Part I

At the end of the session, we are expected to

have a thorough understanding on assessing
learning in Science. Specifically we should be
able to:
differentiate the forms of assessment
(formative vs summative);
differentiate between traditional and non-
traditional (authentic) assessment;
 3. Explain what is to be assessed in the
classroom;
4. Discuss the assessment formats used in the
classroom;
5. Analyze sample TIMSS-based assessment
items;
6. Develop varied assessment items for a
particular topic in a quarter.
 Activity 1: Throwback Time

Find a partner within the

group and share your answer
to the two questions that will
be flashed.
Take turns in sharing your
thoughts.
Present what you found out
during the short conversation.
Ponder on this

How was your

experience in your
science class way
back when you are
still studying?
Ponder on this
How was your
experience as a
science teacher
particularly in giving
assessment to your
learners?
Lets pause for a while and watch this
Share your thoughts
Is it a familiar
scenario in the
classroom? Why do
you say so?
Do you have learners
such as the one
shown in the video?
Does it depict 21st
century assessment?
Just to stir your thoughts
Recall
DepEd Order No. 8, s2015
What is Classroom Assessment?
What is Classroom Assessment?
A process used to
keep track of students progress in relation to
attainment of standards 21st century skills

promote self-reflection Learners are

responsible for their own learning

Provide bases for the profiling of student

performance
is an ongoing process of:
Identifying
Gathering
Organizing, and,
Interpreting
what students know and can do.
Classroom assessment
is an integral part of
science teaching.
There are standards,
competencies and
concept development
in assessment.
Does it ring a bell?
What about these?
 Activity 2:

1. Compare and contrast Formative and

Summative Assessments . You may
write keywords/phrases in the diagram.

2. You have 2 minutes to work on the task.

3. Be ready to share your work.

Formative Assessment (non-graded; can be
informal)
Assessment for learning teachers
Assessment as learning - students

Summative Assessment
Assessment of learning

(D0 8, s. 2015)
 Formative: Assessment for Learning

Process of providing information to teachers that

will inform instruction and improve student
learning outcomes (Griffin, Casagan, Care, Vista &
Nava, 2016)

Gathering and using evidence about what

learners know and can do to inform and improve
teaching (D.O. 8, s2015, DepEd)
 Summative: Assessment of Learning

measures the different ways learners

use and apply relevant knowledge,
understanding and skills

usually conducted after a unit of work

and/or at the end of an entire quarter
Components of Summative Assessment
1.Written Work (WW) 40%

2.Performance Task (PT) 40%

3.Quarterly Assessment (QA) 20%

Activity 3: Where does it belong?
Classify the paper strips into
3 categories.
Content standard
Performance standard
Learning competency
Describe each category
What is assessed in the classroom?

Content Standards
1

Performance Standards
2

Learning Competencies
3
Content Standards

What learners should know

The learner demonstrates understanding
of

32
Performance Standards

What can learners DO with what they

know?
How well do learners use their learning
or understanding in different situations?
What tools or measures should learners
use to demonstrate what they know?
Learning Competencies
knowledge, understanding, skills, and
attitudes that students need to
demonstrate in every lesson / learning
activity.
Multiple Choice
Completion Type
True or False
Matching Type
Essay
Advantage and Limitations
Ease of Requires writing many questions; wording must avoid
Construction ambiguities; relatively difficult to construct
Administration and Quick and easy
Scoring
Scope Broad coverage helps provide reliable measurement;
but items susceptible to guessing
Abilities Measure knowledge of facts efficiently; to some
measured extent measure applications of concepts and basic
thinking skills
Incentive to Encourage pupils to build up a broad background of
pupils knowledge and abilities
Message One right answer; that education is acquisition of facts