Republic of the Philippines

BILIRAN PROVINCE STATE UNIVERSITY

SASNR- DEPARTMENT OF AGRIBUSINESS MANAGEMENT

ANALYTIC RUBRICS
1. Analytic Rubrics for Group and Individual reporting
SCORE
CRITERIA
0–Needs Improvement 1–Fair 2–Good 3–Excellent
- Holds no eye contact with audience, as - Displays minimal eye contact with audience, - Consistent use of direct eye contact with - Holds attention of entire audience with the
entire report is read from notes. while reading mostly from the notes. audience, but still returns to notes. use of direct eye contact, seldom looking at
- Speaks in low volume and/or monotonous - Speaks in uneven volume with little or no - Speaks with satisfactory variation of volume notes.
DELIVERY tone, which causes audience to disengage. inflection. and inflection. - Speaks with fluctuation in volume and
inflection to maintain audience interest and
emphasize key points.
- Does not have grasp of information and - Is uncomfortable with information and is - Is at ease with expected answers to all - Demonstrates full knowledge by answering
cannot answer questions about subject. able to answer only rudimentary questions. questions, without elaboration. all class questions with explanations and
- Does not clearly define subject and - Attempts to define purpose and subject; - Has somewhat clear purpose and subject; elaboration.
CONTENT/
purpose; provides weak or no support of provides weak examples, facts, and/or some examples, facts, and/or statistics that - Provides clear purpose and subject;
ORGANIZATION subject; gives insufficient support for ideas statistics, which do not adequately support support the subject; includes some data or pertinent examples, facts, and/or statistics;
or conclusions. the subject; includes very thin data or evidence that supports conclusions. supports conclusions/ideas with evidence.
evidence.
- Shows no interest in topic presented. - Shows little or mixed feelings about the - Shows some enthusiastic feelings about - Demonstrates strong enthusiasm about
ENTHUSIASM/ - Fails to increase audience understanding topic being presented. topic. topic during entire presentation.
of knowledge of topic. - Raises audience understanding and - Raises audience understanding and - Significantly increases audience
AUDIENCE knowledge of some points awareness of most points understanding and knowledge of topic;
AWARENESS convinces an audience to recognize the
validity and importance of the subject.
- Sentences sound awkward, are - Most sentences are well constructed, but - Most sentences are well constructed and - All sentences are well constructed and have
LANGUAGE distractingly repetitive, or are difficult to they have a similar structure and/or length. have varied structure and length. varied structure and length.
understand. - Uses vocabulary appropriate for the - The speaker makes a few errors in - The speaker makes no errors in grammar,
USAGE (Grammar - Uses several words or phrases that are audience. Does not include any vocabulary grammar, mechanics, and/or spelling but mechanics, and/or spelling.
and Vocabulary) inappropriate and not understood by the that might be new to the audience. they do not interfere with understanding.
audience.
 2. Written Reports and Essays
SCORE
CRITERIA
0–Needs Improvement 1–Fair 2–Good 3–Excellent
- Writing lacks logical organization. - Writing is coherent and logically organized. - Writing is coherent and logically organized - Writing shows high degree of attention to
- There is no clear introduction, structure, or - The introduction states the main with transitions used between ideas and logic and reasoning points.
conclusion. topic. paragraphs to create coherence. - Information is relevant and presented in a
- It shows some coherence but ideas lack - A conclusion is included. - The introduction states the main topic logical order.
unity. - Some points remain misplaced and stray and provides an overview of the - Unity clearly leads the reader to the
ORGANIZATION - Serious errors. from the topic. paper. conclusion and stirs thought regarding the
- Transition evident but not used throughout - A conclusion is included. topic.
the essay. - Overall unity of ideas is present. - The introduction is inviting, states the
main topic, and provides an overview
of the paper.
- The conclusion is strong.
- Shows some thinking and reasoning but - Contents indicates thinking and reasoning - Content indicates original thinking and - Content indicates synthesis of ideas, in
most ideas are underdeveloped and applied with original thought on a few develops ideas with sufficient and firm depth analysis, and evidences original
LEVEL OF
unoriginal. ideas. evidence. thought and support for the topic.
CONTENT - *Did not indicate sources and there was no - *The report cited only one or 2 sources of - *The report cited different sources of - *The report cited different sources of
analysis. opinion without analysis. opinion but not analyzed. opinion properly analyzed.
- Main points lack detailed development. - Main points are present with limited detail - Main points well developed with quality - Main points well developed with high quality
Ideas are vague with little evidence of and development. Some critical thinking is supporting details and quantity. Critical and quantity support. Reveals high degree
critical thinking. present. thinking is weaved into points. of critical thinking.
FOCUS AND
- The topic and main ideas are not clear. - There is one main topic. Main ideas are - There is one clear, well focused topic. Main - The topic and main ideas are not clear.
DETAILS somewhat clear. ideas are clear but are not well supported - There is one clear, well focused topic. Main
by detailed information. ideas are clear and are well supported by
detailed and accurate information.
- Sentences sound awkward, are - Most sentences are well constructed, but - Most sentences are well constructed and - All sentences are well constructed and have
distractingly repetitive, or are difficult to they have a similar structure and/or length. have varied structure and length. varied structure and length.
GRAMMAR AND understand. - The author makes several errors in - The author makes a few errors in grammar, - The author makes no errors in grammar,
MECHANICS - The author makes numerous errors in grammar, mechanics, and/or spelling that mechanics, and/or spelling but they do not mechanics, and/or spelling.
grammar, mechanics, and/or spelling that interfere with understanding. interfere with understanding.
interfere with understanding.
- Mostly in elementary form with little or no - Approaches college level usage of some - Attain college level style; tone is appropriate - Shows outstanding style going beyond
variety in sentence structure, diction, variety in sentence patterns, diction, and and rhetorical devices used to enhance usual college level; rhetorical devices and
rhetorical devices, or emphasis. rhetorical devices. content; sentence variety used effectively. tone used effectively; creative use of
STYLE OR WORD
- The writer uses a limited vocabulary. - The author uses words that communicate - The author uses vivid words and phrases. sentence structure and coordination.
CHOICE Jargon or clichés may be present and clearly, but the writing lacks variety. The choice and placement of words is - The author uses vivid words and phrases.
detract from the meaning. inaccurate at times and/or seems overdone. The choice and placement of words seems
accurate, natural, and not forced.
- *Fails to follow format and assignment - *Meets format and assignment - *Meets format and assignment - *Meets all format and assignment
requirements; incorrect margins, spacing, requirements; generally correct margins, requirements; margins, spacing, and requirements and evidences attention to
*FORMAT and indentation; neatness of essay needs spacing, and indentations; essay is neat but indentations are correct; essay is neat and detail; all margins, spacing, and
attention. may have some assembly errors. correctly assembled. indentations are correct; essay is neat and
correctly assembled with professional look.
*May apply only in take home written reports/ essays.