CRITIQUING

Name: ___________________________________ yr. & sec.: ________________ score: ______

TEST I: MULTIPLE CHOICES

Instructions: encircle the correct answer and write your answer on the space provided. (Strictly no erasures).

1. ____ When was Rizal leaved Barcelona?

a) October 6, 1896
b) October 7, 1896
c) October 8, 1896
d) October 9, 1896

2. ____ When was the friendly officer in Barcelona told Rizal that the Madrid newspaper were full of stories about
the bloody revolution in the Philippines and were blaming him for it.
a) October 6, 1896
b) October 7, 1896
c) October 8, 1896
d) October 9, 1896

3. ____ When was Rizal’s diary was taken away and was critically scrutinized by the authorities?
a) October 6, 1896
b) October 11, 1896
c) October 10, 1896
d) October 9, 1896

4. ____ When was the diary of Rizal returned?

a) November 6, 1896
b) October 11, 1896
c) October 8, 1896
d) November 2, 1896

5. ____ Who is the English lawyer friend of Rizal in Singapore?

a) Attorney Hugh Fort
b) Loinel fox
c) Francisco olive
d) Governor Dominguez

6. ____ Who is the Chief justice who denied the writ on the ground that the Colon was carrying Spanish troops to
the Philippines?
a) Attorney Hugh Fort
b) Chief Justice Loinel fox
c) Chief Justice Francisco olive
d) None of the above

7. ____ When was the Colon reached Manila, where it was greeted with wild rejoicings by the Spaniards and friars
because it brought more reinforcements and military supplies?
a) November 6, 1896
b) November 3, 1896
c) October 8, 1896
d) None of the above
8. ____ When was the preliminary investigation on Rizal began?
a) November 6, 1896
b) October 11, 1896
c) October 8, 1896
d) None of the above

9. ____ Who was the special judge advocate of Rizals’ trial?

a) Attorney Hugh Fort
b) Chief Justice Loinel fox
c) Colonel Francisco olive
d) None of the above

10. ____ When was Colonel Olive transmitted the records of the case to Governor Dominguez?
a) November 26, 1896
b) October 11, 1896
c) October 8, 1896
d) November 20, 1896

TEST II: FILL IN THE BLANKS

Instructions: complete the documentary evidence against Jose Rizal

1. documentary evidence consisted of fifteen exhibits, as follows:

(1) A letter of _________________________, dated Madrid, _____________________, showing Rizal’s

connection with the Filipino reform campaign in Spain

(2) A letter of Rizal to __________, ___________dated ____________________, stating that the deportations
are good for they will encourage the people to hate tyranny

(3) A letter from ______________ to ______________, dated Madrid, ___________________, implicating Rizal
in the Propaganda campaign in Spain

(4) A poem entitled ____________, allegedly written by Rizal in ___________ on ____________________

(5) A letter of _____________ to an unidentified person dated ___________, _________________, describing

Rizal as the man to free the Philippines from Spanish oppression

TEST III – TRUE OR FALSE

Instructions: write T if the statement is true and write F is the statement is false.

1) ________ Segunga Katigbak is a pretty fourteen-year old Batangueña from Lipa

2) ________ Gertrude Beckett was Rizal pretty Belgian girl.
3) ________ Segunda Katigbak engaged to be married to her town mate, Manuel Luz
4) ________ Leonor Rivera is the young woman from Calamba
5) ________ Orang was Leonor Valenzuelas’ pet name
Part III. IDENTIFICATION:
Instructions: Identify the following statements. Write your answers on the spaces provided for.

1) __________ Dance is an art of expressing feelings, ideas and emotions, using your __1.___ as an
2) __________ Instrument and __2.___ as medium of communication.
3) __________ Supreme classical form of dance
4) __________ Making formations and sequence of the dance
5) __________ A dance that is handed down from generation to generation
6) __________ Dance currently favored by most people
7) __________ Characterized by a heel and toe movement
8) __________ New form of dance from traditional ballet
9) __________ It has syncopated and complex rhythm
10) __________ Example of folk dance

TEST V: MATCHING TYPE

Instructions: match column A to Column B

COLUMN B
COLUMN A

1) ___ from Dampalit, Los Baños, Laguna

2) ___ Rizal first romance that was then a. SEGUNDA KATIGBAK
sixteen years old b. LEONOR RIVERA
3) ___ A pretty fourteen-year old c. KENOR VALENZUELA
Batangueña from Lipa d. JOSEPHINE BRACKEN
4) ___ Close friend of Rizal’s sister e. GERTURDE BECKETTE
f. MISS L
Olimpia, was a boarding student in La
Concordia College
5) ___ First girlfriend of Rizal

Part VI. ESSAY

Instructions: Answer the following questions by expressing your unlimited ideas.
1) Define drugs
2) State the reasons why people take drugs.
 CRITIQUING

1. MULTIPE CHOICE:
a. STRENGTH
a. In the given questions it shows that the levels of blooms taxonomy were
used.
b. None of the is used but not all the time
c. Avoid the used of specific determiners
d. When possible organize the response.
e. When writing distractors think of the incorrect responses that students
might make.
f. Used proper grammar and spelling
g. Only one option is correct and clearly best.
b. WEAKNESSES
a. Base each item on a specific problem stated clearly in the stem.
b. Not using negative stated stem
c. Time consuming
d. Difficult to construct plausible distracters
e. Some distracters were easily identified
f. High degree of dependence on students reading and instructors writing
ability can be difficult to achieve clarity of expression

2. FILL IN THE BLANKS

Typically used to measure the ability to identify whether or not the statement of facts
are correct
a. STRENGTH
a. Limited to measure recall of information
b. Handwriting and spelling become bit of an issue
c. Students fill the blank with unintended responses
d. Scored erroneously than are the objectively scored formats.
e. If the problem requires a numerical answer, indicate the units in which it
is to be expressed
b. WEAKNESS
a. The directions are not clearly stated and emphasize.
b. Easy to construct and faster to answer
c. Guessing is eliminated since the question requires recall and the missing
words/s are given.
d. Omit many words from the statement that the intended meaning is lost.

