Walking Through Grade 10 English LMs and TGs

Walking Through Grade 10 English LMs and TGs Module 2 Embedded Assessment as per Dep. Ed Order No. 8, S. 2015

“Would you please tell me which way I ought to go from here? ” asked Alice. “I don’t much care where, ” said Alice. “That depends on where you want to get to, ” said the cat “Then it doesn’t matter which way you go, ” said the cat. (Lewis Carroll)

GETTING READY! “Knowing where you ought to go is crucial in determining whether it is still a long way or you’re almost there. ” DEPARTMENT OF EDUCATION

WORKSHOP 1 Embedded Assessment as per Dep. Ed Order No. 8, S. 2015

GETTING READY! WORKSHOP 1: • Visit Module 2 of the Learner’s Material (LM) • Read all the tasks under each phase (Your Initial task, etc) • Scan for activities that fall under : a. Written work b. Performance Task c. Quarterly Assessment (Performance Assessment) DEPARTMENT OF EDUCATION

GETTING READY! • Use the template below for the said purpose LESSON No. ___ and Task Title Task No. Components of Assessment (Check One) WW PT • Write your answers on a manila paper • Have your outputs presented to the class DEPARTMENT OF EDUCATION QA

DISCUSSION Embedded Assessment as per Dep. Ed Order No. 8, S. 2015

Holistic Assessment GUIDING PRINCIPLE: Prior Learning as Process PREASSESSMENT (Diagnostic) FORMATIVE ASSESSMENT (Developmental) SUMMATIVE ASSESSMENT (Evaluative) “Your Text” “Your Discovery Task” (Embedded) “Final Task” (LM) “Your initial task”(LM) (Embedded) “Pretest” (LM) Learning as Outcome “Post Test” (TG)

Holistic Assessment § Standard-Based • Assess for Attainment of Content Standard • Assess for Attainment of Performance Standard

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

Move on to th e new lesson Day 1 Day 5 Enrich/ Move on Pre-Assess Teach Check for Learning Enrich/Move on Remediate Day 2 Assess Learning Grade Remediate Day 4 Teach Check for Learning Remediate Teach Check for Learning Day 3 Teach Check for Learning Enrich/ Move on

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” and that makes pre-assessment an “Assessment for Learning”

Holistic Assessment FORMATIVE ASSESSMENT (Developmental: Assessment of Learning as Process)

Move on to th e new lesson Day 1 Day 5 Enrich/ Move on Pre-Assess Teach Check for Learning Enrich/Move on Remediate Day 2 Assess Learning Grade Remediate Day 4 Teach Check for Learning Remediate Teach Check for Learning Day 3 Teach Check for Learning Enrich/ Move on

Think about this: Should formative assessment be made basis for grading the students ? NO! Formative assessment 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)

Move on to th e new lesson Day 1 Day 5 Enrich/ Move on Pre-Assess Teach Check for Learning Enrich/Move on Remediate Day 2 Assess Learning Grade Remediate Day 4 Teach Check for Learning Remediate Teach Check for Learning Day 3 Teach Check for Learning Enrich/ Move on

Think about this: Should summative assessment be made basis for grading the students ? YES! Summative assessment is used to EVALUATE student’s true achievement. That makes summative assessment an “Assessment of Learning”.

Summative Assessment Summative assessment in the light of Dep. Ed Order No. 8, 2015 is pictured as: For languages, AP and Es. P, written work is given 30%, Performance Task is given 50% and Quarterly Assessment is given 20%

ASSESSMENT MAP Your Journey Your Objectives DIAGNOSTIC Your Final Task My Treasure DEPARTMENT OF EDUCATION OF LEARNING SUMMATIVE PERFORMANC E STANDARD Your Discovery Task FOR LEARNING AS LEARNING Your Text FORMATIVE CONTENT STANDARD Your initial task

Written Works 30% (between discovery task and final task Performance Task 50% Module 1 Theme Lesson & Sub Theme Grammar/Language Focus Enabling Activities Hurdling Individual Challenges Lesson 1: Discovering Personal Challenges Lesson 1: Using Reflexive Pronouns Lesson 1: Oral report about Cyber Bullying Lesson 2: Building Up Defenses Lesson 2: Using Intensive Pronouns Lesson 2: Building Defenses Brochure Lesson 3: Capitalizing on Strengths and Weaknesses Lesson 3: Using modals expressing ability, possibility and probability Lesson 3: Info-Ad Campaign on Capitalizing Strengths and Weaknesses Lesson 4: Dealing with Personal Challenges Lesson 4: Using words and expressions that emphasize a point Lesson 4: Photo Essay on Dealing with Personal Challenges Lesson 5: Winning Over Individual Challenges Lesson 5: Modals indicating obligation and necessity Lesson 5: Panel Discussion Lesson 6: Turning Challenges to Opportunities Lesson 6: Modals indicating futurity and willingness DEPARTMENT OF EDUCATION Quarterly Assessment 20% Culminating Activity Short but powerful persuasive text

