Assessment for, as, and of learning

3. Define
objectives
Choose
appropriate
methods
Select
materials,
equipment
and facilities
Assign
personnel
roles
Implement
the
instruction
ASSESS AND
EVALUATE
OUTCOMES
Refine
the
process
(Salandanan)

5. ASSESSMENT is the
process of obtaining
student performance
Gronlund, 2000).
MEASUREMEMENT
is the assignment of
according to rules
these numerals
meaning (ASEAN,
EVALUATION is
summing up of the
assessment and
and giving them
(Hopkins & Stanley,

6. 🎏 PLACEMENT
🎏 FORMATIVE
🎏 DIAGNOSTIC
🎏 SUMMATIVE

7. 🎏 PLACEMENT-accounts for students’ entry behavior or performance.
🎏 FORMATIVE- provides regular feedback on students’ success or failure in
attaining instructional objectives.
🎏 DIAGNOSTIC- detects students’ learning difficulties which are not revealed
by formative tests.
🎏 SUMMATIVE- concerned with what students have learned in a term/quarter.

8. 🎏 NORM-REFERENCED
🎏 CRITERION-REFERENCED

9. ASSESSMENT
Standards
Interpretation
NORM-
REFERENCED
compares one’s
performance
with a certain
group.
CRITERION-
REFERENCED
conforms only to
the set
standards or
criteria.
i.e. Percentile
Rank in NCAE
i.e. General
Weighted
Average

11. The original taxonomy of objectives devised by Benjamin Bloom
ends with just an evaluation and not with a new product that learners are
able to create. Hence, it was revised by Loren Anderson.

12. ORIGINAL TERMS NEW TERMS
•EVALUATION
•SYNTHESIS
•ANALYSIS
•APPLICATION
•COMPREHENSION
•KNOWLEDGE
•Creating
•Evaluating
•Analyzing
•Applying
•Understanding
•Remembering

13. BLOOM’S REVISED TAXONOMY
CREATING
GENERATING NEW IDEAS, PRODUCTS, OR WAYS OF VIEWING THINGS
DESIGNING, CONSTRUCTING, PLANNING, PRODUCING, INVENTING.
EVALUATING
JUSTIFYING A DECISION OR COURSE OF ACTION
CHECKING, HYPOTHESIZING, CRITIQUING, EXPERIMENTING, JUDGING
ANALYZING
BREAKING INFORMATION INTO PARTS TO EXPLORE UNDERSTANDINGS AND RELATIONSHIPS
COMPARING, ORGANIZING, DECONSTRUCTING, INTERROGATING, FINDING
APPLYING
USING INFORMATION IN ANOTHER FAMILIAR SITUATION
IMPLEMENTING, CARRYING OUT, USING, EXECUTING
UNDERSTANDING
EXPLAINING IDEAS OR CONCEPTS
INTERPRETING, SUMMARIZING, PARAPHRASING, CLASSIFYING, EXPLAINING
REMEMBERING
RECALLING INFORMATION
RECOGNIZING, LISTING, DESCRIBING, RETRIEVING, NAMING, FINDING

14. Creating Green Hat, Construction Key, Ridiculous Key, Combination Key, Invention
Key
Evaluating
Brick Wall Key, Decision Making Matrix, PMI, Prioritizing.
Analyzing Yellow Hat, Black Hat, Venn Diagram, Commonality Key, Picture Key, Y
Chart, Combination Key.
Applying
Blue Hat, Brainstorming, Different uses Key, Reverse Listing Key, Flow
Chart.
Understanding
Graphic Organizers, Variations Key, Reverse Listing, PMI, Webs
(Inspiration).
Remembering White Hat, Alphabet Key, Graphic Organizers, Acrostic, Listing,
Brainstorming, Question Key.

15. Remembering Cut out “space” pictures from a magazine. Make a display or a
collage. List space words (Alphabet Key). List the names of the
planets in our universe. List all the things an astronaut would need
for a space journey.
Understanding Make your desk into a spaceship, Make an astronaut for a puppet
play. Use it to tell what an astronaut does. Make a model of the
planets in our solar system.
Applying Keep a diary of your space adventure (5 days). What sort of
instruments would you need to make space music? Make a list of
questions you would like to ask an astronaut.
Analyzing Make an application form for a person applying for the job of an
astronaut. Compare Galileo’s telescope to a modern telescope.
Distinguish between the Russian and American space programs.
Evaluating Compare the benefits of living on Earth and the moon. You can
take three people with you to the moon. Choose and give reasons.
Choose a planet you would like to live on- explain why.
Creating Write a newspaper report for the following headline: “Spaceship out
of control”. Use the SCAMPER strategy to design a new space suit.
Create a game called “Space Snap”. Prepare a menu for your
spaceship crew. Design an advertising program for trips to the
moon.

