J.H.

CERILLES STATE COLLEGE

Mati, San Miguel, Zamboanga del Sur

EEd 209

Name:________________________________________________________ Date:________________________________

Lesson 14: Assessment that Woks

INTRODUCTION
Assessment is the act of evaluating, appraising, and/or estimating the features, qualities, performances,
and needs of learners.
As laid down in the Department of Education Policy Guidelines on Classroom Assessment (DO 8, s.
2015), 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. Specifically, classroom assessment is an ongoing process of
identifying, gathering organizing, and interpreting quantitative and qualitative information about what learners
know and can do.
As provided in the policy guidelines there are two types of classroom assessment, namely, formative and
summative:
A. Formative assessment may be done at any time during the teaching. learning process and assesses
learning so teachers can make adjustments in their instruction. On the teachers' part, formative
assessment provides opportunity for reflection on their own progress. Ways of doing formative
assessment include teacher observation and guidance of learners in their tasks through interaction and
dialogue. Recording is also an important aspect of formative assessment. It is done by documenting and
tracking learners progress using systematic ways that can easily provide insight into a student's learning.
B. Summative assessment is seen as assessment of learning which generally done toward the end of a
period of learning in order to describe the standard reached by the learner, usually content and
performance standards. To do this, teachers use methods to measure student learning that have been
purposely designed to assess how well students have learned and are able to apply their learning in
different contexts.
The results of summative assessment are recorded and are reported to the learners and their parents or
guardians. There are other stakeholders who would need the information like the principals, teachers in the next
grade or the guidance teachers who would help students cope with challenges they experience in school.
As specified, too, in the Policy Guidelines on Classroom Assessment for K-12, learners may be assessed
individually or collaboratively. Individual assessment is done through unit tests and quarterly examinations
while collaborative assessment may be done through learners' participation in group activities where they need
to cooperate to produce evidence of their learning.
There are three components of summative assessment; Written Work (W W), Performance Tasks (PT), and
Quarterly Assessment (QA). Written Work includes all forms of written outputs, while Performance Tasks
allow learners to show what they know and are able to do in diverse ways like demonstration, group
presentations, oral work, multimedia presentations and research projects.
We have just defined our key ideas; assessment, formative assessment, and summative assessment. Now, let
us study our standards and competencies which will become the bases of our assessment.
Let's begin with the acquisition of the 21st century skills of our students. They are the following:
1. Learning and Innovation skills
1.1 Creativity and curiosity
1.2 Critical thinking, problem solving and risk-taking8
1.3Adaptability, managing complexity and self-direction.
1.4 Higher-order thinking and sound reasoning
2. Information, media and technology skills
2.1 Visual and information literacies
2.2 Media Literacy
2.3 Basic, scientific, economic and technological literacies
2.4 Multicultural literacy and global awareness
3. Effective communication skills
 3.1 Teaming, collaboration and interpersonal skills
3.2 Personal, social and civic responsibility
3.3 Interactive communication.
4. Life and career skill
4.1 Flexibility and adaptability
4.2 Initiative and self-direction
4.3 Social and cross-cultural skills
4.4 Productivity and accountability
4.5 Leadership and responsibility
Since the focus of our discussion as a subject is Mother Tongue- Based Multilingual Education
(MTBMLE), let us also learn the Competencies and standards that learners have to attain.

Looking Back at Module 1, Lesson 1.

Examine the figure entitled MTB-MLE Curriculum Framework. Mother Tongue as a subject (Grades 1-
3) contains the skills that the pupils have to achieve.
Specifically, the following are the Learning Area Standard, Kev Stage Standard and the Grade Level
Standards of MTB-MLE:

Learning Area Standard

Use Mother Tongue appropriately and effectively in oral, visual, and written communication in a variety of
situations and for a variety of audiences, contexts and purposes including learning of other content subjects and
languages; Demonstrate appreciation of various forms of literacy genres and take pride in one's cultural
heritage.

Key Stage Standard

By the end of Grade III, students will enjoy communicating in their first language on familiar topics for a
variety of purposes and audiences using basic vocabulary and phrases; Read LI texts with understanding and
create their own stories and texts in their L1.

Grade Level Standards

Grade Level Grade Level Standards
Grade 1 The learner demonstrates skills and strategies in phonemic awareness, alphabet
knowledge, sound-letter correspondences, decoding, vocabulary and
comprehension as they enjoy listening and responding to a variety of texts in their
Mother Tongue.
Grade 2 The learner demonstrates communication skills in talking about variety of topics
using developing vocabulary and simple phrases and sentences, simple to
complex spoken language using both verbal and non-verbal cues, understands
vocabulary and language structures, appreciates and understand the cultural
aspects of the language and the writing system used, and reads and writes simple
and short literary and informal texts.
Grade 3 The learner demonstrates communication skills in talking about variety of topics
using expanding vocabulary and phrases, shows understanding of spoken Grade 3
language in different contexts using verbal and non-verbal cues, vocabulary and
language structures, cultural aspects of the language, reads and writes literary and
informational texts.

In addition, the activities are divided into twelve domains, namely

1. Oral Language
2. Phonological Skills
3. Book and Print Knowledge
4. Phonics and Work Recognition
5. Fluency
6. Composing
7. Grammar Awareness
8. Vocabulary and Concept Development
9. Listening Comprehension 10. Reading Comprehension
10. Attitude towards Reading
11. Study Skills
 You have now substantial background information in order to do assessment of learning in the mother tongue. Let
us now examine some samples of oral and written tests and performance tasks to assess knowledge and skills gained in
the subject MTB-MLE.
Activity 1. Use your mother tongue (Sinugbuanong Binisaya) for the examples in the box below.

Domain:
Grade2:
Objectives:
Activity:
Words Syllables Question to Ask
1.

2.

3.

4.

5.

6.

7.

8.

9.

10.