Walking Through Grade 9

English
Module 2: Valuing Others and Their Circumstances
Focus: Embedded Assessment
 GETTING READY!

• Visit Module 2 of the Learner’s Material (LM)

• Read all the tasks under each phase (Your Initial task, etc)

• Classify the tasks in the assigned lesson as to the levels of

assessment (KPUP)

• Identify the part of holistic assessment used in the task (check

one in the list)

DEPARTMENT OF EDUCATION
 GETTING READY!

• Use the template below for the said purpose

LESSON No. Levels of Purpose of Assessment (Check One)

___ Assessment
and Task Title
Task No. (KPUP) Pre –assessment Formative Summative
(Diagnostic) Assessment Assessment
(Developmental) (Evaluative)

• Write your answers on a manila paper

• Have your outputs presented to the class
DEPARTMENT OF EDUCATION
How did you find
the activity?

DEPARTMENT OF EDUCATION
 What have you
noticed from your
answers?

DEPARTMENT OF EDUCATION
 Why is it necessary to
assess the students
before, during and after
the lesson?

DEPARTMENT OF EDUCATION
 How did you feel when
you’re classifying the
embedded assessments in
the tasks by level?

DEPARTMENT OF EDUCATION
What helped you in
classifying them?

DEPARTMENT OF EDUCATION
What have you realized
about assessment of
learning outcome?

DEPARTMENT OF EDUCATION
 Holistic Assessment
GUIDING PRINCIPLE:

Prior Learning Learning as Process Learning as Outcome

PRE- FORMATIVE SUMMATIVE

ASSESSMENT ASSESSMENT ASSESSMENT
(Diagnostic) (Developmental) (Evaluative)

“Your Text” “Final Task” (LM)

“Your initial task”(LM)
“Your Discovery Task”
(Embedded)
(Embedded) “Post Test” (TG)
“Pretest” (TG)
 Holistic Assessment
 Standard-Based

• Assess for Attainment of Content Standard

Level 1 – Knowledge
Level 2 – Process/Skills
Level 3 – Understanding

• Assess for Attainment of Performance Standard

Level 4 – Products/Performances
 Knowledge Assessment
KNOWLEDGE – Recalling data or information, making sense of
ideas, translating, interpolating and interpreting problems
and instructions

Key words:
• Define, describe, identify, know, label, list, match, name,
outline, recall, recognize, reproduce, select, state
• Comprehend, defend, distinguish, estimate, explain, extend,
generalize, give examples, infer, interpret, paraphrase,
predict, rewrite, summarize, translate
• Analyze, breakdown, compare, contrast, diagram,
deconstruct, differentiate, discriminate, distinguish, identify,
relate, select, separate
 Knowledge Assessment
Example: Lesson 7 (Your Text)
Page 223

Task 5 is a under KNOWLEDGE because it requires students to

“recall “ information from the text.
 Process Assessment
PROCESS - skills or cognitive operations that the
student performs on facts and information or the
purpose of constructing meanings and
understanding.

Key words:
• Illustrate, outline, apply, change, compute, construct,
demonstrate, discover, manipulate, modify, operate,
predict, prepare, produce, relate, show, solve, use.
 Process Assessment
Example: Lesson 7 (Your Text)
Page 231

Task 14 is a under PROCESS because it requires students to

perform cognitive operations on facts and information in the
form of “application” and/ or “establishing relationships”
 Assessment at the Level
of Understanding
UNDERSTANDING – Enduring big ideas,
principles and generalizations inherent to
the discipline, which may be assessed
using the facets of understanding or other
indicators of understanding which may be
specific to the discipline

Key words:
• Appraise, conclude, criticize, critique,
defend, evaluate, explain, justify, relate,
summarize, support
 Assessment at the Level of
Understanding
Example:
Lesson 7
Page 234

My Treasure is under UNDERSTANDING because it requires

students to see the big or enduring ideas.
 Performance Assessment

PRODUCT/PERFORMANCE - real-life application of understanding as

evidence d by the student’s performance of authentic tasks.

Key words:
• Compile, compose, create, devise, design, generate, modify,
organize, plan, rearrange, reconstruct, reorganize, revise, rewrite,
summarize, write
• apply, change, compute, construct, demonstrate, discover,
manipulate, modify, operate, predict, prepare, produce, relate,
show, solve, use
 Performance Assessment
Example: Lesson 7
Page232

Task 16 is under PERFORMANCE because it requires students to

perform an developmental /enabling / culminating activity..
 Holistic Assessment

PRE-ASSESSMENT
(Diagnostic: Prior Learning)
 Pre-Assessment
Answers the questions:

1. What pre-requisite knowledge, skills and/or understanding do

I need information on that, as teacher, I can build on to teach new
knowledge and develop new skills and understandings that will
enable my students to produce the expected product or
performance?

