CvSU Vision CvSU Mission

The premier universityin

historic Cavite recognized for
excellence in the development
of morally upright and globally
competitive individuals.
Republic of the Philippines Cavite State University shall provide
CAVITE STATE UNIVERSITY excellent, equitable and relevant educational
Bacoor City Campus opportunities in the arts, science and
Soldiers Hills IV, Molino VI, technology through quality instruction and
City of Bacoor, Cavite relevant research and development activities.
It shall produce professional, skilled and
 (046) 476 - 5029 morally upright individuals for global
www.cvsu.edu.ph competitiveness.

DEPARTMENT OF TEACHER EDUCATION

LEARNING MODULE IN BSEE 28 – TEACHING AND ASSESSMENT OF MACROSKILLS

Lesson 1
Learning Outcomes:
After the completion of the chapter, students should
1. recognize the nature of reading;
2. identify the factors to consider in teaching reading; and
3. value the importance of the principles in teaching reading in writing the lesson plan.

LESSON 1: Introduction to Teaching of Reading

A. What is Reading?
• A decoding process, a breaking of a visual code. Lapp & Flood (1978)
• Reading is getting meaning from printed pages.
• Reading is putting meaning into the printed pages.
• Reading is the process of interpreting the written symbols.
• Reading is the process of communication between author and reader.
• A process of constructing meaning through the dynamic interaction among the
reader’s existing knowledge, the information suggested by the written language, and
the context of reading situation.

B. Characteristics of a Reading Process

• Reading is a complex process.
• Reading is a two-way process.
• Reading is largely a visual process.
• Reading is an active process.
• Reading make use of a linguistic system.
• Effective reading is partly dependent on the reader’s prior knowledge.
• Reading is a complex process.
• Reading is a two-way process.
• Reading is largely a visual process.
• Reading is an active process.
• Reading make use of a linguistic system.
• Effective reading is partly dependent on the reader’s prior knowledge.

C. Focus of Teaching Reading

• Schema Activation – To make sense of new information in light of what they already
know and to make necessary connection between the two.
• Vocabulary Development – An important factor contributing to reading
comprehension.
• Understanding Text Organization – It helps students to have a blueprint for
constructing a situational model of a story or information piece.
• Application – The part of the lesson that helps readers see the relevance of learning I
their own life, or appreciate the nature of their environment and understand the
significance of knowing about the lessons discussed.

EDUC 75 – ASSESSMENT OF STUDENT LEARNING 1

D. Developmental Stages of Reading
• Prereading Stage
• Initial Reading Stage
• Stage of Rapid Progress
• Stage of Extended Reading Experience
• Stage of Refinement in Reading Abilities

E. 3 Stages of Reading Growth

• Transfer Stage
• Stage if Productive Reading
• Stage of Vivid Imaginative Realization

F. Principles In Writing Reading Lessons

• Activities and tasks allow the learners to bring their knowledge and
experiences to the reading passage.
• Instructional activities have a teaching rather that a testing focus.
• A variety of different reading activities are used during each lesson (to
maintain interest, motivation, and pace)
• Lessons should be divided into pre-reading, during reading and post-reading.

Activity:
1. Using a Venn Diagram, differentiate Assessment, Evaluation
and Test.

Assessment

Evaluation Test

2. Why educational institution shifted from content to learning

outcomes?
3. List down 2 activities or processes involved in each of the
following: measurement, assessment and evaluation.

Lesson 2
Learning Outcomes:
After the completion of the chapter, students should be able to:

EDUC 75 – ASSESSMENT OF STUDENT LEARNING 1

 1. explain the strategies in teaching reading;
2. categorize the strategies according to its proper placement in the lesson plan;
3. write a lesson that observes the strategies in teaching reading; and
4. apply the strategies in teaching reading in a demonstration teaching.
LESSON 2: Content Based Instructions & Strategies in Teaching Reading

A. What is content-based instruction?

The focus of a CBI lesson is on the topic or subject matter. During the lesson
students are focused on learning about something. This could be anything that interests
them from a serious science subject to their favorite pop star or even a topical news story or
film. They learn about this subject using the language they are trying to learn, rather than
their native language, as a tool for developing knowledge and so they develop their linguistic
ability in the target language. This is thought to be a more natural way of developing
language ability and one that corresponds more to the way we originally learn our first
language.

