SOCIAL STUDIES PROGRAM IN THE K-12
CURRICULUM
Social studies is a subject that
encompasses various disciplines, including
history, geography, civics, economics, and
culture.
The K to 12 Araling Panlipunan (Social
Studies) intends To develop critical,
reflective, responsible, productive, nature-
loving, nationalist, and humane citizens
rooted in his/her identity as a Filipino yet
manifests the values and skills of a global
citizen.
Seven Themes of Araling Panlipunan
1. People, Environment & Society
2. Time Continuity & Change
3. Culture, Identity & Nationhood
4. Rights, Responsibilities & Citizenship
5. Power, Authority & Governance
6. Production, Distribution & Consumption
7. Regional & Global Connections
Intended Outcomes
• Describe the K to 12 Araling Panlipunan
in Grades 1-3.
• Prepare creative expressions through
visual illustrations/graphic organizers to
describe the K to 12 AP Curriculum
(Grades1-3).
• Prepare a curriculum map for the K-12 AP
for Grades 1-3.
• Show the alignment of the intended
outcomes, grade level standards and
scope of Araling Panlipunan in the primary
grades.
• Profile the available community
resources that will form part of the local
history and culture for contextualization.
Key Stage Standard
• Kinder to Grade 3
- Naipamamalas ang panimulang pag-
unawa at pagpapahalaga sa sarili, pamilya,
paaraln at komunidad, at sa mga batayang
konsepto ng pagpapatuloy at pagbabago,
distansya at direksyon gamit ang mga
kasanayan tungo sa malalim na pag-unawa
tungkol sa sarili at kapaligirang pisikal at
sosyo-kultural, bilang kasapi ng sariling
komunidad at ng mas malawak na lipunan.
Grade Level Standards
• Kinder (Baitang K)
- Naipamamalas ang panimulang
pagunawa sa sarili at pakikipag-ugnayan sa
kapawa bilang pundasyon sa paglinang ng
kamalayan sa kapaligirang sosyal.
• Grade 1 (Unang Baitang)
- Naipamamalas ang kamalayan,
pagunawa sa sarili bilang Pilipino at kasapi
ng pamilya at paaralan at pagpapahalaga sa
kapaligirang pisikal gamit ang konsepto ng
pagpapatuloy at pagbabago, interaksyon,
distansya at direksyon tungo sa
pagkakakilanlan bilang indibidwal na kasapi
ng komunidad.
✓ Content includes:
Understanding Myself, The Story of
Myself, Valuing Oneself, Knowing the
Members of My Family, The Story of My
Family, Responsibilities in My Family,
Valuing My Family.
First Quarter
Content focus: Understanding Myself, The
Story of Myself, Valuing Oneself
Second Quarter
Content focus: Knowing the members of My
Family, The Story of My Family,
Responsibilities in my Family, Valuing my
Family, Me and My Home
Third Quarter
Content focus: Knowing My School, The
Story of My School, Valuing My School, Me
and School
Fourth Quarter
Content Focus: Valuing The Environment
Content Standards
First Quarter
- Naipamamalas ang pag-unawa sa
kahalagahan ng pagkilala sa sarili bilang
Pilipino gamit ang konsepto ng
pagpapatuloy at pagbabago.
Second Quarter
- Ang mag-aaral ay naipamamalas ang pag
-unawa at pagpapahalaga sa sariling
pamilya at mga kasapi nito at bahaging
ginagampanan ng bawat isa.
Third Quarter
- Ang mag-aaral ay naipamamalas ang pag
-unawa sa kahalagahan ng pagkilala ng mga
batayang impormasyon ng pisikal
nakapaligiran ng sariling paaralan at ng mga
taong bumubuo dito na nakakatulong sa
paghubog ng kakayahan ng bawat batang
mag-aaral.
Fourth Quarter
- Ang mag-aaral ay naipapamalas ang
pagunawa sa konsepto ng distansya sa
paglalarawan ng sariling kapaligirang
ginagalawan tulad ng tahanan at paaralan at
ng kahalagahan ng pagpapanatili at
pangangalaga nito.
• Grade 2 (Ikalawang Baitang)
- Naipamamalas ang kamalayan, pag-
unawa at pagpapahalaga sa kasalukuyan at
nakaraan na kinabibilangang komunidad
gamit ang konsepto ng pagpapatuloy at
pagbabago, interaksyon, pagkakasunod-
sunod ng pangyayari , mga simpleng
konseptong hepgrapikal tulad ng lokasyon
at pinagkukunang yaman at bokal ng
yamang lahi at konsepto ng mga saksi ng
kasaysayan tulad ng tradisyong oral at mga
bakas ng kasaysayan.
✓ Content includes:
Knowing My Community, The Story of
My Community, The Culture of My
Community, The livelihood in My
Community, Leadership and Services in My
Community , My Responsibilities in My
Community.
First Quarter
Content Focus: Knowing My Community,
The Story of My Community
Second Quarter
Content focus: The Culture of My
Community - Naipamamalas ang malawak na
pagunawa at pagpapahalaga ng mga
Third Quarter komunidad ng Pilipinas bilang bahagi ng
Content focus: The Livelihood in My mga lalawigan at rehiyon ng bansa batay sa
Community, Leadership and Services in My a. katangiang pisikal, b. kuktura, c.
Community kabuhayan, d. pulitika gamit ang konsepto
ng pagpapatuloy at pagbabago interaksyon
Fourth Quarter ng tao at kapaligirang pisikal at sosyal.

