Classroom Assessment for the K

to 12 Basic Education Program

D.O. # 8, s. 2015

DEPARTMENT OF EDUCATION
 Learning Objectives:

At the end of the session, the participants will be

able to :

 explain the general principles of classroom

assessment in the K to 12 Basic Education Program

 discuss the different types of assessment and their

uses
 Learning Objectives:

At the end of the session, the participants will be

able to :
 explain how learners are graded and how their
progress is reported and used for decisions on
instruction, promotion and retention
 propose a mechanism for evaluating his/her own
knowledge and skills in constructing a wide variety
of assessment instruments that s/he uses in day to
day classroom teaching
Linking Assessment to Learning Standards
and Pedagogies
K to 12 Learning
Standards

The
Learner
Pedagogies
Assessment
 Activity 1. Discuss with your group mates what
your thoughts are about this picture.

http://activelearner.ca/assessment-as-learning
 Questions

1. What animals are in the picture?

2. What task is being given to them?
3. Which animal will require less preparation for the
task? Why?
4. Which animal will require more preparation for the
task? Why?
5. Would (some) animals be able to do the task if they are
given the proper training and enough time? why?
6. What do you think is being assessed here?
7. Is the goal of the assessment clear?
8. Are the criteria for assessment clear?
9. Is the assessment method chosen by the assessor
appropriate in this case? Who else can help determine
what assessment method or strategy can be used?
ACTIVITY
Based on the discussion, what do we
mean by fair assessment? What are
our guiding principles in making
assessments fair?
1. Assessment should have clear
standards and should be aligned to the
curriculum.
2. It should recognize individual
differences
3. Assessment should utilize methods
that are appropriate to the type of
learners and their circumstances and,
therefore, varied.
In what way is assessment a tool to
help learners succeed?
1. It should be helpful to the learners in
further developing their
competencies/skills.
2.It should also encourage involvement
of learners being assessed.
3. Information gathered from
assessment should be utilized to inform
instructional decisions, who to give
more help, who to further push in terms
of learning, how to structure lessons,
etc.
 Wandering Down Memory Lane

 What are your earliest, or most vivid,

memories of assessment?

In primary? In secondary? In tertiary?

 Why are these experiences memorable?

 Wandering Down Memory Lane

 What was pleasing or frustrating for you?

 How have these experiences affected the way

you assess your learners now?
Observable

Invisible
 DepEd Order No. 8, s. 2015

https://www.youtube.com/watch?v=Eje4bAcpoJM
 What is Classroom Assessment?

http://www.uen.org/k-2educator/assessment.shtml
 K to 12 Classroom Assessment

 A joint process that involves both

teachers and learners
 An integral part of teaching and
learning
 Facilitates the development of learners’
higher-order thinking and 21st-century
skills
 What is Classroom Assessment?

It is an ongoing process of i___________,

g________, o_________, & i___________
information about what the
learners k____, u_________, and c___ __.

DO #8,s.2015
 What is Classroom Assessment?

It is an ongoing process of identifying,

g________, o_________, & i___________
information about what the
learners k____, u_________ and c___ __.

DO #8,s.2015
 What is Classroom Assessment?

It is an ongoing process of identifying,

gathering, o_________, & i___________
information about what the
learners k____ and c___ __.

DO #8,s.2015
 What is Classroom Assessment?

It is an ongoing process of identifying,

gathering, organizing, & i___________
information about what the
learners k____ and c___ __.

DO #8,s.2015
 What is Classroom Assessment?

It is an ongoing process of identifying,

gathering, organizing, & interpreting
information about what the
learners k____ and c___ __.

DO #8,s.2015
 What is Classroom Assessment?

It is an ongoing process of identifying,

gathering, organizing, & interpreting
information about what the
learners know and c___ __.

DO #8,s.2015
 What is Classroom Assessment?

It is an ongoing process of identifying,

gathering, organizing, & interpreting
information about what the
learners know , understand, and can do .

DO #8,s.2015
 Assessing is part of teaching!
 Using formative assessments to gather cross-
sectional views of students’ work, progress and
performance to adjust and improve instruction

 Using appropriate and useful summative assessments

to determine the impact of learning activities on
students’ learning

 Using authentic assessments and constructing rubrics

that reflect knowledge of students’ thinking
processes and errors

SEI-DOST & MATHTED, 2011

 Assessment Methods

• What are you assessing – knowledge, skills or

both?

