NAME ________________________________________ DATE SUBMITTED

____________________
Exercise Number 4
1. Make a checklist in the psychomotor domain (developmental, observation, and process) and one (1) in affective
domain.
PSYCHOMOTOR DOMAIN

DEVELOPMENTAL CHECKLIST: ORAL COMMUNICATION

Name: Year and Section:

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5

Speaks nervously Speaks in full Speaks in a well- Speaks firmly and Volunteers to take
sentences modulated voice with confidence part in speaking
without stuttering events at school

Date Observed: Date Observed: Date Observed: Date Observed: Date Observed:
_______________ _______________ _______________ _______________ _______________
OBSERVATION CHECKLIST: PERFORMANCE IN SPEECH CHOIR

Name: Year and Section:

Observed Not Observed
1. Excellent use of voice, fluency, and pitch

2. Pronounces words correctly.

3. Use appropriate and creative body movements

4. Presents and internalized the intention of the

poem correctly.

5. Shows mastery of the piece

 PROCESS CHECKLIST: PUBLIC SPEAKING

Name: Year and Section:

Observed Not Observed
1. Write an outline and a script

2. Dividing speech's ideas into chunks

3. Read the speech aloud

4. Practice taking a deep breath for short breaks

between each section while delivering, to reduce
stress.

5. Rehearse without relying on notes.

AFFECTIVE DOMAIN

OBSERVATION CHECKLIST: COLLABORATIVE LEARNING (GROUP REPORT)

Name: Year and Section:

Observed Not Observed

1. Understanding each cultural difference

 2. Appreciating different beliefs in culture

3. Listening to one another cultural beliefs.

4. Learning from diverse ideas.

5. Incorporate different beliefs gathered, into

one idea.

2. Make a rating scale in the psychomotor domain (developmental, observation, and process) and one (1) in the affective domain .
PSYCHOMOTOR DOMAIN

Directions: Please rate the reader whose name is written above. Put a check on the option that best describes the
oral reading performance.
5- Outstanding
4- Above Average
3- Average
2 - Below Average
1- Poor
 DEVELOPMENTAL RATING SCALE: ORAL READING

Name: Year and Section:

1 2 3 4 5

1. Correctly pronounce each word in the passage.

2. Speaks in a well-modulated voice.

3. Changes voice to express the meaning of words.

4. Reflects the passage's thoughts and emotions in a

5- Outstanding natural way.
4- Above Average
3- Average 5. Reads firmly and with confidence.
2 - Below Average
1- Poor
Tot
al:
Comments/Suggestions
 OBSERVATION RATING SCALE: PERFORMANCE IN SPEECH CHOIR

Name: Year and Section:

1 2 3 4 5
1. Excellent use of voice, fluency, and pitch

2. Pronounces words correctly.

3. Use appropriate and creative body movements

4. Presents and internalized the intention of the

poem correctly.

5. Incorporate different beliefs gathered, into one

idea.

T
otal:
Comments/Suggestions
 PROCESS RATING SCALE: PUBLIC SPEAKING

Name: Year and Section:

1 2 3 4 5
1. Write an outline and a script
 2. Dividing speech's ideas into chunks

3. Read the speech aloud

4. Practice taking a deep breath for short breaks

between each section while delivering, to
reduce stress.

5. Rehearse without relying on notes.

To
tal:
Comments/Suggestions

5- Outstanding
4- Above Average
3- Average
2 - Below Average
1- Poor
 AFFECTIVE DOMAIN
5- Outstanding
4- Above Average
3- Average
2 - Below Average
1- Poor

OBSERVATION RATING SCALE: COLLABORATIVE LEARNING (GROUP REPORT)

Name: Year and Section:
1 2 3 4 5

1. Understanding each cultural difference

2. Appreciating different beliefs in culture

3. Listening to one another cultural beliefs.

4. Learning from diverse ideas.

5. Incorporate different beliefs gathered, into one

idea.

