1.

State the policy and guidelines on system assessment of K-12 Basic

Education Program and give your comment.
1. The Department of Education (DepEd) issues the enclosed Policy
Guidelines on System Assessment in the K to 12 Basic Education Program to:
a. articulate the bases, indicators, and measures of system performance
that will provide insights on the effectiveness of curriculum and instruction
program delivery;
b. provide the bases for the implementation of national and international
large-scale assessments of student learning outcomes in determining the
national education system’s effectiveness and efficiency;
c. provide an overview of the national and international large-scale
assessments per key stage; and
d. discuss the purposes and scope, frequency of administration, target
group of learners, and schedule of various assessments.

The Department of Education (DepEd) makes sure that its procedures are
continually improved to guarantee that all students have access to top-notch
fundamental education. The attainment of this objective requires reliable
information and statistics. Reforms to the curriculum and instruction had been
implemented in the K–12 basic education program. The K–12 curriculum sets
new requirements for basic education graduates in terms of content knowledge
and performance standards at various grade levels and critical phases. This
policy outlines how system performance will be evaluated in order to successfully
carry out its duty to guarantee the ongoing improvement of teaching and learning
procedures.

Set benchmarks for the K–12 curriculum's implementation in schools and

the foundational educational system in terms of teaching and learning. Keep an
eye on how the K–12 curricula are being taught and learned in the classroom.
The K–12 basic education programs should be evaluated for their instructional
changes. produce accurate data for purposes of global benchmarking. Establish
a foundation for the advancement of programs for student development,
curriculum implementation, and academic success in schools. Present data to
support divisional, regional, and national policy formulation, planning, and
programming.

Therefore, alignment or coherence of understanding in terms of

curriculum, instruction, assessment, policies, and practices within and across
multiple levels of implementation is necessary to attain success and standards in
this system-wide assessment (national, region, division, district, school levels).
 2. Discuss the Comprehensive Performance Assessment and its purpose.

To ascertain what students know and are capable of, a variety of assessment
procedures can be used. However, it is crucial to decide on the goals for the
evaluation and how the results will be conveyed before choosing the assessment
techniques to be employed. 
Through what is referred to as a performance task, knowledge, abilities,
and work habits are demonstrated and applied as part of the performance
assessment process. The assignment must be interesting and meaningful to the
students. Students are more engaged and find connections to their personal life
when their assignments are based on their interests. Give pupils a real audience
to whom they can express their learning in order to make their work meaningful
to them. This offers them motivation to put forth effort on the assignment.
Students may take ownership of their learning and work well either independently
or in teams, depending on the task's requirements.

Performance assessment’s primary goal is to enhance student learning,

not to provide an evaluation (Performance Assessment Series, Middle School
Edition, 2001). When a student displays their grasp AND communicates that
information through written or spoken presentations, they have successfully
learned the material. Both formative and summative tools can be utilized with
performance assessment.
Since it necessitates that students create a unique response to one or
more questions, this type of exam is advantageous. With this type of evaluation,
teachers can evaluate what their students are actually capable of doing rather
than just what they may know. Performance evaluations that are well-designed
can help teachers gauge the comprehension of their students.

3. Differentiate between product and processes and how to assess the learners.
In order to make important decisions concerning a child, assessments
entail the gathering of information. The information needed to make an
assessment is gathered through a range of techniques, such as the child being
observed, family interviews, checklists and rating scales, unofficial testing, and
formal, standardized assessments. The results of the assessment can be used to
determine whether a child qualifies for special assistance, design lessons, and
track their development.
Process-oriented assessments are built on examining how a student's
learning processes change over the course of a lesson. Through a finished
product that must adhere to certain specifications, product-oriented evaluation
aims to evaluate performance. Product-oriented evaluation simply assigns a
 grade for the final product of an assignment, such as an essay. On the other
hand, process-oriented evaluation focuses on the entire assignment process and
assigns grades based on how well each activity in a sequence that produces the
final output is performed.
A real task performance rather than a product is evaluated in the Process-
Oriented Performance-Based Assessment. This calls for on-the-spot
performance while the teacher is in the room. An evaluation tool is required in
this situation. A rubric is the most typical evaluation instrument.

4. Compare and contrast individual performance and give each example.

Individual Performance refers to a Participant's work performance during

the Performance Period as judged by the Administrator based on one or more
criteria they have specified. These criteria may include, but are not limited to:
individual or team performance and measures like teamwork, interpersonal skills,
communication skills, employee development, project management skills, and
leadership, or individual.
The performance of an organization is driven by individual performance.
Everyone must be aware of the agency's vision and goals, how their job fits into
the organization, and how their efforts help us to fulfill our purpose. This
enhances program delivery and raises engagement.

