WRITTEN WORK: TOPIC PROPOSAL

Goal Your task is to propose a topic relevant to your strand and your line of interest.
Role You are a group of Senior High School student.
Audience Your audience are your classmates and teacher.
You have been asked by your teacher to propose a topic relevant to your strand and your line
Situation of interest. Your goal is to integrate the six steps of the research process into your group’s
chosen topic.
Product or Performance Your product is a topic proposal presentation, which will then be presented to your teacher.
Standards
Criteria 4 points 3 points 2 points 1 point Score
Topic ideas are
Clearly and concisely
Articulates a clear and Presents a unclear, poorly
articulates a focused
understandable topic somewhat vague or defined, or lacks
Topic Idea and compelling topic
idea. Shows a broad topic idea. focus.
(x2) idea. Demonstrates
reasonable level of Focus may be Demonstrates little
originality and
focus and clarity. unclear or limited. to no understanding
intellectual curiosity.
of the subject.
Provides a compelling Explains the topic's
Provides a limited or
and well-supported relevance with clear Fails to adequately
Reason superficial
rationale for the topic's reasoning and explain the topic's
for explanation of the
relevance. supporting evidence. relevance.
Interest topic's relevance.
Demonstrates a deep Shows a good Reasoning is
(x2) Reasoning may be
understanding of the understanding of its unclear or absent.
weak or lacking.
topic's significance. importance.
Fails to identify a
Identifies a specific Identifies a broad or potential audience
Identifies a reasonable
and well-defined poorly defined or provides a vague
Potential potential audience.
potential audience. potential audience. or inappropriate
Audience Articulates the
Clearly articulates the Articulation of audience. Shows
(x2) audience's general
audience's needs and audience needs is little understanding
needs and interests.
interests. limited. of audience
relevance.
Formulates insightful
Formulates research Fails to formulate
and well-structured
Formulates relevant objectives that are relevant research
research objectives
Possible research objectives somewhat relevant objectives or
that directly address
Objectives that address the topic. but may be broad or presents objectives
the topic. Objectives
(x3) Objectives are clear unclear. Objectives that are unclear,
are clear, focused, and
and understandable. may lack focus or irrelevant, or poorly
demonstrate critical
depth. structured.
thinking.
Fails to articulate
Articulates the Articulates the potential Provides a limited or
the potential
potential contribution to contribution to the body superficial
contribution to the
the body of knowledge of knowledge with articulation of the
Expected body of knowledge.
with clarity and depth. reasonable clarity. potential contribution
Value (x3) Demonstrates little
Demonstrates a strong Shows a good to the body of
understanding of
understanding of the understanding of the knowledge. May lack
the topic's
topic's implications. topic's implications. depth or clarity.
implications.
Presents a poorly
Presents a potential
Presents a reasonably structured or
Presents a well- methodology that is
structured and relevant irrelevant potential
structured and relevant somewhat relevant
potential methodology. methodology.
potential methodology. but may have
Methodology is Methodology is
Potential Methodology is clear structural or clarity
Methodology generally clear and unclear, biased, or
and aligned with the issues. Methodology
(x3) aligned with the not aligned with the
research objectives. may not fully align
research objectives. research
Demonstrates a strong with research
Shows a good objectives.
understanding of objectives. Shows a
understanding of Demonstrates little
project design. limited understanding
project design. to no understanding
of project design.
of project design.
TOTAL (60 points):
 WRITTEN WORK: RATIONALE
Goal Your task is to establish the significance and necessity of your work by writing a rationale.
Role You are a group of Senior High School student.
Audience Your audience is your PR teacher.
You have been asked by your teacher to write a rationale to establish the significance and necessity of your
Situation
proposed topic for your research study.
Your product is rationale that reflects the following parts:
 Statement of the Problem
 The Topic
Product or Performance  Background of the Study (Justification)
 Review of Related Literature (RRL)
 Significance of the Study

