Activities for Formative Assessment

DO.31.s2020
Examples of teaching-learning
activities:
•Concept Maps
•Essays
• Journals
• Interviews
• Investigations
• Movie/film analyses
• Role plays
• Oral Presentations
• Projects
• Think-Pair-Share Activities
 Concept Maps
□ are graphics for organizing and representing
knowledge. They can enrich learners’ understanding
of how ideas connect and interrelate with one
another.
□ A concept map starts with a main idea that branches
out into specific ideas (or concepts). Concepts are
usually enclosed in circles or boxes and linked by
words and phrases (also called propositions) that
explain the connection and relationships between the
ideas
 Concept Maps
□ “Concept maps deepen understanding and
comprehension. They are constructed to
represent visually meaningful relationships
among concepts in the form of propositions.”
— Novak and Gowin, 1984
 Concept Maps
You can use concept maps:
 
 •for many topics in all learning areas;
•more commonly for grades 4 to 10;
•for individual or collaborative work;
•while supported by technology;
•to deepen understanding of concepts;
 Concept Maps
You can use concept maps:
 
 
•to encourage creativity among learners;
•to help learners organize information;
•to allow learners to clearly communicate their ideas,
thoughts, and information;
•to help learners integrate new concepts with older concepts;
and
•to assess what learners know and understand in a visual
way.
 Concept Maps
You can use concept maps:
 
 
•to encourage creativity among learners;
•to help learners organize information;
•to allow learners to clearly communicate their ideas,
thoughts, and information;
•to help learners integrate new concepts with older concepts;
and
•to assess what learners know and understand in a visual
way.
 Concept Maps
,
Choose text related to a topic.

Create a rubric that you will use to assess the

activity
 Concept Maps
,
Using Concept Maps as Assessment Activities
 
Assessment methods
 
Observation
Talking to learners/conferencing
Analysis of learners’ products (concept maps
 Concept Maps
Content and skills that can be assessed
 
Knowledge and skills from the learning area
Twenty-first-century skills
Cognitive process dimensions such as remembering,
understanding, applying, analyzing, and creating
Attitudes and values
Source:https://www.morgan.edu/Images/ADMINISTRATION/DIVISIONS/IT/TTS/conceptMap.jpg
 Essays

Essays are extended pieces of writing

designed to either tell a story, present
information, or give an opinion on a
particular topic or issue. They present their
writers’ own ideas.
 Essays

You can use essays to help learners:

 
•in all learning areas;
•demonstrate understanding of the learning area;
•develop planning, writing, and editing skills;
•develop ability to compose texts;
•develop higher-order thinking skills such as analyzing,
evaluating, and creating;
•develop twenty-first-century skills in communication and
information technology; and
•develop their creativity.
 T a b le 5 . 3 T e xt S t r u c t u r e a n d L a n g u a g e
F e a t ur e s o f t h e M a i n E s s a y
T ype s

TE XT ST RU C TU RE LAN GU A GE ST R U C TU R ES

N A R R A T IV E

O r ie n t a t io n t h a t e s t a b li s h e s
s e tt in g a n d in tr o d u c e s
m a in c h a r a c te r s
S e r ie s o f e v e n t s le a d i n g
t o a p r o b le m
R e s o l u t io n
U s u a l l y w r it t e n i n t h ir d
p e r so n – h e /s h e , t he y , e tc .
W r itt e n i n p a s t t e n s e
I n c h r o n o l o g ic a l o r d e r o f
w he n t hin g s h a p p e ne d
U s e s c o n n e c t i v e s t o li n k
the se nt e nc e s t h a t m a k e
u p t h e s t o r y ( e . g . , la t e r t h a t
d a y , o n c e , f i n a ll y ,
s u d d e n l y , m e a n w h ile )

D E S C RIP TIV E

Id e n t if ic a t io n o f t o p ic U s u a l l y w r it t e n i n s im p le
p re se n t te n s e
D e s c r ip t i o n
U s e s a c t io n v e r b s

U s e s a d j e c tiv e s
a nd a d v e rb s

E X P O S IT O R Y

G e n e ra l sta te m e nt U s u a l l y w r it t e n i n s im p le
p re se nt te n se
E xp la n a t io n
U s e s th e p a s s i v e v o ic e
C lo s i n g
U s e s te c h n ic a l t e r m s

U s e s c a u s e a n d e f f e c t,
o r c o m p a ra tiv e te rm s (e .g .,
b e c a u s e , a s a r e s u lt , b y
c o n t r a s t , s im i la r l y )

