1.

State the policy and guidelines on system assessment of K-12 Basic

Education Program and give your comment.
1. The Department of Education (DepEd) issues the enclosed Policy
Guidelines on System Assessment in the K to 12 Basic Education Program to:
a. articulate the bases, indicators, and measures of system performance
that will provide insights on the effectiveness of curriculum and instruction
program delivery;
b. provide the bases for the implementation of national and international
large-scale assessments of student learning outcomes in determining the
national education system’s effectiveness and efficiency;
c. provide an overview of the national and international large-scale
assessments per key stage; and
d. discuss the purposes and scope, frequency of administration, target
group of learners, and schedule of various assessments.

To make sure that all children have access to a top-notch fundamental

education, the Department of Education (DepEd) ensures that its processes are
continuously enhanced. This goal requires accurate data and statistics to be achieved.
The K–12 basic education program had undergone changes to the curriculum and
instruction. The K–12 curriculum establishes new expectations for basic education
graduates in terms of subject-matter knowledge and performance at different grade
levels and crucial phases. This policy describes how system performance will be
assessed in order to effectively carry out its responsibility to ensure the continuous
improvement of teaching and learning processes.

Set standards for the teaching and learning processes that will be used in the K–
12 curriculum as well as the fundamental educational system. Observe how the K–12
curricula are being taught and acquired in the classroom. Evaluation of the instructional
adjustments in the K–12 basic education programs is necessary. for the aim of global
benchmarking, create accurate data. Build a basis on which programs for student
growth, curriculum implementation, and academic performance in schools can be
advanced. Describe the data you will be using to assist the development, planning, and
programming of divisional, regional, and national policies.

Consequently, for this system-wide assessment to be successful and meet

standards, alignment or coherence of understanding in terms of curriculum, instruction,
assessment, policies, and practices is required at different levels of implementation
(national, region, division, district, school levels).

2. Discuss the Comprehensive Performance Assessment and its purpose.

Performance tasks, often referred to as performance assessments, are used to

demonstrate and apply knowledge, abilities, and work habits. The assignment must
have purpose for the pupils and keep their attention. Students are more engaged and
are able to connect their learning to their own life when tasks are tailored to their
interests. Give pupils a real audience to whom they can show their information in order
to give their assignments meaning. This motivates people to put out effort on the
assignment. When students complete projects that are interesting and relevant to them,
they become more responsible for their education and can efficiently work either
independently or collaboratively, depending on the task's requirements.

The main goal of performance evaluation is to enhance student learning, not to produce
an evaluation. When a student expresses their information through writing or verbal
presentations, they have successfully demonstrated their understanding. Performance
evaluation can be used as a summative or formative tool.

This kind of exam is beneficial since it requires students to develop a special answer to
one or more questions. This form of assessment allows teachers to see what pupils can
actually do rather than just what they may know. Teachers can assess students' levels
of understanding with the aid of well-designed performance assessments.
 3. Differentiate between product and processes and how to assess the
learners.

The act of assessing a youngster refers to obtaining data for important judgments.
Information about the kid is assessed using a number of techniques, such as
observations, family interviews, checklists, rating scales, unofficial assessments, and
formal, standardized examinations. Information from assessments is helpful for
determining if a child qualifies for special services, preparing lessons, and tracking
development.

Process-oriented evaluations are based on watching how the student's learning

processes change throughout the course of the class. The product-oriented evaluation
tries to analyze performance through a finalized product that should meet particular
objectives. The result-oriented evaluation focuses on the final product of an
assignment, such as an essay, and assigns a score just for that. On the other hand, a
process-oriented evaluation concentrates on the entire assignment process and assigns
grades depending on how well each activity in a sequence that results in the final
product being performed.

Instead of evaluating a finished product, performance-based assessments

evaluate real task execution. This calls for on-the-spot performance while the teacher is
in the room. An evaluation tool is required in this situation. A rubric is the most typical
evaluation instrument.

4. Compare and contrast individual performance and give each example.

Personal or team performance and measures like teamwork, interpersonal skills,

communication skills, employee development, project management skills, and
leadership, or individual performance refers to a Participant's work performance during
the Performance Period as determined by one or more criteria that the Administrator
has designated.
 Organizational performance is driven by individual performance. It is crucial to
make sure everyone is aware of the agency's vision and goals, how their job fits into
those goals, and how their efforts help us fulfill our purpose. This boosts participation
and enhances the way the program is delivered.

