MODULE 5 PROBLEM-CENTERED FORMAT

LESSON 1: Teaching Strategies -​ The problem is posed, & various

hypotheses & solutions are develop
DIFFERENT TEACHING STRATEGIES COMPARATIVE FRAMEWORK
●​ TRADITIONAL -​ used when the objective is to
●​ ACTIVITY-BASED differentiate between two entities
●​ COMPUTER-BASED
THESIS FORMAT
-​ involves the lecturer taking a position on
TRADITIONAL an issue or a particular viewpoint on a
●​ LECTURE subject & then supporting or justifying
●​ DISCUSSION that viewpoint or position with evidence
●​ QUESTIONING or logic.
●​ AUDIO VISUALS
DELIVERING THE LECTURE
LECTURE ●​ Controlling anxiety
●​ most efficient means of introducing ●​ Spontaneity
learners to new topics. ●​ Voice quality
●​ Used to stimulate students’ interest in a ●​ Body language
subject. ●​ Speed of delivery
●​ Integrate & synthesize a large body of ●​ Getting off on the right foot
knowledge from several fields or ●​ Clarifying during the lecture
sources. ●​ Facilitating retrieval from memory
●​ Valuable when there are recent
knowledge advances & when up-to-date LECTURE VARIATIONS
textbooks are not available. 1.​ Traditional Oral Essay
-​ Teacher is the orator & is the only
ADVANTAGES speaker.
-​ Often overused resulting in passive &
●​ Economical sometimes bored learners
●​ Can supplement a textbook by
enhancing topic & making it come to life. 2.​ Participatory Lecture
●​ It helps students develop their listening -​ Begins with learners brainstorming
abilities. ideas on the lecture topic on the basis of
what they have read in preparation, then
DISADVANTAGES teacher organizing the students’ ideas &
●​ Little emphasis on problem solving, fleshing them out with expertise
decision making, analytical thinking, or
transfer of learning. 3.​ Lecture with uncompleted handouts
●​ Not conducive to meet students’ -​ Learners are supplied with handouts
individual needs. containing the lecture outline in some
●​ Brings the problem of limited attention detail with blank spaces for learners to
span on the part of the learners fill in information.

HIERARCHICAL OR CLASSICAL LECTURE 4.​ Feedback Lecture

-​ Information is grouped, divided and ●​ Consist of mini-lectures interspersed
subdivided in typical outline form. with 10 mins. Small group discussion
structured around questions related to
the lecture content.
 ●​ Gives the learners the opportunity to
manipulate the lecture content & apply it
immediately, thus enhancing learning & TYPES OF QUESTIONS
memory recall. ●​ Rhetorical questions
5.​ Mediated lecture ●​ Questions that guide problem solving
-​ Use of media such as film, slides, or ●​ Probing questions
web-based images along with ●​ Factual questions
traditional lecture. ●​ Multiple-choice questions
-​ Used for web-based courses as well as ●​ Open-ended questions
classroom courses ●​ Discussion-stimulating questions

DISCUSSION QUESTIONING TECHNIQUES

ADVANTAGES OF DISCUSSION ●​ Prepare some questions ahead of time
●​ State questions clearly and specifically
-​ Gives learner the opportunity to apply ●​ Tolerate some silence
principles, concepts, & theories, & in ●​ Listen carefully to responses
that process, to transfer their learning to ●​ Use the ‘beam, focus, build technique
new & different situations. ●​ Provide feedback
-​ Clarification of information & concepts. ●​ Handle wrong answer carefully
-​ Can learn the process of group problem
solving AUDIOVISUALS
-​ Change in attitudes ●​ address all 3 modes of
learning-cognitive, affective, &
DISCUSSION TECHNIQUES psychomotor
●​ Make your expectations clear
●​ Set the ground rules FACTORS SELECTING MEDIA
●​ Arrange the physical space 1.​ Learning objectives
●​ Plan a discussion starter 2.​ Availability of both materials & technical
●​ Facilitate, do not discuss assistance
●​ Encourage quiet group members 3.​ Level, ability, & number of teachers
●​ Do not allow monopolies
●​ DIrect discussion among group TYPES OF TRADITIONAL AUDIOVISUALS
members
●​ Keep the discussion on track 1.​ Hand outs
●​ Clarify when confusion reigns 2.​ Chalkboards or whiteboards
●​ Tolerate some silence 3.​ Overhead transparencies
●​ Summarize when appropriate 4.​ Videotapes
5.​ Digital Video Discs
QUESTIONING
FUNCTION OF QUESTIONING LESSON 2 : Activity Based Teaching
-​ To assess a baseline of knowledge Strategies
-​ Used to review content
COOPERATIVE LEARNING
LEVELS OF QUESTIONING -​ based on the premise that learners work
●​ Convergent or Divergent together & are responsible for not only
●​ Lower-order or High-order their own learning but also for the
●​ Bloom’s Taxonomy (knowledge, learning of other group members.
comprehension, application, analysis, -​ working definition of cooperative
synthesis, and evaluation) learning is that it involves structuring
 small groups of learners who work 2.​ Skill Trainers
together toward achieving shared 3.​ Full-Scale Simulations
learning goals
SIMULATIONS GAMES
TYPES OF COOPERATIVE LEARNING -​ focus on content or on process learning

