Assessment and Proficiency. A product made by a Bachelor of Secondary Education Major in Social Science student.

1. Assessment of Student Learning 1
LEVELS OF ASSESSMENT AND PROFICIENCY
The level of assessment shall be based on percentage weight
Level of Assessment Percentage Weight
Knowledge 15%
Process or Skills 25%
Understanding(s) 30%
Products/Performance 30%
Total 100%
The level of proficiency shall be based on numerical value
Level of Proficiency Equivalent Numerical Value
Beginning (B) 74% and below
Developing (D) 75 – 79%
Approaching Proficiency (AP) 80 – 84%
Proficient (P) 85 – 89%
Advanced (A) 90% and aboce
Levels Suggested Assessment Tools
Knowledge (15%)-refers to the
substantive content of the
curriculum, the facts and
information that the student
acquires.
1. Select-response Item-provide several response options to the students, and the
student selects from among the options.
a. Multiple Choice Test b. True or False c. Matching Type
2. Constructed response type of test-a rubric or scoring guide is necessary.
a. Essay tests c. Performing tasks e.g. giving a
b. Fill in the blanks speech or designing an experiment
3. Periodic Test
Process or Skills (25%)-refers to
the cognitive operations that the
student performs on facts and
information for the purpose of
constructing meanings and
understandings.
The focus is how pupils construct meanings or makes sense of the facts and
information.
 Outlining, organizing, analyzing, interpreting, translating, converting, or
expressing the information in another format;
 Drawing analogies
 Constructing the graphs, flowcharts, and maps or graphic organizers
 Transforming a textual presentation into a diagram
 Drawing or painting pictures
 Doing role plays
 Written tests
Understanding (s) (30%)-refers to
enduring big ideas, principles and
generalizations inherent to the
discipline, which may be assessed
using facets of understanding.
a. Explanation-give examples,
make insightful connections.
b. Interpretations-make it
personal through images,
anecdotes, analogies.
c. Application- can adapt/transfer
understanding into real
contexts.
a. Oral Discourse/Recitation
 Explain/justify something based on facts/data, phenomena or evidence
 Tell/retell stories
 Make connections of what was learned within and across learning areas
 Apply what has been learned in real life situation
b. Portfolio
 Collection of evidence like images, anecdotes, etc. to demonstrate mastery
and interpretation of a given set of concepts.
c. Open-ended tests
Products/Performances (30%)-
refers to real-life applications of
understandings as evidence by the
student’s performance of authentic
tasks. It contains children’s MI.
 Participation (e.g. in group activities/projects)
 Projects
 Homework
 Experiments
 Portfolio
 Other Outputs

2. Assessment of Student Learning 1
LEVELS OF ASSESSMENT AND PROFICIENCY
Comparison of Levels of Proficiency
Indicators Beginning Developing Approaching
Proficiency
Proficient Advanced
Acquisition of Knowledge,
Skills and Understandings
Struggling or
have not
acquired
Minimum Fundamental Fundamental Exceeding
Transfer of
Knowledge/Application of
Knowledge
Needs help With little
guidance from
the teacher or
some assistance
from peers
Independent Automatic and
flexible
Guide in Properly Formulating Exercises for each Level of Assessment
Learning Outcome or Evidence of Learning Guide to Teachers on each Level of
Assessment
EXAMPLE on how to frame the
question/ devise the assessment using
the ample
Math topic/lesson: Area of a Square
Level 1 KNOWLEDGE: the facts and
information that the students
need to acquire
What do you want students to
know? (e.g. fact/info: formula of
a square)
What is the formula in finding a
square?
Level 2 PROCESS: skills that the
students perform on facts and
information for the purpose of
constructing meanings or
understandings
What do you want your students
to do with what they know? (e.g.
solve for the area of a square)
What is the area of a square
cardboard whose sides measure 25
centimeters? (skill: computation /
problem-solving) or Show that the
area of a square whose side
measures 5 cm., is 25 square cm.
(process: student to prepare a model
composed of 25 pcs. of square
tiles).
Level 3 UNDERSTANDING: big ideas What do you want students to
understand? (e.g. Understand the
concept of “Conservation of
Area”: cut a square into pieces
and make a different figure -the
area of the new figure will still be
the same as that of the original
square figure)
The sides of a square cardboard
measure 25 centimeters. The
cardboard is cut into 3 pieces to
form another shape. What is the
area of the figure formed? (big idea:
Conservation of Area)
Level 4 PRODUCT/PERFORMANCE:
real-life application of
understanding/transfer of
learning to real-life situation
What products or performances
do you want students to produce
as evidence of their learning or
understanding? (e.g. Application
of the concept of “conservation of
area” to a real-life situation
You are an interior designer and
you have a client who has a
sculpture made of triangular pieces
of wood which were assembled
together to make one whole
art piece. You were told that the
original wooden board where the
triangular pieces came from had an
area of 25 sq.m. The owner of the
sculpture also owns several square
paintings of different canvass sizes.
Your client requested you to cut up
any of his paintings and paste the
pieces onto the sculpture following
the size and shape of each piece of
triangular wood. You are to choose
the canvass which when cut up will
exactly fit the triangular pieces.
What are the measurements of the
sides of the painting you will
choose to cut up and paste on the
pieces of triangular wood?
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3. Assessment of Student Learning 1
LEVELS OF ASSESSMENT AND PROFICIENCY