Assessment in Learning 2 Midterm Quiz 1

Simulations, interviews, panel discussion, storytelling

• Dramatic Performance

• Public Speaking

• Verbal Products

• Oral Presentation

It is to evaluate the caliber of a product or performance.

• Content Criteria

• Process Criteria

• Quality Criteria

• Impact Criteria

Debates, lectures, voice recording, scripts

• Kinesthetic Products

• Visual Products

• Written Products

• Verbal Products

In this rubric, it provides a single score based on overall judgment about the quality of student's work.

• Holistic Rubric

• Analytic Rubric

• General Rubric

• Task-Specific Rubric

Puzzles, games, sculpture, exhibits, dance recital

• Visual Products

• Creative Performances

• Kinesthetic Products

• Athletic Skills Demonstration

This criteria evaluate the degree of a student's knowledge and understanding of facts, concepts, and principles

• Content Criteria

• Process Criteria

• Quality Criteria

• Impact Criteria

The following are the basic steps in planning and implementing performance-based or product-based assessments, except.

• DEFINE THE PURPOSE OF PERFORMANCE OR PRODUCT-BASED ASSESSMENT

• DEFINE THE CRITERIA

• CREATE THE PERFORMANCE RUBRIC

• CHOOSE APPROPRIATE INSTRUCTIONAL MATERIALS

Diaries, logs, reports, abstracts, letters, thought or position papers, poems

• Visual Products

• Oral Presentations

• Written Products

• Creative Performances

Culminating dance class recitals, practical test for each type of dance, reflection papers, peer evaluation rating.

• INTENDED LEARNING OUTCOMES

• TEACHING-LEARNING ACTIVITIES

• PERFORMANCE ASSESSMENT TASKS

Perform dance routines and creatively combine variations with rhythm, coordination, correct footwork technique, frame, facial and body expression.

• INTENDED LEARNING OUTCOMES

• TEACHING-LEARNING ACTIVITIES

• PERFORMANCE RUBRICS