Assessment and Evaluation in Mathematics

Lesson
1. Assessment and Evaluation of Learning in Mathematics.
2. DepEd Policies on Assessment especially on Mathematics K-12.
3. Skills and Attitudes in K-12 Mathematics Learning Outcomes.

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 Intended Learning Outcomes
At the end of the week, the pre-service teacher should be able to:
 discuss the significance of assessment and evaluation of learning in Mathematics,
 discuss the DepEd policies on assessment of learning in Mathematics,
 describe the skills and attitudes to be achieved in K-12 Mathematics learning
outcomes

 CONCEPTS AND RELEVANCE OF ASSESSMENT

Introduction

Assessment and evaluation are essential to student success in mathematics. The purpose of assessment is
manifold: Assessment yields rich data to evaluate student learning, the effectiveness of teaching, and the achievement of
the prescribed curriculum outcomes. However, assessment without evaluation is insufficient, as the collection and
reporting of data alone are not entirely useful unless the quality of the data is evaluated in relation to the outcomes. To
this end, teachers use rubrics, criteria, marking keys, and other objective guides to evaluate the work of their students.

 Assessment

Assessment is the process of collecting information about student learning (for example, through observation,
portfolios, pencil-and-paper tests, performance). Assessment is the gathering of pertinent information.

 Evaluation

Evaluation follows assessment by using the information gathered to determine a student’s strengths, needs, and
progress in meeting the learning outcomes. Evaluation is the process of making judgments or decisions based on the
information collected in assessment.

PURPOSE OF ASSESSMENT
1. Assessments for Learning

Assessments are designed with a purpose. Some assessments are designed by teachers as assessments “for”
learning. The purpose of these assessments is, in part, to assist students in their progress towards the achievement of
prescribed curriculum outcomes. In such assessments, the tasks used by teachers should inform students about what
kinds of mathematical knowledge and performances are important.

As well, assessments for learning help teachers to know where their students are on the learning continuum, track
each student’s progress, and plan what “next steps” are required for student success. Following assessments for learning,
teachers help students toward the achievement of a mathematics outcome by providing them with further opportunities to
learn. In this way, such assessments take a developmental perspective and track students’ growth through the year.

Assessment for Learning pertains to diagnostic and formative assessment tasks which are used to determine
learning needs, monitor academic progress of students during a unit or block of instruction and guide instruction. Students
are given on-going and immediate descriptive feedback concerning their performance. Based on assessment results,
teachers can make adjustments when necessary in their teaching methods and strategies to support learning. They can
decide whether there is a need to differentiate instruction or design more appropriate learning activities to clarify and
consolidate students’ knowledge, understanding and skills.

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Examples of AfL are pre-tests, written assignments, quizzes, concept maps, focused questions, among others.

2. Assessment as Learning

Some assessments for learning are designed specifically to encourage student involvement and provide students
with a continuous flow of information concerning their achievement. When students become involved in the process of
assessment, it becomes assessment “as” learning. Assessment techniques such as conversation, interviews, interactive
journals, and self-assessment help students to articulate their ideas and understandings and to identify where they might
need more assistance. Such techniques also provide students with insight into their thinking processes and their
understandings. This kind of assessment is used not only to allow students to check on their progress, but to advance
their understandings, to encourage them to take risks, to allow them to make mistakes, and to enhance their leanings.
This kind of assessment also helps students to monitor and evaluate their own learning, to take responsibility for their own
record keeping, and to reflect on how they learn.

Teachers should keep in mind that such assessment practices may be unfamiliar to students at first, and that the
emphasis on their being actively involved and thinking for themselves will be a challenge for some students. Such
practices, however, enable teachers and students, together, to form a plan that ensures students are clear about what
they have to do to achieve particular learning outcomes.

Assessment as Learning employs tasks or activities that provide students with an opportunity to monitor and
further their own learning to think about their personal learning habits and how they can adjust their learning strategies to
achieve their goals. It involves metacognitive process like reflection and self-regulation to allow students to utilize their
strengths and work on their weaknesses by directing and regulating their learning. Hence, students are responsible; and
accountable for their own learning. Self- and peer-assessment rubrics and portfolios examples of AaL. AaL is also
formative which may be given at any phase of the learning process, (DepEd Order 8, s. 2015).

3. Assessments of Learning

Assessments “of” learning provide an overview of a student’s achievement in relation to the outcomes
documented in the Atlantic Canada mathematics curriculum that form the basis for the student’s learning requirements.
When an assessment of learning achieves its purpose, it provides information to the teacher for the grading of student
work in relation to the outcomes.

