SUMMARY OF CHECKLISTS

Mathematics Advanced Track

SESSION 3

Performance Task Designs

A. Differentiated Product

PERFORMANCE TASK GRASPS CHECKLIST (DIFFERENTIATED PRODUCTS)

1. The unit Performance Standard is stated. The Performance Task is aligned with this Performance
Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of
the product (it is not the product itself).
4. The Situation tells the student his or her possible ROLES in answering the need or goal or solving the
problem. The student may choose 1 of the given roles.
5. The student is asked to select in line with his or her role the output or PRODUCT from those that are
mentioned. The student will work on the chosen PRODUCT. The PRODUCT is aligned with the
Performance Standard.
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting
from the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the
rubric criteria). The STANDARDS are applicable to the different products. The STANDARDS are
consistent with the Unit Performance Standard.

B. Modality-Based Product

PERFORMANCE TASK GRASPS CHECKLIST (MODALITY-BASED PRODUCTS)

1. The unit Performance Standard is stated. The Performance Task is aligned with this Performance
Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of
the product (it is not the product itself).
4. The Situation tells the student his or her possible ROLES in answering the need or goal or solving the
problem. The student may choose 1 of the given roles.
5. The student is asked to select in line with his or her role the output or PRODUCT that is in line with his
or her modality. The PRODUCT is aligned with the Performance Standard.
Choices of PRODUCTS are given also in terms of modality (e.g., 1 for modular, 1 for modular with
online, and 1 for purely online).
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting
from the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the
rubric criteria). The STANDARDS are applicable to the different products. The STANDARDS are
consistent with the Unit Performance Standard.
 C. Integrated Subjects

PERFORMANCE TASK GRASPS CHECKLIST (INTEGRATED SUBJECTS)

1. The unit Performance Standards from the different subjects or learning areas are stated. The
Performance Task is aligned with these Performance Standards.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of
the product (it is not the product itself).
4. The Situation tells the student his or her possible ROLE in answering the need or goal or solving the
problem.
5. The student will work on 1 PRODUCT that shows the combination of performance standards from
different subjects.
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting
from the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the
rubric criteria). There are STANDARDS that are applicable to each subject. The STANDARDS are
consistent with the Unit Performance Standard.

D. Design Thinking

PERFORMANCE TASK GRASPS CHECKLIST (WITH DESIGN THINKING)

1. The unit Performance Standard is stated. The Performance Task is aligned with the Performance
Standard.
2. A real life problem SITUATION is presented. Data about the problem SITUATION are given and lead
students to EMPATHIZE with those affected by the problem.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of
the product (it is not the product itself). The GOAL also presents the barriers or obstacles that need
to be overcome.
4. The Situation tells the student his or her possible ROLE in answering the need or GOAL or solving the
problem.
5. The student is asked to IDEATE and PROTOTYPE 1 PRODUCT that addresses the SITUATION and
answers the GOAL.
6. The Situation describes the AUDIENCE or group of people that will be using or benefiting from the
product.
7. To TEST the quality of the product, a set of STANDARDS is given. (These standards become the rubric
criteria). The STANDARDS are consistent with the Unit Performance Standard.
8. A process of PUBLISHING or disseminating the results of the test to the intended AUDIENCE is
described by the student.
SESSION 4

A. Checklist for Evaluating Learning Target

A learning target contains ALL of the following characteristics. It must..

1. Describe exactly what the student is going to learn by the end of today’s lesson.
2. Be stated in a developmentally appropriate language that the student can understand.
3. Be framed from the point of view of a student who has not yet mastered the intended learning
outcome for today’s lesson.
4. Be connected to and shared through the specific performance of understanding designed by the
teacher for today’s lesson (what students will be asked to do, say, make, or write that will deepen
student understanding, allow students to assess where they are in relation to the learning target, and
provide evidence of mastery).
5. Include student look-fors—descriptive criteria that students can use to judge how close they are to
the target, stated in terms that describe mastery of the learning target (not in terms that describe
how the students’ performance will be scored or graded).

SESSION 5

A. Know-Show Formative Assessment

1. The learning target or competency is stated. “Students are able to…”
2. A table with 2 columns is provided with the left for KNOW and the right for SHOW.
3. Instructions are given to students in each column on how to answer KNOW and SHOW. KNOW: Here
is what I know about the competency. (The KNOW column may be answered or left blank.)
SHOW: I can show what I know about the competency by…
4. A minimum number of answers under each column is stated.