B. What does a content-based instruction lesson look like?

Preparation
 Choose a subject of interest to students.
 Find three or four suitable sources that deal with different aspects of the subject.
These could be websites, reference books, audio or video of lectures or even real
people.
During the lesson
 Divide the class into small groups and assign each group a small research task and a
source of information to use to help them fulfil the task.
 Then once they have done their research they form new groups with students that
used other information sources and share and compare their information.
 There should then be some product as the end result of this sharing of information
which could take the form of a group report or presentation of some kind.

C. What are the advantages of content-based instruction?

 It can make learning a language more interesting and motivating. Students can use
the language to fulfil a real purpose, which can make students both more
independent and confident.
 Students can also develop a much wider knowledge of the world through CBI which
can feed back into improving and supporting their general educational needs.
 CBI is very popular among EAP (English for Academic Purposes) teachers as it
helps students to develop valuable study skills such as note taking, summarising and
extracting key information from texts.
 Taking information from different sources, re-evaluating and restructuring that
information can help students to develop very valuable thinking skills that can then be
transferred to other subjects.
 The inclusion of a group work element within the framework given above can also
help students to develop their collaborative skills, which can have great social value.

D. What are the potential problems?

 Because CBI isn't explicitly focused on language learning, some students may feel
confused or may even feel that they aren't improving their language skills. Deal with
this by including some form of language focused follow-up exercises to help draw
attention to linguistic features within the materials and consolidate any difficult
vocabulary or grammar points.
 Particularly in monolingual classes, the overuse of the students' native language
during parts of the lesson can be a problem. Because the lesson isn't explicitly
focused on language practice students find it much easier and quicker to use their

EDUC 75 – ASSESSMENT OF STUDENT LEARNING 1

 mother tongue. Try sharing your rationale with students and explain the benefits of
using the target language rather than their mother tongue.
 It can be hard to find information sources and texts that lower levels can understand.
Also the sharing of information in the target language may cause great difficulties. A
possible way around this at lower levels is either to use texts in the students' native
language and then get them to use the target language for the sharing of information
and end product, or to have texts in the target language, but allow the students to
present the end product in their native language. These options should reduce the
level of challenge.
 Some students may copy directly from the source texts they use to get their
information. Avoid this by designing tasks that demand students evaluate the
information in some way, to draw conclusions or actually to put it to some practical
use. Having information sources that have conflicting information can also be helpful
as students have to decide which information they agree with or most believe.

E. Vocabulary Development
E.1 Structural Analysis
• Rootword
• Prefixes
• Suffixes
• Compound Words
E.2. Context and Semantic Clues
• Semantic Clues
• Definition clue
• Appositive clue
• Comparison and Contrast clue
• Explanation clue
• Syntactic Clues
• Presentation Clues
• Word Association
• Similarity
• Contrast
• Assonance
• Subordination
• Co-ordination
• Superordination
• Derivation
• Predication
• Homonyms, Homographs, Heteronyms
• Homonyms – words that sound alike but have different spelling
and meaning
• Example:
• To – two
• Way – weigh
• Homographs – Words that are spelled the same but have different
meanings.
• Fan (I used my fan when it is hot)
• Fan (As in ‘movie fan’)
• Idioms
• Expressions have meanings which are not readily from their grammatical
constructions and from the meaning of their separate elements.
• Blue-blooded – noble blood
• Crocodile tears – pretended sorrow
• Greenhord – an inexperienced person
• Synonyms and Antonyms

