Promoting Skills in Developing
Assessment and Evaluation
Technique for Student
Learning
Mr. ALEX S. SANCHEZ
SPEAKER
LEARNING OBJECTIVES
At the end of the session, the participants will be able
to:
➢ explain the general principles of classroom assessment
in the K to 12 Basic Education Program.
➢ discuss the different types of assessment and their
uses.
➢ explain common purpose of assessment and how
student’s decision on instruction, promotion and
retention.
➢ Plan and prepare innovative strategies for future
directions.
➢ Propose a mechanism for evaluating student’s
knowledge and skills in constructing a wide variety of
assessment instruments that may be used in day to
day classroom teaching.
Activity 1. Discuss with your group mates
your thoughts are about this picture
http://activelearner.ca/assessment-as-learning
Assessment
Is a tool that allow us to evaluate
performance and inform us how
best to help our students learn and
achieve our learning outcomes; it
also provides feedback to teachers
so they can modify their teaching
strategies.
What is Classroom Assessment?
It isan ongoing process of
identifying, gathering, organizing,
and interpreting information about
what the learners know , understand,
and can do .
➢ Assessment is a joint process that involves both teachers and
learners
➢ It should be in unity with instruction
➢ It is used to track learner progress in relation to learning standards
and development of 21st century skills
➢ It provides bases for the profiling of student performance on the
learning competencies and standards of the curriculum
➢ It promotes self-reflection and personal accountability among
students about their own learning
➢ Classroom assessment methods should be consistent with
curriculum standards
➢ It measures achievement of competencies by the learners
1. Assessment should be aligned with objectives, learning
standards, and competencies.
2. Assessment should be more like instruction.
3. Assessment should recognize the diversity of learners,
hence, varied methods appropriate to the type of
learners are utilized
4. The Formative Assessment should scaffold the learners
in Summative Assessment.
5. Assessment results should be used by teachers to
help students learn better.
6. Assessment involves both teachers and learners.
PRINCIPLE 1. ASSESSMENT SHOULD BE ALIGNED WITH
OBJECTIVES, LEARNING STANDARDS AND COMPETENCIES
Classroom assessment is aimed at helping students
perform well in relation to learning standards which
comprise content standards, performance standards
and learning competencies that are outlined in the
Curriculum.
Unity of instruction and assessment
What is What is not
known known
LEARNING
Source: Magno, 2015
Principle 3: Assessment should recognize diversity of learners
Where would you place your assessment practice on
the following continuum?
The main focus on:
Quantity of work/Presentation Quality of learning
Marking/Grading Advice for improvement
Comparing students Identifying individual
progress
SOME ASSESSMENT PRACTICES TO BE AVOIDED
A tendency for teachers to assess quantity and
presentation of work rather than quality of learning.
Greater attention given to marking and grading, much of it
tending to lower self esteem of students, rather than
providing advice for improvement.
A strong emphasis on comparing students with each other,
which demoralizes the less successful learners.
Principle 4: The Formative Assessment should scaffold the
learners in Summative Assessment
BALANCED ASSESSMENT
Formative Summative
Formal and informal processes teachers and Provides evidence achievement to
students use to gather evidence to directly certify student competence or
improve the learning of students assessed program effectiveness
Formative uses of
Assessment as Assessment for
summative data
learning learning Use of summative evidence to
Use to help students assess Use to inform teacher’s inform what comes next for
and adjust their own decisions individuals or groups of students
learning
How are learners assessed in the
classroom?
Formative
Individual Collaborative
Check-up quizzes Discussions
Written Exercises Role Playing
Performances Games
Models Other Group Activities
Electronic presentation
Summative
Individual Collaborative
Unit Test Group Project
Quarterly Assessment
PRINCIPLE 5: ASSESSMENT RESULTS SHOULD BE USED
BY TEACHERS TO HELP STUDENTS LEARN BETTER
• Think about these...
✓ Are our current approaches to assessment
improving student learning?
✓ How can we use assessment to help all our
students want to learn?
✓ How can we help them feel that they are able
to learn?