5. In the classroom objectives in making test item teachers are encouraged to use
or select the type of item formats which are best suited for measuring the
DESIRED SKILLS and basis for the BEHAVIOR TO BE TESTED.

By outlining the objectives, we can analyze and define the tasks we want the
learner to complete. Once we have a clear definition of our aims (a task description), we
may analyze these goals by classifying them into different behavioral or goal categories.
Teachers can choose effective teaching methods and create learning objectives by
classifying and analyzing objectives.

Instructional objectives are the goals that teachers and students have. An aim in
this sense is a declaration of measurable learning that is expected to occur as a result
of education. The final behaviors that students are anticipated to exhibit as a result of
receiving instruction serve as the basis for the development of instructional objectives.
As a result, among the terminal behaviors are instructional aims.

However, you'll see that these words are frequently used in conjunction with one
another. Instructional objectives can be defined by defining the end result of instruction
in terms of observable performance because the instructor is responsible for achieving
them. These results are often known as behavioral targets or terminal performances.
Therefore, it is imperative that we make sure the learning objectives we set for our
pupils are observable or quantifiable.

6. differentiate between restricted and extended static and dynamic performance

and its implication to the student performance cite examples.
 The difference between static and dynamic assessment is a crucial one in
evaluation. In a static assessment, the evaluator delivers a test, and the subject's
performance is assessed in relation to standards or predetermined criteria. In a
static evaluation, the person's prior experiences and acquired knowledge are
evaluated. The ability of the person to learn new skills and knowledge is not
evaluated because it would have happened before the exam was finished. Static
assessments are currently used in commercially available assessment packages.
Typically, they are criterion- or norm-referenced tests.
In contrast to static assessment, dynamic assessment considers a
person's capacity to pick up new abilities or knowledge while being evaluated.
Since the evaluator must compare the subject's performance on the assessment
activities with that of typically developing children from the same speech
community, clinical judgment is necessary to deliver a dynamic assessment
correctly. A skill is tested, then taught, and finally retested in a dynamic
evaluation. You are offering the person the opportunity to acquire the skill or
knowledge being examined by using this technique.

The purposes of student evaluation and its methods appear to be

inherently at odds with one another. The objective is often to assess the students'
capacity for learning and to gather data that will help teachers deliver lessons
more effectively. However, the methods are frequently restricted to assessing the
students' present performance level. The results of the static assessment
highlight the student's preexisting skills, and the ZPD analysis enables us to
measure the student's capacity to learn from interactions with a teacher or a
more experienced peer.
In a dynamic evaluation, the examiner would provide comprehensive
feedback rather than just straightforward response (such as "That is correct")
(ask the student to provide the reasons why the answer is correct). Example: If
English language learners (ELLs) get the term right on a vocabulary test, you can
respond, "Good, why did you say that? ”.
7. explain how dynamic assessment correlates with Vygotsky's zone proximal
development
Vygotsky suggested the Zone of Proximal Development in the context of
assessment as a way to capture both developed and emerging skills. Vygotsky
stated that what people are capable of doing in collaboration with others predicts
their future performance on their own, which is a logical corollary to the idea of
talents as internalized kinds of mediation. As a result, procedures that require
examiners to mediate examinees' performances in order to reveal the full range
of their abilities should be adopted instead of traditional assessments, which
isolate people.
According to Vygotsky, a student's typical learning environment consists of
a cooperative activity that has social significance. Only after this interpersonal
contact do new cognitive processes and learning skills become integrated and
transformed into the student's inner cognitive processes. Thus, when performing
in groups or with assistance, children may exhibit certain emergent abilities that
have not yet been internallyized. In contrast to fully formed functions that are said
to belong to the zone of actual development, Vygotsky claimed that these
functions belong to the Zone of Proximal Development (ZPD).

8. give all the type of test items and its skylines in developing test items and
discuss the qualities of good assessment and its validity.
The design of exams is an essential component in evaluating students'
comprehension of the course material and their level of proficiency in applying
what they have learned. Careful planning will help provide more calibrated
results, regardless of whether you utilize low-stakes and frequent evaluations—
quizzes—or high-stakes and infrequent evaluations—midterm and final.
You might find the following suggestions useful as you start to
prepare for a multiple-choice test:
 a. Try to have a colleague respond to your test questions before the
students do because questions can lead to misleading language and
misinterpretation.
b. To prevent students from having to study the many options to
understand what the question is asking, make sure the question is obvious inside
the stem.
c. Do not create items that encourage students to select the correct
response for the incorrect reasons. Avoid making the proper response the most
comprehensive, qualified, or the only one that fits the stem linguistically, for
example.
d. Make an effort to create assignments that draw on students' general
knowledge of the topic. Avoid the temptation to write tough items because they
are derived from obscure texts, even though you might want to add some things
that merely need acknowledgment (footnotes, for instance).
e. Think of conducting an official "item analysis" of the test to evaluate
your multiple-choice questions.

