Republic of the Philippines
Department of Education
REGION X-NORTHERN MINDANAO
SCHOOLS DIVISION OF ILIGAN CITY
DON JOSE F. YAÑEZ MEMORIAL HIGH SCHOOL (BUNAWAN NHS)
BUNAWAN, ILIGAN CITY
ASSESSMENT METHODS IN
PRINTED MODULAR DISTANCE LEARNING
SY 2020-2021
A. Summative Assessment Tools
Summative Assessment Tools
Learning Area Performance-
Written Outputs Products
Based Tasks
1. book / article 1. campaigns 1. interviews
reviews 2. case studies 2. multimedia
2. essays 3. collages presentations
3. journals 4. compositions 3. project
4. letter writing 5. literary making
5. reaction / analyses
Languages reflection 6. multimedia
papers productions
6. reports 7. portfolios
8. research
projects
9. story / poem
writing
1. concept maps 1. investigatory 1. designing and
2. data projects implementatio
recording and 2. models and n of action
analyses diagrams plans
3. laboratory construction 2. designing
reports and 3. prototype various
documentatio building models
ns 4. research 3. doing
4. reaction / papers scientific
reflection investigations
papers 4. issue-
Science 5. surveys awareness
campaigns
5. laboratory
activity
6. multimedia
presentations
7. simulation
8. skills
demonstratio
n
9. verification
experiments
Summative Assessment Tools
1. essays 1. argument 1. issue-
2. journal analyses awareness
writing 2. expressing campaigns
3. journal / feelings and 2. presentations
article reviews ideas through and
4. reaction / art activities multimedia
Edukasyon sa
reflection 3. journal presentations
Pagpapakatao
Learning Area papers responses 3. personal
(ESP) and
4. letter/song/p action plans
Personal
oem writing (plano ng
Development
pagsasabuha
y)
4. situation
analysis
(pagsusuri ng
sitwasyon)
Based on DepEd Order No. 31, s. 2020
B. Assessment through the use of Rubric
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. (Andrade, 2000; Arter & Chappuis, 2007; Stiggins, 2001).
Holistic Rubric
Scoring Performance Descriptor
All required items are included, with a significant
number of additions.
Items clearly demonstrate that the desired learning
outcomes for the term have been achieved. The
student has gained a significant understanding of the
concepts and applications.
100 – 95
Reflections illustrate the ability to effectively critique
work, and to suggest constructive practical
alternatives.
Items are clearly introduced, well organized, and
creatively displayed, showing connection between
items.
All required items are included, with a few additions.
Items clearly demonstrate most of the desired
learning outcomes for the term. The student has
gained a general understanding of the concepts and
94 –90 applications.
Reflections illustrate the ability to critique work, and
to suggest constructive practical alternatives.
Items are introduced and well organized, showing
connection between items.
All required items are included.
Items demonstrate some of the desired learning
outcomes for the term. The student has gained some
understanding of the concepts and attempts to apply
them.
89 – 85
Reflections illustrate an attempt to critique work, and
to suggest alternatives.
Items are introduced and somewhat organized,
showing some connection between items.
A significant number of required items are missing.
Items do not demonstrate basic learning outcomes for
the term. The student has limited understanding of
85 - 80 the concepts.
Reflections illustrate a minimal ability to critique
work.
Items are not introduced and lack organization.
Based on Pierette Pheeney, in The Science Teacher, October 1998.
RUBRIC FOR ADVOCACY MATERIAL
Found on Grade 9 Science Module 5, Biodiversity and Evolution
CATEGORY 4 points 3 points 2 points 1 point
The advocacy The advocacy The advocacy The advocacy
material material material material does
communicates communicates indirectly not
the main idea some of the communicates sufficiently
Presentation and strongly important the idea and communicate
promotes ideas and hardly any idea that
awareness. slightly promotes can promote
promotes awareness. awareness.
awareness.
All of the Most of the The graphics The graphics
graphics used graphics used were made by were not made
on the on the the student but by the
advocacy advocacy were copied student.
Creativity material material from the
and reflect an reflect student designs or
Originality exceptional ingenuity in ideas of others.
degree of their creation.
student
ingenuity in
their creation.
All graphics in Most graphics Some graphics The graphics
the advocacy in the in the advocacy in the
material are advocacy material are advocacy
Accuracy and
accurate and material are accurate and material are
Relevance of
related to the accurate and related to the neither
the Content
topic. related to the topic. accurate nor
topic. related to the
topic.
The advocacy All required Few required Required
material elements are elements are elements are
includes all included. included. missing
Required required
Elements elements as
well as
additional
information.