P E R S U A S IV E

I n t ro d u c t i o n t h a t s t a t e s U s u a l l y w r it t e n i n
a u t h o r’ s p o in t o f v ie w p re se n t te n s e

A rg u m e n t s s u p p o rtin g
t h e p o in t o f v i e w
R e i t e r a t i o n / C o n c l u s io n
U s e s p e r s u a sive la n g u a g e
U s e s c o n n e c t i v e s t o li n k
a rg um e n t s (e .g . , t h e re f o re ,
it is o b v io u s , t o c o n c l u d e )
 Essays

Assessment methods

• Analyses of learners’ products (essays)

Content and skills that can be assessed

  
Knowledge and skills from the learning area
Twenty-first-century skills

Applying—use of previous and stored knowledge about the

topic; writing of a series of paragraphs about a particular topic
 Essays
Content and skills that can be assessed
   Creating—use of own creative writing style
Evaluating—use of one’s judgment about what to
include about a topic
Organizing—sequencing of ideas in logical or correct
chronological order
Analyzing—breakdown of main ideas into details;
comparing and contrasting; justifying opinions
Synthesizing—development of the essay using prior
knowledge, research, and experience
 Essays

Collecting and recording method

•Class checklist with assessment criteria
•Collection of the essays in learners’ portfolios with your comments

Tool to support consistent judgements

•Rubric

Feedback to learners
• Rubrics to provide teacher and peer assessment
• Immediate feedback after the learners’ essays are read
• Comments, both affirming and correcting, on the learners’ essays
 Investigations
 
The term investigation refers to the sustained
exploration of an unfamiliar situation and is
open ended. It is different from problem
solving, which has a definite goal, that is, to
solve a problem.
 Investigations
  You can use investigations to help learners:
 
▪develop problem-solving and decision-making skills;

▪ enhance questioning techniques and critical thinking skills;

▪ think logically as well as creatively;

▪ practice observation and inquiry skills;

▪ develop higher-order thinking skills;

 
 Investigations
  You can use investigations to help learners:
 
▪ develop higher-order thinking skills;

▪ actively engage in practical “hands-on,” “minds-

on,” and “hearts-on” activities;

▪ experience how scientists and mathematicians

work; and

▪ conduct scientific and mathematical research.

 
 Investigations
  Assessment methods
 
Observation of learners as they conduct the investigation
Talking to learners
Analyzing learners’ products (outcome of an investigation)
 
Content and skills that can be assessed
 

Knowledge and skills from the learning area when analyzing the
outcome of an investigation
Twenty-first-century skills
Cognitive skills such as understanding, applying, analyzing, evaluating, and
creating
Inquiry skills of asking questions, observing, devising and conducting tests or
experiments, gathering evidence, presenting evidence visually, graphically, and in
written form, and drawing conclusions
 
 Investigations
  Collecting and recording methods
 

  Class grid
Class checklist
Anecdotal records
Photographs or video footages
 
Tool to support consistent judgements
 

 Rubric
 
Feedback to learners 
  Ongoing throughout the investigation
Self-assessment
Peer assessment
 Film Analyses
 
Film analysis refers to the process of viewing and
studying visual media such as movies,
documentaries, and video clips for their content,
cinematography, sound editing, and other
technical aspects
 Film Analyses
 
You can use film analysis to help learners:
 -develop critical understanding and ----
- interpretation of visual media;
- develop effective writing skills including planning,
drafting, and editing;
- stimulate constructive and critical thinking skills and
reasoning;
- enhance their higher-order thinking skills like
analyzing, evaluating, and creating; and
develop other twenty-first-century skills.
 Film Analyses
 
S A M P L E C O M P E T E N C IE S D E V E L O P E D
PER KEY STAGE

G R A D E S 4 –6 GR A D ES 7–1 0

C o n d e n s e d p lo t s y n o p sis
A b rief d e sc rip tio n o f th e p lo t o r the m e . It e m p ha s iz e s
the m o st im p o rta nt m o m e nt s o f th e v is u a l m e d ia w it h o ut
re v e a ling it s e n d in g .

M a k ing c o n n e c tio n s N a rra tin g e v e n ts

b e tw e e n inf o rm a tio n c h ro n o lo gic ally / arra n g in g
vie w e d a nd p e r so n a l id e a s lo g ic a lly
e xp e rie nc e s
S um m a riz in g c o nte nt

E s ta b lis h ing c o n n e c tio n s

b e tw e e n e ve nt s a nd ho w
the s e le a d to th e e nd ing

B a c k g r o u n d in f o r m a t io n
Inf o rm a tio n a b o u t t he a c to r s, d ire c to r, a n d p ro d u c tio n s taff
of t he m o vie o r d o c um e nta r y . It a ls o inc lu d e s int e re stin g
inf o rm a tio n a b o u t th e m o v ie o r d o c um e nt a r y s u c h a s it s
p ro d uc tio n, s o urc e m a te ria l, a nd g e n re .

