Module 1 Outcomes-Based Assessment

Assessment and Evaluation of Learning in

Chapter 1.1 Mathematics

Intended Learning Outcomes: At the end of the lesson, students should:

1. Identify the relation between assessment and evaluation
2. Distinguish measurement, assessment, and evaluation

Assessment and evaluation are essential to students’ success in mathematics. The purpose
of assessment is manifold: Assessment yields rich data to evaluate student learning, the
effectiveness of teaching, and the achievement of the prescribed curriculum outcomes.
However, assessment without evaluation is insufficient, as the collection and reporting of
data alone are not entirely useful unless the quality of the data is evaluated in relation to the
outcomes. To this end, teachers use rubrics, criteria, marking keys, and other objective guides
to evaluate the work of their students.

1.1.1 Measurement, Assessment, and Evaluation

Measurement, assessment, and evaluation mean very different things, and yet
most of students were unable to adequately explain the differences.
The definitions for each are:
Test: A method to determine a student's ability to complete certain tasks or demonstrate
mastery of a skill or knowledge of content. Some types would-be multiple-choice tests, or
a weekly spelling test. While it is commonly used interchangeably with assessment, or
even evaluation, it can be distinguished by the fact that a test is one form of an
assessment.

Assessment: Processes of collecting information about student learning (for example,

through observation, portfolios, pencil-and-paper tests, performance). Assessment is the
gathering of pertinent information.
Evaluation: Follows assessment by using the information gathered to determine a
student’s strengths, needs, and progress in meeting the learning outcomes. Evaluation is
the process of making judgments or decisions based on the information collected in
assessment.
Measurement, beyond its general definition, refers to the set of procedures and the
principles for how to use the procedures in educational tests and assessments. Some of
the basic principles of measurement in educational evaluations would be raw scores,
percentile ranks, derived scores, standard scores, etc.

It is important to note that the purpose of assessment, measurement, and evaluation

plays a significant role in the instructional program of the school. They provide information
that can be used in a variety of educational decisions, and it is considered fundamental to
the teaching and learning process. These three terms are certainly
connected, but it is useful to think of them as separate but connected ideas and
processes.

1.1.2 Roles of Assessment in Mathematics

The main aim of assessment is to collect information of learner’s achievement and

progress and provide direction for ongoing teaching and learning process. Assessment can
be done through both formal and informal activities.
Assessment in Mathematics refers to the process of identifying, gathering and
interpreting information about learners’ mathematical learning. Assessment is the
means, which deduces what learners know and what they do not. It suggests teachers,
learners, parents, and policymakers something about what learners have learned and
what more should be done in order to improve performances in Mathematics.

• Assessment for learning: Assessment for learning occurs during the learning
process. Information obtained by this type of assessment is used by the teachers
to modify their teaching strategies, and learners use it to make changes in their
learning strategies. This approach of assessment helps teachers to appraise the
learners to monitor their learning; and guide the instruction at process and
provide feedback helpful to learners.
Some assessments for learning are designed specifically to encourage
student involvement and provide students with a continuous flow of
information concerning their achievement. When students become
involved in the process of assessment, it becomes assessment “as”
learning. Assessment techniques such as conversation, interviews,
interactive journals, and self-assessment help students to articulate their
ideas and understandings and to identify where they might need more
assistance. Such techniques also provide students with insight into their
thinking processes and their understandings. This kind of assessment is
used not only to allow students to check on their progress, but to advance
their understandings, to encourage them to take risks, to allow them to
make mistakes, and to enhance their learnings. This kind of assessment
also helps students to monitor and evaluate their own learning, to take
responsibility for their own record keeping, and to reflect on how they
learn. Teachers should keep in mind that such assessment practices may
be unfamiliar to students at first, and that the emphasis on their being
actively involved and thinking for themselves will be a challenge for some
students. Such practices, however, enable teachers and students,
together, to form a plan that ensures students are clear about what they
have to do to achieve particular learning outcomes.

