pg.

1
 TABLE OF CONTENTS

Process-Oriented Performance-Based Task with Rubric 3

Product-Oriented Performance-Based Task with Rubric 8

GRASPS 14

Affective Assessment Tools 21

Assessment 4 PPT Presentation

(Assessment of One’s Teaching Practice) 36

pg. 2
 Process-Oriented Performance-Based Task with Rubric

Keyth Ashley Bandolon

TASK: Deliver a Persuasive Speech

Objectives: The activity aims to enable the students to deliver a persuasive speech.
Specifically:
• Use of appropriate hand gestures and emotional expressions.
• Mastery of the speech being delivered.
• Observe articulation, tone, and pacing, to engage and maintain the audience's attention.
• Deliver a persuasive speech within a specified time limit.
• Organizing thoughts and information in a logical and coherent manner, including the
development of a clear introduction, body, and conclusion.
RUBRIC:
CRITERIA EXCELLENT GOOD FAIR POOR
(4) (3) (2) (1)
Use of Hand Student Student Student Student
Gestures and demonstrates demonstrates demonstrates fair demonstrates poor
Emotional excellent use of good use of hand use of hand use of hand
Expressions appropriate hand gestures and gestures and gestures and
gestures and emotional emotional emotional
emotional expressions that expressions, but expressions, which
expressions that contribute to the they may not do not contribute
enhance the delivery of the consistently significantly to the
delivery of the speech, engaging enhance the delivery of the
speech, effectively the audience to delivery of the speech or engage
engaging the some extent. speech or engage the audience.
audience. the audience
effectively.
Mastery of x2 Student Student Student Student
the speech demonstrates demonstrates a demonstrates a demonstrates
complete mastery strong grasp of basic minimal
of the speech the speech understanding of understanding of
being delivered, content, with the speech content, the speech content,
conveying minor instances but there are with frequent
confidence, of hesitation or noticeable gaps or hesitations,
fluency, and in- lack of clarity in inconsistencies in inaccuracies, or
depth delivery. delivery that detract lack of coherence
understanding of from overall in delivery.

pg. 3
 the topic. comprehension.
Articulation, x3 Student Student Student articulates Student struggles to
Tone, and articulates words articulates words words adequately, articulate words
Pacing clearly, maintains clearly for the but there may be clearly, maintains
an appropriate most part, instances of an inconsistent
tone, and paces maintains a unclear tone, and fails to
the speech suitable tone, and pronunciation or pace the speech
effectively, generally paces inappropriate tone, effectively, resulting
capturing and the speech well, affecting overall in significant
sustaining the though there may audience audience
audience's be occasional engagement. Pacing disengagement.
attention lapses in of the speech may
throughout. engagement. be inconsistent.
Persuasive x4 Student delivers a Student delivers a Student delivers a Student struggles to
Speech persuasive speech persuasive persuasive speech deliver a persuasive
Delivery within the speech within the within the specified speech within the
specified time specified time time limit, but specified time limit,
limit, effectively limit, persuasive with minimal or
utilizing demonstrating a techniques are ineffective use of
persuasive clear inconsistently persuasive
techniques to understanding of applied, leading to techniques, failing
convince and persuasive limited to convince the
persuade the techniques, effectiveness in audience
audience. though there may convincing the effectively.
be minor lapses in audience.
effectiveness.
Organization x5 Student organizes Student organizes Student organizes Student struggles to
of Thoughts thoughts and thoughts and thoughts and organize thoughts
and information in a information in a information and information
Information highly logical and logical and adequately, but coherently, with a
coherent manner, coherent manner, there may be some lack of clear
with a clear with a clear inconsistencies or introduction, poorly
introduction, well- introduction, gaps in the developed body,
developed body, developed body, structure of the and conclusion that
and compelling and conclusion speech, hindering fail to guide the
conclusion that that generally overall coherence audience
effectively guide guide the and audience effectively through
the audience audience through comprehension. the speech.
through the the speech.
speech.

Reflection:
Creating a Process-Oriented Performance-Based Task (POPBT) with a rubric has
profoundly impacted my approach to assessment as a future English teacher. This task shifted
my focus from traditional product-oriented evaluations to a more holistic approach

pg. 4
emphasizing learning. Designing a task requiring students to engage deeply with the material
and demonstrate a range of skills over time makes the assessment both authentic and
engaging.

Developing the rubric was a crucial part of this process, ensuring that expectations
were transparent and feedback was structured. The rubric included detailed criteria for content
understanding, research skills, organization, creativity, and presentation, with descriptive
indicators for different proficiency levels. This structure helped make the assessment fair,
consistent, and comprehensive, providing students with clear guidelines and constructive
feedback. Implementing the task in the classroom would also involve continuous reflection and
adjustment, fostering an environment where students feel comfortable taking risks and
learning from their mistakes.