D e sc rib ing d iff e re nt f o rm s Id e n t if y ing t he g e nr e

a nd c o n v e ntio n s o f f ilm
a nd m o vin g p ic t ur e s (e .g .,
d ire c tio n, c h a ra c te riz a tio n )
Inf e rring t he ta rg e t
a ud ie nc e
C o m p a r ing a n d c o ntr a sting
p re se nta tio n o f t he s a m e
t o pic in d iff e re nt g e nr e s
R e la tin g c o nte n t to
p re vio u s e xp e r ie n c e s
 Film Analyses
 
Assessment methods
  Observation
Analyses of learners’ products (written film analyses)

Content and skills that can be assessed

Language use
Understanding of the learning area content
Attitudes and values
Twenty-first-century skills
 Collecting and recording method
 Class checklist
 
Tool to support consistent judgements
Rubric
 Feedback to learners
  
Oral or written feedback from the teacher
Self- and peer assessment based on the rubric
 Oral Presentations
 
Oral presentations are brief reports on a
focused topic delivered to a group of
 
listeners in order to impart knowledge or
to stimulate discussion. In these
presentations, learners present their ideas
verbally, with or without visual aids.
 Oral Presentations
 
Oral presentations may also be appropriate after learners have completed class
activities such as:
 
a reading activity;
a project or an activity;  
library research;
a survey to gather information;
a science investigation;
an educational field trip; and
other learning experiences that require reporting.
 
 Oral Presentations
 
 Using Oral Presentations as Assessment Activities
 Assessment methods
 

Observation
Talking to learners/conferencing
 
 
Content and skills that can be assessed
 

Language use
Presentation skills including:
eye contact, gestures, body language, intonation
content and organization of ideas
use of visuals
engagement with the audience
Knowledge and skills in various cognitive process dimensions such as
remembering
Attitudes and values
Twenty-first-century skills
 
 Oral Presentations
 
 
Content and skills that can be assessed
 

Language use
Presentation skills including:  
eye contact, gestures, body language, intonation
content and organization of ideas
use of visuals
engagement with the audience
Knowledge and skills in various cognitive process dimensions such as
remembering
Attitudes and values
Twenty-first-century skills
 
 Oral Presentations
 
 
Collecting and recording methods
 
Class grid  
Class checklist
 
Tool to support consistent judgements
 
Rubric
 
Feedback to learners
 
Oral feedback from the teacher
Self- and peer assessment
 Projects

  You can use projects to help  learners:

 -in any learning area;
-stimulate constructive and creative thinking;
-develop problem-solving and   critical-thinking skills;
-improve psychomotor and cognitive coordination;
-engage actively in their learning; and
promote social interaction and -collaboration with
their classmates
 Projects

   
Projects are based on the principle of “learning by
doing.” Thus, they provide learners with
opportunities to demonstrate   their creativity and
resourcefulness. They also require learners to
apply specific knowledge or skills as they
participate actively in class work.
 Projects

Three basic project types      

The problem-type project requires learners to investigate and resolve or
give solutions to a problem.
 
 
A constructive project focuses on the physical and practical applications
of knowledge and skills. It allows learners to design, make, and appraise
materials or objects used in the project.
 
An aesthetic project encourages learners to express their appreciation of
events, objects, places, people, and experiences in the output they produce.
 
 Projects

After the activity

 
Raise reflective questions. Provide time for
reflection as learners think and talk with
others about aspects of their projects.

Assessment methods
 
Observation (of the processes used)
Conversation with learners
Evaluation of learners’ products (projects)
 
 Projects

 
Content and skills that can be assessed
 
Knowledge and understanding
  of learning
area content
Cognitive skills
Remembering—recalling the concepts and
facts presented in the lesson
 
 Projects

 
Content and skills that can be assessed
 
Understanding—inferring  from the situations
given by the teacher, interpreting problems,
classifying and comparing characteristics of
objects, and explaining outputs
Applying—executing skills, applying the
concepts to the learners’ plans and designs
 Projects

 
Content and skills that can be assessed
 
Analyzing—planning the  project, deciding
on the materials and their quantity,
differentiating, organizing examples, solving
problems
Evaluating—critiquing and modifying work,
writing reflections
Creating—generating innovative ideas,
planning the design, producing the projects
 
 Projects

 
Tool to support consistent judgements
  Rubric
 Feedback to learners  
 
Immediate, or during the crafting of the
project using rubrics
After the presentation of the project
Peer assessment
Self-assessment using rubrics
 Think-Pair-Share Activities
 
Think-Pair-Share is a teaching and learning
strategy that can also be used as an
assessment activity where  a question is posed
to learners. Learners think of responses to the
question individually at first, then they form
pairs and discuss with their partners possible
answers to the question. Together, the
partners agree on answers that they then
share with the rest of
the class.
 
