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REPUBLIC OF THE PHILIPPINES

DEPARTMENT OF EDUCATION
REGION XII

ASSESSMENT OF LEARNING
OUTCOMES
(DO NO. 8, S. 2015)
THE STORY OF THE
NUN & THE PRIEST
A priest offered a Nun a lift. She got in
and crossed her legs, forcing her gown to
reveal a leg.
The priest nearly had an accident.
After controlling the car, he stealthily slid
his hand up her leg.
The nun said, "Father, remember
Psalm 129?"
The priest removed his hand.
But, changing gears, he let his
hand slide up her leg again.
The nun once again said, "Father,
remember Psalm 129?"
The priest apologized "Sorry sister
but the flesh is weak."
Arriving at the convent, the nun
went on her way.
On his arrival at the church,
the priest rushed to look up
Psalm 129.
It said, "Go forth and seek,
further up, you will find
glory."
Management Lesson

If you are not


informed in your
job, you might miss
a great opportunity!
1. Some months have 30 days, some months have 31
days. How many months have 28 days?2.
2. If a doctor gives you 3 pills and tells you to take one
pill every half hour, how long would it be before all
the pills had been taken?
3. Take 2 apples from 3 apples. What do you have?
4. If you had only one match and entered a COLD
and DARK room, where there was an oil heater, an
oil lamp and a candle, which would you light first?
5. How many animals of each species did Moses
take with him in the Ark?
QT = QE
Quality teaching
means Quality
Education
Teaching
is not
liking but
loving.

Passionate people deliver goods.


No passion, no quality.
I said I taught
I taught I don’t him, I din’t
stripe how hear him say he
to whistle? whistling? learned it.

Assessment & Rating System : PPt prepared by Joseph R. Jacob 05/24/2023 11


It is assessment which helps us distinguish
between teaching and learning
SOME
ASSESSMENT
ISSUES
“As quieting
“As Punishment” activity”
“As an alibi to kill time”

“As a basis for


grading”
Principles of Assessment
Principles of Assessment

Principle 1:Assessment should


be well aligned with students’
objectives, competencies, and
educational standards.
Assessment is Standards-Based
Align the kind of items you write based
on given standards.
Example 1: Constructive
alignment
Classifymaterials based on its ability to absorb water,
float, sink, undergo decay
Item:

Which of the following materials will float in water?


A. styrofoam C. metal
B.foam D. glass
Example 2: Constructive
Alignment
 Demonstrate proper disposal of waste according to the
properties of its materials

 Performance task:
 Final Output: A slide show with illustrations showing
proper
disposal of materials.

 Task: Take a photo on how to properly dispose the following


materials:plastic bottles, food scrap, papers. Present the
picture in class and explain the procedure.

 Criteria: Accuracy of disposal procedure, ability to explain,


clarity of illustrations
Assessment Principles
Principle 2:The formative assessment needs to
scaffold students in the summative
assessment.
How We Assess

Learning Target
Students will be able
to solve problems
requiring them to add
fractions with like
and unlike
denominators.
What Is the Difference
Between These Two Items?
Summative Formative
Solve: What is the least
common denominator for
½ + ¾ = the following fractions?

(a) 4/6 1/2 2/3 3/4


(b) 1
(a) 24
(c) 1 1/4 (b) 12
(d) 4/8 (c) 6
(d) 9
Assessment Principles
Principle3:Assessment should become
more like instruction.
Zone of Proximal Development

Unity of instruction and assessment


Intentional Teaching (ASCD)

Devote time on essential skills that


are indicated in the standards
(teaching is aligned with standards)
Established success criteria
Use a subject-matter budget to see how
many standards can be mastered within
a quarter
Assessment Principles
Principle 4: Assessment results needs to be
used by teachers to help students learn
better.
Assessment Principles
Principle5:Assessment is NOT used to
threaten and intimidate students.
Mistaken Beliefs about
assessment
1. High-stakes tests are good for all students
because they motivate learning
2. If I threaten to fail you, it will cause you to try
harder
3. If a little intimidation doesn’t work, use a lot of
intimidation
4.The way to maximize learning is to maximize
anxiety
5.It is the adults who use assessment results to make
the most important instructional decision.
Assessment Principles
Principle6:The teacher should
encourage the learning community to
engage in assessment.
Assessment Principles
Principle 7:Assessment is a
technical competency.
Technical competencies

