Revisiting the

Assessment
Policies and
Standards
(DepEd Order no. 8, S. 2015)
PRE-TEST
 What is the
importance of
conducting pre-
test or pre-
assessment?
 Theoretical Basis

Classroom Assessment is a joint process that involves

both teachers and learners. It is an integral part of
teaching and learning.
Teachers provide appropriate assessment when they aim
to holistically measure learners' current and developing
abilities while enabling them to take responsibility in
the process.
This view recognizes the diversity of learners inside the
classroom, the need for multiple ways of measuring their
varying abilities and learning potentials, and the role of
learners as co-participants in the assessment process.
 Theoretical Basis

At the heart of this assessment framework is the

recognition and deliberate consideration of the learners'
zone of proximal development (Vygotsky 1978).

Proximal Development- defined as the space between what a

learner can do without assistance and what a learner can do with
adult guidance or in collaboration with more capable peers.
 Theoretical Basis

 Assessment facilitates the development of learners'

higher-order thinking and 21st-century skills.

 It acknowledges the unity of instruction and

assessment.
Why is there a
need to assess
our learners?
 What is Classroom Assessment?

Assessment is 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.
 What is Classroom Assessment?

 Classroom Assessment is an ongoing process of

identifying, gathering, organizing, and interpreting
quantitative and qualitative information about what learners
know and can do.

It is important for teachers to always inform learners

about the objectives of the lesson so that the latter will
aim to meet or even exceed the standards.
 What is Classroom Assessment?

 The teacher provides immediate feedback to students

about their learning progress.

 Classroom assessment also measures the achievement

of competencies by the learners.
 How do you
usually assess
your learners?
__E C__ __ A __ __ O N
R E C I T A T I O N
S __ L __ R __ __ L E __ T __ __ N
S E L F R E F L E C T I ON
__ X A __ __ N A __ __ __ N
E X A M I N A T I ON
P R __ __ __ C __- B __ S __ __
P R O J E C T- B A S E D
P __ __ F __ __ M __ __ __ __
P E R F O R M A N C E
 Two Types of Classroom Assessment

FORMATIVE ASSESSMENT

May be seen as assessment for learning so teachers can

make adjustments in their instruction.

 It is also assessment as learning wherein students

reflect on their own progress.
 Two Types of Classroom Assessment

FORMATIVE ASSESSMENT

 Formative assessment refers to the ongoing forms of

assessment that are closely linked to the learning process.
 It is characteristically informal and is intended to help
students identify strengths and weaknesses in order to
learn from the assessment experience.
 May be given at any time during the teaching
and learning process. It is also a way to check the
effectiveness of instruction.
 Two Types of Classroom Assessment

FORMATIVE ASSESSMENT

 The results of formative assessments will help teachers make

good instructional decisions so that their lessons are better
suited to the learners' abilities.
 It is important for teachers to record formative assessment
by documenting and tracking learners' progress, however,
are not included in the computation of summative assessment.
 Teachers must also provide students with immediate
feedback and recommendations on how well they are
learning throughout the teaching-learning process.
 Two Types of Classroom Assessment

FORMATIVE ASSESSMENT

 Formative assessment may be integrated in all parts of the

lesson.

 A. Before the Lesson

 B. During the Lesson Proper
 C. After the Lesson
PURPOSES OF FORMATIVE
ASSESSMENT
PURPOSES OF FORMATIVE
ASSESSMENT
PURPOSES OF FORMATIVE
ASSESSMENT
 Two Types of Classroom Assessment

SUMMATIVE ASSESSMENT

May be seen as assessment of learning, which occurs at

the end of a particular unit.

This form of assessment usually occurs toward the end

of a period of learning in order to describe the standard
reached by the learner.
 Components of Summative Assessment

Written Work

Ensures that students are able to express skills and

concepts in written form. Written Work, which may
include long quizzes, and unit or long tests, help
strengthen test-taking skills among the learners.
 It is strongly recommended that items in long quizzes/
tests be distributed across the Cognitive Process
Dimensions so that all are adequately covered.
 Components of Summative Assessment

Performance Task

Allows learners to show what they know and are able

to do in diverse ways. They may create or innovate
products or do performance-based tasks.
Performance-based tasks may include skills
demonstration, group presentations, oral work,
multimedia presentations, and research projects. It is
important to note that written output may also be
considered as performance tasks.
 Components of Summative Assessment

Quarterly Assessment

Measures student learning at the end of the quarter.

These may be in the form of objective tests, performance-
based assessment, or a combination thereof.
 Components of Summative Assessment
 What is
assessed in the
classroom?
 What is assessed in the classroom?

Assessment in the classroom is aimed at helping

students perform well in relation to the learning
standards. Learning standards comprise content
standards, performance standards, and learning
competencies that are outlined in the
curriculum.
 What is assessed in the classroom?

A. Content Standards

identify and set the essential knowledge and

understanding that should be learned. They cover a
specified scope of sequential topics within each
learning strand, domain, theme, or component.
Content standards answer the question, "What should
the learners know?".
 What is assessed in the classroom?

B. Performance Standards

describe the abilities and skills that learners

are expected to demonstrate in relation to the
content standards and integration of 21st-century
skills.
 What is assessed in the classroom?

C. Learning Competencies

refer to the knowledge, understanding, skills,

and attitudes that students need to demonstrate in
every lesson and / or learning activity.
 What is assessed in the classroom?

D. Concept Development

The learning standards in the curriculum reflect

progressions of concept development. . It provides
a scheme for classifying educational goals,
objectives, and standards. It also defines a broad
range of cognitive processes from basic to
complex, as follows: Remembering, Understanding,
Applying, Analyzing, Evaluating, and Creating.
 Bloom’s Taxonomy
 Activity interpret outline debate
Time! exemplify use judge
identify devise develop convert
retrieve recognize differentiate discuss
solve duplicate illustrate critique
explain compare generate appraise
summarize memorize evaluate plan
list assemble design argue
repeat paraphrase hypothesize interpret
formulate classify dramatize reproduce
produce construct attribute distinguish
contrast execute discover deconstruct
infer demonstrate organize implement
 Adapted Cognitive Process Dimensions
 Bloom’s Taxonomy
Objectives Instruction Assessment
 “Assessment is most
beneficial when it
enhances teaching and
Objectives Instruction Assessment

learning and includes

pupils in the process”