This experience has deeply influenced my teaching philosophy, reinforcing the

importance of learner-centered and process-oriented assessments. I am now more committed
to designing tasks that emphasize the learning journey rather than just the final product.
Assessments should be tools for learning, offering opportunities for formative feedback and
involving students in self-assessment and peer review to enhance their understanding and
accountability. As I move forward in my teaching career, I will use these insights to create
meaningful and effective learning experiences that prioritize student engagement and growth.

pg. 5
 Process-Oriented Performance-Based Task with Rubric

Tiffany Vinco

Grade 6 English Learning Competency: Use various types and kinds of sentences for
effective communication of information/ideas (compound sentences).

Task: Read aloud the types of sentences with correct expression

Objectives: Practice reading aloud sentences of each type with appropriate expression.

1. Articulate the words correctly.

2. Establish eye contact with the audience to create a connection.
3. Observe appropriate expression and emotion upon reading the sentences.
4. Use appropriate gestures and body language.

Rubrics:

Reflection:

The Process-oriented Performance-based Assessment hearing this word at first I don’t

have any idea of what this would be all about most especially as to what would it’s purpose in
teaching. As I come to listen to the discussion of Mrs. Anding I come to learned that process-
oriented focuses on evaluating the actual task performance wherein it does not emphasize on
the output or product of the activity. In that, it made me reflect that this type of Performance

pg. 6
Based Assessment aims to know what were the steps or processes that a student have
undergone when given a task by their teacher.
Furthermore, when making this one should present their learning competencies in
which this showed the observable behaviors of the students showcasing their skills and
abilities with regards to the processes that they are in need to observed. Also, by having this
kind of assessment it provide students to concentrate and focus themselves as this give them
the opportunity to showcase their full potential and strategize on how they could carried on
themselves in following the steps presented. With that, it brought a huge contribution on the
development of the cognitive skills and creativity of the students helping them to gain deeper
understanding with regards to the subject matter.
In addition, this type of assessment have a rubric to follow in which this help educators
to easily assess every step of the task presented if all of it was being clearly demonstrated
which is a very important factor towards students learning as it guide them to achieved the
desired learning outcomes. In making the rubric, I learned that it is important to make sure that
the statements presented were aligned to the process being presented so that there is clarity
on the part of the students. Lastly, having rubrics allow students to identify their strengths and
weaknesses that in some way it help them to improve their performance by next time. This
also give the teacher to provide feedback to the students. Overall, this help students
understand to develop a growth mindset and to foster strong bonds to others developing
collaboration which will ultimately enhance their performance.

pg. 7
 Product-Oriented Performance-Based Task with Rubric

Keyth Ashley Bandolon

TASK: Create a Brochure about Ancient Egyptian Literature.

Learning Competencies: The final product submitted by the students must:
• Contain pictures and other illustrations of examples of Ancient Egyptian Literature.
• Contain accurate information and grammar mechanics related to the illustrations/pictures
about Ancient Egyptian Literature.
• Well-organized with a good mix of text and illustrations/pictures, informative, color
coordinated, and visually appealing to the reader of the brochure.
RUBRICS:
CRITERIA EXCELLENT GOOD AVERAGE POOR
(4) (3) (2) (1)
Inclusion of x2 The brochure The brochure The brochure The brochure
Pictures and contains a contains several contains limited lacks pictures
Illustrations diverse pictures and pictures and and illustrations
selection of illustrations that illustrations related depicting
high-quality depict examples of to Ancient Egyptian examples of
pictures and Ancient Egyptian Literature. Some of Ancient Egyptian
illustrations Literature. Most of the images may not Literature. The
that effectively the images are be relevant or few images
depict relevant and engaging, but they included may be
examples of somewhat still provide some irrelevant or
Ancient engaging, visual context for poorly chosen,
Egyptian contributing to the the topic. offering little
Literature. The overall visual aid to the
images are understanding of reader.
relevant, the topic.
visually
engaging, and
enhance the
understanding
of the topic.
Accuracy of x3 The information The information The information The information
Information provided in the provided in the provided in the provided in the
brochure is brochure is mostly brochure is brochure is
accurate, well- accurate and somewhat accurate inaccurate or
researched, communicates key but may contain incomplete,
and effectively concepts related to some inaccuracies, failing to
communicates Ancient Egyptian omissions, or effectively
key concepts Literature. It covers oversimplifications communicate key
related to the main points related to Ancient concepts related

