bjectives:

1. Discuss DepEd’s interim guidelines for assessment and grading as

stated in DO 31, s. 2020
2. Examine framework for preparing assessments for different modalities
3. Discuss process of preparing formative assessments and
performance tasks and rubrics
4. Critique examples of formative and performance task assessments
and rubrics
5. Present subject examples of formative and performance
task assessments and rubrics
RAPATAN2021
 2 UNPACKING OF UNIT LEARNING GOALS DIAGRAM
TRANSFER GOAL 3 4 PERFORMANCE TASK
The students on their own and in the long run
will be able to produce an effective
informative speech to address and explore the 2 TRANSFER
Informative Speech
human needs and issues affecting them.

PERFORMANCE STANDARD

1 The learner transfers learning by composing and delivering an informative speech

based on a specific topic of interest keeping in mind the proper and effective use
of parallel structures and cohesive devices and appropriate prosodic features,
stance, and behavior.

ACQUISITION MAKE MEANING

- Determine the meaning of words and expressions that reflect the EQ: How does one produce an effective informative speech?
local culture by noting context clues
- Determine tone, mood, technique, and purpose of the author
EU: Students will understand that an effective informative speech
- Arrange notes from expository texts using a variety of graphic
depends on one’s knowledge about the issues and topics being
organizers
addressed, the meaning he or she gets from texts, and the use of
-Use conventions in citing sources
devices to disseminate information.

CONTENT STANDARD
The learner demonstrates understanding of: African literature as a
means of exploring forces that human beings contend with; various
reading styles vis-à-vis purposes of reading; prosodic features that serve
as carriers of meaning; ways by which information may be organized,
related, and delivered orally; and parallel structures and cohesive
devices in presenting information.
 What are the content and ance standards of the
1 STANDARDS PERFORMANCE STANDARD
perform
learning unit?

LEARNING GOALS What is theTRANSFER

learning goal d from the standards?
2
(A-M-T)
What is the learning goal’s competency that
3 LEARNING specificTRANSFER GOAL
COMPETENCIES students are supposed to

What is the assessment that will ow evidence of

4 ASSESSMENT sh PERFORMANCE mpetency?
TASKdemonstration of the co
students’ CURRICULUM
5 ACTIVITY What is the activity that will students develop MAP
the
SCAFFOLD LEVELS 1-
3
competencies?
competency?
 SCAFFOLD LEVELS 1-3
DESIGN
6 PROTOCOL
RESOURCES FOR ALIGNMENT IN CURRICULUM MAP
What materials will be used to help the students learn the
MAPPING ASSESSMENT AND ACTIVITIES WITH UNIT STANDARDS AND PRIORITIZED COMPETENCIES

RAPATAN2020
SAMPLE ALIGNMENT OF COMPETENCY, ASSESSMENT AND ACTIVITY FOR TRANSFER

COMPEľENCY ASSESSMENľ ACľIV

IľY
Show Formulate Performance Task Scaffold for Transfer
Demonstrate Model Portfolio Project Exercises
Improve Synthesize
Design Reflect
Create
Invent
Simulate
Plan
Revise
Convert
Compose
Devise
Recommend
 ASSESSMENT OF STUDENT LEARNING

AVOID CONTROVERSY
ASSESS ACCORDING TO THE COMPETENCY
Assessment is based on standards and competencies.
 Assessment is the ongoing process
of gathering, analyzing,
and reflecting on evidence to make
informed and consistent judgments to
improve future student learning.
EXAMPLE ACADEMIC HONOR CODES
PEAC INSET 15 May 2021
 MODULAR-PRINTED FORMATIVE SAMPLE SELF-ASSESSMENT

LEARNING
TARGETS SUNNY CLOUDY STORMY
I am able to do this on my I am able to do some of this I am not able to do this. I am
own. alone, but I need help in confused and do not
doing the others. understand this.

I can present my ideas using a writing

graphic organizer.
I can employ appropriate cohesive
devices in writing my informative
speech.
I can use appropriate prosodic
features of speech in delivering
my informative speech.
I can deliver a self-composed
informative speech with ease and
confidence.
 “Students can learn without grades, but they can’t learn
without timely, descriptive timely, feedback.”

