Scribd
Upload
8 views

Rubrics-TI-Activity-Sheets-1

The document presents a rubric for assessing activity sheets based on observation, reflection, and evidence criteria. Each dimension is rated on a scale from excellent to poor, with specific requirements for each score level. The rubric aims to provide a structured evaluation of the field study process and the quality of the completed activity sheets.

Uploaded by

urbanoriad14
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
8 views

Rubrics-TI-Activity-Sheets-1

The document presents a rubric for assessing activity sheets based on observation, reflection, and evidence criteria. Each dimension is rated on a scale from excellent to poor, with specific requirements for each score level. The rubric aims to provide a structured evaluation of the field study process and the quality of the completed activity sheets.

Uploaded by

urbanoriad14
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 1

Directions: Below is a rubric for assessing the accomplished activity sheets.

Each of the dimensions/criteria relates to a field study process, which is also an element of this activity. Assess

Criteria/ Excellent Very Satisfactory Satisfactory Fair Poor


Score
Dimension 5 4 3 2 1
Observation If all the following are observed: At least 80% of each of the At least 60% of each of the following are At least 40% of each of the following Less than 40% of each of the
following are observed. observed. are observed. following are observed.
(1) All observation questions/tasks 1. The observation questions/tasks 1. The observation questions/tasks are 1. The observation questions/tasks are 1. The observation questions/tasks
are completely are completely completely answered/accomplished completely answered/ accomplished are completely answered/
answered/accomplished answered/accomplished accomplished
(2) Free from technical or 2. Free from mechanical or 2. Free from mechanical or grammatical 2. Free from mechanical or 2. Free from mechanical or
grammatical error grammatical error error grammatical error grammatical error
(3) substantial, specific, and/or 3. substantial, specific, and/or 3. substantial, specific, and/or illustrative 3. substantial, specific, and/or 3. substantial, specific, and/or
illustrative content is evident illustrative content is evident content is evident illustrative content is evident illustrative content is evident
(4) Cited legal basis/authorities to 4. Cited legal basis/authorities to 4. Cited legal basis/authorities to support 4. Cited legal basis/authorities to 4. Cited legal basis/authorities to
support their discussion , if needed support their discussion , if needed their discussion , if needed support their discussion , if needed support their discussion , if needed

Reflection (1) Demonstrate a clear, profound Demonstrate a clear and thorough Demonstrate a clear and basic Demonstrate a limited understanding Demonstrate a limited understanding
and thorough understanding of understanding of the activity. understanding of the activity. of the activity. of the activity.
the activity.
(2)The reflection is logically The reflection is logically organized The reflection is logically organized and The reflection explains the FS student’s Most of the content of the reflection
organized and structured, and and structured, and explains the FS structured, and explains the FS student’s own thinking and learning processes, do not indicate the FS student’s own
explains the FS student’s own student’s own thinking and learning own thinking and learning processes, as as well as implications for future thinking and learning processes, as
thinking and learning processes, as processes, as well as implications well as implications for future learning learning but not well-organized and well as implications for future
well as implications for future for future learning structured. learning and are illogical and
learning unstructured. Content may have
been copied from other sources.

Evidence (1) Provide profuse evidences of Provide at least 80% evidences of Provide at least 60% evidences of class Provide at least 40% evidences of class Very few or no evidences is
class observation, including well- class observation, including observation, including accomplished observation, task accomplished, and presented
accomplished DTR, if possible, task accomplished DTR, if possible, task DTR, if possible, task accomplished, and active collaboration with the group.
Average Score
Equivalent

Comment:

Name of Assessor: Course: (If student)


Designation Year & Section

Information about the owner of the Output being Assessed


Name: Year & Section
Course

You might also like