouraged in all of
their courses to use their ePortfolio, and to reflect on and make connections between all of
their courses and academic experiences.
 Explain the benefits of eportfolios to students
 Establish clear expectations
 Provide numerous examples of successful eportfolios created by students
 Scaffold student learning
 Walk the talk
 Tie eportfolios to assessment make it social

ASSESSMENT OF EPORTFOLIOS
Because ePortfolios require a significant investment of time and energy from students, it is
important that they be assessed carefully, and that the assessment contributes in a substantial way
to a student’s final grade in a course.

EPORTFOLIO ASSESSMENT RUBRIC

REFLECTIONS - The electronic portfolio shows examples of different kinds of work, such as
PowerPoint presentations, Excel files, digitally manipulated photograph examples, and Word
documents

3. GRADING AND REPORTING

a) NATURE, PURPOSE, AND RATIONALE FOR ASSIGNING GRADES

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  “Processed through absolute grading as it is the only form of assigning grades that is
compatible with the mastery of teaching and learning strategies” Mckeachie, W. J.
(1986)

 PURPOSES OF ASSIGNING GRADES

 As an evaluation of student work.
 As a means of communicating to students, parents, graduate schools,
professional schools, and future employers about a student’s performance in
college and potential for future success.
 As a source of motivation to students for continued learning and
improvement.
 As a means of organizing a lesson, a unit, or a semester in that grades mark
transitions in a course and bring closure to it.

 RATIONALE OF ASSIGNING GRADES

 The main reason why we assign grades to students is because grades are used
as evaluation of student work, it is important that grades accurately reflect the
quality of student work, and that student work is graded fairly.

b) GRADING SYSTEMS
 is a method used by teachers to assess students’ educational performance based on
certain criteria.
 TYPES OF GRADING SYSTEMS
I. Letter Grades
students’ performances are summarized by means of letters
assigning range numerical grade value always depend in set of criteria and decision of the
school
A+,A 93-100
A- 90-92
B+ 87-89
B 83-86
B- 80-82
C+ 77-80
C 73-76
C- 70-72
D+ 67-69
D 63-66
D- 60-62
F Below 60

II. Percentage Grades

o Averaging

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 Practice of calculating semester, end-of-term, or end-of-year course grades by taking the
sum of all numerical grades awarded in the course and then dividing the sum by the total
number of grades.

Example: Student Grades are:

80 – PRELIM
90 – MIDTERM
85 – FINAL

80 + 90 + 85 = 255

3 = 85 is the final grade of semester

How to compute percentage average?

 Just simply add all the percentage grades of the student and divide the sum to the total no.
of activities.

Example: Student X: Scores from 1st grading activities

Activities Points Percentage
Activity 1 7/20 35%
Activity 2 15/30 50%
Activity 3 45/50 90%
Total: 67/90 58%

So, from this example,

35 + 50 + 90 = 175
175 ÷ 3 = 58.333 or 58

o Cumulative

The grade of a student in a grading period equals his currents grading period which is assumed to
have the cumulative effects of the previous grading system.

How to calculate the Cumulative Grade Point Average (GPA)?

Formula:
Cumulative Total Points = CUMULATIVE GPA

Total Credit hours

Steps:
1. Obtain your semester GPAs and credit hours
GPA for each semester

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 Number of credit hours for each

2. Calculate your total points

Multiply each semester’s GPA by the number of credit hours for that semester to
determine your total points

3. Determine your total points by your total credit hours

Take the sum of credit hours for each of the semesters
Take the sum of the total points for each semester

4. Divide your total points by your total credit hours

Cumulative Total Points = CUMULATIVE GPA
Total Credit hours

DEPED ORDER NO. 8, S. 2015

“Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program”

What is Classroom Assessment?

 is an ongoing process of identifying, gathering, organizing, and interpreting quantitative and
qualitative information about what learners know and can do.

2 types of classroom assessments:

 Formative
 Summative

How are learners assessed in the classroom?

 Learners are assessed in the classroom through various processes and measures appropriate
to and congruent with learning competencies defined in the K to 12 curriculum.
 Individual and Collaborative Formative Assessment
 Individual and Collaborative Summative Assessment

What is the Grading System?

 The K to 12 Basic Education Program uses a standards-and competency-based grading
system. These are found in the curriculum guides.
 All grades are based on the weighted raw score of the learners' summative assessments.
 The minimum grade neeeded to pass a specific learning area is 60, which is transmuted to
75 in the report card.
 60 is the lowest mark that can appear on the report card for Quarterly Grades and Final
Grades

Grades 1 - 12
 Written Work (WW)
 Performance Tasks (PT)
 Quarterly Assessment (QA)
How is learner progress recorded & computed?
1. For Kindergarten

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 Checklists and anecdotal records are used instead of numerical grades.
 Checklists - to indicate whether or not the child can demonstrate knowledge &/or perform
the tasks expected of K learners.
 Anecdotal records or narrative reports - to describe learners’ behaviour, attitude, & effort in
school work.
 Teachers keep a portfolio for each learner which contains learners’ output such as writing
samples, activity sheets & artwork.

