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Performance
Task Design
Prepared By:
Junila A. Tejada
Objectives:
At the end of the students’ demonstration, at
least 85% of the class are expected to:
 Create a measuring tool neatly with
complete details and accurate measurement
scale.
 Show mastery and accuracy in presenting
facts and its supporting benefits about the tool
created.
 Provide situation or problems related to
measurement and unit of conversion.
Demonstrate process and solutions in
answering the problems related to
measurement.
 Show accuracy in grammar and
pronunciation in explaining the tool.
Present the tool’s information,
benefits, problems and solution within
the provided time frame.
 Answer correctly the questions
provided by the teacher.
Mechanics of the
Demonstration:
 Each student is required to select one measuring
tool and demonstrate the application of the tool.
 Each student is oblige to make a neat and detailed
tool with accurate measurement scale.
 The teacher will give instructions and orientation
about the mechanics of the demonstrations and she
will hand the mechanics and rubrics.
After a week, the teacher will select the presenters
randomly.
Every day, there are at least four presenters and
the teacher will select the presenters for the next
meeting.
 The content of the presentation must include
facts and benefit of the tool.
 The student must provide an example problem
of the device and demonstrate how to get the
answer using the device.
 Each presentation is given a minimum of 6
minutes and maximum of 7 minutes.
Rubric for Students’
Demonstration of
Measuring Tools
( Analytic Rubric)
Prepared By:
Junila A. Tejada
Criteria Exemplary
(4)
Good
(3)
Satisfactory
(2)
Needs Work
(1)
Score
• Tool
evaluation
Tool
created is
neat and
has
complete
details
with
accurate
measurem
ent scale.
Tool
created is
neat but
has 1 or 2
detail (s)
is/are
missing
( lines,
numbers,
etc.)with
accurate
measurem
ent scale.
Tool created is
not so neat
and has 3 to 4
missing details
( lines,
numbers, etc.)
with accurate
measurement
scale.
Tool created is
not neat and
has 5 or more
missing
details
( lines,
numbers,
etc.) with
inaccurate
measurement
scale.
Name of the Student: ______________________
Year and Section: _________________________
Name of Measuring Device(s):____________________________________________
Rubric for Students’ Demonstration of Measuring Tool
Criteria Exemplary
(4)
Good
(3)
Satisfactory
(2)
Needs Work
(1)
Score
•
Presentati
on of tool
with its
benefits
Displays
mastery in
presenting
facts(origin,
inventor, etc.)
of the tool
created with
at least 5
supporting
benefits.
Displays
expertise in
presenting
facts(origin,
inventor,
etc.) of the
tool
created
with at
least 4 to 3
supporting
benefits.
Displays
satisfactory
yet
incomplete
knowledge
in
presenting
facts(origin,
inventor,
etc.) of the
tool created
with at least
2 to 1
supporting
benefit(s).
Lack of
knowledge
in
highlighting
facts and
failure to
provide
supporting
benefits of
the tool
created.
Criteria Exemplary
(4)
Good
(3)
Satisfactory
(2)
Needs
Work (1)
Score
• Illustration Provides 3
problem
examples of
measuremen
t and unit of
conversion.
The student
demonstrate
s the process
of getting the
answer.
Provides 2
problem
examples of
measureme
nt and unit
of
conversion.
The student
demonstrat
es the
process of
getting the
answer.
Provides 1
problem
example of
unit
measureme
nt and unit
conversion.
The student
demonstrat
e the
process of
getting the
answer but
the answer
is incorrect.
Student
failed to
provide
and
answer
problem
example.
Criteria Exemplary
(4)
Good
(3)
Satisfactory
(2)
Needs Work
(1)
Score
• Correct use
of Language
Commits no
grammatical
errors.
Commits 1
to 2
grammatical
error(s).
Commits 3
to 4
grammatical
errors.
Commits 5
or more
grammatica
l errors.
•Pronunciatio
n
Student
correctly
pronounce
each word.
The student
mispronoun
ced at least
1 to 3
word(s).
The student
mispronoun
ced at least
4 to 6
words.
The student
mispronoun
ced 7 or
more
words.
• Timeliness Ends the
presentation
within 6-7
minutes.
Ends the
presentation
within 8-10
minutes.
Ends the
presentation
within 11-12
minutes.
Ends the
presentatio
n within 13
or more
minute.
Criteria Exemplary
(4)
Good
(3)
Satisfactory
(2)
Needs Work
(1)
Score
•
Comprehensio
n
Correctly
answers 3
questions
given by the
teacher.