pg. 8
 Ancient effectively and Egyptian Literature. to Ancient
Egyptian demonstrates a It covers the topic to Egyptian
Literature. It good some extent but Literature. It
demonstrates a understanding of lacks depth or demonstrates a
thorough the topic, with clarity in certain lack of
understanding minor instances of areas. understanding of
of the topic and omission or the topic and may
provides oversimplification. contain
insightful significant
details and inaccuracies or
examples. misconceptions.
Grammar x4 The grammar The grammar The Grammar The grammar
Mechanics mechanics in mechanics in the mechanics in the mechanics in the
the brochure brochure are brochure may have brochure are
are flawless, mostly accurate, noticeable errors, riddled with
with no errors in with only minor occasionally errors, making
spelling, errors in spelling, impacting the the content
punctuation, or punctuation, or clarity of the difficult to
grammar. grammar. content. There are understand.
Sentences are Sentences are some There are
well-structured generally well- inconsistencies or numerous
and structured and mistakes in instances of
demonstrate a convey the spelling, misspellings,
high level of intended meaning punctuation, or punctuation
language clearly. grammar that errors, or
proficiency. detract from the grammatical
overall quality of the mistakes that
writing. hinder
comprehension.
Organization x5 The brochure is The brochure is The brochure is The brochure is
exceptionally well-organized, somewhat poorly organized,
well-organized, with a clear organized, but the with a lack of
with a clear structure that structure may lack clarity or
structure that effectively presents clarity or coherence coherence in
guides the the information in presenting the presenting the
reader through about Ancient information about information
the content Egyptian Literature. Ancient Egyptian about Ancient
related to Information is Literature. There Egyptian
Ancient presented in a may be some Literature. The
Egyptian logical sequence, inconsistencies or structure may be
Literature. with identifiable gaps in the confusing or
Information is sections and some organization, disjointed,
presented transitions between making it hindering the
logically, with them. The challenging for the reader's ability to
smooth organization reader to follow the understand the
transitions enhances the flow of ideas. content.
between reader's Sections may not be Information may
sections and a understanding of clearly labeled or be scattered or

pg. 9
 coherent flow the topic. connected. presented
of ideas. Each randomly without
section is clear
clearly labeled organization.
and contributes
to the overall
understanding
of the topic.
Visual Appeal x6 The brochure is The brochure is The brochure has The brochure
visually visually appealing, some visual appeal, lacks visual
stunning, with with clear images, but the overall appeal, with
high-quality a well-designed design may be poor-quality
images, an layout, and some somewhat bland or images, cluttered
appealing use of color to uninspired. The layout, and little
layout, and enhance the images and layout use of color or
effective use of presentation. are adequate but design elements.
color and Visual elements could be improved Visuals do not
design contribute to the to make the enhance the
elements. It is overall brochure more presentation of
aesthetically attractiveness of engaging and information
pleasing and the brochure and attractive. Color about Ancient
captures the help engage the and design Egyptian
reader's reader. The visuals elements may be Literature and
attention are relevant to the underutilized or may detract from
immediately. content about ineffective. the overall
The visuals Ancient Egyptian readability of the
complement Literature. brochure.
the content
about Ancient
Egyptian
Literature and
enhance its
presentation.

Reflection:

Creating a product-oriented performance-based task as a future English teacher involves

identifying clear learning objectives and ensuring that the task is relevant to students' lives and
interests. Aligning the task with specific language skills—whether writing, speaking, reading, or
listening—enhances engagement and motivation. For instance, making a brochure on a topic

pg. 10
of interest can be more captivating than a traditional essay, providing real-world context for
language use and making the learning process more dynamic and meaningful.

A well-designed task integrates multiple language skills and allows for authentic assessment,
offering a more comprehensive picture of student progress. By combining writing, speaking,
reading, and listening in a single project, such as a video creation, students develop a range of
competencies simultaneously. Additionally, these tasks provide opportunities for feedback and
revision, which are crucial for students to understand their mistakes and improve their skills.
Constructive feedback guides students on how to enhance their work, promoting continuous
learning and improvement.

Collaboration and reflection are also key components of product-oriented tasks. Group
projects foster communication and teamwork skills, mirroring real-world situations where
collaboration is often required. Encouraging students to reflect on their learning through self-
assessment or peer reviews helps them develop metacognitive skills, leading to a deeper
understanding of their strengths and areas for improvement. Despite the challenges, such as
time constraints and logistical issues, careful planning and resource allocation can mitigate
these difficulties, ultimately enriching the language learning experience and better preparing
students for real-world communication and critical thinking.

Product-Oriented Performance-Based Task with Rubric

Tiffany Vinco

Grade 6 TLE Learning Competencies: Explains the process and the importance of
recycling.

Task: Create an eco-friendly snack wrapper pillow project

Objectives: Create a unique pillow using cleaned and cut-up junk food wrappers to reduce
waste and add a personalized touch to your home décor.

1. Clean wrappers used and evenly fill in the pillowcase.

2. Properly sealed the opening of the pillowcase by stitching it closed.
3. Durable and creative design used in the pillowcase.’

pg. 11
Rubrics:

Reflection:

The Product-oriented Performance based Assessment deals in the authentic task such
as activities that requires every student to show what they can do in which they are in need to
demonstrate their understanding by applying knowledge as to what they have understood as
this incorporate creativity and it provides clear measure of students performance. This is a
kind of assessment wherein the teacher assess the final product done by the students. Aside
from that I have learned that it should present an objectives wherein this allow learners to
follow and serve as a guide in order for them to carried on the task.
Also, this is concern of the product alone and not the process wherein it clearly show
that the one being observe here were the performance of the learner and how they made
themselves strategize things as for them to easily achieve their work. In addition, it emphasize
clearer understanding towards the students wherein this will help them to attain their goal and
their desired learning outcome in which it greatly benefit as for them to become more
motivated in doing so and to gauge their understanding out from the assigned work task given
to them.
Lastly, I say that having rubric provide a huge contribution on the task. I can still recall
that the first rubric that we have made there were revision since the statement were too
complex and difficult to be understand in which we need to take consideration the grade level
of the students. In that, I have come to learned that when making rubrics statements should be
simple and concise. Lastly, having rubrics it presents a very detailed feedback wherein if the

pg. 12
students will come to see where would be that area that needs for improvement they can
easily check on it. Also, this help educators to give comments and suggestions in which they
can be able to identify how far their students have understood and how they demonstrate such
skills in order to achieved the desired learning outcome. Having this kind of assessment
showcase the decision making and determination of the students in order to work on and
achieve better outcomes for the betterment of the group.

pg. 13
 GRASPS

Keyth Ashley Bandolon

GRASPS
Goal:
Your goal is to get Apple Inc. more sales.
Role:
You are an advertiser at Apple Inc.
Audience:
The target audience is middle-class and upper-class users/consumers.
Situation:
You need to persuade the consumers to buy the latest Apple products.
Product/Performance:
You need to create a 2-minute infomercial that provides detailed and concise information,
explanation, and benefits of using the products, specifically, having the “Apple Ecosystem.” The
Apple Ecosystem refers to the tightly knit network of hardware devices (think iPhones, iPads,
Macs) and software services (iCloud, iTunes) designed by Apple Inc. These components work in
harmony to create a seamless user experience. The content should be both informative and
persuasive.
Standards and Criteria:
In presenting your infomercial you have to…..
1. Ensure the information given is concise and easy to understand.
2. show originality and creativity.
3. Persuade and engage the audience.
4. Provide accurate and relevant information about the product, backed with evidence and
testimonials.
5. Exhibit great Communication skills (clarity, tone, modulation, and body language)

pg. 14
Rubrics:

CRITERIA Excellent Good Fair Poor

4 3 2 1
Conciseness Information is Information is Information is Information is
and Clarity X2 consistently generally somewhat unclear and
concise and concise and concise but convoluted,
easy to understandable, lacks clarity, making it
understand, though there are causing difficult for the
effectively occasional confusion audience to
conveying key lapses in clarity. among the understand.
points without audience.
unnecessary
complexity.
Originality and Presentation is Presentation Some elements Presentation
Creativity highly original demonstrates of originality and lacks originality
X2 and creative, moderate creativity are and creativity,
showcasing originality and present, but relying heavily
innovative ideas creativity, overall on cliches or
and approaches incorporating presentation is unoriginal ideas.
that capture the some unique largely
audience’s ideas or derivative.
attention. approaches.
Persuasion and Presentation is Presentation Presentation Presentation
Engagement highly effectively has some fails to engage
X2 persuasive and persuades and elements of or persuade the
engaging, engages the persuasion and audience,
captivating the audience, engagement, lacking
audience’s utilizing but overall compelling
attention, and compelling effectiveness is arguments or a
effectively arguments and a limited. persuasive
convincing them dynamic delivery.
of the product’s delivery.
value.
Accuracy and Information is Information is Information is Information
Relevance highly accurate generally somewhat provided is
and relevant, accurate and accurate and inaccurate or
X4 effectively relevant relevant but irrelevant,
supported by supported by lacks sufficient lacking evidence
compelling evidence and evidence or or testimonials
evidence and testimonials that testimonials to to support
testimonials strengthen the fully support claims.
that enhance presentation. claims.
the credibility of

pg. 15
 the
presentation.
Communication Communication Communication Communication Communication
Skills is highly clear is generally clear is somewhat is unclear and
X4 and effective, and effective, clear and ineffective,
demonstrating with appropriate effective, but lacking
exceptional tone, tone, appropriate
tone, modulation, and modulation, or tone,
modulation, and body language body language modulation, or
body language that enhance could be body language.
that captivate delivery. improved.
the audience
and reinforce
key points.
TOTAL: 40

Reflection:

Using the GRASPS model (Goal, Role, Audience, Situation, Product/Performance, and
Standards and Criteria for Success) to design performance-based tasks has been an
enlightening experience in my journey as a future teacher. This model offers a structured
approach to creating meaningful and engaging assessments that simulate real-world
challenges, helping students apply their knowledge and skills in practical scenarios.
Reflecting on the Goal component, I found that clearly defining the objective of each
task is crucial. Establishing what students should achieve by the end of the task helps in
designing focused and purposeful activities. This clarity ensures that students understand the
expectations and the relevance of the task to their learning objectives. By specifying clear
goals, I can better guide my students towards achieving specific competencies and skills.
The Role, Audience, Situation, Product/Performance, and Standards and Criteria for
Success components further deepen the learning experience. By assigning roles, students
can immerse themselves in different perspectives, fostering empathy and critical thinking.
Identifying the audience helps in making the task authentic, as students are motivated to
communicate effectively to a specific group. Situational context makes the task realistic,
enhancing engagement and relevance. Defining the Product/Performance allows students to
showcase their learning through tangible outcomes, while Standards and Criteria for Success
provide clear benchmarks for evaluating their performance. Reflecting on these elements, I
realize the importance of comprehensive planning to ensure that performance-based tasks are
challenging yet achievable, promoting deeper learning and skill development.