Content Focus: My Responsibilities in My ✓ Content includes:

Community
The location of My Province,
Content Standards Geographical Basis and Instruments, The
Stories of My Region, Valuing the Heroes,
First Quarter
Historical Places and Symbols of My Region,
- Ang mag-aaral ay naipamamalas ang The Rich Culture of My Province, Valuing the
pag-unawa sa kahalagahan ng Cultural Identity of My Region, The
kinabibilangang komunidad. Economies of the Provinces in My Region

Second Quarter First Quarter

- Ang mag-aaral ay naipamamalas ang Content focus: Location of my province,

pag-unawa sa kwento ng pinagmulan ng
sariling komunidad batay sa konsepto ng
pagbabago at pagpapatuloy at
pagpapahalaga sa kulturang nabuo ng
komunidad.
Third Quarter
- Ang mag-aaral ay naipamamalas ang
kahalagahan ng mabuting paglilingkod ng
mga namumuno sa pagsulong ng mga
pangunahing hanap-buhay at pagtugon sa
pangangailangan ng mga kasapi ng sariling
komunidad.
Geographical basis and instruments
Second Quarter
Content focus: The stories of my region,
Valuing the merces, historical places, and
symbols of my region
Third Quarter
Content focus: The rich culture of my
province, Valuing the cultural identity of my
province
Fourth Quarter

Fourth Quarter Content focus: The economies of the

provinces of my region
- Ang mag-aaral ay naipamamalas ang
pagpapahalaga sa kagalingang pansibiko Content Standards
bilang pakikibahagi sa mga layunin ng First Quarter
sariling komunidad.
- Demonstrate an understanding of the
Grade 3 (Ikatlong Baitang)
location of their province within the and societies, aiming to foster a strong
Philippines. Filipino identity and global understanding. It
employs research, critical thinking, and
- Identify and use geographical effective communication skills to
instruments such as maps, globes, and comprehend our society and the world. The
compasses to locate places and determine objective is to nurture citizens who are
directions. critical, responsible, and environmentally
Second Quarter conscious, equipped with national and
global perspectives on past and present
- Appreciate and retell stories and legends social issues, thereby contributing to the
from their region. future. The curriculum demonstrates the
awareness of being a Filipino child in the
- Value and respect the historical places,
roles and characteristics played by the
landmarks, and symbols that represent their
home, school, and community towards
region.
shaping a responsible citizen with love for
Third Quarter the country and concern for the
environment and others.
- Describe and appreciate the rich culture
and traditions of their province. Community Profiling - a method used to
establish a better understanding and
- Value and respect the cultural identity and description of the community in a specific
diversity within their province. geographical location and its community
members context and reality. Community
Fourth Quarter
profiling plays an important role in
- Identify and describe the different identifying different community situations,
economic activities and industries in their needs, and resources that can be used for
region. development campaigns, broader and
creative development strategies, and
- Understand the importance of these assessments for future development.
economic activities in the development of
their region. Nine Resources to be Considered in
Community Profiling
Scope and Sequence of Social Studies
1. History
Scope - refers to the subject matter
(knowledge, values, and attitudes, and skills) 2. People of the Community

Sequence - pertains to the order in which 3. Presence of different agencies, support

