DepEd Format Lesson Plan

Name of Teacher: Rosa Mia L. Pontillo Date of implementation:

School: NORTH EASTERN MINDANAO STATE Quarter/Semester: 1ST Semester
UNIVERSITY
District: Week Number:
Subject Educ 5 Assessment in learning 2
Description:

A. Content
Standards:
B. Performance
Standards:
C. Learning
Competencies
I. OBJECTIVE/S
(Write the LC
code for each)

II. CONTENT
D. Objectives: Topic: Instructional Decision in Assessment
At the end of the session, 80% of the students are expected to:
a. Determine different types of education assessment;
b. Select and use types of education assessments; and
c. Appreciate the importance of education assessments in a
school setting
E. Across
learning Area
F. Values
 III. LEARNING RESOURCES
RESOURCESs
A. References:
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional
Materials from DepEd
Learning Portal/Div.
Lughason Portal

B. Other Learning Laptop/PPT

Resources: Online sources:
https://www.studocu.com/ph/document/looc-national-high-
school/empowerment-technologies/2-instructional-decisions-in-
assessment/77077718

IV. PROCEDURES
Preliminary Teacher’s Activity Student’s Activity
Activities
Classroom
Routine
1. Prayer
Before we start with our learning Students: Let us put
Indicator 8 session, may I request everyone to ourselves in the
Adapted and used
please stand for the inter-faith presence of our Lord
culturally prayer. God.
appropriate
teaching strategies
to address the
2. Greetings Students: Best
needs of learners Teacher: Best morning, everyone! Afternoon Maa’m
from indigenous
groups.
Teacher: How are you in this Students: random
morning? answers.
That’s good to hear.
Secretary: based on
3. Attendance the attendance, there
Teacher: Teacher: Class secretary, is no absent for today
how many are absent today? Ma’am.

Teacher: Very good! All of you are Students: Yes Ma’am

Indicator 6
present. Let us give a Clap to
Maintained learning ourselves.
environments that
promote fairness, 4. Assignment
respect, and care to
encourage learning. Teacher: Do we have an assignment? Student: No, Ma’am
 Teacher: Okay, let’s proceed

Indicator 5
5. Class Rules
Teacher: I believe in our homes, our
Established safe and parents set a set of rules to be
secure learning
environments to
followed. In our classroom, I have
enhance learning here our classroom rules that you
through the need to follow called coil. Please
consistent
implementation of
read.
policies, guidelines,
and procedures. Class Rules

Students: read and

understand the class
rules.

Teacher: I am expecting you to follow our

classroom rules for us to have a
harmonious an interactive discussion
Am I understood?

Teacher: By the way, class, you are

allowed to express your opinions and Students: Yes, Maa’m
ideas, and to answer questions. And if
you have any questions or need
clarification, you are free to ask me. Am I (The students raised
understood? their hands)
Student: Our previous
Teacher: Now, let us have a review. What lesson ma’am was all
was our previous lesson? about Characteristics
of 21st Century
Teacher: what is 21 st
Century Assessments…
Assessments?

Teacher: Yes, very good! Students: No, maa’m

Teacher: Do you have any question or

clarifications? If none, let’s have an
activity. But first, I want you to group you
by 3. Start counting 1-3.
A. Reviewing
previous lesson
or
Presenting the
new lesson

B. Establishing a Teacher: Before we start, I want you to

purpose for the group you by 3. Start counting 1-3.
lesson.
Teacher: Are you now in your group?
Student: Yes, ma’am
Teacher: This activity is called 4 pics
one word

Score board

Teacher: This is our scoreboard. Gaining

a lot of points can make a team stronger.
This scoreboard is going to help me keep Students: Listen
track of your progress and achievements attentively.
in every activity that we are going to
have. Am I clear? Now let’s proceed to
our activity.

(Teacher will flash the directions and pictures on the screen)

Directions:
 The teacher will flash some Students answer:
pictures on the screen Instruction
 The students will be given 30
seconds to guess the answer Students: Decision
 After that, they will raise their hand
and state their brainstormed
answer
 The group who got the correct Students answer:
answer will be given points Assessment
accordingly

Teacher: time is up. What is the answer?