pg. 16
 Incorporating the GRASPS model into my teaching practice has highlighted the value of
performance-based assessments in preparing students for real-life challenges. This approach
not only assesses their academic knowledge but also their ability to apply it in meaningful
ways. As I continue to refine my use of GRASPS, I am committed to creating diverse and
dynamic tasks that cater to different learning styles and encourage students to think critically
and creatively. This experience has reinforced my belief in the power of well-designed
assessments to enhance student learning and growth.

GRASPS

Tiffany Vinco

Goal:

Your task is to write a story about a magical adventure with talking animals.

Role:

You are a young storyteller in an elementary school class.

Audience:

The target audience is children who enjoy stories with animals and magic.

Situation:

The challenge involves thinking of interesting animals incorporating humor and fun and
deciding where the adventure will take them.

Product/Performance:

You need to develop a simple storyline with captivating plot, clear characters and a happy
ending.

Standards & Criteria for Success:

Your story needs to have:

• Beginning, middle, and end

• Humor and fun to keep children entertained.
• Appropriate themes that are suitable for children

pg. 17
• Engaging characters that children can find it interesting.
• Relevance and connection to allow them to connect with the story relating on their
personal level as it fosters deeper understanding.

pg. 18
Reflection:

The making of GRASPS Output was at ease knowing that Mrs. Anding have provided
us handout which serves as our guide. As I opened the file for the first time I have come to
discover that GRASPS has its corresponding acronyms which stands for Goal, Role,
Audience, Situation, Product/Performance and Purpose, Standards and Criteria for Success.I
have read everything about the content of the file and there I found idea in constructing our
task scenario. In making our GRASPS, we have come to brainstorm as to what we will put and
come to plan how would the scenario would be. In that, we have decided to choose story
about the magical adventure with talking animals. I could still remember that we choose this
kind of story type knowing that my groupmates were all from BEEd.
As we have done agreeing all about the task scenario we gathered together and set the
direction for the goal of the story as it corresponds to helping the person’s role to ensure and
achieve its purpose in giving out the story. Aside from that also, I have come to learn that
considering that the story would be all about the magical adventure we have chosen our target
audience which were the children who enjoy stories especially when it comes to animal and
magic. In choosing this type of audience I can see that it really best fit at their age wherein
they can relate and find excitement while listening to the story teller. From then the situation
down to the criteria for success were evident and were all aligned in order so that it would
catch student’s attention. Aside from that, we have crafted the rubrics wherein it serves as
roadmap in a way that it set good perspective and to give scores accordingly which is one way
of making feedback out from the task scenario that have been made.
Overall, as we finished making the GRASPS Output I have learned a lot wherein it in
making task scenario the standard criteria for success must clearly shown as this provide
significance for the performance of the storyteller. Having this kind of standard to be followed

pg. 19
paved way to maintain the effectiveness of the task scenario. Lastly, it remind me that in
crafting the story it need to include clear purpose that will arouse the audience and to set
meaningful learning make the audience gain understanding.

pg. 20
 Affective Assessment Tools

Keyth Ashley Bandolon

I. TALLY SHEET

English 7

Topic: Passive and Active Voice Date: April 22-26

Name:______________________________

INCIDENTS MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Overall

Total
Actively participate ex.
in the class
discussion.
Did not participate
in the class
discussion.
Showing interest to
the topic passive
and active voice.
Not showing
interest to the topic
passive and active
voice.
Showing
enthusiasm for
learning and
sharing knowledge
about passive and
active voice
constructions.

Potentially
hindering one's
own learning and
the learning
experience of
others in the class.

Asking questions
and seeking
clarification to

pg. 21
deepen
understanding
about the topic.

Expressing
reluctance towards
discussing passive
and active voice.
Demonstrate
eagerness to apply
passive and active
voice constructions
in practical
exercises.
Showing disinterest
in participating in
practical exercises
related to passive
and active voice
constructions.

II. THURSTONE SCALE

Directions: On a scale of 1 to 11, where 1 is the “least favorable” and 11 is the “most
favorable,” Indicate how favorable you are to the following statements.
STATEMENTS 1 2 3 4 5 6 7 8 9 10 11
1. Mastering subject-verb agreement is crucial for
effective communication.
2. I feel confident in my ability to apply subject-
verb agreement rules correctly.
3. Subject-verb agreement rules are clear and easy
for me to understand.
4. I find practicing subject-verb agreement
exercises enjoyable.
5. I believe that understanding subject-verb
agreement enhances my writing skills.
6. I often struggle with remembering subject-verb
agreement rules.
7. Learning subject-verb agreement feels like a
tedious task to me.
8. I recognize the importance of subject-verb
agreement in formal writing.
9. I am motivated to improve my subject-verb
agreement skills.
10. Subject-verb agreement errors in my writing
frustrate me.
III. SELF-REPORT

pg. 22
Instructions: Please respond to the following questions honestly and to the best of your
ability. Your responses will help assess your behavior and attitude toward learning subject-
verb agreement. There are no right or wrong answers.

