Republic of the Philippines

SORSOGON STATE UNIVERSITY

College of Teacher Education
Sorsogon City Campus
Magsaysay St., Sorsogon City
1st Semester, A.Y. 2023 – 2024

CONTENT AND PEDAGOGY FOR THE

MOTHER TONGUE

Submitted by:
TULAGAN, CHERRY S.
MARTIRES, HANNAH MAE D.
MONREAL, MA. LIZA D.

Submitted to:

SHANE E. DEUNA

(INSTRUCTOR)
 Outline:

I. Introduction

➢ Defining assessment.

II. Principles of Language Assessment

➢ The Traditional and Nontraditional Assessments

III. Language Assessment Strategies
IV. Designing Performance Tasks
➢ Defining what is performance task.
V. Grading Performance Tasks
➢ Two types of Rubrics
VI. Conclusion
VII. Evaluation
VIII. Answer Key
IX. References
 I. Introduction

Assessment is the systematic basis for making inferences about the learning and
development of students. It is the process of defining, selecting, designing, collecting,
analyzing, interpreting, and using information to increase students’ learning and
development (Huba, 1991). like in any other course, assessment is highly valued, given
that these are tools that would allow you to evaluate learning outcomes against pre-
identified standards and learning competencies in order to develop a better
understanding of what students know, understand, can do with their knowledge as a
result of their education experiences; to improve students’ learning and development;
and evaluate the program and make decisions on how to improve student learning.

II. Principles of Language Assessment

In the process of teaching and learning, assessment is an essential

component. Without it, the process won't be able to determine where the students are
at, how they performed, or how they progressed after a particular lesson. Assessment
provides verification and evidence for teachers to make informed decisions about
future discussions and activities that are age and grade appropriate for learners. A
further benefit of assessment is that it gives students feedback on their performance
on tasks and how well they understood the subject.
In education, assessment offers valid evidence that a student has absorbed
new information and gone through a certain procedure. It might demonstrate his or
her training and expertise in a certain field or competency. These proofs could be
reflection papers, examples, self-evaluations, diary or journal entries, pictures or
photos, etc. (1) Validity, (2) Reliability, (3) Authenticity, (4) Practicality, and (5) Impact
are the guiding principles of language assessment.
➢ Validity is when the assessment results are appropriate, meaningful, useful
in terms of purpose of the assessment.
➢ Reliability is when a test is consistent and dependent.
➢ Authenticity in a test is when a task is likely to be enacted or represented in the
real world.
➢ Practicality is when it fits the following requirements:
✓ It isn’t excessively expensive.
✓ It says within appropriate time constrains.
✓ It is relatively easy to administrate.
✓ It has a scoring / evaluation procedure that is specific and time efficient.
➢ Impact refers to the effects that a test may have on individuals, policies, or
practices, within the classroom, the school, the educational system, or the
society.

The traditional and nontraditional assessments that can be applied to the

various language domains outlined in the Mother Tongue Curriculum are listed
below.
1. Assessing Concepts about Print
To develop mature reading and writing habits, students must learn and master
the fundamentals of print and literature. Knowing about books and how print works is
referred to as having "book and print knowledge" (concepts of print). The capacity of
readers to effectively transform written symbols into spoken language or meaning is
referred to as having "print skills."
 In assessing concept about print, a teacher measures if a student understand
that print has meaning, that words are separated by spaces, that books have parts
such as a front and back covers, title page, and spine, that text is read from left to
right and from top to bottom (etc.).
2. Assessing Alphabet Knowledge (Letter Sounds and Letter Names)
Alphabetic knowledge refers to learners' comprehension that letters represent
sound, allowing words to be read by pronouncing the sounds they represent and
words to be spelled by writing the letters that correspond to those sounds.

3. Assessing Phonemic Awareness

Listeners who have phonemic awareness can hear, recognize, and manipulate
phonemes. A learner's phonemic awareness must be assessed by having words read
aloud twice, having them create the beginning sound for rhymes and onset, and
making them make all the sounds for word sound segmentation.
4. Assessing Decoding Skills
Decoding is the ability to read words by translating written symbols into the
sounds of spoken language. To test the learner's decoding skills, they should be given
a stimulus to pseudo words which represent the various orthographic rules of the
language to be tested.

5. Assessing Word Recognition

Word recognition is the capacity of learners to automatically read words by
sight without using blending. To assess your learners' word recognition abilities, you
can administer Dolch Basic Sight Words or make your own Sight Word List or High
Frequency Word List.
6. Assessing Comprehension of Narrative Texts
The most common reading comprehension assessment involves asking a child to
react a passage of text that is leveled appropriately for the child, and then asking some
explicit, detailed questions about the content of the text.
7. Assessing Interests
One of the simplest way to discover these interests is through an Interest
Inventory. Students can check off items that are most like them or which interest them
the most.
8. Anecdotal Records
Anecdotal records are descriptions of pupils' deeds that are recorded right
away or shortly after they happen. The objective is to quickly summarize what the
student says or does, as well as the environment in which it occurs. Teachers can
examine a student's progress and learning style over time using anecdotal records.
9. Portfolio Assessment
Students and teachers work together to gather examples of student learning
progress for a portfolio assessment. The materials are a meaningful compilation of
their work that have been gathered over time and indicate learning in relation to the
learning objectives.

10. Observation
Student observations are informal methods used to track classroom work and
participation, often recorded using checklists or anecdotal records.

III. Language Assessment Strategies

 1. WRITTEN EXAMINATION

One of the traditional methods of assessing students in mother tongue education is

through written examinations. These exams evaluate students’ comprehension, writing
skills, and knowledge of grammar rules and vocabulary. However, relying solely on
written exams may undermine the effectiveness of assessing students’ overall language
abilities. It is crucial to incorporate a range of assessment methods to gain a
comprehensive understanding of students’ linguistic aptitude.

2. ORAL ASSESSMENTS

Oral assessments are an effective tool in evaluating students’ listening and speaking
skills, especially in mother tongue education. Conducting individual or group
conversations or presentations allows teachers to measure students’ communication
skills, pronunciation, and vocabulary usage. By engaging students in oral assessments,
teachers can also create a more interactive and inclusive learning environment,
promoting peer interaction and confidence-building.

3. PROJECT-BASED ASSESSMENT

Project-based assessments can also be implemented in mother tongue education.

Projects enable students to apply their language skills in real-life situations, fostering
critical thinking, problem-solving, and creativity.

4. CONTINUES EVALUATION

This involves monitoring students’ progress throughout the academic year, rather than
relying solely on periodic exams. Continuous evaluation can adopt various methods
such as regular quizzes, assignments, and class participation. Incorporating informal
assessments like class discussions, debates, and role-plays can gauge students’
comprehension and ability to apply their language skills in authentic contexts.

IV. Designing Performance Tasks

Designing performance task is a process of creating an assessment that requires
students to apply their knowledge and skills to a real-world situation or problem. A
performance task usually involves multiple steps, such as planning, executing, and
presenting a product or solution. A performance task also has clear criteria for evaluating
the quality of the student’s work.
 SAMPLE INSTRUCTIONAL PLAN

Banghay-Aralin sa MTB-MLE Pinagsanib na

Aralin sa ESP at Art Unang Markahan
(Unang Araw)
I. Layunin
⚫ Nakasusunod sa wasto at tamang pagkain.
⚫ Nakikilahok nang mabuti sa pagbasa sa pamamagitan ng pagkokomento.
II. Paksang Aralin
A. Paksa: Pakikilahok na mabuti sa Pagbasa Sa Pamamagitan ng Pagkokomento
B. Sanggunian: K to 12 Curriculum MTB-
MLE Teaching Guide p. 56-59
C. Kagamitan:
Kwento: Bilao ni Betina
D. Pagpapahalaga:
Pagkain ng wasto at tamang uri tulad ng puto.

III. Pamamaraan
A. Gawain bago Bumasa:
1. Balik-Aral:
Sabihin kung sa halaman o sa hayop galing ang mga pagkaing sumusunod:
-itlog -longgganisa -asukal -bigas

2. Pagganyak:
Nakakain na ba kayo ng puto?
Anu-anong mga puto ang natikman na ninyo? (Itala
sa pisara ang mga sagot ng bata)
B. Paglalahad:

1. Paghahawan ng balakid:
Gumamit ng larawan/kilos upang ipaunawa ang kahulugan ng bawat salita:

Bibingka bilao puto-bumbong

Katuwang ulila sunung-sunong

Ano ang bibingka at puto-bumbong?

2. Pangganyak na tanong:
Sa inyong palagay, masasarap kaya ang mga putong ito?
Ano ang nais ninyong alamin sa aking ikukuwento?
Bilao ni Betina
Maaaring itanong ng mga bata “bakit may bilao si Betina?”

3. pagpapaalala sa pamantayan ng mabuting pakikinig.

Ano-ano ang mabuting kilos kung nakikinig ng kuwento?

4. Pagbasa ng guro sa kwento.

Bilao ni Betina (p.57 MTB-MLETG)

5. Pagtatalakay:
Ano ang pamagat ng kwento?
Sino ang may bilao?
Bakit hindi na nakapagtitinda si lola Belen?
Totoo bang nawala ang bilao ni Betina?
Mabuti bang pagkain ang puto?
Anong aral ang natutuhan mo sa kwento?

B. Pagsasanay:
Pangkatang gawain
Pangkat 1- Tinda-tindahan ko
Ipasadula sa mga bata ang pagtitinda.

Pangkat 2- Aalagaan Ko
Hayaang ipakita ng mga bata ang mga paraan ng pag-aalaga sa mga matatanda.

Pangkat 3- Aking Baryo

Ipaguhit sa mga bata ang kanilang barangay (baryo).

IV. Pagtataya
Magbigay ng komento tungkol sa kwentong narinig sa pamamagitan ng paglalagay ng tsek (/) kung
totoong nangyari sa kwento at ekis (x) kung hindi.
V.Nagtitinda
_1. Grading si Performance Tasks
Betina ng Langgonisa.
_2. Sa bilao niya
Grading ito nilalagay. task is a process of evaluating students' level of achievement
performance
_3. Ang lola ni Betina Ang nagpalaki sa kanya.
_4.
onSithe
Betina ay tamad
learning goalsnathat
bataa task was designed to exhibit1. Performance tasks
_5. Ang pagtitinda ay marangal na hanapbuhay at hindi dapat ikahiya.
are aligned with the standards, authentic and with real-life applicability
C. Kasunduan:
IguhitWhat is Rubric?
ang bilao ni Betina.
A rubric is a document that assesses student works based on teacher’s
expectations. Rubrics are often organized in a table or matrix format. Teachers may
Puna:
na bilang
use these ng mga
to grade mag-aaral
students whilemula sa kabuuang
pupils may use itbilang na their work
to plan ang nagpakita2017).
(Dawson, ng
na bahagdan ng pakakaturo ng aralin.
 Two types of rubrics
➢ Holistic Rubric
Holistic rubrics consist of a single scale with all criteria to be
included in the evaluation being considered together. Holistic rubrics are
much briefer, generally address fewer components.
➢ Analytic Rubric
Analytic rubric is a tool for grading that has a variety of
subsections and levels of quality. Analytic rubrics usually use a grid
format to communicate grading requirements.

Sample Rubric for Reflection Paper

Instructions: Each student will write a reflection paper about pre-selected topic.
Score Description

Student discusses prior knowledge,

opinions and beliefs related to the topic.
Identifies student’s feelings related to
the topic. Have a clear and supported
hypothesis about the said emotions’
origins, development, and connection
Excellent to course.
(86-100%)
Student present information in a logical
and interesting sequence.

Student discusses important global and

international issues in relation to the
topic.

Student utilizes unique ideas in an

integrated manner.
 Student discusses prior knowledge,
opinions and beliefs but NOT directly
related to the topic.
Satisfactory Identifies student’s feelings related to the
(61-85%) topic. However, there is no clear and
supported hypothesis about the said
emotions’ origins, development, and
connection to the course.
Student present information in a logical
sequence but NOT interesting.
Student discusses important global and
international issues but NOT directly
related to the topic.
Student utilizes unique ideas but NOT integrated.

Student does NOT discuss prior

knowledge, opinions, and beliefs related to
Poor (0-60%) the topic.
Does NOT identify students’s feeling
related to the topic.
Student does NOT present information in a
logical and interesting sequence.
Student does NOT discuss important
global and international issues in relation
to the topic.
Student does NOT utilize unique ideas.
 ➢ Analytic Rubric
Sample Rubric for Reflection Paper
Instructions: each student will write a reflection paper about a pre-selected topic.

1 2 3
Category Poor Satisfactory Excellent
Student does Student Student
not discuss discusses prior discusses prior
prior knowledge, knowledge,
1. Thoughts/Opinions knowledge, opinions and opinions and
(25%) opinions, and beliefs but not beliefs related
beliefs related directly related to the topic.
to the topic. to the topic. (21-25%)
(0-15%) (16-20%)

Lesson is not Lesson is well Lesson is well

2. Objectives (25%) well prepared. prepared but prepared and
(0-15%) there is no there is
congruence congruence
between the between the
objectives and objectives and
the subject the subject
matter. matter.
(16-20%) (21-25%)

3. Organization Group did not Group Group presents

(20%) present presents information in a
information in information in logical and
a logical and a logical and interesting
interesting interesting sequence which
sequence; sequence but the audience can
therefore, the occasionally follow. (17-20%)
presentation strays from
cannot be the topic.
understood. (13-16%)
(0-12%)
4. Method/Approah (20%) Methods used were not Methods used were Methods used were
suited for the subject slightly suited for the suited for the subject and
and not suited for the subject and slightly suited for the capabilities
capabilities of the target suited for the of the target audience.
audience. (0- capabilities of the (17-20%)
12%) target audience.
(13-16%)

5. Creativity (10%) Students utilized very Student utilized Students utilized

little unique ideas. unique ideas but did unique ideas in an
(0-6%) not integrate it. integrated manner.
(7-8%) (9-10%)
 VI. Conclusion

In summary, you have learned the significance of a well-developed, clear, and

sound assessment that will measure student learning. Various assessment forms and
strategies were provided to give you more ideas on how to develop and grade
assessments. Hopefully that you will find all these useful when it is time for you to design
your assessments for the MTB-MLE class.
Also, Assessment is a very important aspect of student learning, as it helps both
teachers and students to evaluate their progress and identify areas of improvement.
According to some sources, assessment can provide diagnostic feedback to inform
teaching and learning strategies, help educators set standards and expectations for
student performance, evaluate the effectiveness of instruction and curriculum, relate to
student motivation and engagement, and provide evidence of student understanding and
proficiency.
Therefore, assessment is not just a way of measuring student achievement, but
also a way of enhancing it. Assessment can also help teachers to reflect on their own
practice and adjust accordingly. By using various methods of assessment, such as tests,
essays, projects, portfolios, etc., teachers can gather rich information about student
learning and provide meaningful feedback to students.

VII. Evaluation

VIII. Answer Key

IX. References

Content and pedagogy for the mother tongue. (2022, March 16). Issuu.

https://issuu.com/ctu_sanfran/docs/mother_tongue