SAMPANG, DASTIN ROMEL P.

BSED-ENG.
ASSESSMENT IN LEARNING II
Mrs. MYRNA DUMAYAS MATIRA, PhD

1. What are authentic assessment tools?

Observation, Essays, Interviews, Performance tasks, Exhibitions and demonstrations, Portfolios, Journals, Teacher-created tests, Rubrics,
Self- and peer-evaluation, it used as tools in authentic assessment in which strategies for assessing a student's academic abilities, fluency, and
skills in a particular subject area, or for tracking progress toward academic competency in a certain topic area.

-When are these usually used?

Authentic assessments allow students to reflect on what they've learned and apply what they've learned to their own lives. They don't have to
memorize information for an exam, so they can show what they've learned using their imagination. These three forms of assessment are used
in authentic assessment: observations, which comprise date information collected by the teacher for daily work with students. Performance
samples are concrete results that show what students have accomplished. Actual performance of a student at a certain location and time is
tested and measured.

Observation-based assessment tools

1. Not only one, but all of the students should be observed.
2. As far as practicable, observation should be done on a regular basis.
3. The observations must be written down.
4. Observations should include both common and unusual occurrences.
5. When several observations are obtained and synthesized, the trustworthiness of observation records is improved.

A developmental checklist is an observation tool that asks the teacher to describe the features or learning behaviours that are being
evaluated.
Another observation tool is the interview sheet, which is also known as the conference recording form. The interview sheet includes a list of
questions that the teacher intends to ask as well as space to record the student's responses.
Tools for evaluating performance samples
A portfolio is a collection of proof of a person's abilities, ideas, interests, and accomplishments. The portfolio's functions are as follows:
A. At several levels, the teacher can assess the students' growth and development.
B. Parents are kept up to date on their children's academic development.
C. Supervisors of instruction can assess the academic program's strengths and weaknesses.

A performance checklist is a collection of activities that indicate a specific sort of performance.

Oral questioning - When the objective is to examine the student's stock of knowledge and/or determine the student's capacity to articulate
ideas in meaningful verbal sentences, oral questioning is an appropriate assessment method for actual performance.
When a teacher uses an observation or self-report to record the frequency of student actions, activities, or remarks, a tally sheet is required
as a device.

2. What are process-oriented learning competencies?

Process-oriented performance-based assessment analyses real task performance rather than the activity's outcome or product. This test is
used to determine what stages a person goes through when assigned a task.
-In process-oriented performance-based assessment, the learning objectives are articulated in the students' direct observable behaviours.
-Competencies are sets or clusters of skills and abilities required to complete a specific task.

The following skills are required.

simple competency:
-use a voice that is well modulated;
-From one place to another, draw a straight line.
-Use a green crayon to color a leaf. The following competencies are required.
more enhanced abilities:
-Use suitable voice quality, facial expressions, and hand gestures to recite a poem with feeling.
-With three non-collinear points, create an equilateral triangle.
-With a green crayon, draw and color a leaf.]
Task Designing
Learning tasks must be properly organized, with the teacher ensuring that the observed learning process contributes to the overall
understanding of the subject or course.
Some generally accepted standards for designing a task include:
-HIGHLIGHT the competencies
-ENTAIL MORE or LESS the same sets of competencies.
-INTERESTING

Scoring Rubric
-is a grading system for evaluating student performance on an assignment.
-is a scoring tool that is used to assess a student's performance in a certain outcome area.
-is a rating system by which teachers can determine at what level of proficiency a student is able to perform a task or display knowledge of a
concept.

Descriptor
-It specifies what is expected of students at each level of performance.
- It aids teachers in distinguishing student work more precisely and consistently.

