Welcome to our class!

ELEM 0323
Teaching Math in the
Primary Grades

JULIE D. CAMACHO,
UNIT IV
ASSESSMENT
STRATEGIES
FOR
MATHEMATICS
IN THE
PRIMARY https://www.teachhub.com/professional-development/
2020/02/
Lesson 17
ASSESSIN
G
LEARNING https://www.cmu.edu/teaching/assessment/assessprogram/
index.html
Initial Activity:
https://
www.mentimeter.c
om/s/
399c5cedafec6db4
8e61c58c63fcde56/
861cafc5cd4b/edit?
Demonstrate understanding and
appreciation of assessments.
Objectives http://
www.personal.psu.edu/

Differentiate formative and bxb11/Objectives/

summative assessments.
Introduction
A very important
concern that demands
urgent attention is the
assessment, specifically
the classroom assessment
which should be within
the K to 12 Basic
Education framework and
aligned with the learning
standards of the enhanced https://www.deped.gov.ph/wp-content/uploads/2018/07/J.Andaya-
Education-Summit.pdf
Introduction
Due to the need, the
Department of Education
issued the DepEd Order No.
8, s. 2015, which is the
Policy Guidelines on
Classroom Assessment for
the K to 12 Basic Education
Curriculum.
https://e-turo.weebly.com/
 Assessment is defined
as a process that is used to
https://simplysuccessful-llc.com/business- keep track of learners’
success-and-the-art-of-better-thinking/
progress in relation to learning
standards including that of the
development of 21 century
st

skills which is part of the new

https://theeducationhub.org.nz/ K to 12 education framework.
principles-of-assessment/
 Thus, assessment should be
aligned with curriculum
standards and on the 21st
century skills assessment
framework. Every assessment
you give must be aligned with
the objectives of the lessons to
which assessment was made
for. This way, you are sure that
you are testing what you
intended for the students to
https://slideplayer.com/slide/9244068/
 The process of assessment is
anchored to the framework of
Zone of Proximal Development
(ZPD) of Vygotsky. In the center
of the process is the nature of the
learner. Assessment shall
recognize the diversity of
learners inside the classroom
which requires multiple ways of
assessment measures of their
varying abilities, skills, and
https://slideplayer.com/slide/7862798/
potentials.
 The ZPD assessment
framework put premium
consideration on the recognition of
learner’s zone of proximal
development at the heart of the
assessment. A learner-centered
assessment supports the learner’s
success in moving from guided to
independent display of knowledge,
understanding, and skills, as well
as assimilation of these in future
situations. http://www.wickenburgschools.org/index.cfm?pID=913
The enhanced curriculum of the K to
12 basic education is standards-
based. The assessment measures
shall be anchored on the attainment
of these standards and
competencies. Assessment is aimed
at helping learners perform well in
relation to these learning standards.
There is a recommended type,
component, period, and approach
of assessment for each learning
standard lifted in the policy
guidelines of the Department of
 Principles of Assessment
1. Assessment should be consistent with the curriculum standards.
 Principles of Assessment
2. Formative
assessment needs
to scaffold the
students in the
summative https://www.gcu.edu/blog/teaching- http://
school-administration/what-scaffolding- victoriaassessment.blogspot.com/

assessment. education 2015/12/summative-vs-formative-

assesment.html
 Principles of Assessment

3. Assessment
results must be
used by teachers
to help students
learn better. https://www.ruralhealthinfo.org/topics/rural-health-research-
assessment-evaluation
 Principles of Assessment

4. Assessment
is not used to
threaten or
intimidate
learners.
 •Formative
Two Fundamental Types of Assessments
1 Assessments
•Summative
2 Assessments
Formative Assessment
• can be viewed in two
lenses.
- “assessment for learning”
on the lens of the
teacher
- “assessment as learning”
on the lens of the
learner
Formative Assessment
• can be given at any
time.
- before the lesson
- during the lesson
- after the lesson
Formative Assessment
• it is also not confined
within the classroom
because any
interaction with
learner is opportunity
to assess the
learner’s abilities.
Formative Assessment
• an ongoing and closely related
to the learning process. It is
characteristically informal and
intended to help students
identify his or her strengths and
weaknesses in order to learn
from the assessment.
(UNESCO Program on
Teaching and Learning for a
Sustainable Future)
Formative Assessment as
“assessment for learning”
• provides teachers the evidence about
what the learners know and can do.
Teachers observe and guide the
learners in their task through
interaction and dialogue-in the ZPD
framework, thus, gaining insights and
evidence about the learners strengths,
weaknesses, progress, and needs. https://www.slideserve.com/zilya/formative-
assessment-assessment-for-learning
Formative Assessment as
“assessment for learning”
•The results of these will help the teachers
to design instructional activities and to
make decisions so that it is suited to the
learners situations and needs. The evidence
in the formative assessment shall be
documented or recorded in order to track
and monitor the learners’ progress
systematically. But the formative
assessment results are not graded, hence
not included in the computation for
marking or ranking.
Formative Assessment as
“assessment as learning”
• provides the learners of the
immediate information on how
they perform on the learning
process. The assessment
provides information on which
areas learners do well or which https://www.gettingsmart.com/2018/01/the-
student-role-in-formative-assessment-how-i-

areas do they need help. know-practitioner-guide/

Formative Assessment as
“assessment as learning”
•This can be through feedback from
anyone around them especially
from teacher or any individual who
is considered more knowledgeable.
Formative assessment should also
be a learning opportunity which
enables the learners to take
responsibility for their own
learning.
Formative
assessment
• is effective when
instruction is
embedded in it to
promote learning
(McMillan, 2007).
Steps in Formative Assessment
1. Begin in giving orientation
about the learning goals.
2. Determine the current status of
learners or evidence of prior
understanding.
3. Provide a clear, specific and
on-time feedback.
https://www.freepik.com/
Steps in Formative Assessment
4. Instructional corrections/
adjustments based on the needs of
learners.
5. Move the learners close to the
goals/learning standards.
6. Evaluate the learners’ progress. https://elearningindustry.com/

