Rubric for monitoring students’ performance of attendance, punctuality, learning participation,

commitment for tasks, and learning progress.

Subject: __________ Class____________ Date___________________

Note: Teacher should record the indicated performance of each student’s performance using symbols E, S, N, P in
every lesson. At the end of two weeks the teacher should judge the overall performance of student learning as E-
excellent, S-satisfactory, N-need improvement, P-poor. Take some innervation for those students fall under N & P.

Student Name Overall Attendance/ Learning participation Homework/class Learning

performance punctuality activities progress
Response to:
Teacher Student
Que. Que..
E S N P
E S N P
E S N P
E S N P
E S N P
E S N P
E S N P
E S N P
E S N P
E S N P
E S N P
E S N P
E S N P
E S N P
E S N P
E S N P
E S N P
E S N P
E S N P
E S N P
E S N P
E S N P
E S N P
E S N P
E S N P
E S N P
E S N P
E S N P
E S N P
E S N P
E S N P

Subject Teacher Name: ______________________ Date of Report ____________ Signature________

1. Rubric for monitoring students’ performance of attendance, punctuality, learning
participation, commitment for tasks, and learning progress form.
Criteria Excellent (4) Satisfactory (2) Needs Improvement Poor (1)
(3)
Attendance Consistently attends Attends class Occasionally Frequently misses
class; no absences regularly; 1 misses class; 2 class; more than 3
per term; absences per absences per term; absences per term;
term;
Punctuality Arrives on time for Arrives on time Occasionally late; Frequently late;
every class; most days; late to arrives late to class arrives late to class
demonstrates class 1 time per 2 times per term; 3 or more times
commitment to term; generally may need per term; often
being present and prepared for class. reminders to be unprepared for
ready to learn. prepared. class.
Learning Actively Participates in Participates in Rarely participates
participation participates in all most questions some class in class; does not
questions that raised that raised from activities but may contribute ideas or
from teacher & teacher & be passive or engage with peers,
students and group students, and hesitant to and shows
works, consistently often contributes contribute. disrespect towards
contributing ideas ideas and engages others’
and engaging with with peers, though contributions.
peers and the not always
material. consistently
Homework/ Always completes Completes most Occasionally Rarely completes
class activities class/home class/home misses deadlines or class/homework or
assignments on time assignments on submits incomplete consistently misses
and in full. time. work. deadlines.
Learning Consistently Shows solid Shows basic Lacks
progress demonstrates understanding of understanding of understanding of
advanced key concepts, can concepts & key concepts;
understanding of solve problems merging skills; limited skill
concepts, independently in struggles to apply development;
effectively applies familiar situations knowledge in new unable to perform
skills, shows ability and acts on contexts, can solve basic tasks
to analyze and solve feedback but may problems with independently, and
complex problems, need support with guidance; shows relies heavily on
and actively applies advanced tasks. some initiative on teacher support
feedback to feedback to make and guidance.
improve. progress.
1. Rubric for evaluating formative assessment design in lesson planning

Criteria Excellent (4) Proficient (3) Needs Poor (1)

Improvement (2)
Alignment The assessment tasks The assessment is The assessment The assessment
with learning are thoroughly aligned aligned with most addresses basic tasks are mostly
objectives with learning objectives objectives, levels of cognition focused on recall or
(different level that address a full range addressing a range (e.g., remembering, understanding, with
of learning of cognitive levels, from of cognitive levels, understanding) but no tasks targeting
taxonomy) basic recall to higher- but may not fully has limited focus higher-order
order thinking skills. include the highest on higher-order cognitive skills.
cognitive domains. thinking.
Coverage of The assessment includes The assessment The assessment The assessment
lower-order questions or tasks that includes several focuses on lower- focuses only on
thinking skills target foundational tasks focused on order skills but may recall, with no
cognitive skills like lower-order skills be overly consideration of
remembering and but may not fully dependent on rote understanding or
understanding, explore recall with little application of basic
ensuring mastery of understanding or emphasis on knowledge.
basic content application. understanding.
knowledge.
Coverage of The assessment The assessment The assessment The assessment
higher-order effectively incorporates includes some includes minimal lacks tasks that
thinking skills tasks requiring tasks requiring tasks involving challenge students
analyzing, evaluating, analysis and higher-order to think critically,
and creating, evaluation but may thinking, with evaluate, or create,
challenging students to not fully challenge limited remaining focused
apply knowledge students to create opportunities for on lower cognitive
critically and creatively. or synthesize new critical thinking or levels.
ideas. creativity.
Differentiation The assessment includes The assessment The assessment is The assessment
of cognitive a well-balanced mix of addresses multiple somewhat tasks are heavily
levels tasks across multiple cognitive levels imbalanced, skewed toward one
cognitive levels (e.g., but may lean more focusing more on cognitive level,
recall, application, heavily toward either lower-order either too simplistic
evaluation), ensuring either lower- or or higher-order or too complex,
that students are higher-order tasks. thinking without without progression
assessed at varying adequately or balance.
levels of difficulty. covering both.
Variety of A wide variety of The assessment The assessment The assessment
question types question types (e.g., uses multiple uses a limited uses only one or
multiple-choice for question types but variety of question two question types,
recall, short answers for may not fully align types, often with no
understanding, essays each type with the missing consideration of
for evaluation) is used, intended cognitive opportunities to how different types
targeting different level. assess a range of measure various
cognitive levels. cognitive skills. cognitive skills.
2. Rubric for evaluating formative assessment practice in lesson plan implementation

