1
Q
Also known as Policy Guidelines on
Classroom Assessment for the K-12 Basic
Education Program
A
DepED No. 8 s. 2015
2
Q
DepED No. 8 s. 2015 is also known as
A
Policy Guidelines on
Classroom Assessment for the K-12 Basic
Education Program
3
Q
Effective SY ____, the Policy Guidelines
on Classroom Assessment for the K-12 Basic
Education Program shall be implemented in
public elementary and secondary schools
nationwide.
A
2015-2016
4
Q
Non- DepEd schools are urged to implement
these policy guidelines as well.
They are permitted to modify the policy
guidelines according to school’s philosophy,
vision and mission with the approval of the
appropriate _______.
A
DepED Regional Office
5
Q
2 Theoretical Basis
A
- Appropriate assessment is committed to
a. ensuring learners’ success to move from guided
to independent display of knowledge,
understanding, and skills
b. enabling learners to transfer knowledge,
understanding and skills successfully in future
situations - Assessment facilitates the development of
learners’ higher order thinking and 21st-century
skills
6
Q
Assessment in the K to 12 Basic Education
Program recognizes:
A
- diversity of learners inside the classroom
- the need for multiple ways of measuring their
varying abilities and learning potentials - the role of learners as co-participants in the
assessment process
7
Q
An integral part of curriculum implementation.
A
Classroom Assessment
8
Q
It allows the teachers to track and measure
learner’s progress and to adjust to the
instruction accordingly.
A
Classroom Assessment
9
Q
It informs the learners as well as the parents
and guardians of the learner’s progress.
A
Classroom Assessment
10
Q
It is a joint
process that involves
both teachers and
learners.
A
Classroom Assessment
11
Q
It should be in unity
with instruction
A
Classroom Assessment
12
Q
It is used to track learner
progress in relation to
learning standards and
development of 21st-century
skills
A
Classroom Assessment
13
Q
It provides bases for the
profiling of student
performance on the learning competencies and standards
of the curriculum.
A
Classroom Assessment
14
Q
It promotes selfreflection and personal
accountability among
students about their
own learning.
A
Classroom Assessment
15
Q
Classroom assessment is a process of:
A
identifying, gathering, organizing and interpreting
quantitative and qualitative information about
what learners know and can do.
16
Q
Classroom assessment
methods should be
consistent with:
A
curriculum standards
17
Q
It measures
achievement of
competencies by the
learners.
A
Classroom Assessment
18
Q
It is a
planned, ongoing process used by all
students and teachers during learning
and teaching to elicit and use evidence of
student learning to improve student
understanding of intended disciplinary
learning outcomes and support students
to become self-directed learners
A
Formative assessment
19
Q
According to the _____:
Formative assessment refers to ongoing forms of assessment closely linked to the learning process. It is informal
A
UNESCO-TLSF
UNESCO Program
on Teaching and Learning for a
Sustainable Future
20
Q
It provides immediate feedback to both learner and teacher.
A
Formative assessment
21
Q
It helps prepare learners for summative assessments.
A
Formative assessment
22
Q
Formative assessment is recorded and included as basis for grading.
True or False?
A
False
Formative assessment is recorded but not included as basis for grading.
23
Q
This guides instruction
A
Formative assessment
24
Q
This may be used as diagnostic assessment
A
Summative assessment
25
Judgement of the strengths and weaknesses of instruction in the developing stage
Formative evaluation
26
Measuring the extent to which the outcomes of a course are attained at the end of course
Summative evaluation
27
This measures
whether learners have met the content
and performance standards. Teachers
must use methods to measure student learning that have been deliberately
designed to assess how well students have
learned and are able to apply their
learning in different contexts
Summative assessment
28
This may be seen
as assessment of learning which
occurs at the end of a particular unit.
Summative assessment
29
It usually occurs towards the end of
a period of learning in order to describe the standard reached by the
learner.
Summative assessment
30
Ensures that students are able to express learned skills and concepts in written form.
Written work
31
This may include essays, written report, long quizzes
Written work
32
This allow learners to show what they know and are able to do in diverse ways.
Performance tasks
33
In this component, learners may create or innovate products.
Performance tasks
34
Written output may also be considered as this
Performance tasks
35
This measures student learning at the end of the quarter
Quarterly assessment
36
This may be in the form of objective tests, performance based assessment, or a combination thereof.
Quarterly assessment
37
This cover a specified scope of sequential topics within each learning strand, domain, theme, or component.
Content Standards
38
This answer the question "what should learners know?"
Content Standards
39
This refer to the knowledge, understanding, skills, and attitudes that learners need to demonstrate in every lesson and/or learning activity.
Learning competencies
40
This describe the abilities and skills that learners are expected to demonstrate in relation to the content standards and integration of 21st century skills.
Performance standards
41
It occurs when teachers use inferences about student progress to inform their teaching.
Assessment FOR Learning
42
It occurs when teachers use evidence of student learning to make judgements on student achievement against goals and standards.
Assessment OF Learning
43
It occurs when students reflect on and monitor their progress to inform their future learning goals
Assessment AS Learning
44
It is the idea of using
creative learning experiences to test
students' skills and knowledge in
realistic situations.
Authentic assessment
45
This measures
students' success in a way that's relevant
to the skills required of them once
they've finished your course or degree program
Authentic assessment
46
This is where students
thoughtfully apply their acquired skills
to a new situation or environment
Authentic assessment
47
Assessments are ____ if they are
realistic, require judgement and innovation and assess students’ ability to
effectively use their knowledge or skills
to complete a task
authentic
48
This give students situation that occur in
real-world which require them to apply
their relevant skills and knowledge.
Authentic assessment
49
It is often based on performance.
Authentic assessment
50
According to ____, Authentic Assessment is a form of assessment on which students
are asked to perform real-world tasks
that demonstrate meaningful application of essential knowledge and skills
John Mueller (2011)
51
From teacher- centered to learner-centered class where the teacher play a
major role to helps students to accept
responsibility for their learning and
become self evaluator.
What assessment?
Authentic Assessment
52
Directly reflects abilities than traditional
testing.
Authentic Assessment
53
Aligns with transferable outcomes.
Authentic Assessment
54
It starts with clear and definite criteria of
performance made known to the
students
Characteristics of Authentic Assessment
55
It is criterion-referenced rather than
norm-referenced and so it identifies
strengths and weaknesses but does not
compare students nor rank their level of
performance.
Characteristics of Authentic Assessment
56
It requires students to make their own
answers to questions rather than select from
a given options as in multiple choice items
and requires then to use higher range of
higher order thinking skills (HOTS) .
Characteristics of Authentic Assessment
57
This often emphasizes performance and required
students to demonstrate their knowledge
skills, or competences in appropriate
skills.
Characteristics of Authentic Assessment
58
It encourages both teachers and students to
determine their rate of progress in
cooperatively attaining the desired student’s
learning outcomes.
Characteristics of Authentic Assessment
59
It encourages both teachers and students to
determine their rate of progress in
cooperatively attaining the desired student’s
learning outcomes.
Characteristics of Authentic Assessment
60
It does not encourage rote learning and
passive thinking of tests.
Characteristics of Authentic Assessment
61
It does not value only the finished products
which are learning outcomes but also the
process of learning
Characteristics of Authentic Assessment
62
Asynchronous (offline discussion, blogs,
wikis, journal)
Think, then share ideas
Individual or group responses
Synchronous class discussions/ audio video
conference
Builds a sense of immediacy
Thinking on your own feet
Communication activities
63
Authentic environment,
challenges, constraints and
results
Motivational components
Highly engaging for learners but time consuming for instructors
Problems, Games, Simulations
64
Content creation
Verify student technology skills in advance
Creativity and Flexibility
Groups or Individuals
Creative Products
65
Collections of work to demonstrate
progress and/or results
Multiple file formats
Capstone projects, graduate school or
employment applications
Portfolio Assessment
66
Scoring matrix to rate varying degrees of
mastery according to specific criteria step.
Rubrics
67
A guide that articulates the expectations for
an assignment and communicates the level
of quality.
Rubrics
68
It is used to score student’s performance on
defined criteria and levels of quality,
intellectual or skill development.
it can be simple or complex, qualitative or quantitative
Rubrics
69
Importance of Rubrics in Assessing Student’s Performance
It serves as an assessment tool.
It serves as a mean to improve learning.
