Assessment is a process used to track student progress, promote self-reflection, and inform instruction. It involves both teachers and students and uses various formative and summative methods, such as observations, anecdotal records, portfolios, rubrics, tests, and more. The goal is to evaluate student understanding and competencies against learning standards to improve teaching and learning.

1. EDEL G. VILLANUEVA

2. Assessment is a process that is used to keep track of learner’s
progress in relation to learning standards and in development of the
21st century skills; to promote self reflection and personal
accountability among students about their own learning; and provide
bases for the profiling of students performance on the learning
competencies and standards of the curriculum. Various kinds of
assessments shall be used appropriately for different learners who
come from diverse context, such as cultural background and life
experiences

3. Is a joint process that involves both teachers and learners. It is
an integral part of teaching and learning.
Is an ongoing process of identifying, gathering, organizing and
interpreting quantitative information about what learners know
and can do.
Acknowledge the Unity of instruction and assessment- its is a
part of day-to-day lessons and extends the day-to- day
classroom activities.

4. 1. Observation- Occurs during students’ daily reading, writing,
listening, and speaking experiences. It is an unobtrusive means by
which teachers (and students) can determine their progress during
learning. An informal assessment technique of watching students
to identify strengths and weaknesses, patterns of behavior, and
cognitive strategies. Observations help determine which students
need additional support and how to adjust instruction to encourage
more and better learning.

5. 2. Anecdotal records- are notes written by the teacher regarding
students language behavior, or learning. They documents and
describe significant daily events, and relevant aspects of student
activity and progress. These notes can be taken during activities or at
the end of the day.

7. 3. Portfolios - form of authentic assessment in which students collect
samples of their work in a portfolio to document their progress over
time.
- Purposeful, systematic process of collecting and evaluating student
products to documents progress toward the attainment of learning
target or show evidence that a learning target has been achieved,
- Includes student participation in the selection and student self-
reflection
- A collection of artifacts accompanied by reflective narrative that not
only helps the learner to understand and extend learning, but invites
the reader of the portfolio to gain insight about learning and the
learner

8. Instructional Portfolios- Instructional or working portfolios are formative
in nature. They allow a student to demonstrate his or her ability to
perform a particular skill. For example, a working portfolio may include
a collection of lab reports from over the course of the semester that
highlight a student’s improving ability to create hypotheses.
Showcase portfolios are summative in nature. They include samples of
a student’s best work to demonstrate mastery at the end of a unit of
study, semester or school year. A showcase portfolio may include
several drafts of an essay with comments that indicate how each draft
improves upon the last, with the most polished draft on the topic
demonstrating a student’s mastery of the relevant skills.

9. 4. Checklist- An assessment guideline listing
skills, behaviors, or characteristics to help guide
and record teacher observations of students as
they perform certain tasks. There are also
student checklists that can be used by students
for self-assessment purposes.

11. 5. Rubrics- an evaluation tool that lists the
important features that should be present in
students’ performance or products. Rubrics
clearly identify what will be graded
Rubrics- use a set of criteria to evaluate a
student’s performance. They consist of fixed
measurements scale and detailed descriptions
for each level of performance.

13. Rubrics can help clarify your expectations and
will show students how to meet them, making
students accountable for their performance in an
easy-to-follow format. The feedback that
students receive through a grading rubric can
help them improve their performance on revised
or subsequent work

14. 6. Interview and Conferences- Teacher-student interviews
are productive means of assessing individual
achievements and needs. During these discussion,
teachers can discover students perceptions of their own
processes and products of learning.
Conferences - A meeting or conversation involving teacher,
student, and/or family members to discuss a student’s
progress. The purpose is to facilitate one-on-one
exchanges, and allow the student to express him- or
herself. In a parent conference, the basic purpose is to
inform parents of their children’s progress and school
performance.

