Policy Guidelines on Classroom Assessment for the K to 12 Basic Education

Program (BEP)

As you recall, we previously discussed the concept of Constructive Alignment. This

concept emphasizes the importance of aligning learning objectives, teaching activities, and
assessment tasks to ensure a coherent and effective learning experience. In essence, it's
about making sure everything you do in the classroom works together to achieve specific
learning goals.

In today's rapidly evolving world, the ability to assess knowledge, skills, and
understanding has become more critical than ever. Now, building on the foundation of
Constructive Alignment, we'll delve into the K-12 Assessment Guidelines. K-12 assessment
guidelines provide a framework for educators to evaluate student learning effectively and
efficiently. By understanding these guidelines, we can ensure that our assessments
accurately measure student learning and provide valuable feedback. This module will delve
into the crucial importance of these guidelines in shaping a modern educational landscape.

What is the key purpose of K – 12 Assessment Guidelines?

 The key purpose of K-12 Assessment Guidelines is to provide a framework for
educators to evaluate student learning effectively and efficiently.
 These guidelines ensure that assessments are aligned with curriculum objectives,
valid, reliable, fair, and authentic
 Assessment facilitates the development of learners’ higher-order thinking and 21st-
century skills. This view of assessment, therefore, acknowledges the unity of
instruction and assessment. Assessment is part of day-to-day lessons and extends
the day-to-day classroom activities that are already in place in the K to 12 curriculum.

What is Classroom Assessment?

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.
Additionally, Classroom Assessment is an ongoing process of identifying, gathering,
organizing, and interpreting quantitative and qualitative information about what learners
know and can do. Teachers should employ classroom assessment methods that are
consistent with curriculum standards. It is important for teachers to always inform learners
about the objectives of the lesson so that the latter will aim to meet or even exceed the
standards.

Two Types of Classroom 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.
 According to the UNESCO Program on Teaching and Learning for a Sustainable Future
(UNESCO-TLSF), formative assessment refers to the ongoing forms of assessment that
are closely linked to the learning process.
 It is characteristically informal and is intended to help students identify strengths and
weaknesses in order to learn from the assessment experience.
 Formative assessment may be given at any time during the teaching and learning
process.
  It is also a way to check the effectiveness of instruction.
 It is important for teachers to record formative assessment by documenting and tracking
learners’ progress using systematic ways that can easily provide insight into a student’s
learning. Such monitoring will allow teachers to understand their students and thus teach
them better.
 Formative assessment enables students to take responsibility for their own learning, and
identify areas where they do well and where they need help. As a result, students will
appreciate and make their own decisions about their progress.
2. Summative assessment
 Summative assessment, on the other hand, may be seen as assessment of learning,
which occurs at the end of a particular unit.
 Judgments derived from summative assessment are usually for the benefit of people
other than the learner (UNESCO-TLSF).
 Summative assessment measures whether learners have met the content and
performance standards.
 The results of summative assessments are recorded and used to report on the learners’
achievement.
 Primarily, the results of summative assessment are reported to the learners and their
parents/guardians. In addition, these are reported to principals/school heads, teachers
who will receive the child in the next grade level, and guidance teachers who should help
students cope with challenges they experience in school.

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, and learning competencies that are outlined in the curriculum.

A. Content Standards
It identifies and set the essential knowledge and understanding that should be
learned. It focuses on your subject content or Lesson and set expectations to your
Specific Learning content. Content Standards answer the question, “What should the
learner’s know?”

B. Performance Standards
It describes the abilities and skills that learners are expected to demonstrate in
relation to the content standards and integration of 21 st century skills. This is where
expectations for instruction, assessment, and student works. 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. Performance Standards 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 work?
4. How do learners apply their learning or understanding in real-life content or
scenario?
5. What tools and measures should the learners use to demonstrate what they know?

C. Learning Competencies
 Learning Competencies refer to the knowledge, understanding, skills, and attitudes
that students need to demonstrate in every lesson and/or learning activity. They are the
specific outcomes of learning that are aligned with the curriculum standards.
To better understand learning competencies, consider the following approach:
 Analyze the curriculum: Examine the curriculum to identify the key competencies for
each subject and grade level.
 Break down competencies: Divide competencies into smaller, more manageable
components.
 Relate to real-world applications: Connect competencies to real-world scenarios to
make them more meaningful.
 Use examples: Find examples of student work that demonstrate the competencies.

How are Learners Assessed in the Classroom?

Learners are assessed in the classroom through various processes and measure
appropriate to and congruent with learning competencies defined in the K to 12 curriculum.
Some of these processes and measures may be used for both formative and summative
assessment, which have different goals.
Individual formative assessment 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, etc.
Collaborative formative assessment (peer assessment) allows students to support
each other’s learning. Discussions, role playing, games, and other group activities may also
be used as performance-based formative assessment wherein learners support and extend
each other’s learning.
Summative Assessment is a form of assessment that measures the different ways
learners use and apply all relevant knowledge, understanding, and skills. It must be spaced
properly over the quarter. It is usually conducted after a unit of work and/or at the end of an
entire quarter to determine how well learners can demonstrate content knowledge and
competencies articulated in the learning standards. Learners synthesize their knowledge,
understanding, and skills during summative assessments. The results of these assessments
are used as bases for computing grades. Learners may be assessed individually through
unit tests and quarterly assessment.

