A Learning Module in Em19 The Teaching and Assessment of Literature Studies

LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY
COLLEGE OF TEACHER EDUCATION

Second Semester 2021 - 2022
A LEARNING MODULE in EM19

The Teaching and Assessment of Literature Studies
Presented & Submitted to:

DR. CARMELYN P MOSA
Dean, College of Teacher Education
Presented & submitted by:
DR. ALICIA Z. MAGHUYOP

CTE Faculty
Adapted by:
DEAN MARK A. OGAOB
EM19-Teaching and Assessment of Literature Studies February 2022 Edition 1

Alicia Z. Maghuyop , EdD
LEARNING MODULE 1
TITLE : PRINCIPLES AND PURPOSES OF LANGUAGE ASSESSMENT
TOPIC : Key Concepts, Assessment and Evaluation Principles, Purposes of

Assessment & Functions of Language Tests
TIME FRAME : 6 hours
INTRODUCTION
Assessment is common to all disciplines, just as evaluation is as important in any lesson.

However, generic as it may seem, certain courses in every discipline have its own way of
assessing its content. Concretely speaking, language has its way of assessing its content and
its context. Same is true with Literature as it is now integrated in language learning and
teaching in the K – 12 Curriculum, hence, the rationale of offering this course- Language and
Literature Assessment.
However, some of the concepts in assessment are generic since a foundational course in
Assessment of Student Learning 1 & 2 lay down its theoretical aspects and application, but
there are aspects that are used exclusively for language and literature only especially on the
types of test applicable to these disciplines.
In this module, a brief delineation of language and literature is highlighted then the
underlying principles and purposes of assessment as theses form part of the theories in
language and literature teaching. Afterwards, the functions of language tests are unlocked for
better understanding of the language and literature students.
OBJECTIVES/INTENDED LEARNING OUTCOMES:

PRE-TEST: In 2 to 3 sentences, answer the following questions. Write your answer in

your notebook or send them via messenger or email provided that the
whole class will have its own account so that all your outputs will only be
gleaned in the said fb account or messenger.
1. When you decide to take an education course, what comes into your mind of the role of
the teacher in the classroom? Have you thought of teaching a lesson only or with the idea
of giving test or assessment to your target students?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. Give you own insights on how a good test would be in relation to how a teacher would
measure his/her students’ performance.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Give your comment on this, “there is no better way to gauge students’ ability than
testing”.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. What comes into your mind if you hear language and literature assessment? Are there
guidelines or principles to conform to have an objective assessment in language and
literature?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5. Is there a possibility that a test is considered a failure? What could be the reason for this?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
ACTIVITY 1: LET’S PONDER

In 2 to 3 sentences, fill-in your response as proof of your prior knowledge
related to the importance of language and literature assessment. (Rubric in
appendices)

LET’S LEARN: Read and internalize the lesson provided covering the first part of the
module
In creating a quality test, the teacher should consider the characteristics of a good test.
A good test should have a positive effect on learning, and teaching should result in improve d
learning habits. The test should enable the teacher to find out which parts of the language
program cause difficulty for the class. This way the teacher can evaluate the effectiveness of
the syllabus as well as the methods and materials used during the lesson proper A good test
should also motivate by measuring student performance without in any way setting “traps”
for them. A well –developed language test should provide an opportunity for students to
show their ability to perform certain language tasks.
A. KEY CONCEPTS
A test should be constructed with the goal of having students learn from their weaknesses. If
this is followed, a good test can be used as a valuable teaching tool.
• Assessment is the act of gathering information in order to understand the individuals

learning and needs. In the context of language teaching and learning, it refers to the act of
collecting information and making judgment about the learners knowledge of language and
ability to use it.
• Testing refers to the procedures that are based on tests. In learning it is a salient part of
assessment.
• Measurement broadly includes testing and other types of measurement, as well as other
types of information that result in quantitative data such as attendance, records,
questionnaires, teacher ratings of students, etc.
• Evaluation refers to the culminating act of interpreting the gathered information for the
purpose of making judgment abut student’s learning and needs. It forms as part of
assessment.

A – KEY CONCEPTS

ACTIVITY 2: Concept Mapping: Create a concept Map to illustrate your ideas on the key
concepts of language and literature assessment. Provide your own key
words for each concept.



ACTIVITY 3: LET’S DO IT. From the seven principles in language and literature assessment,
which among these principles strike your attention most. Answer
in your notebook or via messenger or email. Rubric in appendices
PRINCIPLE JUSTIFICATION
ACTIVITY 4: LET’S EVALUATE.

Give your insights in 2 to 3 sentences on the significance of feedback in the
evaluation process. Rubric in appendices.
ACTIVITY 5: LET’S ILLUSTRATE.

Draw a poster and compose a slogan on the relevance of giving feedback on
students performance.


C: PURPOSES OF ASSESSMENT

Purposes of Assessment
1. Assessment for Learning

Focuses on the gap between where the learner in in his learning, and where he needs to
bethe desired goal. This can be achieved through processes such as sharing criteria
with learners, effective questioning and feedback.
“All those activities undertaken by teachers an/or by students, which provide
information to be used as feedback to modify the teaching and learning activities in
which they are engaged.”(Black and William)
Learners learn best when…
• they understand clearly what they are trying to learn, and what is expected of them.
• they are given feedback about the quality of their work and what they can do to
make it better.
• they are given advice about how to go about making improvements.
• they are fully involved in deciding what needs to be done next, and who can give
them help if they need it.
2. Assessment As Learning
It is about reflecting the evidence of learning. This is part of the cycle of assessment
where pupils and staff set learning goals, share learning intentions and success criteria,
and evaluate their learning through dialogue and self and peer assessment.
Through this, learners become more aware of;
• What they learn • How they learn, and • What helps them learn
3. Assessment of Learning
This involves working with the range of available evidence that enables staff and the
wider assessment community to check on students’ progress and using this information
in a number of ways.
• Assessment of Learning also provides an arena for the management and planning of
assessment, and for teachers to work collaboratively with the evidence. It connects
assessment with the curriculum.
• Judgment about students’ learning need to be dependable.
This means that; a. They are valid b. They are reliable c. They are comparable
ACTIVITY 6: Let’s Differentiate.
In a Venn diagram, differentiate the application of assessment in the learning

process.

ACTIVITY 7: Let’s Write Our Thoughts

Write your ideas about the function of language test in the 2 columns provided
and supply the 3rd column after the discussion of the topic.


SELF EVALUATION: Support your own views basing on the questions provided in 2 or 3
substantial sentences. You may write your answers in your notebook or send it
via email or messenger, create your class account name should you choose the
online system where all your answers are intact under one social account.
The role of assessment in The role of assessment in The role of assessment in

teaching learning research
POST-TEST: Answer briefly in 2 to 3 sentences the following questions.
1. Can you consider assessment, testing, measurement and evaluation inseparable in the
learning and teaching of language and literature courses? Kindly justify your answer.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. Would it be okay to inject your own principles in terms of assessment and evaluation
apart from the given guidepost? Please justify your answer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
REFERENCES:
Go, Mildred B. and Posecion Ofelia T. (2010) Language and Literature
Assessment: A Comprehensive Guide. Lorimar Publishing Inc. Quezon City
Macarandang, Mercedes A. (2010). Assesment of Student Learning 1. Manila,

Philippines
Navarro, Rosita, L. ( 2010) Assessment of Student Learning 1. Manila, Philippines
Note: Outputs maybe written/illustrated in or sent to the following :
Face-to-Face Sessions:
1. Spaces provided in the Module
2. Notebook
ONLINE SESSIONS:
1. aliciablower2@gmail.com
2. FB Messenger (Group chat Literature class)

MODULE 2
TITLE : Types of Language ASSESSMENT
TOPIC : Kinds of Assessment and Evaluation, Types of Assessment Tools

and kinds of Language Test
TIME FRAME : 6 hours
INTRODUCTION:
After having learned the essence of assessment, measurement, testing and evaluation
and its underlying principles, it is imperative to acquire familiarity on the types of
assessment and evaluation specifically diagnostic, summative assessment and
formative assessment. This will in turn unlock the relevance of these tests in the actual
language and literature courses to promote objectivity in assessing the performance of
the students.
Apart from it, the types of assessment tools should also be familiarized to vary its use
in actual assessment like the use of observation, anecdotal records, checklist, rubrics
and rating scales and portfolio. All of these will actually prove its worth as guidelines
on the strengths and weaknesses are also provided.
Finally, kinds of language tests are integrated for better understanding of the
difference of proficiency, achievement test, diagnostic test and placement tests.
LEARNING OBJECTIVES:
At the end of this Module, students should be able to:
1. identify the types of assessment and evaluation.

2. explain the different types of assessment tools.
3. use guidelines for the use of each tool.
4. prepare samples of each tool discussed.
5. differentiate the different kinds of tests and testing.
6. explain the use of each kind of tests.
7. appreciate the value of knowing the various types of assessment
evaluation, tests and assessment tools in teaching by creating outputs to
prove its worth in language and literature use.

