Writing rubric
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The writing rubric analyzes student essays across five traits: organization, sentence structure, usage, mechanics, and format. For each trait, descriptors are provided for performance levels 1 through 5, with 1 being inadequate and 5 being exemplary. The oral presentation rubric also uses a 5-point scale to holistically evaluate student speeches based on how clearly the topic is addressed, volume, eye contact, use of visual aids, and organization.
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RUBRICS - ALL GRADES
The document contains rubrics for evaluating writing, speaking, and blog presentations.
The writing rubric assesses ideas/content, organization, voice, word choice, sentence fluency, conventions, and publishing/finished look.
The speaking rubric evaluates objectives, preparation, structure, comprehension, verbal techniques, fluency, and presentation.
The blog presentation rubric examines publishing/finished look criteria like visual presentation, formatting, and personality.
Process oriented performance-based assessment
Performance assessment involves observing and judging a student's demonstration of skills or competencies through tasks like creating a product, responding to a prompt, or giving a presentation. It emphasizes a student's ability to apply their knowledge and skills to produce their own work. Performance assessments typically require sustained effort over multiple days and involve explaining, justifying, and defending ideas. They rely on trained evaluators to score student work using pre-specified criteria and standards. While performance assessments integrate assessment with learning and provide formative feedback, they can be difficult to score reliably and require significant time from teachers and students.
Learning strategies and assessment techniques as applied in
The document discusses learning strategies and assessment techniques for science education. It identifies inquiry-based, discovery, and experimental approaches to science teaching. Inquiry-based learning is described in more detail, with characteristics including students posing their own questions and planning and conducting their own experiments. Tips for creating an inquiry-based classroom are provided, such as spending more time on projects than lecturing and accepting that no two classes will be the same.
A sample of analytic scoring rubrics
Analytic scoring involves scoring separate parts or criteria of a performance or product individually and then summing the scores to obtain a total score. The document provides an example of an analytic rubric for rating composition tasks. The rubric contains five criteria: organization, logical development of ideas, grammar, punctuation/mechanics, and style/quality of expression. Each criterion is scored on a scale from 1 to 4, with descriptors provided for each level.
Development of assessment tools
Assessment tools in the affective domain have been developed to measure attitudes, interests, motivations, and self-efficacy. Self-report is the most common tool, where individuals provide accounts of their own attitudes. Rating scales use categories to elicit information about quantitative attributes, such as Likert scales from 1-10. Semantic differential scales assess reactions to words or concepts using bipolar adjective scales to determine directionality and intensity of reactions. These tools have been validated in studies of attitude formation, organizations, jobs, and minorities.
Historical role play rubric
The rubric assesses student presentations on historical role plays based on 5 criteria: historical accuracy, inclusion of required elements, use of props/pictures/graphics, knowledge gained about the character, and preparation/planning. Students can earn scores from 1 to 4 on each criterion, with 4 being "Excellent" and demonstrating thorough understanding and inclusion of relevant historical details and impacts.
Ed8 Assessment of Learning 2
This document discusses principles of high quality assessment. It begins by emphasizing the importance of clearly defined learning targets in order for assessments to be precise and accurate. It then examines different types of learning targets, including cognitive targets, skills/competencies, and products/projects. Various assessment methods are explored, including written responses, rating scales, oral questioning and observation. Key properties of effective assessments are outlined, such as validity, reliability, fairness and practicality. Specific assessment tools are defined, like checklists and rating scales. The document provides a comprehensive overview of fundamental concepts for designing high-quality assessments.
Rubrics presentation
A rubric is an assessment tool that measures student performance based on a set of criteria rather than a single score. It provides a scoring guide to evaluate students based on a full range of criteria. Rubrics are a formative assessment that become part of the teaching and learning process. The document provides examples of rubrics to assess students' listening, speaking, reading, writing, vocabulary, and grammar skills as well as rubrics for class participation and portfolios. Advantages of using rubrics include improving student performance by clarifying expectations, promoting self-assessment, providing feedback, and reducing grading time.
Recommended
RUBRICS - ALL GRADES
The document contains rubrics for evaluating writing, speaking, and blog presentations.
The writing rubric assesses ideas/content, organization, voice, word choice, sentence fluency, conventions, and publishing/finished look.
The speaking rubric evaluates objectives, preparation, structure, comprehension, verbal techniques, fluency, and presentation.
