K to 12 Classroom Assessment (Revised).pptx

Classroom Assessment for
K to 12 Basic Education Program
(DepEd Order No. 08, s. 2015)

Objectives
DEPARTMENT OF EDUCATION
At the end of this session, the teachers shall be able to:
1. discuss the principles behind the new classroom
assessment for K to 12 BEP;
2. differentiate formative from summative assessments;
3. identify the areas assessed in the classroom;
4. familiarize with the process on how learners are
assessed in the classroom;
5. discuss the new grading system of the K to 12 BEP
and other related issues;

Pre-Test
Direction: Read each statements carefully. Write “True” if
the idea of the statement is correct and “False” if otherwise.
1. Classroom assessment is an extraneous part of
curriculum implementation.
2. Assessment is a process that is used to keep track of
learners’ progress in relation to learning standards.
3. Formative assessment may be seen as assessment for
learning so teachers can make adjustments in their
instruction.
4. Summative assessment may be seen as assessment as
learning, which occurs at the end of a particular unit.
5. The most complex cognitive process according to
Anderson & Krathwohl (2001) is Creating.

Pre-Test
6. In the new K to 12 Classroom Assessment, the components of
summative assessment are as follows: Knowledge (K),
Process/Skill (P), Understanding (U) and Performance/Product
(P).
7. The minimum grade needed to pass a specific learning area is
60, which is transmuted to 75 in the report card.
8. A learner shall be retained in the same grade level if he/she
Did Not Meet Expectations in three or more learning areas.
9. A learner who incurs absences of more than 10% of the
prescribed number of contact days during the school year
should be given a failing grade for the learning area or subject.
10. Classroom assessment shall be kept confidential to the
teacher, principal and school alone.

Theoretical Basis
 Classroom assessment is a joint process that involves both
teachers and learners. It is an integral part of teaching and
learning.
 Teachers provide appropriate assessment when they aim to
holistically measure learners’ current and developing abilities
while enabling them to take responsibility in the process.
 The heart of this assessment framework is the recognition
and deliberate consideration of the learner’s zone of
proximal development (Vygotsky, 1978).

Theoretical Basis
Zone of Proximal Development (Vygotsky, 1978)
1. Appropriate assessment is committed to
Ensuring learners’ success to move from guided to
independent display of knowledge, understanding and
skills
Enabling learners to transfer knowledge,
understanding and skills successfully in future
situations
2. Assessment facilitates the development of learners’
higher order thinking and 21st –century skills

What is Classroom Assessment?
Assessment is a process that is used to
 keep track of the learners’ progress in relation to learning
standards and in the development of 21st century skills;
 promote self-reflection and personal accountability among
students about their own learning;
 provide bases for the profiling of student performance on the
learning competencies and standards of the curriculum.
Classroom Assessment is an ongoing process of identifying,
gathering, organizing, and interpreting quantitative and
qualitative information about what learners know and can do.

Types of Classroom Assessment
FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT
 assessment for learning so teachers can
make adjustments in their instruction
 assessment as learning wherein students
reflect on their own progress
 the on-going forms of assessment that are
closely linked to the learning
process(UNESCO-TLSF)
 informal and is intended to help students
identify the strengths and weaknesses in
order to learn from the assessment
experience
 may be given at any time during the
teaching and learning process
 not included in the computation of
summative assessment
 provide students with immediate feedback
on how well they are learning throughout
the teaching-learning process
 assessment of learning, which occurs at the
end of a particular unit; describe the
standard reached by the learner
 measures whether learners have met the
content and performance standards
 results of summative assessment are
recorded and used to report on the learners’
achievement

What is assessed in the classroom?
Assessment in the classroom is aimed at helping students
perform well in relation to the learning standards.
Learning Standards comprise:
 Content Standards
 Performance Standards
 Learning Competencies

Content Standards
 Identify and set the
essential knowledge
and understanding
that should be learned
 Cover a specified
scope of sequential
topics within each
learning strand,
domain, theme, or
component.
 Answer the question,
“What should learners
know?”

