RUBRICS CALCULATOR GUIDE

1. Fill out the criteria assigned to achieve the desired performance standard
2. Fill out the qualitative descriptors on each of the proficiency levels as communicated to your students
3. Set your desired percentage share for each of the criteria assigned.
4. Fill out column for scores from 1 to 4 based on descriptors on the level of achievement of the students.
5. The calculator will automatically provide the total score and total weighted score. The total score can be used for assigning g
score can be used for assigning grades on minor performance tasks while the total weighted score is recorded as the grade for the major pe
ded as the grade for the major performance task.
 Ma. Lourdes C. Mendoza
LEVEL OF ACHIEVEME

CRITERIA PERCENTAGE EXEMPLARY

4
The group is able to deliver the lines of the
dialogue well with proper prosodic features
such as volume, projection, intonation, pitch
and stress. There is synchronization of the
movements. Words and line are clearly
Creativity/Effort 25 enunciated.

The group is able to successfully portrau the

role

Content/Originality 30

Teacher is able to contextualize and localize

the task scenario of the performance or
product to achieve. Student can relate the
scenario happening in his/ her life.

Cooperation/Teamwork 30

Teacher submitted the reviewed and

corrected document before the assigned
Timeliness 10 deadline.

PERCENTAGE TOTAL 95
a 1st Quarter Performance Task English 7
LEVEL OF ACHIEVEMENT

PROFICIENT PARTIALLY PROFICIENT NEEDS IMPROVEMENT

3 2 1 SCORE
The group is almost able to deliver the lines of The group is able to deliver the lines but The group is able to deliver the line
the dialogue well with almost proper prsodic somehow lacks the proper usage of the but monotonously. They lack in
features such as volume, projection, prosodic features such as volume, projection, applying and using the prosodic
intonation, pitch and stress. There is intonation, pitch and stress. There is only a features. The enunciation of words
synchronization in movements and little synchronization of movements and and lines were confusing.
understandable enunciation of words and unclear enunciation of words and lines. 2
lines.

Teacher is able to provide at least 3 Teacher is able to provide at least 2 Teacher is able to provide only 1 role
differentiated roles for the students to do with differentiated roles for the students to do for the students to do with the
the corresponding expected product or with the corresponding expected product or corresponding expected product or
performance that is aligned to the performance that is aligned to the performance that is aligned to the
performance standards and formation performance standards and formation performance standards and
standards to cater to the different intelligences standards to cater to the different formation standards. This does not
of students. intelligences of students. show opportunity to cater different 3
student intelligences.

Teacher is able to contextualize and localize the Teacher is able to contextualize the task Teacher is able to describe the task
task scenario of the performance or product to scenario of the performance or product to scenario of the performance or
achieve. Student can observe the scenario achieve. Student can observe the scenario product to achieve. Scenario is
happening in real life. happening in real life. However, the scenario realistic though not contextualized
is not localized. and not localized in such a way that
students could not see reality in it. 3

Teacher submitted the reviewed and corrected Teacher submitted the reviewed and Teacher submitted the reviewed and
document on the assigned deadline. corrected document at most a week past the corrected document at most 2
deadline. weeks past the deadline. 3

TOTAL 11
WEIGHTED
SCORE

18.25

26.1

26.1

8.7

79
 LEVEL OF ACHIEVEMENT
PERCENTAG
CRITERIA E EXEMPLARY PROFICIENT PARTIALLY PROFICIENT NEEDS IMPROVEMENT
WEIGHTE
4 3 2 1 SCORE D SCORE
No effort in the Met the requirements of Barely met the minimum Exceeded the basic
assignment; presentation the assignment. Creative, requirements of the requirements of the
assignment; not very creative. assignment. Shows lots of
Creativity/Effort lacked creativity. shows good effort. effort and creativity.

25
The content includes a clear
statement of purpose or
theme and is creative,
compelling and clearly
written. A rich variety of
supporting information in the
video contributes to the
understanding of the project’s
Content/Originality main idea. Events and
messages are presented in a
logical order. Includes
properly cited sources.
Information is presented as a
connected theme with accurate,
current supporting information
that contributes to understanding
the project’s main idea. Details
are logical and persuasive
information is effectively used.
The content includes a clear point
of view with a progression of
ideas and supporting information.
Includes properly cited sources.
The content does not
present a clearly stated
theme, is vague, and some
of the supporting
information does not seem
to fit the main idea or
appears as a disconnected
series of scenes with no
unifying main idea. Includes
few citations and few facts.
Content lacks a central
theme, clear point of view and
logical sequence of
information. Much of the
supporting information is
irrelevant to the overall
message. The viewer is
unsure what the message is
because there is little
persuasive information and
only one or two facts about
the topic are articulated.
Information is incorrect, out of
date, or incomplete. No
citations included.