The blog presentation rubric examines publishing/finished look criteria like visual presentation, formatting, and personality.
Process oriented performance-based assessment
Performance assessment involves observing and judging a student's demonstration of skills or competencies through tasks like creating a product, responding to a prompt, or giving a presentation. It emphasizes a student's ability to apply their knowledge and skills to produce their own work. Performance assessments typically require sustained effort over multiple days and involve explaining, justifying, and defending ideas. They rely on trained evaluators to score student work using pre-specified criteria and standards. While performance assessments integrate assessment with learning and provide formative feedback, they can be difficult to score reliably and require significant time from teachers and students.
Learning strategies and assessment techniques as applied in
The document discusses learning strategies and assessment techniques for science education. It identifies inquiry-based, discovery, and experimental approaches to science teaching. Inquiry-based learning is described in more detail, with characteristics including students posing their own questions and planning and conducting their own experiments. Tips for creating an inquiry-based classroom are provided, such as spending more time on projects than lecturing and accepting that no two classes will be the same.
A sample of analytic scoring rubrics
Analytic scoring involves scoring separate parts or criteria of a performance or product individually and then summing the scores to obtain a total score. The document provides an example of an analytic rubric for rating composition tasks. The rubric contains five criteria: organization, logical development of ideas, grammar, punctuation/mechanics, and style/quality of expression. Each criterion is scored on a scale from 1 to 4, with descriptors provided for each level.
Development of assessment tools
Assessment tools in the affective domain have been developed to measure attitudes, interests, motivations, and self-efficacy. Self-report is the most common tool, where individuals provide accounts of their own attitudes. Rating scales use categories to elicit information about quantitative attributes, such as Likert scales from 1-10. Semantic differential scales assess reactions to words or concepts using bipolar adjective scales to determine directionality and intensity of reactions. These tools have been validated in studies of attitude formation, organizations, jobs, and minorities.
Historical role play rubric
The rubric assesses student presentations on historical role plays based on 5 criteria: historical accuracy, inclusion of required elements, use of props/pictures/graphics, knowledge gained about the character, and preparation/planning. Students can earn scores from 1 to 4 on each criterion, with 4 being "Excellent" and demonstrating thorough understanding and inclusion of relevant historical details and impacts.
Ed8 Assessment of Learning 2
This document discusses principles of high quality assessment. It begins by emphasizing the importance of clearly defined learning targets in order for assessments to be precise and accurate. It then examines different types of learning targets, including cognitive targets, skills/competencies, and products/projects. Various assessment methods are explored, including written responses, rating scales, oral questioning and observation. Key properties of effective assessments are outlined, such as validity, reliability, fairness and practicality. Specific assessment tools are defined, like checklists and rating scales. The document provides a comprehensive overview of fundamental concepts for designing high-quality assessments.
Rubrics presentation
A rubric is an assessment tool that measures student performance based on a set of criteria rather than a single score. It provides a scoring guide to evaluate students based on a full range of criteria. Rubrics are a formative assessment that become part of the teaching and learning process. The document provides examples of rubrics to assess students' listening, speaking, reading, writing, vocabulary, and grammar skills as well as rubrics for class participation and portfolios. Advantages of using rubrics include improving student performance by clarifying expectations, promoting self-assessment, providing feedback, and reducing grading time.
The teaching of english in k to 12
This document outlines the goals and standards for teaching English in the K to 12 curriculum in the Philippines. The main goals are developing students' communicative competence and ability to understand multimedia literacies. It describes the learning area standards, key stage standards for different grade levels, and identifies the core processes and skills taught, including listening, speaking, reading, writing, responding and representing. The standards are designed to improve students' English communication skills and prepare them for life as global citizens.
Lesson plan rubric
This rubric evaluates a lesson plan on several indicators:
1) It assesses whether the lesson plan includes clear achievement targets and objectives that meet the intent of the lesson.
2) It examines the level of special planning and preparation that went into the lesson.
3) It judges how well the lesson plan introduces the content in a organized manner and considers modifications for diverse students.
4) It evaluates how clearly the lesson plan conveys instructions and examples to keep students on task.
5) It determines if the lesson plan adequately addresses the required skills and standards.
6) It assesses whether the lesson plan provides an appropriate closing activity.
