SAINT MICHAEL’S COLLEGE OF LAGUNA

OLD NATIONAL ROAD, PLATERO, CITY OF BIÑAN, LAGUNA

Institute of Education, Arts and Sciences

First Long Test in EDUC 6

Assessment of Learning 2

1st Sem AY 2020 - 2021

Name: NORLIE A. ESTRELLA Date: September 11, 2020 Score: _________
Program: BSED III - English Professor: Dr. Jake Raymund F. Fabregar

Instructions:
Now select a specific lesson for a subject areas and grade level that you think you should be able to teach and handle
when you are already a teacher in a school. Create an assessment plan for student learning by formulating learning
targets that can be best assessed using alternative methods of assessment (skills, product, affective or any combination
of these learning targets). Then, propose specific nontraditional assessment tasks or activities to measure the identified
learning targets. Use the table below for this task.

Subject English 10
Specific Lesson Persuasive Speech and Use of Different Techniques and Devices
At the end of the period, the students will be able to:
Learning
Outcomes/Objectives
1. Employ the techniques in public speaking in a sample public speaking situation.
2. Formulate a statement of opinion or assertion.
(10 points)
3. Identify features of persuasive texts.
1. Students can employ techniques in public speaking in a sample public speaking
Learning Targets
situation.
2. Students can formulate a statement of opinion or assertion.
(10 points)
3. Students can identify features of persuasive texts.
Assessment Individual Activity:
Task/Activity Each student is assigned to create a Campaign Speech using the learned techniques and
devices and present it to the class. A piece should only exceed 2-3 minutes.
(10 points)
RUBRICS
4 3 2 1
The first few The first few The first few The first few
lines of the lines of the lines didn't lines of the
speech really speech got my really get my speech did not
Introduction got my attention and I attention and I get my
attention and was curious to wasn't sure if I attention and I
made me want hear the rest. wanted to hear did not want to
to listen. more. hear more.
The speech The speech The speech The speech
focused on one focused on one focused on was unclear
or two major or two major more than two and did not
Content issues and issues, but did issues and did explain any of
described not fully not fully the issues
those issues explain them. explain them. thoroughly.
thoroughly.
Delivery The speaker The speaker The speaker I could not
spoke in a was loud and was hard to hear or
loud, clear clear, but not hear at times understand the
voice and was very and not speaker.
 expressive. expressive. expressive.
The end of the The end of the The end of the The end of the
speech was speech was speech was not speech was not
Conclusion exciting and somewhat very exciting exciting or
lively. exciting and or lively. lively at all.
lively.
The speech The speech The speech The speech
was exciting was was not very made me not
and informative informative or want to vote
informative and somewhat exciting and I for this person.
Overall
and really exciting and I probably
made me want might vote for wouldn't vote
to vote for this this person. for this person.
person.

Total Score: ______________

This kind of activity will really assess how the students incorporate the use of different
techniques and devices when it comes into public speaking. This will also give them the
experience on how to deliver such speech in front of many people. And as stated at the
Why use this assessment
objectives, students must employ the techniques in public speaking in a sample public
task/activity?
speaking situation. This is an assessment wherein we can see whether the students
really learn or applies the knowledge gained about the topic. This activity will touch the
(5 points)
cognitive (through addressing some issues), psychomotor (through writing and
speaking), and affective (how they feel when delivering or listening to their speech)
domains.
This kind of activity helps me as a teacher to learn the different point of views and
opinions of my students regarding to some issues and to what have they observed. Upon
How does this giving this activity, it gives me a realization that every student has their own point in
assessment task/activity life and me as a teacher, how would I address those concerns.
help you improve your Through this activity, I can improve my instruction in a persuasive manner and will
instruction? align my mode or techniques of instruction based on the level of thinking of my
students. The activity gave me on how will I cater those students who are really in need
(10 points) of attention when it comes to public speaking, because as a teacher, we are an example
of a public speaker. So as public speaker, how will I influence my students to conquer
their fear in public speaking and will guide them step by step.
This activity will help the students to achieve the intended learning outcomes through
applying what they have learned in a manner of public speaking. This will give them
the experience that they need in order for them to feel and realize, and to bring them
How does this
into the real-life situation. As mentioned above in the learning outcomes, “students can
assessment task/activity
employ techniques in public speaking in a sample public speaking situation”, and this
help your students
activity will really cater that outcome. “Students can formulate a statement of opinion
achieve the intended
or assertion.” By this activity, students can express their ideas and opinions about
learning outcomes?
something. Creating and presenting a persuasive speech is one of the best examples on
how students deliver their point of view in a persuasive type. Lastly, “Students can
(10 points)
identify features of persuasive texts.”, students are expected to apply all the features of
persuasive texts through writing an example of it and then later on ask them to present
their work to see if they follow and use all the features successfully.

Approved by:
Prepared by:

JAKE RAYMUND F. FABREGAR, DEM, LPT ELENA R. MANALO, EdD, LPT

Faculty, IEAS Administrator, IEAS