Standards-Based

Assessment and Rating

System for the K to 12
GRADES 1 TO 10

JOSE D. TUGUINAYO JR.

Asst. Chief, Officer-In-Charge
Curriculum Development Division
BUREAU OF SECONDARY EDUCATION
Department of Education
What is ASSESSMENT?
ASSESSMENT

is
the process of collecting and
combining information from
tasks (e.g., tests on performance
or learning) with a view to make
judgment about a person or
making a comparison against an
established standard.
ASSESSMENT
refersto any method used to
better understand and determine
the current level of students
KSA (Knowledge and Skills
Acquisition).

is
a feedback for both teachers
and students.
ASSESSMENT

is
a process of monitoring
students learning progress.
Why do you/we
ASSESS LEARNING?
 Improve instruction and
learning;
Assess students progress
and achievement;
Determine teachers
instructional effectiveness;
Provide feedback for
students and parents;
 Diagnose students
strengths and weaknesses;
Bases for grading learners;
Empower students to
monitor and evaluate their
own progress
Assessment shall be used
primarily as a quality assurance
tool to track students 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.
How often do you/we
ASSESS LEARNING?
Before instruction
To determine the level
of students KSA prior
to instruction;
To diagnose learning
difficulties or advanced
KSA; and
To plan for instruction
During instruction
To make necessary
adjustments in the
teaching strategies; and
To identify and correct
misconception or
learning gaps
After instruction
To assign marks;
To certify achievement
of outcomes; and
To measure students
attainment of standards
Assessment should be
Holistic
Diagnostic (Assessment for
learning)
Formative/Developmental
(Assessment for and
assessment as learning)
Summative/Evaluative
(Assessment of learning)
Assessment should be

Standards-based

Content- what the student

knows, can do, and understands
Performance- how the student
transfers his/her understanding
to real life situations
 Nature of Assessment
Assessment Being summative, it measures
of Learning students attainment of standards.

Assessment The student reflects on results of

as Learning assessment, charts his/her own
progress, and plans next steps to
improve performance; builds
Assessment
metacognition as it involves the
of Learning student in setting and monitoring
own learning goals.
Assessment Determines students
for Learning background knowledge
and skills; tracks
students progress in
understanding
 Knowledge Level

Knowledge refers to the

substantive content of the
curriculum, the facts and
information that the student
acquires.
 How to assess knowledge?

Questions: What do we want

students to know? How do we
want them to express or
provide evidence of what they
know.
 How to assess knowledge?
This level may be assessed using
traditional measures (e.g., paper and
pencil test using multiple choice, true
or false, or matching type of tests) if
the intention is to find out students
knowledge of facts and information. But
if the purpose is to determine if
students knowledge of facts and
information is of sufficient breadth and
depth to develop understanding, then
the constructed response type of
assessment will be useful with rubrics.
 Process/Skills Level

Process refers to cognitive

operations that the student
performs on facts and
information for the purpose of
constructing meanings and
understandings.
 How to assess process/skills?

Questions: What do we want

students to do with what they
know? How do we want them to
provide evidence of what they
can do with what they know?
 How to assess process/skills?

This level may be assessed by

asking learners to: outline,
organize, analyze, interpret,
translate, convert, or express the
information in another form or
format; draw analogies; construct
graphs, models, flowcharts and
mind maps or graphic organizers;
or transform a textual presentation
into a diagram.
 However, there are skills/processes
that are unique to specific subjects,
which the teacher is in a better
position to assess by using the
appropriate tool or technology.

Example: Listening to a dialogue to

get details is a skill that the
language teacher may assess by
playing a recorded conversation and
asking students to process what they
have heard by listing down the
details.
 Understanding Level

Understandings refers to
enduring big ideas, principles
and generalizations inherent to
the discipline, which may be
assessed using the facets of
understanding.
 How to assess
understanding?

Questions: What do we want

students to understand? How do
we want them to provide
evidence of their understanding?
 How to assess
understanding?

This level should be able to draw

from the students the meaning
or meanings they have made or
their own understanding, which
may be expressed using any of
the six Facets of Understanding
 Product/Performances Level

Products/Performances refers
to real-life application of
understandings as evidenced by
the students performance of
authentic tasks.
 How to assess
product/performances?

Questions: What product or

performance do we want students
to produce as evidence of their
lerning or understanding? How do
we want them to provide evidence
that they can use or transfer their
learning to real-life situations?
 How to assess
product/performances?