1.​ Formal Groups CONTENT GAME

2.​ Informal Groups -​ focus on teaching or reinforcing factual
3.​ Base Groups information
-​ Eg: chemistry game ( Chemical
ADVANTAGES COOPERATIVE LEARNING Elements Bingo)

1.​ Groups members learn to function as PROCESS GAME

part of a team -​ emphasize problem solving or
2.​ Working in a group for any length of time application of information
can teach or enhance social and
communication skills. ADVANTAGES
3.​ Can help to address individual learning -​ Increase interaction among learners &
needs & learning styles. allows even quiet & reserved class
4.​ Enhance critical thinking members to participate in a relatively
low risk situation
SIMULATIONS
●​ controlled representations of reality. DISADVANTAGES
●​ exercises that learners engage in to ●​ Games are not considered to be
learn about the real world without the simulations to some people
risks of the real world. ●​ Time consuming to play & very
labor-intensive to develop.
TYPES OF SIMULATIONS
ROLE PLAYING
●​ Simulation exercise ●​ Learners spontaneously act out roles in
●​ Simulation game an interaction involving problems or
●​ Role-Playing challenges in human relations.
●​ Case Study ●​ Effective in helping people gain skill in
interpersonal and therapeutic
SIMULATIONS EXERCISES CATEGORIZED relationships & in teaching them how to
BY DEGREE OF FIDELITY handle interpersonal conflicts.
●​ Helps people develop the quality of
FIDELITY empathy
-​ degree to which simulation accurately
mimics the real world simulation that is CASE STUDIES
supposes to represents ●​ analysis of an incident or situation in
which characters & relationships are
1.​ Low described, factual, or hypothetical
2.​ Medium (intermediate) events transpire, & problems need to be
3.​ High resolved or solved.
●​ Encourage independent study and
SIMULATIONS EXERCISES CATEGORIZED critical thinking, and to safely expose
BY DELIVERY learners to real-world situations they will
1.​ Computer simulation encounter in the future.
STEPS IN CONSTRUCTING CASE STUDIES DISADVANTAGES
1.​ Develop objectives ●​ miss the interaction in the normal
2.​ Select a situation classroom
3.​ Develop the characters ●​ lack of structure and deadlines
4.​ Develop the discussion questions
5.​ Lead the group discussion Lesson 3: Computer Based Teaching
Strategies
PROBLEM-BASED LEARNING
●​ Approach to learning that involves ●​ COMPUTER – ASSISTED
confronting students with real life INSTRUCTION (CAI)
problems that provide a stimulus for ●​ INTERNET
critical thinking & self-taught content ●​ VIRTUAL REALITY (VR)
●​ Based on the premise that students,
working together in small groups COMPUTER – ASSISTED INSTRUCTION
facilitated by an educator, will analyse a (CAI)
case, identify their own needs for
information, & then solve authentic ●​ Applications can be used in classrooms
problems like those that occur in and laboratories, clinical units, or
everyday life. homes.
●​ It is a teaching/learning strategy that is ●​ Forms of CAI includes CD-ROMs,
probably most applicable to academic DVDs, and Web-based products.
settings, although it can be used in staff ●​ To be effective, it requires that the
development courses. program be aimed toward instructional
objectives and be of high quality, the
SELF LEARNING MODULES learners have sufficient access to
●​ Also called SELF-DIRECTED computers, there is sufficient
LEARNING MODULES, SELF-PACED technological support, and the computer
LEARNING MODULES, is judged to be the best way to teach the
SELF-LEARNING PACKETS, & given content.
INDIVIDUALIZED
LEARNING-ACTIVITY PACKAGE. CAI: DRILL AND PRACTICE
●​ It is a self-contained unit or package of
study materials for use by an individual. ●​ Simplest level of CAI.
●​ Can produced in hard copy, online, or as ●​ student have already learned certain
CD-ROM information, either through computer
●​ Adult learners who are motivated to programs or other teaching methods,
learn on their own are the best audience and are now presented with repetition
for the use of modules. and application of the information.
●​ It lends itself to teaching mathematical
ADVANTAGES calculations
●​ ability to learn independently
●​ promotes active learning & provide CAI: TUTORIALS
immediate feedback on performance. ●​ the program tutors or teaches the
●​ EDUCATORS: provides individualized student a body of knowledge by
approach presenting information and asking
●​ STAFF DEVELOPMENT SETTINGS: questions, giving hints if the student
reduce travel time for conference gets stuck.
 ●​ Take the form of an interactive lecture
with built-in feedback and can be
developed very creatively, especially if THE INTERNET: E-MAIL
graphics are used. ●​ can be used to provide greater
collaboration between teachers and
CAI: COMPUTERIZED TESTING students and among students.
●​ LISTSERV = group of people who have
●​ can be used to evaluate student similar interest and want to share
learning in courses, for remediation information and experiences regarding
purposes, or to assess student those interests in a type of discussion
preparedness for licensing groups.
examinations. THE INTERNET: CHATROOMS
●​ Those used for the purpose of ●​ is a platform for synchronous
remediation or to prepare students for discussions that take place via the
licensing exams include not only internet.
questions but also the answers and the ●​ Good medium for support groups as
rationale for the correct answer. well.
THE INTERNET: WORLD WIDE WEB
CAI: SIMULATIONS SEARCHES
●​ computer simulations can provide ●​ Use of search engine that indexes Web
students with all the details about a pages for you and gives you the Uniform
particular patient situation and then ask Resource Locator (URL) for each page.
them to assess the patient, arrive at ●​ each search engine uses different
diagnoses, plan interventions, and databases and different techniques for
evaluate care. its indexing, and therefore you can use
●​ It can also throw in unexpected twists two search engines and obtain quite
and turns in the course of the patient’s different results.
illness and ask for revisions of plans or VIRTUAL REALITY
quick decisions. ●​ Computer-based, simulated, three
●​ Results of good or poor decisions can dimensional environment in which the
be illustrated. participant interacts with virtual world.