PRETEST: Support your own views basing on the questions provided in 2 or 3 substantial
sentences. You may write your answers in your notebook or send it via email or
messenger, Create your class account name should you choose the online system
where all your answers are intact under one social account.
1. When you happen to observe students in your previous FS classes, what aspects
are taken into account related to assessment and evaluation including assessment tools.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. Why are there guidelines to follow on the use of different types of tests?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. Mention some assessment tools that you can remember in your previous
subjects-Assessment of Students Learning 1 & 2.
___________________________________________________________________
____________________________________________________________________
____________________________________________________________________
LEARNING ACTIVITIES:
LET’S PONDER

ACTIVITY 8: Let’s Find Out

Provide deeper insights/implications of the picture shown above in 3 sentences.
________________________________________________________________
________________________________________________________________
________________________________________________________________
ACTIVITY 9: Let’s Conclude

From the illustration presented above, write down your conclusion in 2 to 3
sentences.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

ACTIVITY 10: Let’s Give Insights. Explain satisfactorily in 5 sentences, the rationale
why teachers need to give varied assessment to their learners.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

LET’S READ & LEARN


ANECDOTAL RECORD
A brief narrative account describing an incident of a child's behavior that is
of interest/significance to the observer /teacher.
Anecdotes describe
• what happened
• how it happened
• when
• where
• what was said and done
• describe one incident briefly
• cumulative, collected over the school year and often written soon after the incident
Advantages
1. Focus on behavior of interest and ignore other behaviors;
2. Less time consuming than running record;
3. No special training needed for the observer;
4. Observer can catch an unexpected incident no matter when it occurs, for it is
usually recorded afterwards.
Disadvantages
1. Requires focused attention /observation, may overlook important behaviors;
2. Depends on the memory of the observer ASPECT DESCRIPTION WHAT should
be written as an Änecdote” Significant incidents or specific, observable behaviors
that provide cumulative information about
 Students' development in scholastic areas
 Physical and social growth and development
 Information about students' strengths and weaknesses. skills and attitudes. WHY is
it necessary to maintain an Anecdotal Record for every student?
 Anecdotal Records are observation tools for formative Assessment
 Provides valuable information to the Teacher/Observer in learning and other
situations HOW should it be written GUIDELINES
 To be useful, anecdotal records should be brief and focused.
 Keep comments objective. Make specific comments about student strengths,
especially after several observations have been recorded and a pattern has been
observed.
 Guidelines for writing Anecdotal Records Start with a statement; setting, date, time
of day, name of the student
 Describe the child’s behavior. NOT what you think of the behaviors.
 Use details of the child’s actions and comments, include other’s responses. ( exact
words)
 Write down the exact words used in the conversation (direct quotes). Most complete
episodes have a beginning, middle and end WHEN

 Anecdotal comments should be recorded regularly and immediately after the

observation.
 Record as the observations are being made, or as soon after as possible, so
recollections will be accurate. WHERE Record at different times and during
different activities to develop a balanced profile of the student HOW LONG should
an anecdotal record be maintained?
 Review records frequently to ensure that notes are being made on each student
regularly and summarize information related to trends in students'
learning/development
 Throughout the year on a continuous mode
 It should be handed over to the class teacher of the next class It should be sent
along with the TC to the school where the student is moving on transfer WHICH
incidents should be recorded?
 Only observable, “övert”actions
 Identify if the incident is valuable (developmentally significant
 Examine the records regularly to be sure that comments are made for each student
on a variety of skills and behaviors. How can the Information be used by Teachers
 Individual entries may or may not be shared with parents.
 Students strengths and weaknesses can emerge after several observations

Assessment Strategies and Tools: Checklists, Rating Scales and Rubrics

Checklists, rating scales and rubrics are tools that state specific criteria and allow
teachers and students to gather information and to make judgments about what
students know and can do in relation to the outcomes. They offer systematic ways of
collecting data about specific behaviors, knowledge and skills.
The quality of information acquired through the use of checklists, rating scales and
rubrics is highly dependent on the quality of the descriptors chosen for assessment.
Their benefit is also dependent on students’ direct involvement in the assessment and
understanding of the feedback provided.
The purpose of checklists, rating scales and rubrics is to:

 provide tools for systematic recording of observations
 provide tools for self-assessment
 provide samples of criteria for students prior to collecting and evaluating data on their
work record the development of specific skills, strategies, attitudes and behaviors
necessary for demonstrating learning
 clarify students' instructional needs by presenting a record of current
accomplishments.
Tips for Developing Checklists, Rating Scales and Rubrics

1. Use checklists, rating scales and rubrics in relation to outcomes and standards.
2. Use simple formats that can be understood by students and that will communicate
information about student learning to parents.
3. Ensure that the characteristics and descriptors listed are clear, specific and observable.
4. Encourage students to assist with constructing appropriate criteria. For example, what
are the descriptors that demonstrate levels of performance in problem solving?
5. Ensure that checklists, rating scales and rubrics are dated to track progress over time.
6. Leave space to record anecdotal notes or comments.
7. Use generic templates that become familiar to students and to which various
descriptors can be added quickly, depending on the outcome(s) being assessed.
8. Provide guidance to students to use and create their own checklists, rating scales and
rubrics for self-assessment purposes and as guidelines for goal setting.
Checklists usually offer a yes/no format in relation to student demonstration of specific
criteria. This is similar to a light switch; the light is either on or off. They may be used to
record observations of an individual, a group or a whole class.
ACTIVITY 11: Let’s Create

Based on your understanding about the lesson, create your own checklist
relevant to the essentials of research and its parts. Be sure to follow the
guidelines in the making of checklist. Submit your output during our face to
face session.

Rating Scales allow teachers to indicate the degree or frequency of the behaviors, skills and
strategies displayed by the learner. To continue the light switch analogy, a rating scale is
like a dimmer switch that provides for a range of performance levels. Rating scales state
the criteria and provide three or four response selections to describe the quality or
frequency of student work.
Teachers can use rating scales to record observations and students can use them as self-
assessment tools. Teaching students to use descriptive words, such
as always, usually, sometimes and never helps them pinpoint specific strengths and needs.
Rating scales also give students information for setting goals and improving performance. In
a rating scale, the descriptive word is more important than the related number. The more
precise and descriptive the words for each scale point, the more reliable the tool.
Effective rating scales use descriptors with clearly understood measures, such as frequency.
Scales that rely on subjective descriptors of quality, such as fair, good or excellent, are less
effective because the single adjective does not contain enough information on what criteria
are indicated at each of these points on the scale.
Added value
Increase the assessment value of a checklist or rating scale by adding two or three
additional steps that give students an opportunity to identify skills they would like to
improve or the skill they feel is most important. For example:
 put a star beside the skill you think is the most important for encouraging others
 circle the skill you would most like to improve
 underline the skill that is the most challenging for you.
Rubrics use a set of criteria to evaluate a student's performance. They consist of a fixed
measurement scale and detailed description of the characteristics for each level of
performance. These descriptions focus on the quality of the product or performance and
not the quantity; e.g., not number of paragraphs, examples to support an idea, spelling
errors. Rubrics are commonly used to evaluate student performance with the intention of
including the result in a grade for reporting purposes. Rubrics can increase the
consistency and reliability of scoring.
Rubrics use a set of specific criteria to evaluate student performance. They may be used to
assess individuals or groups and, as with rating scales, may be compared over time.
Developing Rubrics and Scoring Criteria
Rubrics are increasingly recognized as a way to both effectively assess student

learning and communicate expectations directly, clearly and concisely to students.
The inclusion of rubrics in a teaching resource provides opportunities to consider
what demonstrations of learning look like, and to describe stages in the development
and growth of knowledge, understandings and skills. To be most effective, rubrics
should allow students to see the progression of mastery in the development of
understandings and skills.

Rubrics should be constructed with input from students whenever possible. A good
start is to define what quality work looks like based on the learning outcomes.
Exemplars of achievement need to be used to demonstrate to students what an
excellent or acceptable performance is. This provides a collection of quality work for
students to use as reference points. Once the standard is established, it is easy to
define what exemplary levels and less-than-satisfactory levels of performance look
like. The best rubrics have three to five descriptive levels to allow for discrimination
in the evaluation of the product or task. Rubrics may be used for summative purposes
to gauge marks by assigning a score to each of the various levels.
When developing a rubric, consider the following:
 What are the specific outcomes in the task?

 Do the students have some experience with this or a similar task?
 What does an excellent performance look like? What are the qualities that distinguish
an excellent response from other levels?
 What do other responses along the performance quality continuum look like?
 Is each description qualitatively different from the others? Are there an equal number
of descriptors at each level of quality? Are the differences clear and understandable to
students and others?
Begin by developing criteria to describe the Acceptable level. Then use Bloom's
taxonomy to identify differentiating criteria as you move up the scale. The criteria
should not go beyond the original performance task, but reflect higher order thinking
skills that students could demonstrate within the parameters of the initial task.
When developing the scoring criteria and quality levels of a rubric, consider the
following guidelines.
 Level 4 is the Standard of excellence level. Descriptions should indicate that all
aspects of work exceed grade level expectations and show exemplary performance or
understanding. This is a "Wow!"
 Level 3 is the Approaching standard of excellence level. Descriptions should

indicate some aspects of work that exceed grade level expectations and demonstrate
solid performance or understanding. This is a "Yes!"
 Level 2 is the Meets acceptable standard. This level should indicate minimal
competencies acceptable to meet grade level expectations. Performance and
understanding are emerging or developing but there are some errors and mastery is
not thorough. This is a "On the right track, but …".
 Level 1 Does not yet meet acceptable standard. This level indicates what is not
adequate for grade level expectations and indicates that the student has serious errors,
omissions or misconceptions. This is a "No, but …". The teacher needs to make
decisions about appropriate intervention to help the student improve.

