Subject Assessment

Give five examples of performance task in the areas of mathematics, physical education, science and
English that you have plan to teach. Develop a scoring rubric using holistic rubric and analytic rubric.

Mathematics
1. Adding Numbers
This problem gives you the chance to:
• work with different methods of adding

There are many different ways to add numbers.

Here is one way to add the numbers 55 and 58.
55
+ 58
113

1. Below are some different ways of adding 55 and 58. Most are correct but some are wrong! If
you think that a statement is correct, draw a ring around the word Correct. If you think that a
statement is wrong draw a ring around the word Wrong. Under each statement show why you
think that it is correct or wrong.

a. Double 50 then add 8 then add 5. Correct Wrong

b. Start with 58 then add 50 then add 5. Correct Wrong

c. Double 58 then subtract 3. Correct Wrong

d. Start with 55 then add 60 then subtract 2. Correct Wrong

e. Add 5 and 8 then add 100. Correct Wrong

f. Add 50 and 60 then subtract 5 and subtract 2. Correct Wrong

HOLISTIC RUBRIC FOR ADDING NUMBERS

Description Points Learners
Points
Shows calculation such as: Correct and 50+50=100 100+8+5=113 1
Shows calculation such as: Correct and 58+50=108 108+5= 113 1
Shows calculation such as: Wrong and 55+55=110 110+8=118 2
Shows calculation such as: Correct and 58+58=116 116-3=113 1
Shows calculation such as: Correct and 55+60=115 115-2=113 1
Shows calculation such as: Correct 5+8=13 13+100=113 1
Shows calculation such as: Wrong and 50+60=110 110-5-2=103 2
Total Points 9
ANALYTIC RUBRIC FOR ADDING NUMBERS
1 – Needs Improvement 2- Fair 3-Good 4-Excellent
Understanding Does not understand Understands Understands all of Shows excellent
of Content the problem part of the the problem understanding of
problem the problem, and
extends their
thinking beyond
the problem
Strategies No strategies shown Shows some Tries at least two Tries at least two
evidence of strategies and strategies to
thinking, but shows some confirm the work,
only tries one evidence of all evidence shown
strategy thinking
Computations Incorrect or no solution Incorrect Incorrect solution, Correct solution
solution, several but only due to All computations
computational minor errors in are correct
errors computation
Written Not neat Disorganized Uses some math Mostly neat and Clear, well
Presentation on the page, hard to symbols and easy to organized
understand No use of language understand response Excellent
math symbols or math Somewhat Correct use of use of math
language messy or unclear math symbols and symbols and
language language

2. Parking Cars
This problem gives you the chance to:
• interpret a bar graph

This bar chart shows the number of cars parked in the multi-level parking garage at a shopping
center today. Each floor holds up to 50 cars.

50
Number of 40
Cars 30
20
10

1 2 3 4 5 6 7 8
Floor number

1. On which floor are the most cars parked? ____________

 How many cars are there on this floor? ____________
2. On which two floors are the same number of cars parked?
Floors __________ and __________
3. How many more cars are parked on Floor 1 than on Floor 8? _________
4. How many cars, in all, are parked on the parking garage? __________
Show how you figured this out.
5. Fifteen more cars come into the parking garage.
Show these cars on the graph, parking them in the lowest floors.

Explain why you parked these cars in this way.

_____________________________________________________________________
_____________________________________________________________________

HOLISTIC RUBRIC FOR PARKING CARS

Description Points Learners
points
Gives correct answer : Floor 1 and 50 1
Gives correct answer : 3 and 4 1
Gives correct answer : 40 1
Gives correct answer : 150 1
Shows work such as: 50+40+25+25+10=150 1
Accept “I counted them” id student has given 150. 1
Draws 15 more cars on the block graph.
10 cars on floor number 2 and 5 cars on floor number 3 1