B. Multiple Choice Items – Writing and Review Checklist

SESSION 6

A. Error Correction - Constructed Response Type Checklist

1. A problem or question(s) is shown with sample student answer(s). The problem or question is
related to a Make Meaning-type of competency.
2. The answer(s) is purposely written with errors for students to identify.
3. Instruction is given to the student to identify errors in a sample answer, explain why errors are
wrong, make the needed corrections, and provide explanations for corrections.
4. A table is provided for students to write the errors, corrections and explanations.

B. CER Checklist
C. Claim-Evidence-Reasoning Table Checklist

1. An article or problem is given to the student to read and analyze.

2. Question(s) related to the Make Meaning competency are given for students to answer.
3. A format for the student’s answer is provided. The format contains a part for the Claim, another for
Evidence and a final part for Reasoning. Each part may have prompts that student can use to begin
his or her answer.

D. Tic Tac Toe Assessment Checklist

1. An article or problem is given to the student to read and analyze.
2. Question(s) are given in line with Make Meaning competency for students to answer in the form of
a tic tac toe board.
3. Students have to answer Q5 at the center of the board. The Q5 question is directly related to the
competency.
4. Students have to select 2 other questions to form a straight line either horizontal, vertical or
diagonal.
5. In the students’ Answer sheet, a table for the students’ answers to selected questions is provided.
The table contains a part for the Question No., another for Claim, another for Evidence and a final
part for Reasoning. Each part may have prompts that students can use to begin their answer.
Students have to refer to article to provide Evidence.
6. In the Answer Key, the Make Meaning type of Learning Competency is stated. The Evidence or
supporting text in the article is stated below each question.

E. Claim-Evidence-Reasoning Online Assessment (With Insertlearning) Checklist

1. A Website article is selected for students to analyze. Website related to a Make Meaning
competency.
2. There are boxes for C-E-R questions at different parts of article. Points are selected for each box.
3. A Lesson title related to Website is done in InsertLearning Teacher dashboard.
4. Lesson is assigned to a Class created in InsertLearning Teacher dashboard.
5. Access code to the Lesson is given to students.

F. Open Books Constructed Response Test Checklist

1. The Make Meaning competency is stated.
2. Three selections related to the Make Meaning competency are given to the student to read and
analyze.
3. Directions ask the student to determine which selection is the best in line with the Make Meaning-
type of learning competency. Student is also asked to support answer by citing important parts of
the selection.
4. Directions also contain permission to the student to use references and the Internet. Directions also
clearly state persons or materials the student is not allowed to consult.
5. The length and readability of the selections are developmentally appropriate. As much as possible,
the selections are contextualized in the Philippine setting.
6. A table is given for students to discuss their choice. A prompt on how to begin the answer may or
may not be found.
7. Students have to do C-E-R in their answer. They make a Claim on which is the best. They have to
give Evidence citing texts and Reason to justify their choice.
SESSION 8

A. Effective Writing Style Checklist

1. Write as you talk.

2. Use the first person.
3. Use contradictions or contrasts.
4. Talk directly to the reader.
5. Write about people, things and facts.
6. Use active verbs and personal subjects.
7. Use verbs rather than nouns and adjectives.
8. Use short sentences.
9. Use points or steps form and number.
10. Use short paragraphs.
11. Use rhetorical or reflection questions.
12. Dramatize wherever possible.
13. Use illustrations, real life examples, and case studies.
14. Observe inclusive language.
15. Provide practice by having students mark text or label pictures.

B. Writing Style Asynchronous Online Learning Materials Checklist

1. Provide overview of purpose, scope of content and expected output.

2. Write in a conversational tone. Use “you” when addressing students.
3. Divide material in parts in line with the school’s learning process framework. Use the components of
this framework or stages of process as the subsection headings or titles of the material’s different
parts.
4. Indicate the competency being addressed and write activities and assessments
aligned with the competency.
5. Give clear and easy to follow directions for activities. Activities should have a resource or
material and questions for students to answer to enable them to process the information.
6. Provide screenshots of materials, esp. Websites (including their titles and clickable URL addresses).
Test that links are active.
7. Check that Website resources which require students to answer provide immediate feedback to
student actions, decisions or choices.
8. Provide varied formative assessments and at the end, ask students to reflect on the lesson
and comment on how helpful the material was.