ED 109 REVIEWER
competencies by the learners
LESSON 1: K-12 BASIC EDUCATION
PROGRAM
DepEd ORDER No. 21, s.2019
→ Policy Guidelines on the K to 12 Basic
Education Program”
DepEd ORDER No. 8, s.2015
→ Policy Guidelines on Classroom
Assessment for the K to 12 Basic
Education Program
→ Classroom assessment is a joint
process that involves both teachers
and learners.
→ It is an integral part of teaching and
learning.
→ Recognizes and deliberately considers
the learners’ zone of proximal
development (Vygotsky 1978)
→ Part of day-to-day lessons and extends
the day-to day classroom activities that
are already in place in the K to 12
Curriculum.
DepEd ORDER No. 73 s.2012
→ Guidelines on the Assessment and
Rating of Learning Outcomes Under the
K to 12 Basic Education Curriculum
DepEd ORDER No. 55 s.2016
→ Policy Guidelines on the National
Assessment of Student learning for the
K to 12 Basic Education Program
CLASSROOM ASSESSMENT
→ a process that is used to keep track of
learners’ progress in relation to
learning standards and in the
development of 21st century skills
→ to promote self-reflection and personal
accountability among students about
their own learning
→ to provide bases for the profiling of
student performance on the learning
competencies and standards of the
curriculum.
→ an ongoing process if identifying,
gathering, organizing, and interpreting
quantitative and qualitative information
about what learners know and can do
→ also measures the achievement of
→ the process of gathering evidence of
what the learner knows, what the
learner understands, and what the
learner is able to do
NOTES TO REMEMBER:
Teachers should employ classroom
assessment methods that are consistent
with curriculum standards.
Always inform learners about the lesson
objectives so that they will aim to meet or
even exceed the standards.
Provide immediate feedback to students
about their learning progress.
TWO (2) TYPES OF CLASSROOM
ASSESSMENT
1. Formative Assessment
→ Assessment for learning so teachers can
make adjustments in their instruction
→ Assessment as learning wherein
students reflect on their own progress
→ Ongoing forms of assessment that are
closely linked to the learning process
(UNESCO-TLSF)
→ may be given at any time during the
teaching and learning process
→ involves teachers using evidence about
what learners know and can do to inform
and improve their teaching
→ Ex. Diagnostic Test, In-class
discussions, Check up Test,
Worksheets, Pop Quizzes, Homework
2. Summative Assessment
→ Assessment of learning which occurs at
the end of a particular unit
→ Occurs toward the end of a period of
learning in order to describe the
standard reached by the learner
→ Measures whether learners have met the
content and performance standards
→ results are recorded and used to report
on the learners’ achievement
→ results are reported to the learners,
parents/guardians, principals/school
heads, teachers who will receive the
child in the next grade level, and
guidance counsellor who should help
students cope with challenges
→ Ex. Quarterly Exams, Chapter Test, Final
Projects or Portfolios, Achievement Test
GOAL:
Help students perform well in relation to the → The teacher can make decisions on
learning whether to re-teach, remediate, enrich
lessons or to move on to the next lesson
ASSESSED IN THE CLASSROOM
3. After
A. Content Standards → Assesses whether learning objectives
→ What should the learners know? were achieved
→ Essential knowledge and understanding → Allows the teacher to evaluate the
B. Performance Standards effectiveness of instruction
→ What can learners do with what they know
→ How well must learners do their work? PURPOSES OF FORMATIVE ASSESSMENT
C. Learning Competencies
→ Knowledge, understanding, skills, and
attitudes that students need to demonstrate
in every lesson and/or learning activity
D. Concept Development
→ Progressions of concept development
→ Cognitive Process Dimensions
COGNITIVE PROCESS DIMENSIONS GUIDE

HOW ARE LEARNERS ASSESSED IN THE

CLASSROOM?

FORMATIVE
a. Individual
→ Check-up quizzes
→ Written exercise
→ Performances
→ Models
→ Electronic presentations
b. Collaborative SUMMATIVE ASSESSMENT
→ Discussions
→ Role playing → Measures the different ways learners
→ Games use and apply all relevant knowledge,
→ Other group activities understanding, and skills.
→ Usually conducted after a unit of work
3 PARTS OF FORMATIVE ASSESSMENT and/or at the end of the entire quarter to
1. Before determine how well learners can
→ provides bases for making instructional demonstrate content knowledge and
decisions, as moving on to a new lesson competencies articulated in the learning
or clarifying prerequisite understanding standards.
2. During → Results = Bases for computing grades
→ helps the teacher determine whether HOW ARE LEARNERS ASSESSED IN THE
instructional strategies are effective CLASSROOM?
SUMMATIVE
a. Individual
→ Chapter Test
→ Unit Test
→ Quarterly Test
b. Collaborative
→ Group Activities
COMPONENTS OF SUMMATIVE
ASSESSMENT

GRADING SYSTEM
A. STANDARD AND COMPETENCY-BASED
→ Curriculum Guides
a. HIGHEST POSSIBLE GRADE – 100
PASSING GRADE – 75 HOW ARE LEARNERS PROMOTED OR
FLOOR GRADE OR LOWEST RETAINED AT THE END OF SCHOOL YEAR?
POSSIBLE GRADE – 60
b. WW, PT & QA are given specific
percentage weights

LESSON 2: AUTHENTIC ASSESSMENT
AUTHENTIC ASSESSMENT
→ Other Names: Performance Assessment,
Alternative Assessment, Direct
Assessment
→ a form of assessment in which students are
asked to perform real-world tasks that
demonstrate meaningful application of
essential knowledge and skills (Mueller,
2011)
→ alternative to traditional assessment using a
rubric by which the performance is
evaluated (Stiggins, 1987)
→ students thoughtfully apply their acquired
skills to a new situation or environment
→ provides more direct evidence
meaningful application of knowledge and
skills.
WHY GIVE AUTHENTIC ASSESSMENTS?
A. To:
1. make students successful learners with
acquired knowledge
2. provide students with a full range of skills
(e.g., research, writing, revising, oral skills,
debating, and other critical thinking skills)
3. demonstrate whether the student can
generate full and valid answers in relation to
the task or challenge at hand
4. provide reliability by offering suitable and
standardized criteria for scoring such tasks
and challenges
5. give students the chance to ‘rehearse’
critical thinking in achieving success in their
future adult and professional lives
6. meet the needs of the learners by giving
authenticity and usefulness to results while
allowing students greater potential for
improving their learning
ADVANTAGES OF ALTERNATIVE AUTHENTIC
ASSESSMENT
→ allows application of knowledge to resolve
practical queries
of → cost-effective approach
→ easy to use and understand methods
→ more efficient teaching and learning
process
→ encourages students to think outside the
box and come out of their comfort zones
→ flexible and broad-minded as per the
curriculum objectives
→ fair and transparent process of determining
learners’ proficiency levels
→ eliminates unreliable evaluation process
 PROPOSED ASSESSMENT TOOLS PER
LEARNING AREA:

DISADVANTAGES OF ALTERNATIVE
AUTHENTIC ASSESSMENT

→ results can be largely affected by the

teacher’s bias and preferences
→ varied outcomes according to teachers’
preferences
→ can be time-consuming and resource
intensive
→ results are mostly qualitative - difficult to
collate and interpret
HOW DO YOU DESIGN AUTHENTIC
ASSESSMENTS?

STEPS IN DESIGNING/CREATING AUTHENTIC

ASSESSMENTS
STEP 1: Check the Standards (Content &
Performance) refer to the Curriculum Guide of
your Subject & Grade level
STEP 2: Select which type of authentic task to
give:
▪ Constructed- Response
▪ Production (deliverable)
▪ Performance
STEP 3: Set the criteria for the task
STEP 4: Create the rubric (Analytic or Holistic?)
ADVANTAGES
1. Real-world Relevance: Authentic
assessments mirror real-life tasks and
challenges, making them inherently
relevant to students' future roles in the
workforce or their daily lives.
2. Application of Knowledge: They require
students to apply what they've learned in
practical contexts, promoting a deeper
understanding of the subject matter.
3. Critical Thinking: Authentic
assessments often involve complex
 problem-solving and critical thinking, methods and stay updated with real-
fostering higher-order thinking skills. world trends.
4. Creativity: They allow for creativity and
diverse approaches, encouraging Sample case studies for authentic
students to think outside the box and find assessments in classroom settings:
innovative solutions.
5. Motivation: Engaging in authentic, Subject Authentic What to asses
meaningful tasks can increase student Task/s (Assessment
motivation and enthusiasm for learning, Criteria)
as they see the practical value of their English Literary Evaluate the
efforts. Analysis: diary entries
6. Assessment of Multiple Skills: They Students for the depth
assess a wide range of skills, including are of
communication, research, studying a understandin
collaboration, and presentation skills, in novel. They g of the
are asked character's
addition to subject-specific knowledge.
to choose a motivations,
7. Long-term Retention: Because authentic
character emotions, and
assessments require deeper learning and write a development
and application, knowledge gained is diary entry throughout
more likely to be retained beyond the from that the story.
assessment period. character's
8. Individualization: They can be tailored to perspective
students' interests and abilities, allowing , reflecting
for differentiation in the classroom. on key
9. Feedback for Improvement: Authentic events and
assessments provide valuable feedback emotions.
not only on the final product but also on Science Science Assess the
the process, allowing students to Experiment experimental
identify areas for improvement. : design, data
10. Reduced Cheating: Authentic Students collection,
are learning and
assessments are less susceptible to
about presentation
cheating or plagiarism since they
chemical of results to
require unique, original work that cannot reactions. evaluate
be easily copied. They are students'
11. Preparation for Real Life: They tasked with understandin
prepare students for the challenges designing g of the
they'll face in their future careers, as their own scientific
they develop skills that are directly experiment method and
transferable to the workplace. s to the chemical
12. Assessment of Soft Skills: They investigate reaction in
assess soft skills such as teamwork, a specific question.
communication, adaptability, and chemical
problem-solving, which are highly reaction
valued in the professional world. and present
13. Holistic Assessment: They provide a their
findings to
more holistic view of a student's abilities
the class.
and readiness, going beyond a narrow
Social History Evaluate the
focus on rote memorization.
Studies Research quality of
14. Cultural Sensitivity: Authentic Project: research, the
assessments can be designed to be Students accuracy of
culturally sensitive and inclusive, taking are historical
into account diverse backgrounds and studying a facts, and the
experiences. specific effectiveness
15. Teacher Professional Development: historical of
Designing and implementing authentic event. Each communicatio
assessments can encourage teachers to student n through the
continuously improve their instructional selects a poster
different presentation.
 aspect of NOTE TO REMEMBER:
the event
and It is important to assess students’ learning
conducts not only through their outputs or products
research to but also through the processes which the
create an students underwent in order to arrive at
informative these outputs or products.
poster
presentatio Information about outcomes is important.
n. To improve outcomes, we need to know
Mathemati Problem Assess the about student experience along the way.
cs Solving: problem- PROCESS-ORIENTED PERFORMANCE-
Students solving
BASED ASSESSMENT
are given a approach, the
real-world accuracy of → actual task performance rather than the
problem, calculations, output or product of the activity
then asked and the → an evaluation that depends on the
to design a feasibility of
teacher’s observations
budget for a the budget
fictional plan. → Ex. Manner of shading, Techniques in
family, and distributing the colors used, Strokes
they must used to come up with a visual harmony,
use trying to find accurate information,
mathematic deciding on which sources to trust and
al concepts which to challenge
to solve it.
Foreign Proficiency: Evaluate TASK DESIGNING
Language Students students' Some generally accepted standards for
are ability to designing a task:
assigned a effectively use
role-play the language 1. Identifying an activity that would
scenario in a practical, highlight the competencies to be
where they real-world evaluated
must make situation, 2. Identifying an activity that would entail
a hotel considering more or less the same set of
reservation factors like competencies.
and handle pronunciation
3. Finding a task that would be interesting
common , fluency, and
and enjoyable to the students.
travel- comprehensio
related n. CREATING A SCORING RUBRIC
interactions
in the target RUBRIC - a scoring scale used to assess
language. student performance along a task-specific
set of criteria.
→ Authentic assessments typically are
LESSON 3: PROCESS ORIENTED criterion-referenced measures, that is,
PERFORMANCE-BASED ASSESSMENT student’s aptitude on a task is
determined by matching the student’s
PERFORMANCE ASSESSMENT
performance against a set of criteria to
→ The manner through which the teacher determine the degree to which the
observes or makes judgments on student’s performance meets the
students' competencies emphasizing on criteria for the task.
the ability to perform tasks → To measure student performance
→ The teacher may observe or make against a pre-determined set of criteria,
judgments on students' competencies a rubric, or scoring scale which contains
by focusing on the OUTPUT or the essential criteria is typically created.
EXPERIENCE/S made from the task
performed.
DESCRIPTORS
→ Spell out what is expected of students at
each level of performance for each
criterion
→ Tell students more precisely what
performance looks like at each level and
how their work distinguished from the
work of others for each criterion
→ Help the teacher more precisely and
consistently distinguish between
student work
BENEFITS OF RUBRICS
✔ Help students avoid common pitfalls
✔ Help clarify expectations
✔ Help students identify their strengths
and weaknesses
✔ Help lessen anxiety
✔ Help produce better outputs
✔ Standardize grades
✔ Save time when grading
TWO TYPES OF RUBRICS
1. HOLISTIC RUBRIC
→ provides students with a general
overview of what is expected
→ One dimensional/single scoring
→ Performance descriptions are written in
paragraphs and usually in sentences
→ Assessing performance across multiple
criteria as a whole
2. ANALYTIC RUBRIC
→ explicitly breaks down an assignment
into its constitutive skills and provides
students with guidelines for what each
performance level looks like for each
skill.
→ Two dimensional
columns = levels of achievement
rows = assessment criteria
→ You can assign different weights or value
to different criteria
→ Provides several scores for the task, one
for each different category being
evaluated
LESSON 4: PRODUCT-ORIENTED
PERFORMANCE-BASED ASSESSMENT
PRODUCT-ORIENTED PERFORMANCE-
BASED ASSESSMENTS
→ assessed through a product, such as a
completed project or work that
demonstrates levels of task achievement
PRODUCTS - Can include a wide range of
student works that target specific skills
LEARNING COMPETENCIES
→ linked with the assessment of the level of
“expertise” manifested by the product
→ 3 levels: (1) novice/ beginner’s level, (2)
skilled, and (3) expert
Example of checking the competencies for
each level:
Level 1: Does the finished product or
project illustrate the minimum expected
parts or functions? (Beginner)
Level 2: Does the finished product or
project contain additional parts and
functions on top of the minimum
requirements which tend to enhance the
final output? (Skilled level)
Level 3: Does the finished product or
project contain the basic minimum parts
and functions, have additional features on
top of the minimum, and is aesthetically
pleasing? (Expert)
TASK DESIGNING
a. Complexity
→ within the range of ability of the students
(not too simple, not too complicated)
b. Appeal
→ interesting, encouraging the students to
complete the task
c. Creativity
→ encouraging divergent thinking
→ allowing the students to explore various
possible ways of presenting the final
output
d. Goal-based
→ the purpose of producing the something
is to reinforce learning
SCORING RUBRICS
→ Descriptive scoring schemes that are
developed by teachers or other
evaluators to guide the analysis of the
products or processes of student’s
efforts (Brookhart, 1999).
→ Identify “what really counts” in the final
output.
→ Most often used major criteria for
product assessment:
* Quality
* Creativity * Comprehensiveness
* Accuracy * Aesthetics
PROCESS OF DEVELOPING SCORING
RUBRICS
1. Identify the qualities/attributes that you
wish to observe in the students’ outputs
that would demonstrate their level of
proficiency.
2. Decide whether a holistic or analytic
rubric would be more appropriate.
3. Identify/ define the criteria for the
lowest/worst level of performance.
4. Make a comparison process between the
levels of performance.
*There should be meaningful
distinctions between the score categories
NOTE: Describe the work rather than
value-judge it.
e.g. ✓ Student’s sentences contain no
errors in subject-verb agreements.
X Student’s sentences are good.