NBEC Session 5

How to Foster Collaboration among

Teachers in Holistic and
Interdisciplinary Assessment
 Intended Outcomes
At the end of the session, you will be able to:
1. Apply Holistic and Interdisciplinary
Assessment Matrix as a collaborative
instrument for teachers;
2. Use Academic Performance Dashboard to
monitor progress of learners; and
3. Design interdisciplinary scoring rubrics for
performance tasks, products, and projects.
We need to foster collaboration among
teachers in holistic and interdisciplinary
assessment because?..
 The K-12 Filipino Learner
(DepEd Order No. 21, s. 2019)
• A holistically developed Filipino who has built
foundations for learning throughout life
• Equipped with information, media and
technology skills, learning and innovation skills,
life and career skills, and communication skills
necessary to deal with challenges and seize
opportunities of the 21st century
Information, Media and Technology
Skills
• Visual and information literacies,
media literacy, basic, scientific,
economic and technological
literacies, multicultural literacy,
and global awareness
• Embedded in TLE, Science, Math,
AP, MAPEH, and Languages
Learning and Innovation
Skills
• Creativity and curiosity, critical
thinking, problem solving,
adaptability, managing complexity
and self-direction, and sound
reasoning skills
• Honed in all subject areas across
grade levels
 Life and Career Skills
•Flexibility and adaptability,
initiative and self-direction, social
and cross-cultural skills,
productivity and accountability,
leadership, and responsibility
•Developed and enhanced in all
subject areas across grade levels
 Communication Skills
• Teamwork, collaboration, interpersonal,
responsible social communication, and
interactive communication skills
• Integrated in all learning areas across grade
levels, which are gradually developed through
learning competencies and performance
standards
Holistic and Interdisciplinary Assessment
Matrix
LEARNING LEARNING ASSESSMENT STRATEGIES AND WEIGHT TOTAL
AREAS OUTCOMES Paper Test Performance Product Project
(40%) (20%) (20%) (20%)
Science
Math
English
Filipino
Araling
Panlipunan
MAPEH
CLEd/Values
Education
 #Playshop 1: Holistic and
Interdisciplinary Assessment
•Form a playshop group composed of
teachers handling different subjects in the
same grade level.
•Accomplish a Holistic and Interdisciplinary
Assessment Matrix for the first quarter of
SY 2021-2022
•Due: June 26, 2021
Interdisciplinary Assessment Strategies

•Diagnostic instruction
•Self-assessment (using online and offline tools)
•Home project
•Scenario-based questions (skill-based,
problem-based, issue-based, speculative, and
gaming type of questions)
•Problem-solving case studies
•Forum posts
•Family blogging, vlogging, time-lapse, and
video production
•Parent evaluation and review
•Household chores
•Dialogue simulation
•Virtual study tours
 Quarterly Class and Individual
Performance Appraisal
1. Set class and individual performance
targets at the start of each quarter.
2. Compare the actual class and individual
performance versus targets at the end of
each quarter.
3. Identify factors that contributed to
variations, if any.
4. Implement appropriate interventions to
improve class and individual
performance for the next quarter.
QUARTERLY CLASS AND INDIVIDUAL PERFORMANCE
APPRAISAL MATRIX
LEARNING PERFORMANCE REASONS FOR PROPOSED
AREA TARGET ACTUAL DEVIATION INTERVENTION
 #Playshop 2: Class and Individual Performance
Appraisal
•This is an individual activity.
•Choose one section and appraise the class
and individual performance in the fourth
quarter in your subject. For individual
appraisal, select only 5 low performing
students.
•Compare the target (or expected) class and
individual performance with the actual.
•Identify that contributed to the actual
performance.
•Propose interventions to improve class and
individual performance in the same learning
area for the first quarter of SY 2021-2022.
•Due: June 29, 2021
 ACADEMIC PERFORMANCE DASHBOARD
BASELINE DATA GRADE ___ ACTUAL
STUDENT (Grade __ FG) Q1 TARGET PERFORMANCE
DISAGGREGATION B D AP P A D AP P A D AP P A
Female
Male
Visual Learners
Auditory Learners
Kinesthetic Learners
Transferees (Private)
Transferees (Public)
Whole Section
 #Playshop 3: Proposed Academic
Performance Dashboard for
SY 2021-2022
•This is an individual activity.
•Establish a baseline data for disaggregating your
current students (one class only) and identifying
the frequency for each level of performance.
•Set a performance target for each disaggregation
of the same class and subject for Q1 of SY 2021-
2022.
•Leave the “Actual Performance” columns
blank.
•Due: July 3, 2021
 Designing Interdisciplinary Scoring
Rubrics
1. Clarify the intended outcomes of requiring
an interdisciplinary performance tasks,
products, and projects.
2. Level off expectations with the learners
and fellow teachers.
3. Collaborate with learners and fellow
teachers in setting performance criteria
and distribution of weights.
4. Specify performance indicators in each
achievement level of each performance
criteria.
5. Orient the learners and their parents about
the rubrics at the start of SY 2021-2022.
 Interdisciplinary Project Scoring Rubric
Project Title:
Intended Learning Outcomes:
Achievement Level Weighted
Criteria Weight Approaching Score
(Weight x
Developing Proficiency Proficient Advance
Rating)
(75-79%) (80-84%) (85-89%) (90-100%)

Total
#Playshop 4: Interdisciplinary Performance
Task, Product, and Project Scoring Rubrics

•Form a playshop group composed of

teachers handling different subjects in the
same grade level.
•Design an interdisciplinary scoring rubric for
each of the performance task, product, and
project that will showcase the learners’
mastery and proficiency of skills and
competencies prescribed by the curriculum.
•Follow the prescribed template and apply
your respective grading system.
•Due: July 5, 2021
 How to Facilitate Holistic and
Interdisciplinary Assessment in Times of
Education Disruption
•Prevent assessment fatigue. Make
assessments and requirements more fun and
engaging. Apply “less is more” principle.
•Promote autonomy and strengthen
accountability among teachers and
students. Abandon surveillance, control tools
and “police tactics.”
• Vary your approach but don’t change your
expectations. Maintain high expectations but extend
support to struggling learners. They need extra support
and flexible deadline rather than consequences.
• Reduce screen time and supplement with low-tech
learning activities. Provide more time for
asynchronous activities and self-assessment.
• Collaborate with other teachers. More heads is
better than one. The more teachers involved, the
merrier.
Thank you!
☺