Department of Science and In partnership with:
Technology Philippine Normal
SCIENCE EDUCATION University
INSTITUTE Department of Education-
SCIENCE TEACHER ACADEMY FOR THE
REGIONS NCR
Integrative Summative
Assessment
Bernadeth C. Daran
Micah G. Pacheco
Education Program Supervisors
CLMS, DepEd NCR
Mylene C. Rosco
TIII-Malinta National High School
DIVISION SPEAKER
Scene 1
Sneak Scene
The principal of a secondary
school called for a general
meeting. One of the agenda is
the upcoming school INSET.
The highlight of the said meeting
is the respond of the principal of
the school to the plan of their
Mayor.
Source:Integrated performance task:. Gacoso Alburo
Situation
The food tourism in Valenzuela
City seems to grow fast, the city
government noticed it due to
the number of media exposure
it has been receiving. The
mayor thought of conducting
food festivals in certain parts of
the city to flourish the food
industry and to promote food
products.
Source:Integrated performance task:. Gacoso Alburo
Situation
One of the project of the mayor
is “Adobo de Valenzuelano”. It
aims to look for new recipe of
adobo and it will starts at
secondary schools.
Source:Integrated performance task:. Gacoso Alburo
Scene 1 Principal:
“I wanted to respond to Mayor.
Make students do this as their
performance task. But because
students are in transition period,
I do not want to add burden to
the students and parents. I
wanted an output that will be
applicable and evaluated not just
by one subject but may be
combination of two(2), three (3),
or more.”
Source:Integrated performance task:. Gacoso Alburo
Scene 2
The teachers are
confused. Those who
always complains are
upset. Murmur here
and there. Some are
poker face. Eyes are
rolling. Many are happy
because they know the
importance of it.
Source:Integrated performance task:.
Gacoso Alburo
Group A
( The group decided that the adviser will be the
one to give the task to the students)
Make your own version of Adobo. Use the rubric
below as your guide in doing the activity. Keep in mind that all
teachers on different subject areas will mark your output. This mark
will be part of your grades in other subjects.
Rubric
a. Originality : 30 Points
b. Taste: 30 Points
c. Presentation: 20 Points
d. Directions and procedures in cooking: 20 Points
TOTAL : 100
Source: Integrated performance task:. Gacoso Alburo
Group B
1. Make your own recipe of adobo.
Cook and serve it to your family.
(TLE)
2. Show how you will budget
money for the adobo and present
it in class with the use of power
point presentation. (MATH)
3. Do a research paper about the
vitamins and nutrients found on
you own version of adobo. Show it
via video presentation. (Science)
Source:Integrated performance task:. Gacoso Alburo
Department of Science and In partnership with:
Technology Philippine Normal
SCIENCE EDUCATION University
INSTITUTE Department of Education-
SCIENCE TEACHER ACADEMY FOR THE
REGIONS NCR
• Go to
https://classpoint.app/j
oin
• Join class
• Enter the class code
14003
Process:
1.Is it possible to collaborate with
other subject to come up with one
output?
a.Yes
b.No
Source:Integrated performance task:. Gacoso Alburo
Process:
1.Is it possible to collaborate with other
subject to come up with one output?
a.Yes
b.No
Source:Integrated performance task:. Gacoso Alburo
Process:
2. Which group presented better
activity for the students?
a.Group A
b.Group B
Source:Integrated performance task:. Gacoso Alburo
Process:
2. Which group presented better
activity for the students?
a.Group A
b.Group B
Source:Integrated performance task:. Gacoso Alburo
Process:
3. What should you do to comply with the
command of the principal?
Source:Integrated performance task:. Gacoso Alburo
Process:
4. What are the things needed by the
teachers to accomplished the task given by
the principal?