A good model to assess this

level is the use of GRASPS
(Goal, Role, Audience,
Situation, Product, and
Standards)
 Levels of Proficiency
The student at this level possesses the
minimum knowledge and skills and core
understandings, but needs help

Developing
throughout the performance of authentic
tasks.
(75-79%)
(75-79%)
The student at this level struggles
with his/her understanding;

Beginning
prerequisite and fundamental
knowledge and/or skills have not
been acquired or developed
adequately to aid understanding.
(74% & below)
The student at this level exceeds the core

Advanced
requirements in terms of knowledge, skills and
understandings, and can transfer them automatically
and flexibly through authentic performance tasks.
(90% & above)
The student at this level has developed the
fundamental knowledge and skills and core

Proficient
understandings, and can transfer them
independently through authentic performance
tasks.
(85-89%)
The student at this level has developed

Approaching
the fundamental knowledge and skills

Proficiency
and core understandings and, with little
guidance from the teacher and/or with
some assistance from peers, can
transfer these understandings through
authentic performance tasks. (80-84%)
Feedback
Resultsof the assessment across
levels should be fed back
immediately to the students, so that
they know what to improve further,
and then they can plan strategically
how they can address any learning
deficiency.
Factors for Rating
 Knowledge Relevance of
- data/information to
acquisition the development of
of understanding
information
as Adequacy of
evidenced data/information to
by the firm up and deepen
following: understanding
Rubric for Assessing Knowledge

Relevance of data/information acquired

- Data/information acquired are completely
relevant to the development of
understanding.
- Data/information acquired are to a great
extent relevant to the development of
understanding.
- Data/information are to some extent
relevant to the development of
understanding.
- Data/information are of very little
relevance to the development of
understanding.
 Adequacy of data/information to firm up and
deepen understanding

- Data/information are completely

adequate to firm up and deepen
understanding.
- Data/information are to a great extent
adequate to firm up and deepen
understanding.
- Data/information are to some extent
adequate to firm up and deepen
understanding.
- Data/information are very inadequate to
firm up and deepen understanding.
 Skills -
meaning
making as
evidenced by
the students Understanding
ability to
process and of Content
make sense of
information, Critical
and is
assessed
Thinking
based on the
following
criteria:
Rubric for Assessing Skills
Understanding of Content
Strong The student understands
completely the full content required by
the task and can undertake with a great
deal of competence all of the processes
relative to the content.
Developing The student understands the
minimum content required by the task
and can undertake with some
competence of the processes
 Understanding of Content

Weak The student struggles to

understand the minimum content
required by the task and has great
difficulty undertaking the required
processes.
Rubric for Assessing Skills
Critical Thinking
Strong - The student demonstrates deep
analytical processing of information and
can perform with a great deal of
competence of the processes.
Moderately Strong - The student
demonstrates fairly analytical processing
of information and can perform with
some competence of the processes.
 Critical Thinking
Developing - The student demonstrates
little analytical processing of information
and strives to perform the processes.
Weak - The student demonstrates very
little analytical processing of information
and has great difficulty performing the
processes.
Very Weak - The student can barely
demonstrate analytical processing of
information and cannot perform the
processes.
Understanding-
as expressed
using the six Breadth of
facets of understanding
understanding:
Explanation, (connection to a wide
Interpretation, range of contexts)
Application,
Empathy,
Perspective, and Depth of
Self-knowledge,
and are understanding (use of
assessed based insights, reflection)
on the following
criteria:
Rubric for Assessing Understanding

