Revised Mod1 - 2C - ClassrmAssessment - SGOD Chief

Assessment in the
K to 12 Classroom
MARIA CECILIA S. MANAY
Chief Education Supervisor, Schools
Governance & Operations Division
(SGOD)
1 | School HEADS Development Program: Foundation COURSE | MODULE 1

Learning Objectives
• Identify the general principles of classroom
assessment in the K to 12 Basic Education
Program
• enumerate the different types of
assessment and their uses
• relate how assessment reports are used for
decisions on instruction, promotion, and
retention
2| School HEADS Development Program: Foundation COURSE | MODULE 1

http://activelearner.ca/assessment-as-learning

What is
Classroom
Assessment?

Classroom Assessment
1. is an ongoing process
of identifying,
gathering, organizing, &
interpreting information
about what the
learners know and can
do.

http://www.uen.org/k-2educator/assessment.shtml
2. is a process used to keep

track of the learners’
progress in relation to
learning standards and the
development of 21st century
skills.

4Cs: Ticket up the
economic ladder in the
21st Century

3. Provides bases for the.

profiling of students
performance on the
learning competencies
and standards of the
curriculum.

4. is a process that .
involves both teacher and
learner.

.
5. should be in unity
with instruction.

.
6. measures
achievement of
competencies by the
learners.

.
7. methods should be
consistent with
curriculum standards.

Principles of
Classroom
Assessment

Principle 1. Assessment should be aligned with objectives,
learning standards and competencies
Standards
aluvionlaw.com/wp-content/uploads/2014/05/CASL-Presentation.pptx
Kinds of Learning Targets
• Knowledge – The facts and
concepts we want students to
know and understand.
• Reasoning – Students use what

they know to reason and solve
problems.
Source: Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen. Classroom
Assessment for Student Learning. Assessment Training Institute, Inc., Portland, Oregon, 2004, p.75 .
• Skills – Students use their knowledge

and reasoning to act skillfully.
• Products – Students use their

knowledge, reasoning, and skills to
create something new.
• Dispositions – Students’ display

attitudes about school and learning.
Principle 2: Assessment should be more like instruction
Unity of instruction and assessment
Skills too difficult to master for a child

on his or her own, but can be done
with guidance and encouragement
from a knowledgeable person
What is What is not
known LEARNING known
Source: Magno, 2015

Types of Classroom Assessment:
Assessment for, of, as Learning
Assessment of
Assessment for Learning
Learning
Diagnostic Formative Summative
Pretest Quiz Quarterly Test
Student Survey Recitation Performance Task
Skills Check Work draft Culminating project
Think aloud
Dress rehearsal

Assessment of
Assessment for Learning
Learning
Diagnostic Formative Summative
precede instruction Ongoing Culminating
• check learners’ prior • provide information • determine the degree of
knowledge to guide teaching and mastery or proficiency
• Identifies learning for according to identified
misconceptions, improving learning learning targets
interests and learning and performance • evaluative in nature
styles preferences • include both formal generally resulting in a
• provide information to and informal methods score or grade
assist planning and
guide differentiated
instruction
Jay McTighe & Grant Wiggins
Types of Classroom Assessment
• Formative Assessment
Are not included in the
computation of summative
assessment.
• Summative Assessment
The results are used as bases
for computing grades.
Formative Assessment
• Can be given at any time during
the teaching and learning process.
• A way of checking the
effectiveness of instruction.
• It can be recorded but not
graded.
• Enables the students to take
responsibility for their own
learning
Summative Assessment
• Occurs at the end of a particular
unit.
• A way of describing the standard
reached by the learner.
• Measures whether learners have
met the content and
performance standards.
• Recorded and used to report on
the learners’ achievement.
Components of SA
DepEd Order No. 8, s. 2015
 Written Work (WW)
 Performance Task
 Quarterly
Assessment
Components of SA
Written Work (WW)
– ensures that students are

able to express skills and
concepts in written form.
Components of SA
Quarterly Assessment
(QA)
- measures student
learning at the end of the
quarter. (objective tests,
performance-based
assessment or a combination
thereof)
Components of SA
Compon
ents Purpose When Given
1. Assess learners’
understanding of
Written concepts and application At end of
Work of skills in written form the topic
(WW) 2. Prepare learners for or unit
quarterly assessment
List of Assessment Tools (WW&PT) – Appendix A of DO