Standards
Criteria 1 point 2 points 3 points 4 points 5 points
Problem is
The problem is
The problem is exceptionally
vague, poorly The problem is Problem is precisely
Statement of identified, but its articulated,
defined, or lacks clearly stated, and stated, highlighting
the Problem scope or demonstrating a
clear identification its scope is its significance and
(x2) significance is deep understanding
of the issue being defined. impact.
unclear. of its complexities
addressed.
and implications.
The topic is
The topic is exceptionally well-
The topic is overly somewhat relevant Topic is relevant, The topic is highly chosen,
The Topic
broad, irrelevant, or but needs focused, and relevant, specific, demonstrating
(x2)
lacks a clear focus. refinement and clearly defined. and well-justified. originality and a
focus. strong connection to
the problem.
Background is
Background is
Background comprehensive,
Background is Background exceptionally
Background provides relevant providing strong
superficial, lacks provides some insightful, providing
of the Study context and justification and
relevant context, or context but lacks a compelling
(Justification) adequately demonstrating a
fails to justify the depth or clear justification and
(x2) justifies the study's thorough
study's need. justification. establishing the
need. understanding of the
study's necessity.
context.
RRL is RRL is exhaustive,
RRL is extensive,
comprehensive, demonstrating
RRL is superficial, critically analyzes
Review of RRL includes some covering key mastery of the
lacks relevant diverse sources, and
Related relevant sources but studies and literature and
sources, or fails to effectively
Literature lacks depth and demonstrating a providing novel
connect to the synthesizes findings
(RRL) (x3) synthesis. good insights that directly
problem. to support the
understanding of support the research
rationale.
the field. rationale.
Significance is
exceptionally
Significance is well-
Significance is articulated,
Significance is Significance is articulated,
Significance clearly stated, demonstrating
poorly articulated, identified, but its highlighting the
of the Study outlining potential profound
vague, or lacks impact or relevance potential impact and
(x2) contributions to implications and
clear implications. is limited. practical implications
the field. potential for
of the study.
transformative
impact.
Shows some
Consistently
Generally adheres understanding of
adheres to all
to formatting formatting Exhibits significant Fails to adhere to
specified formatting
guidelines with guidelines but deviations from basic formatting
guidelines.
minor exhibits noticeable formatting guidelines. guidelines.
Format (x2) Demonstrates
inconsistencies. inconsistencies. Presentation is Presentation is
meticulous attention
Overall presentation Presentation may cluttered and difficult entirely disorganized
to detail and
is clean and be somewhat to read. and illegible.
professional
readable. disorganized or
presentation.
difficult to follow.
All sources are Some sources are
Sources are Many sources are
accurately and cited, but there are
generally cited missing or cited
consistently cited noticeable errors Sources are not
correctly with only incorrectly.
using the APA 7th in citation format cited, or citations are
minor errors or Bibliography/works
Citations (x2) Edition. Includes a or missing entirely inaccurate.
inconsistencies. cited page is
comprehensive and citations. Bibliography/works
Bibliography/works significantly
error-free Bibliography/works cited page is absent.
cited page is mostly incomplete or
bibliography or cited page may be
complete. missing.
works cited page. incomplete.
Writing is free of Writing contains Writing contains Writing contains Writing is riddled
Mechanics grammatical errors, very few several numerous with errors, making it
(x2) spelling mistakes, grammatical, grammatical, grammatical, difficult to
and punctuation spelling, or spelling, or spelling, or understand.
 punctuation errors
that may punctuation errors
errors.
punctuation errors. occasionally that significantly
Demonstrates Language is
Language is clear impede impede
exceptional clarity incoherent or
and precise. understanding. understanding.
and precision in inappropriate.
Language use is Language is unclear
language use.
generally or imprecise.
adequate.
Ideas are presented
in a logical and Ideas are
Ideas are presented
coherent manner Ideas are generally somewhat Ideas are poorly
randomly with no
with clear well-organized with organized, but organized with
discernible
Organization transitions between mostly clear transitions may be unclear or missing
organization.
(x3) paragraphs and transitions. Structure weak or unclear. transitions. Structure
Structure is chaotic
sections. Structure is logical and easy Structure may be is illogical and
and
enhances the to follow. difficult to follow at confusing.
incomprehensible.
overall argument or times.
presentation.

