PRIMALS 4-6

Pedagogical Retooling in Mathematics, Languages,

and Science for Grades 4-6 Teachers

Session 3.1
UNDERSTANDING
FORMATIVE ASSESSMENT

Learning Action Cell Session Guide

Mathematics 4-6

Prepared by:

ANGELO A. UNAY
Master Teacher II
Camp Crame Elementary School
Schools Division of Quezon City

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 Department of Education – NCR

Objectives of the Session

At the end of the session, teachers should be able to:
1. Reflect on how past experiences affect assessment beliefs;
2. Recognize the critical role of assessment in teaching and learning
mathematics;
3. Discuss the fundamental concepts of assessment, evaluation and their
relationship to learning; and
4. Map out ideas about assessment.

Key Understanding or Learning Points

1. Assessment and evaluation are means to an end – end, being student

learning.
2. Assessment is used for diagnosing students’ strengths and weaknesses;
monitoring students’ academic progress; assigning or giving grades.
3. Assessment is used in determining if teacher is effective; reporting to school
administrators if the class/the teacher is effective (evaluate if teacher is
effective); reporting to their public if the school is effective (evaluate if school
is effective).
4. Assessment is vital in promoting effective instruction because it allows
teachers to discover whether the instructional activities designed to engage
students will result in the intended learning. As students in classrooms
become more diverse, there is an increasing demand to account for individual
differences to become responsive to their learning needs. Fundamental to this
is the availability of high-quality assessment data that provide curriculum-
relevant information for guiding and directing instructional practices.
5. Classroom assessment is an ongoing process of identifying, gathering,
organizing, and interpreting quantitative and qualitative information about
what learners know and can do. It is a process that is used to keep track of
learners’ progress in relation to learning standards and in the development of
21st-century skills; to promote self-reflection and personal accountability
among students about their own learning; and to provide bases for the
profiling of student performance on the learning competencies and standards
of the curriculum (DepEd, 2015, p. 1).

Materials Needed Approximate Duration

1.5 hours / 90 mins

References
PRIMALS Session Guide on Formative Assessment and Powerpoint Presentation

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Grade 6 NTOT Session Guide on Classroom Assessment and Powerpoint
Presentation

DepEd Order No. 8, s. 2015. Policy guidelines on classroom assessment for the K to
12 basic education program. Retrieved from
http://www.deped.gov.ph/sites/default/files/order/2015/DO_s2015_08-.pdf

Introduce the session (5 minutes)

“A warmest greeting to everyone. For this session, we will be learning about

assessment, specifically about classroom assessment. I know for sure that you
already have your own idea about assessment. ”

Discuss together with the participants the objectives that are expected of them to
achieve at the end of the session.

Note to the facilitator: The facilitator can show the objectives to the participants. The
facilitator can also pose these opening questions: Why do we need to have
assessment? When do we use it? How do we use it?

Introductory activity (10 minutes)

Distribute a metacard to each participant. Let the participants think of something

which they can associate with assessment. Let them give the reasons why that thing
is related to assessment. Ask them to complete this statement:
Assessment is like _______________________________
because _______________________________________

ACTIVITY (20 minutes)

Wandering Down Memory Lane

In pairs, let them share their experiences on the following questions. Ask them to
take down notes about the experiences of their partner. Tell them that they will
present the experiences of their partners on assessment.
1. What is the most memorable experience you have on assessment? In
primary, secondary, or tertiary? Why are these memorable?
2. How have these experiences affected the way you assess your learners now?
Note to the facilitator: Give enough time for each pair to reflect on their prior
experiences of assessment.

ANALYSIS (15 minutes)

Call a member for each pair to share. Write down on the board the significant ideas
that will arise during the sharing.

Guide the participants in reflecting about the discussions they just had with their
group.

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 1. How is your own experience of assessment as a student similar or different
from that of the others?
2. How did you feel about listening to the personal experiences of your
groupmates?
3. What are some of the significant insights did you gain in your discussion?
4. What is now your perception about assessment?

Note to the facilitator: Make a summary or overview of how the participants perceive
about assessment based on the discussions and sharing to end this part.

ABSTRACTION (25 minutes)

Tell them that they will be watching two short video clips about assessment. Give
them these guide questions before watching the first video clip. How did
parents/teachers/pupils look at assessment in the past? How do they see it now?
1. What is the real purpose of giving assessment?
2. What are the things that we need to consider in giving assessment?

Viewing #1. Understanding Classroom Assessment (Segment 1)

Resource Person: Joseph Randolph Palattao

Note to the facilitator:

These are the expected responses from the participants:
1. In the past, parents blame their children for having low grades. At present, the
parents blame the teachers of their children’s low grades.
2. For students – to help them reach the standard or learning target
For teachers – to diagnose students’ strengths and weaknesses, to monitor
students’ academic progress, to assign or give grades
For administrators –to report if the class/the teacher is effective (evaluate if
teacher is effective) or if the school is effective (evaluate if school is effective)
3. The teachers need to consider the content, skills and processes, context,
mathematical tools, and values and attitudes. (These can be found in the
conceptual framework of mathematics curriculum.)

Let them take note of the following guide questions while watching the second video:
1. What is classroom assessment?
2. What is informative assessment? How do you implement this kind of
assessment in your classroom?

Viewing #1. Understanding Classroom Assessment (Segment 2)

Resource Person: Joseph Randolph Palattao

Note to the facilitator:

These are the expected responses from the participants:
1. The “ongoing process of identifying, gathering, organizing, and interpreting
quantitative and qualitative information about what learners know and can do”
(DO #8, s. 2015, p. 1)
2. “Informative assessment is not an end to itself, but the beginning of better
instruction.” It is an assessment which we can use to check if the students are
learning, so that we can adjust our instruction.

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Discussion (15 minutes)

To enrich their ideas about assessment, pose these questions to them:

1. Why is assessment vital in promoting effective instruction?
2. As part of the tasks of mathematics teaching, what should mathematics
teachers know and understand about classroom assessment?
3. Why do I need to deepen my understanding of assessment?

Reflection (5 minutes)

Ask each participant fill this.

What is my perception about assessment before?
______________________________________________.

How do I perceive it now?

______________________________________________.

Note to the facilitator: Let 2-3 participants share their reflections in class.

APPLICATION (20 minutes)

In groups of 3-4 persons, let the participants create concept map to organize the
ideas they have learned about assessment. Tell them that their concept map should
involve 8 or more ideas about assessment. Let them present their output in class.

Closure (5 minutes)

Open the floor to answer 2 to 3 questions. End the sessions by as giving this
quotation about testing:

"We definitely need to move beyond the misguided notion that a single test,
taken on a single day defines the success of a school, a teacher, or a kid." -
Patrick Riccards

“The way we view assessment should go beyond just giving test. Assessment
should help us improve the teaching and learning process. Thank you for coming to
this session.”