This document discusses assessment and evaluation of learning in mathematics. It defines key terms like formative and summative assessment. Formative assessment is used to monitor student learning and provide feedback, while summative assessment evaluates learning at the end of a unit. The document also outlines DepEd policies on classroom assessment, including aligning assessments with learning competencies and using a variety of assessment strategies. Important skills developed through mathematics are identified as critical thinking, problem solving, teamwork, and independence. The document stresses that student attitude towards math affects overall achievement, with positive attitude correlating to higher achievement.

2. Learning Outcomes
• Discuss the significance of assessment and
evaluation of learning in Mathematics.
• Discuss the DepEd policies on assessment of learning
in Mathematics.
• Describe the skills and attitudes to be achieved

3. Assessment

4. Assessment emphasizes the use of
testing for measuring knowledge,
comprehension and other thinking
skills. It is a means of finding out what
learning is taking place. As well as
specific knowledge and skills.

6. What is Outcome-Based Assessment?

7. Characteristics Outcome-Based Assessment

8. (c) testing that would continue over an
extended period of time, (d) self-
evaluation of performances.
C. Likely use open-ended tasks aimed at
assessing higher level cognitive skills.
Characteristics Outcome-Based Assessment

10. Teacher’s Expectation
• Ensuring that every activity, inside and outside the
classroom, help produce the desired results.
• Providing opportunities for students to
demonstrate proficiency in variety of modalities.
• Reviewing and revising learning targets as
revealed by the result of assessment.

11. Student’s Expectation
•Understanding clearly with competencies/skills
teachers expect to observe.
• Being ready to demonstrate what they know.
• Accepting responsibility for what they don’t
know.
• Being prepared to continue achieving and
reaching high performance.

12. Roles of
Assessment

13. Roles of Assessment
The main aim of assessment is to collect
information of learner’s achievement and
progress and provide direction for ongoing
teaching and learning process. Assessment can
be done through both formal and informal
activities. Assessment in Mathematics refers to
the process of identifying, gathering and
interpreting information about learners’
mathematical learning.

14. Assessment for learning
Assessment for learning occurs during the learning
process. This approach of assessment helps teachers to
appraise the learners to monitor their learning; and guide
the instruction at process and provide feedback helpful
to learners.

15. Assessment as learning
Assessment as learning means an awareness of
learners regarding how they learn and use that
awareness to make necessary adaptations in
their learning process.

16. Assessment of learning
Assessment of learning refers to a review
process which occurs at the end a learning unit.
It provides measures of achievement for the
purpose of grading.

17. Subjective vs.
Objective Test

18. Comparison between objective and subjective tests:
A test consisting of, factual questions requiring extremely
short answers that can be quickly, unambiguously scored by
anyone with an answer key, thus, minimizing subjective
judgments by both, the person taking the test and the
person scoring it. On the other hand, a subjective test is
evaluated by giving an opinion. It can be compared with an
objective test, which has right or wrong answer and so can
be marked objectively. Subjective tests are more
challenging and expensive to prepare, administer and
evaluate correctly, but they can be more valid,

20. The goal of formative
Evaluation is to monitor
student learning to provide
ongoing feedback that can be
used by instructors to improve
their teaching and by
students to improve their
learning.
Types of Evaluation
Formative Evaluation Summative Evaluation
The goal of summative
Evaluation is to evaluate
student learning at the end
of an instructional unit by
comparing it against some
standard or benchmark.

21. Tools in Outcome-based
Assessment

22. Observation
Direct observation has been used as a way to assess
mathematical skills since the establishment of formal
classrooms, hence Because Mathematics is a subject
that consists of step-by-step procedures, direct
observation can be used in conjunction with rubrics. By
this technique, we can observe the interest, skill,
competency etc. It is a continuous process.

23. Anecdotal record
It is an observation method used frequently in the
classrooms in which the teacher summarizes a single
developmental incident after the event has occurred.

24. Rating Scale
Rating scales are extended form of checklists. In rating
scales, we create standards criteria for evaluating a
performance and each standard has a definite level of
competence and we rate learners according to how
well they perform on each standard as they complete
the task.

25. Project
A project is a motivated problem, solution of which
requires thought and collection of data and its
completion results in the production of something of
value to the learners.

26. DepEd Policy
Guidelines on
Assessment for the
K-12 Program

27. Review of Concepts
1.Classroom Assessment-is a process of identifying,
gathering organizing and interpreting quantitative and
qualitative information about what learners understand and
can do.
2. FormativeAssessment - is a process of gathering
evidences of students’ learning and performance to
inform and improve teachers’ teaching. This process
enables students to take responsibility of their own
learning.

28. Review of Concepts
3. Summative Assessmen t - is an assessment that is
usually administered toward the end of the
learning period to measure the extent to which
the learners have mastered the essential learning
competencies, the resultsof which are recorded
and are used to report the learner' s achievement.
4.Grading is a means of reporting assessment
data byassigning value tothe results as a record of
student'sability, achievement, or progress.

29. Review of Concepts
5. Written Work refers to the various tasks whereby students
can express their skills and contents in
a written form. These include quizzes, reaction/
reflection papers, journals, assignments, etc.
6. Performance Task (PT). These are assessment
activities designed to provide opportunities for
learners to apply what they learn to
real life situations. These may include multimedia
presentations, debates, hand-on exercises,physical
activity participation, slogan and poster making, etc.

30. PERFORMANCE TASKS
7. Quarterly Assessment(QA) on the other
hand,measures student learning at the end
of the quarter.
Teachers should take into consideration the following:
• Each task must be accompanied with clear directions and
appropriate scoring tools.
• Teachers are advised to collaboratively design and implement
performance tasks that integrate two or more competencies within
or across subject areas.
• Learners must be given flexibility in learning.

31. POLICY PRINCIPLES
• Assessment and grading should have a positive impact on
learning.
• Assessment should be holistic and authentic in capturing
the attainment of the most essential learning
competencies.
• Assessment is integral for understanding student
learning and development.
• A variety of assessment strategies must be given for
mastery.

32. PLANNING THE ASSESSMENT
Teachers should ensure that all assessment
Activities are:
a.align with the most essential learning competencies
b.reliable valid and transparent
c.fair inclusive and equitable
d.practical and manageable for both learners and
teachers.
e.relevant giving timely and accurate information for
feedback.

34. Skills
1
2
3
4
 CRITICAL THINKING
 PROBLEM SOLVING
 TEAMWORKS
 INDEPENDENCE

35. Skills
2
3
4
CRITICAL THINKING
Students can develop this
ability when confronting
mathematical problems,
identifying possible solutions
and evaluating and justifying
their reasons for the results.
1

36. 1
4
3
Skills
2
PROBLEM SOLVING
Students learn to solve
problems in mathematics
primarily through doing,
talking, reflecting,
discussing, observing,
investigating, listening
and reasoning

37. 1
3
4
Skills
3
TEAMWORKS
One way to improve
learner’s team-working
skill is to work, in ways
that encourages
collaboration and
sharing mathematical
journeys in smaller and
larger groups on a
regular basis

38. 1
2
3
Skills
4
INDEPENDENCE
Developing independence
and self-management skills
during math class helps the
students achieve their
math goals

39. Student’s attitude
towards math can
affect their
overall
achievement

40. Positive attitude Towards Math
Students who have more confident in math-
enjoys math. They are more motivated to do
more, they actively cooperates during math
lessons. They often get more practice and
achieves more.

41. Higher Achievement in Math
Students with higher achievement in math have
more confidence in their abilities, they sees the
value of math and they often have positive
attitude towards math

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