the subject matters are to be presented. groups, and institutions

Scope and Sequence of the Social Studies 4. Health and welfare and development
programs
Social Studies explores the lives, cultures,
and interactions of people, communities, 5. Work and economy
6. Housing needs and resources
assessment
7. Leisure
8. Religion
9. Aspects related to the people with special
needs
Types of Community Profiling
1. Rapid Appraisal - this type of profiling
deals with how the researchers extract data
by means of observation and by conducting
a discussion with the key informants from
the community.
2. Priority Searching - in this type of
profiling, the primary means of data
collection is a focus group discussion.
3. Compass - this method uses a 400-item
questionnaire. Which also allows the
respondents to add their own questions.
4. Needs Assessments - this is usually
done by certain agencies to plan out what
type of policy is needed in certain
community.
5. Community Consultations - Involves
conducting meetings and consultations with
the community members.
6. Social Audit - This deals with measuring
and producing reports regarding the heath
of a certain community, which in turn, gives
researchers an idea of the communities
status and well-being.
Strengths of Community Profiling
• Empowerment of community members
• Alignment with social work codes of
practice and values
• Anti-oppressive in nature
• Holistic in nature
Limitations of Community Profiling
• Lack of resources
• Expertise in the method
• Involvement of community members
• Structural constraints
Social Studies as an Integrated Curriculum
Social studies programs help students
construct a knowledge base and attitudes
drawn from academic disciplines as
specialized ways of viewing reality. Each
discipline begins from a specific
perspective and applies unique processes
for knowing to the study of reality. It is
important for students in social studies
programs to begin to understand,
appreciate, and apply the knowledge,
processes, and attitudes from academic
disciplines, it is more enriching and
rewarding to understand social realities
using an integrative approach.
Constructivist Theory in Social Studies
Constructivism
> become the parlance of educators,
teachers, education policy-makers, and
curriculum specialist for the last three
decades .
> Changed the landscape of classroom
instruction.
> So prominent that many practitioners
overused and misused it.

