Week 6

MAJOR 20 – TEACHING AND ASSESSMENT OF MACRO SKILLS

Ave Maria College

COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077
MAJOR 20 – TEACHING AND ASSESSMENT OF MACRO SKILLS

Teaching and Assessment of Macro Skills65

 To my students:
You are now on the 6thweek of this course.Before you start working on the lessons for this
week make sure that you have submitted to your course facilitator the requirements of Week 5.
Read the learning material below then answer the Weekly Exam and do the Activity.

At the end of the week, you should be able to:

a. Answer correctly at least 85% of the questions in the Weekly Exam and;
b. Develop assessment tools in assessing productive skills – speaking and writing for the pre-
assigned grade level and quarter.

V. Assessing Productive Skills

A. Testing Speaking

Some language teachers consider testing the speaking and writing skills of students easier to
evaluate than testing their listening and reading skills. The spoken and written skills of learners are
directly and immediately manifested, thus a teacher could tell off hand if they are proficient or not
in the language. In assessing the spoken ability of learners, several components have to be
considered: pronunciation, grammar, word choice, fluency. Often, these are the criteria used for
evaluating a person’s oral communication skills. Content and organization are not given as much
emphasis as the first four (Harris, 1969)

1. Testing Pronunciation
There are no fixed criteria for judging good or bad pronunciation. Traditionally, correct
pronunciation is measured by the accuracy of imitating a native speaker’s way of pronouncing
words. To speak English correctly, one has to speak either the American or British way. With
the advent of the communicative approach of teaching/learning language, the emphasis has
shifted from accuracy to clarity/comprehensibility. As long as the pronunciation does not
impede the clarity of the message or the listeners understanding of it, the pronunciation is
considered acceptable. Still, in testing specific sound production, one has to follow certain
standards. For beginners, the following types of test for pronunciation are common:
recognition of similar sounds, putting proper stress in words and sentences, loud reading.

Example: Recognition of similar sounds/stress

Directions: From a list of words in each group, read the word that has the same vowel as the
guide words.
Guide Word
1. Beat steak great leave break
2. Food mood blood foot stood
3. Map mall play said fast
4. Saw small plow wow bough
5. let sit end lead grid

2. Testing Grammar
Grammar tests involve correct usage of verb forms and tenses, nouns and pronouns, adjective
andadverb forms, etc. In oral communication, usage may be tested through sentence
conversion (from negative to affirmative, statement to question, etc.), answering question,
expansion (by modification, subordination, coordination, etc.), word transformation in context
(past to present tenses, singular to plural nouns, nouns to pronouns, etc.)

Teaching and Assessment of Macro Skills66

 Examples:Sentence Conversation
Directions: Read the following statements aloud and change to questions answerable by yes
or no.
1.) My friend, Luisa, lives in Makati.
2.) She and her sisters are renting a condominium along Buendia.
3.) They used to go home everyday to Bulacan after school or work.
4.) After a few months, they realized it was impractical.
5.) Now they have more time for study and leisure.

Directions: Go back to sentences 1-5, change each into a question using the following
question words:
1.) Who
2.) Where
3.) What
4.) When
5.) How

Examples:Answering Question
Directions: Answer the following questions appropriately
1.) What do you like most about your school?
2.) How will you describe your classmates in three words? Your teachers?
3.) Why is college education important to you?
4.) What are your immediate goals after college?
5.) Whom do you consider your closest friend here and why?

3. Testing Word Choice

One’s choice of words reflects his/her level of proficiency in the language. The richer the
vocabulary is, the more proficient the learner is expected to be. In oral communication,
vocabulary proficiency may be tested through word substitutions, supplying appropriate
words in the missing parts of sentences, selecting from a given list of words the most
appropriate for the sentences, etc.

Examples:Word Substitution
Directions: Read the sentences aloud and substitute new but appropriate words to underlined
words.
1.) Life in the city is tedious.
2.) You need to wake up early everyday to avoid traffic congestion.
3.) Going home is also a problem especially if your last class is late.
4.) You have to stand in line for long before you can get a ride.
5.) Even if you are lucky enough to find a seat, you still need to wait hours inside a jeep or a
bus that moves and stalls every so often amidst tangled traffic.

