Integrative Assessment:

Principles, Process
and Practice
Dr. Marco D. Meduranda
Education Program Supervisor

Curriculum Implementation
Division
 SDO NAVOTAS LCP SUSTAINABILITY FRAME

• IATF and LGU Sustained delivery

directives of quality,
• Basic Education accessible, relevant
Learning Continuity and liberating basic
Program
• CO Issuances
education for all
• DepEd NCR
Contextualized BE-
LCP
RESILIENCE
Culture
Utilizing Integrative
Assessment of
Character
Operationalization Choice
Framework
• DepEd NCR LCP

•
Sustainability Frame
SDO Learning
Learning Outcome
Continuity Program
• LCP Implementation
data from schools
Realized DepEd
Mission, Vision
and Core Values

Continuous Consultation, Monitoring, Evaluation and Support

SDO Navotas Contextualized Assessment Frame

DepEd NCR Exit

Assessment through
Project LAMP
(Learning Assurance
through Monitoring and
Progress)

Semestral
Operationalizing DepEd Policies

DepEd Order 12 DepEd Memo DepEd Memo

DepEd Order 31
(Adoption of 2020-00162 2020-307
s. 2020 (Interim
the Basic (Distance (Suggested
Guidelines on
Education Learning Measures to
Assessment &
Learning Delivery Foster
Grading)
Continuity Plan) Modalities) Academic Ease)
 INTEGRATIVE ASSESSMENT

• Within SDO Navotas context, Integrative Assessment is a

form of summative assessment where learners
accomplish a common written/performance task that
measures attainment of learning competencies across a
number of learning areas.
• It aims to foster academic ease as it enables learners to
demonstrate achievement of required curriculum
competencies by just doing one integrative task.
 INTEGRATIVE ASSESSMENT
• The model advocates cross-curricular integration
approach in developing weekly lesson plans coupled with
integrative assessments.
• The approach supports the view that the object of teaching is
not to teach individual subjects per se but to teach facets of
life and how to deal with life through integration of
subjects.
• Likewise, because of the interdisciplinary connections of
topics, it made it possible that assessment of learnings of
students is no longer measured solely by the traditional paper
and pencil exams given by each teacher.
Cross-Curricular Integration and Integrative
Assessment to Foster Academic Ease

One Integrative
Assessment Task
• Written
• Performance

Happy Learners and Parents in

Distance Learning
Training on Integrative Assessment
 Group Roles
Discussion
Leader Documenter
Encoder Timekeeper /
Synthesizer

Quick
Presenter(s)
Researcher(s)
 Expected mindset and attitudes
Learner
Team-player & centered & Solution-
Collaborative Learning oriented
focused
Resources Needed

t.ly/aYJ9
 Republic of the Philippines

Page 1 – IA Team
Department of Education
National Capital Region
Schools Division Office of Navotas City
Tangos Elementary School
1 J Pascual St., Tangos, Navotas City

• Quarter and Week No. is Q3 WEEK 1 and 2

Indicated FELICIDAD O. VILLAFLOR
MT-1

• Complete Names of Teachers GRACE D. TABILON

Grade Chairman

Principal Name
Bernard F. Antonio
• Gerardo R. Ablola
Julie Ann B. Perez
Yolanda J. Dela Cruz
Jim L. Basiya
Ronnie L. Medina
Christian Z. Roque
Ednalyn R. Felices
Victor Ed G. Nuguid
Danilo G. Rayo
Mercedita O. Martin
Hernando C. Cunanan
Ralph Laurenz Paras

Jocelyn P. Legaspi, EdD

Principal IV

(02) 8-282-94-65
T.E. S. The Great Grand…
School of Excellent Graduates
Page 2 – MELC Schools Division Office Navotas City
COMPETENCY ENHANCEMENT ON RUBRIC DEVELOPMENT
FOR CROSS-CURRICULAR INTEGRATIVE ASSESSMENT

Convergence Chart MELCs Convergence Chart

Instruction: Plot your MELCs for Week ___1 and 2_____ . Analyze the MELC to find convergence points. Link
MELCs that complementary and can be integrated. *Be creative in finding points of convergence. Then, list
down possible product and performance tasks that can holistically target these MELCs. You may refer to the list
of possible product and performance tasks from the GRASP handout.

