The document discusses curriculum evaluation through learning assessment in the Philippines. It provides information on the Philippines Qualification Framework (PQF) which establishes national standards for qualifications based on education and training levels. It also discusses matching competencies and learning outcomes to the PQF levels through assessment. Finally, it outlines various tools that can be used to measure different learning domains, such as objective and subjective tests, performance assessments, rubrics, and portfolios. The tools are matched to assess knowledge, processes, understanding, and performance/products as defined in the KPUP grading system.

1. CURRICULUM EVALUATION
THROUGH LEARNING
ASSESSMENT
Lesson 5.2

2. 1. Philippines Qualification Framework (PQF)
PQF is a reference system of national standards
of what qualifications one has earned by education
and training in the Philippines. It specifies what an
individual has learned in and out of formal schooling
(lifelong learning) based on qualification, levels and
degree of competencies on knowledge, skills,
applications, values and degree of independence.

3. A person is deemed qualified if he or she
achieved the specific learning outcomes necessary
for the academic, work and community requirements
for which an official qualification recognition shall
be conferred. (RA 10968, s. 2018)

5. The PQF is divided into eight levels, Level 1 to
Level 8. The first level L1 is to be achieved by Grade
12 graduates, who can be awarded a National
Certification 1 (NC 1) if qualified by the TESDA. The
other levels of qualifications progress along the
educational ladder in the Philippine Educational
System from Grade 12 in Basic Education to Higher
Education from Baccalaureate to Doctoral and Post-
Doctoral levels.

6. In all the eight levels, the individual is expected
to achieved specific standards and competencies as
evidenced in the learning outcomes. The
competencies are clustered into three domains, which
are:
1. Knowledge, Skills and Values
2. Application
3. Degree of Independence in Responsibility

7. Domain PQF1 PQF6 PQF7 PQF8
Grade 12 Baccalaureate
Degree
Master′s
Degree
Doctoral and
Post Doctoral
Degree
Knowledge
, Skills,
Values
1. Possess functional
knowledge across
range of learning
areas and technical
skills in chosen career
tracks with advanced
competencies in
communication,
scientific, critical and
creative thinking; and
use of technologies.
1. Possess
broad and
coherent
knowledge in
the field of
discipline or
profession.
1. Possess
broad and
deep
knowledge
in the field
of discipline
or
profession.
1. Generate new
knowledge,
skills with
established
values in the
discipline or
profession.

8. 2. Understanding of
right or wrong; one`s
history and cultural
heritage; deep respect
of self and others.
Application Apply functional
knowledge, technical
skills and values in
academic and real life
situations through
sound reasoning,
informed decision-
making and judicious
use of resources.
2. Apply
knowledge,
skills, and
values in the
professional
work.
2. Apply
deep
knowledge,
skills and
values in the
professional
work and
research.
2. Apply in
professional
work and
research as a
leader or
initiator.

9. Degree of
Independence
Apply skills in
varied situations
with minimal
supervision.
3. Work
independently
alone or in
teams.
3. Work
independently
3. Highly
independent in
work, initiate
and lead and
initiate others.

10. Note: Level 1-NC 1, Level 2-NC 2, Level 3-NC
3, Level 4-NC 4 and level 5 will be certificated by
the TESDA while Level 5 Diploma may either be
awarded by TESDA or CHED in their respective
programs.

11. The ASEAN Qualification Framework (AQRF)
is the ASEAN framework upon which the PQF and
the other ASEAN member countries are referencing
so that there will be ease in the mobility of
professional, students anong others.

12. 2. Matching the Competencies and Outcomes
with the PQF by Doing Learning Assessment
The mastery of the learning outcomes in terms
of knowledge, process, understanding performances
are measured in formal education starting with basic
education. The measurement is often referred to as
assessment.
In 2012, DepEd issued Department Order No.
73 which the K to 12 Grading system

13. It was known as the KPUP Grading System. It
stands for Knowledge, Process, Understanding,
Performance. Let us look as how the KPUP is
calibrated in the different levels, with Level 1 as the
lowest and Level 4 as the higher level for use in
formative assessment.