Creating Rubrics with Students
Learning increases when students are actively involved in the assessment process.
Students do better when they know the goal, see models and know how their
performance compares to learning outcomes.
Learning outcomes are clarified when students assist in describing the criteria used to
evaluate performance. Use brainstorming and discussion to help students analyze
what each level looks like. Use student-friendly language and encourage students to
identify descriptors that are meaningful to them.
Use work samples to help students practice and analyze specific criteria for
developing a critical elements list. They can also use samples to practice assigning
performance levels and compare criteria from level to level.
Although rubrics are often used as assessment of learning tools, they can also be used
as assessment for learning tools. Students can benefit from using rubrics as they
become more competent at judging the quality of their work and examining their own
progress.
Example:
 Involve students in the assessment process by having them participate in the

creation of a rubric. This process facilitates a deeper understanding of the intended
outcomes and the associated assessment criteria.
 After a rubric has been created, students can use it to guide their learning. Criteria
described in a rubric serve to focus student reflection on their work and facilitate
the setting of learning goals for a particular performance assessment. Through
self-assessment or peer-assessment, students can use a rubric to assess work
completed to date and use it to guide their planning for the "next steps" in
learning.
Report the results: All stakeholders receive information about the results of the assessment
portfolio in a timely fashion, in ways that make the results meaningful to all,
including teachers, students, parents, and other community members.
Evaluate the program: After one year, evaluate the effectiveness of the portfolio program
and make necessary judgments.
ACTIVITY 12: Let’s Ponder and Decide
Confirm or disconfirm in 2 or 3 sentences on the relevance of rubrics and criteria

in assessing language and literature activities. Rubric in the appendices.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

ACTIVITY 13: LET’S SCRUTINIZE AND CRITIC

Choose 2 assessment tools and find time to scrutinize each. Based on the guidelines,
critic each of the sample assessment tool you have chosen. ( Rubric in the
appendices).
Assessment Tool Critic made Action to be taken

ACTIVITY 14 : LET’S CREATE/CRAFT
Make a portfolio containing different types of rubrics applicable in Language and

Literature Activities. Ensure that the guidelines in portfolio making are followed.
Submit output before the midterm examination. (rubric can be gleaned in the
appendices).
LET’S LEARN: Interview and Conferences
Teacher-student interviews or conferences are productive means of assessing

individual achievement and needs. During these discussions, teachers can discover
students’ perceptions of their own processes and products of learning. Interview
questions can be developed to meet the needs of specific students and to fit the
curriculum objectives.
Examples of questions that help students reflect upon their listening, speaking, and
viewing experiences include the following:
Which speaking, listening and viewing activities dis you participate this week?
Which oracy activities did you find difficult? Why? Did you solve the difficulties?
How?
Which speaking activity do you think you did your best? What makes you think so?
What type of speaking activities would you like to learn to do better?
LEARNING ACTIVITY:
ACTIVITY 15 : Let’s Critic:
Find a video reflecting an interview or conference session activity between student

and teacher in varied situations like in your JEEP 4 class. Then let us critic or give
suggestions if there be any to improve the said activity.( rubric can be found in the
appendices).
Ethnographic Interview Questions

The four types of interview questions below were adapted from J. P. Spradley’s work in
The Ethnographic Interview. You may wish to include some of the same or similar types
of questions when doing your interview to learn more about the experiences that your
interviewee had while living in another culture.
(1) Grand Tour Questions: Asking the cultural informant to generalize

Could you describe a typical day in (country)/at work?
Could you describe a typical day at the language school/university/your job?
Could you describe a typical day with your (host) family?
What kinds of tasks or activities were difficult/rewarding/enjoyable for you?
Could you draw me a map of your town/school/workplace/neighborhood and describe
places of interest?

(2) Details Through Questions: Asking follow up questions about an act, event, or
category
Could you tell me what happened from the moment you arrived on your first day in
(country)/at school/university/work?
Could you tell me what happened when you met your host family for the first time?
Could you give me an example of a typical meal (breakfast/lunch/dinner/snack)?
Could you describe an important holiday or festival?
Could you explain the transportation system/educational system/monetary system?
Could you describe your weekly schedule/school calendar/work schedule?
If you got sick or had an accident, what would you do?
Who would you contact if you needed assistance (with the language, etc.)?
(3) Experience Questions: Asking about experiences

Could you tell me about some of your experiences?
Could you tell me how you made friends with people in (country)/at school/at work?
Could you describe a team or club activity that you enjoyed?
Could you describe some place(s) you visited in (country)?
Could you describe some activities you did with your host family?
Could you tell me about what you did on holidays/vacations?
Could you tell me about what you did on weekends/in your free time?
Could you describe one of your most interesting experiences?
Could you describe one of your most challenging experiences and explain how you
dealt with it?
(4) Native-like Questions: Asking the cultural informant to use his/her own words and
expressions
How would you refer to your host parents?
Could you tell me what you called your friends?
Did you use nicknames?
What are some idioms or expressions you learned?
Do people in (country) speak with an accent?
Can you give some examples?
When you meet someone for the first time in (country), how do you greet him or her?
What are some examples of other casual greetings?
When you talked to someone at the language school/university/work,
What did you call your teachers/classmates/co-workers/supervisor/boss?
Did you use first or last names? Did you use titles?
LET’S READ MORE.
C. KINDS OF LANGUAGE TEST

ACTIVITY 16 : LET’S PONDER
Based on your experience, what type of tests you have taken in your high school
days and earlier in your college days which served its purpose, include its result and
implications.
Type of Test Taken Result Implication
SELF EVALUATION: Fill-in the Table below to self-assess what you have learned about
the lesson. Make your answer brief but concise.
As a future teacher:
Types of Assessment and Assessment tools Language test should Conclusion
Evaluation should be and its uses should be given emphasis
familiarized because: be mastered since: because:

POST-TEST: Answer briefly the following questions in 2 to 3 sentences.
1. Differentiate the salient attributes of rubrics from criteria.

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. Why is it that portfolios are becoming popular these days even when you will apply
for a teaching slot in the DepEd?
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
.
REFERENCES:

Note: Outputs maybe written/illustrated in or sent to the following:
2. Notebook
ONLINE SESSIONS:

MODULE 3
TITLE : LANGUAGE TESTING: APPROACHES AND TECHNIQUES
TOPIC : Approaches to Language Testing, Test Techniques
TIME FRAME: 6 hours
INTRODUCTION:
In familiarizing the specifics and essentials of language testing, approaches to language

testing should also be given emphasis to foster better understanding particularly essay
translation approach, structuralist approach , integrative, and communicative approach.
Test techniques are also of equal importance, hence this module delineates direct versus
indirect testing, discrete point versus integrative testing, norm referenced versus criterion
referenced testing and objective and subjective testing.
At the end of the Module, students should be able to :

1. Identify and differentiate the different approaches to language testing.
2. Explain their strengths and weaknesses.
3. Discuss the various language test techniques.
4. Create outputs that would realize the usefulness of the lessons in testing students.
PRETEST: Support your own views basing on the questions provided in 2 or 3 substantial
sentences. You may write your answers in your literature notebook or send it via
email or messenger, create your class account name should you choose the
1. Provide insights why students need to know the different approaches and
techniques in language testing.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What would be the implication if a teacher lacks knowledge and skills in language
testing?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. What are some of the terms you have learned in your previous subjects in
Assessment of Student Learning 1 & 2 that can be associated in the course Language and
Literature Assessment?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________







Advantages & Disadvantages of the Communicative Approach To Learning

I. COMMUNICATIVE COMPETENCE is one of the vital abilities required for not only a
successful career but also a happy life. Generally our Syllabi at the Schools don’t ensure that
the students learn English in the proper order i.e. LRSW. Speaking is not given due importance
in schools. So in spite of spending about fourteen years in learning English many students are
reluctant to converse in English. Their main problem is that they are afraid of making mistakes
and cutting a sorry figure in front of their peers.
II. MISTAKES ARE POSITIVE ATTEMPTS: This problem is addressed/solved by the
Communicative approach because in this approach committing mistake is considered as an
attempt to learn. This is a very positive approach to learning. If the teacher trains the class to be
tolerant towards mistakes and to correct the mistakes of their less fortunate peers instead of
jeering at them, even the diffident learners will blossom in the conducive ambience.
III. STRUCTURAL APPROACH: Communicative approach is a learner centered approach.
It overcomes the drawbacks of the structural approach. Structural Approach is a teacher
centered one (syllabus): This approach makes use of selected grammar items and structures
(sentence patterns, tenses) and their best arrangement(s).
ACTIVITY 17 : Let’s Conclude
Based from the topic, make a conclusion which among the approaches in language is
considered as effective. Please justify your choice.
Approach Justification

OBJECTIVES/INTENDED LEARNING OUTCOMES



CRITERION REFERENCED

ACTIVITY 18 : Let’s Relate
From your previous lesson in Assessment of Student Learning 1 or 2, connect

or relate your prior lesson to this lesson in language learning and teaching in 2
to 3 sentences.
Previous Lesson in Assessment of Student Learning Lesson in Language and Literature Assessment



ACTIVITY 19 : Let’s Make It

From the topic given above, give concrete examples of tests (5) and classify if it is
objective or subjective type.
ACTIVITY 20 : Let’s Compile and Infer
Refer to any Reviewer in Language and Literature may it be in BLEPT Exam or

Civil Service Exam and find out what is considered easy and difficult. Please
support your answer.
SELF EVALUATION: Fill-in the Table below to self-assess your learnings about the
lesson. Make your answer brief but concise.
As a future teacher:
Types of Assessment and Assessment tools Language test should Conclusion
Evaluation should be and its uses should be given emphasis
familiarized because: be mastered since: because:

POST-TEST:
Provide your responses on the following questions briefly in 2 to 3 sentences.
Rubrics can be found in the appendices.
1. What more do you need to know to deepen your understanding of these lessons apart
from knowing its definitions?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Why is it that teachers integrate in their summative test subjective testing apart from
objective testing?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
REFERENCES:

Note: Outputs maybe written/illustrated in or sent to the following :
2. Notebook
ONLINE SESSIONS:

MODULE 4
TITLE : TEST CONSTRUCTION
TOPIC : Mechanics of Test Construction, Test Items, Skills Tested and

Intellectual Skills needed, Phases of Evaluation, Stages of Test
Construction
TIME FRAME: 8 hours
INTRODUCTION:
Teachers quest for an effective assessment do not just end on the principles of
assessment but go beyond its theoretical foundation hence, this module highlights the
conventions or mechanics of test construction, its phases of evaluation and stages of
test construction.
These aspects are necessary in designing and crafting of actual test to equip
prospective teachers the knowledge and skills needed by them when they will be
doing their practicum or internship in schools with diverse learners.
At the end of the Module

1. describe test construction, test items and how they are classified;
2. identify the different phases of the evaluation process;
3. explain how each phase should be carried out;
4. discuss the stages of test construction;
5. acknowledge the importance of knowing the steps in constructing a test for efficient
testing.
PRE-TEST: Support your own views basing on the questions provided in 2 or 3

substantial sentences. You may write your answers in your literature notebook
or send it via email or messenger, Create your class account name should you
choose the online system where all your answers are intact under one social
account.
1. Give yout comment on what language test is considered most effective.

