Assessment - a way of finding out if learning has taken place at a given time ascertains if the learner

has gained the required skills and knowledge needed at a given point . (Gravells, 2009, p. 7)

EFFECTIVE 2012-2013

DepEd Order No. 31 s. 2012

The standard-based assessment and rating system shall be implemented in the K-12 Basic Education
Curriculum in public and private elementary and secondary schools.

What is standard-based assessment?

Philosophy.- Assessment shall be used primarily as a quality assurance tool to track student progress in
the attainment of standards, promote self-reflection and personal accountability for one’s learning, and
provide a basis for profiling of student performance.

DepEd Order 31 s. 2012, 12

Nature of Assessment.- Holistic with emphasis on formative and development of student learning.
Standards-based to ensure that teachers teach based on the standards and students meet or exceed
these standards Critical evidence of learning in terms of content and performance

DepEd Order No. 31 s 2012

Characteristics: Assessments

Aligned with the learning goals

-reliable

-valid

-efficient

- equittable

- motivating

- have a low baseline and a high ceiling

PURPOSE OF ASSESSMENT

Assessment of Learning - summative assessments : measures student achievement of standards, used

in reporting student progress ( i.e. report card), can be clearly shown through performance tasks, maybe
norm-referenced-standardized tests (e.g. Gates-McGinitie Reading Tests, CEM tests), maybe criterion-
referenced- (e.g. NAT, Division Tests)

Assessment as Learning - student uses it as a tool of learning: - to reflect own results - to chart
progress - to plan for improvement - to build metacognition -to set and monitor own
learning goals
When can assessment improve learning?

If there is provision of effective feedback to pupils; If pupils are actively involved in their own learning; If
teachers adjust teaching based on the results of assessment; If teachers recognize that assessment has
a great influence on the motivation and self-esteem of pupils, both of which are crucial influences on
learning; If pupils see the need to assess themselves and understand how to improve.

(Black, P. & Wiliam, D. 1999. Assessment for Learning: Beyond the Black Box, Assessment Reform
Group, University of Cambridge, School of Education)

Assessment for Learning ( Diagnostic/ Pre-assessment/ Formative Assessment)

It happens while learning is underway. - formal or informal - seatwork - recitation, discussion,

conversation - quizzes - checklist

Formative Assessments

teachers use assessment to - determine student’s background (prior) knowledge and skills -
plan individual or group instruction - track student progress in understanding - plan/design
student learning experiences for optimum results (Grading is laid aside.) (Stiggins in
Vautour, 2010)

K-N-W Chart ( Formative Assessment Tool)

K N W What the students already KNOW

Prior -Experiences -Knowledge - skills Accomplishments

Attitudes

What the student NEEDS to KNOW

-self-rating of current proficiency With unit objectives

What the student WANTS to KNOW

-Interests -Questions -Ideas for Exploration or investigation

Vautour, J. P. (2010)

Assessments to Learn About Students’ Backgrounds

Attitude Survey 1 –

(Q & A ) What is a good reader? (Sentence Completion) I think reading is ____________ because
__________ . (Sentence Completion) I think I am a ___writer because ________.

Attitude Survey 2
Directions: Write the letters that best describe your response. (SA =Strongly Agree,; A = Agree; D=
Disagree ; SA = Strongly Disagree) 1. I read in my free time. _______ 2. I like to receive books as gifts.
_____ 3. I like to write to my friends. ______ 4. I would rather read or write than watch television.
_________

Interest Inventory

1. What is your favorite book? Why do you like it? 2. Do you have a library card? How often do
you visit the library? 3. What do you like to do after school? 4. If you could go into a bookstore
and get any 3 books free, what kinds of books would you choose?

What is the effect of assessment for learning?

The effect of assessment for learning, as it plays out in the classroom, is that students keep learning and
remain confident that they can continue to learn at productive levels if they keep trying to learn. In
other words, students don't give up in frustration or hopelessness. Stiggins, R. J. 2002. Assessment
Crisis: The Absence of Assessment FOR Learning, in Phi Delta Kappan Vol.83, No.10 pp758-765.

LEVELS OF ASSESSMENT

KPUP / AMT Acquisition

Knowledge …………. …………..(15%) Process/Skills…………………….. (25%) Meaning-Making

Understanding…………………......(30%) Transfer Product /Performance…………….(30%)

(DepEd Order 31/73 – Revised Grading System for K-12)

Knowledge Acquisition

A fact is a fact. A skill is a skill. Each can be acquired .

