ANNIE MAY R.

AÑABEZA

LANGUAGE-LITERATURE INSTRUCTIONAL ASSESSMENT

1. Write an essay on “Formative vs. Summative”.

As a teacher I spent time to determine which of my teaching activities and strategies

work better to the lesson I teach, and to understand that one better I give both
Formative and Summative assessments to my learners that help the teaching and
learning process in the classroom.

Formative assessment has been helpful in day-to-day teaching in such a way as it

establishes teachers’ assessment for the learners to which area, they are good at, or an
area need an improvement. This type of assessment helps the teachers to change or
modify their teaching plan as it occurs in an ongoing process of teaching process, and it
guides them towards improvement. Summative assessment on the other hand reflects
the learner’s overall performance as it evaluates at the end of the teaching and learning
process.

On this subject Formative vs. Summative both may work differently in functions and
occurrence however; it is undeniable that these assessments has made the learning
process more effective.

2. Design an activity to assess speaking with a corresponding learning outcome and

analytic rubrics.

Debate Activity to assess speaking: "The Great Debate Showdown”.

Activity Description/Mechanics:

➢ The teacher provides the topic "Should schools start early in June or August?"

➢ Divide the class into 3 teams of 3 speakers each. Each team will represent either
the "pro" or "con" side of the chosen topic.

➢ Give students time to study their assigned positions and gather evidence to
support their arguments. Encourage the use of both primary and secondary
sources.

➢ Teams prepare their arguments, counterarguments, and rebuttals. Allow teams to

rehearse their debates, providing constructive feedback to help them refine their
arguments and speaking skills.

➢ Debate Day: Conduct the debate in front of the class. Each team presents their
arguments and responds to questions or challenges from the opposing side. A
neutral moderator can maintain order and ensure time limits are respected.
Learning Outcomes:

• Effective Communication: demonstrate the ability to express and defend their

• Research Skills:
• Critical Thinking:
• Teamwork and Collaboration:
ideas clearly and persuasively.
gather reliable evidence to support their arguments.
analyze and evaluate opposing arguments, identifying
weaknesses and strengths of their opponents.
will work in teams to prepare and present their
arguments and fostering cooperation.

Analytic Rubric:

Criteria Points gained

Effective Communication (20 points):
▪ Clarity of speech
▪ Pronunciation and articulation
▪ Engagement with the audience
Research Skills (20 points):
▪ Use of credible sources
▪ Appropriateness and relevance of evidence
▪ Integration of research into arguments
Critical Thinking (20 points):
▪ Identification of key arguments on both sides
▪ Evaluation of strengths and weaknesses in
arguments
▪ Effective counterarguments and rebuttals
Teamwork and Collaboration (20 points):
▪ Contribution of each team member
▪ Coordination and cooperation within the team
▪ Ability to respond to opposing arguments as a team
Overall Presentation (20points):
▪ Structure and organization of the debate
▪ Use of persuasive techniques
▪ Engagement and connection with the audience

TOTAL POINTS GATHERED: /100 points