Strong - The student demonstrates

accurate, very extensive, and very deep
understanding of the topic/concept
through any three of the six facets of
understanding-- Explanation,
Interpretation, Application, Perspective,
Empathy, and Self-Knowledge-- where
connection to a wide range of contexts
and use of insights and reflection are
clearly evident.
 Moderately Strong - The student
demonstrates accurate, extensive, and
deep understanding of the topic/concept
through any three of the six facets of
understanding-- Explanation,
Interpretation, Application, Perspective,
Empathy, and Self-Knowledge-- where
connection to a wide range of contexts
and use of insights and reflection are
evident.
 Developing - The student strives to
demonstrate accurate, extensive, and
deep understanding of the topic/concept
through any three of the six facets of
understanding-- Explanation,
Interpretation, Application, Perspective,
Empathy, and Self-Knowledge-- where
connection to a wide range of contexts
and use of insights and reflection are
evident.
 Weak - The student can barely
demonstrate accurate, extensive, and
deep understanding of the topic/concept
through any three of the six facets of
understanding-- Explanation,
Interpretation, Application, Perspective,
Empathy, and Self-Knowledge-- where
connection to a wide range of contexts
and use of insights and reflection are
evident.
 Very Weak - The student cannot
demonstrate accurate, extensive, and
deep understanding of the topic/concept
through any of the six facets of
understanding-- Explanation,
Interpretation, Application, Perspective,
Empathy, and Self-Knowledge-- where
connection to a wide range of contexts
and use of insights and reflection are
evident.
 Products- outputs which
are reflective of learners
creative application of
Transfer of understanding; and
understanding
to life
situations as Performances- skilful
demonstrated exhibition or creative
through execution of a process,
reflective of masterful
application of learning or
understanding
Rubric for Assessing Products and
Performances

Strong The student (or the team)

independently demonstrates the
ability to create, add value and
transfer his/her/their understanding
to life situations in the form of
products and performances. This
means that the product or
performance reflects the following
attributes:
 The entire process from planning to
execution was carried out by the student (or
the team), with little or no guidance from the
teacher.
The product or performance is well thought
out by the student (or team) from planning to
execution. Potential problems have been
identified and appropriate remediation has
been put in place should problems arise.
There is evidence of value added by the
student (or team) in the execution of the
process.
The product or performance is a
demonstration of creative application of
enduring understanding in a new or novel
context or situation.
Moderately Strong The student (or the
team) demonstrates the ability to create, add
value and transfer his/her/their
understanding to life situations in the form of
products and performances, but the product
or performance can still stand improvement
in a number of areas, namely:

The entire process from planning to

execution was carried out by the student (or
the team), with some guidance/ coaching
from the teacher.
The product or performance is fairly well
thought out by the student (or team) from
planning to execution.
 There is some evidence of value added by
the student (or team) in the execution of
the process. There are attempts at novelty
(e.g., formatting, organization, packaging,
presentation).
The product or performance is a
demonstration of creative application of
enduring understanding, but the context
or situation in which the understanding is
applied is a little ordinary or common.
Developing - The student (or team) strives to
use understanding or learning creatively in
producing products or performances as
manifested in the following:

The student or the team attempts to do the

task entirely on their own, but seeks the
teachers help for the major part of the
process.
The product or performance has some flaws
in the design that the student (or the team)
has addressed with some help from the
teacher.
 There is little evidence of value added by
the student (or team) in the execution of
the process. There are limited attempts at
novelty (e.g., formatting, organization,
packaging, presentation).
A little creative application of enduring
understanding is shown in the product or
performance. The context or situation in
which the understanding is applied is
ordinary or common.
Weak - The student (or team) shows
inadequacy in using understanding or
learning creatively in producing products or
performances. The inadequacy is manifested
in the following:

The entire process from planning to

execution could not have been carried out by
the student (or the team), without the
teachers guidance and coaching.
The product or performance is poorly thought
out by the student (or team) from planning to
execution. There are marked flaws in the
design that the student (or the team) is not
even aware of.
 There is almost no evidence of value
added by the student (or team) in the
execution of the process or in the use of
understanding or learning.
Every aspect (e.g., formatting,
organization, packaging, presentation ) of
the product or performance is just a copy
of what has been taught in class.
Very Weak - The student (or the team) shows
great difficulty in using understanding or
learning creatively in producing products or
performances. The difficulty is manifested in
the following:

The entire process from planning to

execution was poorly carried out by the
student (or the team), even with the
teachers guidance and coaching.
The product or performance is very poorly
thought out by the student (or team) from
planning to execution. There are many
obvious flaws in the design that the student
(or the team) has ignored .
 There is no evidence of value added by
the student (or team) in the execution of
the process. There are no attempts at
novelty (e.g., in formatting, organization,
packaging, presentation).
The product or performance does not
show creative application of enduring
understanding. The context or situation in
which the understanding is applied is very
ordinary or common.
 Knowledge, skills, understanding and
transfer shall be assessed formatively
(daily; weekly; scored and recorded, but
not graded) and summatively (scored,
recorded and graded) at the end of the
unit, quarter, or school year.