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A lot has been said and written about assessments in books and journals but there are still
people or even teachers who have misconceptions about the effective use of assessment in the
classroom. Modern educational assessment is now shifting away examinations. 21st century
assessments are focused on both the learning process and the assessment outcome.
Assessment tasks are becoming more authentic, collaborative and focused toward higher-order
thinking skills.
Rectify the following misconceptions. Explain in two to three sentences why they are
1. Assessment and evaluation are one and the same.
2. Assessment is completed once every grading period.
3. Assessment is one-way. Only teachers are involved in assessment.
4. Assessment is ultimately for grading purposes.
5. Student’s work should always be given a grade or mark.
6. Assessment is the responsibility of program coordinators/supervisors.
7. Assessment is imposed on teachers by the school and accrediting agencies.
8. Formatives assessment is kind of test teachers use to find out what their students
9. Instruction informs assessment but not the other way around.
Below is a portion of the memorandum from the Department of Education. Read the
DepED guidelines and answer the question that follow.

DO 5, s.2013 – Policy Guidelines on the Implementation of the School Readiness Year-End

Assessment (SReYA) for Kindergarten

1. Pursuant to Republic Act No. 10157 otherwise known as the Kindergarten Education
Act, Kindergarten Education as the first stage of compulsory and mandatory formal
education is vital for the holistic development of the Filipino child.

2. Kindergarten Education is hereby institutionalized as part of basic education which

was made effective starting School Year 2011-2012 following the Standards and
Competencies for 5year-old Filipino children. Along with the implementation of this
curriculum, an assessment tool is deemed necessary. Thus, the School Readiness
Year-End Assessment (SReYA) was restructured and contextualized into 12 dominant
languages (Mother Tongue). The tool is intended to access the performance level of
all kind kindergarten pupils in the elementary school system across different
developmental domains aligned with the National Early Learning Framework.

3. The SReYA aims to:

a. assess children’s readiness across the different developmental domains
(Physical Health and Well-being. Motor Development, Mathematics,
Language and Literacy, Sensory Perceptual, Physical and Social Environment,
Character and Values Development, and Socio-emotional Development);
b. utilize the results as basis for providing appropriate interventions to address
specific needs of the children; and
c. share with parents the result of their child’s assessment as basis for helping
them come up with home-based activities for their supplemental learning.

4. The assessment shall not be treated as an achievement test or final examination.

Hence, no child shall be refused entry to Grade 1based on the results of this

1. What assessment is mentioned in the memorandum? What is the purpose of giving

such assessment?
2. How would you classify the assessment in terms of its nature? What type of test is it?
3. Is this a graded assessment? Why or why not?
4. What is the relevance of the assessment to students, teachers, parents and the


Enhance the topic by gathering more information about the “Relevance of Assessment”.
Synthesize your learning by writing and posting short articles about the nature of
assessment and the relevance of assessment to (a) students (b) teachers; (c) administrators;
(d) program coordinators; (e) parents; (f) policyholders; (g) industry and other stakeholders.
Each group shall focus on one area.
Work together with members of your group. Gather materials from books and academic
journals. Write an article (500-1000words) and post it in a wiki. You may use the space
below for the draft.
Create a wiki-based glossary where assessment terms are defined. Members of the group can
peer edit pages to correct mistakes or improve the entries. Indicate your sources.
1. Do I have control over my own success?
2. Are my students improving?
3. Are we doing enough at home to support that teacher?
4. Is my teaching strategy effective?
5. How am I doing in comparison to my peers?
6. What should I do to succeed?
7. Does the teacher know the needs of our child?
8. How do we define success in terms of student learning?
9. Is the K to 12 program producing the desired results?
10. Ho w do we allocate our school resources to achieve success?
11. Is our program of instruction producing good results?
12. What curriculum adjustments do we need to make to meet student’s needs?
13. Are students optimally achieving to become global, productive citizens?
14. Are our students qualifying for college?
15. What do I say during the parent-teacher conference?