Gives a correct reasoning for their positioning 1

Total Points 8
ANALYTIC RUBRIC FOR PARKING CARS
1 – Needs Improvement 2- Fair 3-Good 4-Excellent
Understanding Does not understand Understands Understands all of Shows excellent
of Content the problem part of the the problem understanding of
problem the problem, and
extends their
thinking beyond
the problem
Strategies No strategies shown Shows some Tries at least two Tries at least two
evidence of strategies and strategies to
thinking, but shows some confirm the work,
only tries one evidence of all evidence shown
strategy thinking
Computations Incorrect or no solution Incorrect Incorrect solution, Correct solution
solution, several but only due to All computations
computational minor errors in are correct
errors computation
Written Not neat Disorganized Uses some math Mostly neat and Clear, well
Presentation on the page, hard to symbols and easy to organized
understand No use of language understand response Excellent
math symbols or math Somewhat Correct use of use of math
language messy or unclear math symbols and symbols and
language language

3. Boxing the Pots

This problem gives you the chance to:
 Select and use operations in real life situation
 Use customary units of measurements

At the Garden Center Mr. Garcia is putting plant pots into boxes ready to take to market.

The diameter of each plant is 3 inches.

Each box measures 9 inches by 15 inches 3 inches

15 inches

9 inches
 1. How many pots can Mr. Garcia arrange along the side of the box that measures 15 inches? ____
2. How many pots can Mr. Garcia arrange along the side of the box that measures 9 inches? _____
3. How many pots will the box hold? ______
Show hoe you figure it out.

HOLISTIC RUBRIC FOR BOXING THE POTS

Description Points Learners
Points
Gives perfect answer such as: 5 1
Gives perfect answer such as: 3 1
Gives perfect answer such as: 15 1
Shows 5x3 or
Draw a diagram showing pots correctly placed in a box 1

Gives perfect answer such as: 1

Length 16” or 24” or 48”
Width 12” or 8” or 4”

Explain the shape of array. 1

e.g. 4x3 pots or 6x2 pots or 12x1 pots

Shows how you calculate atleast one array 1

Total Points 7
ANALYTIC RUBRIC FOR BOXING THE POTS
1 – Needs Improvement 2- Fair 3-Good 4-Excellent
Understanding Does not understand Understands Understands all of Shows excellent
of Content the problem part of the the problem understanding of
problem the problem, and
extends their
thinking beyond
the problem
Strategies No strategies shown Shows some Tries at least two Tries at least two
evidence of strategies and strategies to
thinking, but shows some confirm the work,
only tries one evidence of all evidence shown
strategy thinking
Computations Incorrect or no solution Incorrect Incorrect solution, Correct solution
solution, several but only due to All computations
computational minor errors in are correct
errors computation
Written Not neat Disorganized Uses some math Mostly neat and Clear, well
Presentation on the page, hard to symbols and easy to organized
understand No use of language understand response Excellent
math symbols or math Somewhat Correct use of use of math
language messy or unclear math symbols and symbols and
language language

4. Peanuts and ducks

This problem gives you the chance to:
 Solve word problems
 Learn to analyze word problems

PEANUTS AND DUCKS

Lee bought a bag of 15 peanuts to feed the ducks. When he got to the lake he saw 6
ducks and 6 more came. He wants to give each duck one peanut.

1. Does he have enough peanut to give each duck a peanut? ________

 Show how you found the answer using words, numbers or pictures.
2. How many will be left to Lee? _______
Explain your answer in words or a number sentence.

HOLISTIC RUBRIC FOR PEANUTS AND DUCKS

Description Points Learners
points
Gives perfect answer such as: Yes and 1
Correct explanation like:
Match Peanuts to ducks 1
Or
6/6=12, 15 is more than 12 or
12+3=15 or
15-3=12

(twelve ducks represented by pictures or numbers 1

Gives perfect answer such as: 3 and 1

Correct explanation like: 1

15-12=3 or
15-3= 12 or
12=3=15
Total Points 5

ANALYTIC RUBRIC FOR PEANUTS AND DUCKS

1 – Needs Improvement 2- Fair 3-Good 4-Excellent
Understanding Does not understand Understands Understands all of Shows excellent
of Content the problem part of the the problem understanding of
problem the problem, and
 extends their
thinking beyond
the problem
Strategies No strategies shown Shows some Tries at least two Tries at least two
evidence of strategies and strategies to
thinking, but shows some confirm the work,
only tries one evidence of all evidence shown
strategy thinking
Computations Incorrect or no solution Incorrect Incorrect solution, Correct solution
solution, several but only due to All computations
computational minor errors in are correct
errors computation
Written Not neat Disorganized Uses some math Mostly neat and Clear, well
Presentation on the page, hard to symbols and easy to organized
understand No use of language understand response Excellent
math symbols or math Somewhat Correct use of use of math
language messy or unclear math symbols and symbols and
language language

5. Half and Half

These shapes show halves. One half of the shape is colored and one half of the shape is
uncolored.

