ASSESSMENT OF

LEARNING OUTCOME
28 May 2014
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Objectives:

Gain a clear and functional understanding of the theories, principles,

philosophy, policies, features of assessment as stipulated in
DepEd Order No. 73, s. 2012.
Distinguish between and among assessment of, as, and for learning.
Develop prototype performance tasks and assessment tools.
Articulate the importance of viewing assessment as a means to
inform instruction and improve teaching.

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DEPARTMENT OF EDUCATION

If you dont know where

you are headed, youll
probably end up some
place else.
Ph.D.-

-Douglas J. Eder,
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DEPARTMENT OF EDUCATION

ACTIVITY 1
1. Bring out the teacher-made test
(periodic
test,
unit
test).
Classify/cluster the items according to
the levels of assessment. Exchange
test paper with another team. If you
have no copies of the tests, write
sample test questions that would
assess students along:
A Knowledge
C Understanding
B Process/Skills
D
Product/Performance
DEPARTMENT OF EDUCATION

ANALYSIS

1. How did you find the task given

you?
2. Why is it necessary to assess
students before, during and after
the lesson?
3. How did you feel when youre
classifying the test items by
level?
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DEPARTMENT OF EDUCATION

ANALYSIS

5. In cases where the classification/

clustering of test items was not
the same as your team mates,
how did you resolve the situation?
6. How did you feel about the
sample assessment tools that you
developed?
7. How confident are you in
developing assessment tools
DEPARTMENT OF EDUCATION

ANALYSIS

8. Did you encounter difficulty in

constructing
test items that reflects the four
levels of
assessment? Why?
9.What are the issues and concerns
that you have in constructing test
items?
10.What makes a holistic assessment?
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DEPARTMENT OF EDUCATION

ASSESSMENT
Philosophy
Assessment shall be used primarily
as a quality assurance tool to track
student progress in the attainment of
standards, promote self-reflection
and personal accountability for ones
learning, and provide a basis for the
profiling of student performance.
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DEPARTMENT OF EDUCATION

Features
The assessment process is holistic,
with emphasis on the formative or
developmental purpose of quality
assuring student learning.
It is also standard-based as it seeks
to ensure that teachers will teach to
the standards and students will aim
to
meet
or
even
exceed
the
The
students
attainment
of
standards.
standards in terms of content and
performance
is
therefore,
a
critical evidence
of learning.
DEPARTMENT OF EDUCATION

Being holistic, assessment

performs triple functions,
namely:
1. Diagnostic (Assessment for
learning)
2. Formative/Developmental
(Assessment for and
assessment as learning)
3. Summative/Evaluative
(Assessment of learning/
assessment as learning)
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DEPARTMENT OF EDUCATION

Being standards-based,
assessment seeks to quality
assure and evaluate attainment of
learning Standard
standards in the
1. Content
Assessment
in this area considers
what the student knows
following
areas:
(knowledge), can do (process or skills, i.e., how the student
makes sense of or constructs meanings out of the facts and
information), and understands (understandings or meanings
made).

2. Performance Standard
Assessment in this area looks into how the student transfers
his/her understanding to life situations in the form of
products and performances, or through authentic
performance tasks.
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DEPARTMENT OF EDUCATION

Nature of Assessment
1. Assessment for Learning
2. Assessment as Learning

3. Assessment of Lea
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DEPARTMENT OF EDUCATION

Levels of Assessment
Level of
Assessment

Percentag
e Weight

Knowledge
Process or Skills
Understanding(s)
Products/Performan
ces
Total

15 %
25 %
30%
30%
100%
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DEPARTMENT OF EDUCATION

Knowledge refers to the

substantive content of the
curriculum,
the
facts
and
information that the student
acquires. refers to cognitive
Process
operations that the student
performs
on
facts
and
information for the purpose of
constructing
meanings
and
understandings.

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DEPARTMENT OF EDUCATION

Understandings refers to
enduring big ideas, principles
and generalizations inherent to
the discipline, which are
assessed using the facets of
Products/Performances
refers
understanding
to real-life application of
understanding as evidenced by
the students performance of
authentic tasks.
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DEPARTMENT OF EDUCATION

Product/Performance
A good model Level
for assessment at

this level is GRASPS ( McTighe and

Wiggins, 2005).
GGoal
RRole
AAudience
SSituation
PProduct
SStandards
DEPARTMENT OF EDUCATION

Role: Interior Designer

Audience:
Restaurant
Sample
GRASPS
(from Owner
Grade 9 LM , pp. 154-155)
Situation: Mr. Andal, the owner of a restaurant wants
to impress some of
the visitors, as target clients, in the coming wedding of
his friend. As
venue of the reception, Mr. Andal wants a new ambiance
in his
restaurant. Mr. Andal requested you, to help him to
change the
interior of the restaurant particularly the design of the
curtains. Mr.
Andal wants you to use parabolic curves in your design.
Map out the appearance of the proposed design
for the
curtains in his 20 by 17 meters restaurant and estimate
the
approximate budget requirements for the cost of
materials based on
the height of the design curve.
DEPARTMENT OF EDUCATION

MPLE RUBRIC (patterned on D.O. No. 73, s. 201

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The budget
proposal is
clear,
accurate,
practical,
and the
use of
linear
inequalitie
s in two
variables
and other
mathemati
cal
statements

1
The
The
The budget
budget
budget
proposal is
proposal is proposal
not clear and
clear,
is not too the use of
practical
clear and linear
and the
the use of inequalities
use of
linear
in two
linear
inequalitie variables is
inequalitie s in two
not
s in two
variables illustrated.
variables
is not
is
properly
illustrated. illustrated
.
DEPARTMENT OF EDUCATION

Principle of Assessment as Learning

Students need to learn from
the results of the assessment so
they know what to improve
further, and then they can plan
strategically how they can
address any learning
deficiency.
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DEPARTMENT OF EDUCATION

APPLICATION
A. Revisit of the output during the
activity.
Verify if the answers given
conforms with the K-P-U-P.
B. Choose a main topic in Grade9
Mathematics
then think of a performance
task that would
assess knowledge, skills, and
understanding
DEPARTMENT OF EDUCATION

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SOME THOUGHTS TO PONDER

If we always do what weve always
done, we will get what weve always
got.
- Adam Urbandi
Students can escape bad teaching but
they cannot
escape bad assessment.
- David Boud
The important question is not how
assessment is
DEPARTMENT OF EDUCATION

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Thank you.

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DEPARTMENT OF EDUCATION