INSET Power point presentation Science Session 7.pptx.pdf

discussion topic for INSET

2. 1.Discuss the purpose of assessment and importance of aligning assessment types with
learning competencies and learning goals

2.Relate the value of training students to self-assess their learning

3.Explain the help learning targets and success criteria provided for teachers’ and
students’ assessment of learning

4.Discuss the value of formative assessments and feedback toward students’ attainment
of standards and learning competencies

5.Write sample learning targets, success criteria and formative/summative assessments
for learning competencies in a chosen curriculum unit and topic

3. What you need
1.DepEd MATATAG Curriculum Guide
2.Curriculum Map Template
3.Unit Standards and Competencies Diagram
4.Classroom Assessment Matrix

4. UNIT STANDARDS AND COMPETENCIES DIAGRAM
MASTERY OF FACTS
AND PROCEDURES
MASTERY OF REASONING
AND ANALYSIS

5. UNIT STANDARDS AND COMPETENCIES DIAGRAM
MASTERY OF FACTS
AND PROCEDURES
MASTERY OF REASONING
AND ANALYSIS
How do we monitor and
obtain evidence of
students’ mastery?

7. Variety of Assessment Strategies
•Multiple Choice
•True-False
•Matching
Selected
Response
•Diagram
•Fill-in-the-blank
(words, phrases)
•Essay
•Short answer
(sentences,
paragraphs)
•Web
•Concept Map
•Flowchart
•Graph
•Table
•Matrix
•Illustration
•Presentation
•Movement
•Science lab
•Athletic skill
•Dramatization
•Enactment
•Project
•Debate
•Model
•Exhibition
•Recital
•Performance Task

•Oral questioning
•Observation
•Interview
•Conference
•Process description
•Checklist
•Rating scale
•Journal sharing
•Thinking aloud a
process
•Student
self-assessment
•Peer review

Constructed
Response
Performance
Assessment
Observations/
Conversations
Adapted from the work of Dr. Robert Marzano
https://www.michiganassessmentconsortium.org/common-assessment-modules/matching-the-assessment-methods-to-the-learning-targets/

8. HOW DO WE KNOW WHICH TYPE OF
ASSESSMENT TO USE?
•Multiple Choice
•True-False
•Matching
Selected
Response
•Diagram
•Fill-in-the-blank
(words, phrases)
•Essay
•Short answer
(sentences,
paragraphs)
•Web
•Concept Map
•Flowchart
•Graph
•Table
•Matrix
•Illustration
•Presentation
•Movement
•Science lab
•Athletic skill
•Dramatization
•Enactment
•Project
•Debate
•Model
•Exhibition
•Recital
•Performance Task

•Oral questioning
•Observation
•Interview
•Conference
•Process description
•Checklist
•Rating scale
•Journal sharing
•Thinking aloud a
process
•Student
self-assessment
•Peer review

Constructed
Response
Performance
Assessment
Observations/
Conversations
Adapted from the work of Dr. Robert Marzano
https://www.michiganassessmentconsortium.org/common-assessment-modules/matching-the-assessment-methods-to-the-learning-targets/

9. RAPATAN2024
STANDARDS
LEARNING
COMPETENCIES
ASSESSMENTS
ACTIVITIES RESOURCES
CONSTRUCTIVE ALIGNMENT

10. RAPATAN2024

12. A
M
T
T

13. ?
?
?
?
?
EVALUATE THE ALIGNMENT OF TARGET AND METHOD.
A
M
T
T

14. A
M
T
T
Not recommended
Can sample mastery of
knowledge elements
Can sample mastery of knowledge
elements and suggest understanding
of relationships.

15. ?
?
?
?
EVALUATE THE ALIGNMENT OF TARGET AND METHOD.
A
M
T
T

16. A
M
T
T
Longer description of
complex problem solutions
can provide a deeper window
into reasoning proficiency.

17. ?
?
?
EVALUATE THE ALIGNMENT OF TARGET AND METHOD.
A
M
T
T

18. A
M
T
T
Can directly observe and
evaluate skills as they are being
performed
Not recommended

19. ?
?
EVALUATE THE ALIGNMENT OF TARGET AND METHOD.
A
M
T
T

20. A
M
T
T
Can assess directly (a)
proficiency in carrying out steps
in product development and (b)
attributes of the product itself
Not recommended

21. ?
EVALUATE THE ALIGNMENT OF TARGET AND METHOD.
A
M
T
T

22. EVALUATE THE ALIGNMENT OF TARGET AND METHOD.
A
M
T
T
Feelings and attitudes
can be explored and
probed in depth

23. A
M
T
T
Can sample mastery of
knowledge elements
Can sample mastery of knowledge
elements and suggest understanding
of relationships.
Longer description of
complex problem solutions
can provide a deeper window
into reasoning proficiency.
Can directly observe and
evaluate skills as they are being
performed
Can assess directly (a)
proficiency in carrying out steps
in product development and (b)
attributes of the product itself
Feelings and attitudes
can be explored and
probed in depth

24. RAPATAN2024
A
M
T
T

25. A
M
T
T

26. A
M
T
T

27. A
M
T
T
PLOT IN THE ABOVE MATRIX THE ASSESSMENT TYPE FOR YOUR Q2 UNIT’S LC. THEN REVIEW THE TYPE
OF ASSESSMENTS YOU WROTE IN YOUR CURRICULUM MAP AND CHECK THE ALIGNMENT.

28. A
M
T
T
PLOT IN THE ABOVE MATRIX THE ASSESSMENT TYPE FOR YOUR UNIT’S LC. THEN REVIEW THE TYPE OF
ASSESSMENTS YOU WROTE IN YOUR CURRICULUM MAP AND CHECK THE ALIGNMENT.
LC 2,5,
and 6
LC 1, 3, 4,
and 7
LC 8, and 9
LC 10, 12,
and 13
LC 14
PT
A2. Describe the Particle Model of Matter
as “All matter is made up of tiny particles
with each pure substance having its own
kind of particles.”;
A5. Identify the role of the solute
(substance that is dissolved in the solvent)
and solvent (substance in which the solute
is dissolved) in a solution
A6. Identify solutions, which can be
found at home and in school and that
react with litmus and natural indicators,
pH paper, as acids, bases, and salts
A1: Recognize that scientists use models
(i.e., tangible and conceptual) to explain
phenomena that cannot be easily seen
or detected
A3. Describe that particles in matter are
in constant, random motion exhibiting
kinetic energy; have spaces between the
particles, attract each other and move
faster as the temperature increases (or
with the addition of heat)
A4. Use diagrams and
illustrations to describe the
arrangement, spacing, and
relative motion of the particles
in each of the five states (i.e
solid, liquid, gas, plasma, Bose
- Einstein condensate) of
matter;
A5. Identify the role of the
solute (substance that is
dissolved in the solvent)
and solvent (substance in
which the solute is
dissolved) in a solution
A7. Follow six appropriate
steps of a scientific
investigation which
includes:
a. Aim or problem
b. Hypothesis
c. Materials and equipment,
d. Method or procedures,
e. Results including data,
and
f. Conclusion.
A8: Explain the changes of state
in terms of particle arrangement
and energy changes:
a. solid→liquid→ vapor, and
b. vapor→liquid→ solid;
A9: Generalize that community based
problems related to solution concentrations
are effectively addressed through scientific
investigation.
A10: Make accurate and precise measurements
using standard units for physical quantities and
organize the collected data when carrying out a
scientific investigation
A11: Express quantitatively the
amount of solute present in a
given volume of solvent
(percentage concentration i.e.
m/m, v/v, m/v)
A12: Demonstrate how five factors (i.e.
temperature, pressure, molecular size, solute
properties, and mechanical agitation) affect
solubility of a solute in a given solvent
A14: Design a scientific investigation
related to solution concentrations that
effectively addressed community-based
problems.
A13: Demonstrate proper use and
handling of science equipment and
apparatus.