Examples:Supplying Appropriate Words to Missing Parts

Directions: Complete each sentence by supplying the missing parts with appropriate words
1.) ____ along Rizal Park on an early Sunday morning can be an/a _____ experience.
2.) Armed with your _____ lunch and an umbrella, you _____ a bus or a jeep and along Taft
Avenue.
3.) You _____ walking from the giant map of the Philippines to the _____ Rizal to the
Quirino Grandstand, _____ of the inauguration of many of our ______.

Teaching and Assessment of Macro Skills67

 4.) As you walk, you _____ people _____ in different activities: some are _____, others are
simply exercising, and several are just seated under the _____ while reading,sleeping or
_____ with friends.
5.) There are also bystanders, mostly _____ selling their wares and photographers _____ you
with pleas to take your photos.

4. Testing Fluency/Ease and Speed of the Flow of Speech

The speaker’s fluency in terms of ease and speed of the flow of the speech may be difficult to
measure accurately because there are no standard rules as to what speed is sufficient or
insufficient. This may, however, be gauged from the speaker’s ability to answer questions
spontaneously or speak or any topic informally with ease and fluency. Speed alone will not
constitute fluency, because some speakers tend to speak fast, but they stammer or falter
several times in their talk which hinders the smooth flow of communication

5. Testing Comprehension
Comprehension is an essential part of communication. One’s oral communication ability
depends on his/her ability to understand the message received to which he/she needs to
respond to. Comprehension can be tested focusing on the speaker’s ability to reply quickly to
a remark or a question clearly and completely.Testing Comprehension All these components
parts of speech process can be rated simultaneously in an interview using an evaluation sheet.
The teacher can devise the evaluation sheet himself/herself. It must reflect the five
components being rated, each consisting of a scale of qualities to be rated according to
assigned numerical values. It is advisable not to fill in the score sheet during the interview as
it might affect the performance of the speaker. It is better to record the scored interview and
rate the speaker using the score sheet afterwards.

B. Testing Writing

Like in speaking, the teacher’s concern in testing the written skill does not pertain to specific forms
of writing such as creative or technical writing. Ability to write these forms is later developed after
the student has gained mastery of the basic writing skills. Testing writing is focused primarily on
evaluating the students’ ability to express their ideas in writing taking into consideration its five
component parts: content, form, grammar, style and mechanics (Harris, 1969).
1. Testing the Content
2. Testing the Form
3. Testing Grammar
4. Testing Syntactic Pattern
5. Testing Style
6. Testing Mechanics

1. Testing the Content

Content refers to the ideas expressed in the writing. Oneness of general idea must be observed
by the writer. All parts of the composition must relate to one topic. Test items focusing on
content may include writing specific details on a general topic, writing a general statement
encompassing all specific details, identifying and deleting unrelated sentences in a paragraph.

Examples: Providing Specific Details to General Ideas

Directions: Write five specific details related to the general statements.
1.) Travelling to foreign countries is rewarding.
2.) The Filipino drama series reflect the country’s cultural practices.
3.) Some Filipino cultural traits are negative.
4.) My best friend and I are the exact opposites.

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 5.) Life is like a stage.

Examples:Writing a General statement to express the main Idea of each Group of

Sentences
Directions: Write a general statement to express the main idea of each group of sentences.
A. ________________________
1.) He is often absent in class.
2.) He seldom recites.
3.) He fails most of his quizzes.
4.) He seldom passes an assignment or a seatwork.
5.) He sometimes cuts classes.

Examples:Writing a General statement to express the main Idea of each Group of

Sentences
Directions: Write a general statement to express the main idea of each group of sentences.
B. ________________________
1.) She’s always near when I need her.
2.) She’s remembers the special occasions in my life.
3.) She can keep sensitive matters a secret.
4.) We like almost the same things.
5.) She’s lavish with her praises but candid with her criticisms.