> Is a theory of learning that has roots in
both philosophy and psychology.
Basic Tenets of Constructivism
1. Knowledge is not accumulated,but rather,
is the result of active cognizing by the
individual,
2. Cognition is an adaptive process that
functions to make an individual's behavior
more viable given a particular environment;
3. Cognition organizes and makes sense of
one's experience, and is not a process to
render an accurate representation of reality;
and
4. Knowing has roots in both
biological/neurological construction, and
social, cultural, and language -based
interactions.
Types of Constructivism
1. Cognitive Constructivism - emphasizes
that in order to acquire knowledge, an
individual has an active role in cognizing any
stimuli that formed part of his/her
experiences.
2. Radical Constructivism - believes that
the acquisition of knowledge is an adaptive
process that could be attributed from the
active cognition of an individual translating
an experientially based mind.
3. Social Constructivism - upholds the
social nature of knowledge and that
knowledge is the result of social interaction
and language usage ,and thus is a shared,
rather than an individual experience.
Constructivist Pedagogy
1. Authentic and real-world environments
are necessary for learning to take place.
2. Social negotiation and mediation should
be taken into account in any form of
learning.
3. Content and skills are made significant to
the learners .
4. Learner's prior knowledge is fundamental
in the acquisition of content and skills .
5. Formative assessment should be done to
inform future learning experience.
6. Constructivism encourages learners to
become self-regulated , selfmediated, and
self-aware .
7. Teachers ahould act as guides and
facilitators of learning.
8. Teachers must employ multiple
perspectives and representations of content.
SOCIAL STUDIES: DEFINITION, GUIDING
PRINCIPLES, IMPORTANCE, AND
RELEVANCE
Social Studies/Araling Panlipunan - a term
that describes a broad area of study
involving various fields related to the past
and present interactions and customs of
people. It's a subject taught in schools that
covers a wide range of topics including
history, geography, economics, and
sociology, among others. The subject aims
to help students understand the dynamics
of society and their role as members of the
community and the larger world. Social
studies is an interdisciplinary field that
encompasses the study of various aspects
of human society, including history,
geography, civics, economics, sociology,
anthropology, and cultural studies. It aims
to help students understand the world
around them, including its past, present, and
future, as well as the relationships between
individuals, communities, and nations.
Guiding Principles in Teaching Araling
Panlipunan
1. Meaningful - when students see the
relevance and connection of their lesson to
their lives because it has real-world
application; when students are challenged
to use disciplined inquiry or use high-order
thinking skills to construct meaning; when
learning is authentic.
2. Integrative - the subject itself is an
Intergration of several interrelated
disciplines history, economics, geography,
political science, sociology, anthropology,
archeology, and psychology. It is sensitive
to and integrates multiple intelligences and
learning styles of students. It integrates
cognitive skills required in other disciplines
as it provides opportunities for students to
conduct inquiry, develop and display data,
synthesize findings, and make judgments.
3. Value-based - an effective AP teaching is
value driven its intended outcomes are in
the affective domain, the development of
the mamayang mapanagutan,
makakalikasan, makabansa, at makatao.
Students learn democracy by experiencing
democracy right there in the classroom.
4. Challenging - learning tasks should
neither be too easy to bore the students nor
too difficult to discourage them. AP
teachers should know their students more
than anything else and so are in the best
position to determine when the learning
task are neither too easy nor to difficult.
5. Active - it requires students to process
and think about what they are learning.
Active learning is "hands-on-minds-on-
hearts- on". In active learning, students work
either individually or collaboratively, using
rich and varied sources, to reach
understandings, make decisions, discuss
issues and solve problems.
Importance of Teaching Social Studies
1. Civic Engagementand Active Citizenship
Social studies education teaches students
about the rights, responsibilities, and
processes of democratic societies. It
encourages them to participate in their
communities, make informed decisions, and
advocate for social justice.
2. Cultural Understanding and Appreciation:
Social studies education promotes empathy,
respect, and appreciation for different
cultures, traditions, and perspectives. It
challenges stereotypes and fosters cross-
cultural communication.
3. Historical Awareness and Critical
Thinking: Social studies education provides
a historical perspective, enabling students
to understand the past and its impact on the
present. It develops critical thinking skills,
the ability to analyze evidence, and evaluate
different perspectives.
4. Communication Skills: Social studies
education emphasizes reading, writing,
speaking, and listening skills. Students
engage in discussions, debates, and
presentations to express their ideas clearly
and persuasively.
5. Socialization and Development of Verbal
Intelligence: Social studies education
provides opportunities for socialization and
the development of verbal intelligence.
Students learn to collaborate, navigate
social interactions, and enhance their verbal
skills through class discussions and
presentations.
6. Development of Leadership: Social
studies education helps students develop
leadership skills through group projects,
community service, and simulations. It
fosters problem-solving, critical thinking,
and decision-making abilities necessary for
effective leadership.
Relevance of Teaching Social Studies
1. Understanding the Past: Social studies
helps students understand the historical
events and developments that have shaped
the world we live in today.
2. Developing Civic Competence: Social
studies education plays a vital role in
developing civic competence among
students. It equips them with the knowledge,
skills, and attitudes necessary to participate
actively in their communities and engage in
democratic processes.
3. Fostering Global Awareness: In an
increasingly interconnected world, social
studies helps students develop a global
perspective. It introduces them to different
cultures, societies, and global issues,
fostering an appreciation for diversity and
promoting empathy and understanding.
INSTRUCTIONAL STRATEGIES FOR SOCIAL
STUDIES
1. Lecture Discussion - also called teacher -
led discussion or classroomdiscussion; a
strategy under the direct instruction model
which promotes interaction between
teacher and students through explicit
instruction combined with different levels of
questioning.
The lecture-discussion strategy is done by
following these four basic steps:
1. Introduction
2. Presentation of the lesson
3. Comprehension monitoring
4. Integration and closure
2. Using Graphic Organizer - graphic
organizers provide a visual representation in
developing and summarising students'
learningcomponent.
Types of Graphic Organizers for Social
Studies
1. Assume and Anticipate - this form of
graphic organizer is best for formative
assessment where teachers evaluate the
schema of the learners on a certain topic.
2. Position and Pattern - this type of graphic