18. DepEd Order No. 8 s. 2015
Policy Guidelines on Classroom Assessment for the
K to 12 Basic Education Program
DEPARTMENT OF EDUCATION

19. 🎏 Learning does not always effectively occur within the student alone. His/her teachers
and peers are also important factors. In this case, those More Knowledgeable Others that
s/he has, can give the Scaffold which may make his/her learning possible. Such
learning, to become meaningful, needs to be associated with his/her existing
knowledge (Schema; pl. Schemata).

20. The Summative Assessment has three components, namely:
🎌 Written Work
🎌 Performance Task
🎌 Quarterly Assessment

21. COMPONENTS OF SUMMATIVE ASSESSMENT
Component Purpose When given
Assessment
Methods
Written Work
(WW)
1. Assess
understandin
concepts;
2. Prepare
quarterly
asessments
At the end of the
unit
May include:
*long quizzes
*unit or long tests
*written reports
*other written

22. Component Purpose When given
Assessment
Methods
PERFORMANCE
TASKS (PT)
1. Involve students in
process individually or
collaboration w/
a period of time
2. Give students the
demonstrate and
knowledge,
topics learned in a
life situation by
producing evidence of
learning.
At the end of a
on a topic/ or skill
Several times during
quarter
May include:
*Skills
*Group
*Oral Work
*Powerpoint
*Research Projects
*Written output may
considered as PT.
COMPONENTS OF SUMMATIVE ASSESSMENT

23. Component Purpose When given
Assessment
Methods
PERFORMANCE
TASKS (PT)
3. Give students
to express their
appropriate and
ways;
4. Encourage
inquiry, integration
knowledge,
and skills in
beyond the
period
At the end of a
focusing on a topic/
Several times
quarter
May include:
*Skills
*Group
*Oral Work
*Powerpoint
*Research Projects
*Written output
considered as PT.
COMPONENTS OF SUMMATIVE ASSESSMENT

24. Component Purpose When given
Assessment
Methods
QUARTERLY
ASSESSMENT
(QA)
Synthesize all the
skills, concepts,
learned in an entire
Once, at the end of
quarter
COMPONENTS OF SUMMATIVE ASSESSMENT

25. STEPS IN GRADE COMPUTATION
Step 1:
Grades from all student work are added up. This results in the total
score of each component, namely, WRITTEN WORK (WT),
PERFORMANCE TASK (PT) and QUARTERLY ASSESSMENT (QA)

26. STEPS IN GRADE COMPUTATION
Step 1
Sample
WRITTEN WORK
Learner’s Raw
Score
Highest Possible Score
18 20
22 25
20 20
17 20
23 25
26 30
19 20
145 160
PERFORMANCE TASKS
Learner’s Raw
Score
Highest Possible
Score
12 15
13 15
19 25
15 20
16 20
25 25
100 120
QUARTERLY ASSESSMENT
Learner’s Raw
Score
Highest Possible
Score
40 50

27. STEPS IN GRADE COMPUTATION
Step 2:
The sum for each component is converted to the Percentage Score
(PS). To compute for the PS, divide the raw score by the
highest possible score then multiply the quotient by
100%.
PERCENTAGE SCORE = Learner’s Total Raw Score/ HPS X 100%

28. STEPS IN GRADE COMPUTATION
Step 2
Sample
Percentage Score for WW:
PS = (145/160) x 100 % = 90.63
Percentage Score for PT:
PS = (100/120) x 100 % = 83.33
Percentage Score for QA:
PS = (40/50) x 100 % = 80.00

29. STEPS IN GRADE COMPUTATION
Step 3:
Convert Percentage Score to Weighted Score. To do this, multiply the
percentage score by the weight of the component.
COMPONENTS Language AP EsP Science Math MAPEH TLE EPP/TLE
Written Work 30% 40% 20%
Performance
Tasks
50% 40% 60%
Quarterly
Assessment
20% 20% 20%
Weights of the components for Grades 1 - 10

30. STEPS IN GRADE COMPUTATION
Step 3
Sample
Written Work for Science 10 is 40%
Weighted Score (WS) = 90.63 x 0.40 = 36.25
The Weighted Score of Written Work is 36.25
Performance Tasks for Science 10 is 40%
Weighted Score (WS) = 83.33 x 0.40 = 33.33
The Weighted Score of Performance Tasks is 33.33
Quarterly Assessment for Science 10 is 20%
Weighted Score (WS) = 80.00 x 0.20 = 16.00
The Weighted Score of Quarterly Assessment is 16.00

31. STEPS IN GRADE COMPUTATION
Step 4:
Add the Weighted Scores (WS) of each
component. The result will be the Initial Grade.