2. Testing the Form

Form refers to the organization of the content into a unified, coherent written presentation.
Tests of this type including ordering ideas into logical order: chronological, spatial, inductive,
deductive, etc.; connecting ideas using appropriate connectors; using topic sentences at
strategic points and tying up ideas with a clincher sentence.

a. Ordering Sentence in Logical Order

Directions: Arrange the following sentences in jumbled order into one coherent paragraph.
Place the letter corresponding to the first in the order in number 1, the next in number 2, etc.
1. (a) Each leap year we add that day onto end of February.
2. (b) Because of this, every four years an extra day is added to the calendar so we don’t fall
behind in the natural cycle of things.
3. (c) The earth’s solar orbit takes 365 and a quarter days.
4. (d) in this way, the calendar is readjusted into the astronomical timetable.

b. Connecting Ideas Using an Appropriate Connector

Directions: Complete the following paragraph by supplying appropriate words that will make
the ideas clear and coherent.

Among he wonders of Jamaica is a body of water called Luminous Lagoon.

By day, ___1___ is a nondescript bay on the country’s coast. By ___ 2 ___, it is a marvel of
nature.
If you visit ___ 3 ___ after dark, ___ 4 ___ notice ___5___ the water is filled
___6___ millions of phosphorescent organisms. ___7___ there is movement, the ___8___
and the creatures in the bay glow. When fish ___9___ past your boat, for example, they
light up ___10___ waterborne fireflies. ___ the boat glides through water, the wave shines
brightly.

c. Writing a Topic Sentence and a Clincher Sentence

Teaching and Assessment of Macro Skills69

 Directions: Write an appropriate beginning or ending to the following paragraphs to highlight
the main idea.
A. ______________________________.
You see not only new places on the other side of the globe; you also get first-
hand information about the customs and practices of different races. On top of this is the
opportunity to study the languages of these people. Lots of other things also expose you to
different new experiences like riding a bullet train, eating extra ‘hot’ dishes, being
transported through cable cars, etc. Indeed, going abroad is a rewarding experience!

B. ______________________________ .
Teaching is a noble profession, especially in this country. Unlike the nursing
course, Education does not dangle to the students the opportunity of working abroad when
they enroll. Those who take Education know that the job is not lucrative because salaries of
teachers are not big. Yet, many students want to become teachers. When asked about their
reasons, some say they want to be part of the education of the youth; others claim they love
working with children; the more enterprising ones plan to put up their own schools after
several years.

3. Testing Grammar
Grammatical usage is always a part of any language test. A proficient speaker or writer must
have a good command of the grammar of the language he/she is using. A test in grammar is a
test of grammatical forms and syntactic patterns. Grammatical forms refer to the use of correct
parts of speech like the plural and possessive forms of nouns; the case, number and gender
forms of pronouns; tense forms of verbs; derivational and comparative forms of adjectives and
adverbs. Syntactic patterns involve the proper combinations of words and their correct
placement in sentences.

a. Testing Grammatical Forms

Directions: Change the forms of the verbs in parentheses to past.

Soon after her family (leave) for the evening, Carol (start) to think that her
hospital room must be loneliest place in the world. Night time had (fall), her fears about her
illness (be) back, and she (feel) overwhelming despair as she (lie) there alone.

Directions: Fill in the blanks with appropriate pronoun forms.

It has been said that “one person’s junk is another’s treasure.” When David Dudley
tried to help _____ parents clear _____ house of “unnecessary items” before moving to a
smaller home, _____ found _____ very difficult. _____ was often angered by _____ parents
refusal to part with things _____ had not used for decades. Finally, David’s father
helped____ understand that even the worn out, useless items were tied to close friends and
important events. Clearing the clutter felt like throwing away_____ very lives.

4. Testing Syntactic Patterns

Directions: Combine the following groups of words into coherent sentences
1. and a candle in the other
Michael Angelo painted with a brush
from covering his masterpiece
legend has it that
in one hand
in progress

Teaching and Assessment of Macro Skills70

 to prevent his shadow

2. millions of TV sets
to receive digital signals
would stop working today
a year ago, I read
unless they were able
an article saying that

Directions: Rewrite the following sentences inserting the modifiers in parentheses in their proper
places
a. The boy unleashed his dog at the party. (last Sunday, unruly, mischievous, children’s)
b. As he stood at the veranda staring at the night, he was besieged by nostalgia for his
homeland. (starless, gripping, hotel, suddenly, long forgotten).
c. The cottage looked deserted. (on top of a hill, old, lone, small)

