Pre-Service Day 2 AY 23-24

Gauging Learning Success:

Assessments and the Crafting

Process

JUNE 20, 2023
10:50-11:50 am

Overview

I. End-in-Mind

II. DLSZ Assessment Matrix

III. Designing Assessments and
Rubric

FOCUS QUESTIONS:

1. Why do we assess students?

2. How do we assess students?

3. How do we prepare well-designed

assessments and rubric?

“Our ultimate goal is

to produce lifelong

learners.”

Vision: K to 12 Basic Education Program

produce holistically developed learners
who have 21st century skills and are
prepared for higher education, middle
level skills development, employment,
and entrepreneurship

Source: http://www.gov.ph/k-12/

“To form Lasallian

leaders and achievers
for God and country.”

ROLES OF

EDUCATORS

We are
DESIGNERS.

We are
ASSESSORS.
We are
FACILITATORS.

We are

LASALLIAN
designers,

assessors, and

facilitators.

In DLSZ, lifelong learners are produced through:

1

Understanding
by Design
Framework

2

A-M-T Learning
Goals

3

LCLE:
Learner-Cent
ered Learning
Environment

4

Next
Generation
Blended
Learning Tools

5

Lasallian
Guiding
Principles

Curriculum Map is a

blueprint of instruction

and learning.

know

understand

perform

Curriculum Guide

is NOT a

Curriculum Map.

DLSZ
Curriculum
Mapping

Standards

Learning Goals

Competencies

Assessments and Activities

Resources

LGP/LCV

DLSZ Assessment Guide

Learning Goals

Levels of Learning
Outcomes

Summative
Assessment

Acquisition

Knowledge and
Process

Written Work (WW)

Meaning Making

Understanding

Assessment for
Understanding

Transfer

Performance

Performance Task

Match

Match the following

• Understanding by Design

• Learning Goals

• Learner Centered Learning Environment

• Next Generation Blended Learning

• Lasallian Guiding Principle

UBD

AMT

LCLE

NxGBL

LGP

• UBD

• AMT

• 
  LCLE

• 
  

  NxGBL

• LGP

Match

Match the following

Acquisition

Make Meaning

Transfer

• Acquisition

• Make Meaning

• Transfer

Written Work

❏ measures the skills and knowledge acquired and developed by

students after a lesson has been taught

❏ includes assessments where students express skills and concepts

in written form

❏ usually covers knowledge and process skills

❏ needed to prepare students for AU and PT

Draw

T or F. Written works are assessment that are more directed/focused to a certain level of progressing knowledge until it reaches cognitive skills of evaluating and creating.

REMEMBER!

WWis ALIGNED with the
ACQUISITION GOAL and DERIVED from
the CONTENT standards.

Assessment for Understanding

❏ mainly covers assessment items

at the understanding level

❏ more constructive in nature
❏ allows students to synthesize,

evaluate and create

Assessment for Understanding

When?
How often?
How do we assess?
Why?

Facets of Understanding

1. Explain
2. Interpret
3. Apply
4. Have perspective
5. Empathize
6. Have self-knowledge “unique” style/touch

REMEMBER!

AUis ALIGNED with the
MEANING-MAKING GOAL and
DERIVED from the CONTENT standards.

Sample 1

SHS-HUMMS-CULSOCI subject
Question: You are an anthropologist and you’re about to study the child bride practice in India.
You are aware of your role as an anthropologist, but you are also aware that this practice has a
negative implication on society. As an anthropologist, how will you address this dilemma?

Sample 2

Grade 3 Language

Sample 2

Sample 2

Preparing Students for AU

Formative
Assessments-
Provide enough
scaffolding activities
(undgraded);
parallel to
summative
assessment

Short
Summative
Assessments-
- Provide

recorded and
graded short
practice
exercises

Self-Reflection
Activities-
- Self-reflection

tasks

- Learning Target

Alignment Check

Drag and Drop

Assessments that are graded but not recorded is a​​

Placeholder

​  . ​ ​​

Placeholder

is a grading component that targets gauging student learning through explaining, interpreting, applying, and the likes. ​ ​​ A

Placeholder

  shall be included in the designed AU to provide basis of the evaluation of the learning target. It can be in an ​

Placeholder

or holistic form.