7) It examines how well the lesson plan follows the specified
Fs 2 episode 2
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The code of ethics of the professional teachers
This document contains the Code of Ethics for Professional Teachers in the Philippines. It is comprised of 13 articles that establish ethical standards and guidelines for teachers' conduct in their profession, with their students, colleagues, community and higher authorities. The code aims to promote quality education and uphold teachers' dignity while preventing misconduct. It outlines teachers' duties to students, parents, and others, and the disciplinary actions that can be taken for violations of the code.
Chap.4 PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT
This chapter discusses process-oriented, performance-based assessment. It emphasizes that assessment should reflect an understanding of learning as multidimensional, integrated, and revealed over time through performance. Process-oriented assessment focuses on directly observable student behaviors and competencies stated as objectives. Tasks should be carefully designed to highlight targeted competencies and be interesting for students. Scoring rubrics are used to assess student performance on tasks according to specific criteria. Rubrics define levels of performance and can be analytic, assessing each criterion separately, or holistic, providing an overall assessment. Process-oriented assessment provides a mechanism for consistent, objective evaluation and useful feedback to improve learning.
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Here are samples of documents that could go in the portfolio:
Academic Budget
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- Budget for cocurricular activities (e.g. field trips, competitions)
Scope and Sequence Chart
- Outlines competencies/skills to be developed each year in a subject area
- Shows progression/building on prior learning each year
Teaching Guide
- Weekly lesson plans for a subject/course
- Includes learning objectives, activities, assessment
Course Guide
- Description of course, prerequisites, outcomes
- Syllabus with topics, assignments, assessment criteria
- Required and optional readings/resources
Semi detailed lesson plan in english(pronoun)
This lesson plan aims to teach students about pronouns over 60 minutes. It includes objectives, subject matter, procedures, and evaluation. The procedures involve preliminary activities like prayer and energizers. Students will review pronouns, complete sentences with pronouns, and present short dramas/pageants using pronouns. The teacher will discuss pronoun kinds and have students practice identifying and using pronouns correctly in sentences. Students will then evaluate their understanding by identifying pronouns, completing sentences with pronouns, and discussing the importance of pronouns in constructing sentences.
Semi-Detailed Lesson Plan on Compound Words and The Boy Who Redeemed His Fath...
Semi-Detailed Lesson Plan on Compound Words and The Boy Who Redeemed His Fath...Talugtug National High School
This lesson plan aims to teach students to: understand literal meanings; learn unfamiliar and compound words through context; and classify and define literary terms. The plan involves a reading selection about Kaoru Ikeya discovering a comet. Students will scan the text to answer questions, pick out sentences that match meanings, and respond to comprehension questions about Kaoru's discovery and its impact. Students will also identify compound words and classify/define literary terms.Process oriented performance-based assessment
This document discusses analytic and holistic rubrics for student assessment. It provides examples of each type of rubric.
An analytic rubric assesses specific criteria or components of a student's work separately, allowing for a more detailed evaluation. It provides multiple levels of achievement for each criteria. A holistic rubric evaluates student work as a whole and provides an overall rating, describing performance at different levels through paragraphs rather than assessing individual criteria. The document explains when each type is more appropriate to use and provides sample rubrics to illustrate the differences between analytic and holistic approaches.
Objective Type Tests: Completion and Short - Answer Items
This lesson, along with the succeeding ones, will all be about making / writing effective objective-type tests. In this presentation, the pre-service teacher will equip himself/herself with the needed knowledge to write short-answer and completion type test items.
English K to 12 Curriculum Guide
This document presents the K-12 English curriculum guide for the Philippines Department of Education. It discusses the philosophy, principles, and outcomes of the English language curriculum. The curriculum is designed to develop students' communicative competence and literacy skills through engaging with various texts and multimedia. It recognizes that today's students, known as Generation Z, are digital natives who are highly technology-savvy but may have reduced attention spans due to multi-tasking. The goal is to produce graduates who can effectively communicate, continue learning, and succeed in their chosen fields using English language skills.