CAI: MULTIMEDIA PRESENTATIONS

●​ is a mammoth complex of computer MODULE 6
connections across continents, LESSON 1 : General Principles in choosing
connecting many millions of computers. Instructional Materials
●​ With an internet node, or a modem,
potentially anyone can connect to the INSTRUCTIONAL MATERIALS
internet. ●​ Vehicles by which information is
communicated.
THE INTERNET ●​ Tools & aids, are mechanisms or objects
●​ programs may incorporate text, sound to transmit information that are intended
tracks, graphics, still photos, animation, to supplement, rather than replace, the
video clips, and materials from the Web. act of teaching and the role of the
●​ Programs can be saved on a laptop teacher.
computer and shown to an audience
with a computer projector or can be
produced as a CD-ROM.
GENERAL PRINCIPLES REGARDING DELIVERY SYSTEM
EFFECTIVENESS OF AUDIOVISUAL TOOLS -​ includes both the software and
hardware used in presentation of
●​ The teacher must be familiar with the information.
media content before a tool is used. -​ influence by the: size of the intended
●​ Print and non-print materials do change audience, pacing or flexibility needed for
learner behavior by influencing a gain in delivery, and, sensory
cognitive, affective, and/or or aspects most suitable to the audience
psychomotor skills.
●​ No one tool is better than another in CONTENT
enhancing learning. The sustainability -​ Actual information being communicated
of any particular medium depends on to the learner, which might focus on any
many variables. topic relevant to the teaching/learning
●​ The tools should complement the experience
instructional methods.
●​ The instructional materials should PRESENTATION
reinforce and supplement—not -​ how is the information is presented. the
substitute for—the educator’s teaching MOST IMPORTANT COMPONENT for
efforts. selecting or developing instructional
●​ Media should match the available materials
financial resources.
●​ Instructional aids should be appropriate COMMON FORM OF PRESENTATION
for the physical conditions of the
learning environments, such as the size REALIA
and seating for the audience, acoustics, -​ most concrete form of stimuli that can
space, lighting, and display hardware be used to deliver information
(delivery mechanisms) available -​ Eg: actual woman demonstrating breast
●​ Media should complement the sensory examination or breast mannequin
abilities, developmental stages, and
educational level of the intended ILLUSIONARY REPRESENTATIONS
audience -​ less concrete, more abstract form of
●​ The message imparted by instructional stimuli to deliver a message such as
materials must be accurate, valid, moving still photos, audiotapes
authoritative, up to date, state of the art, projecting true sounds, & real life
appropriate, unbiased, and free of any drawing.
unintended messages. -​ eg: pixs of how to stage decubitus ulcer
●​ The media should contribute or audiotapes of adventitious
meaningfully to the learning situation by breathsounds
adding and diversifying information.
SYMBOLIC REPRESENTATIONS
-​ MOST ABSTRACT type of messages,
Lesson 2:Components of Instructional yet they are most common form of
Materials stimuli used in instruction
-​ Includes numbers & letters of the
3 MAJOR COMPONENTS OF alphabet, symbols that are written &
INSTRUCTIONAL MATERIALS spoken as words, that are employed to
