CLASS REPORTING / PRESENTATION RUBRIC
Department: Teacher-Education
CRITERIA AND EXEMPLARY SATISFACTORY DEVELOPING BEGINNING
1.00 2.00 3.00 (4.00 - No Credit)
WEIGHT
1. Content Ideas are focused, contextualized and Ideas are somewhat focused, Ideas are quite focused but not Ideas from sources are not
Mastery (30%) supported by relevant details and contextualized; relevant details and contextualized; no supporting processed – not well-chosen,
examples. examples are cited for clarity. details or examples. not summarized or not
Information is accurate and source is There are few inaccuracies in the There are some inaccuracies in paraphrased
properly acknowledged given information and sources of the given information and source No proof of mastery and
The reporter such information are not properly of such information is not cited understanding
* chooses the most significant /relevant cited The reporter No own reflection
information on the assigned topic The reporter *fails to choose the most
*anticipates the information needs of the *chooses significant and relevant significant / relevant information
audience, adapts content to the information on the assigned topic on the assigned topic
audience’ background /experience . but fails to relate this to the needs *fails to give own reflections on
*gives impressive /accurate answers to of the audience / participants the topic(s) with regard to its
questions about the topic/s *gives quite impressive answers to practical application to own field /
*gives own reflections on the topic(s) questions about the topic/s line of work.
considering their practical application *gives own reflections on the
to own field / line of work. topic(s) with regard to its practical
application to own field / line of
work. but somewhat inadequate
2. Organization Helps the audience understand the Introduction to the lesson draws Introduction to the lesson is No introduction and no
(30 pts.) sequence of ideas through a topic outline the audience in but the end leaves irrelevant, and there is no sense ending; the audience is left
The introduction to the lesson draws the no sense of closure or problem of closure and problem hanging.
audience in; the closing leaves a sense resolution. resolution. The researcher uses the
of closure and problem resolution. Text or content organization in PPT Text or content organization in “CUT” and “PASTE” method
Text or content organization in PPT is in is in accordance with some of the PPT are not in accordance with without any information
accordance with the principles relative to principles related to the following: the following principles: Big, processing.
the following: Big, Consistent, Clear, Big, Consistent, Clear, Simple, Consistent, Clear, Simple, Text or content organization
Simple, Progressive Progressive Progressive in PPT is not in accordance
Video clip(s) or other teaching aids Video clip(s) or other teaching aids Video clip(s) / other teaching aids with the following principles:
support very strongly the textual/content are in support to the text / content are not supportive of the text. Big, Consistent, Clear,
organization Simple, Progressive
3. Delivery Voice and pronunciation are very clear Voice and pronunciation are clear Voice and pronunciation are Voice and pronunciation are
(30%) and understandable and understandable somewhat clear not clear
Presenter is free of mannerisms or Presenter has few mannerisms, Presenter has some mannerisms, Presenter has a lot of
unnecessary expressions; speaks unnecessary expressions and/or unnecessary expressions and/or mannerisms or unnecessary
spontaneously pauses in speaking pauses in speaking expressions and pauses in
Visual aids / video clips are processed Visual aids / video clips are NO other visual aids except the speaking
for understanding; pertinent questions processed for understanding but PPT. NO other visual aids except
are asked or encouraged for further not to the fullest; pertinent Tried to express ideas in English the PPT.
discussions. questions are asked or language though has an apparent Uses pure Tagalog or
Uses good/accurate English and straight encouraged. difficulty in the language Taglish due to the difficulty
to the point Uses good English though there Shows hesitance to invite or in the use of English
Invites or encourages active peer or are a few lapses and has the encourage peer or class language
class participation tendency to go around the bush participation Does not invite or encourage
Class participation is not massive peer or class participation
4. Online Shares with colleagues via Facebook, E- Shares with colleagues via Shares with colleagues via Does not share with
Sharing mail, Skype, Viber, etc. what has been Facebook, E-mail, Skype, Viber, Facebook, E-mail, Skype, Viber, colleagues what has been
(10%) read/surfed a day or so before the class etc. some of what has been etc. a few of what has been read/surfed before the class
presentation for possible questions, and read/surfed a day before the class read/surfed just before the class presentation
comments for richer class interactions. presentation for possible questions presentation for possible
and comments for richer class questions and comments for
interactions. richer class interactions.
COMMENTS:_______________________________________________________________________________________________________________________________
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SUMMARY OF RATINGS:
Rating Step Verbal
Scale Interval Interpretation
1.00 1.00 - 1.50 Exemplary
2.00 1.51– 2.00 Satisfactory
3.00 2.51– 3.00 Developing
4.00 3.01- 4.00 Beginning (No Credit)
NOTE: BE FAMILIRIZED WITH THIS SCORING RUBRIC. THIS IS HOW YOU ARE GRADED IN YOUR ASSIGNED REPORT. ANY QUESTIONS/CONCERNS RELATED
TO ITS USE ARE WELCOMED
DR. CELIA R. CASTILLON
Professor
