Sample Instructional Design

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INSTRUCTIONAL DESIGN IN BIOMOLECULE ANALYSIS
By
Aaron Pau. T. Baliga
Master of Science in Physiology
Submitted for the requirement in
HP 221
Instructional Design

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Table of Contents
Chapter 1 Introduction.......................................................................................................................4
Rationale.......................................................................................................................................... 4
Context analysis............................................................................................................................... 5
Learners analysis.............................................................................................................................. 5
Learners environment...................................................................................................................... 5
Course outcomes ............................................................................................................................. 5
Chapter 2 Task Analysis and Intended Learning Outcomes ..................................................................6
Task Analysis table........................................................................................................................... 6
Chapter 3 Concept Map and Course Outline............................................................................................... 7
Concept map.................................................................................................................................... 7
Instructional Design Matrix.............................................................................................................. 8
Philosophical basis of teaching-learning strategies......................................................................... 9
Rationale for using the teaching-learning strategies..................................................................... 10
Chapter 4 Teaching-Learning Strategies.................................................................................................... 11
Session Table.................................................................................................................................. 11
Narrative of the teaching-learning strategies................................................................................ 11
Chapter 5 Assessment Plan........................................................................................................................ 13
Index ........................................................................................................................................................... 14
References.................................................................................................................................................. 19

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I. Introduction
Rationale
Science is truly a powerful weapon of humanity. It describes the universality of the whole entity
in the universe. When science is mixed with education, the resulting product is a tremendous sparkling
and elegant foundation of humanity. Education motivates self-assurance and provides us with the things
we need to partake in today's world. It makes us more independent and aware of what is going on in the
world today, along with the awareness of opportunities and rights. It offers a greater understanding of
one's capability and potential as well (Campbell, 2016). Science has evolved in numerous different
branches. One of those branches is the field of biochemistry in education
Biochemistry is considered the chemistry of life that concentrates on handles with happening at
a molecular level that, what’s happening inside the living cells and organelles, studying components like
proteins, enzymes, lipids, carbohydrates, DNA, and RNA”. Biochemistry contains in a very broad range of
scientific disciplines, including molecular biology, genetics, physiology, microbiology-virology, forensics,
animal and plant sciences and medicine (Aksoy, 2018). Biochemistry simply encompasses the broad and
vast body of knowledge in bringing connections in different aspects of life sciences.
In addition, biochemistry make it possible the rational design of new drugs, including specific
inhibitors of enzymes required for the replication of viruses for the treatment of many life-threatening
deadly illnesses. Biochemistry that a logical answer to all the mysteries of life, responses to such questions
that once seemed faraway and are likely to be more thoroughly bring to light soon. Biochemistry do
substantial in both animal and human medicine, because of the important for physiology (helps to
comprehend the biochemical changes related to physiological alteration), for pathology (based on the
symptoms described by the patient), for nutrition deficiency (The functions of the vitamins and the
minerals in vivo ), and for hormonal deficiency (The role of hormones, peptides and neuropeptides in the
organisms’ systems is understandable by biochemical mechanisms) (Aksoy, 2018). A remarkable feat of
the biochemistry is that it brings the hope for the future perspective of different challenging enigma of
our present-day society.
In our present time, general courses in biochemistry are offered to chemistry and non-chemistry
majors by departments of chemistry in many colleges and universities (Reyes et al, 1987) As of 2018, there
are numerous biochemistry courses are now being offered in different part of the Philippines, this is to
strengthen the capabilities of our country in terms of research and human resources development. Thus,
a well develop biochemistry class is in indeed a pivotal in the said goal. To name a few, University of the
Philippines, De La Salle University, University of Santo Tomas and Ateneo De Manila University offers
quality biochemistry courses in graduate levels and under graduate levels that caters the need of our
current scientific challenges in local and foreign issues. According to the CHED CMO 47 series of 2017,
chemistry is essential for the continued development of the Philippines. This is the reason why continued
development, implementation and integration of the biochemistry education is needed.

