pangalawang pihg

35問 • 11ヶ月前

ユーザ名非公開

通報

問題一覧

Parts of Scoring Rubrics

Criteria, Description

Why include levels of performance

Clearer Expectations, More consistent and objective assessment, better feedback

articulates levels of performance for each criterion so the teacher can assess student performance on each criterion.

Analytic Rubric

it does not list separate levels of performance for each criterion, instead, it, assign a level of performance by assessing performance across multiple criteria as a whole

Holistic Rubric

DESIRED CHARACTERISTICS OF CRITERIA FOR CLASSROOM RUBRICS

Appropriate, Definable, Observable, Distinct from one another, Complete, Able to support description along a continuum of quality

Each criterion represents an aspect of a standard, criteria, curricular goal, or instructional goal, or objective that students are intended to learn.

Appropriate

Each criterion has a clear, agreed upon meaning that both students and teachers understand.

Definable

Each criterion describes quality in the performance that can be perceived (seen or usually heard) by someone other than the person performing.

Observable

Each criterion identifies a separate aspect of the learning outcomes the performance is intended to access.

Distinct from one another

All the criteria together describe the whole of the learning outcomes of the performance is intended to assess.

Complete

Each criterion can be described over a range of performance levels

Able to support description along a continuum of quality

ANOTHER TYPE OF RUBRIC

General Rubric, Task-specific rubric

IMPORTANCE OF RUBRICS

Rubrics help teachers teach, Rubrics can help students to learn, Rubrics help coordinate instruction and assessment

a list of specific characteristics with a place for marking whether that characteristic is present or absent.

Checklist

list of specific with place for marking the degree to which each characteristic is displayed (frequency).

Rating Scale

Quarterly Assessment in Araling Panlipunan:

20% Written Works, 50% Performance Task, 30% Quarterly Assessment

3 Domains of Learning

Cognitive - mental skills, Affective - growth in feelings or emotional areas, Psychomotor - manual or physical skills

wide variety of traits and disposition that are different from knowledge, reasoning and skills.

Affective

predisposition to respond favorably or unfavorably to specified situations, concepts, objects, institution or persons.

Attitude

personal preference for certain kinds of activities.

Interest

importance, worth, or usefulness of mode or conduct and end state of existence.

Value

Belief about specific occurrences and situations.

Opinion

Desire or propensity to select one object over another.

Preference

desire and willingness to be engaged in behavior and intensity of involvement.

Motivation

self-perception of competence in school and learning.

Academic Self-concept

attitude toward oneself; degree of self-respect, worthiness, or desirability of self-concept.

Self-esteem

self-perception of whether success and failure us controlled by the student or by external influences.

Locus of Control

growth, change, and awareness of emotions and stability to regulate emotional expression.

Emotional Development

nature of interpersonal interactions and functioning in group settings.

Social Relationship

willingness and propensity to help others

Altruism

attainment of ethical principles that guide decision making and behavior.

Moral Development

nature of feeling tone and interpersonal relationship in a class

Classroom Environment

a learning objectives that empathize a feeling, tone, emotion, degree of acceptance or rejection.

Affective Domain

according to them affective domain is the least studied and most often overlooked in educational literature.

Navarro and Santos

non-technical skills that refers how one works in the workplace, how one interacts with others in the workplace, and how one looks at problem and solves problem.

Soft Skills

poverty

ユーザ名非公開 · 8問 · 11ヶ月前

poverty

8問 • 11ヶ月前

ユーザ名非公開

Population and Related Issues

ユーザ名非公開 · 12問 · 11ヶ月前

Population and Related Issues

12問 • 11ヶ月前

ユーザ名非公開

marriage and the fam

ユーザ名非公開 · 39問 · 11ヶ月前

marriage and the fam

Human Sexuality

Human Sexuality

Peace and terrorism

ユーザ名非公開 · 15問 · 11ヶ月前

Peace and terrorism

Environmental Issues

Environmental Issues

graft and corruption

ユーザ名非公開 · 32問 · 11ヶ月前

graft and corruption

32問 • 11ヶ月前

ユーザ名非公開

unang pig

ユーザ名非公開 · 25問 · 11ヶ月前

unang pig

25問 • 11ヶ月前

ユーザ名非公開

third pijj

ユーザ名非公開 · 22問 · 11ヶ月前

third pijj

22問 • 11ヶ月前

ユーザ名非公開

問題一覧

Parts of Scoring Rubrics

Criteria, Description

Why include levels of performance

Clearer Expectations, More consistent and objective assessment, better feedback

articulates levels of performance for each criterion so the teacher can assess student performance on each criterion.

Analytic Rubric

it does not list separate levels of performance for each criterion, instead, it, assign a level of performance by assessing performance across multiple criteria as a whole

Holistic Rubric

DESIRED CHARACTERISTICS OF CRITERIA FOR CLASSROOM RUBRICS

Appropriate, Definable, Observable, Distinct from one another, Complete, Able to support description along a continuum of quality

Each criterion represents an aspect of a standard, criteria, curricular goal, or instructional goal, or objective that students are intended to learn.

Appropriate

Each criterion has a clear, agreed upon meaning that both students and teachers understand.

Definable

Each criterion describes quality in the performance that can be perceived (seen or usually heard) by someone other than the person performing.

Observable

Each criterion identifies a separate aspect of the learning outcomes the performance is intended to access.

Distinct from one another

All the criteria together describe the whole of the learning outcomes of the performance is intended to assess.

Complete

Each criterion can be described over a range of performance levels

Able to support description along a continuum of quality

ANOTHER TYPE OF RUBRIC

General Rubric, Task-specific rubric

IMPORTANCE OF RUBRICS

Rubrics help teachers teach, Rubrics can help students to learn, Rubrics help coordinate instruction and assessment

a list of specific characteristics with a place for marking whether that characteristic is present or absent.

Checklist

list of specific with place for marking the degree to which each characteristic is displayed (frequency).

Rating Scale

Quarterly Assessment in Araling Panlipunan:

20% Written Works, 50% Performance Task, 30% Quarterly Assessment

3 Domains of Learning

Cognitive - mental skills, Affective - growth in feelings or emotional areas, Psychomotor - manual or physical skills

wide variety of traits and disposition that are different from knowledge, reasoning and skills.

Affective

predisposition to respond favorably or unfavorably to specified situations, concepts, objects, institution or persons.

Attitude

personal preference for certain kinds of activities.

Interest

importance, worth, or usefulness of mode or conduct and end state of existence.

Value

Belief about specific occurrences and situations.

Opinion

Desire or propensity to select one object over another.

Preference

desire and willingness to be engaged in behavior and intensity of involvement.

Motivation

self-perception of competence in school and learning.

Academic Self-concept

attitude toward oneself; degree of self-respect, worthiness, or desirability of self-concept.

Self-esteem

self-perception of whether success and failure us controlled by the student or by external influences.

Locus of Control

growth, change, and awareness of emotions and stability to regulate emotional expression.

Emotional Development

nature of interpersonal interactions and functioning in group settings.

Social Relationship

willingness and propensity to help others

Altruism

attainment of ethical principles that guide decision making and behavior.

Moral Development

nature of feeling tone and interpersonal relationship in a class

Classroom Environment

a learning objectives that empathize a feeling, tone, emotion, degree of acceptance or rejection.

Affective Domain

according to them affective domain is the least studied and most often overlooked in educational literature.

Navarro and Santos

non-technical skills that refers how one works in the workplace, how one interacts with others in the workplace, and how one looks at problem and solves problem.

Soft Skills