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 • Assessment as learning: Assessment as learning means an awareness of learners
regarding how they learn and use that awareness to make necessary adaptations
in their learning process.
Some assessments for learning are designed specifically to encourage
student involvement and provide students with a continuous flow of
information concerning their achievement. When students become
involved in the process of assessment, it becomes assessment “as”
learning. Assessment techniques such as conversation, interviews,
interactive journals, and self-assessment help students to articulate their
ideas and understandings and to identify where they might need more
assistance. Such techniques also provide students with insight into their
thinking processes and their understandings. This kind of assessment is
used not only to allow students to check on their progress, but to advance
their understandings, to encourage them to take risks, to allow them to
make mistakes, and to enhance their learnings. This kind of assessment
also helps students to monitor and evaluate their own learning, to take
responsibility for their own record keeping, and to reflect on how they
learn. Teachers should keep in mind that such assessment practices may
be unfamiliar to students at first, and that the emphasis on their being
actively involved and thinking for themselves will be a challenge for some
students. Such practices, however, enable teachers and students,
together, to form a plan that ensures students are clear about what they
have to do to achieve particular learning outcomes.

• Assessment of learning: Assessment of learning refers to a review process which

occurs at the end of a learning unit. It provides measures of achievement for the
purpose of grading.
Assessments “of” learning provide an overview of a student’s achievement
in relation to the outcomes documented in the Atlantic Canada
mathematics curriculum that form the basis for the student’s learning
requirements. When an assessment of learning achieves its purpose, it
provides information to the teacher for the grading of student work in
relation to the outcomes. Final assessments of learning should be
administered after the student has had the fullest opportunity to learn the
intended outcomes in the mathematics program. Assessments of learning
check for a student’s achievement against the outcomes. It should be
noted that any assessment for learning that reveals whether a student has
met the intended outcome can also be considered assessment of learning,
and the evaluation of that assessment may be used to report on the
student’s achievement of the outcome. Assessments “as,” “for,” and “of”
learning are what teachers do in a balanced classroom assessment
process.

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 Assessments serve teaching and learning best when teachers integrate them closely
with the ongoing instructional/learning process, when assessments are planned in
advance, and when both formative and summative assessments are used appropriately.
The nature of the assessments used by the teacher must be appropriate to and aligned
with curriculum, so that students’ progress is measured by what is taught and what is
expected. When learning is the focus, curriculum and assessment become opposite sides
of the same coin, each serving the other in the interest of student learning and
achievement. Assessments, therefore, should inform classroom decisions and motivate
students by maximizing their confidence in themselves as learners. For this reason,
teachers need to be prepared to understand the fundamental concepts of assessments
and evaluation. Choosing and using the right kinds of assessments are critical, and
teachers need to be aware of the strengths and weaknesses of their assessment choices.
As well, employing a variety of appropriate assessments improves the reliability of their
evaluation and can help to improve both teaching and learning. Assessment as and for
learning are the foundation of classroom assessment activities leading to assessment of
learning.

1.1.3 Evaluation in Learning

Evaluation is defined as a process of collecting evidence of behavioral changes and

judging the directions and extents of such changes. This means that evaluation is free
neither from instructional objectives nor from the teaching learning.

Types of Evaluation:
Formative Evaluation: The goal of formative Evaluation is to monitor student learning to
provide ongoing feedback that can be used by instructors to improve their teaching and
by students to improve their learning.
More specifically, formative Evaluations:
• help students identify their strengths and weaknesses and target areas that need work
• help faculty recognize where students are struggling and address problems
immediately.

Summative Evaluation: The goal of summative Evaluation is to evaluate student learning

at the end of an instructional unit by comparing it against some standard or benchmark.
Summative Evaluations are often high stakes, which means that they have a high point
value.
Examples of summative Evaluations include:
• a midterm exam
• a final project
• a paper
• a senior recital

Observation: Direct observation has been used as a way to assess mathematical skills
since the establishment of formal classrooms, hence because Mathematics is a subject
that consists of step-by step procedures, direct observation can be used in conjunction

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with rubrics. By this technique, we can observe the interest, skill, competency etc. It is a
continuous process.

