RUBRIC IN ASSESSING STUDENT’S REFLECTIVE JOURNAL

Distinguished Highly Proficient Proficient Near Proficiency Beginner

CRITERIA RATING
5 4 3 2 1
Makes many personal Makes considerate Makes some personal Makes no personal (or
Making a Makes few personal (or
(or other) personal (or other) (or other) other) connections
connection other) connections with
connections with topic connections with topic connections with with the topic or
(Re-telling topic or theme.
or theme. The learning or theme. Learning is topic or theme. Little theme. There was no
experience) Learning was vague
is very evident still very evident learning was shown learning shown
Reflects well on own Some reflection on Little reflection on own No reflection on own
Reflections/
work Reflects on own work own work work work
Personal
Provides many Provides examples Provides few Provides very few Failed to provide
Response
examples examples examples examples
The journal is
relevant and The journal is very
The journal is very The journal is relevant The journal shows a
Relevance to connected to the irrelevant and has no
relevant and and connected to the little relevance and
the Theme topic but some of its connection to the
connected to the topic topic connection to the topic
portion are out of theme
theme
The student shows The student doesn’t
creativity in his/her The student is good in The writing skill of the show any creativity in
The student showed
Creativity in style in writing. The writing thought there student doesn’t meet wring skill. This
a mediocre way of
Writing journal was started are technical problems the standards of his results to the
writing
and presented in an regarding his work level. confusion of the
interesting way reader.
The writing is nice and The writing was okay The writing was bad The reader cannot
The writing is good
has no erasures. though there are so but still barely understand
and has no erasures.
Neatness Although there are many erasures. The understandable. There what is written on the
The journal is very
some erasures. The journal is a little bit are plenty of erasures journal. The work is
neat
journal is neat neat that makes it messy. very messy.
The organization of
The organization of
The organization of the the words are very
The organization of the words are okay
The organization of the words are bad and poor and all of the
Organization sentences are very but some of the
sentences and most of the sentences sentences are not
of Thought good though some sentences are not
paragraphs are are not related. The related to each other.
(Coherence) sentences are not related. The whole
exemplary whole paragraph Each paragraph is like
related or incoherent paragraph has a
doesn’t have a thought fragment of
thought somehow
sentences, confusing

TOTAL

This analytic rubric assesses student’s reflective journal. This analytic rubric focuses on student’s written output specifically how the learner retell his/her personal
experience, how he/she reflects on his own experiences, how relevant the essay to the topic or theme, how he/she is creative in writing his/her essay, how neat his/her
essay is, and how coherent his/her thought is.
 RUBRIC IN ASSESSING STUDENT’S REFLECTIVE JOURNAL
RATING/ SCORE PERFORMANCE DESCRIPTORS
 Makes many personal (or other) connections with topic or theme. The learning is very evident
 Reflects well on own work and Provides many examples
DISTINGUISHED  The journal is very relevant and connected to the topic
(25 pts)  The student shows creativity in his/her style in writing. The journal was started and presented in an interesting way
 The writing is good and has no erasures. The journal is very neat
 The organization of the sentences and paragraphs are exemplary
 Makes considerate personal (or other) connections with topic or theme. Learning is still very evident
 Reflects on own work and Provides examples
Highly Proficient  The journal is relevant and connected to the topic
(20 pts)  The student is good in writing thought there are technical problems regarding his work
 The writing is nice and has no erasures. Although there are some erasures. The journal is neat
 The organization of sentences are very good though some sentences are not related or incoherent
 Makes some personal (or other) connections with topic or theme. Little learning was shown
 Some reflection on own work and Provides few examples
Proficient  The journal is relevant and connected to the topic but some of its portion are out of theme
(15 pts)  The student showed a mediocre way of writing
 The writing was okay though there are so many erasures. The journal is a little bit neat
 The organization of the words are okay but some of the sentences are not related. The whole paragraph has a thought somehow
 Makes few personal (or other) connections with topic or theme. Learning was vague
 Little reflection on own work and Provides very few examples
Near Proficiency  The journal shows a little relevance and connection to the topic.
(10 pts)  The writing skill of the student doesn’t meet the standards of his level.
 The writing was bad but still understandable. There are plenty of erasures that makes it messy.
 The organization of the words are bad and most of the sentences are not related. The whole paragraph doesn’t have a thought
 Makes no personal (or other) connections with the topic or theme. There was no learning shown
 No reflection on own work and Failed to provide examples
 The journal is very irrelevant and has no connection to the theme
Beginner
 The student doesn’t show any creativity in wring skill. This results to the confusion of the reader.
(5 pts)
 The reader cannot barely understand what is written on the journal. The work is very messy.
 The organization of the words are very poor and all of the sentences are not related to each other. Each paragraph is like fragment
of sentences, confusing

Teacher’s Comment/s

This holistic rubric assesses student’s reflective journal. This holistic rubric focuses on student’s written output specifically how the learner re-tell his/her personal
experience, how he/she reflects on his own experiences, how relevant the essay to the topic or theme, how he/she is creative in writing his/her essay, how neat his/her
essay is, and how coherent his/her thought is.
 RUBRICS IN SCORING GROUP ACTIVITIES/PRESENTATION/REPORTING

This analytic rubric assesses the oral presentation of the learners in their group activity. This holistic rubric focuses on both process (during group activity) and output
(presented report) of the group. This rubric also aims to quantify students’ performance in terms of explanation and content, teamwork and cooperation, behavior while
performing the task, neatness of their work, and promptness,

R E S P O N S E S
CRITERIA TOTAL
5 4 3 2 1
The presenter
The presenter The presenter The presenter, more
explained the task
explained the task explained the task in a often than not, reads The presenter just
although he/she is
EXPLANATION and very well and added nice way and some what’s written in the read everything in the
reading what’s written
CONTENT more explanations information are added output. No additional output. Has a lot of
on the output. little
(35%) regarding the output. in his/her explanation. information was code shits/explains
additional information
Has good Has good added. Has many code the task in Filipino
was added. Has code
communication skills communication skill. shifts
shifting
5 4 3 2 1
The students show The students show
exemplary camaraderie although The students have Most of the students Teamwork is not
TEAMWORK AND
camaraderie in doing some of its members camaraderie although are not participating evident and only the
COOPERATION
the task. All of the are not paying most of the students and only few members leader is doing the
(20%)
members are attention and or are not participating are doing the task task
participating. participating
5 4 3 2 1
The group is working Noises are coming The group is always The group is too noisy
BEHAVIOR The group work
silently though some from the group but warned about their and most of its
(20%) silently and orderly
members misbehaves still manageable behavior members misbehave
5 4 3 2 1
The writing is nice and The writing was bad
The writing was okay The reader cannot
NEATNESS OF THE The writing is good has no erasures. but still
though there are so barely understand
WORK and has no erasures. Although there are understandable. There
many erasures. It is a what is written. The
(15%) It is very neat some erasures. It is are plenty of erasures
little bit neat work is very messy.
neat that makes it messy.
5 4 3 2 1
The task was done The task was done The group finished It took the group a
PROMPTNESS early and in an before the allotted the at allotted time hard time to finish the The group didn’t finish
(10%) effective and efficient time though the although the output task in the allotted the task
way output looks hurried. was done in hurry time

TOTAL