29. A
M
T
T
Describe the Particle Model of
Matter as “All matter is made up of
tiny particles with each pure
substance having its own kind of
particles.
Explain the changes of state in
terms of particle arrangement
and energy changes:
a. solid→liquid→ vapor, and
b. vapor→liquid→ solid;
Design a scientific investigation
related to solution concentrations
that effectively addressed
community-based problems.
Recognize that scientists use
models (i.e., tangible and
conceptual) to explain phenomena
that cannot be easily seen or
detected.

Make accurate and precise
measurements using standard
units for physical quantities and
organize the collected data when
carrying out a scientific
investigation
PLOT IN THE ABOVE MATRIX THE ASSESSMENT TYPE FOR YOUR UNIT’S LC. THEN REVIEW THE TYPE OF
ASSESSMENTS YOU WROTE IN YOUR CURRICULUM MAP AND CHECK THE ALIGNMENT.

34. https://www.queensu.ca/teachingandlearning/modules/students/24_metacognition.html

36. WHAT TO LEARN HOW TO LEARN

37. Learning targets are the
statements of the intended
learning based on standards.

Learning targets are kid
friendly language and are
specific to the lesson for the
day and directly connected to
assessment

38. https://www.youtube.com/watch?v=0n9_hWFUUBA&ab_channel=ELEducation

39. WHAT TEACHERS DOWHAT STUDENTS DO
WRITTEN FOR
A UNIT
WRITTEN FOR
THE DAY

40. WIRTTEN FOR A UNIT:
Explain the changes of state in terms of
particle arrangement and energy change.
WRITTEN FOR THE DAY:
Describe the arrangement and behavior
of particles in solids, liquids, gases,
plasmas, and BECs.
WHAT TEACHERS DOWHAT STUDENTS DO

41. SMART GoalI can…
WHAT TEACHERS DOWHAT STUDENTS DO

42. By the end of the week, the students are able to
explain the changes of state in terms of particle
arrangement and energy changes
I can describe the arrangement and
behavior of particles in solids,
liquids, gases, plasmas, and BECs.
WHAT TEACHERS DOWHAT STUDENTS DO

43. By the end of the
week, students will be
able to give 3 real life
scenarios that
describe how particles
are constantly in
motion, have spaces
between them, attract
each other, and move
faster as the
temperature increases
(or with the addition
of heat) through a
diagram.
I can describe the properties and
behavior of particles in solids,
liquids, gases, plasmas, and BECs.

I can compare the motion and
arrangement of particles in solids,
liquids, gases, plasmas, and BECs.

I can describe how particles
change their behavior when heat
is added or removed.

I can describe through a diagram
the motion and arrangement of
particles in solids, liquids, gases,
plasmas, and BECs, as well as
how they change when heat is
added or removed.
LEARNING COMPETENCY LEARNING OBJECTIVE LEARNING TARGETS
TIME BOUND
SPECIFIC
MEASURABLE
ATTAINABLE
RELEVANT
CG REQUIREMENT
Describe that particles
are constantly in
motion, have spaces
between them, attract
each other, and move
faster as the
temperature increases
(or with the addition of
heat)
TEACHER’S GOAL STUDENT’S GOAL

44. I can

student-friendly
VERB
competency-
aligned

content
•I can define related terms like hypothesis, data, variables, and conclusion.
•I can identify the different types of variables in an experiment.
•I can identify the properties of given substances.
•I can give examples of mixtures and substances.
•I can identify the two components of a solution.
•I can compare the 3 types of solutions based on the amount of solute in a
solvent.

45. MATATAG
CG
CONTENT
STANDARD
MATATAG CG
LEARNING
COMPETENCY
LEARNING
TARGET
SUCCESS
CRITERIA










•I can + student-friendly verb
+ content
•Verb aligned with standard
and learning competency
•Doable in a class period
LEARNING TARGETS IN RELATION TO Q2
CONTENT STANDARD AND LEARNING COMPETENCIES
COMPLETE THIS TABLE FOR YOUR Q2 LEARNING UNIT. FOR YOUR LEARNING TARGETS, EVALUATE YOUR WORK WITH
THE GIVEN CRITERIA BELOW THE TABLE.

46. MATATAG CG
CONTENT
STANDARD
MATATAG CG
LEARNING
COMPETENCY
LEARNING TARGET SUCCESS CRITERIA
Diagrams and
flowcharts are
very useful in
demonstrating
and explaining
the motion and
arrangement of
particles during
changes of
state.
4. use diagrams and
illustrations to
describe the
arrangement,
spacing, and relative
motion of the
particles in each of
the five states
(phases) of matter
I can use diagrams and
illustrations to show
how particles are
arranged and spaced
and how they move in
solids, liquids, gases,
plasmas, and BECs.

SUCCESS CRITERIA IN RELATION TO CONTENT STANDARD AND LEARNING COMPETENCIES
•I can + student-friendly verb
+ content
•Verb aligned with standard
and learning competency
•Doable in a class period

47. MATATAG CG
CONTENT
STANDARD
MATATAG CG
LEARNING
COMPETENCY
LEARNING TARGET SUCCESS CRITERIA
Diagrams and
flowcharts are
very useful in
demonstrating
and explaining
the motion and
arrangement of
particles during
changes of
state.
3. Describe that
particles are
constantly in
random motion,
have spaces
between them,
attract each other,
and move faster as
the temperature
increases (or with
the addition of heat);
I can describe through
a diagram the motion
and arrangement of
particles in solids,
liquids, gases,
plasmas, and BECs, as
well as how they
change when heat is
added or removed

SUCCESS CRITERIA IN RELATION TO CONTENT STANDARD AND LEARNING COMPETENCIES
•I can + student-friendly verb +
content
•Verb aligned with standard and
learning competency
•Doable in a class period

48. HOW TO LEARN
BENEFITS:
Success criteria promotes self-reflection,
allowing students to think critically about their
learning process and identify strategies for
improvement.
Success criteria encourages a growth mindset
by emphasizing the belief that abilities and
intelligence can be developed through effort and
dedication..
Success criteria empowers students to assess
their own progress and set goals thereby
fostering a sense of ownership and
responsibility for their learning journey.

