NATIONAL TRAINING OF

REGIONAL TRAINERS ON THE

MATATAG CURRICULUM
Assessment in the 21st Century Classroom

Venue
Time and Date
 Session 9

ASSESSMENT IN THE
21ST CENTURY CLASSROOM
Integrating 21st Century Skills in
Classroom-based Assessment
Jerome C. Hilario
Resource Person
Training Matrix
Day 1 Day 2 Day 3 Day 4 Day 5

Pretest Session 4 Session 6 Session 9 Session 12

Opening Program
Session 0
Orientation on the Pagbasa at
Pagkuwenta: Pag-asa (P3)
(National Reading and
Mathematics Programs)
Session 1
The General Shape of the
MATATAG Curriculum
Session 2
21st Century Skills in the
MATATAG Curriculum
Session 3
Walkthrough of [Learning
Area] Shaping Paper
Quarter 1 Curriculum MATATAG Curriculum: Assessment in the 21st Management of School-based
Standards and Instructional Design Century Classroom Professional Development
Unpacking/Clustering of Framework Programs
Learning Competencies Session 10
Session 7 Classroom Practices to Session 13
Session 5 The Science of Learning Promote Inclusion Management of School-based
Quarter 2 Curriculum Professional Development
Standards and Session 8A Programs
Unpacking/Clustering of MATATAG (Learning Area) Session 11A
Learning Competencies Instructional Design Collaborative Expertise (CE)/ Session 14
Framework (IDF): Pedagogy Preparation of Lesson Plan Facilitation Skills
and Assessment
Session 11B
Session 8B COT and Demonstration Posttest
MATATAG (Learning Area) Teaching Clearing House and Closing
Walkthrough of Learning Program
Resources

3
Session Objective
At the end of the session, participants will
• identify the key principles of effective assessment;
• list down suggested strategies for integrating the 21st century skills in
classroom assessment; and
• discuss formative assessment instructional resource (FAIR) integrating
21st century skills in the context of MATATAG curriculum; and
• share a reflection on the key principles and importance of integrating 21st
century skills in classroom assessment.
Professional Standards Covered
PPST Domain 5 - Assessment & Reporting
5.1 Design, selection, organization, and utilization of assessment strategies
5.1.3 Work collaboratively with colleagues to review the design, selection, organization, and use of a range of effective
diagnostic, formative, and summative assessment strategies consistent with curriculum requirements

PPSSH Domain 3 - Focusing on Teaching and Learning

3.5 Learning Assessment
3.5.3 Work with personnel involved in evaluating teachers’ use of learning assessment tools, strategies, and results
consistent with curriculum requirements to ensure accountability in achieving higher learning outcomes.

PPSS Domain 1 - Supporting Curriculum Management & Implementation

1.6 Learning Outcomes Assessment
1.6.3 Mentor and coach colleagues in the development and implementation of an effective harmonized intervention strategy
based on analyses of results of learning outcomes assessment to support divisions/districts/schools and/or learning centers.
Session Flow
Revisiting the Classroom Assessment (DO 8, s. 2015)
Implementing the 21st-Century Skills in Assessment
Integrating the 21st-Century Skills in Assessment
Utilizing the Formative Assessment Instructional Resources
Stress Check
Look at both dolphins jumping out of the water. The dolphins
are identical. The number of differences observed matches
closely to the amount of stress the observer is experiencing.
Look at the photo and if you find more than one or two
differences you may be experiencing stress.
Stress Check

https://images.app.goo.gl/UxCwU5ywmnwhFvLf8
Classroom Genie
Imagine you discover a magical lamp in a desert,
and out pops a genie ready to help you with
classroom assessment.
Now, ask the Classroom Genie:
What's the one thing about assessment that you
find challenging or confusing and would like the
genie's help with?
Processing Questions
Why did you choose this
particular aspect of assessment?
How does it impact your
teaching or your students'
learning?
Processing Questions
What practical solution to your
assessment challenge you wish
genie could offer?
Processing Questions
How might resolving this
assessment challenge positively
impact your students' experience
and understanding in the
classroom?
 Revisiting the Classroom
Assessment (DO 8, s. 2015)
Red Light Green Light
• Bring out any red and green items in your bag (e.g.
red pen, green notebooks, etc.).
• I will read a statement, if you believe the statement is
TRUE, raise your green item. If you believe the
statement is FALSE, raise your red item.
• Hold up your chosen item clearly for everyone to see.
Red Light Green Light
• After each statement, we will take a moment to
observe everyone's responses.
• We will discuss briefly why you chose red or green
for each statement.
• Feel free to ask for clarification if needed at any
point during the activity.
• Let's begin!
Red Light Green Light

