This document describes various learning activities used to assess students, including conventional tests, authentic assessments, drills, quizzes, and projects. It provides details on how each activity is conducted, what skills they target, and suggestions for improving their implementation. For example, drills are meant to improve reading skills through practice but teachers should allow time for responses. Debates foster critical thinking when students argue different sides of an issue but all students should participate. Suggestions often involve informing students of criteria before assessments and ensuring activities meet their intended learning objectives.

1. Learning Activity no. 1 : “NAME ME”

2.  Conventional – traditional paper and
pencil testing
 Authentic/ alternative –
performance/task-based activities

3.  Drills (Skill Builders)
 Periodical Tests
 Binary Tests
 Short-Answer tests
 Multiple choice
 Matching type
 Quiz
 Identification/Short-answer
 Scholastic Reading Inventory (SRI)

4.  Anticipation guide
 Book Report
 Character Webbing
 Debate
 Dummy Making
 Letter writing
 Portfolio (Designing)
 Recitation
 Reporting
 Research Activity
 Restricted-response Essay Writing
 Role playing

5.  Drills (Skill Builder’s)
 Include activities concerning reading which come in
different formats
 Monitors and improves reading skills
 Promotes vocabulary development
COMMENTS/ANALYSIS
i. Acquisition of knowledge/skill is promoted through
repetitive practice
ii. Teacher A– doesn’t give enough time for answering
iii. Teacher B- uses the whole period for answering the
Skill Builder’s without checking

6.  Periodical tests – administered after every grading
period
 Binary Test - only 2 choices are presented
- measures simple recall of basic facts
 Short-answer Test – students identify the correct term
(news values) in each item (news items)
- requires recall and recognition
 Multiple-choice Test - takes the general form of a
question or incomplete statement with a set
of possible answers
- students choose one correct answer from
4 alternatives
 SUGGESTIONS/ANALYSIS
i. Students are not supposed to check their test
papers
ii. Some items promote rote memorization

7.  Quiz (1)
 Students identify the correct answer (term, character,
author, events) in each item
 Measures basic recall of knowledge
SUGGESTIONS/ANALYSIS
i. Some questions are not aligned with the objectives
ii. Items do not tap higher levels of thinking

8.  Quiz (2)
 Students identify the information found on the pre-
assigned part of the newspaper
 Measures comprehension
 Promotes mastery of the newspaper parts
SUGGESTIONS/ANALYSIS
i. Students should be given ample time to copy whatever
information they find in the broadsheet
ii. The teacher should have required the class to bring the
same broadsheets.

9.  Scholastic Reading Inventory
 Includes reading texts for the students to read
 Requires students to answer the questions
comprehensively
 Diagnoses students’ reading level
 Develops students’ reading skills
COMMENTS/SUGGESTIONS/ANALYSIS
i. Students are not aware of the nature of the test
ii. SRI should be checked inside the classroom
iii. Test administration should be done on a different
schedule

10.  Anticipation guide
 Statement/premise with which students are asked to
agree/disagree
 Measures critical thinking of students
 SUGGESTIONS/ANALYSIS
i. Several statements should be presented.
ii. Best used before the reading of the text and not after
the reading

11.  Book report
 Students are assigned to read classic novels
 Format for the book report is given
 Measures evaluative thinking
SUGGESTIONS/ANALYSIS
i. Criteria for evaluation should be discussed first to the
students.
ii. Choice of books should be assigned by the teacher

12.  Character Webbing
 Students draw a character web of three characters in the
story using a graphic organizer
 Tests the students’ descriptive and evaluative
understanding of the story
SUGGESTIONS/ANALYSIS
i. Teacher B should have introduced a single (model)
graphic organizer for all.

13.  Debate
 Students are grouped into two- pro and against
 Students defend their stand on a certain issue
 Fosters well-thought explanation
 Develops speaking and reasoning skills
 Measures evaluative and critical thinking
 Boost students’ confidence
 Rubric is used for evaluation
SUGGESTIONS/ANALYSIS
i. Learning objectives were met.
ii. Students enjoy the activity.
iii. All students must be involved in the activity

14.  Dummy making
 Students write their own news articles
 Students cut and paste articles from the broadsheets
 Students design the front page
 Two sessions are allotted
 Rating scale is used for scoring
 Measures creativity and critical thinking
COMMENTS/SUGGESTIONS/ANALYSIS
i. Instructions are not clearly given
ii. Time allotment is not enough
iii. Students should be taught first how to write news
articles
iv. Students should be aware of the criteria for evaluation
v. Teacher should check the outputs herself

15.  Letter writing
 Students write an informal letter to a departed loved-one
in 15 minutes
 Rating scale is used for scoring
 Taps synthesis level
SUGGESTIONS/ANALYSIS
i. Students should be aware of the criteria for scoring.

16.  Portfolio (Designing)
 Activity sheets are collected
 Scores are tabulated
 Students are aware of their learning progress
COMMENTS/SUGGESTIONS/ANALYSIS
i. Does not reflect the real value of portfolio making
ii. Students should have made a reflection
iii. Students should be aware of the criteria for scoring

17.  Recitation
 Allows students to share their thoughts and ideas during
discussion
 Promotes classroom interaction
COMMENTS/ANALYSIS
i. Teacher A has the index cards of all students and gives
scores to those who recite
ii. Teacher B asks her students to bring their index cards
everyday and the students themselves will write a
point(s) in their index cards.
iii. Teacher C doesn’t use index cards.

18.  Reporting
 Students are grouped into 3 (6 members each)
 Students research on “the banning of fireworks in the
country” and “Mining in Compostela Valley”
 Encourages the students to speak the language fluently
 Other students critic their classmates who do the
reporting
COMMENTS/ANALYSIS
i. The rubric should have allotted more points in the
content rather than the speaking fluency of some
students.

19.  Research Activity
 Students are asked to research the biography of authors
 Typewritten and printed output
COMMENTS/ANALYSIS
i. A good way to prepare students for the next lesson
ii. Teacher A checks the students’ researched works and
scores them.
iii. Teacher B doesn’t check research assignments.

20.  Restricted-response Essay Writing
 Students explain a prompt question
 1 paragraph is used for elaboration
 Measures objectives at all level of cognitive taxonomy
COMMENTS/SUGGESTIONS/ANALYSIS
i. Students should be aware of the criteria for scoring

21.  Role Playing
 Students act out and characterize a character in a
story/drama
 Students perform using their talents in acting, dancing,
singing
 21st century skills are tapped (creativity, adaptability, self-
direction)
COMMENTS/SUGGESTIONS/ANALYSIS
i. Rubric should be discussed first.
ii. All students should have tried acting in front.
iii. Teacher B should have scheduled enough time for the
performance.

22. Presented by:
 GROUP 6
Jane Charity Estrada
Jastin Pangilinan
Yae Eun Yoon
Edcar Batac