Sistema de Educación Media Superior

Escuela Preparatoria 9

The assessment process for the Teamwork is composed of two parts. The first will be peer evaluation where every member in a
team will evaluate his peers in the same team. The second will be done by the course instructor or the assessment committee which will depend
mainly on the final report and log book submitted by each group. These rubrics are designed for evaluating the role of individuals in acquiring this
skill.

Peer Evaluation Rubrics:

CO-EVALUATION

Category 2 1.5 1 0.5

Contributions Routinely provides useful
ideas when participating in
the group and in classroom
discussion. A leader who
contributes a lot of effort.
Usually provides useful ideas
when participating in the
group and in classroom
discussion. A strong group
member who tries hard!
Sometimes provides useful ideas
when participating in the group
and in classroom discussion. A
satisfactory group member who
does what is required.
Rarely provides useful ideas
when participating in the
group and in classroom
discussion. May refuse to
participate.

Problem-solving Actively looks for and Refines solutions suggested Does not suggest or refine Does not try to solve problems
suggests solutions to by others. solutions, but is willing to try out or help others solve problems.
problems. solutions suggested by others.
Lets others do the work.

Attitude Is never publicly critical of
the project or the work of
others. Always has a positive
attitude about the task(s).
Is rarely publicly critical of
the project or the work of
others. Often has a positive
attitude about the task(s).
Is occasionally publicly critical of
the project or the work of other
members of the group. Usually
has a positive attitude about the
task(s).
Is often publicly critical of the
project or the work of other
members of the group. Is often
negative about the task(s).
 Sistema de Educación Media Superior
Escuela Preparatoria 9
Focus on the Consistently stays focused on
the task and what needs to
task be done. Very self-directed.
Working with Almost always listens to,
shares with, and supports
Others the efforts of others. Tries to
keep people working well
together.
Focuses on the task and
what needs to be done most
of the time. Other group
members can count on this
person.
Usually listens to, shares,
with, and supports the
efforts of others. Does not
cause "waves" in the group.
Focuses on the task and what
needs to be done some of the
time. Other group members must
sometimes nag, prod, and remind
to keep this person on task.
Often listens to, shares with, and
supports the efforts of others,
but sometimes is not a good
team member.
Rarely focuses on the task and
what needs to be done. Lets
others do the work.
Rarely listens to, shares with,
and supports the efforts of
others. Often is not a good
team player.
 Sistema de Educación Media Superior
Escuela Preparatoria 9

Self-Evaluation

Learn Unit:_______________________________________________________________________________

Grade:_____ Group:_____ Turn:_________ Date:____________________________

Student’s name:__________________________________________________________________________________

Teacher’s name: _________________________________________________________________________________

The performance of the students. The generic competences are valued by them within their learning space (classroom), their activities and interactions with other
partners, it is considered: A = very good, B = good, C = bad, D = very bad or insufficient and E = you do not have the relevant competence.
Assessment
areas to evaluate activities A B C D E

1. I clearly understood the objectives, purposes and competences to achieve in each of the Units of
Competence of the course.
2. I participated in debates and discussions among my classmates and in the Online Forum.
Communication 3. I listened to the points of view and participated in the free exhibition of ideas and opinions.
4. I participated actively in class, and contributed ideas and points of view in feedback activities, as well as
in plenary sessions.
5. Resolved doubts about my interventions in class.
6. I participated in class activities and extraclass that the teacher promoted.
1. I acquired new knowledge through individual and collaborative work.
2. I used different learning strategies, and built my own knowledge through various information sources.

3. I completed assignments, assignments and exams in a timely manner.

Educational
processes 4. Develop self-reflection promoted by the teacher and build from it, ideas and concepts.
5. I used technological resources to facilitate the understanding and learning of the topics.

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 Sistema de Educación Media Superior
Escuela Preparatoria 9

6.- I researched, analyzed and applied information from different printed or digital bibliographic sources of
the topics that were discussed in the course.