14. Learning
Level
Description of Learning
Outcomes
Sample Guide
Questions
Level 1 KNOWLEDGE - factual
knowledge; conceptual
knowledge; procedural
knowledge; metacognition.
1. What do you want
your students to know
in terms of facts,
concepts, procedure
and multiple thinking?
Example:
Parts of the body
Is the sky blue?
How to disect a frog.
describe a typhoon.

15. Level 2 PROCESSES - skills
that the students use
based on the facts and
information for making
meaning and
understanding.
1. What do you want your
students to do, with what
they know?
Example: Disect a frog and
identify the different major
body parts.
Level 3 UNDERSTANDING -
making meaning to big
ideas and concepts.
1. What do you want
students to understand?
Example: How do the
elements of weather
interact to produce climate
change

16. Level 4 PRODUCT or
PERFORMANCE -
product (material) or
performance (oral,
visual, written) or
projects are evidences
of learning.
1. Does your portfolio
display evidence to show
learning outcomes achieved?
2. Can you create a one act
play to show the principles
of dramatization?
3. What research paper can
you undergo to report on the
conservation of indigenous
plants?

17. Types of Tests to Measure
Knowledge, Process and
Understanding

18. 1. Objective Tests. Tests that require only one and
one correct answer. It is difficult to construct but
easy to check.
1.1 Pencil-and-Paper Test - the test is written on
paper and requires a pencil to write

19. 1.0.1 Simple Recall. This is the most common tool
to measure knowledge. There are varieties of Simple
Recall Test, to include:
Fill-in-the-blanks
Enumeration
Identification
Simple Recall

20. 1.1.2 Alternative Response Test. This is the type of
paper-and-pencil test, where two options or choices
are provided. The items can be stated in a question
or a statement form. Examples of this are:
 True or False - Ex.: The Philippine
population has reached one million.
 Yes or No - Ex.: Has the Philippine
population reached one million?

21. 1.1.3 Multiple Choice Test. This is the type
identified as the most versatile test type because it
can measure a variety of learning outcomes.
It consists of a problem and a list of suggested
solutions.
The incomplete statement, or direct question is
called the STEM.

22. The list of suggested solutions in words,
numbers, symbols or phrases are called
ALTERNATIVES, OPTIONS, or CHOICES.
There should be three to five options in each
item. The correct alternative is called the ANSWER
while the remaining options or choices are called
DISTRACTERS, DISTRACTORS, or DECOYS.
Some multiple choice items are presented with a
STIMULUS MATERIAL.

23.  Correct Answer Type. Other alternatives are clearly wrong
and only one is the correct answer. This can be constructed in
either direct question or completion of the sentence.
Direct Question:
What is NOT a member of ASEAN 2015 Economic
Community?
A. Vietnam C. Malaysia
B. Korea D. Philippines

24. Incomplete Sentence:
A country in Southeast Asia which is not a
member of the ASEAN 2015 economic community
is
A. Vietnam C. Malaysia
B. Korea D. Philippines

25. Best Answer Type. All the alternatives are correct
but only one is the best.
Direct Question:
What do progressive educators consider as
the most important factor in the teaching-learning
process?
A. Teacher C. Books
B. Learner D. Principal

26. Incomplete Sentence:
According to progressive educators, the most
important factor in the teaching-learning process is
A. Teacher C. Books
B. Learner D. Pricipal

27. 1.1.4 Matching Type Test. The most common
matching type test is made up of two parallel
columns, the first column (A) is the premise that
presents the problem, and the second column (B)
provides the answer. There are many modified
matching types as well.

28. Matching type test is useful in measuring
factual information as well as relationships between
two things, ideas or concepts. It reduces guessing to
the minimum as compared to alternative response
test. Some of the relationships that can be matched
are found in the matrix.

29. Relationships Than Can Be Used in Matching
Type Test
Persons Achievements
Dates Historical Events
Terms Definitions
Principles Illustrations
Parts Functions
Machines Uses
Diseases Causes

30. 1.2.4.1 Perfect Matching Type. The number of
premises in Column A is less than the number of
responses in Column B. The response can only be
used once.