5. In the classroom objectives in making test item teachers are encouraged to use
or select the type of item formats which are best suited for measuring the
DESIRED SKILLS and basis for the BEHAVIOR TO BE TESTED.

The tasks we anticipate the learner performing are described and evaluated by the
objectives. Once we have a clear explanation of the task's objectives (or objectives), we
can analyze those goals by grouping them into several behavioral or goal categories.
Teachers can formulate their teaching goals and select effective teaching methods by
classifying and analyzing objectives.
The term "instructional objectives" refers to both teachers' and students' goals. An
aim is a declaration of a quantifiable learning outcome that is intended to occur as a result
of instruction in this context. The final behaviors that students should exhibit as a result
of receiving education serve as the foundation for instructional objectives. Consequently,
a portion of the terminal behaviors have instructional aims.
However, you'll see that these words are frequently employed in the same
sentence. Since the instructor is responsible for ensuring that the learning objectives are
met, it is possible to define the learning outcomes in terms of observable performance.
These results have been referred to as terminal performances or behavioral aims.
 Therefore, we must make sure that the learning objectives we set for our pupils can be
observed or measured.

4. differentiate between restricted and extended static and dynamic performance

and its implication to the student performance cite examples.

The difference between static and dynamic assessment is a crucial one in

evaluation. In a static assessment, the evaluator delivers a test, and the subject's
performance is assessed in relation to standards or predetermined criteria. In a
static evaluation, the person's prior experiences and acquired knowledge are
evaluated. The ability of the person to learn new skills and knowledge is not
evaluated because it would have happened before the exam was finished. Static
assessments are currently used in commercially available assessment packages.
Typically, they are criterion- or norm-referenced tests.
The ability of a person to learn new skills or knowledge throughout an
evaluation is examined via dynamic assessment as opposed to static
assessment. A dynamic assessment requires the use of clinical judgment since
the evaluator must compare the subject's performance on the assessment
activities to that of typically developing youngsters from the same speech
community. Dynamic assessment involves testing a skill, teaching it, and then
testing it again. By using this technique, you're giving the person a chance to
acquire the knowledge or skill being tested.
Between the purposes of student evaluation and its methods, there
appears to be a fundamental contradiction. Typically, the objective is to assess
students' capacity for learning and to gather data that will help teachers deliver
lessons more effectively. Nevertheless, the methods frequently only allow for
gauging students' present performance. The outcomes of the static assessment
highlight the student's preexisting skills, and the ZPD analysis enables us to
measure the student's capacity to learn from interactions with a teacher or a
more experienced peer.
The examiner would provide extensive feedback in a dynamic assessment
rather than just straightforward response (such as "That is correct") (ask the
student to provide the reasons why the answer is correct). Say, for instance,
"Good, why did you say that? " while evaluating vocabulary with English
language learners (ELLs). ”.
7. explain how dynamic assessment correlates with Vygotsky's zone
proximal development.

The Zone of Proximal Development, a well-known idea from Vygotsky,

was put forth in the context of assessment as a way to capture both developed
and emerging skills. Vygotsky asserted that what people can accomplish when
working with others predicts how they will perform on their own in the future. This
idea follows logically from the idea that abilities are internalized forms of
mediation. As a result, procedures that demand examiners to mediate
examinees' performances in order to reveal the full range of their abilities should
be adopted instead of conventional assessments, which isolate individuals.

According to Vygotsky, a cooperative social activity constitutes the

normative learning environment for a learner. It is through these interpersonal
interactions where new cognitive talents and learning skills are first developed; it
is only later that they are internalized and changed into the student's internal
cognitive processes. Students may therefore exhibit some emergent functions
that have not yet been internalized when performing in a collaborative or
supported setting. The Zone of Proximal Development (ZPD) is where these
functions reside, according to Vygotsky, as opposed to the Zone of Actual
Development (ZAD), where fully developed functions reside.

8. give all the type of test items and its skylines in developing test items
and discuss the qualities of good assessment and its validity.

A key component of evaluating students' comprehension of the course

material and their level of proficiency in applying what they have learned is the
design of examinations. Careful planning will help provide more calibrated
results, regardless of whether you utilize frequent, low-stakes quizzes or
infrequent, high-stakes midterms and finals.

As you start to prepare for a multiple-choice test, the following

suggestions might be useful:
a. Try having a coworker respond to the test questions before the students
do so, as questions might lead to deceptive language and misinterpretation.
b. In order for students to understand the question without having to read
the many options, make sure the question is clear inside the stem.
c. Don't create questions that encourage pupils to select the correct
response based on the incorrect criteria. Avoid, for example, making the proper
 option the only one that fits the stem linguistically, the longest or most
comprehensive, etc.
d. Consider creating assignments that draw on students' general subject
knowledge. Even if certain items just need to be acknowledged, resist the need
to write challenging items that are drawn from difficult passages (footnotes, for
instance).
e.Take into account conducting a "item analysis" of the test to formally
evaluate your multiple-choice questions.

This data can assist you in determining the areas where students need
more practice and in evaluating the test's overall quality. For example, were the
questions well-written? Was the degree of difficulty suitable? For instance, if test
results are always excellent, you might be doing everything correctly or be in an
exceptional class. However, it's possible that your test didn't measure the things
you wanted it to.

Essay questions

Essay assessments provide an opportunity for students to show their general

comprehension of a subject as well as their capacity for critical thought, thought
planning, creativity, and originality. Essay and short-answer questions are more difficult
to score than multiple-choice questions, despite being easier to create. Additionally,
essay assessments may have inconsistent scoring, meaning that the identical response
may receive a different grade from one reader to the next or occasionally by the same
reader. Because of this, some academics favor short-answer questions over essay
questions. The greatest way to assess a student's capacity for higher-order thinking and
written expression, however, is through an essay test. Tools for Teaching, Barbara
Gross Davis, 1993, p. 272.

It is appropriate when you're testing students' analytical, synthesizing, or evaluative

skills and you've been teaching at these levels (such as in writing-intensive courses,
upper-division undergraduate seminars, or graduate courses), or the subject matter
lends itself to more critical analysis than simple memory.

Use words and phrases that let students know what kind of thinking you expect, such as
"identify," "compare," or "critique," when creating an essay-style test. The amount of
time students should spend on each question and the level of information needed in
their responses should be indicated with points (or time limitations). Be mindful of time;
try taking the exam yourself or get a friend to look at the questions.
 True or false

Only a statement makes up true or false questions. In their answers to the

questions, the pupils choose whether they believe the statement to be true or false.
True/false questions, for instance, only have two options (Answer: True).

True or false questions, like multiple choice questions:

• Most frequently used to determine whether students are familiar with the course
material and to look for common misconceptions

Why Enable rapid responses from students so that tests can employ a lot of them to
assess understanding of a variety of subject matter.

• Are time-consuming to design yet quick and easy to grade

Students have a 50% chance of correctly guessing the answer when they are given true
or false questions. In place of true/false questions, multiple choice questions are
frequently utilized because of this.

Matching

By matching each of a set of stems (such as definitions) with one of the options given
on the exam, students respond to matching questions. Since they are frequently used to
test recognition and recall, these questions are most frequently used in courses where
acquiring detailed knowledge is a key objective. The creation and marking of these
questions is typically quick and simple, but students take longer to answer these
questions than they would a similar number of multiple choice or true/false items.

Effective decision-making is facilitated by the findings of good assessments, which may

be used to draw conclusions about the skills and knowledge of learners. Additionally,
assessment tools should be useful and simple to use. Test takers' knowledge or abilities
can be accurately inferred by teachers thanks to the outcomes of authentic
assessments.

A test purpose is the first step in the construction of a legitimate test. You must be able
to recognize the three elements of a test purpose when given a specific purpose as well
as when given a general description of a test. You'll evaluate information from test
reviews and technical documentation later on in the course, which may or may not
include explicit descriptions of test purpose. You'll need to make the best possible
determination of the test purpose using the information that is available.
9. give your comment adverb commendations on the implementations on
the regional division standardized assessment and its implication to
teachers teaching performance and learners assessment result.
To create system performance indicators and metrics that allow for a
thorough understanding of how well education is being provided, assessment
frameworks are used. Governments can examine performance using this data to
determine the most important areas for planning, intervention, and policy. The
creation of a framework for system performance measurement is often required.
Effective learning outcomes are being used more and more in schools to
evaluate performance. Knowing if the educational system is performing well and
offering feedback for student outcome improvement depend on information.
The connections between classroom practice and the framework for
evaluation and assessment can be strengthened by a number of techniques.
One important link is a focus on teacher assessment as a means of ensuring that
instructional practices are continually improved inside the school. Another tool is
to involve instructors in evaluating their own performance, particularly by seeing
school self-evaluation as a group effort that includes teachers.
Keystone indications for evaluating system performance are provided
through student assessment. At the national and local levels, policymakers, the
general public, administrators, educators, and parents can assess how well
students are currently performing in relation to their learning objectives as well as
how well their improvement goals are being met using the evidence provided by
assessments of student learning.