SAN AGUSTIN INSTITUTE OF TECHNOLOGY

Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon

Telephone Number: 828-1499

COURSE SYLLABUS

ETHICS
COURSE

Philosophy

As a Catholic institution, we are entrusted to holistically mold human persons sensitive to the call to protect our common home.

Vision

To be a leading private institution forming leaders responsive to the Church by 2025

Mission

We commit ourselves to:

1. Build basic ecclesial community alive in faith in God.

2. Witness kingdom values of truth, justice, peace and love.
3. Uphold academic excellence and equip graduates with knowledge and skills for the needs of the country and the global community.
4. Mold upright leaders responsive to the needs of the Church and society.
5. Strengthen sensitivity to protect and preserve our mother nature.

Core Values

1. Human person
2. Spirituality
3. Competence
4. Commitment

INSTITUTIONAL OUTCOMES

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 SAN AGUSTIN INSTITUTE OF TECHNOLOGY
Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon
Telephone Number: 828-1499

After graduating from SAIT, the students will have:

1. Lived-up with Christian values modeled after Mary in communion with the Blessed Trinity. (CV 1 & 2)
2. Demonstrated effective communication skills, numeracy, innovativeness, critical and analytical thinking skills. (CV 3)
3. Applied social, obstetrics, office, pedagogical management and technical-vocational skills. (CV 3)
4. Practiced personal responsibility, civic consciousness, corporate and social responsibility. (CV 4)

PROGRAM EDUCATIONAL OUTCOMES (TEACHER EDUCATION)

The teacher education program equipped its graduates to be:

1. Persons of integrity and commitment in the performance of their roles and responsibilities in teaching.
2. Efficient promoters and facilitators of learning to develop the confidence, leadership, and fullest potentials of the learners.
3. Effective researchers and innovators for the enhancement of teaching-learning process.
4. Career- individuals who meet the standards for professional teachers in elementary and secondary.

MAPPING THE PROGRAM EDUCATIONAL OUTCOMES (PEO) AND INSTITUTIONAL OUTCOMES (IO)

PROGRAM EDUCATIONAL OUTCOMES INSTITUTIONAL OUTCOMES

1. Persons of integrity and commitment in the performance of their roles IO1, IO3, IO4
and responsibilities in teaching.
2. Efficient promoters and facilitators of learning to develop the IO2, IO3
confidence, leadership, and fullest potentials of the learners.
3. Effective researchers and innovators for the enhancement of IO2, IO3
teaching-learning process.
4. Career-given individuals who meet the standards for professional IO1, IO4
teachers in elementary and secondary.

PROGRAM OUTCOMES (PO)

Common to All Programs in All Types of School

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 SAN AGUSTIN INSTITUTE OF TECHNOLOGY
Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon
Telephone Number: 828-1499

1. Articulate and discuss the latest developments in the specific field of practice.
2. Effectively communicate orally and in writing using both Filipino and English.
3. Work effectively and independently in multi-disciplinary and multi-cultural teams.
4. Act in recognition of professional, social and ethical responsibility.
5. Preserve and promote Filipino historical and cultural heritage.

Teacher Education Program Outcomes

6. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological and political contexts.
7. Demonstrate mastery of subject-matter/discipline.
8. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environment.
9. Develop innovative curricula, instructional plans, teaching approaches and resources for diverse learners.
10. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices.
11. Demonstrate a variety of thinking skills in planning, monitoring, assessing and reporting learning processes and outcomes.
12. Practice professional and ethical teaching standards sensitive to the local, national and global realities.
13. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.

School’s Teacher Education Programs

14. Manifest meaningful and comprehensive Pedagogical Content Knowledge (PCK) of the different subject areas.
15. Utilize appropriate assessment and evaluation tools to measure learning outcomes.
16. Practice professional and ethical teaching standards.

MAPPING THE PROGRAM EDUCATIONAL OUTCOMES (PEO) AND PROGRAM OUTCOMES (PO)

PROGRAM EDUCATIONAL PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PO13 PO14 PO15 PO16
OUTCOMES
1. Persons of integrity and O L L P P O L L P L P P P P P P
commitment in the performance
of their roles and responsibilities
in teaching.
2. Efficient promoters and O L L L P O L L P P P P P P P P

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 SAN AGUSTIN INSTITUTE OF TECHNOLOGY
Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon
Telephone Number: 828-1499

facilitators of learning to develop

the confidence, leadership, and
fullest potentials of the learners.
3. Effective researchers and L L O L L O L L L P P P P P P P
innovators for the enhancement
of teaching-learning process.
4. Career-given individuals who L L P P P O P L P P P P P P P P
meet the standards for
professional teachers in
elementary and secondary.
LEGEND: O – Opportunity to learn (not formally taught but there is an opportunity to learn)
L – Learned (formally taught, learned, and evaluated)
P – Practiced (formally taught, competency displayed, skills practiced, and evaluated)

COURSE LEARNING OUTCOMES (CLO)

At the end of the course, the students will:

1. Critically analyze the drivers of globalization from both Philippine and global perspectives.
2. Analytically assess the effects of globalization on different social units and their responses in accordance with the 1987 Philippine Constitution.
3. Authentically create a short documentary on a Philippine societal issue related to globalization with a reflection on knowing our being a
Filipino.