 Think-Pair-Share Activities
 
You can use think-pair-share activities to help
learners:  
• in most learning areas;
• interact with their classmates through
collaborative learning;
• develop conceptual understanding;
• develop the ability to filter information
and draw conclusions;
 Think-Pair-Share Activities
 
You can use think-pair-share activities to help
learners:
  of concepts
• deepen their understanding
while practicing verbal skills;
• participate in discussions;
• communicate their ideas and consider the
opinions of others;
• improve their socialization skills as they
work with their classmates; and
• develop higher-level thinking skills.

 
 Think-Pair-Share Activities
Tool to support consistent  judgements
• Rubric
Collecting and recording methods
• Class grid  
• Class checklist
Feedback to learners
• Give feedback orally after each group has
presented or wait until all the groups have presented.
• Peer assessment of presentations using the
assessment criteria or rubric
• Self-assessment
 Interviews

Interviews are one-on-one conversations with

one person (the interviewer) asking questions of
another person (the interviewee) to gather
information, opinions, and stories from the
interviewee.
 
 Interviews

You can use interviews to help learners:

 •in all learning areas;
•plan on how to gather information;
•gather and organize information;
•develop and enhance oral communication skills;
•develop self-confidence; and
•strengthen their knowledge on the given topics
for the interviews.
 Interviews
K–G RA DE 3
SIM P L E IN T E R V IE W
W h a t is y o u r
f a v o r it e f o o d ?
W h o is y o u r
b e s t f r ie n d ?
W here d o
y o u li v e ?
H o w d o y o u h e lp
y o u r f a m il y ?
F A C T U A L IN T E R V IE W
W ha t p ro d uc ts
a re s o ld a t yo ur
lo c a l m a r k e t ?
H o w d o yo u c a re
fo r y o u r b o d y to
s t a y h e a lt h y ?
R O VIN G IN T E R V IE W
W h a t is y o u r
f a v o r it e ic e
c r e a m f la v o r?
B IO G R A P H IC A L IN T E R V IE W
A sk yo ur
grandparents:
W h a t w a s l i f e l ik e
w h e n y o u w ere
a child?
G RA D E S 4-6
W h a t a re y o u r
le i s u r e - t i m e
a c t iv it i e s ?
W h o is y o u r h e r o ?
W h e r e i s y o ur
f a v o r it e p la c e
t o r e la x ?
W h e n d o y o u l ik e
t o re a d ?
H ow d o yo u c a re
fo r yo ur p e t?
W h a t a r e th e
e nd a n g e re d
s p e c ie s i n t h e
P h ili p p i n e s ?
W h a t m e d ic i n a l
a n d e d ib l e p l a n t s
a r e g r o w n in y o u r
c o m m u n it y ?
W he re d o yo u
s h o p m o st of te n
a nd w hy?
A sk yo ur p are nts:
W ha t w a s the
m o s t s ig n if ic a n t
e v e n t i n y o u r l if e
a nd w hy?
G R AD E S 7-1 0
W h a t is y o u r
o p i n io n a b o u t
g lo b a l w a rm in g ?
W ho do yo u
a d m ir e a n d w h y ?
W h e r e w o u ld y o u
m o s t lik e t o w o r k
a nd w hy ?
W he n ha ve yo u
b e e n m o s t p ro u d
t o b e F il ip i n o
a nd w hy ?
W h ic h F ilip in o
h e ro e s a re th e
m o s t im p o rta n t to
you a nd w hy?
H o w d id t h e i r
li v e s c o n t r i b u t e t o
m o d e rn - d a y l if e in
th e P h il i p p i n e s ?
W hat is your
opinion about . . . ?
A sk re so u rc e
p e rso n s/g u e st
sp e ak e rs:
W hat and who
inspired you to
be a . . . ?
 Interviews
K–G R A D E 3 G RA D E S 4-6 G RAD E S 7-1 0

H IS T O R IC A L IN T E R V IE W

H o w d id y o u r H ow w a s
v i lla g e o r In d e p e n d e nc e
b a r a n g a y lo o k Day (or any
w he n yo u c u lt u r a l a c t i v it y )
w e re yo u n g ? c e le b ra t e d
w he n yo u w e re
y o u n g e r?
W h a t w a s li f e l i k e
d u r i n g t h e m a r t ia l
la w y e a r s ? W h a t
le d t o th e 1 9 8 6
EDSA Revolution?

