UNIVERSITY OF CEBU~LAPU-LAPU AND MANDAUE CAMPUS AC. Cates Avene, Lao, Mandase Cy 601, Ceba,Piippiaes Calle of Teacher Eascaion PACUCOA Level Acredied Ft Semester AY 20232024 ‘Clasioom Assesment: Observation Foci and Refection 1 demi eiftrent pes fais and shoo forms ‘Name; Jliana Nila C. Generslo Course: BSED-Eaglish Resource Teacher: Mr. Jayson Peace (Class observe: SMILA3~——_ Seti: SMILA3 ‘Time: 10-00-1120AM Directions: Please ill ut the table below. This serves as your observation nots and reflection. Answerit honesty. ‘Typesot Assessment | What do you know? So what now? Assessment | fol/School forms Assessment a ‘To keep wack of heir|T realized that in a progress, students each have |eamer-cenered approach the their own scorecard. Inside | use of w scorecard is highly the scorecard, they can finda | efficient since it empowers detailed breakdown oftheir | students to take charge of performance on various | ther own progress. They ean Ssessments, including. the | esl trek thee performance writen exam, quizes, and see how they're doing in ssiguments, performance | various pects of their fasks, attendance and otber [learning joumey, which coursework, This scorecard | promotes sel-awarenes and c.Sar > Scorecard ‘monitoring scivity ‘fers comprehensive | responsibil. versiow of thee prowess, allowing them to sce how well they are meeting. the mended goals. Shem tteUNIVERSITY OF CEBU -LAPU-LAPU AND MANDAUE CAMPUS ‘A.C. Cortes Avenue, Looe, Mandaue City 6014, Cebu, Philippines Collegeof Teacher Education PACUCOA Level I Accredited First Semester A.¥, 2023-2024 Assessment for ‘bFonnative > Physical The ype of test | Asa fru teacher, itis Questionnaire | administered was [essential 9 remember paperand-pencil, a | hat the Peperand-peneil type | tational format that |paper-ané-penel pe oftest required stodents (0 of test may not capture Part Tand 1 is {answer questions using [the full range of ‘denifcation. | pysial materials. In tis | person's abs as well fe pan IM is a[ease, students were given ]as measure the other constucted [printed questionnaires 0 |forms of learning. esponse ype of | answer. The questionnaire | Nevenheless, it is sil fet that |was divided into three the most effective involves Juts For the Ist and 2nd | assessment to gauge the stents to| par the analytical skills of | students” understanding explain Key | he etadents were tested as J ofthe lesson ‘ierences | they. must identity what classification of speech ets was used in each sentence ab well as if the sven statement as in a performative form oF not Meanwhile, the third part sessed. students’ higher thinking. skills, as they ere assigned the task of constricting their own understanding about the ey differences of the types of speech act ‘Assessment of ‘oReponsof | > Scoring Rubric |The assessment was |1 realized that this Performances utente since itivolved | performance task Pesforminee Task: a performance-based |explores various Comic Strip activiy wherein stents leasing experiences as ‘were tasked with applying | well a8 highlights thetheie knowledge and skis student sills in a reatworld contest. | creativity, and critical They were tasked to apply | thinking. A scoring | thc earings of the | rubric was also used 10 lesson "speech act" evaluate the students’ trough comic stipe, As | performance based on & such, they'l be able to | fll range of enter base thir own story and | Tve come to appesiate Aislogue in soordance o | the usefulness of rubies 1 iferent real-world as a scoring guide | sscnris. esau, in realife classroom, students! performance output fends to be diver With the aid of the rubric, & teacher can effectively limit the| scope of the scoring reference, ensuing tha sscesment is fr onssent, and aligned swith the Teaming objectives. Prepared by: Noted by: (obsertf) (Rese Teacher) (Checked byt Me Vemel A Gana (eld Sy Inructor) Nene menn Sanne mento.