Group Rubric
| The elements of the group plan were coherent; all were pointing to one idea. | 5 | 4 | 3 | 2 | 1 |
| The group submitted the plan on time and followed the instructions given. | 5 | 4 | 3 | 2 | 1 |
| The group showed unity in realizing what they have planned. | 5 | 4 | 3 | 2 | 1 |
| The group has slated the ways as to how they would address people of different culture and linguistic background. | 5 | 4 | 3 | 2 | 1 |
| The members of the group have collectively shown interest in communicating with people from different ethnolinguistic groups with the use of appropriate nonverbals. | 5 | 4 | 3 | 2 | 1 |
| The cultural performance is unique and creative. | 5 | 4 | 3 | 2 | 1 |
| The group showed originality in their cultural performance. | 5 | 4 | 3 | 2 | 1 |
| Mastery and synchronization were observed during the performance. | 5 | 4 | 3 | 2 | 1 |
| The group members wear their national dress code. | 5 | 4 | 3 | 2 | 1 |
Individual Rubric
| The student showed interest in the task by participating in the planning, practice, and actual performance. | 5 | 4 | 3 | 2 | 1 |
| The student was serious with the role given to him/her. He executed what is expected out of him/her. | 5 | 4 | 3 | 2 | 1 |
| The student strictly followed his/her group’s plan, especially the do’s and don’ts. | 5 | 4 | 3 | 2 | 1 |
| The learner has not offended any citizen of any country. | 5 | 4 | 3 | 2 | 1 |
| The student tried his/her best to communicate with others with the use of nonverbals. | 5 | 4 | 3 | 2 | 1 |
| The student adjusted his tone and pacing to suit the tone and pacing of the one he/she was communicating with. | 5 | 4 | 3 | 2 | 1 |
| The learner promoted his culture by talking about what his/her country famous for and what makes them special. | 5 | 4 | 3 | 2 | 1 |