MAPPING THE COURSE LEARNING OUTCOMES (CLO) AND PROGRAM OUTCOMES (PO)

COURSE LEARNING OUTCOMES PROGRAM OUTCOMES

1. Describe a moral experience in different levels of human existence
and explain the influence of Filipino culture on the way students look at
moral experiences and solve moral dilemmas.
2. Describe the elements of moral development and moral experience
using ethical frameworks or principles to analyze moral experiences.

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 SAN AGUSTIN INSTITUTE OF TECHNOLOGY
Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon
Telephone Number: 828-1499

3. Understand and internalize the principles of ethical behavior in

modern society at the level of the person, society, and in interaction with
the environment and other shared resources.

COURSE/SUBJECT TITLE : ETHICS

COURSE CREDIT : 3 units
PRE-REQUISITE : None

COURSE DESCRIPTION : Ethics deals with principles of ethical behavior in modern society at the level of the person, society, and in
interaction with environment and other shared resources. (CMO 20 s 2013)

Morality pertains to the standards of right and wrong that an individual originally picks up from the community. The course discusses the
context and principles of ethical behavior in modern society at the level of individual, society, and in interaction with the environment and other
shared resources. The course also teaches students to make moral decisions by using dominant moral frameworks and by applying a seven-step
moral reasoning model to analyze and solve moral dilemmas.

The course is organized according to the three (3) main elements of the moral experience: (a) agent, including context-cultural, communal,
and environmental; (b) the act, and (c) reason of framework (for the act).

This course includes the mandatory topic on taxation.

SPECIFIC TOPIC OUTLINE ASSESSMENT TASK TEACHING TIME FRAME SCORING TOOL
LEARNING LEARNING
OUTCOMES ACTIVITIES
At the end of the  Course Graded Concept Map  Classroom sharing Week 1  See attached rubric for
lesson, the students orientation  Each student will  Lecture Concept Map
will:  Classroom create a visual  Personal concept
1. Get to know each policies representation and map of
other. metaphors in globalization

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 SAN AGUSTIN INSTITUTE OF TECHNOLOGY
Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon
Telephone Number: 828-1499

2. recall rules they 1powerpoint slide for

have to follow globalization based
3. explain why they on their own
have to follow understanding of the
rules concept

1. Differentiate the  Globalization Graded News Report  Lecture/Discussio Week 2  See attached rubric for
competing Theories Critique n News Report Critique
conceptions of  Each student will look  Individual News
globalization. CLO 1, for three newspaper Report Critique:
CV 1 opinion-editorials What Do Writers
2. Identify the about globalization. Think about
underlying They will write a 50- Globalization?
philosophies of the word summary for
varying definitions each in order to
of globalization. CLO identify the underlying
1, CV 1
definitions of the
3. Agree on a writers.
working definition
of globalization for
the course. CLO 1, CV 1

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 SAN AGUSTIN INSTITUTE OF TECHNOLOGY
Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon
Telephone Number: 828-1499

1. Analyze how  Dynamics of  Lecture/discussion Week 3  Quiz

various media Local and  Group Report  See attached rubric for
drive various Global Culture Graded Group Report
forms of global
integration. CLO 2, CV 3
2. Explain the
dynamic between
local and global
cultural
production. CLO 1, CV 1

1. Explain how  The  The students will be  Lecture/discussion Week 4  Quiz

globalization affects Globalization of given short quiz.  Recitation
religious practices Religion  The students will
and beliefs. CLO 2, CV 3 share their views on
the effects of
globalization toward
religious practices
and beliefs.
1. Differentiate  Globalization Graded Group Report  Lecture/discussion Week 5  Quiz
between and  Students will be  Group Report  See attached rubric for
regionalization and Regionalization divided into 3-5 Graded Group Report
globalization. CLO 1, CV 1 groups. Each group
2. Identify the factors will be assigned to an
leading to a greater Asian country to
integration of the research and report.
Asian region. CLO 1, CV 1 These groups will
3. Analyze how deliver 10-minute
different Asian states presentations on the
confront the contemporary foreign

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 SAN AGUSTIN INSTITUTE OF TECHNOLOGY
Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon
Telephone Number: 828-1499

challenges of and economic policies

globalization and of their respective
regionalization. CLO 2, CV 3 countries.
1. Explain the theory  Global Mini Research Paper  Lecture/discussion Week 6  Quiz
of demographic Demography  Students will create a  See rubric for Mini
transition as it affects mini research paper Research Paper
global population. CLO 1, approximately 3
CV 1 pages, 1.5 spacing,
12 font size and Arial
font style. They will
discuss the topic:
Has the Philippines
undergone the
demographic transition?
Why or why not?
PRELIMINARY EXAM
1. Analyze the  Global Mini Research Paper  Lecture/discussion Week 7  Quiz
political, economic, Migration  Each student will be  Individual Activity:  See rubric for Mini
cultural, and social asked to interview a Ang Mundo sa Research Paper
factors underlying the former or a current Mata ng Isang
global movements of OFW (face-to-face or OFW
people. CLO 1, CLO 2, CV 3 online). They will
share what they
2. Display first-hand learned from these
knowledge of the interviews about
experiences of OFWs. transnationalism and
CLO 2, CV 1, CV 2, CV 3, CV 4 the factors that affect
global migrations.
1. Define economic  Economic Graded Group Report  Lecture/discussion Week 8  Quiz
globalization. CLO 1, CV 1 Globalization  Students will be  Group Report:  See attached rubric for