No. 8, s. 2015
QA follows Cognitive Process Dimension
Components of SA
Component
s
Purpose When Given
Quarterly Synthesize all the learning Once, at

Assessme skills, concepts, and values end of the
nt (QA) learned in an entire quarter quarter
Components of SA
Compon
Purpose When Given
ents
1. Involve students in learning
process
2. Give students opportunities to
demonstrate and integrate their
At end of a
K,U, and skills about topics or
lesson
lessons learned in a specific real-
focusing on
life situation by performing and /
a topic / skill
Perform or producing evidence of their
lesson
ance learning
Task (PT) 3. Give the students the freedom to
express their learning in
Several times
appropriate and diverse ways
during the
4. Encourage student inquiry,
quarter
integration of knowledge,
understanding, and skills in various
contexts beyond assessment
period
Components of SA
Performance Task
1. Involve students in learning

process
2. Give students opportunities to
demonstrate and integrate their
K,U, and skills about topics or
lessons learned in a specific real-
life situation by performing and /
or producing evidence of their
learning
Components of SA
Performance Task
3.Encourage student inquiry,

integration of knowledge,
understanding, and skills in various
contexts beyond assessment
period
4.Give the students the freedom to
express their learning in
appropriate and diverse ways
Performance TASK
• Given at the end of a lesson focusing

on a topic / skill lesson
• Given several times during the quarter

Pitfalls in Assessment Practices
• A tendency for teachers

to assess quantity and
presentation of work
rather than quality of
learning.
www.govwentworth.k12.nh.us/ASSESSMENT.ppt

• Greater attention given to

marking and grading,
much of it tending to
lower self esteem of
students, rather than
providing advice for
improvement.

• A strong emphasis on
comparing students
with each other, which
demoralizes the less
successful learners.

Principle 3: Assessment should recognize diversity of learners
Self-evaluation:
Where would you place your school’s assessment practice on
the following continuum?
Quantity of work/
Quality of learning
Presentation
Marking/Grading Advice for improvement
Comparing students Identifying individual

progress

Principle 4: The Formative Assessment should scaffold the
learners in Summative Assessment
Balanced Assessment
Formative Summative
Formal and informal processes teachers and Provides evidence achievement to
students use to gather evidence to directly certify student competence or
improve the learning of students assessed program effectiveness
Formative uses of
Assessment for Assessment for summative data
learning learning Use of summative evidence to
Use to help students Use to inform teacher’s inform what comes next for
assess and adjust their decisions individuals or groups of students
own learning

Features of the K to 12
Sources Content standards Learning standards Competencies
Standards-based
Types Diagnostic Formative Summative
Purpose Assessment for Assessment for Assessment of Learning

Learning Learning
When Before During After

How Written Work Drill & Practice Quarterly Assessment
Taxonomy Before: KPUP Cognitive Process Revised Bloom’s Taxonomy

Dimension

Assessment as Learning
• Assessment as learning focuses on
students and emphasizes assessment
as a process of metacognition
(knowledge of one’s own thought
processes) for students.

Assessment as Learning
 Students reflect on their work on a
regular basis, usually through self and
peer assessment and decide what
their next learning will be.
 Helps students to take more
responsibility for their own learning
and monitoring future directions.

Principle 5: Assessment results should be used by teachers to
help students learn better
• Think about these...

 Are our current approaches to assessment improving
student learning?
 How can we use assessment to help all our students
want to learn?
 How can we help them feel that they are able to learn?
 How can we be sure that our assessment instruments,
procedures, and scores serve to help learners want to
learn and feel able to learn?

Principle 6: Assessment is a joint process that involves both
teacher and learners
Think about this:

• Do teacher and learners share
agreements about how success is
determined and measured?