Field Study 2: FS2 Experiencing the Teaching- Learning Process
This portfolio documents a field study experience where a group of students observed teaching practices at Sagay National High School. Over multiple visits, the students observed classroom lessons, noted teaching strategies and materials used, and described student participation. They reflected on teaching principles and how to consider learner characteristics. The portfolio includes journal entries, documentation of activities, and a reflection on gaining experience with the teaching-learning process.
product-oriented assessment
Product-oriented assessments evaluate student performance through products they create, such as completed projects. These products demonstrate their achievement of learning tasks and skills. Products can include works showing communication skills or physical abilities. Rubrics are used to evaluate student performance and proficiency levels on tasks. Competencies are linked to expertise shown in the product. Products are assessed at three levels - minimum specifications, additional skilled specifications, and expert level specifications involving aesthetics. Examples provided assess geometry shapes, scrapbooks, and typing outputs at these three levels.
Field Study 2 Episode 4
The document provides guidelines for students to follow in selecting and using teaching strategies during their field study, including focusing on applying principles like ensuring learning is active, involving multiple senses, creating a non-threatening environment, incorporating emotion, going beyond recall, relating lessons to real life, and using an integrated approach. The student's performance will be rated in areas like observation, analysis, reflection, portfolio, and submission. Scores will be transmuted into a final grade or rating.
Semi-detailed lesson plan
The document outlines a lesson plan for teaching literature to 7th grade students. It includes objectives, subject matter, procedures, evaluation, and assignment. The objectives are for students to understand vocabulary, interpret story events, cooperate in groups, and identify conflicts and resolutions. The procedures involve motivating students with a word game, presenting the story of Aliguyon, having student groups perform live picture frames of the story based on rubrics, and completing comprehension questions and an activity identifying sentences and rearranging words.
Revised Phil-IRI 2018 Presentation
The document outlines the 4 stages of administering the Philippine Informal Reading Inventory (Phil-IRI) manual from 2018. Stage 1 involves an initial group screening test to identify students scoring below 14 who will undergo further assessment. Stage 2 consists of individually administering graded reading passages to determine students' independent, instructional, and frustration reading levels. Stage 3 involves providing reading intervention. Finally, Stage 4 administers a post-test and submits progress reports. The document provides detailed instructions for administering each stage of the Phil-IRI assessment.
FS 1 Episode 11 - Felizarte.docx
The document discusses ways for a teacher to showcase their learning artifacts from a lesson on fitness and wellness. It includes pictures of videos the teacher showed students on the topic. It also discusses educational technology tools and websites that provide instructional materials like worksheets and rubrics. One tool mentioned enables self-directed learning and developing online research skills. The document also discusses projectors and how they can be useful for instruction by allowing teachers to display lessons or images on a large screen for students to easily see and learn from.
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This document provides an overview of a learning episode on the K-12 grading system implemented in the Philippines. It includes the intended outcomes, performance criteria, and learning activities for the episode. The key points are:
- The K-12 grading system weights written work, performance tasks, and quarterly assessments differently depending on the subject and grade level. It aims to assess higher-order cognitive skills.
- Learning activities include interviewing a resource teacher and students about their experiences with the new system and doing a sample grade computation.
- The analysis examines teacher and student perspectives on the system and its emphasis on assessment of knowledge, skills, and values. Reflections consider whether grades truly matter and how core values are
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The document outlines the 7 domains of the Philippine Professional Standards for Teachers (PPST), which were created by the Department of Education to establish standards for teacher quality and professional development. The PPST improved upon the previous National Competency-Based Teacher Standards to better address changes in education brought about by the K-12 reform program and 21st century learning needs. The 7 domains cover teachers' content knowledge and pedagogy, learning environment, diversity of learners, curriculum planning, assessment and reporting, community engagement, and personal growth.
Secondary written language matrix sheet1
The document provides a matrix that outlines 5 levels of support for developing secondary written language skills. It describes the characteristics of vocabulary, organization, verb usage, sentence structure, and form at each level from very limited skills to mastery of specialized academic vocabulary and styles.
Essay Rubric
The response provides a comprehensive summary of the document in 3 sentences:
It accurately summarizes the key aspects of the rubric such as its evaluation of ideas, organization, details and clarity on a scale of 100 to 50. It also briefly outlines the rubric's assessment of elements like thesis statement, topic development, paragraph development, transitions, writing organization, style, conclusion and grammar. The summary captures the essential information while being concise.
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The teaching of english in k to 12
This document outlines the goals and standards for teaching English in the K to 12 curriculum in the Philippines. The main goals are developing students' communicative competence and ability to understand multimedia literacies. It describes the learning area standards, key stage standards for different grade levels, and identifies the core processes and skills taught, including listening, speaking, reading, writing, responding and representing. The standards are designed to improve students' English communication skills and prepare them for life as global citizens.
