Th

TRAINING OF TRAINERS
FOR IN-SERVICE TRAINING
OF TEACHERS (INSET)
 Assessment in
the K to 12
Classroom
TRAINING OF TRAINERS FOR IN-SERVICE TRAINING
OF TEACHERS (INSET)

2 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

Learning Objectives
 Identify the general principles of classroom
assessment in the K to 12 Basic Education Program
 enumerate the different types of assessment and
their uses
 relate how assessment reports are used for
decisions on instruction, promotion, and retention
 suggest how the assessment system can be managed
in the school to keep track of learners’ progress and
to ensure that learners meet the learning standards
 Group Activity

Discuss with your

group mates what
your thoughts are
about the picture
that will be
shown.

http://www.uen.org/k-2educator/assessment.shtml
 http://activelearner.ca/assessment-as-learning

5 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

 Guide Questions
1. What task is being given for the animals to do?
2. Which animal will require less or more preparation for the task? Why?
3. Would (some) animals be able to do the task if they are given the proper
training and enough time? Why?
4. What do you think is being assessed here?
5. Is the goal of the assessment clear?
6. Are the criteria for assessment clear?
7. Is the assessment method chosen by the assessor appropriate in this
case?
8. Who else can help determine what assessment method or strategy can be
used?
 ACTIVITY
 Based on the discussion, answer the following questions:

1. What do we mean by fair assessment? What are your

guiding principles in making assessment fair?

2. In what way is assessment a tool to help learners

succeed?
What do we mean by fair assessment? What are your
guiding principles in making assessment fair?

1. Assessment should have clear standards and should be aligned to the

curriculum.
2. It should recognize individual differences.
3. Assessment should utilize methods that are appropriate to the type of
learners and their circumstances and, therefore, VARIED.
In what way is assessment a tool to help learners
succeed?

1. It should be helpful to the learners in further

developing their competencies/skills.
2. It should encourage involvement of learners
being assessed.
3. Information gathered from assessment should
be utilized to inform instructional decisions,
who to give more help, who to further push in
terms of learning, how to structure the lessons,
etc…
 What is
Classroom
Assessment?

10 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

 What is Classroom Assessment?

It is an ongoing process of i___________,

g________, o_________, & i___________
information about what the
learners k____, u_________, and c___ __.

DO #8,s.2015
 What is Classroom Assessment?

It is an ongoing process of identifying, g________,

o_________, & i___________ information
about what the
learners k____, u_________ and c___ __.

DO #8,s.2015
 What is Classroom Assessment?

It is an ongoing process of identifying,

gathering, o_________, & i___________
information about what the
learners k____ and c___ __.

DO #8,s.2015
 What is Classroom Assessment?

It is an ongoing process of identifying,

gathering, organizing, & i___________
information about what the
learners k____ and c___ __.

DO #8,s.2015
 What is Classroom Assessment?

It is an ongoing process of identifying,

gathering, organizing, & interpreting
information about what the
learners k____ and c___ __.

DO #8,s.2015
 What is Classroom Assessment?

It is an ongoing process of identifying,

gathering, organizing, & interpreting
information about what the
learners know and c___ __.

DO #8,s.2015
 What is Classroom Assessment?

It is an ongoing process of identifying,

gathering, organizing, & interpreting
information about what the
learners know , and can do .

DO #8,s.2015
 Classroom Assessment

is an ongoing process of
identifying,
gathering, organizing, &
interpreting information
about what the
learners know and can
do.

http://www.uen.org/k-2educator/assessment.shtml
 Classroom Assessment

Assessment is a
process used to keep
track of the learners’
progress in relation to
standards and the
development of 21st
century skills.

http://www.uen.org/k-2educator/assessment.shtml
 4Cs: Ticket up the
economic ladder in the
21st Century

20 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

 Revised Taxonomy

Source: Wilson, Leslie O. 2001

24 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1
 Principles of
Classroom
Assessment

25 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

 Principle 1. Assessment should be aligned with objectives,
learning standards and competencies

Standard
s

aluvionlaw.com/wp-content/uploads/2014/05/CASL-Presentation.pptx
26 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1
 Kinds of Learning Targets
 Knowledge – The facts and concepts we want students
to know and understand.
 Reasoning – Students use what they know to reason and
solve problems
 Skills – Students use their knowledge and reasoning to
act skillfully
 Products – Students use their knowledge, reasoning,
and skills to create something new.
 Dispositions – Students’ display attitudes about school
and learning.

