Classroom

Assessment
PONCIANO G. ALNGOG, EdD
Education Program Supervisor
QSUITOCKZMEG FRENESDBLACK

Quiz Feedback
Classroom Assessment
WANOREKSIHPO TERABLCHINUG

Workshop Teaching
Classroom Assessment
GRONZADLKTIE LEWBSISERONM

Grade Lesson
Classroom Assessment
Talking Points
▪ Classroom Assessment
▪ Characteristics of Classroom Assessment
▪ Types of Classroom Assessment
▪ Principles of Assessment
▪ 5 Key Qualities of Assessment
▪ Types of Achievement Targets
▪ Inclusive Assessments

Classroom Assessment
 Classroom Assessment
▪ Is an ongoing process through which teachers and students
interact to promote greater learning.
▪ The assessment process emphasizes data collection of
student performance to diagnose learning problems,
monitor progress, and give feedback for improvement.
▪ Involves using multiple methods in order to obtain student
information through a variety of assessment strategies.

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 Characteristics of Classroom Assessment
▪ Learner Centered –it is focused on observing and improving
learning.
▪ Teacher Directed - the individual teacher decides what to
assess, how to assess, and how to respond to the information
gained through the assessment.
▪ Mutually Beneficial-students reinforce course content and
strengthen their self-assessment skills.

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 ▪ Formative - Its purpose is to improve the quality of
student learning, not to provide evidence for evaluating or
grading students; it provides information on what, how
much, and how well students are learning.
▪ Context Specific- the assessment technique is chosen to
fit the subject matter and the needs of the particular
class.
▪ On-going- the creation and maintenance of a classroom
“feedback loop”

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 TYPES OF CLASSROOM ASSESSMENT
Formative Assessment
▪ Are used to monitor students progress during instruction
▪ Purpose- to make judgments about individual student
achievement and assign grades
Example: quizzes, tests, exams, term papers, lab reports,
homework

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 Summative Assessment

▪ Comprehensive, typically given at the end

of a program and provide for accountability
▪ Purpose- to inform teaching and improve
learning used as “feedback devices”

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 Formative Assessment & Summative Assessment
Purpose
▪ Monitors and improves ▪ Evaluates and summarizes learning
learning at the end of a period of learning in
▪ Monitors and improves the relation to the curriculum
effectiveness of teaching standards effectiveness of teaching
▪ Not used for grading purposes and competencies.
in the Philippines ▪ Is graded and recorded and forms
part of the learners’ final grades for
school reports in the Philippines.

Formative Assessment & Summative Assessment

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 Timing

▪ My occur before, during ▪ Is completed at the end of a

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

Formative Assessment & Summative Assessment

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 Features
▪ Informs teachers of learners’ progress: ▪ Provides a summary of
▪ who needs help and where they what has been learned
need help ▪ Provides information
▪ who is making satisfactory progress about learners’ progress
▪ Enables teachers to give constructive to:
feedback on: ▪ the learners
▪ what they are doing well ▪ learners parents
▪ areas for improvement and/or guardians
▪ how to improve in these areas ▪ other stakeholders

Formative Assessment & Summative Assessment

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 ▪ Guides teachers on how to
modify their teaching to
meet the individual needs
of all learners.
▪ Can be used to assess
individual of collaborative
activities
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▪ Measures the extent to which
learners have achieved the
content and performance
standards and competencies
▪ Is recorded formally and used
to report the learners’
progress to the parents
and/or guardians
Formative Assessment & Summative Assessment
Classroom Assessment
 Self and peer assessment
▪ Allows learners to use explicit assessment criteria to ▪ Assesses
assess their own work and that of their peers individual
▪ Enables learners to reflect on their own learning achievements
and take responsibility for improving it
▪ Encourages learners to give explicit constructive
feedback to peers to help them improve their
learning
▪ It is not used for summative purposes

Formative Assessment & Summative Assessment

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 Formative Assessment can Either be Formal of Informal
Formal
▪ Involves collecting evidence of
learners’ capacity, taking time
to interpret data, and
incorporating the action plan
into a lesson
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Informal
▪ Happens during conversations and
discussion with learners
▪ Requires on-the-spot modification
of instruction for lessons which
teachers may identify as necessary
based on the collected learners’
data
Classroom Assessment
 Principles of Assessment
▪ Assessment has been the key in the teaching-learning process
as this obtains a formative and summative element, at different
moments, from the extent to which the students have acquired
knowledge, skills and attitudes (Garcia et.al, 2017)
▪ All classroom assessment activities, whether formative or
summative, should comply with the following broad principles
to make them fair and clear for all learners;

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 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

Principles of Assessment

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 1. F
2. F
3. F
4. F

5. Assessment must be manageable for both learners and

teachers
6. Assessment must give learners 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.

Principles of Assessment

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 Sound Assessment is Built on 5 Keys to Quality:
1. They are designed to serve the specific information needs of
intended user(s). Clear Purpose
2. They are based on clearly articulated and appropriate
achievement targets. Clear Targets
3. They accurately measure student achievement. Sound Design
4. They yield results that are effectively communicated to their
intended users. Effective Communication
5. They involve students in self-assessment, goal setting, tracking,
reflecting on, and sharing their learning. Student Involvement

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 Types of Achievement Targets
▪ Knowledge Targets-teachers expect students to master
some content.
▪ Reasoning Targets-it is always the case we want students
to be able to use the information to reason and solve
certain kinds of problems.
▪ Skill Targets- in most classrooms there are things teachers
want their students to be able to do.

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 ▪ Product Targets-another way for students to succeed
academically is through creating quality products.
▪ Dispositional Targets-this final category of valued targets is
quite broad and complex and includes those characteristics
that go beyond the academic into the realms of the effective
and personal feeling states, such as attitudes toward
something, sense of academic self-confidence or interest in
something that motivationally predisposes a person to do or
not to do something.

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 Assessment Options
▪ Selected Response Assessment-This category includes
all of the objectively scored paper and pencil tests
formats.
▪ Essay Assessment- in this case, the respondent is
provided with an exercise that calls for the
preparation of an extended written answer.

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 ▪ Performance Assessment-in this case, the respondent
actually carries out a specified activity under the watchful
eye of the evaluator who observes performance and
makes judgment as to the quality achievement
demonstrated.
▪ Personal Communication Assessment-one of the most
common ways teachers gather information about day to
day student achievement in the classroom is to talk to
them

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 Two Main Type of Items
▪ Selection Types- require the students to select the
correct or the best answer from the given options
▪ Supply types- are fill in the blanks or essay types

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 Inclusive Assessment

The principles of effective assessment stress that

assessment should be inclusive and fair to all learners
in a class. For education to be inclusive, every learner
must be in school or have access to education through
an Alternative Delivery Mode.

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 DepEd Orders that Support the Concept of Inclusive Education
▪ DepEd Order 62, s. 2011 Adopting the National Indigenous
Peoples Education Policy Framework
▪ DepEd Order 51, s. 2014 Guidelines on the Conduct of
Activities and Use of Materials Involving Aspects of Indigenous
Peoples Culture
▪ DepEd Order 32, s. 2015 Adopting Indigenous Peoples’
Education Framework

Inclusive Assessment

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 ▪ DepEd Order 72, s. 2009 Inclusive Education as Strategy for
Increasing Participation Rate of Children
▪ DepEd Order 32, s. 2013 Strengthening the Protection of
Religious Rights of Learners
▪ DepEd Order 51, s. 2004 Standard Curriculum for Elementary
Public School and Private Madaris
▪ DepEd Order 77, s. 2011 Moving the Disability Agenda Forward

Inclusive Assessment

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 Inclusive Assessment Activities

Every class in the Philippines is diverse because

each learner is unique. It is important that you
recognize that all learners in your class have the
capacity to learn. You bring this out in your
learners by the way you interact with them.

Inclusive Assessment

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 Assessment Inclusive of Gender
▪ Use a range of assessment activities and ways for girls and
boys to demonstrate their learning
▪ Vary assessment activities across physical and socioemotional
dimensions of learning
▪ Monitor and rotate leadership roles and ensure equal gender
distribution in groups for collaborative assessment activities
▪ Encourage learners to use gender-inclusive language in their
written work and performance tasks

Inclusive Assessment

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 ▪ Check that visual materials and assessment activities do not
reinforce gender stereotypes.
▪ In tests use a range of test items such as multiple choice,
matching type, short answer, problem solving, open-ended
questions, and items that require extended answers .
▪ Use a range of competitive and collaborative assessment
activities.

Inclusive Assessment

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 Assessment Inclusive of Indigenous Peoples

▪ Make use of the Indigenous Learning System (ILS) and

Indigenous Knowledge Systems and Practices (IKSPs).
▪ Prepare assessment activities that may be done outside
the classroom.
▪ Use assessment activities that involve the multiple
competencies and abilities of learners.

Inclusive Assessment

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 ▪ Involve in the assessment process the culture bearers
(elders, chieftains, knowledge bearers, community
artists, parents).
▪ Ensure that the values of the assessment process are
sensitive to and consistent with the communal values.
▪ Check that assessment activities are parallel to cultural
and national content.

Inclusive Assessment

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 ▪ Make use of community activities (rituals, festivals,
seasonal activities, daily household/community
activities) as opportunities for assessment
▪ Promote collaborative discovery and work.
▪ Find out if an indigenous peoples group is a literate
community to determine how its members express
what they are learning
▪ Avoid examples and questions that are discriminatory
▪ Provide equal leadership roles in assessment activities

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 Assessment Inclusive of Learners with Disabilities
Modify the way you present assessments to suit learners.
▪ Set activities in braille and large print.
▪ Male magnifying glasses available to learners
▪ Read the assessment out loud to learners
▪ Use 3D diagrams and manipulative objects such as shape blocks,
real coins, and abacuses.
▪ Use sign language, computerized screen readers of text, and audio
amplification as learning aids.

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 Assessment Inclusive of Learners with Disabilities
Allow learners to choose ways to demonstrate their learning.
▪ Use a braille writer.
▪ Use organizational devices such as calculators, spell-checkers, and
dictionaries.
▪ Use a scribe, a computer, or other device to help write answers to
questions.

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 Assessment Inclusive of Learners with Disabilities
Prepare the environment.
▪ Administer assessments in a separate place to minimize distraction.
▪ Provide headphones to buffer noise.
▪ Adjust lighting in the room.
Provide enough time
▪ Extend time for learners to complete an assessment.
▪ Allow multiple frequent breaks.
▪ Carry out assessment activities over several days.

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 The Story Of The Stolen Watch
by Jason Cai

An old man meets a young man who asks, “Do

you remember me?” The old man says no. Then
the young man tells him he was his student
before.
And the teacher asks, “What do you do, what do
you do in life?” The young man replies, “Well, I
became a teacher.” “Ah, how good, like me?”
asks the old man.

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 “Well, yes. In fact, I became a teacher because you inspired me to be like
you.”
The old man, curious, asks the young man at what time he decided to
become a teacher. And the young man tells him the following story:
“One day, a friend of mine, also a student, came in with a nice new

watch, and I decided I wanted it and I stole it, I took it out of his pocket.
Shortly after, my friend noticed the flight and immediately complained to
our teacher, who was you. Then you went to the class:
‘This student’s watch was stolen during classes today. Whoever stole it,
37 please return it.’ Classroom Assessment
 I didn’t give it back because I didn’t want to. Then you closed the door and
told us all to get up and you were going to search our pockets one by one
until the watch was found. But you told us to close our eyes, because you
would only look for his watch if we all had our eyes closed.
So we did, and you went from pocket to pocket, and when you

went through my pocket, you found the watch and took it. You kept
searching everyone’s pockets, and when you were done you said ‘open your
eyes. We have the watch.’
37 Principles of Assessment
You didn’t tell me and you never mentioned the episode. You never said who
 But this is also the day my dignity was saved and I decided not to become a
thief, a bad person, etc. You never said anything, nor even scold me or took
me aside to give me a moral lesson, I received your message clearly.
And thanks to you, I understood what a real educator needs to do. Do you
remember this episode, professor?

And the professor answers:

‘I remember the situation, the stolen watch, which I was looking for in
37 Classroom
everyone’s pocket, but I didn’t remember Assessment
you, because I also closed my
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 References:
DepEd Order 8, s. 2015
DepEd Order 31, s. 2020
https://eric.ed.gov/?id=EJ946150
https://findinghappinessinsingapore.wordpress.com/202
0/07/10/the-story-of-the-stolen-watch/

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