2. What tools will be appropriate to collect information?

3. How will I use the results of the pre-assessment?

Product/
Knowledge Skills/Process Understanding
Performance
 Day
1 Pre-Assess Enrich/Move on
Teach
Check for Learning

Remediate

Day
Day 2
5 Assess Learning Teach
Grade Check for Learning

Remediate Remediate
Enrich/ Enrich/
Move on Day Move on
Day Remediate
3
4
Teach Teach
Check for Learning Check for Learning

Enrich/ Move
on
 Pre-Assessment
Example: Lesson 7
(Page 217 of LM)
Task 1: BUNDLE OF JOY
What can a bundle do? Write your thoughts about the
photos below and explain why it is better if they come in
bundle/group.
< broom stick>
< society of ants>
< battalion of soldier>
< pages of a book>
< school of fish>
Task 1 is a type of pre-assessment because it is diagnostic in
nature. It attempts to guage student’s prior knowledge or
schema on “working with others”
 Think about this:
Should pre-assessment be made basis for grading?

NO! Pre-assessment is used to collect data as to where the

teacher should start delivering the lesson. It is not a means to
measure student’s “true achievement” that makes pre-
assessment an “Assessment for Learning”
 Holistic Assessment

FORMATIVE ASSESSMENT
(Developmental: Assessment of
Learning as Process)
 Formative Assessment
Answers the Questions:

1. How will I and my students to track their learning

progress in relation to what they need to:
a. know?
b. be able to do? And
c. understand?
so that on their own, they will be able to produce the
expected product or performance.
2. What teacher and student tools will be appropriate to
collect such information?
3. How will I and my students utilize the results of the
assessment?
 Day
1 Pre-Assess Enrich/Move on
Teach
Check for Learning

Remediate

Day
Day 2
5 Assess Learning Teach
Grade Check for Learning

Remediate Remediate
Enrich/ Enrich/
Move on Day Move on
Day Remediate
3
4
Teach Teach
Check for Learning Check for Learning

Enrich/ Move
on
 Formative Assessment
Example: Lesson 7 (Your Text)
(Page 225 of LM)

Task 7 is a type of FORMATIVE assessment because it is

developmental in nature. It attempts to assess
learning as a “process”
 Think about this:
Should formative assessment be made basis for grading the
students ?

NO! Formative assessments is used to collect data to improve

teaching or improve strategies. That makes formative assessment
an “Assessment for Learning”. It also helps students track their
own progress that makes it “Assessment as Learning”
 Holistic Assessment

SUMMATIVE ASSESSMENT
(Evaluative: Assessment of
Learning as Outcome)
 Summative Assessment

Answers the questions:

1. How do I evaluate what has been learned in terms of:

• knowledge (what students know)
• process/skills (what students can do with what
they know; how they make sense of the knowledge
and information)
• understanding (what meanings children have
constructed or made); and
• products and performances (how children use or
transfer their understanding or learning to real-life
situations)
-
 Summative Assessment

2. What criteria I will use?

3. What tools will be appropriate to

evaluate products and performances?

4. How will I utilize the results of the

evaluation?
 Day
1 Pre-Assess Enrich/Move on
Teach
Check for Learning

Remediate

Day
Day 2
5 Assess Learning Teach
Grade Check for Learning

Remediate Remediate
Enrich/ Enrich/
Move on Day Move on
Day Remediate
3
4
Teach Teach
Check for Learning Check for Learning

Enrich/ Move
on
 Summative Assessment
Example: Lesson 7 (Your Text)
(Page 232 of LM)

Task 16 is a type of SUMMATIVE assessment because it the

culminating activity from which the students TRUE
ACHIEVEMENT shall be assessed/evaluated.
 Think about this:
Should summative assessment be made basis for grading the
students ?

YES! Summative assessments are used to EVALUATE students’

true achievement . That makes summative assessment
an “Assessment of Learning”.
 Revisit, Reflect and Revise
• Go back to your outputs in the
preliminary activity

• Check whether your initial answers are

correct

• Make revisions if necessary

 Walking Through Grade 9 English

“If you don’t know where you are

headed, you’ll probably end up
someplace else.”
-Douglas J. Eder, Ph.D.-

DEPARTMENT OF EDUCATION