Activity 2.1 Assessment@

COLLEGE OF EDUCATION
Visca, Baybay City, Leyte, PHILIPPINES

Telefax: 563-7527
Email: education@vsu.edu.ph
Website: www.vsu.edu.ph
Name: Jayson C. Dapiton Date:

Course and Year: BSED Social Studies 4 Score:
Lesson # 2.1- Assessing FOR, AS, and OF Learning
ASSESSMENT:
Inquire with your Cooperating Teacher about a topic, then design an online learning
activity based on the topic and an analytical rubric for your evaluation.
Conduct the activity with the students in an online class and use the rubric to rate their
products/performance task. Please keep in mind that you must record the online activity
and give the link/recorded video to your FS Supervisor. After that, thoroughly answer the
following questions.
A. What activities does your rubric intend to measure?

 The goal of the rubric is to present an idea by making a poster using their creativity and
artistry.
B. How many criteria are there? Are the criteria enough to measure the task?
 The rubric has five criteria. Because it evaluates both the presentation and the outcome,
the criteria are sufficient to assess the work.
C. How did the students participate and respond to the learning activity?
 The students were attentive and engaged in the learning process activity. They have also
been able to display their creative work successfully.
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Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge FM-VSU-03
and innovative technologies for sustainable communities and environment.
Telefax: 563-7527
Read the instructions for your work.

1. Make a poster about the importance heritage of ancient Asians in the world
2. Use your creativity in presenting the important data or information.
Category 5 3 2 1
Graphic All graphics All graphics All graphics Graphics do
Relevance are related to are related to relate to the not relate to
the topic and the topic and topic. Most the topic or
make it easier most make it borrowed several
to understand. easier to graphics have borrowed
All borrowed understand. All a source graphics do not
graphics have borrowed citation. have a source
a source graphics have citation.
citation. a source
citation.
Graphic Several of the One or two of The graphics No graphics
Originality graphics used the graphics are made by made by the
on the poster used on the the student, student are
reflect an poster reflect but are based included.
exceptional student on the designs
degree of creativity in or ideas of
student their creation others.
creativity in and/or display.
their creation
and/or display.
Required The poster All required All but 1 of the Several
Elements includes all elements are required required
required included on the elements are elements were
elements as poster. included on the missing.
well as poster.
additional
information.
Attractiveness The poster is The poster is The poster is The poster is
exceptionally attractive in acceptably distractingly
attractive in terms of attractive messy or very
Telefax: 563-7527
terms of design, layout though it may poorly

design, layout, and neatness. be a bit messy. designed. It is
and neatness. not attractive.
Grammar There are no There are 2 There are
grammatical grammatical more than 2
mistakes on mistakes on grammatical
the poster. the poster. mistakes on
the poster.
Telefax: 563-7527
REFLECTION AND ACTION RESEARCH PROMPTS
What were the issues/problems/gaps that needed to be resolved after delving deeply into the
lesson? Share any personal reflections that may be beneficial for action research.
A rubric is a dependable and adaptable evaluation instrument. It's a device

that lets you see what's going on around a thorough examination of the student's
work It helps a teacher to evaluate a student's work in a more straightforward,
unbiased, and fair manner. It could be used to assess a variety of educational
activities. Rubrics have consistently been used by teachers to assess all kinds of
student work, from spoken to visually.
Teachers continue to use them despite the fact that creating one is a time-
consuming and complex task. It is trustworthy because it allows professors to
advise students about the desired standard of work when they create a product or
give a lecture. When it comes to grading students' work, I've seen that teachers
frequently employ an analytic rubric. Because an analytic rubric allows the
instructor to analyze a task in depth, it provides a full appraisal of the students and
their work. It also identifies which areas are effective and which must be improved.
It gives students a better explanation of why they received their score.
Because students are aware of the rationale used to award grades, it encourages
grading fairness. Because grading will be based on the standard criteria on the
rubric given to the students beforehand, evaluating will be easy, objective, and
unbiased on the teacher's part. Giving students rubrics beforehand and motivates
them to give their best production since they will understand what is required of
them. A rubric is also a versatile evaluation tool. It can assess a variety of learning
outcomes since it is adaptable to a variety of tasks, including documents, tasks,
demonstrations, and presentations.
A rubric is a trustworthy and adaptive evaluation tool for teachers. I need to
learn how to construct a good rubric as a future teacher so that I can successfully
assess my students' work. Learning how to develop a decent rubric would be
beneficial to me since it would help me to assess my students' work swiftly,
accurately, and equally.

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COLLEGE OF EDUCATION

Visca, Baybay City, Leyte, PHILIPPINES

Name: Jayson C. Dapiton Date:

Lesson # 2.1- Assessing FOR, AS, and OF Learning

A. What activities does your rubric intend to measure?

Read the instructions for your work.

terms of design, layout though it may poorly

REFLECTION AND ACTION RESEARCH PROMPTS

A rubric is a dependable and adaptable evaluation instrument. It's a device

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