Grade 2 Music Module Dep ed

3.  Group yourselves into four.
 Recall things you used to do
or things you use in
assessing your pupils‟
performance in Music.
 List your answers on the
metacards and post them on
the wall
 Assign a reporter per group.

4. (Black, P. & Wiliam, D. 1998. Inside the Black
Box: Raising standards through classroom
assessment, King‟s College, London)

5. *to track student‟s progress in
the attainment of standards
* promote self-reflection and
personal accountability for
one‟s learning
*provide a basis for the profiling
of student‟s performance.
(enclosure No, 1 of DepEd Order No. 73, s. 2012 –
(General Guidelines for the Assessment and Rating of
Learning Outcomes )

6. *
Rate or rank students
If all we give are grades, all students care
about are grades
Give parents feedback on their child‟s
performance
If we only give numbers/letters, we tell them
very little about what the student actually
knows or can do.
Provide feedback to instructors on their
effectiveness
If test data is analyzed correctly

7.  *Provide feedback to students about
their progress
◦ Don‟t punish kids for their practice –
students must have opportunities to
practice new material and need feedback
during that process

8. – any
assessment where the results
are used to improve
performance rather than for
grading
Examples – classroom feedback,
private lessons

9. –
assessment where results
are used to grade, mark,
rank, rate, or place students
(autopsy assessment)
Example –quarter exams

10. *
–
primarily used in the
classroom setting to
determine problems (error
detection); followed by
formative assessment

11. *
- all
students judged against
same standard
– students
compared to each other

12. – a particular test is
reliable if multiple judges
come up with the same result
– a test is valid if it
measures what it intends to.
Including behavior, attendance, and
late penalties leads to an invalid
assessment of student skill or knowledge

13. 1. Responding
2. Creating
3. Performing
4. Listening
5. Observing

1. Rubrics
2. Playing tests
3. Written tests
4. Practice sheets
5. Teacher
Observation
6. Portfolios
7. Peer and Self-
Assessment
5 Types of Musical
Behavior
Types of Assessment

14. UNDERSTANDING(S)
(30%)
KNOWLEDGE
(15%)
PROCESS(SKILLS)
(25%)
PRODUCTS/
PERFORMANCES
(30%)
LEVELSOFASSESSMENT
L E V E L S OF P R O F I C I E N C Y
UnderstandingPerformance
Performance Standard
Content Standard
BEGINNING
DEVELOPING
APPROACHINGPROFICIENCY
PROFICIENT
ADVANCED

15. LEVELS
OF
ASSESSMENT
CRITERIA
RATING
ADVANCED
5
PROFICIENT
4
APPROACHING
PROFICIENCY (3)
DEVELOPING
2
BEGINNING
1
KNOWLEDGE Nagpapakita ng
kaalaman nang
higit pa sa
hinihingi sa
pamamagitan ng
pagsagot sa mga
katanungan na
may kaakibat na
pagpapalawak at
pagpapaliwanag.
Nagpapakita ng
kaalaman ayon sa
hinihingi sa
pamamagitan ng
pagsagot sa mga
katanungan na
may kaakibat na
pagpapalawak at
pagpapaliwanag.
Nagpapakita ng
kaalaman nang
ayon sa hinihingi sa
pamamagitan ng
wastong pagsagot
sa mga
katanungan.
Nagpapakita ng
kaalaman subalit
may mga kalituhan
sa pagsagot sa
mga katanungan.
Nagpapakita ng
kaalaman subalit
may pag-
aalinlangan at
pagkakamali sa
pagsagot sa mga
katanungan
PROCESS
AND
SKILLS
Malaya at buong
husay na
naisasagawa ang
isang gawain
nang higit pa sa
inaasahan at
hindi
nangangailangan
ng tulong
kaninuman.
Malaya at buong
husay na
naisasagawa ang
isang gawain
ayon sa
inaasahan at
hindi
nangangailangan
ng tulong
kaninuman.
Nakapagsasagawa
subalit
nangangailangan
ng kaukulang
patnubay.
Nakapagsasagawa
subalit may mga
pagkakamali sa
mga pamamaraan.
Nagsikap
makapagsagawa
subalit walang
kahandaan sa
pagpapatuloy
nito.
UNDERSTANDING May kumpleto at
detalyadong
pagkaunawa sa
pinakamakabulu-
hang
impormasyon
tungkol sa paksa.
May kumpleto
ngunit hindi
detalyadong
pagkaunawa sa
pinakamakabulu-
hang
impormasyon
tungkol sa paksa.
Hindi kumpleto ang
pagkaunawa sa
mga impormasyon
subalit kakikitaan
ng pagkaunawa sa
paksa.
Hindi lubos ang
pagkaunawa sa
impormasyon
kung kaya‟t
kakikitaan ng
kalituhan tungkol
sa paksa.
Walang
pagpapasyang
maibigay.
PRODUCTS
AND
PERFORMANCES
Nakapagpakita ng
pinakamahusay
na antas ng
malikhaing
pagpapahayag at
pagsasagawa.
Nakapagpakita ng
kasiya-siyang
antas ng
malikhaing
pagpapahayag at
paggawa.
Nakapagpakita ng
katamtamang antas
ng malikhaing
pagpapahayag at
paggawa.
Nakapagpakita ng
gawain subalit
hindi kinakitaan ng
pagkamalikhain.
Walang
naipakitang
gawain.

