Our focus for this Session

Learn and use Effective Assessment that

measure specific learning competencies
Recognize and create varied assessments
of, for, and as engaging learning
Maintain focus on developing
understanding based classroom through
use of learning principles of acquisition,
meaning making, and transfer via
Assessment Matrix
Make a realization on the assessment
procedures and rating system
What can I do in relation to
Assessment ?

What I understand about

Assessment ?

What I want to know about

Assessment ?
 What is assessment?
We use the general term
assessment to refer to all those
activities undertaken by teachers -
- and by their students in
assessing themselves -- that
provide information to be used as
feedback to modify teaching and
learning activities.
3
 Assessment and feedback are crucial
for helping people learn.
Assessment should mirror good instruction;
happen continuously as part of instruction;
and provide information about the levels of
understanding that students are reaching.

In order for learners to gain insight into their

learning and their understanding, frequent
feedback is critical: students need to
monitor their learning and actively evaluate
their strategies and their current levels of
understanding.
(How People Learn by Bransford, Brown, and Cocking 1999)
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 Responsibilities of Teachers in the
Assessment Process: STANDARDS
Choosing Appropriate Assessment method
Developing Appropriate Assessment tool
Administering, Scoring and Interpreting Results
Using results for its intended purpose
Grading based on varied sources
Communicating correct feedback
 Recognizing unethical practices
 Standards-Based
Assessment and
Rating System

LEONCIO P. LUMABAN
01/11/2019 6
DepEd Order No. 73, s. 2012

GENERAL GUIDELINES FOR THE

ASSESSMENT AND RATING OF
LEARNING OUTCTOMES UNDER
THE K TO 12 BASIC EDUCATION
CURRICULUM
01/11/2019 11
 KNOWLEDGE

What do we want the •Facts

students to know? •Dates
•Definitions
How do we want them •Rules
to express or provide •People
evidence of what they •Places
know? •Vocabulary
•Information
•concepts
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 PROCESS / SKILLS

Include basic skills in

• Communication
• Thinking
What do we want
• Analytical
students to do with what
• Critical
they know?
• Creative
• Planning
• Working
• Evaluating

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 UNDERSTANDING

• Big Ideas
• Essential
What do we want understandings
students to • Important
understand? generalizations
• Principals
• Theories
• The “point” of the
discipline or the topic

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 PRODUCT / PERFORMANCE

What products of performances do we want

our students to produce as evidence of learning
or understanding?

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 Think “Photo Album” Versus
“Snapshot”

•Sound assessment requires

multiple sources of evidence,
collected overtime.
 Gather Evidence From a Range
of Assessments

 authentic tasks and projects

 academic exam questions,
 prompts, and problems
 quizzes and test items
 informal checks for understanding
 student self-assessments
 6 Facets of Understanding: evoking better
evidence

 explanation – student theories – ‘the why’

 interpretation – meaning, stories, translations
made by student
 application – of knowledge in (new) context
 perspective – awareness of other points of view,
critical stance
 empathy – “walk in the shoes of ...”
 self-knowledge – wisdom, “knowing thyself”,
aware of one’s prejudices and habits of mind.

Understanding by Design, Mc. Tighe and Wiggins

 Diagnostic Assessment
• Provide information that assist teacher planning
and guide differentiated instruction

Examples
 Pre test
 Survey
 Skills check
 K-W-L
 Film/video analysis
 Misconception check
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 Identifying, diagnosing or eliciting
prior knowledge

• Brainstormin g / Focused listing / ABC Listing

• Situational analysis
• Picture/song/specimen analysis
• Film / video / document analysis
• Four corners

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 Check for the Prior Knowledge
EXAMPLES:

Write down every thing you know about

the RH Bill ?

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 Debate Circles
Kinesthetic Assessment

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 K W H L

What do we What do we How can we What did we

know? want to find find out what learn?
out? we want to
learn?

Attributes or Characteristics we expect to use:

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01/11/2019 55
 Song
After listening to the song ‘’ Kapaligiran”, ask the
students……

What are the Environmental Laws and Policies

that have been violated in the song?

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 Analogies and Metaphors
Topic: Community

Directions:
• Show a drawing of a saltwater fish tank.
• Ask learners how a community is like a fish
tank.

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 Graphic Organizers

Ask each student to work with a partner to

construct graphic organizer that shows the
sources of toxins in the environment.

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Merry was tasked by a political think-tank company to gather pictures
about politics. Merry submitted all the pictures in this slide.
Do you think the company accepted all of his pictures? Why do you say
so? If not, which pictures do you think do not illustrate politics? 59
01/11/2019
Explain your answer.
 Mind Map/ Picture Analysis

SITUATION:
Delia was advised by her physical trainer to load up
only on fruits as part of his diet. Following his
trainer’s instruction, which of the above items in
will she take? What information will you use to
answer the question?
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 SITUATION:
Delia was advised by her physical trainer to
load up only on fruits as part of his diet. In
every corner of this room are pictures of
the choices available to Delia. Stand in the
corner of the room which has the picture
of the item that you think Delia can take
as part of her diet.

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01/11/2019 62
 Formative Assessment
• Provide information to guide teaching and
learning for improving learning performance
Examples:
Quiz
Questioning
Observation
Portfolio

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Elements of formative assessment:

The key elements that have emerged form the case studies and related
research are:

1.Establishment of a classroom culture that

encourages interaction and the use of
assessment tools
2.Establishment of learning goals, and tracking of
individual student progress towards those goals
3.Use of varied instruction methods to meet
diverse student needs
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 Cont.
4. Use of varied approaches to assessing student
understanding
5. Feedback on student performance and
adaptation of instruction to meet identified needs
6. Active involvement of students in the learning
process

OECD. 2005. Formative Assessment: Improving Learning in Secondary Classrooms,

OECD publishing

01/11/2019 65
 3-2-1 Chart
3
THINGS YOU FOUND OUT

2
INTERESTING THINGS

1
QUESTION YOU STILL HAVE

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 FOCUSED LISTING
List 5-7 words or short phrases which describes
or explain the major concepts of today’s class:

5
6

7
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 Assessment & Rating System : PPt prepared
01/11/2019 68
by Joseph R. Jacb
01/11/2019 69
 Opinion-Proof
OPINION PROOF
President Truman was  The Japanese government and military had committed
justified in resorting to to fight to the last man.
the use of the atomic
 The alternative to atomic bombing was an invasion of
bomb in the final days
Japan, which would have resulted in enormous
of World War II.
numbers of casualties among U.S. troops.
 The United States was in a race to develop atomic
weapons and had no idea whether or if the Japanese
were also developing their own weapons of mass
destruction.
 A continuation of the war indefinitely would cost
untold thousands of military and civilian deaths on
both sides of the fighting.
 A continuation of the war indefinitely would continue
to drain the resources of the United States and the
other Allied Powers.

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 A continuation of the war indefinitely would further
70
delay efforts to rebuild the war-torn nations.
01/11/2019 71
01/11/2019 72
 Summative Assessment
• Determine the degree of mastery or proficiency
according to identified achievement targets

Examples:
 Test
 Performance task
 Culminating project or performance
 Work portfolio

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 On-going Assessment: A Diagnostic Continuum

Feedback and Goal Setting

Pre-assessment Formative Assessment Summative Assessment

(Finding Out) (Keeping Track & Checking-up) (Making Sure)

Conference
Pre-Test Peer evaluation
Graphing for Greatness 3-minute pause
Inventory Observation
Unit Test
KWL Talk around
Performance Task
Checklist Questioning
Product/Exhibit
Observation Exit Card
Demonstration
Self-evaluation Portfolio Check
Portfolio Review
Questioning Quiz
Journal Entry
Self-evaluation
01/11/2019 107
guide to a tiered model of bridging
gaps
Advanced (90% and above)

Proficient (85-89%)

Approaching Proficiency
(80-84%)
• 20-30 mins of in-school remediation every other day
Developing
(75-79%)
• 30-45 mins of in-school remediation daily
Beginning
(74% and below)
• 1 hr of in-school remediation daily + extra time for off-school
practice

Tiered Response to Learning Gaps by Level of Performance

The interventions may come in various forms, such as the
following:

– Cross-age tutorials (i.e., students in the higher grades

coaching those in the lower grades)

– Teacher modeling followed by guided practice and

independent practice

– Summer class/summer camp

– Use of Strategic Intervention Materials (SIMs), which

are worksheets prepared by teachers targeting the
least mastered competencies
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 A one-time remediation is often not enough to
bridge gaps in learning.

• Trained professionals may have to be

engaged to provide a scientific and
systematic approach to intervention.

• For students with huge learning gaps, the

school head should adopt a more directive
approach by mandating the placement of
such students in appropriate intervention
programs.
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 best teachers
The best teachers constantly monitor what is
happening to students as they set about
learning and investigate when things do not
proceed as planned or expected. They also
enquire their own practice so they might get
better at ensuring that their students learn
successfully.

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 Assessment & Rating System : PPt prepared by
01/11/2019 Joseph R. Jacob 114
• “Every teacher and educationist
of experience knows that even the
best curriculum and the most
perfect syllabus remains dead
unless quickened in to life by the
right method of teaching and the
right kind of teachers.” -- Secondary
Education Commission
•