convey ideas or represent objects
-​ Audiotapes or oral presentations,
graphs written texts & handouts,
 posters, blackboards, & whiteboards are 3 SPECIFIC TYPES OF MODELS
vehicles to deliver message in symbolic ●​ REPLICAS (resemble)
form. ●​ ANALOGUES (act like)
●​ SYMBOLS (stands for)
LESSON 3 : Types of Instructional Materials
REPLICA
TYPES OF INSTRUCTIONAL MATERIALS ●​ Is a facsimile constructed to scale that
resembles the features or substance of
●​ WRITTEN MATERIALS the original object.
●​ DEMONSTRATION MATERIALS ●​ excellent for teaching psychomotor
●​ AUDIOVISUAL MATERIALS skills because they give the learner an
opportunity for active participation
WRITTEN MATERIALS through hands-on experience.
●​ handouts, leaflets, book, pamphlets, ●​ Eg: replica of the DNA helix, models of
brochures, & instructional sheets. the heart, kidney, ear, eye, joints &
●​ Describe as “FROZEN LANGUAGE” pelvic organ
ANALOGUE
TYPES OF WRITTEN MATERIALS ●​ are effective in explaining and
●​ COMMERCIALLY PREPARED representing dynamic system.
MATERIALS ●​ Eg: computer model depicting how
●​ INSTRUCTOR-COMPOSED human brain function
MATERIALS
DEMONSTRATION MATERIALS DISPLAYS
●​ Includes non print media, such as
models & real equipment, as well as ●​ useful tools for variety of teaching
displays, such as posters, diagrams, purposes to convey simple or quick
illustration, charts, bulletin boards, messages & to clarify, reinforce, or
flannel boards, flip charts, chalkboards, summarize information on important
photographs, and drawings. topics & themes.
●​ Useful for cognitive, affective, & ●​ Referred to as STATIC
psychomotor skill development. INSTRUCTIONAL tools due to they are
●​ it stimulate the visual senses but can often stationary, some are portable &
combine the sense of sight with touch & most are alterable.
sometimes even smell and taste. ●​ eg: chalkboards, white marker boards,
posters, flip charts, bulletin boards and
MAJOR FORMS OF DEMONSTRATION flannel boards
MATERIALS
●​ MODELS POSTERS
●​ DISPLAYS ●​ are legitimate & reasonable alternative
to more direct, formal presentations for
MODELS conveying information.
-​ Usually 3D instructional tools that allow ●​ Effective posters leave a mental image
the learner to immediately apply long after they are seen.
knowledge & psychomotor skills by ●​ PLANNING & DESIGNS = key for
observing, examining, manipulating, poster’s effectiveness
assembling, & disassembling objects
while the teachers provides feedback AUDIOVISUAL MATERIALS
●​ it support & enrich educational process
by stimulating the senses of seeing &
 hearing, adding variety to the ●​ Learner response to teaching materials
teaching-learning experience, and and methods
instilling visual memories which have ●​ Characteristics of the environment
been found to be more permanent than
auditory memories. CONTENT EVALUATION
-​ DETERMINE WHETHER LEARNERS
5 MAJOR TYPES OF AUDIOVISUAL HAVE ACQUIRED THE KNOWLEDGE
MATERIALS OR SKILLS TAUGHT DURING THE
LEARNING EXPERIENCE
●​ PROJECTED LEARNING
RESOURCES ●​ “To what degree did learners achieve
●​ AUDIO LEARNING RESOURCES specified objectives?”
●​ VIDEO LEARNING RESOURCES ●​ “To what degree did the learners learn
●​ TELECOMMUNICATIONS LEARNING what was imparted?”
RESOURCES ●​ “Were specified objectives met as a
●​ COMPUTER FORMATS result of teaching?