1 DepEd Order No. 8, s. 2015,

talks about using tests every
day.
Red Light Green Light

1 FALSE
DepEd Order No. 8, s. 2015
highlights the use of formative and
summative assessment as part of
everyday practice.
Red Light Green Light

2 DepEd Order No. 8, s. 2015,

helps teachers focus more on
checking how students are
learning.
Red Light Green Light

2 TRUE
DepEd Order No. 8, s. 2015
reinforces the links between teaching,
learning, and assessment with a
stronger focus on formative
assessment.
Red Light Green Light

3 DepEd Order No. 8, s. 2015,

helps teachers track students'
progress and change how they
teach if needed.
Red Light Green Light

3 TRUE
DepEd Order No. 8, s. 2015
supports teachers in tracking and
measuring learners’ progress, adjusting
instruction accordingly.
Red Light Green Light

4 DepEd Order No. 8, s. 2015,

helps teachers track students'
progress and change how they
teach if needed.
Red Light Green Light

4 TRUE
DepEd Order No. 8, s. 2015
emphasizes the value of self- and peer
assessment, giving learners greater
responsibility over their own learning.
Red Light Green Light

5 DepEd Order No. 8, s. 2015,

gives information to help teachers
understand how students learn.
Red Light Green Light

5 TRUE
DepEd Order No. 8, s. 2015
provides information about cognitive
process dimensions to support learning
and assessment at all levels, from basic
to complex.
Red Light Green Light

6 Classroom Assessment is about

figuring out what students know
and can do.
Red Light Green Light

6 TRUE
Classroom Assessment is defined as the
ongoing process of identifying, gathering,
organizing, and interpreting quantitative and
qualitative information about what learners
know and can do.
Red Light Green Light

7 Classroom Assessment helps

teachers follow the curriculum
and change how they teach.
Red Light Green Light

7 TRUE
Classroom Assessment is an integral
part of curriculum implementation,
allowing teachers to track and measure
learners’ progress and adjust instruction
accordingly.
Red Light Green Light

8 All classroom assessment is

based on comparing students to
each other.
Red Light Green Light

8 FALSE
All classroom assessment is based on
criterion-referenced assessment,
focusing on specific assessment criteria
drawn from the curriculum standards
and competencies.
Red Light Green Light

9 Classroom Assessment aims to

give feedback to students quickly.
Red Light Green Light

9 TRUE
Its continuous process aims to provide
immediate and constructive feedback to
learners.
Red Light Green Light

10 Classroom Assessment aims

to see how students improve
over time.
Red Light Green Light

10 TRUE
Its continuous process aims to gather
evidence over time of learners’
progress against the standards and
competencies.
Assessment
“the search for evidence of Reliable =
learning” directly observable
(Griffin, 2018)

Large-scale assessments What learners

High-stakes examinations DO, SAY, MAKE or WRITE
Classroom assessment
Classroom Assessment Resource Book
Developed with the support of the
Basic Education Transformation (BEST) Program

Contents:
• Introduction to Classroom Assessment
• Assessment and Recording Methods and Feedback
• Rubrics
• The Teaching, Learning, and Assessment Process
• Activities for Formative Assessment
• Assessment Samples for Key Stages (K–G3, G4–G6,
G7–G10)

Enclosed in DO 031, s. 2020 (Interim Guidelines on Assessment and Grading in

light of the BE-LCP)
Formative Assessment

Wiliam & Thompson (2008)

Formative Assessment

The ESRU model of informal formative assessment, adapted from

Source: Cagasan, Luo, Robertson & Care (2016), based on the work of Ruiz-Primo and Furtak (2007), as cited in Cagasan, Luo, Robertson &
Yorke (2003) and Ruiz-Primo & Furtak (2007) Care (2016)
Formative Assessment
Lesson 1 Lesson 2 Lesson 3 Lesson 4
Types of Classroom Assessment
Summative Assessment
• Assessment of Learning
• Summarizes learning over a
period, measuring the extent to
which learners have mastered the
content
• Results are used as basis for
computing grades
 Principles of
Effective Assessment
Principles of Effective Assessment

