This slide contain some misconceptions about the KPUP, explanations of the KPUP, principles of assessment, and recommendations

1. KPUP: How far have we gone?
Carlo Magno, PhD.
crlmgn@yahoo.com

2. Guidelines on the Assessing KPUP
• K to 12 Toolkit – SEAMEO INNOTECH
• DepEd Order No. 31, s. 2012
• DepEd Order No. 73, s. 2012
• Magno, C., & Lizada, G. (2014). Guidelines in
assessing knowledge, process, understanding,
and product/performance. Educational
Measurement and Evaluation Review, 5, 118-
127.

3. Advance Organizer
• Misconceptions in the practice of assessment
pertaining to KPUP
• Examples of assessment protocols for assessing
KPUP
• Assessment principles that needs to be reminded
• Recommendations for better assessment practice
Acknowledgement:
•Dr. Ian Garces
•Ms. Carmela Broncodin
•Ms. Verna Angeli Magbitang

4. Misconceptions in Assessing KPUP
• Based on:
– discussions with other speakers
– Questions raised by teachers and school staff
during trainings and seminars

5. Misconceptions in Assessing KPUP
• If the test is “paper-and-pencil” that uses
“multiple choice, true or false, and
matching type – it is a knowledge skill
Multiple choice type can determine a range of skills
that includes process and understanding.

6. Misconceptions in Assessing KPUP
• Questions starting with the word
“What” falls under the knowledge
type.
“What” technique will you use to solve the word problem?-Process
“What” strategy did you use to determine the meaning of the
word?-Process
“What” makes the earth’s crust move?-Explain (Understanding)
We need to look at the (1) entire content of the item, (2)
what skill is required, and (3) what students are required
to answer to determine the skill tapped.

7. Misconceptions in Assessing KPUP
• If there is a single correct answer it is
knowledge!
What title can be given to the story based on the
character’s feelings? Choices…
What ending can be given to a story using a
“revolutionary perspective”? Choices…
Other skills can have a single correct answer depending
on the test format. If multiple choice is provided, the
most accurate single answer required.

8. Misconceptions in Assessing KPUP
• The Table of Specifications for the
quarterly test, long test, and
monthly tests (paper and pencil)
needs to contain Knowledge,
Process, Understanding,
Performance/Product.
Topic Knowledge Understanding Process Performance/Product
Topic 1 5 5 5 5
Topic 2 5 5 5 5
Topic 3 5 5 5 5

9. Misconceptions in Assessing KPUP
Recommendation for the TOS
Competency Knowledge
(15%)
Process
(25%)
Understanding (30%)
Explain Apply Interpret
Recognize action words in
stories
X
Use clues to justify
predictions
X
Use the most frequently
occurring preposition
X
Write a sentence about
one’s drawing
X
•Other facets of understanding (empathy, perspective, self-knowledge)
“may” not be appropriate for paper and pencil test.
•Most performance-based task would require a separate session for
students to demonstrate the skills.

10. Misconceptions in Assessing KPUP
• The KPUP skills are absolute?
Writing one’s name is K
for grade 3 students
who mastered the task.
Writing one’s name is
performance-based for
lower the Kinder level.
Kinder students using
counters to add 1 + 2
is a process skill.
Grade 2 students adding
1 + 2 in a test is a
Knowledge skill.
Consider students developmental level to classify the skill.

11. Misconceptions in Assessing KPUP
• The KPUP skills are exclusive
•Show on the board how you arrived with
an answer of 18 in the word problem.
•Write a Haiku showing symbolism
•Performance-based tasks can include other skills like
knowledge, process, and understanding.
•Process skills and some understanding can be
demonstrated using performance based-tasks.

12. Misconceptions in Assessing KPUP
• Some say the KPUP way of
assessment is not effective?
•In what way is the KPUP not effective?
•Time is needed for educators to master identifying,
classifying, and distinguishing the skills because it is a
new taxonomy.
•KPUP provides an organized way of what needs to be
assessed if our students are learning or not.

13. DepEd Taxonomy
• real-life application
of understanding
• enduring big ideas,
principles, and
generalizations inherent to
the discipline
• cognitive
operations that
the student
performs
• content of the
curriculum, the
facts and
information that
the student
acquires
Knowledge Process
Understanding Product/Performance

14. Knowledge
14
Define Describe Identify Label
Enumerate recall define Match
Outline select State Name
label Reproduce Compute Distinguish

15. Six Facets of Understanding
 Explain - provide thorough and justifiable accounts of
phenomena, facts, and data
 Interpret — tell meaningful stories, offer apt translations,
provide a revealing historical or personal dimension to ideas
and events; make subjects personal or accessible through
images, anecdotes, analogies, and models
 Apply — effectively use and adapt what they know in diverse
contexts
 Have perspective — see and hear points of view through
critical eyes and ears; see the big picture
 Empathize — find value in what others might find odd, alien,
or implausible; perceive sensitively on the basis of prior
indirect experience
 Have self-knowledge — perceive the personal style,
prejudices, projections, and habits of mind that both shape
and impede our own understanding; they are aware of what
they do not understand and why understanding is so hard

