Name: Debelyn S.

Cascayo BEED 3-A

LESSON 19: TRADITIONAL ASSESMENT AND AUTHENTIC ASSESSMENT IN SOCIAL

STUDIES

ASSESS
Write T if the statement is TRUE and F if the statement is FALSE.
T 1. Traditional assessment can mostly be seen as a paper-and-pen type of test.
F 2. Traditional assessment can also exemplify authentic learning.
T 3. Authentic task always reflect lifelong learning.
T 4. Authentic assessment is better compared to traditional assessment.
T 5. The most important part of traditional assessment is its reliability.
F 6. Authentic assessment is usually given at the end of the unit or grading.
F 7. Traditional assessment requires more time and money.
T 8. Authentic assessment encourages collaboration.
T 9. Traditional assessment is individual in nature.
T 10. Traditional and authentic assessments are both relevant.

CHALLENGE
Recall five traditional assessment styles and five authentic assessment styles that
your teachers had given you, then assess their positive and negative outcomes.

TRADITIONAL POSITIVE OUTCOME NEGATIVE OUTCOME

ASSESSMENT
1. Multiple Choice Multiple-choice testing
generally associated with
the possibility of finding the
correct answer even if they
did not know anything
about the question.
2. Modified True or Quick and easy to answer
False and score.
Multiple-choice testing may
result in the creation of
false knowledge
inadvertently.
It is difficult to accurately
assess a learner's actual

3. Essays Can be used to help
students improve their
writing skills, especially
their ability to construct
arguments supported by
reasoning and evidence.
4. Matching Type There is less chance of
guessing with this question
type than with others. Can
cover a wide range of
topics. Simple to read.
Simple to grasp.
5. Short- answer test It is quick and simple to
grade and write.
AUTHENTIC ASSESSMENT POSITIVE OUTCOME
1. Portfolios Encourages students to
reflect on what they've
learned. Students might
realize what they have and
have not learned.
2. Role Playing It gives students the
opportunity to put their
knowledge and skills into
practice.
3. Projects It contributes significantly
to the expansion of
knowledge as a result of
their close collaboration on
social participation in the
spirit of democracy.
comprehension of the
material based on the
results of a true/false test. 
When used in class,
requires quick composition
with no time for planning or
revision, which can lead to
poor-quality writing.
This concept has some
limitations, including the
following: It is more
difficult when there is no
direct cause-and-effect
relationship between
revenues and expenses.
Encourage students to
recall terms and details so
that their understanding of
the material is limited to the
surface.
NEGATIVE OUTCOME
Students must keep track of
and compile their own
work, which must be done
outside of class. It may be
difficult to persuade
students to take the
portfolio seriously.
It may not go according to a
plan. The main issue with
any role-playing or
simulation is that you must
accept that there will be an
element of unpredictability
and chaos.
It is extremely difficult for a
teacher to plan, execute,
and supervise projects for
students.
 4. Demonstrations Demonstrations present
subject matter in an easy-
to-understand manner.
They persuade those who
might otherwise be
sceptical that something
can be done, or that they
themselves can do it.
5. Recitals Students can engage in real-
life illustrations and
observe the effects of
changes in different
variables using a hands-on
approach. It provides
concrete examples of
concepts.
The demonstration method
is limited to specific types of
teaching situations. Some
teachers attempt to use it
when other methods would
be preferable.
It's a road to nowhere if
students don't take the time
to make sense of the hands-
on activity.

HARNESS
Complete the table below by answering question: How will this assessment
enhance cognitive, affective, and psychomotor skills of the learners?

COGNITIVE SKILLS AFFECTIVE SKILLS PSYCHOMOTOR SKILLS

TRADITIONAL It assesses a student's It emphasizes the process In traditional assessment,