Another picture is being flashed

Teacher: What is the answer?

Last pictures flashed on the screen

 Teacher: Times up! What is the answer?

C. Presenting Teacher: class, our lesson for today is all

examples/instanc about Instructional decision in
es of the new Assessment. Let us read our objectives.
lesson
At the end of the session, 80% of the
students are expected to:
a. Determine different types of
education assessment;
b. Select and use types of education
assessments; and
c. Appreciate the importance of
education assessments in a school Students: Read and
Indicator 4 setting understand the
objectives.
Displayed a
proficient use of Teacher: I hope that we can attain all of
Mother Tongue, these objectives at the end of our class
Filipino and English
to facilitate discussion.
teaching and Students: Yes Ma’am.
learning.

Teacher: Ok, very good! let us proceed.

D. Discussing INSTRUCTIONAL DECISION IN

new ASSESSEMENT
concepts Instructional decision in assessment
and refers to the process by which educators
practicing use assessment data to make informed
new skills choices that directly impact instruction
number 1. and student learning. These decisions
involve selecting, designing, and
modifying assessments, as well as
interpreting results to adapt teaching
strategies. Below are key details about
Indicator 7 the concept
Established a
learner- 1. Selection of Appropriate
centered culture Assessment Types
by using Educators must decide between
teaching formative (ongoing, during instruction)
strategies that
and summative (end-of-unit or course)
respond to their
linguistic,
cultural, socio-
economic, and
religious
backgrounds.
assessments based on the learning
objectives. This includes choosing
between various methods such as:
 Quizzes
 Essays
 Projects
 Performance-based assessments
 Self-assessments and peer
assessments
Example Decision: If the goal is to
monitor students' progress throughout a
unit, a teacher might choose frequent,
low-stakes quizzes (formative
assessment) rather than a final exam.

2. Alignment with Learning

Objectives Students observe and
The assessment must align with the listen carefully)
desired learning outcomes. This involves
ensuring that the chosen method
accurately measures what students are
expected to learn.
Example Decision: If a learning
objective involves critical thinking, an
open-ended essay question may be more
appropriate than a multiple-choice test,
which typically measures recall.
3. Differentiating Assessments
Instructional decisions also include
tailoring assessments to meet the
diverse needs of students, such as
accommodating different learning styles,
abilities, and backgrounds.
Example Decision: For students with
learning disabilities, a teacher might
decide to provide extended time or
alternative formats (oral instead of
written exams) to ensure equitable
assessment.
4. Use of Assessment Data
Once assessments are administered,
educators analyze the results to make
decisions about their instructional
practices. This involves:
 Identifying strengths and
weaknesses in student learning
  Adjusting lesson plans or
reteaching difficult concepts
 Grouping students based on their
performance for targeted
instruction
Example Decision: If assessment data
reveals that a majority of students
struggled with a particular math concept,
E. Discussing new the teacher may decide to review and
concepts and reteach that topic using a different
practicing new instructional approach.
skills 5. Feedback and Reporting
Instructional decisions also involve how
feedback is given to students and how
results are communicated to
stakeholders, such as parents and
administrators. Effective feedback helps
guide students toward improvement.
Example Decision: A teacher might
decide to use detailed, constructive
feedback on student essays rather than
simple letter grades, focusing on areas
where students can improve.
6. Modifying Future Assessments
Based on the effectiveness of a current
assessment, educators may decide to
make changes for future assessments,
refining questions or changing the format
to better align with learning goals.
Example Decision: If a teacher notices
that students misinterpret questions in a
multiple-choice format, they might
switch to a more open-ended
assessment method in the next unit to
better assess student understanding.
7. Technology Integration
With the rise of digital tools in education,
instructional decisions now also include
choosing whether to use technology for
assessment, such as online quizzes,
automated grading systems, or learning
management systems (LMS).
Example Decision: A teacher might
decide to use an online platform like
Google Classroom to administer and
grade assessments, providing instant
 feedback to students.
F. Developing
mastery (Leads to Teacher: We will have an activity. With
Formative the same group, the teacher will give a
Assessment) scenario of a learning environment. Students: Listen
Select one of some of the assessment attentively to the
Indicator 6
types and create a short assessment. instructions.
Maintained You will be given 5 minutes to do the
learning task. After that one of your group Students: Yes, Ma’am
environments that
promote fairness,
members will discuss why you decided to
respect, and care choose that assessment. Are the
to encourage instructions clear?
learning.