31. Example:
In Column A are popular descriptions of Presidents
during their term of office. Match then with the names
of Philippine Presidents in Column B.
Column A Column B
1. Ramon Magsaysay A. Man of the Masses
2. Carlos P. Garcia B. People Power President
3. Corazon Aquino C. Filipino First Policy
D. Champions of First
Land Reform Law

32. 1.2.4.2 Imperfect Matching Type. The number of
premises in Column A is not equal to the number of
the responses in Column B, or the other way round.
The response or the premise can be used more than
once.

33. Example:
In column A are names of well-known
curriculum evaluators. Match them with the
evaluation models they have been identified
with in column B. You can use the letter once
or more than once.

34. Column A (Premise) Column B (Response)
1. Consumer Oriented Model A. Michael Scriven
2. Responsive Model B. Daniel Stufflebeam
3. CIIP Model C. Robert Stake
4. Goal Free Model D. Ralph Tyler
5. Phi Delta Kappa Model

35. 1.2 Subjective Test. Learning outcomes which
indicat learner’s ability to originate and express
ideas is difficult to test through objective type test.
Hence in subjective type test, answers through
reflections, insights, and opinion can be given
through essay.

36. 1.2.1 Essay test items allow students freedom of
response. Students are free to select, relate and
present ideas in their own words. The type of
answers would reflect the extent of the learner’s
knowledge of the subject matter, ability to use
higher order thinking skills and express ideas in
an accurate creative and appropriate language.

37. 1.2.1.1 Restricted Response Item. This is like an
expanded form of short answer type objective test.
There is a limit on both the content scope and the
form of student response. It is most useful in
measuring learning outcomes that require the
interpretation and application of data in a specific
area.

38. Examples:
1. What are the main body parts of plant? Describe
each part.
2. Why is the barometer one of the most useful
instruments to forecast the weather? Explain in one
paragraph.

39. 1.2.1.2 Extended Response Item. The student is
generally free to select any factual information that
can help in organizing the response. The contents of
as extended essay will depend on the analysis,
synthesis, evaluation and other higher order thinking
skills of the test takers.

40. Examples:
1. Evaluate the significance of the result of national
referendum of Scotland to the global peace
condition.
2. What can you say about NATO’s position on the
ISIS?
3. Comment on the term “new normal” that refers to
the environmental condition and climate change.

41. Types of Essay that Measure Complex Learning
Outcomes
Type of Essay
Test Item
Examples of COmplex Learning
Outcomes that can be Measured
Restricted
Response Essay
Items
Ability to:
• Explain cause-effect relatonships
• Describe application of principles
• Formulate valid conclusion
• Enumerate and explain
• Explain methods and procedure

42. Extended
Response Essay
Items
Ability to:
• Organize ideas
• Integrate learning
• Design an experiment
• Evaluate the worth of ideas

43. Assessment Tools to Measure Authentic Learning
Performance and Products (KPUP)
Level IV of the learning outcomes in KPUP can
be assessed through Performance or Product. These
learning outcomes can best be than through the use
of authentic evaluation. Authentic evaluation is a test
that measures real life tasks, performances and
actual products. The most common of the authentic
assessments are the performance assessment and the
use of portfolio.

44. Performance
Assessment Tools

45. 1. Checklist is a tool that consists of a list of
qualitiesthat are expected to be observed as present
or absent.The presence is to be marked  and the
absence is marked X.
Example: Checklist on the use of microscope (10
points)

46. Instruction: Observe the student in a laboratory
activity with the use of microscope. Check () the
items which you have seen, which were done
appropriately and mark (X) items which were not
appropriately done.
1. Wipes the slide with lens paper
2. Places drop or two of culture on the slide
3. Adds few drops of water
4. Places slides on the stage

47. 5. Turns to low power lens
6. Looks through eyepiece with one eye
7. Adjusts mirror
8. Turns high power lens
9. Adjusts for maximum enlargement and
resolution
10. Records results