2. Say something about your experience when your teacher does not vary his/her
examination.
3. When you hear the word language test, what comes into your mind of the details
that you will consider in crafting it?
4. Give your comments on this statement, my teacher is fond of giving pointers that
do not point.

LEARNING ACTIVITIES:
LET’S LEARN;

Test Items
A test item is a specific task test takers are asked to perform.Test items can
assess one or more points or objectives, and the actual item itself may take on a
different constellation depending on the context.
For example, an item may test one point (understaning of a given vocabulary
word) or several points (the ability to obtain facts from a passage and then make
inferences based on the facts). Likewise, a given objective may be tested by a series
of items. For example, there could be five items all testing one grammatical point
(e.g., tag questions). Items of a similar kind may also be grouped together to
form subtests within a given test.
Classifying Items
Discrete – A completely discrete-point item would test simply one point or objective
such as testing for the meaning of a word in isolation. For example:
Choose the correct meaning of the word paralysis.
(A) inability to move

(B) state of unconscious
(C) state of shock
(D) being in pain
Integrative – An integrative item would test more than one point or objective at a
time. (e.g., comprehension of words, and ability to use them correctly in context). For
example:
Demonstrate your comprehension of the following words by using

them together in a written paragraph: “paralysis,” “accident,” and
“skiing.”
Sometimes an integrative item is really more a procedure than an item, as in the

case of a free composition, which could test a number of objectives; for example,
use of appropriate vocabulary, use of sentence level discourse, organization,
statement of thesis and supporting evidence. For example:
Write a one-page essay describing three sports and the relative

likelihood of being injured while playing them competitively.
Objective – A multiple-choice item, for example, is objective in that there is only one
right answer.

Subjective – A free composition may be more subjective in nature if the scorer is not
looking for any one right answer, but rather for a series of factors (creativity, style,
cohesion and coherence, grammar, and mechanics).
The Skill Tested
The language skills that we test include the more receptive skills on a
continuum – listening and reading, and the more productive skills – speaking and
writing. There are, of course, other language skills that cross-cut these four skills,
such as vocabulary. Assessing vocabulary will most likely vary to a certain extent
across the four skills, with assessment of vocabulary in listening and reading –
perhaps covering a broader range than assessment of vocabulary in speaking and
writing.
We can also assess nonverbal skills, such as gesturing, and this can be both
receptive (interpreting someone else’s gestures) and productive (making one’s own
gestures).
The Intellectual Operation Required
Items may require test takers to employ different levels of intellectual

operation in order to produce a response (Valette, 1969, after Bloom et al., 1956).
The following levels of intellectual operation have been identified:
 knowledge (bringing to mind the appropriate material);

 comprehension (understanding the basic meaning of the material);
 application (applying the knowledge of the elements of language and
comprehension to how they interrelate in the production of a correct oral or
written message);
 analysis (breaking down a message into its constituent parts in order to make
explicit the relationships between ideas, including tasks like recognizing the
connotative meanings of words and correctly processing a dictation, and
making inferences);
 synthesis (arranging parts so as to produce a pattern not clearly there
before, such as in effectively organizing ideas in a written composition); and
 evaluation (making quantitative and qualitative judgments about material).

ACTIVITY 21 : LET’S COMPARE AND CONTRAST

Based from the write-ups and the illustration, compare and contrast its essence
in 5 sentences.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

PREPARATION PHASE:
Teachers decide what is to be evaluated, the type of evaluation to be used

(diagnostic, formative, or summative), the criteria upon which student learning
outcomes will be judged, and the most appropriate assessment techniques for
gathering, information on student progress, Teachers may make these decisions
in collaboration with student.


STAGES OF TEST CONSTRUCTION
The first two phases comprise test construction. In the preparation and assessment
phases the following stages are carries out:
1. Planning
Once the need for a language test arises, the teacher or test developer determines a
few essentials, (a. Goal b. Format c. Tasks) before the actual writing begins.
a. Goal - test’s goal is a vital step in the development process. If the goal is assigning
students to a level before a course begins, rather than evaluating them afterwards, your test
design will reflect this.
b. Format - the test developer will have to consider a few format – related dilemmas, such
as paper- based test versus digital one.
c. Tasks there are a myriad of possible test tasks, all of which can be used in different
formats for different levels. A non-exhaustive list of commonly used tasks might include the
following;
Multiple Choice General term for any task type where

the appropriate answer is picked from a
list of alternatives
Single Response A multiple choice task where only one e.g. Tick the item with the
option is possible correct spelling
Multiple Response A multiple choice task where more than e.g. Which of the following
one option is possible are causes of global
warming?
True/False The student is given a statement and e.g. Does the journalist
should indicate whether it is correct or agree with the interview?
not.
Ranking In this task, students are given a list of e.g. Retrace the
items which they are asked to rank (i.e. chronological order in

by dragging or assigning a number). which these events took

place.
Matching A kind of multiple choice question in e.g. (Reading task) Connect
which the test taker is asked to combine which statements to the
two or more items that belong together. paragraph they summarize.
Hotspot On a drawing or a picture, students are e.g. Indicate on the picture
asked to select a specific area. where the Dolphin’s vocal
cords used to be.
Open answer Any type of question in which the test
taker is asked to produce written or
spoken sentences of texts.
Test-numeric As an answer to a question, students fill e.g. (listening test) Fill in
in words, short sentences or numbers. the omitted dates.
Cloze In a running text one or more words or e.g. Fill in the correct
numbers have been deleted. It is up to prepositions….
the test taker to fill in the gaps.
C-Cloze A cloze test which includes the first e.g. Fill in the correct
letter of each deleted word. words
Extended response Students can be asked to reply to an e.g. Explain your opinion
open question or to produce longer about Johnson’s behavior.
2. Design
a. Collecting testing material. Collecting material with an appropriate degree of
situational and/ or interactional authenticity. Appear both meaningful and realistic
to each testee.
b. Writing a draft version. This draft will often contain more questions and items
than are taken down to the final test version.
c. Evaluating the draft version - the team members that were not involved in writing
the draft version have a close look at the test and decide which questions will be
omitted, which items need further clarification
d. Rewriting the draft version - based on the observations and suggestions made by
the reviewers, the draft version is rewritten and refined until the whole team is
happy with the test.
3. Development
a. Piloting - the test is distributed among a group of representative end users in the
same settings and circumstances as the live test. - by analyzing the results from
this piloting quantitatively and/ or qualitatively the validity and reliability of the
test can be determined and refined.
b. Revising - based on the results from the piloting and the test analysis, the final test
will be composed.

ACTIVITY 22: LET’S PLAN AND DESIGN

Plan a test to your prospective students. Provide learning objectives and your
corresponding activities to be reflected in a lesson plan or daily log and design a test for the
same group of students (summative test) as application of the theories stated in the lesson.
Rubric in the appendices.
SELF EVALUATION: Support your own views basing on the questions provided in 2 or 3
substantial sentences. You may write your answers in your notebook or send it
via email or messenger, Create your class account name should you choose the
I can improve my way of constructing test

I find this module useful because: items by:
POST-TEST: Provide your brief responses in 2 to 3 sentences on the following

questions:
1. Is it necessary to strictly follow the steps or phases in test construction? Can you not
modify or revise as you wish in constructing your own test?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. As a testee, what lessons have you learned related to test construction?
__________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
REFERENCES:

Macarandang, Mercedes A. (2010). Assesment of Student Learning 1. Manila,

Philippines
Navarro, Rosita, L. ( 2010) Assessment of Student Learning 1. Manila, Philippines
Note: Outputs maybe written/illustrated in or sent to the following:
2. Notebook
ONLINE SESSIONS:
2. FB Messenger (Group chat Literature class) -

APPENDICES
RUBRICS FOR VARIED LEARNING TASKS
FOUND IN THE MODULE

SHORT ANSWER RUBRIC
Needs Approaching
Good Excellent
improvement standards
3 pts 4 pts
1 pts 2 pts
Ideas and Needs Approaching standards Good Excellent

Content improvement
You put thought into this, but What you are writing about is What you are writing about
There is no clear there is no real evidence of clear. You answered the is clear and well-
or specific learning. More specific question. Some support may expressed, including
explanation in information is needed or you be lacking, or your sentences specific examples to
answer to the need to follow the directions may be a bit awkward. demonstrate what you
question. more closely. Overall, a decent job. learned. Well done!
Use of Needs Approaching standards Good Excellent

terms improvement
Only one term from the Your answer included several Your answer included all
No terms from lesson is used in the terms from the lesson, the terms from the lesson
the lesson are answer. Try for a few more, demonstrating adequate that applied to the question
used. next time. understanding of the material. asked. All terms are fully
defined and used in the
proper context.
Sentence Needs Approaching standards Good Excellent

Fluency improvement
Some sentences are Sentences are complete and Sentences are complete
Sentences are complete and easy to able to be understood. and they connect to one
incomplete or too undersand. Others require another easily when they
long. It makes some work. are read out loud. Your
reading them writing 'flows.'
difficult.
Conventions Needs improvement Approaching standards Good Excellent
Few end marks or Mistakes using end marks or Use of punctuation marks and No punctuation or structural
capital letters. capitals as well as spelling mistakes capitals, as well as spelling, is mostly mistakes. No spelling errors. Your
Answers contain make the writing hard to read. correct. Few errors exist in your writing shows full awareness of
numerous spelling or answer. the rules of English use.
structural errors.
COMPOSITION SCORING RUBRIC

TARGET ACCEPTABLE UNACCEPTABLE
HIGH LOW
7-8 6
9-10 4-5
Content _____ out of 10 Interesting content and Some interesting content; Conventional ideas or Cursory; gives the
points presentation; ideas well points not sustained or not clichés; little supporting impression of writing just
conceived and developed fully developed. detail included. to complete the
with sufficient examples. assignment.
5 4 3 2
Structure, Logic and _____ out of 5 Logical progression of ideas Logical progression of ideas Gaps in logic or no Disorganized; appears to
Transitions points with well-executed but often lacks transitions. transitions. have been written as
transitions. thoughts occurred to the
writer.

