PLANNING
THE
ASSESSME
NT
TEACHERS NEED
TO BE CREATIVE
AND FLEXIBLE IN
ASSESSING
STUDENT
LEARNING, WHILE
STILL ADHERING TO
THE PRINCIPLES
OF QUALITY
ASSESSMENT
PRACTICE.
ASSESSMENT DECISIONS MUST BE MADE IN
THE BEST INTEREST OF ALL LEARNERS,
ENSURING THAT ALL ASSESSMENT ACTIVITIES:
• align with the most essential
learning competencies;
• are reliable, valid and transparent;
• are fair, inclusive and equitable;
• are practical and manageable for both
learners and teachers;
• give learners a range of ways to
demonstrate their learning; and
• provide timely and accurate
information as basis for feedback.
This Photo by Unknown author is licensed under CC BY.
In distance learning
modalities, teachers
shall design
assessments bearing
the assumption that the
learners will
asynchronously take
them and have open
access to various
sources.
WHEN DECIDING ON WHICH ASSESSMENT
METHODS TO USE, IT IS IMPORTANT TO CONSIDER
THE FOLLOWING QUESTIONS:
• What is the purpose of the assessment?
• What will be assessed?
• Which method would best allow learners to
demonstrate what they have learned,
considering their learning modality?
WHEN DECIDING ON WHICH ASSESSMENT
METHODS TO USE, IT IS IMPORTANT TO CONSIDER
THE FOLLOWING QUESTIONS:
• Which method would make it easy to gather
evidence of learners’ progress over time?
• Will the assessment be completed individually or in
groups?
• Will the assessment be taken at the same time or
submitted within a specific period?
WHEN DECIDING ON WHICH ASSESSMENT
METHODS TO USE, IT IS IMPORTANT TO CONSIDER
THE FOLLOWING QUESTIONS:
• How will class size affect the way the assessment will be
conducted?
• How can technology help?
IN ORDER TO INFORM TEACHING AND
PROMOTE GROWTH AND MASTERY,
FORMATIVE ASSESSMENT
STRATEGIES SHOULD:
• establish clear learning targets and
success criteria;
• elicit useful evidence of learning;
• provide timely and effective
feedback;
• engage learners in assessing and
improving each other’s work; and
• increase ownership of their own
learning (adapted from Wiliam &
Leahy, 2015).
ANNEX A
(SAMPLE TECHNIQUES FOR
EACH FORMATIVE
ASSESSMENT STRATEGY)
Teachers are highly encouraged to adapt these
techniques where appropriate, and to explore
other alternatives that are feasible in their
respective contexts.
STRATEGY
Establishing
clear learning
target and
success criteria
ASYNCHRONOUS
(EMAIL, TEXT/MOBILE
MSG., SOCIAL MEDIA,
LMS)
SYNCHRONOUS
(PHONE CALL, VIDEO
CALL, LIVE CHAT)
• Post the learning targets before
• Share and highlight important
the start of a lesson to get
details of the learning targets, and
learners to think about what they
then ask learners to explain the
will be learning and how these
targets in their own words.
are connected to their prior
knowledge and personal
• Present at least two contrasting
experiences.
pieces of anonymous work and
• Present at least two contrasting
ask learners which is better and
samples of anonymous work and
why.
ask learners to post a comment
on which is better and why.
STRATEGY
ASYNCHRONOUS
SYNCHRONOUS
• Show a checklist or rubric to provide
learners a clear idea of what is
expected of them to achieve in
relation to the learning targets. Then
invite them to comment or raise
questions.

Eliciting useful
evidences of learning

Pose a variety of questions,
especially those that will engage
learners in deep thinking. Ask
learners to respond and to comment
on other classmates’ answers.
Provide exercises in multiple formats
(binary choice, multiple choice,
matching, short answer, essay). Let
learners choose when to complete
each exercise during a specified
period.
• Show a checklist or rubric and initiate
an interactive discussion on the
expected levels of performance. Invite
learners to comment or raise questions.


Pose a variety of questions, especially
those that will engage learners in deep
thinking. In a whole- or small-group
discussion, call at random at least two
learners to answer, and then allow
volunteers to contribute responses.
Provide exercises in multiple formats
(binary choice, multiple choice,
matching, short answer, essay) to be
taken on the same day and at the same
time. Give learners a set time to
complete each exercise.
STRATEGY
ASYNCHRONOUS
SYNCHRONOUS
• Have learners use a paper-based or
digital journal to keep a record of
what they learn each day.

