Holistic Rubric for Table Setting

Criteria Emerging Developing Competent Exemplary Score

(10) (15) (20) (25)

Tableware Most tableware was Some tableware was Most tableware was All tableware
placed in inappropriate placed in appropriate placed in appropriate and was placed in
positions for the meal and correct positions correct positions for meal appropriate
being served. More than for meal being served. being served. A maximum and correct
5 pieces were placed 2-5 pieces were placed of 2 pieces were placed positions for
incorrectly. incorrectly. incorrectly meal being
served.

Flatware Most flatware was placed Some flatware was Most flatware was placed All tableware
in inappropriate positions placed in appropriate in appropriate and was placed in
for the meal being and correct positions correct positions for meal appropriate
served. More than 5 for meal being served. being served. A maximum and correct
pieces were placed 2-5 pieces were placed of 2 pieces were placed positions for
incorrectly. incorrectly. incorrectly meal being
served.

Glassware Most glassware was Some glassware was Most glassware was All tableware
placed in inappropriate placed in appropriate placed in appropriate and was placed in
positions for the meal and correct positions correct positions for meal appropriate
being served. More than for meal being served. being served. A maximum and correct
5 pieces were placed 2-5 pieces were placed of 2 pieces were placed positions for
incorrectly. incorrectly. incorrectly meal being
served.

Napkin Folded Napkins were Some folded napkins Most folded napkins were All folded
placed in inappropriate were placed in placed in appropriate napkins were
positions for the meal appropriate position for position for meal being placed in
being served meal being served. served appropriate
position for
meal being
served.

Total Score =_ ______

Scoring:

75-79 --- Needs Improvement

80- 84 --- Developing
85-89 --- Satisfactory
90-94 --- Proficient
95-100 --- Excellent
 Analytical Rubric for Table Setting

Criteria 100 95 85 75 Score

P e r f o r m a n c e I n d i c a t o r s

Workmanship > The amount of > The amount of > The amount of > The amount of
material, selection and material, selection and material, selection and utensils, selection and
choice of accessories choice of accessories choice of accessories choice of accessories
compliments the overall compliments the overall compliments the is not enough to
design of the table. design of the table to a overall design of the compliment the
Simplicity and elegance certain degree. table in some parts overall design of the
is evident. Simplicity and elegance only. table.
may not be present.
>Flower Arrangement >Flower arrangement >Flower arrangement
observes the guidelines >Flower arrangement observes some of the does not serve the
for the selection and observes the guidelines guidelines for the guidelines for
choice of flowers, for the selection and selection and choice of selection and choice
containers, colour choice of flowers, flowers, containers, of flowers, containers,
40% harmony, and containers, etc., but with etc., with more than etc., flowers are
appropriateness to the one to two deficiency. three deficiencies. either sparse or
occasion. overcrowded.
>Skirting does not touch >Some parts of the
>Skirting does not touch the floor by at least ½”. skirting is not even. >Skirting touches the
the floor by at least 1’’. floor.
>Most of the menu >Menu and menu
>Menu and menu card items fits the occasion. cards lacks two or > Menu and menu
was well planned, three items. cards does not
presented and fits the express the theme.
occasion.

Proper use of tools, >Mis-en-place was >Min-en-place was > Some tools and > Most of the tools
utensils and observed following the observed on some parts. utensils were not and utensils were not
equipments standards for table appropriate for the appropriate for the
setting. >Most of the table occasion. occasion.
appointments were
>Table appointments correctly laid on the > Some table >Table appointments
20% were correctly laid on table, distance between appointments were laid on the table does
the table, distance covers was observed, missing, distance not fit the menu,
between covers was organized and fits the between covers was distance between
observed, well organized menu for most parts. observed but with two covers was not
and fits the menu. deficiencies. observed.