Performance Standards
 Describe the abilities and skills that learners are expected to
demonstrate in relation to the content standards and integration
of 21st-century skills.
 The integration of knowledge, understanding, and skills is
expressed through creation, innovation, and adding value to
products/ performance during independent work or in
collaboration with others.
 Answer the following questions:
1. “What can learners do with what they know?”
2. “How well must learners do their work?”
3. “How well do learners use their learning or understanding in different
situations?”
4. “How do learners apply their learning or understanding in real-life contexts?”
5. “What tools and measures should learners use to demonstrate what they
know?”

Performance Standards

Learning Competencies
 Refer to the knowledge, understanding, skills and attitudes that
students need to demonstrate in every lesson and/or learning
activity.

Concept Development
• The learner can recall information and retrieve relevant
knowledge from long-term memory: identify, retrieve,
recognize, duplicate, list, memorize, repeat, reproduce
Remembering
• The learner can construct meaning from oral, written and
graphic messages: interpret, exemplify, classify, summarize,
infer, compare, explain, paraphrase, discuss
Understanding
• The learner can use information to undertake a procedure in familiar
situations or in a new way: execute, implement, demonstrate,
dramatize, interpret, solve, use, illustrate, convert, discover
Applying
• The learner can distinguish between parts and determine how they
relate to one another, and to the overall structure and purpose:
differentiate, distinguish, compare, contrast, organize, outline,
attribute, deconstruct
Analyzing
• The learner can make judgements and justify decisions: coordinate,
measure, detect, defend, judge, argue, debate, critique, appraise,
evaluate
Evaluating
• The learner can put elements together to form a functional whole,
create a new product or point of view: generate, hypothesize, plan,
design, develop, produce, construct, formulate, assemble, design,
devise
Creating
Adapted Cognitive Process Dimensions (Anderson & Krathwohl, 2001)

What is the connection between and among Curriculum
Standards, Cognitive Process Dimensions and KPUP?

How are learners assessed in the classroom?
 Enables the learner to demonstrate
independently what has been
learned or mastered through a
range of activities such as check-
up, quizzes, written exercises,
performances, models, and even
electronic presentations
 Learners are assessed
individually through unit tests
and quarterly assessment
 Peer assessment
 Allows students to support
each other’s learning through
discussions, role playing,
games, and other group
activities
 Learners may participate in group
activities in which they cooperate
to produce evidence of their
learning
 The process of creating a learning
project is given more weight or
importance than the product itself
Individual
Collaborative
Formative Summative

Formative Assessment in Different Parts of the Lesson
Parts of
the Lesson
Purpose Examples of
Assessment Methods
For the Learner For the Teacher
Before
Lesson
1. Know what s/he
knows about the
topic/lesson.
2. Understand the
purpose of the
lesson and how to do
well in the lesson.
3. Identify ideas or
concepts s/he
misunderstand.
4. Identify barriers to
learning.
1. Get information
about what the
learner already
knows and can do
about the new
lesson.
2. Share learning
intentions and
success criteria to
the learners.
3. Determine
misconceptions.
4. Identify what
hinders learning.
1. Agree/Disagree
Activities
2. Games
3. Interviews
4. Inventories/chec
klists of skill.
5. KWL Activities (
What I know,
What I want to
know, What I
learned)
6. Open-ended
questions
7. Practice Exercise

Parts of
the Lesson
Purpose Examples of
Assessment Methods
Lesson
Proper
1. Identify one’s
strengths and
weaknesses.
2. Identify barriers to
learning
3. Identify factors that
help him/her learn
4. Know what s/he
knows and does not
know
5. Monitor his/her own
progress.
1. Provide immediate
feedback to learner
2. Identify what hinder
learning
3. Identify what facilitates
learning
4. Identify learning gaps.
5. Track learner progress
in comparison to
formative assessment
results prior to the
lesson proper.
6. To make decisions on
whether to proceed
with the next lesson,
re-teach, or provide for
corrective measures or
reinforcements.
1. Multimedia
presentations
2. Observations
3. Other formative
performance
tasks ( simple
activities that can
be drawn from a
specific lesson)
4. Quizzes
5. Recitations
6. Simulation
Activities

