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ASL-1 Lesson4 Activity1 (Tampus)

The document provides examples of student learning outcomes, rubrics for assessment, and differentiation between assessment terms. It also discusses how multiple intelligences affect assessment practice and the importance of using diverse assessment strategies to account for different learning styles.

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Shyna Marie E. Tampus
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244 views3 pages

ASL-1 Lesson4 Activity1 (Tampus)

The document provides examples of student learning outcomes, rubrics for assessment, and differentiation between assessment terms. It also discusses how multiple intelligences affect assessment practice and the importance of using diverse assessment strategies to account for different learning styles.

Uploaded by

Shyna Marie E. Tampus
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Name: Shyna Marie E. Tampus Yr. & Sec.

BSED-FIL_EVE_2-4

Instructions: A. List down three (3) supporting student activities to attain each of the
identified Student Learning Outcome.

1. Student Learning Outcome; Students can solve mathematical problems involving


two-dimensional figures.

1.1 - Capable of resolving mathematical problems using figures in two


dimensions
1.2 - Get comfortable with the right mathematical calculations,terminologies and
formulas.
1.3 - Explained the issue using diagrams, images amd symbols.

2. Student Learning Outcome; Students can write a paragraph about an outing to a


resort using verbs in the past tense.

2.1 - Accurately recognize verbs in the past tense inside a sentence.


2.2 - Use past tense verbs to construct sentences.
2.3 - Define the action of the topics they have discussed in their writing.
(Past or Present tense).

3. Student Learning Outcome; Students can demonstrate how to prepare a


PowerPoint presentation.

3.1 - know and comprehend the power point guidelines.


3.2 - Demonstrate hpw to create a powerpoint presentation by using tge various
components and parts.
3.3 - Makke a power point presentation, accoding to step.

4. Student Learning Outcome; Students can write a reflection essay on lessons


learned in a community outreach activity.

4.1 - Apply the knowledge you gained from the community outreach activities
4.2 - Share and discuss the morals they discovered during the activity.
4.3 - Apply to actual situation on life.

B. Differentiate each of the following examples that may be given to clarify the
meanings.

1. Holistic rubric and analytic.


 Holistic rubric is all criteria are assesed simultaneously. Evaluation is
faster than with analytic rubrics. Suitable for general evaluation. While,
Analytic rubric is that each criterion is evaluated separately. It is suitable
for formative assessment, but can also be adapted for comprehensive
assessment. This is beacuse the scores can be combined if an overall
score is required for grading.
2. Student Learning Outcomes and student assessment tasks.
 Student Learning Outcomes
- are statements of the knowledge, skills and abilities individual
students should possess and can demonstrate upon completion of a
learning experience or sequence of learning experiences. While,
Students Assessment Tasks is the process of gathering evidence of
a student's performance over a period of time to determine acquisition
and mastery of skills such as tests, portfolios and journaling.

3. Development portfolios showcase evaluation portfolio


 Development portfolio
- Or working portfolio is so named because it is a project “in the works,”
containing work in progress as well as finished samples of work. It
serves as a holding tank for work that may be selected later for a more
permanent assessment or display portfolio.
 Showcase portfolios
- Are collections of a person’s best work, chosen by the individual.
These portfolios are often used for job interviews or teacher-of-the-
year competitions. The purpose of the portfolio is for a teacher to
showcase his or her best work in one or more areas. For example, the
teacher could develop a showcase portfolio to prepare for a teaching
award.
 Evaluation portfolio
- More standardized. Assess student learning with self-reflection. The
primary function of an evaluation portfolio is to document what a
student has learned.

C. With a particular learning outcome in mind, construct a scoring rubric – holistic and
analytic.

Template for Holistic Rubric (Fiction writing content rubrics)

Score Description
5 The plot, setting and characters are developed fully and
organized well. The who, what, where and why are explained
using interesting language and sufficient detail.
4 Most parts of the story mentioned in a score of 5 above are
developed and organized well. A couple of aspects may
need to be more fully or more interestingly developed.
3 Some aspects of the story are developed and organized well,
but not as much detail or organization is expressed as in a
score of 4.
2 A few parts of the story are developed somewhat.
Organization and language usage need improvement.
1 Parts of the story are addressed without attention to detail or
organization.

Template for Analytic Rubrics (Fiction writing content rubrics)

Criteria 4 - Accomplished 3 - Developing 2 - Emerging 1 - Beginning


Plot Both plot parts are One of the plot Both plot parts Neither plot
fully developed. parts is fully are addressed parts are fully
developed and but not fully developed.
less developed developed.
part is at least
addressed.
Setting Both setting parts One of the Both setting Neither setting
are fully developed. setting parts is parts of the parts are
fully developed story are developed.
and the less addressed but
developed part not fully
is at least developed.
addressed.
Character Main characters Main Main None of the
s arefully developed characters are characters are characters are
with much developed with identified by developed or
descriptive detail. some name only. named.
Reader has a vivid descriptive
image of the detail. Reader
characters. has avague
idea of the
characters.

D. How do the multiple intelligences affect your assessment practice?

> Teachers face challenges as there may not be a single teaching and assessment approach that is
optimal for all students. What is the best way to tailor assessments to students' learning styles? Of
course, assessments should reflect the diversity of intelligence and learning styles in the classroom.
Teachers should complement traditional assessment methods with assessment strategies that assess
student progress in a comprehensive and meaningful way. A multiple intelligence approach to testing
goes hand in hand with reliable assessment. This approach enables students to demonstrate depth of
understanding, connect classroom challenges to real-world experience, and apply knowledge to new
situations.

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