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A. Observe: Teaching Artifacts - INCLUDE Artifacts. Artifacts

The document discusses observing teachers' use of non-traditional assessment tools and scoring rubrics. [1] It provides instructions for students to observe classes, secure copies of assessment tools used, and complete an observation sheet. [2] The observation sheet asks students to describe the product or performance assessed, how it was assessed using either an analytic or holistic rubric, and comment on whether the scoring rubric meets standards. [3] The document also contains questions for students to analyze and reflect on their observations of how teachers use rubrics and alternative forms of assessment.

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Bon Ivan Firmeza
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2K views3 pages

A. Observe: Teaching Artifacts - INCLUDE Artifacts. Artifacts

The document discusses observing teachers' use of non-traditional assessment tools and scoring rubrics. [1] It provides instructions for students to observe classes, secure copies of assessment tools used, and complete an observation sheet. [2] The observation sheet asks students to describe the product or performance assessed, how it was assessed using either an analytic or holistic rubric, and comment on whether the scoring rubric meets standards. [3] The document also contains questions for students to analyze and reflect on their observations of how teachers use rubrics and alternative forms of assessment.

Uploaded by

Bon Ivan Firmeza
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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LEARNING EPISODE 13

ACTIVITY 13.3 OBSERVING THE USE OF NON-TRADITIONAL ASSESSMENT TOOLS


AND SCORING RUBRICS

Instructions
A. OBSERVE
 
 Observe classes in at least 3 different subjects and pay particular attention to the assessment
tool used by the teacher.
 With teacher’s permission, secure a copy of the assessment tool.
 Study the assessment tool then accomplish Observation Sheet.
 Did your Resource Teacher explain the rubric to the students?
 Which type of rubric did the Research Teacher use - analytic or holistic?

Sample of Product/
Performance How a
Assessed product/performance
was assessed

One example of a Comment/s


Authentic
product assessed. Describe how the (Is the
Assessment/ Learning
(Put a photo of the product/performance scoring rubric
Non- Outcome
product/ was assessed. Which constructed
Traditional/ Assessed
documented was used analytic according to
Alternative
performance in My rubric or holistic standards?
Teaching rubric? INCLUDE
Artifacts.INCLUDE THE RUBRIC
THE RUBRIC IN MY TEACHING
IN MY TEACHING ARTIFACTS.
ARTIFACTS.

1. Product-  Photography  See photo in my  The teacher uses  The scoring


teaching artifacts Holistic Rubric rubric
below constructed is
according to
the standard.
The scoring
rubric is also
based on the
lesson that
they have

 The
 See photo in my assessment
 The teacher uses
2. Performance  Sing a song teaching artifacts has an
Holistic Rubric
below appropriate
criteria.

B. ANALYZE
 

1.Between analytic and holistic rubrics which one was more used? Why do you think that type of
rubric was used more?

The holistic rubric is the most widely used since it is the most straightforward.to design
than the analytic, which necessitates a greater amount of effort. TheSince it is more widely used,
the holistic rubric is more usually used.focuses on the student's skills rather than his flaws

2.Based on your answers in #1, what can you say about the scoring rubrics made and used by the
Resource Teachers?

Our Resource will change depending on the action she undertakes.Both rubrics were used
by the teacher. I did note, though, that sheapplies the holistic rubric on a regular basis, which
describes the On a single scale, evaluate a student's performance.

3.Will it make a difference in assessment of student work if teacher would rate the product or
performance without scoring rubrics? Explain.

Yes, without rubrics to assess their actions, students will struggle.I'm not sure if a piece
of the criterion gets a yes or no answer.As a result, you won't be able to enhance your score,
whether it's low or high.aspect. Because there are no rubrics, the instructor will have to rely on
his or her own judgment.He has a difficult difficulty appraising his students. The objective of
rubrics is to help students understand what is expected of them.to guide the instructor in deciding
what to evaluate and how to evaluate itwhat grade should be given to the student's work.

4.If you were to improve on one scoring rubric used, which one and how?
I'd want to enhance the essay analysis since some professors and students may have
misunderstood the required substance and meaning of the essay; thus, it should be more precise
and concrete so that all parties benefit.

5.Can an essay or other written requirements, even if it is a written paper-and-pencil test, be


considered an authentic form of assessment? Explain your answer.

Yes, since essays and other written assignments still inquired about their experiences and
how they plan to use them in real-world circumstances. Assume that pupils can use what
they've learned and profit from it in the community or in their personal lives

6.Can rubrics help make students to become self-directed or independent learners? Do rubrics
contribute to assessment AS learning (self-assessment?) What if there were no rubrics in
assessment?

Yes, because students already know which component of the criteria gets the lowest
scores, they may become self-directed and autonomous learners. Rubrics are important to
students because they allow them to analyze their learning and performance and then come up
with ideas for how they may improve. Students would be unable to evaluate their
understandings without rubrics, leaving them perplexed as to why they received such a low
grade. When it comes to performance or other activity, the instructor should provide rubrics to
assist students in assessing their learning.

Does the Scoring Rubric in this FS books 1 help you come up with better output?
Yes, since it instructs me on how to finish tasks and provide better results.

C. REFLECT
 
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the
years as a student.
For a long time, authentic evaluation tools and activities have been available. A long
period of time it’s just a re-evaluation to keep up with the needs. The new curriculum
emphasizes the development of learners' 21st-century skills. The curriculum for grades K-12
When I was in elementary school, there was a day when because the K-12 system was not yet in
existence, we had to rely on more traditional methods. Evaluations that were oriented on, such as
a paper-pencil test the professor When I was in elementary school, the K-12 system was in place.
Our evaluations progressed from completed to implemented Path to real evaluations.

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