PLANNING FOR ASSESSMENT

Ni: Gng. Milagros S. Mananquil EPS I- Filipino Tanjay City Division

SESSION OBJECTIVES

1. Discuss some legal basis or directives,

research and initiatives on assessment formulated by DepEd.

2. Discuss and differentiate between

Assessment and Evaluation.

SESSION OBJECTIVES

3. Explain: the nature and purposes of

assessment; levels of assessment;

4. Cite some tools for the different levels of

assessment.

5. Discuss the use of feedback and the

levels of proficiency.
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BACKGROUND
Goal of the K to 12 BEC : Basic Education Curriculum aims to produce learners/graduates who: are communicative competent; are intelligent, creative and critical thinkers in life situations; make informed and valuesbased decisions;
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BACKGROUND
Goal of the K to 12 BEC : Basic Education Curriculum aims to produce learners/graduates who : perform their civic duties; use resources sustainably; participate actively in artistic and cultural activities and in the promotion of wellness and lifelong fitness.
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Learners should not only

HOW TO ACHIEVE THE GOAL?

experience real-life and relevant education but also be exposed to assessment practices that appropriately measure the skills advocated by the K to 12. There should be a seamless connection between the objectives of the curriculum, and the actual pedagogy of the teacher and the process of assessment.

WHAT THE K TO 12 REQUIRES

Fundamental tenet of K to 12 is a student centered or constructivist approach to learning which places a greater emphasis on: Comprehension; Problem solving; Critical thinking; Reasoning; Meta-cognition.

THE MONITORING AND EVALUATION FINDINGS AND RECOMMENDATIONS

(ENCLOSURE NO.1 TO DEPED ORDER NO.35, S. 2005)

1. There are gross inconsistencies between means and ends.

assessment is focused more on judging rather than improving performance.

THE MONITORING AND EVALUATION FINDINGS AND RECOMMENDATIONS

(ENCLOSURE NO.1 TO DEPED ORDER NO.35, S. 2005)

2. Teachers have limited knowledge of constructivism as a learning theory.

...application of the concept is very
limited. Teachers reports made little mention of
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THE MONITORING AND EVALUATION FINDINGS AND RECOMMENDATIONS

(ENCLOSURE NO.1 TO DEPED ORDER NO.35, S. 2005)

3. Teachers want to know about integrated teaching.

teachers do not feel confident to use the approaches because of their limited knowledge to operationalize them in terms of lesson planning; instructional materials development; and subject matter organization, presentation, and evaluation.

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THE MONITORING AND EVALUATION FINDINGS AND RECOMMENDATIONS

(ENCLOSURE NO.1 TO DEPED ORDER NO.35, S. 2005)

4. Teachers teach to the test, students study to the test.

...use test results for judging rather than in improving students performance.
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DEPED INITIATIVES (1)

DepEd Order No. 33,s. of 2004 emphasis on the formative function of assessment where students progress in the attainment of objectives shall be regularly monitored as basis for enrichment or remediation.
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DEPED INITIATIVES (2)

National Competency - Based Teacher Standard (NCBTS) (Teacher) develops and uses a variety of appropriate assessment strategies to monitor and evaluate learning. (Strand 5.2) Expects that teachers have a variety of student assessment information that provides adequate profile of learning progress of individual and group of students.

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WHAT IS ASSESSMENT?
Assessment is the continuous process of: identifying (or finding out); gathering (or collecting); and analyzing evidence (examples of information) of what a student understands and can do.

The main purpose of assessment is to improve both the teaching-learning program and the students performance levels.

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WHAT IS EVALUATION?
Evaluation is the process of: interpreting the evidence; making judgments; and giving a value to the results gathered through assessment in the form of a score or grade for reporting purposes. Evaluation reports may be used when a class or school-wide PICTURE OF ACHIEVEMENT is required.
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FEATURES OF ASSESSMENT

Holistic
Diagnostic (assessment for learning) Formative/Developmental (assessment for
and assessment as learning)

Summative/Evaluative (assessment of
learning)

Standards-based
Content - what
the student knows, can do, and understands

Performance - how the student transfers

LEARNING BASED ON THE THEORY OF CONSTRUCTIVISM

Meaningful learning takes place when students:

interpret information; relate it to their prior knowledge; contribute to meaning and learning
through both individual and group activity;

Use the skills and strategies in different

CONSTRUCTIVISM PRINCIPLES
(AND ASSESSMENT IMPLICATIONS)

1.Students bring their own prior knowledge and beliefs to the classroom. (This prior knowledge is activated and assessed at the beginning of a new topic or unit of work, e.g. KWL chart.)