1. Demographic Information:
Age: _______
Gender: _______
Grade Level & Section: _______
Subject: English
2. On a scale of 1 to 5, where 1 is "Strongly Disagree" and 5 is "Strongly Agree," indicate
your agreement with the following statements:

STATEMENTS 1 2 3 4 5
I understand the concept of subject-verb agreement well.
I pay attention to subject-verb agreement when speaking or writing.
I often check my writing for subject-verb agreement errors.
I feel confident in my ability to identify subject-verb agreement errors.
I seek feedback from others to improve my subject-verb agreement
skills.
3. How often do you encounter difficulties in understanding or applying subject-verb
agreement rules?
o Never
o Rarely
o Sometimes
o Often
o Always
4. What strategies do you typically use to improve your understanding of subject-verb
agreement? (Check all that apply)
o Practice Exercises
o Consulting grammar guides or textbooks
o Asking teachers or peers for help
o Using online resources or apps
o Other (please specify): __________
5. Reflecting on your recent learning experiences in subject-verb agreement, rate your
level of motivation to improve your skills:
o Low
o Moderate
o High
o Very High
6. How do you perceive the importance of mastering subject-verb agreement in academic
or professional pursuits?
o Not important at all

pg. 23
 o Somewhat important
o Moderately important
o Very important
o Extremely important
7. Does your current curriculum adequately address subject-verb agreement learning
needs? Why or why not?
8. What challenges, if any, do you face in applying subject-verb agreement rules correctly?
9. In what ways do you think your subject-verb agreement skills can be further developed
or reinforced?
10. Any additional comments or suggestions regarding the teaching and learning of
subject-verb agreement?

IV. LIKERT SCALE

Name: ________________________________ Date: _______________

Direction: Check ( ) only one option for each item in the questionnaire.

No. Items 1 2 3 4 5

Strongly Disagree Neutral Agree Strongly

Disagree Agree
Learning about passive and active voice
1 is important for improving my writing
skills.
Understanding when to use passive
2 voice versus active voice helps me
express ideas more effectively.
Learning about passive voice improves
3 my understanding of sentence structure
and grammar.
Active voice is more engaging for
4 readers compared to passive voice.

I find it challenging to distinguish

5 between passive and active voice in
sentences.
I feel confident in my ability to identify
6 and use active voice in my writing.

Passive voice is sometimes preferable

7 over active voice in academic writing.

pg. 24
 Using passive voice can make my
8 writing sound more formal and
objective.
I actively practice using both passive
9 and active voice in my writing
assignments.
Understanding the difference between
10 passive and active voice improves my
overall writing quality.

V. CHECKLISTS

Affective Skills Assessment Checklist for Passive and Active Voice

Student Name: Date:

A. Understanding Never Sometimes Frequently

The student seems interested

and pays attention when
learning about passive and
active voice.

They show they want to know

why passive and active voice
are important.

The student listens respectfully

to different ideas about how
language works.

The student shows enthusiasm

for exploring how language
choices impact the conveyance
of ideas and emotions.

pg. 25
 The student listens carefully to
learn how to spot passive and
active voice in writing.
B. Application
The student can successfully
rewrite five passive voice
sentences into active voice and
vice versa without significant
errors.

The student consistently

applies passive and active
voice appropriately in writing
tasks across various genres.

The student demonstrates

proficiency in using different

sentence structures and tenses with

passive and active voice.

The student's writing shows clarity

and coherence when using both
passive and active voice.

The student adapts their use of

passive and active voice based on
the requirements of the
writing task.

C. Analysis
The student can analyze the effect
of using passive or active voice on
the tone and emphasis of a
sentence.

The student can evaluate the clarity

and readability of sentences when
passive or active voice is used.

pg. 26
The student can identify instances
where passive voice may obscure
agency or
responsibility.
The student can explain how passive
voice can be used
strategically for emphasis or to
achieve a specific rhetorical effect.

The student can critique the use of

passive or active voice in provided
examples and
suggest improvements.

D. Synthesis
The student can compose a
cohesive paragraph containing at
least five sentences that
utilize both passive and active voice
effectively.

The student seamlessly

integrates passive and active voice to
maintain coherence
and flow in their writing
The student's paragraph demonstrates
a variety of
sentence structures and tenses with
appropriate use of passive and active
voice.

The student justifies their choice of

voice in each sentence, considering
audience, purpose, and context.