16. SAMPLE ASSESSMENT MATRIX IN MUSIC 2
Domain/Element: Rhythm
Content Standard: Distinguishes between sound and silence
Performance Standard: Identifies the difference between sound and silence
Levels of Assessment What will I
assess?
How will I assess? How will I score?
KNOWLEDGE
15%
Associating visual
images with sound
and silence within a
rhythmic pattern
Paper and pencil
test(matching type)
Raw score(1 point will be
given for every correct
answer)
PROCESS SKILLS
25%
Draw a picture that shows
sound and another
picture that shows silence
(1 point will be given for every
correct answer)
UNDERSTANDING
30%
Oral discourse:
Explain the difference between sound
and silence
-In what real life situation do we need
sound/silence?
Rubrics:
•Logical
•Comprehensive
•Meaningful
•Grammatically correct
•Delivery
5-presence of all
indicators
4-presence of 4 indicators
3-presence of 4 indicators
2-presence of 2 indicators
1-presence of 2 indicator
PRODUCTS/PERFORMANCES
30%
Participation
(Group Activity)
-Perform a rhythmic activity
based on the series of pictures
that shows sound and silence
-move and create sound for
every image that shows sound
-stop moving/be still and be
quiet for every image that shows
silence.
Rubrics:
•Precision of movement in
rhythm
•Enthusiasm
•Creativity of movement
3-presence of all indicators
2-presence of 2 indicators
1 -presence of 1 indicator

17. ASSESSMENT TOOLS AND SAMPLE ENHANCED QUESTIONS (Music Grade 2)
COMPETENCY
LEVEL OF
ASSESSMENT
ASSESSMENT
TOOL
SAMPLE ENHANCED
QUESTIONS
SCORING GUIDE
*Identifies the pitch of
tone as:
-high
-low
-higher
-lower
Knowledge Paper and pencil
(multiple choice)
Which tone is higher?
A. fa
B. re
C. mi
D. la
One point per correct
answer
Process Quiz Draw objects that show
level of height as in high,
low, higher and lower.
One point per correct answer
Understanding Oral Discourse Explain why there are
high and low pitches
in music.
Rubrics:
•Logical
•Comprehensive
•Meaningful
•Grammatically correct
•Delivery
5-presence of all
indicators
4-presence of 4
indicators
3-presence of 3
indicators
2-presence of 2
indicators
1-presence of 1
indicator
Performance/Output Participation
(Group Activity)
Sing the „Twinkle,
Twinkle Little Star‟
with action showing
low, lower, high and
higher as the pitch
Rubrics:
*Correct pitch in singing
•Precision of movement with
pitch and rhythm
•Enthusiasm

18. PUPIL KNOWLEDGE
Quiz
ORAL
PARTICIPA
TION
PERIODIC
TEST AVERAGE 15% (WT)
Alerta,
Jose 89 90 91 90 13.5
Basco,
Leo 82 85 80 82.3 12.35

19. PUPIL PROCESS OR SKILLS
Quiz
ORAL
PARTICIPA
TION AVERAGE 25% (WT)
Alerta,
Jose 92 94 93 23.25
Basco,
Leo 80 86 83 20.75

20. PUPIL UNDERSTANDING(S)
Quiz
ORAL
PARTICIPA
TION TEST AVERAGE 30% (WT)
Alerta,
Jose 92 94 93 93 27.9
Basco,
Leo 80 78 81 80 24

21. PUPIL PRODUCT/PERFORMANCE
TOTAL
Level
of
Profi-
ciency
Project/
portfoli
o
Partici
pation
in
group
Home
work AVE
30%
(WT) 100%
Alerta
, Jose 93 95 94 94 28.2 93 A
Basco,
Leo 82 84 83 83 24.9 82 A P

22. Name of
Pupils
Knowledge
15%
Process
25%
Understanding
30%
Performance
30%
Total
100%
Level of
Proficiency
Alerta,
Jose
13.5 23.25 27.9 28.2 92.85 A
Basco,
Leo
12.35 20.75 24 24.9 82 AP

23. Heidi Hayes Jacobs

24.  Select one Content Standard/
Performance Standard from the K
-12 curriculum Matrix in Grade 2
 Write its classification whether it is
Knowledge, Process/Skills,
Understanding or
Performance/Product
 Put the suggested assessment
tools/strategies to be used.
 Indicate how to score or rate the
learning.
 Submit your output.

25. “The test of great teaching is
not merely the dissection of
truth. It can also be the ability
and the willingness to package
that truth and deliver it to the
people who need it most”
James C. Howell, Servants, Misfits, and
Martyrs: Saints and Their Stories. Nashville, TN:
Upper Room Books. p. 93, 1999

26. Thank you