Assessment

1. Cite a specific rule in your barangay and examine this rule using the principles
learned in this Module.

2. Cite three differences between moral and non-moral standards. Discuss your
answers and cite specific examples.

3. Research for the Heinz Dilemma and discuss your stand on the dilemma
presented.

Rubric for Written Outputs

Criteria Percentage Inadequate Adequate Above Exemplary
Average
(Below (Meets (Far
Standard) Standard) (Exceeds Exceeds
Standard) Standard)
Organization 15 Writing lacks Writing is Writing is Writing
logical coherent and coherent shows high
organization. It logically and logically degree of
shows some organized. organized attention to
coherence but Some points with logic and
 ideas lack unity. remain transitions reasoning of
Serious errors. misplaced used points. Unity
and stray between clearly leads
from the ideas and the reader to
topic. paragraphs the
Transitions to create conclusion
evident but coherence. and stirs
not used Overall unity thought
throughout. of ideas is regarding
present. the topic.
Level of 50 Shows some Content Content Content
Content thinking and indicates indicates indicates
reasoning but thinking and original synthesis of
most ideas are reasoning thinking and ideas, in-
underdeveloped applied with develops depth
and unoriginal. original ideas with analysis and
thought on a sufficient evidences
few ideas. and firm original
evidence. thought and
support for
the topic.
Development 15 Main points lack Main points Main points Main points
detailed are present well well
development. with limited developed developed
Ideas are vague detail and with quality with high
with little development. supporting quality and
evidence of Some critical details and quantity
critical thinking. thinking is quantity. support.
present. Critical Reveals
thinking is high degree
weaved into of critical
points. thinking.
Grammar and 10 Spelling, Most spelling, Has few Free of
Mechanics punctuation, and punctuation, spelling, distracting
grammatical and grammar punctuation, spelling,
errors create correct and punctuation,
distraction, allowing grammatical and
making reading reader to errors grammatical
difficult; progress allowing errors;
fragments, though essay. reader to absent of
comma splices, Some errors follow ideas fragments,
run-ons evident. remain. clearly. Very comma
Errors are few splices, and
frequent. fragments or run-ons.
 run-ons.
Style 10 Mostly in Approaches Attains Shows
elementary form college level college level outstanding
with little or no usage of style; tone is style going
variety in some variety appropriate beyond
sentence in sentence and usual
structure, patterns, rhetorical college
diction, diction, and devices level;
rhetorical rhetorical used to rhetorical
devices or devices. enhance devices and
emphasis. content; tone used
sentence effectively;
variety used creative use
effectively. of sentence
structure
and
coordination.