Sample Lesson Plan PDF

Detailed Lesson Plan
Using the 4As

I. Objectives:
a. define the following terms:
*Assessment *summative assessment
* evaluation *placement assessment
* Measurement * diagnostic assessment
* test, non-test *traditional assessment
* Testing *portfolio assessment
* formative assessment
* performance assessment
b. recognize the different purposes
of assessment ;
c. differentiate the different types of

assessment; and
d. explain the nature of

assessment
II. Content
Basic Concepts and Nature of

Assessment
III. Learning Resources
A. References:
Gabuyo, Yonardo A. Assessment of
Learning I, Rex Publishing, Inc.,Quezon
City, 2012
Santos, Rosita De Guzman. Assessment

of learning I, Lomar Publishing, Inc.,
Quezon City, 2007
B. Other Learning Resources:
Audio-visual set (laptop, & projector)
Different pictures and PowerPoint

Presentation
IV. Procedure
A. Before the Lesson
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Preparatory
Activities
May we all stand for
the prayer. Lucky,
kindly lead the
prayer.
Good morning class! Good morning sir!

You may now have Thank you, sir.
your seat.
Let me check the (Check attendance)
attendance first. Make
sure that you are in
your proper seats so
that you will not be
marked absent.
Very good! Everybody

is present.
B. Learning Cycle
B.1 Priming Activity
Our lesson for

today is all about the
basic concepts and
nature of assessment.
Do you have any

idea about our topic
today?
Call someone in the
class!
Sir, I am certain that

the lesson will delve on
the pre-test, and post-
test.
Thank you. For you to
be able to be
familiarized with our
task today, let us have
an activity.
B.2 Main Activity
The Title of the
Activity is “A picture
speaks” The class is
grouped into 5. Then
each group has to
identify a word to
describe the
pictures and tell a
relevant
description of the
B.2 Main Activity
the identified word

leading to the basic
concepts of ASL.
The pictures are

shown below:
(Answers may vary)
1
3 4
5 6
7 8 (Answers may vary)
10
11
12
13 (Answers may vary)
14
15
Each group has to present
their outputs with the use
of craft paper and post in
the spaces along the walls
of the classroom.
Group presenters
discuss the outputs
The facilitator processes
the output per group.
Based from the processed

outputs, the facilitator
raises questions to gather
feedback and
affirmation of concepts (Answers may vary)
from the students
C. Analysis
1) What are the (Answers may vary)

commonalities
among the outputs
of the group?
2) Which of the given (Answers may vary)
concepts are
applicable to
assessment of
student learning?
Thank you for all your
answers.
Now, let us have to
see whether our prior
knowledge conform
to the lecturette.
B. During the Lesson
D. Abstraction
We use the general
term assessment to
refer to all those
activities undertaken
by teachers -- and by
their students in
assessing themselves
-- that provide
information to be used
as feedback to modify
teaching and learning
activities.
Assessment is the process of
gathering quantitative and
qualitative data or evidence of
what a student can do.
Evaluation is the process of