EDUC 75 – ASSESSMENT OF STUDENT LEARNING 1

 • Synonyms – words that have the same or nearly the same
meaning.
• Laugh – smile, giggle, chuckle
• Antonyms – words with opposing meaning.
• Figures of Speech
E.3. Intensive/Extensive Reading
• It supplements explicit vocabulary instruction because all the words encountered
in print are impossible to include in teaching.
E.4. Pleasure Reading
• It is another way of making students read, but the materials or selection that they
have brought are for themselves or for sharing with classmates.
F. For Comprehension
F.1. Pre-reading/ Activation of prior
• It is designed to determine what students already know about the topic that is
going to be studied.
• Before beginning a text, discuss the topic that will be covered. Have the
students share what they already know.
F.2. Anticipation Guide
• The strategy allows the students to consider thoughts and opinions they have
about various topics in order to create an interest in the material that is being
covered and establish a purpose for reading.
F.3. Request/Reciprocal Questioning
• The first step is to choose the text to be covered. Make sure they are familiar
with the entire selection. Have the students read the paragraph or short
sections and have them think of questions to ask about the topic as they read.
After the read, have the students ask their questions and use the text to
answer. Ask higher level questions. Continue reading the entire selection and
have a question-answer at the end of each section.

Lesson 3
Learning Outcomes:
After the completion of the chapter, students should be able to:
1. recall the important terms in assessment;
2. explain the principles in assessing reading; and
3. create a test that adheres to the principles in assessing reading.
LESSON 3: Introduction to Assessment of Reading

A. Review of Important Terms in Assessment

Measurements - Is the part of the educational evaluation process whereby some tools or
instruments are use to provide a quantitative description of the progress of
students towards desirable educational goals.
Test or Testing - Is a systematic procedure to determine the presence or absence of certain
characteristics of qualities in a learner.

Types of Evaluation
 Placement
 Formative
 Diagnostic
 Summative

Placement- evaluation accounts for a student’s entry behavior or performance.

Formative- evaluation provides the students with feedback regarding his success or

EDUC 75 – ASSESSMENT OF STUDENT LEARNING 1

failure in attaining instructional objectives.

Diagnostic- evaluation is use to detect students’ learning difficulties which are not
revealed by formative test or check by remedial instruction and other instructional
adjustment.
Summative- evaluation is concerned with what students have learned.

B. Principles in Assessing Reading

1. Assessment will be valid
2. Assessment will be reliable
3. Assessment will be equitably
4. Assessment will be explicit and transparent
5. Assessment will support the student learning process
6. Assessment will be efficient
7. Assessment outcomes will be monitored, and this monitoring used to support the
enhancement of assessment policy and practice
8. Staff involved in assessment will be competent to undertake their responsibilities in
this area

C. Designing Assessment Tasks

C.1.Read Aloud
The test – takers sees separate letters, words, and/or short sentences and reads
them aloud, one by one, in the presence of an administrator. Since the assessment is on
reading comprehension, any recognizable oral approximation of the target response is
considered correct.

C.2.Written Response
The same stimuli is presented, and the test-taker’s task is to reproduce the probe in
writing. Because of the transfer across different skills here, evaluation of the test taker’s
response must be carefully treated. If an error occurs , make sure your determine its source;
what might be assumed to be a writing error, for example , may actually be a reading
error and vice versa.

C.2.1. Multiple Choice

Multiple choice response are not only a matter of choosing one of four or five
possible answer. Other formats, some of which are especially useful at the low levels of
reading, include same/different, circle the answer, true/false, choose the letter, and
matching.

C.2.2. Picture Cued Items

Test-takers are shown a picture, along with a written text and are given of a number
of possible task to perform. With the same picture , the test-taker might read sentences and
then point to the correct part of the picture.