13-15 11-12 9-10 7-8

Grammatical Accuracy _____ out of 15 Appropriate level of Confined to simpler Errors frequently affect Message is largely
points complexity in syntax with sentences or structures with comprehensibility, or very incomprehensible due to
very few errors, if any. very few errors OR shows basic types of errors inaccurate grammar,
variety and complexity in (subject-verb agreement; which alters or obscures
syntax with errors that do noun-adjective agreement, it, OR reader must know
not affect comprehensibility. etc.) English to comprehend
much of the message.
13-15 11-12 9-10 7-8
Vocabulary/ Word _____ out of 15 Uses sufficient, Usually uses appropriate Often uses inappropriate, Uses only elementary
Choice points appropriate, and varied vocabulary with some or non-specific vocabulary; creates
vocabulary; English variety; some errors in vocabulary; lack of variety nonexistent words from
influence not apparent; usage that do not affect the in word choice; avoids use English OR uses words in
rich variety of Spanish message; occasional of Spanish idioms; English; translates English
idioms; no literal appropriate use of Spanish English-inluenced word idioms verbatim.
translation from English. idioms. choice.
5 4 2-3 0
Punctuation, _____ out of 5 Correct spelling Occasional mechanical Frequent mechanical English spelling and
Spelling, and points (including accents) and errors. errors. punctuation: no accents;
Presentation punctuation; neatly mechanical errors in most
typed with correct format sentences.
as specified (MLA).
Total _____ out of 50
points
SLOGAN RUBRIC
4 3 2 1 Score
(N/A) (N/A) (N/A) (N/A) (N/A)
Craftsmanship 4 3 2 1 Score
The slogan is The slogan is attractive The slogan is The slogan is

exceptionally in terms of neatness. acceptably attractive distractingly messy.
attractive in terms Good construction and though it may be a bit
of neatness. Well not very messy. messy.
constructed and not
messy.
Creativity 4 3 2 1 Score
Slogan is Slogan is creative and a Slogan is creative and The slogan does not
exceptionally good amount of thought some thought was put reflect any degree
creative. A lot of was put into decorating into decorating it. of creativity.
thought and effort it.
was used to make
the banner.
Originality 4 3 2 1 Score
Exceptional use of Good use of new ideas Average use of new No use of new
new ideas and and originality to create ideas and originality ideas and
originality to create slogan. to create slogan. originality to create
slogan. slogan.
Grammar 4 3 2 1 Score
There are no There is 1 grammatical There are 2 There are more

grammatical mistake on the poster. grammatical mistakes than 2 grammatical
mistakes on the on the poster. mistakes on the
poster. poster.

Poster rubric
Total
Poor Fair Good Excellent
Score
1 pts 2 pts 3 pts 4 pts
(N/A)
Correct Grammar Poor Fair Good Excellent Total Score
Many grammar Some grammar A few grammar No grammar Total Score.

mistakes mistakes mistakes mistakes
Creativity Poor Fair Good Excellent Total Score
No creation has Some creative ideas Shows many creative Very creative Total Score.
been used. used. ideas. poster.
Neatness Poor Fair Good Excellent Total Score
Very careless and Many untidy errors. Some untidy errors. Very neat and tidy Total Score.
untidy. poster.
Well Organised Poor Fair Good Excellent Total Score
Poster is poorly Poster is put together Poster is organised well Information is well Total Score.
put together and okay but is difficult to but still a little difficulty organised and easy
very difficult to understand. understanding. to understand.
understand.
Use of resources Poor Fair Good Excellent Total Score
Lacks use of any Use of a few available A good use of available Excellent use of Total Score
available resources. resources. available resources.
resources.

SCRIPT RUBRIC

Grammar & Spelling Poor Fair Good Excellent
Writer makes more Writer makes 5- Writer makes 3-4 Writer makes 1-2
than 6 errors in 6 errors in errors in grammar or errors in grammar
grammar or grammar or spelling. or spelling.
spelling. spelling.
Written in Script Poor Fair Good Excellent

Format
The script is NOT The script is The script is mostly The script is written
written in script slightly correct. correct. Either the in the correct
format. Both margins margin OR format. All lines
and the punctuation is have the correct
punctuation are incorrect. margin and
not correct. punctuation.

Creativity Poor Fair Good Excellent
There is little The story The story contains a The story contains
evidence of contains a few few creative details many creative
creativity in the creative details and/or descriptions details and/or
story. The author and/or that contribute to the descriptions that
does not seem to descriptions, but reader's enjoyment. contribute to the
have used much
they distract The author has used reader's enjoyment.
imagination.
from the story. his imagination. The author has
The author has really used his
tried to use his imagination.
imagination.
Easy to Understand Poor Fair Good Excellent

and Follow
Script does NOT Script is difficult Script has parts that Script is easy to
make sense. to read and are confusing but the understand and
Reader CANNOT understand. It overall intention is follow. It flows and
understand the does not flow. clear. makes sense.
intention or where An attempt has
the script is going.
been made.
JINGLE MAKING RUBRIC
A B C D
Theme A B C D
Jingle stays on Jingle stays on Jingle stays on topic Jingle doesn't stay on topic.
topic throughout. topic. Topic is some of the time. Topic is not shown in a
Topic is positive positive and Topic is occasionally positive way or is not always
and appropriate for appropriate for positive and appropriate. Group has
school advertising. school appropriate for difficulty and needs much
Clever lyrics. advertising. school advertising. support to write lyrics.
Competent lyrics Fine lyrics written
to advertise topic. with some teacher
support.
Melody A B C D
Melody is simple Melody is simple Melody is fair, but Melody requires much
and very "catchy". and "catchy". not "catchy". Could improvement, is not
Rhythm and Rhythm and be improved appealing, or is "stolen" from
melody range melody range rhythmically or another source.
appropriate and appropriate and melodically. Lacks
appealing. Is appealing. originality.
original. Demonstrates
some originality.
Group work A B C D
Entire group Entire group All group members Group does not work well
involved in involved in are involved in together, not everyone
composition and composition and composition and involved in composition
performance performance, but performance at and/or performance. Group
equally. All group not all equally. All times in every members undervalue
members ideas are group members class. Teacher must eachothers' ideas - Respect
always valued - ideas are usually mediate not shown. Group either falls
group valued - respect is occasionally. apart, requires much teacher
demonstrates shown most of the Respect often intervention, or does not
respect at all times. time. shown. finish project together.

COMIC STRIPS MAKING RUBRIC

Choice of Scenes Poor Fair Good Excellent
Shows some events Shows most important Shows most of the important Shows events that are relevant
related to the story, but events related to story, related to the story, however and reasonably accurate as a
information is incomplete highlights unimportant their is at least one sequel to the novel
or focused on less points. discrepancy/conflict with the
important points. original
Captions Poor Fair Good Excellent
Captions do not relate Captions are related to Captions are related to the Captions are related to the
well to the scenes. There the scenes and the scenes and the story, and most scenes and the story, and the
seems to be no story, but the connections are easy to connections are easy to
connection or connections are less understand. understand.
connections are very obvious.
general.
Characters Poor Fair Good Excellent
It is hard to tell who the The main characters are The main characters are clearly The main characters are
main characters are, or identified, but actions identified, and their actions and clearly identified, and their
main characters in the and dialogue are too dialogue match actions and actions and dialogue are well-
comic are not the main general to show their dialogue in the story. matched to their actions and
characters in the story. relationship to the story. dialogue in the story.
Spelling, Punctuation, Poor Fair Good Excellent

and Grammar
There are more than 5 There are 4-5 spelling, There are 1-3 spelling, There are no spelling,
spelling, punctuation, punctuation, and punctuation, or grammar errors. punctuation, or grammar
and grammar errors. grammar errors. errors.
Thought/Speech Poor Fair Good Excellent

Bubbles
No Thought/Speech Some Thought/Speech Most Thought/Speech Bubbles Thought/ Speech bubbles are
Bubbles are present. Bubbles are present and are present and somewhat present and clearly reveal a
reveal some character's reveal a character's thoughts or character's thoughts or relay
thoughts or relay some relay dialogue. dialogue efficiently.
dialogue
Artwork Poor Fair Good Excellent
No pictures or little Some pictures show Most boxes are neat with some All boxes are complete.
detail. detail, but detail is detail in all scenes. Excellent detail in all scenes.
inconsistent
Frames Poor Fair Good Excellent
The comic only has 1 The comic only has 2 The comic only has 3-4 frames. The comic has at least the 6
frame. frames. required frames.
DRAMATIC PERFORMANCE ASSESSMENT RUBRIC MONOLOGUE
Exceptional Good Fair Poor

Student possesses Student possesses Student is in need of Student possesses
exemplary skill and sufficient skill and additional skills and little to no skill and/or
mastery of all mastery of all mastery of the mastery of the
techniques needed for a techniques needed techniques needed for techniques needed for

successfully delivered for a successfully a successfully a successfully

dramatic performance. delivered dramatic delivered dramatic delivered dramatic
4 pts performance. performance. performance.
3 pts 2 pts 1 pts
Voice Exceptional Good Fair Poor
*Student consistently *Student *Student strives to *Student exhibits

uses their voice enunciates clearly. enunciate and add poor vocal enunciation
expressively and *Student varies variations, but overall and no variations in
articulately. voice pitch and effect is flimsy - due volume and/or pitch.
*Student projects their tone, and reflects to either too much or
voice clearly. some level of too little expression.
*Student utilizes their expressiveness.
voice to include
variations of pitch, rate,
volume, and tone
consistent to their
character.
Character Exceptional Good Fair Poor