Lesson plan rubric
This rubric evaluates a lesson plan on several indicators:
1) It assesses whether the lesson plan includes clear achievement targets and objectives that meet the intent of the lesson.
2) It examines the level of special planning and preparation that went into the lesson.
3) It judges how well the lesson plan introduces the content in a organized manner and considers modifications for diverse students.
4) It evaluates how clearly the lesson plan conveys instructions and examples to keep students on task.
5) It determines if the lesson plan adequately addresses the required skills and standards.
6) It assesses whether the lesson plan provides an appropriate closing activity.
7) It examines how well the lesson plan follows the specified
Fs 2 episode 2
The document outlines a field study evaluation for a student. It includes objectives to observe how resource teachers apply principles in developing lesson objectives and realize the importance of clearly defined objectives. The student is evaluated on tasks like observation, analysis, reflection, and portfolio completion. Areas of performance include exemplary, superior, satisfactory and unsatisfactory ratings that are later converted to letter grades. The student outlines steps to hit targets which include reviewing principles, observing classes, discussing with partners, and reflecting. Tools include an observation sheet to focus on principles and objectives.
Time man rubric may 21, 09
The document is a rubric for evaluating time management skills. It contains 10 criteria rated on a scale from 1 (Novice) to 4 (Expert): maintaining focus on goals and plans, setting clear expectations, having an effective planning system, scheduling regular meetings, follow-up systems, delegation, classroom supervision, preventing crises, work-life balance, and self-assessment. Someone scoring at the Expert level demonstrates strong skills in all areas, while a Novice struggles with focus, organization, delegation and allows crises to disrupt their work.
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This document contains the Code of Ethics for Professional Teachers in the Philippines. It is comprised of 13 articles that establish ethical standards and guidelines for teachers' conduct in their profession, with their students, colleagues, community and higher authorities. The code aims to promote quality education and uphold teachers' dignity while preventing misconduct. It outlines teachers' duties to students, parents, and others, and the disciplinary actions that can be taken for violations of the code.
Chap.4 PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT
This chapter discusses process-oriented, performance-based assessment. It emphasizes that assessment should reflect an understanding of learning as multidimensional, integrated, and revealed over time through performance. Process-oriented assessment focuses on directly observable student behaviors and competencies stated as objectives. Tasks should be carefully designed to highlight targeted competencies and be interesting for students. Scoring rubrics are used to assess student performance on tasks according to specific criteria. Rubrics define levels of performance and can be analytic, assessing each criterion separately, or holistic, providing an overall assessment. Process-oriented assessment provides a mechanism for consistent, objective evaluation and useful feedback to improve learning.
Fs4 episode2
Here are samples of documents that could go in the portfolio:
Academic Budget
- Budget allocation for instructional materials (e.g. textbooks, lab equipment)
- Budget for cocurricular activities (e.g. field trips, competitions)
Scope and Sequence Chart
- Outlines competencies/skills to be developed each year in a subject area
- Shows progression/building on prior learning each year
Teaching Guide
- Weekly lesson plans for a subject/course
- Includes learning objectives, activities, assessment
Course Guide
- Description of course, prerequisites, outcomes
- Syllabus with topics, assignments, assessment criteria
- Required and optional readings/resources
Semi detailed lesson plan in english(pronoun)
This lesson plan aims to teach students about pronouns over 60 minutes. It includes objectives, subject matter, procedures, and evaluation. The procedures involve preliminary activities like prayer and energizers. Students will review pronouns, complete sentences with pronouns, and present short dramas/pageants using pronouns. The teacher will discuss pronoun kinds and have students practice identifying and using pronouns correctly in sentences. Students will then evaluate their understanding by identifying pronouns, completing sentences with pronouns, and discussing the importance of pronouns in constructing sentences.
Semi-Detailed Lesson Plan on Compound Words and The Boy Who Redeemed His Fath...
Semi-Detailed Lesson Plan on Compound Words and The Boy Who Redeemed His Fath...Talugtug National High School
This lesson plan aims to teach students to: understand literal meanings; learn unfamiliar and compound words through context; and classify and define literary terms. The plan involves a reading selection about Kaoru Ikeya discovering a comet. Students will scan the text to answer questions, pick out sentences that match meanings, and respond to comprehension questions about Kaoru's discovery and its impact. Students will also identify compound words and classify/define literary terms.Process oriented performance-based assessment
This document discusses analytic and holistic rubrics for student assessment. It provides examples of each type of rubric.
