Creative Nonfiction Presentation 2017.pptx

CREATIVE NONFICTION:
Discussion on Critical Contents, its Teaching
Pedagogies, and Learning Assessment
First Quarter

INITIAL ACTIVITY
DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT
Establishing Home Groups
Form small groups with 10 members, and then
choose two individuals from your group to serve as
facilitators. Don’t forget to give a name for your
group so we can address your group correctly.

INITIAL ACTIVITY
“TAG” YOUR “STORY”
Preparation
All members in each group need to choose between
“Tag” and “Story”. Then regroup based on your
choices. Those who chose “Tag” stay together,
those who chose “Story” stay together.

INITIAL ACTIVITY
Creating Content
If you chose “Tag”, write something about you in
the metastrip. If you chose “Story”, write a short
sentence in the metastrip telling your favorite
scene in a movie you watched. Do not try to peek
onto the work of your co-members.
Do this within 5 minutes.

INITIAL ACTIVITY
Drafting
Post your work in a wall in the “Tag your Story”
fashion. One member from the “Tag” group should
post his/her metastrip, followed by a member from
the “Story” group, and so on. You need to see
alternate entries of “Tag” and “Story” in your
group. Do this within 3 minutes.

INITIAL ACTIVITY
Revising and Finalizing
With the entries given by your co-members, come
up with an interesting story based on the “Tag”
and “Story” entries. Make use of all the entries, you
may change the arrangement of the strips,
provided that you still follow the alternate
arrangement of “Tag” and “Story”.
more

INITIAL ACTIVITY
Revising and Finalizing
Consult your co-members for the final output. You
need to write the story in the manila paper for
sharing. You may use your crayons to put design
on your group’s work. Do this in 10 minutes. After
10 minutes, post the manila paper in the wall for a
short gallery walk.

INITIAL ACTIVITY
Gallery Walk
10 minutes

INITIAL ACTIVITY
Processing
What have you observed on the different stories?

INITIAL ACTIVITY
Processing
How difficult is it to present something true
by means of a fictional story without
due training and exposure?
Is it possible to do such?

INTRODUCTION
Creative Nonfiction is an emerging literary form.
Creative nonfiction lies in the middle of fiction and
nonfiction. It is telling true stories or facts
creatively by using literary techniques and
elements traditionally associated to fiction.

SESSION OBJECTIVES
In this learning session, you should be able to:
2. determine the CNF curriculum design
1. define Creative Nonfiction and its prerequisites
based on the CG
3. establish relationship among the curriculum
components (Content, CS, PS, LCs, Code,
Glossary)
4. evaluate the alignment of the curriculum
components

CNF CURRICULUM WALKTHROUGH
Creative Nonfiction Curriculum Guide

Number of hours: 80
Prerequisite: Creative Writing
Goals: Introduce learners to reading and
writing of Creative Nonfiction as a
literary form.
The course will serve as training ground for
learners to become critical and creative
thinkers.
Creative Nonfiction

Creative Nonfiction
The word “creative” refers to the use
of literary craft, the techniques fiction
writers, playwrights, and poets employ to
present nonfiction – factually accurate
prose about real people and events – in a
compelling, vivid, dramatic manner.
more

Creative Nonfiction
The goal is to make nonfiction stories
read like fiction so that your readers are
as enthralled by the fact as they are by
fantasy. Creative nonfiction can be an
essay, a journal article, a research
paper, a memoir, or a poem; it can be
personal or not, or it can be all of these.
Lee Gutkind,
YOU CAN’T MAKE THIS STUFF UP: The Complete Guide to Writing
Creative Nonfiction – from Memoir to Literary Journalism and Everything in Between

CNF CURRICULUM CONTENT
Introduction to Literary Genres
Forms and Types of Creative Nonfiction
Principles, Elements, Techniques and Devices of
Creative Nonfiction
Reading and Writng of Creative
Nonfiction
Critical and Creative
Thinkers
>>> literary concepts of fiction
>>> literary concepts of CNF

CNF CURRICULUM DESIGN
The curriculum design for Creative
Nonfiction is reflective of spiral
progression on the content and the
sequence of the learning
competencies assigned for each
quarter.
Learner-Centered & Learning-Centered
Mastery of the English macro-skills
involved in the learning of the
content was also ensured through
the recurrence of the same skills
but with different focus.

