Assessment Pack — Science 3
Term 1 · CG Quarter 1: Materials · School Year 2026–2027
This is the English copy of a Filipino document. Grade 3 is taught in the mother tongue under MTB-MLE.
assessment.mdis the version a teacher uses. The test items themselves are preserved here in Filipino, verbatim — they are what the class reads, and an English paper would be a different assessment. English glosses follow in italics so an observer can follow. Administering this copy would break MTB-MLE.
A Table of Specifications, two written tests with keys, a weekly check, and the rubrics for the four quarterly performance tasks.
1. How assessment works this year
Grade 3 carries a numerical mark this year, and will for only a few more.
Under DO No. 015, s. 2026, descriptive Key Stage 1 grading is phased in by grade: Grade 1 from SY 2026–2027, Grade 2 from SY 2027–2028, and Grade 3 from SY 2028–2029. Until that year, the mark is a number.
⚠️ This repository does not hold the Key Stage 1 weights. The 20 / 50 / 30 split is for Grades 4 and above. Putting a plausible weighting here would be easy and wrong, so
class-record.htmlasks the teacher for the three weights and refuses to produce a grade until they sum to 100. Take them from your school.
The three components and what feeds each
| Component | Which instruments, in Quarter 1 |
|---|---|
| Written Works | The weekly worksheet; the weekly check; Summative Tests 1 and 2 |
| Performance Tasks | The Quarter 1 performance task in Week 8, taken from the guide; and the group activities in offline-activities.en.md |
| Examinations | The Term 1 examination |
The performance task is required, not suggested
Science differs from Mathematics here in a way that matters. The guide says, on page 17:
The Science curriculum requires learners to complete at least one substantial performance task for each quarter.
And it supplies a sample task for nearly every quarter. So the tasks in §6 are taken from the guide, not proposed by this pack. It is the only place in this repository where that label is the other way round.
2. Table of Specifications
Quarter 1 · Materials · 9 competencies · 40 items across the quarter
Items are distributed by how many teaching weeks each competency gets, not evenly.
| Quarter 1 competency | Week | Items | Cognitive demand |
|---|---|---|---|
| 1. Objects and events science can explain | 1 | 3 | Recall |
| 2. Participating by asking questions | 1 | 2 | Application |
| 3. Uses of science equipment | 2 | 4 | Understanding |
| 4. Observing, predicting, measuring | 3 | 10 | Understanding and analysis |
| 5. Physical properties of solids | 4 | 6 | Understanding |
| 6. Harmful changes in materials | 5 | 4 | Analysis |
| 7. Proper handling and disposal | 5 | 3 | Application |
| 8. Changes that make solids useful | 6 | 4 | Understanding |
| 9. Metals in the community | 7 | 4 | Recall |
| Total | 40 |
Ten items for competency 4 — the largest share. That is not a bias towards the lesson this repository happens to have built. Competency 4 is the only competency in the quarter that reappears in every other quarter of the year: it is Quarter 2 competency 1 word for word, and Quarter 3 competency 3 and Quarter 4 competencies 4 and 7 all depend on it.
3. Summative Test 1 — Week 4
Ten items · 20 minutes · Written Works
Read each item aloud twice. This is Grade 3; a Science test is not a reading test.
Instruction, read aloud: Isulat ang letra ng inyong sagot. — write the letter of your answer.
- Alin ang namasid? — which one is observed? a. Uulan bukas · b. May tatlong bintana sa silid · c. Maganda ang silid · d. Malamig sa Baguio bukas
- Alin ang hinulaan? — which one is predicted? a. Basa ang sahig · b. Mabibigo ang halaman kung hindi didiligan · c. Berde ang dahon · d. Bilog ang barya
- Alin ang sinukat? — which one is measured? a. Mahaba ang lubid · b. Mabigat ang bato · c. Ang lubid ay 3 metro ang haba · d. Malinis ang lubid
- Ang "walo" ay isang buong sagot sa pagsukat. — "eight" is a complete answer to a measurement. a. True · b. False
- Anong yunit ang gagamitin sa kapal ng isang barya? — which unit for the thickness of a coin? a. Metre · b. Centimetre · c. Millimetre · d. Kilogram
- Anong yunit ang gagamitin sa taas ng pinto? — which unit for the height of a door? a. Metre · b. Centimetre · c. Millimetre · d. Gram
- Alin ang opinyon? — which one is an opinion? a. May limang talulot ang bulaklak · b. Mabango ang bulaklak · c. Ang tangkay ay 12 sentimetro · d. Kulay pula ang bulaklak
- Saan dapat magsimula ang ruler kapag sumusukat? — where should the ruler start? a. At the edge of the ruler · b. At the 0 mark · c. At the 1 mark · d. Anywhere
- Ang maling hula ay: — a wrong prediction is: a. A wrong answer · b. Part of science · c. Something to avoid · d. Not to be written down
- Isulat ang isang pangungusap tungkol sa iyong lapis na namasid, hindi opinyon. — write one sentence about your pencil that is observed, not an opinion. (2 marks)
Key and marking notes
| # | Answer | Note |
|---|---|---|
| 1 | b | c is an opinion; a and d are predictions |
| 2 | b | Contains if, so it has not happened |
| 3 | c | The only one with a number and a unit |
| 4 | b | It needs a unit. This is the week's central item |
| 5 | c | d is mass, not length — note who chose it |
| 6 | a | — |
| 7 | b | Smell can be disagreed with. If a or d, take it into remediation |
| 8 | b | Not a: the 0 is not always at the edge |
| 9 | b | If a, that learner has stopped predicting. Say so to the class, out loud |
| 10 | — | 2 marks. 1 mark for an observation that is vague ("the pencil is beautiful" scores 0). 2 marks if nobody could argue with it |
Total: 11 marks. As a percentage: marks ÷ 11 × 100.