D E S C R IP T IV E IN T E R V IE W

W ha t did yo u H a ve yo u e v e r
le a r n f r o m y o u r a tte n d e d a
f ie l d t r ip ? fa m o u s s p o rt s
e v e nt, c o nc e rt, o r
fiesta? Can you
t e ll u s a b o u t it ?
C a n y o u d e s c r ib e
th e m o s t b e a u tifu l
p la c e y o u h a v e
v i s it e d ?

P E R S O N A L IT Y IN T E R V IE W

H o w d id y o u W h a t w e re th e W h a t t ra its d o y o u
becom e a fa c to rs t h a t th in k m a k e yo u a
f a m o u s a t h le t e ? inf lu e n c e d y o u r c h a r i s m a ti c . . . ?
career a s a . . . ?

C O M P O SIT E IN T E R VIE W

A s k y o u r f a m il y :
W h a t a re th e
f a v o r it e t h i n g s
y o u l ik e t o d o
to g e th e r a s a
fa m ily ?
A s k a w in n in g
sp o rts te a m :
H o w d id y o u
p re p a r e a s a
te a m to w in th is
c o m p e t i t io n ?
A s k a p a n e l of
lo c a l b u s i n e s s
le a d e r s :
W ha t a re th e
c h a r a c te r is tic s o f
a g o o d le a d e r
o r m a n a g e r?
 Interviews
Types of interviews

▪ simple interview
▪ factual interview
▪roving interview
▪ biographical interview
▪ descriptive interview
▪ personality interview
▪ composite interview
 Interviews

Using Interviews as Assessment Activities

Assessment methods

-Observation (e.g., when planning the

interview, during the interview)
-Conversation with learners (e.g., when
planning the interview)
-Analysis of learners’ outputs
 Interviews

Collecting and recording method

   Checklist showing proficiency of the learners against the
assessment criteria
 Tool to support consistent judgments
   Rubric
 Feedback to learners
  Immediate: During the conversation or coaching sessions with
learners
After the report (oral and/or written) is reviewed; use of rubrics for
scoring the submitted interview report
Self-assessment
Peer assessment
 Interviews
Content and skills that can be assessed
 

 -Knowledge and skills from the resource person when --analyzing the outcome
of the interview
-Twenty-first-century skills
-Cognitive skills such as understanding, applying, analyzing, and evaluating
-Skills on organizing ideas, checking for accuracy of information based on the
interview, writing
-Attitudes and behavior
-Asking questions clearly and confidently, clarifying -answers and
information
-Managing time
-Being courteous/polite
 Journals
 Journals are diaries where learners keep a
record of important daily events,
experiences, observations, or thoughts and
ideas while in class.
 
 Journals
  
You can use journals to help learners:
 
▪express their thoughts, feelings, and experiences;
▪ record details of events and challenges they dealt with;
▪ analyze relationships with others and the environment;
▪ consider important values and reflect on different points of view;
▪ experiment with new writing styles;
▪ synthesize ideas, experiences, and opinions before and after instruction;
▪ process what they have learned in activities and express their ▪ ▪ ▪ personal
views and comments about the activities;
▪ reflect on their learning and set personal and academic goals; and
▪ reflect on and verify their academic and personal growth by reading past
entries.
 Journals
    Assessment methods
 
Talking to learners/conferencing
Analysis of learners’ products
 
Content and skills that can be assessed

Knowledge and skills in various cognitive process dimensions such as

remembering, understanding, and applying, and higher-order skills like
creating, evaluating, and synthesizing ideas
Attitudes and values
English language skills
Twenty-first-century skills
 Journals
  
Collecting and recording method
 
Class checklist
 
Tool to support consistent judgements
 
Rubric
 Role-Plays  
A role-play is a speaking and acting activity
in which learners pretend  to be something or
someone in an imaginary or simulated
situation. The learners assume and act out
their assigned role or character. This
motivates learners as they interact with their
peers while they portray their roles or
characters
 Role-Plays  
You can use role-playing to help learners:
 
-in most learning areas, especially in English,
Filipino, araling panlipunan, and edukasyon
sa pagpapakatao;
empathize with others and see things from
different perspectives;
 Role-Plays  
You can use role-playing to help learners:
 