PEAC INSET
 ASSESSMENT OF STUDENT LEARNING

CONSTRUCTIVE CRITICISM PRAISE

POSITIVE
FEEDBACK

NEGATIVE
FEEDBACK

NEGATIVE
POSITIVE
FEEDFORWARD
FEEDFORWARD

IMPORTANCE OF TIMELY, FREQUENT,

VARIED, AND SPECIFIC FEEDBACK TO
PEAC INSET STUDENTS
PEAC INSET
PEAC INSET
PEAC INSET
PEAC INSET
PERÏORMANCE ľRANSÏER GOAL PERÏORMANCE
SľANDARD
ľASK
The learner is able to The learner on their
own and in the long GRASPS
run will be able to
VERB +PRODUCT+
REAL WORLD
PURPOSE.
.
 PERÏORMANCE ľRANSÏER GOAL PERÏORMANCE
SľANDARD
ľASK
The learner transfers The students on
learning by composing their own and in the ľhe Local Healľh Cenľeí is
and delivering an long run will be able speaíheading an Infoímaľion Díive as
one of ľhe íesponses ľo ľhe spíead of
informative speech based to produce an COVID-19 in ľhe communiľy.
on a specific topic of effective informative
As ľhe communiľy healľh woíkeí,
interest keeping in mind speech to address and you aíe ľasked ľo píoduce an
the proper and effective explore the human infoímaľive speech ľo effecľively and
use of parallel structures efficienľly disseminaľe infoímaľion ľo
needs and issues
and cohesive devices and píevenľ ľhe spíead of COVID-19 in
affecting them. ľhe communiľy.
appropriate prosodic
features, stance, and ľhe infoímaľive speech should be
íelevanľ, engaging, effecľive, and
behavior. meaningful.
 ORKSHOP
G OAL – The purpose of the product or objective of the solution to the
problem in the scenario or case.
OLE – The real life professional or worker who develops or provides
R the answer.
UDIENCE – The group that will be viewing, using or benefitting from
A the output.

ITUATION – The setting of the scenario and the problem, issue or

S challenge people face.
RODUCT – The output done by the professional/worker that answers
P the problem or goal.
TANDARDS – The criteria (also stated in a rubric) that will be used to
S assess the product.
Identify the G.R.A.S.P.S
ľhe Local Healľh Cenľeí is speaíheading an Infoímaľion GOAL
Díive as one of ľhe íesponses ľo ľhe spíead of COVID-19 ROLE
in ľhe communiľy.
AUDIENCE
As ľhe communiľy healľh woíkeí, you aíe ľasked ľo
SITUATION
píoduce an infoímaľive speech ľo effecľively and
efficienľly disseminaľe infoímaľion ľo píevenľ ľhe PRODUCT
spíead of COVID-19 in ľhe communiľy. STANDARDS
ľhe infoímaľive speech should be íelevanľ, engaging,
effecľive, and meaningful.
PEAC INSET 2017 26
RAPATAN2017
PERFORMANCE TASK DESIGNS:
SUBJECT-BASED WITH
DIFFERENTIATED
PRODUCTS
 PERFORMANCE TASK WITH DIFFERENTIATED
DO 31, s.2020
PRODUCTS
PERFORMANCE STANDARD: The learner transfers learning by composing and delivering an
informative speech based on a specific topic of interest keeping in mind the proper and effective use
of parallel structures and cohesive devices and appropriate prosodic features, stance, and behavior.

BLOGPOST INFORMATIVE SPEECH INFOMERCIAL

COMMON RUBRIC
PEAC INSET
 G OAL
R OLE ľhe Local Healľh Cenľeí is speaíheading an Infoímaľion
Díive as one of ľhe íesponses ľo ľhe spíead of COVID-19 in ľhe
A UDIENCE
communiľy.
S ITUATION
Youí ľeam consisľs of a docľoí, a nuíse, and a communiľy
P PRODUCT
healľh caíe woíkeí is ľasked ľo paíľicipaľe in making ľhe
S TANDARD following: infoímaľive speech, blog posľ, and infomeícial ľo
Doctor
effecľively and efficienľly disseminaľe infoímaľion ľo píevenľ ľhe
Informative
Speech
spíead of COVID-19 in ľhe communiľy.
Nurse All ľhe ouľpuľs of ľhe infoímaľion díive should be íelevanľ,
Blog post engaging, effecľive, and meaningful.
Infomercial
Health worker
G8 Q1 RAPATAN2021
Informative Speech
 PERFORMANCE TASK GRASPS CHECKLIST (DIFFERENTIATED PRODUCTS)
1. The unit Performance Standard is stated. The Performance Task is aligned with this
Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the
purpose of the product (it is not the product itself).
4. The Situation tells the student his or her possible ROLES in answering the need or goal or
solving the problem. The student may choose 1 of the given roles.
5. The student is asked to select in line with his or her role the output or PRODUCT from those
that are mentioned. The student will work on the chosen PRODUCT. The PRODUCT is aligned
with the Performance Standard.
6. The Situation informs the student the AUDIENCE or group of people that will be using or
benefiting from the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become
the rubric criteria). The STANDARDS are applicable to the different products. The STANDARDS are
consistent with the Unit Performance Standard.