CONSTRUCTIVISM PRINCIPLES
(AND ASSESSMENT IMPLICATIONS)

2. Knowledge is constructed individually, in many ways using a variety of different tools, resources and authentic tasks or experiences (A variety of assessment strategies are needed to enable all students to demonstrate their

CONSTRUCTIVISM PRINCIPLES

3. Learning is an active process and requires selfreflection (Self-assessment involving reflection and goal setting are important non-traditional assessment strategies)

CONSTRUCTIVISM PRINCIPLES

4. Learning is a developmental process of assimilating (adding and blending) new knowledge with what is already known (Assessment helps students understand where they are making progress and what they need to learn next, when they receive regular effective

CONSTRUCTIVISM PRINCIPLES

5. Social interaction, negotiation and shared responsibility introduces a variety of views and are an important part of learning. (Peer assessment encourages students to work co-operatively together and help each other in a non-threatening, supportive way)

CONSTRUCTIVISM PRINCIPLES

6. Learning is controlled internally by the student. (When students receive positive feedback from ongoing informal assessments, they are encouraged to learn. Recognition of this progress is very motivating for further learning. Achievement is motivation for further achievement,

WHY DO WE ASSESS?

Assessment shall be used primarily as a quality assurance tool to track students progress

attainment of standards
to improve the students performance
levels

to improve the teaching and learning

process and guide future planning

WHY DO WE ASSESS?

promote self-reflection and personal

accountability for ones learning

provide a basis for the

student performance.

profiling of

to inform relevant people (e.g. the

student, teacher, parents, the next teacher, the school head)

ASSESSMENT CAN BE

a. Traditional assessments

- are tests given to the students to

measure how much the students have learned - contain different types of questions such as multiple-choice, true-false, fill-ins, essays, sentence completions, matching response, etc.

ASSESSMENT CAN BE
b. Alternative assessments

require the students to create a sustained

response to a task or question.

Observation Student journals Performance assessment Project and investigation Open-ended questions Student portfolio Interview Role Play Checklist

COMPARISON TABLE OF TRADITIONAL AND ALTERNATIVE ASSESSMENT

Traditional Assessment
Tests a certain body of knowledge

Alternative Assessment
Sets up assessment tasks for students to demonstrate their knowledge and skills

Passive process Recall / select questions

Defined amount of time Individual attempt Teacher controlled

Active process Critical / evaluative and other higher order thinking skills Progressive and ongoing Individual and collaborative attempts
Shared between teacher and student

No self-assessment

Students self-assessment valued

TYPES OF ASSESSMENT DEPENDING ON THE FUNCTION AND PURPOSE

1. Diagnostic assessment
(at the beginning of a learning program)

2. Formative
(for and as they are learning)

3. Summative
(of learning at the end of a grading period or school year)

DIAGNOSTIC ASSESSMENT

Find out students background knowledge

and skills, and misconceptions, if any, that might get in the way of new understandings

Provide information that assist teacher

planning and guide differentiated instruction
Examples

Pre test
Survey Skills check

K-W-L
Film/video analysis Misconception check

PRE-ASSESSMENT TOOL
What I know about _________ What I can do in relation to _____ What I understand about

_________
What I want to know about _________

FORMATIVE ASSESSMENT

Provide information to guide teaching and

learning for improving learning performance
Examples:

Quiz Questioning: Does this make sense to you? A way of checking whether students understand

Observation

3-2-1 CHART

3 2 1

THINGS YOU FOUND OUT

INTERESTING THINGS

QUESTION YOU STILL HAVE

FOCUSED LISTING
List 5-7 words or short phrases which describes or explain the major concepts of todays class:

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3 4 5 6 7

SUMMATIVE ASSESSMENT

Determine the degree of mastery or

proficiency according to identified achievement targets
Examples:

Test Performance task Culminating project or performance Work portfolio

LEVELS OF ASSESSMENT

I. Knowledge (15%)
What do we want students to

know?
How do we want them to express or provide evidence of what they

LEVELS OF ASSESSMENT

I. Knowledge (15%)
Tools
Paper and Pencil Test
Multiple Choice
True-False Matching Type Constructed Response Type

Oral Participation

LEVELS OF ASSESSMENT

I. Knowledge (15%)
Tools
Paper and Pencil Test
Multiple Choice True-False Matching Type

Constructed Response Type

Oral Participation

LEVELS OF ASSESSMENT

II. Process or Skills (25%)

What do we want students to do with what they know? How do we want them to provide evidence of what they can do with what they know?