5. Testing Style
Style pertains to the choice of structures and lexical items to give a particular tone or flavor to
the writing. Choice of structures refers to various ways of expressing sentences. They may
start with the subject, the verb, or the modifiers; they may be simple, compound or complex,
etc.Lexical items involve vocabulary usage. Style in writing requires that word choice should
consider clarity, appropriateness and variety. The first in rule in communication is clarity of
ideas. Even in literary or creative writing, the writer’s goal is to be understood. Next is
appropriateness of word to the intended meaning. Miscommunication can occur for using
inexact words. Variety is the third guide. It prevents monotony and redundancy.

a. Testing Variety of Structures

Directions: Re-arrange the following sentences according to the direction given.
1.) The contestant was looking anxious when he entered the theatre.
(Begin with ‘When’ and ‘Looking’)
2.) The ushers instructed the guests to wait at the lobby.
(Change to passive voice)
3.) She went home early yesterday. Classes were suspended because of power outage.
(Combine into complex sentence)

b. Testing Lexical Items

Directions:From the given list, select the appropriate word to substitute for the word
‘beautiful’ in the paragraph. Use word only once.

was speechless at the sight of our new home! Everything looked beautiful. It was
beautifully painted with a combination of beige and yellow. The grounds were enclosed by
beautiful white picket fences. The first thing that caught my attention as I opened the gate
was the array of beautiful flowers lining the pathway: roses, daisies, carnations, gladiolas,
etc. there was a small veranda in front with a beautiful swing on the left and a coffee table
with two chairs on the right.
As I opened the beautifully carved with wooden door, the brightly lighted living
room greeted me with its beautiful chandelier hanging at the center. The walls were all made
of glass covered with beautiful white lace and flowery silk curtains. All the other rooms in
the house, from the kitchen to the bed rooms were furnished with beautiful furniture and
beautiful wall decorations. The house looked like a showcase from a home magazine!
(attractive, cozy, marvelous, intricately, freshly, arresting, expensive, artistic, sturdy,
colorful)
Teaching and Assessment of Macro Skills71
 6. Testing Mechanics
The mechanics of writing refers to the proper use of graphic symbols such as Punctuation,
Capitalization, and Abbreviation. Certain rules govern the use of these graphic symbols. Since
they are important in written communication, students must gain mastery in using these
symbols by following the rules. A complete handbook on the mechanics of writing is
available in the library. List of specific references is provided at the bi bibliography of this
Module.

a. Testing Punctuation
Directions: Insert in the parentheses provided the correct punctuation marks.

When E ( ) Stanley Jones ( ) well ( ) known missionary to India ( ) had the

opportunity to meet with Mahatma Gandhi, he asked a searching question of India ( ) s
revered leader ( ) ( ) How can Christianity make a stronger impact on your country ( ) ( )
Gandhi thoughtfully replied that three things would be required ( ) First ( ) Christian must
begin to live more like Jesus ( ) Second ( ) the Christian faith should be presented without
any adulteration ( ) Third ( ) Christian should emphasize love ( ) which is at the heart of the
Gospel ( )

b. Testing Abbreviation and Capitalization

Directions: Abbreviate and capitalize words where necessary.

The 40,000-mile-long great wall of China was built to keep out invaders from the
north. The first wall was constructed by shihuangdi, the first emperor of china, who lived
between 259 and 210 before christ. but in anno domini 1644 the great manchus broke
through the great wall and overran china.
As soon as she earned her master of science degree in mathematics, my friend liza,
applied for scholarship at the Massachusetts institute of technology where after three year
of rigorous study and hard work, she finished her doctor of philosophy degree in
mathematics. Now she is a visiting lecturer at the university of california los angeles and a
consultant of a trading company in Washington, district of columbia.

Keep in Mind:
Speaking is seen by language testers as the most difficult of the four language skills to
assess. Assessing speaking requires that we either observe a “live” oral performance or that we
capture the performance by some means for evaluation at a later time.
Student writing can be evaluated on five product factors: fluency, content, conventions,
syntax, and vocabulary. Writing samples also should be assessed across a variety of purposes for
writing to give a complete picture of a student's writing performance across different text structures
and genres.