-act out and make sense of real-life
situations;
-develop social skills as they collaborate with
others;
express their ideas and feelings in a relaxed
environment; and
foster creativity and imagination
 Role-Plays  
Two main types of role-plays: Individual
role-playing scenarios can  be used by a solo
learner to explore and demonstrate
knowledge and skills he/she has learned.
Interactive role-playing enables groups of
learners to collaborate in exploring an issue
and demonstrating what they have learnt
about it.
 Role-Plays  
-In the higher grades, role players may
 
evaluate their own performance using the
rubric.
-Peers can assess the performances of their
classmates and give feedback using the
assessment criteria and rubrics. They can
comment on what their classmates did well;
they may also point out areas that need
improvement.
You may also give constructive comments.
 Role-Plays  
In the lower grades, ask learners to share
 
their feelings about the activity and the roles
they played. In the higher grades, role players
may evaluate their own performance using
the rubric.
Peers can assess the performances of their
classmates and give feedback using the
assessment criteria and rubrics.
 Role-Plays  
They can comment on what their classmates
  out areas that
did well; they may also point
need improvement.
You may also give constructive comments.
 “What you think you can do- is your
Assessment,
What you think you cannot do- is your
Limitation,
Assess your limitations first, and then limit
your assessments.”

― Mahendar Singh Jakhar

 ASSESSMENT
SAMPLES FOR KEY
STAGES
The assessment samples are part of the daily
lesson and include the following:
□ Content and performance standards
and competencies
□ Overview of learning activities
□ Assessment Criteria
□ Assessment Method
□ Assessment Activity
□ Recording Methods
□ Making Consistent Judgments
□ Feedback
□ Attachment
 Assessment Samples
The assessment samples are part of the daily lesson
and include the following:

1.Content, Performance Standard and Learning

Competencies

2.Overview of learning activities—gives a

summary of the learning activities learners
would have engaged with, prior to doing the
assessment activity
 Assessment Samples
The assessment samples are part of the daily lesson
and include the following:

3.Assessment criteria—gives a summary of the

knowledge and skills (extracted from the
competencies) that learners should demonstrate
in the assessment activity
 Assessment Samples
The assessment samples are part of the daily lesson
and include the following:

4. Assessment method—specifies the method

you will use to gather evidence of learning; you
can choose from observation, talking to
learners, analyzing learners’ products, and tests
 Assessment Samples
The assessment samples are part of the daily lesson
and include the following:

5. Assessment activity—describes the task that

learners will complete to demonstrate their
learning
 Assessment Samples
The assessment samples are part of the daily lesson
and include the following:

6. Recording methods—indicates how you will

record and store the information gathered about
each learner’s progress
 Assessment Samples
The assessment samples are part of the daily lesson
and include the following:

7. Making consistent judgments—indicates the

tools you will use to guide your judgments
such as rubrics or a marks scheme linked to the
assessment criteria
 Assessment Samples
The assessment samples are part of the daily lesson
and include the following:

8. Feedback—indicates how you or the

learners' peers will give feedback to the
learners
 Assessment Samples
The assessment samples are part of the daily lesson
and include the following:

9. Feedback—indicates how you or the

learners' peers will give feedback to the
learners
 Assessment Samples
The assessment samples are part of the daily lesson
and include the following:

8 Attachments—may include rubrics, recording

tools (checklists or class grids), and other
lesson content
 Assessment Samples
Note :You are not expected to complete this
level of detail in your daily lesson logs or
detailed lesson plans. You can simply insert the
following into your Daily Lesson Log or
Detailed Lesson Plan, “Part IV Procedures,
Letter I, Evaluating Learning”
 
Assessment Criteria
Assessment Method
Assessment Activity
L E A R N IN G A R E A GRAD E LEVEL

T e c h n olo g y a n d L ive lih o o d E d uc a tio n (H o rtic u ltur e ) Grade 10

ACTIVITY TITLE:
Prep aring the Land for P lanting Ve ge table Crops
C O NT EN T ST AN DA RD P E RF O R M A N C E S T A N D A R D

D e m o n stra te a n u n d e r sta n d in g of co nc e p t s, und e rlyin g Ind epe nd e n tly p re p a re la n d for h o rtic ultu ra l crop p ro du c tio n
the orie s, a n d prin c ip le s in p r e pa r ing la nd f o r ho rtic u ltur a l and ac co m p lish re q u ired tas k s
c ro p p ro d u ctio n