Development
*Character's motivation *Character's *Character's *Student is doing
is well-defined. motivation is motivation is lacking. little more than
*Depth and range of somewhat defined. *There is little depth reading from the
emotion is ongoing. *Depth and range or range of emotion. book.
*Life and world of of emotion is *Life and world of
character is shown adequate. character is not
brilliantly through *Life and world of shown by actor's
actor's performance. character is performance.
superficial, but
adequately
displayed through
actor's
performance.
Movement Exceptional Good Fair Poor
*Student shows *Student uses *Student strives to *Student employs

phenomenal use of appropriate use of use appropriate use of little to no movement
movement and facial body movement body movement and and facial expression
expressions to enhance and facial facial expression to in the scene.
character. expression to enhance character but *Student's moves are
*Student's movements enhance character overall affect is flimsy without purpose.
always reflect purpose. *Student's - due to either too
movements much or too little
usually reflect expression.
purpose. *Student's
movements rarely
reflect purpose.
Preparation Exceptional Good Fair Poor
*Student's lines are *Student delivers *Student has trouble *Student cannot
delivered flawlessly from lines and hits delivering lines perform without the
memory. marks well and without calling for book.
*Student fluidly delivers with few errors. them. *Student has no
her/his lines while *Student spent an *Student lacks any fluidity and is
hitting their marks appropriate fluidity in movement obviously not
confidently. amount of time and delivery of lines; prepared.
*Student obviously preparing for did not spend nearly
spent a significant project. enough time in
amount of time on preparation.
project and came to
class ready and

prepared.
Focus Exceptional Good Fair Poor
*Student stays *Student weaves *Student never truly *Student makes little
completely immersed in in and out of immerses enough into to no attempt at
their character character slightly their character to staying in any type of
throughout the entire throughout produce any kind of character.
performance. performance. believability. *Student lacks focus
*Student never breaks *Student subtly *Student's focus is and seems
focus, even during breaks focus when easily broken; unprepared.
missed lines/cues. thinking of next attention wavers
line/cue or out of often.
obvious
nervousness.
Props Exceptional Good Fair Poor
* Student has found * Student has * Student has found * No props or

appropriate props and found appropriate only minimal props costume are present.
costume to enhanse the props and costume and costume. OR
overall performance. to enhanse the * The props and * Props and costumes
* All props and costume overall costume are not are irrelevent to the
are relavent, performance. relavent or monologue.
appropriate and do not * Most props and appropriate and tend
interfere with the overall costume are to interfere with the
presentation. relavent, overall presentation.
appropriate and do
not interfere with
the overall
presentation.
LITERARY ANALYSIS RUBRIC
Excellent Very Good Fair Poor

20 17 10 4
(N/A) (N/A) (N/A) (N/A)
Introduction Excellent Very Good Fair Poor
-Begins with a hook -Introduces author -Author and title -Missing author and
-Introduces the author and -Introduces title mentioned, but not title
title fluidly -Thesis statement is clearly stated -Thesis statement
Thesis statement is clear, clear -Thesis statement unclear
thoughtful present, but not
strong
Organization/To Excellent Very Good Fair Poor

pic Sentences
The essay's organization Essay is organized Organization is Essay is not
supports the thesis and into sub-topics that unclear or loses organized into sub-
remains focused with explore the work focus from the play topics that focus on
insightful discussion. Topic and support the and/or thesis. one aspect of the
sentences are clear and thesis. play.
connected to the thesis.
Makes use of transitions to
provide a natural flow to
the essay.
Thesis Excellent Very Good Fair Poor

Thesis is clear and well Thesis is clear and The thesis is Thesis is unclear
developed. Main points are strongly supported somewhat clear and and unsupported.
introduced clearly. Thesis with concrete somewhat Discussion shows
is supported throughout details and supported with little understanding
with concrete details and commentary on the concrete details and of the text. Body
appropriate commentary. story throughout commentary related paragraphs do not
Body paragraphs contain the essay. Body to the story. contain concrete
concrete details from the paragraphs each details drawn
the story that support the contain specific directly from the
thesis. details from the story.
story that tie into
the topic sentence.
Text evidence Excellent Very Good Fair Poor
Essay contains at least Body paragraphs Contains fewer than No text evidence
three in-text citations contain at least three pieces of text provided in form of
(paraphrases/quotes) that three in-text evidence OR quotes or
offer support for the thesis citations evidence does not examples.
and are creatively (paraphrases/quote support thesis.
introduced. s) that clearly
support the thesis.
Body Excellent Very Good Fair Poor

paragraphs
All body paragraphs Most body Some body Few, if any, body
contain a topic, paragraphs contain paragraphs contain paragraphs contain
explanation, evidence, a topic, explanation, a topic, explanation, a topic,
analysis, and is related to evidence, analysis, evidence, analysis, explanation,
the thesis and is related to the and is related to the evidence, analysis,
thesis thesis and is related to the
thesis
Conclusion Excellent Very Good Fair Poor
Wraps up the essay by Restates the thesis Conclusion restates Does not restate
restating the thesis, and main points the thesis, but not thesis and main
reviewing the main points briefly, and leaves the main points. points. Conclusion
briefly, and leaving the the reader with missing.
reader thinking. The something to think
conclusion is creative about.
and/or thoughtful.
Criteria Excellent Very Good Fair Poor
All criteria met Most criteria met Some criteria met Few, if any criteria
met
Spelling and Excellent Very Good Fair Poor

grammar
No errors in spelling and Very few errors in Multiple errors in Many spelling and
grammar throughout the spelling and spelling and grammatical errors
essay. grammar. grammar show little detract significantly
effort in editing and from the essay.
proofreading.
MLA Formatting Excellent Very Good Fair Poor
No errors in MLA 1-2 errors in MLA 3 errors in MLA 4 or more errors in

formatting formatting formatting MLA formatting
Works cited Excellent Very Good Fair Poor

Paper includes a work Paper includes a Paper includes a Paper includes a

cited page that includes all work cited page work cited page work cited page
sources and is perfectly that includes either that includes some that includes only
MLA formatted all sources and is of the sources one or two of the
almost perfectly sources and has an sources sources and
MLA formatted, or attempt MLA has an attempt MLA
contains most of formatted formatted
the sources and is
perfectly MLA
formatted
THEME ANALYSIS RUBRIC
Good Fair Poor Score

100 pts 80 pts 60 pts (N/A)
Introduction Good Fair Poor Score
- Introduces author Introduction missing one or Introduction does not

- Introduces title more elements introduce required
- Introduces theme information and does not
- Clearly written thesis have the characteristics of an
statement introduction
Body Paragraphs Good Fair Poor Score
Each Body Paragraph Body paragraphs contain some Body paragraphs do not
contains one concrete detail concrete detail and limited contain concrete details and
and is followed by commentary commentary
commentary
Conclusion Good Fair Poor Score
Restates thesis and main Restates thesis and main points Does not restate thesis and
points, discusses why it and does not introduce any new main points
matters, does not introduce ideas
new ideas, and reads like the
ending of an essay
Spelling and Grammar Good Fair Poor Score
0-3 spelling and grammatical 4+ spelling and grammatical Many spelling and
errors errors grammatical errors
Errors become distracting to the Errors are extremely
reader distracting and take away
from the reading.
Concrete details Good Fair Poor Score
At least two concrete detail At least one concrete detail Concrete details not included
included in each paragraph included in most paragraphs
Theme Good Fair Poor Score
Theme is very clear and Theme is somewhat clear and Theme is unclear and not
strongly supported with somewhat supported with supported
concrete details and concrete details and
commentary commentary

THEMATIC ANALYSIS RUBRIC
Poor Fair Good

5 pts 10 pts 20 pts
Intro/Thesis Poor Fair Good
Essay has minimal Essay has a vague Essay introduces the novel
introduction and no real introduction of novel and/or with clarity.
thesis statement the introduction does not
include a clear thesis Introduction ends with a clear
statement thesis statement which
includes the theme and what
the writer asserts the author
was demonstrating about the
theme.
Conclusion Poor Fair Good
Essay does not have a Essay does not maintain a Essay maintains strong
conclusion. strong conclusion. conclusion that restates the
Organization Poor Fair Good
Essay rambles in different Essay is missing some Essay has a clear and logical
directions without much transitions and the organization that reader can
conscious planning of organization of ideas is a bit easily follow.
organization. confusing. (At least 4 paragraphs)
Evidence Poor Fair Good
Evidence for writer's Evidence/examples are Essay includes concrete

points is lacking. vaguely tied to text. evidence/examples from text
to back up what the writer is
saying.
Grammar/Mechanics Poor Fair Good
Essay has many errors Essay could use some Writer's mechanics are
and these errors create editing. There are some generally good; errors do not
confusion for the reader. errors that detract from detract from reader's
essay. understanding.
QUOTE RESPONSE WRITING RUBRIC
Exceeds Meets Fair Poor

Restate the Quote Exceeds Meets Fair Poor
The writer restates the The writer has made an The writer restates the quote The writer does not restate
The writer restates the quote quote and uses a attempt to restate the quote and but does not use a the quote at all and makes
and uses a creative creative introduction to and use a creative creative introduction to get no attempt at a crteative
introduction to get the get the reader's introduction to get the the reader's attention. introduction.
reader's attention. attention. reader's attention.
Author's Message and Key Exceeds Meets Fair Poor

Terms
The writer was able to The writer attempted to The writer was able to clarify The writer was unable to
clarify the author's clarify the author's message the author's message by clarify the author's message
What the quote means to the message by rewriting the by rewriting the quote in rewriting the quote in their and did not note any key
writer in their own words quote in their own words their own words and noting own words but failed to note terms.
using key terms. using key terms to key terms. any key terms.
further explain the
meaning.
Personal Experience Exceeds Meets Fair Poor
The writer further The writer explains a valid a The writer attempts to give an The writer does not attempt
The writer further explains explains the meaning of example of a personal personal experience related to give a personal
the meaning of the quote by the quote by giving an experience that relates to the quote. experience that relates to
giving an example of a example of a personal the quote. the quote.
personal experience that experience that relates
relates to the quote. to the quote.
Connecting Exceeds Meets Fair Poor
The student connects The student connects their The student attempts to The student does not
The writer connects their their experience to the experience to the quote connect their experience to connect their experience to
experience to the quote. quote successfully. effectively. the quote. the quote.
Conclusion Exceeds Meets Fair Poor
The writer clearly The writer adequately The writer attempts to The writer makes no
The writer clearly summarizes the main summarizes the main ideas summarize the main ideas of attempt to summarize the
summarizes the main ideas ideas of the essay while of the essay while restating the essay but fails to restate main ideas of the essay and
of the essay while restating restating the quote and the quote and it's meaning. the quote and it's meaning. fails to restate the quote
the quote and it's meaning. it's meaning. and it's meaning.
QUOTE ANALYSIS POSTER RUBRIC
Good Fair Not Yet

(N/A) (N/A) (N/A)
Quote Analysis Good Fair Not Yet
The quote is paraphrased The quote is somewhat The quote is not

and clearly explained. paraphrased and paraphrased correctly and
Provides excellent and clear, somewhat explained. not explained. Provides no
relevant support. Provides minimal support or examples.
support and examples.
Conventions and Skills Good Fair Not Yet
There are no grammatical There are minimal There are multiple

errors. grammatical errors. grammatical errors.
Word Choice, Voice, Good Fair Not Yet

Style
Little to no passive voice Some passive voice. Written in mostly passive
used. Sentence structure is Some sentence voice. Too many sentence
correct. fragments or run-on fragments or run-on
sentences. sentences.
Creativity Good Fair Not Yet
The poster is colorful and The poster is The appearance of the

information/images are somewhat creative. poster is unappealing and
creatively presented. completion appears rushed.

