Assignment 1

Republic of the Philippines
Province of Bukidnon
MUNICIPALITY OF MANOLO FORTICH
NORTHERN BUKIDNON COMMUNITY
COLLEGE
Assignment in Assessment 2
Noelli Mae E. Bacol February 12, 2020

BEED Gen.Curr. III
Chapter Exercises
A. Differentiate between a “process – oriented” and a “product – oriented”

performance – based assessment.
The difference between process – oriented and product –oriented performance

based assessment is that the process – oriented performance based assessment is
concerned with the actual task performance rather than the output or product of an
activity, while the product – oriented performance based assessment isa kind of
assessment where in the assessor views and scores the final product made and not
on the actual performance of making that product.
B. Differentiate between a “general” and “specific” task oriented scoring rubrics.
The difference between general and specific task oriented scoring rubrics is that
whereas one is holistic, the other one is analytic. The general oriented rubric is
holistic while the specific task oriented is analytic.
C. What factors determine the use of scoring rubrics over other authentic assessment
procedures? Discuss.
Scoring rubrics are descriptive scoring schemes that are developed by teachers or
other evaluators to guide the analysis of the products or processes of students’
efforts, besides when criterion referenced measures are needed, scoring rubrics
are more useful than authentic assessments procedures. This measurement allows
teachers to compare performance of the students, moreover scoring rubric is more
appropriate to use regardless of the year level or subject matter, but rather on the
purpose of assessment being made.
D. Identify and describe the process of developing scoring rubrics for product –
oriented performance – based assessment.
The development of scoring rubrics goes through a process. The first step in the
process entails the identification of the qualities and attributes that the teacher
wishes to observe in the students’ outputs that would demonstrate their level of
proficiency according to Brookhart, 1999. Next step after defining the criteria is
the identification and definition if the criteria for the lowest level of performance.
E. For each of the following, develop a scoring rubrics (analytical rubrics):
1. Essay on “Why Jose Rizal Should be the National Hero”
Scoring level Knowledge of Convection Clarity and Coherence Rhetorical Choices

4 - In addition to meeting the In addition to meeting the In addition to meeting the
Accomplished requirements requirements for a “3,” requirements
for a “3,” the writing is essentially writing flows for a “3,” the writer’s
error free smoothly from one idea to decisions about
in terms of mechanics. another. focus, organization,
style/tone, and
content made reading a
pleasurable
experience.
3 - Competent While there may be minor errors, Sentences are structured The writer has made good
the and word are decisions
paper follows normal conventions chosen to communicate about focus, organization,
of ideas clearly. style/tone,
spelling and grammar throughout and content to
and has communicate clearly and
been carefully proofread. effectively. The purpose
and focus of
the writing are clear to
the reader and
the organization and
content achieve the
purpose well.
2 - Developing Frequent errors in spelling, Sentence structure and/or The purpose of the
grammar word choice writing is not fully
(such as subject/verb agreements sometimes interfere with achieved. All
and clarity. requirements of the
tense), sentence structure and/or . assignment may not
other be fulfilled.
writing conventions distract the
reader.
Writing does not consistently
follow
appropriate style and/or format.
Source
documentation is incomplete. It
may be
unclear which references are direct
quotes
and which are paraphrased.
1 - Beginning Writing contains numerous errors in Sentence structure, word The writer’s decisions
spelling, grammar, and/or sentence choice, lack about focus,
structure which interfere with of transitions and/or organization, style/tone,
comprehension. sequencing of and/or content
ideas make reading and interfere with
understanding communication. The
difficult. purpose of the writing is
not achieved.
2. Oral presentation of the piece “Land of Bondage, Land of Free”
Criteria Below expected level 1-2 points At expected level Above expected
3-4 points level 5 points
Introduction of Some understanding of the topic Topic is introduced Topic is introduced
topic is shown. Points are usually clearly. clearly and in
developed in minimum detail. interesting way.
Ability to engage Some eye contact was made. An interesting Speakers
audience approach taken to monitored audience
topic. and adapts
presentation
accordingly.
Voice, clarity, Presenter spoke clearly and at Presenter usually Presenter spoke
pace , fluency good pace. spoke clearly and clearly and at a
good pace. good pace.
Delivery was fluent
and expressive.
Conclusion of An attempt was made to conclude The presentation The presentation
topic the presentation was summed up was summed up
clearly. clearly and
effectively with
emphasize key
points.
3. Scrapbook on “EDSA I Revolution”
Criteria Excellent 4 Proficient 3 Needs Unsatisfactory 1

Improvement 2
Concept ( Innovation) Takes Willing to Evidence of Minimal
intellectual and explore. original, creative evidence of
creative risks. thought. original thought
or imagination.
Designs (Composition, & Very much Understands Some attempt to Little
Elements) harmonious and and applies apply design consideration
dynamic. principles principles. ofdesign
Displays deep well. principles.
understanding.
Technical quality(Skills & Superior use of Demonstrates Uses medium at Demonstrate
Techniques) tools, materials, above basic level. little skill with
and techniques. average medium.
understanding
of art
medium.
4. Group activity on “Geometric Shapes through Paper Folding”
5. Evaluating an art work “candle – blowing exercise”
Criteria Points
Relevance 40%
Creativity 20%
Originality 20%
Visual impact 20%
Total 100%
6. Evaluating a kinder piano performance
Criteria 4 points 3 points 2 points 1 point

Tempo Pupil maintained Pupil mostly Pupil hesitated Tempo was
a steady tempo maintained a multiple times. inconsistent
throughout steady tempo because of
throughout hesitation
Rhythmic Accuracy Pupil has no Pupil had a Pupil had a Pupil had
rhythmic couple minor few mistakes. many minor
mistakes. rhythmic rhythmic
mistakes. mistakes.
Melodic Accuracy Pupil had no Pupil had a Pupil had a Pupil had
melodic couple minor few minor many minor
mistakes. melodic mistakes. melodic
mistakes. mistakes.
Finger Technique Pupil used Pupil had an Pupil had Pupil had
appropriate occasional frequent fingering
fingerings and fingering fingering technique
techniques. technique. techniques. mistakes
almost half of
the time.
7. Evaluating performance in argumentation and debate
8. Group activity on “solutes and solvents”

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Republic of the Philippines

Noelli Mae E. Bacol February 12, 2020

A. Differentiate between a “process – oriented” and a “product – oriented”

The difference between process – oriented and product –oriented performance

B. Differentiate between a “general” and “specific” task oriented scoring rubrics.

1. Essay on “Why Jose Rizal Should be the National Hero”

Scoring level Knowledge of Convection Clarity and Coherence Rhetorical Choices

3. Scrapbook on “EDSA I Revolution”

Criteria Excellent 4 Proficient 3 Needs Unsatisfactory 1

5. Evaluating an art work “candle – blowing exercise”

6. Evaluating a kinder piano performance

Criteria 4 points 3 points 2 points 1 point

7. Evaluating performance in argumentation and debate

8. Group activity on “solutes and solvents”

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