References:
Go, M. B., and Posecion, O. T., (2010). Language and Literature Assessment. LORIMAR Publishing,
Inc. 776 Aurora Blvd., cor. Boston Street, Cubao, Quezon City, Metro Manila, Philippines.
LinkedIn Corporation (2018). Testing the Productive Skills. Downloaded on June 23, 2020 from
https://www.slideshare.net/AnnalynInsic/module-viii-testing-the-productive-skills

Teaching and Assessment of Macro Skills72

 Ave Maria College
COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077

Name: _____________________________________________ Date: __________________

Course & Year: ______________________________________ Rating: _________________

Weekly Exam 4 – Testing Knowledge

Instruction: Concisely answer the following questions based on your objective insights and critical
understanding.

1. What is the importance of assessment in speaking and writing skills?

Answer: Basically speaking, assessment plays a very important role in the development with the
skills of the students particularly in speaking and writing for the reason that assessment helps
teachers to be aware of the development of their students in speaking and writing. Through
assessment is that teachers will evaluate whether their students acquired development or not with the
teaching instructions that they disseminated. If the case is not is that this is the time that teachers
must alter their teaching strategy, wherein a teaching strategy that will be suitable for those students
who did not acquire development with their skills in speaking and writing. Possibly, if the teacher
can create a teaching strategy that is way very effective for those students who diverse way of
learning is that there’s no way that all of the students will acquire equal development. This is the
importance of assessment in the development of the skills of the students because they are the tool
that will help teacher to be aware about what they need to improve in their way of teaching.

2. What should be the consideration when assessing speaking and writing skills?
Answer: The consideration that must be done by the teacher in assessing the speaking and writing
skills of their students is the proper utilization of rubrics for the reason that rubrics is one of the
assessment tool that is very helpful in assessing the skill of the students. Since the skills that must
need to assess by the teacher is the speaking and writing skills of the students is that it’s the teachers’
obligation to find the accurate rubric that can be useful to assess the student’s skills or the teacher
will be going to innovate a rubric that will be suitable in assessing the speaking and writing skills of
the students.

3. What do you think is the best type of test to assess speaking/ writing skills?
Answer: The best type of test to assess between the two skills is the writing skills for the reason that
in order to provide a thorough view of a student's writing performance across multiple text structures
and genres, writing samples should be evaluated across a number of motives for writing and
student’s writing can be evaluated on five product factors: fluency, content, conventions, syntax, and
vocabulary. On the other hand, language testers consider speaking to be the most challenging of the
four language abilities to evaluate. Assessing speaking necessitates either watching a "live" spoken
performance or recording it for subsequent review.

4. How do we know that the students are learning the skills we are teaching?
Answer: Through analyzing their cognitive growth and using various evaluation techniques, we will
be able to determine whether or not our kids have learned from all of the teachings that we have
given them. For example, if you're teaching your pupils about subject and verb agreement, you'll
need to do a diagnostic assessment, such as a conversation, informal quiz, survey, or a quick write
paper, to see if they've learnt anything. Which one you use to assess your students' learning is
entirely up to you, the teacher.

Teaching and Assessment of Macro Skills73

 Ave Maria College
COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077

Name: _____________________________________________ Date: __________________

Course & Year: ______________________________________ Rating: _________________

Activity 6 – Constructing Assessment Tools for Speaking and Writing Skills

Instruction: Using your learning from the weekly lesson, construct output-based and performance-
based assessment activities and tools in assessing speaking and writing skills. You are expected to
construct and produce:
 One output-based and one performance-based assessment activities and tools in assessing
speaking and;
 One output-based and one performances-based assessment activities and tools in assessing
writing skills.

Consider the following in making your assessment tools:

A. Output-based Assessment in Speaking and Writing

1. The type of output-based assessment should be based on the grade and quarter pre-assigned by
your course facilitator.
2. Think of an output that your students can do in order for you to test their speaking/ writing skills.
3. State the purpose of assessment.
4. Describe how this should be done by the students.
5. The output-based assessment should be provided with rubrics.

