Walking Through Grade 10 English LMs and TGs

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

2. “Would you please tell me which way I ought to go from here?” asked 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. “I don’t much care where,” said Alice. (Lewis Carroll)

3. 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

4. WORKSHOP 1 Embedded Assessment as per DepEd Order No. 8, S. 2015

5. 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 : • Written work • Performance Task • Quarterly Assessment (Performance Assessment) DEPARTMENT OF EDUCATION

6. 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

7. DISCUSSION Embedded Assessment as per DepEd Order No. 8, S. 2015

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

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

10. Holistic Assessment PRE-ASSESSMENT (Diagnostic: Prior Learning)

11. 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

12. 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

13. 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”

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

15. 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

16. 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”

17. Holistic Assessment SUMMATIVE ASSESSMENT (Evaluative: Assessment of Learning as Outcome)

18. 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

19. 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”.

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

21. ASSESSMENT MAP DIAGNOSTIC CONTENT STANDARD AS LEARNING FOR LEARNING Your Journey F O R M A T I V E Your Objectives Your initial task Your Text Your Discovery Task SUMMATIVE PERFORMANCE STANDARD OF LEARNING Your Final Task My Treasure DEPARTMENT OF EDUCATION

23. Written Works 30% (between discovery task and final task Performance Task 50% Quarterly Assessment 20% DEPARTMENT OF EDUCATION

24. ASSESSMENT MATRIX

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

26. WORKSHOP 2 Assessing the Performance Task and Performance Based Quarterly Assessments

27. Group Activity Crafting Performance Task using GRASPS • 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.

28. Group Activity • GOAL - Your task is ________________________________. • The goal is to _______________________________. • The problem or challenge is __________________. • The obstacles to overcome are _________________. • ROLE You are __________________________. • You have been asked to _______________________. • Your job is ___________________. • AUDIENCE Your clients are _____________________. • The target audience is ________________. • You need to convince __________________. • 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 __________________.

29. 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 __________________.

30. 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

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

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

33. Goal • is the competency that needs to be assessed • is not the product or performance

34. Role • is the character assumed by the student delivering the final performance or producing the product • is not generic

35. Audience • is the role assumed by the students when they are not performing / developing the final product • is not the teacher / facilitator

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

37. Product/ Performance • is the performance or product reflected in the performance standard • is not a goal or objective

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

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

40. 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

41. DISCUSSION Rubrics

42. ASSESSMENT MAP QUALIFIERS short but powerful proficiently MODULES PERFORMANCE / PRODUCT Persuasive essay (product) Module 1 skilfully Module 2 Argumentative speech (performance) Module 3 Symposium (performance) competently Module 4 Research Report (performance) DEPARTMENT OF EDUCATION

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

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