Walking Through Grade 10 English LMs and TGs Module 2 Embedded Assessment as per DepEd Order No. 8, S. 2015

“Would you please tell me which way I ought to go from here “Would you please tell me which way I ought to go from here?” asked Alice. “That depends on where you want to get to,” said the cat “Then it doesn’t matter which way you go,” said the cat. “I don’t much care where,” said Alice. (Lewis Carroll)

DEPARTMENT OF EDUCATION GETTING READY! “Knowing where you ought to go is crucial in determining whether it is still a long way or you’re almost there.” Show this matrix after you have given all the instructions. After the allotted time in filling out this matrix, invite the participants to post and present their outputs through a gallery walk. DEPARTMENT OF EDUCATION

WORKSHOP 1 Embedded Assessment as per DepEd Order No. 8, S. 2015

DEPARTMENT OF EDUCATION 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 : Written work Performance Task Quarterly Assessment (Performance Assessment) Show this matrix after you have given all the instructions. After the allotted time in filling out this matrix, invite the participants to post and present their outputs through a gallery walk. DEPARTMENT OF EDUCATION

Components of Assessment (Check One) GETTING READY! Use the template below for the said purpose Write your answers on a manila paper Have your outputs presented to the class LESSON No. ___ and Task Title Components of Assessment (Check One) Task No. WW PT QA Show this matrix after you have given all the instructions. After the allotted time in filling out this matrix, invite the participants to post and present their outputs through a gallery walk. DEPARTMENT OF EDUCATION

DISCUSSION Embedded Assessment as per DepEd Order No. 8, S. 2015

“Your initial task”(LM) Holistic Assessment GUIDING PRINCIPLE: Prior Learning Learning as Process Learning as Outcome PRE- ASSESSMENT (Diagnostic) FORMATIVE ASSESSMENT (Developmental) SUMMATIVE ASSESSMENT (Evaluative) “Your initial task”(LM) (Embedded) “Pretest” (LM) “Your Text” “Your Discovery Task” (Embedded) “Final Task” (LM) “Post Test” (TG)

Holistic Assessment Standard-Based Assess for Attainment of Content Standard Assess for Attainment of Performance Standard

(Diagnostic: Prior Learning) 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

Move on to the new lesson Day 1 Pre-Assess Teach Check for Learning Enrich/Move on Move on to the new lesson Remediate Day 2 Day 5 Assess Learning Grade Teach Check for Learning Remediate Remediate Enrich/ Move on Remediate Enrich/ Move on Day 3 Day 4 Teach Check for Learning Teach Check for Learning Enrich/ Move on

pre-assessment an “Assessment for Learning” 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”

(Developmental: Assessment of Learning as Process) Holistic Assessment FORMATIVE ASSESSMENT (Developmental: Assessment of Learning as Process)

Move on to the new lesson Day 1 Pre-Assess Teach Check for Learning Enrich/Move on Move on to the new lesson Remediate Day 2 Day 5 Assess Learning Grade Teach Check for Learning Remediate Remediate Enrich/ Move on Remediate Enrich/ Move on Day 3 Day 4 Teach Check for Learning Teach Check for Learning 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”

(Evaluative: Assessment of Learning as Outcome) Holistic Assessment SUMMATIVE ASSESSMENT (Evaluative: Assessment of Learning as Outcome)

Move on to the new lesson Day 1 Pre-Assess Teach Check for Learning Enrich/Move on Move on to the new lesson Remediate Day 2 Day 5 Assess Learning Grade Teach Check for Learning Remediate Remediate Enrich/ Move on Remediate Enrich/ Move on Day 3 Day 4 Teach Check for Learning Teach Check for Learning Enrich/ Move on

an “Assessment of Learning”. 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”.

and Quarterly Assessment is given 20% 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%

DEPARTMENT OF EDUCATION ASSESSMENT MAP Your Journey Your initial task Your Text Your Discovery Task Your Final Task Your Objectives DIAGNOSTIC CONTENT STANDARD AS LEARNING FOR LEARNING F O R M A T I V E PERFORMANCE STANDARD SUMMATIVE OF LEARNING My Treasure DEPARTMENT OF EDUCATION

(between discovery task and final task Performance Task 50% Written Works 30% (between discovery task and final task Performance Task 50% Quarterly Assessment 20% Module 1 Theme Lesson & Sub Theme Grammar/Language Focus Enabling Activities Culminating Activity Hurdling Individual Challenges Lesson 1: Discovering Personal Challenges Lesson 1: Using Reflexive Pronouns Lesson 1: Oral report about Cyber Bullying Short but powerful persuasive text 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 Instruct the groups to revisit their LM/TG Matrix in the Activity phase and let them compare their answers to this one. Discuss the content of this slide. Emphasize the connection among the enabling activities, and that these enabling activities lead to the completion of the culminating activity. DEPARTMENT OF EDUCATION

ASSESSMENT MATRIX Diagnostic and Formative Assessment Written Work 30% Performance Task 50% Quarterly Assessment 20% Activities in: Initial task Your Text Your Discovery Task 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

The 5 Enabling Activities (between discovery and final task Culminating Activity Quizzes (between discovery and final task

WORKSHOP 2 Assessing the Performance Task and Performance Based Quarterly Assessments

Group Activity Mythic Job Search 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 You are __________________________. You have been asked to _______________________. Your job is ___________________. AUDIENCE Your clients are _____________________. The target audience is ________________. You need to convince __________________. 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

GRASPS: What it is and what it’s not. 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.

of Performance Standard 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 QUALIFIERS PERFORMANCE / PRODUCT MODULES Module 1 Argumentative speech (performance) Symposium (performance) Research Report (performance) Persuasive essay (product) short but powerful proficiently skilfully 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.