25
Students have worked together Students have worked together Students did not worl well Students did not fulfill their
collaboratively. Each student has collaboratively. Each students has
together collaboratively, individual assignments and this
fulfilled his/her individual job fulfillled hus/her individual job. The
individuals fulfilled assignments, negatively impacted the group's
masterfully so the group can collaborative process worked well.
but not on time in a manner to quality ofwork. Disentions and
Cooperation/Team function well and in a timely use those to help group. Team arguments prevented the group
work manner. members strugggled to from working well together.
communicate and the
collaborative process and final
15 produced suffered because of it.
Mostly clean edits with a good Some problematic or rough edits Problematic edits & / or poor
demonstration of narrative & only a general demonstration of demonstration of narrative
composition. Professional audio narrative composition. composition. Unprofessional
Editing/Sound and Great & clean edits with a clear and picture quality with 1 or 2 Professional audio and picture audio and picture quality.
& thorough understanding of quality qith 3-5 instances of minor
Voice Quality instances of minor issues. issues.
narrative composition.
Professional audio and picture
20 quality.
Most project deadlines were met. Many project deadlines were Deadlines were regularly
Deadline/Timelines Those that were late did not have not met, resulting in some missed, having a significant
All project deadlines were met.significant impact on the finished impact on the finished project. impact on the final project.
s project.
15
PERCENTAGE TOTAL 100 TOTAL 0 0
 Mrs. Sherefel Rosalejos
CRITERIA PERCENTAGE EXTENDING BEYOND PROFICIENT LEVEL
4
Teacher is able to accurately align the the goal of performance task to the
performance standards as required by Dep Ed and the formation standards as
Alignment of Goal to endorsed by DBTC. Further, the teacher has extended the performance standards
Performance Standards 25.00 beyond the minimum.
and Formation Standards

Teacher is able to provide more than 3 differentiated roles for the students to do with
the corresponding expected product or performance that is aligned to the
Differentiation of Roles performance standards and formation standards to cater to the different intelligences
25.00 of students.
and Products

Teacher is able to contextualize and localize the task scenario of the performance or
product to achieve. Student can relate the scenario happening in his/ her life.
Contextualization and 20.00
Localization of Scenario
Teacher used a rubric of scoring that followed the 3 general guidelines of: 1) providing
satisfactory descriptors at the proficiency level to mean that the students has
satisfacorily met the standards required by the performance task, 2) proving the
exemplary descriptors at the exemplary level to mean that students have gone beyond
what is satisfactorily expected from them in the performance task, and 3) providing
descriptors on the needs improvement level to show the minimum evidences needed
to show that the students have passed the perfromance task. Also, teacher is able to
Standards and Rubric for provide examples or specific content that clearly marks differences in thelevels of
15.00 achievement. Also, the criteria in the rubrics justifiably denotes acheivement of
Scoring standards at the same time aims at the realization of the formation standards.

The GRASPS performance sheet is complete of the following elements: 1) correct

10.00 format used, 2) complete parts, and 3) comprehensive details for clear understanding.
Also, the teacher provided an example for students to better understand the expected
Structure and Format exemplary achievement.
Teacher submitted the reviewed and corrected document before the assigned
Timeliness 5.00 deadline.

PERCENTAGE TOTAL 100

jos 1st Quarter Performance Task
LEVEL OF ACHIEVEMENT
PRACTICING PROFICIENT LEVEL APPROACHING PROFICIENT LEVEL
3 2
Teacher is able to accurately align the goal of the performance task to the Teacher is able to state the performance standards and formation standards
performance standards reqiured by Dep Ed and the formation standards of the task. However, the goal is not parallel either to the performance
endorsed by DBTC. standards required by Dep Ed or the formation standards endorsed by DBTC.

Teacher is able to provide at least 3 differentiated roles for the students Teacher is able to provide at least 2 differentiated roles for the students to do
to do with the corresponding expected product or performance that is with the corresponding expected product or performance that is aligned to
aligned to the performance standards and formation standards to cater to the performance standards and formation standards to cater to the different
the different intelligences of students. intelligences of students.

Teacher is able to contextualize and localize the task scenario of the Teacher is able to contextualize the task scenario of the performance or
performance or product to achieve. Student can observe the scenario product to achieve. Student can observe the scenario happening in real life.
happening in real life. However, the scenario is not localized.