Source: Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen. Classroom Assessment
for Student Learning. Assessment Training Institute, Inc., Portland, Oregon, 2004, p.75 .
 Principle 2: Assessment should be more like instruction

Unity of instruction and assessment

ZONE OF PROXIMAL
DEVELOPMENT
Skills too difficult to master for a child

on his or her own, but can be done

with guidance and encouragement

from a knowledgeable person

Source: Magno, 2015

28 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1
Types of Classroom Assessment: Assessment for, of, as Learning

Assessment of
Assessment for Learning
Learning
Diagnostic Formative Summative

Pretest Quiz Quarterly Test

Student Survey Recitation Performance Task
Skills Check Work draft Culminating
project
Think aloud
Dress rehearsal
Types of Classroom Assessment: Assessment for, of, as Learning

Assessment of
Assessment for Learning
Learning
Diagnostic Formative Summative

precede instruction Ongoing Culminating

• check learners’ prior • provide information • determine the degree
knowledge to guide teaching of mastery or
• Identifies and learning for proficiency according
misconceptions, improving learning to identified learning
interests and learning and performance targets
styles preferences • include both formal • evaluative in nature
• provide information and informal generally resulting in a
to assist planning and methods score or grade
guide differentiated
instruction
Jay McTighe & Grant Wiggins
 Features of the K to 12
Classroom Assessment
Sources Content Learning Competencies
standards standards

Standards-based
Types Diagnostic Formative Summative
Purpose Assessment for Assessment for Assessment of Learning
Learning Learning

When Before During After

How Written Work Drill & Practice Quarterly Assessment

Taxonomy Before: KPUP Cognitive Process Revised Bloom’s

Dimension Taxonomy
Have all these effective teacher
practices become extinct?
How are learners assessed in the
classroom?
Formative
Individual Collaborative
Check-up quizzes Discussions
Written Exercises Role Playing
Performances Games
Models Other Group
Electronic Activities
presentations

Summative
Individual Collaborative
Unit Test Group Project
Quarterly Assessment
Pitfalls in Assessment Practices
 A tendency for teachers to assess
quantity and presentation of work
rather than quality of learning.
 Greater attention given to marking
and grading, much of it tending to
lower self esteem of students, rather
than providing advice for
improvement.
 A strong emphasis on comparing
students with each other, which
demoralizes the less successful
learners.
www.govwentworth.k12.nh.us/ASSESSMENT.ppt
 Principle 3: Assessment should recognize diversity of
learners
Self-evaluation:
Where would you place your school’s assessment practice on
the following continuum?

Quantity of work/
Quality of learning
Presentation

Marking/Gradin Advice for

g improvement

Comparing Identifying
students individual progress
www.govwentworth.k12.nh.us/ASSESSMENT.ppt

35 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

Have we always considered individual differences?
Are we guilty of this?
Activity
Answer these questions with Yes or No:
Differentiated instruction is:
 providing students with different avenues to acquire content
 teaching the same way everyday
 providing students with opportunities to process, construct, or make sense
of ideas
Activity
Differentiated Instruction is:
 Only feedback students get is the grade on the paper.
 learning in many ways, the essential skills and content students learn are
the same.
 all students are doing the same assignment.
 only data kept is a grade book.
 Sometimes cooperative learning.
 Principle 4: The Formative Assessment should scaffold
the learners in Summative Assessment
Balanced Assessment

Formative Summative
Formal and informal processes teachers and Provides evidence achievement to
students use to gather evidence to directly certify student competence or
improve the learning of students assessed program effectiveness

Formative uses of
Assessment for Assessment for summative data
learning learning Use of summative evidence to
Use to help students Use to inform teacher’s inform what comes next for
assess and adjust their decisions individuals or groups of students
own learning

40 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

Types of Classroom Assessment: Assessment for, of, as Learning

Assessment as Learning
 Assessment as learning focuses on students and
emphasizes assessment as a process of
metacognition (knowledge of one’s own thought
processes) for students.
 Students reflect on their work on a regular basis,
usually through self and peer assessment and
decide what their next learning will be.
 Helps students to take more responsibility for their
own learning and monitoring future directions.
 Formative assessment = assessment FOR learning

Summative assessment = assessment OF learning

What is assessment AS learning?

r yRo
ia l e
f i c pl
n e a
e ye
B r
Assessment AS Learning is a process of
developing and supporting students’ active
participation in their own learning.
Self-assessment!
 Principle 5: Assessment results should be used by teachers to
help students learn better
• Think about these...
 Are our current approaches to assessment improving
student learning?
 How can we use assessment to help all our students
want to learn?
 How can we help them feel that they are able to learn?
 How can we be sure that our assessment instruments,
procedures, and scores serve to help learners want to
learn and feel able to learn?