The student's writing reflects an

understanding of when to use passive
or active voice for clarity, emphasis,
or stylistic effect.

pg. 27
VI. GUTTMAN SCALE

Directions: For each statement, indicate whether you agree or disagree. Check the box under “YES” if you
agree and “NO” if you disagree.
STATEMENTS YES NO
I understand the purpose of an informative speech and can articulate its importance in
communication.
I can identify relevant and credible sources of information to support my informative speech topics.
I am confident in my ability to organize information effectively to create a clear and logical speech
structure.
I actively seek feedback from peers and instructors to improve the content and delivery of my
informative speeches.
I prioritize thorough research and fact-checking to ensure the accuracy and reliability of the
information presented in my speeches.
I consistently practice writing and revising informative speeches to enhance clarity, coherence, and
persuasiveness.
I am open to experimenting with different rhetorical devices and presentation techniques to engage
and captivate my audience.
I value the opportunity to learn from both successful and unsuccessful informative speeches, using
them as learning experiences for improvement.
I recognize the importance of audience analysis and adaptation in tailoring my informative speeches
to meet the needs and interests of my listeners.
I am committed to continuous learning and growth in the art of informative speech writing, striving for
excellence in both content and delivery.

VII. Semantic Differential Scales

Concept: Modals

Instruction: For each pair mark a point on the scale that best represents your feelings about the concept. The scale ranges
from (lowest value) to (highest value). You can choose the score corresponding to your opinion.

28 | P a g e
Reflection:

Creating affective assessment tools, such as Likert scales, self-reports, and tally sheets, and many
more is a crucial aspect of my development as a future teacher. Reflecting on this process, I recognize the
importance of these tools in understanding students' attitudes, values, and emotional responses, which are
vital components of their overall learning experience.

Designing Likert scales required careful consideration of how to phrase statements and determine
appropriate response options. This process highlighted the need to be clear and unbiased to accurately
gauge students' feelings and opinions. Through this, I learned the importance of creating balanced scales
that allow students to express a range of emotions and attitudes, which can then be analyzed to tailor my
teaching methods to better meet their needs.

Self-reports and tally sheets also play significant roles in affective assessment. Self-reports enable
students to reflect on their own experiences and emotions, fostering self-awareness and providing me with
insights into their internal states. Tally sheets, on the other hand, offer a straightforward way to track
observable behaviors and participation. Creating these tools taught me to value both qualitative and
quantitative data in assessing affective domains. Reflecting on this experience, I am committed to integrating
affective assessment tools into my teaching practice to support holistic student development and create a
more empathetic and responsive learning environment.

Affective Assessment Tools

Tiffany Vinco
I. Checklist
Edukasyong Pantahanan at Pangkabuhayan (EPP) – Grade 4
Learning Competency: Pagtatanim ayon sa wastong pamamaraan
Code: EPP-4AG-0d-6
Panuto: Kung nais mong subukang magtanim ng halamang ornamental gamit ang tamang
pamamaraan ng pagtatanim, aling mga hakbang sa sumusunod na tseklist ang maaari mong
sundin upang matiyak na magiging matagumpay ang iyong pagtatanim?

29 | P a g e
 II. Rating Scale
Science – Grade 3
Learning Competency: Describe animals in their immediate surroundings.
Code: S3LT-IIc-d-3
Instructions: Below are descriptions of animals you might find in your immediate surroundings.
Read each statement carefully and select the option that best describes how much you agree with
it. Choose the number that corresponds to your level of agreement:
1 Strongly Disagree
2 Disagree
3 Neutral
4 Agree
5 Strongly Agree

30 | P a g e
 III. Self-Report
English – Grade 4
Learning Competency: Read aloud grade level texts with accuracy and proper expression.
Code: EN4F-Ig-8
INSTRUCTION: BEFORE ANSWERING THE FOLLOWING QUESTIONS) PLEASE TAKE A
MOMENT TO REFLECT ON YOUR EXPERIENCES AND FEELINGS REGARDING READING
ALOUD GRADE LEVEL TEXTS. YOUR HONEST RESPONSES WILL HELP US UNDERSTAND
YOUR CURRENT SKILLS AND AREAS FOR IMPROVEMENT

31 | P a g e
 IV. Semantic Differential Scale
English – Grade 4
Learning Competency: Classify related words, ideas, and concepts according to certain
characteristics and similarities.
Code: EN4SS-IIb-2
INSTRUCTION: BEFORE ANSWERING THE FOLLOWING QUESTIONS) TAKE A MOMENT TO
THINK ABOUT YOUR EXPERIENCES WITH CLASSIFYING THINGS LIKE WORDS) IDEAS) AND
OBJECTS. THERE ARE NO RIGHT OR WRONG ANSWERS) SO PLEASE RESPOND BASED
ON YOUR OWN FEELINGS AND EXPERIENCES. USE THE SCALE PROVIDED TO INDICATE
HOW STRONGLY YOU AGREE OR DISAGREE WITH EACH STATEMENT.

32 | P a g e
 V. Guttman Scale
Health – Grade 1
Learning Competency: Practices ways to protect oneself against violent or unwanted behaviors of
others.
Code: H1IS-IVj-11
Directions: Answer the following statements honestly. Write "Yes" if you agree to the statement and
"No" if you disagree to the statement. Your answers help us assess how you would protect yourself
against violent or unwanted behaviors of others.

