Week 7 – 4th Quarter Daily Lesson Log (February 25 – March 1, 2019) | Weekly DLL

Update! Week 7 – 4th Quarter Daily Lesson Log (February 25 – March 1, 2019) | Weekly DLL  now available.

In the past academic years, we shared Daily Lesson Logs and other files submitted by our Contributors that are proofread and formatted by our File Editors. Let’s welcome this new and progressive school year of collaboration and support!

We are always on the process of uploading new and updated K-12 Daily Lesson Logs weekly.

For K-6, we are almost complete in uploading Daily Lesson Logs. Yet, we will keep on uploading new versions of DLL’s every week. Also, some DLL’s may be incomplete in some higher grade levels. We will be uploading the additional DLL’s soon. Some DLL’s are still on the process of editing and formatting. Please take time to visit our website from time to time for the newly uploaded unannounced K-12 Daily Lesson Logs.

We are always thankful to our Contributors, Editors and Tech Volunteers. They are the foundation of DepEd Teachers Club. We are always grateful to them and we ask for your continued support.


week 37 daily lesson logAll of these files can be downloaded for FREE via Google Drive.

Please keep on Sharing and Liking our contributions until all of our fellow teachers all around the country would benefit from these works too.   May more blessings come upon us all. Thank you.

(Download links can be found after the article below.)  

What are the Effective Assessment Tools in Teaching

If we use effective assessment tools in teaching, we could successfully gather information about what our students know and are able to do, and we can provide positive, supportive feedback to our students for their educational development. We can also use this information to diagnose our students’ individual needs to improve our instructional programs, which in turn helps our students learn more effectively. Effective assessment tools in teaching must be considered during the planning stage of instruction when learning outcomes and teaching methods are being targeted. Our assessment on our students is a continuous process. We should make our students aware of the expected outcomes of the lessons and the assessment tools to be used in assessing their performance relative to the learning outcomes. After assessment, we evaluate our students’ performance. Evaluation is a judgment regarding the quality, value, or worth of a response, product, or performance based on established criteria and curriculum standards. Evaluation should reflect the intended learning outcomes of the curriculum and be consistent with the approach used to teach lessons in the classroom. Evaluation is also used for reporting progress to parents or guardians, and for making decisions related to such things as student promotion and awards. Assessment tools in teaching are the strategies, techniques, tools and instruments for collecting information to determine the extent to which students demonstrate desired learning outcomes. Why is it important to use multiple assessment tools in teaching? Relying on only one assessment tool to provide information about the program will only reflect a part of students’ achievement. For example, responses from student surveys may be informative, however, when combined with students’ test results they will be more meaningful, valid, and reliable. Direct methods of assessment ask students to demonstrate their learning while indirect methods ask students to reflect on their learning. Tests, essays, presentations, etc. are generally direct methods of assessment, and indirect methods include surveys and interviews.

  • The process of assessment for Learning –
    1. Explain the learning objectives and feedback opportunities
    2. Check learner understanding of learning objectives
    3. Brief learners on what they have to do and what they have to hand in
    4. Introduce the assessment criteria to learners and check their understanding
    5. Provide learners with opportunities to apply the assessment criteria to examples of work produced, possibly by a previous cohort, to illustrate standards required and the application of the assessment criteria
    6. Provide the necessary guidance and support to learners on an individual basis and provide oral feedback
    7. Provide peer-assessment opportunities
    8. Provide self-assessment opportunities
    9. Undertake the teacher-led assessment of learners’ work
    10. Provide written feedback to learners
    11. Create opportunities for learners to undertake remedial action and/or consolidation activities


Choosing the Best Assessment Tools in Teaching

Direct Assessment Tools are those in which the products of student work are evaluated in light of the learning outcomes for the program. Evidence from course work such as the following are examples of direct measures.

  • Anecdotal Record – An informal record of an event or behavior observed in the classroom.
  • Checklist – An assessment guideline listing skills, behaviors, or characteristics to help guide and record teacher observations of students as they perform certain tasks. There are also student checklists that can be used by students for self-assessment purposes.
  • Standardized tests – tests for various types of learning outcomes, such as critical thinking or mathematical problem solving which may be used as evidence of student learning
  • Locally developed tests – this tests require work by the program’s faculty in development and scoring, they are less costly than a standardized test and are often more meaningful in that they focus more clearly on the intended learning outcomes.
  • Concept Tests – The teacher obtains immediate feedback on the level of class understanding. Students have an opportunity to enhance teamwork and communication skills.
  • Concept Maps – Concept maps assess how well students see the “big picture.” These have been used for over 25 years to provide a useful and visually appealing way of illustrating students’ conceptual knowledge.
  • Conceptual diagnostic tests – Using conceptual diagnostic tests assesses how well students understand key concepts in a SMET field prior to, during, and after instruction.
  • Journal – A notebook in which a student can write a spontaneous response to literature and/or assessment of personal progress with reading skills and strategies.
  • Literacy Log – A record of student literacy activities (for example “Books I Have Read”) to help students keep track of his or her own reading or writing progress. Students also use the logs for recording their personal responses to the literature. In some cases, a teacher can suggest prompts for students to use to stimulate thoughts. Students may also use logs to record words that are new, interesting, and entertaining.
  • Oral Fluency – An informal assessment of reading to determine oral reading errors or Assessment miscues.
  • Oral Reading – An oral and silent reading assessment used for diagnosing students’ assessment developmental literacy levels through oral retelling and an individual reading inventory
  • Performance assessments – Student growth in knowledge of methods, procedures, and analysis skills prove somewhat difficult to evaluate, particularly with conventional multiple-choice examinations. Performance assessments, used in concert with more traditional forms of assessment, are designed to provide a more complete picture of student achievement.
  • Portfolio evaluation – A portfolio is a compilation of student work that, in total, demonstrates a student’s achievement of various learning outcomes. Portfolios can be created for a variety of purposes aside from program assessment, such as fostering reflection by students on their education, providing documentation for a student’s competency. Portfolios created over the span of a student’s academic career, compared to those consisting of a student’s work only at the end, provide the basis for a developmental assessment.
  • Scoring rubrics – Rubrics provide a readily accessible way of communicating and developing our goals with students and the criteria we use to discern how well students have reached them.
  • Pre- and post- tests – In pre-test/post-test assessment, student work is assessed both early and late in their academic career, from which the growth and development of the students can be deduced.

Indirect Assessment Tools – Inferring student* abilities, knowledge, and values based on an analysis of reported perceptions about student mastery of outcomes. The perceptions may be self-reports by students, or they may be made by others, such as alumni, fieldwork supervisors, employers, or faculty

  • Student self-efficacy – Student self efficacy involves students rating their perception of their own achievement in particular learning outcomes. For example, certain groups of students may rate their quantitative skills at a level below that indicated by standardized tests. Also, unless “the answers are anonymous, students will be likely to overrate their abilities.
  • Observation – An informal assessment technique of watching students to identify strengths and weaknesses, patterns of behavior, and cognitive strategies. Observations help determine which students need additional support and how to adjust instruction to encourage more and better learning.
  • Conference – A meeting or conversation involving teacher, student, and/or family members to discuss a student’s progress. The purpose is to facilitate one-on-one exchanges, and allow the student to express him- or herself. In a parent conference, the basic purpose is to inform parents of their children’s progress and school performance.
  • Student satisfaction surveys – Given that student satisfaction with a program or course is not a learning outcome, satisfaction may or may not relate to outcomes assessment. But satisfaction may correlate with other variables. For this reason, a common component of assessment systems is the student satisfaction survey
  • Peer Assessment – An instrument for helping students understand expectations and assess a classmate’s skills.
  • Student attitudinal surveys – This type of survey provides valuable information on student perceptions of and emotions regarding their classroom experience. This includes general attitudes toward the course, the discipline, and their own learning. The results from this survey can also help you identify elements in your course that best support student learning
  • Exit interviews – Rather than assess students’ attitudes, self-efficacy, or satisfaction through the use of surveys, students may be interviewed directly in individual or focus-group settings. Such interviews allow a more thorough, free-form exploration of the issues through the use of follow-up questions that depend on students’ responses.


To help our fellow teachers, K-12 Daily Lesson Log (DLL) files are now available for FREE. You can download the files easily. No Adfly, safer, faster.

Just follow the links. May God bless us all!  


Week 7 – 4th Quarter Daily Lesson Log
February 25 – March 1, 2019


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