EXPERT’S EVALUATION TOOL FOR THE DEVELOPED LESSON IN GRADE 10 PHYSICS USING FORMATIVE

ASSESSMENT CLASSROOM TECHNIQUES (FACTs)

Name: _____________________________________________________ Age: _____________ Sex: ________

Academic Rank/ Position Title: ________ Years in Teaching Physics/Science: _____

Educational Attainment:

a. Tertiary: ______________________ Major: __________________________

b. Graduate: _____________________ Major: __________________________
c. Post Graduate: _________________ Major: __________________________

Subject Taught: __________________________________________________

The researcher is currently working on his study “Formative Assessment Classroom Techniques in Grade 10
Physics”. Being an expert in the field, the researcher would like to ask for your help to validate and look into the
appropriateness of the indicators in each component/criterion of the lesson. Kindly give your honest evaluation by
checking the appropriate column based on your observation on the lesson. Please refer on the table below.

Rating Description
5 The indicator is “Very Evident”
4 The indicator is “Evident”
3 The Indicator is “Adequately Evident”
2 The Indicator is “Fairly Evident”
1 The Indicator is “Not Evident”

Comments, suggestions, and recommendations will be highly appreciated which will be utilized to further improve
the lesson. You may write it on the space provided at the last part of this instrument.

Thank you!

Lesson No.: 4 Title: REFRACTION OF LIGHT

Rating
Indicator
1 2 3 4 5
A. Learning Competencies and Objectives
1. All objectives are clearly stated
2. The objectives are consistent to the learning competency stipulated in the
curriculum guide provided by DepEd
3. Objectives are specific, measurable, attainable, realistic, and time – bounded.
(SMART)
4. Learning objectives and competencies are congruent to learning activities.
5. Learning objectives are parallel to learning assessment
Comments:

Suggestions:
B. Use of Inquiry – Based Learning
1. The lesson allows the students to connect prior conception to new concepts
2. Provide questions that elicit ideas, curiosity, and critical thinking.
3. Hand – on/minds on activities are given prior to technical explanations
4. The lesson engages students in challenging task or questions and provides active
participation for all the students at the same time
5. The activities provided allow students to answer questions based on observations
and investigations.
6. The lesson encourages students to explain observations in their own words before
connecting experiences to scientific terminology
7. The lesson and activities allow students to ask questions, discuss, and collaborate
to reach their own conclusions.
8. The lesson provides students opportunity to participate in multiple ways to show
mastery of new knowledge (written work, verbal questions, discussions,
experiments, projects, etc.)
9. The lesson emphasizes student rather than teacher explanation
10. The lesson allows exploration and discovery learning
Comments:

Suggestions:

C. Use of Scaffolds
1. The lesson establishes a shared and achievable goal
2. The learning activities pose problems that require outside assistance but can be
 eventually mastered by the students alone
3. The lesson provides tailored assistance to students
4. Activities are relevant and allow students to interact collaboratively
5. The lesson allows the teacher to provide guidance to students
6. Enables the student to be independent
Comments:

Suggestions:
D. Identifying Misconceptions
1. Learning activities raises questions and encourage responses
2. Activities determine preconceptions and misconceptions
3. The lesson challenges students’ existing ideas explicit to themselves and to the
teacher
4. The lesson helps students consider alternative viewpoints
5. The lesson provides starting points for student’s investigations and idea
explorations
Comments:

Suggestions:

E. Self and Peer Assessment

1. Activities enables active thinking and engages students in learning
2. The lesson allows the students to assess their own work, the peer's work and
team's work
3. The lesson encourages sharing and negotiation of different point of views
4. Activities invite additional individual reflections on the group’s consensus position
5. The lesson gives provision for students to enhance students’ thinking/judgment
6. The lesson encourages continuous self - reflection and self - learning

Comments:

Suggestions:

F. Feedback Mechanism
1. The lesson provides opportunity to the students to get feedback from their
performance in the assessment
2. The lesson helps the learner’s to give and share reflections from the activities
3. Activities motivate learners to engage in the assessment process
4. The lesson allocates time for the teacher to gather feedbacks from students
5. The lesson provides opportunity to the students to know their progress in the
instruction
Comments:

Suggestions:

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Signature of Validator