Criteria Excellent (4) Proficient (3) Needs Poor (1)

Improvement (2)
Engagement in Students are highly Students are Students are Students are not
assessment engaged in the engaged in some somewhat passive actively engaged in
formative aspects of in the assessment the formative
assessment process formative process, and assessment process,
(self-assessment, assessment, but engagement in with little
peer assessment, they may not have self-assessment is opportunity for
reflections) and the opportunity for limited. involvement or
take ownership of self-assessment or reflection.
their learning. reflection.
Feedback for Feedback is Feedback is timely Feedback is Feedback is
students & immediate, clear, and useful, but may delayed or lacks minimal, vague, or
parents specific, and not be as specific sufficient detail for absent, leaving
actionable, guiding or immediate to students to make students unclear on
students on how to allow for meaningful how to improve.
improve in real- immediate improvements
time. application. during the lesson.
Use of data: Formative Assessment data is Tracking of Little to no effort is
monitoring assessments used to track student progress is made to track
student provide a clear student progress, done student progress
progress picture of each though the tracking inconsistently or through formative
student's progress may be more provides a limited assessments,
over time, allowing general or applied picture of student resulting in a lack
for ongoing inconsistently. growth. of targeted support.
tracking and
individualized
support.
Use of data: Data from Formative Limited use of No evidence of
informing formative assessment data is assessment data to formative
future lesson assessments is used to plan future inform future assessment data
plans systematically lessons, though the lesson planning; being used to
analyzed and used connection future lessons may inform future lesson
to inform future between the data not fully reflect planning, resulting
lesson planning, and future planning the needs in a lack of
ensuring alignment could be stronger. identified. responsiveness to
with student needs. student needs.
 3. Rubric for evaluating teachers’ exam/test construction, analysis, interpretation, and use of exam
results

Criterion Excellent (4) Proficient (3) Needs Improvement (2) Poor (1)
Alignment Exam items are perfectly Most items align Some items are aligned, Little to no alignment
with aligned with curriculum with learning but there are gaps in with learning
learning objectives and objectives, covering content coverage. objectives; significant
objectives comprehensively cover the the key content. gaps in content.
material taught.
Variety of Uses a wide range of Includes a moderate Limited variety, mostly Only one type of
question question types that assess variety of question lower-level questions question is used,
Types different cognitive levels types with some (recall-based). largely assessing
and skills. balance between basic recall.
cognitive levels.
Appropriate Test reflects a balanced Generally Test is mostly too easy Difficulty level is
difficulty range of difficulty, appropriate but or difficult for the highly inappropriate,
level challenging but appropriate slightly leaning students’ level. either too hard or too
for students’ abilities. toward too easy or easy.
too difficult.
Item analysis Thorough item analysis Basic item analysis Minimal item analysis No item analysis
conducted (difficulty index, performed, conducted, with limited conducted, or no
discrimination index, etc.), identifying major recognition of item attempt to identify
with clear identification of issues with some performance. poorly performing
problem items. exam questions. questions.
Performance Above 90 score Above 70 score Above 50 score Below 50
analysis
Feedback to Provides timely, Provides timely and Provides feedback, but it Feedback is minimal,
students & constructive, and detailed constructive may be delayed, unclear, or not
parents feedback to students, feedback, though it incomplete, or lacking in provided at all.
helping them understand could be more actionable advice.
their performance and how detailed or
to improve. actionable.
Instructional Uses exam results to make Makes some Minimal changes made No instructional
adjustments targeted adjustments to adjustments to to instruction based on adjustments made
instruction, addressing areas instruction based on exam results, with little based on exam
where students struggled. results, though impact on future results, or changes
changes are not teaching. are not aligned with
always targeted. needs.
Remediation Provides specific Provides general Limited opportunities for No opportunities for
opportunities for both opportunities for remediation or remediation or
remediation (for struggling remediation and enrichment based on enrichment provided
students) and enrichment enrichment, though exam results. based on exam
(for advanced students) not consistently performance.
based on results. based on exam data.
Data-driven Regularly uses data from Occasionally uses Rarely uses exam data to Does not use exam
decision- exam results to inform exam data to inform guide instructional data for instructional
making instructional planning, planning and decisions or curriculum planning, or no
curriculum adjustments, and instruction, though adjustments. changes are evident.
future assessments. not consistently.