 Utilizing assessment to make


decisions about the
instruction, learners, and the
school
 Interpreting assessment
information
 Identifying appropriate
indicators of learning
 Communicating assessment
information to stakeholders
 Recognizing unethical
procedures in assessment
Philosophy

Assessment shall be used


primarily as a quality
assurance tool to track
student’s progress in the
attainment of standards,
promote self reflection and
personal accountability for
one’s learning.
What is assessment?

We use the general term assessment to


refer to all those activities undertaken by
teachers -- and by their students in
assessing themselves -- that provide
information to be used as feedback to
modify teaching and learning activities.

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Assessment and feedback are crucial for helping people learn. 

Assessment should mirror good


instruction; happen continuously as part
of instruction; and provide information
about the levels of understanding that
students are reaching.   

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Features
◦ Holistic
◦ Diagnostic (assessment for learning)
◦ Formative/Developmental (assessment for and
assessment as learning)
◦ Summative/Evaluative (assessment of learning)
◦ Standards-based
◦ Content- what the student knows, can do, and
understands
◦ Performance- how the student transfers his/her
understanding to life situations
05/24/2023 37
Holistic Assessment
Assessment
of Learning Being summative, it measures
(Summative) student’s attainment of standards.

Assessment The student reflects on results of


as Learning assessment, charts his/her own
progress, and plans next steps to
improve performance; builds
(Formative) metacognition as it involves the
Assessment student in setting and monitoring
of Learning own learning goals.
Assessment Determines student’s
for Learning background knowledge
and skills; tracks
(Diagnostic) student’s progress in 38

understanding
Diagnostic Assessment

◦Provide information that assist teacher planning


and guide differentiated instruction
Examples
Pre test
Survey
Skills check
K-W-L
Film/video analysis
Misconception check
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Check for the Prior Knowledge

EXAMPLES:

Write down every thing you


know about the RH Bill ?

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Mind Map/ Picture Analysis

SITUATION:
Delia was advised by her physical trainer to load up
only on fruits as part of her diet. Following his
trainer’s instruction, which of the above items in will
she take? What information will you use to answer
the question?
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Formative Assessment

◦Provide information to guide teaching and


learning for improving learning performance
Examples:
Quiz
Questioning
Observation
Portfolio
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3-2-1 Chart
THINGS YOU FOUND OUT
3
INTERESTING THINGS
2
QUESTION YOU STILL HAVE
1
Assessment & Rating System : PPt prepared by Joseph R. Jacob 05/24/2023 43
Summative Assessment

◦Determine the degree of mastery or


proficiency according to identified
achievement targets
Examples:
Test
Performance task
Culminating project or performance
Work portfolio
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What is assessed in the classroom?

Assessment in the classroom is aimed at


helping students perform well in relation
to the learning standards.

Content standards

Performance
standards

Learning Competencies
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.
Answer the question,
“What should the learners know?”.
Performance Standards
Describe the abilities and
The integration of knowledge,
skills that learners are
understanding, and skills is expressed
expected to demonstrate in
through creation, innovation, and adding
relation to the content
value to products/ performance during
standards and integration of
independent work or in collaboration
21st-century skills.
with others.

1. “What can learners do with what they know?”