DRAWING AND PAINTING RUBRIC
Emerging Competent Proficient Distinguished

Craftsmanship Emerging Competent Proficient Distinguished

5 pts
Art work is messy and Art work is somewhat messy Art work is neat and shows Art work is impeccable and
shows smudge marks and shows either smudge very little evidence of smudge shows no
and rips, tears, or folds. marks or rips, tears, or folds. marks, rips, tears, or folds. A evidence of smudge marks,
Erasure lines showing. Some erasure lines showing. few erasure lines showing. rips, tears, or folds. No
erasure lines showing.
Technique/Art Concepts Emerging Competent Proficient Distinguished

5 pts
Art work lacks technique Art work shows some Art work shows good Art work shows a mastery of
and/or understanding of technique and understanding technique. All objects are advanced techniques in
art concepts. Paper is of art concepts. Average use placed in correct space. composition. All objects are
left mainly blank, little of negative and positive Negative and positive space placed in correct space.
area drawn on and does space. Paper is half filled and is almost balanced. Paper is Negative and positive space
not show a background, foreground and background drawn on leaving some area is balanced. Paper is
mid-ground and/or is clearly shown. undone and shows a completely drawn on and
foreground. background, mid-ground and shows a background, mid-
foreground. ground and foreground.
Creativity Emerging Competent Proficient Distinguished

5 pts
Art work shows little or Art work shows some Art work reflects originality. Art work reflects a high level
no evidence of original evidence of originality. Student uses line, shading or of originality.
thought. Student does Student uses line, shading or form in an original manner. Student uses line, shading or
not use line, shading or form in a slightly original form in a highly original
form in a creative manner. manner.
manner.
Shading/Proportion Emerging Competent Proficient Distinguished

5 pts
Completed art work is Completed art work is half Completed art work is almost Completed art work is fully
not shaded or incorrectly shaded showing average fully shaded showing good shaded showing excellent
shaded. Still life objects placement of light and darks placement of light and darks placement of light and darks
are incorrect in using average drawing using good drawing using excellent drawing
proportion with real life technique. Some still life technique. Still life objects technique. Still life objects
objects. objects are in proportion with are mostly in good are in excellent
real life objects. proportion with real life proportion with real life
objects. objects

POETRY ANALYSIS ESSAY RUBRIC
Beginning Developing Strong

1 pts 3 pts 5 pts
Organization Beginning Developing Strong
Some organization Focused and organized Clearly focused and well-organized

Enter description
Introduction Beginning Developing Strong
Introduction is missing one or more Introduction contains most of the Introduction contains all requirements:
of the following requirements requirements: -an engaging hook,
-hook, -hook, -name of poem,
-name of poem, -name of poem, -name of poet,
-name of poet, -name of poet, -a brief summary,
-a brief summary, -a brief summary, -thesis (interpretation),
-thesis (interpretation), -thesis (interpretation), -key elements
-key elements -key elements
Body Paragraph Beginning Developing Strong
The essay does not explain the The essay explains with some The essay thoroughly explains why the
Analysis of key elements elements that have been used by inconsistency, the elements that have element may have been used by the
the poet, or what the element gave been used by the author, or what the author, or what the element gave to the
to the poem clearly. It is not clear element gave to the poem. It is fairly poem. It is clear that the student
that the student understands the clear that the student understands the understands the definition of the elements
definitions of the elements definition of the elements discussed and discussed and is able to apply their
discussed and is not able to apply is able to apply their knowledge to the knowledge to the poem.
their knowledge to the poem. poem.
Conclusion Beginning Developing Strong
Conclusion is missing one or more Conclusion contains most of the Conclusion contains all required elements:
of the requirements: required elements: -Restated thesis
-restated thesis -restated thesis -summary of main points
-summary of main points -summary of main points -relate poem to broader themes in life
-relates poem to broader themes in -relates poem to broader themes in life
life
Style Beginning Developing Strong
Shows basic Shows awareness of audience, control Shows strong

awareness of audience, simplistic of voice, some variety in sentence awareness of audience,
word choice, some variety of structure control of voice,
sentence structure, and word choice, and some smooth variety in sentence
and limited use of transitions transitions structure, precise
word choice, and
smooth transitions
Conventions Beginning Developing Strong
May have errors in grammar, May have a few errors in grammar, Generally free from
spelling, mechanics, and other spelling, mechanics, and other errors in grammar,
conventions; these conventions; these spelling, mechanics,
errors may cause some confusion errors do not cause confusion and other conventions
of written English

GROUP VIDEO PRESENTATION RUBRIC
Excellent Good Fair Poor

Poster Content Excellent Good Fair Poor
The presentation includes Presentation includes all Does not have all of the The presentation is
all information relevant to relevant information, but it is important information from lacking in required
the topic in an organized not well-organized. the posters. There is not elements. There are many
fashion. enough information gaps in information
presented. Information is presented.
presented in an unorganized
fashion.
Work quality and effort Excellent Good Fair Poor
The work done exceeds The work was done with good Work is done with fair effort, Work is done with little
expectations and shows effort that shows what the but the quality is still not what effort, quality is not what
that the students are students are capable of. It is the group is capable of. It is the students are capable
proud of their work. evident that the group put evident that the work was of. It is evident that the
Maximum effort was put effort into the presentation. rushed. work was rushed and little
into the video time was spent on the
presentation. final product. Work is
incomplete.
Style/Mechanics Excellent Good Fair Poor
The presentation has The presentation is clear and The presentation lacks style The presentation lacks a
great creativity and style, logical and contains facts as and creativity; presents clear understanding of the
and is not just a list of well as very few mistakes. adequate information but in a subject matter and has
facts or reading of Good, clear presentation, but way that does not WOW the many errors or leaves out
information. Viewers were lacks some creativity or viewer. vital information.
WOWed. clarity.
Presentation Excellent Good Fair Poor
The students speak The students speak clearly There are several confusing No preparation was done
clearly and the audience and present the information moments and the information for the presentation and
can tell that the group expected. Video is adequate. presented is not completely the information that is
understands and knows shared during the presented lacks much of
the information. It is presentation. It is obvious the what is expected.
evident that the group group did not rehearse much
practiced what would be prior to taping.
said/done.
Teamwork Excellent Good Fair Poor
The team has worked well The group worked well as a The team did work together, The group could not work
together. Responsibilities team overall, and most but had difficulty sharing together and could not
were shared and decisions and responsibilities responsibilities. share decisions or
disagreements were were shared. Disagreements were not responsibilities as was
handled well. resolved and the group expected.
argued often.

Basic Essay Writing Rubric

4 / VERY 2 / NEEDS 1 /
5 / EXCELLENT 3 / AVERAGE
GOOD IMPROVEMENT UNACCEPTABLE
This paper is clear and This paper is mostly The writer is Topic is not well- As yet, the paper has no
focused. It holds the focused, and has beginning to define defined and/or there clear sense of purpose or
reader's attention. some good details the topic, even are too many topics. central theme. To extract
Relevant details and and quotes. though development meaning from the text,
Ideas
quotes enrich the central is still basic or the reader must make
theme. general. inferences based on
sketchy or missing
details.
The organization Paper (and The organizational Sentences within The writing lacks a clear
enhances and showcases paragraphs) are structure is strong paragraphs make sense of direction. Ideas,
the central idea or theme. mostly organized, in enough to move the sense, but the order of details, or events seem
Organization The order, structure of order, and makes reader through the paragraphs does not. strung together in a loose
information is compelling sense to the reader. text without too or random fashion; there
and moves the reader much confusion. is no identifiable internal
through the text. structure.
The writing has an easy The writing mostly The text hums along The text seems The reader has to
flow, rhythm, and flows, and usually with a steady beat, choppy and is not practice quite a bit in
cadence. Sentences are invites oral reading. but tends to be more easy to read orally. order to give this paper a
Sentence
well built, with strong and businesslike than fair interpretive reading.
Fluency
varied structure that musical, more
invites expressive oral mechanical than
reading. fluid.
The writer demonstrates a The write The writer shows The writer seems to Errors in spelling,
good grasp of standard understands good reasonable control have made little effort punctuation,
writing conventions (e.g., writing conventions over a limited range to use conventions: capitalization, usage, and
spelling, punctuation, and usually uses of standard writing spelling, punctuation, grammar and/or
capitalization, grammar, them correctly. conventions. capitalization, usage, paragraphing repeatedly
usage, paragraphing) and Paper is easily read Conventions are grammar and/or distract the reader and
Conventions
uses conventions and errors are rare; sometimes handled paragraphing have make the text difficult to
effectively to enhance minor touch-ups well and enhance multiple errors. read.
readability. would get this piece readability; at other
ready to publish. times, errors are
distracting and
impair readability.
The form and The format only has The writer's The writer's message The reader receives a
presentation of the text a few mistakes and message is is only understandable garbled message due to
enhances the ability for is generally easy to understandable in occasionally, and problems relating to the
Presentation the reader to understand read and pleasing to this format. paper is messily presentation of the text,
and connect with the the eye. written. and is not typed.
message. It is pleasing to
the eye.