15. 7. Projects and Presentation- Independent work
created by the student or a group of students.
- Criteria should be developed and/or discussed with
the students at the outset of activities such as written
reports, visual representation, oral representation, or
projects which, combine use and understanding.
Teachers may assess the attitude, skills development,
knowledge, or learning process demonstrated by
student as they engage in language activities

16. 8. Standardized Test( Quizzes, Test and
Examination) are the classic assessment tool use in
education. Test that measures students’ performance
against standards or norms and can serve as
potentially powerful tools for instruction. It is the most
objective and scientific measure available for
assessing students’ abilities.

17. 9. Rating Scale- Allow teachers to indicate the
degree or frequency of the behaviors, skills and
strategies displayed by the learner.
- A rating scale is a set of categories designed to
elicit information about a quantitative attribute. Rating
It is a term applied to expression or judgement
regarding some situation, objector character

19. 10. Journal- a notebook in which a student can write a spontaneous response to
literature and/or assessment of personal progress with reading skills and
strategies.
11. Literacy Log- a record of student literacy activities (for example “Books I Have
Read”) to help students keep track of his or her own reading or writing
progress. Students also use the logs for recording their personal
responses to the literature. In some cases, a teacher can suggest prompts
for students to use to stimulate thoughts. Students may also use logs to
record words that are new, interesting, and entertaining.
12. Oral Fluency assessment- An informal assessment of reading to determine oral
reading errors or Assessment miscues

20. 13. Oral Reading- An oral and silent reading assessment used for diagnosing
students developmental literacy levels through oral retelling and an individual
reading inventor
14. Writing Assessment- A formal evaluation of students’ writing skills.
15. Reading History- An informal assessment by students of their reading and
writing interests and experiences.
16. Peer Assessment An instrument for helping students understand expectations
and assess a classmate’s skills.
17. Self-Assessment Students develop their own list of characteristics or qualities
to judge their own work. Students who learn to monitor their own progress and
judge their own efforts will strive to improve.

21. 20. Performance Assessment- A form of informal or authentic
assessment that measures students’ understanding of
concepts and/or procedures by having them demonstrate
what they have learned. For example, a teacher might have
students find the square footage of a classroom to assess
their understanding of area.
21. End-of-Year Test- A formal assessment of specific skills
taught during instruction throughout the year.
22. Benchmark- Standards to help a teacher determine
students’ progress in literacy development.

22. 1.Formative Assessment
2.Summative Assessment

23. May be seen as assessment for learning so teacher can make adjustment in their
instruction. It is also assessment as learning wherein students reflect on their own
progress.
Formative assessments are on-going assessments, reviews, and observations in a
classroom. Teachers use formative assessment to improve instructional methods
and student feedback throughout the teaching and learning process. For example,
if a teacher observes that some students do not grasp a concept, she or he can
design a review activity or use a different instructional strategy. Likewise, students
can monitor their progress with periodic quizzes and performance tasks. The
results of formative assessments are used to modify and validate instruction.

24. Summative Assessment - On the other hand as
assessment of learning
Summative assessments are typically used to evaluate
the effectiveness of instructional programs and
services at the end of an academic year or at a pre-
determined time. The goal of summative assessments
is to make a judgment of student competency after an
instructional phase is complete

25. Formative Assessment Summative Assessment
Anecdotal records
Final exams
Quizzes and essays Statewide tests (FCAT)
Diagnostic tests National tests
Lab reports Entrance exams (SAT and ACT)
Checklist End-of –Year Test
Observation Journal
Conferences Oral Fluency
Literacy Log Benchmark
Oral Fluency Performance Assessment

26. Formative Assessment Summative Assessment
Oral reading assessment
Peer assessment
Peer assessment Self Assessment
Self Assessment Portfolio Assessment
Portfolio Assessment Project/ Demonstration Assessment
Writing Assessment Standardized Test (FINAL EXAM)
Standardized Test (Quizzes)

27. Assessment in the classroom is aimed at helping
students perform well in relation to the learning
standards. Learning standards compromise
content standards, performance standards, and
learning competencies that are outline in the
curriculum.