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

2. “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)

3. 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

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

5. 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

6. 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

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

8. “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)

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

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

11. 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

12. 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

13. 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”

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

15. 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

16. 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”

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

18. 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

19. 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”.

20. 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%

21. 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

23. (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

24. 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

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

26. WORKSHOP 2
Assessing the Performance Task and Performance Based Quarterly Assessments

27. 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.

28. 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 __________________.

29. 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 __________________.

30. 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

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

32. Goal
Role
Audience
Situation
Product / Performance
Standards for grading

33. Goal is the competency that needs to be assessed
is not the product or performance

34. Role
is the character assumed by the student delivering the final performance or producing the product
is not generic

35. Audience
is the role assumed by the students when they are not performing / developing the final product
is not the teacher / facilitator

36. 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

37. Product/ Performance
is the performance or product reflected in the performance standard
is not a goal or objective

38. Standard for Grading
is authentic. It is the criteria / rubric crafted from the “qualifier” reflected in the performance standard.
is not generic.

39. of Performance Standard
WORKSHOP 3
Assessing the Performance Task and Performance Based Quarterly Assessments in the light
of Performance Standard

40. 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

41. DISCUSSION
Rubrics

42. 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

43. Rubrics Rubrics are authentic and not generic
Rubrics (for the quarterly performance based assessment) are crafted based on the “qualifiers” in the performance standard.

44. Products and Performances
A student can escape bad teaching but he cannot escape bad assessment.