Assessment Learning is an indepensable component of all effective teaching including physical education.

1. b

3. AUTHENTIC ASSESSMENT IN THE
CLASSROOM

4. Stimulate
curiosity?

5. PLACEMENT
•Done prior to instruction
•-Its purpose is to assess the
needs of the learners to have
basis in planning for a relative
instruction.

6. FORMATIVE
•Done during instruction
•This assessment is where teachers
continuously monitor the students’
level of attainment of the
learning objectives

7. DIAGNOSTIC
•Done during the instruction
•This is used to determine
students’ recurring or persistent
difficulties.

8. TEST
•An instrument designed to
measure any characteristic,
quality, ability, knowledge, or
skill.

9. EVALUATION
•A systematic process of
interpretation, analysis, appraisal
or judgment.

10. What is the role of assessment in
the teaching and learning process?

11. What is the role of the students in
the assessment process?

12. When should a teacher use
an assessment?

13. ASSESSMENT
•Assessment is an
indispensable
component of all
effective teaching
including physical
education.

14. It plays four main roles in physical education:
•It forces the teacher to focus on the individual student.
•It gives the teacher necessary data to see how the
class as a whole is progressing.
•It offers the teacher valuable feedbacks on how he is
doing as a physical educator and how his program is
doing.
•It can be a valuable teaching tool in itself.

15. AUTHENTIC ASSESSMENT
•Authentic assessment is the
measurement of "intellectual
accomplishments that are
worthwhile, significant, and
meaningful"

16. AUTHENTIC ASSESSMENT
•Authentic assessment is often described
as the meeting point between learning and
evaluation.
•Instead of a one-size-fits-all rubric, the
instructor defines unique standards for
student performance, curates criteria for
the tasks, and creates a realistic rubric to
track performance.

17. AUTHENTIC ASSESSMENT
•An authentic assignment is one that
requires application of what students
have learned to a new situation, and
that demands judgment to determine
what information and skills are relevant
and how they should be used.

18. CHARACTERISTICS OF AUTHENTIC ASSESSMENT
• 1. Authentic assessment simulates real-life
situations. Students are asked to participate in real-
world tasks and activities to demonstrate their
knowledge of the course or subject matter.
•2. There are no right or wrong answers in authentic
assessment. It is all about showing how the
student can use the knowledge from the course in
real-world contexts and scenarios.

19. CHARACTERISTICS OF AUTHENTIC ASSESSMENT
•3. Authentic assessment questions are presented
as poorly-structured problems.
•4. It requires in-depth creativity and originality.
The students have to think outside the box to
create unique solutions to the problem.
•5. Authentic assessment methods are tailored to
1 specific and well-defined purpose.

20. CHARACTERISTICS OF AUTHENTIC ASSESSMENT
•6. It is complex and action-oriented. Alternative
assessments spur the students to research and look
for answers. The students need to leverage a
variety of skills and data collection methods to find
practical solutions.
•7. Authentic assessment involves both oral tests
like presentations and written tests with open-
ended questions.

21. CHARACTERISTICS OF AUTHENTIC ASSESSMENT
•8. Students get feedback from the instructor at
different points as they engage in the tasks. It
allows the students to leverage feedback and
improve their solutions and suggestions until they
arrive at the most practical and effective answers.
•9. The instructor collaborates with the students to
create alternative assessments.

22. “FEEDBACK”
• Guideline 1: Provide Feedback as Soon as
Possible after the Practice
• Guideline 2: Make Feedback Specific
• Guideline 3: Concentrate on Behaviours and
Not Intent
• Guideline 4: Keep Feedback Appropriate to
the Developmental Stage of the Learner.

23. “FEEDBACK”
• Guideline 5: Emphasize Praise and Feedback on
Correct Performance.
• Guideline 6: When Giving Negative Feedback,
Show How to Perform Correctly.
• Guideline 7: Help Students to Focus on Process,
Not Outcomes.
• Guideline 8: Teach Students How to Provide
Feedback to Themselves and How to Judge Their
Own Performance.

