Republic of the Philippines

Laguna State Polytechnic University

Province of Laguna
College of Teacher Education

Jesanne G. Aguilar September 22, 2022

BSED III-C Mrs. Renniza Diola

Engaging Activity #3:

1. Choose a topic on your field of specialization.
2. Formulate objectives for the said topic.
3. Create a task for your students to perform.
4. Develop/Create a rubric (holistic and analytic) that will assess your student’s
performance.

Topic: Katangiang Pisikal ng Asya (The Physical Features of the World)

Objective:
1. Recognize the different countries in the world
2. List the countries in the Asian continent.
3. Explain each country that show the influence on civilization.

Direction: Search for a world map. Observe the map and write the countries belong
to the Asian continent. Choose a distinct feature of each country that exhibit its
contribution to civilization. (e.g. famous volcano, rivers, and others)
Do this in a LONG OSLO PAPER.

Analytic Rubric
The students’ output will be checked using the rubric below:
Criteria 4 Excellent 3 Good 2 Fair 1 Poor
Legend An explanatory Legend is well put A legend is used; No list of
list of any together with however, it is symbols, codes
symbols, codes most of the difficult to or scale used on
or scale used on necessary understand. the map.
the map. Will element needed Some elements
include the title to clearly read of the legend are
of the map, a key the map. missing.
to all the
symbols and the
 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
College of Teacher Education

key to the scale.

Coordinates/Direction Well planned Clear and An attempt is No coordinate
Orientation and thought-out understandable made to make a system used on
coordinate coordinate coordinate the map.
system that uses system with system;
seat of proper labeling. however, the
numbered or An accurate scale system is hard to
lettered is used. understand.
horizontal and Inaccurate use of
vertical line that the scale.
allow the viewer
to describe a
single given
point on the
map. An
Use of color Exceptional use Good use of color Some color was No color was
of color that that make sense used; however, used.
clearly identifies to the reader of the color was
lowlands, the map. unorganized.
highlands,
beaches, and
water.
Creativity Great effort and Good effort and Some creativity Lack of
use of the use of the was put into this creativity.
elements elements assignment.
required for this required for this
assignment. A lot assignment.
of thoughts was
put into the
work.

Holistic Rubric
 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
College of Teacher Education

The students’ output will be checked using the rubric below:

Level
4 accomplished 3 Proficient 2 Developing 1 Beginning
Map purpose is labeled Map purpose connect Many countries There is no map title
on the front of the to map accurately. names are and insufficient
map. Countries are Labels are included. included. The labeling. Several
easily visible and are Countries names are map is present countries names have
represented. All present and complete. but there are been omitted. There is
symbols are found on The map is few symbols no map key and
the key and easily considerably that are not doesn’t relate to the
found on the map. understood, not all found on the map. The maps are not
The map is exquisitely symbols are easily map. The map colored and has a
colored, the student found in the map. The is not able to visible scratch out. The
shows a great sense of map is colored, the understand student shows a lack of
delight in their efforts. student shows clearly. The efforts.
considerable sense in map has a
their efforts. visible scratch
out. The
student shows
some sense of
efforts.

Reflection Paper #3:

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
College of Teacher Education

Consider your major field of specialization for the following tasks:

1. Search for two (2) examples each of holistic and analytic rubric.
2. Differentiate the two types of rubrics that you have.
3. Reflect on the lessons that you have learned from this module.

Holistic Rubric

Oral Presentation What this response

represents about the
Types of student’s responses student’s knowledge or skill

Level 5 The student uses strong delivery to respond to the
question and include strong information to support the
conclusions. There is eye contact and strong evidence of
preparation, organization, and enthusiasm for the topic.
Exceeds Target: Student has the
knowledge or skill represented at
the learning progression level that
this item aligns with as well as
knowledge and skills that exceed
learning progression level.