1 Assessment must align with the

curriculum and relate directly to the
content and performance standards
and competencies.
Principles of Effective Assessment

2 Assessment must be valid.

Principles of Effective Assessment

3 Assessment must be reliable and

consistent.
Principles of Effective Assessment

4 Assessment must be fair and

inclusive.
Principles of Effective Assessment

5 Assessment must be manageable for

both learners and teachers
Principles of Effective Assessment

6 Assessment must give learners a

range of ways to demonstrate their
achievements.
Principles of Effective Assessment

7 Assessment must be part of a

transparent ongoing process where
learners’ progress is monitored over
time.
Principles of Effective Assessment

8 Teachers and learners must use

feedback effectively to improve
learning and reflect on the teaching
and learning process.
 “What is assessed becomes what is
valued, which becomes what is taught.”
McEwan (1995) as cited in Constantinou (2020)
 PISA 2012 Creative Problem Solving

Innovative
Domains in
PISA

Creative Problem Solving

To engage in cognitive processing
to understand and resolve
problem situations where a
method of solution is not
immediately obvious
Question:
Julio lives in Silver, Maria lives in Lincoln, and Don lives in Nobel. They want
to meet in a suburb on the map. No one wants to travel for more than 15
minutes. Where could they meet?
 PISA 2015 Collaborative Problem Solving
Item on Agreeing on a Strategy

Innovative
Domains in
PISA

Collaborative
Problem Solving
To effectively engage in a process
whereby two or more agents attempt to
solve a problem by sharing the
understanding and effort required to
come to a solution, and pooling their
knowledge, skills and efforts to reach
that solution.
 PISA 2015 Collaborative Problem Solving
Item on Agreeing on a Strategy

Innovative
Domains in
PISA

Collaborative competency
Establishing and maintaining shared
understanding

Problem-solving process
Representing and formulating

CPS skill
Building a shared representation and
negotiating the meaning of a problem
(common ground)
 PISA 2015 Collaborative Problem Solving
Item on Identifying the Optimal Approach

Innovative
Domains in
PISA

Collaborative competency
Establishing and maintaining team
organization

Problem-solving process
Representing and formulating

CPS skill
Describing roles and team organization
(communication protocols/rules of
engagement)
 PISA 2015 Collaborative Problem Solving
Item on Choosing Subjects

Innovative
Domains in
PISA

Collaborative competency
Establishing and maintaining shared
understanding

Problem-solving process
Exploring and understanding

CPS skill
Discovering perspectives and abilities of
team members
 PISA 2018 Global Competence

Innovative
Domains in
PISA

Global Competence
To examine local, global and
intercultural issues, to engage in
open, appropriate and effective
interactions with people from
different cultures, and to act for
collective well-being and
sustainable development
Domain: Culture and intercultural relations
Subdomain: Perspective taking, stereotypes, discrimination and intolerance
Cognitive Process: Identify and analyze multiple perspectives
Cognitive Subprocess: Recognizing perspectives and world views
 PISA 2022 Creative Thinking

Innovative
Domains in
PISA

Creative Thinking
To engage productively in the
generation, evaluation and
improvement of ideas that can
result in original and effective
solutions, advances in knowledge,
and impactful expressions of
imagination

Some items require students to produce a visual artifact rather than

construct a written response or choose the correct answer.
 PISA 2025 Learning in a Digital World
This assessment shall measure students’ capacity to engage in an
iterative process of knowledge building and problem solving using
Innovative computational tools.
Domains in
PISA Competencies:
1. Self-regulated learning –
monitoring and control of one’s metacognitive, cognitive,
behavioral, motivational and affective processes while learning

2. Computational and scientific inquiry practices –

capacity to use digital tools to explore systems, represent ideas
and solve problems with computational logic
Emerging Technologies by 2025
Cloud computing
Big data analytics
Internet of things and connected devices
Encryption and cybersecurity
Artificial intelligence
Text, image and voice processing
E-commerce and digital trade
Robots, non-humanoid
(e.g., industrial automation, drones)
Augmented and virtual reality
Distributed ledger technology
(e.g., blockchain)
3D and 4D printing and modelling
Power storage and generation
New materials
(e.g., nanotubes, graphene)
Biotechnology
Robots, humanoid
Quantum computing
Top Skills for 2025
1 Analytical thinking and innovation 9 Resilience, stress tolerance and flexibility
2 Active learning and learning strategies 10 Reasoning, problem-solving and ideation
3 Complex problem-solving 11 Emotional intelligence
4 Critical thinking and analysis 12 Troubleshooting and user experience
5 Creativity, originality and initiative 13 Service orientation
6 Leadership and social influence 14 Systems analysis and evaluation
7 Technology use, monitoring and control 15 Persuasion and negotiation
8 Technology design and programming