RAPATAN2021
PERFORMANCE TASK DESIGNS:
SUBJECT-BASED WITH
DIFFERENTIATED
PRODUCTS

SUBJECT-BASED WITH
MODALITY-BASED PRODUCTS
RAPATAN2021
 G OAL
R OLE ľhe Local Healľh Cenľeí is speaíheading an Infoímaľion
Díive as one of ľhe íesponses ľo ľhe spíead of COVID-19 in ľhe
A UDIENCE
communiľy.
S ITUATION
Youí ľeam consisľs of a docľoí, a nuíse, and a communiľy
P PRODUCT healľh caíe woíkeí is ľasked ľo paíľicipaľe in making ľhe
S TANDARD following: infoímaľive speech video, infoímaľive speech, and
Doctor infomeícial ľo effecľively and efficienľly disseminaľe infoímaľion
BLENDED
Informative
Speech Video
ľo píevenľ ľhe spíead of COVID-19 in ľhe communiľy.
Informative PRINTED
NurseSpeech
(w/ scoring) MODULAR All ľhe ouľpuľs of ľhe infoímaľion díive should be íelevanľ,
Health worker engaging, effecľive, and meaningful.
Infomercial ONLINE
G8 Q1 Informative Speech
RAPATAN2021
 PERFORMANCE TASK GRASPS CHECKLIST (MODALITY-BASED PRODUCTS)
1. The unit Performance Standard is stated. The Performance Task is aligned with this Performance
Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose
of the product (it is not the product itself).
4. The Situation tells the student his or her possible ROLES in answering the need or goal or solving
the problem. The student may choose 1 of the given roles.
5. The student is asked to select in line with his or her role the output or PRODUCT that is in line
with his or her modality. The PRODUCT is aligned with the Performance Standard.
Choices of PRODUCTS are given also in terms of modality (e.g., 1 for modular, 1 for modular with
online, and 1 for purely online).
6. The Situation informs the student the AUDIENCE or group of people that will be using or
benefiting from the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the
rubric criteria). The STANDARDS are applicable to the different products. The STANDARDS are
consistent with the Unit Performance Standard.
RAPATAN2021
PERFORMANCE TASK DESIGNS:
SUBJECT-BASED WITH
DIFFERENTIATED
PRODUCTS

SUBJECT-BASED WITH
MODALITY-BASED PRODUCTS

INTEGRATED SUBJECTS
WITH COMMON PRODUCT
PEAC INSET
INTEGRATED PERFORMANCE TASK FOR DIFFERENT SUBJECTS WITH COMMON
DO 31, s.2020 PRODUCT

ENGLISH PHYSICAL ED. VALUES ED.