Grade Level: 7
Quarter: 1st Quarter
Assessment type: Output-based Assessment in Speaking
Assessment Purpose: The purpose of this assessment is to evaluate the learning capacity of the
students in speaking. Before everything, the teacher will first impart instructions to his/her students
about the six types of speeches (Informative speech, Entertaining speech, Demonstrative speech,
Persuasive speech, Oratorical speech, Debate speech, Special occasion and Pitch speech) and how to
write a speech. After the discussion is that the students will be task to deliver a speech of “I Have a
Dream” by Martin Luther King Jr. The main output-based assessment in speaking that the students will
be going to do is to write a persuasive speech and they are the one that will choose the topic that they
prefer. Moreover, this assessment is for the grade 7 students as this assessment will help in boosting
their speaking skills base from the activity that they will be going to do.
Assessment Description: The task that the students will be going to do is to write a persuasive speech.
In their speech writing, the students will be going to consider the following category in order for them to
come up with an excellent performance. While, these are the following category of the rubric for poem
reading recitation: eye contact, use of language, body language, clarity and formal attire. Each of the
categories has rating scale in which for the exceptional is 4 points, for the meets expectation is 3 points,
for the satisfactory is 2 points, and for the needs improvement is 1 point. The result of this assessment
based from the performance of the students will serve as the evidence on how the effective the students
when it comes to speech writing.

Teaching and Assessment of Macro Skills74

 Assessment Description:
Scale Meets Needs
Exceptional Expectations Satisfactory Improvement
Dimension 4 3 2 1
Topic The student The student The student The student
appropriately focused in a topic somewhat lacked of focus
focused in a topic with partially focused in a or confused
with a clearly demonstrated topic or a vague purpose, which
communicated understanding of sense of the resulted in
understanding of the purpose for purpose for the confusion on
the purpose for the speech. speech, which the part of the
the speech. require the audience.
audience to
make
assumptions.
Research The student The student was The student was The student
Analysis searching for having clear having partially was having
clear and utilization of clear utilization confusing or
convincing facts and with limited or incomplete
command of facts information with incomplete facts with little
and information partially explanation to confusing
with insightful developed support the explanations as
explanations that explanations in speaker’s ideas to how the
helps to illustrate support of the or arguments. facts support
the speaker’s speaker’s ideas or the speakers
ideas and arguments. ideas or
arguments. arguments.
Organization The student The student There were There was a
wrote a speech wrote a speech some lacked of
with a clear and with clear inconsistencies organization
logical organized attempt at in organization that made it
speech with an organization with and lack of difficult to
engaging a beginning, sustained focus follow the
introduction, a middle, and end throughout the speaker’s idea,
logical sequenced and an attempt to speech with speech may be
body with utilize transitions. inconsistently too
appropriate utilized conventional
transitions, and transitions. and may
clear and ramble without
convincing a clear
conclusion. beginning,
Manipulates middle, or end.
sentence length
and word order to
enhance the total
effect of the
speech writing.
Language The student The student The student The students
utilize utilize utilize words have
sophisticated and appropriate that may be inappropriate
varied language language and unsuited to the utilization of

Teaching and Assessment of Macro Skills75

 that is suited to word choice, but topic, audience language that
the topic and with less or purpose of distracts the
audience, word sophistication, the speech, audience
choice in concise, expressiveness word choice because it is
original, and and originality. lacks originality too informal or
effectively and fails to too imprecise
conveys the convey an given the topic
appropriate tone appropriate tone and purpose of
given the purpose for the speech. the speech.
of the speech.
Appeals All three appeals All three appeals An attempt at Either not all
are fluidly and are clearly using all three appeals are
naturally utilized appeals is made, obvious or
scattered throughout the although there they are used
throughout the speech to may be some ineffectively.
speech with a effectively imbalance or
balance that persuade your the persuasion
effectively aids in audience. may be slightly
your persuasion ineffective.
without making it
feel forced or
continue.
TOTAL