ASSESSMENT problem-solving abilities
and aids in the application
of knowledge in the real
world. It increases student
engagement and gives
them opportunities to
create new meanings for
what they are learning.
AUTHENTIC It improves students'
ASSESSMENT higher-order thinking
skills when analysing,
synthesizing, identifying,
and solving problems, as
rather than the product
(pass or fail), which
contributes to formative
assessment. In other
words, it collects
information about
learners' development
throughout the term,
allowing teachers to plan
lessons based on the
needs and strengths of
their students.
Authentic assessments
assist students in
synthesizing what they've
learned and applying it to
their own experiences.
in order to improve the
learners' psychomotor
skills, teachers must
provide a well-structured
discussion or
presentation in order for
the students to deliver
the results that the
teachers expected.
Performance assessment
is an evaluation done to
observe students while
they are doing something.
It is appropriate to use to
well as incorporating They don't have to measure competence
cause-effect analysis. memorize facts for a test, success that requires
Students must be effective so they can be creative in students to do a specific
performers with their demonstrating what task such as practices,
acquired knowledge in they've learned. discussions, and
order to be assessed presentations. This
authentically. method is thought to be
more authentic than
written tests because
what is measured will
reflect the students'
actual skills.
 LESSON 20: USING PERFORMANCE-BASED ASSESSMENT IN SOCIAL STUDIES
ASSESS
Identify and explain what is asked in the table.
Types of How to Implement?
Performance
Task
Position Paper In a position paper assignment, you
must choose a side on a specific topic,
which may be controversial, and
build a case for your opinion or
position. You will use facts, opinions,
statistics, and other forms of
evidence to persuade your reader
that your point of view is the best.
You will do this by choosing a topic
for your paper, conducting
preliminary research, challenging
your own topic, collecting supporting
evidence, and creating an outline.
Role-Play/ Drama Instruct students that the purpose of
the role play is to communicate a
message about the topic rather than
to focus on the person who is playing
the role. Connect role plays to
learning objectives so that students
understand their importance to
course content.
What does it enhances?
The goal of a position paper
is to gain support for a
cause. It describes the
author's position on an
issue and the rationale for
that position, and, like a
research paper, it is based
on facts that provide a solid
foundation for the author's
argument.
Role-playing exercises
encourage students to think
critically about complex and
contentious issues, as well
as to look at situations from
a different angle. Role plays,
when used properly, can
motivate students in a fun
and engaging way.
CHALLENGE
Visit and read the article in this blog post: https:/blog.performancetask.com/why-
should-we-use-performance-tasks-part-2-76431024e160. After reading, create an
argumentative essay explaining the significant points whether or not you should
implement performance-based assessment inside the classroom.
Answer:
The key feature of performance-based assessments is that they accurately measure
one or more specific course standards. They are also complex, genuine, process/product
focused, open-ended, and time-bound. Performance-based assessments have recently
resurfaced in educational literature and curricula. Performance-based assessments became
a viable alternative to traditional multiple-choice tests in the 1990s. Legislative
requirements shifted the emphasis to standardized testing in the years that followed,
resulting in a decline in nontraditional testing methods. Performance evaluation is a broad
term that encompasses products and procedures such as portfolios, projects, and
experiments. Performance assessment determines students' skills through authentic tasks
that require students to demonstrate their ability to perform. This is a method of teaching
and learning that emphasizes application over rote memorization. Furthermore, when
students understand what they are learning, they are more likely to succeed with
performance assessments. Performance evaluation requires students to do something,
which increases their likelihood of remembering the information they use. Indeed,
performance evaluation encourages students to work outside of the classroom for
additional learning, which may include writing or the use of psychomotor skills. As a result,
this boost of active learning on students, which is important for adult success, must be
nurtured and developed throughout a student's school career. Performance evaluation
encourages students to use higher-order thinking skills like analysis, synthesis, and
evaluation. The more opportunities students commit to practicing these skills, the better
they will become at using them.
HARNESS
List down five performances and identify their procedures.
Answer:
1. Presentation
A presentation or report of some kind is an easy way to have students
complete a performance-based activity. This activity could be completed by
students individually (which takes time) or in collaborative groups.

The presentation could be based on one of the following:

Giving information
Tutoring a skill
Progress Reporting
Influencing others
Students may include visual aids, a PowerPoint presentation, or Google Slides
to help illustrate elements of their speech. Presentations work well across the
curriculum as long as students are given a clear set of expectations from the start.
2. Portfolios
Items created and collected by students over time can be included in student
portfolios. Art portfolios are used by students who want to apply to college art
programs.
Another example is when students create a portfolio of their written work
that shows how they have progressed from the start of class to the end. A portfolio
can include writing from any discipline or a combination of disciplines. Reflections
can be included in student portfolios so that students can track their progress based
on the materials in the portfolio.
3. Drama Presentation
One type of collaborative activity that can be used as a performance-based
assessment is dramatic presentation. Students can create, perform, and/or respond
critically. Dance, recital, and dramatic enactment are some examples. There could be
interpretations of prose or poetry. Students must be given adequate time to address
the activity's demands; resources must be readily available and meet all safety
standards. Students should be able to draft stage work and practice. Before
evaluating a dramatic performance, it is critical to develop criteria and a rubric and
share them with students.
4. Debate
A classroom debate is one type of performance-based learning that teaches
students about different points of view and opinions. Research, media and argument
literacy, reading comprehension, evidence evaluation, public speaking, and civic
skills are all associated with debate. There are numerous formats for debate. The
fishbowl debate, in which a small group of students form a half circle facing the
other students and debate a topic, is one example. The remaining classmates may
ask the panel questions.
5. Reports
Teachers frequently use projects as performance-based activities. They can
range from research papers to artistic representations of learned information.
Students may be required to apply their knowledge and skills while working on
projects. They have the potential to be aligned with higher levels of creativity,
analysis, and synthesis. Reports, diagrams, and maps may be assigned to students.
Teachers can also assign students to work individually or in groups.
 LESSON 21:

ASSESS
Instructions: Compare and contrast Unit Lesson Plan and Thematic Lesson Plan in a
Venn diagram.

Unit Lesson Plan Thematic Lesson Plan

1. Unit Title 1. Choose a theme

2. Time Requirement 2. Develop Objectives
3. List of Topics 3. Brainstorm Ideas
4. Target Students 4. Researching the Topic
5. Objectives 5. Create a Guiding Question
6. Teaching Strategies 6. Technology Integration
7. Evaluation 7. Family Communication