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Context Analysis
The course focuses in the basic biomolecular analysis. It gives the learners the overview of the
biomolecules of life focusing in the carbohydrates, protein, lipids and nucleic acid. In addition, the course
is limited for Grade 11 and Grade 12 STEM students. The course provides a rich source of computer-based
learning and laboratory session in order to develop learner’s ability to think critically and be able to adapt
to the changing world of science. This is a pre-requisite course in Biochemistry for Research 1 and Basic
Biochemistry
Learners Analysis
Learners will be mostly Senior High School Grade 11 and Grade 12 (STEM students) students
studying in public and private universities. Only STEM students that will pass the DOST scholarship
examination will be given a course of biomolecule analysis (Learners must have a strong background
knowledge in biology and chemistry in order to be admitted to the course). Non-passers will have to take
different course given by their institution. Learners must possess a basic literacy in computer
programming and software. Students must maintain a grade of 80 in order to be placed in their status as
scholars.
Learners Environment
Universities and schools that are DOST partners( science high schools preferably in Secondary
level) will only offer the course. Learners will have to work in computer sessions and laboratory sessions
in a 1-in-1 ratio. Support system is provided by the Universities and schools offering the course such as
laboratory technician, computer specialist and field specialist in order to maintain physical aspects of the
laboratory. Qualified instructors such as MS degree holders with 15 units of education subject courses are
the one responsible for administering/ facilitating the session. Learners may bring their own laptop if they
want to. We encourage our learners to ask questions about lecture topics, the problem sets and the
practice exams to the discussion sections. In addition, extra study guide materials, such as additional
problems designed to reinforce the important points from the lectures, will be provided
Course outcomes
At the end of the course, the students should be able to:
1. Classify the four classes of biomolecules according to their properties and physiologic function,
2. Determine the structural composition of biomolecules using different test and computer model
and;
3. Develop critical thinking skills and perseverance in conducting scientific studies.

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II. Task Analysis and Intended Learning Outcomes
Task Knowledge Skills Attitude
BIOCHEMISTRY OF CARBOHYDRATE
1. Determine the general
structures and classification
of carbohydrates given a
specific sample and
unknown
Determination through
structural presentation
1. Simple sugars
2. Complex sugars
Physiological functions of
glucose
Laboratory activity
1. Benedict’s test
Computer 3-D model session
Perseverance
Critical thinking
BIOCHEMISTRY OF LIPIDS
2.1 Determine the general
structure and characteristics
of lipids given a specific
sample and unknown
2.2 Understand the
physiological and chemical
functions of the cellular
membrane
Determination through
structural presentation
1. Saturated
2. Unsaturated
Physiological functions of
lipids
Laboratory activity
1. Ethanol Emulsion
Test
2. Diffusion and
osmosis of water
3. Iodine test
4. Bromine test
Computer 3-D model session
Perseverance
Critical thinking g
BIOCHEMISTRY OF PROTEIN
3. Determine the general
structure and characteristics
of lipids given a specific
sample and unknown
Determination through
structural presentation
1. Amino acid
2. Peptide
Physiological functions of
lipids
Laboratory activity
1. Biuret test
Computer 3-D model session
Perseverance
Critical thinking
BIOCHEMISTRY OF NUCLEIC ACID
4.1 Determine the general
structure and characteristics
of Nucleic Acid given a
specific sample and
unknown
4.2 Differentiate the function
of DNA from RNA
Determination through
structural presentation
1. Nucleotide
Physiological functions of
Nucleic acid
Laboratory activity
1. Nucleic Acid Test
2. DNA extraction
Computer 3-D model session
Perseverance
Critical thinking

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III. Concept map and Course outline
A. Concept Mapping
B. Instructional Design Matrix
Objectives Content Teaching-learning
strategies
Resources needed Time frame
1. Describe the
properties of
carbohydrates
Introduction to
Carbohydrates and its
physiologic importance
Computer simulation
(Aiton, 2004)
1. Computer/laptop
2. Internet
connection
4 hours
2. Classify
carbohydrates
according to their
structure
Classification of
Carbohydrates
Computer simulation
(Henkel., 1991) and
Concept mapping
1. Computer/laptop
2. Internet
connection
4 hours