organizer helps teachers and students see
the relationship of a concept with another,
particularly in chronological order and how
the pattern occurs and reoccurs in different
contexts and events.
3. Group and Organize - these organizers
help teachers and students understand that
several ideas or parts are related to a single
category.
4. Compare and Contrast - these diagrams
are used to identify the similarities and
differences between and among concepts.
5. Relate and Reason - the idea behind this
type of graphic organizer revolves around
the use of inductive and deductive thinking
patterns.
6. Identify and Imagine - these organizers
use various shapes and forms to visually
represent several concepts or pieces of
information.
7. Estimate and Evaluate - this type of
organizer shows how to evaluate and
explain concepts through visual
perspectives.
8. Combine and Create - these organizers
allow both teachers and students to
construct their own representations.
3. Inquiry-Based Teaching Strategy - the
process of looking and creating information
or knowledge by means of questions.
The Inquiry Process
1. Pose Real Questions
2. Find Resources
3. Interpret Information
4. Report Findings
Questioning Techniques
1. Might Question
2. What if Question
3. Different Roles Question
4. Socratic Questioning
a. Gadfly Question - these allow teachers
to ask several questions to push the
learners to answer questions.
b. Stingray Question - these questions
lead to a sudden change in the course of
questions. Sometimes, this is associated to
the drift in the situation.
c. Midwife Question - these questions are
used to elicit new ideas to the learners.
d. Ignoramus Question - teachers play
dumb for them to elicit responses among
the learners.
4. Case Study - a structured, learner
centered strategy that explores complex
and value laden issues through problem-
solving and decision-making.
Classification of Case Study
1. Live Case Studies - often based on an
ongoing event when students and real-world
actors are simultaneously examining issues
and arriving at solutions. Possible sources
are current news reports and coun cases.
2. Historical Case Studies - largely based on
historical events and can be depicted as
fiction or nonfiction.
3. Economics Case Studies - focused on
economic issues that can be drawn from
student's experiences or from international
or nationa matters.
4. Social Issues Case Studies - based on
problems and concerns that affect society.
In essence, live case studies and economic
case studies can also be
considered under this classification.
5. Student-Developed Case Studies -
students are asked to come up with case
studies based on their own experiences and
observations This will encourage students
to be more involved since they are primarily
affected by the issue.
Steps in Implementing Case Studies
1. Briefing
2. Discussion
3. Debriefing
5. Service Learning - a teaching and
learning strategy that integrates meaningful
community service with instruction and
reflection to enrich the learning experience,
teach civic responsibility, and strengthen
communities. (National Service Learning
Clearinghouse)
Three Types of Service Learning
1. Direct Service Learning - this requires
students to come in direct contact with the
community or people in need.
2. Indirect Service Learning - entails
students to channel resources for a certain
project without directly interacting with the
people they intend to help.
3. Advocacy Activities - requires students to
engage in work on behalf of a specific
cause.
Steps on Service Learning
1. Preparation - involves providing
students with the necessary skills and
information for the project.
2. Action or Service - after orienting
students and seeking their commitment, the
project is commenced and actualized.
3. Evaluation and Reflection - refer to the
act of thinking critically about their
experience in the project.
4. Celebration - as a culminating activity,
this may be done to extend gratitude to the
participants and to share their experience
with parents, administrators, and other
teachers and students.
6. Gamification - is the process of
transforming typical academic components
into gaming themes.
Strategies in Gamification for Learning
1. Point systems
2. Leaderboards
3. Badges
4. Challenges
7. Field Studies - are learning experiences
outside the four corners of the classroom.
Field studies enable the learners to
personally gather and analyze data in their
own context.
Why use field studies?
• It provides experiential learning.
• It targets specific skills and knowledge.
• It strengthens schema.
• It motivates values development.
Challenges in Field Studies
• Curriculum alignment
• Lack of understanding of field studies
• Costly
• Preparation
• Safety
8. Project Based Learning - a teaching
method that drives student learning by
engaging them in realworld, meaningful
projects. It’s a style of inquirybased and
student-centred learning.
Benefits of Project Based Learning
1. Fosters Creative and Rational Thinking.
By working on tasks of varied intensity and
difficulty levels, you develop critical thinking
ability, which is essential when working in
the corporation in the long term.
2. Supports Different Learning Styles. Every
student has a different learning capacity
and understanding level. Some may
understand a concept fast, but some take
time.
3. Heightens Memory Retention. It is very
common to forget a piece of information
that you read. But, you easily remember
things when you have to put your knowledge
to use and are made to research about it a
bit more.
4. Promotes Hands-On Learning. You are
encouraged to indulge in live projects that
will help you apply your theoretical
knowledge in practical ways.
5. Build Team Management Skills. As many
projects require you to work in a group, you
learn how to put forth your ideas in the
group, listen to others and develop the
ability to resolve conflicts.
6. Enhances Problem Solving Ability. When
you are given a real-world situation-based
project, you will be encouraged to figure out
the best possible solution.
9. Jigsaw - is a cooperative learning
strategy that developed by Elliot Aronson in
1971; involves student each learning part of
a topic and sharing their information in
groups until all group member understand
the complete lesson.
Why use jigsaw?
• It helps build comprehension.
• It encourages cooperative learning among
students.
• It helps improve listening, communication,
and problem solving skills.
10. Panel Discussion - is a structured
conversation that brings together multiple
experts or stakeholders to explore a
specific topic, share their perspectives and
engage in lively discourse.
Members
Moderator - is the leader who tries to make
sure the flow of the proceedings (actions)
function as smoothly as possible.
Panel Member - they are the discussant
(guest) of the given topic.
Audience - they are the viewers or listener.
Procedures
Introduction - The moderator introduces the
topic, and the panelists present their views
and opinions regarding the issue.
Discussion - The panelists discuss the
issue or topic and react to other panel
members views and opinions.
Closing - The moderator closes the
discussion and provides summary of panel
discussion/presentation.
Audience and Participation - The moderator
calls for forum to all the members of the
class to adheres some questions, views,
and opinion to the panelists.
(information, communication and
technology) in teaching and learning
involves an activities and processes with
the use of technology that will promote
learning and enhance abilities and skills of
both teachers and learners.