Source:Integrated performance task:. Gacoso Alburo
Department of Science and In partnership with:
Technology Philippine Normal
SCIENCE EDUCATION University
INSTITUTE Department of Education-
SCIENCE TEACHER ACADEMY FOR THE
REGIONS NCR
Integrative Summative
Assessment
Bernadeth C. Daran
Micah G. Pacheco
Education Program Supervisors
CLMS, DepEd NCR
Mylene C. Rosco
TIII-Malinta National High School
Division Speaker
DepEd ORDER No. 31 s. 2020
Interim Guidelines for Assessments and Grading
in light of the Basic Education Learning
Continuity Plan
DepEd ORDER No. 31 s. 2020
IV. Policy Statement
7. This policy is grounded on the following principles:
a. Assessment should be holistic and authentic in capturing the
attainment of most essential learning competencies;
b. Assessment is integral for understanding student learning and
development;
c. A variety of assessment strategies is necessary, with formative
assessment taking priority to inform teaching and promote
growth and mastery;
d. Assessment and feedback should be a shared responsibility among
teachers, learners, and their families; and
e. Assessment and grading should have a positive impact on
learning.
What is Assessment?
In one (1), two (2) or three words define
assessment
What is Assessment?
In one (1), two (2) or three words define
assessment
DepEd ORDER No. 31 s. 2020
Classroom Assessment is an ongoing
process of identifying, gathering, organizing,
and interpreting quantitative and qualitative
information about what learners know and
can do.
Assessment
Diagnostic Assessment
Formative Assessment
Summative Assessment
DepEd ORDER No. 31 s. 2020
16. To evaluate student learning at particular
points in each quarter, summative assessments
shall continue in the form of written works and
performance tasks.
DepEd ORDER No. 31 s. 2020
16.a. Written works shall be administered to
assess essential knowledge and
understandings through quizzes and
long/unit tests. Items should be distributed
across the Cognitive Process Dimensions
(DepEd, 2015, p. 4) using a combination of
selected-response and constructed response
formats so that all are adequately covered.
DepEd ORDER No. 31 s. 2020
16. b. Performance tasks refer to assessment
tasks that “allow learners to show what they
know and are able to do in diverse ways. They
may create or innovate products or do
performance-based tasks [including] skill
demonstrations, group presentations, oral
work, multimedia presentations, and research
projects. It is important to note that written
outputs may also be considered as performance
tasks” (DepEd, 2015, pp. 7–8).
DepEd ORDER No. 31 s. 2020
V. Procedure
A. Planning the Assessment
17. b. Teachers are advised to collaboratively design and
implement performance tasks that integrate two or more
competencies within or across subject areas. Complex
tasks may be broken down into shorter tasks to be completed
over longer periods of time.
Integrative Assessment
Integrative assessment is
assessment design that seeks to
combine students’ learning from
multiple modules into a single
assessment.
https://www.lancaster.ac.uk/
Sample !
www.bit.ly/mapgr7
Gr and
9 - Matapat Quarter 2nd
Sec
Subject WW 1 WW 2 WW 3 WW 4
Week Week
Filipino 1 to 2 3 to 5 x 6 * 7 to 8
English 1 to 3 * 4 to 5 6 to 7 x 8 x
4 5 5 3
Math 1 to 3 * 4 to 5 6 to 7 8 to 9 x
Science 1 to 3 4 to 6 7 8 x
AP 1 to 2 x 3 to 5 x 6 * 7 to 8
1 to 3 4 to 6 7 to 8
MAPEH 1 to 4
(Health) (MAPEH) (MAPEH)
TLE 1 to 3 4 to 5 6 7 to 8
ESP 1 to 2 x 3 to 4 5 to 6 x 7 to 8
Hypothetical mapping of
summative
Gr and
9 - Matapat Quarter 2nd
Sec
PT
Subject PT 1 PT 2 PT 3
4
Week Week
Filipino 1 to 2 3 to 5 x 6 * 7 to 8
English 1 to 3 * 4 to 5 6 to 7 x 8 x
4 5 5 3
Math 1 to 3 * 4 to 5 6 to 7 8 to 9 x
Science 1 to 3 4 to 6 7 8 x
AP 1 to 2 x 3 to 5 x 6 * 7 to 8
1 to 3 4 to 6 7 to 8
MAPEH 1 to 4
(Health) (MAPEH) (MAPEH)
TLE 1 to 3 4 to 5 6 7 to 8
ESP 1 to 2 x 3 to 4 5 to 6 x 7 to 8
Hypothetical mapping of
summative
Identify other skills and
concepts that are
needed in the IPT.