16. Be careful!
Other skills Process skills
Interpret (understanding) Interpret
Express information in one
form to another
Performance Translate
Organize
Translate
Construct graphs, models,
flowcharts, graphic
organizers
Draw or paint
Role plays

17. Process
Learning
strategies
Techniques
Thinking styles
Study
strategies
Cognitive
operations
Metacognition
Meaning Making
Understanding
Outline
Organize
Interpret
Translate
Convert
Express in another
form
Analogies
Construct graphs and
models
Mind maps
Draw
Role play

18. Process
• Cognitive operations that learners use to arrive at
meaning and understanding.
• Outlining, organizing, interpreting, translating,
converting, expressing information in another
form, making analogies, constructing graphs and
models, mind mapping, drawing, and role play
may be used to arrive at understanding and
meaning making.
• What study and learning strategies, techniques,
thinking style, self-regulation and metacognition
was used by the learner to arrive at their answer?

19. Process
Learning
Area
Assessment Question Cognitive operation
English What strategy did you use to
identify the topic sentence in the
paragraph?
Strategic thinking
Math Prove that 2 x 102 = 100 + 100 Proving answers
Science How did you learn the information
that plants make their own food?
Techniques in
generating knowledge
Social Studies Paano mo mapapatunayan na
tinulungan ng mga Amerikano ang
mga Pilipino noong ikalawang
digmaang pandaigdig?
Proving answers, data
gathering
Filipino Paano malalaman kung ang isang
lupon ng mga salita ay parirala o
pangungusap?
Strategic thinking

20. Performance/Product
• GRASPS=Help us create a performance/product
task
• Goal
– Your task is ….
– Your goal is to…
– The problem or challenge is …
– The obstacles to overcome are …

21. Performance/Product
• Role
– You are …
– You have been asked to…
– Your job is …
• Audience
– Your clients are …
– The target audience is …
– You need to convince ….

22. Performance/Product
• Situation
– The context you find yourself in is …
– The challenge involve dealing with …
• Product, Performance, and Purpose
– You will create a … in order to …
– You need to develop … so that …
• Standards and criteria for success
– Your performance needs to …
– Your work will be judged by …
– Your product must meet the following standards…

23. Identify the Skill (KPUP)
English and Literature
1. Who is the main character in the story?
2. What technique can be used to determine the
conflict in the story?
3. What is the meaning of Madame Forester’s
statement “Why, my necklace was fake!”
4. What is the role of the necklace in the story?
5. How will you know if the author used a
chronological type of narration?
6. Write your own ending for the story, the
necklace.

24. Identify the Skill (KPUP-key)
1. Knowledge
2. Process
3. Understanding – interpreting
4. Understanding – explaining
5. Process
6. Performance

25. Identify the Skill (KPUP)
Math
1. Why is x2+8+16 not factorable?
2. What is the reverse process of factoring?
3. What is the dimension of a table if its area is
x2+8x+12?
4. What geometric shape best describes the expression
x2+8x+16?
5. What factoring technique could be used for 2x-4 and
why?
6. Measure the area of the floor in square meters using
your 12 inches ruler.

26. Identify the Skill (KPUP-key)
1. Understanding – explain
2. Knowledge
3. Understanding – applying
4. Understanding – interpret
5. Process
6. Performance

27. Identify the Skill (KPUP)
Science
1. What is the reason for having ridges in mid- oceans?
2. Which of the following contributed to the formation
of the earth?
3. Which of the following statements describe the
structure of the DNA?
4. Collect insects and come-up with your own
classification.
5. What is the magnitude of a net forced acting on a
luggage being pulled by three students with the
following forces?
6. How will you prove whether a given rock is
sedimentary, igneous, or metamorphic?

28. Identify the Skill (KPUP-key)
1. Understanding – Explain
2. Knowledge
3. Knowledge
4. Performance/Product
5. Understanding – apply
6. Process

29. Assessment Principles
• Principle 1: Assessment should be
well aligned with students’
objectives, competencies, and
educational standards.

30. Assessment Principles
• Principle 2: Assessment should
become more like instruction.

31. Assessment Principles
• Principle 3: Assessment results
needs to be used by teachers to
help students learn better.

32. Assessment Principles
• Principle 4: Assessment is NOT
used to threaten and intimidate
students.

33. Assessment Principles
• Principle 5: The teacher should
encourage the learning
community to engage in
assessment.

34. Assessment Principles
• Principle 6: Assessment is a
technical competency.

35. Recommendations
Professional Development
1. Detail the GRASPS in your lesson plans
(Assessment part)
2. Include the questions you will ask in your lesson
plan.
Professional Learning Community
1. Have your items and TOS reviewed by your
colleagues, coordinator, asst. principal.
2. Study the DepEd curriculum guide
(deped.gov.ph)