7. I used the information discussed in class at different times in my daily life.

8. I used the educational materials available to carry out the activities in class (Guides, manuals, readings,
etc.).
1. I respected the diversity of beliefs, values, ideas and social practices among my classmates and the
teacher.

2. I used dialogue as a mechanism to resolve differences or discrepancies between my colleagues and the
teacher.
Attitudes and Values 3. I complied with the rules of work and coexistence that were agreed upon in class.
4. I developed a civic, ethical and ecological awareness, as well as an interest in my school, my community
and my global environment.
5. I expressed my opinions in a framework of respect and tolerance.
6.- My performance in class contributed to a better learning.

Comments and recommendations:

Very good class and excelent teacher

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 Sistema de Educación Media Superior
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RUBRIC FOR PORTFOLIO

Portfolio OPTIMUM SUFFICIENT ADVANCED BASIC INSUFFICIENT

Evaluative
Criteria
Students Expectations Portfolio gives Portfolio gives Portfolio gives Portfolio gives Portfolio lacks all knowledge
knowledge and knowledge and knowledge and knowledge and of the 5 or more Students
personal examples personal examples of personal examples of personal Expectations
of all Students all Students at least 5 of the examples of at
Expectations Expectations Students least 3 of the
Expectations Students
Expectations
Shows knowledge of The use of The use of readings The use of readings There is very There is no use of course
readings and course readings and and course materials and course materials little use of materials through each
material course materials are evident through are somewhat course materials assignment
are evident each assignment evident through each through each
through each assignment assignment a
assignment
Communication All assignments All assignments are Most assignments Some None of the assignments are
are well written well written and are well written and assignments are well written and
and communicate communicate communicate well written and communicate information
information and information and ideas information and communicate and ideas clearly
ideas clearly clearly ideas clearly information and
ideas clearly
Critical Thinking Assignments Assignments Assignments Assignments Assignments demonstrate
demonstrate demonstrate demonstrate show some limited critical thinking
considerable considerable critical considerable critical critical thinking
critical thinking thinking and provide thinking skills skills
and provide links links to resources /
to resources / examples that extend
examples that beyond scope of
extend beyond course.
scope of course.

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 Sistema de Educación Media Superior
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RUBRIC FOR PORTFOLIO

Spelling and Grammar Portfolio has no Portfolio has no Portfolio has few Portfolio has Portfolio has multiple
spelling or spelling or spelling or several spelling spelling or grammatical
grammatical errors grammatical errors grammatical errors or grammatical errors
errors
I Integrity Portfolio Portfolio responses Portfolio responses Portfolio Portfolio responses are
responses accept accept all points of are considerate of responses show disrespectful towards others
all points of views. views. The portfolio differing viewpoints. some and their points of view.
The portfolio demonstrates the Portfolio highlights consideration of Portfolio does not exemplify
demonstrates the integrity and sense of the integrity and and differing the integrity and sense of
integrity and sense community through sense of community, viewpoints community.
of community personal examples. with or without Portfolio begins
through personal personal examples. to touch upon
examples. the integrity and
sense of
community.

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 Speech Rubric
Criterion Rating Rating Rating Rating Score
Excellent Good Satisfactory Needs Improvement
Points 10-9 Points 9-8 Points 8-7 Points 7-6
Introductio (1) Gets attention Meets any three of the Meets any two of the four Meets only one of the four
n (2) Clearly identifies topic four criteria criteria criteria
(3) Establishes credibility
(4) Previews the main points
Body Main points are clear, Main points are Main points Main points
well supported, and somewhat clear, need clarity are not clear
sources are documented some support, and and support and have no support
some documentation lack of and no sources or
sources and documentation
documentation
Conclusion (1) Reviews main points Reviews main points , Brings closure Does not bring closure; the
(2) Brings closure brings audience is left hanging
(3) Memorable closure
Use of Use of language contributes to Use of language does not Use of language causes Use of language is
Language effectiveness of the speech, have negative impact, and potential confusion, inappropriate
and vocalized pauses vocalized pauses and/or vocalized pauses
(um uh er etc.) (um uh er etc.) (um uh er etc.)
not distracting not distracting are distracting