Informative Promote Role of Family
Speech Personal in Society
Fitness

PERFORMANCE TASK OUTPUT: INFORMATIVE SPEECH

PEAC INSET
INTEGRATED PERFORMANCE TASK FOR DIFFERENT SUBJECTS WITH COMMON PRODUCT

ľhe Local Healľh Cenľeí and ľhe Communiľy Infoímaľion Desk will
COMMON launch an Infoímaľion Díive as one of ľhe íesponses ľo COVID-19.
PRODUCT
You aíe ľhe selecľed communiľy healľh woíkeí ľo compose and deliveí
an infoímaľive speech ľo effecľively and efficienľly disseminaľe infoímaľion ľo
píevenľ ľhe spíead of COVID-19 in ľhe communiľy. ľhe infoímaľive speech musľ
ENGLISH PHYSICAL ED.
include specific healľh píoľocols, ideas ľhaľ will píomoľe peísonal fiľness, and
VALUES ED.
ľhe íoles of family in ľhis communiľy iniľiaľive.
PHYSICAL ED. ENGLISH
ľhe infoímaľive speech should be íelevanľ, engaging, effecľive, and
VALUES ED.
meaningful.
 UNIT PERFORMANCE TASK FOR 2 INTEGRATED SUBJECTS WITH COMMON PRODUCT
GRADE LEVEL: 8 QUARTER PERFORMANCE STANDARD
SUBJECT: English
SUBJECT 1 Physical Education The learner demonstrates understanding of guidelines and principles in exercise program design to achieve personal
fitness.
SUBJECT 2 Values Education The learner applies understanding of the importance, purpose, and role of the family in the society.
COMMON THEME IN SUBJECT STANDARDS: Relevant information to prevent the spread of COVID-19
COMMON OUTPUT : Informative Speech

PERFORMANCE STANDARDS:
ENGLISH: The learner transfers learning by composing and delivering an informative speech based on a specific topic of interest keeping in mind the proper
and effective use of parallel structures and cohesive devices and appropriate prosodic features, stance, and behavior.
PHYSICAL EDUCATION: The learner demonstrates understanding of guidelines and principles in exercise program design to achieve personal fitness.
VALUES EDUCATION: The learner applies understanding of the importance, purpose, and role of the family in the society.
SITUATION The Local Health Center and the Community Information Desk will launch an Information Drive as one of the responses to COVID-19.

ROLE: Community Health Worker

GOAL: To effectively and efficiently disseminate information to prevent the spread of COVID-19 in the community
INTEGRATED PRODUCT: (1 output with requirements from different subject areas)
The informative speech must include specific health protocols (English), ideas that will promote personal fitness (Physical Ed.), and the roles of family in this
community initiative (Values Ed.).
AUDIENCE: Community
STANDARDS: (criteria from each subject area): The informative speech should be relevant (PE), engaging, effective (English), and meaningful (Values Ed.).

RAPATAN2
 PERFORMANCE TASK GRASPS CHECKLIST (INTEGRATED
SUBJECTS)
1. The unit Performance Standards from the different subjects or learning areas are stated. The
Performance Task is aligned with these Performance Standards.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the
purpose of the product (it is not the product itself).
4. The Situation tells the student his or her possible ROLE in answering the need or goal or
solving the problem.
5.. The student will work on 1 PRODUCT that shows the combination of performance standards
from different subjects.
6. The Situation informs the student the AUDIENCE or group of people that will be using or
benefiting from the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become
the rubric criteria). There are STANDARDS that are applicable to each subject. The STANDARDS
are consistent with the Unit Performance Standard.
RAPATAN2
 Critique the following Performance Task with the checklist
for
modality-based products and revise, if needed.
PERFORMANCE STANDARD: The learners will be able to compose and deliver a persuasive speech based on an
informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-
making, persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
SITUATION: The infection rate in the barangay has risen by 30%.

GOAL: The barangay council wants to make a poster to be distributed to all households.

ROLES: Chairperson of Barangay Youth Council.

PRODUCT CHOICES IN LINE WITH MODALITIES: Modular: Short Story; Blended: Poster; Online: Video Travelogue
AUDIENCE: Barangay Youth Leaders

STANDARDS: Neatness, Consistency, Content

GRASPS NARRATIVE:
The infection rate in the barangay has risen by 30%. Alarmed by this development, the barangay council wants to
step up mask wearing and social distancing among young people. As the Chairperson of the Barangay Youth Council,
you have been asked to address barangay youth leaders. You can present either a short story, poster or video
travelogue. Your presentation will be evaluated according to neatness, consistency and content.

RAPATAN2
RAPATAN2
 PERFORMANCE TASK GRASPS CHECKLIST (MODALITY-BASED PRODUCTS)
1. The unit Performance Standard is stated. The Performance Task is aligned with this
Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the
purpose of the product (it is not the product itself).
4. The Situation tells the student his or her possible ROLES in answering the need or goal or
solving the problem. The student may choose 1 of the given roles.
5. The student is asked to select in line with his or her role the output or PRODUCT that is in line
with his or her modality. The PRODUCT is aligned with the Performance Standard.
Choices of PRODUCTS are given also in terms of modality (e.g., 1 for modular, 1 for modular with
online, and 1 for purely online).
6. The Situation informs the student the AUDIENCE or group of people that will be using or
benefiting from the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become
the rubric criteria). The STANDARDS are applicable to the different products. The STANDARDS are
consistent with the Unit Performance Standard.