44 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

 Principle 6: Assessment is a joint process that involves both
teacher and learners

Think about this:

• Do teacher and learners share
agreements about how success is
determined and measured?

45 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

Holistic
Assessment
Evaluative Assessment

Developmental Assessment
Instructive (analyzing which strategy works)

Formative (modifying strategy to cater learners’ needs)

Diagnostic Assessment

DEPARTMENT OF EDUCATION
Principles of Assessment

1. Assessment should be aligned with objectives, learning

standards, and competencies.
2. Assessment should be more like instruction.
3. Assessment should recognize the diversity of learners.
4. The Formative Assessment should scaffold the learners
in Summative Assessment.
5. Assessment results should be used by teachers to help
students learn better.
6. Assessment involves both teachers and learners.
 The Grading
System of the
K to
12 Curriculum

48 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

 • Standards and competency-based
What is the • Based on the learner’s weighted
Grading score on summative assessments
• Minimum grade to pass a learning
System? area is 60, which is transmuted to
75 in the Report card
• The lowest mark that can appear
in the RC is 60 for quarterly
Grades and Final Grades
• Learners from Grades 1 to 12 are
graded on
– Written Work
– Performance Tasks
– Quarterly Assessment

49 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

 How is the learner’s progress recorded
and computed?
For Kindergarten
 Specific guidelines to be issued
 Checklistsand anecdotal
records to be used instead of
numerical grades
 Compilation of learner’s
output: writing samples,
accomplished activity sheets
and artwork to be kept in a
portfolio
For Grades 1 to 12
• No required number of
written work and
performance task but
these must be spread out
over the Quarter and used
to assess learner’s skills
after each unit has been
taught
Steps in Computing the Final Grades
 Step 1: Grades from all student work are added up, resulting to a
total score for each component: Written Work, Performance Tasks,
and Quarterly Assessment. Raw score from each component have to
be converted to a percentage (%) Score.

 Step 2: The sum for each component is converted to percentage

score.
% Score (PS) = Learner’s Total Raw Score X 100%
Highest Possible Score

 Step 3: % Scores are converted to Weighted Scores

Weighted Score (WS) = % Score X Weight of the Component
 Weights of the Components for Grades 1 to 10

52 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

 Weights of the Components for SHS

53 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1

Steps in Computing the Final Grades

 Step 4: The sum of the weighted scores in

each component is the Initial Grade, This will
be transmuted using the given transmutation
table (Appendix B)
 Step 5: The Quarterly Grade for each learning
area is written in the Report Card of the
student.
Initial Grade Transmuted Initial Grade Transmuted Initial Grade Transmuted
Grade Grade Grade
100 100 52.00 – 55.99 73
98.40 - 99.99 99 77.60 – 79.19 86 48.00 – 51.99 72
96.80 – 98.39 98 76.00 – 77.59 85 44.00 – 47.99 71
95.20 – 96.79 97 74.40 – 75.99 84 40.00 – 43.99 70
93.60 – 95.19 96 72.80 – 74.39 83 36.00 – 39.99 69
92.00 – 93.59 95 71.20 – 72.79 82 32.00 – 35.99 68
90.40 – 91.99 94 69.60 – 71.19 81 28.00 – 31.99 67
88.80 – 90.39 93 68.00 – 69.59 80 24.00 – 27.99 66
87.20 – 88.79 92 66.40 – 67.99 79 20.00 – 23.99 65
85.60 – 87.19 91 64.80 – 66.39 78 16.00 – 19.99 64
84.00 – 85.59 90 63.20 – 64.79 77 12.00 – 15.99 63
82.40 – 83.99 89 61.60 – 63.19 76 8.00 – 11.99 62
80.80 – 82.39 88 60.00 – 61.59 75 4.00 – 7.99 61
79.20 – 80.79 87 56.00 – 59.99 74 0 – 3.99 60
Computation of Grades by the
End of the SY
Final Grade by = 1st Q G + 2nd QG + 3rd QG + 4th QG
Learning Area 4

General Average = Sum of Final Grades of all Learning Areas

Total Number of Learning Areas in a grade level

How is the Learner’s Progress

Reported?
Descriptor Grading Scale Remarks
Outstanding 90-100 Passed
Very Satisfactory 85-89 Passed
Satisfactory 80-84 Passed
Fairly Satisfactory 75-79 Passed
Did not Meet Below 75 Failed
Expectations
 Sample Class Record for English
WRITTEN WORK (30%) PERFORMANCE TASKS (50%)
1 2 3 4 5 6 7 Total PS WS 1 2 3 4 5 6 Total PS WS