Body Body language, gestures, and Body language, Body language, Body language, gestures, and
language facial expressions gestures, and facial facial expressions and facial expressions are lacking or
adds greatly to the message expressions compliment gestures inappropriate
message lack variety and
spontaneity

Clarity Speaks clearly and distinctly all Speaks clearly and Speaks clearly and Often mumbles or can not be
the time with no distinctly nearly all the distinctly most of the time understood with more than
mispronounced words time with no more than with no more than two three mispronounced words
one mispronounced word mispronounced words
Topic is Topic is specific, Topic is clear appropriate Topic lacks clarity No specific
specific, appropriate and and and focus purpose--inappropriate for
adapted somewhat adapted needs adapting to audience or
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 follows audience occasion
assignment
Adapted to
audience
Visual Aids Visual aids well chosen and Minor problems with Significant problems with No visual aids
presented visual aids visual aids
Time Within allotted time Within 10% of allotted Within 20% of allotted Not within 20% of allotted time
time time

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 Points Score Points Score Points Score
90 15 59 9.83 28 4.67
89 14.8 58 9.67 27 4.5
88 14.67 57 9.5 26 4.33
87 14.5 56 9.33 25 4.17
86 14.33 55 9.17 24 4
85 14.17 54 9 23 3.83
84 14 53 8.83 22 3.67
83 13.83 52 8.67 21 3.5
82 13.67 51 8.5 20 3.33
81 13.5 50 8.33 19 3.17
80 13.33 49 8.17 18 3
79 13.17 48 8 17 2.83
78 13 47 7.83 16 2.67
77 12.83 46 7.67 15 2.5
76 12.67 45 7.5 14 2.33
75 12.5 44 7.33 13 2.17
74 12.33 43 7.17 12 2
73 12.17 42 7 11 1.83
72 12 41 6.83 10 1.67
71 11.83 40 6.67 9 1.5
70 11.67 39 6.5 8 1.33
69 11.5 38 6.33 7 1.17
68 11.33 37 6.17 6 1
67 11.17 36 6 5 0.83
66 11 35 5.83 4 0.67
65 10.83 34 5.67 3 0.5
64 10.67 33 5.5 2 0.33
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 63 10.5 32 5.33 1 0.17
62 10.33 31 5.17 0 0
61 10.17 30 5
60 10 29 4.83

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 Sistema de Educación Media Superior
Escuela Preparatoria 9

RUBRIC FOR VIDEO

VIDEO 20
EVALUATIVE EXCELLENT
CRITERIA
CONTENT It covers all the topics in
depth with details and
examples. The knowledge
of the topic is excellent.
ORIGINALITY The product shows great
originality. The ideas are
creative and witty.
USE OF LANGUAGE There are not any mistakes
in spelling or grammar.
VIDEOGRAPHY INTEREST A lot of different shots,
different scenography and
costumes, and adecuate
use of creativity and
originallity.
VIDEOGRAPHY CLARITY The ocerall quality of the
video and the focus were
excellent
10 5 1
GOOD FAIR WEAK
NEED IMPROVEMENT LOW PERFORMANCE
It includes basic It includes essential The content includes
knowledge about the information about the minor details and has
topic. The content seems topic, but I has 1- 2 several mistakes in the
to be good. mistakes in the facts. fact.
The product shows Uses ideas from other He/ she uses ideas from
certain originality. It people (quoting them), but other people without
shows of new ideas and there is little evidence of quoting them.
shrewdness. original ideas.
Three or fewer spelling Four spelling of grammar More than four spelling or
mistakes or punctuation mistakes. grammar mistakes.
mistakes.
Several (2-4) and One or two different Little efforts have been
different shoots, shoots, little use of made.
different scenography scenography and costumes
and costumes, and use (1-2) little of creativity and
of creativity and originallity
originallity.
Most of the quality of The quality of the video is The quality and the focus
the video and the focus not very good but overall are not very good.
were good, but still some focus was excellent.
things missing.

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 Sistema de Educación Media Superior
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CRITERIA
PHYSICAL FEATURES
1. School background
2. Student’s stages (Past,
present, future)**
3. Group Memories
4. Goodbye
ACCURATE DEFINITIONS
AND LABELS
NEATNESS AND COLOR
AND IMAGES
SPELLING / GRAMMAR
CREATIVITY
SCHOOL YEARBOOK
15
EXCELLENT
All features in the yearbook
are drawn correctly. There is
3 different stages per
student (past, present and
future)
All physical features are
defined correctly. All physical
features are correctly
labeled.
There are at least 30
different pictures of the
whole group during the six
semesters. All the work is
neat and colorful. Pictures
and captions are easy to
read.
All physical features are
written correctly. The
grammar and information
are well written.
Very creative and time
organized.
10
GOOD
Most features in the
yearbook are correct.
There is 2 different stages
per student (past, present
or future)
Most physical features are
defined correctly. All
physical features are
correctly labeled.
Information is missing.
There are less than 30
different pictures of the
whole group during the six
semesters.
Most work is neat and
colorful. Pictures and
captions are easy to read.
Most physical features are
written correctly. The
grammar and information
are quite well written.
Quite creative and
organized.
5 1
FAIR
Many features in the
yearbook are NOT correct.
There is 1 stage per
student (past, present or
future)
Many physical features are
NOT defined correctly or
NOT labeled correctly.
Information is missing.
There are at least 10
different pictures of the
whole group during the six
semesters.
Most work is not neat and
colorful. Pictures and
captions are difficult to
read.
Most physical features are
NOT written correctly. The
grammar and information
are NOT well written.
Not that creative and not
that organized.
WEAK
Many features in the
yearbook are NOT correct.
There are not any stages per
student.
Many physical features are
NOT defined correctly or
NOT labeled correctly.
Information is missing.
There are no pictures of the
whole group during the six
semesters.
Work is sloppy or lacks
pictures and captions are
not understandable or
readable.
Many physical features are
NOT written correctly. The
grammar and information
are NOT well written.
Not creative and not
organized.

**2.1 (Name, age, hobbies, tastes, likes and dislikes, where were you born, a memory from your past, favorite subjects, favorite song or movie at the moment…)
**2.2 (What do you like about school, friends, family, how do you spend time now, what High School has meant to you…) **2.3 (What are you planning to do after
High School, projects, dreams, resolutions, etc)

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Didactic Game // Rally Rubric

Student: _______________________________ Date: _________

Excellent Good Fear Weak

Criteria

1. Team work Each one contributed to his/her Student contributes to the team Good job individually, however, Student only works individually.
team; he/she always helped individually; however, he/she he/she collaborated little with
his/her teammates. didn´t always collaborate. his/her group.

2. Diagrams, Very clear and detailed, they Very detailed, but students Diagram, drawing or element The diagram, drawing or game
drawings and help a lot so that the student need a little more organization for the game meet the element have very little
elements for understands what must be and clarity. objectives but needs to be information and is not easy to
the game. done. improved. understand.

3. Use of The student and his/her team Some details were missing Some steps present errors Many errors in procedure and
language perform correctly explaining the regarding the use of the English during the procedure and the order of use of the English
procedure in English. language during the use of the English language. language.
proceedings.

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4. Creativity The procedure was very Quite creative but some details Not that creative and some Nothing creative and has many
creative in terms of order and were missing in terms of order steps have errors in the order errors in order and execution.
execution. and execution. and execution.

5. Use of The student and his/her team Some details were missing They lacked many details Lots of mistakes in English
English correctly use English grammar regarding the correct use of regarding the correct use of grammar and vocabulary in
grammar and and vocabulary in their game English grammar and English grammar and their game and they don't invite
vocabulary and invite their classmates to vocabulary in their game, and vocabulary in their game and their classmates to practice it.
practice it. they invite their classmates to they do not invite their
practice it. classmates to practice it.