29. FORMS OF AUTHENTIC ASSESSMENT
•Performance assessment
•Alternative assessment
•Direct assessment
•Portfolio assessment
•Peer review and group feedback
•Self-assessment

30. Criteria for Selecting Tasks:
•Does the task match the outcome you’re
trying to measure?
•Does the task require students to use
critical thinking skills?
•Is the task worthwhile in use of instructional
time?
•Does the assessment use engaging tasks
from the “real world”?

31. Criteria for Selecting Tasks:
•Can the task be used to measure several outcome at once?
•Are the tasks fair and free from bias?
•Will the task be credible?
•Is the task feasible?
•Is the task clearly defined?
Source: Herman, Aschbacher and winters, 1992, in Chicago Public schools Instructional Intranet

32. Rubric Scoring guidelines
• Useful in assessing complex and subjective
criteria
• Makes assessment more objective and
consistent because it is criterion-referenced
• Sets benchmarks against which to measure
student progress
• Clearly shows students how their work will be
evaluated and what is expected

39. Questions?

40. FALSE
•TRUE OR FALSE: Students get feedback from
the instructor at one point as they engage in
the tasks. It allows the students to leverage
feedback and improve their solutions and
suggestions until they arrive at the most
practical and effective answers.

41. TRUE
•TRUE OR FALSE: Authentic assessment
requires in-depth creativity and originality.
The students have to think outside the box
to create unique solutions to the problem.

42. PERFORMANCE ASSESSMENT

43. •Why do we need to assess the
performance of the students?

44. PERFORMANCE ASSESSMENT
• Requires students to perform a task
(e.g., answering a question, making a
product) that requires the application
of critical thinking skills.
• TASK + RUBRIC = PERFORMANCE
ASSESSMENT

45. PERFORMANCE BASED ASSESSMENT
•Performance-based assessment measures
students' ability to apply the skills and
knowledge learned from a unit or units of
study.
•Typically, the task challenges students to
use their higher-order thinking skills to
create a product or complete a process
(Chun, 2010).

46. How can teachers create performance-based
assessments for their students?
•1. Identify goals of the performance-based
assessment.
•2. Select the appropriate course standards.
•3. Review assessments and identify learning gaps.
•4. Design the scenario.
•5. Gather or create materials.
•6. Develop a learning plan.

47. •Performance-based assessment is:
-complex,
-authentic,
-process/product-based,
-open-ended, and
-time-bound.

48. •When should performance
assessments be used?

49. LEARNING COMPETENCIES
•Learning competencies is a general
statement that describes the use of desired
knowledge, skills, behaviors, and abilities
(KSA).
•They often define specific applied skills and
knowledge that enables learners to
successfully perform specific functions in
an educational setting.

50. LEARNING COMPETENCIES
•Learning competencies can be
categorized into three, namely
•1. functional,
•2. interpersonal, and
•3. critical thinking.

51. FUNCTIONAL
•Functional competencies are skills that
require to use on a daily basis or
regular basis such as cognitive,
methodological, technological, and
linguistic abilities.

52. INTERPERSONAL
•Interpersonal competency requires
oral, written, and visual communication
skills, as well as the ability to work
effectively with diverse teams;

53. CRITICAL THINKING
•Critical thinking competencies require
ability to reason effectively, use
systems thinking, and make judgments
and decisions toward solving complex
problems.

65. CREATE LEARNING
OBJECTIVES

66. PROCESS AND PRODUCT-ORIENTED PERFORMANCE-
BASED ASSESSMENT

67. •“ It is important to assess students’
learning not only through their
outputs or products but also the
processes which the students
underwent in order to arrive at these
products or outputs.”

68. PROCESS AND PRODUCT-ORIENTED
PERFORMANCE-BASED ASSESSMENT
•This is concerned with the actual task
performance rather than the output or
product of an activity.
•Process oriented performance based
assessment evaluates the actual task
performance.
•It does not emphasize on the output or
product of the activity.

69. PROCESS-ORIENTED LEARNING COMPETENCIES
•Information about outcomes is important.
To improve outcomes, we need to know
about student experience along the way.
•Assessment can help us understand which
students learn best under what conditions
which such knowledge comes the capacity
to improve the whole of their learning.

70. • G-Goal (what task do I want the students to achieve?)
• R-Role (what is the student’s role in the task?)
• A-Audience (who is the students target audience?)
• S-Situation (what is the context? The challenge?)
• P-Performance (what will students create/develop?)
• S-Standards (on what criteria will they be judged?)
How can I create a Performance Task that
fosters understanding?

71. • G-Goal …
• R-Role ….
• A-Audience ….
• S-Situation …
• P-Performance …
• S-Standards …
Create your own task using GRASPS

72. Assessment in the affective domain

75. •How to motivate the
unmotivated learners?

77. MOTIVATION
• Motivation help learners to focus their attention
on a key goal or outcome.
• In doing so, they are unfazed by possible
distractions, and are therefore able to maintain
their attention during longer periods of time.
• Students who are motivated display goal-
orientated behaviors.

79. Questions?

80. Portfolio Assessment

81. PORTFOLIO ASSESSMENT
•A portfolio is a collection of student
work that can exhibit a student's
efforts, progress, and achievements
in various areas of the curriculum.

82. KEY CHARACTERISTICS OF PROTFOLIO ASSESSMENT
•A portfolio is a form of assessment that
students do together with their teachers.
•A portfolio is not just a collection of student
work, but a selection - the student must be
involved in choosing and justifying the pieces
to be included.

83. KEY CHARACTERISTICS OF PROTFOLIO ASSESSMENT
•A portfolio provides samples of the student’s
work which show growth over time.
•Self-assessment (diagnostic)
•Best of best
•Peer-assessment
•Shared rubrics/criteria

85. KEY CHARACTERISTICS OF PROTFOLIO ASSESSMENT
•A portfolio provides samples of the student’s
work which show growth over time.
•Self-assessment (diagnostic)
•Best of best
•Peer-assessment
•Shared rubrics/criteria

86. TYPES AND USES OF PORTFOLIOS
•Showcase portfolios exhibit the best of
student performance.
•Showcase portfolios are designed to display a
learner's best quality of work.
•Designing this type of portfolio requires
creativity and individuality.

87. TYPES AND USES OF PORTFOLIOS
•Working portfolio a personal archive that
compiles not just the best samples and most
important experiences or courses, but also
various personally significant milestones that
illustrate your development.

88. TYPES AND USES OF PORTFOLIOS
•Progress portfolios contain multiple examples
of the same type of work done over time and
are used to assess progress.
•Video recording of PE learners (in a specific
task) could be collected over one year to
demonstrate growth in learning.

89. • Portfolio assessments can provide both formative
and summative opportunities for monitoring
progress toward reaching identified outcomes.
• Successful portfolio assessment program requires
the ongoing involvement of students in the
creation and assessment process.
• Portfolio design should provide students with the
opportunities to become more reflective about
their own work, while demonstrating their abilities
to learn and achieve in academics.

91. USES OF PORTFOLIOS
• When the primary purpose is assessment for learning, the
emphasis is on student self-reflection and responsibility for
learning.
• Students not only select samples of their work they wish to
include, but also reflect and interpret their own work.
• Portfolios containing this information can be used to aid
communication as students can present and explain their
work to their teachers and parents (Stiggins, 2005).

92. USES OF PORTFOLIOS
•Portfolios focusing on
assessment of learning contain
students' work samples that certify
accomplishments for a classroom
grade, graduation, state
requirements etc.

93. ESSENTIAL PARTS OF PORTFOLIO
•1. Cover Letter
•2. Table of Contents
•3. Entries
•4. Drafts of aural/oral and written products
•5. Reflections

94. Questions?

95. Grading and reporting

96. FUNCTIONS OF GRADING AND REPORTING SYSTEMS
• 1. Enhancing students’ learning through:
• -clarifying instructional objectives for them,
• -showing students; strengths and weaknesses,
• -providing information on personal-social
development,
• -enhancing students’ motivation and indicating
where teaching might be modified.