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 SAN AGUSTIN INSTITUTE OF TECHNOLOGY
Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon
Telephone Number: 828-1499

2. Identify the factors and Global divided into seven Follow the Product Graded Group Report
that facilitate Trade groups. Each group
economic will be assigned to
globalization. CLO 1, CV 1 trace the origin of the
product assigned to
them. They will report
on the processes,
countries, and
technologies involved
in the production of
the product.
1. Differentiate  Economic  The students will be  Lecture/discussion Week 9  Quiz
stability from Globalization given short quiz.  Recitation
sustainability. CLO 1, CV 1 and  They share their
Sustainable insights on global
2. Articulate models of Development sustainable
global sustainable development.
development. CLO 1, CV 1
3. Define global food
security. CLO 1, CV 1
4. Critique existing
models of global
security. CLO 1, CV 3
1. Define the term  Economic Graded Group Report  Lecture/discussion Week 10  Quiz
“Global South”. CLO 1, CV 1 Globalization,  Students will form  Group Report  See attached rubric for
2. Differentiate the Poverty, and groups of 3-5. Each  Class Debate: The Graded Group Report
Global South from the Inequality group will be assigned Global Free Trade
Third World. CLO 1, CV 1 a Latin American on Trial
3. Analyze how a new country to report on. Students will share to
conception of global These groups will the class their opinion
relations emerged
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 SAN AGUSTIN INSTITUTE OF TECHNOLOGY
Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon
Telephone Number: 828-1499

from the experiences deliver 10-minute and argue based on

of Latin American presentations on the the statement: “Global
countries. CLO 1, CV 3 contemporary foreign free trade has done
and economic policies more harm than
of their respective good.”
countries.
1. Identify the  Global City Graded Group Report  Lecture/discussion Week 11  Quiz
attributes of a global  Students will form  Group Report  See attached rubric for
city. CLO 1, CV 1 groups of 3-5. Each Graded Group Report
group will be assigned
2. Analyze how cities a global city to
serve as engines of discuss and research
globalization. CLO 1, CV 3 on. Their reports
should answer the
following questions:
1. How would you
describe your city?
2. What is your city
known for?
3. What makes your city
a global city?
1. Define the modern  Theories of Graded Economic Map  Lecture/discussion Week 12  Quiz
world system. CLO 1, CV 1 Global  Each student will  Individual Activity:  See attached rubric for
2. Articulate a stance Stratification construct a new A New Economic Graded Economic Map
on global economic economic map based Map of The World
integration. CLO 2, CV 3 on Immanuel
Wallerstein’s idea of
the modern world
system.
MIDTERM EXAMINATION

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 SAN AGUSTIN INSTITUTE OF TECHNOLOGY
Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon
Telephone Number: 828-1499

1. Explain the role of  International Graded Case Analysis  Lecture/discussion Week 13-Week  Quiz
international financial Financial  Students will analyze  Case Analysis: 14  Recitation
institutions in the Institutions and different economic Weighing the  See rubric on Graded
creation of a global Global scenarios whether Market Case Analysis
economy. CLO 2, CV 1 Corporations they are positive or  Class Activity: Film
negative. They will Viewing – The
2. Narrate a short share to the class the Corporation
history of global pros and cons they
market integration in found while assessing
the twentieth century. each scenario.
CLO 1, CV 1

3. Identify the
attributes of global
corporations. CLO 1, CV 1
1. Explain the effects  Global  Students will share  Lecture/discussion Week 15  Quiz
of globalization on Governance in their arguments on  Group  Recitation
governments. CLO 2, CV 1 the 21st whether or not the Argumentation
2. Identify the Century: The nation-state is still
challenges of global Government relevant in the
governance in the and the State contemporary world.
twenty-first century.
CLO 1, CV 1

3. Explain the
relevance of the state
amid globalization. CLO
1, CV 1

1. Identify the  Institutions that  Students will be given  Lecture/discussion Week 16  Quiz
institutions that Govern short quiz.  Recitation
govern international International  They will share their
relations. CLO 1, CV 1 Relations ideas on the
2. Identify the roles members, roles and

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 SAN AGUSTIN INSTITUTE OF TECHNOLOGY
Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon
Telephone Number: 828-1499

and functions of the functions of United

United Nations. CLO 1, CV 1 Nations.
1. Differentiate  Globalization, Graded Thematic  Lecture/Discussio Week 17  Quiz
informationalism from Globalism, and Analysis n  See attached rubric for
globalism. CLO 1, CV 1 Global Students will choose 30  Individual Activity: Graded Thematic Analysis
Citizenship randomly selected social Collecting Posts,
2. Articulate a media posts. They will Connecting the
personal definition of group the posts World
global citizenship. CLO 1, according to themes and
CV 1 share to the class the
3. Appreciate the themes they have
ethical obligations of created.
global citizenship. CLO 2,
CV 1, CV 2, CV 3

1. Create an authentic  Documentary Graded Short  Film-viewing on Week 18  Graded Short

short documentary Making Documentary sample Documentary
related to any global  The class will be  Group Activity
issues that is evident grouped equally. They
in the Philippines. CLO 3, will choose one
CV 1, CV 2, CV 3, CV 4 significant global
issue that is evident in
the country.

