SDO Navotas Integrative
Assessment Program
Dr. Marco D. Meduranda
Education Program Supervisor
Curriculum Implementation
Division
Operationalizing DepEd Policies
DepEd Order 12
(Adoption of
the Basic
Education
Learning
Continuity Plan)
DepEd Memo
2020-00162
(Distance
Learning
Delivery
Modalities)
DepEd Order 31
s. 2020 (Interim
Guidelines on
Assessment &
Grading)
DepEd Memo
2020-307
(Suggested
Measures to
Foster
Academic Ease)
Upskilling Teachers
Supporting teachers in
linking curriculum ,
instruction and
assessment
Training on Integrative Assessment
Alignment of Curriculum, Instruction and
Assessment
Distance Learning in Time of Pandemic
Cross-Curricular Integration and Integrative
Assessment to Foster Academic Ease
One Integrative
Assessment Tasks
• Written
• Performance
Happy Learners and Parents in
Distance Learning
Guidance on the Construction of Weekly
Home Learning Plan with CCI
Dr. Marco D. Meduranda
Education Program Supervisor
November 06, 2020
Curriculum Implementation
Division
Integrative Assessment Tasks and
Rubric Development Workshop
Curriculum Implementation
Division
Objectives
· Collaborate, plan and
create common
integrative assessment
tasks aligned with the
Most Essential
Learning Competencies
for the Second Quarter
Aims of SDO's Distance Learning
Program on Integrative Assessment
1. Capacitate teachers on providing holistic and
authentic summative assessment tasks
2. Promote academic ease through harmonized
and collaborative learning evaluation using
cross-curricular integrative assessment task
Expected mindset and attitudes
Team-player &
Collaborative
Learner
centered &
Learning
focused
Solutionoriented
Resources Needed
t.ly/aYJ
9
Special Tasks for Some Members
Discussion
Leader
Presentation
Encoder
Presenter(s)
Documenter
Quick
Researcher(s)
Timekeeper
Elementary Group
Self-contained
Two sets for intermediate
Secondary Group
Two sets for secondary group
Procedure
1. Plot out first the Most Essential
Learning Competencies of each
learning area for the identified
week using Form 1: MELC
Convergence Chart.
Form 1
Procedure
2. Analyze the MELCs and find degrees of
connections. Reflect on MELCs relevance
to 5Cs – Character, Communication,
Critical Thinking, Collaboration and
Creativity. Then, list down possible
common assessment learning
products/performance tasks that can
demonstrate the attainment of the MELCs.
After deliberation, AGREE on ONE
common integrative assessment task that
capture the MELCs. Encircle it.
Form 1
Procedure
3. After completing FORM 1,
participants accomplish
FORM 2 or the Common
Integrative Assessment Tasks
Organizer. This template
makes use of the GRASP
model to further clarify the
elements of the integrative
assessment task.
Form 2
Procedure
The GRASP Model idea stems:
GOAL - What tasks do I want the
students to achieve?
Form 2
Procedure
The GRASP Model idea stems:
ROLE – What is the student’s role
in the task?
Form 2
Procedure
The GRASP Model idea stems:
Audience- Who is the student’s
target?
Form 2
ROLE
Procedure
The GRASP Model idea stems:
Situation - What is the context?
Challenge?
Form 2
Procedure
The GRASP Model idea stems:
Product/Performance What will students develop/create?
Form 2
Take Note
Promote inclusive
education by
calibrating the
product or
performance task
based on
learners’ context.
Procedure
The GRASPS
Model idea stems:
Standards On what criteria
will they be judged?
Integrative Assessment Exemplar (Elem)
Integrative Assessment Exemplar (Elem)
Sample Task Sheet
Examples
Scaffolding for Success
Weekly Home Learning Plan
tinyurl.com/SDONavIA
As ONE, we CAN!