Anecdotal record: It is an observation method used frequently in the classrooms in which

the teacher summarizes a single developmental incident after the event has occurred. A
teacher records about what learners are learning, their academic performance, learning
behavior, their achievements and social interactions.

Rating Scale: Rating scales are extended form of checklists. In rating scales, we create
standards criteria for evaluating a performance and each standard has a definite level of
competence and we rate learners according to how well they perform on each standard
as they complete the task.

Assignments: Assignments are used for both learning and evaluation. Evaluation of
assignment is an important aspect. When an assignment is given, it must be based on the
instructional objectives. The assignment should be evaluated keeping in view of those
objectives and the extent to which objectives have been achieved.

Project: A project is a motivated problem, solution of which requires thought and

collection of data and its completion results in the production of something of value to
the learners. Project enables learners to conduct real inquiry in an interdisciplinary
manner. It promotes problem-solving in Mathematics and connects it to real life
application.

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References

Evaluation and Assessment in Mathematics retrived from Evaluation-and-Assessment-in-

Mathematics-eng.pdf (adda247.com)
Unit 4 Evaluation_in Mathematcs_(B.El_.Ed_._III_year,_LME)_.pdf (du.ac.in) retrieved from
aditi.du.ac.in/uploads/econtent/Evaluation
 DepEd Policies on Assessment Especially on
Chapter 1.2
Mathematics K-12
Intended Learning Outcomes: At the end of the lesson, students should:

1. Determine Classroom Assessment

2. Recognize the DepEd assessment policies on K-12, especially in Mathematics
1.2.1 Policy Guidelines on Classroom Assessment for the K to 12 Basic
Education Program

I. Theoretical Basis
Classroom Assessment is a joint process that involves both teachers and learners.
It is an integral part of teaching and learning. Teachers provide appropriate assessment
when they aim to holistically measure learners' current and developing abilities while
enabling them to take responsibility in the process. This view recognizes the diversity of
learners inside the classroom, the need for multiple ways of measuring their varying
abilities and learning potentials, and the role of learners as co-participants in the
assessment process.

At the heart of this assessment framework is the recognition and deliberate

consideration of the learners' zone of proximal development (Vygotsky 1978).
Appropriate assessment is committed to ensure learners' success in moving from
guided to independent display of knowledge, understanding, and skills, and to enable
them to transfer this successfully in future situations. From this point of view,
assessment facilitates the development of learners' higher-order thinking and 21 st-
century skills.

This view of assessment, therefore, acknowledges the unity of instruction and

assessment. Assessment is part of day-to-day lessons and extends the day-to-day
classroom activities that are already in place in the K to 12 curriculum.

II. What is Classroom Assessment?

Assessment is a process that is used to keep track of learners' progress in relation to

learning standards and in the development of 21st-century skills; to promote self-
reflection and personal accountability among students about their own learning; and to
provide bases for the profiling of student performance on the learning competencies and
standards of the curriculum. Various kinds of assessments shall be used appropriately
for different learners who come from diverse contexts, such as cultural background and
life experiences.

Classroom Assessment is an ongoing process of identifying, gathering, organizing, and

interpreting quantitative and qualitative information about what learners know and can
do.

Teachers should employ classroom assessment methods that are consistent with
curriculum standards. It is important for teachers to always inform learners about the
objectives of the lesson so that the latter will aim to meet or even exceed the standards.
The teacher provides immediate feedback to students about their learning progress.
Classroom assessment also measures the achievement of competencies by the
learners.
 There are two types of classroom assessment, namely, formative and summative.

A. Formative assessment may be seen as assessment for learning so teachers can

make adjustments in their instruction. It is also assessment as learning wherein
students reflect on their own progress. According to the UNESCO Program on
Teaching and Learning for a Sustainable Future (UNESCO-TLSF), formative
assessment refers to the ongoing forms of assessment that are closely linked to the
learning process. It is characteristically informal and is intended to help students
identify strengths and weaknesses in order to learn from the assessment
experience.

Formative assessment may be given at any time during the teaching and learning
process. It is also a way to check the effectiveness of instruction.

