EGE 101 – STUDY GUIDE 5
classroom assessment.
MODULE 5
SG 5: Unit 5- Teaching and Assessment in
Primary Grade Araling Panlipunan
A classroom has at least 40 students with
one teacher tasked to look over them and
guide them during their respective time with
class, and with no less than 40students in
class, of which every single one having their
own perception on things; with different levels
of learning- some picking up faster than
others and others needing more assistance in
order to understand the lessons how can one
teacher handle this challenge? This is where
Classroom assessment comes in.
According to DepEd Order No.8, s. 2015,
Classroom Assessment is an assessment
that is used in order to keep track of the
students learning progress based on the
learning standards of the curriculum. This
promotes self- reflection and personal
accountability among students so that they
will be encouraged to give their best in class.
However, it is important to note that various
kinds of assessment shall be used
appropriately, with them being tailored for
different kinds of learners so that it will be suit
their needs. After all the goal of classroom
assessment is to allow teachers to track and
assess their students’ progress and adjust the
instructions accordingly when needed so that
all students will have the chance to excel in
their studies and that no student will left
behind.
Lecture 1: Definition and different types of
CLASSROOM ASSEMENT - refers
to student assessments that teachers
design and administer themselves. The
term usually is distinct from the standardized
tests that are given in schools such as
intelligence tests or tests used in statewide
testing systems. It is something all teachers
do as part of their responsibility for enhancing
student learning and motivation, documenting
student performance, and reporting results for
accountability purposes. 
DIFFERENT TYPE OF CLASSROOM
ASSESSMENT
Making assessment an integral part of daily
mathematics instruction is a challenge. It
requires planning specific ways to use
assignments and discussions to discover
what students do and do not understand. It
also requires teachers to be prepared to deal
with students' responses. Merely spotting
when students are incorrect is relatively easy
compared with understanding the reasons
behind their errors. The latter demands
careful attention and a deep knowledge of the
mathematics concepts and principles that
students are learning… The insights we gain
by making assessment a regular part of
instruction enable us to meet the needs of the
students who are eager for more challenges
and to provide intervention for those who are
struggling.
Burns 2005, p. 31
Assessment is integral to the teaching–
learning process, facilitating student learning
and improving instruction, and can take a
variety of forms. Classroom assessment is
generally divided into three types:
assessment for learning,
assessment of learning and
assessment as learning.
Assessment for Learning (Formative Lecture 2: The authentic and creative
Assessment) assessment in AP.

\The philosophy behind assessment for

learning is that assessment and teaching
should be integrated into a whole. The power
of such an assessment doesn't come from  Traditional
intricate technology or from using a specific
 Portfolio
assessment instrument. It comes from
recognizing how much learning is taking place  Performance Task
in the common tasks of the school day – and  Scoring Rubrics
how much insight into student learning
Lecture 3: How to evaluate pupil’s
teachers can mine from this material.
achievements
McNamee and Chen 2005, p. 76
using Evaluation Techniques.
Assessment for learning is ongoing
assessment that allows teachers to monitor
students on a day-to-day basis and modify
their teaching based on what the students
need to be successful. This assessment
provides students with the timely, specific
feedback that they need to make adjustments
to their learning.

After teaching a lesson, we need to determine

whether the lesson was accessible to all
students while still challenging to the more
capable; what the students learned and still
need to know; how we can improve the
lesson to make it more effective; and, if
necessary, what other lesson we might offer
as a better alternative. This continual
evaluation of instructional choices is at the
heart of improving our teaching practice.
Burns 2005, p. 26

Assessment of Learning (Summative
Assessment)

Assessment of learning is the snapshot in

time that lets the teacher, students and their
parents know how well each student has
completed the learning tasks and activities. It
provides information about student
achievement. While it provides useful
reporting information, it often has little effect
on learning.