2 types of Rubric

Analytic Rubric
The teacher can assess student achievement on each criterion by articulating the level of performance for each criterion.
- a method of evaluating products or performance on a set of dimensions, with each dimension given a separate score.
Holistic Rubric
does not provide unique performance levels for each criterion It assigns a performance level by evaluating overall performance across many
criteria. - a method of assigning a single score to a product or performance based on one's overall opinion of it.
REFERENCES:
https://www.slideshare.net/SarahAbigailDiaz/authentic-assessment-tools
https://www.academia.edu/30918884/PROCESS_ORIENTED_ASSESSMENT

3. Using the English 7-10 curriculum guide, extract process-oriented learning competencies for a weekly lesson, for a whole module, and for the
whole quarter? Are there process-oriented learning competencies for a weekly lesson, for a whole module, and for the whole quarter?
 RC LC VC V LT WC F G
Reading Listening Viewing Vocabulary Literature Writing and Oral Language Grammar
Comprehensi Comprehensi Comprehensi Development Compositio and Fluency Awarenes
on on on n s
Help students Recognize Improving Transformatio Through When it Describe the key Observe
to have an prosodic comprehension n of words Philippine comes to properties and correct
1 overview with features: of print and utter example: literature, you writing, feature of subject-
S the importance, volume, nonprint from infant can learn how people use language. verb
T usage and the projection, materials (babbling) to operate a number of Phonetics and agreement
definition of the pitch, stress, requires child, 50 collaborativel learning Phonemics- these
following: intonation, observing, words to more y and tactics and are study of
Q reading style juncture, and evaluating, than 50 words ethically in approaches. individual units of
U (scanning- fast speech rate interpreting, and so on. today's global Planning, sounds in
A reading to find that serve as and building Unluck new village. idea languages.
R specific facts. carriers of meaning from unfamiliar In tail generation, Morphology is the
T Skimming- fast meaning. visual pictures. words transition of self- study of word and
E reading for Encoding As the learners Defining Philippines evaluation, meaningful units of
R general message are exposed to according to Literature. self- language.
overview) process takes multimedia, this sentence Recognize monitoring, Syntax is the study
(Speed into account. is the skill that structure. the and of sentence and
reading- used Wherein will be taught. Broaden characteristic reflection phrases and rules
technique of misinterpretatio leaners s of proverbs- are some of of grammar.
skimming n might take vocabulary a book of the the learning Semantics is the
scanning and place if use of Bible processes study of sentence
rote prosodic containing utilized in meaning;
memorization. feature is maxims writing. Pragmatics is the
Intensive incorrect or Learners study of sentence
attributed
reading- unclear. were able to meaning in
mainly to
student differentiate context.
interactions Solomon. types of Lexicon- sum of all
(ask question writing words in a
and ask to read styles. language.
Myths-a
book) (Academic, Grammar- the set
Learners were traditional technical, of rules a language
able to interpret story, creative and obeys for creating
the meaning of especially one etc.) words and
diagram, concerning the sentence.
tables, graphs early history of Prosodic features
and etc. a people or take into account.
explaining (Intonations, pitch,
Learners were some natural volume and etc.)
able to
or social
understand and .
phenomenon,
interpret
and typically
symbols and
signages. involving
supernatural
Leaners were beings or
able to events;
understand and and legends-
follow a traditional
instructions story
sometimes
popularly
regarded as
historical but
unauthenticat
ed
 Usage of Use listening Find out what it Figurative Determine the Finding Learners were able Use
appropriate tactics based means to use language tone, mood, important to know what is the acceptable
2 learning on the aim of structural employs a style, and ideas importance of phrases,
n materials. the hearing, analysis. phrases variety of goal of the necessitates Verbal communicati clauses,
d Provide a your or idioms you've figures of poem or short forming on is using speech or and
broader source knowledge with speech to story. conclusions, spoken word to sentences.
never heard
of information the topic, and enhance the Express which are exchange meaningfull
before from the information,
Q (books, E- the complexity content's appreciation sometimes y Phrases
stuff you've seen emotions, and
U books and etc.) of the brief persuasivene for sensory rational and can't be
Chronological thoughts.
A Proper citations texts you're ss or effect. pictures expressed used by
order is when Conversely, and non-
R Scan reliable listening to. To make a utilized in the and other themselves
you put things in verbal
T sources. Decode message poem or short times must communication is , but they
E message a logical order more story. Explain be inferred. can be
conveying and
R Recognize key depending on meaningful, the literary By used as
exchanging
