THE IMPORTANCE OF ASSESSMENT IN THE

TEACHING AND LEARNING PROCESS

FELISA MARIE R. OÑATE

DISCUSSANT
“Start the day with a SMILE, it will make
you LOOK BETTER;
Start the day with a PRAYER, it will make
you STRONGER;
Start the day with SHARING, it will make
you FEEL RICHER;
Start the day with LOVE, it will make you
ENJOY LIFE TO THE FULLEST”
Outline
What is Measurement, Assessment
and Evaluation
Main Goal of Assessment
Principles of Assessment
What is the role of assessment in
the K to 12 Curriculum?
Importance of Assessment
What is Measurement?
 Definition

Measurement is more on the

quantitative description of an attribute;
collects quantitative information about
what the students know and can do
What is Assessment?
Assessment Defined
Assessment is the process of
gathering quantitative and/or
qualitative information and
organizing them into an
interpretable form for easy
judgment and decision making.
Definitions
 Traditional Assessment
- are tests given to the students to measure how much the students have
learned
- contain different types of questions such as multiple-choice, true-
false, fill-ins, essays, sentence completions, matching response, etc.
 Performance Based Assessment requires actual demonstration of
essential and observable skills or creation of products that are
grounded in real world context and constraints
 Performance tests are concerned with skill outcomes (process and
product)
Process Evaluation(the procedure is very significant)
Product Evaluation (the product is the focus of attention)
 Performance tests are used when performance skills are not
adequately assessed by paper and pencil tests
Process-Oriented Performance-Based Assessment
Is concerned with the actual task
performance rather than the output or
product of the activity
Is concerned with the processes
which the students underwent in order
to arrive at the products or outputs
Product-oriented Performance Based
Assessment
Is concerned with actual student
performance through a completed
product, project or output that
demonstrates levels of task
achievement
Products can include a wide range of
student works that target specific skills
 Classroom Assessment Strategies
Selected Constructed Performance Informal
Response Response Assessment Assessment

Fill-in the blanks Presentation (Group,

Multiple Choice Essay Oral Discourse
Individual)
True or False Short Answer Oral Questioning
Movement
Matching Type (Sentences, Interview
Science lab/experiment
Paragraphs) Observation
Math investigation
Flowchart Checklist
Dramatization or
Diagram Rating scale
Role Play
Graph Journal writing
Simulation/Enactment
Concept Map Process
Project
Drawing/Illustration Description
Debate
Table Peer Review
Making models
Matrix Portfolio
Recital
Athletic skill
Exhibition
Telling/Retelling stories
What is Evaluation?
 Evaluation Defined
It is a systematic process of
judging the worth or merit of
something ( personnel,
program, or policy) based on
appropriate criteria that are
clearly defined and
articulated
MAE: In a Graphic Organizer
Philosophy and Goals of Classroom
Assessment
 PHILOSOPHY

Assessment shall be used primarily as

a quality assurance tool to track
student progress in the attainment of
standards, promote self-reflection and
personal accountability for one’s
learning, and provide a basis for the
profiling of student performance.
 Main Goal of Assessment

To improve learning
and instruction
 Principles of Assessment
Assessment:
Fosters motivation
Focuses on how students learn
Helps learners know how to improve
Recognizes educational achievement
Develop the capacity of self assessment
 Principles of Assessment
Assessment is
Holistic and Standards Based
Part of effective planning
Central to classroom practice
A key professional skill
Is sensitive and constructive
Share your thoughts/Give your
reactions!
THE K TO 12 CURRICULUM OF THE PHILIPPIN
A Foundation for the Pre-Service Teacher Education Curri

DEPARTMENT OF EDUCATION
THE K TO 12 CURRICULUM OF THE PHILIPPIN
A Foundation for the Pre-Service Teacher Education Curri

DEPARTMENT OF EDUCATION
If you are the teacher…what will you
do?
Share your thoughts/insights
THE K TO 12 CURRICULUM OF THE PHILIPPINES:
A Foundation for the Pre-Service Teacher Education Curricula

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
 Assessment AS learning
develops in the learner personal responsibility for
learning.
begins as the learner becomes aware of the goals of
instruction and the criteria for performance.
He/ she generates his/her personal learning goals based on
standards set, monitors his/her progress by regularly
undertaking informal and formal self-assessment and by
actively reflecting on his/her progress (meta-cognition)
in relation to his/her personal goals.
occurs when pupils reflect on and monitor their
progress to inform their future learning goals.
 Assessment FOR learning
This refers to formative assessment.
The teacher and learner use assessment primarily
to improve learning and teaching.
It is about assessing progress, analyzing and
feeding back the outcomes of assessment
positively and constructively.
It is given at the beginning of teaching (pre-
assessment) or in the process of teaching
(formative) to guide instruction and decision
making
 Assessment OF learning
referred to as summative assessment.
designed to measure the learners’
achievement at the end of a unit or
module or quarter to determine what
he/she has learned in comparison with
content and performance standards.
assessment results are the bases of grades
or marks which are communicated to
learners and parents.
IMPORTANCE OF ASSESSMENT
 Provides Diagnostic Feedback

What is the student's knowledge

base?
What is the student's performance
base?
What are the student's needs?
What has to be taught?
 Helps educators Set Standards

What performance demonstrates

understanding?
What performance demonstrates
knowledge?
What performance demonstrates
mastery?
 Evaluates progress

How is the student doing?

What teaching methods or
approaches are most effective?
What changes or modifications to a
lesson are needed to help the
student?
 Relates to a student's progress

What has the student learned?

Can the student talk about the new
knowledge?
Can the student demonstrate and
use the new skills in other projects?
 Motivates Performance

For student self-evaluation:

Now that I'm in charge of my
learning, how am I doing?
Now that I know how I'm doing,
how can I do better?
What else would I like to learn?
 For teacher Self-Evaluation

What is working for the students?

What can I do to help the students
more?
In what direction should we go next?
 Assessment in the K to 12
(DepEd Order No 8 s. 2015)
How is learner progress recorded and
computed?
Grades from all student work are added up:
Written Work, Performance Tasks and Quarterly
Assessment
Raw scores have to be converted to a Percentage
Score
Learners Total Score/Highest Possible Score x 100
Percentage scores are then converted to Weighted
Scores
Language/AP/EsP- WW-30%; PT-50%; QA-
20%
The sum of the weighted scores in each
component is the Initial Grade(IG). This
Initial Grade will be transmuted using the
transmutation table
The Quarterly Grade(QG) for each
learning area is written in the report card
of the student