LEVELS OF ASSESSMENT

II. Process or Skills (25%)

outline, organize, analyze, interpret, translate, convert or express the information in another form or format draw analogies construct graphs, models, flowcharts and mind maps or

LEVELS OF ASSESSMENT

II. Process or Skills (25%)

transform textual presentation into a diagram draw or paint pictures do role plays to represent or express creatively their sense of the facts and information

LEVELS OF ASSESSMENT

III.Understanding (30%)
What do we want students to understand? How do we want them to provide evidence of their understanding? should be able to draw from the students the meaning or meanings they have made or their own understanding

LEVELS OF ASSESSMENT

III.Understanding (30%)
explain, interpret, apply, give perspective, show empathy and selfknowledge Tell/retell stories Make connections of what was learned within and across learning areas Apply what has been learned in real life

LEVELS OF ASSESSMENT

IV. Products/Performances (30%)

What product(s) or performance(s) do we want students to produce as evidence of their learning or understanding? How do we want them to provide evidence that they can use or transfer their learning to real life

A BALANCED PROGRAM
Teachers are encouraged to provide:

a balanced learning program with more

active student involvement, interaction and authentic learning experiences;

a balanced assessment program to

provide accurate evidence of students progress and achievements.

www.themegallery.com

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POINTS TO REMEMBER IN PLANNING ALTERNATIVE ASSESSMENT STRATEGIES

Decide what you want to assess then

choose a strategy that will demonstrate this best. A range of different assessment strategies will provide more holistic information about the student . Learners need to understand the purpose of the assessment task, how to complete it and the assessment criteria.

EXAMPLES OF ALTERNATIVE ASSESSMENT STRATEGIES

Three broad types:

1.Performance-based strategies/Authentic
Strategies

2.Portfolios 3.Peer and self-assessment strategies

PERFORMANCE-BASED ASSESSMENT STRATEGIES

Real performances
Role play, dance, choral speaking, demonstration, a
science experiment, etc.

Written tasks
Reports, essays, research projects, reflective
journals, written speech, a class newsletter, etc.

Visual tasks
Drawings, diagrams, collages, models, dioramas,
advertising poster, gallery walk, etc.

PERFORMANCE-BASED ASSESSMENT STRATEGIES

Graphic organizers are useful visual

tools that can be used Cause and effect chart, Venn diagram, concept map

Oral assessment strategies Debates, retelling text heard or read,

interviews, picture/product presentations

AUTHENTIC STRATEGIES/TASKS

Community action project/survey displays/ fund raising for school

community reactions to environmental issues (letters, posters, projects ...) or any real life task. Most of the authentic strategies/ tasks can also be categorized as performance-based strategies.

Written tasks

Visual tasks

Graphic Organizers

Authentic tasks

Oral tasks

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METACOGNITION
Did I achieve all the assessment criteria?

How could I improve my introduction paragraph?

Did I understand the instructions for the conclusion?

METACOGNITION

Metacognition is often defined as thinking about your thinking.

It is a process that has been found to help students learn how to learn. It helps students to assess

USING ASSESSMENT INFORMATION

Assessment information can be used for:

1. giving effective feedback to the

learners as soon as possible, 2. making adjustments to the teaching-learning program to meet learners learning needs, 3. reporting to learners, parents, School head, DepEd.

IMPROVING PERFORMANCE LEVELS To improve their performance levels, learners need to:
1.

know the objectives and assessment criteria (what is expected of them) about their performance)

2. be given effective feedback (advice 3. respond to the feedback and make

adjustments to their work.

WHAT IS FEEDBACK?
Feedback is specific advice for learners about what

they can do and what they need to do in order to

improve their performance.

Teachers can provide feedback in a variety of ways:

Oral feedback during and after teaching-learning

Written feedback e.g. a grade only, a grade and a

comment, a comment only, a rubric, a competency checklist or criteria sheet

WHAT IS EFFECTIVE FEEDBACK? Effective feedback has three parts and provides the learners with: 1. information about what happened or what was done
(For example: I enjoyed reading your report about global warming)

WHAT IS EFFECTIVE FEEDBACK?

2. an assessment comment about how well the action or task was performed
(For example: you wrote a good introduction and included a main idea for each of the 3 paragraphs but your conclusion could be improved)

WHAT IS EFFECTIVE FEEDBACK?

3. guidance about how their performance can be improved.

(For example: Please re-read your conclusion and add a solution that relates to each of your 3 paragraphs)

WHEN TO GIVE FEEDBACK?

Feedback can be given both during and after a learning or assessment activity/task.

During an assessment task can be a

learning opportunity for some learners having difficulties After the assessment task to encourage learners to reflect on their learning and improve their work. learners are encouraged to compete

BALANCING EFFECTIVE FEEDBACK

Effective feedback is a balance between:

1. giving advice and guidance and 2. accepting the student and their
efforts made.

Positive feedback encourages and motivates learners. Too much negative criticism can lead to lack of self-esteem and

REFLECTIVE QUESTIONS FOR THE TEACHER TO PLAN THE TEACHINGLEARNING PROGRAM

1. What challenging learning activities can I plan for the learners who have achieved the criteria? 2. What improved teaching-learning activities will I plan for learners who have not achieved the criteria?