49. WRITING STANDARDS-BASED SUCCESS CRITERIA

50. MATATAG CG
CONTENT
STANDARD
MATATAG CG LEARNING
COMPETENCY
LEARNING TARGET SUCCESS CRITERIA
Diagrams and
flowcharts are
very useful in
demonstrating and
explaining the
motion and
arrangement of
particles during
changes of state.
4. use diagrams and
illustrations to describe
the arrangement,
spacing, and relative
motion of the particles in
each of the three states
(phases) of matter
I can use diagrams and
illustrations to show how
particles are arranged and
spaced and how they move
in solids, liquids, gases,
plasmas, and BECs.
In my diagram, I am able to:
-Include labels for particles in
each state (solid, liquid, gas).
-Accurately depict the
spacing between particles in
each state.
-Show through arrows the
motion of particles in a way
that matches their state.
-Use appropriate symbols or
representations for particles
(e.g., spheres, dots).
•Align criteria with standard,
learning competency and learning
target
•Focus on students’ performance or
product
•State in student-friendly language
•Use action verbs that indicate
what students will do
•Have clear and specific descriptors

•I can + student-friendly verb +
• content
•Verb aligned with standard
and learning competency
•Doable in a class period
SUCCESS CRITERIA IN RELATION TO CONTENT STANDARD AND LEARNING COMPETENCIES

51. MATATAG CG
CONTENT
STANDARD
MATATAG CG LEARNING
COMPETENCY
LEARNING TARGET SUCCESS CRITERIA
Diagrams and
flowcharts are
very useful in
demonstrating and
explaining the
motion and
arrangement of
particles during
changes of state.
3.describe that
particles are constantly
in random motion, have
spaces between them,
attract each other, and
move faster as the
temperature increases
(or with the addition of
heat);

I can describe through a
diagram the motion and
arrangement of particles in
solids, liquids, gases,
plasmas, and BECs, as well
as how they change when
heat is added or removed
In my diagram, I am able to:
Illustrate that particles are in
constant motion.
Compare the spaces between
particles in solids, liquids,
gases, plasmas, and BECs.
Describe how particles
attract each other.
Show that particle speed
increases as temperature
rises or heat is added.

SUCCESS CRITERIA IN RELATION TO CONTENT STANDARD AND LEARNING COMPETENCIES
•Align criteria with standard,
learning competency and learning
target
•Focus on students’ performance or
product
•State in student-friendly language
•Use action verbs that indicate
what students will do
•Have clear and specific descriptors

•I can + student-friendly verb +
• content
•Verb aligned with standard
and learning competency
•Doable in a class period

53. LEARNING TARGETS AND SUCCESS CRITERIA
PROMPT:
For the learning competency of…, give a
corresponding learning target and success
criteria. The learning target should start with I
can and is easily understood by students. The
success criteria begins with In my (output) , I
am able to followed by verbs of action.


EXAMPLE:
For the learning competency of use diagrams
and illustrations to describe the arrangement,
spacing, and relative motion of the particles in
each of the three states (phases) of matter ,
give a corresponding learning target and
success criteria. The learning target should
start with I can and is easily understood by
students. The success criteria begins with In
my diagram, I am able to followed by verbs of
action.
Learning Target: "I can use diagrams and illustrations to show how particles
are arranged, spaced, and how they move in solids, liquids, and gases.“

Success Criteria:
In my diagram, I am able to:
Accurately Represent Arrangement:
Show the arrangement of particles in solids, liquids, and gases
accurately.
Clearly Indicate Spacing:
Clearly indicate the relative spacing between particles in each state.
Effectively Visualize Motion:
Visually represent the motion of particles with the use of arrows,
lines, or symbols.
Clearly Label States :
Label each diagram with 'Solid,' 'Liquid,' or 'Gas' to specify the state
being depicted.
Provide Concise Descriptions:
Include concise descriptions or captions that explain the particle
arrangement, spacing, and motion in the diagrams.
Use Appropriate Symbols:
Use appropriate symbols or representations (e.g., spheres, dots, or
other suitable symbols) for particles in the illustrations Clearly

54. LEARNING TARGETS AND SUCCESS CRITERIA
PROMPT:
For the learning competency of…, give a
corresponding learning target and success
criteria. The learning target should start with I
can and is easily understood by students. The
success criteria begins with In my (output) , I
am able to followed by verbs of action.


EXAMPLE:
For the learning competency of
3. describe that particles are constantly in
motion, have spaces between them, attract
each other, and move faster as the
temperature increases (or with the addition of
heat), give a corresponding learning target and
success criteria. The learning target should
start with I can and is easily understood by
students. The success criteria begins with In
my description, I am able to followed by verbs
of action.
Learning Target: “I can describe through a diagram the
motion and arrangement of particles in solids,
liquids, and gases, as well as how they change
when heat is added or removed.”

Success Criteria:
In my diagram, I am able to:
Illustrate that particles are in constant motion.
Show the movement of each particle in a given state of
matter.
Compare the spaces between particles.
Visually display the distances between particles in each
given state of matter.
Describe how particles attract each other.
Use a representation to show how particles can drift
towards each other.
Show that particle speed increases as temperature rises or
heat is added.
Visually display the various speeds of particles with each
variation of temperature.

55. MATATAG CG
CONTENT
STANDARD
MATATAG CG
LEARNING
COMPETENCY
LEARNING TARGET SUCCESS CRITERIA
Diagrams and
flowcharts are
very useful in
demonstrating and
explaining the
motion and
arrangement of
particles during
changes of state.
4. use diagrams and
illustrations to describe
the arrangement,
spacing, and relative
motion of the particles in
each of the three states
(phases) of matter


I can use diagrams and
illustrations to show how
particles are arranged and
spaced and how they move
in solids, liquids gases,
plasmas, and BECs.
In my diagram, I am able to:
-Include labels for particles in
each state (solid, liquid, gas).
-Accurately depict the
spacing between particles in
each state.
-Show through arrows the
motion of particles in a way
that matches their state.
-Use appropriate symbols or
representations for particles
(e.g., spheres, dots).
HORIZONTAL CONSTRUCTIVE ALIGNMENT
SUCCESS CRITERIA IN RELATION TO Q2
CONTENT STANDARD AND LEARNING COMPETENCIES