Parts of
the Lesson
Purpose Examples of
Assessment Methods
After
Lesson
1. Tell and recognize
whether s/he met
learning objectives
and success criteria.
2. Seek support through
remediation,
enrichment, or other
strategies.
1. Assess whether
learning objectives
have been met for
specified duration.
2. Remediate and/ or
enrich with
appropriate
strategies needed.
3. Evaluate whether
learning intentions
and success criteria
have been met.
1. Checklist
2. Discussion
3. Games
4. Performance task
that emanate
from the lesson
objectives
5. Practice exercise
6. Short quizzes
7. Written work

Components of Summative Assessment
Component Purpose When Given
Written Work
(WW)
1. Assess learners’ understanding of concepts and
application of skills in written form.
2. Prepare learners for quarterly assessments
At end of the
unit or topic
Performance
Tasks (PT)
1. Involve students in the learning process individually or in
collaboration with teammates over a period of time.
2. Give students opportunities to demonstrate and integrate
their knowledge, understanding and skills about topics or
lesson learned in a specific real-life situation by
performing and/ or producing evidence of their learning.
3. Give students the freedom to express their learning in
appropriate and diverse ways.
4. Encourage student inquiry, integration of knowledge,
understanding and skills in various contexts beyond the
assessment period.
At end of the
lesson
Focusing on the
skill/topic
lesson
Several times
during the
quarter
Quarterly
Assessment
(QA)
1. Synthesize all the learning skills, concepts, and values
learned in an entire quarter.
Once, at end of
the quarter.

Summative Assessment Tools
Learning
Area
Components
Written Work (WW) Performance Tasks (PT)
Science
A. Unit/ Chapter Tests
B. Written output
1. Concept maps
2. Data Recording and
analyses
3. Laboratory reports
and documentations
4. Reaction/ reflection
papers
5. Surveys
A. Products
1. Investigatory Projects
2. Models and diagrams construction
3. Research Papers
B. Performance-based Tasks
1. Debates
2. Designing and implementation of action
plans
3. Designing various models
4. Doing scientific investigations
5. Issue-awareness campaigns
6. Laboratory activity
7. Multimedia presentations
8. Simulation
9. Skills demonstration
10. Verification experiments
Appendix A
List of Summative
Assessment Tools

What is the grading system?
 Standards- and competency-based grading system
 The minimum grade needed to pass a specific learning area
is 60, which is transmuted to 75 in the report card.
 DepEd will use a floor grade considered as the lowest
possible grade that will appear in a learner’s report card.
 Learners from Grades 1 to 12 are graded on Written Work,
Performance Tasks and Quarterly Assessment every quarter.
These three are given specific percentage weights that vary
according to the nature of the learning area.

How is learner progress recorded and computed?
For Grades 1 to 12
 There is one Quarterly Assessment but there should be instances
for students to produce Written Work and to demonstrate what
they know and can do through Performance Tasks
 There is no required number of Written Work and Performance
Tasks, but these must be spread out over the quarter and used to
assess learner’s skills after each unit has been taught.

Step 1:
 Get the Total Score for
each Component

Step 2:
 Divide the total raw
score by the highest
possible score then
multiply the quotient
by 100%

Step 3:
 Convert Percentage
Scores to Weighted
Scores. Multiply the
PS by the weight of
the component.

For Grades 1 to 10
Components Languages AP Esp Sci Math MAPEH TLE/ EPP
Written Work 30% 40% 20%
Performance
Task
50% 40% 60%
Quarterly
Assessment
20% 20% 20%
For Grades 11 to 12
Components
Core
Subjects
Academic Track
TVL/ Sports/ Arts & Design
Track
All other
Subj.
WI/ R/ BES/
E/ P
All other
Subj.
WI/ R/ E/ P
Written Work 25% 25% 35% 20%
Performance Task 50% 45% 40% 60%
Quarterly
Assessment
25% 30% 25% 20%

Step 4:
 Add the Weighted
Scores of each
component. The
result will be the
Initial Grade.