3. IDENTIFICATION
a. STRENGTH
a. Easy to construct
b. Low probability in guessing the answers
c. Good to test the lowest level of cognitive taxonomy
d. Give the students a reasonable basis for the responses desired.
b. WEAKNESS
a. Higher order skills were not enhanced
b. Avoid a very long statement measure only rote memory
c. Time consuming
d. Harder to score
e. Restricted to short words
4. TRUE OR FALSE
a. STRENGTH
a. It does not use specific determiners
b. Not using Spelling out the word TRUE and FALSE that sometimes the
students commit mistakes
c. Make a statement which is direct and simple
d. Independent statement were used that can stand in one thought.
b. WEAKNESS
a. Grammatical clues that lead to correct answer
b. Avoid placing items in systematic order
c. Write questions that are specific and can be answered in few words.
d. Express the item statement as simple as possible

5. MATCHING TYPE
a. STRENGTH
a. Directions were properly given
b. Provided an un equal options of premises
c. Each description in the list should be numbered and the list of the
options should be identified by the letter.
b. WEAKNESS
a. Arrange the list of responses in systematic order
b. Keep matching item brief limiting the list of stimuli to 10 -15.
c. Arrange the list of responses in some systematic order.

6. ESSAY
a. The question in the essay is a test that shows the extended response essay
question that allows students to select information that they think is pertinent.
Organize the answer in accordance with their best judgment and to integrate and
evaluate ideas as they think suitable. They do not set limits on the length or exact
content to be discussed. This type of essay item is mostly useful in measuring
learning outcomes at the higher cognitive levels of educational objectives such as
analysis, synthesis and evaluation levels. They expose the individual differences in
attitudes, values and creative ability. The limitations are insufficient for
measuring knowledge of factual materials because they call for extensive details
in selected examinees have free will in the array of factual information of varying
degree of correctness, coherence and expression.
b. Scoring plan for essay question

a. 1 point - defining the meaning of the term ask by its own understanding
and knowledge.
b. 2 points - defining the meaning expressing their thoughts based on an
article or dictionary supported their answer.
c. 3 points – if they can define clearly and shows their understanding,
giving examples and expressing their experiences to justify their
answers.
 PROCESS – ORIENTED

PHYSICAL EDUCATION

ANALYTIC RUBRIC FOR THE ASSESSMENT OF LEARNERS’ PERFORMANCE IN FOLK DANCE

CHOREOGRAPHY & EXECUTION AND CHARACTERISTICS AND

WEIGHT ARTISTIC PRESENTATION MASTERY OF STEPS BEHAVIOR DURING
30% 40 % PERFORMANCE
30%
OUTSTANDING: SKILLFUL: SOPHISTICATED:
Performs steps with high Demonstrates precise and Demonstrates
5 level of mastery while skillful execution of the sophisticated
creating several steps with high level of characterization and
formations in the dance confidence appropriate behavior
floor towards the dance and
group mates
DYNAMIC: COMPETENT: EXPRESSIVE:
performs steps with Demonstrates the steps Demonstrates an typical
4 mastery while creating competently and with level of characterization
sufficient formations in confidence. and appropriate behavior
the dance floor towards the dance and
group mates.
CREATIVE: PRACTITIONER: REALISTIC:
Performs steps with Demonstrates general Demonstrates generally
3 mastery but with limited level of coordination and acceptable
yet growing ability to competence in the characterization and
execute them while execution of steps with proper behavior towards
creating formation in the limited but growing the dance and group
dance floor confidence. mates.
FAIR: APPRENTICE: IMPROVING:
Performs steps with Demonstrates limited Displays inconsistent
2 general mastery but could coordination in the characterization and
hardly adapt to varying execution of steps with demonstrates generally
formation in the dance low level of confidence acceptable behavior
floor. towards the dance and
group mates
STATIC: NOVICE: MECHANICAL:
Performs steps with low Has a very low or no Has a little or no
1 or no mastery and is not coordination in characterization and
capable of creating demonstrating steps, has behaves inappropriately
formation in the dance very low level or no towards the dance and
floor confidence at all. group mates.
 PRODUCT – ORIENTED

ARTS

ANALYTIC RUBRIC FOR THE ASSESSMENT OF LEARNERS’ IN ARTS

1 2 3 4
The student did The student did The artwork The artwork
the minimum or the assignment shows that the shows that the
ELEMENTS OF the artwork was in a satisfactory student applied student applied
DESIGNS never completed manner, but lack the principles the principles
of planning was discussed in class discussed in class
evident. adequately. in unique
manner.
The student did The student The student The student gave
not finish the finished the completed the an effort far try
work in a project but it project in an end the
EFFORT satisfactory lacks finishing above average requirements or
manner. touches or can manner, yet the project.
be improved more could have
upon with little been done.
effort.
The piece shows The student’s The student He student work
CREATIVITY little or no work lacked work demonstrates a
evidence or sincere demonstrates unique level of
original thought. originality. originality. originality.
The student The student The student The artwork is
showed poor showed average showed above outstanding and
SKILLS craftsmanship or craftsmanship average was finished with
lack of and craftsmanship a great deal of
understanding. understanding. and patience.
understanding.
The student The student The student The student
displayed a displayed a displayed a displayed a
REPONSIVENESS negative negative positive positive
response response t times response most of response all of
throughout the during the the time during the time during
development of development of the development the development
the piece. the piece. of the piece. of the piece.