Formative assessment involves teachers using evidence about what learners know
and can do to inform and improve their teaching. Teachers observe and guide
learners in their tasks through interaction and dialogue, thus gaining deeper insights
into the learners' progress, strengths, weaknesses, and needs. The results of
formative assessments will help teachers make good instructional decisions so that
their lessons are better suited to the learners' abilities. It is important for teachers
to record formative assessment by documenting and tracking learners' progress
using systematic ways that can easily provide insight into a student's learning. Such
monitoring will allow teachers to understand their students and thus teach them
better. Formative assessment results, however, are not included in the computation
of summative assessment.

Formative assessment must also provide students with immediate feedback on

how well they are learning throughout the teaching-learning process.
Recommendations on how they can improve themselves should also be given by
the teachers. Formative assessment enables students to take responsibility for their
own learning, and identify areas where they do well and where they need help. As
a result, students will appreciate and make their own decisions about their
progress.

B. Summative assessment, on the other hand, may be seen as assessment of learning,

which occurs at the end of a particular unit. This form of assessment usually occurs
toward the end of a period of learning in order to describe the standard reached by
the learner. Often, this takes place in order for appropriate decisions about future
learning or job suitability to be made. Judgments derived from summative assessment
are usually for the benefit of people other than the learner (UNESCO-TLSF).

Summative assessment measures whether learners have met the content and
performance standards. Teachers must use methods to measure student learning
that have been deliberately designed to assess how well students have learned and
are able to apply their learning in different contexts. The results of summative
assessments are recorded and used to report on the learners' achievement.
Primarily, the results of summative assessment are reported to the learners and
their parents/ guardians. In addition, these are reported to principals/ school heads,
teachers who will receive the child in the next grade level, and guidance teachers
who should help students cope with challenges they experience in school.

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III. What is assessed in the classroom?

Assessment in the classroom is aimed at helping students perform well in relation to

the learning standards. Learning standards comprise content standards, performance
standards, and learning competencies that are outlined in the curriculum.

A. Content Standards identify and set the essential knowledge and understanding that
should be learned. They cover a specified scope of sequential topics within each
learning strand, domain, theme, or component. Content standards answer the
question, "What should the learners know?".

B. Performance Standards describe the abilities and skills that learners are expected
to demonstrate in relation to the content standards and integration of 21 st-century
skills. The integration of Imowledge, understanding, and skills is expressed through
creation, innovation, and adding value to products/ performance during
independent work or in collaboration with others.
Performance standards answer the following questions:
1. "What can learners do with what they know?"
2. "How well must learners do their work?"
3. "How well do learners use their learning or understanding in different
situations?"
4. "How do learners apply their learning or understanding in real-life contexts?"
5. "What tools and measures should learners use to demonstrate what they

C. Learning Competencies refer to the knowledge, understanding, skills, and attitudes

that students need to demonstrate in every lesson and/or learning activity.

D. Concept Development
The learning standards in the curriculum reflect progressions of concept
development. The Cognitive Process Dimensions adapted from Anderson &
Krathwohl (2001) may be a good way to operationalize these progressions. It
provides a scheme for classifying educational goals, objectives, and standards. It
also defines a broad range of cognitive processes from basic to complex, as follows:
Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Each
dimension is described in Table 1.

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 To align the assessment process with the K to 12 curriculum, the adapted Cognitive
Process Dimensions may be used as guide not only in lesson development but also in
the formulation of assessment tasks and activities.

IV. How are learners assessed in the classroom?

Learners are assessed in the classroom through various processes and measures
appropriate to and congruent with learning competencies defined in the K to 12
curriculum. Some of these processes and measures may be used for both formative and
summative assessment, which have different goals. Learners may be assessed
individually or collaboratively.

Individual and Collaborative Formative Assessment

Individual formative assessment enables the learner to demonstrate independently

what has been learned or mastered through a range of activities such as check-up
quizzes, written exercises, performances, models, and even electronic presentations.

Collaborative formative assessment (peer assessment) allows students to support each

other's learning. Discussions, role playing, games, and other group activities may also
be used as performance-based formative assessment wherein learners support and
extend each other's learning.

