ASSESSMENT MATRIX IN ENGLISH VII

First Grading Examination

Domains: Listening Comprehension, Oral Language and Fluency, Vocabulary Development, Reading
Comprehension, Writing and Composition, Grammar Awareness and Structure and Study Strategies
Content Standard: The students demonstrate advanced proficiency in all domains.
Performance Standard: The students proficiently perform all the skills in each level of assessment.

Level of What will I assess? How will I assess? How will I score?
Assessment

Knowledge Words or Expressions that are Similar Identification (1-4) one point is given for
(15%) or Opposite Pairing of Words (5-8) every correct
Two Systems of Locating Books in the answer
Library

Process/Skills Subject-verb Agreement Classification (12-16) one point is given for

(25%) Colloquial and Informal Expressions Multiple Choice (9-11, every correct
Pronoun-antecedent Agreement 21-22) answer
Simple and Compound Sentences Classification (12-16)
Modifying Agreement
(17-20)

Understanding Use Information Presented in a Text Multiple Choice (23-34) one point is given for
(30%) Explain the Effect of Posture and every correct
Bodily Gestures answer
Use of Idiomatic Expressions
Create a Graphic Organizer and Vice
Versa.

Product/ Use the card catalog to locate needed Revising (35-42) one point is given for
Performance sources. Labeling (43-48) every correct
(30%) Consistency of Tense answer

Prepared by:

ROPILYN P. DEQUITO
English Teacher

Noted by:

MR. EDFEL V. CABAG

Principal
 ASSESSMENT MATRIX IN ENGLISH VIII
First Grading Examination

Domains: Listening Comprehension, Oral Languge and Fluency, Vocabulary Development, Reading
Comprehension, Writing and Composition, Grammar Awareness and Structure and Study
Strategies
Content Standard:The learner demonstrates concrete understanding of the prosodic features of speech, study
and research skills, making sense of unfamiliar words, using non-linear texts to show
relationship between ideas through oral literatures of selected Afro-Asian countries and
informative texts to familiarize oneself with the traditions and values that will guide him/her
in knowing his/her identity as an Asian.
Performance Standard:The learner presents an informative and creative exhibit to show the different traditions
and values of selected Afro-Asian countries.

Level of What will I assess? How will I assess? How will I score?
Assessment

Remembering  Prosodic Features Identification (1-8) one point is given for

(Knowledge)  Adjectives every correct
 Cline answer

Understanding
(Comprehension/  Sequence Signals or Multiple Choice (9-20)) one point is given for
Application) Connectors every correct
 Strategies for Coping with answer
Unknown Words and
Ambiguous Sentence Structure
and Discourse
 Key Words, Context Clues,
Collocations, Clusters, etc.

Thinking  Useful expressions when Multiple Choice (21-27) one point is given for
(Analysis, disagreeing & asking questions Filling in the Blanks (28- every correct
Synthesis, 34) answer
Evaluation)

Product/  Travel Brochure Labeling and one point is given for

Performance  Informative Articles Identification (35-44) every correct
(30%)  Kinds of Sentences According Enumeration (45-48) answer
to Structure

Prepared by:
 ASSESSMENT MATRIX IN ENGLISH IX
First Grading Examination

Program Standard: The learner demonstrates communicative competence through his/her understanding of literature
and other texts types for a deeper appreciation of Philippine Culture and those of other countries.
Grade Level Standard: The learner demonstrates communicative competence through his/her understanding of
British-American Literature, including Philippine Literature and other text types for a deeper
appreciation of Philippine Culture and those of other countries.
Content Standard:The learner demonstrates understanding of how Anglo-American literature and other text types
serve as means of enhancing the self; also how to use processing, assessing, summarizing
information, word derivation and formation strategies, appropriate word order, punctuation marks
and interjections to enable him/her to participate actively in a speech choir.
Performance Standard: The learner actively participates in a speech choir through using effective verbal and non-
verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions,
Body Movements/Gestures and Audience Contact.

Level of Assessment What will I assess? How will I assess? How will I score?

Remembering  Vocabulary Words Matching Type (1, 3-8, 10) one point is
(Knowledge)  Epic and Lyric Poetry Matching Type (2, 9) given for
 every correct
answer

Understanding  Sequence Signals one point is

(Comprehension/  History of Punctuation given for
Application) & Capitalization Modified True or False (24-30) every correct
answer

Thinking  Paraphrasing one point is

(Analysis, Synthesis,
Evaluation)
 Punctuations (Colon &
Semi-colon)
 Sound Devices
 Reading and Literary
Skills (Battle with
Grendel)
 Kennings
given for
Punctuating (41-50) every correct
Identification (11-23) answer
Multiple Choice (31, 33, 36-38)
Multiple Choice (32, 34-35, 39-
40)

Prepared by:

KRISTINE MAE T. NAMOCO

English Teacher

Noted by:
 FRANCES M. BULANGIS
Teacher-In-Charge

TABLE OF SPECIFICATIONS IN ENGLISH IV

First Grading Examination

SKILLS/LESSONS/COMPETENCIES NUMBER OF WEIGHTED NUMBER OF ITEM NOS.

LESSONS PERCENTAGE ITEMS

Grammar
Distinguishing Fact from Opinion 3 21.43% 11 8-18
Using Infinitive and Infinitive Phrases
Using Gerunds and Gerund Phrases

Reading
Getting Meanings through Word Analysis
Extracting Accurate and Required
Information from Sources Read 3 21.43% 11 19-29
Scanning for Specific Details and
Skimming to Get the Main Idea and
the Author’s Purpose

Writing
Taking Down Information from Detailed
Reports 3 21.43% 11 40-50
Utilizing Outline in Taking Down Notes
Taking Down Notes from Lecturettes

Listening/Speaking
Presenting Oral Reports
Speaking Clearly and Spontaneously 2 14.28% 7 1-7
and Using Varied Alternative Ways of
Developing Public Speaking

Literary
Describing Types of Conflict in a
Selection 3 21.43% 10 30-39
Noting Timelines in Narratives
Deducing Theme from a Narrative

TOTAL 14 100% 50 1-50

Prepared by:

ROPILYN P. DEQUITO
English Teacher
Noted by:

MR. EDFEL V. CABAG

Principal