4. Weekly Check — Week 3, Day 5
Seven items · 10 minutes · Written Works
Classify each sentence: N (namasid, observed), H (hinulaan, predicted), S (sinukat, measured), or O (opinyon, opinion).
| # | Sentence | Answer |
|---|---|---|
| 1 | Ang pisara ay 3 metro ang lapad. (the board is 3 metres wide) | S |
| 2 | Malinis ang pisara. (the board is clean) | N |
| 3 | Marumi ang pisara bukas. (the board will be dirty tomorrow) | H |
| 4 | Mas maganda ang pisara kaysa sa pinto. (the board is nicer than the door) | O |
| 5 | May anim na upuan sa hanay na ito. (there are six chairs in this row) | N |
| 6 | Ang lapis ay 9 na sentimetro ang haba. (the pencil is 9 cm long) | S |
| 7 | Write one sentence about your pencil that nobody could argue with. | — |
About item 7
This is the item that reads. Items 1 to 6 can be answered mechanically by looking for a number or for the word bukas (tomorrow). Item 7 says whether the child has understood that an observation is something everybody can agree on.
| What the child wrote | What it means |
|---|---|
| "My pencil is 11 centimetres." or "My pencil is yellow." | Got it. Everybody would agree |
| "My pencil is beautiful." | Not yet. This is exactly the week's trap — give remediation |
| "My pencil is long." | Partly. It is an observation but it is arguable. Ask: how long? |
| "My pencil will break." | A prediction, not an observation. Go back to Day 1 |
5. Summative Test 2 — Week 8
Ten items · 20 minutes · Written Works
Covers competencies 5 to 9 and returns to competency 4 in items 9 and 10.
- Which is a physical property of a stone? a. Expensive · b. Hard · c. Useful · d. Old
- Rubber is stretchable. What does that mean? a. It can be pulled long and comes back · b. It breaks easily · c. It is shiny · d. It is heavy
- Which is not safe disposal? a. Recycling paper · b. Burning plastic · c. Putting oil in the rubbish · d. Reusing a bottle
- Why is burning household waste harmful? (2 marks, written)
- What happens to a can when it is hammered? a. Its shape changes · b. It disappears · c. It becomes paper · d. It becomes water
- Which metal is used in electrical wire? a. Gold · b. Copper · c. Silver · d. Iron
- Which metal is used for roofing and nails? a. Gold · b. Silver · c. Iron · d. Copper
- Which is made from recyclable material? a. A straw bag · b. A brand-new glass bottle · c. A fresh leaf · d. A stone
- Which is measured? a. The cardboard is thick · b. The cardboard is 2 millimetres thick · c. The cardboard is strong · d. The cardboard is light
- Write one property of your chair and how you know it. (2 marks)
Key
| # | Answer | Note |
|---|---|---|
| 1 | b | a, c, d are judgements, not properties |
| 2 | a | — |
| 3 | b | Burning household materials is named in the guide's competency 6 |
| 4 | — | 2 marks. 1 for "bad for the air"; 2 if living and non-living things are mentioned |
| 5 | a | — |
| 6 | b | — |
| 7 | c | — |
| 8 | a | Straw bags are in the guide's own example list |
| 9 | b | Back to competency 4 — number and unit |
| 10 | — | 2 marks. 1 for the property; the second mark is for how they know — touched it, looked at it, measured it |
Total: 12 marks.
6. Performance Task Rubrics
Four tasks, one per quarter, as page 17 of the guide requires. Every task below is taken from the guide; none is a suggestion.
Each rubric is 4 criteria × 4 levels = 16 marks. As a percentage for the class record: marks ÷ 16 × 100.
