ASSESSMENT OF LEARNING

Mr. Carmilo F. Flores

The names of the successful takers of the Licensure Examination for Teachers (L.E.T.) given last MARCH 2017 were
released MAY , by the PRC.

10.39 % or 5,600 out of the 53,915 applicants passed the L.E.T. of elementary education;
25.46 % or 18,482 out of 72,584examinees for the L.E.T. of secondary education..
Test VALIDITY
The validity of a test concerns what the test measure and how well it does so.
—Anne Anastasi

o Validity is the agreement between a test score or measure and the quality it is believed to measure.
o It answers the question “ Is the test actually measuring what it is designed to measure?”

Content Validity

Content validity is a logical process where connections between the test items and the sets of pre-define
objectives..

-answers the question : “ How adequately does the test content sample the larger universe of situations it
represents?

Content validity is most often employed with achievement test, so the performance domain is often defined by a list
of instructional objectives.

Criterion-Related Validity
It is the degree on which the test scores can be related to a criterion.
It indicates the effectiveness of a test in predicting an individual performance in specified activities.
Predictive Validity is done by correlating the sets of scores obtained from two measures given at a longer time
interval in order to describe the future performance of an individual.
Concurrent Validity is determined by correlating the scores obtained from two measures given concurrently in order
to describe the present status of an individual.

Construct Validity

The construct validity of a test is the extent to which the test may be said to measure a theoretical construct or
trait.
- established by statistically comparing psychological factors that affect the scores in a test.

Type Question to be answered

Content Validity How adequately does the test content sample the larger universe of
situations it represents?

Criterion-related Validities How well does test performance predict future performance,
(predictive validity) or estimate present standing (concurrent
validity) on some other valued measure called a criterion?

Construct Validity How well can test performance be explained in terms of

psychological attributes?

Content Question

A content question is a question with which the speaker asks the hearer to supply specific information
about participants or settings.
Content questions are questions that contain an interrogative phrase, like who, what, where, when.

CLOSED QUESTIONS(Convergent)
 A closed question can be answered with either a single word or a short phrase.
 Closed questions have the following characteristics:
They give you facts.
They are easy to answer.
They are quick to answer.
They keep control of the conversation with the questioner.

OPEN QUESTIONS (Divergent)

An open question is likely to receive a long answer.
Open questions have the following characteristics:
 They ask the respondent to think and reflect.
 They will give you opinions and feelings.
 They hand control of the conversation to the respondent.

FUNNEL QUESTIONS

This technique involves starting with general questions, and then homing in on a point in each answer, and
asking more and more detail at each level.

LEADING QUESTIONS

Leading questions try to lead the respondent to your way of thinking.

RHETORICAL QUESTION

A rhetorical question is a figure of speech in the form of a question that is asked in order to make a point, rather than to
elicit an answer.[1]
Though classically stated as a proper question, such a rhetorical device may be posed declaratively by implying a
question, and therefore may not always require a question mark when written.
 a rhetorical question is asked when the questioner himself knows the answer already or an answer is not
actually demanded. So, an answer is not expected from the audience. Such a question is used to emphasize a
point or draw the audience’s attention.

MEASUREMENT
--An educational process that checks the specificity of an individual which is expressed quantitatively.
--the quantification of what students learned through the use of tests, questionnaires, rating scales, checklists, and other
devices.
--It answers the question, how much does a student learn or know?

EVALUATION
 An educational process that checks the personality of an individual which is expressed qualitatively.
 A process of making judgements, assigning value, or deciding on the worth of student’s performance.
 EVALUATION answers the question, how good, adequate, or desirable is it?

ASSESSMENT
 The full range of information gathered and synthesized by teachers about their students and their classrooms.
Gathered through observation, verbal exchange, written reports, or outputs.
 ASSESSMENT looks into how much change has occurred on the student’s acquisition of a skill, knowledge or
value before and after a given learning experience.