✓ How can we be sure that our assessment
instruments, procedures, and scores serve to
help learners want to learn and feel able to
learn?
Activity 2: Group work
PRINCIPLE 6: ASSESSMENT IS A JOINT PROCESS THAT
INVOLVES BOTH TEACHER AND LEARNERS
Think about this:
• Do my learners and I share agreements about
how success is determined and measured?
When are learners assessed in the
classroom?
BEFORE THE LESSON
For the Learner For the Teacher
1. Know what he/she 1. Get information about
knows about the what the learner already
topic/lesson knows and can do about
the next lesson
2. Understand the purpose 2. Share learning intentions
of the lesson and how to and success criteria to
do well with the lesson the learners
BEFORE THE LESSON
For the Learner For the Teacher
3. Identifies ideas or 3. Determine
concepts he/she misconceptions
misunderstands
4. Identify barriers to 4. Identify what hinders
learning learning
DURING THE LESSON
For the Learner For the Teacher
1. Identify one’s strengths 1. Provide immediate
and weaknesses feedback to learners
2. Identify barriers to 2. Identify what hinders
learning learning
3. Identify factors that 3. Identify what facilitate
help him/her learn learning
DURING THE LESSON
For the Learner For the Teacher
4. What he/she knows
4. Identify learning gaps
and does not know
5. Track learner progress
in comparison to
5. Monitor his/her own
formative assessment
progress
results prior to the lesson
proper
DURING THE LESSON
For the Learner For the Teacher
6. To make decisions to
proceed with the next
lesson, reteach or provide
for corrective measures or
reinforcements
AFTER THE LESSON
For the Learner For the Teacher
1. Tell and recognize 1. Assess whether learning
whether he/she met objectives have been met
learning objectives for a specific duration
and success criteria
2. Seek support through 2. Remediate or enrich with
remediation, enrichment appropriate strategies as
or other strategies needed
AFTER THE LESSON
For the Learner For the Teacher
3. Evaluate whether
learning intentions and
success criteria have
been met
1. Determining the number test items
2. Prepare the Table of Specification
3. Paper and pencil assessment (Selection type)
✓Matching type
✓True or false
✓Multiple choice
4. Supply test
✓Essay
✓Problem solving
✓Reports
✓Performance-based
4. Student Presentation
✓ Portfolio
✓ Design or build a model
✓ Create a work of art
✓ Develop a unique plan/proposal as solution to a
problem or situation
5. Group Activities
6. Peer evaluation
7. Observational checklist
8. Self-assessment using daily journals
9. On-line surveys
Activity 3
Sample test Making
Activity 4
Rubrics Making
Assessment as Tools
• Our instruments and practices should match our instructional goal
and objectives
• Our tools should be reliable, standardized, valid and practical
• Our scoring criteria should be as explicit as possible and made
known to students
• Students‘ error provide valuable information about where their
difficulties lie
The term “assessment” is used to refer to judgements on individual
student performance and achievement of learning goals. It covers
classroom-based assessment as well as large scale, external tests
and examination.
The term “appraisal” is used to refer to judgement on the
performance of school level professionals such as teachers and
principals.
Finally, the term “evaluation” is used to refer judgements on the
effectiveness of schools, school system and policies.
Everybody is a genius.
But if you judge a fish by
its ability to climb a tree, it
will live its whole life
believing that it is stupid
Albert Einstein
CSC clippings
Anderson Lorin W., and Krathwol, David R. A Taxonomy for Learning, Teaching, And
Assessing;
A Revision of Bloom’s Taxonomy of Educational Objectives. New
York: Longman, 2001.
DepEd Order No. 8, s. 2015
MTPD Session Guide
MTOT K-12 Assessment Session Guide
• http://thesecondprinciple.com/teaching-
essentials/beyond-bloom-cognitive-taxonomy-
revised/
• http://computermasti.in/features/#integration
• http://www.slideshare.net/crlmgn/k-to-12-
classroom-assessment-ppt
• Irubric.cm
LETS WORK FOR A CAUSE
NOT FOR APPLAUSE!