World Economic Forum Future of Jobs Report 2020

 How can formative assessment be
reimagined to promote complex 21st-
century skills?
Assessing Developmental Levels

DO No. 8, s. 2015:
“At the heart of this assessment
framework is the recognition and
deliberate consideration of the
learners’ zone of proximal
development (Vygotsky, 1978).”
Adapted from “Zone of proximal development (ZPD),” by J. Fletcher, 2018, June,
Institute of Educational Assessors (IEA). Retrieved from https://www.sace.sa.edu.au/
web/iea/research/assessment-insider/articles/zpd?doAsUserId=09pw7o3meiQ%3D
%2Fhome
Assessing Developmental Levels
 On Implementing
21st Century Skills
in Assessment
21st Century Skills
• Produce holistically developed
Filipino learners with 21st-century
skills.
DepEd
Vision • Skills include knowledge, attitudes,
and competencies for success in
work and life.
21st Century Skills
• Information, Media, &
Technology Skills
• Learning and Innovation Skills
• Communication Skills
• Life and Career Skills
Information, Media, & Technology
Skills
• Develops skills for navigating a
technologically driven society.
• Enhances life skills, civic participation,
and self-expression through various
technologies.
Information, Media, & Technology Skills
Visual Literacy
Assessments may involve creating
presentations, interpreting images,
and critiquing visual messages.
Information, Media, & Technology Skills
Information Literacy
Assessments should focus on the
ability to differentiate between
reliable and unreliable information
and communicate findings ethically.
Information, Media, & Technology Skills
Media Literacy
Assessments may involve creating
media products, analyzing media
messages, and demonstrating an
understanding of media laws and
issues.
Information, Media, & Technology Skills
Technology Literacy
Assessments should evaluate students'
ability to apply technology in solving
problems and communicating ideas
effectively.
Information, Media, & Technology Skills
Digital Literacy
Assessments may involve evaluating
students' ability to use digital tools
responsibly, contribute to online
discussions, and understand the societal
implications of digital technologies.
Learning and
Innovation Skills
• Navigates and responds to
dynamic, fluid, and complex
forces affecting learners.
Learning and Innovation Skills
Creativity
Assessments should focus on the
process of ideation, refinement, and
application.
Learning and Innovation Skills
Openness
Assessments should evaluate students'
ability to consider alternative ideas
and perspectives.
Learning and Innovation Skills
Critical Thinking
Assessments should measure students'
ability to analyze, synthesize, and
draw reasoned conclusions.
Learning and Innovation Skills
Problem Solving
Assessments should focus on the
effectiveness of solutions, the logic
applied, and the ability to tackle non-
familiar problems.
Learning and Innovation Skills
Reflective Thinking
Assessments should gauge students'
ability to critically reflect on their
actions and make informed decisions
based on past experiences.
Communication Skills
• Recognizes the value of
communication for various
purposes.’
• Develops soft skills valued in
the workplace and public life.
Communication Skills
Teamwork
Assessments should measure not only
individual contributions but also how
well students collaborate and make
decisions as a team.
Communication Skills
Collaboration
Assessments should evaluate the
effectiveness of collaborative efforts
and communication.
Communication Skills
Interpersonal Skills
Assessments may include
observations of students' ability to
initiate and sustain conversations,
show empathy, and navigate social
situations.
Communication Skills
Interactive Communication

Assessments may focus on the clarity

of expression, active listening, and the
ability to use diverse communication
methods.
Communication Skills
Non-Verbal Communication

Assessments may include

observations of students' use of body
language and gestures.
Communication Skills
Communicating in Diverse
Environments
Assessments should evaluate students'
ability to adjust their communication style,
use appropriate language, and demonstrate
sensitivity to diverse backgrounds.
Life and Career Skills
• Prepares learners to make
informed life and career
decisions.
• Essential for active responsible
citizenship and success in the
global workforce.
Communication Skills
Informed
Decision-Making
Assessments should evaluate students'
ability to gather relevant data,
consider alternatives, and make well-
informed choices.
Communication Skills
Intrapersonal Skills
Assessments can gauge students'
ability to self-reflect, set goals, and
adapt their approach in different
situations.
Communication Skills
Adaptive Leadership
Assessments should focus on
leadership qualities demonstrated in
various situations.
Communication Skills
Intercultural Understanding

