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Lesson 21 (Social Studies)

This document discusses using performance-based assessments in social studies lessons, specifically for Philippine history and government. It provides examples of different types of performance tasks like role-plays, exhibits, business proposals, and surveys. For each, it describes how to implement the task and what skills it enhances. It then asks students to list five types of performances and identify the procedures for implementing each one. Examples provided are exhibits/fairs, debates, drama, reporting, and portfolios. For each, it lists the key steps and considerations in carrying out that type of performance assessment.

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Thenison Narciso
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336 views4 pages

Lesson 21 (Social Studies)

This document discusses using performance-based assessments in social studies lessons, specifically for Philippine history and government. It provides examples of different types of performance tasks like role-plays, exhibits, business proposals, and surveys. For each, it describes how to implement the task and what skills it enhances. It then asks students to list five types of performances and identify the procedures for implementing each one. Examples provided are exhibits/fairs, debates, drama, reporting, and portfolios. For each, it lists the key steps and considerations in carrying out that type of performance assessment.

Uploaded by

Thenison Narciso
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Teaching Social Studies in the Elementary Grades

(Philippine History and Government)

Lesson 21: Using Performance-


Based Assessment in Social Studies

ASSESS
Identify and explain what is asked in the table.

Types of Performance How to Implement? What does it enhance?


Tasks
Role-Play/Drama Students will role-play This enhances the
the roles and concerns of students’ acting,
the community members collaborative, and
like population growth, communication skills.
expansion of economic
acctivities, pollution, and
social dysfunction. The
presented performance
should mirror the
community’s needs and
wants which can be easily
achieved by working
together.
Exhibit Each student will create This will enhance the
an artwork that students’ creativity and
symbolizes their ethnic organizing skills. It also
affiliation. All products promotes teamwork and
shall be displayed for innovations.
public viewing. The
students will be the one
to plan and organize the
exhibit with the guidance
of the teacher.
Business/Product Students will prepare This will enhance the
Proposal their own product. In students’ presentation
front of a set of creativity,
panelists, the students communication,
will present their marketing, and
products. If approved, advertising skills.
the students shall
market their products on
social media. This should
be a student-ventured
economic activities that
require them to use the
concepts of supply and
demand.
Simple Survey Research Students will conduct a This will enhance the
small-scale survey students’ analysis,
regarding the critical thinking,
environmental and social presentation, and
problems in a barangay. communication skills.
The information that will
be gathered will be
analyzed and presented
through oral
presentation.

HARNESS
List down five performances and identify their procedures.

 Exhibits/Fairs
1. Students work on a product or item that will be exhibited publicly.
2. Exhibitions show in-depth learning and may include feedback from
viewers.
3. In some cases, students might be required to explain or defend their
work to those attending the exhibition.
4. Some fairs like science fairs could include the possibility of prizes and
awards.

 Debate
1. Introduce the topic.
2. Assign the affirmative and the negative.
3. Give time to Research
4. Keep track of time.
5. Make a judgement.

 Drama
1. Students must be provided time to address the demands of the activity
2. Resources must be readily available and meet all safety standards.
3. Students should have opportunities to draft stage work and practice.
4. Developing the criteria and the rubric and sharing these with students
before evaluating a dramatic performance is critical.

 Reporting
1. This activity could be done by students, which takes time, or in
collaborative groups.
2. Students may choose to add in visual aids or a PowerPoint presentation or
Google Slides to help illustrate elements in their speech.
3. Presentations work well across the curriculum as long as there is a clear
set of expectations for students to work with from the beginning.

 Portfolio
1. Student portfolios can include items that students have created and
collected over a period.
2. Students create a portfolio of their written work that shows how they
have progressed from the beginning to the end of class.
3. The writing in a portfolio can be from any discipline or a combination of
disciplines.
4. Reflections may be included in student portfolios in which students may
make a note of their growth based on the materials in the portfolio.

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