OUTCOME EVALUATION
MODULE 7 -​ DETERMINE THE EFFECTS OR
OUTCOMES OF TEACHING
LESSON 1: Steps in Conducting an EFFORTS.
Evaluation -​ TO SUM WHAT HAPPENED AS A
RESULT OF EDUCATION
WHAT IS EVALUATION?
●​ It is a systematic process by which the ●​ WAS TEACHING APPROPRIATE?
worth or value of teaching and learning ●​ DID THE INDIVIDUALS LEARN?
is being judged. ●​ WERE BEHAVIORAL OBJECTIVES
●​ A systematic process by which the worth MET?
or value of something is judged. ●​ DID THE PATIENT WHO LEARNED A
●​ It serves as a critical bridge at the end of SKILL BEFORE DISCHARGE USE
one cycle that provides evidence to THAT SKILL CORRECTLY ONCE
guide direction of the next cycle HOME?

FIVE TYPES OF EVALUATION SUMMATIVE EVALUATION

1.​ PROCESS / FORMATIVE EVALUATION ●​ done at the completion of a program
2.​ CONTENT EVALUATION ●​ concerned with overall effectiveness of
3.​ OUTCOME EVALUATION the program
4.​ IMPACT EVALUATION ●​ provide data to determine the worth of
5.​ PROGRAM EVALUATION the program

PROCESS / FORMATIVE EVALUATION IMPACT EVALUATION

-​ MAKE ADJUSTMENTS IN AN ●​ DETERMINE THE RELATIVE
EDUCATIONAL ACTIVITY ASSOON AS EFFECTS OF EDUCATION ON THE
THEY ARE NEEDED (personnel, INSTITUTION OR THE COMMUNITY
materials, facilities, learning objectives, ●​ “What is the effect of practicing good
attitude) body mechanics of staff nurses while
●​ Learner behavior giving nursing care to patients?”
●​ Teacher behavior
●​ Learner-teacher interaction
PROGRAM EVALUATION The difference between Evaluation &
●​ DESIGNED AND CONDUCTED TO Assessment
ASSIST AN AUDIENCE TO JUDGE
AND IMPROVE THE WORTH OF ●​ Timing & Purpose
SOME OBJECT OREDUCATIONAL
PROGRAM Frequently asked questions:
●​ “How well did community education
activities implemented in the barangay ●​ What is an assessment?
throughout the year decrease the -​ Assessment is the systematic process of
incidence of dengue as a goal documenting and using empirical data to
established by the RHU? measure knowledge, skills, attitudes and
beliefs.
Steps in Conducting an Evaluation ●​ What is evaluation?
1.​ Determining the focus of the evaluation -​ Evaluation focuses on grades and might
& use of evaluation models reflect classroom components other
2.​ Designing the evaluation than course content and mastery level.
3.​ Conduct the evaluation ●​ What is the relationship between
4.​ Determining methods of analysis & Assessment and Evaluation?
interpretation of data collected -​ The both require criteria, use measures
5.​ Reporting results of data collected and are evidence-driven.
6.​ Using Evaluation results
DETERMINING THE FOCUS OF EVALUATION
LESSON 2 : Evaluation vs. Assessment 1.​ Audience
2.​ Purpose
Assessment 3.​ Questions
●​ Is ongoing 4.​ Scope
●​ Improves learning quality 5.​ Resources
●​ Individualized -​ This will help design, conduct , data
●​ Ungraded analysis, and reporting of results
●​ Provides feedback -​ The importance of a clear ,specific, and
●​ Process-oriented realistic evaluation focus cannot be
overemphasized
Evaluation Cont.
●​ Provides closure ●​ For which audience is the evaluation
●​ Judges learning level being conducted?
●​ Applied against standards ●​ For what purpose id the evaluation
●​ Graded being conducted?
●​ Shows shortfalls ●​ Which question will be asked in the
●​ Product-oriented evaluation?
●​ What is the scope of evaluation?
Process of Assessment ●​ Which resources are available to
-​ Is to gather, summarize, and use data to conduct evaluation?
decide a direction for action
BARRIERS TO EVALUATION
Process of Evaluation 1.​ Lack of clarity
-​ Is to gather, summarize, interpret, & use 2.​ Lack of ability
data to determine the extent to which an 3.​ Fear of punishment or loss of self
action was successful esteem
 ●​ Connectedness
-​ The need to ensure that activities of a
short-term emergency nature are carried
out in a context that takes longer-term
and interconnected problems into
account.

