Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue
Pasig City

Session Title ASSESSING LEARNING IN SCIENCE

No. of Participants Male: Female:
Participants Profile Education Supervisors, School Heads, Master Teachers, Key Teachers
Duration of the Session 4 hours
I. Learning Objectives At the end of the session, the participants are expected to have a thorough understanding on assessing
learning in Science. Specifically they should be able to:
1. differentiate the forms of assessment (formative vs summative);
2. differentiate between traditional and non-traditional (authentic) assessment;
3. Explain what is to be assessed in the classroom;
4. Discuss the assessment formats used in the classroom;
5. Analyze sample TIMSS-based assessment items;
6. Develop varied assessment items for a particular topic in a quarter.

II. Key Understanding/s Assessment is an integral part of the teaching-learning process.

Assessment in the classroom is aimed at helping students perform well in relation to the learning
standards.
The learning standards in the curriculum reflect progressions of concept development.
Formative assessment enables the learners to demonstrate what has been learned through a range of
activities in all parts of a lesson.
Summative assessment enables teachers to describe how well the students have learned the
standards / competencies after a given chapter, unit, or at the end of a quarter.
There is no single assessment method that results in a perfect assessment. What method the teacher
Jimmie C. Eslabra, Ph.D
Casilagan ES
Sto. Tomas, La Union
 uses would depend on what he/she would like to assess in terms of knowledge, understanding or skill.
Thinking skills can be better assessed using the non-traditional format or authentic assessment

III. References Literature Review on Assessment in Science. https://www.nfer.ac.uk/publications/AAS01/AAS01.pdf

Classroom Assessment in Science. http://www.edu.gov.mb.ca/k12/cur/science/found/s2/assessment.pdf
Methods of Assessment. https://www.eduplace.com/science/profdev/articles/badders.html
Analysing assessment rubrics designed by pre-service primary science teachers.
www.leeds.ac.uk/educol/documents/165823.doc
Higher Order Thinking Skills Questions Template.
http://medicine.wright.edu/sites/medicine.wright.edu/files/page/attachments/QuestionTemplates.pdf
General HOTS Questions Card. http://www.saydel.k12.ia.us/cms_files/resources/general
%20HOTSQuestionCards1.pdf

IV. SESSION GUIDE

OBJECTIVE:
MATERIALS/ TIME/
The participant should be able KEY LEARNING POINTS METHODOLOGY/ ACTIVITY
SLIDE NUMBER DURATION
to:
Get an overview of the whole Eliciting participants preconceptions Important 10 minutes
process of assessing learning in about classroom assessment Ensure that the room has (at least 10
science. Science processes / thinking skills been arranged in such a minutes for
should be an integral part of learning way that there will be four the
groupings and a working preliminaries
table is provided for each and 10
group. minutes for
the priming
Jimmie C. Eslabra, Ph.D
Casilagan ES
Sto. Tomas, La Union
 SAY: activity)
Teachers, being the
players/implementers of
the curriculum need to
be capacitated in terms
of assessing learning
inside the classroom.

DO:
Greet the participants
and make them
comfortable.
Forming of groups for the Slide No. 2
activities, if they have not Slide No. 3
been grouped yet.
Show the title slide
Present the objectives of
the session

SAY
How was your Slide No. 7
experience in your
science class way back
when you are still
studying?
How was your
experience as a science
teacher particularly in
giving assessment to

Jimmie C. Eslabra, Ph.D

Casilagan ES
Sto. Tomas, La Union
 your learners?

Describe classroom
assessment and traditional
form of assessment
Classroom assessment is needed to
gauge learning.
Classroom assessment varies.
DO:
Think-Pair-Share
Ask them to find partners
within their group and
exchange answers for the
two questions.
Ask some participants to
share to the big group.
SAY: 60 minutes
Classroom assessment is
an integral part of
science teaching.
There are standards,
competencies and
concept development in
assessment.

DO:
Show video clip The Slide No. 10
Exam Video clip
Let the participants
share their thoughts
about the video clip.