32. STEPS IN GRADE COMPUTATION
Step 4
Sample
Component Weighted Scores
Written Work (WS) 36.25
Performance Tasks (PT) 33.33
Quarterly Assessment )QA) 16.00
_____________________________________________________________________________________
TOTAL 85.58
Initial Grade is 85.58

33. STEPS IN GRADE COMPUTATION
Step 5:
Transmute the Initial Grade using the
Transmutation Table.
Initial Grade is 85.58
The Transmuted Grade is 90.
The Quarterly Grade in Science 10 for the 1st Quarter is 90.
This is reflected in the Report Card.

34. STEPS IN GRADE COMPUTATION
Step 5:

35. SAMPLE CLASS RECORD
GRADE 10 SCIENCE
1 2 3 4 5 6 7 Total PS WS 1 2 3 4 5 6 Total PS WS 1 PS WS
HighestPossibleScore 20 25 20 20 25 30 20 160 100 40% 15 15 25 20 20 25 120 100 40% 50 100 20% 100 100
Learner A 18 22 20 17 23 26 19 145 90.63 36.25 12 13 19 15 16 25 100 83.33 33.33 40 80 16 85.58 90
Learner B 19 15 15 9 13 14 9 94 58.75 23.5 15 15 23 15 18 23 109 90.83 36.33 48 96 19.2 79.03 86
Learner C 9 11 5 8 8 9 4 54 33.75 13.5 10 6 7 12 10 18 63 52.5 21 29 58 11.6 46.10 71
InitialGradeQuarterlyGrade
WrittenWork (40%) PerformanceTask (40%) QA (20%)

36. HOW ARE GRADES COMPUTED AT THE END OF THE SY?
The average of the Quarterly Grades (QG)
produces the Final Grade.
Final
Grade by
Learning
Area
= 1st QG + 2nd QG + 3rd QG + 4th QG
4

37. HOW ARE GRADES COMPUTED AT THE END OF THE SY?
The General Average (GA) is computed by dividing the sum of all
final grades by the total number of learning areas. Each learning
area has equal weight.
General
Average
= Sum of Final Grades of All Learning Areas
Total Number of Learning Areas in Grade Level

38. SAMPLE REPORT CARD GRADE 10

39. HOW IS THE LEARNER’S
PROGRESS REPORTED?
• Numerical Grades are written in the Report Card
• Lowest Grade to appear in the Report Card is 60

40. HOW ARE LEARNERS RETAINED AND
PROMOTED AT THE END OF THE SY?
Requirement Decision
1. Final Grade at least 75 in
all learning areas
Promoted to the next year
level
2. Did not meet expectations
in not more than two learning
areas
Must pass remedial classes
for learning areas with failing
marks to be promoted to the
next grade level.
Otherwise, the learner is
retained in the same grade
level
3. Did not meet expectations
in three or more learning
areas
Retained in the same grade
level
4. Must pass all learning
areas in Junior High School
Earn Junior High School
certificate
Promoted to Senior High
School

41. HOW ARE LEARNERS RETAINED AND PROMOTED
AT THE END OF THE SY?
NOTE TO TEACHERS:
🎌 Remedial classes are conducted after the Final Grades have been computed.
🎌 Summative Assessments are given during the remedial classes.
The equivalent of the Final Grade for the remedial classes is the Remedial
Class Mark
Recomputed Final
Grade
Final Grade + Remedial Class Mark
2
=
Teachers should ensure that learners receive remediation when they show signs of difficulty by the Fifth Week of any quarter.

42. HOW ARE LEARNERS RETAINED AND PROMOTED AT
THE END OF THE SY?
Certificate of Recomputed Final Grade
Name of Student: Student X
Grade Level: Grade 10
School Year: 2015-2016
Learning
Area
Final
Grade
Remedial
Class Mark
Recomput
ed Final
Grade
Science 71 79 75
Prepared by: (Remedial Class Teacher) Date:______
Noted by: (School Principal) Date:______
Received by: (Division Office) Date:_____

43. HOW ARE CORE VALUES REFLECTED
IN THE REPORT CARD?
Markings for Observed
Values
Marking
Non-
Numerical
Rating
AO Always
Observed
SO Sometimes
Observed
RO Rarely Observed
NO Not Observed

44. HOW IS ATTENDANCE REFLECTED
IN THE REPORT CARD?
🎌 A learner who incurs absences more than 20% of the prescribed
number of class during the SY shall be given a failing grade for
the learning area or subject.
🎌 The school head may exempt a learner who exceeds 20% limit for
reasons considered valid and accepted by the school.

46. A Table of Specifications (TOS) is regarded as the test blueprint of
the students’ summative assessment. Through this, the test items will be
aligned to the learning objectives or competencies set by the teacher.

47. CONTENT REMEMBERING UNDERSTANDING APPLYING ANALYZING EVALUATING CREATI
NG
DAYS PROPORTION
Day/s per topic
Total No. of Days
ITEMS
Proportion x
Desired No.
of Items
TOTAL
POINTS