56. MATATAG CG
CONTENT
STANDARD
MATATAG CG
LEARNING
COMPETENCY
LEARNING TARGET SUCCESS CRITERIA
Diagrams and
flowcharts are very
useful in
demonstrating and
explaining the motion
and arrangement of
particles during
changes of state.
3.describe that
particles are
constantly in motion,
have spaces between
them, attract each
other, and move faster
as the temperature
increases (or with the
addition of heat);
I can describe through a
diagram the motion and
arrangement of particles
in solids, liquids, gases,
plasmas, and BECs., as
well as how they change
when heat is added or
removed
In my diagram, I am able to:
-Illustrate that particles
are in constant motion.
-Compare the spaces
between particles in
solids, liquids and
gases.
-Describe how particles
attract each other.
-Show that particle speed
increases as
temperature rises or
heat is added.
HORIZONTAL CONSTRUCTIVE ALIGNMENT
SUCCESS CRITERIA IN RELATION TO Q2
CONTENT STANDARD AND LEARNING COMPETENCIES

57. MATATAG CG
CONTENT
STANDARD
MATATAG CG
LEARNING
COMPETENCY
LEARNING TARGET SUCCESS CRITERIA
Diagrams and
flowcharts are
very useful in
demonstrating and
explaining the
motion and
arrangement of
particles during
changes of state.
4. use diagrams and
illustrations to describe
the arrangement,
spacing, and relative
motion of the particles in
each of the three states
(phases) of matter


I can use diagrams and
illustrations to show how
particles are arranged and
spaced and how they move
in solids, liquids gases,
plasmas, and BECs.
In my diagram, I am able to:
-Include labels for particles in
each state (solid, liquid, gas).
-Accurately depict the
spacing between particles in
each state.
-Show through arrows the
motion of particles in a way
that matches their state.
-Use appropriate symbols or
representations for particles
(e.g., spheres, dots).
SUCCESS CRITERIA IN RELATION TO Q2
CONTENT STANDARD AND LEARNING COMPETENCIES
TASK
DURING CLASS PERIOD
FORMATIVE
SELF-ASSESSMENT AT END OF
CLASS PERIOD

58. ASSESSMENT
CYCLE
https://edulastic.com/blog/using-homework-as-a-formative-assessment-part-2/
SUCCESS
CRITERIA

59. FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

62. GROWS
HOW I CAN STRENGTHEN MY
PERFORMANCE
SUCCESS CRITERIA
on Representing
Particles in Matter
(aligned with Unit LC)
GLOWS
STRONG ASPECTS OF MY
PERFORMANCE
In my diagram, I am able to:
-Include labels for particles in
each state (solid, liquid, gas,
plasma and BECs).

-Accurately depict the spacing
between particles in each state.

-Show through arrows the
motion of particles in a way
that matches their state.

-Use appropriate symbols or
representations for particles
(e.g., spheres, dots).

63. GROWS
HOW I CAN STRENGTHEN MY
PERFORMANCE
SUCCESS CRITERIA
on Representing
Particles in Matter
(aligned with Unit LC)
GLOWS
STRONG ASPECTS OF MY
PERFORMANCE
In my diagram, I am able to: - -
Illustrate that particles are in
constant motion.

- Compare the spaces between
particles in solids, liquids
gases, plasmas, and BECs.

- Describe how particles attract
each other.

- Show that particle speed
increases as temperature rises
or heat is added.

64. Criteria
Exceeds Requirements (Level
4)
Meets
Requirements
(Level 3)
Approaches Requirements
(Level 2)
Initiates
Requirements
(Level 1)
Experimental Design and
Procedure
Presentation
Designs a comprehensive and
well-thought-out experimental
procedure to test the
hypothesis. Identifies and
controls variables effectively.
Describes procedures clearly
with precise measurements
and standard units.
Designs an experimental procedure to
test the hypothesis.

Identifies and controls variables
adequately.

Describes procedures clearly with
measurements and standard units.
Designs a basic experimental
procedure to test the hypothesis.
Identifies and controls variables to
some extent. Describes procedures
with some clarity but may lack
precision in measurements or
standard units.
Designs a vague or incomplete
experimental procedure to test the
hypothesis. Fails to identify or control
variables effectively. Describes
procedures unclearly with
inconsistent measurements or
standard units.
Experimental Design and
Procedure
Presentation
Communicates ideas with
exceptional clarity, uses visuals
effectively, and engages the
audience. Demonstrates
excellent verbal and nonverbal
communication skills during the
presentation, captivating the
audience's attention.
Presents information clearly and
logically, utilizing visuals effectively for
enhanced communication.
Demonstrates adequate verbal and
nonverbal communication skills
during the presentation.
Uses visuals but may lack clarity in
communication or organization.
Demonstrates basic verbal and
nonverbal communication skills
during the presentation.
Struggles with clarity, organization, or
engaging the audience during the
presentation. Demonstrates poor
verbal and nonverbal communication
skills during the presentation.
Organization and Visuals

Presents findings in a
well-organized, clear, and
engaging manner, effectively using
appropriate charts, graphs, or
tables.
Presents findings in an organized
manner, using appropriate charts,
graphs, and tables.
Presentation is somewhat
organized, visuals such as charts,
graphs and tables are not
consistently clear or relevant.
Presentation lacks organization,
coherence, and uses visuals that
are confusing or irrelevant,
hindering understanding.

Presents findings in a well-organized,
clear, and engaging manner, effectively
using appropriate charts, graphs, or
tables.
Presents findings in an organized manner,
using appropriate charts, graphs, and
tables.
Presentation is somewhat organized,
visuals such as charts, graphs and tables
are not consistently clear or relevant.
Presentation lacks organization,
coherence, and uses visuals that are
confusing or irrelevant, hindering
understanding.

Presents findings in a well-organized,
clear, and engaging manner, effectively
using appropriate charts, graphs, or
tables.
Presents findings in an organized
manner, using appropriate charts,
graphs, and tables.
Presentation is somewhat organized,
visuals such as charts, graphs and
tables are not consistently clear or
relevant.
Presentation lacks organization,
coherence, and uses visuals that are
confusing or irrelevant, hindering
understanding.

Presents findings in a well-organized,
clear, and engaging manner, effectively
using appropriate charts, graphs, or
tables.
Presents findings in an organized manner,
using appropriate charts, graphs, and
tables.
Presentation is somewhat organized,
visuals such as charts, graphs and tables
are not consistently clear or relevant.
Presentation lacks organization,
coherence, and uses visuals that are
confusing or irrelevant, hindering
understanding.

