Assessment of grammar, Cheat Sheet of English Literature

Download Assessment of grammar and more Cheat Sheet English Literature in PDF only on Docsity! Assessment Strategies in Teaching Literature Presented By: Serapion, Clara B. 1. Assessment- it is an act of gathering information in order to understand the individual learning and needs of the students when it comes to language. 2. Testing- It is the procedures that are based on tests administered to the learners. 3. Measurement- refers to the broadly includes testing and other type of measurement as well as other type of information that result in quantitative data such as attendance records questionnaires teaching rating of the students etc. 4. Evaluation- refers to the culminating act of interpreting the gathered information for the purpose of making judgment about students learning and needs. KEY CONCEPTS Diagnostic Assessment provides information essential to teachers in selecting relevant learning objectives and in deciding appropriate learning experiences for all the students individual and as a group.   Formative Assessment- it focuses on the process of products of learning. Formative assessment is continuous and is meant to inform the students, the parents the guardians, and the teachers of the students’ progress towards the curriculum objectives.   Peer Assessment- to be successful student must be provided with assistance and opportunity to observe a model peer assessment session.  Summative Assessment- this occurs most often at the end of the unit of instruction and a term of year ends when students are ready to demonstrate achievement of curriculum objectives. KINDS OF ASSESSMENT AND EVALUATION TYPES OF ASSESSMENT TOOLS 1. Observation- occurs during students daily reading, writing, listening and speaking experiences. Three Types of Observation ⮚ anecdotal records ⮚ checklist ⮚ rating scale 1. Anecdotal Records -these are the notes written by the teachers regarding students’ language behavior or learning. RUBRICS Rubrics includes criteria that describes each level or of the rating scale and are used to determine a student's progress in comparison to these expectations. ⮚Holistic ⮚Analytic - ‘caiegory (Exemplary 14 (Good) 3 Marginal) z (Unacceptable) 7 ‘Gualty ofinformation | information destyrelaiesto | intormetondesty | information destyrelites | intommetion has Iter the mein togicend edtismew | relates to temain | to the mein pc No otha 89 down the ‘concepts, Information. topic. Rproddeset | cetalls ancior examples | mein toplcor simpy Includesseveeisuppating | least 1 sunpating — | ere given. 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ALL chatacteristies of the genre and any subcategories are identified and explained, Multiple examples are used to illustrate the gente. A variety of suggestions are provided regarding use of the genre in the classroom, ‘A bibliography 10 books from the genre is provided in correct APA format, The presentati is well-organized, w written and visually attractive, The presentation addresses the assigned gente, The genre is defined, Chatactetisties and subcategories ate identified and explained. At least 2 examples of the genre are presented. Atleast 2 suggestions for classroom use included. A bibliography of 10 books is provided. The presentation. addresses the assigned gente, The genre is defined, Characteristics and subeate identified, An example ofthe genre is presented. A suggestion for ‘classroom use is included, A bibliography of less than 10 books is provided. varies are ‘The presentation. addresses the assigned genre, Charactetistics or subcategories ate identified. The presentation lacks examples or instructional suggestions. A partial bibliography is provided. ‘The presentation does not address the assigned. genre, Charactetistics or subcate gories of the gente are not cleatly identified, Examples and instructional suggestions are not included, A genre bibliography is missing. qe