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    Instructional Material Rubric

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    Juan
    This document provides a rubric and guidelines for evaluating final exams on language learning materials. It outlines criteria for assessing the appearance, portability, reliability, sufficiency, depth of understanding, and preparation of instructional materials. The rubric rates materials as exemplary, above average, adequate, or inadequate based on factors such as size, color, attractiveness, ease of transport, relevance to the topic, ability to aid student learning, and whether the materials can meet the needs of all students. It aims to help instructors effectively evaluate the quality and utility of language learning materials.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Instructional Material Rubric

    Uploaded by

    Juan
    2K views2 pages
    This document provides a rubric and guidelines for evaluating final exams on language learning materials. It outlines criteria for assessing the appearance, portability, reliability, sufficiency, depth of understanding, and preparation of instructional materials. The rubric rates materials as exemplary, above average, adequate, or inadequate based on factors such as size, color, attractiveness, ease of transport, relevance to the topic, ability to aid student learning, and whether the materials can meet the needs of all students. It aims to help instructors effectively evaluate the quality and utility of language learning materials.

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    Instructional Material Rubric

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    This document provides a rubric and guidelines for evaluating final exams on language learning materials. It outlines criteria for assessing the appearance, portability, reliability, sufficiency, depth of understanding, and preparation of instructional materials. The rubric rates materials as exemplary, above average, adequate, or inadequate based on factors such as size, color, attractiveness, ease of transport, relevance to the topic, ability to aid student learning, and whether the materials can meet the needs of all students. It aims to help instructors effectively evaluate the quality and utility of language learning materials.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    2K views2 pages

    Instructional Material Rubric

    Uploaded by

    Juan
    This document provides a rubric and guidelines for evaluating final exams on language learning materials. It outlines criteria for assessing the appearance, portability, reliability, sufficiency, depth of understanding, and preparation of instructional materials. The rubric rates materials as exemplary, above average, adequate, or inadequate based on factors such as size, color, attractiveness, ease of transport, relevance to the topic, ability to aid student learning, and whether the materials can meet the needs of all students. It aims to help instructors effectively evaluate the quality and utility of language learning materials.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    RAMON MAGSAYSAY MEMORIAL COLLEGES – MARBEL, INC

    Purok Waling – Waling, Arellano Street, Zone II, Koronadal City


    OFFICE OF THE COLLEGE OF TEACHER EDUCATION PROGRAM
    Document Type: Document No:
    Rubric and Guidelines for Final Exam Issue No: 1 Revision No: 0
    Document Title: Effective Date:
    Major Page 1 of 2

    Scoring Rubric for Language Learning Material

    Above Average
    Exemplary Adequate Inadequate
    Criteria (Exceeds standard, 4
    (Far exceeds, 5 points) (Meets standard, 3 points) (Below standard, 2 points)
    points)
    The size of the material is big The size of the material is The size of the material is big The size of the material is not
    enough to be seen by the big to be seen by the to be seen by the farthest big enough to be seen by the
    farthest students in the farthest students in the students in the classroom. The farthest students in the
    APPEARANCE classroom. The material is classroom. The material is material is not colorful, not classroom. The material is not
    colorful, beautiful and attractive. colorful, beautiful and beautiful and not attractive. colorful, not beautiful and not
    The material is made just for attractive. The material is The material is made for at attractive. The material is made
    many sessions good for five sessions. least two sessions. for one session.
    The material is very easy to The material is easy to carry The material needs to be The material requires at least
    carry by one person to bring to by at least two persons to carried by at least three five persons to carry and bring
    other area. It requires less bring to the other area. It persons to bring to the other to the desired area. It needs
    PORTABILITY
    effort from a person who is requires moderate effort area or classrooms. It requires enough space from the area
    handling. Hence, it is very from the two persons who their enough strength where it is to be put.
    functional and helpful. are carrying. It is functional.
    The material that being used is The material is related to The material is quiet related t The material is not that so
    extremely suited to the class the topic and most of the related to the topic and some of related to the topic being
    discussion. It successfully aids students were able to learn the students were able to learn discussed and only few of the
    RELIABILITY the difficulty of all the students easily from the topic that is easily from the topic that is students were able to learn the
    and it helps them learn more being discussed being discussed. lesson easily.
    easily about the topic being
    discussed.
    The instructional material that is Most of the students in the Some of the students were Only few of the students were
    being provided by the teacher classroom were being being provided by the teacher being provided and there is a
    to his students is very sufficient provided by the teacher with with the material. Thus, they need for sharing and utilizing
    SUFFICIENCY
    that could cater the needs of all the material. need to share. immediately.
    the students in the classroom
    individually.
    RAMON MAGSAYSAY MEMORIAL COLLEGES – MARBEL, INC
    Purok Waling – Waling, Arellano Street, Zone II, Koronadal City
    OFFICE OF THE COLLEGE OF TEACHER EDUCATION PROGRAM
    Document Type: Document No:
    Rubric and Guidelines for Final Exam Issue No: 1 Revision No: 0
    Document Title: Effective Date:
    Major Page 2 of 2

    Scoring Rubric for Language Learning Materials Defense

    Inadequate Adequate Above Average Exemplary


    Criteria
    (Below standard, 2 points) (Meets standard, 3 points) (Exceeds standard, 4 points) (Far exceeds, 5 points)
    DEPTH OF ● Demonstrates incomplete, ● Demonstrates general or ● Demonstrates thoughtful and ● Demonstrates complex and/or
    UNDERSTANDING inaccurate, and/or insufficient surface-level understanding of detailed understanding of original thinking about
    How specifically and understanding of [school/district outcomes] [school/district outcomes] [school/district outcomes]
    completely have I [school/district outcomes] ● Evidence is cited to support ● Evidence is consistently ● Evidence is carefully chosen and
    reflected on ● Evidence is minimally claims, though inconsistently or and accurately cited to skillfully cited to make
    [school/district drawn upon or insufficiently. support claims. convincing claims.
    outcomes]? inaccurately cited.
    ● Output and presentation ● Output and presentation reflect ● Output and presentation ● Output and presentation reflect
    reflect minimal effort and inconsistent effort and attention reflect consistent effort and impressive effort and proud
    attention to detail (e.g. to detail (e.g. grammar/spelling, attention to detail (e.g. attention to detail (e.g.
    PREPARATION grammar/spelling, graphic graphic design, formatting, grammar/spelling, graphic grammar/spelling, graphic
    How well does my design, formatting, prepared prepared notes, etc.) design, formatting, prepared design, formatting, prepared
    output and notes, etc.) ● Presentation has structure, notes, etc.) notes, etc.)
    presentation reflect ● A lack of organization but room for greater ● All components are logically ● Components demonstrate
    effort and attention to makes it difficult to follow organizational clarity (e.g. organized, with good use of rhetorical craft (e.g. an engaging
    quality? ideas in the portfolio transitions, sequencing). transitions and attention to introduction, a creatively
    and/or the presentation. audience/reader expectations sequenced body, effective
    (e.g. intro, body, conclusion). transitions, and/or an insightful
    conclusion).
    ● Makes minimal use of ● Makes partial use of ● Demonstrates a practiced ● Engages audience through
    presentation skills, presentation skills, including and competent use of command of presentation skills,
    ORAL including body posture, body posture, language, eye presentation skills, including including body posture, language,
    language, eye contact, contact, voice and timing. body posture, language, eye eye contact, voice and timing that
    PRESENTATION
    voice and timing. ● Uses language that is at contact, voice and timing. keep the audience engaged.
    SKILLS
    ● Uses language that is times unsuited to the ● Uses appropriate language ● Uses sophisticated and varied
    How effectively am I
    unsuited to the occasion occasion and audience. that is suited to the occasion language that is suited to the
    speaking to my
    and audience. ● Responses to questions are and audience. occasion and audience.
    audience during my
    ● Responses to questions limited and demonstrate a ● Responds confidently to ● Responses to questions are
    presentation? partial command the topic. questions and thoughtful, demonstrating an
    are vague and
    demonstrate a minimal demonstrates a command of in-depth understanding of the
    command of the topic. the topic. topic.

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