ASSESSMENT IN THE K TO 12 BASIC EDUCATION

CURRICULUMPer DepEd Order No. 73, s. 2012 “Guidelines on the Assessment and Rating System of Learning

Outcomes Under the K to 12 Basic Education Curriculum

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.

NATURE AND PURPOSE OF ASSESSMENT

Assessment shall be holistic, with emphasis on the formative or developmental purpose of quality assuring student learning.

Assessment is also standards-based as it seeks to ensure that teachers will teach to the standards and students will aim to meet or even exceed the standards

The students’ attainment of standards in terms of content and performance is a critical evidence of learning

PRINCIPLES OF ASSESSMENT

Assessment as LearningAssessment for LearningAssessment of Learning

ASSESSMENT AS LEARNINGdevelops 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.

ASSESSMENT FOR LEARNINGThis 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 (diagnostic) 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.

UNDER THE K TO 12 CURRICULUM, STUDENTS WILL BE ASSESSED AT FOUR LEVELS AND SHALL BE WEIGHTED AS FOLLOWS: (DEPED ORDER NOS. 31 AND 73, S. 2012)

Level of Assessment

Percentage Weight

Knowledge 15%Process or Skills 25%Understanding(s) 30%Products/Performances

30%

100%

Level of Assessment

Definition What it should answer

Knowledge refers to the substantive content of the curriculum, the facts and information that the student acquires

What do we want our students to know?How do we want them to express or provide evidence of what they know?

Process or Skills refers to cognitive operations that the student performs on facts and information for the purpose of constructing meanings and understandings

What do we want our students to do with what they know?How do we want them to provide evidence of what they can do with what they know?

Understanding(s) refers to enduring big ideas, principles and generalizations inherent to the discipline, which may be assessed using the facets of understanding

a. Explanation – give examples, make insightful connections

b. Interpretation – make it personal through images, anecdotes, analogies

c. Application – can adapt/transfer understanding into real contexts

d. Giving Perspectivee. Showing Empathyf. Self-Knowledge

What do we want students to understand?

How do we want them to provide evidence of their understanding?

Products/Performances

refer to real-life applications of understandings as evidenced by the student’s performance of authentic tasks. It considers children’s MI.

What product/s or performance/s do we want students to produce as evidence of their learning or understanding? OrHow do we want them to provide evidence that they can use or transfer their learning to real life situations?

USE OF FEEDBACK

Results of the assessment across levels should be fed back immediately to students, cosistent with the principle of assessment as learning.

Students need to learn from the results of the assessment so they know what to improve further.

ASSESSMENTFormats Approaches

Written, oral, practicalCan be closed or open-endedReal-life or abstractCompleted individually or as a group

Observing QuestioningReportingTesting

CLASSROOM ASSESSMENT STRATEGIES

Multiple ChoiceTrue or FalseMatching Type

Fill-in the blanksEssayShort Answer (Sentences, Paragraphs)FlowchartDiagramGraphConcept MapDrawing/IllustrationTableMatrix

Selected Response

Constructed Response

Presentation (Group, Individual)MovementScience lab/experimentMath investigationDramatization orRole PlaySimulation/EnactmentProjectDebateMaking modelsRecitalAthletic skillExhibitionTelling/Retelling stories

Oral DiscourseOral QuestioningInterviewObservationChecklistRating scaleJournal writingProcess DescriptionPeer Review Portfolio

Performance Assessment

Informal Assessment

traditional assessmentsalternative assessments

Assessment can be through

Instruments and Techniques of Assessment

a. Traditional assessments - 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.