Step 5:
 Transmute the Initial Grade using the Transmutation
Table in Appendix B of DO no. 08, s. 2015

For MAPEH:
 Individual grades are given to each area (Music, Arts,
Physical Education, and Health). The quarterly grade
for MAPEH is the average of the quarterly grades in the
four areas.

How are grades computed at the end of the SY?
For Grades 1-10:
 The average of the Quarterly Grades (QG) produces the
Final Grade.
 The General Average is computed by dividing the sum
of all final grades by the total number of learning areas.
Each learning area has equal weight.

For Grades 1-10:
 The Final Grade in each learning area and the General
Average are reported as whole numbers.

For Grades 11-12:
 The two quarters determine the Final Grade in a
semester.

How is the learner’s progress reported?
Descriptors, Grading Scale and Remarks
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
Expectations
Below 75 Failed

How are learners promoted or retained at the end of the SY?
Requirements Decision
For
Grades 4
to 10
Learners
1. Final Grade of at least 75 in
all learning areas
Promoted to the next grade level
2. Did Not Meet Expectations in
not more than two learning
areas
Must pass remedial classes for
learning areas with failing mark to be
promoted to the next grade level.
Otherwise the learner is retained in
the same grade level.
three or more learning areas
Retained in the same grade level
4. Must pass all learning areas
in the Elementary
1. Earn the Elementary Certificate
2. Promoted to Junior High School
5. Must pass all learning areas
in the Junior High School
1. Earn the Junior High School
Certificate
2. Promoted to Senior High School

Requirements Decision
For
Grades 11
to 12
Learners
1. Final Grade of at least 75 in
all learning areas in a semester
Can proceed to the next semester
a prerequisite subject in a
learning area
Must pass remedial classes for failed
competencies in the subject before
being allowed to enroll in the higher-
level subject
any subject or learning area at
the end of the semester
Must pass remedial classes for failed
competencies in the subjects or
learning areas to be allowed to enroll
in the next semester. Otherwise, the
learner must retake the subjects
failed
4. Must pass all subjects or
learning area at the end of the
semester
Earn the Senior High School
Certificate

Core Values reflected in the Report Card

How is attendance reported?
 The learner who incurs absences of more than 20% of
the prescribed number of class or laboratory periods
during the school year or semester should be given a
FAILING GRADE and not earn credits for the learning
area or subject.

To whom is classroom assessment reported?
Classroom assessment serves to help
teachers and parents understand the learners’
progress on curriculum standards. The results of
assessments are reported to the child, the child’s
remedial teacher, if any, and the teacher of the next
grade level, as well as the child’s parents/
guardians.

Sample K to 12 Report Card

Analysis
• Which among the ideas shared is essential for
you as a teacher?
• What have you realized from the discussion?
• How will the changes/updates add value to the
success of the program?

Post-Test
Direction: Read each statements carefully. Write “True” if
the idea of the statement is correct and “False” if otherwise.
1. Classroom assessment is an extraneous part of
curriculum implementation.
2. Assessment is a process that is used to keep track of
learners’ progress in relation to learning standards.
3. Formative assessment may be seen as assessment for
learning so teachers can make adjustments in their
instruction.
4. Summative assessment may be seen as assessment as
learning, which occurs at the end of a particular unit.
5. The most complex cognitive process according to
Anderson & Krathwohl (2001) is Creating.

Post-Test
6. In the new K to 12 Classroom Assessment, the components of
summative assessment are as follows: Knowledge (K),
Process/Skill (P), Understanding (U) and Performance/Product
(P).
7. The minimum grade needed to pass a specific learning area is
60, which is transmuted to 75 in the report card.
8. A learner shall be retained in the same grade level if he/she
Did Not Meet Expectations in three or more learning areas.
9. A learner who incurs absences of more than 10% of the
prescribed number of contact days during the school year
should be given a failing grade for the learning area or subject.
10. Classroom assessment shall be kept confidential to the
teacher, principal and school alone.

“A mind is like a
parachute. It doesn’t
work if it is not open.”
~Frank Zappa

K to 12 Classroom Assessment (Revised).pptx

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