An analytic rubric assesses specific criteria or components of a student's work separately, allowing for a more detailed evaluation. It provides multiple levels of achievement for each criteria. A holistic rubric evaluates student work as a whole and provides an overall rating, describing performance at different levels through paragraphs rather than assessing individual criteria. The document explains when each type is more appropriate to use and provides sample rubrics to illustrate the differences between analytic and holistic approaches.
Objective Type Tests: Completion and Short - Answer Items
This lesson, along with the succeeding ones, will all be about making / writing effective objective-type tests. In this presentation, the pre-service teacher will equip himself/herself with the needed knowledge to write short-answer and completion type test items.
English K to 12 Curriculum Guide
This document presents the K-12 English curriculum guide for the Philippines Department of Education. It discusses the philosophy, principles, and outcomes of the English language curriculum. The curriculum is designed to develop students' communicative competence and literacy skills through engaging with various texts and multimedia. It recognizes that today's students, known as Generation Z, are digital natives who are highly technology-savvy but may have reduced attention spans due to multi-tasking. The goal is to produce graduates who can effectively communicate, continue learning, and succeed in their chosen fields using English language skills.
Field Study 2: FS2 Experiencing the Teaching- Learning Process
This portfolio documents a field study experience where a group of students observed teaching practices at Sagay National High School. Over multiple visits, the students observed classroom lessons, noted teaching strategies and materials used, and described student participation. They reflected on teaching principles and how to consider learner characteristics. The portfolio includes journal entries, documentation of activities, and a reflection on gaining experience with the teaching-learning process.
product-oriented assessment
Product-oriented assessments evaluate student performance through products they create, such as completed projects. These products demonstrate their achievement of learning tasks and skills. Products can include works showing communication skills or physical abilities. Rubrics are used to evaluate student performance and proficiency levels on tasks. Competencies are linked to expertise shown in the product. Products are assessed at three levels - minimum specifications, additional skilled specifications, and expert level specifications involving aesthetics. Examples provided assess geometry shapes, scrapbooks, and typing outputs at these three levels.
Field Study 2 Episode 4
The document provides guidelines for students to follow in selecting and using teaching strategies during their field study, including focusing on applying principles like ensuring learning is active, involving multiple senses, creating a non-threatening environment, incorporating emotion, going beyond recall, relating lessons to real life, and using an integrated approach. The student's performance will be rated in areas like observation, analysis, reflection, portfolio, and submission. Scores will be transmuted into a final grade or rating.
Semi-detailed lesson plan
The document outlines a lesson plan for teaching literature to 7th grade students. It includes objectives, subject matter, procedures, evaluation, and assignment. The objectives are for students to understand vocabulary, interpret story events, cooperate in groups, and identify conflicts and resolutions. The procedures involve motivating students with a word game, presenting the story of Aliguyon, having student groups perform live picture frames of the story based on rubrics, and completing comprehension questions and an activity identifying sentences and rearranging words.
Revised Phil-IRI 2018 Presentation
The document outlines the 4 stages of administering the Philippine Informal Reading Inventory (Phil-IRI) manual from 2018. Stage 1 involves an initial group screening test to identify students scoring below 14 who will undergo further assessment. Stage 2 consists of individually administering graded reading passages to determine students' independent, instructional, and frustration reading levels. Stage 3 involves providing reading intervention. Finally, Stage 4 administers a post-test and submits progress reports. The document provides detailed instructions for administering each stage of the Phil-IRI assessment.
FS 1 Episode 11 - Felizarte.docx
The document discusses ways for a teacher to showcase their learning artifacts from a lesson on fitness and wellness. It includes pictures of videos the teacher showed students on the topic. It also discusses educational technology tools and websites that provide instructional materials like worksheets and rubrics. One tool mentioned enables self-directed learning and developing online research skills. The document also discusses projectors and how they can be useful for instruction by allowing teachers to display lessons or images on a large screen for students to easily see and learn from.
Episode 8
This document provides an overview of a learning episode on the K-12 grading system implemented in the Philippines. It includes the intended outcomes, performance criteria, and learning activities for the episode. The key points are:
- The K-12 grading system weights written work, performance tasks, and quarterly assessments differently depending on the subject and grade level. It aims to assess higher-order cognitive skills.