TOTAL (100 points):

WRITTEN WORK: LITERATURE MAP

Your task is effectively synthesized and visually represent a body of research literature through a
Goal hierarchical map, demonstrating a clear understanding of the relationships between key concepts,
theories, and studies.
 You are researchers, synthesizers, and visual designers. You will actively engage in
Role
critical reading, analysis, and creative representation of research literature.
Your audience are other researchers, peers, instructors, and potentially stakeholders interested in the
Audience
research topic.
You are tasked with conducting a thorough literature review on a specific research topic and constructing
a hierarchical literature map to visually illustrate the relationships between various components of the
Situation
research. This activity simulates real-world research practices and fosters critical thinking and synthesis
skills.
You should be able to create a well-structured, visually clear, and analytically sound hierarchical literature
Product or Performance
map, accompanied by a brief explanatory document detailing the map's structure and rationale..

Standards

Criteria 4 points 3 points 2 points 1 point Score

Demonstrates a clear and Structure shows some
Presents a generally
logical hierarchical structure attempt at hierarchy, but Structure lacks a clear
logical hierarchical
Hierarchy & that accurately reflects the relationships between hierarchical organization.
structure with minor
Structure relationships between concepts are not always Relationships between
inconsistencies. Levels of
(x2) concepts and studies. clear. Levels of hierarchy concepts are poorly defined
hierarchy are mostly
Levels of hierarchy are are sometimes or absent.
distinguishable.
distinct and meaningful. ambiguous.
Key concepts are Some key concepts are
Key concepts are mostly Key concepts are poorly
accurately identified and identified, but definitions
accurately identified and identified or defined.
Conceptual clearly defined within the may be vague or
defined. Relationships Relationships between
Clarity (x4) map. Relationships inaccurate. Relationships
between concepts are concepts are unclear or
between concepts are well- between concepts are
generally clear. missing.
articulated. sometimes unclear.
Effectively integrates a wide
range of relevant research Integrates a sufficient Integrates some relevant
Integrates few relevant
studies, demonstrating a range of relevant research research studies, but
Literature research studies. Coverage
comprehensive studies. Studies are coverage may be limited.
Integration is significantly limited.
understanding of the generally categorized and Studies may be
(x4) Studies are poorly
literature. Studies are linked to relevant inconsistently categorized
categorized or linked.
accurately categorized and concepts. or linked.
linked to relevant concepts.
Map is visually clear, easy
to navigate, and Map has some visual
Map is generally visually Map is visually cluttered
Visual aesthetically pleasing. clarity, but navigation may
clear and easy to and difficult to navigate.
Design & Visual elements (e.g., be challenging. Visual
navigate. Visual elements Visual elements are poorly
Clarity (x2) colors, shapes, lines) are elements may be used
are used appropriately. used or absent.
used effectively to enhance inconsistently.
understanding.
Provides a comprehensive Provides a basic
Provides a clear
and insightful explanation of explanation of the map, Provides a minimal or
explanation of the map's
Explanatory the map's structure, but rationale and key inadequate explanation of
structure and rationale.
Document rationale, and key findings. findings may be unclear. the map. Demonstrates
Demonstrates adequate
(x3) Demonstrates strong Demonstrates limited little to no analytical or
analytical and reflective
analytical and reflective analytical and reflective reflective thinking.
thinking.
thinking. thinking.
TOTAL (60 points):

PERFORMANCE TASK: SELF AND PEER EVALUATION

Goal Your task is to provide constructive feedback on peers' research work, fostering critical evaluation skills,
 promoting self-reflection, and improving the quality of research projects.
You are evaluators, reviewers, and constructive critics. Students will engage in careful reading, analysis,
Role
and thoughtful feedback provision.
Your audience are your fellow students (peers), instructors (for monitoring and feedback), and potentially
Audience
future collaborators.
You are required to submit their research work (e.g., proposals, drafts, presentations) for peer review. They
Situation will then use a structured rubric to evaluate the work of their peers, providing specific and actionable
feedback. This activity simulates the peer review process common in academic and professional research.
You should be able to produce a completed peer evaluation form or document, providing detailed feedback
Product or Performance
on the assigned research work, along with a brief reflection on the evaluation process itself.
Standards

SCORE (40 pts.)