Assessments should gauge students'

ability to appreciate and understand
cultural diversity.
Communication Skills
Self-Discipline
Assessments should evaluate students'
ability to demonstrate self-discipline
in various aspects of their lives.
Communication Skills
Future Orientation
Assessments should measure students'
understanding of future consequences
and their ability to make responsible
choices.
Communication Skills
Resilience & Adversity
Management
Assessments should evaluate students'
ability to overcome challenges, adapt
to new situations, and demonstrate a
growth mindset.
 On Integrating
21st Century Skills
in Assessment
Integration into Classroom Assessment Practices

Multi-dimensional Assessments
Assessing a project not only for content knowledge but
also for creativity, problem-solving, and effective
communication.
Integration into Classroom Assessment Practices

Portfolio Assessments
Assembling a digital portfolio showcasing various skills,
including technology literacy, communication, and
critical thinking.
Integration into Classroom Assessment Practices

Collaborative Assessments
Group projects that evaluate teamwork, collaboration,
and interpersonal skills alongside subject-specific
content.
Integration into Classroom Assessment Practices

Real-world Problem Solving

Presenting students with real-world problems, assessing
their ability to apply knowledge, think critically, and
propose solutions.
Integration into Classroom Assessment Practices

Holistic Development
Classroom assessments go beyond content knowledge,
fostering holistic skill development.
Integration into Classroom Assessment Practices

Preparation for Future Challenges

Students are better prepared for the demands of the
future workforce, where 21st-century skills are highly
valued.
Integration into Classroom Assessment Practices

Learner-Centered Approach
Assessment becomes a tool for personalized learning,
focusing on individual strengths and areas for
improvement.
Integration into Classroom Assessment Practices

Continuous Improvement
Ongoing assessment allows for continuous reflection on
teaching methods, promoting adaptive instructional
strategies.
 On Utilizing
Formative Assessment
with focus on the
21st Century Skills
What is FA?
Formative Assessment (FA) - any assessment conducted before,
during, and after instruction to enhance teaching or learning.
Purpose: To immediately use feedback for instructional
adjustments. (Black & William, 2003.)
What makes it “formative”? - The immediate adjustments to
enhance student learning.
What is FA?
Embedded with Instruction
A formative assessment is effective with how it is embedded in
the instruction to promote learning (McMillan, 2005).
Observe Change in Instruction
Assessment without the use of instructional change is not
formative.
What is FA?
Instructional Correctives
Instructional correctives should be
delivered differently with how the
lesson was previously delivered
(Black & William, 2009).
The FA Design (Bookhart, 2010)
Understanding the Learning Target
• Definition of the learning competency.
• The foundational step in formative assessment.
Establishing the Starting Point
• Evaluating the learner's background knowledge & schema.
• Tools: Diagnostic or pre-assessment.
The FA Design (Bookhart, 2010)
Taking Action for Progress
• Moving the learner towards the learning target.
• Importance of continuous assessment & constant feedback.
The Role of Feedback and Revision
• Continuous assessment aids in identifying areas of
improvement.
• Revision ensures alignment with learning targets.
The FA Design (Bookhart, 2010)
Student Self-Regulation
• Through feedback and revisions, students cater to their
academic needs.
• They begin regulating their abilities to meet learning
objectives.
Delivering Assessment
Make learners aware
of the Determine current Move students closer
goal status of the students to the goals