CRITICAL ANALYSIS ESSAY RUBRIC
Poor Fair Good

kk (N/A) (N/A) (N/A)
Essay Structure Poor Fair Good

5 pts
Essay does not have Essay has and introduction and Essay has a clear
introduction, body a conclusion. Includes body introduction, conclusion
Poor: 0-2 points paragraph and paragraphs. Thesis statement and at least three body
Fair: 3-4 points conclusion. There is no is stated, but not clear. paragraphs. Introduction
Good: 5 points thesis statement. Body has thesis statement.
paragraphs are not Paragraphs have topic
clear. sentences. Conclusion
summarizes the point of
the essay.
Argument/Thesis Poor Fair Good

15 pts
Writer's stance on the Writer states argument. Writer clearly states his or
argument is not clear. Argument is somewhat her position. Writer's
Poor: 0-7 points Argument is simple developed. argument is thoughtful,
Fair: 8-11 points and not explained. complex and thoroughly
Good: 12-15 points explained.
Textual Evidence Poor Fair Good

5 pts
Evidence is not Includes at least three textual Includes at least three
specific. Writer does references to back up thesis, textual references to back

Poor: 0-2 points not include at least but they are not thoroughly up thesis. This evidence is
Fair: 3-4 points three pieces of textual explained or examined. specific, complex and
Good: 5 points evidence. Evidence is Evidence is not specific and/or thoroughly examined.
simple and not fully does not support the writer's Evidence is quoted or
explored. Evidence argument/thesis statement. paraphrased and clearly
does not support the supports the writer's
writer's argument.
argument/thesis.
Grammar Poor Fair Good

5 pts
The essay clearly has There are few spelling errors. Essay uses correct
not been edited. There Student uses mostly proper grammar, including
Poor: 0-2 points are numerous spelling, grammar, including correct spelling, punctuation and
Fair: 3-4 points punctuation errors, punctuation and sentence sentence structure.
Good: 5 points and sentence structure structure in most cases. There Sentences are complete.
problems. There are may be errors when using MLA Student uses capitalization
errors when using MLA format. where needed. Citation
format. references follow the MLA
format. Work has clearly
been edited.
DRAWING ASSIGNMENT RUBRIC
Basic
Excellent Good Little or no effort
Requirements
5 pts 4 pts 2 pts
3 pts
Composition/Design/Planni Excellent Good Basic Requirements Little or no effort

ng
2 pts The artwork is planned The artwork is planned The artwork shows little The artwork shows no
carefully; understanding of carefully; understanding of evidence of understanding understanding of the concepts
all concepts and most concepts and the concepts and and instructions.
Level of understanding instructions is clearly instructions is instructions.
about instructions and demonstrated. demonstrated.
concepts (elements and
principles of art) used in
project. Understanding of
The Rule of Thirds.
Craftsmanship/Use of Excellent Good Basic Requirements Little or no effort

Materials
2 pts The artwork shows The artwork shows good The artwork shows limited The artwork shows minimal or
outstanding craftmanship, with some craftmanship and little no craftmanship and attention
craftsmanship,with clear attention to control, attention to control, to control, and understanding
The control, adaptations, attention to control, adaptation, selection and adaptation, and of the medium/media. There is
and understanding of the adaptation, and understanding of the understanding of the little or no evidence of a value
chosen medium. Technique understanding of the medium/media. Reflects a medium/media. The value scale.
understanding. medium/media. Reflects a value scale in the shading scale is flat and blended.
wide range of a value scale. process.
Creativity/ Challenge Excellent Good Basic Requirements Little or no effort

2 pts
The artwork demonstrates a The artwork demonstrates a The artwork demonstrates a The artwork demonstrates very
challenging level of satisfactory level of basic level of attention to little attention to production,
Inventiveness, expression production and creativity as production and creativity as production, creativity, and creativity, and problem solving
of ideas and imagination well as outstanding problem well as logical problem problem solving skills. skills.
portrayed in the solving skills. solving skills.
construction of project.
Challenge level of the
project.

Behavior/Effort Excellent Good Basic Requirements Little or no effort

4 pts
The student put forth The student put forth the The student put forth limited The student put forth minimal
extraordinary effort to effort required to complete effort required to finish the or no effort; or the project was
Work ethic; the time complete the project as well the project well; used class project; use of class time not completed; class time was
dedicated to the project as possible; used class time time well. does not reflect the not used well.
inside and/or out of class. extremely well. students ability and
potential.
POETRY ANALYSIS PRESENTATION RUBRIC

Interpretation Poor Fair Good Excellent

37 %
Interpretation of Interpretation of Interpretation of Interpretation of
poem is poem has some depth poem shows much poem shows
of poem's action, superficial and and insight and shows insight and a good excellent insight
main character, or faulty and some amount of time amount of time spent and a large
theme(s) shows only spent with the poem. with the poem. amount time
minimal insight working with the
and only a short poem.
amount of time
spent with the
poem.
Understanding Poor Fair Good Excellent

37 %
Weak Some understanding Strong understanding Excellent
understanding of uses of figurative of uses of figurative understanding
of figurative use of of uses of language, poetic language, poetic of uses of
language, poetic figurative terms and literary terms and literary figurative
terms, symbolism language, poetic elements in the poem. elements in the language, poetic
terms and poem. terms and literary
literary elements elements in the
in the poem. poem.
Explanation Poor Fair Good Excellent

26 %
Group Group explanation is Group explanation is Group explanation
explanation is somewhat weak, strong, clearly is very strong,
of poem to class weak, confused, somewhat confused, explained and all very clearly
unclear and sometimes unclear required elements are explained and all
required and some required there. required elements
elements are elements are missing. are very clearly
missing. presented to class.


A Learning Module in Em19 The Teaching and Assessment of Literature Studies

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A Learning Module in Em19 The Teaching and Assessment of Literature Studies

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LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

COLLEGE OF TEACHER EDUCATION

A LEARNING MODULE in EM19

Presented & Submitted to:

Presented & submitted by:

DR. ALICIA Z. MAGHUYOP

EM19-Teaching and Assessment of Literature Studies February 2022 Edition 1

TITLE : PRINCIPLES AND PURPOSES OF LANGUAGE ASSESSMENT

TOPIC : Key Concepts, Assessment and Evaluation Principles, Purposes of

TIME FRAME : 6 hours

Assessment is common to all disciplines, just as evaluation is as important in any lesson.

OBJECTIVES/INTENDED LEARNING OUTCOMES:

EM19-Teaching and Assessment of Literature Studies February 2022 Edition 2

PRE-TEST: In 2 to 3 sentences, answer the following questions. Write your answer in

EM19-Teaching and Assessment of Literature Studies February 2022 Edition 3

ACTIVITY 1: LET’S PONDER

EM19-Teaching and Assessment of Literature Studies February 2022 Edition 4

• Assessment is the act of gathering information in order to understand the individuals

EM19-Teaching and Assessment of Literature Studies February 2022 Edition 5

EM19-Teaching and Assessment of Literature Studies February 2022 Edition 6

EM19-Teaching and Assessment of Literature Studies February 2022 Edition 7

EM19-Teaching and Assessment of Literature Studies February 2022 Edition 8

EM19-Teaching and Assessment of Literature Studies February 2022 Edition 9

ACTIVITY 4: LET’S EVALUATE.

ACTIVITY 5: LET’S ILLUSTRATE.

EM19-Teaching and Assessment of Literature Studies February 2022 Edition 10

EM19-Teaching and Assessment of Literature Studies February 2022 Edition 11

EM19-Teaching and Assessment of Literature Studies February 2022 Edition 12

1. Assessment for Learning

ACTIVITY 6: Let’s Differentiate.

In a Venn diagram, differentiate the application of assessment in the learning

EM19-Teaching and Assessment of Literature Studies February 2022 Edition 13

ACTIVITY 7: Let’s Write Our Thoughts

EM19-Teaching and Assessment of Literature Studies February 2022 Edition 14

EM19-Teaching and Assessment of Literature Studies February 2022 Edition 15

The role of assessment in The role of assessment in The role of assessment in

POST-TEST: Answer briefly in 2 to 3 sentences the following questions.

Macarandang, Mercedes A. (2010). Assesment of Student Learning 1. Manila,

Navarro, Rosita, L. ( 2010) Assessment of Student Learning 1. Manila, Philippines

Note: Outputs maybe written/illustrated in or sent to the following :

EM19-Teaching and Assessment of Literature Studies February 2022 Edition 16

TITLE : Types of Language ASSESSMENT

TOPIC : Kinds of Assessment and Evaluation, Types of Assessment Tools

TIME FRAME : 6 hours

At the end of this Module, students should be able to:

1. identify the types of assessment and evaluation.

EM19-Teaching and Assessment of Literature Studies February 2022 Edition 17

EM19-Teaching and Assessment of Literature Studies February 2022 Edition 18

ACTIVITY 8: Let’s Find Out

ACTIVITY 9: Let’s Conclude

EM19-Teaching and Assessment of Literature Studies February 2022 Edition 19

EM19-Teaching and Assessment of Literature Studies February 2022 Edition 20

LET’S READ & LEARN

EM19-Teaching and Assessment of Literature Studies February 2022 Edition 21

EM19-Teaching and Assessment of Literature Studies February 2022 Edition 22

EM19-Teaching and Assessment of Literature Studies February 2022 Edition 23

 Anecdotal comments should be recorded regularly and immediately after the

EM19-Teaching and Assessment of Literature Studies February 2022 Edition 24

Assessment Strategies and Tools: Checklists, Rating Scales and Rubrics

The purpose of checklists, rating scales and rubrics is to:

Tips for Developing Checklists, Rating Scales and Rubrics

ACTIVITY 11: Let’s Create