Assessment and Recording Methods

Assessment
and Recording Methods

Assessment Methods
Assessment methods are the ways you gather

evidence of a learner’s progress over time.
There are four assessment methods commonly used to

find out what learners know and understand
(knowledge) and what they can do (skills).
• Observation: Teachers make formal and
informal observations of the learners’
performance or behaviors based on
assessment criteria.
• Talking to learners: Teachers talk to
and question learners to gain insights on
their understanding and progress and to
clarify their thinking; often referred to
as conferencing.
• Analyses of learners’ products: Commonly
Teachers judge the quality of products
created by learners according to agreed- Used
upon criteria.
• Tests: Teachers set quizzes to determine
Assessment
learners’ ability to demonstrate mastery
of a skill or knowledge and
Methods
understanding of content.
Remember that…
• Teachers should use a range of

assessment methods for learners to
demonstrate their learning. Relying
simply on tests is not fair to all learners
as this can unintentionally emphasize
simple recall of information rather than
challenge learners to use the cognitive
processes based on the revised Bloom's
Taxonomy (see Figure 2.1), and
outlined in DepEd Order No. 8, s. 2015.
Take note that …
• For some assessment, you may use a

combination of methods. For example,
during a hands-on math activity, you
may observe some learners performing
the activity and record evidence of
their learning.
• For the same activity, you may talk to
learners and ask them about why and
how they performed the activity tasks.
What are you assessing:
knowledge, skills, or both?
When deciding on
the assessment Which assessment method
would best allow your learners
method to use, to demonstrate what they
consider these have learned?
questions:
Which method would make it
easy for you to gather
evidence of your learners’
progress over time?
FEATURES EXAMPLES OF WHEN TO USE
THE METHOD
OBSERVATION
Spontaneous or planned Performance tasks such as oral
Formal or informal presentations, role-plays, and dances

Done before, during, or after a Development of skills such as those used
lesson in reading and oral language, physical
Done by the teacher and by education, and technical and vocational
others such as activities

peers, adults, or community Behaviors such as collaborative skills,
members study and work habits, and social skills
Used to assess individuals or
groups of learners
FEATURES EXAMPLES OF WHEN TO USE THE
METHOD
TALKING TO LEARNERS OR CONFERENCING
Spontaneous or planned Play-based activities in the early years
Formal or informal
Done before, during, or after a lesson Essays or written activities
Encourages individual learners to talk about
their
learning as they answer open-ended and Hands-on math or science activities
thought-
provoking questions like:
• What do you think. . . ? Performance tasks Skills Development
• Tell me why. . .
• What do you plan to do next. . . ?

• What do you mean by this. . . ?
• Is there another way you could do this?
• Can you tell me more?
• Do you have other questions?
FEATURES EXAMPLES OF WHEN TO USE THE METHOD
ANALYSIS OF LEARNERS’ PRODUCTS

Planned formal assessment
Essays and written tasks for
Usually done during and after a lesson (not in all learning areas
every lesson but at appropriate times during
the learning process)
Worksheets Projects
Used to assess learners’ products, projects, and
artworks using assessment criteria drawn from Models Artworks
the standards and competencies Multimedia presentations

Used for formative and summative assessment
FEATURES EXAMPLES OF WHEN TO USE THE METHOD
TESTS
Usually planned and formal assessment
Done before, during, or after a lesson in Content tests and quizzes
oral, written, or practical form in all learning areas
Can include many test item types (e.g.,
multiple choice, true/false, matching, Levels of skills
extended writing) development
Used to test not just recall but also
higher cognitive domains Application of knowledge
Used for formative and summative and skills
assessment
Recording Methods
As you assess you should record evidence of how well

each learner has demonstrated each criterion.
You can record evidence of your learners’ achievements

in these ways: Class checklists, Class grids, Formal and
informal anecdotal records, Portfolios, Visual and
audio records and Class records.
• Class checklists
• These outline the assessment activity and criteria and
list all the learners’ names. Use simple coding systems
to record how well each learner performs on each
criterion. Leave spaces in the checklists for comments.
• Class grids
• These allow you to record evidence over time. To make
a class grid, simply divide a large sheet of paper into
rectangles to make boxes. Write the assessment activity
and criteria in the top left box. Allocate one box for Commonly
each learner.
• Record your observation notes about each learner in Used
Recording
his/her box and indicate the date for each note. Keep
the record over a series of lessons. You may fold the
sheet in half and paste it into an exercise book.
• To keep the recording manageable, focus on a few
learners each day. This will enable you to give attention
Methods
to all learners in your class.
• Formal and informal anecdotal records
• These are objective narrative records of learners’
performance, strengths, needs, progress, and
behavior. In a notebook or journal, assign a page for
each learner in your class. Write the narratives about
a learner on his/her page. Leave the notebook or
journal and the class grids on your desk so you can
write in it your observations on learners' significant
learning or behavior.
• Visual and audio records Commonly
• Audio recordings, photographs, and video footages
record details that can be seen and heard and
Used
provide a reliable and lasting record of
achievements. Photographs can be included in Recording
portfolios or stored electronically. If used for
purposes other than individual assessment, get Methods
permission from learners and parents to do this to
ensure privacy and child protection.
• Portfolios
• These are collections of learners’ works that show their
efforts, achievements, and progress. Learners can use
large scrapbooks as portfolios in which to paste their work.
They may also use plastic clear books in which to insert
their work. Using clear books allows learners to change
their collection as their work improves or as they expand
the scope of their work. Make sure, though, to keep older
samples to show improvements in the learners’ work.
• Portfolios are useful tools to use during parent/ teacher
interviews, when learners can show their work to their
parents or guardians. You can also send portfolios home Commonly
regularly for parents to give encouraging comments to
their children. Insert a page at the front for positive
comments from parents/guardians.
Used
• Class records Recording
Methods
• These are collections of marks or percentages recorded for
each learner to indicate the extent of the learners'
performance in a class. These records tend to be used
more for summative assessment.
SAMPLE ASSESSMENT ACTIVITIES RECORDING METHODS
OBSERVATION
Investigative activities, Science experiments Anecdotal records
Oral presentations, Debates, Role-plays Class checklists
Dances, Musical performances Class grids
Skills demonstrations Audio recordings, photographs, video
Group activities (e.g., choral reading) footages
Motor and psychomotor games

Simulation activities

TALKING TO LEARNERS OR CONFERENCING

Hands-on math activities Class checklists
Written work and essays Class grids
Picture analyses Anecdotal records

Discussions using comic strips

Story trails, Reading
Panel discussions, Interviews

Think-pair-share activities
SAMPLE ASSESSMENT ACTIVITIES RECORDING METHODS
ANALYSIS OF LEARNERS’ PRODUCTS
Worksheets for all learning areas Class checklists
Portfolios
Concept maps/graphic organizers Class records
Models, Essays Teacher comments on
Artworks, Projects learners’ works
Multimedia presentations
Products made in technical- vocational Photographs and teacher
learning areas comments
TESTS

Skills performance tests, Oral tests Class checklists

Practicum Portfolios
Pen-and-paper tests Class records

Pre- and posttests, Diagnostic tests

Assessment and Recording Methods

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Assessment

and Recording Methods

Assessment methods are the ways you gather

There are four assessment methods commonly used to

• Teachers should use a range of

• For some assessment, you may use a

ANALYSIS OF LEARNERS’ PRODUCTS

As you assess you should record evidence of how well

You can record evidence of your learners’ achievements

TALKING TO LEARNERS OR CONFERENCING

Skills performance tests, Oral tests Class checklists

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