FACULTY (FSTEM) ASSESSMENT and EVALUATION in MATHEMATICS and

SCIENCE in the ELEMENTARY

LECTURE NOTES # 1 WEEK 1-2

I. Background Information and Policy

Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program –
Read: Reading Material # 1 - Dep Ed Order No.8 s. 2015
What is Dep Ed Order No.8 s. 2015?
 Highlights the use of formative and summative assessment as part of everyday practice with
learners
 Reinforces the links between teaching, learning, and assessment through a stronger focus on
formative assessment
 Supports teachers in tracking and measuring learners’ progress and in adjusting their instruction
accordingly
 Highlights the value of using self- and peer assessment, giving learners greater responsibility over
their own learning
 Provides information about the cognitive process dimensions to support learning and assessment
at all levels, from basic to complex
 Clarifies concepts and processes related to summative assessment for the key stages of schooling
II. The Role of Classroom Assessment in Teaching and Learning
Assessment Defined
Dep Ed Order No. 8, s. 2015 defines classroom assessment as:
the “ongoing process of identifying, gathering, organizing, and interpreting quantitative and
qualitative information about what learners know and can do” (Dep Ed Order No. 8, s. 2015, page 1).
“an integral part of curriculum implementation that allows teachers to track and measure learners’
progress and to adjust their instruction accordingly. It informs the learners, as well as their parents
and guardians, of their progress” (Dep Ed Order No. 8, s. 2015).

Classroom Assessment is gathering, interpreting, and using evidence of student learning to

support teacher decision making in a variety of ways:
- Diagnosing of student strengths, weaknesses, misunderstandings, and learning errors.
- Monitoring of student effort and progress toward proficiency
- Improving student learning, motivation, and 21st century skills and dispositions
- Assigning grades
- Providing feedback to parents
- Improving Instructions.

From McMillan, James H. (2018). Classroom Assessment: Principles and Practice that Enhance Learning and
Motivation, 7th edition.

What is assessed?
• Knowledge and understanding.
Factual information, concepts, names, labels, ideas, theories, applications, connections,
analogies, relationships, structures.
• Skills
Techniques, mental and physical dexterity, specific competence in particular fields, craft
expertise, interpersonal skills, the ability to link knowledge, understanding and skill.
FACULTY (FSTEM) ASSESSMENT and EVALUATION in MATHEMATICS and
SCIENCE in the ELEMENTARY

• Attitudes and values About learning, behavior, beliefs, subject knowledge, people, society.
• Behavior
Social relationships, personal characteristics, competence at carrying something out, fulfilling
potential.

2.1 Nature of classroom assessment: Factors Influencing Classroom Assessment

1. 21st Century-Knowledge, Skills, and Dispositions
2. Technology
3. Data Literacy
4. High- Stakes Testing
5. Principles of Cognitive and sociocultural Learning and Motivation
Do Activity Sheet # 2

2.2 Types of Assessment

 Formative assessment is known as assessment for learning because it helps to improve the
learning of all learners while they learn. Learners also develop an understanding of what is
involved in their learning and how to take responsibility for improving it.
Formative assessment is the process used by teachers and students to recognize and respond to
learning in order to enhance that learning, during the learning’ (Cowie and Bell, 1999).
 Summative Assessment is known as assessment of learning as it summarizes learning that has
occurred over a period of time for all learners. It is administered at the end of a block of learning to
measure the extent learners have mastered the content and performance standards; the results of
summative assessment are used as the basis for computing grades.

Read: Reading Material # 1 Dep Ed Memo No. 8 pp. 6 -10

Do Activity Sheet # 3
2.3 Principles of Effective Assessment

1. Assessment must align with the curriculum and relate directly to the content and performance
standards and competencies.
2. Assessment must be valid.
3. Assessment must be reliable and consistent.
4. Assessment must be fair and inclusive.
5. Assessment must be manageable for both learners and teachers.
6. Assessment must give learners a range of ways to demonstrate their achievements.
7. Assessment must be part of a transparent ongoing process where learners’ progress is
monitored over time.
8. Teachers and learners must use feedback effectively to improve learning and reflect on the
teaching and learning process.

Do Activity Sheet # 4

2.4 Recent Trends in Classroom assessment

1. The use of more alternative forms of assessments for better alignment with the recent research
results on learning, motivation, and instruction.
2. Recognition that knowledge and skills should not be assessed in isolation.
FACULTY (FSTEM) ASSESSMENT and EVALUATION in MATHEMATICS and
SCIENCE in the ELEMENTARY

3. Involving students in all aspects of assessment, from designing tasks and questions to evaluate
their own and other’s work.
4. The distinction between assessment of learning, assessment for learning, and assessment as
learning.
5. Other recent trends in classroom assessment listed below:

From To

General praise Specific feedback

Assessing outcomes Assessing process and metacognition
Isolated skills Integrated Skills
Isolated facts Application of knowledge
Artificial tasks Authentic tasks
Decontextualized tasks Contextualized tasks
A single correct answer Many correct answers
Secret standards Public standards
Secret criteria Public criteria
Individuals Groups and peer assessments
After instruction During instruction
Little feedback Considerable feedback
“Objective“ tests Performance- based tests
Standardized tests Informal tests
External evaluation Student self- evaluation
Single assessments Multiple assessments
Sporadic Continual
Conclusive Recursive
Assessment of learning Assessment for and as learning
Summative Formative
Emphasis on ability Emphasis on effort
Learning successes Learning errors
Recall of facts Thinking skills
Source: McMillan, James H. (2018). Classroom Assessment: Principles and Practice that Enhance Learning and
Motivation, 7th edition. Pearson Education Inc

Do Activity Sheet # 5