2. Objectives:
DEPARTMENT OF EDUCATION
•Gain a clear and functional understanding of the theories, principles,
philosophy, policies, features of assessment as stipulated in
DepEd Order No. 73, s. 2012.
•Distinguish between and among assessment of, as, and for learning.
•Develop prototype performance tasks and assessment tools.
•Articulate the importance of viewing assessment as a means to
inform instruction and improve teaching.
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3. DEPARTMENT OF EDUCATION
“If you don’t know where you are
headed, you’ll probably end up
someplace else.”
-Douglas J. Eder, Ph.D.-
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4. ACTIVITY 1
DEPARTMENT OF EDUCATION
1. Bring out the teacher-made test (periodic test,
unit test). Classify/cluster the items according
to the levels of assessment. Exchange test
paper with another team. If you have no copies
of the tests, write sample test questions that
would assess students along:
A – Knowledge C - Understanding
B – Process/Skills D – Product/Performance
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5. ACTIVITY 2
DEPARTMENT OF EDUCATION
1. Assign a group who will work on pre-
assessment, formative assessment and
summative assessment.
2. Use T(hink), P(air), S(hare) so that there will be
only one report from each group.
3. Let each group present their outputs.
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6. ANALYSIS
DEPARTMENT OF EDUCATION
1. How did you find the task given you?
2. Why is it necessary to assess students
before, during and after the lesson?
3. How did you feel when you’re classifying
the test items by level?
4. What helped you in classifying the test
items? 6
7. ANALYSIS
DEPARTMENT OF EDUCATION
5. In cases where the classification/clustering
of test items was not the same as your
team mates, how did you resolve the
situation?
6. How did you feel about the sample
assessment tools that you developed?
7. How confident are you in developing
assessment tools especially rubrics?
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8. ANALYSIS
DEPARTMENT OF EDUCATION
8. Did you encounter difficulty in constructing
test items that reflects the four levels of
assessment? Why?
9.What are the issues and concerns that you
have in constructing test items?
10.What makes a holistic assessment?
11.What have you realized about assessment of
learning outcome? 8
9. DEPARTMENT OF EDUCATION
9
ASSESSMENT
Philosophy
Assessment shall be used primarily as a
quality assurance tool to track student
progress in the attainment of standards,
promote self-reflection and personal
accountability for one’s learning, and provide
a basis for the profiling of student
performance.
10. DEPARTMENT OF EDUCATION
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Features
The assessment process is holistic, with emphasis on
the formative or developmental purpose of quality
assuring student learning.
It is also standard-based as it seeks to ensure that
teachers will teach to the standards and students
will aim to meet or even exceed the standards.
The students’ attainment of standards in
terms of content and performance is
therefore, a critical evidence of learning.
11. DEPARTMENT OF EDUCATION
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Being holistic, assessment performs triple
functions, namely:
1. Diagnostic (Assessment for learning)
2. Formative/Developmental (Assessment for and
assessment as learning)
3. Summative/Evaluative (Assessment of learning/
assessment as learning)
12. DEPARTMENT OF EDUCATION
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Being standards-based, assessment seeks to
quality assure and evaluate attainment of
learning standards in the following areas:
1. Content Standard
2. Performance Standard
Assessment in this area considers what the student knows
(knowledge), can do (process or skills, i.e., how the student
makes sense of or constructs meanings out of the facts and
information), and understands (understandings or meanings
made).
Assessment in this area looks into how the student transfers
his/her understanding to life situations in the form of
products and performances, or through authentic
performance tasks.
14. DEPARTMENT OF EDUCATION
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Levels of Assessment
Level of Assessment Percentage
Weight
Knowledge 15
Process or Skills 25
Understanding(s) 30
Products/Performances 30
Total 100%
15. DEPARTMENT OF EDUCATION
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“Knowledge” refers to the substantive content of the
curriculum, the facts and information that the student
acquires.
“Process” refers to cognitive operations that the student
performs on facts and information for the purpose of
constructing meanings and understandings.
“Understandings” refers to enduring big ideas, principles
and generalizations inherent to the discipline, which are
assessed using the facets of understanding
“Products/Performances” refers to real-life application of
understanding as evidenced by the student’s performance
of authentic tasks.
16. Product/Performance LevelProduct/Performance Level
A good model for assessment at this level is
GRASPS ( McTighe and Wiggins, 2005).
G—Goal
R—Role
A—Audience
S—Situation
P—Product
S—Standards
DEPARTMENT OF EDUCATION
19. DEPARTMENT OF EDUCATION
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Principle of Assessment as Learning
“Students need to learn from the results of
the assessment so they know what to
improve further, and then they can plan
strategically how they can address any
learning deficiency.”
20. APPLICATION
DEPARTMENT OF EDUCATION
Choose a main topic in Grade 9 Mathematics then
think of a performance task that would assess
knowledge, skills, and understanding of students.
Prepare a rubric to rate them objectively.
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21. SOME THOUGHTS TO PONDER
DEPARTMENT OF EDUCATION
“If we always do what we’ve always done, we will
get what we’ve always got.”
- Adam Urbandi-
“Students can escape bad teaching but they cannot
escape bad assessment.”
-David Boud-
“The important question is not how assessment is
defined but whether assessment information is
used.”
-Palomba & Banta- 21