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Grade Level: 7
Quarter: 1st Quarter
Assessment type: Output-based Assessment in Writing
Assessment purpose: The purpose of this assessment is to evaluate the learning capacity of the students
in writing specifically poem composition. Before the students will proceed in writing something is that
the teacher will first impart instructions to his/her students about the 9 types of poem (Haiku, Free verse,
Sonnet, Acrostic, Villanelle, Limerick, Ode, Elegy, and Ballad). After the discussion is that the students
will be task to write a free verse poem. Within this type of assessment is that the students’ ability when
it comes in composing free verse will be reveal in the on how they are going to apply what they’ve
learned in free verse poem. Moreover, students can use poetry as a constructive release for their raging
emotions.
Assessment description: The task that the students will be going to do in this type of assessment is that
they are going to compose a free verse poem, wherein it means that the poem in which the students will
be going to do has no limitations of regular meter or rhythm, and does not rhyme with fixed forms.
While, the free verse poem that the students will be going to construct must contains 4 stanzas and 4
lines in each stanza. In writing their poem is that they must follow the following category in the rubric in
order for them to come up with a productive literary piece and these criteria are the title of the poem,
creativity, grammar, handwriting, and proper utilization of prepositions. On the other hand, each of the
categories has rating scale in which for excellent is 4 points, average is 3 points, fair is 2 points, and
poor is 1 point.
Assessment tool:

Scale Excellent Average Fair Poor Score

Dimension 4 3 2 1
Title of the The title of the Present some The poem that is The title is not
poem poem that is creative titles constructed by clear and not
constructed by related to the the students only related to the
the students poem present less content
excellently creativity
present creativity
Creativity The students The students The poem that is The poem that
constructed a constructed a constructed by they constructed
poem that poem that as a the students has show little or no
contains lot of creative only few creativity
excellent creative ideas and creative ideas
ideas and illustrations and illustrations
illustrations
Grammar Evidence of Evidence of Evidence of Has little or no
strong grade- sufficient limited grade- evidence of
level grammar grade-level level grammar grade-level
capitalization, grammar capitalization, grammar
punctuation, and capitalization, punctuation, and capitalization,
spelling punctuation, spelling punctuation, and
and spelling spelling
Handwriting The handwriting The The handwriting The handwriting
in the poem is handwriting in in the poem is of the slogan is
particularly the poem is accepted as agitatedly very
captivating in captivating in captivating but a messy.
terms of tidiness; terms of little bit messy.
everything in the tidiness, well-
slogan is organized and
properly not very
Teaching and Assessment of Macro Skills77
 organized and messy.
not messy.
Effort Student’s work Student’s work Student’s work Student’s work
demonstrates a demonstrates demonstrates lacks
complete an some understanding of
understanding of understanding understanding of the task.
the task and goes of the task. the task.
beyond the
requirements.
TOTAL

Teaching and Assessment of Macro Skills78

 B. Performance-based Assessment in Speaking and Writing
1. The type of performance-based assessment should be based on the grade and quarter pre-
assigned by your course facilitator.
2. Think of a performance that your students can do in order for you to test their speaking/
writing skills.
3. State the purpose of assessment.
4. Describe how this should be done by the students.
5. The performance-based assessment should be provided with rubrics.

Grade Level: 7
Quarter: 1st Quarter
Assessment type: Performance-based Assessment in Speaking
Assessment Purpose: The purpose of this assessment is to evaluate the learning capacity of the
students in speaking. Before everything, the teacher will first impart instructions to his/her students
about speeches and how a speech should be presented in a crowd. After the discussion is that the
students will be task to deliver a speech of “I Have a Dream” by Martin Luther King Jr. Moreover, this
assessment is for the grade 7 students as this assessment will help in boosting their speaking skills base
from the activity that they will be going to do.
Assessment Description: The task that the students will be going to do is to deliver a speech of “I Have
a Dream” by Martin Luther King Jr. In their manuscript speech delivery, the students will be going to
consider the following category in order for them to come up with an excellent performance. While,
these are the following category of the rubric for poem reading recitation: eye contact, use of language,
body language, clarity and formal attire. Each of the categories has rating scale in which for the
exceptional is 4 points, for the meets expectation is 3 points, for the satisfactory is 2 points, and for the
needs improvement is 1 point. The result of this assessment based from the performance of the students
will serve as the evidence on how the effective the students when it comes to reading and in oral reading
activity as well.

