ASSESSMENT IN

FILIPINO

MA. GINA M. TEMPLONUEVO

EDUCATION PROGRAM SUPERVISOR
Objectives:

Discuss the principles of assessment.

Explain the difference between formative and summative assessment.

Learn the different summative assessment tools and features of a

rubric.

Use GRASP as an integrative summative assessment task.

FACT?
OR
BLUFF?
 Assessment must be aligned with the
MELC.
PRINCIPLES
Assessment must be valid.
OF Assessment must be reliable and
EFFECTIVE consistent.
ASSESMENT Assessment must be fair and
inclusive.
Assessment must be manageable for
both learners and teachers.
 Assessment must give learners a
range of ways to demonstrate
PRINCIPLES
their achievements.
OF
EFFECTIVE Assessment must be part of
ASSESMENT transparent ongoing process
where learner’s progress is
monitored over time.
 FORMATIVE
ASSESSMENT

A process that involves teachers

using evidence about what
learners know and can do to
inform and improve their
teaching. This process, through
the immediate feedback, enables
the students to take responsibility
for their own learning and identify
areas where they do well and
where they need help.
 PROVIDING EFFECTIVE
FEEDBACK FOR FORMATIVE
ASSESSMENT
Send written feedback via email, SMS, or mobile message. If necessary,
add photographs.

Use comments feature in word processing to provide feedback on

writing tasks.

After each module, ask learner to write down one thing they found easy,
one thing they found difficult, and one thing they found interesting.

Ask learner to prepare a portfolio.

 SUMMATIVE
ASSESSMENT
It is an assessment that is usually
administered toward the end of a
learning period to measure the
extent to which the learners have
mastered the essential learning
competencies, the results of which
are recorded and are used to
report the learner’s achievement.
 SAMPLE SUMMATIVE
ASSESSMENT TOOL IN
Written Outputs
FILIPINO
Products Performance Tasks
FACE-TO-FACE
Book/article reviews Campaigns Debates
Essays Case studies Interviews
Collages Multimedia presentations
Journals
Compositions Panel discussions
Letter writing Literary analyses Presentations
Reaction/reflection Multimedia productions Project making
papers Portfolios Role plays
reports Research projects Speech delivery
Story/poem writing Storytelling/reading
 SAMPLE SUMMATIVE ASSESSMENT
TOOL IN FILIPINO
ONLINE DISTANCE LEARNING
Written Outputs Products Performance Tasks

Blog post on a book/ article
review
Essays submitted through
email
E-journals
Electronic mail writing
Reaction/reflection papers
YouTube campaign videos Online debates via Zoom or
Case studies published Goggle Meet
through Adobe acrobat Online interviews
E-collages Multimedia presentation using
Compositions submitted PowerPoint or Canva
through email Panel discussions via Zoom or
Blog on literary analyses Google Meet
Online presentations
 SAMPLE SUMMATIVE ASSESSMENT
TOOL IN FILIPINO
DIGITAL/PRINTED MODULAR LEARNING, TV/RBI, and
HOMESCHOOLING
Written Outputs Products Performance Tasks

Book/article reviews Campaigns Interviews

Essays Case studies Multimedia presentations
Collages
Journals Project making
Compositions
Letter writing Literary analyses
Reaction/reflection Multimedia productions
papers Portfolios
reports Research projects
Story/poem writing
How to evaluate written
outputs, products, or
performance-based tasks?
 RUBRIC

A rubric is a learning and assessment tool that is

used to evaluate written outputs, products, or
performance-based tasks. It is a scoring guide that
articulates the expectations and describes the levels
of quality expected from a learner.
 WHAT ARE THE TYPES OF
RUBRIC?
ANALYTIC RUBRIC articulates different
dimensions of performance and provides
ratings for each criterion or dimension.

HOLISTIC RUBRIC describes the overall

characteristics of a performance and provides a
single score
There should be 4 minimum written works and 4
performance tasks within a quarter.

There should be student’s Learning Portfolio

(including self-evaluation, self-reflection of
performance task guided by rubrics)
What if students cannot comply with the
requirements?

Do not pressure the

learners.
How to prevent students from failing?

Give timely, constructive and

meaningful feedback.
HOW TO AVOID FAILURE?

Give remediation.
 Planning for a
Written/Product or
Performance
Assessment
 What is INTEGRATIVE
PERFORMANCE TASK?

It is a performance task that covers all the learning

areas’ Most Essential Learning Competencies
(MELCs) in a semester.

It uses GRASP as an assessment tool and a teacher

creates a rubric to evaluate the students’ performance.
What does GRASP stand for?

G – Goal
R - Role
A – Audience
S – Situation
P - Product
Application:
Direction: (10 minutes)
Plan for an appropriate summative assessment using the template as
guide. It should cover MELCs in Filipino for 2 weeks/semester. Also,
create a rubric to evaluate students’ performance.
The leader of the group will report the output.

Group 1 : Elementary (use 1 summative assessment tool)

Group 2: Junior High (use 1 summative assessment tool)
Group 3: Senior High (Use GRASP)
NEW FILES\ROLE OF A TEACHER.doc
x
FACT?
OR
BLUFF?
Performance task refers to
assessment tasks that allow
students to demonstrate their
learning in real-life situation.
Written works assess
essential knowledge and
understanding.
The result of summative
assessment is recorded and
is used to report learners’
performance in a quarter.
Rubric is a scoring guide
used to evaluate the quality
of performance task.
Rubric should be explained
to the pupils as well as to
the parents.
There should be one (1)
summative assessment
every quarter.
Teachers should give
remediation by the 5 week of
th

the quarter.
Students may redo their
work whenever necessary.
Integrative performance
assessment covers
MELCs in different
learning areas.
Teachers
“In this pandemic time,
the focus is not on
compliance but on
learning.”
REFERENCES:

1. DepEd Order No. 31, s. 2020

2. Regional Memo on Assessment