Providing effective
feedback


Record and upload an audio/video
file containing feedback on a
learner’s performance.
Send written feedback via email,
SMS, or mobile message. If
necessary, add photographs or
screenshots of learners’ outputs to
support the feedback.
Use the comments feature in word
processing software to provide
feedback on writing tasks. Embed
hyperlinks to external resources
which learners can safely navigate
to improve future work.


Initiate a real-time conversation with
a learner to give feedback about
his/her performance, or a live class
session to highlight details of
common strengths and areas for
improvement. Then, have them note
down the feedback they received.
During a live small-group session,
have learners show and explain the
improvements they made on an
anonymous work based on given
feedback. Once they get used to this,
begin using actual samples from the
class.
STRATEGY
ASYNCHRONOUS
SYNCHRONOUS
• Write feedback on an anonymous
work and provide learners a copy of
the work with the success criteria for
the task. Ask pairs or small groups of
learners to improve the work by
following the feedback.

Engaging learners in
assessing and
improving each
other’s work


Post ground rules for peer feedback.
Invite learners to express their
concerns with the rules and to
suggest any improvements.
Provide examples of different kinds
of feedback comments. Ask learners
to reflect on which comments would
be helpful to one’s work and which
ones would not.
Let learners make multiple attempts
at one task and select one that they
think is the best.



Conduct a whole-class session to
construct ground rules for peer
feedback. Ask learners to explain the
rules in their own words.
Present examples of different kinds of
feedback comments. Ask learners
which ones they think would be
helpful for improving one’s work and
why.
Let learners present their work, on
which classmates will provide
constructive feedback afterwards.
STRATEGY
Increasing learners’
ownership of their
own learning
ASYNCHRONOUS
SYNCHRONOUS
Have them exchange their work with a
Encourage them to incorporate the
partner, who selects one of their partner’s suggestions and resubmit the revised
attempts they believe is the best, compare documents later.
their choices, and discuss any areas of
concern.

Have learners use a paper-based or  Provide clear instructions about how
digital journal to keep a record of
learners can use a learning journal or
what they learn each day.
portfolio to keep a record of their

Have learners keep a learning
progress.
portfolio that documents their

Ask learners to share one thing they
progress. Ask them to review their
found easy about a task they have just
portfolio regularly and reflect on
completed, one thing they found
what has improved about their
difficult, and one thing they found
work.
interesting.