ASSESSMENT MATRIX Diagnostic and Formative Assessment Activities in: • Initial task • Your Text • Your Discovery Task Written Work 30% Performance Task 50% Quarterly Assessment 20% Summative tests in lessons Enabling activities from Culminating 1 -6 (between discovery lessons 1 -5 activity for the and final task) quarter Long quiz / prelims before the quarter assessment Other written outputs which are summative in nature Performance tasks which are summative in nature Periodical test

Quizzes (between discovery and final task The 5 Enabling Activities Culminating Activity

WORKSHOP 2 Assessing the Performance Task and Performance Based Quarterly Assessments

Group Activity Crafting Performance Task using GRASPS v Mythic Job Search Your task is to select an epic hero from the literature we have read and write a letter to the hero in which you apply for a job as a crew member to his expeditions. In the letter, you must be specific about the position which you are applying, your qualifications for the job and why you feel you would be an asset to the crew. Be sure to make your letter persuasive by making it clear you understand the particular struggles and adventures the hero and crew have already undertaken, and how you might be of value to them in handling such situations and difficulties. Write in business letter form, and include a resume.

Group Activity • • GOAL - Your task is ________________. The goal is to ________________. The problem or challenge is _________. The obstacles to overcome are _________. • ROLE • AUDIENCE Your clients are ___________. The target audience is ________. You need to convince _________. You are _____________. You have been asked to ____________. Your job is __________. SITUATION The context you find yourself in is _______. The challenge involves dealing with ______. • PRODUCT, PERFORMANCE and PURPOSE You will create a __________ in order to _____________. You need to develop __________ so that _______. • STANDARDS and CRITERIA for SUCCESS Your performance/product needs to __________. Your work will be judged by ________. Your performance/product must meet the following standards _______. A successful result will _________.

Group Activity • SITUATION The context you find yourself in is _______. The challenge involves dealing with ______. • PRODUCT, PERFORMANCE and PURPOSE You will create a __________ in order to _____________. You need to develop __________ so that _______. • STANDARDS and CRITERIA for SUCCESS You performance needs to __________. Your work will be judged by ________. Your product must meet the following standards _______. A successful result will _________.

Group Activity • Scan Module 2 once again and look for the Enabling Activities (Performance Task) and Culminating Activity (Quarterly Performance Based Assessment). • Create GRASPS using the template

DISCUSSION GRASPS: What it is and what it’s not.

• • • Goal Role Audience Situation Product / Performance Standards for grading

Goal Øis the competency that needs to be assessed Øis not the product or performance

Role Øis the character assumed by the student delivering the final performance or producing the product Øis not generic

Audience Øis the role assumed by the students when they are not performing / developing the final product Øis not the teacher / facilitator

Situation Øis the contextualization/localization and variation of environment / scenario as maybe required/suggested by the kind of community the learners are in. Øis not the situation the performance or product may literally require

Product/ Performance Øis the performance or product reflected in the performance standard Øis not a goal or objective

Standard for Grading Øis authentic. It is the criteria / rubric crafted from the “qualifier” reflected in the performance standard. Øis not generic.

WORKSHOP 3 Assessing the Performance Task and Performance Based Quarterly Assessments in the light of Performance Standard

Group Activity • Scan Module 2 once again and look for the Enabling activities (Performance Task) and Culminating Activity (Quarterly Performance Based Assessment). • Check the performance standard and identify the “qualifier” or the essential “adverb/adjective”. • Craft rubric based on the qualifier

DISCUSSION Rubrics

ASSESSMENT MAP QUALIFIERS short but powerful proficiently skilfully competently DEPARTMENT OF EDUCATION

Rubrics • Rubrics are authentic and not generic • Rubrics (for the quarterly performance based assessment) are crafted based on the “qualifiers” in the performance standard.

Products and Performances A student can escape bad teaching but he cannot escape bad assessment.