AGUSAN DEL SUR COLLEGE, INC.

Bayugan City, 8502 CARAGA Philippines

Tel. Fax No. 231-2150
BASIC EDUCATION DEPARTMENT

SYSTEM OF ASSESSMENT PREPARATION

As stipulated in DepEd Order No. 8, s. 2015, classroom assessment is an integral

part of curriculum implementation for it allows the teachers to track and measure
learners’ progress and to adjust instruction accordingly. It involves both the students
and the teachers wherein the latter provide appropriate assessment in accordance to
the curriculum guide.

In crafting the assessment tool, it is important to have the unity between the
instruction and assessment. Alignment of the assessment tools to the set goals and
objectives is also an integral part of the preparation of assessment methods.

STEP 1
Clearly Define and Plan Learning
Outcomes (Curriculum Guide)
Reflect on the learning competencies, content
standards, and performance standards

STEP 2
Align Outcomes and Learning Experience
Crafting of assessment tool based on the
learning objectives in the learning plan

STEP 3
Determine Assessment Method
(Formative/ Summative Assessment)
(Product and Performance)

STEP 4
Interpret and Use Results
Collect and use results in measuring students’
performance

STEP 5
Plan and Execute Revisions
Using results in crafting and applying
modifications

Fig. 1. Steps in the Process of Assessment Preparation

 A teacher must clearly define the learning outcomes by consulting the curriculum
and reflecting on the content standards and performance standards provided, and
identifying the essential topics to be taught. The content standards answer “What
should the learners know?” On the other hand, the performance standards answer
“What can the students do with what they learned”. Based on the provided learning
outcomes by the curriculum guide, the teacher can unpack the learning competencies
and reflect on how to align them to the assessment tool. The teacher must also take
into consideration the school’s mission and vision in making the assessment in a certain
discipline.

The assessment tools must conform to the level of the students. With this, a
teacher must communicate to the students the goals of the lesson so that the students
will be guided on the things that they will do during the lesson.

Multiple ways of assessing the learning outcomes are usually selected and used
by the teacher and in identifying what type of assessment will be applicable to the
students. Assessments can be given differently and with different way of application.
A formative assessment may be seen as assessment for learning so teachers can
make adjustments in the instruction. It is also assessment as learning wherein students
reflect on their own progress. In certain ways like questioning by the teacher, the
students will receive immediate feedback. It is also linked to the learning process for
teachers can integrate formative assessment before, during and after the lesson. It can
be either individual or collaborative.
Summative assessment, on the other hand, is considered as assessment of
learning which aims to know how well the students learned and are able to apply this
learning in different contexts. Written work component, performance task and quarterly
assessment are the different components in summative assessment. Written work
component expresses the skills and concepts in written form like long quizzes, essays,
written reports and other written output.
Performance task is used to show what the students know and are able to do in
diverse ways like skills demonstration, group presentation, oral work, multimedia
presentations, research projects, etc.
Before the bigger tasks are given, performance checks are made by the teacher
and the tests and exam given by the teacher will prepare the students for the quarterly
assessment like paper and pencil test.
The results of the assessment will be used by the teachers to evaluate on what
part of the teaching and learning process can he/she improve to attain the set goals. It
is also used to identify what objectives were carried out during the teaching and
learning process.
With the evaluation made based on the results, the teachers can make their
revisions and apply it to the assessment for better results.
The steps and the processes in crafting assessment must be taken into
consideration for the teachers to provide appropriate assessment tools that would help
in achieving the set goals.
Prepared by:

KEVIN JOHN A. MONTALBAN

Assistant Head of Academic Affairs

Noted:

RUBYLYN I. ECHAVEZ, MAGC, RGC

Basic Education Principal