VI. Thurstone Scale

Science – Grade 6
Learning Competency: Constructing a Model of the Solar System
Code: S6ES-IVg-h-6
Directions: Your task is to indicate how much you agree or disagree with each statement based on
your personal experience, knowledge, and beliefs.

33 | P a g e
Reflection:
The Affective Assessment tools based from what I’ve read this encompass various tools that is very
important to assess the affective learning targets that has been set. In every tool, it has their corresponding
purpose most especially as to what they intended to find clarity considering the emotions experienced and
expressed by the students. In here, it is clearly designed to find its purpose and to achieve the desired
outcome.
Upon reading the handout, I have found out that a single assessment given to students is not enough
to measure their affective domain. I have learned that it is a continuous process wherein it showcase how
students have obtain emotions/feelings over time as this is very important so that they can carried out the
tasks well. It is a must for me as a future educator someday that managing one’s feelings/emotions
responsibly give them the opportunity to work well with other people. Also, the ability of the teacher to assess
the students lead them to provide feedback most especially to the parents and interested individuals with
regards to student’s performance. In that, we have been introduced to the different affective assessment
tools and some of them were the checklist, rating scales, self-report, Semantic Differential Scale and
Guttman Scale. These assessment tools have their different description and knowing that we are assigned
on making tasks on our chosen subject we planned it all along with my groupmates. As we are all already
aware of their purpose of the different affective tools, my groupmates and I have agreed to breakdown the
task as we have assigned every member to do for it to measure the behavior of the learners.
As we were given the chance to generate statements that aligned for that specific assessment tool, I
have realized that working with your groupmates together as one help the group to produce good outcome. I
am grateful that I was introduced in making this affective assessment tools wherein I can see that it is very
helpful which really provide purposeful insight and for me to understand the well-being of my students in the
34 | P a g e
near future. Also, to give emphasis in monitoring the affective domain of the students I have learned that in
discussing the lessons it should incorporate affective assessments so that students will be able to relate
themselves in the situation which will eventually lead them to gain values into it. Most of all it is a must for the
teacher to tailor the instruction which will eventually give comprehensive understanding to the students
learning.

35 | P a g e
 Assessment 4 PPT Presentation (Assessment of One’s Teaching Practice)

Tiffany Vinco & Keyth Ashley Bandolon

36 | P a g e
NOTE: For a full view of the presentation visit this link:
https://www.canva.com/design/DAGE_JxPhe4/tEirXXGnskoJaqNQt5w0Kw/edit?utm_content=DAGE_JxPhe4
&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
Reflection (Tiffany):
The Assessment of One’s Teaching Practice encompass the different methods that teacher should
pay attention in which it helps them to navigate the students learning progress. The word assessment from
what I have understood on the handout it plays an important role as it determines whether or not the goals
are being achieved. Having this opens idea for teachers that reflecting on the result performance of the
students they can think of strategy in order to improved the student performance next time. Aside from that, it
is helpful for the teacher wherein this enhance and improved their teaching performance which greatly
contribute for their professional development.
As our teacher have sent to us the file all about the Assessment of One’s Teaching Practice we have
been given the task to make a Power point Presentation with that Ashley and I have agreed to divide the task
so that we could finish quickly and pass the output on time. As I have read and made summary from the
important terms I have learned that as future educator it is very important to do assessment so that we can
evaluate our learners that in return we could make teaching strategies in a way that we could teach
effectively and to address the needs of the students that in some way it could help them to have improved
learning. Aside from that, I have gain understanding that the learners test score is very important in which it
keep and measure how the students have shown understanding overtime on the lesson.
Overall, I realized that having assessment this offer feedback to the students and the teachers that in
return they will work hand in hand in order to made adjustment on the lessons given. This have greatly plays
an important role wherein reflecting from the results they can compare their scores which give them ability to
track their learning growth. On the other hand, it monitor if the instructional strategies exhibited by the teacher
is much more effective on the learning of the students and if not they can still find ways to enhance the
learning experience. By doing this, it will eventually help them improved their class standing at school.

Reflection (Ashley):

The Assessment 4 PPT Presentation was a valuable chance to evaluate my teaching practice.
Creating the content involved reflecting on my teaching philosophy, strategies, and assessment methods. I
focused on using collaborative learning, technology, and differentiated instruction to create an engaging and
inclusive learning environment.
Creating the PPT highlighted my strengths in organization, clarity, and using visual aids effectively.
Audience interaction through questions and discussions provided useful feedback. However, I struggled with
time management, which made some sections feel rushed. Feedback suggested providing more detailed
examples and increasing the presentation's interactivity.
Reflecting on this assessment has been crucial for my growth. It encouraged me to refine my teaching
practices and improve my presentation skills. The feedback emphasized the need for continuous
improvement, motivating me to make necessary changes and seek further development opportunities. This
experience has given me better insights into enhancing my teaching effectiveness and positively impacting
student learning outcomes.

37 | P a g e