The document discusses classroom assessment policies in the Philippines. It defines assessment, formative and summative assessment, and the principles of effective assessment. It explains that assessment involves tracking learner progress on learning standards and 21st century skills. Formative assessment occurs during lessons to guide instruction, while summative assessment occurs at the end to evaluate learning. Learners are assessed individually and collaboratively using methods like checklists, records and grades. The document provides guidelines for assessment and grading during disruptions to traditional instruction like the COVID-19 pandemic.

1. A S S E S S M E N T
REYNEL S. REBOLLOS
Presenter

2. Session Objectives:
1. Define assessment;
2. Explain the difference between the
formative and summative assessment;
3. Acquire knowledge on the current
assessment process; and
4. Make a sample plan of an assessment
activity

3. 1. What is classroom assessment?
2. What is assessed in the
classroom?
3. How are learners assessed in the
classroom?
Group Activity

4. DepEd Order No. 8, s. 2015-Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program
ASSESSMENT
a process that is used
to keep track of
learners' progress in
relation to learning
standards and in the
development of 21st-
century skills
to promote self-
reflection and personal
accountability among
students about their
own learning
and to provide bases
for the profiling of
student performance
on the learning
competencies and
standards of the
curriculum

5. DepEd Order No. 8, s. 2015-Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program
an ongoing process of identifying, gathering,
organizing,
and interpreting quantitative and qualitative
information about what learners know and
can do.
CLASSROOM
ASSESSMENT

6. DepEd Order No. 8, s. 2015-Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program
PRINCIPLES OF EFFECTIVE
ASSESSMENT
Assessment
must be align
and consistent
with the
curriculum
Assessment
must be valid

7. DepEd Order No. 8, s. 2015-Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program
PRINCIPLES OF EFFECTIVE
ASSESSMENT
Assessment
must be reliable
and consistent
Assessment
must be fair
and inclusive

8. DepEd Order No. 8, s. 2015-Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program
PRINCIPLES OF EFFECTIVE
ASSESSMENT
Assessment
must be
manageable
for both
teachers and
learners
Assessment
must give
learners a
range of ways
to demonstrate
their
achievements

9. DepEd Order No. 8, s. 2015-Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program
PRINCIPLES OF EFFECTIVE
ASSESSMENT
Assessment
must be part of
a transparent
ongoing process
where learners’
progress is
monitored over
time
Assessment
must use
feedback
effectively to
improve learning
and reflect on
the teaching and
learning process

10. DepEd Order No. 8, s. 2015-Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program

11. DepEd Order No. 8, s. 2015-Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program
FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
Assessment for LEARNING
Assessment as LEARNING
It can be given BEFORE,
DURING and AFTER THE
LESSON
RECORDED but NOT
GRADED
Assessment of LEARNING
It usually occurs toward
the end of a period of
learning in order to
describe the standard
reached by the learner.
RECORDED and GRADED

12. DepEd Order No. 8, s. 2015-Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program
CONTENT STANDARDS
essential knowledge
and understanding
that should be learned
"What should the
learners know?”

13. DepEd Order No. 8, s. 2015-Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program
PERFORMANCE STANDARDS
abilities and skills that learners
are expected to demonstrate
in relation to the content
standards and integration of
21st-century skills
1. “What can learners do with what they know?"
2. "How well must learners do their work?”
3. “How well do learners use their learning or understanding in
different situations?”
4. “How do learners apply their learning or understanding in real-life
contexts?”
5. “What tools and measures should learners use to demonstrate
what they know?”

14. DepEd Order No. 8, s. 2015-Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program
LEARNING COMPETENCIES
refer to the knowledge,
understanding, skills, and
attitudes that students
need to demonstrate in
every lesson and/or
learning activity.

15. DepEd Order No. 8, s. 2015-Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program
CONCEPT DEVELOPMENT
The learning standards in
the curriculum reflect
progressions of concept
development.

16. DepEd Order No. 8, s. 2015-Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program

17. DepEd Order No. 8, s. 2015-Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program
How are learners ASSESSED in the
classroom?
Individual Formative/
Summative Assessment
Collaborative Formative/
Summative Assessment

18. DepEd Order No. 8, s. 2015-Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program

19. DepEd Order No. 8, s. 2015-Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program
How is learner
progress recorded
and computed?
For Kindergarten
• Checklists and
Anecdotal
records are used
instead of
numerical grades

20. DepEd Order No. 8, s. 2015-Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program

21. DepEd Order No. 8, s. 2015-Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program

22. DepEd Order No. 8, s. 2015-Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program

23. DepEd Order No. 8, s. 2015-Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program

24. DepEd Order No. 8, s. 2015-Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program

25. DepEd Order No. 8, s. 2015-Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program
How are learners promoted or retained
at the end of the school year

26. DepEd Order No. 8, s. 2015-Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program
How are learners promoted or retained
at the end of the school year

27. DepEd Order No. 31, s. 2020- Interim
Guidelines for Assessment and Grading in light
of the BE-LCP

28. DepEd Order No. 31, s. 2020- Interim
Guidelines for Assessment and Grading in light
of the BE-LCP

29. DepEd Order No. 31, s. 2020- Interim
Guidelines for Assessment and Grading in light
of the BE-LCP

30. DepEd Order No. 31, s. 2020- Interim
Guidelines for Assessment and Grading in light
of the BE-LCP

31. DepEd Order No. 31, s. 2020- Interim Guidelines for
Assessment and Grading in light of the BE-LCP

32. DepEd Order No. 31, s. 2020- Interim Guidelines for
Assessment and Grading in light of the BE-LCP

33. DepEd Order No. 31, s. 2020- Interim Guidelines for
Assessment and Grading in light of the BE-LCP

34. DepEd Order No. 31, s. 2020- Interim Guidelines for
Assessment and Grading in light of the BE-LCP

35. DepEd Order No. 31, s. 2020- Interim Guidelines for
Assessment and Grading in light of the BE-LCP

40. GROUP ACTIVITY
Application:
Make a Sample Assessment based on the
Most Essential Learning Competencies
(MELC)