EsP

Connectedness of MELC
Napahahalagahan ang magaling at

•
matagumpay na mga Pilipino.
EsP6PPPIII-d-35
Nakagagamit nang may

to the identified
Filipino pagpapahalaga at pananagutan sa Araling Panlipunan
kabuhayan at pinagkukunang-yaman. Nasusuri ang mga pangunahing
Nasasagot ang mga tanong tungkol sa
EsP6PPPIIIe–36 suliranin at hamon sa kasarinlan,
napakinggang/ binasang ulat at
tekstong pang-impormasyon F6PB- pagkatapos ng ikalawang Digmaang
IIId-3.1.2 F6PB-IIIc3.2.2 Pandaigdig.

integrative performance . Naibibigay ang lagom o buod ng

tekstong napakinggan F6PN-IIIe1 Possible product or performance
task that can hit identified MELCs
Natatalakay ang mga suliranin na
may kinalaman sa soberaniya ng
bansa at sa pagpapanatili ng
kalayaan.

task
- Collage Digital
- Collage Drawing
Mathematics
English - Differentiates solid figures from plane
-Identify the parts of an editorial figures.

Hindi pilit.
page and text; and 2. Write a strong - 2. Identifies the faces of a solid figure

•
editorial text on a topical issue

_Present a coherent, comprehensive

report on differing viewpoints on an
issue: Bias and Propaganda

• Appropriateness of
Common Integrative
EPP/TLE MAPEH
1 Identifies family resources
and needs. (human, material, Analyze and label which part of
and nonmaterial) the rondo is being repeated (A)

Assessment Task
and which parts are different
Enumerates sources of family Science (B or C). Identify its form by
filling up the empty boxes with
income.
.
-describe and define static friction the correct letters or shapes.
Page 3 -
GRASP Sheet
• Clarity of instructions
• Goal, Role, Audience, Situation,
Product/Performance
• Appropriateness of Flexible
Options
• High Tech
• Low Tech
• No Tech
Page 4 -
Rubrics
• Learning Area Criteria is
appropriate and clear,
aligned with MELCs
• Performance Indicators are
clear, fair and aligned with
curriculum standards
Page 5 & 6: IA Task Sheet
• Task sheet is the IA
material that is given to
learners which they will
use to accomplish the
task. It could be in a
form of:
• activity sheets
• instructional guide with
expected outputs
• Please check clarity of
instructions,
appropriateness and
alignment to MELC
 Procedure Form 1

1. Plot out first the Most Essential

Learning Competencies of each
learning area for the identified
week using Form 1: MELC
Convergence Chart.
 Procedure Form 1

2. Analyze the MELCs and find degrees of

connections. Reflect on MELCs relevance
to 6Cs – Character, Communication,
Critical Thinking, Collaboration and
Creativity, Citizenship. Then, list down
possible common assessment learning
products/performance tasks that can
demonstrate the attainment of the MELCs.
After deliberation, AGREE on ONE
common integrative assessment task that
capture the MELCs. Encircle it.
Procedure Form 2

3. After completing FORM 1,

participants accomplish
FORM 2 or the Common
Integrative Assessment Tasks
Organizer. This template
makes use of the GRASP
model to further clarify the
elements of the integrative
assessment task.
Procedure Form 2

The GRASP Model idea stems:

GOAL - What tasks do I want the

students to achieve?
Procedure Form 2

The GRASP Model idea stems:

ROLE – What is the student’s role

in the task?
Procedure Form 2

The GRASP Model idea stems:

Audience- Who is the student’s

target?
ROLE
 Procedure Form 2

The GRASP Model idea stems:

Situation - What is the context?

Challenge?
 Procedure Form 2

The GRASP Model idea stems:

Product/Performance -
What will students develop/create?
 Take Note

Promote inclusive
education by
calibrating the
product or
performance task
based on
learners’ context.
 Procedure

The GRASPS
Model idea stems:

Standards -
On what criteria
will they be judged?
Task Sheet to
be given to
learners
Integrative Assessment Exemplar (Elem)
Integrative Assessment Exemplar (Elem)
Sample Task Sheet
Examples
Scaffolding for Success
Weekly Home Learning Plan
 Online Repository of Outputs
• Schools should upload their assigned outputs on this
Google Drive link:
https://tinyurl.com/IACompendium
 On Integrative Assessment

What type of assessment is IA?

Based on DepEd Order 31 s. 2020, Integrative

Assessment is a form of summative
assessment that measures what students
learn after a certain period of instruction. It is
performance-based assessment.
 On Integrative Assessment
When do we give IA to our
students? How many?

Since IA is summative assessment, it should

be given every second week. Ideally there
should be four IAs in one quarter.
 On Integrative Assessment
On the IA templates, what do we
give to our students?
Teachers send the IA Task Sheet.
 On Integrative Assessment
Can we adopt the IA made by other
schools in the Compendium?

Yes, BUT you will still need to review, contextualize

or modify based on the kind of learners you have.
Please be reminded that IA is still school-based. The
Compendium can be used as support material to guide
schools in developing their own localized IA repository.
As ONE, we CAN!