Review and Mastery of Literary
Conventions of Fiction
Introduction to Literary Conventions of
Creative Nonfiction
Introduction to Forms and Types of
Creative Nonfiction
Reading and Writing of Creative
Nonfiction

Quarter I Quarter II
Part A Part B Part A Part B
Identifying
Doing a
close reading
Explaining Writing (a mini critique)
Comparing &
contrasting
Identifying
Comparing &
contrasting
Analyzing and Interpreting
Analyzing Analyzing
Delivering (an
artistic
presentation)
Drafting (a CNF piece)
Creating (of
samples)
Evaluating
Peer-editing and revising (a
CNF piece)
Drafting Drafting
Writing (a final version of
CNF piece)
Peer-editing Peer-editing
Revising Revising
Recurrence of Skills in the Learning Competencies (LCs) in CNF

4 PICS
1 WORD
GAME
RELATIONSHIP AMONG CG COMPONENTS

___ O ___ ___ ___ ___ ___

C O N T E N T

___ ___ A ___ ___ ___ ___ D

S T A N D A R D

___ ___ ___ ___ O ___ ___ ___ ___C ___

P E R F O R M A N C E

C ___ ___ ___ ___ ___ E ___ ___ ___

C O M P E T E N C Y

___ ___ M ___

T I M E

DEPARTMENT OF EDUCATION
___ O ___ ___

C O D E

G ___ ___ ___ ___ ___ R ___

G L O S S A R Y

Unpacking
Standards
Template
Get a copy of
this template
to help you in
fleshing out
the standards
based on its
components.
Copy the table
in a manila
paper when
consolidating
your group’s
answers.
UNPACKING STANDARDS

PROCESS QUESTIONS
1. What are
Standards?
2. What’s the
difference
between content
and performance
standard?
3. What are
Learning
Competencies
(LCs)?
4. How does the
LCs relate to the
curriculum
standards?

CNF CG COMPONENTS
Curriculum Content
synonymous to subject
matter, it should follow the
BASIC principles (Palma,
1952) of Curriculum
Content.
Balance
Articulation
Sequence
Integration
Continuity

CNF CG COMPONENTS
Content Standard (CS)
describe the knowledge and
skills that students should
attain, often called the “what”
of “what students should
know and be able to do.”
It Indicates ways of thinking,
working, communicating,
reasoning, & investigating the
important and enduring
understandings essential to
the discipline.

CNF CG COMPONENTS
Performance Standard (PS)
concrete statements of how
well students must learn
what is set out in the
content standards, often
called the “be able to do” of
“what students should know
and be able to do.”
It’s an indicator of quality
and competence.

CNF CG COMPONENTS
Learning Competencies
(LCs)
can be defined as “an ability
or skill.” Used to translate
content and performance
standards into specific
abilities or skills
They should lead to the
achievement of the content
and performance standards
once mastered.

CNF CG COMPONENTS
Time Allotment
suggested time for a content
or competency to be taught
or achieved
It should follow the SMART
principle in teaching and
learning.

CNF CG COMPONENTS
Code
an identification number for
each competency, for
tagging and monitoring
purposes

The Learning Competencies (LCs)
HUMMS_CNF11/12-Ia-1 Competency
Track/Strand Subject Grade
Level
Quarter Week Competency
Humanities,
Social Science
Strand
Creative
Nonfiction
Grade
11
Grade
12
I
II
a
b
c
d
e
f
g
h
i
j
1
2
2.1
2.1.1
(sample)
Track/
Strand
Subject
Grade Level
Quarter
Week

CNF CG COMPONENTS
Glossary
list of terms deemed
necessary to be defined in
order for the end user to
understand the curriculum
document

TRUE OR FALSE
Learning Competencies (LCs) should follow the BASIC
principles (Palma, 1952).
Performance standards specify “how good is good enough.”
Learning Competencies are used to translate content and
performance standards into specific abilities or skills.
Curriculum Content describes the knowledge and skills
that students should attain.
FALSE
TRUE
TRUE
FALSE

CNF CG LEARNING LOG
1. The Curriculum Content must be ____________________________.
2. The Content Standard tells ________________________ and should
______________________.
3. The Performance Standard indicates _____________________ and
should _________________ in relation to the Content Standard.
4. Learning Competencies make the Content and Performance
Standard ____________________________.
5. Time allotment will make teaching and learning
____________________________.
6. Codes for the Learning Competencies will be very useful in
____________________________.
7. Checking the terms in the Glossary of the CG will lead to
____________________________.
Please complete the following open-ended statements in
your CNF CG Learning Log.