FINAL EXAMINATION

References:

1. Aldama, P. K. R. (2018). The contemporary world. Manila, Philippines: Rex Book Store, Inc.
2. Al-Rhodan, N.R.F (2006). Definitions of Globalization: A comprehensive overview and a proposed definition. Geneva Centre for Security
Policy.
3. Bauman, Z. (1998). Globalization: The human consequences. New York: Columbia University Press.
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 SAN AGUSTIN INSTITUTE OF TECHNOLOGY
Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon
Telephone Number: 828-1499

4. Huntington, S. P. (1996). The clash of civilizations and the remaking of world order. New York: Simon and Chuster.
5. Mann, M. (2007). Has globalization ended the rise and the rise of the nation-state? Review of International Political Economy 4, (3).
6. Milanovic, B. (2011). The haves and the have nots: A brief history of idiosyncratic history of global inequality. New York, NY: Basic Books.
7. Peet, R. (2003). Unholy Trinity: The IMF, World Bank, and the World Trade Organization. New York: Zed Books.
8. Ritzer, G. (2008). Modern sociological theory. 7th edn. New York: McGraw-Hill.
9. Ritzer, G. (2015). Globalization: The essentials. MA: Wiley-Blackwell.
10. Salado, F. (2018). The contemporary world. Malabon City: Mutya Publishing House, Inc.

Class Policy:
1. Attendance is a must since it is part of the grading system.
2. Deadline is deadline. However, the assigned task will still be accepted if it is submitted 1 day after the deadline on or before 5 p.m.
3. Failure to appear on group task means zero.
4. All quizzes are announced. Therefore, no special quiz shall be given to absent students.
5. Please observe honesty at all times.

Grading System:

Attendance - 5% Term Grade = 30% Previous Term Grade + 70% Current Tentative Term Grade
Quiz - 15%
Individual Task - 15%
Group Task - 25%
Term Exam - 40%
Total 100%

Date Submitted: Date Revised: Prepared by: Approved by:

July 16, 2019 July 16, 2019 CLAIRE H. LACERNA, MALE GLENNE A. RIVERA, Ph.D.
Instructor Dean of College

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 SAN AGUSTIN INSTITUTE OF TECHNOLOGY
Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon
Telephone Number: 828-1499

SCORING TOOL
RUBRIC ON CONCEPT MAP

Exemplary Exceeds Standard Adequately Meets Below Standard

Standard
4 3 2 1
Organization  Well organized  Thoughtfully organized  Somewhat organized  Choppy and confusing
 Logical format  Easy to follow most of the time  Somewhat incoherent  Contains a limited
 Contains main concepts  Contains most of the main  Contains only a few of number of concepts
 All key words and concepts concepts the main concepts  Many key words and
necessary to promote an  Most key words and concepts  Many key words and concepts from the unit
overview of the unit are used from the units are covered in a concepts from the unit are missing.   
and well organized to give added meaningful way and are are covered and are
meaning thoughtfully organized somewhat organized
Content,  Shows an understanding of the  Makes some mistakes in  Makes many mistakes in  Shows no
Concepts and topic’s concepts and principles terminology or shows a few terminology and shows a understanding of the
Terminology and uses misunderstandings of concepts lack of understanding of topic’s concepts and
appropriate terminology and  Few misconceptions are many concepts principles
notations evident  Some misconceptions  Many misconceptions
 No misconceptions/errors are evident are evident
evident
Connections  All words accurately connected  All words accurately connected  Most words accurately  Some words accurately
and Knowledge  Connections indicate superior  Connections are clear and connected connected
of the

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 SAN AGUSTIN INSTITUTE OF TECHNOLOGY
Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon
Telephone Number: 828-1499

Relationships organization/ understanding and logical.   They connect  Connections are  Connections aren't
among enhance meaning.   Arrows concepts to promote clarity somewhat clear and clear, they convey little
Concepts easily connect concepts in an and convey meaning convey some meaning meaning and do not
informative manner.  Identifies important concepts  Makes some incorrect promote clarity
 Identifies all the important but makes some incorrect connections  Fails to use any
concepts and shows an connections appropriate concepts or
understanding of the  Some meaningful connections appropriate connection
relationships among them made
 Meaningful and original insights
demonstrated
Source: https://www.nps.gov/grsm/learn/education/classrooms/upload/Concept-Map-Scoring-Rubric.pdf

Date of Submission Prepared by: Evaluated by: Approved by:

July 16, 2019 CLAIRE H. LACERNA, MALE GLENNE A. RIVERA, Ph.D.