interpreting the evidence and
making judgments and
decisions based on the
evidence.
 Measurement -is a part
of the educational
evaluation process
whereby some tools or
instruments are used to
provide a quantitative
description of the
progress of students
towards desirable
educational goals.
 can either be objective
(as in testing) or
subjective (as in
perceptions)
Test or testing is a
systematic
procedure to
determine the
presence or absence
of certain
characteristics or
qualities in a
learner.
Assessment Evaluation
Content: Timing, Primary Purpose
Formative: Summative: Final
Ongoing to to gauge quality
improve learning
Orientation: Focus on
Process-Oriented: Product-Oriented:
how learning is what’s been
going learned
Findings: Uses thereof
Diagnostic: Judgmental:
identify areas for arrive at an
improvement overall
grade/score
Modes of
Assessment
A. Traditional Assessment
preparation of the instrument
is time consuming and prone to
cheating.
the objective paper-and-pen
test which usually assess low
level thinking skills.
scoring is objective and
administration is easy because
students can take the test at the
same time.
B. Performance
Assessment
 the learner performs a
behavior to be measured in a
"real-world" context.
 The learner demonstrates the
desired behavior in a real-life
context and the focus of control
is with the student.
A mode of assessment that
requires actual demonstration
of skills or creation of products
of learning.
Scoring tends to be subjective
without rubrics.
Preparation of the instrument
is relatively easy and it
measures behavior that cannot
be deceived.
C. Portfolio Assessment
A process of gathering
multiple indicators of students
progress to support course
goals in dynamic, ongoing and
collaborative processes.
Development is time
consuming and rating tends to
be subjective without rubrics.
Measures student’s growth
and development .
TYPES OF ASSESSMENT
PROCESSES
A. PLACEMENT
ASSESSMENT
Determine the entry behavior
of the students.
Determine the student’s
performance at the beginning of
instruction.
Determine the position of the
students in the instructional
sequence.
Determine the mode of
evaluation beneficial for each
student.
B. Diagnostic Assessment
is given at the
start:
to determine the student’s
levels of competence.
 to identify those who have
already achieve mastery
of the requisite learning.
 to help classify students into
tentative small group of
instruction.
C. Formative
Assessment
is given to:
 monitor learning progress
of the students.
 provide feedback to both

parents and students.
 it answers the question

"Where we are in relation
to where we should be?”
this type of assessment can
be done informally and need not
use traditional instruments such
as quizzes and tests.
D.Summative
Assessment
given at the end of a unit:
to determine if the objectives
were achieved.
tends to be formal and use
traditional instruments such as
tests and quizzes.
it answer the question "How

well did we do what we set out to
do?"
determine the extent of the
student’s achievement and
competence.
provide a basis for assigning
grades.
provide the data from which
reports to parents and transcripts
can be prepared.
Students answer may vary

C. After the lesson
After listening and

participating in the
discussion, may we
now check your
understanding about
the subject matter by
by giving your
reactions and or
insights to the
following:
1. The best feature
of the topic is…and
why?
2. What I like most in
the topic is….and
why?
3. What I like least in

the topic is… and
why?
So to enhance further
your understanding
and to be able to
apply the lessons
learned today, kindly
show the extent of
your acquired
knowledge, skills and
attitudes through the
next cycle of learning
which is the application
cycle.
D. Application
What can you observe
and infer from the
picture?
Answers vary but
with the integration
of the concepts
learned from the
day’s lesson.
How about this figure? Students answer may
What does it tell you and vary but the
how does it relate to the substance is focused
classroom scenario of on the importance of
today? teaching and learning
through proper
assessment.
V. Remarks
The lesson plan was
delivered as planned
but there was an
urgent call for an
orientation meeting by
the College Dean
during the Abstraction
phase of the learning
cycle. Therefore this
lesson will be carried
over tomorrow with
abstraction as the
starter point.
VI. Reflection
This group of students is
great! They contributed a
lot in the discussion from
the Activity to Application
cycle of the learning
process. All of them
demonstrated eagerness
to learn.
Think About It !!!
“When a teacher teaches, no matter how well
he or she might design a lesson, what a child
learns is unpredictable. Children do not always
learn what we teach. That is why the most
important assessment does not happen at the
end of the learning-it happens during the
learning when there is still time to do something
with the information”. – Dylan William, 2011
43

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Detailed Lesson Plan

Using the 4As

c. differentiate the different types of

d. explain the nature of

Basic Concepts and Nature of

Santos, Rosita De Guzman. Assessment

Different pictures and PowerPoint

Good morning class! Good morning sir!

Very good! Everybody

Our lesson for

Do you have any

Sir, I am certain that

the identified word

The pictures are

Based from the processed

1) What are the (Answers may vary)

Evaluation is the process of

 provide feedback to both

 it answers the question

it answer the question "How

Students answer may vary

After listening and

3. What I like least in

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