words as when they figurative devices rewording messages without part of a
signals. happened. language employed in and the use of spoken sentence
Determine the Patterns are employs the poem or clarifying words. Though or as parts
mood of the used to organize figures of short story. the silent, non-verbal of speech.
speaker. two types of speech such language, cues can convey our Clauses
Encultured as metaphors, paraphrasin feelings, attitudes, are
materials: 1.
active listening similes, and g can be and actions to other collections
Time events people more
(historical) oxymorons. used to of words
effectively than
In the capture with both
(biography) 2. speaking.
domains of crucial subjects
The steps in a
science and concepts. and
process; the Use the proper pitch,
study, literal When a juncture, stress, predicates.
steps in an
language is writer volume, and other
experiment; frequently presents a elements.
constructing utilized. point, he or
instructions. she backs it In talks, projection
up with and rate/speed of
 facts,
illustrations, speech are
examples, important factors to
explanation consider dialogs
s, or
reasoning.
Reduce
clutter to
simplify your
ideas The
technique of
removing
clutter to
clarify an
idea
appears
simple.
To better Listen to a text Determine Look for Learn how to use i.e. write a Use the proper Use the
understand and make a the most words or literature to simple prosodic elements passive and
3 a text, use list of specific important expressions assert one's narrative of speech. In an active voices
r one's details from message in that have distinctive work that interview, a panel effectively in
d schema and the text. the content genus- identity and to includes discussion, a a variety of
should be Identify the you've just species better personal and forum, or a debate, situations.
used to key themes seen. (hyponymous understand factual use appropriate Use logical
Q make and supporting ) others. Identify recollections, speech language links to
U assumptions ideas in the Take a relationships. the anecdotes, and position. Ask connect
A about a text. text that you position on Sort words or characteristics of travelogue, smart, tough, statements
R Conjectures have just the material statements literature during and thought-provoking in a
T regarding a listened to. you've seen. into groups the Emergence interviews questions in public chronological
E text should Determine based on Period. Explain with friends, forums/fora, and logical
R be based on who is their different how culture, relatives, debates, and other order, as
one's speaking and shades of history, the and others situations. well as
schema. who is being meaning. environment, about major summation.
addressed, as Recognize and other life In a number
fantasy from well as the the variables may experiences. of situations,
reality in the speaker's collocations impact a choice use the past
text. position, that appear in to become a and past
based on clear a selection writer or artist. perfect
assertions. and use them tenses for
to help you brevity and
sort words clarity.
and phrases. correctly.
 Instructions Listen to a Recognize the In this week's Explain how Identify the In a variety of When
and directions series of difference Daily national characteristics oral delivering
4 should be events listed between reality Discussion, artists have of personal communicatio information
T given and in a text and and fantasy students are aided in the essays. Write n scenarios, or explaining
H followed. put them in based on the asked to advancement short provide clear, anything,
Learners order. Focus material you're identify words of Philippine informative exact, and use verbs
should sort the on the unique looking at. and literature in texts, as well succinct and make up
different sorts verbal and Compare and expressions English in the as a information, meaningful
Q of text non-verbal contrast the that have global village. biographical explanations, expressions
U (narrative, signs of substance of the many Discover the biography and such as who,
A expository, speakers to materials you've meanings importance of based on a instructions. what, when,
R explanation, determine seen with that of (gradients). working personal Use where, why,
T recount, their intents. other sources of Analyze the peacefully interview and appropriate and how.
E persuasive). Predict the information. relationships and background verbal and
R Use outcomes of a Express one's in analogies. responsibly research. nonverbal formulate
appropriate verbal beliefs/convictions Give the in today's clues to orally short replies
reading tactics conversation, based on what many global village narrate events
to make broad as well as its they've seen. meanings of through in factual and
generalizations potential the Philippine personal
based on a consequences homonymous literature. recalls. When
variety of text for the or Show your presenting
types. speakers. polysemous gratitude for information,
Recognize the words or the sensory instructions,
difference idioms that pictures that explanations
between broad have been were utilised or describing
and specific identified. for this events in
assertions. Learners literary personal or
should create selection. factual
or expand recounts, use
word clines. correct and
relevant multi-
media