Walking Through Grade 9 English

Module 2: Valuing Others and Their Circumstances

Focus: Embedded Assessment

DEPARTMENT OF EDUCATION

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!

LESSON No. ___

and Task Title

Levels of Assessment

Purpose of Assessment (Check One)

Task No. (KPUP) Pre –assessment(Diagnostic)

Formative Assessment

(Developmental)

Summative Assessment(Evaluative)

• Use the template below for the said purpose

• Write your answers on a manila paper• Have your outputs presented to the class

DEPARTMENT OF EDUCATION

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?

GUIDING PRINCIPLE:

Prior Learning Learning as Process Learning as Outcome

PRE- ASSESSMENT(Diagnostic)

FORMATIVE ASSESSMENT

(Developmental)

SUMMATIVE ASSESSMENT(Evaluative)

Holistic Assessment

“Your initial task”(LM)(Embedded)

“Pretest” (TG)

“Your Text” “Your Discovery Task”

(Embedded)

“Final Task” (LM)

“Post Test” (TG)

Standard-Based

•Assess for Attainment of Content Standard

Level 1 – KnowledgeLevel 2 – Process/SkillsLevel 3 – Understanding

• Assess for Attainment of Performance Standard

Level 4 – Products/Performances

Holistic Assessment

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

Example: Lesson 7 (Your Text)Page 223

Knowledge Assessment

Task 5 is a under KNOWLEDGE because it requires students to “recall “ information from the text.

Process AssessmentPROCESS - 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.

Example: Lesson 7 (Your Text)Page 231

Process Assessment

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

Example: Lesson 7Page 234

Assessment at the Level of Understanding

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

Example: Lesson 7Page232

Performance Assessment

Task 16 is under PERFORMANCE because it requires students to perform an developmental /enabling /

culminating activity..

PRE-ASSESSMENT(Diagnostic: Prior Learning)

Holistic 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

Pre-Assessment

Pre-AssessTeach

Check for Learning

TeachCheck for Learning

TeachCheck for Learning

TeachCheck for Learning

Assess LearningGrade

Enrich/Move on

Remediate

Enrich/

Move on

RemediateEnrich/

Move on

Remediate

Mov

e on

to th

e ne

w

less

onDay

1

Day2

Day3Day

4

Day5

Example: Lesson 7 (Page 217 of LM)

Task 1: BUNDLE OF JOYWhat 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>

Pre-Assessment

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”

Should pre-assessment be made basis for grading?

Think about this:

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 pre-

assessment an “Assessment for Learning”

FORMATIVE ASSESSMENT(Developmental: Assessment of

Learning as Process)

Holistic 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?

Formative Assessment

Pre-AssessTeach

Check for Learning

TeachCheck for Learning

TeachCheck for Learning

TeachCheck for Learning

Assess LearningGrade

Enrich/Move on

Remediate

Enrich/

Move on

RemediateEnrich/

Move on

Remediate

Mov

e on

to th

e ne

w

less

onDay

1

Day2

Day3Day

4

Day5

Example: Lesson 7 (Your Text) (Page 225 of LM)

Formative Assessment

Task 7 is a type of FORMATIVE assessment because it is developmental in nature. It attempts to assess

learning as a “process”

Should formative assessment be made basis for grading the students ?

Think about this:

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”

SUMMATIVE ASSESSMENT(Evaluative: Assessment of Learning as Outcome)

Holistic 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?

Summative Assessment

Pre-AssessTeach

Check for Learning

TeachCheck for Learning

TeachCheck for Learning

TeachCheck for Learning

Assess LearningGrade

Enrich/Move on

Remediate

Enrich/

Move on

RemediateEnrich/

Move on

Remediate

Mov

e on

to th

e ne

w

less

onDay

1

Day2

Day3Day

4

Day5

Example: Lesson 7 (Your Text) (Page 232 of LM)

Summative Assessment

Task 16 is a type of SUMMATIVE assessment because it the culminating activity from which the students TRUE

ACHIEVEMENT shall be assessed/evaluated.

Should summative assessment be made basis for grading the students ?

Think about this:

YES! Summative assessments are used to EVALUATE students’ true achievement . That makes summative

assessment an “Assessment of Learning”.

•Go back to your outputs in the preliminary activity

•Check whether your initial answers are correct

•Make revisions if necessary

Revisit, Reflect and Revise

Walking Through Grade 9 English

DEPARTMENT OF EDUCATION

“If you don’t know where you are headed, you’ll probably end up

someplace else.” -Douglas J. Eder, Ph.D.-