Instruments and Techniques of Assessment

b. Alternative Assessment Observation Student journals

Performance assessment

Project and investigation

Instruments and Techniques of Assessment

b. Alternative Assessment Open-ended questions Student portfolio Interview Role Play Checklist

ASSESSMENT OF LEVEL OF KNOWLEDGE (15%)

Suggested assessment tools1.Selected-response Item – provide

several response options to the students, and the student selects from among the options.

a. Multiple Choice Testb. True or Falsec. Matching Type (Testing to Learn- Learning to Test by Joanne Capper page 45)

ASSESSMENT OF LEVEL OF KNOWLEDGE (15%)Suggested assessment tools 2. Constructed response type of test ask

the student to create or construct a response. It can be used to determine if the pupil’s knowledge of facts is of sufficient, breadth and depth. A rubric or scoring guide is necessary

a.Essay testsb.Fill-in-the-blanksc.Performance tasks e.g. giving a speech or

designing an experiment)

(Testing to Learn- Learning to Test by Joanne Capper page 45)

ASSESSMENT OF PROCESS OR SKILLS (25%)The focus is on how students construct

meanings or makes sense of the facts and information.

Outlining, organizing, analyzing, interpreting,

translating, converting, or expressing the information in another format;

Drawing analogies Constructing graphs, flowcharts, and maps or

graphic organizers

ASSESSMENT OF PROCESS OR SKILLS (25%)

Transforming a textual presentation into a diagramDrawing or painting picturesDoing role plays

ASSESSMENT OF UNDERSTANDING (S) (30%)

a. Oral Discourse/Recitation Explain/justify something based on facts/data,

phenomena or evidence Tell/retell stories Make connections of what was learned within and

across learning areas Apply what has been learned in real life situation

ASSESSMENT OF UNDERSTANDING (S) (30%)

b. Portfolio

Collection of evidence like images, anecdotes etc. to

demonstrate mastery and interpretation of a given set of

concepts.

c. Open-ended tests

ASSESSMENT OF PRODUCTS/PERFORMANCES (30%)

Participation (e.g in group activities/projects)

ProjectsHomeworkExperimentsPortfolio

PERFORMANCE TASK

Provides learners with the opportunity to demonstrate what they know and are able to do concerning a given concept

Learners are asked to show that they can use the knowledge and skills they learned in real life situation

PERFORMANCE TASK: GRASPS (WIGGINS)G Real –world GOAL Provide a statement of the task

Establish the goal, problem, challenge, or obstacle in the task

R Real-world ROLE Define the role of the student in the taskState the job of the student in the task

A Real-world AUDIENCE Identify the target audience within the context of the scenarioExample of audiences might include a client or a committee

S Real-World SITUATION Set the content of the scenarioExplain the situation

P Real-world PRODUCTS/ PERFORMANCE

Clarify what the students will create and why they will create it

S Standards Provide students with a clear picture of successIdentify specific standards for successIssue rubrics to students or develop them with the students

A PERFORMANCE TASK INCLUDES:

Instruction for studentsDimensions of Task

(Knowledge,understanding, skills being assessed)

Scoring SystemRubric – used to judge levels of

performanceChecklist – used to judge whether or not

the skill or behavior has been demonstrated

REPORT CARD (DEPED ORDER NO. 73, S. 2012)

At the end of the quarter, the performance of students shall be described based on the following levels of proficiency:

Beginning (B)Developing (D)Approaching Proficiency (AP)Proficient (P)Advanced (A)

DEFINITION OF LEVELS OF PROFICIENCY

Beginning – The student at this level struggles with his/her understanding; prerequisite and fundamental knowledge and/or skills have not been acquired or developed adequately to aid understanding.

Developing – The student at this level possesses the minimum knowledge and skills and core understandings, but needs help throughout the performance of authentic tasks

DEFINITION OF LEVELS OF PROFICIENCYApproaching Proficiency – The student at

this level has developed the fundamental knowledge and skills and core understandings and, with little guidance from the teacher and/or with some assistance from peers, can transfer these understandings through authentic performance tasks.

DEFINITION OF LEVELS OF PROFICIENCY

Proficient – The student at this level has developed the fundamental knowledge and skills and core understandings and, and can transfer them independently through authentic performance tasks.