It serves as a communication tool.
70
Traditional assessment: selecting a response
Authentic Assessment: performing a task
71
Traditional assessment: contrived/imagined
Authentic Assessment: simulation/real-life
72
Traditional assessment: recalling/recognition
Authentic Assessment: construction/application
73
Phase 1 of Authentic Assessment
Identify learner outcome
74
Phase 2 of Authentic Assessment
Determine criteria and acceptable performance
75
Phase 3 of Authentic Assessment
Implement supporting learning experiences and instructional activities
76
Phase 4 of Authentic Assessment
Implement assessment strategies
77
Phase 5 of Authentic Assessment
Evaluate results to determine attainment of outcome and ensure continuous improvement
78
Importance of Authentic Assessment
Authentic assessments are Direct Measures
Authentic assessments captures Constructive Nature
of Learning
Authentic assessments integrate Teaching, Learning
and Assessment
Authentic assessments provides multiple paths to
demonstrations
79
We cannot simply be fed knowledge. We need to construct our own meaning of the world, using information we have gathered and were taught and our own experiences with the world.
Authentic assessment captures constructive nature of learning
80
In the authentic assessment model, the same authentic task used to measure the students' ability to apply the knowledge or skills is used as a vehicle for student learning
Authentic assessment integrate teaching, learning, and assessment
81
We all have different strengths and weaknesses in how we learn. Similarly, we are different in how we can best demonstrate what we have learned.
Authentic assessment provides multiple paths to demonstration
82
How to create Authentic Assessment
Step 1: Identify the standards
Step 2: Select authentic tasks
Step 3: Identity the criteria for the task
Step 4: Create the rubric
83
This is concerned with the actual
performance rather than the output or
product of the activity
Process Oriented Performance Based
Assessment
84
It is an evaluation that depends on
teacher’s observation.
Process Oriented Performance Based
Assessment
85
It is concerned with the actual task performance rather than the output of
the activity ( Navarro, et.al, 2013)
Process Oriented Performance Based
Assessment
86
It evaluates the actual task performance.
It does not emphasize on the output or
product of the activity
Process Oriented Performance Based
Assessment
87
This assessment aims to know what process a person undergoes when given
a task
Process Oriented Performance Based
Assessment
88
Defined as groups or clusters of skills
and abilities needed for a particular task
Learning Competencies
89
The learning objectives in process
oriented performance based assessment
are stated ___
indirectly observable
behaviours of the students.
90
The objectives generally focus on behaviours which exemplify a “best practice” for a particular task.
Learning Competencies
91
It range from a “beginner” or novice level up to the level of an expert.
Learning Competencies
92
The teacher must ensure that the particular learning process to be observed contributes to the over-all understanding of the subject or course.
Task Designing
93
It is a manner of how a task plan and its
workflow are organized.
Task Designing
94
Accepted Standards for Designing a Task
❖ Identifying an activity that would highlight the competencies to be
evaluated.
❖ Identifying an activity that would entail
more or less the same sets of
competencies. If an activity would result
in too many possible competencies then
the teacher would have difficulty assessing
the student’s competency on task
❖ Finding a task that would be interesting
and enjoyable to students
95
a scoring scale used to assess students performance along the task-specific
set of criteria
Rubrics
96
A student’s aptitude on a task is determined by
matching the student’s performance against a
set of criteria to determine the degree to which
the student’s performance meets the criteria
for the task.
Rubrics
97
articulates level of performance for each criterion so the
teacher can assess student performance
on each criterion
Analytic rubrics
98
What scoring procedure in which products
or performance are evaluated for
selected dimensions, with each
dimension receiving a separate score.
According to
Analytic rubrics
(McTighe & Ferrara)
99
It resembles a grid with the
criteria for a student product listed in the
leftmost column and with levels of performance listed across the top row often
using numbers and/or descriptive tags. The
cells within the center of the rubric may be left
blank or may contain descriptions of what the
specified criteria look like for each level of
performance.
When scoring with this type of
rubric, each of the criteria is scored
individually
Analytic rubrics
100
2 Advantages of using Analytic Rubrics
❖ Provide useful feedback on areas of strength
and weakness.
