Flexible Classroom Aligned Assessment Map

ORAL COMMUNICATION IN CONTEXT

WHAT TO
HOW TO ASSESS HOW TO TEACH
WHY TEACH TEACH
ASSESSMENT & FEEDBACK Learning Material Preparation MET

As implied by the Reviewing the FIDP of Oral Improved By using the Based on the Feedback Feedback What student- What What topic/s
minimum standards, Communication in Context/Reading Performance Task GRASPS standards and Mechanism Mechanism centered Formative ensure/s the
the teaching of every and Writing Skills characteristics of a criteria for flexible Questions shall development of
(FOR (AS Learning)
core subject shall lead PT, identify the success in teaching lead to the the desired
Learning)
to the development of standards and completing the modality will completion of skills?
the learners. criteria for success. PT, what EFAA lead towards EFAA?
will enable the the completion
student to of the EFAA?
successfully
complete the
performance
task?
Based on the With the skills
culminating that shall be
performance championed by
standard of Oral Oral
Communication in Communication
Context/Reading in
and Wriing Skills: Context/Reading
and Writing Skills
and together with
Culminating the other skills
Performance implied by the
Standard: (insert minimum
CPS) standards:

1. Communication Skills 1.Communication Transfer Goal: GOAL: to spread MET 1.Remind 1.Identify the Speaking: MET Types of
Skills The learners will calamity the learners difficulty Speeches
2. Thinking Skills Online modality Types of Information Uses principles
effectively (earthquake and of the encountered
3. Technology Skills 2. Thinking Skills delivers factual In response to the typhoon) Speeches desired by the dissemination of effective
information calamities that we are awareness, competencie leraners. speech
4. Communication and 3. Technology Skills
using the facing in our country, preparedness and s to develop
Technology Skills 2.Address delivery in
4. Communication guidelines of the learners will act as resiliency. EAA throughout
student’s different
5. Problem-Solving and Technology effective speech an an their task.
ROLE: as an Evaluating concers based situations.
Skills Skills delivery. environmentalist in
environmentalist in different on the given
NDRRMC that wil
6. Collaboration Skills 5. Problem-Solving NDRRMC. information task.
provide an
Skills infomercial video on (position 2. based on the
what to do before, parer, teaxtual principles of
6. Collaboration
Performance AUDIENCE: local information, effective
Skills during and after
Scenario: community. online speech
calamity in terms of
physical, mental and nfromation) delivery, how
The learners wll SITUATION:
emotional aspects. do you deliver
produce an NDRRMC Executive
factual
infomercial on Director, Usec.
information in
what to do Ricardo Jalad, tells
different
before, during you that there is a
speech
and after need to educate
situations?
calamity in your local
terms of community on
physical, mental calamity
and emotional awareness,
aspects. preparedness and
resiliency. In a
week’s time, you
are going to make
an infomercial
video for the adult
members of every
household in your
respective local
communities.

PRODUCT/

PERFORMANCE:
Infomercial video
 STANDARDS AND
CRITERIA FOR
SUCCESS: to use
the different
principles of an
effective speech in
your infomercial
video.

Instructions for the Performance Task: NDRRMC Executive Director, Usec. Ricardo Jalad, tells you that there is a need to educate your local community on calamity awareness, preparedness and resiliency. In a
week’s time, you are going to make an infomercial video for the adult members of every household in your respective local communities.

PERFORMANCE TASK RUBRIC:

tion Rubric

Missing Poor Fair Good Excellent

 
1 pts 2 pts 3 pts 4 pts 5 pts

Organization Missing Poor Fair Good Excellent

Audience cannot Audience has difficulty Student presents information but Student presents information Student presents information in
understand presentation following presentation the sequence is not logical, making in logical sequence which logical, interesting sequence which
because there is no because student jumps it hard for audience to understand. audience can follow. audience can follow.
sequence of information. around.

Content Missing Poor Fair Good Excellent

 Content is missing and Content is weak. Facts are Student is uncomfortable with Student is at ease with content Student demonstrates full
student did not do inaccurate. Student should information, however message can and has an easy flow within the knowledge of the topic and engages
research. have research in more be heard. message. the audience with enthusiasm.
depth.

Volume and Missing Poor Fair Good Excellent

Clarity
Unable to hear student Student mumbles,
and information goes incorrectly pronounces
missing. terms, and speaks too
quietly for viewing audience
to hear
Student's voice is low. Student
incorrectly pronounces terms.
Audience members have difficulty
hearing
Student's voice is clear.
Student pronounces most
words correctly. Most
audience members can hear
with little effort.
Student uses a clear voice and
correct, precise pronunciation of
terms. Student is enthusiastic. All
viewing audience can hear without
effort.

Length Missing Poor Fair Good Excellent

less than 1 minute 1-2 minutes 2-3 minutes 3-5 minutes 5 or more minutes.

Presentation Missing Poor Fair Good Excellent

Student is unable to Student is unable to explain Student explains commercial but Student explains content and Student explains content, makes
explain content of commercial. does not make eye contact and is makes eye contact. eye contact and keeps audience
commercial and doesn't hard to understand. attention.
present.

Story Board Missing Poor Fair Good Excellent

Zero pts: storyboard does Storyboard does not show Storyboard is somewhat complete Storyboard is mostly complete Storyboard is complete and shows
not exist forethought and is far from logical thought from one transition
 complete to another.

Technology Missing Poor Fair Good Excellent

Did not use approved Presentation lacks creativity Presentation is very basic, does not Presentation shows attempting Presentation uses approved
source of technology or in technology. show attempting to add creativity ingenuity and creativity by technology and shows mastery of
include required Does not have required to project. Only has pictures or using pictures and video but no use of technology including
components. components. video and no musical background. musical background. pictures, video and musical
background.