DEFINITION OF LEVELS OF PROFICIENCY

Advanced – The student at this level exceeds the core requirements in terms of knowledge, skills and understandings and, and can transfer them automatically and flexibly through authentic performance tasks.

THE LEVEL OF PROFICIENCY SHALL BE BASED ON NUMERICAL VALUE

Level of Proficiency Equivalent Numerical Value

Beginning (B) 74% and belowDeveloping (D) 75 – 79%Approaching

Proficiency (AP)80 – 84%

Proficient (P) 85 – 89%Advanced (A) 90% and above

SCORING QUIZES AND PERIODIC TEST( USE OF EXISTING POLICIES)

For periodic test, total points may also be also 100. If total number of items is below

100, divide the raw score of an individual pupil by the total number of items to get the

percent equivalent (Achievement Rate)

RATING ORAL PARTICIPATION, GROUP PARTICIPATION, PROJECTS, PERFORMANCES, HOMEWORK, EXPERIMENTS, PORTFOLIO, AND OTHER OUTPUTS

Rubrics shall be utilized for rating individual or group participation, project, performances etc.

(Teachers are encouraged to prepare their own rubrics)

COMPUTATION OF FINAL RATING FOR A LEARNING AREAThe Final Grade for each Learning area

shall be reported as the average of the four quarterly numerical ratings and to be expressed in terms of the levels of proficiency

Example: First Grading 88 Second Grading 90 Third Grading 91 Fourth Grading 92

361 / 4 = 90.25 Round to 90.00 (A) Advanced

COMPUTATION OF GENERAL AVERAGE

The General Average shall be the average of the final grades of the different learning areas, also expressed in terms of levels of proficiency with the numerical equivalent in parenthesis.

Example: P (89.00)

PROMOTION AND INTERVENTION

Like those in the Advanced, Proficient and Approaching Proficiency, pupils in the Developing (D) level of proficiency as the general average, shall be promoted to the next grade level.

Appropriate intervention is necessary for those in the Developing Level.

PROMOTION AND INTERVENTION

Pupils at the Beginning (B) Level of proficiency after a specific quarter for any learning area, shall be provided with immediate and appropriate intervention in order to be able to cope with the rest of the class.

PROMOTION AND INTERVENTION

Pupils at the Beginning (B) Level of Proficiency as the general average after a school year, despite the interventions provided, shall be provided special instruction in June of the next school year in the learning areas where they need help to be able to cope up in the next grade level.

Reference: DepEd Order No. 14, s. 2013 “Strengthening the K to 12 BEP Delivery System in Elementary Education”

PROMOTION, RETENTION AND INTERVENTION (Proposal)Promotion of pupils shall be by general average

A pupil in any grade level who obtained a B (Beginning) level at the end of the school year, despite the intervention given shall be retained in the same grade level.

A “repeater” in a grade level who obtained a B (Beginning) Level at the end of school year despite the intervention, shall be referred to a SPED Center or trained SPED Teacher for reassessment of skills/competencies and for appropriate intervention

Application Write a journal expressing your

understanding of Assessment in the K to 12 Basic Education Curriculum

“The important question is not how assessment is defined but whether assessment information is used… -Palomba & Banta

SAMPLE TEST ITEMS

ASSESSMENT OF KNOWLEDGEEncircle the letter that tells the number of objects in a set.

1.

A. 8 B. 7 C. 6

ASSESSMENT OF KNOWLEDGEWhich set has five objects?A.

B.

C.

ASSESSMENT OF PROCESS/SKILLSWhich set has one more object than this set?

A.C.

B.

ENGLISH (KNOWLEDGE)1 Listen to your teacher and encircle the letter of the

correct answer.

This is Paulo Moran.He is six years old.He is in Grade 1.His mother is Aling Cora.

