SLIDE DECK for classroom assessment.pptx

OVERVIEW of DepEd Order
No. 8, s. 2015

DEPARTMENT OF EDUCATION
OBJECTIVES
2
At the end of this session, the participants should be able to:
1. Re-orient DepEd Order No. 8, s. 2015
2. Demonstrate understanding on the
essence of Classroom Assessment
3. Value the importance of Classroom
Assessment in the teaching-learning
process

CLASSROOM ASSESSMENT
• What is Classroom Assessment?
• What are the types of Classroom
Assessment?
• What is/are assessed in the classroom?
• How is learner progress recorded and
computed?
• How are learners assessed in the
classroom?
3

DEPARTMENT OF EDUCATION 4
1. Assessment is a joint process that involves
both teachers and learners.
2. It should be in unity with instruction.
What is Classroom Assessment?
Instruction Assessment

5
6

What is assessed in the classroom?
• Content Standard
- cover a specified scope of sequential
topics within each learning strand,
domain, theme, or component.
- answer the question “What should
learners know?”.
7
5
6

• Performance Standard
- describe the abilities and skills that learners are
expected to demonstrate in relation to the content
standards and integration of the 21st century skills.
 What can learners do with what they know?
 How well must learners do their work?
 How well do learners use their learning or understanding
in different situations? What can learners do with what
they know?
 How well must learners do their work?
 How well do learners use their learning or understanding
in different situations?
8
5
6

• Learning Competencies
- refer to the knowledge,
understanding, skills, and
attitudes that learners need
to demonstrate in every
lesson and/or activity.
9
5
6

Learners are assessed through
various processes and measures
which maybe used for both:
Formative Assessment
Summative Assessment
14
Howare learners assessed in the
classroom?

14
TwoTypesofCLASSROOMASSESSMENT

14
classroom?

Formative Assessment may be
integrated in all parts of the lesson.
15
classroom?
lesson
before the
lesson
during the
lesson
after the
lesson

Purposes of Formative Assessment
16
classroom?
before the
lesson
lesson
during the
lesson
after the
lesson
For the Learner For the Teacher
1. Know what s/he
knows about the
topic/lesson
2. Understand the
purpose of the lesson
and how to do well in
the lesson
3. Identify ideas or
concepts s/he
misunderstands
4. Identify barriers to
learning
1. Get information about
what the learner
already knows and
can do about the new
lesson
2. Share learning
intentions and
success criteria to the
learners
3. Determine
misconceptions
4. Identify what hinders
learning

17
during the
lesson
after th
lesson
For the Learner
1. Identify one’s
strengths and
weaknesses
2. Identify barriers to
learning
3. Identify factors that
help him/her learn
4. Know what s/he knows
and does not know
5. Monitor his/her
own progress
For the Teacher
1. Provide immediate
feedback
to learners
2. Identify what
hinders learning
3. Identify what
facilitates learning
4. Identify learning gaps
5. Track learner progress
in comparison to
formative assessment
results prior to the
lesson proper
6. To make decisions on
whether to proceed with
the next lesson, re-
teach, or provide for
corrective measures or
reinforcements
Purposes of Formative Assessment

18
PurposesofFormativeAssessment
lesson
during the
lesson
after the
lesson
For the Learner For the Teacher
1. Tell and recognize
whether s/he met
learning objectives
and success criteria
2. Seek support through
remediation,
enrichment, or other
strategies
1. Assess whether
learning objectives
have been met for a
specified duration
2. Remediate and/or
enrich with
appropriate strategies
as needed
3. Evaluate whether
learning intentions
and success criteria
have been met

Reflect onthesepractices…
BEFORE LESSON LESSON PROPER AFTER LESSON

Assessment for learning
- teachers can make
adjustments in their
instructions.
14
FORMATIVE ASSESSMENT

Assessment as learning
- students reflect on their
own progress.
14
FORMATIVE ASSESSMENT

Assessment of learning
- which occurs at the end of a
particular unit. usually occurs
towards the end of a period of
learning in order to describe the
standard reached by the learner
14
SUMMATIVE ASSESSMENT

Assessment for Learning (formative) is not an attack on
Assessment of learning (summative). These are
complementary approaches - it’s about getting the balance
right.
It is the teacher who decides the balance and timing of
formative and summative assessments;
(“Putting Assessment for Learning into Practice,”
David Spendlove, 2009)

Formative assessment results
are not included in the
computation of grades
Summative assessment results
are recorded and are included
in the computation of the final
grade.
19
Reminders:

1. What kind of written test will
you give to your students?
2. What particular performance
task will you give?
19

21
SampleSUMMATIVEASSESSMENTTools
Learning Area Written Works (WW) Performance Tasks (PT
LANGUAGE

24
d
Howare grad es computed at the end of
the School Year?
Kindergarten
Checklists, anecdotal records and
portfolios are presented to the parents at
the end of each quarter for discussion.
Grades 1 to10
1. The average of the Quarterly
Grades produces the Final Grade.
2. The General Average is computed by
dividing the sum of all final grades by
the total number of learning areas.
Each learning area has equal weight.
Grades 1 1 to12
1. The average of the Quarterly Grades
produces the Semestral Final Grade.
2. The General Average is computed by
dividing the sum of all Semestral
Final Grades by the total number of
learning areas.