After completing a task, ask learners  Schedule a session for answering the
to write down one thing they found
questions posted in the “parking lot”.
easy about the task, one thing they
Encourage the learners to respond
found difficult, and one thing they
first.
found interesting.
STRATEGY
ASYNCHRONOUS
Establish a “parking lot” for questions
learners may want to raise outside a live
conversation or class session. Respond to
these questions as they are
posted. Invite learners to respond as well.
SYNCHRONOUS
Formative
assessment is
about getting
better, so it should
be specific,
frequent,
repetitive, and free
from the
restrictions of
grading
(Christodolou, 2016).
IT SHOULD TARGET
SKILLS THAT ARE
NECESSARY TO THE
ATTAINMENT OF
LEARNING
COMPETENCIES AS
MEASURED IN
SUMMATIVE
ASSESSMENTS.
To evaluate student
learning at particular
points in each
quarter, summative
assessments shall
continue in the form
of written works
and performance
tasks.
Written works shall be
administered to assess
essential knowledge and
understandings through quizzes
and long/unit tests.
Items should be distributed
across the cognitive process
dimensions (DepEd, 2015, p. 4)
using a combination of
selected-response and
constructed- response formats
so that all are adequately
Performance tasks refer to assessment tasks that
“allow learners to show what they know and are
able to do in diverse ways. They may create or
innovate products or do performance-based tasks
[including] skill demonstrations, group
presentations, oral work, multimedia presentations,
and research projects. It is important to note that
written outputs may also be considered as
performance tasks”
(DepEd, 2015, pp. 7–8).
ANNEX B
(SAMPLE
SUMMATIVE
ASSESSMENTS
THAT FALL UNDER
PERFORMANCE
TASK)
FACE TO FACE LEARNING
Learning Area
Languages
Summative Assessment Tools
Written Outputs
Products
1. book / article
1. campaigns
reviews
2. case studies
2. essays
3. collages
3. journals
4. compositions
4. letter writing
5. literary analyses
5. reaction /
6. multimedia
reflection papers
productions
6. reports
7. portfolios
8. research projects
9. story / poem
writing
Performance Tasks
1. debates
2. interviews
3. multimedia
presentations
4. panel
discussions
5. presentations
6. project making
7. role plays
8. speech delivery
9. storytelling /
reading
Learning Area
Languages
Summative Assessment Tools
Written Outputs
Products
1. blog post on
1. YouTube
a book /
campaign videos
article review
2. case studies
2. essays
published
submitted
through Adobe
through
Acrobat
email
3. e-collages
3. e-journals
4. compositions
4. electronic
submitted
mail writing
through email
5. reaction /
5. blog on literary
reflection
anal yses
papers
Performance Tasks
1. online debates via
Zoom or Google
Meet
2. online interviews
3. multimedia
presentation
using PowerPoint
or Canv a
4. panel discussions
via Zoo m or
Google Meet
5. online
presentations
ONLINE DISTANCE LEARNING
submitted
through
email
6. PDF reports
6. multimedia
productions
uploade d in
Facebook/
YouTube
7. e-portfolios
8. research projects
published in an
e-journal
9. story / poem
writing narrated
through
PowerPoint
presentations
6.
recorde d project
presentation
7. recorde d
monologues
8. speech delivery
via Zoom/Google
Meet
9. storytelling /
reading via
Zoom/Google
Meet
ONLINE DISTANCE LEARNING
DIGITAL/PRINTE
D MODULAR
LEARNING,
TV/RBI, AND
HOMESCHOOLI
NG
Summative Assessment Tools
Learning Area
Languages
Written Outputs
1. book / article
reviews
2. essays
3. journals
4. letter writing
5. reaction /
reflection papers
6. reports
Products
1.
2.
3.
4.
5.
6.
Performance-Based Tasks
campaigns
1. interviews
case studies
2. multimedia
collages
presentations
compositions
3. project making
literary analyses
multimedia
productions
7. portfolios
8. research projects
9. story / poem
writing
PERFORMANCE
TASKS MUST BE
DESIGNED TO
PROVIDE
OPPORTUNITIES FOR
LEARNERS TO APPLY
WHAT THEY ARE
LEARNING TO REALLIFE SITUATIONS.
In addition, teachers should
take into consideration the
following:
• Each task must be accompanied with
clear directions and appropriate
scoring tools (i.e. checklists, rubrics,
rating scale, etc.) to help learners
demonstrate their learning
ANNEX C
SAMPLE
SCORING
TOOLS
A rubric is a learning and
assessment tool that is used to
evaluate written outputs, products,
or performance-based tasks. It is a
scoring guide that articulates the
expectations and describes the
levels of quality expected from a
learner.
(ANDRADE, 2000; ARTER & CHAPPUIS, 2007;
STIGGINS, 2001).
Rubrics contain
four essential
features:
(Stevens & Levi, 2013)
1) a task description or a
descriptive title of the task
students are expected to produce
or perform;
2) a scale (and scoring) that
describes the level of mastery
(e.g., exceed expectation, meets
expectation, doesn't meet
expectation);
3) components/criteria students
areto attend to in completing the
assignment / tasks
(e.g., types of skills, knowledge, etc.);
and
4) description of the performance
quality (performance descriptor) of
the components/dimensions at each
level of mastery.
• A rubric can be analytic or holistic. An analytic rubric
articulates different dimensions of performance and provides
ratings for each criterion or dimension. A holistic rubric
describes the overall characteristics of a performance and
provides a single score. In developing a rubric, it should be
emphasized that higher points could be
given for a certain level of mastery
depending on the complexity of the
question.
Sam ple:
Based on Pierette Pheeney, in The Science Teacher, October, 1998
Holistic Rubric
Portfolio Grading
This rubric is designed to evaluate
prese ntation of work, and refle ction.
Scoring
100 – 95
94 – 90
Title
Description
the portf olio submission
bas ed
on
conte nt,
Performance Descriptor
All req u ired ite ms a re inc lu ded , with a s ign ifica n t n um ber of ad d itions .
Ite ms c lea rly de m on stra te th at the des ired lea rnin g ou tc omes f or the term h ave bee n a ch ieve d. The
stu de nt has ga ined a s ign ifica n t u nde rs ta nd ing of the c once pts a nd a pplic ations.
Ref lec tions illus tra te the a bility to e ffec tive ly c ritique work, an d to sug ge s t c ons truc tive prac tica l
altern atives .
Ite ms a re c lea rly in trod uce d, we ll orga n ized , a nd c rea tively d is pla ye d, s h owing con nec tion between
items .
All req u ired ite ms a re inc lu ded , with a fe w a dd itions .
Ite ms c lea rly de m on stra te most of the des ired lea rn in g ou tc omes f or the te rm . The s tude nt has ga ined a
gene ra l u n ders ta n d in g of the c on ce pts a nd a pplica tions .
Ref lec tions illus tra te the a bility to c rit iq ue work, a nd to su gges t c ons tru ctive prac tic al alte rna tives.
Ite ms a re in trod uce d a nd we ll orga n ized , s howin g c onne c tion be twee n ite ms.
89 – 85
All req u ired ite ms a re inc lu ded .
Ite ms de m ons tra te s ome of the des ire d le arn ing ou tcomes f or the te rm . The stude n t h as ga ined some
un derstan d in g of the c on ce pts a n d a tte m pts to a pply them .
Ref lec tions illus tra te a n a tte m pt to c ritiq ue work, a n d to s ug gest alte rna tives.
Ite ms a re in trod uce d a nd s ome wh at org an ized , sh owing s ome c on nec tion be twee n items .
85 - 80
A s ig n if ica nt n um be r of req u ire d ite ms a re missin g.
Ite ms d o n ot dem ons tra te bas ic le arn ing ou tcomes f or the te rm . The stude n t h as lim ite d u nde rs ta n din g
of the c once pts .
Ref lec tions illus tra te a min im a l a bility to c ritique work.
Ite ms a re not introd uce d a nd la c k orga n iza tion.
Scoring
Performance Descriptor
Analy ti c Ru bri c
Title
Math P robl em Solving Rub ri c
This rubric is designed to me asure the qu ality of a pro cess, rather
th an t he qu al it y of an e n d - pro du ct . W o rk s am pl es o r coll e ct i o ns of
w o rk w ill ne ed t o i n cl ud e s o m e e v id e n ce of t he i nd i vi d u al’s t hi n k i n g
abo u t a pro bl e m- s ol vi n g t as k ( e .g., refl e cti o ns o n t h e pro ce ss f ro m
