Isabela State University
College of Education
Bachelor of Technology and Livelihood Education
ANALYTIC RUBRIC
PROCESS- ORIENTED
PRODUCT- ORIENTED
HOLISTIC RUBRIC
PROCESS- ORIENTED
PRODUCT- ORIENTED
Eula Mae B. Salvador
BTLED 2-1
Isabela State University
College of Education
Bachelor of Technology and Livelihood Education
INDUSTRIAL ARTS
Lesson: Architectural and Mechanical Drawing
Lesson Objective: At the end of the lesson students should be able to identify architectural drawings and mechanical drawings used in plumbing
trade.
Assessment Objective: At the end of the assessment, student shall independently and accurately prepare and interprets architectural and
mechanical drawings used in the plumbing trade.
Goal Your goal is to demonstrate architectural drawings and technical drawings used in the plumbing trade
Role You are an architect
Audience Your target audience is your teacher and classmates
Situation You have been tasked by your professor to demonstrate architectural drawings and technical drawings used in the
plumbing trade as a assessment if you have understand the mechanical drawing and architectural drawings.
Product/Performance Perform the assigned task to show what you have learned throughout the lesson
and Purpose
Standards Your demonstration will be evaluating through the rubric
Isabela State University
College of Education
Bachelor of Technology and Livelihood Education
Architectural and Mechanical Drawing Demonstration
Analytic Rubric, Process-oriented
EXCELLENT PROFICIENT ADEQUATE LIMITED TOTAL
15 12 9 5
Can consistently identify Can usually identify the Sometimes need Often need assistance
RECOGNIZE the views of drawing views of drawing assistance to identify the to identify the views
views of a drawing of a drawing
Can consistently describe Can usually describe Sometimes need Often need assistance
SYMBOLS symbols found on a symbols found on a assistance to describe to describe symbols
drawing drawing symbols found on a found on a drawing
drawing
Can consistently identify Can usually identify Sometimes need Often need assistance
architectural and architectural and assistance to identify to identify
mechanical drawing and mechanical drawing architectural and architectural and
MASTERY consistently calculate and usually calculate mechanical drawing and mechanical drawing
dimensions using imperial dimensions using calculate dimensions and calculate
scales and metric scales imperial scales and using imperial scales dimensions using
metric scales and metric scales imperial scales and
metric scales
Student is completely Student is well The student is somewhat Student is not
prepared and has obviously prepared but might prepared, but it is clear prepared to present
rehearsed, and can establish have needed a couple that rehearsal was and maintain eye
eye contact to the audience more rehearsals. but, lacking, yet, can still contact with the
PREPAREDNESS all throughout the can still establish eye establish eye contact audience during the
presentation. contact with the with the audience most presentation
audience during the of the time.
presentation
Volume is loud enough to Volume is loud enough Volume is soft to be Audience members
Isabela State University
College of Education
Bachelor of Technology and Livelihood Education
be heard by all audience to be heard by most of heard by all audience can only hear whispers
VOLUME members throughout the the audience members members during the from the presenter
presentation. during the presentation presentation. during the
presentation.
Isabela State University
College of Education
Bachelor of Technology and Livelihood Education
AGRI-FISHERY ARTS
Lesson: Horticulture
Lesson Objective: At the end of the lesson the students will be able to present a creative dish garden and appreciate the importance of gardening
Assessment Objective: At the end of the assessment, student should be able to create a dish garden. After completing the project, student will
present the final product on Friday, April 21 to see if your design will be chosen.
Goal Your group goal is to make a dish garden
Role You are a grade 9 students
Audience Your group target audience is your subject instructor, faculty, and your classmates
Situation Your group is competing for the opportunity to design and create a garden for the community where people can
gather and enjoy nature.
Product/Performance Make a 15”H, 14” W dish garden to apply the learnings you have learned in horticulture
and Purpose
Standards Your group will be assessed by criteria a, b, c and d
Isabela State University
College of Education
Bachelor of Technology and Livelihood Education
Dish Garden
Analytic Rubric, Product-oriented
EXCELLENT GOOD AVERAGE POOR TOTAL
20 15 10 5
Included 5 or more Included 3 or Included 1 type of plant Plants and/or structures
different types of more different and 1 type of structure are missing from the
CONTENT plants and 3 or more types of plants project
different types of and 2 or more
structures different types of
structures
Appropriate and Appropriate Appropriate but limited Over decorated or under
ACCESSORIES attractive accessories accessories were accessories were used accessorized
were used used
ACCURACY Plants and structures Either 1 structure 2 structures or 2 plants Structures and plants
are correctly named or 1 plant are not are not correct for the included in project are
for the garden found or correct garden not found in the dish
in the garden garden
DESIGN The landscape design The landscape The landscape design The landscape design
was unique and design was was good was adequate
artistic artistic
OVERALL Very realistic looking Somewhat Not very realistic Mostly empty box,
ATTRACTIVENESS and easily understand realistic looking looking. Somewhat boring use of materials,
by anybody. Good use and easily confusing. Moderately can’t tell what it is. Not
of space. Very understand by attractive very attractive
attractive anybody.
Attractive
Isabela State University
College of Education
Bachelor of Technology and Livelihood Education
INFORMATION AND COMMUNICATION TECHNOLOGY
Lesson: Graphic Design
Lesson Objective: At the end of the lesson the Students will be able to design a tarpaulin.
Assessment Objective: At the end of the assessment, students should be able to design and create their 3 feet by 5 feet tarpaulin for a ICT event
program. Tarpaulin designs shall be printed in the tarpaulin cloth. The Students should be at the designated venue 30 minutes before the event
starts. The designing should be done in 1 hour.
Goal Your goal is to design 3 feet by 5 feet tarpaulin for a ICT event program
Role You are a designer/photo editor ICT Senior High School Student
Audience Your target audience is your teacher and other ICT senior high school students
Situation You have been tasked by your teacher to design 3 feet by 5 feet tarpaulin as a assessment if you have master the
photo editing lecture she taught you from her class.
Product/Performance '3×5’ tarpaulin for ICT event, layout and edit pictures and background
and Purpose
Standards You will be evaluating through the rubric.
Isabela State University
College of Education
Bachelor of Technology and Livelihood Education
Graphic Design: Layout and Composition
Holistic Rubric, Process- oriented
Injected a lot of appropriate and proper designs to the occasion, making the tarpaulin more attractive and
EXEMPLARY meaningful. All tools and features were applied in the development of design. All objects and choice of color were
50-46 based in the elements and principles of design. Finish the tarpaulin before 1 hour.
Injected some of the appropriate and proper designs to the occasion, making the tarpaulin more attractive and
PROFICIENT meaningful. 7 tools and features were applied in the development of design. 7 of the objects and choice of color
45-40 were based in the elements and principles of design. The design reflected some major key points of the theme.
Finish the tarpaulin in 1 hr.-1hr. 15minutes.
Injected a few of the appropriate and proper designs to the occasion, making the tarpaulin more attractive and
ACCEPTABLE meaningful. 6 tools and features were applied in the development of design. 6 of the objects and choice of color
39-35 were based in the elements and principles of design. The design reflected minor key points to its purpose. Finish the
tarpaulin in 1 hr. 16minutes -1hr. 30minutes.
Injected 4-5 appropriate and proper designs to the occasion, making the tarpaulin more attractive and meaningful.
WEAK 4-3 tools and features were applied in the development of design. Only 3 of the objects and 3 choice of color was
34-30 based in the elements and principles of design. A little relevance to its purpose. Finish the tarpaulin in 1
hr31minutes.
Injected no appropriate and proper designs to the occasion, making the tarpaulin not attractive and meaningful.
UNACCEPTABLE Only 1 tool and feature were applied in the development of design. Only 1 of the objects and 1 choice of color was
29-25 based in the elements and principles of design. No relevance to its purpose. Did not finish the tarpaulin.
Isabela State University
College of Education
Bachelor of Technology and Livelihood Education
HOME ECONOMICS
Lesson: Native Delicacies
Lesson Objective: At the end of the lesson the students will be able to cook and prepare a simple native delicacy.
Assessment Objective: At the end of the assessment, student should be able to create a video presentation about cooking native delicacies.
Students should be able to demonstrate on how to cook a delicious tinola and pork sinigang and independently measure and calculate ingredients
he/she will use. The video presentation should last in 10 minutes.
Goal Your goal is to cook native delicacy and document it through a video
Role You are a chef
Audience Your audience is your teacher and classmates who will watch the video
Situation Your family has a business and you are tasked to cook and do the costing of tinola and pork sinigang
Product/Performance Video of cooking native delicacy and costing the production of it
and Purpose
Standards Your Video will be rated according through the rubric
Isabela State University
College of Education
Bachelor of Technology and Livelihood Education
Cooking Demonstration Video
Holistic Rubric, Product- oriented
Can hear and see clearly all that is going on in video, exceptionally organized and completed the
demonstration on time. Recipe used is of interest to the audience and uses locally based ingredients.
EXEPTIONAL Recipe is clear and easily made by non-professionals. Gave precise and specific measurements for recipe
90-100 and demonstrated good techniques. Incorporated a lot of proper safety and sanitation guidelines in the
demonstration. Final product is very elegant.
One part of the video can’t hear but see clearly all that is going on in video, demonstration video
completed at exactly 10minutes. Audience will learn something from this demonstration and uses locally
GOOD based ingredients. Recipe is easy for non-professionals. Properly gave specific measurements for recipe
89-80 and demonstrated good techniques. Incorporated 5 or more proper safety and sanitation guidelines in the
demonstration. Final product is moderately elegant.
3 parts of the video can’t hear and see clearly all that is going on in video, demonstration video completed
but less than 10 minutes. Recipe used is of interest to the audience and uses locally based ingredients.
AVERAGE Recipe process is fairly easy for non-professionals. Mostly gave specific measurements for recipe and
79-70 mostly good techniques. Incorporated 3 or more proper safety and sanitation guidelines in the
demonstration. Final product is good.
Video is blurred and sound has low volume, demonstration video was not completed on time. Audience
POOR will not easily learn something from this demonstration or it does not use locally based ingredients or is
69-60 challenging for non-professionals. Gave specific measurements but did not used good techniques.
Incorporated 1 safety and sanitation guidelines in the demonstration. Final product is poor.
Could not see or understand what was on the video. Audience will nit learn something from this
NEEDS IMPROVEMENT demonstration, not feature a locally-based ingredients. Process is not easy to understand and/or
59-50 challenging to be made, did not provide specific measurements for recipe and/or did not use good
techniques. Final product has an unacceptable outcome.