YES NO YES NO YES NO

2+2=4 2+2=4 2+2=4

These shapes do not show halves

YES NO YES NO YES NO

3+2=5 3+2=5 3+2=5

Look at the three shapes below and on the next page. Find out if you can color in one half of the shape.
Circle “yes” or “no” below the shape. Then, write an addition sentence that describes how you colored
in the shape.

1. 2.

YES NO YES NO

__ + __ =__ __ + __ =__

3.

YES NO

__ + __ =__

4. How can you tell by looking at a shape that it can be colored to show half?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

HOLISTIC RUBRIC FOR PEANUTS AND DUCKS

Description Points Learners
points
Correct drawing that shows halves 2
Explains their answers very well 1
got 2 or 3 mistakes 1
did not understand the problem 1
Total points 5
ANALYTIC RUBRIC FOR PEANUTS AND DUCKS
1 – Needs Improvement 2- Fair 3-Good 4-Excellent
Understanding Does not understand Understands Understands all of Shows excellent
of Content the problem part of the the problem understanding of
problem the problem, and
extends their
thinking beyond
the problem
Strategies No strategies shown Shows some Tries at least two Tries at least two
evidence of strategies and strategies to
thinking, but shows some confirm the work,
only tries one evidence of all evidence shown
strategy thinking
Computations Incorrect or no solution Incorrect Incorrect solution, Correct solution
solution, several but only due to All computations
computational minor errors in are correct
errors computation
Written Not neat Disorganized Uses some math Mostly neat and Clear, well
Presentation on the page, hard to symbols and easy to organized
understand No use of language understand response Excellent
math symbols or math Somewhat Correct use of use of math
language messy or unclear math symbols and symbols and
language language
Name: Total points:

2. PHYSICAL EDUCATION

1. To perform the Basic Loco Motor Pattern (Jump, Run, and walking)
ANALYTIC RUBRIC FOR BASIC LOCO MOTOR PATTERN
Description Learners
Points
able to perform all of the Basic Locomotors pattern 2
(Jumping)
able to perform all of the Basic Locomotors pattern 2
(running)
able to perform all of the Basic Locomotors pattern 2
(walking)
unable to perform all of the basic locomotor patterns 1
not assessed at this time 1
Must be able to repeat 4 consecutive cycles in 60 foot 2
span.

Basic Locomotor
Pattern
*Walk
*Run
*Jump

HOLISTIC RUBRIC BASIC LOCO MOTOR PATTERN

Activity Mastery Near mastery Remediation

(3) (2) (1)
WALKING  Looks straight  May become  Not watching
ahead and is distracted by surroundings
aware of all others and  Arms and feet
surroundings lose fluency are not fluent
 Opposite hand of movement with
with opposite leg  Feet and arm movement
 Going at the sometimes  Does not go at
correct place fluent with the correct
movement pace at all.
Jumping  Looks straight  May become  Not watching
ahead and is distracted by surroundings
aware of all others and  Arms and feet
surroundings lose fluency are not fluent
 Opposite hand of movement with
with opposite leg  Feet and arm movement
 Going at the sometimes  Does not go at
correct place fluent with the correct
movement pace at all.

