ASSESSMENT IN LEARNING 2

ABELLA, HAZEL MARIE D.

TASK A. For each of the ff. tasks, identify at least three(3) process-
oriented learning competencies:

1. Constructing an angle bisector using a straight edge and a compass.

- proper use of compass, mastery in the lesson about bisecting an angle
using protractor/ruler, and ability to draw / explain /apply how to construct an
angle bisector in an activity/assignment.

2. Constructing three-dimensional models of solids from card boards.

- pupils can determine What solids are the best model of this real life
object, learners can try and make decisions about the real life object the made
from cardboards like solids prism, cone, cylinder,pyramids, by making those
solid models they can build an image like houses, trees etc. Real world
application: chopping/cutting papers, learners will be able to measure equally
the height and width of the solid model. Creativity in choosing what polygon /
solid model to create or make in their materials .

3. Writing an essay about the EDSA III

- mastery about the history of Edsa the ability to recall and explain in
written without looking at the textbook, the learner’s capability to express
himself , his thoughts, ideas and reactions to the history of Edsa, applying the
vocabulary of the child when using the accurate words to support his essay.

4. Performing a skit on the importance of a national language.

- the way of performing the child in portraying his character on the
skit, speaking the national language appropriately in the whole scene
should be seen, and wearing costumes as the learners know what
are the traditional clothes.

5. Role playing to illustrate the concept of Filipino family values.

- mastery in the concept of Filipino family values because they cannot
act in a role play without knowing the whole story about it, creativity in making
the audience see and feel they are in the environment of Filipino family values,
real life application in valuing the culture of Filipino families.

B. Construct your own scoring rubrics.

1. Use evidence to solve a mystery.

2. Devise a game.
3. Participate in a debate.
4. Infer the main idea of a written piece.
5. Draw a picture that illustrates what's described in a story or
article.Explain what you have drawn, using from the story or article.
 Answers:

1. Use evidence to solve a mystery.

Case study in the Economy of the Philippines under President Benigno

Aquino III

CRITERIA PERCENTAGE 1 2 3 4 5
% Fair Good Very Satisfactory Very
Good Satisfactory
1. Content of Evidence
(This includes the
number of possible
evidences to the mystery.
The step-by-step
procedure also included.
The written grammar of
the case study. Gives
emphasis to the
evidences.)

2. Usage/Presentation
of Evidence
(This includes on how the
evidence is use in
unlocking the mystery.
Includes whether it is
presented with ease or
with difficulty and
whether the procedures
are systematically used.)
3. Aptness of
Evidence
(Includes on how the
evidence is related to the
solution to the problem
whether it is a fact or an
assumption only.)
4. Cooperation of
Members
(Tells whether
cooperation is observed
by the group members).
5. Time Limit
(Tells whether time
allotted is observed by
the group, if they submit
ahead or late the due
date.)
TOTAL
2. Devise a game
Charades
Does not Meet Meets Exceeds
CATEGORY Expectations or Expectations or Expectations or
Low Medium High

Learning Does not relate Correlates with Requires deep

Objectives more than multiple learning understanding of
superficially to the objectives, multiple learning
objectives or goals. requiring only basic objectives and
understanding of provides
required skills. opportunities to
demonstrate higher
level thinking.
Narrative Storyline is basic The context or Allows the player to
Context and does not storyline is deepen knowledge
"thread through" all apparent and about various
of the game play. continues aspects of the game
throughout the and naturally
game but there are develops a deeper
limited understanding of
opportunities to the context.
increase
understanding of
them.
Organization The game does not Has multiple Problem solving
and User have well-organized opportunities to opportunities are
Friendliness problems. Hard to problem solve. User recursive and
use, takes efforts to can understand transformative. The
understand. after some trials. player is able to
finish the game with
an added skill set or
transformed world-
view. Easy to pick
up and use.
Engagement, Game does not offer Game offers The game is so
Motivation, sufficient sufficient engaging it is
Fun engagement for engagement for the difficult to stop
players. players. playing.
Interactivity There is little or no Interaction with Interaction with
and interaction between other players and others and/or with
Collaboratio players or between with the game is the game occurs
n players and the occasionally regularly during
game. encouraged, but game play.
may not play a Collaboration is
significant role in encouraged and
game play. allows the player to
progress in the
game while
receiving support
from other players
and the game.
Skill building Little to no skill Different levels of Builds skills
building. the game build throughout.
upon prior learned
 Does not Meet Meets Exceeds
CATEGORY Expectations or Expectations or Expectations or
Low Medium High

skills. Initial game

play may be difficult
but rewards are
attainable.
Assessment Little to no Some assessment Assessment is
and Feedback assessment tools tools offered. immediate.
offered. Feedback is Feedback doesn't Feedback is
not specific and always help the immediate and
does not happen in player learn from specific, offering
a timely manner. his/her mistakes. support for the
player.

How to Play Charades

Here are all the instructions for how to play Charades, the classic game of
acting, drama and guessing.

Directions
Choose a player to start the game. The player thinks of a book title, a
famous person's name, a saying, a movie title or a song title to pantomime.
He should choose something with which the others will be familiar. If you
like, designate a category like sports or Disney.

The player then pantomimes the word or phrase he's chosen to the other
players.

Here are some common clues used in charades:

 To indicate a book, pretend to read a book.

 To indicate a song, pretend to sing.
 To indicate a movie, pretend to crank an old movie camera.
 To indicate the number of words, hold up that many fingers. (Then
hold up one finger before pantomiming the first word, two fingers
before the second, and so on.)
 To pantomime a word that rhymes with the word you want players to
guess, first tug on your ear to say "sounds like."

