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STUDENTS’ PERFORMANCE
September 13-14, 2018
Buhangin Central Elementary School
• Design and use an assessment pro-forma with weightings for each aspect of the
presentation.
• Inform students of the requirements and criteria.
• Set minimum and maximum time limits for each presentation.
• If group presentations are used work out beforehand what is expected from
each member of the group and how marks will be distributed among group
members.
• With group presentations, include some assessment of the working of the group
as well as of the presentation.
• Provide students with opportunities to develop and practice oral skills.
Developing Rubrics
List the teaching goals, including Think in terms of what you want the pupils Use the curriculum benchmarks.
prerequisites (enabling skills) that the to accomplish. For example: criteria for an oral
task should address. These will be presentation require presentation skills
used to judge pupils’ product or Ensure the chosen criteria focus on the (a catchy opening, awareness of
performance. essential elements for that task. audience, etc.) as well as content,
accuracy and fluency.
Determine the weighting of each of Determine the most important indicators Ask your pupils what they think “counts"
the different criteria. that ensure that the goals of the task have in assessing the task, and which of these
been met. elements should receive most points.
Discuss the rubric with pupils for Bring in models of pupils' work to
clarity. illustrate poor, average and excellent
performance. Keep sample tasks for
future use as examples to show
pupils when building rubrics
together.
Assess the tasks using the rubric. You will discover the strengths and Modify your rubric accordingly before
weaknesses of the rubric only when you using it next time.
start using it to judge pupils' work.
Use the correct pitch, juncture, stress, intonation, rate of
speech, volume and projection when delivering lines of poetry
and prose in dramatic and conventional speech choirs.