But, acquisition does not yield understanding. It is necessary, but not sufficient.

If learners have facts and skills, it does not mean that they understand.

They cannot, however, understand without those facts and skills.

Information is power!

Information is life-saving!

C. Amanpour
Knowledge

- the substantive content of the curriculum, the facts and information that the student acquires

FACTS

INFORMATION

Knowledge Acquisition

Fast recall of facts - Define a term/word - List or enumerate - Identify and describe -Name and give
characteristics - Memorize - Paraphrase - Select - Notice - Identify the explicitly main idea - Recite
from memory

(KA) Literal Comprehension - getting facts and information explicitly stated in the text – or is right there
- not alluded or inferred reading on the line (5Ws and H ?) ; locating information directly in text OR
visual images; locating information in a title, caption, heading or e-text; locating information in one
sentence that is directly stated in the text.

Assessment Tools for KA

Traditional paper-pencil tests: Multiple Choice ; True-False; Yes-No; Matching Type; Modified True-False
; Constructed Response Test

Process

- refers to cognitive operations that the student performs on facts and information for the purpose of
constructing meanings and understandings.

Reading is an interactive process of purposefully extracting and constructing meaning from various texts
and formats motivated by a need or interest.

Assessment Tools for Process

Transforming a textual representation into a diagram (story text to a story map); Making an outline of a
given text; Listing down the steps; Sequencing the events; Classifying; Drawing analogies; Constructing
graphs, flow charts, time lines, graphic organizers or getting information from them.

Sample # 1 - Process Directions: Below is a story. Fill out the important details of the story you have
just read.

Main Characters:

Setting: Title:

Problem:

Events:

Solution/ Ending:
Sample # 2 - Process Language (Verbal).

Play Catch and Tell. Form a circle. Use a small ball and toss it to a classmate while your teacher plays
some music. Continue passing the ball around. Once the music stops, the one holding the ball tells the
first event of the story. When the music is played again the game continues until the last event is retold.

Skills

Comprehension Skills

Sample # 1. Skill

Language/Social Studies (Verbal/Interpersonal). Read the story of a child hero in the Philippines. (e.g.
Rhona Mahilum or Sajid Bulig). You may search the Internet for this topic. Share the story of his/her
heroism in class.

Sample # 2. Skill

Drawing Analogies Encircle the word that completes each analogy. Write the type of analogy
before each number. The first one is done for you. Person to location: 1. Teacher : classroom =
doctor: _______ (chapel, clinic, office)

Is the acquisition of knowledge, process and skills not enough for our 21st century learners to survive in
a knowledge-based economy?

Can K/P/S allow our students to gain from ― the economic opportunities of the technologically
dynamic, socially open, and geographically mobile New World setting.?‖

What are 21st-Century Skills?

ATC21S (Assessment and Teaching of 21st Century Skills) started with a group of more than 250
researchers across 60 institutions worldwide who categorized 21st-century skills internationally into
four broad categories: 1. Ways of thinking. Creativity, critical thinking, problem-solving, decision-making
and learning, 2. Ways of working. Communication and collaboration, 3. Tools for working. Information
and communications technology (ICT) and information literacy, 4. Skills for living in the world.
Citizenship, life and career, and personal and social responsibility

Understanding / Meaning-Making

When students ask themselves:

What do these facts imply? When would I use this skill (or not)? What is their sense, import, or value?

Understanding (Making meaning)

- refers to enduring big ideas, principles and generalizations inherent to the discipline, which may
be assessed using the facets of understanding.

(DepEd Order 31/73 – Revised Grading System for K-12)

Six Facets of Understanding:

◦ Explanation

◦ Interpretation

◦ Application

◦ Perspective

◦ Empathy

◦ Self-knowledge

( Wiggins and McTighe)

How do we check for understanding?

Facet # 1. Explain (the why and the how) - Learners can see something in relation to other things
based on specific evidence and insightful connections. Learners know how something operates and
functions. Learners demonstrate, derive, describe, design, exhibit, express, induce, instruct, justify,
model, predict, prove, show, synthesize, teach.

Sample # 1. Explanation: Directions: Read the exact words of the characters inside the talk balloon.
Think about what each quote tells you about the speaker. Then complete the sentence under each talk
balloon.

I’m going to shoot Sultan tomorrow, he’s no use to us anymore.

I can tell that the farmer was _________ because _________________________ .

Sample # 2. Explanation

TLE (Visual, Linguistic) Show the class pictures of the different food groups. Explain the nutritional
value of each group.