2. For Grades 1 to 12
 In a grading period, there is one Quarterly Assessment but there should be instances for
students to produce Written Work and to demonstrate what they know & can do through
Performance Tasks.
 There is no required number of Written Work & Performance Tasks, but these must be
spread out over the quarter & used to assess learners’ skills after each unit has been taught.

Steps In Computing For The Final Grades

Step 1: Grades from all student work are added up. This results in the total score for each
component, namely Written Work, Performance Tasks, and Quarterly Assessment

 Raw score from each component have to be converted to a Percentage Score

Step 2: The sum for each component is converted to the Percentage Score

 To compute the Percentage Score(PS), divide the raw score by the highest possible
score then multiply the quotient by 100%.

Step 3: Percentage Scores are then converted to Weighted Scores to show the importance of
each component in promoting learning in the different subjects.

 To do this, the Percentage Score is multiplied by the weight of the component found in
Table 4 for Grades 1 to 10 and Table 5 for Senior High School. The product is known as
the Weighted Score (WS)

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Step 4: The sum of the
Weighted Scores in
each
component is the Initial
Grade. This Initial
Grade will be
transmuted using the
given
transmutation table to
get the Quarterly
Grade (QG).

Step 5: The Quarterly

Grade for each learning
area is written in the
report card of the
student.

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III. Verbal Descriptors

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 IV. Checklists

V. Narrative Reports
 Provides constructive feedback of student's performance using narrative format. The
strengths, weaknesses, and things need for improvement.

c) REPORTING TO PARENTS
I. Report Cards
 To show the students progress in the classroom, and display the grade that
the student has earned in each subject.
II. Parent-Teacher Conference
 A short meeting between you and your child's teacher to talk about your
child's academic performance and experience at school.
 Students are dismissed three hours prior to the regular dismissal time.

Reason of Parent-Teacher Conference

 Grading Policy
 Promotion Policy
 Graduation Requirements

III. DOCUMENTATION

These are the proofs that Group 4 finished the given task to them, which is about
discussing the Unit 4 - Communicating Authentic Assessments Results.

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 Ma’am Elijah Valdez talks about the effective communication.

 Then the discussion was followed by Ma’am Christine Joy Martinez who have
discussed as to how we should communicate and give some tips and strategies to have
good communication.

 Ma’am Grace Ann Aquino then tackled about Grading and Reporting. She also taught
us and gives us idea on how we can compute the grades of students in the future.

 For the last presenter, Ma’am Danica Gacutan continued the other part of the Grading
System, namely the Descriptors, Checklists, and Narrative Report. She also included the
discussion of Parent - Teacher Conference and Report Card.

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 During the discussions, the reporters made sure that there’s still interaction between the
speaker and the listeners. The following screenshots were taken during the discussion while
other classmates of us were being asked to answer certain questions to serves as their
participation. This was taken during the 2nd day of the report.

IV. QUIZ & RUBRIC

Part 1: ESSAY
INSTRUCTION: Read and then explain the following questions. Make it as concise
as possible.

1. As a teacher what role do facial expressions, gestures, and tone of voice, play in
communicating the parents of your students? Site a specific example based on your
experience.
2. What are the parts of portfolio? What is the importance of a portfolio in
Communicating Authentic Results?
3. Why do we assign grades to students?

RUBRIC IN ESSAY

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Part 2: Concept Map (15 pts)
INSTRUCTION: Using CANVA, create a concept map about the lessons that you
have learned in Communicating Authentic Assessments Results. You may upload
your work.

