SUMMATIVE ASSESSMENT

GRADE
PE & HEALTH 3
12

2
QUARTER
WEEK 1-2

WBLS-OBEMELC-Aligned Summative Assessment SHS-PEH-3-G12

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TEST DIRECTION: Read and analyze the activity given below. Write your answer
on your answer sheet.

PART I: CREATIVE-CONSTRUCTIVE-RESPONSE

LEARNING COMPETENCY:
Observes personal safety protocol to avoid dehydration, overexertion, hypo- and
hyperthermia during MVPA participation

SITUATION: Dancing is mostly about recreation and self-expression aside from the
fact that it can also be done as a competitive activity. Performing series of dance
skills and variety of techniques is more fun when you are free from different
injuries. However, the range of body movements, repetition and speed of movement
can put you at risk of an injury, particularly if you are new and learning unfamiliar
steps.
As a young professional dancer, you were chosen by the Department of Health-
Region 1 to deliver a speech for the upcoming “Violence and Injury Prevention
Program”. The organizing committee requested you to talk about health-risk factors
in dancing.
In order for you to shed light about violence and injury prevention, your speech
should have information that will give sufficient knowledge about safety measures,
overuse dance injuries and emergency management in dancing to spread
awareness to the community.

QUESTION AND CREATIVE WRITTEN OUTPUT:

Create an informative speech that educates and spread awareness to the school,
students and in the community about the health risk factors in dancing.

SAMPLE PROMPTS/OUTLINE
1. Discuss and explain safety measures, overuse dance injuries and
importance of emergency management in dancing.
2. Discuss health risk factors in dancing.

STUDENT’S WRITTEN OUTPUT:

Written Informative Speech

WBLS-OBEMELC-Aligned Summative Assessment SHS-PEH-3-G12

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 Rubric for Written Informative Speech
1-NEEDS
CRITERIA 4-VERY GOOD 3- GOOD 2- FAIR IMPROVEMENT

The Speech The speech The speech The speech

has an in- has a general has a minimal lack of
D depth information of information of information of
E information of the concepts the concepts concepts and
S the concepts and theories. and theories. theories.
C and theories. Viewpoints Viewpoints Viewpoints
R Viewpoints and and and
I and insightful interpretations interpretations interpretations
P interpretations are supported. are supported are missing,
T are well Appropriate but with inappropriate.
I supported. examples are flawed Examples are
O Clear detailed provided as arguments. not evident.
N examples are applicable. Examples are
provided as irrelevant to
applicable. the topic.

TEST DIRECTION: Do what is being asked

PART II: PERFORMANCE TASK

.
A. For Online Modality (With Gadget)

PERFORMANCE STANDARD:
 The learner leads dance events with proficiency and confidence
resulting in independent pursuit and in influencing others positively
SITUATION: At this time of pandemic, many of us are staying at home and sitting
down more than we usually do. It’s hard for a lot of us to do the sort of exercise we
normally do. It’s even harder for people who don’t usually do a lot of physical
exercise. Because of not involving ourselves into different physical activities there
is a possibility that we can develop health problems such as obesity, heart attack
and many more. At a time like this, it’s very important for people of all ages and
abilities to be as active and healthy as possible.

You are given the opportunity to make a change in your community to make them
active and achieve a healthy lifestyle by providing them a fitness intervention like
Zumba dance that will help and make them fit despite of our present situation
brought by this pandemic.

It is important that even though we are at home we should take a supportive role
in the promotion of physical activity and exercise to stay active and healthy.
GOAL: Performing a regular physical activity like Zumba dance benefits both the
body and mind. It can reduce high blood pressure, help manage weight and reduce
the risk of heart disease, stroke, type 2 diabetes, and various cancers - all
conditions that can increase susceptibility to COVID-19.

WBLS-OBEMELC-Aligned Summative Assessment SHS-PEH-3-G12

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ROLE: As a fitness instructor

PRODUCT: Create a 2-minutes instructional Zumba dance video

AUDIENCE: This 2-minutes instructional Zumba dance video will be evaluated by

your PE Teacher. Moreover, this instructional Zumba dance video can also use by
your teachers, classmates, among family members and in the community as well.
STANDARDS: This instructional Zumba dance video will be assessed as follows:
Content - the video presentation uses a good visual format; Creativity - the video
presentation is creative and entertaining with good relevance to the music and
lyrics; Choreography - the routine shows a good level of intensity and quality of
performance; and Timeliness - submitted on time.

Rubric for Instructional Zumba Dance Video

1-NEEDS
4-VERY
CRITERIA 3- GOOD 2- FAIR IMPROVEMENT
GOOD
Content The video The video The video The video
presentation presentation presentation presentation
uses a highly uses a good shows an does not use a
visual format visual format. attempt at visual format
that greatly using a visual
attracts the format
viewers’
attention
Creativity The video The video The video The video
presentation presentation presentation presentation
is highly is creative is somewhat does not show
creative and and creative and creativity, not
entertaining entertaining entertaining entertaining and
with well with good with no relevance to
thought-out relevance to relevance to the music and
relevance to the music the music lyrics
the music and lyrics and lyrics
and lyrics
Choreography The routine The routine The routine The routine
shows an shows a good shows a little shows low level
outstanding level of level of of intensity and
level of intensity and intensity and quality of
intensity and quality of quality of performance
quality of performance performance
performance
Timeliness The video The video The video The video
presentation presentation presentation presentation
submitted was was was submitted
ahead of time submitted on submitted five days after
time two days after the deadline of
the deadline submission
of submission

WBLS-OBEMELC-Aligned Summative Assessment SHS-PEH-3-G12

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B. For Modular (No Gadget)

PERFORMANCE STANDARD:
 The learner leads dance events with proficiency and confidence
resulting in independent pursuit and in influencing others positively
SITUATION: At this time of pandemic, many of us are staying at home and sitting
down more than we usually do. It’s hard for a lot of us to do the sort of exercise we
normally do. It’s even harder for people who don’t usually do a lot of physical
exercise. Because of not involving ourselves into different physical activities there
is a possibility that we can develop health problems such as obesity, heart attack
and many more. At a time like this, it’s very important for people of all ages and
abilities to be as active and healthy as possible.

You are given the opportunity to make a change in your community to make them
active and achieve a healthy lifestyle by providing them a fitness intervention like
Zumba workout program that will help and make them fit despite of our present
situation brought by this pandemic.

It is important that even though we are at home we should take a supportive role
in the promotion of physical activity and exercise to stay active and healthy.

GOAL: Organizing a regular physical activity like creating workout programs can
benefits both the body and mind. It can reduce high blood pressure, help manage
weight and reduce the risk of heart disease, stroke, type 2 diabetes, and various
cancers - all conditions that can increase susceptibility to COVID-19.

ROLE: As a fitness instructor

PRODUCT: Create a Zumba workout program written in A4 size bond paper.

AUDIENCE: This Zumba workout program will be evaluated by your PE Teacher.

Moreover, this can also use by your teachers, classmates, among family members
and in the community as well.
STANDARDS: This Zumba workout program will be assessed as follows:
Development of the actual workout program - the activities are relevant and are
sequenced properly; Organization of the workout program - the program’s format is
attractive and recommendable; Frequency, Intensity and Time (FIT) selection - are
good, appropriate, relative, achievable, and measurable; and Timeliness –
submitted on time.

Rubric for Zumba Workout Program

CRITERIA 4-VERY GOOD 3- GOOD 2- FAIR 1-NEEDS
IMPROVEMENT

WBLS-OBEMELC-Aligned Summative Assessment SHS-PEH-3-G12

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 All the The activities Some of the Activities
Developmen activities are are relevant activities are indicated in the
t of the highly relevant and are relevant and program are
actual and are sequenced are sequenced irrelevant and
workout sequenced properly properly. are not
program properly sequenced
properly.
The program’s The program’s The program’s The program’s
Organization format is format is format is format and
of the attractive and attractive and somewhat organization are
workout highly recommendabl attractive confusing
program recommendable e
The F.I.T. The F.I.T. F.I.T. activities F.I.T. is filled
activities are activities are are somewhat out, but
very good, good, correct, incomplete and
appropriate, appropriate, appropriate, incorrect.
F.I.T. relative, relative, and relative to
selection achievable, achievable, and the workout
measurable, measurable program
and very
interesting
The workout The workout The workout The workout
program was program was program was program was
submitted submitted on submitted two submitted five
Timeliness ahead of time time days after the days after the
deadline of deadline of
submission submission

Development Team
Writers: Niko Jay U. Coloma Roger C. Leaño
Eva Rose M. Alegar
Editors: Rhoda B. Benigno Ma. Segundina R. Adeza
Reviewer: Sherberk F. Cabrales
Critique by: MAPEH Teachers
Management Team:
Vilma D. Eda Arnel S. Bandiola
Lourdes B. Arucan Juanito V. Labao
Arsendio A. Cabacungan

WBLS-OBEMELC-Aligned Summative Assessment SHS-PEH-3-G12

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