Correctly
answers at
least 2
questions
given by the
teacher.
Correctly
answers at
least 1
question
given by
the teacher.
Incorrectly
answers all
the
question
given by
the
teacher.
Teacher’s Comment:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________
Teacher’s Signature

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Performance Task Design with Rubrics

  • 2. Objectives: At the end of the students’ demonstration, at least 85% of the class are expected to:  Create a measuring tool neatly with complete details and accurate measurement scale.  Show mastery and accuracy in presenting facts and its supporting benefits about the tool created.  Provide situation or problems related to measurement and unit of conversion.
  • 3. Demonstrate process and solutions in answering the problems related to measurement.  Show accuracy in grammar and pronunciation in explaining the tool. Present the tool’s information, benefits, problems and solution within the provided time frame.  Answer correctly the questions provided by the teacher.
  • 4. Mechanics of the Demonstration:  Each student is required to select one measuring tool and demonstrate the application of the tool.  Each student is oblige to make a neat and detailed tool with accurate measurement scale.  The teacher will give instructions and orientation about the mechanics of the demonstrations and she will hand the mechanics and rubrics. After a week, the teacher will select the presenters randomly.
  • 5. Every day, there are at least four presenters and the teacher will select the presenters for the next meeting.  The content of the presentation must include facts and benefit of the tool.  The student must provide an example problem of the device and demonstrate how to get the answer using the device.  Each presentation is given a minimum of 6 minutes and maximum of 7 minutes.
  • 6. Rubric for Students’ Demonstration of Measuring Tools ( Analytic Rubric) Prepared By: Junila A. Tejada
  • 7. Criteria Exemplary (4) Good (3) Satisfactory (2) Needs Work (1) Score • Tool evaluation Tool created is neat and has complete details with accurate measurem ent scale. Tool created is neat but has 1 or 2 detail (s) is/are missing ( lines, numbers, etc.)with accurate measurem ent scale. Tool created is not so neat and has 3 to 4 missing details ( lines, numbers, etc.) with accurate measurement scale. Tool created is not neat and has 5 or more missing details ( lines, numbers, etc.) with inaccurate measurement scale. Name of the Student: ______________________ Year and Section: _________________________ Name of Measuring Device(s):____________________________________________ Rubric for Students’ Demonstration of Measuring Tool
  • 8. Criteria Exemplary (4) Good (3) Satisfactory (2) Needs Work (1) Score • Presentati on of tool with its benefits Displays mastery in presenting facts(origin, inventor, etc.) of the tool created with at least 5 supporting benefits. Displays expertise in presenting facts(origin, inventor, etc.) of the tool created with at least 4 to 3 supporting benefits. Displays satisfactory yet incomplete knowledge in presenting facts(origin, inventor, etc.) of the tool created with at least 2 to 1 supporting benefit(s). Lack of knowledge in highlighting facts and failure to provide supporting benefits of the tool created.
  • 9. Criteria Exemplary (4) Good (3) Satisfactory (2) Needs Work (1) Score • Illustration Provides 3 problem examples of measuremen t and unit of conversion. The student demonstrate s the process of getting the answer. Provides 2 problem examples of measureme nt and unit of conversion. The student demonstrat es the process of getting the answer. Provides 1 problem example of unit measureme nt and unit conversion. The student demonstrat e the process of getting the answer but the answer is incorrect. Student failed to provide and answer problem example.
  • 10. Criteria Exemplary (4) Good (3) Satisfactory (2) Needs Work (1) Score • Correct use of Language Commits no grammatical errors. Commits 1 to 2 grammatical error(s). Commits 3 to 4 grammatical errors. Commits 5 or more grammatica l errors. •Pronunciatio n Student correctly pronounce each word. The student mispronoun ced at least 1 to 3 word(s). The student mispronoun ced at least 4 to 6 words. The student mispronoun ced 7 or more words. • Timeliness Ends the presentation within 6-7 minutes. Ends the presentation within 8-10 minutes. Ends the presentation within 11-12 minutes. Ends the presentatio n within 13 or more minute.
  • 11. Criteria Exemplary (4) Good (3) Satisfactory (2) Needs Work (1) Score • Comprehensio n Correctly answers 3 questions given by the teacher. Correctly answers at least 2 questions given by the teacher. Correctly answers at least 1 question given by the teacher. Incorrectly answers all the question given by the teacher. Teacher’s Comment: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ________________________ Teacher’s Signature