What is INTEGRATIVE

ASSESSMENT?

students are required to make

connections between knowledge and
learning that span multiple
 What is the purpose of INTEGRATIVE
ASSESSMENT?
ACADEMIC EASE
Enable students to demonstrate
desirable higher order learning
application
behaviors. of
skills
knowledge through
synthesis
analysis and critical
 What is the purpose of INTEGRATIVE
ASSESSMENT?
Bloom’s taxonomy of Learning
 WHY INTEGRATIVE
ASSESSMENT?
To reduce the number of summative
assessments, alleviating undesirable pressures
on teachers and learners.
To apply ”across-the-curriculum" integration
of skills with learning in disciplinary or
interdisciplinary settings.
To improve the overall learner experience by
presenting the curriculum as an integrated,
holistic opportunity for them to engage with
INTEGRATI
VE
ASSESSMEN
T, HOW?
 HOW INTEGRATIVE
ASSESSMENT?
Making Connections
Clear Definitions
Shared Expectations Reflecting
 HOW INTEGRATIVE
ASSESSMENT?
Clear Definitions
define what a particular Track or
specialization actually expects Students to
do as integrative learners.
Shared Expectations
Sharing and aligning specific objectives per
subject areas to be exhibited by the learners
 HOW INTEGRATIVE
ASSESSMENT?
Making Connections
Analyze what are the specific competencies
that are similar or related per subject area
that can be done in one specific task.
Reflecting
Task should be meaningful, in a what that
allows the learners apply knowledge into
FINDING COMMONALITY
Junior HIGH
SCHOOL
FINDING COMMONALITY
SENIOR HIGH SCH

What if there is
no
commonality???
APPLYING MULTI- DISCIPLINARY SKILLS IN
REAL- WORLD PROBLEMS
SENIOR HIGH SCH
 FORMULATE A
APPLYING MULTI- DISCIPLINARY SKILLS IN
REAL- WORLD PROBLEMS
PERFORMANCE
TASK THAT
ALLOWS FOR THE
SEAMLESS
INCORPORATION
 THE
PERFORM
ANCE
TASK
 WHAT TYPE OF PERFORMANCE
TASK?
Allows for the blending knowledge and skills from
different disciplinary areas.
Putting theory into practice. Applies most heavily
on the differing specialization.
Provides for the adaptation of the skills learned
from different subjects to solve problems
encountered in another.
Allows for "Across-the-curriculum" integration
of skills with learning in disciplinary or
WHAT TYPE OF PERFORMANCE
TASK?
DepEd Order No. 031,
series of 2020: Interim
Guidelines for
Assessment and Grading
in light, of the Basic
Education Learning
Continuity Plan
WHAT TYPE OF PERFORMANCE
TASK?
WHAT TYPE OF PERFORMANCE
TASK?
THE
RUB
RIC
 THE RUBRIC
A learning and assessment
tool use for evaluation.

A scoring guide.
Lays out the quality of the
expected work.
DepEd Order No. 031, series of 2020: Interim Guidelines for Assessment and Grading in light, of the Basic Education Learning Continuity Plan
 THE RUBRIC
Four essential features
PERFORMANCE
Components/
The task DESCRIPTOR
Components
criteria,
students which
are Task
Describes
dimensions
students at Description
Componen
expected
the level
each level
to
of
of
should attend Scale
or and
ts/ Criteria
produce
mastery.
mastery.
to, to or
complete scoring
Descriptive
perform.
the task. Title
DepEd Order No. 031, series of 2020: Interim Guidelines for Assessment and Grading in light, of the Basic Education Learning Continuity Plan
 THE RUBRIC
Types of,
Holistic
Assesses the work as a Analytic
whole. Evaluates the different
dimensions of a performance.
Relations of the parts and Evaluates the process rather
wholes. than the end product.
Individually rates each
Single score. criterion.
DepEd Order No. 031, series of 2020: Interim Guidelines for Assessment and Grading in light, of the Basic Education Learning Continuity Plan
 THE RUBRIC
Measuring learner’s performance
Qualitatively
Proficient- Adequate- Quantitatively
limited A numerical scale [ 2- 1- 0]; [3- 2-
Exemplary- good- 1- 0]; or [4- 3- 2- 1- 0] to describe
satisfactory- needs levels or performance.
improvement
Fully correct answer- Or points [10- 6- 3- 1] this
partially correct answer- represents weights assigned to
specific aspects of their work.
wrong answer- no answer
DepEd Order No. 031, series of 2020: Interim Guidelines for Assessment and Grading in light, of the Basic Education Learning Continuity Plan
THE RUBRIC
 Sample Qualitative Rubric for Portfolio

DepEd Order No. 031, series of 2020: Interim Guidelines for Assessment and Grading in light, of the Basic Education Learning Continuity Plan
 Sample Performance Task with Quantitative Rubric

DepEd Order No. 031, series of 2020: Interim Guidelines for Assessment and Grading in light, of the Basic Education Learning Continuity Plan
 THE RUBRIC
Measuring learner’s performance
Qualitatively Quantitatively
Can be combined using a range of points.
Example:
8- 10 Exemplary
4- 7 satisfactory
Below 3 Needs improvement

DepEd Order No. 031, series of 2020: Interim Guidelines for Assessment and Grading in light, of the Basic Education Learning Continuity Plan
Sample Performance Task with Quantitative and Qualitative Rubric for
Process and Product
Exemplary Good Needs
8- 10 4- 7 Improvement
Below 3
Delicate, Sweet flavor Unpleasant
Taste and
sweet flavor Well blended. flavor, bitter
Flavor
Well blended. taste.
Soft, velvety Firm crumb Overly
crumb Slightly even crumbly with
Even grain grain a coarse
Small, thin- Small, thin- texture
walled air walled air
cells Free of cells Free of
Texture tunnels tunnels
Moist, Moist,
smooth smooth
mouthfeel mouthfeel
Not sticky Not sticky
Light — but Light —
not crumbly crumbly
Pleasing to Pleasing to Lacks
the eyes, the eyes, creativity and
unique
DepEd Order No. 031, series of 2020: Interim Guidelines for Assessment and Grading in light, of theand common
Basic Education generic inPlan
Learning Continuity
 Sample Qualitative + Quantitative Rubric

DepEd Order No. 031, series of 2020: Interim Guidelines for Assessment and Grading in light, of the Basic Education Learning Continuity Plan