Lesson 4
Learning Outcomes:
After the completion of the chapter, students should be able to:

After the completion of the chapter, students should be able to:

EDUC 75 – ASSESSMENT OF STUDENT LEARNING 1

 1. analyze the relationship among levels of language with other standards in producing
a well-written piece;
2. recognize a reader’s writing stage; and
3. examine the relationship of practical and theoretical issues in writing and its
implication in teaching.
LESSON 4: Introduction to Teaching Writing

A. The Nature of the Writing Process

A.1. Prewriting
 Prewriting is anything you do before you write a draft of your document. It includes
thinking, taking notes, talking to others, brainstorming, outlining, and gathering
information (e.g., interviewing people, researching in the library, assessing data).
 Although prewriting is the first activity you engage in, generating ideas is an activity
that occurs throughout the writing process.
A.2. Drafting
 Drafting occurs when you put your ideas into sentences and paragraphs. Here you
concentrate upon explaining and supporting your ideas fully. Here you also begin to
connect your ideas. Regardless of how much thinking and planning you do, the
process of putting your ideas in words changes them; often the very words you select
evoke additional ideas or implications.
 Don’t pay attention to such things as spelling at this stage.
 This draft tends to be writer-centered: it is you telling yourself what you know and
think about the topic.
A.3. Revising
 Revision is the key to effective documents. Here you think more deeply about your
readers’ needs and expectations. The document becomes reader-centered. How
much support will each idea need to convince your readers? Which terms should be
defined for these particular readers? Is your organization effective? Do readers need
to know X before they can understand Y?
 At this stage you also refine your prose, making each sentence as concise and
accurate as possible. Make connections between ideas explicit and clear.
A.4. Editing
 Check for such things as grammar, mechanics, and spelling. The last thing you
should do before printing your document is to spell check it.
 Don’t edit your writing until the other steps in the writing process are complete.

B. Practical and Theoretical Issues in Writing

B.1. Challenges Faced by the Students in Learning Writing Skills
Each student may face different challenges in learning writing. All the students are
special and unique in their own ways. These challenges will somehow pull back the students
from moving forward to produce a good piece of writing. The following paragraphs are about
challenges faced by students in writing.
Lack of vocabulary has caused the students to face challenges in acquiring writing
skills claimed Misbah et al. (2017). Vocabulary is the fundamental element in constructing
sentences which is the core of effective writing skills Asep (2014). Students almost use
spoken and written words every single day to communicate their ideas, beliefs and feelings
with people around them. Good vocabulary repertoire can help students to speak or write to
deliver their thoughts. Usage of electronic dictionary and more reading activities can help
students with limited vocabulary.
Poor spelling is another cause of anxiety for students in learning writing skill and this
is supported by Nyang’au Benard (2014). Having good ability in spelling will lead to positive
learning of writing skill. If the students are struggling with spellings, it will hold them back to
move forward. The students have the habit to spell according to their pronunciation and this
will lead to wrong spelling as mentioned by Afrin (2016). The students will either add or leave

EDUC 75 – ASSESSMENT OF STUDENT LEARNING 1

letters of the words. For an example “ballon” instead of “balloon.” According to Nyang’au
Benard (2014) memorization of the spelling will help the students to have good spelling.

B.2. Challenges Faced by the Teachers in Teaching Writing Skills

Nowadays, teachers are having a hard time in motivating the students. Not because
of the students’ naughtiness, but the students are not interested in learning writing and this
claim is supported by Asep (2014). The younger generation has the perception that they can
do whatever they please since much freedom has been given to them by their parents.
When students choose to feel reluctant in learning, it is a sign of lack of motivation ( Abrar,
2016).
Having different levels of students in the classroom is another challenge faced by
teachers to teach writing. In many elementary classrooms, students from different levels are
placed in the same classroom. Different levels of students will result to difficulty to teachers
in order to cater all of their levels simultaneously ( Asep, 2014). Different levels of writing
ability will require the teachers to use different approaches. As a result, the teachers feel
difficult to plan their lessons and prepare appropriate activities for the students.
Parental indifference is another challenge. Lack of parents’ support will make the
teachers having a hard time to help the students. Students who feel lack of warmth and
affection from their parents will draw them back from succeeding in their learning process
( Gündoğmuş, 2018). This is due to little guidance, motivation and support from their
parents.

Lesson 5
Learning Outcomes:
After the completion of the chapter, students should be able to:
1. associate the various concepts in L2 writing as complimentary and overlapping
theories in teaching writing; and
2. apply the guiding concepts in L2 writing in creating lesson plan and in demonstration
teaching.