11. Role play and Simulation

• Role play - act out or perform the part of

a person or character.

• Simulation - an imitation of a situation or

process.
• Information, Media and Technology Skills
• Role play simulation - a strategy - a set of competencies that individuals
categorized under creative cinematics along need to effectively navigate, evaluate, create,
with the dramatic play. and communicate information in today's
digital era.
Dewey (1938) and Kolb (1975) believes that
students learn best when they are ✓ Understanding basic computer
presented with concrete experiences they operations.
can reflect on, analyze and test in new
✓ Proficiency in using software
situations.
applications
Role-playing encourages students to
✓ Understanding of common
express themselves effectively and
cybersecurity threats and how to protect
communicate with others in various roles. It
against them.
stimulates creativity and imagination as
students create and explore characters. It ✓ Digital Communication
also require students to interact with their
peers, fostering the development of social • Learning and Innovation Skills -
skills—teamwork, cooperation, and conflict considered essential for success in various
resolution. personal, academic, and professional
contexts.
12. Technology-Based Interactive Teaching
Strategy ✓ Making reasoned decisions.

Under DepEd Order No. 42, s. 2016, ICT ✓ Effectively expressing ideas verbally
and in writing.
 ✓ Developing and implementing
solutions.
✓ Adapting to new situations and
challenges.
• Effective Communication Skills -
contributes to build strong relationships,
fostering understanding, and navigating
various social and professional contexts
effectively.
✓ Building and maintaining positive
relationships.
✓ Collaboration and teamwork.
✓ Organizing and delivering information
effectively.
✓ Expressing opinions, needs, and
feelings confidently.
• Life and Career Skills - a set of
competencies that are valuable for personal
development, effective interpersonal
relationships, and success in the workplace.
✓ Critical Thinking and problem-solving.
✓ Adaptability and flexibility
✓ Self-Management
✓ Financial Literacy
ADDIE MODEL - guides the development of
effective and efficient educational materials.
1. Analysis - Goal-setting stage. It identifies
the learning goals, analyze the target
audience, and determine how technology
can enhance the learning experience.
2. Design - It decides on the instructional
strategies and content presentation. All
goals, tools, and performance are laid down
ready for the next stage.
3. Development - This phase involves
creating the actual content and materials.
4. Implementation - The designed and
developed materials are introduced to the
learners.
5. Evaluation - Assesses the effectiveness
of the instructional materials and the
learning outcomes.
Assessing Learning in Social Studies
Assessment
- a process of gathering information to
come up with decisions on intervention and
instruction with young children. it is
appropriate if it encompasses all
developmental areas of learning, the
cognitive (mental), affective (socio-
emotional), and psychomotor (physical).
- aim to provide evidence about learning.
• Deped – a process that is used by
teachers to monitor the progress of learners
in relation to the learning standards and in
the development of 21st century skills.
• National Council For The Social Studies
(NCSS)
– “Social studies methods should always be
aligned with the goals of social studies,
encompassing objectives, and have more
authentic tasks”.
Recommended guidelines for assessment:
1. Assessment tools should:
 • Grounded on the goals of the curriculum.
• A mechanism for improved curriculum
and instruction.
• Evaluate content and process.
• Applicable for diagnostic, prescriptive,
and instructional purposes.
• Possess fairness to all the learners.
2. Assessing students’ achievement should:
• Especially used to improve instruction.
• Involve a variety approaches and tools
to measure knowledge, skills, and attitudes.
• In line with the curricular objectives and
the classroom experiences.
• Cumulative and sequential.
3. National and local agencies should:
• Support the capacitation of teachers in
developing, selecting and implementing
assessment tools.
• Involve educators and other social
studies specialists in crafting objectives,
planning for instruction and assessment,
and designing assessment instruments.
• Evaluate enduring effects of social
studies education.
Kurfman (1991)
Criticisms on social studies assessment:
1) The test has failed to measure student
understanding, application, appreciation,
and critical thinking.
2) The open-ended types of tests such as
essays were also questioned due to time
constraints both in instruction and
examination.
3) The effects of testing the achievement
and the validity of scores as determines of
accomplishment.
Characteristics of 21st Century
Assessment
Cajigal and Mantuano (2014) identified the
attributes of 21st century assessment:
• Responsive. Visible assessment works
generate data that inform the curriculum
and instruction.
• Flexible. Curriculum design, lesson, and
assessment require flexibility and resilience.
• Integrated. Assessments must always be
reflective of the learners' day-to-day life
experiences.
• Informative. The desired 21st century
assessment must be clearly stated and
explicitly taught where students are free to
display their knowledge and skill.
• Multiple Methods. In the 21st century, an
assessment continuum that includes an
array of differentiated strategies is the norm.
• Communicated. The communication of
assessment data must be transparent and
readily available for all stakeholders.
• Technically Sound. Accommodations
and adjustments in assessment must
always be readily available to meet the
students' needs and uphold fairness.
• Systematic. The 21st century
assessment system is a microcosm of an
entire system of comprehensive and well-
aligned strategies that is inclusive and
balanced.
Types of Assessment
1. Formative Assessment
- includes both formal and informal
processes that teachers and students use
to gather data for the purpose of identifying
next steps in learning.
- provides feedback about the performance
of learners to accelerate and improve
learning.
- gathered information to adjust teaching
and learning to maximize the development
of the learners.
- can be used in all parts of the lesson,
before the lesson, the lesson proper, and
after the lesson.
Purposes of Formative Assessment
Before the Lesson
• Purpose
✓ For the learners
1. Know what s/he knows about the
topic/lesson.
2. Understand the purpose of the
lesson and how to do well in the lesson.
✓ For the teachers
1. Get information about what the
learner already knows and can do about the
new lesson.
2. Share learning intentions and
success criteria to the learners.
Lesson Proper
• Purpose
✓ For the learners
1. Identify one's strengths and
weaknesses.
2. Identify barriers to learning.
✓ For the teachers
1. Provide immediate feedback to
learners.
2. Identify what hinders learning.
After Lesson
• Purpose
✓ For the learners
1. Tell and recognize whether s/he
met learning objectives and success criteria.
2. Seek support through remediation,
enrichment, or other strategies.
✓ For the teachers
1. Assess whether learning objectives
have been met for a specifies duration.
2. Remediate and/ or enrich with
appropriate strategies as needed.
2. Collaborative Formative Asessment
– a technique in formative assessment
that enhances the level of student
knowledge acquisition through interactive
processes.
- it encourages the learners to share and
elicit ideas from one another.
 - it builds up collective responsibility
among them which enables them to share
the success and downfall of their efforts.
Examples:Group brainstorming/discussions
games, role-plays and many others
3. Summative Assessment
- done at the end of every lesson or unit
using a paper-and-pencil test to identify
student achievement. It can be classified as
any instrument or task whose results are
used to determine the extent of learning.
Components of Summative Assessment
1. Written Work (WW)
Purpose :
• Assess learners' understanding of
concepts and application of skills in written
form
• Prepare learners for quarterly
assessments
*given at the end of topic or unit
2. Performance Tasks (PT)
Purpose :
• Involve students in the learning process