1. Assessment should be aligned with
objectives, learning standards, and
competencies.
2. Assessment should be more like

instruction.

3. Assessment should recognize the
diversity of learners.
4. The Formative Assessment should
scaffold the learners in Summative
Assessment.

5. Assessment results should be
used by teachers to help students
learn better.
6. Assessment involves both
teachers and learners.

The Grading
System of the
K to 12
Curriculum

What is the • Standards and
competency-based
Grading • Based on the learner’s
System? weighted score on
summative assessments
• Minimum grade to pass a
learning area is 60, which
is transmuted to 75 in
the Report card

What is the • The lowest mark that
Grading can appear in the RC is
System? 60 for quarterly Grades
and Final Grades
• Learners from Grades 1
to 12 are graded on
– Written Work
– Performance Tasks
– Quarterly
Assessment

How is the learner’s progress recorded
and computed?
For Kindergarten
–Specific guidelines to be issued
–Checklists and anecdotal records to be
used instead of numerical grades
–Compilation of learner’s output: writing
samples, accomplished activity sheets and
artwork to be kept in a portfolio

How is the learner’s progress recorded
and computed?
For Grades 1 to 12
• No required number of written work and
performance task but these must be spread
out over the Quarter and used to assess
learner’s skills after each unit has been
taught

Steps in Computing the Final Grades
Step 1: Grades from all student work

are added up, resulting to a total score
for each component: Written Work,
Performance Tasks, and Quarterly
Assessment. Raw score from each
component have to be converted to a
percentage (%) Score.

Step 2: The sum for each component is

converted to percentage score.
% Score (PS) = Learner’s Total Raw Score X 100%

Highest Possible Score

Step 3: % Scores are converted to

Weighted Scores
Weighted Score (WS) = % Score X Weight of

the Component

Step 4: The sum of the weighted scores

in each component is the Initial Grade,
This will be transmuted using the given
transmutation table (Appendix B)
Step 5: The Quarterly Grade for each
learning area is written in the Report
Card of the student.

Weights of the Components for Grades 1 to 10

Weights of the Components for SHS

Computation of Grade in CR
Written Work (30%) Performance Tasks (50%)
Lear
ner
1 2 3 Total PS WS 1 2 3 Total PS WS
HPS 20 25 30 75 100 30% 15 25 20 60 100 50%
A 18 20 26 64 85.33 25.76 15 24 17 56 93.33 46.67
Quarterly Assessment (20%)

Initial Grade Quarter Grade
1 PS WS
50 100 20% 100 100
45 90.00 18 90.34
DepEd Order No. 8, s. 2015

List of Assessment Tools (WW&PT) – Appendix A of DO No. 8, s. 2015
Initial Grade Transmuted Initial Grade Transmuted Initial Grade Transmuted
Grade Grade Grade
100 100 52.00 – 55.99 73

98.40 - 99.99 99 77.60 – 79.19 86 48.00 – 51.99 72
96.80 – 98.39 98 76.00 – 77.59 85 44.00 – 47.99 71
95.20 – 96.79 97 74.40 – 75.99 84 40.00 – 43.99 70
93.60 – 95.19 96 72.80 – 74.39 83 36.00 – 39.99 69
92.00 – 93.59 95 71.20 – 72.79 82 32.00 – 35.99 68
90.40 – 91.99 94 69.60 – 71.19 81 28.00 – 31.99 67
88.80 – 90.39 93 68.00 – 69.59 80 24.00 – 27.99 66
87.20 – 88.79 92 66.40 – 67.99 79 20.00 – 23.99 65
85.60 – 87.19 91 64.80 – 66.39 78 16.00 – 19.99 64
84.00 – 85.59 90 63.20 – 64.79 77 12.00 – 15.99 63
82.40 – 83.99 89 61.60 – 63.19 76 8.00 – 11.99 62
80.80 – 82.39 88 60.00 – 61.59 75 4.00 – 7.99 61
79.20 – 80.79 87 56.00 – 59.99 74 0 – 3.99 60

