Walking Through Grade 10
English LMs and TGs
Module 2
Embedded Assessment
as per DepEd Order No. 8, S. 2015
GETTING READY!
“Knowing where you ought to go is
crucial in determining whether it is
still a long way or you’re almost
there.”
DEPARTMENT OF EDUCATION
WORKSHOP 1
Embedded Assessment
as per DepEd Order No. 8, S. 2015
GETTING READY!
WORKSHOP 1:
• Visit Module 2 of the Learner’s Material (LM)
• Read all the tasks under each phase (Your Initial task, etc)
•Scan for activities that fall under :
a. Written work
b. Performance Task
c. Quarterly Assessment (Performance Assessment)
DEPARTMENT OF EDUCATION
GETTING READY!
• Use the template below for the said purpose
LESSON No. ___
and Task Title
Task No.
Components of Assessment (Check One)
WW
PT
• Write your answers on a manila paper
• Have your outputs presented to the class
DEPARTMENT OF EDUCATION
QA
DISCUSSION
Embedded Assessment
as per DepEd Order No. 8, S. 2015
Holistic Assessment
GUIDING PRINCIPLE:
Prior Learning
Learning as Process
PREASSESSMENT
(Diagnostic)
FORMATIVE
ASSESSMENT
(Developmental)
SUMMATIVE
ASSESSMENT
(Evaluative)
“Your Text”
“Your Discovery Task”
(Embedded)
“Final Task” (LM)
“Your initial task”(LM)
(Embedded)
“Pretest” (LM)
Learning as Outcome
“Post Test” (TG)
Holistic Assessment
 Standard-Based
• Assess for Attainment of Content Standard
• Assess for Attainment of Performance Standard
Holistic Assessment
PRE-ASSESSMENT
(Diagnostic: Prior Learning)
Pre-Assessment
Answers the questions:
1. What pre-requisite knowledge, skills and/or understanding do
I need information on that, as teacher, I can build on to teach new
knowledge and develop new skills and understandings that will
enable my students to produce the expected product or
performance?
2. What tools will be appropriate to collect information?
3. How will I use the results of the pre-assessment?
Knowledge
Skills/Process
Understanding
Product/
Performance
Day
1
Pre-Assess
Teach
Check for Learning
Enrich/Move on
Remediate
Day
5
Day
2
Assess Learning
Grade
Remediate
Enrich/
Move on
Day
4
Teach
Check for Learning
Remediate
Remediate
Teach
Check for Learning
Day
3
Teach
Check for Learning
Enrich/ Move
on
Enrich/
Move on
Think about this:
Should pre-assessment be made basis for grading?
NO! Pre-assessment is used to collect data as to where the
teacher should start delivering the lesson. It is not a means to
measure student’s “true achievement” and that makes
pre-assessment an “Assessment for Learning”
Holistic Assessment
FORMATIVE ASSESSMENT
(Developmental: Assessment of
Learning as Process)
Day
1
Pre-Assess
Teach
Check for Learning
Enrich/Move on
Remediate
Day
5
Day
2
Assess Learning
Grade
Remediate
Enrich/
Move on
Day
4
Teach
Check for Learning
Remediate
Remediate
Teach
Check for Learning
Day
3
Teach
Check for Learning
Enrich/ Move
on
Enrich/
Move on
Think about this:
Should formative assessment be made basis for grading the
students ?
NO! Formative assessment is used to collect data to improve
teaching or improve strategies. That makes formative assessment
an “Assessment for Learning”. It also helps students track their
own progress that makes it “Assessment as Learning”
Holistic Assessment
SUMMATIVE ASSESSMENT
(Evaluative: Assessment of
Learning as Outcome)
Day
1
Pre-Assess
Teach
Check for Learning
Enrich/Move on
Remediate
Day
5
Day
2
Assess Learning
Grade
Remediate
Enrich/
Move on
Day
4
Teach
Check for Learning
Remediate
Remediate
Teach
Check for Learning
Day
3
Teach
Check for Learning
Enrich/ Move
on
Enrich/
Move on
Think about this:
Should summative assessment be made basis for grading the
students ?
YES! Summative assessment is used to EVALUATE student’s true
achievement . That makes summative assessment
an “Assessment of Learning”.
