BSED ASSESS 2

Competency-Based Assessment 2

LESSON 3 AND 4

Name: Jennifer C. Tan

Section: E
Time: TTH 5:30- 7:00PM
Instructor: Mr. Jefie D. Butalid
 LESSON 3
PROCESS-ORIENTED LEARNING COMPETENCIES

MOTIVATION/PROMPTING QUESTIONS

How do we assess students base on their performance output?

We can assess students based on their performance output by planning learning
competencies that require students to produce something, such as a report, experiment, or
performance that is scored against specific criteria.

LEARNING ACTIVITIES/EXERCISES
ACTIVITY NO. 1

Identify 3 Most Essential Learning Competencies (MELC) used by DepEd either

Elementary or Secondary. Then, provide 5 learning tasks/activities which can be used by to
develop the skills of learners. Provide insights on your chosen tasks/activities.

LEARNING LEARNING INSIGHTS

COMPETENCY TASKS/ACTIVITIES
Name the five senses and 1. Post a five senses anchor chart
their corresponding body on the board and ask students to
parts. determine which senses
correspond to which body parts.
2. Allow students to go outside the
classroom and ask them to make
a list of the blue objects they
see, what their sounds are, and
what body parts they used in the
activity.
3. Fill plastic eggs or medicine
bottles with a variety of small
items. Ask students to shake
them and see if they can figure
out what is inside based on
sound alone. And ask them what
body parts they used in the
activity.
4. Add a few drops of essential oils
to cotton balls and drop them
into spice jars. Ask students to
These activities I've prepared
for my students are ideal for
teaching them about the five
senses and the body parts that
correspond to them. These
also give students the
opportunity to explore with
their own senses. And by
utilizing the five senses,
students will be able to
develop their skills to solve
complex problems, boost
their self-confidence,
strengthen core muscles and
agility, expand their
imagination, and improve
their language.
 sniff them without looking, and
see if they can identify the
smells. And ask them what body
parts they used in the activity.
5. Ask students to feel a variety of
items and list the adjectives
they’d use to describe them.
And ask them what body parts
they used in the activity.

Tell and describe the 1. Get everyone to look outside by These activities will help
different kinds of weather saying “How’s the weather? meet the learning
(sunny, rainy, cloudy, Look outside”. Elicit the competencies in which
stormy, windy) weather for that day. students are able to identify
2. Prepare a weather board and and describe the different
weather pictures. Ask the kinds of weather. This
students to come up and put the learning competencies and
weather pictures on the board. activities is important because
Make sure these students say the it helps students promote
word and describe it as they put their reasoning skills and will
the card on the board. encourage them to ask
3. Divide the class into five questions pertaining to the
groups. Each group will be weather. It will also provide
given a graphic organizer. They the teacher with the perfect
will fix the picture puzzle of opportunity to discuss safety
different weather, its name and precautions during certain
definition, and put it on the weather conditions and why
organizer. The fastest group will weather changes are often as
be given a reward. unpredictable as they are. 
4. Let students make a list of all
the activities they would like to
do on a sunny, rainy, cloudy,
stormy, and windy day. After
that, share it with the class.
5. Ask students to cut out pictures
from magazines that represent
each kind of weather. Each
student will choose the kind of
weather that he likes the most by
putting a happy face on the
picture, as well as the kind of
weather he dislikes the most by
putting a sad face on the picture.

Use/Respond appropriately 1. Students will create a short Students need to know when
to polite expressions: dialogues expressing greetings,
greetings, leave takings, leave takings, thanking,
expressing gratitude and apologizing, and ask permission
apology, asking permission, using own words with their
offering partner based on the given
help situations.
2. Perform a drama that shows all
of the polite expressions.
3. Ask students to complete the
following dialogue with the
appropriate expressions.
4. Arrange the jumbled dialogues
with their partner based on the
correct sequence of when to say
it.
5. Ask students to drag and put the
proper polite expression in the
given boxes for the given
pictures.
to use polite words, such as
please, thank you, excuse me,
and I'm sorry. These words
show respect and
consideration for the people
around us. These activities I
have prepared will help
students practice using polite
expressions, which they can
apply in real-life situations
and understand the
importance of social skills as
well.
 LESSON 4
PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT

MOTIVATION/PROMPTING QUESTIONS
Are the learning competencies important in a certain type of assessment?
Yes, learning competencies will serve as your guide in assessing your students'
performance since these are the main ideas or skills you expect students to master, which are also
called goals. Without learning competencies, you won't know what to do in making a certain
type of assessment since you don't have any goals for what your students should achieve in the
lesson you teach.