SUCCESS CRITERIA IN RELATION TO PERFORMANCE STANDARD AND PERFORMANCE TASKS
FORMATIVE /SUMMATIVE

65. GROWS
HOW I CAN STRENGTHEN MY
PERFORMANCE
SUCCESS CRITERIA
on Designing and conducting a
scientific investigation on the role
of properties of solutions
(Level 3)
GLOWS
STRONG ASPECTS OF MY
PERFORMANCE

-Designs an experimental procedure to
test the hypothesis.
-Identifies and controls variables
adequately.
-Describes procedures clearly with
measurements and standard units.


-Presents information clearly and logically,
utilizing visuals effectively for enhanced
communication. Demonstrates adequate
verbal and nonverbal communication
skills during the presentation.


-Presents findings in an organized manner,
using appropriate charts, graphs, and
tables.
-Applies solution properties in a proficient
and practical manner to propose
solutions.

66. GROWS
HOW I CAN STRENGTHEN
MY PERFORMANCE
SUCCESS CRITERIA
on Designing and conducting a scientific investigation on the
role of properties of solutions
(Level 3)
GLOWS
STRONG ASPECTS OF MY
PERFORMANCE

-Designs an experimental procedure to test the
hypothesis.
-Identifies and controls variables adequately.
-Describes procedures clearly with measurements and
standard units.


-Presents information clearly and logically, utilizing
visuals effectively for enhanced communication.
Demonstrates adequate verbal and nonverbal
communication skills during the presentation.


-Presents findings in an organized manner, using
appropriate charts, graphs, and tables.
-Applies solution properties in a proficient and practical
manner to propose solutions.


-Designs an experimental procedure to test the
hypothesis.
-Identifies and controls variables adequately.
-Describes procedures clearly with measurements and
standard units.

67. MATATAG CG
CONTENT
STANDARD
MATATAG CG
LEARNING
COMPETENCY
LEARNING TARGET SUCCESS CRITERIA










COMPLETE THIS TABLE FOR YOUR Q2 LEARNING UNIT. FOR YOUR LEARNING TARGETS, WRITE A SUCCESS CRITERIA.
EVALUATE YOUR WORK WITH THE GIVEN SUCCESS CRITERIA.
•Align criteria with standard, learning
competency and learning target
•Focus on students’ performance or
product
•State in student-friendly language
•Use action verbs that indicate what
students will do
•Have clear and specific descriptors

•I can + student-friendly verb +
content
•Verb aligned with standard and
learning competency
•Doable in a class period.

69. MATATAG CG
CONTENT
STANDARD
MATATAG CG
LEARNING
COMPETENCY
LEARNING
TARGET
SUCCESS
CRITERIA
ASSESSMENT OF ACQUISITION OF KNOWLEDGE
Diagrams
and
flowcharts
are very
useful in
demonstratin
g and
explaining
the motion
and
arrangement
of particles
during
changes of
state.
3.Describe that
particles are
constantly in
random
motion, have
spaces
between them,
attract each
other, and
move faster as
the
temperature
increases (or
with the
addition of
heat);

I can describe
through a
diagram the
motion and
arrangement of
particles in
solids, liquids,
gases, plasmas,
and BECs., as
well as how
they change
when heat is
added or
removed
In my diagram,
I am able to:

Illustrate that
particles are in
constant
motion.

Compare the
spaces
between
particles.

Describe how
particles
attract each
other.

Show that
particle speed
increases as
temperature
rises or heat is
added.

Multiple-Choice: Use the diagram below to answer the following questions.
1. Which of the following statements accurately describes the behavior of
particles?
A) Particles are stationary.
B) Particles move randomly and are in constant motion.
C) Particles only move when energy is added.
D) Particles move in a predetermined pattern.
2. In which state of matter are particles most closely packed together?
A) Solid
B) Liquid
C) Gas
D) Plasma
3. What force causes particles to attract each other?
A) Repulsive force
B) Magnetic force
C) Gravitational force
D) Intermolecular force
4. How does the speed of particles change with an increase in
temperature?
A) It decreases.
B) It remains constant.
C) It increases.
D) It depends on the substance.
5. Which of the following statements best describes the relationship
between particle speed and temperature?
A) Particle speed decreases as temperature rises.
B) Particle speed remains constant regardless of temperature changes.
C) Particle speed increases as temperature rises or heat is added.
D) Particle speed is independent of temperature variations.

71. WRITING ASSESSMENT ITEMS ALIGNED
WITH STANDARDS, COMPETENCIES,
LEARNING TARGETS AND SUCCESS
CRITERIA
PROMPT:
Write N… type of test… items for the
following actions:
-Success Criteria Action 1
-Success Criteria Action 2 and so on

EXAMPLE:
Write 5 multiple choice test items for the
following competencies:
-Accurately depict the spacing between
particles in each state.
-Show through arrows the motion of
particles in a way that matches their
state.
-Use appropriate symbols or
representations for particles (e.g.,
spheres, dots).
Certainly! Here are five multiple-choice test items based on the competencies you provided:
Test Item 1: Accurately depicting the spacing between particles in each state is essential to
understanding the states of matter. Which diagram correctly represents the spacing of
particles in a solid?
A diagram showing particles spaced far apart. B. A diagram showing particles closely packed
together. C. A diagram showing particles randomly scattered. D. A diagram showing particles
evenly spaced.

Test Item 2: To illustrate the motion of particles in different states, which type of arrows
should be used in a diagram to represent solid particles?
Upward-pointing arrows. B. Arrows pointing in random directions. C. Rapidly moving
arrows. D. Small, vibrating arrows.

Test Item 3: When creating diagrams to represent states of matter, what is an appropriate
symbol or representation for particles in a gas?
A. Large, closely spaced dots. B. Spheres arranged in a regular pattern. C. Small dots moving
randomly. D. Solid blocks neatly stacked.
Test Item 4: Which of the following representations accurately depicts the motion of
particles in a liquid state?
A. Particles closely packed and motionless. B. Particles moving rapidly in all directions. C.
Particles arranged in a regular pattern. D. Particles evenly spaced and vibrating slightly.
Test Item 5: In a diagram illustrating the motion of particles in a gas, what type of arrows
should be used to represent their movement?
A. Upward-pointing arrows. B. Arrows pointing in random directions. C. Slow-moving
arrows. D. Arrows pointing downward.

Answers:
1. B2. D3. C4. B5. B

72. WRITING ASSESSMENT ITEMS ALIGNED
WITH STANDARDS, COMPETENCIES,
LEARNING TARGETS AND SUCCESS
CRITERIA
PROMPT:
Write N… type of test… items for the
following actions:
-Success Criteria Action 1
-Success Criteria Action 2 and so on

EXAMPLE:
Write 5 multiple choice test items for the
following competencies:
-Describe that particles are in constant
motion.
-Compare the spaces between particles.
-Describe how particles attract each
other.
-Show that particle speed increases as
temperature rises or heat is added.

Sure, here are five multiple choice test items for each competency:
Item 1: Which of the following statements accurately describes the behavior of particles?
A) Particles are stationary.
B) Particles move randomly and are in constant motion.
C) Particles only move when energy is added.
D) Particles move in a predetermined pattern.
Item 2: In which state of matter are particles most closely packed together?
A) Solid
B) Liquid
C) Gas
D) Plasma
Item 3: What force causes particles to attract each other?
A) Repulsive force
B) Magnetic force
C) Gravitational force
D) Intermolecular force
Item 4: How does the speed of particles change with an increase in temperature?
A) It decreases.
B) It remains constant.
C) It increases.
D) It depends on the substance.
Item 5:
Which of the following statements best describes the relationship between particle speed and
temperature?
A) Particle speed decreases as temperature rises.
B) Particle speed remains constant regardless of temperature changes.
C) Particle speed increases as temperature rises or heat is added.
D) Particle speed is independent of temperature variations.
Answers:
1. B
2. A
3. D
4. C
5. C

73. MATATAG CG
CONTENT
STANDARD
MATATAG CG
LEARNING
COMPETENCY
LEARNING
TARGET
SUCCESS CRITERIAASSESSMENT OF ACQUISITION OF KNOWLEDGE
Diagrams
and
flowcharts
are very
useful in
demonstratin
g and
explaining
the motion
and
arrangement
of particles
during
changes of
state.
3.Describe
that particles
are constantly
in random
motion, have
spaces
between them,
attract each
other, and
move faster as
the
temperature
increases (or
with the
addition of
heat);
I can describe
through a
diagram the
motion and
arrangement of
particles in
solids, liquids,
gases,
plasmas, and
BECs, as well
as how they
change when
heat is added
or removed
In my description,
I am able to:
-Illustrate that
particles are in
constant
motion.
--Compare the
spaces between
particles in
solids, liquids
and gases.
--Describe how
particles attract
each other.
--Show that
particle speed
increases as
temperature
rises or heat is
added.

Multiple-Choice: Use the diagram below to answer the ff questions.
Item 1. Which of the following statements accurately describes the
behavior of particles?
A) Particles are stationary.
B) Particles move randomly and are in constant motion.
C) Particles only move when energy is added.
D) Particles move in a predetermined pattern.
Item 2. In which state of matter are particles most closely packed
together?
A) Solid
B) Liquid
C) Gas
D) Plasma
Item 3. What force causes particles to attract each other?
A) Repulsive force
B) Magnetic force
C) Gravitational force
D) Intermolecular force
Item 4. How does the speed of particles change with an increase in
temperature?
A) It decreases.
B) It remains constant.
C) It increases.
D) It depends on the substance.
Item 5. Which of the following statements best describes the
relationship between particle speed and temperature?
A) Particle speed decreases as temperature rises.
B) Particle speed remains constant regardless of temperature changes.
C) Particle speed increases as temperature rises or heat is added.
D) Particle speed is independent of temperature variations.

74. MATATAG CG
CONTENT
STANDARD
MATATAG CG
LEARNING
COMPETENCY
LEARNING TARGET SUCCESS CRITERIA
ASSESSMENT OF ACQUISITION OF
KNOWLEDGE






















COMPLETE THIS TABLE FOR YOUR Q2 LEARNING UNIT. FOR ALL ITEMS IN THE SUCCESS CRITERI,
WR:ITE CORRESPONDING ASSESSMENT ITEMS. ALIGN WITH THE LEARNING GOAL AND SUCCESS ACTION.

75. Error analysis plays a crucial role in
improving student mastery by:
•Providing insights into students'
misconceptions and gaps in
understanding.
•Informing instructional decisions
and strategies to address specific
errors.
•Enhancing teaching effectiveness
and student learning outcomes.

76. Please see
word file copy

77. MATATAG CG
CONTENT
STANDARD
MATATAG CG
LEARNING
COMPETENCY
LEARNING
TARGET
SUCCESS CRITERIA ASSESSMENT OF ACQUISITION OF KNOWLEDGE
Diagrams
and
flowcharts
are very
useful in
demonstrat
ing and
explaining
the motion
and
arrangeme
nt of
particles
during
changes of
state.
4. use
diagrams
and
illustration
s to
describe
the
arrangeme
nt, spacing,
and relative
motion of
the
particles in
each of the
three
states
(phases) of
matter
I can create a
labeled
diagram
illustrating the
motion and
arrangement
of particles in
a solid, liquid,
gases,
plasmas, and
BECs state.
In my diagram, I
am able to:
-Include labels
for particles in
each state (solid,
liquid, gas).
-Accurately
depict the
spacing between
particles in each
state.
-Show through
arrows the
motion of
particles in a way
that matches
their state.
-Use appropriate
symbols or
representations
for particles (e.g.,
spheres, dots).
Error Analysis Item 1: Analyze the following diagram
representing the motion of particles in a gas:
[Diagram shows particles with downward-pointing arrows]
Identify the error in this representation of gas particles'
motion. Explain why the error is present and how it
misrepresents the behavior of gas particles. Provide a
corrected version of the diagram.

Error Analysis Item 2: Examine the diagram illustrating the
arrangement of particles in a solid:
[Diagram shows particles spaced far apart]
Identify the error in this depiction of solid particle spacing.
Explain why the error is problematic and how it contradicts
the typical arrangement of solid particles. Provide a corrected
version of the diagram.

Error Analysis Item 3: Evaluate the diagram below that
attempts to represent liquid particles' motion:
[Diagram shows particles with no arrows]
Identify the error in this representation of liquid particle
motion, where no arrows are used. Explain why the absence
of arrows is a mistake and how it fails to convey the motion
of liquid particles accurately. Provide a corrected version of
the diagram.
HOW DO WE DEVELOP ERROR ANALYSIS TEST ITEMS?

78. MATATAG CG
CONTENT
STANDARD
MATATAG CG
LEARNING
COMPETENCY
LEARNING
TARGET
SUCCESS CRITERIAASSESSMENT OF ACQUISITION OF KNOWLEDGE
Diagrams
and
flowcharts
are very
useful in
demonstratin
g and
explaining
the motion
and
arrangement
of particles
during
changes of
state.
3. describe that
particles are
constantly in
random motion,
have spaces
between them,
attract each other,
and move faster
as the
temperature
increases (or with
the addition of
heat);
I can describe
through a diagram
the motion and
arrangement of
particles in solids,
liquids, gases,
plasmas, and
BECs, as well as
how they change
when heat is
added or removed
In my diagram, I am
able to:
-Describe that
particles are
in constant
motion.
-Compare the
spaces
between
particles in
solids,
liquids and
gases.
-Describe how
particles
attract each
other.
-Show that
particle
speed
increases as
temperature
rises or heat
is added.