Drag these tiles and drop them in the correct blank above

formative type of assessment

Assessment of understanding

rubric

analytic

GRR

Written works

content standard

Performance Task

•any assessment that asks students to perform to
demonstrate their knowledge, understanding
and proficiency

•yields a tangible product and/or performance
that serve as evidence of learning

•presents a situation that calls for learners to apply
their learning in context

Source: Performance Task PD with Jay McTighe retrieved from https://blog.performancetask.com/

What are the characteristics of a good

Performance Task?

Standards-based:
Aligned with the Transfer Goal and
Performance Standards
1

What are the characteristics of a good

Performance Task?

Written in GRASPS format:
Goal-Role-Audience-Situation-Product/Perf
ormance-Standards
2

How do we assess a Performance Task?

RUBRIC

CRITERIA

ADVANCED

PROFICIENT

DEVELOPING

BASIC

Supporting
Examples

Gives more
than 5
supporting
examples

Gives 3-5
supporting
examples

Gives 1-2
supporting
examples

Gives no
supporting
examples

Quantity not usually found in standards; quality
of specific criteria

What’s Wrong?

Performance Task

•any assessment that asks students to perform to
demonstrate their knowledge, understanding
and proficiency

•yields a tangible product and/or performance
that serve as evidence of learning

•presents a situation that calls for learners to apply
their learning in context

Source: Performance Task PD with Jay McTighe retrieved from https://blog.performancetask.com/

For example: ENTREPRENEURSHIP

Content Standards

The learner demonstrates understanding of…

1.

key concepts, underlying principles, and
core competencies in Entrepreneurship.

2.

key concepts, underlying principles, and
processes of developing a business plan.

3.

environment and market in one’s
locality/town.

4.

concepts, underlying principles, and
processes of starting and operating a
simple business

Performance Standards

The learner independently…

1.

creates/ provides a quality and
marketable product and/or service in
Entrepreneurship.

2.

demonstrates understanding of key
concepts, underlying principles, and
processes of developing a business plan.

3.

creates a business vicinity map reflective
of potential market in one’s locality/town.

4.

(or with his/her classmates) starts and
operates a business according to the
business plan and presents a terminal
report of its operation.

For example: ENTREPRENEURSHIP

Content Standards

The learner demonstrates understanding of…

1.

key concepts, underlying principles, and
core competencies in Entrepreneurship.

2.

key concepts, underlying principles, and
processes of developing a business plan.

3.

environment and market in one’s
locality/town.

4.

concepts, underlying principles, and
processes of starting and operating a
simple business

Enduring Understanding:
Students will understand
that…a successful small

business venture is a function
of innovation, marketability,

and purpose.

Essential Question:

Students will find the answer
to the question: “How does

one effectively start and

operate a small business?”

For example: ENTREPRENEURSHIP

TRANSFER GOAL

Students will independently

use their learning to…

establish an entrepreneurship
venture that will help address

a need and/or solve a

problem in their own locality.

Performance Standards

The learner independently…

1.

creates/ provides a quality and
marketable product and/or service in
Entrepreneurship.

2.

demonstrates understanding of key
concepts, underlying principles, and
processes of developing a business plan.

3.

creates a business vicinity map reflective
of potential market in one’s locality/town.

4.

(or with his/her classmates) starts and
operates a business according to the
business plan and presents a terminal
report of its operation.

What are the characteristics of a good

Performance Task?

Written in GRASPS format:
Goal-Role-Audience-Situation-Product/Perf
ormance-Standards
2

GRASPS

GOAL

ROLE

AUDIENCE

Provide a statement of the task
Establish the goal, problem, challenge or
obstacle in the task.

Specify the role of the students in the
task.
State the job of the students for the task.

Identify the target audience within the
context of the scenario.

SITUATION

PRODUCT/
PERFORMANCE

STANDARDS

Set the context of the scenario.
Explain the situation.

Clarify what the students will create
and why they will create it.

Provide students with a clear picture
of success.
Identify specific standards for
success. These standards must
appear in the rubric.

