Purpose and Components of Assessment

On Exploring the
Purpose
& Components of
Assessment
Ms. LESLIE HERNANDEZ- MAGLALANG
Learning Facilitator
Dalig National High School
August 17, 2022
Terminal objective:
-to develop common
understanding on the purpose
and components of assessment
in the teaching learning process.
Enabling objectives:
At the end of the session the
teachers are expected to:
a. explore the purpose of formative
assessment in different parts of
the lesson.
b. identify the different
components of summative
assessment.
Activity: Assessment Hacks!
Directions: Identify whether each
statement is True or False
1. Formative assessment
maybe integrated in all
parts of the lesson.
Answer: True
2. Formative assessment
is only intended for
individual performance.
Answer: False
3. Individual formative
assessment allows
students to support each
others learning.
Answer: False
4. Results of formative
assessment can be a basis
for remediation and
enrichment activities.
Answer: True
5. Discussions, role
playing, games, and other
group activities may also
be used as performance –
based formative
assessment.
Answer: True
6. Written works are
given at the end of the
topic or unit.
Answer: True
7. Performance tasks were
given several times
during the quarter.
Answer: True
7. Quarterly assessment is
given twice at the end of
the quarter
Answer: False
8. Quarterly assessment
may be in the form
objective tests and
performance- based
assessment.
Answer: True
9. Performance tasks give
students the freedom to
express their learning in
appropriate and diverse
ways in a specific real- life
situation.
Answer: True
10. There must be an
appropriate and sufficient
instructional interventions
to ensure that learners are
ready before summative
assessment are given.
Answer: True
Analysis:
1. How did you find the
activity?
2. What are the different
assessment strategies
reflected in your teaching
practices?
How are learners assess in the
classroom?
Formative Summative Individual &

assessment assessment collaborative
Individual &
Collaborative
Formative Assessment
Check-up
quizzes,
written
exercises
Models,
Independent
electronic
learning
presentation
assessment
s
Individual
Formative
Assessment
Peer assessment
Discussions, role
playing, games
Collaborative
Formative
Assessment Used as performance
based formative
assessment
Learners support and

extend each other’s
learning.
Before the lesson
Formative
Assessment in
During the Lesson
Different Parts
Proper
of the Lesson
After the Lesson
Before the Lesson
Purpose Assessment
For the Learner For the Teacher Method
1. Know what s/he knows 1. Get information about what Games

about the lesson the learner already knows.
2. Understand the purpose 2. Share learning intentions. Interview
of the lesson
3. Identify barriers to 3. Determine misconceptions Inventories
learning and concepts
misunderstand.
4. Identify what hinders learning KWL activities
Open-ended
questions
Lesson Proper
Purpose Assessment
1. Identify one’s strength, 1. Provide immediate feedback Multimedia

weaknesses, and barriers to learners. presentations
to learning.
2. Identify factors that help 2. Identify what hinders, Observations, other
him/ her learn. facilitates, and gaps of learning performative
performance tasks
3. Know what s/he knows 3. Track learners’ progress. Quizzes, recitations,
and does not know. simulation activities.
4. Monitor his/her own 4. To make decisions on
progress whether to proceed with the next
lesson or re-teach.
After Lesson
Purpose Assessment
1. Tell and recognize 1. Assess whether learning Checklists,

whether s/he met the objectives have been met for a discussions, Games,
learning objectives. specific duration.
2. Seek support through 2. Remediate and / or enrich Observations, other
remediation, enrichment, with appropriate strategies performative
or other strategies. performance tasks
that emanate from
the lesson.
3. Evaluate whether learning Practice exercises,
intentions have been met. short quizzes,
written work.
Individual &
Collaborative
Summative Assessment
Components of Summative
Assessment
Written Work/s Performance Task Quarterly

(WW) Assessment
Written Work
• Assess learners’ understanding of
concepts in written form.
• Prepare learners for quarterly
Purpose
assessments.
• At the end of the topic or

When unit.
Given
Performance
Tasks (PT)
Purpose When given?

Involve students in the At the end of the lesson,
learning process individually focusing on a topic/ skill
or in collaboration of the lesson
Integrate knowledge in a
specific real -life situation Several times
and freedom to express their during the quarter
learning in diverse ways
Encourage students’ inquiry,
understanding, and skills in
various contexts.
Quarterly Assessment
• Synthesize all the
Purpos learning skills,
concepts, and
e values learned in
the entire quarter.
• once, at end of
When the quarter.
given?
Grand Synthesis:
Singh, C. K. S., Muhammad, M. M.,
Mostafa, N. A., Yunus, M. M., Noordin,
N., & Darm, R. (2022) revealed that
besides alternative assessment,
teachers still showed preference
for employing summative
assessment in the classroom.
Some teachers embedded
assessment activities to ensure
students are given sufficient
opportunity to perform, create,
produce based on the tasks given
in the classroom.
Some teachers may hold productive
beliefs about teaching and
assessment that support the use
formative assessment actions more
readily. Such productive beliefs provide
a useful platform for enacting better
assessments inside secondary
classrooms, given that there is paucity of
research that deals with how secondary
teachers make use of formative
assessments. The findings implicitly
confirm that better use of formative
assessment strategies tend to result in
more interactive lessons. Dayal, H. C.
(2021).
References:
Dayal, H. C. (2021). How Teachers Use Formative Assessment Strategies
during Teaching: Evidence from the Classroom. Australian Journal of Teacher
Education, 46(7), 1–21.
Singh, C. K. S., Muhammad, M. M., Mostafa, N. A., Yunus, M. M., Noordin,

N., & Darm, R. (2022). Exploring ESL teachers’ alternative assessment
strategies and practices in the classroom. Journal of Language & Linguistics
Studies, 18(1), 411–426. https://doi.org/10.52462/jlls.191
POLICY GUIDELINES ON CLASSROOM ASSESSMENT FOR THE K TO

12 BASIC EDUCATION PROGRAM,
https://www.deped.gov.ph/wp-content/uploads/2015/04/DO_s2015_08.pdf
Thank you for
Listening!

Purpose and Components of Assessment

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On Exploring the

Formative Summative Individual &

Learners support and

1. Know what s/he knows 1. Get information about what Games

1. Identify one’s strength, 1. Provide immediate feedback Multimedia

1. Tell and recognize 1. Assess whether learning Checklists,

Written Work/s Performance Task Quarterly

• At the end of the topic or

Purpose When given?

Singh, C. K. S., Muhammad, M. M., Mostafa, N. A., Yunus, M. M., Noordin,

POLICY GUIDELINES ON CLASSROOM ASSESSMENT FOR THE K TO

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