Source:Integrated performance task:. Gacoso Alburo
Each subject teacher
identifies clearly what
specific skill, content and
performance/product will
be looking for and to be
rated.
Source: Integrated performance task:. Gacoso Alburo
Let’s Integrate
Sample !
www.bit.ly/mapgr7
MAPEH
MATH
ENGLISH
Let’s Integrate
Subject Content Standard Performance Standard
English 10 The learner demonstrates understanding The learner skillfully delivers a
of how world literature and other text speech for a special occasion
types serve as sources of wisdom in through utilizing effective verbal
expressing and resolving conflicts among and non-verbal strategies and ICT
individuals, groups and nature; also how resources.
to use evaluative reading, listening and
viewing strategies, special speeches for
occasion, pronouns and structures of
modification.
Math 10 demonstrates is able to use precise
understanding of key counting technique and
concepts of combinatorics probability in formulating
and probability. conclusions and making
decisions.
Subject Content Standard Performance Standard
Science demonstrates understanding that conducts an interview with the
organisms have feedback school nurse or the local health
mechanisms which are coordinated by workers on practices that
the nervous and endocrine systems promote proper care for the
demonstrates understanding that organs of the reproductive,
these feedback mechanisms help the endocrine, and nervous systems
organism maintain homeostasis to
reproduce and survive
MAPEH art elements and processes by create artworks using available
(ARTS) synthesizing and media and natural resources on
applying prior knowledge and skills local topics, issues, and concerns
2. new technologies that allow new such as environmental advocacies
expressions in the arts ecotourism, and economic
and livelihood projects.
Subject Content Standard Performance Standard
Science 10 demonstrates understanding that conducts an interview with the
organisms have feedback school nurse or the local health
mechanisms which are coordinated by workers on practices that
the nervous and endocrine systems promote proper care for the
demonstrates understanding that organs of the reproductive,
these feedback mechanisms help the endocrine, and nervous systems
organism maintain homeostasis to
reproduce and survive
MAPEH10( art elements and processes by create artworks using available
ARTS) synthesizing and media and natural resources on
applying prior knowledge and skills local topics, issues, and concerns
2. new technologies that allow new such as environmental advocacies
expressions in the arts ecotourism, and economic
and livelihood projects.
Scene 1 Principal:
“I wanted to respond to Mayor.
Make students do this as their
performance task. But because
students are in transition period,
I do not want to add burden to
the students and parents. I
wanted an output that will be
applicable and evaluated not just
by one subject but may be
combination of two(2), three (3),
or more.”
Source:Integrated performance task:. Gacoso Alburo
Group A
( The group decided that the adviser will be the
one to give the task to the students)
Make your own version of Adobo. Use the rubric
below as your guide in doing the activity. Keep in mind that all
teachers on different subject areas will mark your output. This mark
will be part of your grades in other subjects.
Rubric
a. Originality : 30 Points
b. Taste: 30 Points
c. Presentation: 20 Points
d. Directions and procedures in cooking: 20 Points
TOTAL : 100
Source: Integrated performance task:. Gacoso Alburo
Group B
1. Make your own recipe of adobo.
Cook and serve it to your family.
(TLE)
2. Show how you will budget
money for the adobo and present
it in class with the use of power
point presentation. (MATH)
3. Do a research paper about the
vitamins and nutrients found on
you own version of adobo. Show it
via video presentation. (Science)
Source:Integrated performance task:. Gacoso Alburo
Guided workshop
time !
www.bit.ly/g7q1map
www.bit.ly/g8q1map
www.bit.ly/g9q1map
www.bit.ly/g10q1map
Guided workshop
time !
Design one (1) Integrative summative
assessment for the second quarter.