Fill in the Blank

The PT is written in a G.R.A.S.P.S format. ____ provide a statement of the task or the problem, challenge or obstacle in the task.____ is about the State the job of the students for the task. ________ is about the identified "who" as a target receiver within the context of the scenario. _________ it is the Set the context of the scenario. _______/performance shall be clarified what the students will create and why they will create it. Lastly the STANDARDS shall provide students with a clear picture of success. It shall be written in the SMART way.

;

;

;

;

GRASPS

GOAL

ROLE

AUDIENCE

Provide a statement of the task
Establish the goal, problem, challenge or
obstacle in the task.

Specify the role of the students in the
task.
State the job of the students for the task.

Identify the target audience within the
context of the scenario.

Too prescriptive

What are the characteristics of a good

Performance Task?

Open-ended:

calls for “higher-order thinking” and the thoughtful
application of knowledge and skills in context,
rather than a scripted or formulaic performance.
3

Copy the PERFORMANCE STANDARD from DepEd
Curriculum Guide

STEP

1

Write the TRANSFER GOAL
Students on their own and in the long run will be able to …

VERB + NOUN (PRODUCT TO BE SUBMITTED) + REAL
WORLD PURPOSE

G.R.A.S.P.S.
Check that your product here is aligned with the
transfer goal

STEP

2

For example: ENTREPRENEURSHIP

TRANSFER GOAL

Students will independently

use their learning to…

establish an entrepreneurship
venture that will help address

a need and/or solve a

problem in their own locality.

Performance Standards

The learner independently…

1.

creates/ provides a quality and
marketable product and/or service in
Entrepreneurship.

2.

demonstrates understanding of key
concepts, underlying principles, and
processes of developing a business plan.

3.

creates a business vicinity map reflective
of potential market in one’s locality/town.

4.

(or with his/her classmates) starts and
operates a business according to the
business plan and presents a terminal
report of its operation.

REMEMBER!

Performance Taskis ALIGNED
with the TRANSFER GOAL and DERIVED
from the performance standards.

How do we prepare students for the

Performance Task?

ASSESSMENTS
ACTIVITIES

Gradual
Release of
Responsibility

INTRODUCTION

INTERACTION

Acquisition

Making Meaning

INTEGRATION

Transfer

ELICITING PRIOR

KNOWLEDGE TO EQ

REVISING PRIOR KNOWLEDGE

AND DEVELOPING EU AND

DEEPENING NEW KNOWLEDGE

APPLYING NEW

KNOWLEDGE IN REAL

LIFE

Learning
Plan Flow

Gradual Release of Responsibility (GRR)

How do we assess a Performance Task?

RUBRIC

How do we assess a Performance Task?

HOLISTIC RUBRIC

ANALYTIC RUBRIC

Allows assessment of multiple criteria
to measure achievement

Usually written with:
COLUMNS - Levels of achievement
ROWS - Assessment criteria

describes the work by
applying all the criteria at
the same time and enabling
an overall judgment about
the quality of the work

Gradual Release of Responsibility (GRR)

HOLISTIC RUBRIC: Example

How do we assess a Performance Task?

ANALYTIC RUBRIC

Performance tasks do not typically assess a single
skill.

They involve multiple steps and thus can be used to
assess several standards or outcomes that require
multiple skills.

CRITERIA

4

EXEMPLARY

3

SATISFACTORY

2

DEVELOPING

1

BEGINNING

STEP 1

STEP 2

STEP 3

STEP 4

STEP 5

Use the Standards from the GRASPS narrative.

EXEMPLARY:

SATISFACTORY +

EXTRA WORK

(beyond

requirement)

START
HERE

(Complete;

No error)

DEVELOPING:

TAKE OUT

FROM

SATISFACTORY

BEGINNING:
OPPOSITE OF
SATISFACTORY

What’s wrong?

CRITERIA

ADVANCED

PROFICIENT

DEVELOPING

BASIC

Organization

Organized in a
unique way

Organized in
all parts

Organized in
some parts

Is not
organized

Observable aspects of organized are not defined.

What’s Wrong?

What’s wrong?

CRITERIA

ADVANCED

PROFICIENT

DEVELOPING

BASIC

Format

Follows and
enhances
format

Follows entire
format

Follows
format in
some parts

Does not
follow format

Items like format or mechanics not part of
standards; use as checklist items

What’s Wrong?

