POLICY GUIDELINES ON

CLASSROOM ASSESSMENT FOR THE

K-12 BASIC EDUCATION PROGRAM
THEORETICAL
BASIS
 Classroom assessment is a joint process that involves both
teachers and learners.
 It is an integral part of teaching and learning.
 Teachers provide appropriate assessment when they aim to
holistically measure learners’ current and developing abilities
while enabling them to take responsibility in the process.
 This view recognizes the diversity of learners inside the
classroom, the need for multiple way of measuring their
varying abilities and learning potentials, and the role of
learners as co-participant in the assessment process.
 At the heart of this assessment framework is the recognition
and deliberate consideration of the learners’ zone of
proximal development.
 Appropriate assessment is committed to ensure learners’
success in moving from guided to independent display of
knowledge, understanding, and skills, and to enable them to
transfer this successfully to future situations.
 From this point of view, assessment facilitates the
development of learners’ higher-order thinking skills.
 This view of assessment, therefore,
acknowledges the unity of instruction and
assessment.
Assessment is a part of day-to-day lesson
and extend the day-to-day classroom
activities that are already in place in the K
to 12 curriculum.
WHAT IS CLASSROOM
ASSESSMENT?
 Assessment is a process that is used to keep track of
learners’ progress in relation to learning standards
and in the development of 21st century skills; to
promote self-reflection and personal accountability
among students about their own learning; and to
provide bases for the profiling of student performance
on the learning competencies and standards of the
curriculum.
Various kinds of assessments shall be used
appropriately for different learners who come from
 Classroom assessment is an ongoing process of
identifying, gathering, organizing, and interpreting
quantitative and qualitative information about what
learners know and can do.
 Teachers should employ classroom assessment
methods that are consistent with curriculum
standards.
 It is important for teachers to always inform
learners about the objectives of the lesson so that
the latter will aim to meet or even exceed the
The provides immediate feedback to the
students about their learning progress.
Classroom assessment also measures
the achievement of competencies by the
learners.
FORMATIVE
ASSESSMENT
 Formative assessment may be seen as assessment for learning so
teachers can make adjustments in their instructions.
 It is also assessment as learning wherein students reflect on their
own progress.
 According to UNESCO-TLSF, it refers to the ongoing forms of
assessments that are closely linked to the learning process.
 It is characteristically informal and is intended to help students
identify strengths and weaknesses in order to learn from the
assessment experience.
 Formative assessment may be given at any time during the
teaching and learning process. It is also a way to check the
effectiveness of the instruction.
 Formative assessment involves teachers using
evidence about what learners know and can do to
inform and improve their teaching.
 Teachers observe and guide learners in their task
through interaction and dialogue, thus gaining
deeper insights into the learners’ progress,
strengths, weaknesses, and needs.
 The results of formative assessments will help
teachers make good instructional decisions so that
their lessons are better suited to the learners’
abilities.
It is important for teachers to record formative
assessment by documenting and tracking learners’
progress using systematic ways that can easily
provide insight into a student’s learning.
Such monitoring will allow teachers to understand
their students and thus teach them better.
Formative assessment results, however, are not
included in the computation of summative
assessments.
 Formative assessment must also provide students with
immediate feedback on how well they are learning
throughout the teaching-leaning process.
 Recommendations on how they can improve themselves
should also be given by the teachers.
 Formative assessment enables students to take
responsibility for their own learning, and identify areas
where they do well and where they need help. as a
result, students will appreciate and make their own
decisions about their progress.
SUMMATIVE
ASSESSMENT
 Summative assessment may be seen as assessment of
learning which occurs at the end of a particular unit.
 This form of assessment usually occurs toward the end of a
period of learning in order to describe the standard reached
by the learner.
 It measures whether the learners have met the content and
the performance standards.
 Teachers must use methods to measure student learning
that have been deliberately designed to assess how well
students have learned and are able to apply their learning
in different contexts.
 The results of summative assessments are
recorded and used to report on students’
achievement.
 The result of summative assessment are reported
to the learners and their parents/guardians.
 In addition, these are reported to principals/
school heads, teachers who will receive the child
in the next grade level, and guidance teachers
who should help students cope with challenges
What is assessed
in the classroom?
 Content
Standards
Performance
Standards
 Learning
Competencie
s
 Concept
Development
TAXONOMY
OF
COGNITIVE
DOMAIN
 How are the
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