University of Santo Tomas Academic Year/Term:2020-2021

College of Education
3rd
Floor, Albertus Magnus Building Second Term – Final Period
España, Manila 1015, PHILIPPINES

ALTERNATIVE ASSESSMENT TASK (FINAL EXAM)

Department Secondary Education

Course Title SERV 72516: VALUES INTEGRATION IN THE VARIOUS DISCIPLINE

Date Assigned May 25, 2021

Period of Assignment 12 DAYS – May 25 June 5, 2021

Title of AT Detailed CLE Lesson Plan with Values Integration

• Approaches and Models of Values Integration

Lessons
• Designing lessons using the different models of
Coverage
integration.

Concepts: constructive alignment, pedagogical

Concepts and knowledge, content knowledge, values integration
Nature of Performance Task Skills
Application Skills: Conceptualization, academic writing, and
research skills

AT Involvement  Individual ❑ Pair ❑Team

Date of
June 5, 2021
Submission
 Effective Communication and Collaboration
ThoGA
 Critical and Creative Thinking
Alignment
 Lifelong Learning

SERV 72516: VALUES INTEGRATION IN THE

VARIOUS DISCIPLINE

1. Demonstrate knowledge and understanding on

the different research-based concepts, rationale,
CILO Alignment theories, models, approaches, and models of
integrating values in various disciplines.

2. Demonstrate Competence in employing various

pedagogical approaches, methods, techniques
and strategies in developing a detailed lesson
plan where values are integrated.

In the DepEd Order No. 42, s. 2016 entitled: Policy Guidelines on Daily
Context Lesson Preparation for the K to 12 Basic Education Program, it was clearly
stated that:

Alternative Assessment Task _ Final Exam Page 1 of 6

 “Planning lessons is fundamental to ensuring the delivery of
teaching and learning in schools. These guidelines aim to
support teachers in organizing and managing their classes
and lessons effectively and efficiently and ensure the
achievement of learning outcomes.”

This task is an application of the natural approach and the different models
of values integration.

The students will create a detailed CLE Lesson Plan with values integration
based on the following:
• Prototype syllabus for Grades 7-10 that will be submitted as
the Final Integrated Course Inquiry Project.
• DepEd K-12 Curriculum Guide previously shared in the
Preliminary Integrated Course Inquiry Project
Task Summary

The Lesson plan template of the College of Education will be used. (Please
see attached file).

Note: Don’t forget to incorporate the teachings of the Catholic Church and
Christian Living.

Intended Audience Grades 7-10 of the UST – Education High School students

1. Each student will be assigned to a particular lesson and grade

level which is based on the Final CIP groupings:

Gr. 7 – Lesson 1: Matias

Lesson 2: Mendoza
Gr. 8 – Lesson 1: Arceo
Lesson 2: Delos Ama
Lesson 3: Mulela
Gr. 9 – Lesson 1: Cruz
Lesson 2: Flores
Gr. 10 – Lesson 1: Manalo
Guidelines
Lesson 2: Sacdalan

2. Values to be integrated are based on the DepEd K-12 Curriculum

Guide in Edukasyon sa Pagpapakatao Pagpapakatao.

Note: The teachings of the Catholic Church should also be

incorporated.
.
The Lesson Plan template of the College of Education is to be
used. Refer to the attached template.

Alternative Assessment Task _ Final Exam Page 2 of 6

 3. Attach the framework of the prototype curriculum (Prelims ICIP)
that the specialization area will use for this prototype syllabus.
This will serve as reference for the course professors who will
evaluate the Finals ICIP.

4. Under the column *SOCIAL ISSUE VALUE INTEGRATION - UN

SDGs , state as well the Thomasian Core Value/s that could be
integrated

5. In 1-2 sentences, explain the relevance of such value in achieving

the content and performance standards.

1. Submit in PDF file using this filename format:

Specialization Surname_Alternative Asessment
Task_Finals_CLE_Grade Level
Ex: CONSTANTINO_Finals_IntegratedAT_CLE_Grade 7

Submission Guidelines 2. The Alternative Assessment Task is due on June 6, 2021 at 11:59
p.m.

3. The Alternative Assessment Task will be submitted in the Online

Assessment Task Folder – Alternative Assessment Task – Final
Exam

Attachment See attached rubric for SERV 72516

USTIR- 05252021
Specialization Course Facilitators Asst. Prof. Girly V. Constantino, LPT, MA

Alternative Assessment Task _ Final Exam Page 3 of 6

 A. LESSON PLAN TEMPLATE

TEACHING AND LEARING ANCHORS

Learning Content: Time Frame:

Expected Audience:
Class Size:
Yr. Level

Content Standards Performance

(20) Standard : (20)
Learning Doctrine :
Competencies (20 pts) Moral :
Worship :
Thomasian Core
Values (5 pts)
Intended Christian
Values to be
Integrated (20)
Thomasian Graduate
Attributes (5 pts)
Institutional
Intended Learning
Outcomes:
Instructional Design
Model
Approach and
Method
Teaching Strategies
Teaching
Materials/Resources

TEACHING AND LEARING EPISODES

Teacher’s Activities Student’s Activities
Day 1
Focus Learning Competency/Competencies

Routine Activities

Preparatory Activities

Developmental Activities

Alternative Assessment Task _ Final Exam Page 4 of 6

 METACOGNITIVE DEVELOPMENT AND ASSESSMENT
Assessment Tools

References:

Textbook:
Printed Reference Materials:
Online Reference Materials:

Prepared by: Date Submitted:

B. SCORING RUBRIC

SCORING RUBRIC FOR FIRST PART

Levels of Performance
Criteria/ Exceeding Meeting Approaching Beginning
Indicators
1. Content All content standards Content standards are Content standards are All Content standards
Standards are appropriate to the somehow appropriate slightly appropriate to are not appropriate to
(CS) learning content, to the learning content, the learning content, the learning content,
learning learning competencies learning competencies learning competencies
competencies and to and to the expected and to the expected and to the expected
the expected audience. One CS is audience. Two (2) CS audience. (3)
audience. (20) not appropriate. (15) are not appropriate.
(10)

2. Performance All performance Performance standards Performance standards All performance

Standards standards are are somehow are slightly appropriate standards are not
appropriate to the appropriate to the to the learning content, appropriate to the
learning content, learning content, learning competencies learning content,
learning learning competencies and to the expected learning competencies
competencies and to and to the expected audience. Two (2) PS and to the expected
the expected audience. One PS is not are not appropriate. audience. (3)
audience. (20) appropriate. (15) (10)
3. Learning All the learning Most of the learning Some of the learning Only one of the
Competencies competencies are competencies are competencies are learning competencies
appropriate, clear, appropriate, clear, appropriate, clear, is appropriate clear,
specific, and specific, and attainable. specific, and attainable. specific, and attainable.
attainable. (20) (15) (10) (5)
4. Values 60% of values to be 45% of the values to be 30% of the values to be 15% of the values to be
integration in integrated are integrated are reflected integrated are reflected integrated are reflected
the Learning reflected in the in the learning in the learning in the learning
Outcomes learning outcomes. outcomes.(8) outcomes. (5) outcomes.(3)
(10)
5. Connection to Appropriate (7) Appropriate (5) Appropriate (10) Appropriate
lesson connection between connection between the connection between the connection between the
content the lesson content lesson content and the lesson content and the lesson content and the
and the values to be values to be integrated values to be integrated values to be integrated
integrated is very is somehow evident. 1- is slightly evident. 3 or not evident. The values
evident. All values 2 values are not more values are not are not relevant to the
are relevant to the relevant to the lesson relevant to the lesson lesson content (5)
lesson content. (20) content.(15) content (10)

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 SCORING RUBRIC: DETAILED LESSON PLAN
Levels of Performance
Criteria/Indicators Excellent Very Good Satisfactory Needs Improvement
1. Constructive All the learning Most of the learning Half of the learning Only a few of the learning
alignment of Learning competencies and the competencies and the competencies and the competencies and the
Competencies and social Issues, values social Issues, values social Issues, values social Issues, values
Social Issues, Values integration, UN SDGs integration, UN SDGs integration, UN SDGs integration, UN SDGs and
Integration, UN and Thomasian Core and Thomasian Core and Thomasian Core Thomasian Core Values
SDGs and Values are Values are Values are are constructively aligned.
Thomasian Core constructively aligned. constructively aligned. constructively aligned. (10 pts.)
Values (25 pts.) (20 pts.) (15 pts.)

2. Constructive All values to be Most of the values to be Half of the values to be Only a few of the values to
alignment of Values integrated and the integrated and the integrated and the be integrated and the
integration and reading activity/earning reading activity/earning reading activity/earning reading activity/earning
Reading content are content are content are content are constructively
Activity/Learning constructively aligned. constructively aligned. constructively aligned. aligned. (10 pts)
Content and (25 pts) (20 pts) (15 pts)

3. Constructive All the values to be Most of the values to be Half of the values to be Only a few of the values to
alignment of Values integrated and the integrated and the integrated and the be integrated and the
integration and exercises and activities exercises and activities exercises and activities exercises and activities
Exercises and are constructively are constructively are constructively are constructively aligned.
Activities aligned. (25 pts.) aligned. (20 pts.) aligned. (15 pts.) (10 pts.)

4. Constructive All the values to be Most of the values to be Half of the values to be Only a few of the values to
alignment of Values integrated and the integrated and the integrated and the be integrated and the
integration and the assessments in learning assessments in learning assessments in learning assessments in learning
Assessments in are constructively are constructively are constructively are constructively aligned.
Learning aligned. (25 pts.) aligned. (20 pts.) aligned. (15 pts.) (10 pts.)

N.B. The Total Score will be the average of the first and the second part of the Lesson Plan.

RUBRIC CONVERSION KEY

SCORE EQUIV SCORE EQUIV SCORE EQUIV SCORE EQUIV SCORE EQUIV
0-1 50 23-25 60 47-49 70 68 80 84 90
2-3 51 26-27 61 50-51 71 69-70 81 85-86 91
4-5 52 28-29 62 52-53 72 71 82 87 92
6-8 53 30-32 63 54-56 73 72-73 83 88-89 93
9-10 54 33-34 64 57-58 74 74-75 84 90-91 94
11-13 55 35-37 65 59-60 75 76 85 92 95
14-15 56 38-39 66 61-62 76 77-78 86 93-94 96
16-17 57 40-41 67 63 77 79 87 95 97
18-20 58 42-44 68 64-65 78 80-81 88 96-97 98
21-22 59 45-46 69 66-67 79 82-83 89 98-99 99
100 100
*If total rating is not 100, compute score using the formulas: Score/Total rating x 100. Afterwards, get the equivalent using the
table above. Example: Rating of 45 out of 60 has an equivalent score of 75 which is equivalent to 84.

As proposed by the Grading System Committee on July 24, 2012: Considering that the Outcomes-Based Approach to
Education prohibits the norm-referenced system of grading, the Committee proposed the criterion-referenced grading
system for all courses. *The cut-off/passing grade is 60% of the total items (points). This means that in a 100-item test, a
score of 60 is equivalent to 75.

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