Teacher: Very good, now let us proceed

to our activity.

(flashed the scenarios assigned to them on the screen)

Indicator 3
Scenario 1: Adapting Assessment for
Applied a range of Diverse Learners
teaching
strategies to Context:
develop critical Ms. Orpia teaches a 5th-grade English
and creative class with a wide range of student
thinking, as well
as other higher- abilities, including several students with
order thinking learning disabilities (such as dyslexia)
skills and English Language Learners (ELL).
He’s wrapping up a unit on "Persuasive
Writing" and needs to assess students’
understanding of the key elements
(thesis, evidence, counterarguments).

Scenario 2: Real-Time Formative

Assessment for Immediate Feedback
Context:
Ms. Casinginan is a high school math
teacher covering Algebraic Equations.
She has noticed that during class
discussions, some students seem to
grasp the concepts, while others struggle
but don’t ask for help. She needs to
quickly assess students’ understanding
to adjust her teaching before moving on
to the next topic.

Scenario 3: Project-Based Learning

in Science
 Context:
Mr. Sumalinog teaches 8th-grade science
and has just completed a unit on
Renewable Energy. He wants to assess
students' understanding of renewable
energy sources, their advantages and
disadvantages, and how they can be
applied in real-world contexts. However,
he wants the assessment to go beyond
just facts and figures, encouraging
critical thinking and creativity.
Students: Yes, Ma’am
Teacher: Time is up! Are you done?

Teacher: The first group to present and Students presented

discuss in front will be the group 1. You and discussed in front
may now proceed.

Teacher: Thank you, great job in using a

proper assessment for the scenario. Now
let us proceed to Group 2 and later the
last group 3.

Teacher: Thank you Group 2. Great Job!

Teacher: Now, for the group 3

Teacher: Job well done everyone! 5 claps Students clapping

for everyone.

G. Finding Teacher: Do you have further questions Students:No,Ma’am.

practical and clarifications? if none, I will ask you
applications of some questions.
concepts and
skills in daily Teacher: How do you decide when to
living. use performance-based assessments (Students possible
versus traditional tests? answer)
Indicator 3
Students: You use
Applied a range of performance-based
teaching assessments when
strategies to you want to measure
develop critical
and creative
thinking, as well
as other higher-
order thinking
skills.
 students' ability to
apply skills in real-
world contexts, and
traditional tests when
assessing specific
knowledge, facts, or
concepts that require
straightforward
answers. The choice
depends on the
learning objectives
and the type of skills
or knowledge being
assessed.
Teacher: As a future educator, why do
we need to know and understand how to Students: As a future
Indicator 4 make a decision in terms of creating an educator.
assessment? Understanding how to
Displayed
proficient use of make decisions when
Mother Tongue, creating an
Filipino, and assessment is
English to
facilitate teaching essential to ensure
and learning. that the assessment
accurately measures
student learning,
aligns with
instructional goals,
and meets the diverse
needs of students. It
enables educators to
provide meaningful
feedback, guide
instruction, and
improve student
outcomes.