1. Who is this boy?A.Paulo MarinB.Paulo MoranC.Paulo Mora

2. How old is he?A.FourB.FiveC.Six

4. Who is Aling Cora ?A.AuntB.MotherC.Brother

3. In what grade is he?A.Grade 3B.Grade 2C.Grade 1

ENGLISH (KNOWLEDGE)1 Listen to your teacher and encirlce the letter of the

correct answer

A. Encircle the correct object?

1 Which is a ball?

A. B. C.

B. Which object do we use for writting?

A. B. C.

ENGLISH (UNDERSTANDING)Compare the leaves in the trees or plants and the leaves that fell on the ground. What is the difference?

Tell the class about it.

Process/Skills1) Draw a picture of your family.

2) Introduce and tell something about each member of your family to the class.

KNOWLEDGE

Filipino

1. Bilugan ang pangalan ng bagay na nasa larawan sa kaliwa

2.Bilugan ang tamang larawan.

Tao

A.

B. D.

C.

3. Suriin ang pangungusap isulat ang tamang sagotSa patlang.

Ano ang pangalan mo?

Ang pangalan ko ay ______________

payong suklay sepilyo

FILIPINO (PROCESS/SKILLS)Pag-aralan ang mga larawan. Ilagay ang titik ng mga larawan sa tamang pangkat na nasa tsart.

A. B.

F.

D.

E.

C.

G.

Pakikinig sa tula na binabasa ng guro. Magbigay ng mga tanong tungkol sa tula

UNDERSTANDING

PANLALAKI PAMBABAE Di-Tiyak

ASSESSMENT OF UNDERSTANDING (ARALING PANLIPUNAN)PAG-ARALAN ANG LARAWAN AT SAGUTIN ANG MGA TANONG TUNGKOL DITO.

1. ANONG KLASENG BATA ANG NASA LARAWAN? BAKIT?2. ANU-ANO ANG MGA PANGANGAILANGAN NG BATA NA NASA LARAWAN?

IDENTIFY AND USE THE PATTERN OF NAMING ORDINAL NUMBERS FROM 1ST TO 20TH KNOWLEDGE This is the order/rank in the list of top 3 pupils in the class of Mrs.

Espinoza

What is the rank/order of Kenneth? What is the rank/order of Yra? What is the rank/order of Orly?

Rank Name1 Orly2 Kenneth3 Yra

IDENTIFY AND USE THE PATTERN OF NAMING ORDINAL NUMBERS FROM 1ST TO 20TH KNOWLEDGE Fill in the blanks.

a. Sunday is the ____day of the week.b. Friday is the ___ day school of the week.c. December is the ____ month of the year.d. January is the ___ month of the year.e. Monday is the ____ day of the week.

IDENTIFY AND USE THE PATTERN OF NAMING ORDINAL NUMBERS FROM 1ST TO 20TH KNOWLEDGE How do we write ordinal numbers in words? in figures?

Numeral Ordinal in words

Ordinal in figures

onenine

twelveseventeen

twenty fifteen

IDENTIFY AND USE THE PATTERN OF NAMING ORDINAL NUMBERS FROM 1ST TO 20TH PROCESS/SKILLSThe largest number of rings ever counted in a tree is 280. What is that tree? This tree can be revealed by answering the clues below.

a. It starts with the nineteenth letter of the alphabet.b. The second letter is between D and F.c. The third letter is the 17th letter of the alphabet.d. The fourth letter is between T and Ve. The fifth letter is the fifteenth letter of the alphabet.f. Sixth letter is Ig. The seventh letter is the first letter of the alphabet

IDENTIFY AND USE THE PATTERN OF NAMING ORDINAL NUMBERS FROM 1ST TO 20TH UNDERSTANDING

Given these figures arranged in a row, describe the position of each figure using a reference point.

IDENTIFY AND USE THE PATTERN OF NAMING ORDINAL NUMBERS FROM 1ST TO 20TH Products/Performance Draw your FAMILY TREE starting from your grandparents. Include all the names of grandparents’ children and so on. Write a short paragraph using ordinal numbers.