Error Analysis Item 1:
How do you describe the motion of particles in solid, liquid, gas,
plasma, and BES?
[Diagram shows the motion of particles in solid, no movement for liquid gas,
plasma and BES.]
Identify the error in this representation of the motion of solid, liquid, gas,
plasma and BES’ particles. Explain why the error is present and how it
misrepresents the motion of solid, liquid, gas, plasma and BES’ particles.
Provide a corrected version of the diagram.

Error Analysis Item 2: Compare the spaces between particles in Solids,
liquids, gases, plasma, and BES.
[Diagram shows solids with widely spaced particles, while liquids have
particles that are close together but not fixed, and gas’ particles that are
tightly packed in a fixed arrangement.]
Identify the error in comparing the spaces between solids, liquids, gas.
Explain why the error is problematic and how it contradicts the correct and
ideal arrangement of solid, liquid, and gas particles. Provide a corrected
version of the diagram.

Error Analysis Item 3: Evaluate the diagram below that attempts to show
that particle’s speed increases as temperature rises or heat is added:
[Diagram shows particles with no movement and no arrow indicating rise of
temperature]
Identify the error in the diagram that did not show that particle’s speed
increases as temperature rises. Explain why the absence of arrows is a
mistake and how it fails to convey the motion of particles as the temperature
rises. Provide a corrected version of the diagram.
HOW DO WE DEVELOP ERROR ANALYSIS TEST ITEMS?

79. WRITING ITEMS FOR ERROR ANALYSIS
BASED ON SUCCESS CRITERIA

PROMPT:
Give N items for error analysis testing
students on the following:
-Success Criteria Action 1
-Success Criteria Action 2 and so on


EXAMPLE:
Give 3 items for error analysis testing
students on the following:
-Describe that particles are in constant
motion.
-Compare the spaces between particles.
-Describe how particles attract each
other.
-Show that particle speed increases as
temperature rises or heat is added.
Error Analysis Item 1:
How do you describe the motion of particles in solid, liquid, and gas?
[Diagram shows the motion of particles in solid, no movement for liquid and gas.]
Identify the error in this representation of the motion of solid, liquid, gas’s
particles. Explain why the error is present and how it misrepresents the motion of
solid, liquid, gas’s particles. Provide a corrected version of the diagram.

Error Analysis Item 2: Compare the spaces between particles in Solids, liquids,
and gases.
[Diagram shows solids with widely spaced particles, while liquids have particles
that are close together but not fixed, and gas’ particles that are tightly packed in
a fixed arrangement.]
Identify the error in comparing the spaces between solids, liquids, gas. Explain why
the error is problematic and how it contradicts the correct and ideal arrangement
of solid, liquid, and gas particles. Provide a corrected version of the diagram.

Error Analysis Item 3: Evaluate the diagram below that attempts to show that
particle’s speed increases as temperature rises or heat is added:
[Diagram shows particles with no movement and no arrow indicating rise of
temperature]
Identify the error in the diagram that did not show that particle’s speed increases
as temperature rises. Explain why the absence of arrows is a mistake and how it
fails to convey the motion of particles as the temperature rises. Provide a
corrected version of the diagram.

80. ESSENTIAL QUESTION:
How can the impact of changing ocean salinity
on marine ecosystem be determined?
MY MISCONCEPTIONS MY CORRECTIONS




FACILITATING STUDENTS’ SELF-CORRECTION OF ERRORS
(FORMATIVE ASSESSMENT)

81. FACILITATING STUDENTS’ SELF-CORRECTION OF ERRORS ONLINE
(FORMATIVE ASSESSMENT)
MY ERRORS AND MY CORRECTIONS

82. MATATAG CG
CONTENT
STANDARD
MATATAG CG
LEARNING
COMPETENCY
LEARNING
TARGET
SUCCESS
CRITERIA
ASSESSMENT OF
ACQUISITION OF
KNOWLEDGE















COMPLETE THIS TABLE FOR YOUR Q2 LEARNING UNIT
FOR ALL ITEMS IN THE SUCCESS CRITERIA,
WRITE CORRESPONDING ERROR ANALYSIS ITEMS
ALIGN WITH THE LEARNING GOAL AND SUCCESS ACTION.

83. 1. Why are assessments considered important in education, particularly for teachers?

84. 1. Assessments are important because these provides teachers with information about
students’ progress in and evidence of achieving the learning standards and competencies.

85. 1. Assessments are important because these provides teachers with information about
students’ progress in and evidence of achieving the learning standards and competencies.
2. How should we plan for our assessments?

86. 1. Assessments are important because these provides teachers with information about
students’ progress in and evidence of achieving the learning standards and competencies.
2. Assessment is done in various formats in order to measure students’ mastery of different
learning goals from acquisition to making meaning and transfer. In order for assessments to
be valid, the choice of assessment format or method is dependent on and aligned with the
competency’s level or order of thinking.

87. 1. Assessments are important because these provides teachers with information about
students’ progress in and evidence of achieving the learning standards and competencies.
2. Assessment is done in various formats in order to measure students’ mastery of different
learning goals from acquisition to making meaning and transfer. In order for assessments to
be valid, the choice of assessment format or method is dependent on and aligned with the
competency’s level or order of thinking.
3. Why is it important for students to be trained in self-assessment?

88. 1. Assessments are important because these provides teachers with information about
students’ progress in and evidence of achieving the learning standards and competencies.
2. Assessment is done in various formats in order to measure students’ mastery of different
learning goals from acquisition to making meaning and transfer. In order for assessments to
be valid, the choice of assessment format or method is dependent on and aligned with the
competency’s level or order of thinking.
3. Assessment is not only the teacher’s work. Students need to be trained to self-assess their
work so that they can own their learning and take responsibility for their progress.

89. 1. Assessments are important because these provides teachers with information about
students’ progress in and evidence of achieving the learning standards and competencies.
2. Assessment is done in various formats in order to measure students’ mastery of different
learning goals from acquisition to making meaning and transfer. In order for assessments to
be valid, the choice of assessment format or method is dependent on and aligned with the
competency’s level or order of thinking.
3. Assessment is not only the teacher’s work. Students need to be trained to self-assess their
work so that they can own their learning and take responsibility for their progress.
4. How can the process of self-assessment be facilitated for students?

90. 1. Assessments are important because these provides teachers with information about
students’ progress in and evidence of achieving the learning standards and competencies.
2. Assessment is done in various formats in order to measure students’ mastery of different
learning goals from acquisition to making meaning and transfer. In order for assessments to
be valid, the choice of assessment format or method is dependent on and aligned with the
competency’s level or order of thinking.
3. Assessment is not only the teacher’s work. Students need to be trained to self-assess their
work so that they can own their learning and take responsibility for their progress.
4. Students can be helped to self-assess by writing learning targets that are stated in student
friendly language and communicate to them what they specifically need to know,
understand and do. Learning targets are usually written in the form: I can + verb + content.

