1. Walking Through Grade 9 English
Module 2: Valuing Others and Their Circumstances
Focus: Embedded Assessment

2. 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)
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

3. Purpose 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
Levels of Assessment
Purpose of Assessment (Check One)
Task No.
(KPUP)
Pre –assessment
(Diagnostic)
Formative Assessment
(Developmental)
Summative Assessment
(Evaluative)
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

4. How did you find the activity?
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

5. What have you noticed from your answers?
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

6. DEPARTMENT OF EDUCATION
Why is it necessary to assess the students before, during and after the lesson?
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

7. DEPARTMENT OF EDUCATION
How did you feel when you’re classifying the embedded assessments in the tasks by level?
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

8. What helped you in classifying them?
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

9. DEPARTMENT OF EDUCATION
What have you realized about assessment of learning outcome?
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

10. “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” (TG)
“Your Text”
“Your Discovery Task”
(Embedded)
“Final Task” (LM)
“Post Test” (TG)

11. Holistic Assessment Standard-Based Level 4 – Products/Performances
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

12. 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

13. 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.

14. 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.

15. 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”

16. 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

17. 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.

18. 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

19. Performance Assessment
Example: Lesson 7
Page232
Task 16 is under PERFORMANCE because it requires students to perform an developmental /enabling / culminating activity..

20. (Diagnostic: Prior Learning)
Holistic Assessment
PRE-ASSESSMENT
(Diagnostic: Prior Learning)

21. 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

22. 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

23. Pre-Assessment Task 1: BUNDLE OF JOY
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”

24. 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 pre-assessment an “Assessment for Learning”

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

26. 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?

27. 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

28. learning as a “process”
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”

29. 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”

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

31. 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) -

32. 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?

33. 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

34. 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.

35. an “Assessment of Learning”.
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”.

36. Revisit, Reflect and Revise
Go back to your outputs in the preliminary activity
Check whether your initial answers are correct
Make revisions if necessary

37. 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.-
For no. 1, remember that the number of lessons per module dictates the number of groups to be formed.
For no. 2, remind the participants that they will see the LM/TG Matrix after the instructions.
DEPARTMENT OF EDUCATION