LESSON 5: Guidelines in L2 Writing

A. Preliminary Decisions
Writing tasks in the foreign language classroom typically fall into one of two possible
categories: writing as support skill and writing as main skill. Both are appropriate
pedagogical tools, as long as both are included in the lesson plan. When designing a writing
task, follow these simple steps:
1. Make sure that your assignment is appropriate for the learners' language level.
2. Select level-appropriate writing purpose.
3. Decide on writing as a support skill or as a main skill.
4. Identify sub-skills students need in order to complete the main task.
5. Design activity set that prepares sub-skills.
6. Guide students through pre-, during-, and post-writing activities.

B. Activity Sets

EDUC 75 – ASSESSMENT OF STUDENT LEARNING 1

One of the most important requirements for designing effective writing tasks is to think of
coherent, connected activity sets, which include pre-writing, during-writing and post-writing
activities. Connected activity sets help students complete the writing task successfully and
foster the process of writing.
While the activity sets are presented here in chronological sequence for clarity, during actual
writing, there is much recursivity among the steps.
1. Pre-writing activities prepare learners for a final writing task and activate, review or
build sub-skills that prepare the learner for completing the main writing task. They usually
focus on the audience, the content, and the vocabulary necessary for the task. These
are typically word and phrase level activities.
2. During-writing activities engage learners in recursive writing, self-editing and revisions.
As the students are guided through writing and re-writing, the teacher should guide them
through other areas such as syntax.
3. Post-writing activities help learners reflect on and revise their writing based on
feedback from an audience, such as peers and/or an instructor.

C. Pre-writing
Pre-writing tasks review and build students' knowledge of relevant vocabulary, relevant
grammar points and, most importantly, students' background knowledge, since that is what
really generates thoughtful and interesting written work. Pre-writing tasks are a crucial
element of successful writing instruction.

D. During Writing
Once students are ready to write, they need clear instructions and resources to complete the
next steps in the process: writing drafts, revising, self-editing, expanding. Students should be
allowed to use notes they generated from the pre-writing tasks. Decide also whether they
may use a dictionary or spell-checker, and what you expect them to do for this activity.

EDUC 75 – ASSESSMENT OF STUDENT LEARNING 1

Ensure that your pedagogical objectives align with the actual activity you assign your
students.

E. Post Writing
We define post-writing as the step in the writing process where the written text is shared with
other audiences, such as a peer-editor or the instructor or even with the general public.
The basic components of post-writing activities:
 Re-read your story, make sure sentences make sense.
 Add phrases to make the story flow smoothly (cohesion markers, pronouns,
conjunctions).
 Eliminate "fluff" (unnecessary or redundant details).
 Proofread for spelling, vocabulary, grammar (checklist).
 Edit your paper (peer-editing, post-teacher editing).
 Share with audience (website, print, etc.).

F. Publishing
Publishing is optional and should be understood in the broadest sense of the word: sharing
the author's written work with multiple readers or even viewers. Here are a few ideas for
making student work public.
Publishing in written format:
 an online blog
 a wiki entry
 a printed or online class newspaper/newsletter
 a collection of poetry, short story or mixed-genre writing
Publishing (Presentation) in oral format:
 filming a news report
 filming or producing a skit
 producing a theater play or variety show, either for just the class or for a larger audience
(long-term writing assignments)
 poetry reading
Publishing or presenting written work can help focus learners' attention and motivation for
writing: there is a real, legitimate communicative purpose for their work.

Lesson 7
Learning Outcomes:
After the completion of the chapter, students should be able to:
1. examine the relationship of practical and theoretical issues in assessing and
responsive and extensive writing and its implication in creating tests; and
2. create a test that adheres to the principles in assessing
LESSON 7: Introduction to Assessing Writing

A. Issues in Assessing Responsive and Extensive Writing

Responsive writing creates the opportunity for test-takers to offer an array of possible
creative response within a pedagogical or assessment framework : test-taker are
“responding “to a prompt or assignment. Freed from strict control of intensive writing ,
learning can exercise a number of options in choosing vocabulary, grammar and discourse,
but with some constraint and conditions.

