ASSESSMENT PLAN

Learning Sources/ Activities/ Purpose Methods to be used Assessment Artifacts

Outcomes Assignments of for assessing Collection/ Grading Remarks
Assessment Artifacts Formative Summative artifact(s)
Assessmen Assessment
t
At the end of  Word Search X  Ungraded  Activities will be  Multiple
the quarter, Puzzle (Teacher’s collected and Choice Test can
the Grade 10 Observation) graded using an be very useful
students will  Direct X  Graded and answer key and a in assessing
Individual Assessment

be able to: Questioning students will be rubric. students ability

randomly called to apply their
1. Illustrate  Short Quiz X X to answer each  The result must not learning
the six item only be used by (analyzing and
trigonometric  Assignment X X  Multiple Choice monitoring evaluating).
ratios: sine, (# of correctly students progress
cosine, answered but also the
tangent, items) teachers
secant,  Clear criteria for performance.
cosecant, assessing
and assignment  Teachers and
cotangent.  The students X X  Rubric for students both  Collaboration
Assessment

will be divided assessing group agreed on the with peers

Group

into 3 groups presentation criteria on how the helps students

and each group will be develop genetic
group will be  Individual Rubric assessed and skills such as
given a for assessing graded. teamwork,
 triangle and individual communication
they have to performance. and project
illustrate the management
figure in terms skills.
of giving the
six
trigonometric
ratios.

 Oral X
Questioning
2. Find the  Interactive X  Graded and  Long quizzes
trigonometric Discussion students will be can be very
ratios of randomly called useful in
Individual Assessment

special  Direct to answer each assessing

angles. Questioning X item. students
 Ungraded understanding
 Long Quiz (Teacher’s while
(Problem X X Observation) developing
Solving)  Rubric for skills such as
Problem Solving higher-order
 Assignment X X  Clear Criteria for thinking skills .
assessing
assignment
  The students X X  Rubric for  Collaboration in
will be divided evaluating group a group makes
into 2 groups presentation the students
and each learn from each
group will be  Individual rubric other and bring
Group Assessment

given a figure based on their students closer

wherein they performance together .
have to find
the missing  Working in a
side of each group helps the
figure and students to give
present their and receive
answers on feedback from
the board. their peers.

 Oral
Questioning X
3. Illustrate  Interactive X  Ungraded  Both students  Pen and
angles of Discussion (Teachers and teachers are pencil tests
elevation and Observation) recording the (short answer)
Individual Assessment

angles of  Analytical X results of the test can improve the

depression Thinking  Practice analytic
Exercise  The result can be thinking of the
 Long Test X used by the students.
(Objective  Ungraded teachers and .
Test) (Teachers students to
Observation) improve teaching
and learning
 Short answer (%
correct)
  Group Project X  Uses rubric for  Group works
scoring can enhance
 Group Activity X the
(Giving the  Rubric for communication
Group Assessment

problems and evaluating for skills and

letting them group collaboration.
discuss their presentation
answers.)  Oral
Questioning is a
 Oral X way to know if
Questioning the students
are grasping
the lesson.
4. Uses  Interactive X  Ungraded
trigonometric Discussion (Teachers
ratios to Observation)
solve real-life Individual Assessment  Class
problems Participation X  Graded with
involving criteria and rules
right  Oral
triangles Questioning X  Graded (Short
answer, %
 Long Test correct)
(Objective X
Test)

 Group X  Clear criteria on  Group

Presentation grading overall discussion can
using visual group be used in order
aids and performance. for the students
Group Assessment

manipulatives Also the to share their

individual knowledge and
 Peer Tutoring X performances of for the students
each member. who can
understand
clearly the
lesson when
their
classmates are
the one to
discuss.
 5. Illustrates  Interactive  Ungrade  Both students  Pen and paper
laws of sines Discussion (Teachers and teacher are test such as
and cosines. Observation) recording of all multiple choice
 Direct results both pen can sample
Questioning  Rubric for and other students
Individual Assessment

Graded alternative mastery of

 Graded Recitation assessment done. knowledge.
Recitation for
illustrating  Short Quiz (%
sine and correct)
cosine
 Multiple choice
 Short Quiz (% correct)

 Long Quiz
(Multiple
Choice)

 The student by  Rubric for the  The result must

group will be group task and be used not only by
Group Assessment

given a task to group monitoring

illustrate law presentation. students progress
of sine and but also teachers
cosine. Then  Rubric for the progress.
discuss it to model and
the class. group  Teacher and
presentation. students both
 The students agreed on the
will create a criteria on how to
 model that the project.
illustrate law
of sine and
cosine and
present it to
the class.
6. Solves  Interactive  Ungrade  Both students  Pen and paper
problems Discussion (Teachers and teacher are test such as
involving Observation) recording of all multiple choice
oblique  Reflective results both pen can sample
triangles Thinking  Rubric for and other students
Graded alternative mastery of
 Direct Recitation assessment done. knowledge.
Individual Assessment

Questioning
 Rubric for  Recitations,
 Graded correctedness of questions and
solution
Recitation for answer can
solving  Multiple choice test engage
problems (% correct) students in
interactive
 Short Quiz discussion with
(Solving a group or with
problem) the teacher that
test their
 Long Quiz delivery of the
oral and written
skills.
  The student  Rubric for group  The result must  Formulation
by group will presentation be used not only by and
be given set of and correctness monitoring conceptualizati
problems of the solution. students progress on of model will
involving but also teachers test students
oblique  Rubric for the progress. comprehension
Group Assessment

triangles and model. and application

discuss it to  Teacher and
the class.  Rubric for the students both
correctness of agreed on the
 The student by the problem criteria on how to
group will the project.
make a
problem and
solve it then
the students
will create a
model for it.
ASSESSMENT PLAN
IN
MATH 127

Submitted by :

Caones, Raquel Joy

Zabat, Angelica
Meridor, Lady Lyn

Submitted to :
Mrs. Dulce E. Catindoy