Hey guys!

Lets keep
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BRAIN TEASER NO.1

T
O
W
N
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 BRAIN TEASER NO.1

ANSWER:

DOWN TOWN

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 BRAIN TEASER NO.2

READING

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 BRAIN TEASER NO.2

ANSWER:

READING BETWEEN
THE LINES

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BRAIN TEASER NO.3

CYCLE

CYCLE

CYCLE
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 BRAIN TEASER NO.3

ANSWER:

TRICYCLE

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BRAIN TEASER NO.4

TO CH
U
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 BRAIN TEASER NO.4

ANSWER

U FELL OUT OF
TOUCH

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 Objectives:

1. Understand classroom assessment on K

to 12.

2. Apply/Use the classroom assessment

for the K to 12 BEP.
 ASSESSMENT
-activity that allows the teacher to obtain
more specific information about each
learner’s knowledge and skills relative to the
instructional objectives of the class

-process of gathering information to make

decision about the learner
 Why?
To find out if the learners

…are performing as part with the expectations

for grade level
…are equipped with the expected skills

…need the necessary instructional assistance

2 TYPES OF CLASSROOM
ASSESSMENT

• FORMATIVE
ASSESSMENT

• SUMMATIVE
ASSESSMENT
Formative Assessment
- Maybe seen as assessment for learning so
teachers can make adjustments in their instruction.

- It is also an assessment wherein students

reflect on their own progress.
 Examples:

check-up
quizzes/written exercises
models
presentations
role play
other group activities
Formative assessment maybe integrated in all parts of
the lesson.

Before the lesson

During the lesson proper
After the lesson
Summative Assessment

Measures the different ways learners use and apply all

relevant knowledge, understanding and skills.

It must be spaced properly over the quarter.

Maybe seen as assessment of learning, which occurs at the

end of a particular unit.
Examples:

long quizzes/tests across cognitive process

dimensions

written work such as essays, written reports,

and others.
3 COMPONENTS OF SUMMATIVE
ASSESSMENT

1. WRITTEN WORK

2. PERFORMANCE TASK

3. QUARTERLY ASSESSMENT
 COMPONENTS OF SUMMATIVE ASSESSMENT
COMPON WHEN ASSESSMENT
ENTS
PURPOSE
GIVEN TOOLS
A. Chapter/Unit
test
B. Written Output
* Essays
1. Assess learners’
* Journal/
understanding of
article
concepts and
WRITTEN At the end review
application of skills
WORK of the topic *
(WW) in written form
or unit Reaction/reflec
2. Prepare learners
tion
for quarterly
papers
assessment
* Research
paper
* Journal
 COMPONENTS OF SUMMATIVE ASSESSMENT
COMPONEN WHEN ASSESSMENT
PURPOSE
TS GIVEN TOOLS
1. Involve students in the learning At end of A. Products
process individually or in lesson * Journal
collaboration with teammates focusing responses
over a period of time. * Personal fitness
on a
2. Give students opportunities to and
topic /
demonstrate and integrate their health logs
knowledge, understanding, and skill * Portfolio
skills about topics or lessons lesson
learned in a specific real-life B. Performance –
situation by performing and / or Several based
producing evidence of their times tasks
PERFORMA learning. during * Debates
NCE TASKS 3. Give students the freedom to the * Design and
express their learning in implementation
quarter
appropriate and diverse ways of
4. Encourage student inquiry, fitness and
integration of knowledge, health
understanding, and skills in program
various contexts beyond the * Issue –
assessment period. awareness
 COMPONENTS OF SUMMATIVE ASSESSMENT

COMPONENT WHEN ASSESSMENT

PURPOSE
S GIVEN TOOLS

Synthesize all the learning skills, Once, at A. Written Test

QUARTERLY
concepts, and values learned in an end of the * Quarterly
ASSESSMENT
entire quarter quarter test
 ALWAYS REMEMBER

The Results of
Classroom Assessment
should INFORM
INSTRUCTION
Components of Assessment for
MAPEH:

1. Written Work (ST) - 20%

2. Performance Task - 60%
3. Quarterly - 20%
______
-100%
 Sample Class Record for Grade 4
(MAPEH)

Note: Transmuted Grade

to get the initial grade add the 3 (reflected in the
report card
weighted score ………….then get
the transmuted grade.
The worst scenario is one in which some pupils
who get low marks this time
also got low marks last time
and come to expect to get low marks next time.
This cycle of repeated failure
becomes part of a shared belief
between such students and their teacher.
Black and Wiliam, 1998

29
DEPARTMENT OF EDUCATION
 THANK YOU FOR
LISTENING AND
HAVE A BLESSED DAY.