The summary of learner progress is shown quarterly to
parents and guardians through a parent-teacher
conference, in which the report card is discussed.
25
How is the learner’s progress reported?
Descriptor Grading Scale
Outstanding 90-100
Very Satisfactory 85-89
Satisfactory 80-84
Fairly Satisfactory 75-79
Did Not Meet Expectations Below 75

For Grades 1 to 3 Learners:
26
How are learners promoted and retained at
the end of the School Year?
Requirements Decision
Final Grade of at least 75 in
all learning areas
Promoted to the next grade level
Did Not Meet Expectations
in not more than two
learning areas
Must pass remedial classes for
learning areas with failing mark
to be promoted to the next
grade level. Otherwise the
learner is retained in the same
grade level.
Did Not Meet Expectations
in three or more learning
areas
Retained in the same grade level

For Grades 4 to 10 Learners:
27
How are learners promoted and retained
at the end of the School Year?
DEPARTMENTOF EDUCATION
Final Grade of at least 75 in all
learning areas
Promoted to the next grade level
Did Not Meet Expectations in not more
than two learning areas
Must pass remedial classes for
learning areas with failing mark to
be promoted to the next grade
level. Otherwise the learner is
retained in the same grade level.
Did Not Meet Expectations in three or
more learning areas
Retained in the same grade level
Must pass all learning areas in the
Elementary
1. Earn the Elementary Certificate
2. Promoted to Junior High School
Must pass all learning areas in the
Junior High School
1. Earn the Junior High School
Certificate
2. Promoted to Senior High School

For Grades 1 1 to 12 Learners:
28
Final Grade of at least 75 in all
learning areas in a semester
Can proceed to the next semester
Did not Meet Expectations in a
prerequisite subject in a learning
area
Must pass remedial classes for failed
competencies in the subject before
being allowed to enroll in the higher-
level subject
Did Not Meet Expectations in any
subject or learning area at the
end of the semester
Must pass remedial classes for failed
competencies in the subjects or
learning areas to be allowed to enroll
in the next semester. Otherwise the
learner must retake the subjects failed.
Must pass all subjects or learning
areas in Senior High School
Earn the Senior High School Certificate

1. Summative Assessments are also given during remedial classes. These are
computed, weighted and transmuted in the same way as the Quarterly Grade.
2. The equivalent of the Final Grade for remedial classes is the Remedial Class
Mark.
3. The Final Grade at the end of the School Year and the Remedial Class Mark are
averaged.
4. If the Recomputed Final Grade is 75 or better:
5. If the Recomputed Final Grade is below 75:
29
Grades 1 to 10 Student is promoted to next grade level
Grades 1 1 to 12
(for subjects that are pre-requisites for other
subjects)
Student is able to enroll in the higher level
learning area
Grades 1 to 10 Student is retained in the grade level
Grades 1 1 to 12 Student needs to retake the subject.
Grades 1 1 to 12
(for subjects that are pre-requisites for other
subjects)
Student will not be allowed to enroll in the
higher level learning area

33
How are the Core Values of the Filipino child
reflected in the Report Card?
Maka-Diyos Makakalikasan
Makatao Makabansa

How are the Core Values of the Filipino
child reflected in the Report Card?
3
5
Marking Non-Numerical Rating
AO Always Observed
SO Sometimes Observed
RO Rarely Observed
NO Not Observed

THANK YOU VERY MUCH!
43

REFERENCES
Alberta Assessment Consortium. Refocus: Looking at Assessment for Learning. 2nd ed. Edmonton,
AB: Alberta Assessment Consortium, 2005.
. Refocus: Looking at Assessment for Learning. Edmonton, AB: Alberta Assessment
Consortium, 2003.
Burns, Marilyn. "Looking at how students reason." Educational Leadership 63, 3 (2005), pp. 26–31.
Davies, Anne. Finding Proof of Learning in a One-to-One Computing Classroom. Courtenay, BC:
Connections Publishing, 2004.
McNamee, Gillian D. and Jie-Qi Chen. "Dissolving the line between assessment and
teaching." Educational Leadership 63, 3 (2005), pp. 72–77.
Sparks, Dennis. "Assessment without victims: An interview with Rick Stiggins." Journal of Staff
Development 20, 2 (1999).
http://www.nsdc.org/library/publications/jsd/stiggins202.cfm (Accessed ).
Stiggins, Richard J. et al. Classroom Assessment for Student Learning: Doing It Right—Using It
Well.Portland, OR: Assessment Training Institute, 2004.

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