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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)

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Walking Through Grade 9 English

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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

  • 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

FORMATIVE ASSESSMENT

(Developmental)

SUMMATIVE ASSESSMENT

(Evaluative)

PRE- ASSESSMENT

(Diagnostic)

“Your Text”

“Your Discovery Task”

(Embedded)

“Final Task” (LM)

“Post Test” (TG)

“Your initial task”(LM)

(Embedded)

“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?

Knowledge

Skills/Process

Understanding

Product/ Performance


Day

1

Pre-Assess

Teach

Check for Learning

Enrich/Move on

Move on to the new lesson

Remediate

Day

2

Day

5

Assess Learning

Grade

Teach

Check for Learning

Remediate

Remediate

Remediate

Enrich/ Move on

Enrich/ Move on

Day

3

Day

4

Teach

Check for Learning

Teach

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

Teach

Check for Learning

Enrich/Move on

Move on to the new lesson

Remediate

Day

2

Day

5

Assess Learning

Grade

Teach

Check for Learning

Remediate

Remediate

Remediate

Enrich/ Move on

Enrich/ Move on

Day

3

Day

4

Teach

Check for Learning

Teach

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

Teach

Check for Learning

Enrich/Move on

Move on to the new lesson

Remediate

Day

2

Day

5

Assess Learning

Grade

Teach

Check for Learning

Remediate

Remediate

Remediate

Enrich/ Move on

Enrich/ Move on

Day

3

Day

4

Teach

Check for Learning

Teach

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


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