Teacher used a rubric of scoring that followed the 3 general guidelines of:
1) providing satisfactory descriptors at the proficiency level to mean that
the students has satisfacorily met the standards required by the
performance task, 2) proving the exemplary descriptors at the exemplary
level to mean that students have gone beyond what is satisfactorily
expected from them in the performance task, and 3) providing
descriptors on the needs improvement level to show the minimum
evidences needed to show that the students have passed the
perfromance task. Also, the criteria in the rubrics justifiably denotes
acheivement of standards.
Teacher used a rubric of scoring that followed the 3 general guidelines of: 1)
providing satisfactory descriptors at the proficiency level to mean that the
students has satisfacorily met the standards required by the performance
task, 2) proving the exemplary descriptors at the exemplary level to mean that
students have gone beyond what is satisfactorily expected from them in the
performance task, and 3) providing descriptors on the needs improvement
level to show the minimum evidences needed to show that the students have
passed the performance task. However, a few criteria are missing in the effort
to show evidence of the achievement of performance standards and
formation standards.

The GRASPS performance sheet is complete of the following elements: 1) The GRASPS performance sheet has 2 of the 3 elements: 1) correct format
correct format used, 2) complete parts, and 3) comprehensive details for used, 2) complete parts, and 3) comprehensive details for clear
clear understanding. understanding.

Teacher submitted the reviewed and corrected document on the Teacher submitted the reviewed and corrected document at most a week
assigned deadline. past the deadline.
 General Biology 1
BEGINNING LEVEL
WEIGHTED
1 SCORE SCORE
Teacher is able to state performance standards and formation 4 25.00
standards. However, the goal of the performance task is not aligned
to both the peformance standards and the formation standards as
stated.

Teacher is able to provide only 1 role for the students to do with the 4 25.00
corresponding expected product or performance that is aligned to
the performance standards and formation standards. This does not
show opportunity to cater different student intelligences.

Teacher is able to describe the task scenario of the performance or 3 17.40

product to achieve. Scenario is realistic though not contextualized
and not localized in such a way that students could not see reality in
it.

Teacher used a rubric of scoring that followed the at least 2 of the 3 3 13.05
general guidelines of: 1) providing satisfactory descriptors at the
proficiency level to mean that the students has satisfacorily met the
standards required by the performance task, 2) proving the
exemplary descriptors at the exemplary level to mean that students
have gone beyond what is satisfactorily expected from them in the
performance task, and 3) providing descriptors on the needs
improvement level to show the minimum evidences needed to show
that the students have passed the performance task. Also, a few
criteria are missing in the effort to show evidence of the achievement
of performance standards and formation standards.

The GRASPS performance sheet has 1 of the 3 elements: 1) correct 3 8.70

format used, 2) complete parts, and 3) comprehensive details for
clear understanding.

Teacher submitted the reviewed and corrected document at most 2 4 5.00

weeks past the deadline.

TOTAL 21 94
 LEVEL OF ACHIEVEMENT
PARTIALLY
CRITERIA PERCENTAGE EXEMPLARY PROFICIENT PROFICIENT

4 3 2
14.29
14.29
14.29
14.29
14.29
14.29
14.29
PERCENTAGE TOTAL 100 TO
MENT

NEEDS IMPROVEMENT

WEIGHTED
1 SCORE SCORE
4 14.29
4 14.29
4 14.29
4 14.29
4 14.29
4 14.29
4 14.29
TOTAL 28 100
 LEVEL OF ACHIEVEMENT

PARTIALLY
CRITERIA PERCENTAGE EXEMPLARY PROFICIENT PROFICIENT

4 3 2
12.50
12.50
12.50
12.50
12.50
12.50
12.50
12.50
PERCENTAGE TOTAL 100
NT

NEEDS
IMPROVEMENT

1 SCORE WEIGHTED SCORE

4 12.50
4 12.50
4 12.50
4 12.50
4 12.50
4 12.50
4 12.50
4 12.50
TOTAL 32 100
 LEVEL OF ACHIEVEMENT
PARTIALLY
CRITERIA PERCENTAGE EXEMPLARY PROFICIENT PROFICIENT
4 3 2
11.11
11.11
11.11
11.11
11.11
11.11
11.11
11.11
11.11
PERCENTAGE TOTAL 100 T
NT
NEEDS
IMPROVEMENT
1 SCORE WEIGHTED SCORE
4 11.11
4 11.11
4 11.11
4 11.11
4 11.11
4 11.11
4 11.11
4 11.11
4 11.11
TOTAL 36 100
 LEVEL OF ACHIEVEMENT
PARTIALLY
CRITERIA PERCENTAGE EXEMPLARY PROFICIENT PROFICIENT
4 3 2
10.00
10.00
10.00
10.00
10.00
10.00
10.00
10.00
10.00
10.00
PERCENTAGE TOTAL 100 TOTAL
EMENT
NEEDS
IMPROVEMENT
1 SCORE WEIGHTED SCORE
4 10.00
4 10.00
4 10.00
4 10.00
4 10.00
4 10.00
4 10.00
4 10.00
4 10.00
4 10.00
TOTAL 40 100