Level 4 The student uses generally correct delivery to respond to On Target: Student has the
the question and include an adequate amount of support knowledge or skill represented at
for the conclusions. There is some eye contact as well as the learning progression level that
evidence of preparation, organization, and enthusiasm for this item aligns with.
the topic.

Level 3 The student uses generally correct delivery to respond to Below Target: Student has slight
the question but does not include much supporting misunderstanding/incomplete
information. The student does not make eye contact and it knowledge
appear that preparation and organization are irregular.

Level 2 The student’s delivery is understandable, and he/she Substantially Below Target:
states the question but fails to provide support. There are Student substantial
errors in delivery, and it does not appear that there was misunderstanding/ large gaps in
much preparation or organization. knowledge

Level 1 The student’s delivery is difficult to follow, and he/she Irrelevant/Off topic answer
does not state the question nor does the student provide
much support. It appears the student did not prepare or
plan the organization.
Level 0 No oral presentation is attempted.
 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
College of Teacher Education

Analytic Rubric
  Criteria 1: Criteria 2: Criteria 3:

Reasoning/ Delivery Preparation/

Connection to Topic Organization

Level 5 The student clearly describes the The delivery is There is strong evidence of
question studied and provides strong engaging, and preparation, organization,
reasons for its importance. Specific sentence structure is and enthusiasm for the topic.
information is given to support the consistently correct.
conclusions that are drawn and Eye contact is made
described. and sustained
throughout the
presentation.

Level 4 The student describes the question The delivery and There is evidence of
studied and provides reasons for its sentence structure are preparation, organization,
importance. An adequate amount of generally correct and and enthusiasm for the topic.
information is given to support the there is intermittent
conclusions that are drawn and eye contact.
described.

Level 3 The student describes the question The delivery and  There is some indication of
studied and conclusions are stated, but sentence structure are preparation and
supporting information is not very generally correct, but organization.
strong. eye contact does not
occur.

Level 2 The student states the question The delivery and Evidence of preparation and
studied but fails to describe it fully. No sentence structure are organization is lacking.
conclusions are given to answer the understandable, but
question. with some errors.

Level 1 The student makes a presentation  The delivery is difficult  There is no indication of
without stating the question or its to follow. preparation or organization.
importance. The topic is unclear, and
no adequate conclusions are stated.

Level 0 No oral presentation is attempted. No oral presentation is No oral presentation is

attempted. attempted.
 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
College of Teacher Education

Holistic Rubrics is single measure rubrics is used to evaluate the

students' overall accomplishment on an activity or item established on predefined
accomplishment levels. Holistic rubrics may use a percentage or text only scoring
technique. Holistic rubrics highlight the use of specialists to judge performance
assessment. They include a comprehensive assessment of the complicated
qualities of the tasks accepted and are based on the general impression of the
professionals who implement them. Since performing is not a sum of simple
factors, the use of expert holistic rubrics is accepted as a useful evaluation
method.

Analytic Rubrics are two-dimensional rubrics with amounts of

achievement as rows and assessment standards as rows. Allocates you to
evaluate students’ achievements based on various criteria using a single rubric.
You can allocate different value to several criteria and consist of an overall
accomplishment by adding the criteria. Together with analytic rubrics, levels of
achievement present in columns and your evaluation criteria display in rows.
Analytic rubrics may use a point, pattern points, or text only scoring technique.
Points and practice points analytic rubrics may use both text and points to assess
performing; with custom points, each measure may be worth a distinct number of
points. For both points and pattern points an overall score is required based on
the total number of points accomplished. The overall score defines whether the
activity is achieved.
F o r t h i s l e s s o n
managed to u
r u b r i c , A r u b r i c
p r i n c i p l e t h a
r e s u l t . a p r
c r i t e r i a I t i s
t h e t e a c h i n g
 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
College of Teacher Education

lesson, we need to assess the student using a rubric. On my activity in

performance-based task I create that to see how knowledgeable the student in many
ways. Creating a rubric is hard because I need to considerate to my student output.
As a result, I need to be more specific in the activities so that the student did not
struggle to do an activity.