LEARNING ACTIVITIES/EXERCISES
Activity No. 1

A. Differentiate “general” and “specific” task oriented scoring rubrics.

General rubrics are general across tasks wherein you can reuse these criteria for multiple
tasks, yet the feedback may not be very specific. "Specific" task rubrics are, as their name
suggests, used to evaluate a particular or specific task. You can use this as a reliable assessment
of task performance, but it can be time-consuming and more difficult to create rubrics for all the
different tasks you want to assess compared to general rubrics.

B. Identify and describe the process of developing scoring rubrics for product-oriented
performance-based assessment.
In product-oriented performance-based assessment, there is a process for developing
scoring rubrics. The first step is to determine the features and attributes that the teacher would
want to see in the students' work that reflect their level of ability. These can be found at the top
of the scoring criteria on the rubrics. Then, decide whether what type or rubrics is appropriate
either holistic or analytical rubric.

C. Differentiate between a process-oriented and a product-oriented performance-based

assessment.
Process-oriented performance-based assessment is concerned with the actual task
performance rather than the output or product of an activity. This assessment aims to know what
processes a student undergoes when given a task. Product-oriented performance-based
assessment, on the other hand, is a type of assessment in which the assessor views and scores the
final product rather than the actual performance of making it. It is only the product that is of
concern, not the process. It is more concerned with the learner's outcome or performance. And it
is also emphasizes the learner's achievement.
D. Identify and describe he process if developing scoring rubrics for product-oriented
performance-based assessment.
In product-oriented performance-based assessment, there is a process for developing
scoring rubrics. The first step is to determine the features and attributes that the teacher would
want to see in the students' work that reflect their level of ability. These can be found at the top
 of the scoring criteria on the rubrics. Then, decide whether what type or rubrics is appropriate
either holistic or analytical rubric.

PRACTICE TASK/ASSESSMENT
For each of the following, develop scoring rubrics:
1. Essay on “Why Jose Rizal should be the national hero”.
Performance Exemplary Good Needs Unsatisfactory SCORE
Areas Improvement
4 3 2 1
Content Essay has a Central idea is Unable to find Essay has no
specific central unclear; specific supporting central idea or
idea that is clearly somewhat details; more than supporting
stated in the sketchy and 4 errors in details.
opening paragraph; completely information.
appropriate, irrelevant to the
concrete details topic; lacks focus.
that support the
central idea and
show originality
and focus.
Organizatio Essay is well Essay is Essay is less Essay is not
n organized and the somehow organized. The organized. There
main sentence is organized with main point is is no main point.
supported in detail the main sentence supported by only There are no
by elaborating being supported one elaborating detail sentences
sentences. by at least two sentence. to elaborate the
elaborating detail main point.
sentences.
Mechanics Essay has no errors Essay has one or Essay has three or Essay has serious
and in word selection two errors in five errors in word and persistent
grammar and use, sentence word selection selection and use, errors in word
structure, spelling, and use, sentence sentence structure, selection and use,
punctuation, and structure, spelling, sentence
capitalization spelling, punctuation, and structure,
punctuation, and capitalization. spelling,
capitalization. punctuation, and
capitalization.
Timeliness Submit the Submit the Submit the Submit the
assignment on or assignment 30 assignment 1 hour assignment 2
before the date and minutes after the after the deadline. hours or more
time given. deadline. after the deadline.

TOTAL:
2. Essay on “Should the power industry be deregulated?”
Performance Exemplary Good Needs Unsatisfactory SCORE
Areas Improvement
4 3 2 1
Focus/ Main Essay is clear and Essay is topic- Essay is focused on Essay fails to
Point focused. Main focused and topic and includes address the topic
point is stand out contains useful few loosely related and includes
and is supported thoughts. The ideas. There is one unrelated concepts.
by detailed and main points are topic, but the main The main point and
accurate clear, however point are not topic are unclear.
information. they are not especially clear.
backed up by
specific
information or
facts.
Organization Essay is very Essay is Essay gives some Essay gives no new
informative and somewhat new information information and
well-organized. informative and but poorly very poorly
organized. organized. organize.
Grammar, Essay contains no Essay contains a Essay contains Essay contains
Usage & errors in grammar, few errors in several errors in numerous errors in
Mechanics word usage, and/or grammar, word grammar, word grammar, word
mechanics. usage, and/or usage, and/or usage, and/or
mechanics, but mechanics that mechanics that
these mistakes do interfere with interfere with
not interfere with understanding. understanding.
understanding.
Timeliness Submit the Submit the Submit the Submit the
assignment on or assignment 30 assignment 1 hour assignment 2 hours
before the date and minutes after the after the deadline. or more after the
time given. deadline. deadline.
TOTAL:

3. Oral presentation of the piece “Land of Bondage, Land of the Free”

Performance Exemplary Good Needs Unsatisfactory SCORE
Areas Improvement
4 3 2 1
Content The speaker The speaker The speaker The content is
provides content focuses primarily includes some irrelevant to the
that contains on relevant irrelevant content, topic, and the
appropriate and content; major and the presentation
accurate facts are accurate presentation contains multiple
information and is and generally contains some factual errors.
free of factual complete. factual errors or
errors. omissions.
Organization The presentation The presentation The organization The presentation is
 is well-organized. is organized. The of the presentation so disorganized
The speaker helps sequence and is mixed up and that it's hard to
the listener relationships random. The understand.
understand the among the ideas listener must make
sequence and in the message some assumptions
relationships of are easily about the sequence
ideas by using understood by and relationship of
organizational the listener. The ideas.
aids. message's ideas
can be easily
outlined.
Speaking Skills The speaker The speaker's The speaker's The speaker has a
delivers the articulation of pronunciation and monotonous and
message in a ideas is clear but enunciation are appears
confident, poised, not as polished. unclear. Also, no uninterested.
enthusiastic eye contact, fast
fashion. speaking rate, little
expression and
mumbling.
Presentation Presented within Remained close The presentation The presentation
length the allotted time. to the allotted exceeded the greatly exceeded
(within 2 minutes) time. allotted time.  the allotted time.
(within 2 (within 3 minutes) (within 3 minutes
minutes and 30 and 30 seconds
seconds) and up)
TOTAL:

4. Scrapbook on “ EDSA I Revolution”

Performance Exemplary Good Needs Unsatisfactory SCORE
Areas Improvement
4 3 2 1
Content- All of the Most of the More than half of Less than half of
Accuracy information in information in the the information in the information in
the scrapbook is scrapbook is the scrapbook is the scrapbook is
accurate. accurate. accurate. accurate.
Creativity The scrapbook Good creative Some attempt was Little attempt was
and is excellently effort. The made to give color made to give color
Appearance presented scrapbook is neat and uniqueness. and uniqueness.
showing and shows The scrapbook is The scrapbook has
creativity and a evidence of time neat, although it an untidy look to it.
lot of thought. spent on it. seem to be rushed. No effort, rushed to
complete.
Mechanics No misspellings, One to three Four misspellings, More than 4
mechanical, or misspellings, mechanical, and/or misspellings,
grammatical mechanical, grammatical errors. mechanical, and/or
 errors. and/or grammatical errors.
grammatical
errors.
Timeliness Submit the Submit the Submit the project Submit the project
project on or project 1 day after 2 days after the 2 days or more
before the the deadline. deadline. after the deadline.
deadline.

TOTAL:

5. Group activity on “Geometric shapes through Paper Folding”

Performance Exemplary Good Needs Unsatisfactory SCORE
Areas Improvement
4 3 2 1
Cooperation All members Members work Members work Members does not
work well well with others well together some work well with
together all of and rarely argue. of the time yet, others. Usually
the time, assist still requires, argues with
others when directions, and teammates.
needed, and leadership; argues Teacher
never argue. sometimes. intervention
needed often to
help group
cooperate.
Communicatio Members Members Members often Members rarely
n always listens usually just listen to, share listen to, share, or
to, shares with, listen, share, and with, and support support one
and supports support the the efforts of another's efforts.
the efforts of efforts of others, others, providing Always talking
others. providing some little feedback to and never paying
Provided effective others.  attention to others.
effective feedback to And not providing
feedback to others. any feedback to
other members. others.
Neatness and The working The working The working area The working area
orderliness area is clean area is clean and is clean and is messy during
and orderly orderly with orderly only and after the
during and after occasional mess before the activity. activity.
the activity. during and after
the activity.
Time Group uses the Group usually Group Group rarely gets
Management time well and uses time well occasionally gets things done by the
done ahead of all through the things done by the deadlines and has
time with assignment. deadlines. to adjust work
complete deadlines or
output. responsibilities
because of their
insufficient time
management.
TOTAL: