I

nstructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by
using principles of teaching and learning - D.O. 42, s. 2016)

D
etailed Lesson Plan (DLP) Format
DLP No.: Learning Area: Grade Level: Quarter: Duration: Date:
nd st
001 Assessment in Learning 1 2 Year 1 Semester 45 minutes 10-06-2024

Learning Competency/ies: Code:

(Taken from the Curriculum Guide )

Key Concepts / Understandings to

be Developed Students will be able to demonstrate an understanding of the principles of effective
assessment and how to integrate the three domains of learning into lesson planning for
comprehensive and aligned assessment.

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015) OBJECTIVES:

Knowledge Students will be able to define the importance of assessing learning outcomes
The fact or condition of
Remembering
knowing something with
in educational settings.
familiarity gained through
experience or association

Understanding Students will be able to compare and contrast the three domains of learning
(cognitive, affective, and psychomotor)

Skills Applying Demonstrate their understanding of selected response and constructed

The ability and capacity
acquired through deliberate, response by applying the concepts through a group performance based on the
systematic, and sustained effort
to smoothly and adaptively
task they picked.
carryout complex activities or
the ability, coming from one's Analyzing
knowledge, practice, aptitude, Guide the students in analyzing the data to identify student strengths,
etc., to do something
weaknesses, and areas for improvement within each domain.

Evaluating

Creating Students will create their own assessment and learning that aligns with their
learning Outcome.

Attitude Valuing
Appreciate the importance of assessing students learning outcomes.

Values Valuing

2. Content
Assessing Student Learning Outcomes

3. Learning Resources Ppt, Smartphone, Smart Tv

4. Procedures

4.1 Introductory Activity

Prayer
Greetings
Energizer

4.2 Activity Students will participate in a jumbled letter activity where they will unscramble terms
related to selected response and constructed response.

4.3 Analysis

Ask the students to figure out the form of these jumbled words, and see if they can put
them back in the right order!
4.4 Abstraction
4.5 Application
The class will be divided into five groups, and each group will randomly pick a paper
containing either a selected response or constructed response task. They will then
present what they picked in front of the class.

4.6 Assessment
Directions: On a half ½ lengthwise, answer the following
questions.

Talking to Learners/ I. Identify the following items.

Conferencing
Observation
Analysis of Learner’s Product
1.Who are the proponents of Cognitive domain?
Tests/Examination
2.Is a method that refers to the usual paper-and-pencil test.

The teacher will give a short

3.Is a method that requires students to perform real-world
quiz to the class. tasks that demonstrate meaningful application of knowledge
and skills.

4.It is a type of assessment where students choose answers

from given options rather than generating their own
responses.

5.Fill in the blanks, essays, and problem solving are examples

of what type of assessment ?

6.Who is the proponent of Affective domain?

7.Who is the proponent of Psychomotor domain?

8.Is the process of gathering information on whether the

instruction, services and activities that the program provides
are producing the desired student learning outcomes.

9.Give 1 example of product.

10.Give 1 example of selected response.

II. Read each statement carefully. Determine which

domains of learning each statement belongs to.

1. You're playing volleyball in P.E, and your team is about

to serve.

2. Your friend feels discouraged after failing an exam.

3. You're given a math problem about calculating the area

of triangle.

4. You are reading a story and need to answer questions

about the main characters.
 5. A student expresses anxiety about speaking in front of
the class during a presentation.

III. Identify the level of Bloom's Taxonomy associated

with each activity.

1. Comparing Two Stories

2. Rating a Restaurant
3. Calculating Grades
4. Memorizing Formulas
5. Clarifying Processes

4.7 Assignment
Preparing for the new lesson
Research about

4.8 Concluding Activity

The teacher will ask the students what they have learned during the discussion.

Possible Questions:
1. What are the assessment methods?
2. What are the three domains of learning?
3. What are the levels of Bloom’s Taxonomy?

5. Remarks

6. Reflections

C. Did the remedial lessons work? No. of learners who have caught up with the
A. No. of learners who earned 80% in the evaluation.
lesson.

B. No. of learners who require additional activities

D. No. of learners who continue to require remediation.
for remediation.
E. Which of my learning strategies worked well? Why
did these work?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials did I

use/discover which I wish to share with other teachers?

Prepared by:
Name: Zhelca Marie B. Fernandez School:
Kyleen Rica Cebu Technological University – Carmen Campus
Icy Mangubat
Faith Lauron
Lyka Estenzo
Cheryl Sapio
Ellanor Caparoso

Position/ Cebu Province

Division:
Designation:
Student

Contact 09686122973 [email protected]

Email address:
Number:
09367739322 [email protected]
09487178651 [email protected]