Example:
Perfect In Column A are popular descriptions of
Matching Type Presidents during their term of office.
Match then with the names of Philippine
Presidents in Column B.
The number of Premises in
Column A is less than the Column A (Premise) Column B (Responses)
1. Ramon Magsaysay A. Man of the Masses
number of responses in 2. Carlos P. Garcia B. People Power
Column B. The response can 3. Corazon C. Aquino President
only be used once. C. Filipino First Policy
D. Champions of First
Land Reform Law
Example:
Imperfect In Column A are names of well-known
Matching Type curriculum evaluators. Match them with
the evaluation models they have been
identified with in Column B. You can use
The number of Premises in the letter once or more than once.
Column A is not equal to the
Column A (Premise) Column B (Responses)
number of responses in 1. Consumer Oriented A. Michael Scriven
Column B, or the other way Model B. Daniel Stufflebeam
around. The response or the 2. Responsive Model C. Robert Stake
3. CIIP Model D. Ralph Tyler
premise can be used more 4. Goal Free Model
than once. 5. Phi Delta Kappa
Model
SUBJECTIVE
TEST
Learning outcomes which
indicates learner’s ability to A. Essay Test
originate and express ideas is B. Restricted Response Item
difficult to test through
objective type test. It C. Extended Response Item
answers through reflections,
insights, and opinion can be
given through essay.
Examples:
A. Essay Test 1. Evaluate the significance of the
national referendum of
Scotland to the global pace
Items allow students freedom condition.
of response. Students are free 2. What can you say about the
to select, relate and present NATO’s position in the ISIS.
ideas in their own words. The 3. Comment on the term “new
students will use higher order normal” that refers to the
thinking skills and express environmental condition and
ideas in an accurate creative climate change.
and appropriate language.
B. Restricted
Examples:
Response Item 1. What are the main body
parts of plant? Describe each
Is like an expanded form of part.
short answer type of objective 2. Why is the barometer one of
test. There is a limit on both the
content scope and the form of
the most useful instrument
students response. to forecast the weather?
Explain in one paragraph.
Examples:
C. Extended 1. Evaluate the significance of the
Response Item result of national referendum of
Scotland to the global pace
condition.
The student is generally free to 2. What can you say abut NATO’s
select any factual information position on the ISIS?
that can help in organizing the 3. Comment on the term “new
response. The contents of an normal” that refers to the
extended essay will depend on environmental condition and
analysis, synthesis, evaluation climate change.
and other higher order thinking
skills of the test takers.
Types of Essay that Measures Complex
Learning Outcomes
Assessment Level IV of the learning outcomes
Tools to in KPUP can be assessed through
Measure Performance or Product. This
learning outcomes can best be done
Aunthentic through the use of authentic
Learning and evaluation. Authentic evaluation is a
Product (KPUP) test that measure real life tasks,
performances and actual products.
The most common of the authentic
assessments are the performance
assessment and the use of portfolio.
Performance Example: Checklist on the use of microscope (10 points)
Assessment Instruction: Observe the student in laboratory activity
with the use of microscope. Check (√) the items which
Tools you have seen, which were done appropriately and mark
(X) items which were not appropriately done.
_____1. Wipes the slide with lens paper
_____2. Places drop or two of culture on the slide
1. Checklist _____3. Adds few drops of water
- Is a tool that consists of a list _____4. Places slides on the stage
_____5. Turns to low power lens
of qualities that are expected to _____6. Looks through eyepiece with one eye
_____7. Adjust Mirror
be observed as present or _____8. Turns high power lens
absent. _____9. Adjust for maximum enlargement and
resolution
_____10. Records results
2. Rating Scale
-is a tool that uses a scale in a
number line as a basis to
estimate the numerical value
of performance or product.
The value is easier to score if
the points are in whole
numbers . The most popular
rating scale is called Likert
Scale.
3. Rubrics for Portfolio
- Is a combination of the
experiences as authentic
learning outcomes presented
with evidence and reflections.
To assess the total learning
experiences as presented in a
wholistic package, an
assessment tool called a
RUBRIC.
Levels of Assessment
for the Levels of
Learning Outcomes
Levels of assessment
describe levels of the learning
outcomes which are (1)
Knowledge, (2) Process or
Skills, (3) Understanding, (4)
Products or Performance.
Through the DepEd Order
73, s.2012 level of learning
outcomes are also the levels of
assessment.
Placing Value to Assessment While the KPUP is still utilized
Results from KPUP (D.O. 73. in the grading system, however
2012) to Written Work, it has been slightly modified by
Performance Task, Quarterly WW-PT-QE.
Exam (WW-PT-QE) D.O. 8, s A summative assessment is
2015 composed of Written Work
(WW) Performance Tasks (PT)
and Quarterly Assessment (QE).
Table 4 –
Components
of
Summative
Assessment
Grades at the End of the School Year and How These
are computed
• Kindergarten: Use of checklist, anecdotal records and portfolios are used
instead of numerical grades which are base on Kindergarten Curriculum
Guide.
• Grade 1 to Grade 10 (Junior High)
1. The average of the quarter grades produce the end of the year grade.
2. The general average is computed by dividing the sum of all final grades
by the total numbers of learning areas. Each learning area has equal
weight
• Grade 11 and Grade 12 (Senior High)
1. The average of the Quarterly Grade produces the semester grade.
2. The general average is computed by dividing the sum of all semestral
final grade by the Total Number of Learning Areas.
3. The Senior High School Grading Components
Components
Reporting Summative Grades by Quarter/Semester or End
of theYear
Interpretation of the numerical values for all subject areas is based on the
minimum initial grade of 60, transmuted into an equivalent of 75 in the report
card. The numerical grades are described in the different levels of proficiency
in the different competencies set in the subjects areas.
Level of Proficiency Descriptors Grading scale based on Transmuted
values
Advanced 90% and Above
Proficient 85% -89%
Approaching Proficiency 80% -84%
Developing 75%-79%
Beginning Below up to 74%
