PROCESS-BASED AUTHENTIC ASSESSMENT
Overview
Process-based authentic assessment is an approach that focuses on evaluating learners' knowledge, skills, and competencies through the authentic and real-world application of learning processes. It emphasizes the ongoing, dynamic nature of learning, assessing how learners engage in tasks, problem-solving, critical thinking, collaboration, and reflection, providing a holistic understanding of their abilities beyond just the final product or outcome.
PROCESS-BASED AUTHENTIC ASSESSMENT
Subject: Child and Adolescent Development
Grade Level: Grade 7
Topic: Childcare and Education
INTENDED LEARNING OUTCOMES:
At the end of the lesson, the students should have:
- Improve student’s socializing skills
- Demonstrate the ability to plan and execute developmentally appropriate activities for students
- Apply effective observation and documentation techniques to assess children's progress
ASSESSMENT TASK:
- Bring the students to a children’s playground.
- Ask them to interact with other children.
- Create a game in which children need to cooperate.
INSTRUCTIONS:
The students will be visiting a playground and you will be given instructions to ensure adequate supervision and establish clear guidelines to ensure a positive and inclusive experience for all participants.
Materials: Pen. Paper
Process/ Mechanics: The students will be divided into teams, ensuring equal participation, and fostering diversity within each group. Each team will then be guided as they implement the cooperative game they have created, offering support and encouragement throughout the process. Lastly, the instructor will monitor your cooperation, problem-solving skills, and communication during the game, intervening as needed to promote fair play and positive interactions.
Tips & Reminders: Ensure necessary permissions and safety measures are in place for the visit, and know the importance of respect, empathy, and inclusivity when engaging with your peers.
Time frame: Approximately 60 minutes
Submission: The documentation and observation should be passed after the game.
RUBRICS:
Instructions: Refer to the scoring rubrics provided for specific, constructive feedback to students.
Criteria | Excellent (15) | Good (10) | Poor (5) |
Social Interaction | Student actively initiated social interactions with other children. | Student less initiated social interactions with other children. | Student never initiated social interactions with other children. |
Cooperation | Student always worked collaboratively with other children. | Student sometimes worked collaboratively with other children. | Student never worked collaboratively with other children. |
Communication | Student always communicated clearly and effectively with other children. | Student sometimes communicated clearly and effectively with other children. | Student never communicated clearly and effectively with other children. |
REFERENCES:
(APA, categorized, alphabetical)
Process-based Authentic Assessment PPT. https://docs.google.com/presentation/d/14muETKBQnsIrnrQ8hbg3MRhfVo5MhQLh/edit?usp=drive_link&ouid=113918903722141773683&rtpof=true&sd=true
PREPARED BY:
BELAMIA, MARYPHERE G. (maryphere.belamia@ctu.edu.ph)
May 2023
This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/