ALIGNMENT OF CNF CG COMPONENTS
CNF CG Analysis Activity
Create a concept map using the CNF
CG. Identify recurring concepts/
terms in the different CG components,
then mark it with a specific shape and
connect them with lines, just like the
one above.

On the Activity
1. What have you discovered
about the CNF CG
Components by tracing the
recurring terms/concepts?
On the Topics / Competencies
1. What topics/competencies
do you find difficult to
teach? Why?
On the Groups’ Outputs
1. Did all the groups have the
similar/almost similar
outputs? What does it
point out?
On Maximizing the CNF CG
1. What other concerns
regarding the CG have
surfaced after the
activity?
Process Questions

In order to identify content and skills focus, a Creative
Nonfiction teacher should use his/her skills in unpacking
the standards and understand how these standards were
fleshed out through the use of the learning competencies.
Checking the alignment of content, standards and
learning competencies will help the teacher see the big
picture for his/her students, leading the way towards the
appropriate planning or designing of the
teaching/learning experience.
Appreciating the CNF CG Components’
Alignment

Appreciating the CNF CG Components’
Alignment
Curriculum
Content
Content
Standard
Performance
Standard

Part II – Teaching Pedagogies

INITIAL ACTIVITY
VIEWING ACTIVITY
“When A Lesson Goes Wrong”
from the Teaching Channel
Answer these questions after watching the short video:
1. How does Ms. Wessling know that her lesson isn’t
working?
2. Notice the changes Ms. Wessling makes for the second
lesson. How does she modify both the content and
structure of her lesson?
3. What can you learn from Ms. Wessling about reflecting
on your practice?

INITIAL ACTIVITY
VIEWING ACTIVITY
“When A Lesson Goes Wrong”
from the Teaching Channel
Play the video
Here’s the link:
https://www.teachingchannel.org/videos/when-
lesson-plans-fail

INTRODUCTION
Choosing the appropriate teaching
pedagogies for Creative Nonfiction will
empower you to effectively deliver what the
students need to learn, to turn them into
creative and critical thinkers.

SESSION OBJECTIVES
2. show how the sequence of learning
competencies helps in the achievement of the
content and performance standards
1. establish connection between the mastery of the
learning competencies and the achievement of
content and performance standards

SESSION OBJECTIVES
3. decide on the appropriate pedagogy in attaining
the learning competencies
4. determine the enabling performances/outputs
embedded in the learning competencies to
achieve the performance standard

LCs AS BUILDING BLOCKS FOR CS & PS
Curriculum
Content
Content
Standard
Performance
Standard
Building Block/Base for
achieving the Content &
Performance Standard

LCs AS BUILDING BLOCK FOR CS & PS
CNF CG Analysis Activity
You can also see how the Curriculum
Content, CS and PS are fleshed out
through the LCs in this activity.

ACTIVITY
LEARNING
COMPETENCIES’
SEQUENCE
CHECK

ABSTRACTION
“Learning
objectives (in this
case learning
competencies)
should be kept in
reasonable
number. Too many
learning objectives
will feel
overwhelming both
to the teacher and
the students.”
Learning objectives should also
be listed sequentially, in
student’s normal developmental
pattern.
Holly Martin in his 2007 article
Constructing Student Learning
Outcomes, published in NACADA
Journal

ABSTRACTION
List those learning objectives that pertain to achieving
basic academic competence before focusing on long-
range planning.
Learning objectives help teachers plan their teaching
strategies. And try to have concrete or palpable teaching
strategies for the students.
Holly Martin in his 2007 article
Constructing Student Learning
Outcomes, published in NACADA
Journal

ACTIVITY
CNF
PEDAGOGY
SCAN
WORKSHEET

CNF PEDAGOGY SCAN
1. What is your group’s basis
in coming up with such
classification of the
learning competencies?
3. How can knowledge on the
level or class of learning
competency help in
achieving the content and
performance standard?
2. Why is it necessary for a
teacher to identify the
level or class of the
learning competency?
Process Questions

WHY CLASSIFY OBJECTIVES?

Patricia Armstrong, Assistant Director of Center for
Teaching in Vanderbilt University in Tennessee, USA
recommended the use of Bloom’s Taxonomy of Learning
Objectives on the following reasons:
1. Objectives (learning goals) are important to establish
in a pedagogical interchange between the teacher and
the learners.
2. Teachers can benefit from using frameworks to
organize objectives because it helps clarify objectives
for themselves and for the students.

