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.