Activity Mastery Near mastery Remediation

(3) (2) (1)
Run  March high lift  Knees lifting  Does not
knees to waist is not that march high
 Push your toes off high  Not pushing
the ground  Chin is facing your toes to
 Keeps chin the ground the ground
straight ahead
 2. To perform the Proficient Loco Motor Pattern (Skip, hop, gallop)

Description Learners
Points
able to perform all Proficient Locomotors Patterns 2 ANALYTIC RUBRIC
(Skip) FOR PROFICIENT
able to perform all of the Proficient Locomotors pattern 2 LOCO MOTOR
(hop) PATTERN

able to perform all of the Proficient Locomotors pattern 2

(Gallop) Loco motor
Proficient
 Skip
MINIMAL= unable
*hop to perform all of the basic locomotor 1
patterns Gallop
BLANK=not assessed at this time 1
Must be able to repeat 4 consecutive cycles in 60 foot 2
span.
HOLISTIC RUBRIC PROFICIENT LOCO MOTOR PATTERN

Activity Mastery Near mastery Remediation

(3) (2) (1)
Skip  Perform  Sometimes  May only hop
coordinated misses a stop. on one foot
movement on Hop. Every and not the
case “Stop. Hop. now and then other
Stop. Hop”  May just run

Gallop  Step forward with  Sometimes  May only hop

lead foot followed misses a stop. on one foot
by a step with the Hop. Every and not the
tailing foot now and then other
 The back foot  May just run
never passes the
front foot

hop  Springing foot  Can spring  Falls down

from one foot to foot from one when landing
the same foot foot to the with one foot
 Keep your non- same foot  Cannot jump
bending foot bent oftentimes while bending
with your foot  Cannot one knee
behind you balance
 Lands softly on standing in
your toes and one foot
bend your knees
when you land
 3. To perform the Advanced Loco Motor Pattern (Slide, Leap)

ANALYTIC RUBRIC FOR PROFICIENT LOCO MOTOR PATTERN

Description Learners
Points
able to perform all Proficient Locomotors Patterns 3
(Slide)
able to perform all of the Proficient Locomotors pattern 3
(leap)

MINIMAL= unable to perform all of the basic locomotor 1

patterns
BLANK=not assessed at this time 1
Must be able to repeat 4 consecutive cycles in 60 foot 2
span.

Advanced Locomotor
Pattern
Slide
Leap

HOLISTIC RUBRIC PROFICIENT LOCO MOTOR PATTERN

Activity Mastery Near mastery Remediation

(3) (2) (1)
 slide  Stand sideways to  Not keeping  Cannot follow
the direction you the body the proper way
want to travel upright and of sliding
 Keep your body look in the
upright and look direction of
in the direction of travel
travel  Stepping
 Step sideways sideways with
with your front the front foot
foot in the path not I the path
you want to move you want to
move
leap  stand with feet  sometimes  jumping off
and shoulder standing with with both foot
width apart feet and together
 bend knees shoulders not  do not bend
slightly apart knees slightly
 do a long jump off  does not bend
one foot and land knees
on the opposite
foot

4. SCIENCE

To make a presentation about the 4 stages of the water cycle (be creative)
What are the 4 stages of the water cycle? The water cycle can be separated into 4 different stages.

Evaporation
The first stage in the water cycle is called evaporation. During this stage, the heat from the
sun causes water found in rivers, lakes, and oceans to turn from liquid to gas.
We often think about evaporation as the water disappears, but it’s important to teach
kindergartners that water never truly disappears. Evaporated water is in the form of a gas and it
collects in the sky to form clouds.
For some hands on experimentation with this stage of the water cycle, have children put
water in a clear cup and mark the water line on the outside of the cup. Place the cup outside in a
sunny spot for the day.
The next day, check to see if the water in your cup is at the same level. As long as it did not rain,
you should notice that some of the water has evaporated.

Condensation
The second stage in the water cycle is called condensation. Condensation happens when
the water vapor (gas) in the clouds becomes cold enough to form water droplets.
One really fun way to teach your kindergartners about condensation is to make ice cream floats!
First, give each child a cup and a straw. Then, fill each cup halfway with cold soda or root beer.
Next, add a scoop of vanilla ice cream to each cup.

Precipitation
The third stage in the water cycle is called precipitation. Unlike evaporation and
condensation, most kindergartners are somewhat familiar with precipitation.
In this stage, water falls from the sky in various forms of precipitation:

 Rain
 Sleet
 Snow
 Hail

Collection
The final stage of the water cycle is often called the collection stage. At this stage, the
precipitation that falls from the sky is gathered into oceans, lakes, rivers, and even the rain
puddles our little ones love so much.
After water is collected into Earth’s rivers and lakes, the process begins again. The water cycle
keeps repeating and it never ends!