2. “How well must learners do their work?”
3. “How well do learners use their learning or understanding in
different situations?”
4. “How do learners apply their learning or understanding in real-life
contexts?”
5. “What tools and measures should learners use to demonstrate what
they know?”
Learning Competencies

Refer to the knowledge,


understanding, skills, and
attitudes that students
need to demonstrate in
every lesson and/or
learning activity.
D. Concept Development
◦ The learning standards in the
curriculum reflect progressions of
concept development. The Cognitive
Process Dimensions adapted from
Anderson & Krathwohl (2001) may
be a good way to operationalize
these progressions. It provides a
scheme for classifying educational
goals, objectives, and standards
Table 1. Adapted Cognitive Process
Dimensions*
Cognitive Process Descriptors
Dimensions

Remembering The learner can recall information and retrieve


relevant knowledge from long-term memory:
identify, retrieve, recognize, duplicate, list,
memorize, repeat, reproduce
Understanding The learner can construct meaning from oral,
written, and graphic messages: interpret,
exemplify, classify, summarize, infer, compare,
explain, paraphrase, discuss
Applying The learner can use information to undertake a
procedure in familiar situations or in a new way:
execute, implement, demonstrate, dramatize,
interpret, solve, use, illustrate, convert, discover
Cognitive Process Dimensions Descriptors

Analyzing The learner can distinguish between parts and


determine how they relate to one another, and to the
overall structure and purpose: differentiate,
distinguish, compare, contrast, organize, outline,
attribute, deconstruct

Evaluating The learner can make judgments and justify


decisions: coordinate, measure, detect, defend,
judge, argue, debate, critique, appraise,
evaluate

Creating The learner can put elements together to form


a functional whole, create a new product or
point of view: generate, hypothesize, plan,
design, develop, produce, construct, formulate,
assemble, design, devise
Remembering

Answers to information or Wh-questions


are explicitly stated in the text.
Sample Questions:

What is the title of the story?


Who are the characters?
Where does the grasshopper stay?
Why does the ant save food?
The reader is tasked to read between the lines to make
inferences. Sufficient clues are given to enable the reader to
Understanding
arrive at the writer’s ideas.

Sample Questions:

1. Compare the grasshopper and the ant.

2. What words describe the ant? The grasshopper?

3. What does the saying “Save for a rainy day” mean?


Application
The reader uses or applies learned
materials in new and concrete situations,
processes, effects, conclusions.
Sample Question:
1. If you were the grasshopper,
what would you have done?
2. Why is it important to practice
thrift and economy?
Analysis
The reader breaks down the
material into component facts so that its
organizational structure can be
understood such as elements, hypothesis,
statement of facts, others.
Sample Questions:
1. What is the writer’s purpose for
writing the story?
2. What literary device did the
writer use to make the
selection interesting to the
readers?
The reader puts parts together to
form a whole new pattern, structure,
or design. He suggests or makes plans
Synthesis
of action.
Sample Questions:
1. What other things can you save in
order to economize?
2. What ways can you suggest to
save on the following:
Food? Electricity? 4 Water?
Clothing? Other resources?
Evaluation

This is judging the value of something


using internal criteria.
Sample Questions:
1. Prove that the ant did right in
storing food for the rainy day.
2. Did the grasshopper deserve to go
hungry? Cite reasons for your answer.
3. What can you say about people who
recklessly spend their salary without
thinking of saving a portion of it for
future use? What advice can you give
them?
What will happen if the burning candle
is covered with a glass? It will___.
A. stop burning.
B. continue burning.
C. decrease its light.
D. increase its light.
In which direction will air currents most likely
move?
A straight down over the land
B from the land toward the sea
C straight up above the sea
D from the sea toward the land
Which group of organisms can
show significant trait changes
in the shortest period of time?

A. bacteria C. fish
B. birds D. reptiles
4. Which animal is classified as an omnivore?
A. red fox C. deer
B. black bear D. rabbit
Direction: Identify the following statements, questions, phrase according to
the level of skills. Write K, for Knowledge, C for Comprehension, AP for
Application, An for Analysis, Syn for Synthesis and Ev for Evaluation on the
space provided before the number.
1. Students will know the dates and countries of origin of the major immigrant
groups to the US.
2. Students will explain the motives of Filipino migrants in going to the U.S.
3. Students will design an immigration policy that is fair to future immigrant
groups.
4. Students will decide whether the current U.S. immigration policy is fair to
various immigrant groups, tell why?
5. Which of several suggested procedures is not acceptable for achieving a
stated goal but also meets and added criterion such as faster, cheapest, most
accurate.
6. Nakikilala ang mga matatalinghagang salita at idyoma.
7. Nakasusulat ng liham paanyaya o pagtanggap ng paanyaya.
8. If gasoline consumption needs to be curtailed, do you favor
direct or indirect means of doing so? In your answer, include at
least three historical precedents.
9. Design a survey form to measure student’s attitude toward the
English rule.
10. From the lessons learned volcanoes, design a volcano model.
11. What is an effect will terrorism have in the budget of the
Philippines government.
12. Why did the budget for education increase in the last three
years? In answering the question relate it to the performance of
the students in the NAT.
13. 15. Locate Davao City in the map.
PREPARING THE TABLE
OF SPECIFICATION
“13% of students who fail in
class are caused by faulty test
questions”
WORLDWATCH
The Philadelphia Trumpet
August 2015
QUALITIES OF A GOOD TEST

To be a “GOOD” test, a
test ought to have
validity, reliability, and
accuracy.
VALIDITY
• Does the Test measure what it is
suppose to measure?
RELIABILITY
• Does the Test yield the same or

similar score?
ACCURACY
• Does the Test fairly closely

approximate an individual’s true


level of ability, skill, aptitude?
PLANNING FOR A CLASSROOM MADE
TEST

• Step 1. Determine the Competencies


• Step 2. Formulate Instructional Objectives
• Step 3. Develop the Table of Specification
• Step 4. Construct Test Items
Notes

• Some aspect of the standards requires performance-


based assessments. These are not to be assessed using a
pencil and-paper test

• Decision making on what counts as the “essential ideas”


in the competencies is “best” done in collaboration among
classroom teachers.

• It is also important to communicate these among


teachers of the same subject.
How do we decide the number of
items for each competency?

• Relative importance of the


competency (based on number of
hours spent, type of competency, etc)

• Adequacy of sampling the various


aspects of the competency.
Workshop 1
• Group yourselves according to content
specialization.
• Choose a Grade Level and a grading period to
work on
• Unpack all the competencies in that grading
period. Sort those which can be assessed
with a test from those in performance
assessments
• Develop a TOS
Unpacking Worksheet
Content Standard:

Competency (Code):

For Testing For Performance


Assessment
Thinking
SAMPLE TABLE OF
SPECIFICATION
THINKING SKILLS
Topics / Objectives K C A AN S E total Item Placement Item Placement Item Placement

A. Research Designs
1. Differentiate Quantitative and 1,2 1,2 1,2
Qualitative reseach.
2. Classify the various research designs 3,4,5,6 3,4,5,6 3,4,5,6
3. Identify common research designs 7,8,9,10 7,8,9,10 7,8,9,10
4. Contruct research problems 11,12 11,12 11,12
in each research designs.
total

Hint:
# of items = # of days per topic / total # of days X total # of items
76
A Division Superintendent gave this instruction
to his/her Assistant Superintendent:

“Next Thursday, Halley’s Comet will appear


over this area. This is an event that occurs only
once every 75 years. Call every school principal
and have them assemble their teachers and
classes on their athletic field and explain the
phenomenon to them. If it rains, then cancel
the observation and have the classes meet in the
auditorium to see a film about comets.”
◦Assistant Superintendent to School Principals:

◦“On Thursday, Halley’s Comet will appear


over your athletic field. If it rains, then cancel
classes and report to the auditorium with your
teachers and students where you will be shown
films: a phenomenal event which occurs only
once every 75 years.”
Principals to Teachers:

 “By order of the phenomenal


Superintendent of Schools, next Thursday
Halley Comet will appear in the auditorium.
In case of rain over the athletic field, the
Superintendent will give another order,
something which occurs only every 75
years.”
Teachers to students:
 
“Next Thursday, the Superintendent of
Schools will appear in the auditorium
with Halley’s Comet, something which
occurs every 75 years. If it rains, the
Superintendent will cancel the comet and
order us all to the phenomenal athletic
field.”
Students to Parents:

 “When it rains next Thursday over the


school athletic field, the phenomenal 75 year
old Superintendent of Schools will cancel
classes and appear before the whole school in
the auditorium with Bill Haley and the
Comets.”
Daghang
Salamat
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