Highest 20 25 20 20 25 30 20 160 100 30% 15 15 25 20 20 25 120 100 50%

Possible
Score

Learner A 18 22 20 17 23 26 19 145 90.63 27.19 12 13 19 15 16 25 100 83.33 41.67

Learner B 19 15 15 9 13 14 9 94 58.75 17.63 15 15 23 15 18 23 109 90.83 45.42

Learner C 9 11 5 8 8 9 4 54 33.75 10.13 10 6 7 12 10 18 63 52.50 26.25

Quarterly
Assessment INITIAL QUARTE
(20%) GRADE RLY
GRADE
1 PS WS

Highest 50 100 20% 100 100

Possible
Score

Learner A 40 80 16 84.86 90

Learner B 48 96 19.20 82.25 88

Learner C 29 58 11.60 47.98 71

 Learner Promotion and Retention
Requirements
v Final grade of at least 75 in all learning
areas
v Did not Meet Expectations in not more
than two learning areas
v Did not meet Expectations in three or
more learning areas
v Must pass all learning areas in the
elementary
v Must pass all learning areas in the
Junior High School
Decision
q Promoted to the next grade level
q Must pass remedial classes for
learning areas with failing mark to be
promoted to the next grade level;
q otherwise the learner is retained in the
same grade level
q Retained in the same grade level
q Earn the elementary certificate
q Promoted to Junior High School
q Earn the Junior High School
Certificate
q Promoted to Senior High School
 Sample Certificate of Recomputed
Final Grade
Certificate of Recomputed Final Grade
Name of Student: ____________________
Grade Level: ________________________
School Year: ________________________

Learning Area Final Grade Remedial Class Recomputed

Mark Final Grade

Prepared by: ________________________ Date: _____________

Remedial Class Teacher

Noted by: __________________________ Date: _____________

School Principal

Received by: ________________________ Date: _____________

Division Office
 Sample E-Class Record Grade 10 Science

Quarterly Grade
G10-EINSTEIN

ASSESSMENT

Initial Grade
QUARTERLY
TOTAL

TOTAL

(1st)
BOYS WRITTEN WORK PS WS PERFORMANCE TASKS PS WS PS WS

1 1111111112 100. 40 1111 1111112 100. 40 100. 20 100.

123 4567890 1234567890 00 % 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 00 % PT 00 % 00 100

2 2
HIGHEST 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 100. 40. 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 100. 40. 100. 20. 100.
POSSIBLE SCORE 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00 00 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00 00 60 00 00 00 100
0.0 0.0 0.0
1 0 0.00 0 0 0.00 0 0.00 0 0.00 60
0.0 0.0 0.0
2 0 0.00 0 0 0.00 0 0.00 0 0.00 60
0.0 0.0 0.0
3 0 0.00 0 0 0.00 0 0.00 0 0.00 60
0.0 0.0 0.0
4 0 0.00 0 0 0.00 0 0.00 0 0.00 60
0.0 0.0 0.0
5 0 0.00 0 0 0.00 0 0.00 0 0.00 60
0.0 0.0 0.0
6 0 0.00 0 0 0.00 0 0.00 0 0.00 60
 Grading Sheet

Subject Teacher:
Grade and Section
Subject:

NAMES 1st 2nd 3rd 4th FINAL

BOYS QUARTER QUARTER QUARTER QUARTER GRADE
10 60.00 60.00 60.00 60.00 60.00
20 60.00 60.00 60.00 60.00 60.00
30 60.00 60.00 60.00 60.00 60.00
40 60.00 60.00 60.00 60.00 60.00
50 60.00 60.00 60.00 60.00 60.00
60 60.00 60.00 60.00 60.00 60.00
70 60.00 60.00 60.00 60.00 60.00
62 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1
63 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1
 REFLECTIONS
• As an instructional leader/manager,
how can the school head ensure
alignment •ofAsclassroom
an instructional leader/manager,
assessment
how can the school head ensure
to learning standards? Cite relevant
alignment of classroom assessment to
assessment-related activities.
learning standards? Cite relevant
assessment-related
• What mechanism can be put activities.
in place
• What mechanism can be put in place
in the school to operationalize the
in the school to operationalize the
assessment system
assessment assystem
stipulated in in
as stipulated
DepEd OrderDepEd
No. Order
8 s. 2015.
No. 8 s. 2015.
65 | School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 1
Thanks for listening

TO GOD BE ALL
THE GLORY !