3. Having an organized set of objectives helps teachers to:
plan and deliver appropriate instruction;
ensure that instruction and assessment are aligned with
the objectives.
design valid assessment tasks and strategies; and

LEARNING COMPETENCIES &
PEDAGOGY
Target skill or
level of thinking
duly identified
Appropriate
teaching
pedagogy
= =
Creative
and Critical
Learners
through
CNF
THE CREATIVE NONFICTION FORMULA

SUGGESTED CNF PEDAGOGIES
from the Association of Writers and Writing Programs
of George Mason University of Virginia
A. Extensive and Diverse Reading Requirements
B. Study of Literary Terminology
C. Study of Critical Approaches
D. Practice in Critical Reading
E. Memorization
F. Practice in Critical Writing
G. Practice in the Writer’s Craft
H. Peer Review or Workshops
I. Written Comments from the Instructor
J. Practice in Revision
K. Hands-on Experience with New Media Technology

SUGGESTED CNF PEDAGOGIES
It all depends on the teacher
and the learner’s phase and
need for a pedagogy to be
successful.
A. Group/Individual
Instruction
B. Large/Small Group
Instruction
C. Problem-Solving
D. Cooperative Learning
E. Critical Thinking
F. Creative Thinking
G. Compare and contrast
activities
H. Critiquing activities
Other suggested pedagogies:
I. Observations
J. Simulations
K. Technology tools
L. Use of graphic
organizers (maps,
charts, illustrations)
M. Model by “thinking
aloud” the process

ACTIVITY
CNF PEDAGOGY MAP

PROCESSING
CNF PEDAGOGY UPLOAD
Gallery Walk
Positive Discussion of Outputs

ACTIVITY
CNF PERFORMANCE
STANDARDS SCAFFOLD
WORKSHEET

IMPORTANCE OF SCAFFOLDING
Reiterating the reason for using Bloom’s Taxonomy of
Learning Objectives – having an organized set of
objectives helps teachers to plan and deliver appropriate
instruction, design valid assessment tasks and strategies,
and ensure that instruction and assessment are aligned
with the objectives.

IMPORTANCE OF SCAFFOLDING
Enabling tasks, products, or performances can be traced
in the learning competencies.
Therefore, appropriate scaffolding for the final
performance/product (as stated in the Performance
Standard) through the enabling tasks, products or
performances will ensure that the learners had enough
preparation, exposure and practice for the final task,
product or performance.

Part III –
Learning Assessment

SCAFFOLD
TO WIN IT
GAME
LEARNING ASSESSMENT

1. Choose 9 members from your group to come up with a
team. Each group will have a ping pong ball and sheets
of bond paper for this game.
2. Four members will hold their papers with both hands
and the paper is spread, while the other four should roll
their paper into a tube.
3. The participants with a spread paper and paper tube
should fall in one line in an alternate fashion.
4. The ninth member of each team should stand at least 3
meters from the last member of their team.
LEARNING ASSESSMENT
SCAFFOLD TO WIN IT GAME
INSTRUCTIONS
more

5. In my cue, the group can start passing the ping pong
ball from the first member down to the last until the
ball rests on the hands of the ninth member.
6. The member who successfully passed the ping pong ball
should move next to the last member of the team, until
the ball reaches the hands of the ninth member.
7. If the ball falls on the floor, they need to go back to the
spot where they started. The first group to complete this
task without letting the ball fall on the floor wins.
LEARNING ASSESSMENT
SCAFFOLD TO WIN IT GAME
INSTRUCTIONS
Are you ready participants?

INITIAL ACTIVITY
SCAFFOLD TO WIN IT
GAME PROPER

LEARNING ASSESSMENT
1. How do you find the
activity?
3. If one member wasn’t able to
demonstrate the right way of
passing the ball, do you think
your group will finish the task?
Why?
2. How does proper
handling of the paper
lead towards passing
the ball to the last
member?
Scaffold to Win It Process Questions

SESSION OBJECTIVES
2. align CNF Assessment Activities to the Policy on
Assessment (DepEd Order no.8 s.2015)
1. set scaffold/enabling performances/outputs for
the Performance Standard
3. create rubrics for assessment
4. employ other types of assessment

ACTIVITY
CNF PERFORMANCE
STANDARDS SCAFFOLD
WORKSHEET
Let’s review your work!

