At the end of the session, the

participants will be able to apply the

core principles of assessment in the
development of prototype rubrics

RUBRICS

LEVEL OF
ASSESSMENT
Knowledge

PERCENTAGE WEIGHT

Process or Skills

25%

Understanding

30%

Products/Performances

30%

TOTAL

100%

15%

PROTOTYPE RUBRICS FOR THE DIFFERENT LEVELS OF ASSESSMENT

A. KNOWLEDGE (15%)
--Knowledge or information acquired by the student may be assessed
based on relevance and adequacy

(Enclosure No.2 to Deped Order No. 73,

s.2012)

B. SKILLS 25%)
--Skills as evidence by the students ability to process and make sense of
information and may be assessed based on the following criteria.
Understanding of Content

10%
10%

the minimum
content
The student understands very
little ofthe
the
completely
full
required
by
the
task
and
can
undertake
with
Develo
minimum
content
required
by
the
task
and
has Strong
Weak
content required by the task and can
some difficulty
competence
processes
such
as the
great
processes
such as
ping
(2-4%)
undertake
with undertaking
a great
deal of
competence
(8following:
the
following:
(5-7%)
processes
such as the following:
10%)
Distinguish
Distinguish (whatever
(whatever is
is appropriate
appropriate to
to
the
the subject)
subject) between
between relevant
relevant and
and
irrelevant
irrelevant content;
content; between
between fact
fact &
& fiction,
bet.
Fact
&
opinion;
fact
&
hearsay;
fiction, bet. Fact & opinion; fact & bet.
Truth & propaganda;
What is bet.
hearsay;
bet. Truth & bet.
propaganda;
important
& unimportant;
bet. Accurate
What
is important
& unimportant;
bet. &
inaccurate
Accurate &etc.
inaccurate etc.
the
content
Outline
Outline the content at
at the
the required
required level
level
of
detail
of detail
Organize the information coherently,
logically
logically
Demonstrate or perform a procedure (e.g.
experiment,
investigate,
construct,
use,
(e.g. experiment,
investigate,
construct,
make,
etc.) etc.)
use, make,

Critical
Thinking
15%
Critical
Thinking
15%
Critical
CriticalThinking
Thinking
15%
15%
The
student
demonstrates
deep
The
student
demonstrates
fairly
little little
The
The
student
student
can
demonstrates
barely
demonstrate
very
analytical
processing
of
information
Strong
Moderately
analytical
processing
of
information
Developing
analytical
processing
of
information
Very
Weak
Weak
analytical
processing
of
information
and
can
perform
with
asome
great deal of
(13Strong
and
can
perform
with
(7-9%)
(1-3%)
(4-6%)
strives
toprocesses
perform
processes
and
and
cannot
has
great
perform
difficulty
processes
performing
such
competence
such
as
the
15%)
(13-15%)
competence
processes
such
as
the
as
the
following:
assuch
processes
the
following:
such
as
the
following:
following:
Interpret;
translate;
translate;
convert
convert
oror
following:
Interpret;
Interpret;
translate;
convert
or
Interpret;
translate;
convert
orasas
express
express
the
information
(such
the
information
(such
express
the
information
(such
the information
(such as
as
aexpress
aaset
set
of
of
statistics)
statistics)
into
into
another
another
set
of
statistics)
into
another
aform
setor
of
statistics)
into
another
or
format
transform
form
format
oror
transform
aaa
form
or
format
or
transform
form
or
format
or
transform
textual
textual
presentation
presentation
into
into
aaa a
textual
presentation
into
textual
presentation
into a
flowchart,
flowchart,
diagram,
diagram,
advance
advance
flowchart,
diagram,
advance
flowchart,
diagram, advance
organizer,
etc.
organizer,
etc.
organizer,
etc.
organizer,
etc. see
Draw
insights,
insights,
see
beyond
beyond
the
the
Draw
Draw
insights,
see
beyond
the
Draw
insights,
see
beyond
the
data,
data,
read
between
the
lines
read
between
the
lines
data,
read
between
the
lines
data,
read
between
the
lines
Reason
logically
logically
and
and
coherently
coherently
Reason
Reason
logically
and
coherently
Reason logically and coherently

C. UNDERSTANDING(s) (30%)
--Understanding as expressed using any 3 of the 6 facets of understanding
(adapted from paper UbD Framework in the Phils. by McTighe & Grant
Wiggins,p.5) as follows: when students understand they can
Explain concepts , principles & processes by putting them in their own words,
teaching them to others, justifying their answers & showing their reasoning
Interpret by making sense of data, text & experience through images,
analogies, stories & models
Apply by effectively using & adapting what they know in new & complex
contexts
Demonstrate perspective by seeing the big picture & recognizing different
points of view
Display empathy by perceiving sensitively & putting ones self in someone
elses shoes
Have self-knowledge by showing meta-cognitive awareness, using
productive habits of mind & reflecting on the meaning of the learning &
experience

--Understanding may be assessed based on the following criteria:

Indicators

30%

Indicators

The student demonstrates very accurate, very

The student strives to demonstrate accurate,
extensive, & very deep understanding of the
Strong
Indicators
extensive, & deep understanding of the
topic/concept through any three of the 6
(26topic/concept through any three of the 6
facets of understanding (Explanation,
30%)
of understanding (Explanation,
The student cannot demonstrate facets
accurate,
Interpretation, Application, Perspective,
Application,
Perspective,
& deep understandingInterpretation,
of the
Develo
Empathy & Self Knowledge)extensive,
or any indicator
or any indicator
topic/concept
through any three Empathy
of the 6 & Self Knowledge)
ping
of understanding where connection
to a wide
of understanding where
facets of
(16- connection to a wide
range of contexts & use of insights
& understanding (Explanation,
range of contexts &
use of insights &
20%)
reflection are clearly evident Interpretation, Application, Perspective,
are clearly evident
Empathy & Self Knowledge) or reflection
any indicator
of understanding where connection to a wide
range of contexts & use of insights &
reflection
are clearly evident The student can barely demonstrate accurate,
The student demonstrates accurate,
extensive,
& deep understanding of the topic/concept
extensive, & deep understanding of the
Moder
through any three of the 6 facets of
topic/concept through any three of the 6
ately
understanding (Explanation, Interpretation,
facets of understanding (Explanation,
Strong
Application, Perspective, Empathy & Self
Interpretation, Application, Perspective,
(21Knowledge) or any indicator of
Empathy & Self Knowledge) or any indicator
25%)
understanding where connection to a wide
of understanding where connection to a wide
range of contexts & use of insights &
range of contexts & use of insights &
reflection are clearly evident
reflection are clearly evident

Develo
ping
(1620%)

Weak
(1115%)

D. TRANSFER OF UNDERSTANDING (30%)

--Transfer of understanding to life situations may be assessed as demonstrated
through the ff:
Products outputs which are reflective of learners creative application of
understanding; or
Performances skillful exhibition or creative execution of a process, reflective
of masterful application of learning or understanding

Indicators
The
demonstrates
thelearning
ability
tocreatively
; add
value &
The student (or team)
team) independently
demonstrates
strives
shows to
inadequacy
difficulty
use understanding
the
in
ability
in
using
using
tounderstanding
create
understanding
or
; add value
orcreate
or
learning
&
learning
transfer
increatively
transfer
his/her
understanding
to or
lifeas
situations
inasthe
form
of
products
his/her
producing
creatively
in
producing
understanding
inproduct
producing
product
or to
performance
or product
life
performance
situations
performance
manifested
as
in manifested
the form
inofmanifested
the
inproducts
the
ff. ff.
attributes:
attributes:
&
in performances.
the ff.&attributes:
This
performances.
This
means
that
the to
product
performance
theout
ff.
attributes:
Thethat
student
entire
the process
product
(or team)
from
or attempts
performance
planning
do
toreflects
execution
theortask
the
entirely
could
was
ff. attributes:
poorly
not
onreflects
their
have
carried
own
been
but
carried
student
seeksout
the
(or
means
The
The
student
team)
entire
even
(or
help
process
team)
thefor
teachers
without
the
from
major
planning
guidance
thepart
teachers
oftoand
the
execution
coaching
process
guidance
was
and
carried
coaching
out by the student (or
teachers
w/ little
no guidance
the
teacher
The
The product
some
or
oror
guidance
performance
performance
fromhas
isfrom
the
poorly
very
some
teacher
poorly
thought
flaws
thought
in out
the by
design
out
thebystudent
that
the the
student
(or
student
team).
(or team).
(orThere
team)
well
thought
out
byout
theby
student
(or
from
The
are marked
There
product
has
are addressed
obvious
flaws
or performance
inflaws
the
withdesign
insome
the
is fairly
design
that
helpthe
from
well
that
student
thought
the
the
teacher
student
(or
team)
(or
is
the
team)
not
student
een
is team)
not
aware
(or
een
team)
of
aware
team)
to execution.
Potential
problems
have
been
identified
& the
appropriate
from
There
of planning
is little
almost
evidence
tono
execution.
evidence
of value
of value
added
added
by the
bystudent
the
student
(or team)
(or team)
in
inexecution
the
planning
remediation
has
been
put
in
place
should
problem
arise
There
execution
the process.
is some
noofevidence
the
evidence
There
process.
are
of of
value
limited
value
added
attempts
added
byby
the
atthe
student
novelty
student
(or
(e.g.
(or
team)
formatting,
team)
in in
thetheexecution
execution
of
of
is
evidence
of
added
by
the
student
(or
team)
in the
execution
There
of
organization,
Every
the
the
process.
process.
aspect
There
(e.g.
packaging,
There
formatting,
arevalue
are
noattempts
presentation)
attempts
organization,
atatnovelty
novelty
packaging,
(e.g.
(e.g.
formatting,
formatting,
presentation)
organization,
organization,
of theof the
process
packaging,
product or performance
packaging,
presentation)
presentation)is just a copy of what has been taught in class
The product or
or performance
performance is
does
a demonstration
not show creative
of creative
application
application
of enduring
of
The
enduring
understanding
in
new
or novel
contextthe
orinunderstanding
situation
understanding.
The context
buta or
the
situation
context
or
in situation
which
which the understanding
is applied isis
applied
a very ordinary
is a littleorordinary
commonor common

30%

Strong
Moderately
Developing
Very
Weak
weak
(2630%)
(16(11-15%)
(6-10%)
Strong
20%)
(21- 25%)

The student (or team) shows difficulty in using understanding or learning creatively
in producing product or performance as manifested in the ff. attributes:
The entire process from planning to execution was poorly carried out student (or
team) even the teachers guidance and coaching
The product or performance is very poorly thought out by the student (or team).
There are obvious flaws in the design that the student (or team) is not een aware
of
There is no evidence of value added by the student (or team) in the execution of
the process. There are no attempts at novelty (e.g. formatting, organization,
packaging, presentation)
The product or performance does not show creative application of enduring
understanding. The context or situation in which the understanding is applied is
a very ordinary or common

Very weak
(6-10%)