7. Lastly, again provide feedback of

the learners’ status.
 The DepEd guidelines provide
the assessment purposes before,
during, and after the lesson.
Examples are given which
teachers may utilize but shall not
be limited to:
After
 Summative Assessment
• is the assessment of learning.
• is always given at the end of
particular unit or toward the
end of a period because it aims
to measure what learners have
acquired after the learning
process as compared with the
http://www.thefriendlyteacher.com/
learning standards.
Summative
Assessment
• The results will be used for
decisions about future learning or
job sustainability.
• For UNESCO, the judgments
derived from this assessment is
https://www.youtube.com/watch?v=ySYFrQDRZHQ
more beneficial for other than to
the learner.
Summative Assessment
• The role of this assessment is to
measure if the learners have met the
standards set in the curriculum
guide.
• The teacher shall use a method
that deliberately designed to measure
how well the students learned and
able to apply their learning in
different contexts.
Summative Assessment
• The results of the summative
assessment are recorded and
reported on the learners’
achievement. The results are part
of the computed markings and to
be reported to parents/guardians,
principal/school head, teacher on https://www.formpl.us/blog/formative-summative-
assessment
the next grade level, and
guidance teachers.
Summative Assessment
• For reiteration, the formative
assessment should prepare the
learners in taking the summative
assessment. And teachers shall
provide sufficient and appropriate
instructional interventions to
ensure that learners are ready to
take the summative assessments.
Summative Assessment
• It measures the different ways
learners use and apply all the
relevant knowledge,
understanding, and skills.
• Learners synthesize the
knowledge, understanding, and
skills during summative https://www.formpl.us/blog/formative-
assessment and the results will be summative-assessment

used as bases for computing the

grades.
Summative Assessment
• The summative assessment nt is in the
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three components, namely, Written Work,
Performance Test, and Quarterly
Assessment. These components are the
bases of computing the grade and different
learning areas have unique ways to assess
these components and set different
percentages for each component.
 Components Purpose When to Give
Written Work ●Assess learners’ •At the end of the
understanding of topic or unit
concepts and
application of
skills in written
form
● Prepare learners
for quarterly
assessment
 Components Purpose When to Give
Performance ● This can be individual or collaborative •At the end of the
Tasks over a period of time lesson about a
● Provide opportunities for learners to particular
demonstrate and integrate their topic/skill
knowledge, understanding, and skills
about topic or concept learned to apply in •Several times
real-life situations through performance within a quarter
● Provide opportunities for learners to
design and express their learning in
diverse ways
● Encourage learners’ inquiry, integration
of knowledge, understanding, and skills
in various contexts beyond the
assessment period
 Components Purpose When to Give
Quarterly • Synthesize • Once, every
Assessment all the end of the
learning quarter
skills,
concepts, and
values learned
in a quarter
The DepEd guidelines provide a list of assessment tools per learning area. Shown below is
for mathematics.
Components
Learning
Areas Written Work (WW) Performance Tasks (PT)

A. Unit/Chapter A. Products
Tests 1. Diagrams
2.Mathematical Investigatory projects
B. Written output
3.Models/making models of geometric figures
1. Data recording 4. Number representations
Math
and analyses B. Performance-based tasks
2. Geometric and 1. Constructing graphs from survey conducted
statistical analyses 2. Multimedia presentation
3. Graphs, charts, 3. Outdoor math
4. Probability experiments
or maps 5. Problem-posing
4. Problem sets 6. Reasoning and proof through recitation
5. Surveys 7. Using manipulatives to show math concepts/solve problem
8.Using measuring tools/devices
GROUP ACTIVITY
Fill in the Venn diagram below to compare and contrast formative and
summative assessments.
Possible Answers in the GROUP ACTIVITY

https://www.sheffield.ac.uk/staff/elevate/essentials/assessment-feedback-1
Possible Answers in the GROUP ACTIVITY

https://www.pinterest.ph/pin/807762883154716639/
Summary
Assessment is an
essential aspect of teaching as its
results give feedback about
students’ learning as well as the
effectiveness of teaching.
Formative and summative
assessments are equally https://michelleeroberts.weebly.com/

important in achieving these.

 Assessment for Learning Assessment as Learning Assessment of Learning
Formative Assessment Formative Assessment Summative Assessment
 ongoing assessment that allows  develops and supports students'  the snapshot in time that lets the
teachers to monitor students on metacognitive skills. teacher, students and their
a day-to-day basis and modify  crucial in helping students parents know how well each
their teaching based on what the become lifelong learners. student has completed the
students need to be successful.  As students engage in peer and learning tasks and activities.
 provides students with the self-assessment, they learn to  provides information about
timely, specific feedback that make sense of information, relate student achievement.
they need to make adjustments it to prior knowledge and use it  While it provides useful reporting
to their learning. for new learning. information, it often has little
 Students develop a sense of effect on learning.
ownership and efficacy when
they use teacher, peer and self-
assessment feedback to make
adjustments, improvements and
changes to what they
understand.
THANK
YOU!

Ma’am Julie