Kindly refer to the Performance Standard
Scaffolds Worksheet your group had posted.
Convene within 10 minutes with all your group
mates to discuss how your group came up with
the enabling performances/products and its
arrangement. Choose someone from the group to
share the answer.
LEARNING ASSESSMENT
PERFORMANCE STANDARD SCAFFOLDS WORKSHEET
REVIEW

WHY SCAFFOLD?
According to IRIS Center Peabody College, Vanderbilt
University at Nashville, USA, instructional scaffolding is a
process through which a teacher adds supports for
students in order to enhance learning and aid in the
mastery of tasks. This is done by systematically building
on student’s experiences and knowledge as they are
learning new skills and new tasks with multiple steps
(just like in CNF writing).

REMEMBER THIS?
Review and Mastery of Literary
Conventions of Fiction
Introduction to Literary Conventions of
Creative Nonfiction
Introduction to Forms and Types of
Creative Nonfiction
Reading and Writing of Creative
Nonfiction

LEARNING ASSESSMENT
1. What have you realized
in the process of
determining enabling
performances or
products out of the
learning competencies?
3. How does the performance
standard influence the
determination of enabling
performances or products?
2. How does this process
lead to determining the
right type of assessment
for the learners?
CNF LEARNING LOG QUESTIONS

Policy on
Assessment
Review
Get your copy
of this DepEd
Order as we
review its
content in
relation to the
assessment
activities for
Creative
Nonfiction.
POLICY ON ASSESSMENT –
K TO 12 CURRICULUM

Assessment is a process that is used:
1. to keep track of learners’ progress in relation
to learning standards and in the development of
21st century skills;
2. to promote self-reflection and personal
accountability among students about their
own learning; and
3. to provide bases for the profiling of student
performance on the learning competencies and
standards of the curriculum
LEARNING ASSESSMENT
D.O. no.8, s.2015, Enclosure p.1

LEARNING ASSESSMENT
FORMATIVE
ASSESSMENT
“assessment for learning”
used by teachers as basis
in adjusting or in
modifying instruction
“assessment as learning”
used by the students to
reflect on their own
progress
SUMMATIVE
ASSESSMENT
“assessment of learning”
occurs toward the end of a
period of learning in order
to describe if the content
and performance standards
were reached by the
learner
Types of Assessment – D.O. 8, s.2015

LEARNING ASSESSMENT
Both formative and
summative assessments can
be used to assess learning
standards – content and
performance, and the learning
competencies outlined in the
curriculum.
Types of Assessment – D.O. 8, s.2015

LEARNING ASSESSMENT
CNF
PEDAGOGY
SCAN
WORKSHEET
Basis for this activity?
PREPARATION FOR THE
LEARNING ASSESSMENT

LEARNING ASSESSMENT
Please refer to your CNF
Performance Scaffold
Worksheet for the next activity.
CNF ASSESSMENT CHECKLIST
ACTIVITY

LEARNING ASSESSMENT
CNF ASSESSMENT CHECKLIST
ACTIVITY

Policy on
Assessment
Refer to your
copy of D.O.8
s.2015 for the
full details on
how to
compute
grades and
assign certain
weight on the
outputs of the
learners.
POLICY ON ASSESSMENT –
K TO 12 CURRICULUM

What is your current view of rubrics?
Write down what you know about them and
what experiences you had using them. Save
this reflection to compare with a similar
reflection in this session.
LEARNING ASSESSMENT
USING RUBRICS FOR ASSESSMENT

LEARNING ASSESSMENT
Sample
Rubric
for CNF
Please
refer to
your
copy of
this
sample.

LEARNING ASSESSMENT
WHAT IS A RUBRIC?
A rubric is a coherent set of criteria for
students' work that includes descriptions of
levels of performance quality on the
criteria.
Using Rubrics in Assessment

LEARNING ASSESSMENT
WHAT IS THE PURPOSE OF RUBRICS?
Like any other evaluation tool, rubrics are useful
for certain purposes and not for others. The main
purpose of rubrics is to assess performances. For
some performances, you observe the student in the
process of doing something, like using an electric
drill or discussing an issue. For other
performances, you observe the product that is the
result of the student's work, like a finished
bookshelf or a written report.

LEARNING ASSESSMENT
State standards, curriculum goals, and
instructional goals and objectives are
the sources for what types of performances
your students should be able to do. When
the intended learning outcomes are best
indicated by performances—things
students would do, make, say, or write—
then rubrics are the best way to assess
them.

LEARNING ASSESSMENT
CNF Performance Standard for First Quarter
The learner clearly and coherently deploys in
a written output a chosen element
conventionally identified with a genre.
Can you point out the specific performance
our learners need to do? How about the
criteria for assessment?