PURPOSES OF M-E-A
  Appraisal of the school, curriculum, instructional materials, physical plant, equipment
 Appraisal of the teacher
 Appraisal of the school child

FUNCTIONS OF M-E-A

 Improvement of student learning

 Identification of students’ strengths and weaknesses
 Assessment of the effectiveness of a particular teaching strategy
 Appraisal of the effectiveness of the curriculum
 Assessment and improvement of teaching effectiveness
 Communication with and involvement of parents in their children’s learning

APPROACHES TO EVALUATION

 CRITERION-REFERENCED MEASURE (CRM)

-A student’s performance is compared against a predetermined or agreed upon standard.
-Designed to measure students’ performance with respect to some particular criterion or standard. It is used to evaluate
performance against performance objective.

 NORM-REFERENCED MEASURE (NRM)

-A student’s performance is compared with the performance of other students.
-Designed to measure the ability of one student compared to the abilities of other students in the same class.

METHODS OF COLLECTING ASSESSMENT DATA

1. Paper-and-pen
 Supply Type – requires the student to produce or construct an answer to the question
 Selection Type – requires the student to choose the correct answer from a list of options
2. Observation
 Involves watching the students as they perform certain learning tasks like reading, speaking....

TYPES OF EVALUATION
1. DIAGNOSTIC EVALUATION
-Undertaken before instruction, in order to assess student’s prior knowledge of a particular topic or lesson. Done to
determine strengths and weaknesses of students as bases for remedial instruction.

2.FORMATIVE EVALUATION
--Administered during the instructional process to provide feedback to students and learners on how well the former are
learning the lesson being taught. Frequently done to determine who have reached mastery of the lesson.

3. SUMMATIVE EVALUATION
Undertaken to determine student achievement for grading purposes. Usually done at the end of a unit, which
summarizes the student’s accomplishments.

CRITERIA to CONSIDER in CONSTRUCTING A GOOD TEST

  VALIDITY- degree to which the test measures what is intended to measure.
 RELIABILITY- refers to the consistency of score obtained by the same person whose retested using the same
instrument or one that is parallel to it.
 ADMINISTRABILITY-with ease, clarity and uniformity so that scores obtained are comparable, can be attained by
setting time limit and oral instructions.
CRITERIA to CONSIDER in CONSTRUCTING A GOOD TEST

 SCORABILITY- the test should be easy to score such that the directions for scoring are clear, scoring key is simple;
provisions for answer sheets are made.
 ECONOMY- the test should be given in the cheapest way, which means that the answer sheets must be provided
so that the test can be given from time to time.
 ADEQUACY- contain a wide sampling of items to determine the educational outcomes or abilities so that the
resulting scores are representatives of the total performance in the areas measured.
 AUTHENTICITY-test should be simulating real-life situations.
What to use to measure RELIABILITY

 TEST-RETEST= involves administering the same test twice with an interval of one or two weeks and correlating
the score obtained from both tests.
 PARALLEL FORMS= is done by evaluating the scores of equivalent forms of testing given with close time interval
between forms.
 SPLIT-HALF= involves dividing a test into two subsets (even numbered and odd numbered) and correlating the
scores in these subsets.
STEPS IN TEST CONSTRUCTION

1. Determining the purpose of the test

2. Specifying the instructional objectives
3. Preparing the table of specifications
4. Determining the item format, number of test items and difficulty level of the test
5. Writing the test items that match the objectives
6. Editing, revising and finalizing test items
7. Administering the test
8. Scoring
9. Tabulating and analyzing the results
10. Assigning grades

PRINCIPLES OF TEST CONSTRUCTION

 PRINCIPLE APPLICATION

1. COMPREHENSIVENESS Prepare a table of specifications and use it as a guide

The test should include items that measure the for writing test items.
content areas and processes covered in the lesson.
2. COMPATIBILITY Match the test items with the instructional objectives.
There should be a close association between the
intended learning outcomes and the test items.
3. COMPREHENSIBILITY Keep the reading difficulty and vocabulary level of the
The test items as well as the directions should be test items as simple as possible. Ensure that the test
clearly understood by the test-takers. directions are direct and clear.
4. ACCURACY State each test item so that only one answer is correct.
Each test item should have only one correct
answer. It should be unanimously acceptable to the
experts concerned.
5. INDEPENDENCE See to it that one test item does not provide help or
The test items should be distinct from each give clues in answering other test items.
other. They should not be interrelated.

