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    Quiz 9 Sanico

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    Rosalinda Sanico
    This document contains the responses from a veteran teacher, Japhet Labrador, to an interview about common teaching activities, assessments, and deciding on authentic assessments. Mr. Labrador discussed using problem-based learning, traditional paper/pencil tests, and performance-based authentic assessments. He decides on authentic assessments by observing each learner's capabilities and applying lessons in real-world experiences through debates and other activities. A rubric is also included to assess a group work activity, evaluating decision making, social interaction, contribution, on-task behavior, and group structure/functioning.

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    Quiz 9 Sanico

    Uploaded by

    Rosalinda Sanico
    20 views3 pages
    This document contains the responses from a veteran teacher, Japhet Labrador, to an interview about common teaching activities, assessments, and deciding on authentic assessments. Mr. Labrador discussed using problem-based learning, traditional paper/pencil tests, and performance-based authentic assessments. He decides on authentic assessments by observing each learner's capabilities and applying lessons in real-world experiences through debates and other activities. A rubric is also included to assess a group work activity, evaluating decision making, social interaction, contribution, on-task behavior, and group structure/functioning.

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    Quiz 9 sanico

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    This document contains the responses from a veteran teacher, Japhet Labrador, to an interview about common teaching activities, assessments, and deciding on authentic assessments. Mr. Labrador discussed using problem-based learning, traditional paper/pencil tests, and performance-based authentic assessments. He decides on authentic assessments by observing each learner's capabilities and applying lessons in real-world experiences through debates and other activities. A rubric is also included to assess a group work activity, evaluating decision making, social interaction, contribution, on-task behavior, and group structure/functioning.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    20 views3 pages

    Quiz 9 Sanico

    Uploaded by

    Rosalinda Sanico
    This document contains the responses from a veteran teacher, Japhet Labrador, to an interview about common teaching activities, assessments, and deciding on authentic assessments. Mr. Labrador discussed using problem-based learning, traditional paper/pencil tests, and performance-based authentic assessments. He decides on authentic assessments by observing each learner's capabilities and applying lessons in real-world experiences through debates and other activities. A rubric is also included to assess a group work activity, evaluating decision making, social interaction, contribution, on-task behavior, and group structure/functioning.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    SANICO, ROSALINDA R.

    BEED 3

    Quiz 9

    1. Interview a veteran teacher and ask about the common activities he/she used in his/her years of
    teaching. Which of the assessments were traditional and which are authentic? How does he/she decide
    on authentic assessments in the classroom? Why?
    Name:Japhet Labrador

    School: Good Shepherd Christian Academy

    Question

    1. What are the common activities you used in years of teaching. Which of the assessment were
    traditional and which are authentic?

    Ans:

    -I'd used problem based learning activities such as brainstorming, debate, and games.

    - Traditional assement: paper and pencil test

    - Authentic assessment:

    Performance Based

    2. How did you decide on authentic assessment in the classroom? Why?

    - I decide by observing each learners capability and how they understand our lesson, In that way I can
    use authentic assessment. Because by observing and by hearing their ideas through activities such as
    debates or other performance based activities each learners can apply what they've learned on their
    own experience.
    2. Create a rubric for one of the assessments you plan to use in your upcoming demonstration teaching.
    Determine which criteria should be included in the rubric and assign points based on their performance.

    Grade 4 Group Work

    Objectives:

     The learners will be able to identify context clues and synonyms.


     The learners will be able to gave example of synonyms word and use it in a sentence.

    Task: Based on the direction given each group should identify the synonyms of each words.

    Criteria: Using the following rubrics the learners must observe the different rubrics in doing group work
    just like Decision making, Social Interaction, Contributing, On task behaviour and Group structure
    functioning.

    CRITEA Apprentice Basic Learned Exemplary

    (5 pts.) (10 pts. ) (15 pts.) (20 pts.)

    Decision Making One person Some students Most students Students contribute to
    dominates decision- contribute to contribute to decision making
    making. decision-making. decision-making.

    Social Interaction Students frequently Students pay Body and/or Students respect and
    interrupt and/or put attention to the verbal responses encourage the views of
    down the views of group discussion. indicate active others. Students ask
    others. listening. Most questions or clarification.
    Some students ask students ask Students build on others
    Students do not ask questions and build questions and comments.
    questions or on others build on others
    clarification. comments. comments.

    Contributing Students do not Some students Most students Students consistently


    contribute in any contribute positively contribute contribute in a positive
    positive way to the to the group work. positively to the way to the group work
    group work. group work.

    On Task Behavior Students exhibit on- Students exhibit on- Most students Students exhibit on-task
    task behavior task behavior some exhibit ontask behavior consistently.
    inconsistently. of the time. behavior most of
    the time.

    With assistance, With assistance, Students complete Students complete a


    students have students are able to a sequence of clear and logical
    Group Structure and difficulty sequencing sequence steps. steps. Completes sequence of steps.
    Functioning steps. Task is not Rushes to complete task on time.The Completes task with
    completed on time. task. Division of leader assigns form and reflection and
    tasks and responsibilities revision. Members
    responsibilities if and tasks. volunteer to take
    inefficient and responsibilities and roles.
    wastes time.

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