Adapted from Science - Grade 9 Learner’s Module, First Edition 2014
PERSONAL WORK EVALUATION
Found on Grade 12 Practical Research 2, Quarter 2, Module 4
5 – Very Good, 4 – Good, 3 – Fair, 2 – Poor, 1 – Needs Improvement
Indicator Self-Rating
RUBRICS FOR WRITTEN STATEMENT OF THE PROBLEM
1. Research Design
Type and definition were presented, and rational is
discussed.
2. Sampling Procedure and Sample
Population and samples are described, and sampling
procedure is clear and relevant.
3. Research Instrument, and its Validity and Reliability
Basis of decision is explained, instrument is well
described, and its validity and reliability were clearly
presented.
4. Data Gathering Procedure
Protocols were clear, and steps in gathering are well
stated.
5. Data Analysis
Basis and explanation are clearly discussed
Total Rating
Found on Grade 12 Practical Research 2, Quarter 2, Module 4
5 4 3 2 1
Content (35%)
The parts of the paper are
complete and appropriate.
The parts of the research
methodology are clearly described
and justified.
Overall content is comprehensive.
Coherence (25%)
Cohesive of devices are effectively
used.
Organization of ideas is smoothly
presented.
Creativity (25%)
Writer’s voice is showcased.
Paper uses variety of sentence
structures.
Uses appropriate language.
Communication (15%)
Sentences are well structured
Grammatical conventions are
observed.
Correct spelling and proper
research format is followed.
Legend: 5 – to a very great extent, 4 – to a great extent, 3 – to some extent, 2 –
to a little extent, 1 – not at all
RUBRIC FOR CHECKING THE CONCLUSION AND RECOMMENDATIONS OF
RESEARCH STUDY
Found on Grade 12 Practical Research 2, Quarter 2, Module 6
Criteria 10 8 6 4 2 0
1. The findings Findings Findings Recomme Recomme Made Did not
lead to the lead to lead to ndations ndations recommend provide
conclusions in conclusions conclusio are are loosely ations but specific
a logical in a logical ns in a directly based on did not recomm
manner. manner. logical based on informatio provide any endation
2. Strong Strong manner, informatio n supporting s or
evidence is evidence is however, n presented information reach
given to given to some presented in the OR made any
support the support the evidence in the paper. recommend logical
conclusions. conclusions. given to paper. Only a few ations that conclusi
3. The strength, All the main support Most of of the were not ons
direction and issues are the the main main supported
focus of the addressed by conclusio issues are issues are by
recommendatio the ns is addressed addressed information
ns come from recommenda weak. by the by the in the
the tions. There Most of recommen recommen paper.
information is evidence of the main dations. dations. Conclusions
presented in creativity & issues Little No were not
the document. innovation in are evidence informatio backed by
4. The the addresse to support n given to evidence.
conclusions conclusions d by the conclusio support
demonstrate reached. recomme ns. conclusio
some degree of Recommend ndations. ns.
creativity &/or ations The
innovation. address the informati
5. The main main issues on
issues are and are presente
addressed by supported by d in the
the information paper
recommendatio presented in supports
ns the the
document. recomme
ndations.
Source: https://seagrant.uaf.edu/nosb/info/written-paper-scoring-rubric.pdf
C. Assessments for Remote Learning
Person
administering Low-Technology
the assessment
Printed supplemental activities and assessments
picked up from school or delivered to homes
o Flashcards
o Pop-up books
o Posters
o Comics
o Creative Self-evaluation questions at the end
of each topic
Teacher o Multi-colored post-it that represent level of
understanding per page of submitted module
o Rubrics
RubiStar
http://rubistar.4teachers.org/index.php
Rubric Maker
https://rubric-maker.com/
Quick Rubric
https://www.quickrubric.com/
Science Rubric Makers
https://www.teach-
nology.com/web_tools/rubrics/sciences/
Used learning materials/assessments by older
children
Daily monitoring of children. Avoid questions that
Parent/Guardian would only require yes/no answer. Start with
/Para-teacher phrase such as ‘Tell me about…’
Printed supplemental activities and assessments
o Flashcards
o Pop-up books
o Posters
o Comics
o Printed MELC’s used as a checklist
o Rubrics
Learner/ Self Printed self-assessment tools (see Appendix B for
samples):
o Checklist
o Free rubrics designed for students’ reference
https://rubric-maker.com/
o Reflection sheets
Prepared by: Checked by:
LIEZEL C. SANCHEZ ABUNDIO P. SAAVEDRA, JR.
Teacher II/Guidance Designate Principal IV
Monitored by:
EXQUIL BRYAN P. ARON
Education Supervisor I – Mathematics
LAC Team 3 Coach