Levels: 4 = Full · 3 = Sufficient · 2 = Partial · 1 = Just beginning
6.1 Quarter 1 — A product from recyclable materials
Design a product out of recyclable materials that would be useful in everyday life, such as a vase, containers, clay pot, cardboard objects, recycled plastic clothes/hats, straw bags, and objects made out of aluminum or steel cans.
| Criterion | 4 — Full | 3 — Sufficient | 2 — Partial | 1 — Just beginning |
|---|---|---|---|---|
| Choice of material | Material chosen for its property, and the learner can say which property and why | Right material, with a reason given | Right material but no reason, or "it was what we had" | Material unrelated to the use |
| Measurement | Three or more measurements, each with a number and a unit | Two measurements with units | Numbers but no units, or one measurement only | No measurement |
| Real-world use | Names who will use it and where, and can say why it is useful | Names the use | There is a use but it is vague | No use in mind |
| Explaining to the class | Separates what was seen from what is believed while speaking | Explains what was made, clearly | Recounts what was made, mixing opinion with observation | Cannot yet explain unaided |
6.2 Quarter 2 — Model and collage of a living thing
A. Make a model of a chosen living thing using readily available recyclable or indigenous materials. B. Make a collage of the basic needs of a chosen living thing.
| Criterion | 4 — Full | 3 — Sufficient | 2 — Partial | 1 — Just beginning |
|---|---|---|---|---|
| Accuracy of body parts | All main outer parts present and named | Most present and named | Some present, unnamed | Parts not recognisable |
| The four basic needs | All four — air, food, water, shelter — and tied to the chosen organism | All four present | Two or three | One or none |
| Link to the environment | Shows where the organism gets each need | Mentions the environment | Mentions it but not specifically | Absent |
| Use of materials | All reused or indigenous, and can say where each came from | Nearly all reused | Some bought | All bought |
6.3 Quarter 3 — A device that sends a message 5 metres
Design and make a working model that can be used to send a simple message to another learner who is 5 metres away, using movement, light, or sound. Indicate any problems you had and how you could improve your design.
| Criterion | 4 — Full | 3 — Sufficient | 2 — Partial | 1 — Just beginning |
|---|---|---|---|---|
| Does it work | Message sent over 5 metres, three times in a row | Sent once | Sent at less than 5 metres | Not sent |
| Explanation | Says whether movement, light or sound is used, and how it travels | Says which of the three is used | Can point at the device but not explain it | Absent |
| The problem encountered | Names a real problem and what was tried to fix it | Names the problem | "No problems" — but the teacher saw one | Absent |
| Improvement | Proposes a change connected to the problem named | Proposes a change | Vague suggestion | Absent |
6.4 Quarter 4 — A 5- to 7-day weather record
Record, organize, and present observations on the changes in the weather over a period of 5 to 7 days.
| Criterion | 4 — Full | 3 — Sufficient | 2 — Partial | 1 — Just beginning |
|---|---|---|---|---|
| Completeness | Seven days, no gaps, same time each day | Five or six days | Three or four days | Fewer than three |
| What was recorded | More than one characteristic per day — cloud, rain, wind | One characteristic per day, clearly | Vague words only: "nice", "bad" | Illegible |
| Organisation | A table or chart, titled and dated | A table with dates | A list | No structure |
| The pattern noticed | States a pattern and the evidence for it from their own record | States a pattern | States one day, not a pattern | Absent |
6.5 The group activities
The two group activities carry their own 12-mark rubrics, already written into
offline-activities.en.md. They are not repeated here.
7. What is deliberately not here
Listed so that each omission is visibly a decision and not an oversight.
| Absent | Why |
|---|---|
| Key Stage 1 weights | Not held. The class record asks the teacher and refuses to grade until they sum to 100 |
| A transmutation table | The published table is reported for Grades 4 to 12. Applying it to Grade 3 would be a guess that changes a child's mark |
| Descriptive A–E grading | It reaches Grade 3 in SY 2028–2029, not now. Putting it here today would become wrong advice in two years |
| An oral test | This is Grade 3 and the class can read. worksheet-remediation.html is the route for those not yet reading fluently |
| A mark for the game | game.html is formative. Marking it would advantage learners with a device at home |
8. For SY 2028–2029
From that year, Grade 3 is descriptive, not numerical. When it arrives, the following changes: the §2 Table of Specifications stays, but the marks in §3 and §5 become descriptions, and §6 moves from four levels to five.
This is written down now so nobody discovers it in June 2028.
Part of the E-turo MATATAG artifact set. Companion files:
syllabus.en.md · lesson-plan.en.md ·
lesson-plan-ilaw.en.md · class-record.html