RAPATAN2
 Revised Version
PERFORMANCE STANDARD: The learners will be able to compose and deliver a persuasive speech based on an
informative essay featuring use of properly acknowledged information sources, grammatical signals for opinion-
making, persuasion, and emphasis, and appropriate prosodic features, stance, and behavior.
SITUATION: The infection rate in the barangay has risen by 30%.

GOAL: The barangay council wants to step up mask wearing and social distancing among young people.

ROLES: Chairperson of Barangay Youth Council or hospital worker or Barangay Health Officer
PRODUCT CHOICES IN LINE WITH MODALITIES: Modular: Written Speech; Blended: Written Speech with Powerpoint;
Online: Video Recorded Speech
AUDIENCE: Barangay Youth Leaders

STANDARDS: Use of Persuasive Techniques, Logical Arguments, Impact

GRASPS NARRATIVE:
The infection rate in the barangay has risen by 30%. Alarmed by this development, the barangay council wants to step
up mask wearing and social distancing among young people. As the Chairperson of the Barangay Youth Council, you
have been asked to address barangay youth leaders. You can present either a written speech or deliver the speech with
a Powerpoint program. You can also video record your speech and upload in social media. Your speech will be
evaluated
according to the use of persuasive techniques, logical arguments, and impact.
RAPATAN2
RAPATAN2
PERFORMANCE TASK DESIGNS:
SUBJECT-BASED WITH
DIFFERENTIATED
PRODUCTS

SUBJECT-BASED WITH
MODALITY-BASED
PRODUCTS

INTEGRATED SUBJECTS
WITH COMMON PRODUCT

SUBJECT-BASED WITH
DESIGN THINKING
RAPATAN2021
 Design Thinking

Clearly Design a (series

articulate the of) prototype(s)
problem you to test all or part
want to solve of your solution
Engage in short-
cycle testing
process to refine
and improve your
EMPATHIZE IDEAT solution
E

DEFINE Brainstorm
Develop a deep potential PROTOTYPE PUBLISH
understanding of solutions, select,
the challenge and develop your
solution TEST
Share finding
with a wider
audience
 HOW IS GRASPS SIMILAR TO DESIGN THINKING?

PEAC INSET
 HOW IS GRASPS SIMILAR TO DESIGN THINKING?

SITUATION

GOAL/ROLE/AUDIENCE

PRODUCT

PRODUCT

STANDARDS

AUDIENCE
PEAC INSET
UNIT PERFORMANCE TASK v1 WITH DESIGN THINKING

SITUATION PROVIDED BY TEACHER

GOAL/ROLE/AUDIENCE PROVIDED
BY TEACHER
PRODUCT DONE BY STUDENT

PRODUCT DONE BY STUDENT

STANDARDS PROVIDED BY

TEACHER
 DISSEMINATION TO
AUDIENCE DONE BY STUDENT
PEAC INSET
UNIT PERFORMANCE TASK v2 WITH DESIGN THINKING

SITUATION DONE BY STUDENT

GOAL/ROLE/AUDIENCE DONE BY
STUDENT
PRODUCT DONE BY STUDENT

PRODUCT DONE BY STUDENT

STANDARDS PROVIDED BY

TEACHER
 DISSEMINATION TO
AUDIENCE DONE BY STUDENT
PEAC INSET
 PERFORMANCE TASK GRASPS CHECKLIST (WITH DESIGN
THINKING)
1. The unit Performance Standard is stated. The Performance Task is aligned with the Performance
Standard.
2. A real life problem SITUATION is presented. Data about the problem SITUATION are given and lead
students to EMPATHIZE with those affected by the problem.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself). The GOAL also presents the barriers or obstacles that need to be
overcome.
4. The Situation tells the student his or her possible ROLE in answering the need or GOAL or solving the
problem.
5. The student is asked to IDEATE and PROTOTYPE 1 PRODUCT that addresses the SITUATION and answers
the GOAL.
6. The Situation describes the AUDIENCE or group of people that will be using or benefiting from the
product.
7. To TEST the quality of the product, a set of STANDARDS is given. (These standards become the rubric
criteria). The STANDARDS are consistent with the Unit Performance Standard.

RAPATAN2
8. A process of PUBLISHING or disseminating the results of the test to the intended AUDIENCE is described
by the student.