individually or in collaboration with
teammates over a period of time.
• Give students opportunities to
demonstrate and integrate their knowledge,
understanding, and skills about topics or
lessons learned in a specific real-life
situation by performing and/or producing
evidence of their learning.
• Give students the freedom to express their
learning in appropriate and diverse ways.
• Encourage student inquiry, integration of
knowledge, understanding, and skills in
various contexts beyond the assessment
period.
* given at the end of a lesson focusing on a
topic/skill lesson
* several times during the quarter
3. Quarterly Assessment (QA)
Purpose :
• Synthesize all the learning skills, concepts,
and values learned in an entire quarter.
* given once, at the end of the quarter
What is Assessed inside the Classroom?
Content Standards
- these are standards that provide the
essential knowledge that the learners must
learn.
Performance Standards
- these sets of educational phrases
describe the skills and abilities to be
exemplified by learners in connection to the
content standards and 21st century skills
development.
The Department of Education enumerated
essential questions that performance
standards must uphold:
(a) What can learners do with what they
know?;
(b) How well must learners do their work?;
(c) How well do learners use their learning
or understanding in different situations?;
(d) How do learners apply their learning or
understanding in real-life contexts?; and
(e) What tools and measures should
learners use to demonstrate what they
know?
Learning Competencies
- the set of knowledge, skills, and attitude
that students need to understand and
demonstrate in every lesson or performance.
The Cognitive Process Dimensions
Remembering
- the learner can recall information and
retrieve relevant knowledge from long-term
memory: identify, retrieve, recognize,
duplicate, list, memorize, repeat, reproduce.
Understanding
- the learner can construct meaning from
oral, written, and graphic messages:
interpret, exemplify, classify, summarize,
infer, compare, explain, paraphrase, discuss.
Applying
- the learner can use information to
undertake a procedure in familiar situations
or in a new way: execute, implement,
demonstrate, dramatize, interpret, solve, use,
illustrate, concert, discover.
Analyzing
- the learner can distinguish between parts
and determine how they relate to one
another, and to the overall structure and
purpose: differentiate, distinguish, compare,
contrast, organize, outline, attribute,
deconstruct.
Evaluating
- the learner can make judgments and
justify decisions: coordinate, measure,
detect, defend, judge, argue, debate, critique,
appraise, evaluate.
Creating
- the learner can put elements together to
form a functional whole, create a new
product or point of view: generate,
hypothesize, plan, design, develop, produce,
construct, formulate, assemble, design,
devise.
4. Traditional Assessment
- measures students' knowledge of the
content
- requires students to demonstrate
knowledge by selecting a response/giving
correct answers, usually tests students' prof
ciency through paper and pencil tests
- standardized; valid and reliable
Examples: true or false, multiple choice
tests, standardized tests, achievement tests,
intelligence tests, and aptitude tests
5. Authentic Assessment
- measures students' ability to apply
knowledge of the content through real life
situations, ability to use/apply what they
have learned in meaningful ways.
- requires students to demonstrate
proficiency by performing relevant tasks
showing application of what has been
learned.
 - needs well defined criteria/rubrics and
standards to achieve reliability and validity.
Examples: demonstrations, role plays, stage
plays, recitals, portfolios, hands-on projects,
experiments, multi-media, and exhibits
presentation
6. Performance-based assessment (PBA)
- form of classroom by teachers through
observing and making judgment regarding
the learners' aking presentations, and
knowledge and skills by means of creating a
product, making a response (McMillan,
2007).
Performance tasks
- as stipulated in DepEd Order No. 8, s.
2015, should allow learners to show what
they know and are able to do in diverse
ways.
• Performance-based tasks may include:
(1) skills demonstration;
(2) group presentation;
(3) oral work;
(4) multimedia presentations;
(5) research projects.
Things to Remember in Planning and
Implementing Performance Tasks
•Teach the requisite knowledge. A
performance will not succeed if the basic
elements are not taught properly.
• Create and communicate the scoring
rubric. A scoring rubric contains all the
criteria that learners must attain in order for
them to reach a favorable grade. On one
hand, it gives the learners a glimpse of what
aspects of the performance or product
should be given more emphasis.
• Be a facilitator. In the introduction of the
task, teachers must thoroughly discuss all
the elements needed, how to perform, and
what is expected of them. Teachers must
also give the learners enough time for them
to practice or create their task.
Strengths
1. Performance assessment clearly
identifies and clarifies learning targets.
Performance tasks that are authentic can
actually harness various learning targets at
a time.
2. Performance assessment allows
students to exhibit their own skills, talents,
and expertise. One good characteristic of
PBA is that learners have the freedom to
choose what type of performance or
product they would use to showcase their
learning.
3. Performance assessment advocates
the constructivist principle of learning. This
type of assessment allows the learners to
use their schema and create their own
knowledge at their own pace.
4. Performance assessment uses a
variety of approaches to student evaluation.
PBA has a huge array of choices which can
actually align with the learning targets.
5. Performance assessment allows the
teachers to explore the main goal and
processes of teaching and learning. This
kind of assessment enables teachers to see
the alignment of what is asked with what is
performed.
Limitations
1. Development of high-quality
performance assessment is a tedious
process. Performance assessment is very
demanding.
2. Performance assessment requires a
considerable amount of time to administer.
Unlike traditional assessment, performance
assessment takes days to accomplish all
performances, depending on the number of
individuals or groups.
3. Performance assessment takes a
great deal of time to score. A complex
performance or product requires much time
to score.
4. Performance task scores may have
lower reliability. Performance assessment
allows learners to demonstrate their
learnings in various ways which may result
in different products, performances,
responses, etc.
5. Performance task completion may be
discouraging to less able students. The
selective nature of performance tasks may
diminish student motivation if they cannot
accomplish tasks.
Performance Tasks
- are designed to assess a student's ability
to apply the knowledge and skills they have
learned.
Types of Performance Task
1. Problem Solving Tasks: These tasks
require students to apply their knowledge to
solve a particular problem.
2. Inquiry Tasks: These tasks involve
students conducting research or
investigations on a particular topic or issue.
3. Determining a Position Tasks: These
tasks require students to form an opinion or
stance on one issue and defend it using
evidence and reasoning.
4. Demonstration Tasks: These tasks
involve students demonstrating their
understanding of a concept or topic through
a physical demonstration or activity.
5. Exhibit Tasks: These tasks require
students to create a display or exhibit that
showcases their understanding 6.
Presentation Tasks: These tasks involve
students presenting their findings or
understanding of a topic to an audience.
7. Writing Tasks: Performance-based
writing assessments challenge students to
apply their knowledge in various contexts.
Rubric
- learning assessment tool that is used to
evaluate written outputs, products, or
performance based tasks of the students.
Types of Scoring Rubric
1. Analytic Rubric
- provides a detailed, structured system
for grading complex assignments, helping
both educators and students understand
what is expected for successful completion
of the work.
✓ Parts of Analytic Rubric
• Title
• Description
 • Criteria/Components Types of Portfolio