Using this data, you may evaluate the test itself and determine which
areas kids need more practice. Were the questions well-written? Was the
difficulty level appropriate? If test results are consistently excellent, for instance,
you might be doing everything correctly or have an exceptional class. On the
other side, it's possible that your test didn't measure what you wanted it to.

Essay questions

Essay assessments provide an opportunity for students to show their

general comprehension of a subject as well as their capacity for critical thought,
thought planning, creativity, and originality. Essay and short-answer questions
are more difficult to score than multiple-choice questions, despite being easier to
create. Additionally, essay assessments may have inconsistent scoring, meaning
that the identical response may receive a different grade from one reader to the
next or occasionally by the same reader. Because of this, some academics favor
short-answer questions over essay questions. The greatest way to assess a
student's capacity for higher-order thinking and written expression, however, is
through an essay test.Tools for Teaching, Barbara Gross Davis, 1993, p. 272.
It is acceptable when you are assessing students' ability to analyze,
synthesize, or evaluate them and you have been instructing at these levels (for
example, in writing-intensive courses, upper-division undergraduate seminars,
graduate courses), or the subject matter itself lends itself to more critical analysis
than simple memory.
When creating an essay-style examination, it's important to be precise and
utilize terms and phrases that let students know what kind of analysis you're
looking for, like "identify," "compare," or "critique." Be mindful of time; practice
taking the test yourself or ask a colleague to look at the questions. Indicate with
points (or time limitations) the approximate amount of time students should
spend on each question and the level of information required in their responses.

True or false
True or false inquiries only contain one statement. When answering a
question, students choose whether the assertion is true or false. For instance,
there are only two possible responses to true or false inquiries (Answer: True).
True/false questions are similar to multiple choice questions:
• Are most frequently used to gauge understanding of the course material
and to look for common misconceptions.
• Encourage prompt responses from students so that a large number of
them can be used in tests to gauge understanding of a variety of subject matter.
They Take time to create yet are quick and easy to grade.
Students have a 50% probability of getting the proper answer when
answering true or false questions. Because of this, multiple choice questions are
frequently used in place of true/false inquiries.
Matching

When answering matching questions, students must match each of a set

of stems (such as definitions) with one of the options given on the test. These
questions are frequently used to test identification and recall, hence they are
most frequently employed in courses where gaining in-depth information is a key
objective. Although they are typically quick to make and simple to mark, students
take longer to answer these questions than they would an equal number of
multiple choice or true/false answers.

Effective decision-making is facilitated by good assessment results, which

may be utilized to draw the proper conclusions about the knowledge and skills of
learners. Assessment tools should also be useful and simple to use. Results from
credible assessments enable teachers to interpret test-takers' knowledge or
abilities with accuracy.
A test purpose is the first step in the construction of a legitimate test. You
must be able to recognize the three elements of a test purpose when given a
specific purpose as well as when given a general description of a test. You'll
evaluate information from test reviews and technical documentation later on in
the course, which may or may not include explicit descriptions of test purpose.
You'll need to make the best possible determination of the test purpose using the
information that is available.

9. give your comment adverb commendations on the implementations on the

regional division standardized assessment and its implication to teachers
teaching performance and learners assessment result.
The purpose of the assessment framework is to create system
performance indicators and metrics that allow for a thorough understanding of
how well education is being provided. Governments can use these data to
examine performance and determine the most important areas for planning,
intervention, and policy. Usually, this requires creating a framework for system
performance measurement.
 Effective learning outcomes are increasingly used to evaluate
performance in schools. Information is essential for determining if the educational
system is performing well and for offering feedback for raising student results.
The connections between the evaluation and assessment framework and
classroom practice can be strengthened by a number of techniques. One
important link is a heavy focus on teacher assessment for the ongoing
development of instructional strategies inside the institution. Another tool is
including teachers in school evaluation, particularly by seeing school self-
evaluation as a group effort with teacher responsibilities.
Keystone indications are provided by student assessment for evaluating
system performance. At the national and local levels, policymakers, the general
public, administrators, educators, and parents can use evidence from student
learning assessments to judge how well students are currently performing in
relation to their learning objectives and how well their improvement goals are
being met.