• Which method would best allow your

learners to demonstrate what they have
learned?

• Which method would make it easy and

manageable for you to gather evidence of
your learners’ progress over time?
DepEd, 2016
 Assessment Methods

 Observation
 Talking to learners
(conferencing)
 Analysis of learners’
products
 Tests
1. Assessment should be aligned with objectives,
learning standards, and competencies.
2. Assessment should be more like instruction.
3. Assessment should recognize the diversity of learners,
hence, varied methods appropriate to the type of
learners are utilized.
4. The Formative Assessment should scaffold the
learners in Summative Assessment.
5. Assessment results should be used by teachers to
help students learn better.
6. Assessment involves both teachers and learners.
 Principle 1. Assessment should be aligned with
objectives, learning standards and competencies

What is assessed in the classroom?

Classroom assessment is aimed at helping students

perform well in relation to learning standards which
comprise content standards, performance standards
and learning competencies that are outlined in the
Curriculum.
 The Cognitive Process Dimensions

http://www.schrockguide.net/bloomin-apps.html (DO #8, s. 2015, p. 4)

 REMEMBERING
Retrieve relevant
knowledge from long-
term memory,
e.g. recognizing, listing,
naming, finding,
defining,
memorizing,
repeating,
reproducing
35
Choose Recite
Define Match
List Recall
Underline Name
Quote Recall

36
 Typical Item Stems:

• How many items….?

• What is the ……?
• Can you name …..?
• Which is true or false?
• Can you recall --?

37
 UNDERSTANDING
Explaining ideas or concepts;
construct meaning from
instructional messages;
e.g. Interpreting, summarizing,
plotting , classifying,
explaining

38
 UNDERSTANDING

Locate Observe
Compare Paraphrase
Recognize Review
Report Explain

39
 Typical Item Stems:
DERSTANDING
• Write in your own words…..?
• How would you explain ….?
• Who do you think ……?
• What ideas or facts show ….?

40
APPLYING

Using information in
another familiar
situation;
e.g. Implementing,
carrying out,
using, executing

41
 APPLYING

Adapt Draw Sequence

Apply
Show Change
Teach Use
Demonstrate Manipulate
Practice

42
 Typical Item Stems:

• Do you know of
Typical another
Test Stemsinstance
where…..?
• What questions would you ask
of……?
• From the information given,
develop a set of instructions
about…..?
43
ANALYZING
Breaking information into
parts to explore
understandings and
relationships
e.g. Comparing, organizing,
deconstructing,
finding, interrogating

44
 Typical Item Stems

• Which events could not have

happened?
• If. ..happened, what might the ending
have been?
• Why did...changes occur?
• Explain what must have happened
when...
• Distinguish between...
45
EVALUATING

Justifying a course of
action or decision
e.g. checking,
hypothesizing,
critiquing,
experimenting,
judging

46
 EVALUATING

Argue
Defend
Assess
Determine
Value
Evaluate
Conclude
Prioritize
47
 Typical Item Stems:
• Judge the value of... What do you
think about...?
• What influence will....have on our
lives?
• What are the pros and cons of....?
• How would you have handled...?
• What are the alternatives?

48
CREATING
Generating new ideas,
products or ways of
viewing things
e.g. Designing,
constructing,
planning,
producing,
inventing
49
Assemble Compose
ConstructFormulate
Generate Dramatize
Predict Prepare
Write Illustrate

50
 Typical Item Stems
• Design a...to...?
• If you had access to all resources,
how would you deal with...?
• How many ways can you...?
• Create new and unusual uses for...?

51
 Unity of instruction and assessment

What is What is not

known known

LEARNING

Source: Magno, 2015

 Some Assessment Practices to be avoided

• A tendency for teachers to assess quantity and

presentation of work rather than quality of learning.

• Greater attention given to marking and grading,

much of it tending to lower self esteem of students,
rather than providing advice for improvement.

