Adhering to Standards of

Classroom Assessment

CLASSROOM ASSESSMENT
Learning Action Cell Session 1
Feel, Look, Say
ASSIDERE
INDIVIDUAL TASK
 1. Deepen their knowledge of their content,
provisions and standards set by policies for their
Session professional development and teaching practice
Objectives
relevant to classroom assessment

2. Enhance their sense of accountability for

improved learning outcomes through a more
effective classroom assessment

3. Make a quick assessment of their content

knowledge on classroom assessment
 TRUE OR FALSE

Assessment is done only at the end

of a unit of work or series of lessons.

FALSE
 TRUE OR FALSE

Assessment focuses on what is most

difficult to measure.

FALSE
 TRUE OR FALSE

Assessment is an average of
performance across a teaching period.

FALSE
 TRUE OR FALSE

Group assessment is giving the same

mark or grade to each participant in a
group exercise.

FALSE
 TRUE OR FALSE

Assessment is the same as grading.

FALSE
 TRUE OR FALSE

Giving zero for unsubmitted work in

the context of a learning
achievement is fair.

FALSE
 GROUP TASK

Good practices in assessment Weak practices in assessment

we are currently doing that we should avoid doing
 How did you know that your
responses were good or weak
practices in assessment?

What do you know about DepEd

Order No. 8, s. 2015 (Policy Guidelines
on Classroom Assessment for the K to 12 Basic
Education Program)?
What do you know about the
competency standards expected of
teachers in assessment?

What is the importance of having

these policies in the teaching
practice?
 CLASSROOM ASSESSMENT
• the ongoing process of identifying, gathering, organizing
and interpreting quantitative and qualitative information
about what learners know and can do

• an integral part of curriculum implementation that allows

teachers to track and measure learners’ progress and to
adjust instruction accordingly

• informs the learners, as well as their parents and

guardians of their progress
(DepEd Order No. 8, s. 2015)
TYPES OF ASSESSMENT
 17

PPST Resource Package, Module 10 , p 9

 Important provisions of the policy on
classroom assessment
➢ What is classroom assessment?
o Formative and Summative Assessment
➢ What is assessed in the classroom?
o Content standards
o Performance standards
o Learning Competencies
o Concept development (Bloom’s Taxonomy)
➢ How are learners assessed in the classroom?
o Individual and collaborative Formative Assessment
o Formative assessment in different parts of the lesson
(before, during, after)
➢ Grading system
 PPST Domain 5:
Assessing and Reporting
• 5.1. Design, selection, organization and utilization of
assessment strategies
• 5.2. Monitoring and evaluation of learner progress
and achievement
• 5.3.Feedback to improve learning
• 5.4. Communication of learner needs, progress and
achievement to key stakeholders
• 5.5. Use of assessment data to enhance teaching
and learning practices and programs
• Module 10: (5.12): design, select,
organize and use diagnostic, formative PPST Domain 5:
and summative assessment strategies
consistent with curriculum requirements Assessing and
Reporting
• Module 11: (5.2.2): monitor and evaluate
learner progress and achievement using
learner attainment data;

• Module 12: (5.4.2) communicate promptly

and clearly the learners’ needs, progress
and achievement to key stakeholders,
including parents/guardians
The need to be assessment literate
Classroom assessment literacy refers to
“the knowledge and skills needed to gather
accurate information about student
achievement, and use the assessment
process and its results effectively to
improve achievement.”

(Chappuis, Stiggins, Chappuis & Arter, 2012)

What is an Assessment Literate
Individual? Assessment literacy includes
three big ideas:
✓ What someone knows about
assessment
✓ What someone believes about
assessment
✓ What someone does with assessment.

An Assessment Literate Individual:

✓ Understands the types and purposes of
assessment;
✓ Believes that assessment is an
essential part of teaching and learning;
✓ Utilizes data to drive informed decision-
making for the success of every child.
https://allthingslearning.wordpress.com/tag/assessment-literacy/
 INDIVIDUAL TASK

TOPICS K W L Q

Example:

1) DepEd Policies: DO 8, s. 2015;

DO 35, s. 2016; DO 42, 2017
 “The more you teach without finding
out who understands the concepts and
who doesn’t, the greater the likelihood
that only already proficient students
will succeed.”

- Grant Wiggins -
References
Department of Education (2015). Policy Guidelines on Classroom Assessment for the K to 12 Basic
Education Program (DepEd Order No. 8, s. 2015). Manila: Department of Education, Republic of the
Philippines.

Department of Education (2016). The Learning Action Cell as a K to 12 Basic Education Program School-
Based Continuing Professional Development Strategy for the Improvement of Teaching and Learning (DepEd
Order No. 35, s. 2016). Manila: Department of Education, Republic of the Philippines.

Department of Education (2017). National Adoption and Implemention of the Philippine Professional
Standards for Teachers (DepEd Order No. 42, s. 2017). Manila: Department of Education, Republic of the
Philippines.

ACT Government Education and Training (2011). Teachers’ Guide to Assessment. Retrieved from
https://www.education.act.gov.au/__data/assets/pdf_file/0011/297182/Teachers_Guide_to_Assessment_We
b.pdf