RAPATAN2
Performance Task with 21st Century Skills

Mini-demo
 Reading Articles/Studies about COVID-
1 19 situation in the Philippines

EMPATHIZE
RAPATAN2019
 DEFINE
2 Weak real-time and frequent information
dissemination system
RAPATAN2019
 How to provide accurate, updated, pertinent,
3 and real-time information about COVID-19? In
what way can we use informative speech?
IDEATE
RAPATAN2019
 PROTOTYPE
4 Based on the ideas you have gathered, what
prototype involving informative speech can you
make in order to provide a solution to the
problem?
RAPATAN2019
 Technical Run of the website and uploading of the videos
5 TEST of informative speeches and articles
Evaluate the informative speeches using the rubric below.
RAPATAN2019
 Launch the website and promote it
6 PUBLISH on social media
RAPATAN2019
 UNIT PERFORMANCE TASK v1 WITH DESIGN THINKING
DESIGN THINKING
QUESTION TO ANSWER IMPLEMENTATION IN SCAFFOLD/ PERFORMANCE TASK
STEPS AND TASK
EMPATHIZE: Conduct What data from research Reading Articles/Studies about COVID-19 situation in the Philippines
research in order to shows specific needs? • Knowledge, attitudes and practices of COVID-19 among income-poor
understand user needs. households in the Philippines: A cross-sectional study (nih.gov)
• Toward an improved risk/crisis communication in this time of COVID-19
pandemic: a baseline study for Philippine local government units (sissa.it)
DEFINE: Articulate the What are the barriers to Weak real-time and frequent information dissemination system
problem clearly. meeting the needs?

IDEATE: Generate a What can be designed to The students will brainstorm ideas on how to provide accurate, updated, pertinent, and
range of ideas quickly. address the barriers? real-time information about COVID-19 using informative speech.

PROTOTYPE: Model and What can be produced to The students will make a Public Information Campaign Website that will provide
build representations of the model the design? accurate, updated, pertinent, and real-time information about COVID- 19 and to link
best ideas. important websites and create content like videos and articles
TEST: Evaluate prototypes How useful is the model? The students will conduct a technical run of the website and will upload the videos of
and then refine them. How does it work? informative speeches and articles. They will also evaluate the informative speech using
Problems in making it the following standards: relevant, engaging, effective, and meaningful.
work?
PUBLISH: Share findings How will results of using The students will launch the website and will promote it on their selected social media.
with a wider audience. design be disseminated?
Format? Media?
 UNIT PERFORMANCE TASK v2 WITH DESIGN THINKING
DESIGN THINKING
QUESTION TO ANSWER IMPLEMENTATION IN SCAFFOLD/ PERFORMANCE TASK
STEPS AND TASK
EMPATHIZE: Conduct What data from research The students will look for articles/studies/reports about COVID-19 situation in
research in order to shows specific needs? the Philippines which they need to read/watch and analyze.
understand user needs.

DEFINE: Articulate the What are the barriers to The students will present different data, and they will identify the
problem clearly. meeting the needs? problem/s based on the data that they selected and presented.
IDEATE: Generate a What can be designed to The students will identify ways on how to use informative speech in
range of ideas quickly. address the barriers? solving the problem.
PROTOTYPE: Model What can be produced to The students will create the prototype based on the identified solution using
and build model the design? informative speech.
representations of the
best ideas.
TEST: Evaluate How useful is the model? The students will test the prototype and will evaluate the informative speech
prototypes and then How does it work? using the following standards: relevant, engaging, effective, and meaningful.
refine them. Problems in making it
work?
PUBLISH: Share How will results of using The students will publish or launch the solution using their selected media.
findings with a wider design be disseminated?
audience. Format? Media?
PERFORMANCE TASK DESIGNS:
SUBJECT-BASED WITH
DIFFERENTIATED
PRODUCTS

SUBJECT-BASED WITH
MODALITY-BASED
PRODUCTS

INTEGRATED SUBJECTS
WITH COMMON PRODUCT

SUBJECT-BASED WITH
DESIGN THINKING
RAPATAN2021
 HOW WILL THE
PERFORMANCE TASK
OUTPUT BE
EVALUATED?
RAPATAN2020
An Analytic Rubric is a two-dimensional rubric
with levels of achievement as columns and
assessment criteria as rows. Allows you to assess
participants' achievements based on multiple
criteria using a single rubric. You can assign
different weights (value) to different criteria and
include an overall achievement by totaling the
criteria.
 Relevant

Engaging

Effective

Meaningful
 Rubric CRITERIA are
Relevant
based on the
GRASPS.
(standards)
Engaging

Effective
Alignment of
rubric criteria
with standards
Meaningful
and transfer goal.
 Quality Rubric

Cleaí essential cíiteíia

Real-woíld cíiteíia

Realistic numbeí of
cíiteíia High inteíjudge
íeliability
Explicit obseívable
indicatoís ľested out with students

No oveílaps in levels
Avoid degíee modifieís
 Discuss as a group and complete the different boxes.