HOLISTIC RUBRIC FOR WATER CYCLE

CATEGORY 4 3 2 1
PRESENTATION Well-rehearsed Rehearsed with Delivery not Delivery not
and smooth fairly smooth smooth but able smooth and
delivery that holds delivery that holds to maintain audience attention
audience attention audience attention interest in often lost
most of the time audience most of
the time
REQUIREMENT All requirement All requirements Our requirement More than one
are meet and are met was not requirement was
exceeded completely meet not completely
met
CONTENT Covers topic in Includes essential Includes essential Content is minimal
depth with details knowledge about information about or there are
and example. the topic. Subject the topic but there several factual
Subject knowledge knowledge are 1-2 factual errors
is excellent appears to be errors
good
ORGANIZATION Content is well Uses headings or Content is logically There was no clear
organized using bulleted list to organized for the or logical
headings or organize, but the most part organizational
bulleted lists to overall structure, just lots
group related organization of of fact
material topics appear in
flawed.

ANALYTIC RUBRIC FOR WATER CYCLE

CATEGORY 3 2 1 POINTS
EARNED
CREATION OF The learners The learners The learners correctly
DIAGRAM correctly creates correctly creates creates the water cycle
the water cycle the water cycle diagram with more than
diagram to include diagram with one one error in the drawing
in different stages error in the the different stages of the
of the water cycle drawing the water cycle
different stages of
the water cycle
LABELING OF The learners labels The learners labels The learners labels none
DIAGRAM all the 4 stages of the 3 stages of stages of water cycle
water cycle water cycle
WRITTEN Learners written Learners written Learners written
DESCRIPTION OF description of the description of the description of the water
THE TOPIC water cycle water cycle cycle does not include any
includes all four includes atleast of the four stages of the
stages and they two stages and water cycle and does not
are correctly does not correctly correctly described the
described described stages

2, Human Body Parts

 To identify the different parts of the body

ANALYTIC RUBRIC FOR HUMAN BODY PARTS

CATEGORY 3 2 1 POINTS
EARNED
CREATION OF The learners The learners The learners correctly
DRAWING correctly draws correctly draws draws the Human Body
the Human Body the Human Body parts with none of the
parts with the parts with the half arrows pointing the body
rights arrows of the rights part that needs to be
pointing the body arrows pointing identified
part that needs to the body part that
be identified needs to be
identified
LABELING OF The learners labels The learners labels The learners none of
DRAWING all the all human half of human human body parts that
body parts that body parts that needs to be identified
needs to be needs to be
identified identified

WRITTEN Learners written Learners written Learners written

DESCRIPTION OF description of the description of the description of the human
THE TOPIC human body parts human body parts body parts include none
include all that is include half that is that is pointed with an
 pointed with an pointed with an arrow
arrow arrow

HOLISTIC RUBRIC FOR HUMAN BODY PARTS

CATEGORY 4 3 2 1
PRESENTATION Well-rehearsed Rehearsed with Delivery not Delivery not
and smooth fairly smooth smooth but able smooth and
delivery that holds delivery that holds to maintain audience attention
audience attention audience attention interest in often lost
most of the time audience most of
the time
REQUIREMENT All requirement All requirements Our requirement More than one
are meet and are met was not requirement was
exceeded completely meet not completely
met
CONTENT Covers topic in Includes essential Includes essential Content is minimal
depth with details knowledge about information about or there are
and example. the topic. Subject the topic but there several factual
Subject knowledge knowledge are 1-2 factual errors
is excellent appears to be errors
good
ORGANIZATION Content is well Uses headings or Content is logically There was no clear
organized using bulleted list to organized for the or logical
headings or organize, but the most part organizational
bulleted lists to overall structure, just lots
group related organization of of fact
material topics appear in
flawed.