H. Making Teacher: What have you learned today? Students: random

generalizations answer.
and abstractions Teacher: Instructional Decision in
about the lesson. Assessment involves selecting,
designing, and modifying assessments
based on learning objectives, student
needs, and instructional goals. They
analyze assessment data to adjust
 instruction, differentiate assessments for Students: None,
diverse learners, and provide meaningful Ma’am
feedback, ensuring assessments are
effective and equitable in measuring
DOMAIN 9 student progress and understanding.
Use strategies for
providing timely, Teacher: Do you have further questions
accurate and
constructive and clarifications?
feedback to
improve learner Teacher: Now, let us tally the total score
performance. on the scoreboard. And based on the
results, Group No._____ earned the Student: No, Ma’am.
highest score and the Winner. (Students clapping)

Teacher: Congratulations! Keep up the

good work. Congratulations also, to other
groups for participating in all the
activities. Thank you very much!
I. Evaluating
learning Teacher: Please listen to my instructions.
Our post-test is a Differentiated Type of
Indicator 6 Test composed of a written test and a
performance task. We will use the Job
Maintained learning Sheet for the performance test and the
environments that
promote fairness, test paper for the written test. Refer to
respect, and care to your Job Sheet and test paper class.
encourage learning. Remember, the written test is composed
of 5 multiple choice and 1 essay
assessment.

Teacher: Your performance task is

graded based on the rubric of Quality,
Accuracy, Method, Speed, and
Housekeeping. Answer the written test
first if you are not yet called for the
performance test.

Teacher: Let's begin. I will call you in

alphabetical order.

(see attached file of Job Sheet and test paper)

Test- I Multiple choice

Directions: Encircle the letter of the
correct answer
Part 1: Multiple Choice (1-5)
Choose the best answer for each
question.
1. Which of the following is an
example of a performance- Answer:
based assessment?
a) A multiple-choice quiz
b) A written test
c) A student presentation on
renewable energy D.
d) A fill-in-the-blank worksheet
2. When should formative
assessments be used in
instruction?
a) At the end of a course to assess
overall understanding C
b) Continuously throughout a
lesson to guide instructional
adjustments
c) Only before a major exam
d) Only when students ask for
feedback
3. Which factor is NOT typically A
considered when making
instructional decisions about
assessments?
a) Student learning objectives
b) Teacher's personal preference
c) Student needs and abilities
d) Alignment with curriculum D
standards
4. Why is it important to
differentiate assessments for
students with diverse needs?
a) To challenge higher-achieving
students
b) To ensure all students can
demonstrate their learning
effectively
c) To reduce the teacher’s C
workload
d) To increase the complexity of
the assessment
5. Which of the following is a key
benefit of using technology in
assessment?
 a) Technology increases the Students: random
difficulty of the assessment answers.
b) It provides immediate feedback
and automates grading
c) It limits students’ ability to
collaborate
d) It reduces the need for teacher
involvement

Test -II Essay

Directions: Explain concisely the
following.

6-10. How can you use assessment data

to improve your teaching?
Revisiting the Teacher: Class, after the session, did we .
Objectives: ..

a) Determine different types of

education assessment;
b) Use and present different types of
education assessments; and
c) Appreciate the importance of
education assessments in a school
setting
J. Additional activities The teacher will conduct remediation if
for application or RRE there are learners who failed in the post
test.

Assignment:
For your assignment, please read in
advance outcome-based assessment.
Remediation/Reinforcement/Enhancement (Conduct RRE as needed based on
the results of the evaluation)

This is the part of the DLP in which The session was implemented according
teachers shall document specific instances to the scheduled time and time.
that result in the continuation of lessons
to the following day in case of re-teaching,
insufficient time, transfer of lessons to the
following day as a result of class
suspension, etc.
 VI. REFLECTION

V. REMARKS
Reflection:
I have learned during my demonstration to the class that I do not need to elaborate the
answers of the students since they are already understandable. During the process, I
let them explain briefly some of their assigned activities and processed it.

A. No. of learners who earned 80% in the 11

evaluation
B. No. of learners who require additional 0
activities for
remediation who scored below 80%
C. Did the remedial lessons work? No. of
learners
who caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies work The discussion part, wherein the students
well? engaged and did the activities assigned to
Why did this work well? them in time.
F. What difficulties did I encounter which The part where I did not follow the student
my principal/school head/supervisor can centered-learning strategies.
help me solve?
G. What innovation or localized materials
did I use/discover that I wish to share with
other teachers?

PREPARED BY: CHECKED BY:

ROSA MIA L. PONTILLO ROLAND O. NOCETE
Instructor