PERFORMS PERFORMS REQUIRED PARTIALLY UNABLE TO

REQUIRED ACTION ACTION PERFORMS REQUIRED PERFORM
AND ADDS OTHER ACTION REQUIRED ACTION
ACTIONS
Able ľo díive a bike Able to díive a Able ľo díive a bike Has a bike buľ
and mainľain one’s bifie and buľ has píoblems in noľ able ľo díive
balance; does noľ fall; mainľaining balance;
able ľo do
maintain one’s falls eveíy now and
and keep one’s
complicaľed balance; does ľhen balance
maneuveís not fall
 What is the process of designing this scale?

4
Advanced You add youí own ideas, peíspective, and style inľo whaľ you do. You
Undeísľanding of ľhe aíe confident and aíe íeaching foí ľhe next level of píoficiency.
Sľandaíd

3 You consistently meet the taíget píoficiency level, and you aíe íeady ľo
Meeľs ľhe Sľandaíds move on.

2 You can meeľ ľhe ľaígeľ píoficiency level in familiaí tasfis and
Appíoaches ľhe Sľandaíd situations.
You know whaľ ľo do ľo meeľ ľhe ľaígeľ píoficiency level, buľ you need
extía help.
You know whaľ ľhe ľaígeľ píoficiency level is, buľ you aíe confused and píobably fíustíated. You need some help to get staíte
1 You miss oppoíľuniľies ľo demonsľíaľe whaľ you can do because you aíe ofľen
Does noľ Meeľ ľhe Sľandaíd
distíacted, not paíticipating, oí absent.
What is the process of
designing this scale?
STEP 1 STEP 2

Standards All ľhe ouľpuľs of ľhe infoímaľion díive should be íelevanľ, engaging, effecľive
in GRASPS and meaningful.

EXEMPLARY SATISFACTORY DEVELOPING BEGINNING

CRITERIA
4 3 2 1

STEP 5 STEP 4 STEP 6 STEP 7

Relevant
STEP 3

Engaging

Effective

Meaningful

PEAC INSET 2020

 ORKSHOP
Criteria Exemplary Satisfactory Developing Beginning Rating

4 3 2 1
EXEMPLARY
Relevant Beyond
requirement
SATISFACTORY
Engaging Complete,
no error
DEVELOPING
Effective
Incomplete
BEGINNING
Meaningful Missing;
Full of errors
CRITERIA EXEMPLARY SATISFACTORY DEVELOPING BEGINNING
4 3 2 1
EXEMPLARY

SATISFACTORY +
Relevant EXTRA WORK
Student SAľISÏACľORY
work is…
Engaging Original START FROM HERE
In-depth DEVELOPING
Creative
Effective TAKE OUT
Innovative
FROM
Detailed
SATISFACTORY
Insightful
BEGINNING
Meaningful
 OPP
OSIT
E OF
SATI
SFAC
TOR
Y
RAPATAN2016
 CRITERIA ADVANCED PROFICIENT DEVELOPING BASIC
Organization Organized in Organized Organized Is not
a unique way in all parts in some organized
parts

Observable aspects of organized are not defined.