• Scale Scoring 1. Growth

• Performance descriptor - to show progress toward one or more

2. Holistic Rubric
- provides an overall judgment of the work,
without breaking it down into individual
components like an analytic rubric.
✓ Parts of Holistic Rubric
• Title
• Description
• Scale Scoring
• Performance descriptor
Designing Learning Portfolio in Social
Studies
Portfolio creation
- is a systematic purposeful process of
collecting learner's works to document their
efforts, achievements, and progress toward
the attainment of learning targets.
Importance of Portfolio Assessment (Seitz
and Bartholomew)
learning goals.
2. Project
- to document the trajectory of a project.
3. Achievement
- to demonstrates the current level of
achievement over a collection of learning
targets.
4. Competence
- to provide evidence of having attained
competence in one or more areas.
5. Celebration
- to showcase the best work or what the
learner is most proud of.
Steps in Developing Portfolio Assessment
1. Identify the overall purpose and focus.
2. Identify the physical structure.
3. Determine the sources of content.

a. It emphasizes both content and 4. Determine the student reflection

performance or holistic learning. guideline.

b. It connects children's products with 5. Identify the scoring rubric then evaluate.
specific national standards. 6. Communicate the results of portfolio
c. It highlights skills across the curriculum. evaluation.

d. It demonstrate progress on specific,

individualized learning outcomes.

e. It celebrates the child. - tine ❤