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V. SUMMARY OF SCORES

FEMALE SCORE
AQUINO, GRACE ANN RAMOS REPORTER
BASCO, Adriella Dela Cruz 24/30
CARREON, KAYE SALVOSA 25/30
CASTRO, LESLIE MANALILI 24/30
CUNANAN, CAMDYNLEY 18/30
DAVE, BEATA ALLIYAH MANGUERA 27/30
DAVID, CATHERINE JOY ARROZAL 23/30
DAVID, JANELLE ALBA 29/30
ENTENA, RUBYLYN CANDIDO 29/30
ESBERTO, Michel Ann Mojica 19/30
ESTABILLO, LYCA KATRINA ESTEBAN 27/30
FINO, TRIXIE NICOLE DIZON 26/30
GACUTAN, DANICA MALONZO REPORTER
HERNANDO, MARIANE BALTAZAR 25/30
LAMAG, ANGELICA JOY DAVID 25/30
LAPUZ, IMEE TAN 25/30
MANALILI, HYDIE TABAQUERO REPORTER
MANALILI, PRINCES BANTING 24/30
MARTINEZ, CHRISTINE JOY ALCANTARA REPORTER
MILLADO, HERSHEY MELODY LECITONA REPORTER
NIETES, JV ANN SANTOS 20/30
OGIEN, NONIE NICOLE AYSON 25/30
PANOTES, LEE MAE UGAY 14/30
PORTACIO, JOY TUNGOL 27/30
QUIANI, CHARELYN GARCIA 22/30
ROBIÑOS, IRVIE FELIPE 25/30
ROMAN, MIRIAM ROSE SAPUAY 27/30
SABADO, CHENIE BOGNOT REPORTER
SABADO, Desiree Felasol REPORTER
SALES, RHEA WAHING 27/30
SOLANO, Ricah Carlos 20/30
SUMAOANG, SHEN ANDREA NAVARRO 29/30
TAGAMPA, ROSE CLARITA TORRES 25/30
VALDEZ, ELIJAH DAGDAGAN REPORTER
VELASCO, MA. ALYSSA NICOLE OCAMPO 27/30
VIDAD, ANDREA FAYE 26/30
YUSI, CHRISTINE JOY QUIAMBAO REPORTER
MALE
ANTONIO, Wallen Mallari 19/30
ARAGON, ZOREN KYLE TIPAY 29/30
BERMUDEZ, JERICHO SUAREZ REPORTER
GARBIN, JOSHUA DE LEON 29/30
LONGARES, IRISH LAYUG 17/30
MANALILI, JEFFREY DE GUZMAN 18/30
SABES, ALBERTO JR. DELEON 27/30
SIGUA, ARSENIO Jr. AGAYAN 25/30

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 VI. CLASS PARTICIPATION
(NOVEMBER 22 & 29, 2022)
 Lyca Katrina Estabillo - I   Grace Ann Aquino - I  
 Arsenio Sigua - II   Janelle David - II
 Imee Lapuz - I   Danica Gacutan  - II
 Rhea Sales- II   Kaye Carreon - II 
 Basco Adriella- I   Christine Martinez - I
 Wallen Antonio - I   Princess Manalili - I
 Zoren Aragon - IIII

VII. ORAL REPORTING RUBRIC

TARLAC STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
VILLA LUCINDA CAMPUS
ORAL REPORTING RUBRIC
Name: ________Group 4_________ Date: November 29, 2022
Year&Section: BEED 3C Topic: UNIT 4: COMMUNICATING AUTHENTIC ASSESSMENT RESULTS

TRAITS Exemplary (5) Accomplished Developing (3) Beginning (2) Score

(4)
I. Content
Subject Student Student is at ease Student is Student does
Knowledge demonstrates full with expected uncomfortable not have grasp
knowledge by answers to all with information of information;
answering all class questions, without and is able to student cannot 4
questions with elaboration. answer only answer
explanations and rudimentary questions about
elaboration. question. subject.
Organization Student presents Student presents Audience has Audience cannot
information in information in difficulty understand
logical interesting logical sequence following presentation 5
sequence which which audience can presentation because there is
audience can follow. follow. because student no sequence of
jumps around. information.
Content Student presents Student presents Student presents Student
Accuracy major points and major points and major points, but oversimplifies
fully supports them partially supports fails to support topic of fails to
with convincing them with them with present major 4
arguments, ideas convincing convincing points.
and data. arguments, ideas arguments, ideas
and data. and data.
II. Verbal Skills
Enthusiasm Demonstrates a Occasionally shows Shows some Shows
strong, positive positive feelings negativity toward absolutely no
feeling about topic about topic. topic presented. interest in topic 4
during entire presented.
presentation.

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 Elocution Student uses a clear Student’s voice is Student’s voice is Student
voice and correct, clear. Student low. Student mumbles,
precise pronounces most incorrectly incorrectly
pronunciation of words correctly. pronounces pronounces
terms so that all Most audience can terms. Audience terms, and 5
audience can hear hear presentation. have difficulty speaks too
presentation. hearing quietly for a
presentation. majority of
students to hear.

III. Visual Aid

Attractiveness The visual aid is The visual aid is The visual aid is The visual aid is
exceptionally attractive in terms acceptably distractingly
attractive in terms of of design, layout and attractive though messy or very 5
design, layout and neatness. it may be a bit poorly designed.
neatness. messy. It is not
attractive.
Display The visual includes The visual presents The visual does The visual does
Content all information on the information not contain all of not have
the topic in an fairly clear and it the relevant relevant
organized fashion. displays a information. information.
Information is reasonable Information is not Information is
presented clearly understanding of well organized. unorganized. 5
and displays a information. Most Information
complete information is contains several
understanding of factually correct. factual errors.
information. Information is
somewhat
organized.
Group Work The work was done The work was done Work is done Lack of effort on
Effort well to the best of with good effort with fair effort, the learner’s
the learner’s ability. that shows what the but the quality is part. Work is
Quality time and learner is capable of. still not what the incomplete.
effort was put into It is evident that learner is capable Learner is 5
the presentation. time was put into of. It is evident capable of doing
this display and that the work was better.
presentation. rushed or done
with lack of
effort.
TOTAL SCORE 37/40

Name of Evaluator:

SHARMAINE GUIANG
Subject Instruction

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