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# Rubrics

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samples of different types of rubrics and its applications inside the classroom.

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### Rubrics

1. 1. Rubrics 39
2. 2. PORTFOLIO ANALYSIS FORM Student Name: Teacher Name: ACTIVITY 4: First Year High School Educational Goal: • The students will be able to solve 5 problems involving rational numbers correctly using the MDAS rule. • The students will be able to Build and manipulate representations of a two dimensional isosceles triangle into a three-dimensional figure and perceive an object from different perspectives. Performance Task Content Illustrating Student Progress Date • The students will solve 5 problems involving rational numbers correctly using the MDAS rule • DRAWING of the Isosceles triangle and a square. • CUTTING AND ASSEMBLING the isosceles triangle and square and gluing it altogether to form a Pyramid. • MEASURING AND COMPUTING the Area, Perimeter and Volume of the Isosceles triangle and the Pyramid • SOLVING Mathematical problems involving rational numbers using: a. Addition b. Subtraction c. Multiplication d. Division e. Involving one variable • Draw an Isosceles Triangle in a drawing paper. • Draw a square in the drawing paper with a base of 5 inches and a height of 5 inches. • Cut the 3 isosceles triangles and the square drawn from the paper and paste them altogether to form a PYRAMID. • Measuring the height and Perimeter of the Pyramid. • Compute for the Area and Volume of the triangle using the formula: A= ½ BH. 40
3. 3. Based on the activity, compute for the Volume, Perimeter and Area of the Pyramid of Giza in Egypt whose base is 125 feet and legs with 565 feet. Summary/ Comments: In assessing a student, the teacher has a wide variety of choices when it comes to rubrics. There are plenty of models of rubrics a teacher can choose from which are available on the different sources such as books and internet, what the teacher have to consider is the purpose of which he/she will be assessing the students, in this portfolio, semantic-differential, likert, checklist, and rating scale were given emphasis to show their differences in applications. Semantic Differential (SD) measures people's reactions to stimulus words and concepts in terms of ratings on bipolar scales defined with contrasting adjectives at each end. The respondent is asked to choose where his/her position lies, on a scale between two bipolar words, or a range of words or numbers ranging across a bipolar position. However in a Rating scale a set of categories designed to elicit information about a quantitative attribute in social science is used by a person who selects the number which is considered to reflect the perceived quality of a product. In a Likert scale, it measures either positive or negative response to a statement and it is the most widely used scale in survey research. When responding to a Likert questionnaire item, respondents specify their level of agreement to a statement; this makes it a bipolar scaling method which is likewise the same with Sentence Completion and Checklist rubrics. 41
4. 4. Topic: Mathematics-Solid Geometry Type of Rubric: Semantic-Differential Scale Objectives: The students will be able to Build and manipulate representations of a two dimensional isosceles triangle into a three-dimensional figure and perceive an object from different perspectives. ___________________________________________________________________________ _ In the group activity, the member is: Active ____4___ _ ____3____ ___2____ _ ___1____ Passive Attentive ____4___ _ ____3____ ___2____ _ ___1____ Inattentive Cooperative ____4___ _ ____3____ ___2____ _ ___1____ Uncooperative Diligent ____4___ _ ____3____ ___2____ _ ___1____ Lazy Interested ____4___ _ ____3____ ___2____ _ ___1____ Uninterested 4-Exemplary 3-Accomplished 2-Developing 1-Beginning 42
5. 5. Topic: Mathematics-Solid Geometry Type of Rubric: Sentence Completion Objectives: The students will be able to Build and manipulate representations of a two dimensional isosceles triangle into a three-dimensional figure and perceive an object from different perspectives. 1. Students were ___________ in solving constructing the project. a. Diligent b. Somewhat diligent c. Least diligent d. Non diligent 2. The specifications for the construction of the 3 dimensional figure is done ___________. a) Accurately b) Somewhat accurate c) Less Accurate d) Inaccurate 3. Processes followed were done ___________. a) Appropriately b) Somewhat Appropriately 43
6. 6. c) Least Appropriately d) Inappropriately 4. In explaining the solution, the students presented it in ____________ manner. a) Step-by-Step b) Skip few steps c) Short-cut the steps d) No explanation at all 5. Conclusion drawn by the student is ____________. a) Correct b) Somewhat correct c) Least correct d) Incorrect Topic: Mathematics-Solid Geometry Type of Rubric: Likert Scale Objectives: The students will be able to Build and manipulate representations of a two dimensional isosceles triangle into a three-dimensional figure and perceive an object from different perspectives. During the Group activity, the member 1. The member shared his/her ideas. 44
7. 7. a) Always b) Sometimes c) Never 2. Listened to the ideas of others. a) Always b) Sometimes c) Never 3. Did his/her assigned task. a) Always b) Sometimes c) Never 4. Initiated the group task. a) Always b) Sometimes c) Never 5. Gave feedback to the ideas of others. a) Always b) Sometimes c) Never 45
8. 8. Topic: Mathematics-Solid Geometry Type of Rubric: Checklist Objectives: The students will be able to Build and manipulate representations of a two dimensional isosceles triangle into a three-dimensional figure and perceive an object from different perspectives. During the group activity, the member Criteria YES NO Able to Draw 3 Isosceles Triangle and a square in a drawing paper according to specifications. Able to measure the perimeter and area of the 2 dimensional figures using the ruler. Able to cut the drawn triangles accurately. Construct a 3-Dimensional figure of a PYRAMID. Compute for the VOLUME, PERIMETER and AREA of the formed 3-Dimensional Pyramid. 46
9. 9. Group Rubric Try-out Summary: In the conduct of our field try-out of the Group rubrics, there are similarities and dissimilarities in connection to the comments of the respondents. Few of the respondents gave negative comments of the rubrics, in which all of it are focused on the clerical errors which they seemed incorrect like active-inactive, which should be corrected to active-passive instead. However, I have some reservations as to the validity and reliability of the try-out, in the sense that, there are some underlying factors which makes the try-out difficult to assess as to whether it is indeed reliable or not, like in this case, in our effort to find some credible respondents we found it difficult for the graduating students to correct our rubrics due to their busy schedule so we opted to go outside the school looking for somebody who are graduating or graduates in education, in this case, we do not know if they know much about the rubric we were asking them to respond. Nevertheless, despite my reservations to the result of the try- out, I have gained insight on how people view my rubric, whether it is appropriate or not. Finally, I have learned in this study that students can be evaluated in different aspects and measure people's reactions to stimulus words and concepts in terms of ratings on bipolar scales and use different types of rubrics based on the appropriateness to the student’s activity. 47
10. 10. Group Rubric Try-out Summary: In the conduct of our field try-out of the Group rubrics, there are similarities and dissimilarities in connection to the comments of the respondents. Few of the respondents gave negative comments of the rubrics, in which all of it are focused on the clerical errors which they seemed incorrect like active-inactive, which should be corrected to active-passive instead. However, I have some reservations as to the validity and reliability of the try-out, in the sense that, there are some underlying factors which makes the try-out difficult to assess as to whether it is indeed reliable or not, like in this case, in our effort to find some credible respondents we found it difficult for the graduating students to correct our rubrics due to their busy schedule so we opted to go outside the school looking for somebody who are graduating or graduates in education, in this case, we do not know if they know much about the rubric we were asking them to respond. Nevertheless, despite my reservations to the result of the try- out, I have gained insight on how people view my rubric, whether it is appropriate or not. Finally, I have learned in this study that students can be evaluated in different aspects and measure people's reactions to stimulus words and concepts in terms of ratings on bipolar scales and use different types of rubrics based on the appropriateness to the student’s activity. 47