EDUC 75 – ASSESSMENT OF STUDENT LEARNING 1

 Both responsive and extensive writing tasks are the subject of some classic, widely
debated issues that take on a distinctly different flavor from those at the lower-end
production of writing.
1. Authenticity – Authenticity is a trait that is given special attention: if test-taker are
being asked to perform a task, its face and content validity need to be assured in
order to bring out the best in the writer. The teacher becomes less of an instructor
and more of a coach or facilitator. Assessment therefore is typically formative, not
summative, and positive washback is more important than practicality and reliability.
2. Scoring – Scoring is the thorniest issue at these final tow stages of writing. With so
many options available to a learner, each evaluation by a test administrator needs to
be finely attuned not just to how the writer strings together but also to what the
writer is saying. The quality of writing becomes as important, if not more important
that all the nuts and bolts that hold it together. A discussion of different scoring
options will continue , followed by a reminder that responding an editing are
nonscoring options that yield washback to the writer.
3. Time -Yet another assessment issue surrounds the unique nature of writing, it is the
only skill in which the language producer is not necessarily constrained time, which
implies the freedom to process multiple drafts before the text becomes a finished
product. Like a sculptor creating an image, the writer can take an rough conception of
a text and continue to refine it until it is deemed presentable the public eye. Virtually
all real writing of prose texts presupposes an extended period for it to reach its final
form, and therefore the revising and editing process are implied. Responsive writing,
along with the next category of extensive writing often relics on this essential drafting
process for its ultimate success.

B. Designing Assessment Tasks in Responsive and Extensive Writing

In this section we consider both responsive and extensive writing tasks. They will be
regarded here as a continuum of possibilities ranging from lower-end task whose complexity
exceeds those in the previous category of intensive or control!« writing, through more open-
ended tasks such as writing short reports, essays, summaries, and responses, up to texts of
several pages or more
B.1. Paraphrasing
One of the more difficult concepts for second language learners to grasp is para-
phrasing. The initial step in teaching paraphrasing is to ensure that learners understand the
importance of paraphrasing: to say something in one’s own words, to avoid plagiarizing, to
offer some variety in expression. With those possible motivations and purposes in mind, the
test designer needs to elicit a paraphrase of a sentence or paragraph, usually not more.
Scoring of the test-taker's response is a judgment call in which the criterion conveying the
same or similar message is primary, with secondary evaluations discourse, grammar, and
vocabulary. Other components of analytic or holistic scale' might be considered as criteria
for an evaluation
Paraphrasing is more often a part of informal and formative assessment than formal,
summative assessment, and therefore student responses should be viewed as opportunities
for teachers and students to gain positive washback on the art of paraphrasing.

B.2. Guided Question and Answer

Another lower-order task in this type of writing, which has the pedagogical benefits of
guiding a learner without dictating the form of the output, is a guided question and-
answer format in which the test administrator poses a series of questions that
essentially serve as an outline of the emergent written text. In the writing of a narrative
that the teacher has already covered in a class discussion, the following kind' of
questions might be posed to stimulate a sequence of sentences.

EDUC 75 – ASSESSMENT OF STUDENT LEARNING 1

C.1. Paragraph Construction Tasks
The participation of reading performance is inevitable in writing effective paragraphs.
To a great extent, writing is the art of emulating what one reads. You read an effective
paragraph; you analyze the ingredients of its success; you emulate it. Assessment of
paragraph development takes on a number of different forms:

Web References
https://www.teachingenglish.org.uk/article/content-based-instruction

Moses, R. N., & Mohamad, M. (2019). Challenges Faced by Students and Teachers
on Writing Skills in ESL Contexts: A Literature Review. Creative Education, 10, 3385-
3391. https://doi.org/10.4236/ce.2019.1013260

Kroll, B. (Ed.) 2003. Exploring the Dynamics of Second Language Writing. New York,
NY: Cambridge University Press.

EDUC 75 – ASSESSMENT OF STUDENT LEARNING 1