Computation of Grades by the End of the
SY
Final Grade by learning area = 1st Q G + 2nd QG + 3rd QG + 4t

4
General Average =
Sum of Final Grades of all Learning Areas Total
Number of Learning Areas in a grade level

How is the Learner’s Progress Reported
GRADING
DESCRIPTOR REMARKS
SCALE
Outstanding 90 – 100 Passed
Very
85 – 89 Passed
Satisfactory
Satisfactory 80 – 84 Passed
Fairly
75 – 79 Passed
Satisfactory
Did Not Meet
Below 75 Failed
Expectations
Sample Class Record for English
WRITTEN WORK (30%) PERFORMANCE TASKS (50%)
1 2 3 4 5 6 7 Total PS WS 1 2 3 4 5 6 Total PS WS
Highest 20 25 20 20 25 30 20 160 100 30% 15 15 25 20 20 25 120 100 50%

Possible
Score
Learner A 18 22 20 17 23 26 19 145 90.63 27.19 12 13 19 15 16 25 100 83.33 41.67
Learner B 19 15 15 9 13 14 9 94 58.75 17.63 15 15 23 15 18 23 109 90.83 45.42
Learner C 9 11 5 8 8 9 4 54 33.75 10.13 10 6 7 12 10 18 63 52.50 26.25
Quarterly
Assessment INITIAL QUARTE
GRADE RLY
(20%)
GRADE
1 PS WS
Highest 50 100 20% 100 100

Possible
Score
Learner A 40 80 16 84.86 90
Learner B 48 96 19.20 82.25 88
Learner C 29 58 11.60 47.98 71

Learner Promotion and Retention
 REQUIREMENTS  DECISIONS
 Final grade of at least 75  Promoted to the next
in all learning areas grade level
 Did not Meet  Must pass remedial classes
Expectations in not more in learning areas with failing
than two learning areas mark to be promoted to the
next grade level;
 otherwise the learner is
retained in the same grade
level

 Did not Meet  Retained in the same
Expectations in 3 or grade level
more learning areas
 Must pass all  Earn the elementary
learning areas in the certificate
elementary  Promoted to Junior
High School

 Must pass all  Earn the Junior High
learning areas in the School Certificate
Junior High School  Promoted to Senior
High School

Sample Certificate of Recomputed
Final Grade
Certificate of Recomputed Final Grade
Name of Student: ____________________
Grade Level: ________________________
School Year: ________________________
Learning Area Final Grade Remedial Class Recomputed

Mark Final Grade
Prepared by: ________________________ Date: _____________

Remedial Class Teacher
Noted by: __________________________ Date: _____________
School Principal
Received by: ________________________ Date: _____________
Division Office

Sample E-Class Record Grade 10 Science
Quarterly Grade
G10-EINSTEIN
ASSESSMENT
QUARTERLY
Initial Grade
TOTAL
TOTAL
(1st)
BOYS WRITTEN WORK PS WS PERFORMANCE TASKS PS WS PS WS
1 1 1 1 1 1 1 1 1 1 2 100. 40 1 1 1 1 1 1 1 1 1 1 2 100. 40 100. 20 100.

1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 00 % 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 00 % PT 00 % 00 100
2 2
HIGHEST 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 100. 40. 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 100. 40. 100. 20. 100.
POSSIBLE SCORE 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00 00 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00 00 60 00 00 00 100
0.0 0.0 0.0
1 0 0.00 0 0 0.00 0 0.00 0 0.00 60
0.0 0.0 0.0
2 0 0.00 0 0 0.00 0 0.00 0 0.00 60
0.0 0.0 0.0
3 0 0.00 0 0 0.00 0 0.00 0 0.00 60
0.0 0.0 0.0
4 0 0.00 0 0 0.00 0 0.00 0 0.00 60
0.0 0.0 0.0
5 0 0.00 0 0 0.00 0 0.00 0 0.00 60
0.0 0.0 0.0
6 0 0.00 0 0 0.00 0 0.00 0 0.00 60