- Learning activities include interviewing a resource teacher and students about their experiences with the new system and doing a sample grade computation.
- The analysis examines teacher and student perspectives on the system and its emphasis on assessment of knowledge, skills, and values. Reflections consider whether grades truly matter and how core values are
Philippine Professional Standards for Teachers
The document outlines the 7 domains of the Philippine Professional Standards for Teachers (PPST), which were created by the Department of Education to establish standards for teacher quality and professional development. The PPST improved upon the previous National Competency-Based Teacher Standards to better address changes in education brought about by the K-12 reform program and 21st century learning needs. The 7 domains cover teachers' content knowledge and pedagogy, learning environment, diversity of learners, curriculum planning, assessment and reporting, community engagement, and personal growth.
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Chap.4 PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT
Chap.4 PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT
Semi-Detailed Lesson Plan on Compound Words and The Boy Who Redeemed His Fath...
Semi-Detailed Lesson Plan on Compound Words and The Boy Who Redeemed His Fath...
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Objective Type Tests: Completion and Short - Answer Items
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Field Study 2: FS2 Experiencing the Teaching- Learning Process
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Secondary written language matrix sheet1
The document provides a matrix that outlines 5 levels of support for developing secondary written language skills. It describes the characteristics of vocabulary, organization, verb usage, sentence structure, and form at each level from very limited skills to mastery of specialized academic vocabulary and styles.
Essay Rubric
The response provides a comprehensive summary of the document in 3 sentences:
It accurately summarizes the key aspects of the rubric such as its evaluation of ideas, organization, details and clarity on a scale of 100 to 50. It also briefly outlines the rubric's assessment of elements like thesis statement, topic development, paragraph development, transitions, writing organization, style, conclusion and grammar. The summary captures the essential information while being concise.
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This document provides information about a 7th grade class unit on expressing routines using frequency adverbs. The unit objectives are to describe routines using frequency adverbs. Topics covered include present tense, adverbs of frequency, gerunds, sports and activities, and chores. The teacher's plan includes activities to activate background knowledge, present and model dialogue, practice expressing likes and dislikes in writing, and describe routines using adverbs of frequency. Students will be evaluated on a dialogue and PowerPoint presentation expressing their routine using adverbs of frequency, and exercises in the book using adverbs of frequency.
Unidad didactica
This document provides information about a 7th grade class at IED Jorge Nicolás Abello in Barranquilla, Colombia. It outlines the objectives, standards, competencies, and teacher's objectives for a course on strategies for didactic environments in virtual spaces. The course will focus on describing routines using frequency adverbs, expressing likes and dislikes, and introducing vocabulary related to sports. It provides details on the unit plan, including activities, resources, and criteria for evaluation.
Level 3 rubrics
The document provides information about the Test Training sections included in the Viewpoints 10 EGB textbook. It explains that there are three Test Training sections to promote continuous evaluation and accurate assessment of student progress. The tests resemble international exam formats and aim to familiarize students with evaluating foreign language proficiency through such exams. The tests can be used for ongoing teacher assessment or as cumulative evaluations to determine student mastery of specified language standards.
Unidad didactica
This document provides information about a 7th grade class at Universidad Autonoma del Caribe. It includes the objectives of the course which are to learn about collocations in context. The unit focuses on describing routines using frequency adverbs. It outlines the topics that will be covered, including present tense, adverbs of frequency, gerunds, sports and activities, and chores. An introduction to the unit explains that students can learn about sports and activities people enjoy in their free time and will use collocations in context.
Child labour power point assignment
The document provides instructions for creating a PowerPoint presentation on child labour in a selected country. Students must research and define child labour, select a country to focus on, and include details about the economic situation, types of child labour, statistics, and a case study from the country. Presentations should be approximately 10 minutes and include references. Students will have 3 class periods to work and presentations will be graded using provided rubrics on content, writing conventions, and presentation skills.
Analytic oral language scoring rubric sheet1
This analytic oral language scoring rubric evaluates students on their speaking, fluency, structure, vocabulary, and listening skills across six levels of proficiency - from emerging to fluent. It assesses these language skills based on criteria such as the ability to sustain conversations, communicate needs and stories, ask and respond to questions, speak with fluency and grammatical accuracy, use varied vocabulary, and understand spoken language with or without repetition.
