Learning Assessment Strategies

Field Study
Episode 1
GUIDING PRINCIPLES IN THE ASSESSMENT OF LEARNING
Name of FS Student: ________________________________________________________ _______
Course: ___________________________________________ Year and Section: ______________
Resource Teacher 1: ______________________ Signature: ____________ Date: ______________
Resource Teacher 2: ______________________Signature: ____________ Date: ______________
Resource Teacher 3: ______________________ Signature: ____________ Date: ______________
Cooperating School: ________________________________________________________________

My Target
While I observe three different classes, I will be able to identify applications of the principles of
assessment.

My Performance (How I will be rated)

Field study 5, Episode 1 Guiding Principles in the Assessment of Learning
Focused on: Application of the Principles of Assessment
Tasks
Observation/
Documentation

My Analysis

My Reflection

Exemplary
4
All tasks were done
with outstanding
quality; work
exceeds
expectations

Superior
3
All or nearly all tasks
were done with high
quality

Satisfactory
2
Nearly all tasks were
done with
acceptable quality

Unsatisfactory
1
Fewer than half of
tasks were done; or
most objectives met
but with poor quality

4
Analysis questions
were answered
completely; in depth
answers, thoroughly
grounded on
theories; exemplary
grammar and
spelling

3
Analysis questions
were answered
completely
Clear connection
with theories
Grammar and
spelling superior

2
Analysis questions
were not answered
completely.

1
Analysis questions
were not answered.

4
Reflection
statements are
profound and clear,
supported by
experiences from
the episode.

3
Reflection
statements are
clear, but not clearly
supported by
experiences from
the episode

Vaguely related to
the theories
Grammar and
spelling are
acceptable
2
Reflection
statements are
shallow, supported
by experiences from
the episode

Grammar and
spelling
unsatisfactory

1
Reflection
statements are
unclear and shallow
and are not
supported by
experiences from
the episode
1

My Portfolio

Portfolio is
complete, clear,
well-organized and
all supporting
documentation are
located in sections
clearly designated

Submission

4
Before deadline

Portfolio is
complete, clear,
well-organized and
most supporting
documentation are
available and/or in
logical and clearly
marked locations.
3
On the deadline

Portfolio is
incomplete;
supporting
documentation is
organized but is
lacking

Portfolio has many

lacking components;
is unorganized and
unclear

2
A day after the
deadline
2

1
Two days or more
after the deadline
1

Sub Totals
Over-all Score

Rating
(Based on transmutation)

______________________________________
Signature of FS Teacher above Printed Name
Transmutation of score to grade/rating

____________________
Date

Score
20 -

Grade
1.00 -

99

Score
12-13 -

Grade
2.50 -

81

18-19 -

1.25 -

96

11 -

2.75 -

78

17 -

1.50 -

93

10 -

3.00 -

75

16 -

1.75 -

90

8-9 -

3.50 -

72 and

15 -

2.00 -

87

7- below

5.00 -

below

My Target
I will observe at least 3 different classes. Pay close to attention to what the Resource Teacher
does in relation to assessment.

3. I will identify
evidence of
applications of
the principles of
assessment of
4. Guided by a learning. I may
question/ques cite more than
tions, I will
one evidence per
reflect on my principle of
experience.
assessment
write down
my reflection

2. I will observe
3 different
classes and
interview my
Resource
Teachers for
principle no. 8

1. I will review
the principles
of learning on
pp. 114-122 of
Principles of
Teaching, 2007
by Corpuz, B.
and G.
Salandanan and
Assessment of
Learning 2,
2007 Santos,
Rosita, pp. 7-22

My Tools

CLASS 1 OBSERVATION SHEET

Name of the School Observed:

School Address:
Grade/Year Level:
PRINCIPLES OF LEARNING
ASSESSMENT
1. Assessment is an integral part of the
teaching-learning process

2. Assessment tool/activity should match with

performance objective

3. The results of assessment must be fed back

to the learners

4. Teachers must consider learners learning

styles and multiple intelligences and so must
come up with a variety of ways of assessing
learning.

5. Give some positive feedback along with not

so good ones.

6. Emphasize on self assessment

7. Assessment of learning should never be used

as punishment or as disciplinary measure.

8. Emphasize in real world application that

favors realistic performances over out-ofcontext drills.

9. Results of learning assessment must be

communicated regularly to parents.

Date of Visit:
Subject Area:
Teaching Behavior of the Teacher/Learning
Behavior of the Learner as Proof of the
Application of the Principles of Learning

CLASS 2 OBSERVATION SHEET

Name of the School Observed:

School Address:
Grade/Year Level:
PRINCIPLES OF LEARNING
ASSESSMENT
1. Assessment is an integral part of the
teaching-learning process

2. Assessment tool/activity should match with

performance objective

3. The results of assessment must be fed back

to the learners

4. Teachers must consider learners learning

styles and multiple intelligences and so must
come up with a variety of ways of assessing
learning.

5. Give some positive feedback along with not

so good ones.

6. Emphasize on self assessment

7. Assessment of learning should never be used

as punishment or as disciplinary measure.

8. Emphasize in real world application that

favors realistic performances over out-ofcontext drills.

9. Results of learning assessment must be

communicated regularly to parents.

Date of Visit:
Subject Area:
Teaching Behavior of the Teacher/Learning
Behavior of the Learner as Proof of the
Application of the Principles of Learning

My Analysis

PRINCIPLES OF LEARNING
ASSESSMENT
1. Assessment is an integral part of the
teaching-learning process

2. Assessment tool/activity should match with

performance objective

3. The results of assessment must be fed back to

the learners

4. Teachers must consider learners learning

styles and multiple intelligences and so must
come up with a variety of ways of assessing
learning.

5. Give some positive feedback along with not

so good ones.

6. Emphasize on self assessment

7. Assessment of learning should never be used

as punishment or as disciplinary measure.

8. Emphasize in real world application that

favors realistic performances over out-ofcontext drills.

9. Results of learning assessment must be

communicated regularly to parents.

Possible Consequence if Principle is not

Observed

My Reflection
As a student, do I remember any incident when any of these principles was/were violated by my
teachers? How did it affect my classmates and me?

________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________

My Portfolio

Present the Principles of Assessment of Learning in a very creative way

Learning Assessment Strategies

Field Study
Episode 2

USING APPROPRIATE ASSESSMENT TOOLS

Name of FS Student: _________________________________________________________________
Course: ___________________________________________Year and Section: _________________
Resource Teacher 1: ______________________ Signature: ____________ Date: _______________
Resource Teacher 2: ______________________Signature: ____________ Date: _______________
Resource Teacher 3: ______________________ Signature: ____________ Date: _______________
Cooperating School: __________________________________________________________________

My Target
In this Episode, I must be able to identify assessment strategies/assessment used by at least 3 Resource
Teachers.

My Performance (How I will be rated)

Field study 5, Episode 2 Using Appropriate Assessment Tools

Focused on: Assessment Tools and Strategies
Tasks
Observation/
Documentation

My Analysis

My Reflection

Exemplary
4
All tasks were done
with outstanding
quality; work
exceeds
expectations

Superior
3
All or nearly all tasks
were done with high
quality

Satisfactory
2
Nearly all tasks were
done with
acceptable quality

Unsatisfactory
1
Fewer than half of
tasks were done; or
most objectives met
but with poor quality

4
Analysis questions
were answered
completely; in depth
answers, thoroughly
grounded on
theories; exemplary
grammar and
spelling

3
Analysis questions
were answered
completely
Clear connection
with theories
Grammar and
spelling superior

2
Analysis questions
were not answered
completely.

1
Analysis questions
were not answered.

4
Reflection
statements are
profound and clear,
supported by
experiences from
the episode.

3
Reflection
statements are
clear, but not clearly
supported by
experiences from
the episode

Vaguely related to
the theories
Grammar and
spelling are
acceptable
2
Reflection
statements are
shallow, supported
by experiences from
the episode

Grammar and
spelling
unsatisfactory

1
Reflection
statements are
unclear and shallow
and are not
supported by
experiences from
the episode

4
Portfolio is
complete, clear,
well-organized and
all supporting
documentation are
located in sections
clearly designated

My Portfolio

Submission

4
Before deadline

3
Portfolio is
complete, clear,
well-organized and
most supporting
documentation are
available and/or in
logical and clearly
marked locations.
3
On the deadline

2
Portfolio is
incomplete;
supporting
documentation is
organized but is
lacking

1
Portfolio has many
lacking components;
is unorganized and
unclear

2
A day after the
deadline
2

1
Two days or more
after the deadline
1

Sub Totals
Over-all Score

Rating
(Based on transmutation)

______________________________________
Signature of FS Teacher above Printed Name
Transmutation of score to grade/rating
Score

Grade

____________________
Date

Score

Grade

20 -

1.00 -

99

12-13 -

2.50 -

81

18-19 -

1.25 -

96

11 -

2.75 -

78

17 -

1.50 -

93

10 -

3.00 -

75

16 -

1.75 -

90

8-9 -

3.50 -

72 and

15 -

2.00 -

87

7- below

5.00 -

below

My Map
I will go through the following steps:
Step 1. I will review
appropriateness of
assessment tools in
Assessment
of
Learning 2, 2007 by
Santos, Rosita, pp.
11-22, Assessment
of Learning 1, 2007
by Santos, Rosita
pp. 24-32 and other
references

Step 3. I will identify

proofs of the use of
these assessment tools

Step 2. I will observe 3 different

classes, interview 3 Resource
Teachers and request for
documents from them when
necessary.

Step 4. Guided by a
question/questions, I will reflect
on my experience then write
down my reflection

OBSERVATION CHECKLIST
Which method was used? Please score
Assessment Method
1. Written response instruments
a. Multiple choice
b. True-False
c. Matching
d. Short answer
e. Completion test
Assessment Method
2. Product Rating Scales (for book reports, projects, other creative endeavors)
3. Performance Tests (Using a microscope, solving Math word problem)
4. Performance checklist
5. Oral questioning
6. Observation and self reports

Tally

Frequency

My Analysis

1. Which assessment method/s did I observed to be most often used? Least often used? What could
explain such observations?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2. If I were to re-teach the same lesson would I assess learning in the same way as my Resource
Teachers did? Explain.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
3. Which of the assessment methods are categorized as traditional assessment? Which ones are classified
as authentic assessment?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
4. How does traditional assessment differ from authentic assessment?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

My Reflection

1. Is there such a thing as best assessment method or an assessment method that is appropriate for all
types of learning?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

My Portfolio
Complete the Table on Assessment Methods. Write the most appropriate use of each assessment
method. To complete the Table do not hesitate to do further research.
Assessment Method
Appropriate use (When to use it)
1. Written response instruments

a. Multiple choice

b. True-False

c. Matching

d. Short answer

e. Completion test

f. Essay

2. Product Rating Scales (for book reports,

project, other creative endeavors)

3. Performance Tests (Using a microscope, solving

Math word problem)

a. Performance checklist

5. Oral questioning

6. Observation and self reports

Learning Assessment Strategies

Field Study
Episode 3
ON CONTENT VALIDITY OF TESTS
Name of FS Student: ____________________________________________________________
Course: ___________________________________________Year and Section: ____________
Resource Teacher 1: ______________________ Signature: ____________ Date: ___________
Resource Teacher 2: ______________________Signature: ____________ Date: ___________
Resource Teacher 3: ______________________ Signature: ____________ Date: ___________
Cooperating School: ____________________________________________________________

My Target
In Episode 3, I must be able to examine the content validity of a test/quiz given by at least 3
Resource Teachers, see the connection between Table of Specifications and test validity and construct
test with content validity.

My Performance (How I will be rated)

Field study 5, Episode 3 On Content Validity of Tests

Focused on: Table of Specifications and Quizzes/Tests
Tasks
Observation/
Documentation

My Analysis

My Reflection

Exemplary
4
All tasks were done
with outstanding
quality; work
exceeds
expectations

Superior
3
All or nearly all tasks
were done with high
quality

Satisfactory
2
Nearly all tasks were
done with
acceptable quality

Unsatisfactory
1
Fewer than half of
tasks were done; or
most objectives met
but with poor quality

4
Analysis questions
were answered
completely; in depth
answers, thoroughly
grounded on
theories; exemplary
grammar and
spelling

3
Analysis questions
were answered
completely
Clear connection
with theories
Grammar and
spelling superior

2
Analysis questions
were not answered
completely.

1
Analysis questions
were not answered.

4
Reflection
statements are
profound and clear,
supported by
experiences from
the episode.

3
Reflection
statements are
clear, but not clearly
supported by
experiences from
the episode

Vaguely related to
the theories
Grammar and
spelling are
acceptable
2
Reflection
statements are
shallow, supported
by experiences from
the episode

Grammar and
spelling
unsatisfactory

1
Reflection
statements are
unclear and shallow
and are not
supported by
experiences from
the episode
1

My Portfolio

Portfolio is
complete, clear,
well-organized and
all supporting
documentation are
located in sections
clearly designated

Submission

4
Before deadline

Portfolio is
complete, clear,
well-organized and
most supporting
documentation are
available and/or in
logical and clearly
marked locations.
3
On the deadline

Portfolio is
incomplete;
supporting
documentation is
organized but is
lacking

Portfolio has many

lacking components;
is unorganized and
unclear

2
A day after the
deadline
2

1
Two days or more
after the deadline
1

Sub Totals
Over-all Score

Rating
(Based on transmutation)

______________________________________
Signature of FS Teacher above Printed Name
Transmutation of score to grade/rating

____________________
Date

Score
20 -

Grade
1.00 -

99

Score
12-13 -

Grade
2.50 -

81

18-19 -

1.25 -

96

11 -

2.75 -

78

17 -

1.50 -

93

10 -

3.00 -

75

16 -

1.75 -

90

8-9 -

3.50 -

72 and

15 -

2.00 -

87

7- below

5.00 -

below

My Map

3. Secure
copies of a
written
quiz/test and a
4. Answer
lesson plan
given
questions for from my
Resource
analysis
Teacher supon
which the
5. Reflect on my
quiz/test is
Observations
based and a
copy of Table
of
Specifications

2. Interview my
Resource
Teachers on
steps they take
to ensure
content validity
of their tests

1. I will review
"Development
of Assessment
Tools in
Assessment of
Learning 1 by
Santos, Rosita,
pp. 36-53 and
Assessment of
Learning 2,
pp. 14-22 and
refer to other
references on
Assessment of
Learning

My Tools
A. Interview
1. I will ask my Resource Teachers this question: What do you do/your school does to ensure the
content validity of your periodic tests?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

B. Documentary Analysis (Lesson Plans with the accompanying quiz/test)

My documentary analysis will be guided by this question: Does the quiz/test measure what it is
supposed to measure?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

My Analysis
1. What has the Table of Specifications (TOS) to do with the content validity of tests?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. If validity as a characteristic of test means that a test must measure what it is supposed to measure, is
a multiple choice type of test valid to determine learning of manipulative skill like focusing a
microscope? Explain.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Do we have other types of validity of a test other than content validity? Research for an answer.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

My Reflection

Write down what you have learned on what to do to ensure validity of tests. Did you ever experience
taking a test which was very difficult because the items were not at all covered in class? How did it
affect you? How will you prevent your future pupils/students from experiencing the same?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Learning Assessment Strategies

Field Study
Episode 4
ON SCORING RUBRICS
Name of FS Student: ________________________________________________________________
Course: ___________________________________________ Year and Section: ______________
Resource Teacher 1: ______________________ Signature: ____________ Date: ______________
Resource Teacher 2: ______________________Signature: ____________ Date: ______________
Resource Teacher 3: ______________________ Signature: ____________ Date: ______________
Cooperating School: ________________________________________________________________

My Target
I must be able to examine different types of scoring rubrics used by Resource Teachers and relate
them to assessment of student learning.

My Performance (How I will be rated)

Field study 5, Episode 4 On Scoring Rubrics
Focused on: Types of Scoring Rubrics
Tasks
Observation/
Documentation

My Analysis

My Reflection

Exemplary
4
All tasks were done
with outstanding
quality; work
exceeds
expectations

Superior
3
All or nearly all tasks
were done with high
quality

Satisfactory
2
Nearly all tasks were
done with
acceptable quality

Unsatisfactory
1
Fewer than half of
tasks were done; or
most objectives met
but with poor quality

4
Analysis questions
were answered
completely; in depth
answers, thoroughly
grounded on
theories; exemplary
grammar and
spelling

3
Analysis questions
were answered
completely
Clear connection
with theories
Grammar and
spelling superior

2
Analysis questions
were not answered
completely.

1
Analysis questions
were not answered.

4
Reflection
statements are
profound and clear,
supported by
experiences from
the episode.

3
Reflection
statements are
clear, but not clearly
supported by
experiences from
the episode

Vaguely related to
the theories
Grammar and
spelling are
acceptable
2
Reflection
statements are
shallow, supported
by experiences from
the episode

Grammar and
spelling
unsatisfactory

1
Reflection
statements are
unclear and shallow
and are not
supported by
experiences from
the episode
1

My Portfolio

Portfolio is
complete, clear,
well-organized and
all supporting
documentation are
located in sections
clearly designated

Submission

4
Before deadline

Portfolio is
complete, clear,
well-organized and
most supporting
documentation are
available and/or in
logical and clearly
marked locations.
3
On the deadline

Portfolio is
incomplete;
supporting
documentation is
organized but is
lacking

Portfolio has many

lacking components;
is unorganized and
unclear

2
A day after the
deadline
2

1
Two days or more
after the deadline
1

Sub Totals
Over-all Score

Rating
(Based on transmutation)

______________________________________
Signature of FS Teacher above Printed Name
Transmutation of score to grade/rating

____________________
Date

Score
20 -

Grade
1.00 -

99

Score
12-13 -

Grade
2.50 -

81

18-19 -

1.25 -

96

11 -

2.75 -

78

17 -

1.50 -

93

10 -

3.00 -

75

16 -

1.75 -

90

8-9 -

3.50 -

72 and

15 -

2.00 -

87

7- below

5.00 -

below

My Map

1. Review "Scoring Rubrics" in Assessment of Learning 2, 2007, by Santos, R. pp. 37-44

Interview at least 2 Resource Teachers on their use of scoring rubrics in assessing learning

3. Request my Resource Teachers for a copy of the scoring rubrics that the school uses for group
projects, student papers, cooperative learning activities.
4. If there are no scoring rubrics available, I will research on samples of scoring rubrics for student
papers, cooperative learning activities, group projects, performances, and the like.

5. I will analyze information gathered from my interview and research.

6.I will reflect on all information gathered.

My Tools
Interview of my Resource Teachers
I will ask the following questions:
1. Where do you use the scoring rubrics? (Student outputs or products and student activities)

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. What help have scoring rubrics given you? When there were no scoring rubrics yet, what did you use?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. What difficulties have you met in the use of scoring rubrics?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. Do you make use of holistic and analytic rubrics? How do they differ?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. Which is easier to use analytic or holistic?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
6. Were you involved in the making of scoring rubrics? How do you make one? Which is easier to
construct analytic or holistic?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
______________________________________________________
_

Research on the following:

Types of rubrics

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
When to use rubrics

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
How to construct the two types of rubrics

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Advantages and disadvantages of scoring rubrics

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

My Analysis
1. What benefits have scoring rubrics brought to the teaching-learning process?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. How are scoring rubrics related to portfolio assessment?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. To get the most from scoring rubrics, what should be observed in the making and use of scoring
rubrics?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
My Reflections
Reflect on this: Scoring Rubrics: Boon or Bane?

My Portfolio
Come up with one scoring rubric for student product for student product (e.g. paragraph or theme
written) and another for student activity (such as cooperative learning activity).
Scoring Rubric for Paragraph Writing

Scoring Rubric for Cooperative Learning Activity