Formative Assessment in Different Parts of the Lesson

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 Formative assessment may be integrated in all parts of the lesson. Basically, every
lesson has three parts: before the lesson, the lesson proper, and after the lesson.
Formative assessment conducted in each part serves a different purpose.

A. Before the Lesson

Formative assessment conducted before the lesson informs the teacher about the
students' understanding of a lesson/ topic before direct instruction. It helps
teachers understand where the students stand in terms of conceptual
understanding and application. Formative assessment provides bases for making
instructional decisions, such as moving on to a new lesson or clarifying prerequisite
understanding.

B. During the Lesson Proper

Formative assessment conducted during the lesson proper informs teachers of the
progress of the students in relation to the development of the learning
competencies. It also helps the teacher determine whether instructional strategies
are effective. The results of formative assessment given at this time may be
compared with the results of formative assessment given before the lesson to
establish if conceptual understanding and application have improved. On this basis,
the teacher can make decisions on whether to review, re-teach, remediate, or
enrich lessons and, subsequently, when to move on to the next lesson.

C. After the Lesson

Formative assessment conducted after the lesson assesses whether learning
objectives were achieved. It also allows the teacher to evaluate the effectiveness of
instruction. Students who require remediation and/or enrichment should be helped
by the teacher using appropriate teaching strategies.

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 Table 2 enumerates the purposes of formative assessments conducted before, during,
and after the lesson. It also shows examples of assessment methods.

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 The information or feedback gathered from formative assessment will help teachers
ensure that all learners are supported while they are developing understanding and
competencies related to curriculum standards. These also prepare them for summative
assessments. Teachers should keep a record of formative assessment results to study
the patterns of learning demonstrated by students. However, this should not be used
as bases for grading.
Summative Assessment
This form of assessment measures the different ways learners use and apply all relevant
knowledge, understanding, and skills. It must be spaced properly over the quarter. It is
usually conducted after a unit of work and/or at the end of an entire quarter to
determine how well learners can demonstrate content knowledge and competencies
articulated in the learning standards. Learners synthesize their knowledge,
understanding, and skills during summative assessments. The results of these
assessments are used as bases for computing grades.

Individual and Collaborative Summative Assessment

Learners may be assessed individually through unit tests and quarterly assessment.
Collaboratively, learners may participate in group activities in which they cooperate to
produce evidence of their learning. The process of creating a learning project is given
more weight or importance than the product itself.

Components of Summative Assessment

Summative assessments are classified into three components, namely, Written Work
(WW), Performance Tasks (PT), and Quarterly Assessment (QA). These three will be the
bases for grading. The nature of the learning area defines the way these three
components are assessed.

A. The Written Work component ensures that students are able to express skills and
concepts in written form. Written Work, which may include long quizzes, and unit
or long tests, help strengthen test-taking skills among the learners. It is strongly
recommended that items in long quizzes/ tests be distributed across the Cognitive
Process Dimensions so that all are adequately covered. Through these, learners are
able to practice and prepare for quarterly assessment and other standardized
assessments. Other written work may include essays, written reports, and other
written output.

B. The Performance Task component allows learners to show what they know and are
able to do in diverse ways. They may create or innovate products or do performance-
based tasks. Performance-based tasks may include skills demonstration, group
presentations, oral work, multimedia presentations, and research projects. It is
important to note that written output may also be considered as performance tasks.

C. Quarterly Assessment measures student learning at the end of the quarter. These
may be in the form of objective tests, performance-based assessment, or a
combination thereof.

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Table 3 shows the components of summative assessment, their purposes, and when they
are given.

There must be sufficient and appropriate instructional interventions to ensure that

learners are ready before summative assessments are given. The evidence produced
through summative assessment enables teachers to describe how well the students
have learned the standards/ competencies for a given quarter. These are then reflected
in the class record. The grades of learners are presented in a report card to show the
progress of learners to parents and other stakeholders.
V. What is the grading system?