CRITERIA

ADVANCED

PROFICIENT

DEVELOPING

BASIC

Supporting
Examples

Gives more
than 5
supporting
examples

Gives 3-5
supporting
examples

Gives 1-2
supporting
examples

Gives no
supporting
examples

Quantity not usually found in standards; quality
of specific criteria

What’s Wrong?

What’s wrong?

CRITERIA

ADVANCED

PROFICIENT

DEVELOPING

BASIC

Following
Directions

Follows and
enhances
directions

Follows
direction in all
parts

Follows
direction in
some parts

Does not
follow
directions

Concerned with task rather than with learning

What’s Wrong?

What’s wrong?

CRITERIA

ADVANCED

PROFICIENT

DEVELOPING

BASIC

Explanation

Gives logical
reasons
throughout

Gives wrong
reasons
sometimes

Gives
inconsistent
reasons in
some parts

Reasons do
not make
sense in
certain parts

No clear distinction between levels; Advanced
sounds like Proficient

What’s Wrong?

Curriculum Guide

is NOT a

Curriculum Map.

Learning Goals

Acquisition
important knowledge and skills

Make Meaning
big ideas, key principles and
generalizations

Transfer
learning applied to new
situations

Learning Goals

Acquisition
-Written Works

Make Meaning
-Assessment of Understanding

Transfer
-Performance Tasks

Open Ended

Explain briefly the benefits of beginning the lessons per term with the overview of the Performance Task?

Sources

• JHS and BRafeNHS Student Handbooks
• Ms. Leah T. Castillo, JHS Social Studies

Coordinator and Former Research
Coordinator

• Ms. Agnes B. Panaligan, Former DLSZ Senior

High School Head

• Dr. Miguel Q. Rapatan, DLSZ Academic

Consultant

• What is a Performance Task?(2015).

Retrieved from
http://performancetask.com/what-is-a-per
formance-task

• What Exactly Is “Understanding?” And How

Do We Assess It? from
https://www.edutopia.org/blog/slippery-n
otion-assessing-understanding-terry-heick

Presented by:

• Ms. Teddy De Castro
• Ms. Elenore Perez

• Mr. Joshua Villareal

• Ms. Joyce Calica

Thank you!

SITUATION

PRODUCT/
PERFORMANCE

STANDARDS

Set the context of the scenario.
Explain the situation.

Clarify what the students will create
and why they will create it.

Provide students with a clear picture
of success.
Identify specific standards for
success. These standards must
appear in the rubric.

For example: ENTREPRENEURSHIP

TRANSFER GOAL

Students will independently

use their learning to…

establish an entrepreneurship
venture that will help address

a need and/or solve a

problem in their own locality.

Performance Standards

The learner independently…

1.

creates/ provides a quality and
marketable product and/or service in
Entrepreneurship.

2.

demonstrates understanding of key
concepts, underlying principles, and
processes of developing a business plan.

3.

creates a business vicinity map reflective
of potential market in one’s locality/town.

4.

(or with his/her classmates) starts and
operates a business according to the
business plan and presents a terminal
report of its operation.

LEARNING
MODULE

STAGE 1:

Establishing Desired Results

• Content Standards
• Performance Standards
• Lasallian Guiding

Principles

• Enduring Understanding
• Essential Question
• Transfer Goal

How do we assess a Performance Task?

RUBRIC

What’s wrong?

CRITERIA

ADVANCED

PROFICIENT

DEVELOPING

BASIC

Following
Directions

Follows and
enhances
directions

Follows
direction in all
parts

Follows
direction in
some parts

Does not
follow
directions

Concerned with task rather than with learning

What’s Wrong?

Characteristics:

-The question elicit answers for these facets of Learning
1. Explain
2. Interpret
3. Apply
4. Have perspective
5. Empathize
6. Have self-knowledge “unique” style/touch

-Commonly uses actual situations
-Use of rubric

Written Works:

-measure the skills and knowledge acquired and understanding
developed by the students after a lesson has been taught and
formative assessments show their readiness

-these assessments are more directed to the higher level cognitive
skills of evaluating and creating.

-preparing students for AU and PT.