EXEMPLARY ACCOMPLISHE DEVELOPING
CRITERIA BEGINNING (4)
(10) D (8) (6) Members’ Surnames in Alphabetical
Order
1 2 3 4 5

Work is correct, Work is clear and Work is unclear

Quality of Work is clear
clear, complete, complete. Parts of and incomplete.
Technical but aspects are
and relevant to it is also relevant Needs a major
Works incomplete.
the problem. to the problem. revision.
Attends all Attends all
Rarely attends
meetings. Arrives meetings with Does not attend
group meetings
Commitment on time or early. preparedness. any group
and seldom
to the Group / Prepared. Ready There are times meetings. Rarely
collaborates
Research to work. that he/she is late takes part in
with his/her
Dependable and but easy to work their manuscript.
groupmates.
reliable. with.
Students
respond to
Positive attitudes, Interacts with
suggestions and The student is
encourages people and is
communicate careless about
Personality/ others. Seeks attentive to
but remain the thoughts and
Interpersonal consensus. Fun others' varied
uninterested sentiments of
Skills to deal with. thoughts and
with the ideas others in the
Brings out best in sentiments in the
and sentiments group.
others. group.
of others in the
group.
Student
accomplished an The student made
The participant
equal proportion considerable Student
occasionally
of important and contributions, participations
Overall offered little to
valuable while other were
Contribution the research yet
academic work members insignificant or
was incorrect at
and maintained it certainly made non-existent.
times.
throughout the more.
investigation.

TOTAL SCORE /40 /40 /40 /40 /40

TITLE PROPOSAL DEFENSE

Goal Your task is to effectively communicate and defend a well-defined research title and proposed research direction,
 demonstrating the student's understanding of the research topic, methodology, and
feasibility.
Role You are a group of researchers, presenters, and defenders of your proposed research.
Audience Your audience are the members of the panel and your research teacher.
You are required to present and defend their research title proposal to a panel or audience. This defense serves as a
Situation
critical checkpoint to assess the students’ preparedness and the viability of their proposed research.
A well-structured oral presentation, accompanied by a written title proposal document, and a successful defense of
Product or Performance
the proposed research.
Standards
RATING
CRITERIA
4 3 2 1 Score

Clarity & Focus The research title is clear, The research title is The research title is The research title is
of Title (x3) concise, and accurately generally clear and reflects somewhat clear, but unclear, vague, or does
reflects the proposed the proposed research. It is may be vague or broad. not accurately reflect the
research. It is specific, mostly focused and It demonstrates some proposed research. It
focused, and demonstrates demonstrates a good understanding of the lacks focus and
a strong understanding of understanding of the research scope. demonstrates a limited
the research scope. research scope. understanding of the
research scope.

Significance & The student articulates a The student articulates a The student articulates a The student fails to
Rationale (x4) compelling rationale for the clear rationale for the rationale for the articulate a clear rationale
research, clearly research, demonstrating its research, but its for the research. The
demonstrating its significance and relevance. significance may be research problem is poorly
significance and relevance The research problem is unclear. The research defined or lacks
to the field. The research adequately defined and problem is somewhat justification.
problem is well defined and justified. defined, but justification
justified. may be weak.

Methodology & The student presents a The student presents a The student presents a The student fails to
Feasibility (x4) feasible and well-defined generally feasible methodology, but it may present a clear
methodology, methodology, be vague or lack detail. methodology. Feasibility is
demonstrating a strong demonstrating a good Feasibility may be questionable. The
understanding of the understanding of the questionable. The proposed timeline and
research process. The research process. The proposed timeline and resources are
proposed timeline and proposed timeline and resources may be inappropriate or absent.
resources are realistic and resources are mostly unrealistic.
appropriate. realistic.

Physical Physical appearance is For the most part, physical Physical appearance is Physical appearance is
Appearance completely appropriate for appearance is appropriate somewhat inappropriate inappropriate for the
(x1) the occasion and the for the occasion and the for the occasion and occasion and audience.
audience. audience. audience.

Gestures (x1) Actively engages the Usually engages the Occasionally engages Neglects to engage the
audience by making and audience by making and the audience
maintaining eye contact maintaining eye contact audience by making and because rarely makes and
and using movement and using movement maintaining eye contact maintains eye contact or
(facial (Facial expressions, and using movement uses movement (facial
expressions, posture, posture, gestures) to (facial expressions, expressions, posture,
gestures) to focus attention focus attention and interest posture, gestures) to gestures) to focus
and interest Focus attention and attention and interest
interest

Communication Speaking clearly; Speaking clearly; Minimal Speaking is unclear– Speaking is unclear – very
Skills (x2) Appropriate use of mistakes in sentence lapses in sentence difficult to understand the
sentence structure and structure and grammar structure and grammar. message of what is being
grammar. said.

Completeness Thoroughly explains all Majority of points covered Several key points Incomplete; several key
of Presentation points. in depth, some glossed glossed over. points omitted. Hard to
(x2) over. understand work and/or
results.

Responding to Respond accurately and Respond to most questions Respond to some Have difficulty responding
Questions (x3) appropriately to all the accurately and questions accurately clearly and accurately to
questions and comments. appropriately. and appropriately. the questions. Not
responding at all.

TOTAL SCORE (80):

 FINAL TERM
CHAPTERS 1 - 3
Your task is to produce well-structured and academically sound chapters 1-3 of a
Goal research paper, demonstrating a clear understanding of the research topic, relevant
literature, and methodological approach
Researchers, writers, and analysts. Students will synthesize information, develop
Role
arguments, and articulate their research plan.
Faculty advisors, thesis committees, peers, and potentially future researchers in the
Audience
field.
Students are required to write and submit the first three chapters of their research
Situation paper, which set the foundation for their study. This task serves as a crucial step in the
research process, ensuring a solid understanding of the research framework.
A written document containing chapters 1-3 of the research paper, demonstrating clear
Product or Performance
articulation of the research problem, literature review, and methodology.
Standards
RUBRIC FOR CHAPTER 1

CATEGORIES OF PERFORMANCE OUTSTANDING SATISFACTORY MARGINAL SCORE

10 pts. 7 pts. 5 pts.

TITLE (x1) Title is informative, succinct Title is relevant, offering Title is irrelevant or fails
and offer specific details details about the to offer appropriate
about the issue(s) subject(s) understudy, details of the proposed
understudy, context, and context, or methodology study.
methodology of the of the proposed study.
proposed study

Background of the Articulates a specific and A research problem is A research problem is

Study (x2) significant problem or identified with a few identified but the
issue(s) with supporting evidence from literature description fails to
evidence from literature and but establish link to
CHAPTER 1: THE fits well to the research loosely connected to the literature and research
PROBLEM AND questions. research questions. questions.
ITS
BACKGROUND Objectives of the Study Clearly states the purpose in States the purpose in a Incomplete and/or
(x2) a single paragraph with single paragraph with unfocused.
relevant literature. sufficient literature but is
vague or not well-
worded.

Scope, Limitations, Articulates clear definitions Constructs have been Definitions,

Significance and given the purpose, design identified and assumptions,
Terms of the Study (x1) and methods of the operationally defined. significance of the study
proposed study. A thorough, Assumptions, and limitations were
reasonable discussion of significance of the study omitted or inappropriate
assumptions, significance of and limitations are given the context,
the study and limitations is described briefly. purpose, or methods of
provided. the study.

MECHANICS (x1) Accurate spelling, grammar, Less than 5 errors in More than 5 errors in
and punctuation. Uses spelling and grammar. spelling and grammar.
appropriate language. Shows a variety of Words are not always
words. used correctly. Needs
revision.

FORMAT (x1) Accurately follows the given Follows some parts of Did not follow the given
format or template with its the given format or format or template with
font size, style, line spacing template with its font its font size, style, line
and size of paper. size, style, line spacing spacing and size of
and size of paper. paper.

TOTAL (80):

RUBRIC FOR CHAPTER 2

 CATEGORIES OF PERFORMANCE OUTSTANDING 10 pts. SATISFACTORY 7 pts. MARGINAL 5 pts. SCORE

Review of Related The structure is intuitive and A workable structure The structure of the
Literature and Studies sufficient. Grounded to each has been presented for literature review is
(x2) of the key constructs and presenting relevant weak; it does not
CHAPTER 2: issue(s) of the proposed literature related to the identify important ideas,
REVIEW OF study. Citation used includes issue(s) of the proposed constructs or issue(s)
RELATED two or more journal articles study. The citation used related to the research
LITERATURE AND published within the last 5 includes one journal purpose, questions, or
STUDIES years. article published within context. There is no
the last 5 years. latest citation used
(citations used are more
than 5 years of
publication).

Conceptual Model of Conceptual Model of the Conceptual Model of the Illustrations and
the Study (x1) Study is appropriately Study is illustrated and descriptions of
illustrated and described in briefly described in line Conceptual Model of
line with the research with the research the Study are not
questions and research questions and research appropriate with the
design. Clearly describe the design. Brief research questions and
model in a couple of descriptions of research design. Vague
paragraphs with relevant frameworks in a few and confusing
literature. paragraphs with relevant descriptions of
literature are presented. frameworks in a few
paragraphs without
supporting and relevant
literature.

Synthesis (x2) Seamlessly integrates Connects multiple Primarily presents

diverse sources, sources on common sources individually with
demonstrating sophisticated themes, showing an minimal or superficial
connections and understanding of their connections between
interrelationships between relationships. Generally them. Lacks a clear
ideas. Creates a highly maintains a coherent overarching theme or
cohesive narrative where flow, though some argument, often reading
each source contributes to a sections might feel like a as a collection of
larger, overarching argument series of summaries separate summaries.
or understanding. Skillfully rather than a fully Transitions are absent
uses transition phrases and integrated discussion. or ineffective, making
logical flow to guide the Uses basic transitions to the synthesis disjointed
reader through complex link ideas, but the and difficult to follow.
relationships between overall narrative might
studies. lack a strong, unified
voice.

CITATIONS AND All borrowed ideas, direct Most borrowed Significant omissions of
REFERENCES (x2) quotes, and paraphrased information is cited in- in-text citations, leading
information are meticulously text, with minor to instances of
cited in-text. Citations are omissions or uncredited information.
consistently accurate in inconsistencies. Frequent errors in
format (e.g., author-date, Citations are generally citation format or
numerical) and precisely accurate in format, inaccurate author/date
match entries in the though some minor information. Poor or
reference list. Demonstrates errors may be present. inconsistent linking
a thorough understanding of Generally links correctly between in-text citations
citation requirements, even to the reference list, but and the reference list.
for complex or multiple occasional
sources. discrepancies may
occur.

MECHANICS (x1) Accurate spelling, grammar, Less than 5 errors in More than 5 errors in
and punctuation. Uses spelling and grammar. spelling and grammar.
appropriate language. Shows a variety of Words not always used
words. correctly. Needs
revision.

FORMAT (x1) Accurately follows the given Follows some part of the Did not follow the given
format or template with its given format or template format or template with
font size, style, line spacing with its font size, style, its font size, style, line
and size of paper. line spacing and size of spacing and size of
paper. paper.

TOTAL (90):

RUBRIC FOR CHAPTER 3

Project Design (x2) Project design is Project design is Project design is vague,
exceptionally clear, logical, generally clear and lacks logical coherence,
 and well-justified, logical, with a or demonstrates a
demonstrating a deep reasonable superficial
understanding of the understanding of the understanding of the
problem and proposed problem and proposed problem. Objectives are
solution. Objectives are solution. Objectives are unclear, unmeasurable,
CHAPTER 3: highly specific, measurable, mostly clear, though or not well-aligned with
RESEARCH achievable, relevant, and some may lack the project scope.
METHODOLOGY time-bound (SMART). specificity or
measurability.

Project Development Development demonstrates Development largely Development deviates

(x2) meticulous execution of the follows the project significantly from project
project design, with high- design, with generally design or shows poor
quality implementation of all the good implementation implementation of key
components. Data collection of most components. components. Data
methods are rigorously Data collection methods collection methods are
applied, ensuring accuracy, are applied adequately, applied inconsistently,
reliability, and appropriate though minor leading to concerns
sample/scope. Resources inconsistencies or about accuracy or
(time, materials, tools) are limitations may be reliability. Inefficient or
utilized efficiently and present. Resource ineffective resource
effectively, leading to a well- utilization is generally utilization, resulting in
structured and complete efficient, but some areas incomplete or poorly
project output. could show better developed project
optimization or outputs.
management.

Operation and Testing Operating and testing Operating and testing Operating and testing
Procedure (x1) procedures are exceptionally procedures are procedures are vague,
clear, comprehensive, and generally clear and incomplete, or difficult
logically structured, allowing provide sufficient detail to follow, hindering
for easy replication and for most users to follow. replication or
verification. Testing Testing protocols are verification. Testing
protocols are rigorous, adequate, covering main protocols are
covering all critical functionalities, but might insufficient, lack clear
functionalities or lack depth in certain metrics, or fail to
hypotheses, with clear areas or metrics. adequately assess the
metrics for success. project's
output/methodology.

Evaluation Procedure Evaluation procedure is Evaluation procedure is Evaluation procedure is

(x2) highly robust, employing generally appropriate for ill-defined,
appropriate and rigorous assessing project inappropriate, or
methods to comprehensively objectives, though some insufficient to
assess all project objectives. methods could be adequately assess
Clear and justifiable metrics strengthened. Metrics project objectives.
are defined for measuring for success are mostly Metrics for success are
success, impact, and clear but might lack vague, absent, or do
limitations. Includes a precision or not directly align with
thoughtful plan for data comprehensive project goals. Lacks a
analysis and interpretation, coverage. Includes a clear plan for data
demonstrating a strong plan for data analysis, analysis, making it
understanding of how to which is generally sound difficult to draw valid
derive meaningful but could benefit from conclusions from the
conclusions. more detail or project's outcomes.
consideration of
alternative approaches.

MECHANICS (x1) Accurate spelling, grammar, Less than 5 errors in More than 5 errors in
and punctuation. Uses spelling and grammar. spelling and grammar.
appropriate language. Shows a variety of Words not always used
words. correctly. Needs
revision.

FORMAT (x1) Accurately follows the given Follows some part of the Did not follow the given
format or template with its given format or template format or template with
font size, style, line spacing with its font size, style, its font size, style, line
and size of paper. line spacing and size of spacing and size of
paper. paper.

TOTAL (90):

ADVISER EVALUATION
 SCORE (40 pts.)

DID NOT
SECTION:
EXCEEDS MEETS BELOW
EXCELLENT MEET
CRITERIA STANDARD STANDARD STANDARD
10 points STANDARD
8-9 points 6-7 points 3-5 points
0-2 points

Work is clear Work is Work is

Work is
and complete. Work is clear unclear and
correct, clear,
complete. Parts of it is but aspects incomplete.
complete,
Quality of Some parts also relevant are Needs a
and relevant
Technical of it relevant to the incomplete. major
to the
Works to the problem. Submits revision.
problem.
problem. Submits on more than 2 Never
Submits on
Submits on time or 1 day days late. submits on
time.
time. late. time.
Schedules
and attends
Schedules Schedules Does not
consulations.
and attends and attends schedule
Arrives on
consulations. consulations Rarely and attends
time or early.
Commitment Arrives on with schedule and consulations.
Needs a little
to the time or early. preparedness attends Does not
improvement
Group / Prepared. . There are consulations take the
on
Research Ready to times that and seldom initiative to
preparation.
work. they are late collaborates. collaborate
Ready to
Dependable but easy to with the
work.
and reliable. work with. adviser.
Dependable
and reliable.
The group
The group member
member has The group lacks
positive The group member politeness
The group
attitude. has positive needs to and needs to
member has
Always attitude and improve their improve their
positive
respectful respectful. attitude attitude
attitude.
and kind. Listens to towards towards
Personality/ Always
Works well feedback but others. Only others. The
Interpersonal respectful
with most of only works works well member do
Skills and kind.
the members well with few with selected not work well
Always ready
of the group. members of group with other
to listen and
The group the group. members. group
accepts
member Accepts Rarely members.
feedback.
listens and feedback. accepts Does not
accepts feedback. accept any
feedback. feedback
from others.
The group
The group
member The group
The group The group member
accomplished member DID
member member accomplished
100% of NOT
accomplished accomplished only 25% of
his/her accomplish
80 - 90% of 75% his/her his/her
assigned ALL of
his/her assigned assigned
portion of his/her
assigned portion of portion of
important and assigned
portion of important and important and
Overall valuable portion of
important and valuable valuable
Contribution academic important
valuable academic academic
work with and valuable
academic work and was work and was
consistent academic
work and somehow inconsistent
excellent work and
maintained it consistent in submitting
quality and maintained it
throughout throughout his/her part
maintained it throughout
the the throughout
throughout the
investigation. investigation. the
the investigation.
investigation.
investigation.

TOTAL SCORE 0 0 0 0 0