❖ Criterion can be weighted to reflect the
relative importance of each dimension
101
2 Disadvantages of using Analytic Rubrics
Takes more time to create and use than a
holistic rubric.
❖ Unless each point for each criterion is welldefined raters may not arrive at the same
score
102
This consists of a single scale
with all criteria to be included in the
evaluation being considered together. With this rubric, the
rater assigns a single score based on an
overall judgment of the student work.
Holistic rubrics
103
3 Advantages of Holistic Rubrics
❖ Emphasis on what the learner is able to
demonstrate, rather than what s/he
cannot do.
❖ Saves time by minimizing the number of
decisions raters make.
❖ Can be applied consistently by trained
raters increasing reliability
104
3vDisadvantages of Holistic Rubrics
❖ Does not provide specific feedback for
improvement.
❖ When student work is at varying levels
spanning the criteria points it can be
difficult to select the single best
description.
❖ Criteria cannot be weighted.
105
3 Characteristics of Strong Rubric
•Focuses on skill acquisition, not task completion
•Creates a common, consistent language to
ensure comprehension and facilitate
conferencing (student-teacher, parentteacher, PLCs, etc.)
•Serves as a formative evaluation resource
allowing teachers to plan lessons and tailor
instruction around greatest areas of student
need
106
It spells out what is expected of the student at
each level of performance for each criterion
Descriptors
107
It tell students what performance looks like at
each level and how their work may be
distinguished from the work of others for each
criterion
Descriptors
108
Why include levels of performance?
1. Clearer Expectations
❖ Students know what is expected of them and
teachers know what to look for in student’s
performance.
❖ Students better understand what good
performance on the task looks like if levels of
performance are identified.
2. More consistent and objective assessment
3. Better feedback
109
It is a direct and systematic observation of the actual performance
of students based on the
predetermined performance criteria.
Performance Based Assessment
110
Sometimes referred as “authentic assessment” or “alternative assessment”
Performance Based Assessment
111
An alternative form of assessing the
performance of the students that represents a set of strategies for the application of knowledge, skills and
work habits through the performance
of tasks that are meaningful and
engaging to them
Performance Based Assessment
112
Kind of assessment wherein the teacher views and score the final product made and not on the actual performance of making that product.
Product Oriented Performance Based Assessment
113
It is more concern to the
outcome or the performance of the learner. It also focuses on achievement of the learner.
Product Oriented Performance Based Assessment
114
It is the actual creation that
can be viewed or touched by teachers
Product
115
An assessment where the actual students performance such as completed project or work that demonstrates level of task achievement.
Product Oriented Performance Based Assessment
116
Targeted tasks that lead to a product or over-all learning outcome
Students Performances
117
Behavior expectations targeting complex tasks that students are expected to achieve.
Target Tasks
118
Include a wide range of student works
that target specific skills.
Products
119
What level does the finished product or project illustrate the minimum expected parts or functions?
Beginner's Level
120
What level does the finished product or project contain additional parts
and functions on top of the minimum requirements which tend to enhance the final output?
Skilled level
121
What level does the finished product contains the basic minimum parts and functions, have the additional features on top of the minimum and is aesthetically pleasing?
Expert level
122
The project needs to be within the range of the ability of the
students.
Complexity
123
The project or activity must be ___ to the students and
should lead to self-discovery of
information by the students.
Appeal
124
The project needs to encourage students to exercise creativity
and divergent thinking
Creativity
125
The project is produced to attain
a learning objective, thus
reinforcing learning
Goal-based
126
A coherent set of criteria for students’
work that includes descriptions of level of performance quality on the
criteria
Scoring Rubric
127
It is a descriptive scoring scheme developed by teachers or other educators to guide the analyses of the
processes or products of students’
efforts.
According to
Scoring Rubric
Brookhart, 1999
128
Aims to know what processes a student undergoes when given a task
Process-oriented
129
Aims to evaluate the result/outcome of a process
Product-Oriented
130
the totality of features and characteristics of a
product that bears on its ability to satisfy given task.
Quality
131
the use of imagination of original ideas,
especially on the production of artistic work
Creativity
132
the completeness of the
product, including everything that is necessary.
Comprehensiveness
133
the quality of state of being correct or
precise.
Accuracy
134
the artistic of beautiful qualities of a
product.
Aesthetic
ASS 2
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