Accuracy >knowledge of the right > Knowledge of the right > Knowledge of the > Knowledge of the
table appointments, table appointments, right table table appointments,
centrepiece, table skirt, centrepiece, table skirt, appointments, centrepiece, table
accessories called for accessories called for the centrepiece, table skirt, accessories for a
the occasion were occasion was evident skirt, accessories called given occasion with
15% evident, properly laid but with one deficiency for the occasion was three or more
and handled. in set up or handling. evident but with two deficiencies.
deficiencies in set up
or handling.
 Safety >Safety measures were > Safety measures were >Safety measures were > Limited safety
applied in table skirting. applied in table skirting applied in table skirting measures were
but with three or more but with three or more applied in setting the
deficiencies. deficiencies. table.
10%

Speed >Was able to finish the >Was able to finish the > Was able to finish > Was not able to
output at least 30+ output within the the output within the finish the output
minutes before the allotted time. allotted time. within the allotted
allotted time. time.
10%

Communication >Able to clearly >Able to clarify > Able to clearly > Able to clearly
skills (3-5 minutes discuss/explain with discuss/explain with discus/explain with discuss/ explain with
only) confidence all of the ff.: confidence only three of confidence only three confidence only two
the ff.: of the ff.: of the ff.:

a. Process
b. Function of a. Process a. Process a. Process
tools, utensils, b. Function of b. Function of b. Function of
5% equipments tools, utensils tools, utensils, tools,
c. Cost of and equipment and utensils and
production c. Cost of equipment equipment
d. Employability production c. Cost of c. Cost of
e. Business d. Employability production production
opportunity e. Business d. Employability d. Employability
opportunity. e. Business e. Business
opportunity opportunity

Total Score :_______

Scoring:

75-79 --- Needs Improvement

80- 84 --- Developing
85-89 --- Satisfactory
90-94 --- Proficient
95-100 --- Excellent
 Rubric for Reflection on Assessment Experiences

P e r f o r m a n c e S t a n d a r d s
Area to assess Below standard (5-10) Acceptable (11-15) Expected (16-20) Beyond expectation (21-25)

Clarity There are frequent lapses Minor, infrequent Mostly precise and The language is clear and
in clarity. Concepts are lapses in clarity. unambiguous wording, expressive. The reader can create a
either not discussed or Abstract concepts are mostly clear sentence mental picture of the situation
are presented explained fairly structure. The being described. Abstract concepts
inaccurately accurately. languages that clear are explained accurately.
and expressive. The
reader can somewhat
create a mental picture
of the situation being
described.

Relevance The reflections show The reflection show The reflections show The reflections show tremendous
poor thought and effort. some thoughts and some thought and thought and effort. The learning
Most of the reflection is effort. Student makes effort. The learning experience being reflected upon is
irrelevant to student attempt to experience being relevant and meaningful to student
and/or unit learning goals demonstrate reflected upon is and unit learning goals.
relevance, but the somewhat relevant and
relevance is unclear meaningful to student
in reference to unit and unit learning goals.
learning goals.

Analysis Student makes attempts The reflection . The reflections The reflection move beyond simple
at applying the learning demonstrates reflects the student description of the experience to an
experience to student attempts to attempts to analyse the analysis of how the experience
understanding of self, analyse the experience to contributed to student
others, and/or course experience to understanding of self, understanding of self, others,
concepts but fails to understanding of self, but reflect an analysis and/or course concepts.
demonstrate depth of but analysis lacks and title depth.
analysis again.

Self-Criticism There is some attempt at The reflection The reflection The reflection demonstrates ability
self-criticism, but the demonstrates ability demonstrates ability of of the student to question their
reflection fails to of the student to the students to own biases, stereotypes,
demonstrate a new question their biases, question their own preconceptions, and/or
awareness of personal stereotypes, biases, stereotypes, assumptions and define new
biases, etc. preconceptions. New preconceptions. New modes of thinking as a result.
modes of thinking not modes of thinking is
evident. somewhat evident

Final scores: 24

General Comments:
I gave a score of 24 because I made it sure that the content of my reflection is relevant to the real experiences that I have
encountered. The insights stated in my reflection was based on my experiences from our field studies in different schools which
shows how assessment worked in schools.
 Rubric for Development of a Test Blueprint