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 Sistema de Educación Media Superior
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ATTITUDES AND VALUES RUBRIC

Attitudes / Optimal Sufficient Advanced Basic Deficient

Values

Hands in tasks Hands in tasks Hands in tasks Hands in tasks Hands in tasks
on time and on time and on time and on time and on time and
completes 100% completes 90% completes 75% completes 60% completes 50%
of the activities in of the activities in of the activities in of the activities in of the activities
a neat and a neat and a neat and a neat and Lacks neatness
Attitudes organized organized organized organized and organization.
towards manner. manner. manner. manner.
Classwork
Participates in Participates in Participates in
Participates in
events related to events related to events related to
Participates in events related to
the subject. the subject. the subject.
events related to the subject.
the subject.

Attends to 100% Attends to 90% Attends to 75% Attends to 60% Attends to less
of clases in a of clases in a of clases in a of clases in a than 60% of
Punctuality
punctual way. punctual way. punctual way. punctual way. clases in a
punctual way.

100% of clases: 90% of clases: 75% of clases: 50% of clases: Less than 50% of
the classes:
Maintains a Maintains a Maintains a Maintains a
positive attitude, positive attitude, positive attitude, negative attitude, Maintains a
Cooperative and collaborates with collaborates with collaborates with does not negative attitude,
Collaborative responsibility. responsibility. responsibility. collaborates with does not
learning responsibility. collaborates with
Works very well Works well in Works partially responsibility.
in teams. teams. well in teams. Works partially
well in teams. Does not work in
teams.

Promotes a Promotes a Promotes a Promotes a Promotes a

respectful respectful respectful respectful disrespectful
atmosphere atmosphere atmosphere atmosphere atmosphere
among team among team among team among team among team
Respect
mates, teacher mates, teacher mates, teacher mates, teacher mates, teacher
and classmates and classmates and classmates and classmates and classmates
in all the tasks. in the majority of in most in rare ocassions. in most
tasks. ocassions. ocassions.

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 Sistema de Educación Media Superior
Escuela Preparatoria 9

RUBRIC FOR BOOK

ADVANCED
OPTIMUM SUFFICIENT BASIC INSUFFICIENT

Use Vocabulary The sentences and All sentences are Most are Many fragments
correctly are complete, complete with well-constructed are poorly made.
The sentences and are built well and built well (There sentences.
complete, built well and good structure isn’t fragments Exercises need
good structure from sentences, some work.
it’s not written
fastly.) The
exercises are
made correctly-
The student does the student The student The student
Orthographically well not make commits ONE OR commits THREE commits four or
The student does not grammatical TWO grammatical OR FOUR more grammatical
make grammatical errors errors grammatical errors
errors errors.

Develops activities of Performs all Not perform two Not perform FOUR Not perform FIVE
HIS/HER choice activities of the activities of the activities of the or more activities
Performs all activities of unit. unit. unit of the unit.
the unit.

Underline or circle the Underline Underline or circle Underline or circle Just underline or
most important important almost the most some Outstanding circle or he/she
Underline important concepts or ideas. important. concept or idea. uses it too much.
concepts or ideas

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 RUBRIC FOR
BOOK
OPTIMUM SUFFICENT ADVANCED BASIC INSUFFICIENT

Use Vocabulary The sentences and All sentences are Most are Many fragments
correctly are complete, complete with well-constructed are poorly made.
The sentences and are built well and built well (There sentences.
complete, built well and good structure isn’t fragments Exercises need
good structure from sentences, some work.
it’s not written
fastly.) The
exercises are
made correctly-

The student does the student The student The student

Orthographically well not make commits ONE OR commits THREE commits four or
The student does not grammatical TWO grammatical OR FOUR more grammatical
make grammatical errors errors grammatical errors
errors errors.

Develops activities of Performs all Not perform two Not perform FOUR Not perform FIVE
HIS/HER choice activities of the activities of the activities of the or more activities
Performs all activities of unit. unit. unit of the unit.
the unit.

Underline or circle the Underline Underline or circle Underline or circle Just underline or
most important important almost the most some Outstanding circle or he/she
Underline important concepts or ideas. important. concept or idea. uses it too much.
concepts or ideas

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