ASSESSMENT OF

LEARNING OUTCOME
22 APRIL 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
someplace 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

ACTIVITY 2
1. Assign a group who will work on preassessment, formative assessment
and
summative assessment.
2. Use T(hink), P(air), S(hare) so that
there will be
only one report from each group.
3. Let each group present their outputs.
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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?
4. What helped you in classifying the
test items? 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 especially rubrics?
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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?
11.What have you realized about
assessment of learning outcome?
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.
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
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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.
Process refers to cognitive operations
that the student performs on facts and
information for the purpose of constructing
meanings and understandings.
Understandings refers to enduring big
ideas,
principles
and
generalizations
inherent to the discipline, which are
assessed using the facets of understanding
Products/Performances refers to real-life
application of understanding as evidenced
by the students performance of authentic 15
DEPARTMENT OF EDUCATION
tasks.

Product/Performance Level
A good model for assessment at this level
is GRASPS ( McTighe and Wiggins, 2005).
GGoal
RRole
AAudience
SSituation
PProduct
SStandards
DEPARTMENT OF EDUCATION

SAMPLE GRASPS (MATHEMATICS)

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DEPARTMENT OF EDUCATION

SAMPLE GRASPS (MATHEMATICS)

DEPARTMENT OF EDUCATION

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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
Choose a main topic in Grade 9
Mathematics then think of a performance
task that would assess knowledge, skills,
and understanding of students. Prepare
a rubric to rate them objectively.

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DEPARTMENT OF EDUCATION

SOME THOUGHTS TO PONDER

If we always do what weve always done,
we will
get what weve always got.
- Adam UrbandiStudents can escape bad teaching but
they cannot escape bad assessment.
-David BoudThe important question is not how
assessment is defined but whether
assessment information is used.
-Palomba &
BantaDEPARTMENT OF EDUCATION

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Thank you.

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DEPARTMENT OF EDUCATION