Republic of the Philippines

Department of Education
REGION VI-WESTERN VISAYAS
SCHOOLS DIVISION OFFICE OF LA CARLOTA CITY
DHSBNHS-SENIOR HIGH SCHOOL
Student’s Written/Performance Task
Inquiries, Investigation, and Immersion
Activity 1

Name:__________________________________________________Grade/Track/Strand:________________
Subject:_________________________________________________________________________________
Subject Teacher:__________________________________________________________________________

Research Title:
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Background of the Study

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Tips in Writing a Background of the Study/Rationale

1st Paragraph – General Situation/Circumstance in Developing your Research Study
2nd Paragraph – Literature Related to Situation and Gaps in Existing Literature
3rd Paragraph – Importance of the Situation and Aim of the Study
4th Paragraph – Significance and Contribution of the Research

Task Cognitive Process Dimensions

Research Title Remembering, Understanding, Applying, Analyzing,
Evaluating, Creating
Background of the Study/Rationale Remembering, Understanding, Applying, Analyzing,
Evaluating, Creating

Table of Specification in Cognitive Process Dimensions (Anderson and Krathwohl, 2001) – Aligned on K to 12 Program
Cognitive Process Descriptors
Dimensions
Remembering The learner can recall information and retrieve relevant knowledge from long-term memory:
identify, retrieve, recognize, duplicate, list, memorize, repeat, reproduce
Understanding The learner can construct meaning from oral, written, and graphic messages: interpret,
exemplify, classify, summarize, infer, compare, explain, paraphrase, discuss
Applying The learner can use information to undertake a procedure in familiar situations or in a new
way: execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert,
discover
Analyzing The learner can distinguish between parts and determine how they relate to one another,
and to the overall structure, and purpose: differentiate, distinguish, compare, contrast,
organize, outline, attribute, deconstruct
Evaluating The learner can make judgments and justify decisions: coordinate, measure, detect, defend,
judge, argue, debate, critique, appraise, evaluate
Creating The learner can put elements together to form a functional whole, create a new product or
point of view: generate hypothesize, plan, design, develop, produce, construct. Formulate,
assemble, devise
Scoring Rubric

Rate
Category 4 3 2 1
Quality of Information clearly Information clearly Information clearly Information has
Information relates to the main relates to the main relates to the main little or nothing to
topic. It includes topic. It provides 1- topic. No details do with the main
several supporting 2 supporting details and/or examples topic.
details and/or and/or examples. are given.
examples.
Amount of All topics are All topics are All topics are One or more topics
Information addressed and all addressed and addressed, and were not
questions most questions most questions addressed.
answered with at answered with at answered with 1
least 2 sentences least 2 sentences sentence about
about each. about each. each.
Organization Information is very Information is Information is The information
organized with well- organized with well- organized, but appears to be
constructed constructed paragraphs are not disorganized.
paragraphs and paragraphs. well-constructed.
subheadings.
Paragraph All paragraphs Most paragraphs Paragraphs Paragraphing
Construction include introductory include introductory included related structure was not
sentence, sentence, information but clear and
explanations or explanations or were typically not sentences were not
details, and details, and constructed well. typically related
concluding concluding within the
sentence. sentence. paragraphs.
Mechanics No grammatical, Almost no A few grammatical Many grammatical,
spelling or grammatical, spelling, or spelling, or
punctuation errors. spelling or punctuation errors. punctuation errors.
punctuation errors