Session 3 - Principles of Formative and Summative Assessment

Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
Balilahan, Mabua, Tandag City, Surigao del Sur, 8300, (086) 211-3225, surigaodelsur.division@deped.gov.ph
CAPACITY BUILDING ON
ASSESSMENT AND GRADING IN
THE LIGHT OF THE BASIC
EDUCATION LEARNING
CONTINUITY PLAN
DepEd Order No. 31, s. 2020
CAPACITY BUILDING ON
ASSESSMENT AND GRADING IN PRINCIPLES OF
THE LIGHT OF THE BASIC
EDUCATION LEARNING
CONTINUITY PLAN FORMATIVE AND
SUMMATIVE
Session No.: 3
ASSESSMENT
ROMALYN P. MATILDO
R-NEAP Learning Facilitator
Esperanza Integrated School
DEPARTMENT OF EDUCATION
LEARNING OBJECTIVES
At the end of the session, the participants will be able to:

 Discuss the features and purpose of formative and
summative assessment in assessing student’s
performance.
 Explain the principles of effective assessment.
 Create different assessment tasks in tracking
learners progress and improving one’s teaching
practice.
Together, we stand for education.
CLASSROOM ASSESSMENT
 It is a process used to keep

track of the learners’ progress
in relation to standards and
the development of 21st
century skills.

CLASSROOM ASSESSMENT
 It is used to provide bases for

the profiling of student
performance on the learning
competencies and standards
of the curriculum.

AIMS OF CLASSROOM ASSESSMENT
 Interpret and evaluate each learner’s performance

 Recognize each learner’s strengths and areas for improvement
 Give immediate and constructive feedback to learners
 Reflect on the effectiveness of one’s teaching
 Gather evidence over time of learners’ progress

CRITERION-REFERENCED ASSESSMENT
 It is an approach where teachers develop and

use specific assessment criteria drawn from the
curriculum standards and competencies to
evaluate a learner’s individual performance.

TYPES OF CLASSROOM ASSESSMENT
 Formative Assessment
 Summative Assessment

FORMATIVE ASSESSMENT
-Monitors and Improves Learning
-Monitors and improves the effectiveness of
teaching
-Not used for grading purposes in the Philippines
 It is a process that involves teachers using evidence

about what learners know and can do to inform and
improve their teaching.
 It is an on-going process to provide learners with
immediate feedback on how well they are learning.
 It is documented but not included in computing grades.

SUMMATIVE ASSESSMENT
teaching
 It is an assessment of learning that summarizes learning

that has occurred over a period of time for all learners.
 It measures the extent to which the learners have
mastered the essential learning competencies.
 Used as bases for computing grades.

PRINCIPLES OF EFFECTIVE FORMATIVE AND SUMMATIVE ASSESSMENT
1. Assessment must align with the curriculum and relative

directly to the content and performance standards and
competencies.
2. Assessment must be valid.
3. Assessment must be reliable and consistent.

PRINCIPLES OF EFFECTIVE FORMATIVE AND SUMMATIVEASSESSMENT

teaching
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.

PRINCIPLES OF EFFECTIVE FORMATIVE AND SUMMATIVEASSESSMENT

teaching
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.

PURPOSES OF ASSESSMENT
teaching
FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT
• Monitors and improves • Evaluates and summarizes learning at the

learning end of a period of learning in relation to
• Monitors and improves the the curriculum standards effectiveness of
effectiveness of teaching teaching and competencies
• Not used for grading purposes • Is graded and recorded and forms part of
in the Philippines the learners’ final grades for school
reports in the Philippines.

TIMING OF ASSESSMENT
• May occur before, during • Is completed at the end of a period

or after a lesson of learning such as at the end of a
• Occurs at appropriate topic, quarter, semester or year
stages in the learning
process
• Occurs while the learners
are learning

FEATURES OF ASSESSMENT
• Informs teacher of learners’ • Provides a summary of what has

progress been learned
*who needs help and
where they need help
*who is making satisfactory
progress

• Enables teachers to give • Provides information about learners’

constructive feedback to progress to:
learners on: *the learners
*what they are doing well *the learners’ parents and/or
*areas for improvement guardians
*how to improve in these *other stakeholders such as higher
areas education institution and
employers
• Guides teachers on how to • Measures the extent to which

modify their teaching to learners have achieved the content
meet the individual needs and performance standards and
of all learners competencies
• Can be used to assess
individual or collaborative
activities
• Self- and peer assessment
• Allow learners to use • Is recorded formally and used to

explicit assessment criteria report the learners progress to
to assess their work and their parents and/ guardians
that of their peers
• Enables learners to reflect
on their own learning and
take responsibility for
improving it
• Encourage learners to give Assesses individual achievements

explicit constructive
feedback to peers to help
them improve their
learning
• Is not used for summative
purposes

FORMATIVE ASSESSMENT
FORMAL INFORMAL
• Involves collecting evidence • Happens during conversations and
of learners’ capacity, taking discussions with learners.
time to interpret data, and • Requires on-the-spot modification
incorporating the action plan of instruction for lessons which
into a lesson. teachers may identify as necessary
based on the collected learners’
date.
IN SUMMARY… -Monitors and Improves Learning

teaching
 Formative assessment is designed to help the

learners understand the competency and
probably prepare the learner for summative
assessment.
 Summative assessment is administered at the end
of the topic and used to measure the extent in
which learners have mastered the competency.
IN SUMMARY… -Monitors and Improves Learning

teaching
It is the responsibility of the teacher to ensure that

teaching, learning and assessment practices support
successful learning. Thus, monitoring the learning
progress of all learners and guide them to realize
their full potential is the top priority.

“Every teacher needs to
Department of Education improve, not because they are
Caraga Region
SCHOOLS DIVISION OF
SURIGAO DEL SUR not good enough, but because
Balilahan, Mabua, Tandag City, Surigao del Sur, 8300
(086) 211-3225
surigaodelsur.division@deped.gov.ph
they can be even better.”
-Dylan William
ISO Cert. No. AW/PH909100102

Department of Education
Caraga Region
SCHOOLS DIVISION OF
SURIGAO DEL SUR
Balilahan, Mabua, Tandag City, Surigao del Sur, 8300
(086) 211-3225
surigaodelsur.division@deped.gov.ph
Thank you…
ISO Cert. No. AW/PH909100102

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Republic of the Philippines

At the end of the session, the participants will be able to:

 It is a process used to keep

Together, we stand for education.

 It is used to provide bases for

Together, we stand for education.

AIMS OF CLASSROOM ASSESSMENT

 Interpret and evaluate each learner’s performance

Together, we stand for education.

 It is an approach where teachers develop and

Together, we stand for education.

TYPES OF CLASSROOM ASSESSMENT

Together, we stand for education.

 It is a process that involves teachers using evidence

Together, we stand for education.

 It is an assessment of learning that summarizes learning

Together, we stand for education.

PRINCIPLES OF EFFECTIVE FORMATIVE AND SUMMATIVE ASSESSMENT

1. Assessment must align with the curriculum and relative

Together, we stand for education.

PRINCIPLES OF EFFECTIVE FORMATIVE AND SUMMATIVEASSESSMENT

4. Assessment must be fair and inclusive.

Together, we stand for education.

PRINCIPLES OF EFFECTIVE FORMATIVE AND SUMMATIVEASSESSMENT

7. Assessment must be part of a transparent ongoing

Together, we stand for education.

FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

• Monitors and improves • Evaluates and summarizes learning at the

Together, we stand for education.

FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

• May occur before, during • Is completed at the end of a period

Together, we stand for education.

FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

• Informs teacher of learners’ • Provides a summary of what has

Together, we stand for education.

FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

• Enables teachers to give • Provides information about learners’

FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

• Guides teachers on how to • Measures the extent to which

FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

• Allow learners to use • Is recorded formally and used to

FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

• Encourage learners to give Assesses individual achievements

Together, we stand for education.

IN SUMMARY… -Monitors and Improves Learning

 Formative assessment is designed to help the

IN SUMMARY… -Monitors and Improves Learning

It is the responsibility of the teacher to ensure that

Together, we stand for education.

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