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    Policy Guidelines On Classroom Assessment For The K-12 Basic Education Program

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    This document provides guidelines for classroom assessment in the K-12 basic education program. It discusses the theoretical basis of assessment, defining it as a joint process between teachers and learners to holistically measure student abilities and promote self-reflection. Formative assessment is used to guide instruction and provide feedback, while summative assessment measures if learning standards are met. The document outlines how to conduct both formative and summative assessments, including tracking student progress through documentation. Teachers are directed to use appropriate assessment methods aligned with curriculum standards.

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    Policy Guidelines On Classroom Assessment For The K-12 Basic Education Program

    Uploaded by

    nhfdbhddhsdeyterhguy
    150 views30 pages
    This document provides guidelines for classroom assessment in the K-12 basic education program. It discusses the theoretical basis of assessment, defining it as a joint process between teachers and learners to holistically measure student abilities and promote self-reflection. Formative assessment is used to guide instruction and provide feedback, while summative assessment measures if learning standards are met. The document outlines how to conduct both formative and summative assessments, including tracking student progress through documentation. Teachers are directed to use appropriate assessment methods aligned with curriculum standards.

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    This document provides guidelines for classroom assessment in the K-12 basic education program. It discusses the theoretical basis of assessment, defining it as a joint process between teachers and learners to holistically measure student abilities and promote self-reflection. Formative assessment is used to guide instruction and provide feedback, while summative assessment measures if learning standards are met. The document outlines how to conduct both formative and summative assessments, including tracking student progress through documentation. Teachers are directed to use appropriate assessment methods aligned with curriculum standards.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    150 views30 pages

    Policy Guidelines On Classroom Assessment For The K-12 Basic Education Program

    Uploaded by

    nhfdbhddhsdeyterhguy
    This document provides guidelines for classroom assessment in the K-12 basic education program. It discusses the theoretical basis of assessment, defining it as a joint process between teachers and learners to holistically measure student abilities and promote self-reflection. Formative assessment is used to guide instruction and provide feedback, while summative assessment measures if learning standards are met. The document outlines how to conduct both formative and summative assessments, including tracking student progress through documentation. Teachers are directed to use appropriate assessment methods aligned with curriculum standards.

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    © All Rights Reserved
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    Download as pptx, pdf, or txt
    of 30

    POLICY GUIDELINES ON

    CLASSROOM ASSESSMENT FOR THE


    K-12 BASIC EDUCATION PROGRAM
    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 way of measuring their
    varying abilities and learning potentials, and the role of
    learners as co-participant in the assessment process.
     At the heart of this assessment framework is the recognition
    and deliberate consideration of the learners’ zone of
    proximal development.
     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 to future situations.
     From this point of view, assessment facilitates the
    development of learners’ higher-order thinking skills.
    This view of assessment, therefore,
    acknowledges the unity of instruction and
    assessment.
    Assessment is a part of day-to-day lesson
    and extend the day-to-day classroom
    activities that are already in place in the K
    to 12 curriculum.
    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
     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
    The provides immediate feedback to the
    students about their learning progress.
    Classroom assessment also measures
    the achievement of competencies by the
    learners.
    FORMATIVE
    ASSESSMENT
     Formative assessment may be seen as assessment for learning so
    teachers can make adjustments in their instructions.
     It is also assessment as learning wherein students reflect on their
    own progress.
     According to UNESCO-TLSF, it refers to the ongoing forms of
    assessments 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 the 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 task
    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
    assessments.
     Formative assessment must also provide students with
    immediate feedback on how well they are learning
    throughout the teaching-leaning 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.
    SUMMATIVE
    ASSESSMENT
     Summative assessment 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.
     It measures whether the learners have met the content and
    the 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 students’
    achievement.
     The result 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
    What is assessed
    in the classroom?
    Content
    Standards
    Performance
    Standards
    Learning
    Competencie
    s
    Concept
    Development
    TAXONOMY
    OF
    COGNITIVE
    DOMAIN
    How are the
    learners assessed
    in the classroom?
    Individual
    Formative
    Assessment
    Collaborative
    Formative Assessment
    Formative Assessment
    in Different Parts of
    the Lesson
    Before the
    Lesson
    During the
    Lesson Proper
    After the Lesson

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