Grading Sheet
Subject Teacher:
Grade and Section
Subject:
NAMES 1st 2nd 3rd 4th FINAL

BOYS QUARTER QUARTER QUARTER QUARTER GRADE
10 60.00 60.00 60.00 60.00 60.00
20 60.00 60.00 60.00 60.00 60.00
30 60.00 60.00 60.00 60.00 60.00
40 60.00 60.00 60.00 60.00 60.00
50 60.00 60.00 60.00 60.00 60.00
60 60.00 60.00 60.00 60.00 60.00
70 60.00 60.00 60.00 60.00 60.00

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Assessment in the

1 | School HEADS Development Program: Foundation COURSE | MODULE 1

2| School HEADS Development Program: Foundation COURSE | MODULE 1

3 | School HEADS Development Program: Foundation COURSE | MODULE 1

4 | School HEADS Development Program: Foundation COURSE | MODULE 1

5| School HEADS Development Program: Foundation COURSE | MODULE 1

2. is a process used to keep

6| School HEADS Development Program: Foundation COURSE | MODULE 1

7 | School HEADS Development Program: Foundation COURSE | MODULE 1

3. Provides bases for the.

8| School HEADS Development Program: Foundation COURSE | MODULE 1

9| School HEADS Development Program: Foundation COURSE | MODULE 1

10| School HEADS Development Program: Foundation COURSE | MODULE 1

11| School HEADS Development Program: Foundation COURSE | MODULE 1

12| School HEADS Development Program: Foundation COURSE | MODULE 1

13 | School HEADS Development Program: Foundation COURSE | MODULE 1

• Reasoning – Students use what

• Skills – Students use their knowledge

• Products – Students use their

• Dispositions – Students’ display

Unity of instruction and assessment

Skills too difficult to master for a child

Source: Magno, 2015

19| School HEADS Development Program: Foundation COURSE | MODULE 1

 Written Work (WW)

Written Work (WW)

– ensures that students are

List of Assessment Tools (WW&PT) – Appendix A of DO

Quarterly Synthesize all the learning Once, at

1. Involve students in learning

3.Encourage student inquiry,

• Given at the end of a lesson focusing

• Given several times during the quarter

32| School HEADS Development Program: Foundation COURSE | MODULE 1

• A tendency for teachers

34| School HEADS Development Program: Foundation COURSE | MODULE 1

• Greater attention given to

35| School HEADS Development Program: Foundation COURSE | MODULE 1

36| School HEADS Development Program: Foundation COURSE | MODULE 1

Marking/Grading Advice for improvement

Comparing students Identifying individual

37 | School HEADS Development Program: Foundation COURSE | MODULE 1

38 | School HEADS Development Program: Foundation COURSE | MODULE 1

Purpose Assessment for Assessment for Assessment of Learning

When Before During After

Taxonomy Before: KPUP Cognitive Process Revised Bloom’s Taxonomy

39| School HEADS Development Program: Foundation COURSE | MODULE 1

40| School HEADS Development Program: Foundation COURSE | MODULE 1

41| School HEADS Development Program: Foundation COURSE | MODULE 1

• Think about these...

42 | School HEADS Development Program: Foundation COURSE | MODULE 1

Think about this:

43 | School HEADS Development Program: Foundation COURSE | MODULE 1

2. Assessment should be more like

44| School HEADS Development Program: Foundation COURSE | MODULE 1

45| School HEADS Development Program: Foundation COURSE | MODULE 1

46| School HEADS Development Program: Foundation COURSE | MODULE 1

47 | School HEADS Development Program: Foundation COURSE | MODULE 1

48 | School HEADS Development Program: Foundation COURSE | MODULE 1

49 | School HEADS Development Program: Foundation COURSE | MODULE 1

50| School HEADS Development Program: Foundation COURSE | MODULE 1

51| School HEADS Development Program: Foundation COURSE | MODULE 1

Step 1: Grades from all student work

Prepared by: ____________ Date: _