48. 2. Rating Scale is a tool that uses a scale in a
numbet line as a basis to estimate the numerical
value of a performance or a product. The value is
easier to score if the points are in whole numbers.
The most popular rating scale is called Likert Scale.
Example: Rating Scale for a Science Project
(name/title)

49. Instruction: On a scale of 1 to 10, with 1 as the lowest,
and 10 as the highest score, rate the projects on the
following elements. Circle the choice of your answer.
1. Have clear purpose/s 1 2 3 4 5 6 7 8 9 10
2. Are relevant to environmental 1 2 3 4 5 6 7 8 9
10
problems
3. Use local materials 1 2 3 4 5 6 7 8 9 10
4. Show collaborative work 1 2 3 4 5 6 7 8 9 10
5. Create an overall impact to humanity 1 2 3 4 5 6 7 8 9 10

50. Rubrics for Portfolio. A portfolio is a compilation
of the experiences as authentic learning outcomes
presented with evidence and reflections. To assess
the total learning experiences as presented in a
wholistic package, an assessment tool called a
RUBRIC is utilized.

51. Suggested Rubric for a Field Study Course Portfolio
Criteria
Description and Numerical Value
1 2 3 4 5
Contents of
the Portfolio
Less that 40% needed
entry
Less that 59% of
the needed content
Has 60-74% of the
needed content
Has 75-89% of the
needed content
Has 90-100% needed
entries
Objectives
of the
Portfolio
Most intended
learning outcomes are
NOT SMART and
cover only minimum
Some intended
learning NOT
SMART, do not
cover the whole
course
Intended learning
outcomes are
SMART but cover
only less than 75%
of the course
Intended learning
outcomes are
SMART, and cover a
least 75% of the
course
Intended learning
outcomes are
SMART and cover
the whole course
Quality of
Entries
Few entries are
acceptable quality, not
well selected, very
minimal substance
Some entries are of
acceptable quality,
well selected and
substantial
Entries are of better
quality, many are
well selected and
substantial
Entries are of better
quality, many are well
selected and
substantial
Entries are of best
quality, well selected
and substantial
Presentation
of Entries
Not creative, in
disarray, less impact,
no appeal
Minimal creativity,
neat but with
minimal impact
Creative, neat and
an average
impact/appeal
Creative, neat and has
strong impact/appeal
Creative, neat, very
strong appeal/impact
Promptness Submitted after the 30
days after deadline
Submitted 11-30
days after schedule
Submitted on
schedule
Submitted on
schedule
Submitted ahead of
schedule

52. Levels of Assessment for the Levels of Learning
Outcomes
Levels of assessment describe levels of the
learning outcomes which are (1) Knowledge, (2)
Process or Skills, (3) Understanding, (4) Product or
Performance. The levels of learning outcomes are
also used to describe the levels of assessment.
Through the DepEd Order 73, s. 2012 levels of
learning outcomes are also the levels of assessment.

53. Levels of
Learning
Outcomes/As
sessment
What to Test/Assess? Type of
Assessment
Percentage
Value in
Assessment
Level 1 –
Knowledge
Who, What, When, How, Why Pencil and
Paper/Non-
paper-and-pencil
15%
Level 2 –
Process Skills
Constructed meaning from
Knowledge
Pencil and
Paper/Non-
paper-and-pencil
25%
Level 3 –
Understanding
Explanations, Interpretations,
Applications, Empathy,
Perspective and Self
Knowledge, Big Ideas,
principles and generalization
Pencil and Paper 30%

54. Placing Value to Assessment Results from KPUP
(D.O. 73. 2012) to Written Work, Performance Task,
Quarterly Exam (WW, PT, QE) D.O. 8, s. 2015
While the KPUP is still utilized in the grading
system, however it has been slightly modified by
WW-PT-QE.
A summative assessment is composed of
Written Work, Performance Task, and Quarterly
Exam. This will be explained in the table below.