TYPES OF TESTS AND THEIR USES

1. Mode of Response
◦ Oral
◦ Written
◦ Performance
Advantages of written tests
 More evidence could be obtained of the achievements of each pupil or teacher.
 A written record of those achievements would be produced.
 Each pupil would be asked the same questions ; thus all would be treated alike.
 There would be less possibility of favoritism for or bias against particular pupils or teachers.

2. Ease of Quantification of Response

 Objective – with definite/ exact answer
 Subjective – divergent answers
3. Mode of Administration
 Individual – one student at a time
 Group – simultaneous
4. Test Constructor
 Standardized – prepared by an expert or specialist; follow uniform procedure
 Teacher-Made – prepared by classroom teacher with no established norm for scoring and interpretation
5. Mode of Interpreting Results
 Norm-Referenced – comparing performances of students
 Criterion-Referenced – comparing an individual performance with a specific goal

6.Nature of Answer
  Personality – emotion, social adjustment, dominance & submission, value orientation, disposition, emotional
stability, frustration level, degree of introversion or extroversion
 Intelligence – mental ability (I.Q.)
 Aptitude – predicting the likelihood in a learning area
 Achievement – to determine what student has learned from formal instruction
 Accomplishment – to determine what students has learned from a broader area

TYPES OF TESTS AND THEIR USES

 Socio-metric (Preference) – discovering learner’s likes and dislikes; social acceptance; social relationships
 Trade – to measure an individual’s skill or competence in an occupation or vocation
 Speed – to determine ability and accuracy bounded with time
 Diagnostic – to identify specific strengths and weaknesses in past and present learning
 Formative – to improve teaching and learning while it is going on
 Summative – given at the end of instruction to determine student’s learning and assign grades

 Standardized assessments are defined as assessments constructed by experts and published for use in many
different schools and classrooms. These assessments are used in various contexts and serve multiple purposes.
 Standardized tests may be comprised of different types of items, including multiple-choice, true-false, matching,
essay and spoken items. These assessments may also take the form of traditional paper-pencil tests or be
administered via computer. In some instances, adaptive testing occurs when a computer is used. Adaptive
testing is when the students' performance on items at the beginning of the test determines the next items to be
presented.
ADVANTAGES

1. Standardized tests are practical, they're easy to administer and they consume less time to administer versus other
assessments.

2. Standardized testing results are quantifiable. By quantifying students' achievements, educators can identify
proficiency levels and more easily identify students in need of remediation or advancement.
3. Standardized tests are scored via computer, which frees up time for the educator.
4. Since scoring is completed by computer, it is objective and not subject to educator bias or emotions.
5. Standardized testing allows educators to compare scores to students within the same school and across schools. This
information provides data on not only the individual student's abilities but also on the school as a whole. Areas of
school-wide weaknesses and strengths are more easily identifiable.
6. These tests have been giving accurate and reliable comparisons in between sub-groups. Such sub-groups involve data
on socio-economic status, ethnicity, special needs, and more.
7. Standardized testing provides a longitudinal report of student progress. Over time, educators are able to see a trend
of growth or decline and rapidly respond to the student's educational needs.
 Standardized testing allows educators to determine trends in student progress

DISADVANTAGES

- Standardized test items are not parallel with typical classroom skills and behaviors. Due to the fact that
questions have to be generalizable to the entire population, most items assess general knowledge and
understanding.
- Since general knowledge is assessed, educators cannot use standardized test results to inform their
individual instruction methods. If recommendations are made, educators may begin to 'teach to the
test' as opposed to teaching what is currently in the curriculum or based on the needs of their individual
classroom.
- Standardized test items do not assess higher-level thinking skills.
TYPES OF TEACHER-MADE TEST