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(Surapaneni et al,
2013)
Problem-based small
group discussion (Das
and Sinha 2000)
3. Perform laboratory
procedures in
carbohydrates
chemistry
Benedict test Active learning
(Bobich, 2008) /Wet
Laboratory session
(Glaze, 2018)
1. Test tubes
2. Test tube rack
3. Graduated cylinder
4. Volumetric pipette
5. Benedict reagent
6. Lab manual
7. Computer set up/
physio lab
4 Hours
4. Describe the
properties of
proteins and amino
acid
Introduction to
Proteins and its
physiologic importance
Computer simulation
(Abraka, 2006)
1. Computer/laptop
2. Internet
connection
4 hours
5. Classify protein
according to their
structure
Classification of
proteins
Computer simulation
(Henkel, 1991)
1. Computer/laptop
2. Internet connection 4 hours
6. Perform laboratory
procedures in protein
chemistry
Biuret test Active learning,
(Bobich, 2008) /Wet
Laboratory session
(Glaze, 2018)
1. Test tubes
2. Test tube rack
3. Graduated cylinder
4. Volumetric pipette
5. Biuret reagent
6. Lab manual
7. Computer set up/
physio lab
4 hours
7. Describe the
properties of lipids Introduction to lipids
and its physiologic
importance
Computer simulation
(Abraka, 2006)
1. Computer/laptop
2. Internet connection 4 hours
8. Classify lipids
according to their
structure
Classification of lipids Computer simulation
(Henkel, 1991)
1. Computer/laptop
2. Internet connection 4 hours
9. Perform laboratory
procedures in lipid
chemistry
Bromine test/ Iodine
Test/ Osmosis and
diffusion experiment
Active learning /Wet
Laboratory session
(Glaze, 2018)
1. Test tubes
2. Test tube rack
3. Graduated cylinder
4. Volumetric pipette
5. Bromine/Iodine
test kit
6. Lab manual
4 hours

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7. Computer set up/
physio lab
10. Describe the
properties of lipids Introduction to Nucleic
acid and its physiologic
importance
Computer simulation
(Abraka, 2006)
1. Computer/laptop
2. Internet connection 4 hours
11. Classify nucleic acid
according to their
structure
Classification of
Nucleic acid
Computer simulation
(Henkel, 1991)
1. Computer/laptop
2. Internet connection 4 hours
12. Perform laboratory
procedures in lipid
chemistry
Bromine test/ Iodine
Test/ Osmosis and
diffusion experiment
Active learning /Wet
Laboratory session
(Glaze, 2018)
1. Test tubes
2. Test tube rack
3. Graduated cylinder
4. Volumetric pipette
5. Bromine test/
Iodine Test/Lab
manual
6. Computer set up/
physio lab
4 hours
Philosophical basis of the Teaching-learning strategies in Biomolecule Analysis
Education is greatly influenced on what philosophy is imbued in each institution or educational
entity. The way the teacher teaches or deliver their lesson reflects his/her philosophical foundation that
affects how the learners achieve their goals. In my teaching-learning strategies, I would like to highlight
the impact of pragmatism in attaining the course outcomes in this instructional design.
According to pragmatism, all education is “learning by doing”. So, it must be based on the child’s
experiences as well as occupations and activities. The emphasis of pragmatism is on action rather than on
thought. Thought is subordinated to action. It is made an instrument to find suitable means for action.
That is why pragmatism is also called Instrumentalism. Ideas are tools. Thought enlarges its scope and
usefulness by testing itself on practical issues. This can be reflected on how the Instructional design matrix
is planned. The experimental learning is highlighted so that it will cater the needs of the STEM and as 21st
century students and natives. Practical activities are given for them to study the basics of computer
engineering, mathematics and science and technology.
Based on Adeleye. 2017, teaching must also make the student actively involved in class activity.
Learning by doing is a method which uses more than one of the senses in the process of acquiring
knowledge and it is one in which the students obtains his theoretical knowledge abstracted from the
solution of problems. Hence, what is taught must involve practical activity or practical application of his
knowledge. The subject must be brought to the level of the students, and the examples used must be
within his present experience.