Final assessments of learning should be administered after the student has had the fullest opportunity to learn the
intended outcomes in the mathematics program. Assessments of learning check for a student’s achievement against the
outcomes. It should be noted that any assessment for learning that reveals whether a student has met the intended
outcome can also be considered assessment of learning, and the evaluation of that assessment may be used to report on
the student’s achievement of the outcome.

Assessment of Learning is summative and done at the end of a unit, task, process or period. Its purpose is to
provide evidence of a student’s level of achievement in relation to curricular outcomes. Unit tests and final projects are
typical examples of summative assessment. AoL, is used for grading, evaluation and reporting purposes. Evaluative
feedback on the student’s proficiency level is given to the student concerned, likewise to his/her parents and other
stakeholders. AoL provides the foundation for decisions on student’s placement and promotion.

Assessments “as,” “for,” and “of” learning are what teachers do in a balanced classroom assessment process.

Assessment in the Classroom

The primary audiences for this chapter are classroom teachers and teacher educators. The chapter offers a
guiding framework to use when considering everyday assessments and then discusses the roles and responsibilities of
teachers and students in improving assessment. Administrators also may be interested in the material presented in this
chapter.

Assessment usually conjures up images of an end-of-unit test, a quarterly report card, a state-level examination
on basic skills, or the letter grade for a final laboratory report. However, these familiar aspects of assessment do not
capture the full extent or subtlety of how assessment operates every day in the classroom. The type of classroom
assessment discussed in this chapter focuses upon the daily opportunities and interactions afforded to teachers and

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students for collecting information about student work and understandings, then uses that information to improve both
teaching and learning. It is a natural part of classroom life that is a world away from formal examinations—both in spirit
and in purpose.

During the school day, opportunities often arise for producing useful assessment information for teachers and
students. In a class discussion, for example, remarks by some of the students may lead the teacher to believe that they
do not understand the concept of energy conservation. The teacher decides that the class will revisit an earlier completed
laboratory activity and, in the process, examine the connections between that activity and the discussion at hand. As
groups of students conduct experiments, the teacher circulates around the room and questions individuals about the
conclusions drawn from their data.

The students have an opportunity to reflect on and demonstrate their thinking. By trying to identify their sources of
evidence, the teacher better understands where their difficulties arise and can alter their teaching accordingly and lead the
students toward better understanding of the concept.

As another example, a planning session about future science projects in which the students work in small groups
on different topic issues leads to a discussion about the criteria for judging the work quality. This type of assessment
discussion, which occurs before an activity even starts, has a powerful influence on how the students conduct themselves
throughout the activity and what they learn. During a kindergarten class discussion to plan a terrarium, the teacher
recognizes that one of the students confuses rocks for living organisms and yet another seems unclear about the basic
needs of plants. So the conversation is turned toward these topics to clarify these points. In this case, classroom teaching
is reshaped immediately as a result of assessments made of the students' understanding.

Abundant assessment opportunities exist in each of these examples. Indeed, Hein and Price (1994) assert that
anything a student does can be used for assessment purposes. This means there is no shortage of opportunities,
assessment can occur at any time. One responsibility of the teacher is to use meaningful learning experiences as
meaningful assessment experiences. Another is to select those occasions particularly rich in potential to teach something
of importance about standards for high-quality work. To be effective as assessment that improves teaching and learning,
the information generated from the activity must be used to inform the teacher and/or students in helping to decide what to
do next. In such a view, assessment becomes virtually a continuous classroom focus, quite indistinguishable from
teaching and curriculum.

The Standards convey a view of assessment and learning as two sides of the same coin and essential for all
students to achieve a high level of understanding in science. To best support their students' learning, teachers are
continuously engaged in ongoing assessments of the learning and teaching in their classroom. An emphasis on formative
assessment—assessment that informs teaching and learning and occurs throughout an activity or unit—is incorporated
into regular practice. Furthermore, teachers cultivate this integrated view of teaching, learning, and continuous
assessment among their students. When formative assessment becomes an integral part of classroom practice, student
achievement is enhanced (Black & Wiliam, 1998a; Crooks, 1988; Fuchs & Fuchs, 1986). However, as discussed in the
previous chapter, research also indicates that this type of assessment often is not recognized as significant by teachers,
principals, parents, or the general public, and is seldom articulated or featured as a priority. Box 3-1 provides definitions
for “formative” and “summative,” which pertain to the two main functions that assessment can take.

Mathematics and numeracy assessment

Assessment in mathematics and numeracy is more than forming judgements about a learner’s ability. It monitors
the learner’s understanding of the mathematical language, concepts and skills and what they need to do to succeed.

This requires:

 an understanding of how learning develops

 what skills and knowledge learners need to progress
 the common misunderstandings that can delay learning.

Scaffolding student learning in mathematics is the primary task of teachers.

Teachers need accurate information about what each student already knows and with support, what might be
within the student’s grasp.

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Assessment tools

Using assessment tools and techniques that show student thinking requires:

 an understanding what different student responses might mean

 practical ideas to address the learning needs identified.
School based assessment may also contribute to building a clear picture of the learner. Examples of assessment in
mathematics and numeracy include:

 feedback and reflection

 student self-assessments
 student portfolios
 validated tools
 anecdotal evidence
 teacher moderated student assessment tasks
 student self-reflections, interests and surveys.

Numeracy learning progressions

The Victorian Numeracy Learning Progressions outline a sequence of observable indicators of increasingly
sophisticated understanding and skills in 15 key numeracy concepts.

The progressions:
 give teachers a clear view of numeracy learning
 help facilitate professional learning in numeracy development in schools.
The numeracy learning progressions are not a curriculum. Refer to the Victorian Curriculum: Mathematics for content
descriptions and achievement standards.
Each learning progression has a series of developmental steps provided in a span. Each step illustrates an
observable progression of learning. For example, quantifying numbers has 12 steps in a span from Foundation to Level 6,
while operating with decimals has four steps in a span from Level 4 to Level 7.
To support teachers to understand and use the numeracy learning progressions, each progression has been
mapped to the Victorian Curriculum F – 10: Mathematics Continuum. Each row shows the number of steps in the learning
progression and how they relate to each level. For numeracy, the subheading of each step has also been included to
support teacher use.

Assessment theory and practice within the teaching and learning cycle

Guidance and advice for high-quality assessment practices. Provides teachers with specific information to target the
learning needs of students.

 Assessment in principle - promotes further learning and achievement when the practitioner works
collaboratively with the learner, the learner’s family, peers and colleagues to plan the learning program.
 Assessment in practice - teaching and learning practices integrate ongoing assessment and feedback with high
quality instructional practice.
 Effective assessment – provides evidence for the practitioner to make decisions about the next steps in the
learning program.
 Feedback and reporting - determines a learner's level of understanding and skill development in order to plan
the next steps towards achieving the learning intentions or goals.
 Analysing and using data - including learners in the analysis of their assessment results which encourages
them to take ownership of their learning and to set and achieve their own learning intentions.

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What are learning skills?
The 21st century learning skills are often called the 4 C’s: critical thinking, creative thinking, communicating, and
collaborating. These skills help students learn, and so they are vital to success in school and beyond.
Critical Thinking

Critical thinking is focused, careful analysis of something to better understand it. When people speak of “left brain”
activity, they are usually referring to critical thinking. Here are some of the main critical-thinking abilities:

 Analyzing is breaking something down into its parts, examining each part, and noting how the parts fit together.
 Arguing is using a series of statements connected logically together, backed by evidence, to reach a conclusion.
 Classifying is identifying the types or groups of something, showing how each category is distinct from the
others.
 Comparing and contrasting is pointing out the similarities and differences between two or more subjects.
 Defining is explaining the meaning of a term using denotation, connotation, example, etymology, synonyms, and
antonyms.
 Describing is explaining the traits of something, such as size, shape, weight, color, use, origin, value, condition,
location, and so on.
 Evaluating is deciding on the worth of something by comparing it against an accepted standard of value.
 Explaining is telling what something is or how it works so that others can understand it.
 Problem solving is analyzing the causes and effects of a problem and finding a way to stop the causes or the
effects.
 Tracking cause and effect is determining why something is happening and what results from it.

For more info watch this video on youtube, Five Critical Thinking Strategy: https://youtu.be/D-wpp64brLk

Creative Thinking

Creative thinking is expansive, open-ended invention and discovery of possibilities. When people speak of “right
brain” activity, they most often mean creative thinking. Here are some of the more common creative thinking abilities:

 Brainstorming ideas involves asking a question and rapidly listing all answers, even those that are far-fetched,
impractical, or impossible.
 Creating something requires forming it by combining materials, perhaps according to a plan or perhaps based on
the impulse of the moment.
 Designing something means finding the conjunction between form and function and shaping materials for a
specific purpose.
 Entertaining others involves telling stories, making jokes, singing songs, playing games, acting out parts, and
making conversation.
 Imagining ideas involves reaching into the unknown and impossible, perhaps idly or with great focus, as Einstein
did with his thought experiments.
 Improvising a solution involves using something in a novel way to solve a problem.
 Innovating is creating something that hasn’t existed before, whether an object, a procedure, or an idea.
 Overturning something means flipping it to get a new perspective, perhaps by redefining givens, reversing cause
and effect, or looking at something in a brand new way.
 Problem solving requires using many of the creative abilities listed here to figure out possible solutions and
putting one or more of them into action.
 Questioning actively reaches into what is unknown to make it known, seeking information or a new way to do
something.

For more info watch this video on youtube, Creative Thinking: You Don’t Have to be an Art Teacher to Teach It.
https://youtu.be/MCEHZ5t5jMM

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Communicating

 Analyzing the situation means thinking about the subject, purpose, sender, receiver, medium, and context of a
message.
 Choosing a medium involves deciding the most appropriate way to deliver a message, ranging from a face-to-
face chat to a 400-page report.
 Evaluating messages means deciding whether they are correct, complete, reliable, authoritative, and up-to-date.
 Following conventions means communicating using the expected norms for the medium chosen.
 Listening actively requires carefully paying attention, taking notes, asking questions, and otherwise engaging in
the ideas being communicated.
 Reading is decoding written words and images in order to understand what their originator is trying to
communicate.
 Speaking involves using spoken words, tone of voice, body language, gestures, facial expressions, and visual
aids in order to convey ideas.
 Turn taking means effectively switching from receiving ideas to providing ideas, back and forth between those in
the communication situation.
 Using technology requires understanding the abilities and limitations of any technological communication, from
phone calls to e-mails to instant messages.
 Writing involves encoding messages into words, sentences, and paragraphs for the purpose of communicating to
a person who is removed by distance, time, or both.

For more info watch this video on youtube, Why Teach Communication Skills https://youtu.be/BLsF4E-OiPI

Collaborating
 Allocating resources and responsibilities ensures that all members of a team can work optimally.
 Brainstorming ideas in a group involves rapidly suggesting and writing down ideas without pausing to critique
them.
 Decision-making requires sorting through the many options provided to the group and arriving at a single option to
move forward.
 Delegating means assigning duties to members of the group and expecting them to fulfill their parts of the task.
 Evaluating the products, processes, and members of the group provides a clear sense of what is working well and
what improvements could be made.
 Goal setting requires the group to analyze the situation, decide what outcome is desired, and clearly state an
achievable objective.
 Leading a group means creating an environment in which all members can contribute according to their abilities.
 Managing time involves matching up a list of tasks to a schedule and tracking the progress toward goals.
 Resolving conflicts occurs from using one of the following strategies: asserting, cooperating, compromising,
competing, or deferring.
 Team building means cooperatively working over time to achieve a common goal.

For more info watch this video on youtube, Collaboration: Working Together for a Common Goal,
https://youtu.be/jvVVJR9FCRw

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Assessment 1 b. Performance-based Assessment
c. Written Test
Name:_______________________________ d. Objective Assessment
Course & Yr.:_________________________
Date: _______________________________
4. After doing the exercise on verbs, Ms. Borillo
Assessment and Evaluation of Learning gave a short quiz to find out how well students have
understood the lesson. What type of assessment
I. Multiple Choice was done?
Directions: Read and understand the following a. Summative Assessment
questions. Circle your answer. b. Formative Assessment
1. Who among the teachers described below is c. Diagnostic Assessment
doing assessment? d. Placement Assessment
a. Mrs. Bautista who is administering a test
to her students. 5. Who among the teachers below performed a
b. Mr. Ferrer who is counting the scores diagnostic assessment?
obtained by the students in his test. a. Ms. Santos who asked questions when
c. Ms. Leyva who is computing the final the discussion was going on to know who
grade of the students after completing all among h er students understood what she
their requirements. was trying to emphasize.
d. Prof. Cuevas who is planning for a b. Mr. Colubong who gave a short quiz after
remedial instruction after knowing that discussing thoroughly the lesson to
students perform poorly in her test determine the programs of learning.
c. Ms. Ventura who gave 10-item test to find
2. Mr. Fernandez is judging the accuracy of these out the specific lessons which the students
statements. Which statements will he consider as
correct? failed to understand.
I. Test is a tool to measure a trait. d. Mrs. Lopez who administered a readiness
II. Measurement is the process of qualifying a given
trait. test to the incoming grade one pupils.
III. Assessment is the gathering of quantitative and
qualitative data.
IV. Evaluation is the analysis of quantitative and 6. You are assessing for learning. Which of these
qualitative data for decision making will you likely do?
A. I and II only a. Giving grades to students
b. Reporting to parents the performance of
b. III and IV only
their child.
c. I, II, and III
c. Recommending new policies in grading
d. I, III and IV
students.
3. If I have to use the most authentic method of d. Assessing the strengths and weaknesses
assessment, which of these procedures should I of students.
consider?
a. Traditional Test

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7. Ms. Saplan is planning to do an assessment of
learning. Which of these should she include in her c. No, he should have conducted oral
plan considering her purpose for assessment? questioning.

a. How to give immediate feedback to d. No, he should have prepared an objective

test.
student's strengths and weaknesses
b. How to determine the area of interest of 11. Mr. Cidro wants to test students' knowledge of
the different places in the Philippines, their capital
learners
and their products and so he gave his students an
c. How to certify student's achievement essay test. If you were the teacher, will you do the
same?
d. How to design one's instruction
a. No, the giving of an objective test is more
appropriate than the use of essay.
8. You targeted that after instruction, your students
should be able to show their ability to solve
problems with speed and accuracy. You then
b. No, such method of assessment is
designed a tool to measure this ability. What
principle of assessment did you consider in this inappropriate because essay is difficult.
situation?
c. Yes, essay test could measure more than
a. Assessment should be based on clear
what other tests could measure.
and appropriate learning targets or
d. Yes, essay test is the best in measuring
objectives.
any type of knowledge.
b. Assessment should have a positive
consequence on student's learning
12. What type of validity does the Pre-board
c. Assessment should be reliable. examination possess if its results can explain how
the students will likely perform in their licensure
d. Assessment should be fair.
examination?
a. Concurrent
9. Ms. Ortega tasked her students to show how to b. Predictive
play basketball. What learning target is she
c. Construct
assessing?
a. Knowledge d. Content
b. Reasoning
13. Ms. Aviz wants to determine if the students'
c. Skills
scores in their Final Test is reliable. However, she
d. Products has only one set of test and her students are
already on vacation. What test of reliability can she
employ?
a. Test-Retest
10. Mr. Ravelas made an essay test for the
objective "Identify the planets in the solar system". b. Kuder Richardson Method
Was the assessment method used the most
c. Equivalent Forms
appropriate for the given objective? Why?
d. Test-Retest with Equivalent Forms
a. Yes, because essay test is easier to
construct than objective test.

b. Yes, because essay test can measure

any type of objective.
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 Assessment and Evaluation in Mathematics
Refer to this case in answering items 14-15
Two teachers of the same grade level have set the
following objectives for the day's lesson. At the end
of the period, the students should be able to:
a. Construct bar graph, and
b. Interpret bar graphs
To assess the attainment of the objectives, Teacher
A required the students to construct a bar graph for
the given set of data then she asked them to
interpret this using a set of questions as guide.
Teacher B presented a bar graph then asked them
to interpret this using also a set of guide questions.
14. Whose practice is acceptable based on the
principles of assessment?
a. Teacher A
b. Teacher B
c. Both Teacher A and B
d. Neither Teacher A nor Teacher B
15. Which is true about the given case?
a. Objective A matched with performance-
based assessment while B can be assessed
using the traditional pen-and-paper
objective test.
b. Objective A matched with traditional
assessment while B can be assessed using
a performance-based method.
c. Both objective A and B matched with
performance-based assessment.
d. Both objective A and B matched with
traditional assessment.
16. In the context of the Theory of Multiple
Intelligence, which is a weakness of the paper-
pencil test?
a. It puts non-linguistically intelligent at a
disadvantage.
b. It is not easy to administer.
c. It utilizes so much time.
d. It lacks reliability.
17. Mr. Umayam is doing a performance-based
assessment for the day's lesson. Which of the
following will most likely happen?
a. Students are evaluated in one sitting.
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b. Students do an actual demonstration of
their skill.
c. Students are evaluated in the most
objective manner.
d. Students are evaluated based on varied
evidences of learning
18. Ms. del Rosario rated her students in terms of
appropriate and effective use of some laboratory
equipment and measurement tools and the
students ability to follow the specified procedures.
What mode of assessment should Miss del Rosario
use?
a. Portfolio Assessment
b. Journal Assessment
c. Traditional Assessment
d. Performance-based Assessment
19. Mrs. Hilario presented the lesson on baking
through a group activity so that the students will not
just learn how to bake but also develop their
interpersonal skills. How should this lesson be
assessed?
I. She should give the students an essay test
explaining how they baked the cake.
II. The students should be graded on the quality of
their baked cake using a rubric.
III. The students in a group should rate the
members based on their ability to cooperate in their
group activity.
IV. She should observe how the pupils perform
their tasks.
a. I, II, and III only
b. I, III, and IV only
c. I, II and IV only
d. I, II, III, and IV
20. If a teacher has set objectives in all domains or
learning targets and which could be assessed using
a single performance task, what criterion in
selecting a task should she consider?
a. Generalizability
b. Fairness
c. Multiple Foci
d. Teachability
 Assessment and Evaluation in Mathematics
21. Which term refers to the collection of students' a. Analytic
products and accomplishments in a given period for b. Holistic
evaluation purposes? c. Either holistic or analytic
a. Diary
d. Both holistic and analytic
b. Portfolio
c. Anecdotal record
d. Observation report II. Essay

A lot has been said and written about

22. Mrs. Catalan allowed the students to develop assessment in books and journal but there are still
their own portfolio in their own style as long as they people or even teachers who have conceptions about
show all the non-negotiable evidences of learning. the effective use of assessment in the classroom.
What principle in portfolio assessment explains this Modern educational assessment is now shifting away
practice? from examinations. Twenty-first century assessments
a. Content Principle are focused on both the learning process and the
assessment outcomes. Assessment tasks are becoming
b. Learning Principle more authentic, collaborative and focused toward higher-
c. Equity Principle order thinking skills.
d. Product Principle
Rectify the following misconceptions. Explain in
two to three sentences why they are incorrect.
23. How should the following steps in portfolio
assessment be arranged logically? 1. Assessment and evaluation are none and the same.
I. Set targets
II. Select evidences _____________________________________________
III. Collect evidences _____________________________________________
_____________________________________________
IV. Rate Collection
_____________________________________________
V. Reflect on Evidences _____________________________________________
a. I, II, III, IV, V
b. I, III, II, V, IV 2. Assessment is completed once every grading.
c. I, II, III, V, IV
_____________________________________________
d. I, III, V, II, IV _____________________________________________
_____________________________________________
24. Which could be seen in a rubric? _____________________________________________
I. Objective in a high level of cognitive _____________________________________________
behavior 3. Assessment is one-way. Only teachers are involved in
II. Multiple criteria in assessing learning assessment.
III. Quantitative descriptions of the quality of
work _____________________________________________
IV. Qualitative descriptions of the quality of _____________________________________________
work _____________________________________________
a. I and II only _____________________________________________
_____________________________________________
b. II, III and IV only
c. I, II and III 4. Assessment is ultimately for grading purposes.
d. I, II, III and IV
_____________________________________________
_____________________________________________
25. The pupils are to be judged individually on their _____________________________________________
mastery of the singing of the national anthem so _____________________________________________
their teacher let them sing individually. What should _____________________________________________
the teacher use in rating the performance of the
pupils considering the fact that the teacher has only
one period to spend in evaluating her 20 pupils?

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5. Student’s work should always be given a grade or
mark.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
6. Assessment is the responsibility of the program
coordinators/ supervisors.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
7. Assessment is imposed on teachers by the school
and according agencies.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
8. Formative assessment is a kind of test teachers use
to find out what their students know.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
9. Instruction informs assessment but not the other way
around.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
10. Assessment is an average of performance across a
teaching period.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
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III. Explain (based on DepEd Order stated above)
1. What assessment is mentioned in the memorandum?
What is the purpose of giving such assessment?
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
2. How would you classify the assessment in terms of its
nature? What type of test is it?
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
3. Is there a graded assessment? Why or why not?
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
4. What is the relevance of the assessment to students,
teachers, parents and the school?
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
References:
De Guzman Estefania S., Ph.D, et al.(2015)Assessment
of Learning 1 Outcome Based Education Textbook
https://www.nap.edu/read/9847/chapter/5#24
https://www.education.vic.gov.au/school/teachers/teachi
ngresources/discipline/maths/Pages/maths-and-
numeracy-assessment.aspx
https://k12.thoughtfullearning.com/FAQ/what-are-
learning-skills
http://www.depedtangub.net/deped-order-no-8-s-2015-
policy-guidelines-on-classroom-assessment-for-the-k-to-
12-basic-education-program/