1. Objective
◦ Multiple Choices - Analogy
◦ Matching Type - Rearrangement
◦ Alternative Response - Identification
◦ Completion/Augmentation - Labeling

TRUE or FALSE TEST

 The true – false item is simply a declarative statement that the student must judge as true or false.
 This item type is characterised by the fact that only two responses are possible.
 Since only two choices are possible, the uninformed students has a fifty-fifty chance of guessing the answer.
 Whenever there are only possible responses, the true-false item or some adaptation of it is likely to provide the
most effective measure.
 When assembling the test, it is necessary to place true and false statement in a random fashion.
Rules of construction true – false items
  Include only one central, significant point in each statement.
 Word the statement so precisely that it can unequivocally be judged true or false.
 Keep the statements short and use simple language structure.
 Statements of opinion should be attributed to some source.
 Avoid extraneous clues to the answers.
MULTIPLE CHOICES
 Stem – question or problem in each item; can be presented in 2 ways:
◦ Incomplete statement – all the options end with a period or only the last option ends with a period.
◦ Direct question – options do not end with a period but stem ends with a question mark.
 Options - alternatives where student selects the correct answer
- there is only one correct/best answer from the options, the less appropriate are foils or distracters (maximum
no. of options is 5 and the minimum is 4)

ADVANTAGES
 great versatility in measuring objectives - from the level of memorization to the most complex level
 the teacher can cover a substantial amount of course material in relatively short time
 scoring is objective
 teachers can construct options that require students to discriminate among them - vary in the degree of
correctness
 effects of guessing are largely reduced since there are greater options
 items are more amenable to item analysis
 more time-consuming in terms of looking for options that are plausible
 more than one defensible correct answer
RULES
 essence of the problem should be in the stem; all options should measure the same objective
 there should be coherence in stems and options
 there should be consistency in the length/presentation of choices
 avoid repetition of words in the options
 the choices should be arranged ascendingly/descendingly
 the choices should be arranged in vertical/columnar order
 stems and options should be stated positively whenever possible
 avoid negative statements statements in the stem
 options should be plausible and homogeneous
 items should have defensible correct or best option
 vary the placement of correct options (to avoid pattern)
 avoid overlapping options
 make sure there is only one correct/best answer to an item
 stem and options should be in a single page
 avoid using none of the above
 avoid using all of the above
 It is a poor distracter since it has very little discriminating power to identify knowledgeable
from non-knowledgeable students.
 do not have combination of all of the above and none of the above in the options
 use four or five options
 there should be uniformity in the number of choices for all the items
 there should be no articles a/an at the end of the stem
 stem should be clear and grammatically correct and should contain elements common to each option (MC obey
Standard English rules of punctuation and grammar; a question requires a question mark)

TYPES OF TEACHER-MADE TEST

2. Subjective (Essay)
◦ Extended
◦ Restricted

TYPES OF ESSAY

1. EXTENDED RESPONSE QUESTIONS

◦ Leave students free to determine the content and to organize the format of their answer
◦ Opinionated or open-ended answers are solicited from students
2. RESTRICTED RESPONSE QUESTIONS
◦ Limit both the content and the format of the students’ answers
◦ Certain parameters are used in the questions/problems

ADVANTAGES OF ESSAY
 No guessing, assesses factual information
 Allows divergent thinkers to demonstrate higher order thinking skills (HOTS)
 Reduces lead time required to produce
 Less work to administer for smaller number of students
 Can be rich in diagnostic information
 Subjectivity in scoring
 Even different times of day make a difference
 First paper to be read/checked often sets standard
 Time consuming in checking
 Can result to student rambling, confusion or inability to find a focus

HOW TO WRITE ESSAY QUESTIONS

 Define the task clearly to the student

 When testing for content, make each item relatively short and increase the number of items
 Do NOT provide a choice of questions
 Devise answer key as you write question
 Give students the criteria for evaluating the answers
 Present material to get higher thinking skills

To be effective, essay questions need to….