C O MP ETEN C Y CO D ES L E A R N IN G C O M P E T E N C IE S

TLE_AFAACP912PLA-IIf-h-27 P rep a re la nd fo r c u ltiv a tio n

TLE_AFAACP912PLA-IIh-j-28 P rep a re t he c u ltiva tin g e q u ip m e nt

I. OVERVIEW OF LEARNING ACTIVITIES

T his le sso n d ea ls w ith t he ste p s in p re p a ring the la nd fo r p la ntin g ve g e ta b le crop s. It a ls o inc lud e s the im p orta nc e o f p ro p e r la n d
p re p a r a tio n, too ls, im p le m e nt s, a nd sim p le e q u ip m e nt to b e u se d in t h is a c tivit y. L e a r n in g activitie s ar e a s fo llo w s:

1. Pretest (See attached.)

2. A s m o tiv a tio n a l a c tivity, ta k e le ar n er s to t he f ie ld a n d a sk :

a. W h a t d o w e n e ed to do b e fo re pla ntin g ?

b. W ha t a re the to o ls n e e d e d to p re p a re the la n d ?

3. Id e ntify to o ls a n d eq u ip m e nt fro m pict ure s, vid e o s, a n d a c tua l to o ls a nd c la s sif y t he m ac c o rd in g to th e ir u se .

4. D isc u s s t he f ollo w in g to p ic s:

Group 1. When is the land thoroughly prepared?

Group 2. What are the steps in preparing the land?
Group 3. What are the methods of land preparation?
E a c h g r o up is g ive n thre e m in ute s to p r e se nt its o utp ut.
5. M a k e a f lo w c ha rt o f the ste p s in la nd p re p a ra tio n.

6. L e a rn e rs refle c t o n this q ue stio n: W h y d o w e ne e d to o b se rv e p ro p e r use of f arm to o ls, im p le m e nts, a nd eq u ip m e nt?

7. C o nd u c t a c o m p a r a tive stud y o n ze ro tilla g e a n d a c ultiva te d fie ld to b e pla nte d w it h e g g p la nt. D ivid e t he c la s s into tw o
g ro up s. E a c h g ro u p w ill p re p a re a 20 0 sq m . a re a.

Group 1—Zero tillage

G ro u p 2 — C ultiv a te d fie ld
8. U s e a p p ro p ria te to ols, im p le m e nts, a nd e q u ip m e nt in p re p a rin g t he fie ld . O b se rve s af ety p re c a utio n s b y w e a rin g P e rso n a l
P rote c tiv e E q uip m e nt (P P E ) to a vo id a c cide nt s.

9. P o stte st
II. ASSESSMENT CRITERIA

K n o w le d ge
L e a rn e rs d e m o n stra te u n d e rsta n d in g of:

1. the u se o f a p p r o p ria te to o ls a n d e q u ip m e nt in p re p a rin g la n d fo r p la ntin g ve g e ta b le c ro p s; a nd

2. the u s e of P e rs o n a l P ro te c tive E q uip m e nt in a c c o m p lis h ing ta sk s o n a fa rm .

Sk ills
L e a rn e rs w ill b e a b le to :

1. id e ntify t h e d iffe re nt to o ls, im p le m e nts, a nd e q u ip m e nt s h o w n thro u g h p ic ture s o r s lid e s; a n d

2. d e m o n stra te tho ro u g h la n d p re p a ra tio n in p la ntin g ve g e ta b le c r o p s.

III. A S S E SS M E N T M E T H O D S (P ut a n x m a rk o n t he b la n k w h e re a p p ro p ria te .)

O b se rv a tio n A na ly se s o f le a rn e rs’ p ro d u c ts
Te sts Ta lk ing to le a rn e rs

IV. A S S E SS M E N T A C T IV IT IE S

1. C o nd u c t th e p re - a nd p o stte sts. (Se e attached.)

2. C o rre c tly id e ntify a n d c la s s ify te n to o ls u s e d in la n d p re p a ra tio n f o r c ro p s. (See rubric.)

3. M ake a flow c h a rt of th e ste p s in la n d p re p a ratio n. (See Analysis of Le arne rs’ Products.)

4. D e m o n stra te c o rr e c t la nd p re p a ra tio n u sin g c o rre c t to o ls a n d p ro c e s s e s. (See Practical O bservation.)

V . R E C O R D IN G M E T H O D S (P ut a n x m a rk o n the b la nk w he re a p p ro p ria te .)

Checklists (See attached.) Marks

C la s s g rid s A ne c d o ta l re c o rd s
G ra d e s C o m m e nts o n le a rne rs’ w o rk
P o rtfo lio s S e lf -a s s e s sm e nt re c o rd s
A ud io re c o rd in g s, p ho to g ra p h s, v id e o fo o ta g e s

V I. M A K IN G C O N S IS T E N T J U D G E M E N T S (P ut a n x m a rk o n the b la nk w h e re a p p ro p ria te .)