pro bl e m t o pro po s e d s o lu ti o n ; st e ps i n a pro bl e m - base d le arn i n g
ass i gn m e nt ; re co rd o f t h i nk - al ou d pro t o col w h il e s o lv i n g a pro ble m ) .
Dimension
Define t h e
Prob lem
Mastered
3 p oint s
Dem o nst r at es
th e ab ilit y t o
c onst r uc t a
clear an d
insig h tfu l
p r ob lem
st at em ent w it h
evi denc e of all
r elevant
c ont ext u al
fact or s.
Identify
Appr op r iate
Strat eg ies
Ide nt ifies
m u lt ip le
ap p r oac h es for
solving t h e
p r ob lem t h at
ap p ly w it h in a
sp ec ific c ont ext .
Im plement
Solut ion
Im p lem ent s t h e
solu t ion in a
m an ner t h at
a d dr esses
th or ou g h ly and
deep ly m u lt ip le
c ont ext u al
factor s of th e
prob lem .
Working
tow ards
Mastery
2 p oint s
Dem o nst r at es
th e ab ilit y t o
c onst r uc t a
p r ob lem
st at em ent w it h
evi denc e of
m ost r elevant
c ont ext u al
fact or s, and
p r ob lem
st at em ent is
a dequ at ely
det aile d.
Ide nt ifies
m u lt ip le
ap p r oac h es for
solving t h e
p r ob lem , only
som e of w h ic h
ap p ly w it h in a
sp ec ific c ont ext .
Im p lem ent s t h e
solu t ion in a
m an ner t h at
a d dr esses
m u lt ip le
c ont ext u al
fact or s of t h e
p r ob lem in a
su rfac e m anner .
Needs
Improve ment
Description
Sca le an d
Scor in g
1 point
Beg ins t o
de m onst r at e t h e
ab ilit y t o c onstr u ct
a pr ob lem
st at em ent w it h
evi denc e of m ost
r elevant c ont ext u al
fact or s, b u t
p r ob lem st at em ent
is su p er fic ial.
Ide nt ifies only a
sing le ap p r oac h for
solving t h e p r ob lem
th at do es ap p ly
w it h in a sp ec ific
c ont ext .
Im p lem ent s t h e
solu t ion in a
m an ner t h at
a d dr esses t h e
p r ob lem st at em ent
b ut ig nor es r elevant
c ont ext u al fact or s.
Source: Rcampus. Retrieved August 11, 2020 from
https://www.rcampus.com/rubricshowc.cfm?code=W2X637A&nocache=1597141552802
• Teachers are advised to
collaboratively design and
implement performance tasks that
integrate two or more competencies
within or across subject areas.
Complex tasks may be broken down
into shorter tasks to be completed
over longer periods of time
INTEGRATIVE ASSESSMENT
An assessment design that seeks to combine
students' learning from multiple modules
and/or levels into a single assessment.
Such assessments are synoptic, meaning that
students are required to make connections
between knowledge and learning that span
multiple modules and topics.
SUBJECT
QUARTER 2 MELCS
ENGLISH
Relate text content to particular social issues, concerns, or dispositions in real life.
MAPEH
Applies decision making and resistance skills to prevent substance abuse.
ESP
Natutukoy ang mga karapatan at tungkulin ng mga tao.
For Online Learners: The learners are expected to create blog entitled “Substance
Abuse and the Filipino Youth”, discussing learner’s awareness of his self, the
circumstances surrounding drug abuse, its effects, and realized initiatives that a Filipino
youth can contribute in the society in the fight against substance addiction. The output
is to be shared through social media platforms.
For Modular and Digital Learners: The learners are expected to create an informative
write-up report entitled “Substance Abuse and the Filipino Youth”, discussing learner’s
awareness of his self, the circumstances surrounding drug abuse, its effects, and realized
initiatives that a Filipino youth can contribute to the society in the fight against
substance addiction. The output is to be shared to family members and immediate
community.
Goal:
The learner reads a testimonial entitled, “Savanah: A True Story of Addiction, Treatment and Recovery”
which details the struggles of a teenager against depression, disordered eating, and substance abuse.
(https://www.phoenixhouse.org/news-and-views/true-stories/true-story-savanna/)
The learner relates the context and the theme of the testimonial to the same pressing social issue in his
community. He will expound this by elaborating his stand and that of the people around him in addressing