Instructor Dean of College

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 SAN AGUSTIN INSTITUTE OF TECHNOLOGY
Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon
Telephone Number: 828-1499

SCORING TOOL
RUBRIC ON NEWS REPORT CRITIQUE

Exemplary Exceeds Standard Adequately Meets Below Standard

Standard
4 3 2 1
Comprehension  Student evidenced clear  Student evidenced  Student evidenced some  Student lacked clear
and response to comprehension of the article and considerable comprehension understanding of parts of understanding of the
article articulated a thoughtful of the article and articulated a the article or did not article and may or may
(Thinking/ response. thoughtful response. express a personal not have expressed a
Inquiry) response. personal response.
Summary for  All main ideas and facts from the  Most of the main ideas and  Some details from article  No summary is
Article article are included. Summary is facts from the article are are missing. Summary is provided or a verbatim
(Knowledge/ presented in objective view and included. Summary is not objective or minimal of the text is provided.
Understanding) referencing to the article is presented in objective view referencing to the article Author and source are
provided. Author and source are and referencing to the article is is provided. Author or not named.
named. provided. Author and source source is not named.
are named.
Presentation  Student engaged audience in  Student somewhat engaged  Student is vague in  Student gave a
(Communication presentation and highlighted audience in presentation and presenting the main disorganized
) main points of article. highlighted most of the main points of article. presentation with main
points of article. points of article lacking.
Conclusions  Personal comments are clearly  Personal comments are clearly  Few personal  No personal comments
(Application)

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 SAN AGUSTIN INSTITUTE OF TECHNOLOGY
Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon
Telephone Number: 828-1499

stated. Student clearly stated. Student clearly comments. Student are provided. No
demonstrates a strong working demonstrates a working demonstrates some relationship between
knowledge of class material knowledge of class material working knowledge of article and class
relative to the article. References relative to the article. Some class material relative to material is provided. No
are made to the course references are made to the the article. Few references are given.
materials. course materials. references are made to
the course materials.
Adopted from: http://www.colonelby.com/teachers/krichardson/Grade%2012/Article%20Review%20Rubric.pdf

Date of Submission Prepared by: Evaluated by: Approved by:

July 16, 2019 CLAIRE H. LACERNA, MALE GLENNE A. RIVERA, Ph.D.

Instructor Dean of College

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 SAN AGUSTIN INSTITUTE OF TECHNOLOGY
Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon
Telephone Number: 828-1499

SCORING TOOL
RUBRIC ON GROUP REPORT

Category Scoring Criteria Total Points Score

Organization The type of presentation is appropriate for the topic and audience. 5
Information is presented in a logical sequence. 5
(15 points) Presentation appropriately cites requisite number of references. 5
Content Introduction is attention-getting, lays out the problem well, and establishes a framework for the rest of the 5
presentation.
(45 points) Technical terms are well-defined in language appropriate for the target audience. 5
Presentation contains accurate information. 10
Material included is relevant to the overall message/purpose. 10
Appropriate amount of material is prepared, and points made reflect well their relative importance. 10
There is an obvious conclusion summarizing the presentation. 5
Presentation Speaker maintains good eye contact with the audience and is appropriately animated (e.g., gestures, 5
moving around, etc.).
(40 points) Speaker uses a clear, audible voice. 5
Delivery is poised, controlled, and smooth. 5
Good language skills and pronunciation are used. 5
Visual aids are well prepared, informative, effective, and not distracting. 5
Length of presentation is within the assigned time limits. 5
Information was well communicated. 10
Score Total Points 100
Adapted from: hplengr.engr.wisc.edu/Rubric_Presentation.doc

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 SAN AGUSTIN INSTITUTE OF TECHNOLOGY
Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon
Telephone Number: 828-1499

Date of Submission Prepared by: Evaluated by: Approved by:

July 16, 2019 CLAIRE H. LACERNA, MALE GLENNE A. RIVERA, Ph.D.

Instructor Dean of College
SCORING TOOL
RUBRIC ON MINI RESEARCH PAPER

Distinguished Strong Gaining Control Emerging

100 pts 80 pts 70 pts 60 pts
Writer demonstrates a proficient Writer demonstrates sufficient Writer demonstrates some Writer needs help with all
understanding of all aspects of writing understanding in most areas of aspects of writing/research and aspects of research/writing.
and research. research writing and needs some needs more development.
refinement.
Sources  Research originates from five or  Research originates from five  Research originates from  Research originates from
(25 %) more varied source types (web, sources; at least three types of five similar sources; less than five sources;
All papers required article, book, interview, other five (web, article, book, interview, sources are annotated, there is some annotation;
a minimum of five media); sources are annotated and other media); sources are credible, and on topic. sources are credible.
sources from five credible; sources are relevant to annotated, are credible, and on
different types. topic. topic.
Content of the  Writer clearly communicates in  Writer clearly communicates what  Writer's topic is broad;  Writer's topic is vague and
paper depth what they have learned they have learned through source information is under-developed.
(25 %) through research and displays research. Topic is focused and is sufficient but lacks focus. Evidence of source
A focused topic evidence of connecting with sufficiently developed and Writer has difficulty making evaluation is minimal and
should be fully preconceptions. Synthesized data is supported with evidence. Writer connections with minimally supports topic.
developed and clearly communicated to reader; shows vague evidence of preconceptions and new
supported by topic is focused, well-developed, analysis and evaluation from data.
research with and strongly supported with sources.
evidence of writer evidence through a discernible
connecting with
progression of ideas. Writer shows
and making new
meaning from data.
evidence of critical
analysis/evaluation of information
from sources.

