Level of Acceptability of Grades 5 and6 Teachers on Rubrics Design as Performance Basis of Pupils in English
Keywords:
RUBRICS, DESIGN, PERFORMANCE, ACCEPTABILITY, LEVELAbstract
INTRODUCTION
The quality performance of pupils depends on teachers. Every classroom teacher is interested to know how far and how deep he can facilitate, orient and guide his pupils with the knowledge, ideas, abilities, skills, and attitudes that he wishes to build up in order to achieve his teaching objectives and to make his pupils responsive to the changing needs of the society. He is in the best position to determine the strengths and weaknesses of his pupils, the needs of his pupils and the goals he wants to achieve.
METHODS
The researcher used the descriptive methods to find out the level of usability of K-12 Rubrics in English as an evaluative tool of pupils in the District of Pililla. A descriptive study can provide information about the naturally occurring status, behavior, attitudes or other characteristics of a particular group which is the main objective of the present research in its determination of the extent of usability of K-12 rubrics in English as an evaluative tool of pupils in the District of Pililla, Division of Rizal.
RESULTS
The perception of teachers on the acceptability of the use of rubrics design as performance basis for pupils in content is within the high level. It can be inferred that teachers have this level of acceptability since they are very knowledgeable on the content of their lessons and as a result, they know how rubrics can help them in the formative and summative indicators as a clearer picture of the strengths and weaknesses of their class.
DISCUSSIONS
After a thorough analysis of data, the researcher recommends that: The teachers should keep an anecdotal record so that they will have a good basis of identifying who is in need of assistance either academics or behavioral in nature. They should integrate various teaching and assessment methods and strategies to also fit the academic motivations of children identified in relation to their various learning styles and needs.