this issue. (MELC- ENGLISH)
Using the data as the background, the learner explains the different types of substance abuse and how he may
apply decision making and resistance skill to prevent it. (MELC- MAPEH)
After the discussion, the learners share his initiatives and contributions as a youth that may help in addressing
substance abuse problems in his neighborhood. Here, he will highlight his rights and responsibilities as a
Filipino citizen who is morally and socially upright. (MELC-EsP)
Role:
The learner is an analyst, researcher and an influencer of personal and social awareness and initiatives for
global stewardship.
Audience:
For online learners, the task addresses a wider general public audience in different social media platforms.
While offline digital learners and modular learners addresses their task to family members and immediate
community.
Situation:
Your barangay is considered as one of the hotspots of substance abuse in the city.
As the chairman of a youth group in your community, you decided to take part in the fight against
substance abuse by designing a campaign through creation of blog and informative write-up report showing
the important details about substance abuse and how you can prevent them.
Product:
The online learner creates a blog. The learner creates an informative write-up report.
Standards:
The performance task is to be assed with the following guides:
A.
Criteria
O rg a niz at i o n
Rub ri c fo r Ass ess ing Onlin e Blog (Fo r Onlin e Le arn er)
5
B l og f ol l ow s t h e
c or r ec t
ar ra n g em en t of
id ea. It i s ea sy t o
u n d er sta n d,
na vi ga t e a nd c l ea r
t o r ea d ; vi sua ll y
ap p ea li n g a nd
r el eva nt t o t h e
discussed idea s.
Th e da ta
pr esen t ed h a ve
100% a cc u ra c y.
Th e i n si gh t s a r e
co m pre he n sive l y
C o n t ent
C r ea ti vit y
Au d i enc e
di sc u ssed . Th er e
i s a d eep
u n d er sta n di n g of
th e i d ea. T h e
th o u g ht s a r e
r efl ect i ve a n d
c o n vi n ci n g.
Sta t em en t s a r e
su pp o rt ed b y
ex p eri en c e o r
r ela t ed r esea r ch .
Th e i n si gh t s a r e
di sc u ssed i n
var i ed a nd
i nt era ct i ve
m u lt i m edi a
m ea n s or
pr esen ta ti o n
(grap hical
r ep r esen ta ti o n,
ap pr o p ri at e l i n k s,
i ma g es, g ra p hi c s,
text or video );
vi sual l y at tr ac ti ve
t o r ea d er s.
It i s sh ar ed t o 10 12 r ea d er s wi t h
c o m pl et e n u m b er
of f eedba c k s.
Total
T ea ch er F eedb ac k :
4
3
2
B l og f ol l ow s
th e c o r r ec t
ar ra n g em en t of
id ea. It i s ea sy
t o u n d er sta n d
an d na vig at e;
cl ea r t o r ead.
B l og f ol l ow s
th e c o r r ec t
ar ra n g em en t
of i d ea. I t i s
ea sy t o
u n d er sta n d
an d na vig at e.
B l og i s ea sy
to
u n d er sta n d,
n eat a n d
pr esen ta bl e.
It i s f ai rl y
ea sy t o
na vi ga t e.
B l og i s
u n o rga n iz ed,
diff ic ul t t o
fo ll o w a nd
na vi ga t e. It i s
vi sual l y
u na p p eal i ng.
Th e da ta
pr esen t ed h a ve
8 0-9 9 %
accuracy.
Th e da ta
pr esen t ed
ha ve 6 0 -79 %
acc u ra c y.
Th e da ta
pr esen t ed
ha ve 4 0-5 9 %
acc u ra c y.
Th e da ta
pre sent ed
ha ve 4 0%
b el o w
acc u ra c y.
Th e i n si gh t s
ar e m o d erat el y
di sc u ssed ,
u n d er st o o d
an d r ef l ec ti vel y
th o u g ht o f.
Th e i n si gh t s
ar e
m i ni m a ll y
di sc u ssed ,
u n d er st o o d
an d
r efl ect i vel y
th o u g ht of.
Th e i n si gh t s
ar e
Th e i d ea s
pr esen t ed
sh o w n o
evi d enc e of
i n si gh t s,
Th e i n si gh t s
ar e d i sc u ssed
in t hr ee (3)
m u lt i m edi a
m ea n s a n d
i nt era ct i vel y
pr esen t ed.
Th e i n si gh t s
ar e
di sc u ssed i n
two (2)
m u lt i m edi a
m ea n s a n d
i nt era ct i vel y
pr esen t ed
Th e i n si gh t s
ar e p r esen t ed
i n t ext s a n d
limit ed
i ma g e/ s. N o
evid enc e of
i nt era ct i ve
pr esen ta ti o n .
Th e i n si gh t s
ar e p r esen t ed
i n pu r e t ext.
It i s sh ar ed t o
10-12 read ers
wi t h
i nc o m p l et e
nu mber of