The K to 12 Basic Education Program uses a standards- and competency-based grading

system. These are found in the curriculum guides. All grades will be based on the
weighted raw score of the learners' summative assessments. The minimum grade
needed to pass a specific learning area is 60, which is transmuted to 75 in the report
card. The lowest mark that can appear on the report card is 60 for Quarterly Grades and
Final Grades.

For these guidelines, the Department will use a floor grade considered as the lowest
possible grade that will appear in a learner's report card.

Learners from Grades 1 to 12 are graded on Written Work, Performance Tasks, and
Quarterly Assessment every quarter. These three are given specific percentage weights
that vary according to the nature of the learning area.

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 A. How is learner progress recorded and computed?

For Kindergarten
Guidelines specific to the assessment of Kindergarten learners will be issued in a
different memorandum or order. However, for Kindergarten, checklists and anecdotal
records are used instead of numerical grades. These are based on learning standards
found in the Kindergarten curriculum guide. It is important for teachers to keep a
portfolio, which is a record or compilation of the learner's output, such as writing
samples, accomplished activity sheets, and artwork. The portfolio can provide concrete
evidence of how much or how well the learner is able to accomplish the skills and
competencies. Through checklists, the teacher will be able to indicate whether or not
the child is able to demonstrate knowledge and/or perform the tasks expected of
kindergarten learners. Through anecdotal records or narrative reports, teachers will be
able to describe learners' behavior, attitude, and effort in school work.

For Grades 1 to 12
In a grading period, there is one Quarterly Assessment but there should be instances
for students to produce Written Work and to demonstrate what they know and can do
through Performance Tasks. There is no required number of Written Work and
Performance Tasks, but these must be spread out over the quarter and used to assess
learners' skills after each unit has been taught.

The following are the steps in computing for the Final Grades.

Step 1: Grades from all student work are added up. This results in the total score for
each component, namely Written Work, Performance Tasks, and Quarterly
Assessment.

Raw scores from each component have to be converted to a Percentage Score. This is
to ensure that values are parallel to each other.
Step 2: The sum for each component is converted to the Percentage Score. To compute
the Percentage Score (PS), divide the raw score by the highest possible score
then multiply the quotient by 100%. This is shown below:

Step 3: Percentage Scores are then converted to Weighted Scores to show the
importance of each component in promoting learning in the different
subjects.

To do this, the Percentage Score is multiplied by the weight of the component found in
Table 4 for Grades 1 to 10 and Table 5 for Senior High School. The product is known as
the Weighted Score (WS).

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 Step 4: The sum of the Weighted Scores in each component is the Initial Grade. This
Initial Grade will be transmuted using the given transmutation table (see
Appendix B) to get the Quarterly Grade (QG).

Step 5: The Quarterly Grade for each learning area is written in the report card of the
student.

For a better understanding of how to record the summative assessments, Table 6

presents a sample class record showing three learners for the first quarter of Grade 4
English. On the basis of this class record, Table 7 presents a step-by-step process on
how to compute for the Quarterly Grade.

VI. How are the Core Values of the Filipino child reflected in the Report Card?

The goal of the K to 12 curriculum is to holistically develop Filipinos with 21stcentury skills.
The development of learners' cognitive competencies and skills must be complemented

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by the formation of their values and attitudes anchored on the Vision, Mission, and Core
Values of the Department of Education (DepEd Order No. 36, s.2013) as shown on the
next page. Non-DepEd schools may modify or adapt these guidelines as appropriate to
the philosophy, vision, mission, and core values of their schools.

The Core Values have been translated into behavior statements. In addition, indicators
have been formulated for each behavior statement.

VII. How is attendance reported?

It is important for learners to be in school every day. Learners' class attendance shall be
recorded by teachers daily. At the end of each quarter, the attendance is reflected in the
report card.

The number of school days in each month is presented, which is based on the school
calendar for a given school year. The number of days that each learner is present and
absent is indicated. Recording of attendance is done from Kindergarten to Grade 12.
Table 14 shows how attendance is recorded at the end of the school year.

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VIII. To whom is classroom assessment reported?