REFLECTIVE QUESTIONS

3. What instructional materials will I need to support the different groups of learners? 4. Which learners can I group together (for direct instruction or independent extension activities)?

REFLECTIVE QUESTIONS 5. What different teaching strategies can I introduce? For example:

change physical arrangement of classroom to allow for regular peer tutoring teach cooperative group skills to encourage peer support

6. Have I given the learners opportunity to reflect on what they have learnt and identified their personal learning goals for improvement?

REPORTING ASSESSMENT RESULTS

The 3rd use for assessment information is for:

reporting to learners, parents, School

head, DepEd.

Reporting of Student Learning Outcomes

Reporting is the communication of

clear and comprehensive information regarding student progress and achievement given to students, parents, school, and the DepEd.
It should focus positively on student progress and indicate ways to improve performance and

EVIDENCE OF STUDENT LEARNING OUTCOMES

Report Card or Form 138 (DepED Order No. 31, s.
2012)

Competency Checklist Students portfolio Class Records Qualitative Data (Observation Checklists) Students Outputs Achievement Results (e.g. NAT) Other DepEd Forms (e.g. Forms 137 and
18)

COMMUNICATING ASSESSMENT RESULTS

A.To parents and Students

Quarterly Reports (Form 138) Parent-Teacher Conference Parent-Teacher-Student (3-way)

Conference Home visitations Regular Feedback (Informal)

COMMUNICATING ASSESSMENT RESULTS

B.To school and DepEd

DepEd reports Regular Faculty Meetings Cluster and School-based Learning
Groups meetings

REPORT CARD
(DEPED ORDER NO. 31, S. 2012)

At the end of the quarter, the performance of students shall be described based on the following levels of proficiency:

Beginning (B) Developing (D) Approaching Proficiency (AP) Proficient (P) Advanced (A)

5 LEVELS OF PROFICIENCY

Beginning (B) The student at

this level struggles with his/her understanding; prerequisite and fundamental knowledge and/or skills have not been acquired or developed adequately to aid understanding.

5 LEVELS OF PROFICIENCY

Developing (D) The student at

this level possesses the minimum knowledge and skills and core understandings, but needs help throughout the performance of authentic tasks

5 LEVELS OF PROFICIENCY

Approaching Proficiency (AP) The

student at this level has developed the fundamental knowledge and skills and core understandings and, with little guidance from the teacher and/or with some assistance from peers, can transfer these understandings through

5 LEVELS OF PROFICIENCY

Proficient (P) The student at

this level has developed the fundamental knowledge and skills and core understandings and, and can transfer them independently through authentic performance

5 LEVELS OF PROFICIENCY

Advanced (A) The student at

this level exceeds the core requirements in terms of knowledge, skills and understandings and, and can transfer them automatically and flexibly through authentic

COMPARISON OF LEVELS OF PROFICIENCY

Indicators Beginnin g Developing Approaching Proficiency Proficie nt Advanced

Acquisition of Knowledge, Skills and Understanding

StrugMinimum gling or have not acquired

Fundamental

Funda- Exceeding mental

Transfer of Knowledge/ Application of Knowledge

Needs help

With little Indepe Automatic guidance from ndent and the teacher or flexible some assistance from peers

THE LEVEL OF PROFICIENCY SHALL BE BASED ON NUMERICAL VALUE

Level of Proficiency

Beginning (B)
Developing (D) Approaching Proficiency (AP) Proficient (P)

Equivalent Numerical Value 74% and below 75 79% 80 84% 85 89%

Advanced (A)

90% and above

SAMPLE COMPUTATION RATING

 Every student should have a learning

profile -maintained and updated at least on a quarterly basis by the class adviser in collaboration with other subject area teachers -The profile should be passed on to the next class adviser as the student moves

GUIDING PRINCIPLES IN ADDRESSING LEARNING GAPS

GUIDING PRINCIPLES IN ADDRESSING LEARNING GAPS

subject area teacher should require

individual students to maintain a portfolio

the teacher should continuously assess

for learning in order to ensure that students are making progress in relation to the standards

interventions that may have to be

provided should be tailored to individual

GUIDE TO A TIERED MODEL OF BRIDGING GAPS

Advanced (90% and above)

Proficient (85-89%)

Approaching Proficiency
(80-84%) 20-30 mins of in-school remediation every other day Developing (75-79%) 30-45 mins of in-school remediation daily Beginning (74% and below) 1 hr of in-school remediation daily + extra time for off-school practice Tiered Response to Learning Gaps by Level of Performance

THANKS FOR THE SHARED TIME AND ATTENTION

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