Walking Through Grade 9
English
Module 2: Valuing Others and Their Circumstances
Focus: Embedded Assessment
GETTING READY!
• Visit Module 2 of the Learner’s Material (LM)
• Read all the tasks under each phase (Your Initial task, etc)
• Classify the tasks in the assigned lesson as to the levels of
assessment (KPUP)
• Identify the part of holistic assessment used in the task (check
one in the list)
DEPARTMENT OF EDUCATION
GETTING READY!
• Use the template below for the said purpose
LESSON No.
___
and Task Title
Task No.
Levels of
Assessment
(KPUP)
Purpose of Assessment (Check One)
Pre –assessment
(Diagnostic)
Formative
Assessment
(Developmental)
• Write your answers on a manila paper
• Have your outputs presented to the class
DEPARTMENT OF EDUCATION
Summative
Assessment
(Evaluative)
How did you find
the activity?
DEPARTMENT OF EDUCATION
What have you
noticed from your
answers?
DEPARTMENT OF EDUCATION
Why is it necessary to
assess the students
before, during and after
the lesson?
DEPARTMENT OF EDUCATION
How did you feel when
you’re classifying the
embedded assessments in
the tasks by level?
DEPARTMENT OF EDUCATION
What helped you in
classifying them?
DEPARTMENT OF EDUCATION
What have you realized
about assessment of
learning outcome?
DEPARTMENT OF EDUCATION
Holistic Assessment
GUIDING PRINCIPLE:
Prior Learning
Learning as Process
PREASSESSMENT
(Diagnostic)
FORMATIVE
ASSESSMENT
(Developmental)
SUMMATIVE
ASSESSMENT
(Evaluative)
“Your initial task”(LM)
(Embedded)
“Your Text”
“Your Discovery Task”
(Embedded)
“Final Task” (LM)
“Pretest” (TG)
Learning as Outcome
“Post Test” (TG)
Holistic Assessment
 Standard-Based
• Assess for Attainment of Content Standard
Level 1 – Knowledge
Level 2 – Process/Skills
Level 3 – Understanding
• Assess for Attainment of Performance Standard
Level 4 – Products/Performances
Knowledge Assessment
KNOWLEDGE – Recalling data or information, making sense of
ideas, translating, interpolating and interpreting problems
and instructions
Key words:
•
Define, describe, identify, know, label, list, match, name,
outline, recall, recognize, reproduce, select, state
•
Comprehend, defend, distinguish, estimate, explain, extend,
generalize, give examples, infer, interpret, paraphrase,
predict, rewrite, summarize, translate
•
Analyze, breakdown, compare, contrast, diagram,
deconstruct, differentiate, discriminate, distinguish, identify,
relate, select, separate
Knowledge Assessment
Example: Lesson 7 (Your Text)
Page 223
Task 5 is a under KNOWLEDGE because it requires students to
“recall “ information from the text.
Process Assessment
PROCESS - skills or cognitive operations that the
student performs on facts and information or the
purpose of constructing meanings and
understanding.
Key words:
• Illustrate, outline, apply, change, compute, construct,
demonstrate, discover, manipulate, modify, operate,
predict, prepare, produce, relate, show, solve, use.
Process Assessment
Example: Lesson 7 (Your Text)
Page 231
Task 14 is a under PROCESS because it requires students to
perform cognitive operations on facts and information in the
form of “application” and/ or “establishing relationships”
Assessment at the Level
of Understanding
UNDERSTANDING – Enduring big ideas,
principles and generalizations inherent to
the discipline, which may be assessed
using the facets of understanding or other
indicators of understanding which may be
specific to the discipline
Key words:
• Appraise, conclude, criticize, critique,
defend, evaluate, explain, justify, relate,
summarize, support
Assessment at the Level of
Understanding
Example:
Lesson 7
Page 234
My Treasure is under UNDERSTANDING because it requires
students to see the big or enduring ideas.
Performance Assessment
PRODUCT/PERFORMANCE - real-life application of understanding as
evidence d by the student’s performance of authentic tasks.
Key words:
•
Compile, compose, create, devise, design, generate, modify,
organize, plan, rearrange, reconstruct, reorganize, revise, rewrite,
summarize, write
•
apply, change, compute, construct, demonstrate, discover,
manipulate, modify, operate, predict, prepare, produce, relate,
show, solve, use
Performance Assessment
Example: Lesson 7
Page232
Task 16 is under PERFORMANCE because it requires students to
perform an developmental /enabling / culminating activity..
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
Pre-Assessment
Example: Lesson 7
(Page 217 of LM)
Task 1: BUNDLE OF JOY
What can a bundle do? Write your thoughts about the
photos below and explain why it is better if they come in
bundle/group.
< broom stick>
< society of ants>
< battalion of soldier>
< pages of a book>
< school of fish>
Task 1 is a type of pre-assessment because it is diagnostic in
nature. It attempts to guage student’s prior knowledge or
schema on “working with others”
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” that makes preassessment an “Assessment for Learning”
Holistic Assessment
FORMATIVE ASSESSMENT
(Developmental: Assessment of
Learning as Process)
Formative Assessment
Answers the Questions:
1. How will I and my students to track their learning
progress in relation to what they need to:
a. know?
b. be able to do? And
c. understand?
so that on their own, they will be able to produce the
expected product or performance.
2. What teacher and student tools will be appropriate to
collect such information?
3. How will I and my students utilize the results of the
assessment?
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
Formative Assessment
Example: Lesson 7 (Your Text)
(Page 225 of LM)
Task 7 is a type of FORMATIVE assessment because it is
developmental in nature. It attempts to assess
learning as a “process”
Think about this:
Should formative assessment be made basis for grading the
students ?
NO! Formative assessments 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)
Summative Assessment
Answers the questions:
1. How do I evaluate what has been learned in terms of:
• knowledge (what students know)
• process/skills (what students can do with what
they know; how they make sense of the knowledge
and information)
• understanding (what meanings children have
constructed or made); and
• products and performances (how children use or
transfer their understanding or learning to real-life
situations)
-
Summative Assessment
2. What criteria I will use?
3. What tools will be appropriate to
evaluate products and performances?
4. How will I utilize the results of the
evaluation?
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
Summative Assessment
Example: Lesson 7 (Your Text)
(Page 232 of LM)
Task 16 is a type of SUMMATIVE assessment because it the
culminating activity from which the students TRUE
ACHIEVEMENT shall be assessed/evaluated.
Think about this:
Should summative assessment be made basis for grading the
students ?
YES! Summative assessments are used to EVALUATE students’
true achievement . That makes summative assessment
an “Assessment of Learning”.
Revisit, Reflect and Revise
• Go back to your outputs in the
preliminary activity
• Check whether your initial answers are
correct
• Make revisions if necessary
Walking Through Grade 9 English
“If you don’t know where you are
headed, you’ll probably end up
someplace else.”
-Douglas J. Eder, Ph.D.-
DEPARTMENT OF EDUCATION