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Assessment Strategies in Teaching Literature: BY: Padero, Diana Rose Quitos, Janele

The document discusses different strategies for assessing literature in teaching, including information-based, paraphratic, stylistic, language-based, and personal response approaches. Each approach is described in 1-2 sentences, outlining its focus on teacher-centered vs student-centered learning and sample activities. Four levels of textual comprehension - literal, inferential, evaluative, and appreciative - are also defined in 1-2 sentences each based on the skills and understanding they require.

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Janele Quitos
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35 views21 pages

Assessment Strategies in Teaching Literature: BY: Padero, Diana Rose Quitos, Janele

The document discusses different strategies for assessing literature in teaching, including information-based, paraphratic, stylistic, language-based, and personal response approaches. Each approach is described in 1-2 sentences, outlining its focus on teacher-centered vs student-centered learning and sample activities. Four levels of textual comprehension - literal, inferential, evaluative, and appreciative - are also defined in 1-2 sentences each based on the skills and understanding they require.

Uploaded by

Janele Quitos
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 PPTX, PDF, TXT or read online on Scribd
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ASSESSMENT

STRATEGIES
IN TEACHING
LITERATUREBY:
PADERO, DIANA ROSE
QUITOS, JANELE
1.
INFORMATION-
BASED APPROACH
Gives knowledge and information to
students
It is teacher-centered
ACTIVITIES
1. Comprehension 2. Lecture 3. Read notes from
Questions workbooks/handouts
Exercise Session with students
2.
PARAPHRASTI
C APPROACH
Is a primarily paraphrasing and rewording
the text to simpler language or use other
languages to translate it.

Teacher-centered
ACTIVITIES
1. Translation of 2. Re-tell story
Text using L1 of students

3. Students read
paraphrased notes in 4. Students re-tell
the story to the class
workbook/handouts
3.
STYLISTIC APPROACH
Teoria 2

 Implies literary critics and linguistic analysis

 It is for students to appreciate and understand in a deeper manner of


literary text.
ACTIVITIES
1. 3.
Extract examples from a text
Identity linguistics features (e.g.
that describe a setting
vocabulary, tenses) in a text

2. 4.
Discuss different meanings Identity adjectives that
of a text describe a character
LANGUAGE-
4. BASED
APPROACH
 . Help students pay attention to the way the language is used
when studying literature.
 It is a student-centered and activity-based for productive use
of the language.
 It improves student’s language proficiency and incorporates
literature and language skills among the students
ACTIVITI ES
1. Group work

2. Language activities
(cloze, jigsaw, prediction
exercises)

3. Debate

4. Performane activities
(drama, role play, poetry
recital)
5. PERSONAL RESPONSE
APPROACH
 Encourage students to make sense of their experiences and personal lives with
text themes.
 It promote students to associate the subject matters of the reading text with
personal life experiences.
 It engages individual in literary text reading as personal fulfillment and pleasure
can be met while developing the language and literary competency.
ACTIVITIES
1. 4.
Explain a text to Small group discussions
students
3.
Brainstorming Sessions
2. 5.
Journal Writing Writing about
feelings/reactions
towards an issue
MORAL-
6. PHILOSOPHICAL
APPROACH
 Learners seek moral values from a particular literary text
while reading it.
 It helps students to be aware of values of moral and
philosophical and identity them that lies in their reading
 Students need to go beyond the text for moral and
philosophical inference.
ACTIVITIES

1.
Reflective
Sessions 2.
Discussions on 3.
moral dilemmas
Tell moral 4.
values to Conduct
students self-evaluation
activities
LEVEL OF
COMPREHENSIO
N
1. LITERAL LEVEL
At this level you can recall/repeat what the text says: the things that are actually
stated in the text. Readers can identify and/or recall relevant information explicitly
stated in the reading selection by:
• Identifying a statement or sentence that best indicates the main
idea of the selection
• Identifying directly-stated facts (e.g., important research data)
• Identifying details such as key words, phrases or sentences
that explicitly state important information.
• Identifying directly-stated opinions
LEVEL
At this level you can explain what the text means: the
meaning is drawn from the literally stated ideas. alizadas

Readers use information stated in the text as clues to determine what is not stated, but
implied. Readers derive meaning by:

• Identifying implicit relationships such as cause and effect, sequence-time


relationships, comparisons, classifications and generalizations.

• Predicting probable future outcomes or actions.

• Inferring an author’s unstated meaning by drawing conclusions based on specific facts,


events, images, patterns or symbols found in selected readings.

• Inferring the main idea of a selection when it is not explicitly stated.

• Identifying unstated reasons for actions or beliefs based on explicitly stated information
(clues)
3. EVALUATIVE LEVEL
At this level you are understanding ides and/or information well enough to
analyze, judge and critique information and ideas. You are also able to
explain and support your judgement clearly.
You are able to justify a stance. You can set standards, rate, test, select and choose,
decide, weigh according to, and you can also…

• Judge whether the information used by the author to support a conclusion is


accurate and/or credible and explain why you believe this is so

• Evaluate between conclusions that are based on facts and those that are based on
opinions and prove why you this is so

• Decide on a stance on issues and situations and argue/prove/justify why your


stance is correct
4. APPRECIATIVE LEVEL
At this level you are able to comprehend author’s point of view, purpose, and tone based
on clues in the text. This could be applied to determine author’s purpose and message for
the whole text or parts of texts, like a statement, quotes, reasons, examples, scenarios
author may have included.

At this level, readers are able to reach conclusions about:


• The author’s motivation or purpose for writing a passage based on evidence
in the selection

• The author’s hidden values and assumptions based on evidence/clues in


the text

• Why the author included certain statements, quotes, reasons based on


evidence in the text (what the hidden message is behind these)

• Author’s tone based on evidence in the text


LANGUAGE
MODEL 1987
CONSTITUTIO
N OF THE
PHILIPPINES
1987 Constitution

Article XIV Section 7 of the 1987


Constitution states: “For the purpose
communication and instruction, the
official languages of the
Philippines are Filipino and, until
otherwise provided by law,
English”
THANK YOU FOR
LISTENING 

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