• A strong emphasis on comparing students with each

other, which demoralizes the less successful learners.

www.govwentworth.k12.nh.us/ASSESSMENT.ppt
 Principle 3: Assessment should recognize
diversity of learners

Self-evaluation
Where would you place your assessment practice on the
following continuum?
The main focus is on:
Quantity of work/Presentation Quality of learning

Marking/Grading Advice for improvement

Comparing students Identifying individual

progress

www.govwentworth.k12.nh.us/ASSESSMENT.ppt
Principle 4: The Formative Assessment should scaffold the
learners in Summative Assessment
Balanced Assessment

Formative Summative
Formal and informal processes teachers and Provides evidence achievement to
students use to gather evidence to directly certify student competence or
improve the learning of students assessed program effectiveness

Formative uses of
Assessment as summative data
Assessment for Use of summative evidence to
learning learning inform what comes next for
Use to help students assess individuals or groups of students
Use to inform teacher’s
and adjust their own
decisions
learning
How are learners assessed in the classroom?

Formative
Individual Collaborative
Check-up quizzes Discussions
Written Exercises Role Playing
Performances Games
Models Other Group
Electronic Activities
presentations
Summative

Individual Collaborative
Unit Test Group Project
Quarterly Assessment
 Principle 5: Assessment results should be used by teachers
to help students learn better

Think about these...

 Are our current approaches to assessment
improving student learning?
 How can we use assessment to help all our
students want to learn?
 How can we help them feel that they are able to
learn?
 How can we be sure that our assessment
instruments, procedures, and scores serve to help
learners want to learn and feel able to learn?
Principle 6: Assessment is a joint process that involves both
teacher and learners

Think about this:

Do my learners and I share agreements
about how success is determined and
measured?
 What is the Grading System?

• Standards and competency-based

• Based on the learner’s weighted score on
summative assessments
• Minimum grade to pass a learning area is
60, which is transmuted to 75 in the
Report card
• The lowest mark that can appear in the RC
is 60 for quarterly Grades and Final Grades

60
 What is the Grading System?
• Learners from Grades 1 to 12 are graded
on:
Written Work
Performance Tasks
Quarterly Assessment

61
Components of Summative Assessment
1.Written Work (WW) – 40%

2.Performance Task (PT) – 40%

3.Quarterly Assessment (QA) – 20%

How is learner’s progress recorded and computed?

• For Grades 1 to 12
– No required number of written work and
performance task but these must be spread out
over the Quarter and used to assess learner’s
skills after each unit has been taught

63
 Steps in computing the Final Grades

Step 1
• Grades from all student work are added
up. This results in the total score for each
component, namely Written Work,
Performance Tasks, and Quarterly
Assessment.
• Raw Scores from each component have to
be converted to a Percentage Score. This is
to ensure that values are parallel to each
other.
 Step 2
• The sum for each component is converted to
the Percentage Score. TO compute the
Percentage Score (PS), divide the raw score by
the highest possible score then multiply the
quotient by 100%.
 Step 3

• The Percentage Scores are converted to

Weighted Scores to show the importance of
each component in promoting learning in
different subjects.
• Percentage Score is multiplied by the weight of
the component. The product is known as the
Weighted Score (WS).
 Step 4

• The sum of the Weighted Scores in each

component is the Initial Grade. This initial
Grade will be transmuted using the given
transmutation table to get the Quarterly
Grade (QG).
Initial Grade Transmuted Initial Grade Transmuted Initial Grade Transmuted
Grade Grade Grade

100 100 52.00 – 55.99 73

98.40 - 99.99 99 77.60 – 79.19 86 48.00 – 51.99 72
96.80 – 98.39 98 76.00 – 77.59 85 44.00 – 47.99 71
95.20 – 96.79 97 74.40 – 75.99 84 40.00 – 43.99 70
93.60 – 95.19 96 72.80 – 74.39 83 36.00 – 39.99 69
92.00 – 93.59 95 71.20 – 72.79 82 32.00 – 35.99 68
90.40 – 91.99 94 69.60 – 71.19 81 28.00 – 31.99 67
88.80 – 90.39 93 68.00 – 69.59 80 24.00 – 27.99 66
87.20 – 88.79 92 66.40 – 67.99 79 20.00 – 23.99 65
85.60 – 87.19 91 64.80 – 66.39 78 16.00 – 19.99 64
84.00 – 85.59 90 63.20 – 64.79 77 12.00 – 15.99 63
82.40 – 83.99 89 61.60 – 63.19 76 8.00 – 11.99 62
80.80 – 82.39 88 60.00 – 61.59 75 4.00 – 7.99 61
79.20 – 80.79 87 56.00 – 59.99 74 0 – 3.99 60
 Step 5
• The Quarterly Grade for each learning
area is written in the Report Card of the
student.
How is the learner’s progress reported?