3. ENGLISH
1. Write an essay about “Why do you want to become a good teacher?”

HOLISTIC RUBRIC FOR WRITING AN ESSAY

Rating Description Learners

points
Inadequate The essay has atleast one serious weakness. It may be
(1) unfocused, undeveloped, or rambling. Problem of the use of
language may interfere with the reader’s ability to
understand what is being communicated.
Developing The essay may be somewhat be unfocused, undeveloped, or
Competence rambling, but does not have some coherence. Problem of
(2) the use of language occasionally interfere with the reader’s
ability to understand what is being communicated.
Acceptable The essay is generally focused and contains some
(3) development of ideas, but the discussion may be simplistic
 or repetitive. The language lack Syntactic complexity and
may contain occasional grammatical errors, but the reader is
able to understand what is being communicated.
Sophisticated The essay is focused and clearly organized, and it shows
(4) depth of development. The language is precise and shows
syntactic variety, the ideas are clearly communicated to the
reader.
Total Points:

ANALYTIC RUBRIC FOR WRITING AN ESSAY

Little or no Control Inconsistent Reasonable control Consistent control

(1) (2) (3) (4)
Composing No clear Not focused Once Focused on
Idea on one idea central idea central idea
Some Well
elaboration elaborate
Well
organized
Style Not Basic Reasonable Well-
controlled vocabulary not well vocabulary chosen
chosen Reasonable vocabulary
Flat or information Good
inconsistent tone sentences variety
Sentence Word order Words Mostly Good word
formulation often incorrect usually in correct correct word order order
Sentence order Some Complete,
formation incorrect Sentence sentence fragment standard
formation mostly sentences
correct Effective
use of
connectedness
(and, but, first,
then, etc..)
usage Often Some errors Good word Effective
changes tense with word agreement and use of
agreement (singular, word endings capitalization,
plural) and word punctuation,
meaning spelling, and
formatting
(paragraph, etc..)
Mechanics Misspells Some error Mostly
even simple words with spelling and effective use of
punctuation, which Mechanics
make it difficult to A few
understand the errors which do
meaning not harm the
meaning
 2. Choose a Story (favorite story book, favorite movie) be creative you can use props for your
story and share it to the class.

ANALYTIC RUBRIC FOR STORY TELLING

Comprehension Exemplary Accomplished Developing Beginning

Elements 4 3 2 1
Knows the story  Knows the  Knows the  Knows some of  Does not
story well story pretty the story know the
 Has obviously well  Has not story
practice  Some practice practice  Reads notes
telling stories may use notes  Relies on notes
 Speaks with  Fairly  Appeared
confidence confident uncomfortable
Voice  Always speaks  usually speaks  May speak to  speak to
loudly, slowly, loudly, slowly, softly or softly or
and clearly and clearly rapidly, rapidly,
 Correct  Correct mumbles mumbles
punctuation punctuation occasionally  Incorrect
explains does not  Incorrect punctuation
unfamiliar explains punctuation of does not
words unfamiliar some words, know
words does not unfamiliar
explain words
unfamiliar
words
Duration  Story last 5-7  Story has less  Story has less  Story has less
minutes than 5 or than 4 or more than 3 or
more than 7 than 8 minutes more than 9
minutes minutes
Audience Contact  Story teller  Story teller  Story tellers  Story teller
looks at the looks at a few told to 1 or 2 does not
audience, people in the people in the look at the at
involves them audience, only audience the audience
with few with  No attempt
questions questions to involve
audience
with
questions
Pacing  Story told at  Story told  Story dragged  Story told at
the well, but or rushed in one pace
appropriate some parts several parts  No
pace , may be excitement
depending on rushed or
the storyline dragged in
some parts
HOLISTIC RUBRIC FOR STORY TELLING

Rating Description Learners

points
Inadequate The story teller is not focused and doesn’t know what
(1) he/she is telling, the story teller reads his/her notes
Developing The story teller knows some of the story, cannot deliver the
Competence story without looking at her notes occasionally
(2)
Acceptable The story teller is fairly confident , and has practiced and
(3) looks at his/her notes often
Sophisticated The story teller knows the story very well, and has practiced
(4) his/her story, speaks confidently and speaks loudly, slowly
and clearly
Total Points: