Assessing Learning

• have a thorough understanding on assessing

learning;
• differentiate the forms of assessment
(formative vs summative);
• differentiate between traditional and non-
traditional (authentic) assessment;
• Explain what is to be assessed in the classroom;
• Discuss the assessment formats used in the
classroom;
• Analyze sample TIMSS-based assessment items;
• Develop varied assessment items for a particular
topic.
Ponder on this…
• How was your
experience as a
teacher particularly in
giving assessment to
your learners?
Just to stir your thoughts
Recall
DepEd Order No. 8, s2015
What is Classroom Assessment?
What is Classroom Assessment?
A process used to
• keep track of student’s progress in relation to
attainment of standards 21st century skills

• promote self-reflection  Learners are

responsible for their own learning

• Provide bases for the profiling of student

performance
is an ongoing process of:
• Identifying
• Gathering
• Organizing, and,
• Interpreting
what students know and can do.
• Classroom assessment
is an integral part of
teaching.
• There are standards,
competencies and
concept development
in assessment.
Does it ring a bell?
What about these?
Types of Classroom
Assessment
Formative Assessment (non-graded; can be
informal)
Assessment for learning – teachers
Assessment as learning - students

Summative Assessment
Assessment of learning

(D0 8, s. 2015)
 Formative: Assessment for Learning

• Process of providing information to teachers that

will inform instruction and improve student
learning outcomes (Griffin, Casagan, Care, Vista &
Nava, 2016)

• Gathering and using evidence about what learners

know and can do to inform and improve teaching
(D.O. 8, s2015, DepEd)
 Summative: Assessment of Learning

• measures the different ways learners

use and apply relevant knowledge,
understanding and skills

• usually conducted after a unit of work

and/or at the end of an entire quarter
Components of Summative Assessment

1.Written Work (WW) – 40%

2.Performance Task (PT) – 40%

3.Quarterly Assessment (QA) – 20%

What is ASSESSED in
the CLASSROOM?
What is assessed in the classroom?

• Content Standards
1

• Performance Standards
2

• Learning Competencies
3
Content Standards

• What learners should know

• The learner demonstrates understanding
of

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Performance Standards

 What can learners DO with what they

know?
 How well do learners use their learning
or understanding in different situations?
 What tools or measures should learners
use to demonstrate what they know?
Learning Competencies
knowledge, understanding, skills, and
attitudes that students need to
demonstrate in every lesson / learning
activity.
What
Assessment is
Commonly Used
in the
Classroom
Multiple Choice
Completion Type
True or False
Matching Type
Essay
Advantage and Limitations
Ease of Requires writing many questions; wording must avoid
Construction ambiguities; relatively difficult to construct
Administration and Quick and easy
Scoring
Scope Broad coverage helps provide reliable measurement;
but items susceptible to guessing
Abilities Measure knowledge of facts efficiently; to some
measured extent measure applications of concepts and basic
thinking skills
Incentive to Encourage pupils to build up a broad background of
pupils knowledge and abilities
Message One right answer; that education is acquisition of facts
Assessing Learning
What is your
purpose in
making test?
 Let’s have a
glimpse of the
different
cognitive
domains
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38
REMEMBERING
Retrieve relevant
knowledge from long-
term memory,
e.g. recognizing, listing,
naming, finding,
defining,
memorizing,
repeating,
reproducing

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Choose Recite
Define Match
List Recall
Underline Name
Quote Recall

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Typical Item Stems:

• How many items….?

• What is the ……?
• Can you name …..?
• Which is true or false?
• Can you recall --?

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UNDERSTANDING
Explaining ideas or concepts;
construct meaning from
instructional messages;
e.g. Interpreting, summarizing,
plotting , classifying,
explaining

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UNDERSTANDING

Locate Observe
Compare Paraphrase
Recognize Review
Report Explain

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Typical Item Stems:
UNDERSTANDING
• Write in your own words…..?
• How would you explain ….?
• Who do you think ……?
• What ideas or facts show ….?

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APPLYING

Using information in
another familiar
situation;
e.g. Implementing,
carrying out,
using, executing

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 APPLYING
Adapt Draw Sequence Apply
Show Change
Teach Use
Demonstrate Manipulate
Practice

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Typical Test Stems
• Do you know of another instance
where…..?
• What questions would you ask
of……?
• From the information given,
develop a set of instructions
about…..?

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ANALYZING
Breaking information into
parts to explore
understandings and
relationships
e.g. Comparing, organizing,
deconstructing,
finding, interrogating

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 Typical Item Stems

• Which events could not have

happened?
• If. ..happened, what might the ending
have been?
• Why did...changes occur?
• Explain what must have happened
when...
• Distinguish between...
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EVALUATING
Justifying a course of
action or decision
e.g. checking,
hypothesizing,
critiquing,
experimenting,
judging

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EVALUATING

Argue
Defend
Assess
Determine
Value
Evaluate
Conclude
Prioritize
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Typical Item Stems:
• Judge the value of... What do you
think about...?
• What influence will....have on our
lives?
• What are the pros and cons of....?
• How would you have handled...?
• What are the alternatives?

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CREATING
Generating new ideas,
products or ways of
viewing things
e.g. Designing,
constructing,
planning,
producing,
inventing

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Assemble Compose
Construct Formulate
Generate Dramatize
Predict Prepare
Write Illustrate

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Typical Item Stems
• Design a...to...?
• If you had access to all resources,
how would you deal with...?
• How many ways can you...?
• Create new and unusual uses for...?

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