University of San Jose Recoletos

College of Education
Basak Campus
SY 2019-2020

Name: Annalie Jeane Manalo Date: November 17, 2019

PERFORMANCE ASSESSMENT DESIGN

Learning Area: Ancestors' Way of Life

Grade Level: 7
Topic: Religion, Beliefs and Culture

Competencies:
1. Differentiate the Ancestors' way of Life to our g present way of Life
2. Elaborate on how religion and culture plays an important role
3. Discuss how was the Ancestors' Way of Life

Intended Performance: The Students will be asked to prepare a 5 minutes Historical Role play about Ancestors' Way of Life

Materials:
Props
Costume

Guidelines for Administration:

To begin with, the students will be group into 5 with 7 members. After the grouping, they are ask to go
to their respective groups and will choose a situation for a role play that would elaborate about
Ancestors' Way of life. After choosing a context for a role play, the next step is to come up with ideas on
how this situation may provide concrete information and clear role descriptions so that they could play
their roles with confidence. The teacher will also discuss the Rubrics of the Role Play. They will be given a
week to prepare.

On the day of the performance, they will present their play to the class. After the role play, the students
are satisfied with themselves, they feel that they have used their knowledge of the language for
something concrete and useful. This feeling of satisfaction will disappear if every mistake is analyzed. It
might also make the students less confident and less willing to do the other role plays

Instructions for the Students:

1. Class, we will have a short Role Play.

2. There will be 5 groups with 7 members.
3. Choose a situation for a role play that would elaborate about Ancestors' Way of life.
4. Discuss among your group on how will you perform the skit. I will give you 15 minutes for it.
5. You will be given a week to practice with your group that you will present to the class.
Rubrics:
Historical Role Play : Ancestors' Way of Life

CATEGORY 4 3 2 1
Historical Accuracy All historical Almost all historical Most of the historical Very little of the historical
information appeared information appeared information was information was accurate and/or in
to be accurate and in to be accurate and in accurate and in chronological order.
chronological order. chronological order. chronological order.

Role Point-of-view, Point-of-view, Point-of-view, Point-of-view, arguments, and

arguments, and arguments, and arguments, and solutions proposed were rarely in
solutions proposed solutions proposed solutions proposed character.
were consistently in were often in were sometimes in
character. character. character.
Knowledge Gained Can clearly explain Can clearly explain Can clearly explain Cannot explain one way in which his
several ways in several ways in one way in which his character \"saw\" things differently
which his character which his character character \"saw\" than other characters.
\"saw\" things \"saw\" things things differently
differently than other differently than other than other
Required Elements Student included Student included all Student included Student included less information
more information information that was most information than was required.
than was required. required. that was required.

Props/Costume Student uses several Student uses 1-2 Student uses 1-2 The student uses no props OR the
props (could include props that accurately props which make props chosen detract from the
costume) that fit the period, and the presentation presentation.
accurately fit the make the better.
period, show presentation better.