LEARNING ASSESSMENT
Notice that the performances
themselves are not learning outcomes.
They are indicators of learning
outcomes. Except in unusual cases, any
one performance is just a sample of all
the possible performances that would
indicate an intended learning outcome.

LEARNING ASSESSMENT
HOLISTIC
All criteria
(dimensions, traits)
are evaluated
simultaneously.
ANALYTIC
Each criterion
(dimension, trait) is
evaluated separately.
Types of Rubrics
Based on Judgment

LEARNING ASSESSMENT
GENERAL
Description of work
gives characteristics
that apply to a whole
family of tasks (e.g.,
writing, problem
solving).
TASK-SPECIFIC
Description of work
refers to the specific
content of a
particular task (e.g.,
gives an answer,
specifies a
conclusion).
Types of Rubrics
Based on Description of Performance

LEARNING ASSESSMENT
ADVANTAGES
• Gives diagnostic
information to teacher.
• Gives formative feedback
to students.
• Easier to link to
instruction than holistic
rubrics.
• Good for formative
assessment; adaptable for
summative assessment; if
you need an overall score
for grading, you can
combine the scores.
DISADVANTAGES
• Takes more time to score
than holistic rubrics.
• Takes more time to
achieve inter-rater
reliability than with
holistic rubrics.
ANALYTIC RUBRICS

LEARNING ASSESSMENT
ADVANTAGES
• Scoring is faster than
with analytic rubrics.
• Requires less time to
achieve inter-rater
reliability.
• Good for summative
assessment.
DISADVANTAGES
• Single overall score
does not communicate
information about what
to do to improve.
• Not good for formative
assessment.
HOLISTIC RUBRICS

LEARNING ASSESSMENT
ADVANTAGES
• Can share with students,
explicitly linking
assessment and instruction.
• Reuse same rubrics with
several tasks or
assignments.
• Supports learning by
helping students see "good
work" as bigger than one
task.
• Supports student self-
evaluation.
• Students can help construct
general rubrics.
DISADVANTAGES
• Lower reliability at first
than with task-specific
rubrics.
• Requires practice to
apply well.
GENERAL RUBRICS

LEARNING ASSESSMENT
ADVANTAGES
• Teachers sometimes
say using these makes
scoring "easier."
• Requires less time to
achieve inter-rater
reliability.
DISADVANTAGES
• Cannot share with
students (would give
away answers).
• Need to write new
rubrics for each task.
• For open-ended tasks,
good answers not listed
in rubrics may be
evaluated poorly.
TASK-SPECIFIC RUBRICS

LEARNING ASSESSMENT
SHARING ONE’S THOUGHT ON
CREATION OF RUBRICS FOR CNF

Go to your respective home groups and
divide the number of enabling performances
or tasks for CNF Quarter 1. Decide on the
type of rubrics and write a set of rubrics for
each enabling task based on your choice.
Create another set for the culminating
performance/output. Present your group’s
output using MS Power point. Do this in __
minutes.
LEARNING ASSESSMENT
Creation of Rubrics for CNF

Self-Reflection
1. What evidence would it take to convince
you that using rubrics with learning-
based criteria in your classroom would
enhance learning of content outcomes
and improve students' learning skills as
well?
2. How can you get that evidence in your
own classroom?
ACTIVITY
USING RUBRICS FOR ASSESSMENT

LEARNING ASSESSMENT
1. How will rubrics
establish transparency
in assessing the
learners?
3. How will it help you track your
progress in teaching the
content? How about the
learners?
2. How will rubrics make
assessment more
objective?
PROCESS QUESTIONS

LEARNING ASSESSMENT
Some of these include graphic organizers,
portfolios, feedback tools and discussion
tools. Some educational tools help schools
evaluate student performance, while
others permit self-evaluations of student
performance. Instructors use educational
assessment tools to guide students in
their future academic performance and
evaluate past performances.
OTHER ASSESSMENT TOOLS

LEARNING ASSESSMENT
Complete the open-ended statements below as part of
your CNF Learning Log. Write your answers in a
separate sheet of paper.
I learned most about ______________________________
In this session, I find it difficult to understand
_____________________________________________________
Things I learned from this session I need the most
are _________________________________________________
I mostly appreciate ________________________________
It would be better if ________________________________
CNF LEARNING LOG

THANK YOU VERY MUCH FOR
PARTICIPATING! REST WELL!
LET’S CALL IT A DAY!

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Creative Nonfiction Presentation 2017.pptx