2 Instructional
Feedback to students Correctives
- immediate
- Next Steps
- specific 3 - Student Activities

1
Formative Assessment Process
Evaluation of Student
(Mcmillan, 2010) Progress
- Observation
- Questioning
- Self-evaluation
Instructional Resource Design
Three-Part Assessment Series
• Before the lesson
• During the lesson
• After the lesson
Role of Instructional Correctives
• Corrective post the 1st round of assessment
• Mastery provided after the 2nd assessment round
What is FAIR?
Formative Assessment
Instructional Resource
is a comprehensive tool tailored to
optimize the FA process, making it
more efficient, aligned, and beneficial
for both teachers and learners.
What is FAIR?
Formative Assessment
Instructional Resource
It's an innovative approach to bridge
the gap between the learning objectives
and student outcomes, making learning
more effective and relevant in the 21st
century context.
What is FAIR?
FAIR is a tool developed to:
• guide and assist both teachers and students in the FA process
of attaining a specific LC.
• systematize and enhance the practice of FA in classrooms
while developing th 21st century skills.
• determine what students already know, where they need to go,
and how best to get there.
What is FAIR?
Each LC in the curriculum of each learning area (ESM) is mapped
against 21st-century skills to ensure a holistic learning experience
for students.
The resource consists of a series of assessments interjected with
instructional correctives. This sequence helps in identifying gaps
in knowledge, providing corrective measures, and ensuring
mastery of the content.
FA Framework
Assessment R3
Instructional (Developed)
Assessment R2 Correctives 2
Instructional (Progress)
Assessment R1 Correctives 1
(Diagnostic)

Summative
Assessment

Sequence of the Parts of

Formative Assessment
(Magno, 2023)
The FA Process
Round 1 - Assessment
• Diagnostic assessment.
• Identify learners' strengths and weaknesses.
• Understand what learners know and don't know.
• Recognize competencies and areas of inability.
• Pinpoint confusions and misconceptions.
The FA Process
Instructional Correctives
• Features:
⚬ Feedforward: Guiding students for potential mistakes and
errors.
⚬ Procedure explanation: How to derive the correct answer.
⚬ Key information: Reminders for students when
performing the task.
The FA Process
Round 2 - Assessment
• Assessment during instruction.
• Purpose:
⚬ Check progression towards the learning competency.
⚬ Guide teachers to offer instruction in weak areas.
The FA Process
Instructional Mastery
• Strengthening the learning competency.
• Addressing the remaining areas of weakness from the second
assessment.
• Feature:
⚬ Feedforward: Guiding students about potential errors.
The FA Process
Round 3 - Assessment
• Final practice opportunity to master the task.
• Goals:
⚬ Gauge improvement in the learning competency.
⚬ Prepare students for subsequent formative or summative
assessments.
The Design Instructions
Framework Round 2
Formative
Questions/Task

Assessment
Rubric (if applicable)
Instructions
Round 1 How to Obtain Answer
Formative
Assessment Questions/Task Instructional Discussion and Examples
Mastery Used
How to Obtain Answer Pedagogy Used
Instructional Discussion and Examples Instructions
Corrective Used Round 3
Formative Questions/Task
Pedagogy Used
Assessment
Rubric (if applicable)
Sample FAIR
Access the sample FAIRs using the
link provided or scan the QR code
with your smartphone.
https://bit.ly/FAIR_Samples
Integrating 21st Century Skills in
Classroom Assessment
• Revisit your outputs from previous sessions
• Analyze learning objectives and teaching strategies to identify
21st-century skills.
• List down these skills alongside corresponding learning
objectives.
• Review previously identified assessment methods.
Integrating 21st Century Skills in
Classroom Assessment
• Modify assessment strategies by adding, replacing, or deleting
methods to align with targeted 21st-century skills.
• Use the provided worksheet template to document your analysis
and modifications.
Integrating 21st Century Skills in
Classroom Assessment
Integrating 21st Century Skills in
Classroom Assessment
• Take ample time to reflect on your learning experience.
• Consider how your understanding of 21st-century skills and
assessment methods has evolved.
• Share insights and key takeaways from the activity.
Classroom Genie
Imagine that the Classroom Genie reappears
after the session, eager to hear about your
insights and learning.

Write a short note or message to the Classroom

Genie, summarizing what you gained from the
session and expressing your gratitude.
Classroom Genie
With your reflection, how do you
anticipate applying what you've learned
in your own teaching context?
Classroom Genie
How do you envision the principles
discussed today influencing your
approach to classroom assessment in the
future?
Classroom Genie
Are there specific goals or milestones
you would like to set for incorporating
these ideas into your teaching practice?
Closure
“Assessment is today’s means of
modifying tomorrow’s instruction.”
- Carol Ann Tomlinson
References
Department of Education (2018). Classroom Assessment Resource Book Kindergarten
to Grade 10. Pasig City: Department of Education.
--- DepEd Order 8, s. 2015 - Policy guidelines on classroom assessment for the K to 12
Basic Education Program. Pasig City: Department of Education.
--- DepEd Order 42, s. 2016 - Policy guidelines on daily lesson preparation for the K to
12 Basic Education Program. Pasig City: Department of Education.
--- (2023). General Shaping Paper