NAME: LADY MAE D.

SESDOYRO

Course/section/year: BTLED-IA-3A
Chapter 1 – Authentic Assessment in the Classroom

Lesson 1: A close look at Student Learning Outcomes (SLO)

Exercise No. 1: Matching Activity

Directions: Determine what characteristics of a good student learning outcomes depicts on the
following outcomes.

Column A Column B

Sample Outcomes
Characteristic

The students can:

D 1. provide outside of the box insights abou
the issue on press freedom.
B 2. create pamphlets regarding on the
health protocols that citizens should follow.
E 3. dramatize the qualities of an ideal
teacher based on the Code of Ethics.
D 4. debate on the controversial Antiterrorism law.
D 5. solve the mean, median and mode in
the Spreadsheet.
A 6. explain the “reality shock” experienced by
a. Good student learning outcomes (SLO)
are centered on the students, on what the
learners are capable of doing, instead of the
teaching technique.
b. Good learning outcomes are based on the
program mission statement agreed upon by
the program faculty in consultation with
other stakeholders like alumni and other
professionals.
c. Good student learning outcomes are very
well understood by both students and
faculty.
d. Good learning outcomes include a
spectrum of thinking skills from simple to
the higher order of application of
knowledge and skills.
e. Good learning outcomes are
measurable.

the beginning teachers.

D 7. demonstrate the basic steps in dancing ballet.
C 8. perform a simple experiment in the law of motion.
B 9. volunteer in an environmental project in the society.
C 10. participate himself/herself in activities in the community

to execute

Exercise No. 2: Constructing Student Learning Outcomes

Directions: Derive 2 examples of Learning Outcomes from the

following:

1.) ASSCAT Mission

a)s.

b)

2.) Enhanced Basic education Law of 2013

a)

b)

Lesson 2: Nature, Characteristics, and Principles; and Traditional

Assessment vis-a vis Authentic Assessment

Exercise No. 1: Identification
Directions: Determine whether each of the following assessment
activities or strategies is traditional and authentic
Traditional 1. Conduct a paper-pencil test.
Authentic 2. Require the students to memorize the formulae in
finding the
perimeter and area of geometric shapes.
Authenic 3. Write a reflection paper on the life and works of Dr. Jose
Rizal.
Authentic 4. Complete the multiplication table.
Traditional 5. Draw the plant and animal cells.
Authentic 6. Keep a portfolio.
Authentic. 7. Role play the battle in Mactan.
Authentic 8. Experiment the density of a certain object.
Authentic 9. Interview the life story of certain individual and share it
to the class.
Authebtic 10. Simulate mock election in the classroom.

Exercise No. 2: Situational Analysis

Directions: Analyze each situations and identify which phase of
authentic
assessment

Phase II 1. An English Teacher constructs a scoring rubric in writing

essay.

Phase III 2. Teacher Kobe conducts a placement assessment as basis

in
formulating objectives.
Phase V 3. At the end of the quarter, Teacher A collects the portfolios
of the students to see their improvement.
Phase I 4. In his Science class, Teacher Ronel require the students to
present the findings of their case study.
Phase III 5. Teacher Rodel formulate learning activities based on the
course description.
Phase VI. 6. Teacher Glory utilizes “concept mapping” as preparatory
activity in her lesson.