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 SAN AGUSTIN INSTITUTE OF TECHNOLOGY
Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon
Telephone Number: 828-1499

Writing  Writer applies conventions of  Writer applies conventions of  Writer applies conventions  Writer attempts to apply
(25 %) writing; uses complex sentences, writing; uses complex sentences; of writing; uses correct conventions of writing;
Writer is expected accurate grammar/punctuation; no more than three word choices and there are word choices are not in
to adhere to the
transitions are smooth between grammar/punctuation errors; five or fewer agreement; there are
conventions of
writing in the
paragraphs; uses sophisticated and transitions are usually smooth punctuation/spelling errors. more than five
English language, economical word choices with no between paragraphs. Word punctuation and/or
use correct spelling errors. choices are effective with no spelling errors.
spelling, complex spelling errors.
sentences,
transitions between
paragraphs,
demonstrate ability
to use specific,
sophisticated and
economical word
choices, and
correct
punctuation.
APA Citations  Writer properly cites all sources in  Writer cites all sources in body of  Writer cites most sources  Writer cites few or no
(25 %) body of text according to APA rules. text according to APA rules but in body of text according to sources in body of text
Plagiarism is illegal A Literature Cited page has been with some errors. A Literature APA rules with some according to APA. There
because it is included and in proper format. Cited page has been included possible paraphrases is evidence of possible
stealing someone Sources cited agrees with Literature with some minor format errors. missing citations. A plagiarism. A list of
else's work. ALL Cited list. Sources cited agrees with Literature Cited page has sources is provided but
resources Literature Cited list. been included with some not in correct APA format.
consulted and
minor format errors and
referred to in this
paper MUST be
some works not cited in
properly cited in the text.
APA format as
discussed in class.
Source: https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=M293X4&

Date of Submission Prepared by: Evaluated by: Approved by:

Page 20 (Teacher Education Department)

 SAN AGUSTIN INSTITUTE OF TECHNOLOGY
Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon
Telephone Number: 828-1499

July 16, 2019 CLAIRE H. LACERNA, MALE GLENNE A. RIVERA, Ph.D.

Instructor Dean of College

SCORING TOOL
RUBRIC ON ECONOMIC MAP

Exemplary Exceeds Standard Adequately Meets Below Standard

Standard
4 3 2 1
Organization  Well organized  Thoughtfully organized  Somewhat organized  Choppy and confusing
 Logical format  Easy to follow most of the time  Somewhat incoherent  Contains a limited
 Contains main concepts  Contains most of the main  Contains only a few of number of concepts
 All key words and concepts concepts the main concepts  Many key words and
necessary to promote an  Most key words and concepts  Many key words and concepts from the unit
overview of the unit are used from the units are covered in a concepts from the unit are missing.   
and well organized to give added meaningful way and are are covered and are
meaning thoughtfully organized somewhat organized
Content,  Shows an understanding of the  Makes some mistakes in  Makes many mistakes in  Shows no
Concepts and topic’s concepts and principles terminology or shows a few terminology and shows a understanding of the
Terminology and uses misunderstandings of concepts lack of understanding of topic’s concepts and
appropriate terminology and  Few misconceptions are many concepts principles
notations evident  Some misconceptions  Many misconceptions
 No misconceptions/errors are evident are evident
evident
Connections  All words accurately connected  All words accurately connected  Most words accurately  Some words accurately
and Knowledge  Connections indicate superior  Connections are clear and connected connected
of the organization/ understanding and logical.   They connect  Connections are  Connections aren't
Relationships enhance meaning.   Arrows concepts to promote clarity somewhat clear and clear, they convey little

Page 21 (Teacher Education Department)

 SAN AGUSTIN INSTITUTE OF TECHNOLOGY
Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon
Telephone Number: 828-1499

among easily connect concepts in an and convey meaning convey some meaning meaning and do not
Concepts informative manner.  Identifies important concepts  Makes some incorrect promote clarity
 Identifies all the important but makes some incorrect connections  Fails to use any
concepts and shows an connections appropriate concepts or
understanding of the  Some meaningful connections appropriate connection
relationships among them made
 Meaningful and original insights
demonstrated
Source: https://www.nps.gov/grsm/learn/education/classrooms/upload/Concept-Map-Scoring-Rubric.pdf

Date of Submission Prepared by: Evaluated by: Approved by:

July 16, 2019 CLAIRE H. LACERNA, MALE GLENNE A. RIVERA, Ph.D.

Instructor Dean of College

Page 22 (Teacher Education Department)

 SAN AGUSTIN INSTITUTE OF TECHNOLOGY
Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon
Telephone Number: 828-1499

SCORING TOOL
RUBRIC ON CASE ANALYSIS

EXCELLENT AVERAGE POOR

4 2 1
Analysis and Evaluation  Presents a balanced, in-depth, and  Provides an acceptable analysis of  Simply repeats facts identified in
critical assessment of the facts of the most of the issues and problems in the case and does not discuss the
case in light of relevant theoretical the case; in most instances, relevance of these facts; fails to
research; develops insightful and well- analysis is adequately supported draw conclusions, or conclusions
supported conclusions using reasoned, by theory/concepts; appropriate are not justified or supported; does
sound, and informed judgments. conclusions are outlined and not present relevant research or
summarized. data; shows no critical examination
of case issues.
Style  Chooses word for their precise  Uses relatively vague and general  Usually contains many awkward
meaning and uses an appropriate level words, may use some sentences, misuses words,
of specification. Sentence style fits inappropriate language. Sentence employs inappropriate language.
paper's audience and purpose. structure generally correct, but
Sentences are varied, yet clearly sentences may be wordy,
structured and carefully focused, not unfocused, repetitive, or confusing.
long and rambling.
Grammar and Mechanics  Consistent and appropriate voice.  Voice somewhat consistent and  Voice somewhat consistent and
 Sophisticated and precise word choice. appropriate. appropriate.
 No spelling errors.  Correct word choice.  Correct word choice.
 No errors in agreement,  More than 3 spelling errors.  More than 4 spelling errors. 
pronouns/antecedents, or tense.  More than 2 errors in agreement,  More than 3 errors in agreement,
 No punctuation or capitalization errors. pronouns/antecedents, or tense. pronouns/antecedents, or tense.

Page 23 (Teacher Education Department)

 SAN AGUSTIN INSTITUTE OF TECHNOLOGY
Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon
Telephone Number: 828-1499

 Met all style and min/max page  More than 3 punctuation or  More than 4 punctuation or
requirements capitalization errors. capitalization errors.
 Failed to meet style and/or  Failed to meet style and/or
min/max page requirements min/max page requirements 
Works Cited/Bibliography  All sources properly cited in both paper  Not all sources properly cited in  Not all sources properly cited in
and bibliography. both paper and bibliography. both paper and bibliography.
 No more errors in format or  More than 3 errors in format or  More than 4 errors in format or
punctuation. punctuation. punctuation
Source: https://www.rcampus.com/rubricshowc.cfm?sp=true&code=MX7548A&

Date of Submission Prepared by: Evaluated by: Approved by:

July 16, 2019 CLAIRE H. LACERNA, MALE GLENNE A. RIVERA, Ph.D.

Instructor Dean of College

Page 24 (Teacher Education Department)

 SAN AGUSTIN INSTITUTE OF TECHNOLOGY
Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon
Telephone Number: 828-1499

SCORING TOOL
RUBRIC ON THEMATIC ANALYSIS

Demonstrate Excellence Meets Expectations Approaches Expectations Needs Improvement

Ideas  Thesis is an easily identifiable,  Thesis is a clear argument  Thesis is vague but topic  Minimally focused on
(50 points) well-phrased argument that that addresses a specific is evident topic
assesses the text and addresses idea to be analyzed and  Topic is developed  Minimally or
a specific idea to be analyzed proven in the essay sufficiently but insufficiently developed
and proven in the essay  Idea offered in the thesis inconsistently throughout controlling idea
 Main idea reflects sound critical, displays critical/original essay  Some irrelevant, vague,
analytical, and original thinking thinking and is adequately  Introduction and or overly general
and is clearly developed in each developed in each paragraph conclusion present but in supporting ideas
paragraph  Functional introduction need of revision  Ineffective or absent
 Strong and engaging and conclusion  Some relevant and introduction and/or
introduction and conclusion  Relevant and consistently developed supporting conclusion
 Relevant and fully developed developed supporting ideas ideas  Insufficient writing to
supporting ideas determine competence
 Does not address 2 or
more works by authors
studied in class
Evidence  Strong supporting evidence  Relevant supporting  Some relevant  Little to no supporting
(30 points) employed when necessary evidence employed when supporting evidence evidence
(original analysis takes necessary; little overreliance and/or some over-  Over-reliance upon the
precedence) upon the source text at reliance upon the source source text at the
 Balanced use of summary, expense of original ideas text at expense of expense of original
paraphrase, and quotation  Primarily balanced use of original ideas ideas

Page 25 (Teacher Education Department)

 SAN AGUSTIN INSTITUTE OF TECHNOLOGY
Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon
Telephone Number: 828-1499

to convey evidence summary, paraphrase, and  Somewhat imbalanced  Inappropriate use of

quotation to convey use of summary, outside theoretical
evidence paraphrase, and/or sources
quotation to convey
evidence
Organization  Organization is wholly  Overall organization  Overall organization is  Organizing strategy is
and Style appropriate to writer’s appropriate to writer’s purpose generally appropriate to Formulaic, unclear or
(10 points) purpose  Appropriate sequence of ideas writer’s purpose inappropriate
 Logical and appropriate  Related ideas grouped in  Clear sequence of ideas  Minimal evidence of
sequence of ideas paragraphs  Majority of related ideas sequencing
 Related ideas grouped  Language and tone enhance grouped in paragraphs  Some unrelated ideas
appropriately writer’s purpose  Language and tone are grouped in paragraphs
 Well-crafted writing that  Word choice is precise and appropriate to writer’s  Insufficient writing to
creates a sustained tone engaging purpose determine competence
 Varied, precise, and  Consistent and distinctive  Word choice is generally  Language and tone are
engaging language voice interesting with uneven
appropriate to  Sentences vary in length occasional lapses  Word choice is simple,
writer’s purpose and Structure  Writer’s voice is clear ordinary, imprecise and/
 Fully developed and and appropriate or repetitive
engaging  Some variation in  Minimal, inconsistent, or
writer’s voice sentence length and indistinct voice
 Extensive sentence variety structure  Minimal or no variation
in sentence length and
structure
Conventions  Essay follows all guidelines for  Essay follows most guidelines  Essay follows some  Essay follows few or
(10 points) document format for document format guidelines for document none of the guidelines
 Sustained clarity of meaning  Consistent clarity of meaning format for document format
at the sentence level at the sentence level  Sentence level meaning  Sentence level meaning
 All elements of usage are  Most elements of usage are is generally clear is not consistently clear
consistently correct consistently correct  Usage is generally  May contain frequent or