91. 1. Assessments are important because these provides teachers with information about
students’ progress in and evidence of achieving the learning standards and competencies.
2. Assessment is done in various formats in order to measure students’ mastery of different
learning goals from acquisition to making meaning and transfer. In order for assessments to
be valid, the choice of assessment format or method is dependent on and aligned with the
competency’s level or order of thinking.
3. Assessment is not only the teacher’s work. Students need to be trained to self-assess their
work so that they can own their learning and take responsibility for their progress.
4. Students can be helped to self-assess by writing learning targets that are stated in student
friendly language and communicate to them what they specifically need to know,
understand and do. Learning targets are usually written in the form: I can + verb + content.
5. What distinguishes learning targets from objectives? What are success criteria?

92. 1. Assessments are important because these provides teachers with information about
students’ progress in and evidence of achieving the learning standards and competencies.
2. Assessment is done in various formats in order to measure students’ mastery of different
learning goals from acquisition to making meaning and transfer. In order for assessments to
be valid, the choice of assessment format or method is dependent on and aligned with the
competency’s level or order of thinking.
3. Assessment is not only the teacher’s work. Students need to be trained to self-assess their
work so that they can own their learning and take responsibility for their progress.
4. Students can be helped to self-assess by writing learning targets that are stated in student
friendly language and communicate to them what they specifically need to know,
understand and do. Learning targets are usually written in the form: I can + verb + content.
5. Learning targets differ from objectives as these are written for a class meeting. Aside from
learning targets which tell students what they have to do, success criteria are provided to
show to students how to accomplish the learning targets. Success criteria are aligned with
learning competencies and goals, focus on students’ products or performance, are stated in
student-friendly terms, use action verbs, and have clear and specific descriptors.

93. 6. How can success criteria be utilized by both teachers and students?

94. RAPATAN2024
6. Teachers and students can use success criteria in a formative way to inform them about
the progress of their learning. When students self-assess their learning with success criteria,
they see the improvements they have to make and they become more prepared to answer
summative assessments.

95. 6. Teachers and students can use success criteria in a formative way to inform them about
the progress of their learning. When students self-assess their learning with success criteria,
they see the improvements they have to make and they become more prepared to answer
summative assessments.
7. How can error analysis tests be effectively employed?

96. 6. Teachers and students can use success criteria in a formative way to inform them about
the progress of their learning. When students self-assess their learning with success criteria,
they see the improvements they have to make and they become more prepared to answer
summative assessments.
7. Error analysis tests may also be written to determine more specific areas of
improvement. These are also written in line with learning competencies and expectations in
success criteria.

97. 6. Teachers and students can use success criteria in a formative way to inform them about
the progress of their learning. When students self-assess their learning with success criteria,
they see the improvements they have to make and they become more prepared to answer
summative assessments.
7. Error analysis tests may also be written to determine more specific areas of
improvement. These are also written in line with learning competencies and expectations in
success criteria.
8. How can the results of the error analysis be useful to teachers and students?

98. 6. Teachers and students can use success criteria in a formative way to inform them about
the progress of their learning. When students self-assess their learning with success criteria,
they see the improvements they have to make and they become more prepared to answer
summative assessments.
7. Error analysis tests may also be written to determine more specific areas of
improvement. These are also written in line with learning competencies and expectations in
success criteria.
8. Results from error analysis provide teachers with more targeted feedback to students.
Research shows that students can learn without grades but not without feedback. Thus,
when feedback is concrete, students show faster improvement in their learning.

99. 6. Teachers and students can use success criteria in a formative way to inform them about
the progress of their learning. When students self-assess their learning with success criteria,
they see the improvements they have to make and they become more prepared to answer
summative assessments.
7. Error analysis tests may also be written to determine more specific areas of
improvement. These are also written in line with learning competencies and expectations in
success criteria.
8. Results from error analysis provide teachers with more targeted feedback to students.
Research shows that students can learn without grades but not without feedback. Thus,
when feedback is concrete, students show faster improvement in their learning.
9. What are the different forms of feedback that can be provided to students?

100. 6. Teachers and students can use success criteria in a formative way to inform them about
the progress of their learning. When students self-assess their learning with success criteria,
they see the improvements they have to make and they become more prepared to answer
summative assessments.
7. Error analysis tests may also be written to determine more specific areas of
improvement. These are also written in line with learning competencies and expectations in
success criteria.
8. Results from error analysis provide teachers with more targeted feedback to students.
Research shows that students can learn without grades but not without feedback. Thus,
when feedback is concrete, students show faster improvement in their learning.
9. Feedback comes in varied forms covering positive and negative feedback, positive and
negative feedforward, praise and constructive criticism.

101. 6. Teachers and students can use success criteria in a formative way to inform them about
the progress of their learning. When students self-assess their learning with success criteria,
they see the improvements they have to make and they become more prepared to answer
summative assessments.
7. Error analysis tests may also be written to determine more specific areas of
improvement. These are also written in line with learning competencies and expectations in
success criteria.
8. Results from error analysis provide teachers with more targeted feedback to students.
Research shows that students can learn without grades but not without feedback. Thus,
when feedback is concrete, students show faster improvement in their learning.
9. Feedback comes in varied forms covering positive and negative feedback, positive and
negative feedforward, praise and constructive criticism.
10. How does feedback help students know when they're ready for summative tests? How
should we prepare the summative tests?

102. 6. Teachers and students can use success criteria in a formative way to inform them about
the progress of their learning. When students self-assess their learning with success criteria,
they see the improvements they have to make and they become more prepared to answer
summative assessments.
7. Error analysis tests may also be written to determine more specific areas of
improvement. These are also written in line with learning competencies and expectations in
success criteria.
8. Results from error analysis provide teachers with more targeted feedback to students.
Research shows that students can learn without grades but not without feedback. Thus,
when feedback is concrete, students show faster improvement in their learning.
9. Feedback comes in varied forms covering positive and negative feedback, positive and
negative feedforward, praise and constructive criticism.
10. Feedback also signals to the students their readiness to tackle summative assessments.
The preparation of these summative assessments is again aligned with learning
competencies and goals, learning targets and success criteria. In this way, the process of
obtaining valid evidence of student learning becomes meaningful and productive.

103. Complete the following for your unit:
Assessment table showing the
following:
-Unit Standards and Learning
Competencies
- Learning Targets
-Success Criteria
-Sample Acquisition Assessment
Items
-Sample Error Analysis Items
Check that the above are aligned with
each other.

104. MATATAG CG
CONTENT
STANDARD
MATATAG CG
LEARNING
COMPETENCY
LEARNING
TARGET
SUCCESS
CRITERIA
ASSESSMENT OF
ACQUISITION OF
KNOWLEDGE