The first person to guess the word or phrase gets a point.

If you like, divide into teams before playing. Players from each team take
turns pantomiming for their teammates. The first team to guess the word or
phrase gets a point.

Keep track of the points earned by each player or team. The one with the
most points at the end of the game wins.
3. Participate in a Debate

Debate about Evolution or Creation

CRITERIA 3 2 1
VIEWPOINT Viewpoints are clear Most viewpoints are Viewpoints are
and organized. clear. unclear and
disorganized.
USE OF FACTS Arguments are Most arguments are Arguments lack
AND EXAMPLES supported with facts supported with facts factual support.
and examples. and examples.
RELEVANCE OF All supporting Many, but not all, Few supporting
SUPPORTING arguments are supporting arguments arguments are
ARGUMENTS relevant. are relevant. relevant.
STRENGTH OF All arguments are Some arguments are Arguments are not
ARGUMENTS strong and convincing. convincing.
convincing.
SPEAKING Voice can always be Voice is heard most Voice is difficult to
VOICE heard. of the time. hear.
PREPARATION Student is well Student needs more Student is
prepared. preparation. unprepared to defend
argument.

TOTAL SCORE: _______________

 4. Infer the main idea of a written piece.

Point Value 2 points 1 points .5 points 0 points

Topic Interesting, Clearly stated Acceptable topic Missing, invalid,
Sentence original topic topic sentence sentence or inappropriate
sentence, presents one main presents one topic sentence;
reflecting thought idea. idea. main idea is
and insight;     missing.
focused on one  
interesting main
idea.
Supporting Interesting, Examples and Sufficient Insufficient,
Details  concrete and details relate to number of vague, or
descriptive the topic and some examples and undeveloped
examples and explanation is details that relate examples. 
details with included.  to the topic.
explanations that
relate to the
topic.  
Organization Thoughtful, Details are Acceptable No discernible
and logical arranged in a arrangement of pattern of
Transitions progression of logical examples; organization;
supporting progression; transitions may Unrelated details;
examples; Mature appropriate be weak. no transitions.
transitions transitions.
between ideas.
Style Appropriate tone, Appropriate tone; Acceptable tone; Inconsistent or
distinctive voice; Clear sentences some variety in Inappropriate
pleasing variety in with varied sentence tone; Awkward,
sentence structure; structures; structures; unclear, or
Vivid diction, Effective diction. Adequate dictio incomplete
precise word n and word sentences; Bland
choices. choices. diction, poor word
choice.
Mechanics Consistent Some errors, but A few errors in Distracting errors
standard English none major, in usage, spelling, in usage, spelling,
usage, spelling, usage, spelling, or or punctuation or punctuation
and punctuation. punctuation. (1-2) (3-4)
No errors.

Topic Sentences                                      ______

Grade Equivalent:
Supporting Details and Organization    ______
Organization/Transitions                        ______
A =  8 - 10 points
Style                                                          ______
B =  6 -7  points
Mechanics                                                ______
C =  4 - 5 points
 
D =  2 - 3 points
            Total Points  ______ = grade of ______
F =  0 - 1
*Your instructor will average the scores of both paragraphs
to generate your final grade for Assignment #1.
5. Draw a picture that illustrates what's described in a story or
article.Explain what you have drawn, using from the story or article.

Photo Story Rubric

CATEGORY 4 3 2 1

Effectiveness Project is a Project is lacking Project is missing Project is lacking

10-15 pictures complete story one of the more than two several key elements.
Title slide and includes all elements listed on elements on the left. Story is incomplete.
Credits slide material to gain the left.
Narration for every a comfortable
picture complete story understanding of
the topic and a
satisfying story.
All elements
listed on the left
are included.
Creativity Creativity and Most of the slides Some use of No use of creativity or
original ideas show creativity creativity or original original ideas is evident
enhance the and original ideas ideas is evident that that enhances the
story in an to enhance the enhances the story. story.
innovative way. story.
Sequencing of Images and Most information Two or more Information is not
Information story line are is organized in a pictures or organized. No logical
organized in a clear, logical way. narration pieces sequencing of images
clear, logical One picture or seem out of place, and narration.
way. The story narration piece making the story
is easy to seems out of difficult to follow.
follow. place. The story
can be followed.
Spelling and No misspellings Presentation has Presentation has Presentation has
Grammar or grammatical 1-2 misspellings more than 2 numerous
errors. or grammatical misspellings and misspellings and
errors. grammatical errors. grammatical errors.

Images Images create a Images create an An attempt was Little or no attempt to

distinct atmosphere or made to use use images to create
atmosphere or tone that matches images to create an appropriate
tone that some parts of the an atmosphere/tone.
matches story. atmosphere/tone
different parts of but it needed more
the story. work.

Narration Pace of Pace narration Pace of narration Pace of narration and

narration and and voice quality and voice quality is voice quality is
voice quality is is consistent for somewhat inconsistent
consistent. majority of the consistent. throughout the
Narration time. Narration Narration presentation.
compliments compliments compliments Narration does not
images. images most of images sometimes. compliment images.
the time.
Oral Presentation Project was Project was Project was Presentation showed
presented in a presented in a presented in a lace of preparation.
clear and somewhat clear somewhat
concise and concise disorganized
manner. manner. manner.

Group Work All members Most group Some group Group members did
contributed members members did much not work together as a
equally to the contributed less work than team.
finished equally to the others.
product. project.