Summative Assessment
Summative assessment in the light of DepEd Order No. 8, 2015 is
pictured as:
For languages, AP and EsP, written work is given 30%,
Performance Task is given 50%
and Quarterly Assessment is given 20%
ASSESSMENT MAP
Your Journey
Your Objectives
DIAGNOSTIC
Your Text
Your Final Task
My Treasure
DEPARTMENT OF EDUCATION
OF LEARNING
SUMMATIVE
PERFORMANC
E STANDARD
Your Discovery Task
FOR LEARNING
AS LEARNING
FORMATIVE
CONTENT
STANDARD
Your initial task
Written Works 30%
(between discovery
task and final task
Performance Task
50%
Module 1
Theme
Lesson & Sub Theme
Grammar/Language
Focus
Enabling Activities
Hurdling
Individual
Challenges
Lesson 1: Discovering
Personal Challenges
Lesson 1: Using Reflexive
Pronouns
Lesson 1: Oral report
about Cyber Bullying
Lesson 2: Building Up
Defenses
Lesson 2: Using Intensive
Pronouns
Lesson 2: Building
Defenses Brochure
Lesson 3: Capitalizing on
Strengths and Weaknesses
Lesson 3: Using modals
expressing ability,
possibility and probability
Lesson 3: Info-Ad
Campaign on
Capitalizing Strengths
and Weaknesses
Lesson 4: Dealing with
Personal Challenges
Lesson 4: Using words
and expressions that
emphasize a point
Lesson 4: Photo Essay
on Dealing with
Personal Challenges
Lesson 5: Winning Over
Individual Challenges
Lesson 5: Modals
indicating obligation and
necessity
Lesson 5: Panel
Discussion
Lesson 6: Turning
Challenges to
Opportunities
Lesson 6: Modals
indicating futurity and
willingness
DEPARTMENT OF EDUCATION
Quarterly
Assessment
20%
Culminating
Activity
Short but
powerful
persuasive
text
ASSESSMENT MATRIX
Diagnostic and
Formative Assessment
Activities in:
•Initial task
•Your Text
•Your Discovery Task
Written Work
30%
Performance Task
50%
Quarterly
Assessment
20%
Summative tests in
lessons 1-6 (between
discovery and final task)
Enabling activities
from lessons 1-5
Culminating
activity for the
quarter
Long quiz / prelims before
the quarter assessment
Performance tasks
which are summative
in nature
Periodical test
Other written outputs
which are summative in
nature
Quizzes
(between discovery and
final task
The 5 Enabling Activities
Culminating Activity
WORKSHOP 2
Assessing the Performance Task and
Performance Based Quarterly
Assessments
Group Activity
Crafting Performance Task using GRASPS
 Mythic Job Search
Your task is to select an epic hero from the literature we
have read and write a letter to the hero in which you apply for
a job as a crew member to his expeditions. In the letter, you
must be specific about the position which you are applying,
your qualifications for the job and why you feel you would be
an asset to the crew. Be sure to make your letter persuasive
by making it clear you understand the particular struggles and
adventures the hero and crew have already undertaken, and
how you might be of value to them in handling such situations
and difficulties. Write in business letter form, and include a
resume.
Group Activity
•
•
GOAL - Your task is ________________________________.
The goal is to _______________________________.
The problem or challenge is __________________.
The obstacles to overcome are _________________.
•
ROLE
•
AUDIENCE Your clients are _____________________.
The target audience is ________________.
You need to convince __________________.
You are __________________________.
You have been asked to _______________________.
Your job is ___________________.
SITUATION
The context you find yourself in is ______________.
The challenge involves dealing with ____________.
•
PRODUCT, PERFORMANCE and PURPOSE
You will create a ____________________ in order to __________________________.
You need to develop ___________________ so that
_____________.
•
STANDARDS and CRITERIA for SUCCESS
Your performance/product needs to ___________________.
Your work will be judged by ________________.
Your performance/product must meet the following standards ______________.
A successful result will __________________.
Group Activity
•
SITUATION
The context you find yourself in is ______________.
The challenge involves dealing with ____________.
•
PRODUCT, PERFORMANCE and PURPOSE
You will create a ____________________ in order to
__________________________.
You need to develop ___________________ so that
_____________.
•
STANDARDS and CRITERIA for SUCCESS
You performance needs to ___________________.
Your work will be judged by ________________.
Your product must meet the following standards ______________.
A successful result will __________________.
Group Activity
• Scan Module 2 once again and look for the Enabling Activities
(Performance Task) and Culminating Activity (Quarterly
Performance Based Assessment).
• Create GRASPS using the template
DISCUSSION
GRASPS: What it is and what it’s not.
•
•
•
•
•
•
Goal
Role
Audience
Situation
Product / Performance
Standards for grading
Goal
is the competency that needs to
be assessed
is not the product or performance
Role
is the character assumed by the
student delivering the final
performance or producing the
product
is not generic
Audience
is the role assumed by the
students when they are not
performing / developing the final
product
is not the teacher / facilitator
Situation
is the contextualization/localization
and variation of environment /
scenario as maybe
required/suggested by the kind of
community the learners are in.
is not the situation the performance
or product may literally require
Product/ Performance
is the performance or product
reflected in the performance standard
is not a goal or objective
Standard for Grading
is authentic. It is the criteria / rubric
crafted from the “qualifier” reflected
in the performance standard.
is not generic.
WORKSHOP 3
Assessing the Performance Task and
Performance Based Quarterly
Assessments in the light
of Performance Standard
Group Activity
• Scan Module 2 once again and look for the Enabling activities
(Performance Task) and Culminating Activity (Quarterly
Performance Based Assessment).
• Check the performance standard and identify the “qualifier” or
the essential “adverb/adjective”.
• Craft rubric based on the qualifier
DISCUSSION
Rubrics
ASSESSMENT MAP
MODULES
PERFORMANCE /
PRODUCT
QUALIFIERS
Module 1
Persuasive essay (product)
short but powerful
Module 2
Argumentative speech
(performance)
proficiently
Module 3
Symposium (performance)
skilfully
Module 4
Research Report
(performance)
competently
DEPARTMENT OF EDUCATION
Rubrics
• Rubrics are authentic and not generic
• Rubrics (for the quarterly performance based assessment) are
crafted based on the “qualifiers” in the performance standard.
Products and Performances
A student can escape bad teaching but he cannot escape bad
assessment.