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COLLEGE OF SPORTS, PHYSICAL EDUCATION AND RECREATION

EDUC 198: COMPETENCY APPRAISAL 2

Academic Year: First Semester, 2022 - 2023

STUDENT : HIPOLITO, CHERIEL CALLEDO

STUDENT NO. : 201915840
COURSE/SEC : BPED 4-4
PROFESSOR : SIR. EDUARDO LUGTO JR.

Insight Paper on the video “Classroom Assessment in K to 12” (K-12 Summary)

The educational video that I've watched is entitled "Classroom Assessment in K to 12." It
is all about the DepEd Order No. 8, s. 2015, Policy Guidelines on Classroom Assessment
for the K–12 Basic Education Program. It is related to the K–12 basic education program,
which will use a new approach to classroom assessment as part of the implementation of the
Enhanced Basic Education Act of 2013 (Republic Act No. 10533). The speaker defined
classroom management, particularly in terms of 21st-century skills. Classroom assessment is
used to track learner progress in relation to the learner's or student's learning competencies
and curriculum standards that are articulated in our curriculum. In addition, I understand that
assessment in the classroom is fundamental to the execution of the curriculum. It enables
educators to monitor and assess students' progress and modify their training as necessary. The
speaker also discusses the definition of what is assessed in the classroom by using content
standards, performance standards, and learning competencies that the lesson plan of the
teacher should contain or have, how bloom taxonomy can help teachers make sure that the
objective of every lesson is aligned with the curriculum standards, how learners are assessed
in the classroom using formative and summative assessment, how the grading system works
in determining the overall result of the student's performance, and how retention,
remediation, and the core values of the Filipino child can affect the student's progress.

One of the most important pieces of knowledge I gain from this type of educational video is a
better understanding of the distinction between formative and summative assessment. For
further understanding, formative assessment can be done before, during, and after the lesson.
The purpose of this assessment is not only for the students but also for the teachers. It is an
informal assessment that is not recorded and does not form the basis of the student's final
grade. Formative assessment can help teachers prepare students for summative assessment.
On the other hand, summative assessment is what we call "assessment of learning." It should
be taken seriously because it is recorded. This type of assessment is related to a learner's
performance in relation to a particular standard. Formative assessment is only for the direct
classroom, and summative assessment may include other people such as parents, school
heads, etc. Furthermore, the speaker clarifies the differences and similarities between the
kindergarten and grade school grading systems.

As a future licensed professional teacher, through understanding the message or the concept
of the classroom assessment, I learned that as a teacher, we should always monitor students'
performances, and if the student shows a sign of having difficulty in formative or summative
assessment, we should already conduct the parent-teacher discussion immediately to figure
out what's wrong and how we both support the student more. I've realized that to become a
more effective teacher, we should avoid having a lot of children not meet expectations at the
end of the school year. Therefore, as effective teachers, we should be more vigilant about
preventing failure than waiting for it to happen.