The document discusses summative assessment, which evaluates student learning at the end of a learning period. It describes summative assessment tools like rubrics, tests, projects and portfolios. Effective summative assessment ensures alignment to learning outcomes, uses tools like rubrics and table specifications, and provides meaningful feedback and grading according to Department of Education policies. Scores are recorded and reported regularly to monitor student progress towards standards.

1. ASSESSMENT OF LEARNING
SUMMATIVE
ASSESSMENT

2. AT THE END OF THIS EPISODE, MUST ABLE TO :
 Determine the alignment of assessment tools and tasks with intended learning outcomes;
 critique traditional and authentic assessment tools and tasks for learning in the context of established guidelines
on test construction;
 evaluate non-traditional assessment tools including scoring rubrics;
 examine different types of rubrics used and relate them to assessment of student learning;
 distinguish among the 3 types of learner’s portfolio;
 evaluate a sample portfolio;
 construct assessment questions for HOTS following Bloom’s Taxonomy as revised by Anderson and Krathwohl and
Kendall’s and Marzano’s taxonomy;
 explain the function of a Table Specifications;
 distinguish among types of learners’ portfolios and their functions;
 compute students’ grade based on DepEd’s grading policy;
 state the reason(s) why grades must be reported to parents; and
 Describe what must be done to make grade reporting meaningful.

3. WHAT IS ASSESSMENT OF LEARNING
Assessment that is accompanied by
a number or letter grade.
Assess what students have learned
Assess student learning

4. WHAT IS ASSESSMENT OF LEARNING
Compares one student
achievement with standards.
Less emphasis on improving
student learning.
Occurs at the end of the learning
unit.

5. EXAMPLE OF SUMMATIVE ASSESSMENT
Rubrics
Written Test
Presentation
Portfolio

6. EXAMPLE OF SUMMATIVE ASSESSMENT
Written Reports
Project
Practical Examination
Self Evaluation

7. COGNITIVE DOMAINS
Traditional assessment tools are
also called paper-and-pencil tests.
Traditional assessment tools
usually measure learning in the
cognitive domain.

9. PSYCHOMOTOR
 Authentic/ non-traditional /alternative
assessment tools measure learning outcome
like performance and product.
 Known as alternative assessment, which
students create response to a question or tasks.
 Includes performance assessment and
portfolio.

10. TABLE OF SPECIFICATIONS
 The table of specifications (TOS) is a tool used
to ensure that a test or assessment
measures. the content and thinking skills that
the test intends to measure.
 TOS requires a thorough knowledge of Bloom’s
Taxonomy.
 Requires some simple mathematical
computations that will result to proportional
allocation of test items per topic.

12. PORTFOLIO
 A portfolio of student’s work is a direct evidence of learning. But is not a mere
collection of student’s work. The student’s reflection must accompany each output
or work
 A portfolio is different from a work folder, which is simply a receptacle for all work,
with no purpose to the collection. A portfolio is an international collection of work
guided by learning objectives.
 Effective portfolio systems are characterized by clear picture of the student skills to
be addressed, student’s involvement in selecting what goes into the portfolio, use of
criteria to define quality performance as basis for communication, and self-reflection
through which students share they think and feel about their work, their learning and
about themselves.
 There are several types of portfolio depending on purpose. They are: 1) development
or growth portfolio, 2) best work or showcase or display portfolio, and 3)
assessment/evaluation portfolio.

13. ELEMENTS OF PORTFOLIO
1.Clear Objective
2.Explicit guidelines for selection
3.Comprehensible criteria
4.Selective significant pieces
5.Students reflection
6.Evidence of student participation or selection of
content of portfolio

14. RUBRICS
It is a scoring tool that explicitly represents
the performance expectations for an
assignment or piece of task/work.
A scoring rubric is an efficient tool that
allows you to objectively measure student
performance on an assessment activity.

15. IMPORTANCE OF SCORING RUBRICS
 Help clarify your expectations and give student a
grater chance achieving a clear and defined
target.
 Making students accountable for their performance
in an essay-to-follow format.
 Feedback that students received through a grading
rubrics can help them improve their performance
on revised on subsequent work.

16. THE K TO 12 GRADING SYSTEM
The K to 12 Basic Education Program uses a standard and
competency-based grading system. These are found in the
curriculum guides. All grades will be based on the
weighted raw score of the learners’ summative
assessments. The minimum grade needed to pass a specific
learning area is 60, which is transmuted to 75 in the report
card. The lowest mark that can appear on the report card
is 60 for Quarterly Grades and Final Grades.

17. THE K TO 12 GRADING SYSTEM
For these guidelines, the Department will use a
floor grade considered as the lowest possible grade
that will appear in a learner’s report card. Learners
from Grades 1 to 12 are graded on Written Work,
Performance Tasks, and Quarterly Assessment every
quarter. These three are given specific percentage
weights that vary according to the nature of the
learning area.

18. HOW IS LEARNER PROGRESS RECORDED AND COMPUTED?
For Grades 1 to 12
In a grading period, there is one Quarterly Assessment but
there should be instances for students to produce Written
Work and to demonstrate what they know and can do
through Performance Tasks. There is no required number
of Written Work and Performance Tasks, but these must be
spread out over the quarter and used to assess learners’
skills after each unit has been taught.

19. HOW IS LEARNER PROGRESS RECORDED AND COMPUTED?
 Reporting students’ performance at least four
times a year is a regular practice of schools
 Reporting students’ progress to parents is a must.
This is a way to show parents their children’s
progress in relation to the standards. These
standards are supposed to have been explained to
parents and students at the beginning of the
school year.