97. FUNCTIONS OF GRADING AND REPORTING
SYSTEMS
• 2. Reports to parents /guardians.
• Grading and reporting systems also inform parents
and guardians of students on the progress of their
wards.
• Grades and reports communicate objectives to
parents, so they can help promote learning and
likewise, communicate how well objectives were
met, so parents can better plan.

98. FUNCTIONS OF GRADING AND REPORTING
SYSTEMS
• 3. Administrative and guidance uses.
• The administrative and guidance purpose of
grading and reporting consist in helping to decide;
-promotion, graduation, honors, athletic eligibility,
reporting achievement to other schools or to
employers, providing input for realistic educational,
vocational, and personal counselling.

99. Types of Grading and Reporting Systems
• 1. TRADITIONAL LETTER GRADE SYSTEM –
• ‘A’ stands for EXCELLENT
• ‘C’ stands for AVERAGE
• ‘D’ stands for NEEDING IMPROVEMENT and
• an ‘F’ as a FAILURE.
• The traditional letter grade system is easy to understand but it is of
limited value when used as the sole report because they end up
being a combination of achievement, effort, work habits, behavior.
• As such, they become difficult to interpret and they do not indicate
patterns of strengths and weaknesses.

100. Types of Grading and Reporting Systems
• 2. PASS - FAIL – The pass or fail system
utilizes a dichotomous grade system.
• Either a student has complied and reached
certain standards, in which case he passes or
he failed to do so and he gets a failing mark.

101. Types of Grading and Reporting Systems
• 3. CHECKLISTS OF OBJECTIVES – In this system, the
objectives of the course are enumerated.
• After each objective, the students’ level of achievement is
indicated: Outstanding, Very Good, Good, Fair or Poor.
• This is a very detailed reporting system and tends to be
more informative for the parents and pupils at the same
time.

102. Types of Grading and Reporting Systems
• 4. LETTER TO PARENTS/GUARDIANS – Letters to parents
and guardians are useful supplement to grades.
• However, they have limited value as sole report because
they are very time consuming to prepare, the accounts of
weaknesses are often misinterpreted by parents and
guardians, and they are not characterized as systematic
nor cumulative.

103. Types of Grading and Reporting Systems
• 5. PORTFOLIOS – As already explained, a portfolio
is a se to purposefully selected work, with
commentary by student and teacher.
• Portfolios are useful for showing students’ work,
showing progress over time or stages of a project,
teaching students about objective/ standards they
are to meet.

104. Types of Grading and Reporting Systems
•6. PARENT-TEACHER CONFERENCES – Parent-
teacher conferences are mainly used in
elementary schools.
•This requires that parents of pupils come for
a conference with the teacher to discuss
pupils’ progress.

105. Questions?

106. GRADING
SYSTEM

107. K to 12 Grading System
- Dep Ed Order No. 8 s. 2015
-Policy Guidelines on Classroom Assessment for the
K-12 Basic Education Program

108. Components of summative assessment
•A. Written Work Component
- Quizzes, unit or long tests , essays, written
reports , book article reviews, journals , reaction/
reflection papers, reports, problem sets ,
surveys, laboratory reports, news writing,

109. B. Performance TASKS component
-campaigns, case studies, collages,
multimedia productions, portfolios,
research projects, debates, interviews,
panel discussions, project making, role
plays, speech delivery, storytelling/
reading, model and diagrams construction
, laboratory activity , leaflet/ poster making
, situation analysis ,PFT, skills presentation
and research projects

110. C. Quarterly Assessment
•Examinations: Preliminary and Final

115. Weight of the components for grades 1-10
Components Languages, AP,
Religion
Science, Math MAPEH,
ICT
Written 30% 40% 20%
Performance
Tasks
50% 40% 60%
Quarterly
Assessment
20% 20% 20%

