Performance Assessment: Understanding the game of badminton
Under this tenet, the student must actively demonstrate the capability to understand the rules and objectives concerning badminton. Allowing the student to actively demonstrate this, the teacher must create mechanisms and strategies that will introduce and hone the skill of students’ in understanding this objective. These can beneficial to both the student and educator in following the prescribed dimensions and objectives given (Dodge, 2001).The rubric shows this relationship:
Performance Assessment of the Badminton Game
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Schedule
Rating
Schedule
Rating
Comments
Week 1:
Able to apply the rules of singles game and apply basic elements on-court
The rating can be made from 1-5 (1 being the lowest and 5 the highest).
Week 1:
Comprehend on basic singles strategy taught in the classroom
The rating can be made from 1-5 (1 being the lowest and 5 the highest).
Week 2:
Able to apply the rules learned under a doubles setup
Week 2:
Use different ideas and objectives taught in the classroom
Week 3:
Master the rules of the game and effectively use it during different simulations.
Week 3:
Apply both ideas from week 1 and 2
* The standards and ratings given are devised and derived using the syllabus presented by the teacher in accordance to the objectives and goals of the subject.
Self Assessment: Speech
Under this category, I will try to distinguish how much I had improved during my speech class. Under this self assessment rubric, I will focus on various areas that are necessary to make a good speech. These elements include (1) tone, (2) structure, (3) intonation, (4) flow, and (5) subject matter. In here, I shall use a rating scale of 1-5 (5 being the highest and 1 lowest). In addition, I shall provide my personal comments of how I can perceive this can be improved or developed. The rubric is described below:
Personal Assessment: Speech
Guidelines
1
2
3
4
5
Comments
The tone expresses familiarization and understanding of the topic being talked about.
The overall structure of the speech is balanced and is given according to its intention and overall objective
Intonation is clear and understandable for the audiences
The overall flow of the speech has structure and topic sentence and has solid supporting sentences
Subject matter is both appealing to the speaker and the audiences as well.
Authentic Assessment: Citing References (APA Style)
Under this subject, the student is expected to comprehend and understand the different ways of citing references using the APA style. This rubric is to guide and gauge students background about the style and how to appropriately use it during research work and studies. The following table shows such criteria.
Citing References (APA Style)
2-1
4-3
5
Title page, Headers and Abstract Page
Limited knowledge about using headers and footers and many mistakes in the title and abstract page
Minimal mistakes in the title and abstract pages.
Full understanding and no inaccuracies in creating the three mentioned elements
In-text and Block Citations
Limited or incorrect use of in-text citations when taking from a reference or source
Some mistakes committed in citing from different references
Can easily provide citations under different genres of information
Referencing
Limited or no information concerning the source/s used
Contains the most needed information that from sources
All information is included in the citation provided
References
Allen, R. (2006) Performance Assessment. Retrieved January 23, 2009 from,
http://www.weac.org/resource/may96/perform.htm
Dodge, B. (2001) Creating a Rubric for a Given Task. Retrieved January 23, 2009 from,
http://webquest.sdsu.edu/rubrics/rubrics.html
Mueller, J. (2008) Rubrics in Authentic Assessment Toolbox. Retrieved January 23, 2009 from,
http://jonathan.mueller.faculty.noctrl.edu/toolbox/rubrics.htm
Mueller, J. (2008) How do you create authentic assessments in Authentic Assessment Toolbox.
Retrieved January 23, 2009 from, http://jonathan.mueller.faculty.noctrl.edu/toolbox/howdoyoudoit.htm