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Rationale for using the teaching-learning strategies
For a teacher to achievement learning from his/her learners, it is important to take justification
of the strategies to be employed in the session. In biochemistry several strategies show effective result in
terms of learning the biochemistry. In my instructional design, I included support evidence to show an
appropriate and effective teaching-learning strategy.
According to Aiton 2004, the use of the digitally stored information in structured and self-directed
learning environments is likely to increase as activity across World-Wide Web increases. In addition, the
techniques of PC-based desktop molecular visualization provide a more powerful and effective alternative
to the lecture format (Henkel, 1991). Lastly, According to Abraka, 2013, digital illustration of biomolecules
and the use of computers and projectors in lectures can improve students understanding of the subject.
Lecturers and students alike now rely upon the Internet to communicate and to learn new information.
It can be deemed that in a changing world, education must evolve in a manner that technology goes
beyond expectations. Biochemistry education needs the use of computer-based session. Science
education is telling us that lecture is not as effective as other means of teaching, that active learning is
the only way to engage students on a level beyond knowledge and understanding, and that, to reach
higher orders of scientific literacy, we must engage students not only in explorations of the history and
theory that represents science, but the processes, context, and practices as well( Galze.,2018). This
statement reflects the important role of experiential leaning in science through laboratory work.
In a different perspective of teaching biochemistry, Surapaneni et al, 2013 mentioned about
concept mapping that new concept-mapping program resulted in higher academic performance
compared to the traditional course and was perceived favorably by the students. They especially valued
the use of concept mapping as learning tools to foster the relevance of biochemistry to clinical practice,
and to enhance their reasoning and learning skills, as well as their deeper understanding for biochemistry.
In addition, Bobich, 2008 stated that active learning gives students better, longer-lasting learning. Finally,
According to Das and Sinha 2000, problem based small group discussion increased motivation in learning
and stimulated interaction between students and with their tutors. This can be deemed that aside form
computer-based learning strategy, the above-mentioned strategies will further increase learning/
acquisition of knowledge and experience needed in a biochemistry session.

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IV. Teaching-Learning Strategies
SESSION TITLE: Classification of Carbohydrates
SESSION DESCRIPTION: The topic focuses on classifying carbohydrates according to their structural composition. It deepens
the basic knowledge of CHO chemistry and their analysis of structure through the use 3-D structural model of carbohydrates.
Intended Learning Outcomes Time frame Content Teaching Learning
Activities
Evaluation
1. Classify carbohydrates
as monosaccharide,
disaccharide and
polysaccharide.
1 hour and half
Carbohydrates as
monosaccharide,
disaccharide and
polysaccharide
Concept mapping
(Surapaneni et al.,
2013)
Computer simulation
(Henkel., 1991)
Formative
assessment
(see index a)
2. Analyze structure of
the complex sugars
using 3-D model 2 hour and half
hour
3-D model in
Carbohydrate Chemistry
Narrative of the Teaching-Learning Strategies
The topic on classification of carbohydrates focuses on the classifying carbohydrates according to
their structural composition and will run for about a 4-hour session with strict compliance with time. The
teacher in-charge must be able to meet the intended learning outcome that sessions as follow: at the end
of the session, the students must be able to classify carbohydrates as monosaccharide, disaccharide and
polysaccharide and create a structure of the complex sugars using 3-D model. Before the start of the class,
the teacher must make it appoint that all computers are working in order to promote conducive learning
environment. Attendance must be checked daily as part of school regulations. Upon the arrival of the
students in the classroom, the teacher must start with following in accordance with Gagné’s “nine events
of instruction” (Gagné, Briggs, & Wager, 1992): Here as follows
Nine events of Instruction/ Pragmatism approach
1.Gaining students attention The teacher will show a 15-minute video presentation about various
carbohydrate sources (Video is downloadable in the site). Then the teacher
will ask probing question on how carbohydrate can be classified. Students
answer may vary such as chemical properties, chemical composition etc
and let the students explain their answer. This activity will serve as a
springboard.
2. Informing students of the objectives Second, the teacher will pose their session intended learning outcomes to
help students understand what they are to learn during a session: the
teacher will describe required performance and criteria for standard
performance. This will take for about 5-minutes.
3. Stimulating recall of prior learning The teacher will help students make sense of new information by asking
questions about previous experiences and their understanding of the

