THE ASSESSMENT

UNDER THE K TO 12
Enhanced Basic Education
Curriculum Program
A. Philosophy

Assessment shall be used primarily as

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 the profiling of student
performance
B. Nature and Purpose of Assessment

Holistic Standard-based

Emphasis is on the Seeks to ensure that

formative or de teachers will teach to the
velopmental purpose of standards and students
quality assurance student will aim to meet or even
learning exceed the standards
 Standard-Based

• Assess for Attainment of Content Standard

Level 1 – Knowledge
Level 2 – Process/Skills
Level 3 – Understanding

• Assess for Attainment of Performance Standard

Level 4 – Products/Performances
 HOLISTIC
C. Level of Assessment
LEVEL OF ASSESSMENT
Knowledge (A) 15%
Process / Skills (A) (25%)
Understanding (M) 30%
Product/ Performance (T) 30%
WHAT WILL I ASSESS
Assess student’s knowledge of facts and
definitions and information covered by
competencies
Assess student’s ability to convert
information to another form and
demonstrate skills and procedures covered
by competencies
Assess student’s ability to make meaning,
generate the Big Idea, establish
connections, draw inferences and
conclusions covered by the standards
Assess student’s ability to on his or her own
transfer his or her understanding to real
life situations original work according to
the standards
 Action Verbs for AMT
Level of Goal Types Action Verbs
Assessment
- Apprehend - Notice
-Calculate - Paraphrase
Knowledge Acquisition -Define - Plug in
Of Knowledge & Skill -Discern - Recall
Process/ - Identify - State
Skills - Memorize - Select

Analyze - Interpret
-Compare - Justification
Making Meaning -Contrast - Prove
Understanding coming to - Critique -Summarize
understanding - Defend - Synthesize
- Explain - Test
- Evaluate -Transfer
- Generalize - Verify
 Level of Goal Types Action Verbs
Assessment

Transfer - Adapt( based on

Product/ feedback
Performance Learning to new -- Adjust based on
situation the result
-Apply
- Create
--Design
- Innovate
- Perform Effectively
- Self-assess
- Solve
--Trouble Shoot
Halimbawa
Halimbawa ( Process/ Skill)
 KNOWLEDGE ASSESSEMENT
Araling
Asyano
Quarter 1
Aralin 1

* Thist KNOWLEDGE because it requires students to “recall “Information

 Process ASSESSEMENT
Kasaysayan ng
Daigdig
Ika-apat na
Markahan
Aralin 3

Gawain 8 is a under PROCESS because it requires students to perform cognitive

operations on facts and information in the form of “application” and/ or
“establishing relationships ”
 ASSESSEMENT AT THE LEVEL OF
IKA-APAT NA
MARKAHAN
Understanding
ARALIN BLG. 2:
NASYONALISMO SA
SILANGAN AT TIMOG
SILANGANG ASYA

GAWAIN 7

This under UNDERSTANDING because it requires students to see the main or

enduring ideas s
 Performance ASSESSEMENT
Kasaysayan ng
Daigdig
Unang
Markahan
Aralin 3

POKUS NGAYON is under PERFORMANCE because it requires students to perform an

developmental /enabling / culminating activity ..

 Holistic Assessment

PRE-ASSESSMENT
(Diagnostic: Prior Learning)
 Pre-Assessment
Answers the questions:

1. What pre-requisite knowledge,

skills and/or understanding do I need
information on that, as teacher, I can
build on to teach new knowledge and
develop new skills and
understandings that will enable my
students to produce the expected
product or performance?

2. What tools will be appropriate

to collect information?

3. How will I use the results of the

pre-assessment?

Product/
Knowledge Skills/Process Understanding
Performance
 Think about this:
Should pre-assessment be made basis for grading?

NO! Pre-assessment is used to collect data as to where the

teacher should start delivering the lesson. It is not a
means to measure student’s “true achievement” that
makes pre-assessment an “Assessment for Learning”
 Holistic Assessment

FORMATIVE ASSESSMENT
(Developmental: Assessment of
Learning as Process)
 Formative Assessment
Answers the Questions:

1. How will I and my students to

track their learning progress in
relation to what they need to:
a. know?
b. be able to do? And
c. understand?

so that on their own, they will be

able to produce the expected
product or performance.
2. What teacher and student
tools will be appropriate to
collect such information?

3. How will I and my students

utilize the results of the
assessment?
 Think about this:
Should formative assessment be made basis for grading
the students ?

NO! Formative assessments is used to collect data to improve

teaching or improve strategies. That makes formative
assessment an “Assessment for Learning”. It also helps
students track their own progress that makes it “Assessment
as Learning”
 Holistic Assessment

SUMMATIVE ASSESSMENT
(Evaluative: Assessment of
Learning as Outcome)
 Summative Assessment
Answers the questions:

1. How do I evaluate what has been

learned in terms of:
• knowledge (what students
know)
• process/skills (what students
can do with what they know;
how they make sense of the
knowledge and information)
• understanding (what
meanings children have
constructed or made); and
• products and performances
(how children use or transfer
their understanding or learning
to real-life situations)
 2. What criteria I will use?

3. What tools will be

appropriate to evaluate
products and performances?

4. How will I utilize the

results of the evaluation?
 Think about this:
Should summative assessment be made basis for
grading the students ?

YES! Summative assessments is used to EVALUATE student’s

true achievement . That makes summative assessment
an “Assessment of Learning”.