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Activity On Rubric Development

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JABAT, SHIELA MAY
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12 views

Activity On Rubric Development

rubric

Uploaded by

JABAT, SHIELA MAY
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Ail 2

Activity on Rubric Development


Directions: Formulate a learning outcome based on the Most Essential Learning
Competencies (MELCs) of DepEd using the ABCD format (Audience, Behavior,
Condition, and Degree). Ensure that the chosen learning outcome captures at least
one of the following targets: skills, product, or affect. Next, identify an alternative
assessment activity appropriate for assessing that learning outcome, ensuring the
activity is authentic. Finally, based on your learning outcome and assessment
activity, develop a task-specific analytic rubric with at least four criteria for grading
the activity. Use the format and rubric provided below as your guide for this task.
Submit your work in PDF.
Rubric:

Score and Level Description


20 – Exemplary The learning outcome is exceptionally clear, fully aligned
with the MELCs, and follows the ABCD format. The
assessment activity is highly authentic, directly aligned with
the outcome, and relevant to real-life contexts. The rubric is
complete, with well-defined dimensions, levels, and detailed
descriptions. All elements are seamlessly integrated,
demonstrating a thorough understanding of the task.

18 – Proficient The learning outcome is clear and mostly aligned with the
MELCs, with minor lapses in following the ABCD format. The
assessment activity is generally authentic and aligns with
the learning outcome, though relevance to real-life contexts
could be stronger. The rubric includes most necessary parts,
with minor issues in dimensions, levels, or descriptions. The
task demonstrates a good understanding with slight areas
for improvement.
16 – Developing The learning outcome is somewhat clear but has noticeable
issues in alignment with the MELCs or the ABCD format. The
assessment activity has limited authenticity, weak relevance
to real-life contexts, or partial alignment with the learning
outcome. The rubric is missing key components, such as
specific dimensions, levels, or detailed descriptions. The task
shows a basic understanding but lacks depth and coherence.

14 – Beginning The learning outcome is unclear, poorly aligned with the


MELCs, and does not follow the ABCD format. The
assessment activity lacks authenticity, relevance, and
alignment with the learning outcome. The rubric is
incomplete, with poorly defined or missing dimensions,
levels, and descriptions. The task demonstrates minimal
understanding and lacks sufficient effort or attention to
detail.
Ail 2

Name: Shiela May L. Jabat

Section: 3A
Activity on Rubric Development
Subject Matter and Year Level: Relation and a Function Grade 8

Learning Competency: Illustrates a relation and a function.

Learning Outcome:
 Skills: The student should be able to illustrate the relation and a
function
Alternative Assessment Activity: Reporting
Rubric:

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