RUBRIC IN EVALUATING PLANS FOR INTEGRATIVE PERFORMANCE- AND PORTFOLIO-BASED ASSESSMENT

FOR LEARNING COMPETENCIES

Name _______________________ ________Section: _________________________ Course/Subject________________ Topic: _________________________________ Date:

__________________________

Activity/Task: DEVELOPING A PLAN FOR PERFORMANCE- AND/OR PORTFOLIO-BASED ASSESSMENT

Objectives:

In this activity, you are expected to:

1) design an integrative performance- and portfolio-based assessment to assess students’ learning competencies; and
2) use the SOLO Framework in designing the rubric to assess the competencies attained by the students.

Descriptions of the Task:

Work individually or in teams (maximum of 5) to design a plan for an integrative performance-based and/or portfolio assessment to measure students’ learning
competencies. Use the template and the rubric that follow as your guide in designing your plan for this task.

Grade Level
Main Subject Area
Subject Areas for
Integration
Appropriate Assessment Approaches
Main Subject Area (Please check in which competency could be appropriately assessed. A statement of competency could be
Main Subject Area assessed in one or more approaches)
Performance Target Competencies to Assess
Content Standards Traditional Performance-based Portfolio
Standards
Assessment Assessment Assessment
Main Subject Area

Integrated Subject Areas

This rubric was prepared by Dr. Marilyn U. Balagtas for use in training teachers on performance- and/or portfolio-based assessment. Anyone interested
to use this rubric will have to acknowledge her work as the source. For citation, cite the work as Balagtas, M.U. (2022). Rubric in Evaluating Plans for
Integrative Performance- and/or Portfolio-Based Assessment. Manila. Philippine Normal University.
Task:
Descriptions of the Task:
Instructions on How to Use the Rubric:

Proficiency Levels Evaluators Ave Weight

(Use the SOLO Framework for the Descriptions)
Dimensions/ 5 4 3 2 1 1 2 3
Criteria Indicators
Competencies Highly Proficien Nearly Somewha Not
Proficient t Proficient t Proficien
Proficient t
Extended Relational Multistructu Unistructura Prestructur
Abstract ral l al

Final Rating
Guidelines in the ( Give the steps on how to compute the final grade given the dimensions and criteria of work for the identified competencies)
Computation of
Grade

Give the basis in the interpretation of assessment results and the feedback to communicate to the students based on the
Table for the outcome of their performance.
Interpretations of
Results

Rubric in Evaluating the Assessment Plan

Instructions: Before you submit your plan, please evaluate the quality of your work based on the given numerical scale and its corresponding description. Check (/) the indicator that is
evident in the reaction paper and cross it out (X) if it is not evident. Write NA if the indicator is not applicable.

Quality/Performance Levels Weight Rating

Criteria & Indicators 4 3 2 1 (%) Weighted
Excellent Very Good Poor Self Peer Peer Professor Grade
Good
The assessment The assessment The assessment The assessment
plan is submitted plan is submitted plan is submitted plan is submitted
1. Promptness before the on the deadline. 1-2 days after the more than 2 days
5%
deadline. deadline. after the deadline. .

This rubric was prepared by Dr. Marilyn U. Balagtas for use in training teachers on performance- and/or portfolio-based assessment. Anyone interested
to use this rubric will have to acknowledge her work as the source. For citation, cite the work as Balagtas, M.U. (2022). Rubric in Evaluating Plans for
Integrative Performance- and/or Portfolio-Based Assessment. Manila. Philippine Normal University.
 2. Compliance with the Requirements of the Work

a. Information is complete (bears the name of Satisfies all the Satisfies the 1st of Satisfies the 2nd of Satisfies NONE of
the owner, date of accomplishment, topic requirements of the requirements of the requirements of the requirements of
where the work is linked with). 5%
the work. the work. the work. the work.
b. Only 1 file in word format is submitted to
already reflect this rubric and the
accomplished matrix with self-rating.
e. Others (pls. specify)

4. Completeness of Information
The following are clearly reflected in the work
a. The grade level, main subject area, and
integrated subject area/s.
b. The main subject area content and
performance standards.
c. The competencies for the main subject area
and integrated subject areas are given.
d. The competencies identified lend themselves
performance- and/or portfolio-based Provides only all
Provides all the
assessment. the needed Fails to provide 5
e. The task for performance and/ or portfolio is needed information Fails to provide 1-
information with or more of the
given with descriptions. with some 4 of the needed 40%
NO more needed
f. Instructions on how to accomplish the rubric is additional information..
additional information..
given. information.
information.
g. The dimension, criteria, and indicators are
given including their weight.
h. The proficiency levels are given and defined.

i. The number and people involved in the

evaluation, and their weight, are given.
j. The guidelines in the computation of grades
are given.
k. The table in the interpretation of results is
given.

This rubric was prepared by Dr. Marilyn U. Balagtas for use in training teachers on performance- and/or portfolio-based assessment. Anyone interested
to use this rubric will have to acknowledge her work as the source. For citation, cite the work as Balagtas, M.U. (2022). Rubric in Evaluating Plans for
Integrative Performance- and/or Portfolio-Based Assessment. Manila. Philippine Normal University.
 l. There is a plan on how to communicate the
different outcomes of assessment.
m. Others, please specify

5. Clarity and Acceptability of Information

a. There are no typographical, grammatical or

computational errors or no questionable ideas.
b. There is alignment of the dimensions, criteria
and indicators to the given competencies for
assessment. All information
c. The competencies identified lend themselves needed are clear
5 or more
to performance- and/or portfolio-based or free from any 1 or 2 indicators 3 to 4 indicators
assessment. indicators are NOT 40%
error including the are NOT evident. are NOT evident.
d. The descriptions for the task for performance- evident.
additional
and/ or portfolio development are clear. information.
e. Instructions on how to accomplish the rubric
are clear.
f. The gradations of quality are clearly
articulated in the performance levels following
a clear framework (i.e. SOLO Framework).
g. There is no information that is questionable or
unclear.
h. Others, please specify.

6. Other Criteria and Indicators (Maybe added by the

student) – This may include the quality for leadership. 10%

Final Grade 100%

Grade Range: 3.0– 4 = 90-100%; 2.0 - 2.9 = 80-89%, 1.0-1.9 = 70-79

NOTE: YOU MAY PUT YOUR WORK NEXT TO THE NEXT PAGES OF THIS RUBRIC

This rubric was prepared by Dr. Marilyn U. Balagtas for use in training teachers on performance- and/or portfolio-based assessment. Anyone interested
to use this rubric will have to acknowledge her work as the source. For citation, cite the work as Balagtas, M.U. (2022). Rubric in Evaluating Plans for
Integrative Performance- and/or Portfolio-Based Assessment. Manila. Philippine Normal University.