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concepts through visual presentation (download activity in the internet) of
carbohydrate chemistry. This part will set the whole tone of the discussion
by asking probing questions and a short e-game in the computer (the game
is pre-designed/pre-installed in the unit). This part will take at least 15-
minutes. The teacher will serve as the facilitator.
4. Presenting the content After stimulating recall of the prior knowledge, the teacher will now ask
the student to use their computer to open the computer-based activity in
classifying carbohydrates. In this part, the teacher must organize the
content in a meaningful way, provide explanations and present multiple
versions of the same content. This part of instruction will take 2-hour in
reading, comprehending and analyzing the carbohydrate chemistry in the
web-based design/computer aided instruction. The computer aided
instruction is pre-downloaded for the use of students
5. Providing learning guidance After presenting the whole content, the teacher will guide the students in
creating a concept map of what they explored in the computer. The
concept map will be discussed by selected students. This part will take for
about 20-minutes. And at the same time, Students will be required to
create a 3-D model of different carbohydrates using the software installed
in the computer. A laboratory/computer technician is needed in this event,
in case trouble shooting is needed. Students are required to finish the
modelling depending on the given of the teacher.
6. Eliciting performance by practices In this scenario, the teacher helps the students to internalize new
knowledge and skills and confirm correct understanding of the concepts,
elicit recall strategies, facilitate student elaboration through allowing
enough time work and collaborative work in internet (student to teacher
real time connection). While the students are working, teacher will have
to connect on their online data base, every student is encouraging to ask
question on how to properly construct a model in the website of the
section.
7. Feedback Then, teacher needs to give feedback using a specific rubric for 3-D
modelling. Comments and suggestion are provided.
8. Assessing performance In this part, the teacher will ask some students to show their work in the
class. The students need to explain how they arrived in their model of
molecule.
9. Enhancing retention and transfer Finally, a summary of session outcomes will be posted again, to see to it
that everything is covered. A session summary and group sharing will be
tackled. All students must open their software account after 24 hours for
reformat and review. Closing remarks should be given by the teachers

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V. Assessment Plan
In educational setting, assessment can be defined as the systematic collection, interpretation and
use of information about learning. It gives teachers a better awareness of what students know and
understand, what their learning experiences enable them to do and what their skills and personal
capabilities are.
According to the Department of Education order number 8 series of 2015, teacher should employ
classroom assessment method that are consistent with curriculum standards. That the teachers must
provide appropriate assessment to holistically measure learner’s current and developing abilities while
enabling them to take responsibility in the process. A pragmatic approach in biochemistry is a foundation
on how to conduct assessment in science education. In the study of Cowie and Bell. 2010, they mention
the effectivity of using formative assessment in science education that teacher recognizes formative
assessment as integral in teaching and learning scenario and evaluation scenario. This gives an overview
on how to properly assess/evaluate science courses in grade 11 and 12 courses.
A formative assessment method is chosen to evaluate student. It refers to a wide variety of
methods that teachers use to conduct in-process evaluations of student comprehension, learning needs,
and academic progress during a lesson, unit, or course where the emphasize of the course is to develop a
strong grasp of scientific literacy in laboratory work and 21st
century learning skill. The fact that the model
is a pragmatic approach, it is used to provide constructive feedback to improve learning and
understanding. In addition, DepEd mention that formative assessment will help teachers make good
instructional decisions so that their lessons are better suited to the learner’s abilities. The product of
formative assessment may never be quantifiably recorded on a grade sheet (See Index A for sample tools
and scoring).
Another assessment method to be employed by the teacher is the performance-based.
Performance-based assessment measures students' ability to apply the skills and knowledge learned from
a unit or units of study. Typically, the task challenges students to use their higher-order thinking skills to
create a product or complete a process. This is generally true for biochemistry session, where in students
perform a specific task following the standards set by the teacher and following the guidelines set by the
DepEd order no.8 s.2015. In DepEd, the performance-based assessment is under the performance task
part. The sole graded session on this course is the laboratory activity is composed of two parts:
LABORATORY PERFOMANCE and LABORATORY WRITE-UP. There will be 4 major laboratory sessions that
the students must attend. Each laboratory session is 25 percent of their course grade, the highest grade
is 25 points in the laboratory performance part as stipulated in the scoring session (See index B for sample
tools and scoring). Each laboratory write-up has a maximum/highest grade of 30 points. The write-up is
designated in 4 laboratory activity (See index B for sample tools and scoring). A transmutation table is
used in giving the final grade for the students. A mark of 80 percent is considered good standing in the
scholarship. Grading is adopted from the DepEd order 5 series of 2015