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 SAN AGUSTIN INSTITUTE OF TECHNOLOGY
Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon
Telephone Number: 828-1499

 All elements of mechanics are  Most elements of mechanics correct severe errors in usage
consistently correct are consistently correct  Mechanics are generally  May contain frequent or
 Infrequent, if any, errors  Errors are generally minor and correct severe errors in
 In‐text citations and Literature do not interfere with meaning  A few errors interfere mechanics
Cited follow APA guidelines  In‐text citations and Literature with meaning  Errors may interfere
perfectly Cited mostly follow APA  In‐text citations and with meaning
guidelines Literature Cited follow  In-text citations and/or
APA guidelines to some Literature Cited is
degree missing or does not
follow APA guidelines
Adopted from: https://ufbritlit2013.files.wordpress.com/2013/10/thematic-analysis-rubric1.pdf

Date of Submission Prepared by: Evaluated by: Approved by:

July 16, 2019 CLAIRE H. LACERNA, MALE GLENNE A. RIVERA, Ph.D.

Instructor Dean of College

Page 27 (Teacher Education Department)

 SAN AGUSTIN INSTITUTE OF TECHNOLOGY
Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon
Telephone Number: 828-1499

SCORING TOOL
RUBRIC ON DOCUMENTARY VIDEO PROJECT

Level 4 Level 3 Level 2 Level 1

8-10 7 6 5
Pre-Production
Treatment  The content includes a  Content exhibits  The content leaves the  The content lacks a central
clear concept and story. connections around the reader with a vague concept and storyline.
Treatment is very well concept and story, but impression of the concept Treatment is not very well
written and follows the small diversions are and storyline. Treatment is written and vaguely follows
prescribed format. present. Treatment is well somewhat well written, the prescribed format
written and follows the following the prescribed
prescribed format format
Storyboard  Storyboard clearly  Storyboard corresponds  Storyboard vaguely  Storyboard vaguely
corresponds with with treatment and corresponds with corresponds with treatment
treatment and communicates most of the treatment and and missing information for
communicates all of the information needed for communicates some of each scene.
information needed for each scene. the information needed for
each scene. each scene.
Production
Video Clarity and  All shots are clearly  Most shots are clearly  Many are clearly focused.  Few shots are clearly
Lighting focused. Camera focused. Camera Motion shots are fairly focused. The camera is not
movements are smooth movements are smooth steady. Some shots have held steady. Many shots
and of appropriate speed. and/or of appropriate inadequate light. have inadequate light.
All shots have appropriate speed. Most shots have
lighting. appropriate lighting.
Video Framing  Video shows evidence of  Most shots are well  Few shots are well  Many shots are poorly
good composition. A framed. A variety of shot framed. Two – three shot framed. Only one or two

Page 28 (Teacher Education Department)

 SAN AGUSTIN INSTITUTE OF TECHNOLOGY
Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon
Telephone Number: 828-1499

variety of shot types are types are used. types are used. shot types are used
used in an appropriate
manner.
Continuity  No lapses in continuity are  Small lapses in continuity  Many lapses in continuity  Video is disjointed in
present, or are are present are present significant respects.
insignificant.
Post-Production
Transitions  Video moves smoothly  Transitions move relatively  Transitions from shot to  Tape is unedited. No
from one shot to another smoothly form shot to shot shot are choppy and the transitions between clips.
using an appropriate and a variety are used. types of cuts and fades Raw clips run back to back
selection of transitions. are not always in final video.
appropriate.
Audio  Audio is balanced  Audio is usually balanced  Audio is somewhat  Audio is unbalanced
between dialogue, music between dialogue, music balanced between between dialogue, music
and voice over. Audio is and voice over. Audio is dialogue, music and voice and voice over. Audio is
clear throughout the clear throughout the video. over. Audio is clear inaudible in significant
video. throughout the video. portions of the video.
Pace  All clips are just long  Most clips move at a  Some clips move at a  Video clips are too long
enough to make the point steady pace. Most clips steady pace. Some clips and do not advance the
clear with no slack time. are edited to remove slack are edited to remove slack storyline or too short and
The pace captures the time. time. leave out essential action.
audience attention.
Appropriateness and  Content meets all  Content meets most  Content meets some  Content is not appropriate
Originality appropriateness appropriateness appropriateness for classroom viewing.
requirements. Video is requirements. Video requirements. Video is Video lacks originality and
very original and creative. shows many original and somewhat original and creativity.
creative elements. creative.
Required  Film includes all of the  Film includes most of the  Film includes some of the  Film includes few of the
Components: required components required components required components required components
Length : 10 minutes

Page 29 (Teacher Education Department)

 SAN AGUSTIN INSTITUTE OF TECHNOLOGY
Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon
Telephone Number: 828-1499

Title and Credits

Soundtrack

TOTAL 100
Source: http://sirwinston.old.dsbn.org/TGV3M/Links/Short%20Film%20Rubric.pdf

Date of Submission Prepared by: Evaluated by: Approved by:

July 16, 2019 CLAIRE H. LACERNA, MALE GLENNE A. RIVERA, Ph.D.

Instructor Dean of College

Page 30 (Teacher Education Department)