55. Component
s
Purposes When Given
Written
Work (WW)
1. Assess learners understanding of concepts and application of
skills in written form.
2. Prepare learners for quarterly assessments.
At the end of
the topic or
unit
Performance
Task (PT)
1. Involve students in the learning process individually or in
collaboration with teammates over a period of time.
2. Give students opportunities to demonstrate and integrate their
knowledge, understanding and skills about topics or lessons learned
in a specific real-life situation by performing and/or producing
evidence of their learning.
3. Give students the freedom to express their learning in appropriate and
diverse ways.
4. Encourage student inquiry, integration of knowledge, understanding,
and skills in various context beyond the assessment period.
At the end of
the lesson
focusing on a
topic/skill
lesson
Several times
during the
quarter
Quarterly
Assessment
(QA)
Synthesize all the learning skills, concepts, and values learned in an
entire quarter.
Once at the
end of the
quarter.

56. Grades at the End of the School Year and How
These are Computed
• Kindergarten: Use of checklist, anecdotal records and
portfolios are use instead of numerical grades which are
based on Kindergarten Curriculum Guide.
• Grade 1 to Grade 10 (Junior High)
1. The average of the quarter grades produce the end of
the year grade.
2. The general average is computed by dividing the sum
of all final grades by the total numbers of learning areas. Each
learning areas has equal weight.

57. Components Languages,
AP, ESP
Science,
Math
MAPEH,
EPP/TLE
Written Work 30% 40% 20%
Performance
Task
50% 40% 60%
Quarterly
Assessment
20% 20% 20%

58. • Grade 11 and Grade 12 (Senior High)
1. The average of the Quarterly Grade produces
the semester grade.
2. The general average is computed by dividing
the sum of all semestral Final Grades by the Total
Number of Learning Areas.
3. The Senior High School Grading Components

59. Components Core
Subject
Academic Track TechVoc/TVLSports/Arts/Design
All other
Subject
Work
Immersion/Research
All other
Subject
Work
Immersion/Research
Written Work 25% 25% 35% 20% 20%
Performance
Task
50% 45% 40% 60% 60%
Quarterly
Assessment
25% 30% 25% 20% 20%

60. Reporting Summative Grades by
Quarter/Semester or End of the Year
Interpretation of the numerical values for all
subject areas is based on the minimum initial grade
of 60, transmuted into an equivalent of 75 in the
report card. The numerical grades are described in
the different levels of proficiency in the different
competencies set in the subject areas.

61. Levels of Proficiency
Descriptors
Grading scale based on
Transmuted values
Advanced 90% and above
Proficient 85%-89%
Approaching Proficiency 80%-84%
Developing 75%-79%
Beginning Below up to 74%

62. Group 15 Reporters
Angel E. Limpiado
Aira B. De Jesus
BEED 2
The Teacher and the School Curriculum
PED09

63. QUIZ

64. 1. RA 10968 s. 2018 refers to a reference system of
national standards that specifies what an individual
has learned in and out of schooling.
a. ASEAN Reference Qualification Standards
b. Philippine Qualification Framework
c. Philippine Professional Standards for Teacher
d. Philippine Quality Assurance

65. 2. In assessment of learning, making meaning of the
knowledge or information refers to
a. concept
b. understanding
c. evaluating
d. creating

66. 3. In a multiple choice test, the list of probable
options always contain a correct or best answer and
a set of
a. decoys
b. alternatives
c. wrong answer
d. Both A, B, C

67. 4. Which item type tries to determine relationship of
two or more ideas?
a. Multiple Choice
b. Simple Recall
c. Imperfect Matching Type
d. Perfect Matching Type

69. Column A
5. A tool that consists of a list of qualities
that are present or absent
6. Is a test item allow students freedom of
response
7. A type of paper-and-pencil test where two
options are provided
8. It is the most common tool to measure
knowledge
9. Test that require only one and one correct
answer
10. Identified as the most versatile test type
Column B
A. Alternative Response
Test
B. Checklist
C. Objective Test
D. Multiple Choice Test
E. Essay
F. Simple Recall