feedb ac k s
It i s sh ar ed
t o 5 -9
vi ew er s wi th
com plete
nu mber of
feedb ac k s
It i s sh ar ed
t o 5 -9
vi ew er s wi th
i nc o m p l et e
nu mber of
feedb ac k s
B l og ha s
reached 1 -4
r ea d er s o r
ha s n o
r ea d er a t al l.
unsatis fa cto ril y
di sc u ssed ,
u n d er st o o d
an d
r efl ect i vel y
th o u g ht of.
1
un de r st an di n g ,
o r r efl ect i ve
th o u g ht
ab o ut t h e
t op ic.
Rating
A. Rub ri c fo r Ass ess ing In fo rmat ive Wri te -Up Repo rt (Fo r
Modul ar Lea rn ers with no g adg et and co nn ection )
Criteria
O rg a niz at i o n
3
2
Writ e-up r ep ort
fo ll o w s t h e
c or r ec t
arrang ement of
id ea. It i s ea sy
t o u n d er sta n d,
fo ll o w a n d cl ear
t o r ea d; vi sua ll y
ap p ea li n g a n d
r el eva nt t o t h e
di sc u ssed i d ea s.
Th e da ta
pr esen t ed h a ve
100% a cc u ra c y
5
Writ e-up
rep ort foll ow s
th e c o r r ec t
ar ra n g em en t
of i d ea. I t i s
ea sy t o
u n d er sta n d
an d f ol l ow
cl ea r t o r ead.
Writ e-up
rep ort
fo ll o w s t h e
c or r ec t
ar ra n g em en t
of i d ea. I t i s
ea sy t o
u n d er sta n d
an d f ol l ow.
Writ e-up
r ep o r t i s ea sy
t o un de r st an d,
n eat a n d
pr esen ta bl e.
It is fairl y
easy to
follow.
Writ e-up r ep ort
i s u n o rg a niz ed,
difficult t o
u n d er sta n d
and f ollo w. It i s
vi sual l y
u na p p eal i ng.
Th e da ta
pr esen t ed
ha ve 8 0-9 9 %
acc u ra c y.
Th e da ta
present ed
ha ve 6 079%
accuracy.
Th e da ta
pr esen t ed
ha ve 4 0-5 9 %
acc u ra c y.
Th e da ta
pr esen t ed h a ve
4 0% b el o w
acc u ra c y.
Th e i n si gh t s a r e
Th e i n si gh t s
ar e m od erat el y
di sc u ssed ,
u n d er st o o d
an d
r efl ect i vel y
th o u g ht of.
Th e i n si gh t s
ar e
m i ni m a ll y
di sc u ssed ,
u n d er st o o d
an d
r efl ect i vel y
th o u g ht of.
Th e i n si gh t s
ar e
Th e i d ea s
pr esen t ed sh o w
n o evi d en c e of
i n si gh t s,
u n d er sta n di n g,
o r r efl ect i ve
th o u g ht ab o u t
th e t o p ic.
Th e i n si gh t s
ar e p r esen t ed
i n var i ed
m ea n s.
Th e i n si gh t s
ar e
pr esen t ed i n
text s a n d
limit ed
image/s.
Th e i n si gh t s
ar e p r esen t ed
i n pu r e t ext.
Th e i n si gh t s
ar e p r esen t ed
wi t h n o
cr eat i vi t y at a ll.
It i s sh ar ed t o
5 r ead er s w it h
i nc o m p l et e
nu mber of
feedb ac k s
It i s sh ar ed
t o 2 -4
r ea d er s wi t h
com plete
nu mber of
feedb ac k s
It i s sh ar ed t o
2-4 r ead er s
wi t h
i nc o m p l et e
nu mber of
feedb ac k s
Writ e-up r ep ort
ha s r ea c hed 1
r ea d er o r h a s
n o r ead er a t all.
co m pre he n sive ly
C o n t ent
C r ea ti vit y
Au d i enc e
Total
di sc u ssed .
Th er e i s a d eep
u n d er sta n di n g
of t h e i d ea. T h e
th o u g ht s a r e
r efl ect i ve a n d
c o n vi n ci n g.
Sta t em en t s a r e
su pp o rt ed b y
ex p eri en c e o r
r ela t ed
r esea rc h.
Th e i n si gh t s a r e
di sc u ssed i n
n eat a n d w el l pr esen t ed
th r o ug h
gr ap h ic al
r ep r esen ta ti o n,
ap pr o p ri at e
i ma g e (c ut -o ut s
or d raw n), a nd
text s. Th e wr it e up r ep o r t i s
vi sual l y
ap p ea li n g t o t h e
r ea d er s.
It i s sh ar ed t o 5
r ea d er s wi t h
com plete
nu mber of
feedb ac k s.
4
uns at is fa ct o r ily
di sc u ssed ,
u n d er st o o d
an d
r efl ect i vel y
th o u g ht of.
1
Rating
• Learners must be given flexibility in
the accomplishment of the
performance tasks to consider time
and resources available to them.
Nonetheless, all learners within a
class should be assessed on the same
competencies using the same scoring
tool.
• Teachers must exercise their
professional judgment in carrying
out summative assessments,
providing enough opportunities for
learners to practice and to redo their
work whenever necessary, so that
they can reach their learning targets
with the least amount of pressure.
Teachers should set
realistic expectations
and use their
professional judgment to
find a good balance
between what is
effective and what is
feasible to accomplish
remotely.