116. SHS GRADING SYSTEM

117. Steps in computing grades
• 1. Grades from all student works are added up. This
results in the total score for each component, WW, PT,
QA.
•
2. The sum for each component is converted to the
Percentage Score .
Percentage Score( PS)=
( Learner’s Total Score /HPS) * 100

118. 3. Percentage Scores are then converted to
Weighted Scores to show the importance
of each component.
Weighted score =
Percentage Score x Weight of Component

120. Final Grading by Learning Area
1st QG + 2QG + 3QG + 4QG
4
General Average :
Sum of Final Grades of All Learning Areas
Total No of Learning Areas in a Grade Level

131. Questions?

132. How are learners promoted or
retained at the end of the school
year?

133. • A Final Grade of 75 or higher in all learning
areas allows the student to be promoted to
the next grade level.
• For Grades 1-10, a learner who Did Not
Meet Expectations in at most two learning
areas must take remedial classes.
• Remedial classes are conducted after the
Final Grades have been computed.

134. Requirements Decision
Final Grade of at least 75 in all
learning areas
Promoted to the next grade level
Did Not Meet Expectations in not
more than two learning areas
Must pass remedial classes for learning areas with failing mark to
be promoted to the next grade level. Otherwise the learner is
retained in the same grade level.
Did Not Meet Expectations in
three or more learning areas
Retained in the same grade level

135. Requirements Decision
Final Grade of at least 75 in all
learning areas
Promoted to the next grade level
Did Not Meet Expectations in not
more than two learning areas
Must pass remedial classes for learning areas with failing
mark to be promoted to the next grade level. Otherwise the
learner is retained in the same grade level.
Did Not Meet Expectations in
three or more learning areas
Retained in the same grade level
Must pass all learning areas in the
Elementary
Earn the Elementary Certificate
Promoted to Junior High School
Must pass all learning areas in the
Junior High School
Earn the Junior High School Certificate
Promoted to Senior High School

136. To whom is classroom
assessment reported?

137. CLASSROOM ASSESSMENT
•Classroom assessment serves to help
teachers and parents understand the
learners’ progress on curriculum standards.
•The results of assessment are reported to
the child, the child’s remedial class teacher,
if any, and the teacher of the next grade
level, as well as the child’s
parents/guardians.

138. NORM?
CRITERION?

139. CRITERION REFERENCE
•Criterion-reference compare a person’s
knowledge or skills against a predetermined
standard, learning goal, performance level,
or other criterion.
• With criterion-referenced tests, each
person’s performance is compared directly
to the standard, without considering how
other students perform on the test.

140. CRITERION REFERENCE
•Criterion-referenced
tests often use “cut
scores” to place students
into categories such as
“basic,” “proficient,” and
“advanced.”

141. NORM REFERENCE
• Norm-referenced
measures compare a
person’s knowledge or
skills to the knowledge or
skills of the norm group.

142. NORM REFERENCE
• Norm-referenced assessments work
similarly: An individual student’s percentile
rank describes their performance in
comparison to the performance of students
in the norm group, but does not indicate
whether or not they met or exceed a
specific standard or criterion.

143. EXAMPLE:
•Suppose you received a score of 90% on a
Math exam in school. This could be
interpreted in both ways. If the cut score
was 80%, you clearly passed; that is the
criterion-referenced interpretation. If the
average score was 75%, then you
performed at the top of the class; this is the
norm-referenced interpretation.

144. Questions?

145. NORM REFERENCE
•Assessment is
competitive

146. CRITERION REFERENCE
•Judgments about performance
can be made against set, pre-
specified criteria and standards.

147. NORM REFERENCE
•Involves making judgments
about an individual's
achievement by ranking and
comparing their performance
with others on the same
assessment

148. CRITERION REFERENCE
•Specify criteria or standards (eg.
essential elements of a task),

149. CRITERION REFERENCE
•Focus is on mastery with the
achievement representing a
minimum, optimum or essential
standard.

150. NORM REFERENCE
•Do not utilize
criteria

151. CRITERION REFERENCE
•Recorded via rating scale or set
of scoring rubrics

152. Questions?

153. THANK
YOU!!