 Be related to classroom and/or homework learning
 Be clearly articulated
 Be unambiguous
 Cover larger segments of material, rather than have a very limited scope
 Provide sufficient time for the quality of answers expected
 Require incorporation of factual knowledge
 Require students to provide reasoning for their answers
 Include clear directions as to length and structure

INCREASING OBJECTIVITY OF ESSAY SCORING

  Score blind
 Read one question at a time
 Halo effects
 Have a policy on irrelevant answers, errors

TABLE OF SPECIFICATIONS

A TOS, sometimes called a test blueprint, is a table that helps teachers align objectives, instruction, and
assessment (e.g., Notar, Zuelke, Wilson, & Yunker,2004).
When constructing a test, teachers need to be concerned that the test measures an adequate sampling of the class
content at the cognitive level that the material was taught. The TOS can help teachers map the amount of class time
spent on each objective with the cognitive level at which each objective was taught thereby helping teachers to
identify the types of items they need to include on their tests.

SAMPLE OF ONE WAY T.O.S. in LINEAR FUNCTION

Content No. of class No. of items Test Item

sessions Placement

1. Definition of linear Function 2 4 1-4

2. Slope of a line 2 4 5-8

3. Graph of linear function 2 4 9-12

4. Equation of linear function 2 4 13-16

5.Standard forms of a line 3 6 17-22

6. Parallel and perpendicular lines 4 8 23-30

7. Applications of linear functions 5 10 31-40

TOTAL 20 40 40

Determining the No. of Items

No. of items = No. of Class Sessions X desired total No. of Items

Total No. of Class Sessions
Example : No. of items for the topic “definition of Linear function”

No. of class sessions = 2

Desired No. of items = 40
Total No. of Class Sessions= 20
No. of items = 2 x 40
20
=4
SAMPLE OF TWO WAY T.O.S. in LINEAR FUNCTION

CONTENT Class Knowledg Comprehension Application Analysi Synthe Evalu Total

Sessions e s sis a
tion
 1. Definition of 2 1 1 1 1 4
linear Function
2. Slope of a line 2 1 1 1 1 4

3. Graph of 2 1 1 1 1 4
linear function
4. Equation of 2 1 1 1 1 4
linear function
5.Standard 3 1 1 1 1 1 1 6
forms of a line
6. Parallel and 4 1 1 2 1 1 2 8
perpendicular
lines
7. Applications 5 1 1 3 1 1 3 10
of linear
functions
TOTAL 20 5 6 8 6 5 10 40

BLOOM’S TAXONOMY of Educational Objectives

1. COGNITIVE DOMAIN- call for outcomes of mental activity such as memorizing, reading, problem solving,
analyzing, synthesizing and drawing conclusions.
2. AFFECTIVE DOMAIN- refers to a person’s awareness and internalization of objects and stimulation, it focus on
emotions.
3. PSYCHOMOTOR DOMAIN- focus on the physical and kinesthetic skills of the learners, characterized by
progressive levels of behaviors from observing mastery of physical skills.

Bloom’s Cognitive Taxonomy

1. Knowledge – recognizes students’ ability to use memorization and recall facts.

2. Comprehension- involves students’ activity to read subject matter, extrapolate and interpret important and put
other ideas to their own words.
3. Application- students take new concept and apply to another situation.
4. Analysis- students have the ability to take new information and break it down into parts and to differentiate
them.
5. Synthesis- students are able to take various types of information to form a whole creating a pattern where one
did not previously exist.
6. Evaluation- involves students’ ability to look at someone else’s idea or principles and see the worth of the work
and the value of the conclusion.