 CRITERIA ADVANCED PROFICIENT DEVELOPING BASIC
Format Follows Follows Follows Does not
and entire format format in follow
enhances some parts format
format

Items like format or mechanics not part of

standards; use as checklist items.
 CRITERIA ADVANCED PROFICIENT DEVELOPING BASIC
Supporting Gives Gives 3-5 Gives 1-2 Gives no
Examples more than supporting supporting supporting
5 examples examples examples
supporting
examples

Quantity not usually found in standards; avoid

using numbers as part of descriptors.
 CRITERIA ADVANCED PROFICIENT DEVELOPING BASIC
Following Follows Follows Follows Does not
Directions and direction in all direction in follow
enhances parts some parts directions
directions

Concerned with task rather than with learning

 CRITERIA ADVANCED PROFICIENT DEVELOPING BASIC
Explanation Gives Gives Gives Reasons do
logical wrong inconsistent not make
reasons reasons reasons in sense in
throughout sometimes some parts certain parts

No clear distinction between levels; some levels

overlap or say the same thing.
 CRITERIA ADVANCED PROFICIENT DEVELOPING BASIC
Content The content is The content is The content is The content is
complete with comprehensive and comprehensive but insufficient and not
additional acceptably insufficient. Some comprehensive.
information that sufficient. Some expected Expected
reflects the expected information were information were
students’ deep information were not discussed. not discussed.
understanding. Very not discussed.
comprehensive.

The descriptions do not explicitly relate to the desired

outcome to be measured.
 CRITERIA ADVANCED PROFICIENT DEVELOPING BASIC
Use of Visual Contain a lot of Contain pictures Contain pictures Does not contain
Materials pictures or videos or videos and or videos but pictures or
and complete complete description or videos.
description or description or explanations were
explanations were explanations were not provided.
provided. provided.
Additional details
were included.

The description pertains to quantity rather than

quality of work.
 CRITERIA ADVANCED PROFICIENT DEVELOPING BASIC
Organization Presentation is Presentation provides Presentation has Presentation has no
carefully organized sufficient evidence on some lapses on the evident organization
and provides effective ways of coherence of the on effective ways of
convincing evidence taking care of the evidence on effective taking care of the
on effective ways of respiratory and ways of taking care of respiratory and
taking care of the circulatory systems in the respiratory and circulatory systems in
respiratory and order to promote a circulatory systems in order to promote a
circulatory systems healthy lifestyle. order to promote a healthy lifestyle.
in order to promote a healthy lifestyle.
healthy lifestyle.

The word in the criteria should not be used in the description

instead it should be defined.
WHAT’S WRONG?
 SAMPLE RUBRIC FOR ENGLISH 8 QUARTER 1
CRITERIA EXEMPLARY (4) SATISFACTORY (3) DEVELOPING (2) BEGINNING (1)
The given context is extensively The given context is presented. The given context is partially The given context is not
exhibited and scrutinized. The The speech showcases correct shown. The output shows presented. The output shows a
Relevant speech showcases clear and real-world connections to inconsistent real-world misunderstanding of the issue;
compelling real-world address the issue. connections in addressing the hence, no real-world connections
connections to address the issue. issue. have been made.
The speech presents a clear and The speech presents a smooth The speech delivery is generally less The speech delivery is
effective delivery. The stance, delivery. The stance, behavior, appealing and organized. The inconsistent. The stance,
behavior, and prosodic features and prosodic features of speech stance, behavior, and prosodic behavior, and prosodic
of speech are creatively are properly performed, hence features of speech are inadequately features of speech are
performed, hence indicating a indicating a delivery that is performed, hence indicating a inappropriately performed,
delivery that is impactful. appealing. delivery that is incomplete. hence indicating a delivery that
Engaging is dry.
For printed modular: For printed modular: For printed modular:
The scoring symbols and The scoring symbols and The scoring symbols and For printed modular:
annotations are applied annotations are used annotations are used The scoring symbols and
appropriately and consistently, correctly, hence making the sparingly, hence making the annotations are used incorrectly
hence making the output output appealing. output dry. and insufficiently, hence making
impactful. the output confusing.
The speech employs clear and The speech employs correct and The speech utilizes appropriate but The speech utilizes incorrect and
well-thought-out parallel sufficient parallel structures and minimal parallel structures and insufficient parallel structures
Effective structures and cohesive devices cohesive devices that make the cohesive devices that make the and cohesive devices that make
that make the details details coherent and organized. details inadequate. the details confusing and
interesting. erratic.
 The content of the speech The content of the speech The content of the speech partially The content of the speech shows
achieves the purpose achieves the purpose clearly. achieves the purpose. The message a misunderstanding of the
Meaningful comprehensively. The message The message is appropriate. is appropriate but distracting. purpose. The message is both
is both timely and relatable. inappropriate and distracting.
MAPPING ASSESSMENT AND ACTIVITIES WITH UNIT STANDARDS AND PRIORITIZED COMPETENCIES
RAPATAN2020