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Index
Sample Tools and Scoring A
Formative Assessment
Computer Session #:_____
Name:__________________________________ Date:__________________
Grade and Section:_______________________ Score:__________________
Activity Title:____________________________
CRITERIA OUTSTANDING SATISFACTORY NEEDS IMPROVEMENT
MODEL
ACCURACY
Atom is accurate and included all
required information. Molecular
mass and angles in the
molecule/compounds evident
Atom is accurate but lacks
some information. (There is an
error in the number of angles
and molecular mass)
Atom is not accurate in terms
of number of molecular
mass/arrangements/angles.
MODEL
CREATIVITY
Model is unique and does not
appear to look like the others. It is
very neatly crafted and organized.
The model shows creativity that is
exciting and catchy.
Model is nice, but it is unique.
It has many similar
components as other
presentation. The model
shows lack on creativity and
organization
Model appears forced, It
appears to have many parts
that are strange and do not
serve any purpose. The
model shows serious lack of
creativity or organization
DESIGN
Molecular model is neat and well
designed. Choice of materials is
well suited for materials
Molecular model has design
flaws. Choice of materials is
appropriate for model.
Molecular model has many
design flaws. Choice of
materials does not suit
model.
LABELLING
ACCURACY
Labelled correctly: the name of the
element, chemical symbol, atomic
number, and atomic mass.
Classification and bonds are
labeled properly)
The note card was present
with some labelled
information, but not all. Parts
that were missing may have
included: (the name of the
element, chemical symbol,
atomic number, and atomic
mass, classification and bonds)
There was no note card to
accompany the 3D model at
all.
COMMENTS/SUGGESTIONS:______________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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Sample Tools and Scoring B
Performance-based Assessment
Laboratory Session #:_____
Name:__________________________________ Date:__________________
Grade and Section:_______________________ Score:__________________
Activity Title:____________________________
Laboratory Performance
Criteria 1 2 3 4 5
Set-up and
Equipment
Care
• Set-up of equipment is not
accurate, help is required
with several major details
• Many necessary supplies
must find in mid-lab
• Set-up of equipment is
generally workable with
several details that need
refinement
• Some necessary supplies
must be searched out
• Set-up of equipment is
generally accurate with 1
or 2 small details that need
refinement
• All necessary supplies on
hand
• All equipment accurately
placed
• All necessary supplies on
hand
• All equipment
accurately placed
• All necessary supplies
on hand
• Very neat and
organized
Following
Procedure
• Lacks the appropriate
knowledge of the lab
procedures
• Often requires help from
the teacher to even
complete basic procedures
• Demonstrates general
knowledge of lab
procedures
• Requires help from teacher
with some steps in
procedures
• Demonstrates good
knowledge of the lab
procedures
• Will ask peers for help with
problems in lab
procedures
• Works to follow each step
before moving on to the
next step
• Demonstrates sound
knowledge of lab
procedures
• Will discuss with peers
to solve problems in
procedures
• Carefully follows each
step
• Demonstrates very
good knowledge of
the lab procedures
• Gladly helps other
students to follow
procedures
• Thoroughly and
carefully follows each
step before moving on
to next step
Data Collection
• Measurements are
incomplete, inaccurate
and imprecise
• Observations are
incomplete or not included
• Symbols, units and
significant figures are not
included
• Measurements are
somewhat inaccurate and
very imprecise
• Observations are
incomplete or recorded in
a confusing way
• There are 3 or more minor
errors using symbols, units
and significant digits or 2
major errors
• Measurements are mostly
accurate
• Observations are generally
complete
• Work is organized
• Only 2 or 3 minor errors
using symbols, units and
significant digits
• Measurements are
accurate with
reasonable precision
• Observations are
thorough
• Work is generally neat
and organized
• Includes symbols, units
and significant digits
• Measurements are
both accurate and
precise
• Observations are very
thorough and may
recognize possible
errors in data
collection
• Work is neat and
organized
• Includes appropriate
symbols, units and
significant digits
Safety
• Proper safety precautions
are consistently missed
• Needs to be reminded
often during the lab
• Proper safety precautions
are often missed
• Needs to be reminded
more than once during the
lab
• Proper safety precautions
are generally used
• May need to be reminded
once during the lab
• Proper safety
procedures are
consistently used
• Uses general reminders
of safe practices
independently
• Proper safety
precautions are
consistently used
• Consistently thinks
ahead to ensure safety
• Will often help other
students to conduct
labs safely
Cleanliness
• Proper clean-up
procedures are seldom
used
• Often requires help to
complete clean-up
• 3 or more items left at
station or station not
cleaned
• Needs to be reminded
more than once during the
lab to use proper clean-up
procedures
• 1 or 2 items left at station
or not cleaned
• Proper clean-up
procedures generally used
• May need some help on
occasion to complete tasks
• Station generally left clean
• Consistently uses proper
clean-up procedures
• Station generally neat
and clean
• Consistently uses
proper clean-up
procedures
• Often will help other
students to complete
tasks properly
• Station always left
neat and clean

