The document discusses choosing appropriate assessment instruments for students. It notes that student learning styles and abilities vary, so teachers must consider this variation when selecting assessments. Assessments should allow all students opportunities to demonstrate their knowledge. The concept of appropriate assessment instruments is explained, with factors like curriculum guidelines, differentiated instruction, content competencies, and learner backgrounds influencing the choice of instruments. An example is provided of choosing a rubric on writing friendly letters integrated with ICT for students inclined towards technology, and composing song rubrics using economics terminology for musically inclined learners. The workshop portion asks teachers to consider these factors to select assessment tools for their classrooms.

1. The Use of Appropriate
Assessment Instruments
Reggie O. Cruz, Ed.D.
Head Teacher I
Northville 15 Integrated School
Back to Basics V. 2.0: Improving Teaching Competence Through Continuous Learning
October 21 – 23, 2019; School In-Service Training for NV15IS Faculty

2. Flow of the Session
Activity Time Frame
Management of Learning 10 minutes
Content Sharing 30 minutes
Workshop 30 minutes
Sharing of Outputs 30 minutes
Processing 20 minutes

3. Review of the Previous Talk on High
Quality Differentiated Instruction

4. The K to 12 Program
• The K to 12 Program covers Kindergarten and 12 years of basic education
(six years of primary education, four years of Junior High School, and two
years of Senior High School [SHS]) to provide sufficient time for mastery of
concepts and skills, develop lifelong learners, and prepare graduates for
tertiary education, middle-level skills development, employment, and
entrepreneurship.
Time allotment
to Master
Competencies
Functional and
Emerging
Literacies
Product of the
k+12

5. Choosing appropriate assessment
• Student learning styles vary widely, and
their strengths and challenges with respect
to assessment vary as well. Teachers need
to consider that variation as they choose
assessments for their subjects. By varying
the way we assess student understanding,
we are more likely to offer opportunities for
every student to demonstrate their
knowledge (California State University,
2007)

7. Concept of Appropriate Assessment
Instruments
Curriculum
Guide
(DepEd, 2012;
2016)
High Quality
Differentiated
Instruction
(Smets, 2017)
Appropriate
Assessment
Instruments
Teacher Cognition

8. Content Learning
Competencies
Learner’s
Background
Appropriate
Assessment
Instruments
Liham
Pangkaibigan
Terminologies in
Applied
Economics
Nakasusulat ng
liham
pangkaibigan
Define different
terminologies in
Applied
Economics
30 of the students
are ICT inclined
Musically
Inclined; Reading
Comprehension
Difficulty
Rubric on Writing
Friendly Letter
with the
integration of ICT
Rubric on
Composing Songs
using
terminologies in
A. Economics
Reading Session
Test (integration
of the
terminologies of
A. Economics)

9. Content Learning
Competencies
Learner’s
Background
Appropriate
Assessment
Instruments
Workshop: Think about your classroom
Individual Work (15 minutes); Small Group Interaction (15min)
1. Answer the chart; 2. Create Assessment Tool;
3. Combined Answers to your small group; 4. Big Group Discussion

10. References
Department of Education (2012) K+12 Curriculum in the Philippines
Smets, W. (2017) High Quality Differentiated Instruction, Universal Journal if Educational
Research, Vol 5 no. 1 pp 2074-2080
• http://teachingcommons.cdl.edu/cdip/facultyteaching/Choosingappropriateas
sessment.html
• https://educationcloset.com/2017/07/01/types-assessment-learning/

11. Luid Tamu ngan!