• The summary of learner progress is shown

quarterly to parents and guardians
through a parent-teacher conference, in
which the Report Card is discussed.
Remarks are given at the end of the grade
level.
 Summative Assessments

are also given during remedial classes. These are recorded,

computed, weighted, and transmuted in the same way as
the Quarterly Grade. The equivalent of the Final Grade for
the remedial classes is the Remedial Class Mark (RCM). The
Final Grade at the end of the school year and the Remedial
Class Mark are averaged. This results in the Recomputed
Final Grade. If the Recomputed Final Grade is 75 or higher,
the student is promoted to the next level. However,
students will be retained in the grade level if their
Recomputed Final Grade is below 75..
How are Core Values of the Filipino
child reflected in the report card?
 How are Core Values of the Filipino
child reflected in the report card?
• Schools may craft additional indicators for the
behavior statements. Schools must ensure that
these are child-centered, gender-fair, and age-
and culture-appropriate. To support the
development of these Core Values schools must
make sure that their homeroom guidance
program promotes them. Additional
opportunities may be integrated into class
discussions in all learning areas.
 How are Core Values of the Filipino
child reflected in the report card?
• A non-numerical rating scale will be used to
report on learners’ behavior demonstrating the
Core Values. The Class Adviser and other
teachers shall agree on how to conduct these
observations. They will also discuss how each
child will be rated.
 Sample Certificate of Recomputed Final
Grade
Certificate of Recomputed Final Grade
Name of Student: ____________________
Grade Level: ________________________
School Year: ________________________

Learning Area Final Grade Remedial Class Mark Recomputed Final Grade

Prepared by: ________________________ Date: _____________

Remedial Class Teacher
Noted by: __________________________ Date: _____________
School Principal
Received by: ________________________ Date: _____________
Division Office
Sample of e-class record
 Multiple-Choice Questions

There are 120 members in a school choir.

Forty-eight of them are girls.
What percent of the members are girls?

M6NS-IId-142:
Finds the percentage
or rate or percent in
a given problem
 Multiple-Choice Questions

There are 120 members in a school choir.

Forty-eight of them are girls.
What percentage of the members are girls?

A. 2.5% Computed from 120 ÷ 48

B. 4% Computed from 48 ÷ 120, then multiplied by 10

C. 40% This is the correct answer.

D. 48% Computed from 48 ÷ 100, then multiplied by 10
 Short-Answer Items

Alvin went grocery shopping with Php500.

He spent Php120, Php180 on meat and saved the rest.
What percent of the money did he save?

M6NS-IId-143:
Solves routine and non-routine problems involving finding the percentage

1. How many points will you set for this item?

2. How will this item’s marking scheme look like?

 Long-Answer Items

Kelvin brought Php2500 with him. He ate lunch at a nearby

restaurant for Php985. In addition, he had to pay 10% service charge.
1) How much service charge did he pay?
2) How much money was left with Kelvin after he paid for his lunch?

M6NS-IIe-144:
Solves percent problems such as percent of increase/decrease, commission,
sales tax, and simple interest

1. How many points will you set for this item?

2. How will this item’s marking scheme look like?

86
The K to 12 curriculum is content,
performance, and competency-
based; classroom assessment
should always take these into
consideration.
 Change assessment practices to
be able to assess what students
can and cannot do; give more time
for students to construct their own
ideas and concepts to develop
higher order thinking skills.
• Reward understanding rather than
superficial and short-lived learning
outcomes
• Give students opportunities to
develop concepts and thinking
skills based on first-hand
experiences.
• Assessment must be integrated
with student’s day to day learning
experiences rather than as end-
of-chapter tests.
• Remember that what is assessed
is what gets learned.
 WORKSHOP

As a group, develop the following:

 One multiple-choice item, with justification
for the distractors
 One constructed-response item (short-answer
or long-answer), with marking scheme
WORKSHOP