Total:
Comments/Suggestions
NAME ________________________________________ DATE SUBMITTED
____________________
Exercise Number 5
A. For each of the following educational objectives identify at least three (3) process-oriented learning competencies
or actual task:
1. To write an essay about Covid- 19.
a. To identify the good and bad effects of covid-19.
b. To create the ambiance of the essay when someone reads the essay.
c. To write a well-developed essay with a good introduction, body, and conclusion.
2. To perform a skit on the importance of face mask.
a. To understand the importance of using a face mask.
b. To present the skit without referring to the script.
c. To speak with clarity of voice in performing a skit.
3. To illustrate social distancing in a Role play.
a. To perform the role play without referring to the script.
b. To identify the importance of social distancing.
c. To provide real-word scenarios in illustrating social distancing.

B. From the given task, write at least three (3) activities each.
1) a. Presenting the good and bad effects of covid-19.
b. Creating the ambiance of the essay when someone reads the essay.
c. Writing a well-developed essay with a good introduction, body, and conclusion.
2. Performing a skit on the importance of face mask.
a. Presenting the importance of using a face mask with a skit.
b. Memorizing the script of the skit in performing.
c. Speaking with clarity of voice in performing a skit.
3. To illustrate social distancing in a Role play.
a. Memorizing the script of the role play about social distamcing.
b. Presenting the importance of social distancing with a role play.
c. Using appropriate props, examples, and acting in presenting the role play.
NAME ________________________________________ DATE SUBMITTED ____________________
Exercise Number 6
A. From the different activities below construct your own scoring rubrics: (holistic and analytic)
1. Participate in a debate – ANALYTIC SCORING RUBRICS
Title: Debate on Gender equality
Code Verbal Interpretation
5 Always
4 Frequent
3 Sometimes
 2 Seldom
1 Never

1 2 3 4 5 Score
Can clearly supported the speaker’s statements with their
position in the debate.
Can address the opposing team and made appropriate
eye contact.
Can present arguments with clarity and appropriate
volume.
Can conclude arguments and statements were effectively
and convincing
Can adhere to the rules of the debate.
TOTAL SCORE:
HOLISTIC SCORING RUBRICS
Title: Debate on Gender equality
CRITERIA 5. OUTSTANDING 4. VERY GOOD 3. GOOD 2. FAIR 1. POOR SCORE
Factual The debater The debater The debater The debater The debater
Information presented all presented most presented most presented some presented the
information information information clear, information information
clear, accurate clear, accurate accurate most accurately, but with
and and but was not there were some some major
thorough in thorough in this usually minor inaccuracies
this debate debate thorough inaccuracies or was
 usually not
clear.
The debater
presented its
The The The
facts with The debater had
debater appeare debater appeare debater not
conviction and a thorough
d to comprehend d to comprehend demonstrate
Comprehensio intensity, understanding of
the key ideas of the key ideas of a sufficient
n demonstrating the subject and
the subject and the subject but level of
that they had a presented their
presented them did not present subject
thorough data clearly.
with ease. them with ease. knowledge.
understanding
of the topic.
The debater
presented
The debater
The debater The debater The debater few
presented all
presented most presented most presented some arguments
arguments that
arguments were arguments were arguments were and were not
were
clearly tied to clearly tied to an clearly tied to an clearly tied to
clearly tied to
Organization an idea idea idea an idea
an idea
(premise) and (premise) but (premise) (premise)
(premise) and
organized organized organized and not
organized
in a tight, logical in a tight, logical in a tight, logical organized
in a tight,
fashion. fashion. fashion. in a tight,
logical fashion
logical
fashion.
Rebuttal The debater's The debater's The debater's The debater's The debater's
all counter- most responses most counter- some counter counter-
 arguments arguments arguments
were convincing, -arguments were
were correct, were valid and were not
pertinent, and weak and
relevant, and pertinent, but a convincing or
factual. insignificant.
powerful. few were poor. relevant.
The debater
The debater
The debater consistently
The debater used polite The debater was
used polite uses
used polite language in the questionable in
language in most disrespectful
language in all statements and whether certain
Respect with statements and words,
of the responses kindly, words, actions,
another team responses kindly, actions,
responses, but occasionally, and/or body
but there was and/or body
remarks, and the body language were
one language
body language. language was suitable.
sarcastic remark. were
not.
displayed.
TOTAL SCORE:

2. Design a Museum Exhibit – ANALYTIC SCORING RUBRICS

Title: A Museum Exhibit about Environmental Diversity
Code Verbal Interpretation
5 Always
4 Frequent
3 Sometimes
2 Seldom
 1 Never

1 2 3 4 5 Score
Can create a high-quality exhibit that accurately depicts
their chosen habitats or artifact about environmental
diversity.
Can provides 8 - 10 bits of historical information
regarding the environment.
Can provide 3 or more illustrations and 6 - 8 description
details (size, artist, creation date, etc.) regarding the
biomes, ecosystem and habitats
Can create a project that is professionally formatted and
presented with a clear, confident voice with few mistakes
due to repeated practice.
Can efficiently meet visitors' requirements and offer
information that is accessible.
TOTAL SCORE:

HOLISTIC SCORING RUBRICS

Title: A Museum Exhibit about Environmental Diversity
5. 4. VERY SCO
CRITERIA 3. GOOD 2. FAIR 1. POOR
OUTSTANDING GOOD RE
Display The student The student The student created a The student created a The student
Content created a created a representation that is representation that is created a
 representati
representation representati on that is
directly related on related not at all
somewhat related to somewhat or not at all
to assigned to assigned related to
assigned topic. Display related to assigned
topic. Display topic. assigned
little or no topic. Display little or
reflects Display topic.
understanding of no understanding of
complete reflects Display does
topic. topic.
understanding understandi not have
of topic. ng of topic. understandi
ng of topic.
The artwork
has been Artwork is
The art is
professional not properly
creatively and
ly matted, The artwork is The artwork is matted,
professionally
mounted, properly properly mounted, or
matted,
and matted/mounted/displ matted/mounted/displ displayed.
Preparation mounted, and
displayed. ayed. Labels are ayed. Labels are not Labels are
of Exhibition displayed.
Labels are properly attached but always properly not properly
Labels that are
always not always clearly attached and are not attached
securely
attached written. always legible. and are not
attached and
properly clearly
clearly written.
and clearly written.
written.
Documenta Artwork Artwork Documentation of Documentation of Documenta
tion of documentation documenta artwork demonstrates artwork demonstrates tion of
Exhibition clearly tion the learning process in the learning process in artwork
demonstrates primarily some ways. Text is some ways. Text is not does not
 demonstrat
demonstrat
e or is
es the
missing the
the learning learning
learning
process. The process. The
sometimes illustrated process. The
text is well- text is illustrated with
with appropriate text is not
illustrated with illustrated appropriate images
images and is mostly illustrated
appropriate with and is mostly error.
error-free. with images
images and is appropriate
and
error-free. images and
contains
is mostly
numerous
error-free.
errors.
Creativity The Representa Representation was a The representation The
representation tion was a little inventive. The was not imaginative. representati
was very little appearance is nice, but Appearance is only on was not
inventive. The inventive. it is not well thought marginally neat. Not imaginative.
appearance is The out. More time was well thought out, or The
neat, well- appearance required to evidence that no effort appearance
thought-out, is neat and demonstrate the effort was made to create a is a mess.
and there is well made to create a representation of the Not well
clear effort thought out, representation of the topic. thought out,
made to create and some topic. or evidence
a obvious that no
representation effort was effort was
of the topic. made to made to
create a create a
topic representati
 representati on of the
on. topic.