P e r f o r m a n c e S t a n d a r d s
Criteria Below standard (5-10) Acceptable (11-15) Expected (16-20) Beyond expectation (21-25)

Alignment of All thinking skills are not One of two thinking Three to four All thinking skills are aligned with
thinking skills aligned with the learning skills are signed thinking skills are learning objectives.
across objectives with the learning aligned with the
objectives objectives learning objectives

Distribution of test items are distributed Test item are Test items are Test items are distributed across
test items across one thinking skills distributed across distributed across all thinking skills
thinking skills only two to three four to five thinking
thinking skills skills only

Promptness Submitted 2 days or more Submitted 1 day Submitted on Submitted 2 days or more ahead
after the deadline after the deadline deadline or 1 day of deadline
ahead of the
deadline

Final scores: 23

General Comments:

I gave a score of 23 because I’ve prepared my Table of Specification consistently. Upon preparing my test blueprint I
made it sure that all topics on my TOS was consistently discussed already to the class, hence, my objectives is visible
and aligned.
 Rubric for Test Portfolio

P e r f o r m a n c e S t a n d a r d s

B A
e c E B
l c x e
o e p y
w p e o
t c n
s a t d
t b e e
a l d x
n e p
d ( e
a ( 1 ct
r 1 6 a
d 1 - ti
- 2 o
( 1 0 n
5 5 ) (2
- ) 1-
1 2
0 5)
)

A T T T
l e e e
l s s st
t t t it
e e
s i i m
t t t s
e e ar
i mm e
t s s al
e ig
m a a n
s r r e
e e d
a t
r a a o
e l s a
i s cr
n g i o
o n g ss
t e n al
d e l
d o
a
 ligned to any objectives to one objective to three objectives bjectives
only

Following of Almost all test items are Few test items are Almost all test items All test items are well written, without
test guidelines not well written, with well written, with are well written, errors in spelling, punctuations,
many errors in spelling many errors in without errors in grammar and use of transition signals;
punctuations, grammar spelling , spelling, all test guidelines are observed
and use of transition punctuations, punctuations,
signals; test guidelines grammar and use of grammar and use of
are not observed transition signal, transition signals,
few test guidelines almost test
are observed guidelines are
observed

Packaging of the Packaging of the test Packaging of the Packaging of the Packaging of the test observed all the
assessment tool observe two guidelines test observe three- test observe five- nine guidelines
only four guidelines seven guidelines

Promptness Submitted 2 days or more Submitted 1 day Submitted on Submitted 2 days or more ahead of
after the deadline after the deadline deadline or 1 day deadline
ahead of the
deadline

Final scores: 23

General Comments:

I gave a score of 23 because I believe my test portfolio is aligned yet effective and efficient. I made it sure that the
coverage of my test questionnaire is relevant and accurate, hence, it is comprehensible to the students since it was
already discussed properly to the class.

Rubric for Class Case Analysis

P e r f o r m a n c e S t a n d a r d s

B
e B
l e
o y
 w standard (5-10) ond expectation (21-25)

Analysis Analysis lacks a lot of Analysis is focused Analysis dissects Analysis dissects and presents details
details. Strengths and on class strengths and presents details of the class performance, identifying
weaknesses are rarely and weaknesses or of the class areas of strengths and weaknesses
highlighted. Areas for only of students. performance,
improvement are not But may identify identifying areas of
identified students and area strengths and
that need weaknesses,
interventions identifies students
and areas that need
interventions

Recommendations Recommendations are Recommendations Recommendations Identifies students and areas that
not based on the are somehow based are based on the need interventions
findings. on the findings. findings and
These are however realistic but may
incomplete or may contain some
contain several inconsistencies
inconsistencies

Promptness Submitted 2 days or Submitted 1 day Submitted on Submitted 2 days or more ahead of
more after the deadline after the deadline deadline or 1 day deadline
ahead of time

Final scores: 24

General Comments:

I gave a score of 24 because together with my group mates, we consistently analysed every detail of the items. As we
were analysing the items, we therefore conclude that we’ve come up with the best outcomes.