DO:

Jimmie C. Eslabra, Ph.D

Casilagan ES
Sto. Tomas, La Union
 Perform Activity 2: Slide 22
Compare and Contrast Manila papers,
Discuss Formative and permanent
Summative Assessment markers,
activity sheets

Perform Activity 3: Slide 30

Where does it belong
Discuss what is assessed
in the classroom
Discuss what
assessment is commonly Slide 36
used in the classroom
Part II 40 minutes
DO:
Write draft stems of assessment Traditional test items do not measure what Perform Activity 4: Slide No. 4
items of the traditional format/ it intends to measure. Where do i belong? Paper strips
or measures LOTS. One-size-fits-all assessment is not a good Process the output of containing
type of assessment.
every group after the keywords/st
LOTS test items are poor types of
presentation. ems for
assessment items.
Blooms
Taxonomy
ASK: manila
Was it easy to categorize paper
the question stems? permanent
Under what category markers
are the questions masking
prepared fall LOTS or tape
HOTS?
DO:

Jimmie C. Eslabra, Ph.D

Casilagan ES
Sto. Tomas, La Union

Part III
Identify non-traditional form of
assessment (Authentic
Assessment)
Analyse and classify TIMSS-
based test questions
Jimmie C. Eslabra, Ph.D
Casilagan ES
Sto. Tomas, La Union
Elaborate on each
cognitive process Slide 7
dimension with sufficient
examples.
30 minutes
Authentic assessment can better DO: Slide No. 2
assess learning in the classroom. Discuss basic and
integrated science
processes skills
Give the features of
authentic assessment.
NOTE:
Be sensitive of the learning
environment. There may be
participants who want to
share or ask for some
clarifications. Entertain
them before proceeding.
Teachers need to use HOTS to assess DO: Slide No. 15 (3rd 30 minutes
learning authentically. Let the participants TIMSS-based
Students need higher-order skills to answer each of the test test
succeed in their lives and careers. questions (sample TIMSS) questions
Classify each questions paper and
based on TIMSS cognitive pencil
process dimension
 ASK:
Do you have the same
responses with your
group mates in every
item?
Under what domain does
each question fall?
What are the
characteristics of a TIMSS
test items based on the
activity?
Prepare TIMSS-like test Knowledge on the preparation of DO: 40 minutes
questions TIMSS like questions will ensure the Perform Activity 6: Slide No. 18
success of classroom assessment. HOTS is hot Manila paper,
Allow the groups to permanent
select a topic from the markers
grade 6 CG. adhesive tape
Tell the participants to copy of Grade 6
develop 3 questions CG
showing 3 different
levels for the same
topic.
Process the output of
every group after
presentation.

ASK:
How does your output Slide 19
compare with the
previous test items you

Jimmie C. Eslabra, Ph.D

Casilagan ES
Sto. Tomas, La Union

Gain understanding on
additional guidelines in the
preparation of rubrics
Jimmie C. Eslabra, Ph.D
Casilagan ES
Sto. Tomas, La Union
have prepared?
Are these types of
question easy to
prepare?
If we use these type of
questions can we
measure what we really
intend to measure?
Why?
Preparing rubrics SAY: 25 minutes
An effective rubric has 5 complete Every educator knows Slide No. 22
parts. that a big part of
The use of rubrics makes assessment teaching is assigning
more objective. grades to student
projects. And it can be
tricky. Sometimes,
grading seems more like
a random process than
an objective assessment
of work.
DISCUSS: Slide 23
Qualities of an effective
rubrics
DO:
Perform Activity 7: Make Slide 33
your own RUBRICS Manila paper
Present outputs per Permanent
group marker
 DISCUSS
Some recommendations to
improve assessment of
learning in the classroom. Slide 35

Closure Show last slide and Thank Slide No. 39 5 minutes

you slide
(Inspirational quote/story)

Jimmie C. Eslabra, Ph.D

Casilagan ES
Sto. Tomas, La Union