R ub ric link e d to the a s se s sm e nt c rite r ia

M a rk s sc h e m e lin k e d to the a s s e s sm e nt c rite ria

V II. F E E D B A C K (P ut a n x m a rk o n the b la nk w h e re a p p ro p ria te .)

O ra l fe e d b a c k fro m p e e rs /te a c h e r/o th e rs

W ritte n fe e d b a c k fro m p e e rs/te a c he r/o th e rs (See attached w ritten feedb ack sh eet.)
S e lf-re fle c tio n
 A sse ssm en t Sam ple 40 (C o ntin u e d )

A T TA C H M EN T 40A
Rubric for Naming or Identifying Tools

L e ve l Indicator

E xce lle nt 1 0 c orre c tly na m e d to ols

V e ry sa tisfa c to ry 7-9 c o rre ctly na m e d too ls

S a tisfa cto ry 4-6 c o rre ctly na m e d too ls

N ee d s im p ro ve m e nt 1-3 c o rre ctly na m e d too ls

A T TA C H M E N T 4 0 B
P re - an d P ostte st

Name:

Year and Section:

D ir e c t io n s: A n s w e r t he f o llo w in g q u e stio n s. C irc le t he b e st a n sw e r.

1. W hic h is N O T a f a c to r to c o n sid e r in p ro p e r la n d p re p a r a tio n?

a . S o il a n d c lim a tic f a c to rs

b . A v a ila b ility o f s k ille d la b o r

c. A va ila b ility of to o ls, im p le m e n t s, a n d e q u ip m e n t

d . K ind a n d ra te o f f e rtiliz e r

2. W ha t is t h e p r im a r y p u rp o se o f p lo w in g ?

a . To c o n tro l w e e d s

b . To p ro vid e d u st m u lc h

c. To im p ro v e s o il tilt h

d . To b r e a k c o m p a c te d so ils a n d p u lv e riz e s o il c lo d s

3. W ha t is t h e ty p e o f c u ltiva tio n in w h ic h t h e p la n tin g a re a is n o t lo o se n e d e xc e p t f o r th e p la c e w h e re t h e s e e d s a re se t?

a . z e ro tilla g e

b . h o e c u ltiva tio n

c. g e n e r a l tilla g e

d . in te rp la n t c u ltiv a tio n

4. W h ic h se t o f to o ls is u s e d in p re p a rin g a g a rd e n p lo t?

a . a xe , k n if e , p ic k m a tto c k

b . s h o ve l, p r u n in g s he a r s, sc yt h e

c. g r u b ho e , p ic k m a tt o c k , s h o ve l

d . p lo w a n d h a rr o w

5. W h e n is th e b e s t ti m e to p re p a r e th e la n d fo r p la n tin g v e g e ta b le c ro p s ?

a . W h e n th e s o il is to o w e t s o th a t tillin g w o u ld b e e a s y

b . W h e n th e s o il is to o d ry to a v o id p u d d lin g

c. W h e n th e s o il is n o t to o w e t a n d n o t to o d ry to fa c ilita te c u ltiv a tio n

d . W h e n f a rm e r s a re n o t b u s y
A T TA C H M EN T 40 C
Rubric for Land Preparation and Posttest

Criteria O u ts tan din g - 4 V ery S a tis fac tory - 3 S a tisfa cto ry - 2 N e e d s Im p ro ve m e nt - 1

A p p ro p ria te u se of A ll 5 too ls a n d 4 to ols a nd 3 to o ls a nd 0 -2 to o ls a n d
too ls/e q u ip m e n t (3 5 % ) e q uip m e nt w e re u se d e q uip m e nt w ere use d e q uip m e nt w ere use d e q uip m e nt w e re u se d
a p p ro p ria te ly a p p ro pria te ly a p p ro p ria te ly a p p ro p ria te ly

P ro p e r e xe c utio n of F o llo w ed a ll 7 steps Missed 1 of the steps M isse d 2 o f th e ste p s M is se d 3 o f th e ste p s

ste p s a n d p ro c e d u re s prop e rly
(5 0 % )

Time management W o rk c o m p lete d a he a d W o rk c o m ple te d o n W o rk c o m plete d les s W o rk c o m plete d m o re

(10%) of tim e tim e tha n 3 0 m in utes a fte r th a n 3 0 m inute s a fter
the tim e fra m e th e tim e fra m e

Content (5%) 5 q ue stio n s a n sw e re d 4 q ue stio n s a n sw e re d 3 q ue stio n s a n sw e re d 0 -2 q ue stio n s a n sw e re d

co rre ctly c o rre ctly co rre c tly co rre ctly