Assessment Description:
Scale Meets Needs
Exceptional Expectations Satisfactory Improvement
Dimension 4 3 2 1
Eye Contact The student was The student was The student was The student
effectively doing doing eye to eye doing eye to eye had little or no
eye to eye contact contact with the contact with the eye to eye
with the audience audience less audience less contact.
all the time. than 80 percent than 75 percent
of the time. of the time.
Use of Student’s Student’s Student’s Student’s
Language utilization of utilization of utilization of utilization of
language language does language causes language was
contributes to the not have negative potential inappropriate.
effectiveness of impact and confusion and
the speech and vocalized pauses vocalize were
vocalized pauses were not distracting.
were not distracting.
distracting.
Body Language Student’s body Student’s body Student’s body Student’s body
language, language, language, facial language,
gestures, and gestures, and expressions and gestures, facial
facial expressions facial expressions gestures lack expressions

Teaching and Assessment of Macro Skills79

 add greatly to the compliment variety and were lacking
message. message. spontaneity. or
inappropriate.
Clarity The student The student The student The student
speaks clearly speaks clearly speaks clearly often mumbles
and distinctly all and distinctly and distinctly or can’t be
the time with no nearly all the most of the time understood
mispronounced time with no with no more with more than
words. more than one than two three
mispronounced mispronounced mispronounce
words. words. d words.
Formal Attire The student was The student was The student was The student
wearing formal wearing formal wearing formal was not in
attire and looked attire but not attire but not formal attire.
presentable totally presentable
presentable
TOTAL

Teaching and Assessment of Macro Skills80

Grade Level: 7
Quarter: 1st Quarter
Assessment type: Performance-based Assessment in Writing
Assessment Purpose: The purpose of this assessment is to evaluate the learning capacity of the
students in writing. Before everything, the teacher will first impart instructions to his/her students about
the types of essay and how an essay. After the discussion is that the students will be task to write an
argumentative speech and they are the one that will choose the title that they prefer. Moreover, this
assessment is for the grade 7 students as this assessment will help in boosting their writing skills base
from the activity that they will be going to do.
Assessment Description: The task that the students will be going to do is to write an argumentative
speech. In their essay writing, the students will be going to consider the following category in order for
them to come up with an excellent performance. While, these are the following category of the rubric for
poem reading recitation: clear claim with reasons, evidence, explanation, and conclusion. Each of the
categories has rating scale in which for the excellent is 4 points, for the average is 3 points, for the fair is
2 points, and for the poor is 1 point. The result of this assessment based from the performance of the
students will serve as the evidence on how the effective the students when it comes to reading and in
oral reading activity as well.

Assessment tool:

Scale Excellent Average Fair Poor Score

Dimension 4 3 2 1
Clear Claim The student’s The student’s The student’s The student’s
with Reasons claim was clearly claim was a claim was clear, claim was
stated and the little bit clearly but the reasons unclear and no
reasons were stated. were unclear, clear reasons
strong. absent or were given.
incomplete.
Evidence The student The student The student The student’s
Supported the Supported the attempted to central claimed
central claim and central claim support the was not
reason with and reasons central claim supported and
strong facts, with facts, and reason with having no
thorough details, thorough facts, but the evidence as
and accurate necessary information was well.
citations. details and unclear,
citations. inaccurate, or
lacks citations.
Explanation The student’s The student’s The student’s The student’s
argumentative argumentative argumentative argumentative
essay clearly, essay clearly essay attempted essay contains
concisely, and explains and to explain and little to no
thoroughly analyzes most analyze the explanation or
explains and of the information, but analysis of the
analyzes the information the explanation information
information presented. was unclear or presented.
presented. inaccurate.
Conclusion The student’s The student’s The student’s The student’s
argumentative argumentative argumentative argumentative
essay abrupt or essay ended essay ended essay ended
absent ending with a with a with a strong or
and having no concluding concluding compelling

Teaching and Assessment of Macro Skills81

 concluding statement that statement about concluding
statement as well. does not the central statement that
clearly relate claim. clearly relates to
to the central the central
claim. claim.
TOTAL

Teaching and Assessment of Macro Skills82