Bloom’s Revised Taxonomy

(Anderson and Krathwohl’s AffectiveTaxonomy)

THREE prominent changes with Bloom’s taxonomy

1. changing the names in the six categories from noun to verb forms
 2. Rearranging them
3. Creating a process and levels of knowledge matrix

ORIGINAL DOMAIN NEW DOMAIN

 Evaluation  Creating
 Synthesis  Evaluating
 Analysis  Analyzing
 Application  Applying
 Comprehension  Understanding
 Knowledge  Remembering

Table of Revised Cognitive Domain

CATEGORY KEY WORDS, TECHNOLOGIES FOR LEARNING

REMEMBERING : recall or retrieve previous learned KEY WORDS : defines, describes, identifies, knows,labels,
information lists, names, outlines,recalls,
recognizes, reproduces, selects, states

Table of Revised Cognitive Domain

CATEGORY KEY WORDS, TECHNOLOGIES FOR LEARNING

UNDERSTANDING : Comprehending the meaning, KEY WORDS : comprehends, converts, defends,

translation, interpolation, and interpretation of distinguishes, estimates, explains, extends, generalizes,
instructions and problems. State a problem in one’s own gives an example, infers, interprets, paraphrases,
words. predicts, rewrites, summarizes, translates

Table of Revised Cognitive Domain

CATEGORY KEY WORDS, TECHNOLOGIES FOR LEARNING

 APPLYING : Use a concept in a new situation or KEY WORDS : applies, changes, computes, constructs,
unprompted use of an abstraction. Applies what was demonstrates, discovers, manipulates, modifies,
learned in the classroom into novel situations in the operates, predicts, prepares, produces, relates, shows,
work place. solves, uses

Table of Revised Cognitive Domain

CATEGORY KEY WORDS, TECHNOLOGIES FOR LEARNING

ANALYZING : Separates material or concepts into KEY WORDS :analyzes, breaks down, compares,
component parts so that its organizational structure may contrasts, diagrams, deconstructs, differentiates,
be understood. Distinguishes between facts and discriminates, distinguishes, identifies, illustrates, infers,
inferences. outlines, relates, selects, separates

Table of Revised Cognitive Domain

CATEGORY KEY WORDS, TECHNOLOGIES FOR LEARNING

EVALUATING : make judgments about the value of ideas KEY WORDS : appraises, compares, concludes, contrasts,
or materials. criticizes, critiques, defends, describes, discriminates,
evaluates, explains, interprets, justifies, relates,
summarizes, supports

Table of Revised Cognitive Domain

CATEGORY KEY WORDS, TECHNOLOGIES FOR LEARNING

CREATING : builds a structure or pattern from diverse KEY WORDS : categorizes, combines, compiles,
elements. Put parts together to form a whole, with composes, creates, devises, designs, modifies, organizes,
emphasis on creating a new meaning or structure. plans, rearranges, reconstructs,

ITEM ANALYSIS

-refers to the process of examining the students’ response to each item in the test.
There are two characteristics of an item:
1. An item that has desirable characteristics can be retained for subsequent use
2. An item that has undesirable characteristics is either be revised or rejected.

THREE CRITERIA in determining the desirability and undesirability of an item

 1. Difficulty of an item
2. Discriminating power of an item
3. Measures of attractiveness

 Item-difficulty index (p)- determined by calculating the proportion of examinees that answer the item correctly.
 Item-discrimination index (d)-difference between the population of high performing students who got the item
right and the proportion of low performing students who got an item right.

The high and low performing students usually defined as the upper 27% of the students based on the total
examination score and the lower 27% of the students based on the total examination.
Positive Discrimination- the proportion of students who got an item right in the upper performing group is GREATER
than the proportion of the low performing group.
Negative Discrimination- the proportion of students who got an item right in the lower performing group is GREATER
than the proportion of the upper performing group.
Zero Discrimination- the proportion of students who got an item right in the upper performing group is EQUAL to the
proportion of the low performing group.

Classroom Assessment

Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program (BEP)

What is Classroom Assessment?

 Assessment is a process that is used to keep track of learners’ progress in relation to learning standards and in
the development of 21st Century skills;
 to promote self-reflection and personal accountability among students about their own learning;
 and to provide bases for the profiling of student performance on the learning competencies and standards of
the curriculum.
 Various kinds of assessments shall be used appropriately for different learners who come from diverse contexts,
such as cultural background and life experiences.

Classroom Assessment
 Is an ongoing process of identifying, gathering, organizing, and interpreting quantitative information about what
learners know and can do.
 It also measures the achievement of competencies by the learners

Two Types of Assessment

 1. Formative Assessment – may be seen as assessment for learning so teachers can make adjustments in their
instruction.
◦ It is also assessment as learning wherein students reflect on their own progress.
◦ It helps students identify strengths and weaknesses in order to learn from the assessment experience

 2. Summative Assessment – may be seen as assessment of learning, which occurs at the end of a particular unit.
◦ It measures whether learners have met the content performance standards.
◦ The results of the summative assessment are recorded and used to report on the learners’ achievement
What is assessed in the classroom?

 Content Standards – identify and set the essential knowledge and understanding that should be learned.
◦ They answer the question, “What should the learners know?”
What is assessed in the classroom?
  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.
◦ They answer the following questions:
 What can learners do with what they know?
 How well must learners do their work?
 How well do learners use their learning or understanding in different situations?
 How do learners apply their learning or understanding in real-life contexts?
 What tools and measures should learners use to demonstrate what they know?

What is assessed in the classroom?

 Learning Competencies – refer to the knowledge, understanding, skills, and attitudes that students need to
demonstrate in every lesson and/or learning activity.
 Concept Development – provides a scheme for classifying educational goals, objectives, and standards.
◦ It also defines a broad range of cognitive processes from basic to complex, as follows: remembering,
understanding, applying, evaluating, and creating.

How are learners assessed in the classroom?

 Individual and Collaborative Formative Assessment

 Formative Assessment in Different Parts of the Lesson (before, during or after the lesson)
 Summative Assessment
 Individual and Summative Assessment

Components of Summative Assessment

 Written Work Component

 Performance Task Assessment
 Quarterly Assessment

What is grading system?

 The K to 12 Basic Education Program uses a standards-and-competency-based grading system. These are found
in the curriculum guides.
 All grades shall be based on the weighted raw score of the learners’ summative assessments.
 The minimum grade needed to pass a specific learning area is 60, which is transmuted to 75 in the report card.

What is grading system?

 The lowest mark that can appear on the report card is 60 for Quarterly Grades and Final Grades

What is grading system?

Components Languages/AP/ Science/Math MAPEH/TLE

EsP
 1 to 10 Written Work 30% 40% 20%

Performance 50% 40% 60%

Tasks

Quarterly 20% 20% 20%

Assessment

How are learners promoted or retained at the end of the school year?

Requirements Decision

For Grades 4 to 10 1. Final Grade of at least 75 in all Promoted to the next grade level
Learners learning areas
2. Did not meet expectations in not Must pass remedial classes for
more than two learning areas learning areas with failing mark to be
promoted to the next grade level.
Otherwise the learner is retained in
the same grade level.

Did not meet expectations in three or Retained in the same grade level
more learning areas

How are learners promoted or retained at the end of the school year?
 For Grades 1 to 10, learner who Did Not Meet Expectations in at most two learning areas must take remedial
classes.
 Remedial classes are conducted after the Final Grades have been computed.
 The learner must pass the remedial classes to be promoted to the next grade level.

How are learners promoted or retained at the end of the school year?

 However, teachers should ensure that learners receive remediation when they earn raw scores which are
consistently below expectations in Written Work and Performance Tasks by the fifth week of any quarter.
 This will prevent a student from failing in any learning area at the end of the year.
LET REVIEWER
 MODULE
OF
LEARNING ASSESSMENT
Carmilo F. Flores