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Sample Tools and Scoring C
Performance-based Assessment
Laboratory Session #:_____
Name:__________________________________ Date:__________________
Grade and Section:_______________________ Score:__________________
Activity Title:____________________________
Laboratory Write-up
Elements Element Exemplary
(3)
Proficient
(2)
Needs Improvement
(1)
Unsatisfactory
(0)
Hypothesis The hypothesis is specific and
clearly states the purpose
The hypothesis states the
purpose but is not specific
The hypothesis is present but
not related to the experiment
Hypothesis is missing.
Materials All Materials are listed Most materials are listed Some materials are listed No materials are listed
Procedure Procedure is complete and easy
to follow. All steps are present
Procedure contains most
steps and is easy to follow
Procedure is missing steps and
difficult to follow
Procedure section is
missing
Data Data are clearly shown in table
format and is neat and easy to
read. An excel table may be
attached
All data is present but messy
and difficult to read.
Data is incomplete or missing. Data section is missing.
Graph: Title and
Axis Labels.
Graph has a relevant title and
Axis are labeled with variable and
unit. Unit is in parenthesis
behind variable.
Graph is missing title or one
Axis Label, or variables don’t
include units.
Graph is missing two or more
of the requirements.
Graph is missing
Graph: Scale and
Independent
Variable on X-axis
Graph has an appropriate scale
on both x and y axis. The
independent variable is on the X-
axis
Graph has an appropriate
scale on either x or y axis or
the independent variable is
not on the X-axis.
Neither scale is appropriate or
one scale is inappropriate and
the independent variable is not
on the X-axis.
Graph is missing
Analysis Analysis is complete and contains
appropriate statistical analysis.
Analysis is mostly complete
but missing or statistical
analysis attempted but
incorrect.
Analysis is mostly complete but
no statistical analysis is shown.
Analysis is missing
Conclusionm The conclusion relates to the
hypothesis and contains a
comprehensive discussion of
error or confounding variables
The conclusion does not
relate to the hypothesis but
contains a discussion of error
or confounding variables, or
the conclusion relates to the
hypothesis but the discussion
of error or confounding
variables needs
improvement.
The conclusion does not relate
to the hypothesis and the
discussion of error or
confounding variables is poor.
Conclusion section is
missing.
Style The report is written in complete
sentences (except materials
section) and contains no personal
pronouns. Grammar and spelling
are correct
The report is written in
complete sentences and
contains no personal
pronouns. Most of the
grammar and spelling are
correct.
The report has several
grammar and spelling mistakes,
and many sentence fragments.
It contains personal pronouns
The report is written is
not well written and
contains many errors in
spelling, grammar, and
sentence structure.
Ink Report is written in blue or black
ink or typed.
N/A N/A Report is written in
anything other than
blue or black ink

16. 17
Grading Scale
Initial Grade Transmuted Grade
100 100
98-99 99
97-96 98
95-94 97
93-92 96
91-90 95
89-88 94
87-86 93
85-84 92
83-82 91
81-80 90
79-78 89
77-76 88
75-74 87
73-72 86
71-70 85
69-68 84
67-66 83
65-64 82
63-62 81
61-60 80
59-55 79
54-50 78-77
49-45 76-75
44-40 74
39-36 73
35-30 72-71
29-26 70
25-20 69-68
29-26 67
25-20 66-65
19-16 64
15-10 63-62
9-6 61
5-1 60

17. 18
Grading System and Remarks
Component Percentage
Attendance 10 %
Laboratory Activity
Laboratory Performance 45 %
Laboratory Write-up 45 %
Total 100 %
Sample computation
In grading, the laboratory activity component uses the formula:
Performance Task
Percentage Score (PS) =
𝑳𝒆𝒂𝒓𝒏𝒆𝒓′𝒔 𝒕𝒐𝒕𝒂𝒍 𝒔𝒄𝒐𝒓𝒆
𝑯𝒊𝒈𝒉𝒆𝒔𝒕 𝒑𝒐𝒔𝒔𝒊𝒃𝒍𝒆 𝒔𝒄𝒐𝒓𝒆
𝒙 𝟏𝟎𝟎
DESCRIPTOR GRADING SCALE REMARKS
Outstanding 90-100 Passed
Very satisfactory 85-89 Passed
Satisfactory 80-84 Passed
Fairly satisfactory 75-79 Passed
Did not meet expectations Below 75 Failed

18. 19
References
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