Art work is
Art work is Art work is not
effectively and effectively effectively
Art work is not
securely and securely Art work is generally and
generally effectively
displayed. displayed. effectively and securely
and
Arrangement of Arrangemen securely displayed. displayed.
securely displayed.
work is t of work is Design/arrangement
Design/arrangement Arrangemen
well- generally of work is adequate.
of work is adequate. t
designed/ well-
arranged. designed / of work is
arranged. not well
designed.
TOTAL SCORE:
3. Write a research paper – ANALYTIC SCORING RUBRICS
Title: Research Paper about the proper waste disposal
Code Verbal Interpretation
5 Always
4 Frequent
3 Sometimes
2 Seldom
1 Never

1 2 3 4 5 Score
Can express clearly the scope and significance of effective
waste disposal on a certain area or population.
Can meaningfully assess and interpret data regarding the
significance of effective waste disposal.
Can follow a systematic, appropriate research
methodology.
Can successfully convey outcomes through clear and
effective writing.
Can show relevant, empirical data and proper data
analysis methods.
HOLISTIC SCORING RUBRICS
Title: Research Paper about the proper waste disposal
CRITERIA 5. OUTSTANDING 4. VERY GOOD 3. GOOD 2. FAIR 1. POOR SCORE
The paper
demonstrates The paper
The paper
that the author demonstrates
shows that the
fully that the author
author The paper
comprehends understands
comprehends demonstrates
and applies and applies The paper does
and applies that the author
course concepts. concepts not demonstrate
concepts understands
Integration Concepts are learned in the that the author
learned in the and has
of incorporated into course to a fully
course. applied
Information the writer's own large extent. comprehended
However, concepts
observations. The However, and applied
some of the learned in the
author concludes some of the course concepts.
conclusions are course to some
with remarks that conclusions are
not supported extent.
demonstrate not supported
in the body of
analysis and in the body of
the paper.
synthesis of the paper.
ideas.
Topic focus The topic is The topic is The topic is The subject is The subject is not
narrowly focused narrow but unfocused and far too broad well defined.
enough for the lacks focus. lacking in for the scope
scope of this The paper is direction. The of this
assignment. A about a paper is about assignment.
thesis statement specific topic, a specific topic,
 gives the paper
but the author but the author
direction by
has not taken a has not taken a
stating a position
stand. stand.
or hypothesis.
The writer has
omitted
important
In most Only a few Cursory
information or
All sections of the sections of the sections of the discussion
has gone on
Discussion paper have in- paper, there is paper have in- throughout the
too long.
depth depth discussion extensive depth paper or brief
Quotations
and elaboration. discussion and discussion and discussion in only
from others far
elaboration. elaboration. a few sections.
outweigh the
writer's own
ideas.
Cohesiveness Connects data For the most For the most Sometimes it It does not
from various part, it part, it connects connect
sources. Without connects connects information information.
the use of information information from various Paper does not
headings, paper from various from various sources. The flow and appears
flows from one sources. Paper sources. The paper is to be made up of
issue to the next. flows with only paper is disjointed and various issues.
The author's minor disjointed and does not flow. Headings are
writing interruptions. does not flow. The author's required to
demonstrates a The author's The author's writing does connect
grasp of the writing writing does not show an concepts. Writing
relationship demonstrates not show an understanding does not
 understanding
a grasp of the of the
of the
relationship relationship
relationship demonstrate
between material between between
between comprehension
obtained from material material
material of any
various sources. obtained from obtained from
obtained from relationships.
various various
various
sources. sources.
sources.
The majority of Cites some
All data obtained the data is information Cites some
from other cited from gleaned from information
sources is cited. other sources. other sources. gleaned from
The APA citation The APA The APA other sources. There are no
Citations
style is used in citation style is citation style is The citation citations.
the text as well used in the used in the style is
as the text as well as text as well as inconsistent or
bibliography. the the incorrect.
bibliography. bibliography.
TOTAL SCORE: