In Partial Fulfillment for Assessment Learning 2
Submitted by: Mia Cristialen D. Pan
Submitted to: Prof. Cheenee A. Osorno
SUMMER CLASS
2016-2017
Date submitted: May 22, 2016
Name of Student(s): _______________________________________
Instructor_________________________________
CRITERIA
Preparedness
Speaks Clearly/
Pronunciation
Eye Contact
and Posture
Volume/Pace
Date ______________________
ANALYTICAL RUBRICS FOR POETRY RECITAL
4
3
2
EXCELLENT
SATISFACTORY
FAIR
20 PTS.
15 PTS.
10 PTS.
Student is completely
prepared and has
obviously rehearsed.
Student seems pretty
prepared but might have
needed to have practiced
more.
Speaks clearly and
distinctly all the time;
no
mispronunciations.
1
POOR
5 PTS.
The student is
Student does not seem
somewhat prepared but at all prepared to
clearly needed more
present.
much more practice.
No
evidence in
attempting
the task.
Speaks clearly and
distinctly most of the
time; and/or
mispronounces only one
word.
Stands up straight,
Looks fairly relaxed and
shows confidence,
confident; makes eye
establishes eye
contact with all members
contact with everyone of audience most of the
in the room
time.
throughout the
presentation.
Speaks clearly and
distinctly some of the
time; pronunciation is
satisfactory.
Sometimes stands up
Slouches and/or does
straight and establishes not look at people
occasional eye contact. during the
presentation.
No
evidence in
attempting
the task.
We can hear every
single word. Words
are properly paced
throughout, not too
Volume is not always
loud enough to be
heard. Performer
speaks too fast to be
No
evidence in
attempting
the task.
We can hear most of the
words. Words are
properly paced for most
of the recitation not too
Often mumbles or
cannot be understood
and/or mispronounces
more than one word.
0
NO
ATTEMPT
0 PTS.
No
evidence in
preparing
the task.
Volume is just too
soft. Audience often
has trouble hearing.
Pace is uneven.
SCORE
Acting/Expressi
on
Interpretation
of Poem
fast, not too slow.
fast, not too slow.
Spoken with passion,
inflection, facial
expression, and/or
movement to make
the poem entertaining
and more easily
understood.
Really broke down
poem and made
connections to real
life.
Spoken with feeling (but
not as much enthusiasm)
and some inflection,
facial expression, and/or
movement to make the
poem entertaining and
more easily understood.
Able to explain
relationship between
poem and at least one real
life connection.
clearly understood or
too slow trying to
remember words.
Spoken in the same
tone throughout the
poem without much
facial expression
and/or movement.
Made a good attempt
at giving meaning to
the poem.
Spoken in the same
tone throughout with
little or no feeling
and/or without any
facial expression or
movement.
No
evidence in
attempting
the task.
Poor attempt or none
made to explain the
meaning of the poem.
No
evidence in
attempting
the task.
Name of Student(s)________________________________________
Instructor_________________________________
Date ______________________
HOLISTIC RUBRICS FOR POETRY RECITAL
SCORE
EXCELLENT
4
DESCRIPTION
SATISFACTORY
3
FAIR
2
POOR
1
NO ATTEMPT
0
Student is completely prepared and has obviously rehearsed.
Speaks clearly and distinctly all the time; no mispronunciations.
Stands up straight, shows confidence, establishes eye contact with everyone in the room
throughout the presentation.
We can hear every single word. Words are properly paced throughout, not too fast, not too slow.
Spoken with passion, inflection, facial expression, and/or movement to make the poem
entertaining and more easily understood.
Really broke down poem and made connections to real life. Able to "teach" poem to class with
confidence.
Student seems pretty prepared but might have needed to have practiced more.
Speaks clearly and distinctly most of the time; and/or mispronounces only one word.
Looks fairly relaxed and confident; makes eye contact with all members of audience most of the
time.
We can hear most of the words. Words are properly paced for most of the recitation not too fast,
not too slow.
Spoken with feeling (but not as much enthusiasm) and some inflection, facial expression, and/or
movement to make the poem entertaining and more easily understood.
Group able to explain relationship between poem and at least one real life connection.
The student is somewhat prepared but clearly needed more much more practice.
Speaks clearly and distinctly some of the time; pronunciation is satisfactory.
Sometimes stands up straight and establishes occasional eye contact.
Volume is not always loud enough to be heard. Performer speaks too fast to be clearly understood
or too slow trying to remember words.
Spoken in the same tone throughout the poem without much facial expression and/or movement.
Group made a good attempt at giving meaning to the poem.
Student does not seem at all prepared to present.
Often mumbles or cannot be understood and/or mispronounces more than one word.
Slouches and/or does not look at people during the presentation.
Volume is just too soft. Audience often has trouble hearing. Pace is uneven.
Spoken in the same tone throughout with little or no feeling and/or without any facial expression
or movement.
Poor attempt or none made to explain the meaning of the poem.
No evidence of attempting the task.
Name of Student(s): __________________________________
Instructor: _______________________________
Date: _________________________________
POETRY RECITAL CHECKLIST
POETRY RECITAL CHECKLIST
PREPAREDNESS
YES
NO
SCORE &
COMMENTS
_______/20
Does the speaker completely prepared and has obviously
rehearsed?
Does the speaker know his/her piece very well?
Does the speaker displays relaxed, self-confident nature
about him/herself?
VOCAL DELIVERY
_______/20
Does the speaker is articulate and fluent?
Does he/she use vocal variety: volume, rate, pausing,
stress, and tone?
Does the speaker is conversational and concerned,
passionate and pleasing?
Does the speaker is in control of words and emotions?
Does the speaker is self-confident and self-assured the
way he/she speaks?
PHYSICAL DELIVERY
_______/20
Does the speakers movement inviting to the audience?
Does the speaker use varies facial expression to
accentuate the natural flow of thoughts and feelings?
Does the speaker make eye contact with the audience?
Does the speaker stand straight and controlled, without
distracting movements?
Has the movement, if used, was motivated by transitions
in thought or mood?
Does the gesture visible and effectively used for
emphasis, and varied?
PRESENTATION STYLE
________/20
Does the speaker give a realistic attempt to recreate
the spirit of the original presentation?
Does the speaker use appropriate style of delivery?
Does the message in the speakers poem recitation is
conveyed credibly and convincingly as if the words
were the speakers own?
_______/20
OVERALL EFFECT
Does the speaker project an understanding of the
speechs message?
Does the speaker instill audiences concern for the
poems recitation content?
Does the original speakers message was not
overshadowed by the delivery?
TOTAL SCORE:
_________/100
Name of Student(s): __________________________________
Date: _________________________________
Instructor: _______________________________
RATING SCALE FOR STUDY HABITS
SCALE: 4-ALWAYS
3- OFTEN
2- SOMETIMES
1- NEVER
STUDY HABITS
1. I study every day.
2. I create a quiet place at home to study.
3. I turn off the phone, TV, and other devices that may disturb you
when studying.
4. I listen to soft music or other white noise.
5. I study in a way that suits my learning style.
6. I take regular breaks, like 5 minutes every half hour.
7. I study early (I dont wait until the last minute).
8. I study the hardest things first and then move to easier ones.
9. I spend most of the time on things that I find most difficult.
10. I ask for help if I am struggling with something.
11. I take note as I study, using my own words to simplify complex
concepts.
12. I organize my notes in a notebook or folder.
13. I look at my notes on a regular basis.
14. I make connections between the topics I am studying and the
topics that Ive already mastered.
15. I take practice test, so I dont panic when its time for the real test.