Classroom assessment serves to help teachers and parents understand the learners'
progress on curriculum standards. The results of assessment are reported to the child,
the child's remedial class teacher, if any, and the teacher of the next grade level, as well
as the child's parents/ guardians.

POLICY PRINCIPLES

• Assessment and grading should have a positive impact on learning.

• Assessment should be holistic and authentic in capturing the attainment of the
most essential learning competencies.
• Assessment is integral for understanding student learning and development.
• A variety of assessment strategies must be given for mastery.

PLANNING THE ASSESSMENT

Teachers should ensure that all assessment
Activities are:
a. aligned with the most essential learning competencies
b. reliable valid and transparent
c. fair inclusive and equitable d. practical and manageable for both learners and teachers.
e. relevant giving timely and accurate information for feedback.

1.2.2 LIST OF SUMMATIVE ASSESSMENT TOOLS IN MATHEMATICS

Components
Learning Area Written Work (WW) Performance Task (PT)

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References:

DepEd Policy Guidelines on Assessment for the K-12 Program

https://www.teacherph.com/classroom-assessment/
 Skills and Attitudes in K-12 Mathematics
Chapter 1.3 Learning Outcomes

Intended Learning Outcomes: At the end of the lesson, students should:

1. Distinguish skills and attitudes

2. Acquire knowledge on the bidirectional relationship of Attitude and Achievement

Learners' attitudes toward learning have a significant impact on their goal-setting

abilities, problem-solving abilities, learning beliefs, internal and external motivations
in the learning process, and all academic performances.
Skill- the ability to do something well; expertise.
Attitude- a settled way of thinking or feeling about someone or something, typically
one that is reflected in a person's behavior.

1.3.1 What skills does studying Mathematics develop?

1. Critical Thinking- students can develop this ability when confronting
Mathematical problems, identifying possible solutions and evaluating and
justifying their reasons for the results.
2. Problem-Solving- students learn to problem solve in mathematics primarily
through doing, talking, reflecting, discussing, observing, investigating, listening
and reasoning.
3. Teamwork- One way to improve learner’s team-working skills is to work in
ways that encourage collaboration and sharing mathematical journeys in
smaller and larger groups on a regular basis.
4. Independence- Developing independence and self-management skills during
math class helped the students achieve their math goals.

1.3.2 Students attitude towards Mathematics

Whether positive or negative, students’ attitude towards math often reflects
to students’ value, self-confidence, enjoyment, motivation, and anxiety levels when it
comes to the subject.

Where do negative math attitudes come from?

1. The idea that Math is for “smart people”. Since you first encounter Math,
it looks so complicated, and that most of the students think that only smart
students can do and understand it.
2. The perception of Math as a boring subject. Some find it boring. Perhaps
this is true for the basic stuff that has to be taught.
3. A general lack of confidence in one’s learning abilities. Students with low
confidence are nervous about learning new material, except that all
mathematics will be difficult, feel that they are naturally weak at math, and
worry more about math than any other subjects.
4. Being overwhelmed by complex and difficult math problems. The more
complicated math problems the students are encountering, the more
pressured they are.
5. An inability to understand the relevance of math in the “real world” – When studying
to become a math teacher, many teachers-in-training are taught to use concrete, real
world examples to help illustrate mathematical concepts.

1.3.2 Attitude and Achievement: A Bidirectional Relationship

• A student with a positive attitude towards Math: is more confident when learning
math; enjoys math; is motivated to do more; actively engages during math lessons;
gets more practice; achieves more.
• A student with a higher achievement in Math: has more confidence in their
abilities; sees the value of math; has a positive attitude towards math.
• Students’ attitude towards math can affect their overall achievement
• Positive attitude can lead to so much more than a few good test scores

Educators should instill positive attitudes in math not just for better performance in
the subject but also to improve overall cognitive abilities and help create life-long
learners.
References

Skills and attitude in k-12 mathematics learning outcomes

https://www.youtube.com/watch?v=BjiAFum41uU
Knowledge, Attitudes, and Skills in Math.doc -
http://www.gsdgschool.org

Course DescriptionModule 1
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USMKCC-COL-F-050