The Boor
This lesson plan outlines activities for 4th year literature students on the play "The Boor" by Anton Chekhov. Over two class periods, students will learn about different types of drama, analyze characters and themes in "The Boor", and write an alternative ending to the story. They will be evaluated based on a rubric assessing sentence structure, grammar, word choice, dialogue, and overall understanding. The goal is for students to identify drama types, write dialogue, and discriminate between positive and negative values with at least 75% proficiency.
Eng.12 Assignment 1
The document provides guidelines for students to prepare and present an oral report on a news article using technology. It outlines 4 steps for the assignment: 1) read a news article, 2) research further on the topic, 3) prepare an oral report using Prezi or PowerPoint, and 4) prepare a brochure handout. It also includes a 4 point presentation rubric evaluating organization, subject knowledge, use of graphics, and mechanics.
Purposive the - well - writtenn - text.pptx
The document provides directions for an evaluation activity identifying properties of well-written texts. It includes a key matching terms to their definitions and rubric criteria for organization, focus, voice, word choice, sentence structure, and conventions. Students are instructed to write a short paragraph applying the properties and will be rated using the analytic rubric.
Module seven error correction
The document discusses error analysis in second language acquisition, noting that mistakes are a natural part of the learning process and can provide useful information about a learner's development, while errors reflect gaps in their underlying language system. It also examines different types of errors, sources of errors, approaches to identifying and categorizing errors, and considerations around providing feedback to and correcting errors of learners.
SHS Reading and Writing Skills Properties of a Well-written Text
There are four fundamental properties of a well-written text according to the document:
1. Organization - A well-organized text has strong organization with proper paragraphing and logical presentation of ideas. Paragraphs should each focus on a single controlling idea.
2. Coherence and cohesion - Coherence refers to the logical flow of ideas while cohesion refers to how well sentences are connected through grammatical aspects. Transitional devices help achieve coherence and cohesion.
3. Language - Appropriate language that fits the context and audience increases credibility. Language should be at the proper level of formality without slang, deceitful language, or bias.
4. Mechanics - Mechanics refer to
PARALLELISM.pdf
This document provides instruction on identifying and correcting faulty parallelism in writing. It defines parallelism as using similar grammatical structures to present ideas. Examples show how sentences can be rewritten to maintain parallelism by using the same part of speech, grammatical structure, or form when items are listed or joined by conjunctions. Practice examples ask students to identify parallelism and rewrite sentences if needed. The assignment is to analyze parallel elements in an essay by Francis Bacon.
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SHS Reading and Writing Skills Properties of a Well-written Text
SHS Reading and Writing Skills Properties of a Well-written Text
Writing rubric
- 1. Writing Rubric - Analytic or Trait Trait 1 2 3 4 5 Essay is incomplete. Little or nothing is It lacks an The essay is well written. introduction, well organized. Essay is developed body, or It is coherent, Organization disorganized and - - conclusion. ordered logically, poorly developed. Coherence and logic and fully Does not stay on are attempted but developed. topic. inadequate. Occasional errors in Sentences are Student writes sentence structure. Sentence complete and frequent run-ons or - Little variety in - Structure varied in length fragments. sentence length or and structure. structure. Student makes Student makes Usage is correct. frequent errors in occasional errors in Usage - - Word choice is word choice and word choice and appropriate. agreement. agreement. Student makes Spelling, frequent errors in Student makes capitalization, and Mechanics spelling, - occasional errors in - punctuation are punctuation, and mechanics. correct. capitalization. The format is Format is sloppy. The margins and correct. There are no indents have The title is Format margins or indents. - inconsistencies - no - appropriate. Handwriting is title or has The margins and inconsistent. inappropriate title. indents are consistent. Oral Presentation Rubric - Holistic
- 2. Topic is addressed clearly Speech is loud enough and easy to understand 5 Good eye contact Visual aids are used effectively Well-organized Topic is addressed adequately Speech has appropriate volume 4 Eye contact is intermittent Visual aids help presentation Good organization Topic is addressed adequately Speech volume is erratic 3 Student reads notes - erratic eye contact Visual aids do not enhance speech Speech gets "off track" in places Topic needs more explanation Speech is difficult to hear at times 2 Lack of adequate eye contact Poor visual aids lack of organization Speech does not address topic Speech cannot be heard 1 Very little eye contact No visual aids No organization