●​ Coherence
-​ The need to assess security,
developmental, trade and military
policies as well as humanitarian policies,
to ensure that there is consistency and,
in particular, that all policies take into
account humanitarian and human rights
considerations.
●​ Coverage
-​ The need to reach major population
LESSON 3 : Evaluation Models groups facing lifethreatening suffering
EVALUATION CRITERIA wherever they are.
This focus on what are the things to be
evaluated. CONTENT EVALUATION
●​ Relevance ●​ To determine whether learners have
-​ The extent to which the objectives of a acquired the knowledge taught during
development intervention are consistent the learning experience.
with beneficiaries’ requirement, country ●​ Takes place immediately after the
needs,global priorities and partners’ and learning experience..short term outcome
donors’ policies. ●​ Ex. Return demonstrationExam after 1
●​ Efficiency day seminar
-​ A measure of how economically
resources/inputs (funds, expertise, time, OUTCOME (SUMMATIVE) EVALUATION
etc.) are converted to results.
●​ Effectiveness ●​ To determine the effects or outcomes of
-​ The extent to which the development teaching effort. Measures on long term
intervention’s objectives were achieved, change..6 months Focuses on course
or are expected to be achieved, taking objective
into account their relative importance. ●​ Ex. Measuring patient’s competency will
●​ Impacts skills in the home setting after discharge
-​ The positive and negative, primary and Criteria
secondary long-term effects produced ●​ Criteria identify the trait, feature or
by a development intervention, directly dimension which is to be measured and
or indirectly, intended or unintended include a definition and example to
●​ Sustainability clarify the meaning of each trait being
-​ The continuation of benefits from a assessed. Each assignment or
development intervention after major performance will determine the number
development assistance has been of criteria to be scored. Criteria are
completed. The probability of long-term derived from assignments, checklists,
benefits. The resilience to risk of the net grading sheets or colleagues
benefit flows over time.
Levels of performance ●​ describe how well students’ work is
●​ are often labeled as adjectives which distinguished from the work of their
describe the performance levels. peers and will help you to distinguish
●​ determine the degree of performance between each student’s work.
which has been met and will provide for ●​ should be detailed enough to
consistent and objective assessment differentiate between the different level
and better feedback to students. These and increase the objectivity of the rater
levels
●​ tell students what they are expected to
do.
●​ can be used without descriptors but
descriptors help in achieving objectivity.
●​ Words used could influence a student’s
interpretation of performance level (such
as superior, moderate, poor or above or
below

Examples:
●​ Excellent, Good, Fair, Poor
●​ Master, Apprentice, Beginner
●​ Exemplary, Accomplished, Developing,
Beginning,
●​ Undeveloped
●​ Complete, Incomplete

Scores
●​ make up the system of numbers or
values used to rate each criterion and
often are combined with levels of
performance.
●​ Begin by asking how many points are
needed to adequately describe the
range of performance you expect to see
in students’ work.
●​ Consider the range of possible
performance level

EXAMPLE OF SCORES FOR A RUBRIC

●​ 1, 2, 3, 4, 5 or 2, 4, 6, 8

Descriptors
●​ are explicit descriptions of the
performance and show how the score is
derived and what is expected of the
students.
●​ spell out each level (gradation) of
performance for each criterion and
describe what performance at a
particular level looks like.