LESSON 17:

ASSESSING LEARNING
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TEACHING MATH IN INTERMEDIATE GRADES

BEED II-D
 INTRODUCTION:
Assessing Learning

A very important concern that demands urgent attention is the assessment. The classroom
assessment that should be within the K-12 Basic Education Framework and aligned with the learning
standards of the enhanced curriculum.
DepEd issued the DepEd Order No. 8 which is the Policy Guidelines on Classroom Assessment for
the K-12 to Basic Education Curriculum.
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 DID YOU KNOW?
Assessment
 defined as a process that is used to keep track of the learners’
progress in relation to learning standards including that of the
development of 21st century skills, which is part of the new K-12
education framework.
 should be aligned with curriculum standards on the 21 st century
skills assessment framework.
 must be aligned with the objectives of the lessons to which the
assessment was made for.
 shall recognize the diversity learners inside the classroom.
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 PRINCIPLES
OF
ASSESSMENT
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 1. Assessment should be consistent
with the curriculum standards.

The teacher should make sure that the assessment

measures the attainment of the learning objectives set
at the beginning of the lesson or unit.
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 2. Formative Assessment needs to
scaffold the students in the summative
assessment.
Formative Assessment are not graded but it is
important to keep documents of these to study the
patterns of learning demonstrated by the learners to
prepare them in taking the summative assessment.
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 3. Assessment results must be used by
teachers to help the students learn
better.
The teacher must seek ways to use assessment to help
the students want to learn and feel able to learn.
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 4. Assessment is not used to threaten
or intimidate the learners.

The main purpose of assessment is to improve

learning, not increase anxiety among the learners.
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 TWO
FUNDAMENTAL
TYPES OF
ASSESSMENT
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 FORMATIVE ASSESSMENT
 Can be viewed in two lenses:
1. Assessment for Learning- provides teachers the evidence about what the learners know
and can do.
2. Assessment as Learning- provides the learners of the immediate information on how they
perform on the learning process.
 Can be given at any time, before, during and after the lesson.
 An on-going and closely related to the learning process.
 It is characteristically informal and intended to help the students identify his/her strengths
and weaknesses in order to learn from the assessment.
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 Parts of the Lesson Purpose Examples of Assessment
Methods
For the Learner For the Teacher 1. Agree/Disagree
activities
1. Know what she/he 1. Get information 2. Games
knows about the about what the 3. Interviews
topic/lesson. learner already 4. Inventories/Checklis
2. Understand the knows and can do t of skills
purpose of the about the new 5. KWL activities
Before Lesson lesson and how to lesson. (what I know, what I
do well in the 2. Share learning want to know, what I
lesson. intentions and learned)
3. Identify ideas or success criteria to 6. Open-ended
concepts he/she the learners. questions
misunderstands. 3. Determine 7. Practice exercises
4. Identify barriers to misconceptions.
learning. 4. Identify what
hinders learning.
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 Parts of the Lesson Purpose Examples of Assessment
Methods
For the Learner For the Teacher
1. Multimedia
1. Identify one’s 1. Multimedia presentations
strengths and presentations.
weaknesses. 2. Identify what 2. Observations
2. Identify barriers to hinders learning. 3. Other formative
learning. 3. Identify what
3. Identify factors that facilitates learning. performance task
Lesson Proper
help him/her learn. 4. Identify learning 4. Quizzes
4. Know what he/she gaps.
knows and does not 5. Track learner 5. Recitations
know. progress. 6. Simulation activities
5. Monitor his/her own 6. To make decisions
progress. on whether to
proceed with the
next lesson
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 Parts of the Lesson Purpose Examples of Assessment
Methods
For the Learner For the Teacher
1. Checklists
1. Tell and recognize 1. Assess whether
whether he/she met learning objectives 2. Discussion
learning objectives have been met for a
and success criteria. specified duration. 3. Games
2. Remediate and
After Lesson 2. Seek and support enrich with 4. Performance task
through remediation, appropriate
enrichment, or other strategies as needed. 5. Practice exercises
strategies. 3. Evaluate whether
learning intentions 6. Short quizzes
and success criteria
have been met. 7. Written work
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 SUMMATIVE ASSESSMENT
 Known as “assessment of learning”
 To measure if the learners have met the standards set in the curriculum guide.
 The result of summative assessment are recorded and reported on the learners’
achievement. It is part of the computed markings and to be reported to parents, principals,
teacher on the next grade level and guidance teachers.
 Measures the different ways the learners use and apply all the relevant knowledge,
understanding and skills. It will be used as bases for computing grades.
 The summative assessment is in the form of a unit test and quarterly test, it must be spaced
properly over the quarter.
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 Components Purpose When to Give

• Assess the learners’

understanding of concepts and
Written Work application of skills in written At the end of the topic or unit
form
• Prepare the learners fro
quarterly assessment
• This can be individual or
collaborative over a period of
time
• Provide opportunities for the At the end of the lesson about
learners to demonstrate and particular topic/skill
integrate their knowledge,
understanding and skills
Performance Task • Provide opportunities for the
learners to design and express
their learning in diverse ways Several times within a quarter
• Encourage the learners’
inquiry, integration of
knowledge, understanding and
skills
• Synthesize all the learning Once, every end of the quarter
Quarterly Assessment skills, concepts and values
learned in a quarter
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 THANK YOU!!!
BY: GROUP 15
Cyrill Gamboa & Scott Vincent Pagaduan
BEED II-D
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