Classroom Assessment for

K to 12 BASIC EDUCATION
PROGRAM
(DepEd Order # 8, s. 2015)

Integral part of Curriculum implementation

Adjust instructions

FORMATIVE vs SUMMATIVE
For learning
As learning
May be given
at anytime
during the
teaching and
learning
process

of learning
Measures whether the
learners have met the
content and performance
standard
How well students have
learned and are able to apply
their learnings in different
contexts/
Given at the end of a
particular unit

What is assessed in the

Classroom?
CONTENT STANDARDS
PERFORMANCE STANDARDS

LEARNING COMPETENCIES
CONCEPT DEVELOPMENT

How are learners

assessed in the
Classroom?
INDIVIDUAL FORMATIVE ASSESSMENT

COLLABORATIVE FORMATIVE ASSESSMENT

FORMATIVE ASSESSMENT IN DIFFERENT PARTS OF

THE LESSON
Before the
Lesson

During the
Lesson Proper

After the
Lesson

SUMMATIVE ASSESSMENT:
Individual
and
Unit tests
Periodical Test

Collaborative
Group Activities

COMPONENTS OF SUMMATIVE ASSESSMENT:

WW- Written Work

PT - Performance Task
QA - Quarterly Assessment

The Written Works Component

Quizzes/ unit or long Tests/ Essays/ Written reportsitems must be distributed across the COGNITIVE
PROCESS DIMENSION

Performance Task Component

Create or innovate products or do performance tasks such as
Skills demonstration, group presentation, oral work,
multimedia presentation , and research projects

Quarterly Assessment
Objective tests , performance-based assessment

G- GOAL:
Provide a statement of the task. Establish the goal,
problem,
challenge, or obstacle in the task.
R- ROLE:
Define the role of the students in the task.
State the job of the students for the task.
A- AUDIENCE:
Identify the target audience within the context of the
scenario.
Example audiences might include a client or committee.
S- SITUATION:
Set the context of the scenario.
Explain the situation.
P- PERFORMANCETASK/PRODUCT:
Clarify what the students will perform/create and why
they will
create it.
S- STANDARDS and CRITERIA [INDICATORS]:
Provide students with a clear picture of success.
Identify specific standards for success.

WHAT IS THE GRADING

SYSTEM?

K to 12 BEP uses STANDARDS and

COMPETENCY-BASED GRADING
SYSTEM

WW

PT

QA

Initial Final
(30%) (50%) (20%) Grade Grade

100

100

84.86 90

82.25 88

47.98 71

Minimum grade
needed to pass is
60 which is
transmuted to 75
in RC.
Lowest grade is
60 in RC

HOW ARE GRADES COMPUTED at

the end of the SCHOOL YEAR?

Characteristics of formal tests

Very explicit instructions.
Uses a variety of score reporting
types.
Scores are comparable to other
scores
Some scores are better for this use
than others

 Look
Look
Look
Look

at
at
at
at

the
the
the
the

norming sample.
validity.
reliability.
standard error of measure.

Where do we find this

information?

REMEDIAL CLASSES

Derived scores: Scores that are weighted

or otherwise standardized.
Standard scores.
How far a randomly drawn score will
be from the mean
Those that have been transformed by
statistics

Standard deviation.

Systematic Errors
Systematic errors consistently
raise or lower the obtained
score for all (or most) of those
tested, (e.g., faulty testing
procedures, questions that give
away the answer,
misunderstanding the directions

Random Errors
Random errors are the unpredictable
sources of error that cause
fluctuations in students' scores that
are generally beyond the assessor's
control, such as student fatigue,
guessing, and motivation. We refer to
these errors as "bad spaghetti days in
the cafeteria."

True Score
A true score is a score that is free from
error and accurately conveys a
student's true level of achievement. In
practice, a true score is the
hypothetical average resulting from
taking the same test repeatedly. There
is a minimal chance of ever achieving
a true score and is minimal chance
that you will know which score is a
true score.

The only way that we can

live, is if we grow.
The only way that we can
grow is if we change. The
only way that we can
change is if we learn. The
only way we can learn is if
we are exposed. And the
only way that we can
Those who cannot change their minds cannot
become
change
anything.exposed is if we
George Bernard Shaw
throw ourselves out into

He who rejects change is the architect of decay. The

only human institution which rejects progress is the
cemetery. ~Harold Wilson

Measuring Reliability (Reliability

Coefficients).

1.Measuring Stability.

Test-Retest: a correlation
between two successive
measurements using the same
test.

2. Measuring Alternate-Form.

Alternate Form: a correlation

between two successive measurements
using two parallel forms of the same test.

Inter-rater: a correlation between

two persons rating the same performance
using the same scoring criteria.

3. Measuring Internal Consistency.

Split Half: a correlation
between two halves of a test,
obtained by dividing the test into
two equal halves (e.g., odd
questions vs. even questions).

Types of Reliability.
1.Stability: The consistency of test scores
across different testing instances, using the
same test. (i.e., consistency over time).
2.Alternate-Form: The consistency of test
scores when comparing two supposedly
equal forms of a test (i.e., consistency
between tests).
3.Internal Consistency: The extent to which
test items function consistently, assessing
the same construct (i.e., consistency within
a test).

Standard Error of Measurement.

An estimate of the amount of error in a test
score. The SEM is the standard deviation of
the errors obtained in a series of
measurements and is derived from the
reliability coefficient. That is, how much can
one expect a score to vary if the test were
given again.
where s = standard deviation of the test
scores and r = reliability coefficient of the
test.

 Since obtained scores contain error, the SEM

can be used to construct confidence
intervals or set "reasonable limits" on score
interpretation regarding a student's true
score. These intervals, or bands, are created
by adding and subtracting the SEM to and
from the individual's obtained score. That is,
if a student has an obtained score of 80 on a
test that has an SEM of 3.0, then the teacher
can be confident that the student's true
score is somewhere between 77 and 83.

 F. Estimating the Standard Error

of Measurement (see Hopkins,
1998):
Classroom teachers, most likely, will
not know the SEM of the tests that
they make. The SEM can be estimated
given the number of questions that
are asked, if each question on the
quiz or test is worth 1 point.
Remember, this is an estimate only.

 Using this method of adding and

subtracting the SEM to and from the
individual's score to determine
"reasonable limits" is an effective
way of determining whether two
scores differ from each other in a
meaningful way.
For example, if Mica has an obtained
score of 81 and Liza has an obtained
score of 86, is that a real difference?

 But if we know that the SEM for the

test that they took was 4.0 then Mica
has a confidence band of 77 to 85,
while Liza has a confidence band of
82 to 90. Since these bands represent
the areas in which their true scores
are likely to fall, and these bands
overlap, the conclusion would be that
their obtained scores of 81 and 86
are not meaningfully different.

 Obtained scores contain error. Combining the SEM

and the normal curve can yield confidence intervals
related to the true score.

Approximately 68% of measurements fall

between 1 standard deviations from the
mean.
Approximately 95% of measurements fall
between 2 standard deviations from the
mean.
Approximately 99.7% of measurements fall
between 3 standard deviations from the
mean.

Thus,

if Charles has an obtained score

of 77 on a test with an SEM of 3.5 we
can be
68% sure that his true score is
between 73.5 and 80.5 ( 1 SD),

95% sure that his true score is

between 70.0 and 84.0 ( 2 SD)

99.7%

sure that his true score is

between 66.5 and 87.5 ( 3 SD).

Differences between error assumptions