Formative Assessment in Different Parts of the Lesson

Parts of Examples of
the Description For the Learner For the Teacher Assessment
Lesson Methods
Before  Formative  Understand the  Get information about  Agree/
the assessment purpose of the what the learner disagree
Lesson conducted before lesson and how already knows and activities
the lesson informs to do well in the can do about the new  Games
the teacher about lesson lesson.  Interviews
the students’  Identify ideas or  Determine  KWL
understanding of a concepts s/he misconceptions and activities
lesson/topic before misunderstands identify what hinders (what I
direct instruction.  Identify barriers learning know, what I
 It helps teachers to learning want to
understand where know, what I
the students stand in learned)
terms of conceptual
understanding and
application.
 Provides bases for
 making instructional
decisions, such as
moving on to a new
lesson or clarifying
prerequisite
understanding
 Informs teachers of  Identify one’s  Provide immediate  Multimedia
the progress of the strengths and feedback to learners presentations
students in relation weaknesses  Identify what hinders  Quizzes
to the development  Identify barriers learning (recorded but
of the learning to learning  Identify what not graded)
competencies.  Know what s/he facilitates learning  Recitations
 It helps determine knows and does  Identify learning gaps
whether instructional not know  Track learner
strategies are  Monitor his / her progress in
During effective. own progress comparison to
the  Help make decisions formative
Lesson on whether to assessment results
review, re-teach, prior to the lesson
remediate, or enrich proper
lessons and,  To make decisions on
subsequently, when whether to proceed
to move on to the with the next lesson,
next lesson. reteach, or provide
for corrective
measures or
reinforcements
 Assesses whether  Tell and  Evaluate whether  Multimedia
learning objectives recognize learning intentions presentations
were achieved. whether s/he and success criteria  Observations
 It allows the teacher met learning have been met
to evaluate the objectives and  Assess whether
effectiveness of success criteria. learning objectives
After
instruction. have been met for a
the
 Students who specified duration
Lesson
require remediation
and/or enrichment
should be helped by
the teacher using
appropriate teaching
strategies

Components of Summative Assessment

Summative assessments are classified into three components, namely, Written Work
(WW), Performance Tasks (PT), and Quarterly Assessment (QA). These three will be the
bases for grading. The nature of the learning area defines the way these three components
are assessed.

Components of Summative Assessment:

Component Purpose When Given Examples
 Assess learners’ understanding of Quizzes, long
concepts and application of skills in At the end of tests, essays,
Written Work
written form the topic or written reports
(WA)
 Prepare learners for quarterly unit
assessments
 At end of a Demonstration,
Performance  Involve students in the learning
lesson group
Task (PT) process individually or in
 collaboration with teammates over a focusing on presentations,
period of time a topic/skill oral work,
 Encourage student inquiry, integration lesson multimedia
of knowledge, understanding, and  Several presentations,
skills in various contexts beyond the times during research
assessment period the quarter projects
 Give students opportunities to (written works
demonstrate and integrate their such as
knowledge, understanding, and skills essays)
about topics or lessons learned in a
specific real-life situation by
performing and/or producing
evidence of their learning
 Give students the freedom to express
their learning in appropriate and
diverse ways
Objective tests
Quarterly  Synthesize all the learning skills, and
Once, at end
Assessment concepts, and values learned in an performance-
of the quarter
(QA) entire quarter based
assessment

Competencies, Objectives, Outcomes

Competency is a general statement detailing the desired knowledge and skills of
student graduating from one course or program.
Objective is a very general statement about the larger goals of the course or
program. Objectives can be general or specific.
Outcome is a very specific statement that describes exactly what a student will be
able to do in some measurable way.

Characteristics of Objectives

D. Learning Objectives
A learning objective is a description of what the learner must be able to do
upon completion of an educational activity. A well-written learning objective outlines the
knowledge, skills and/or attitude the learners will gain from the educational activity and
does so in a measurable way. An effective learning objective should include the following
5 elements: who, will do, how much or how well, of what, by when.
The mnemonic SMARTER—Specific, Measurable, Attainable, Relevant, Time-
bound, Evaluated, and Recognized/Rewarded/Revisited—can be used to describe the
elements of a well-written learning objective. A commonly used management method
recommends defining SMARTER criteria for organization’s goals. The most classical
management method for setting objectives proposes to follow “SMARTER” criteria. Your
objectives must be:

SMARTER Goals
Specific  Clearly define the goal to let the students know what exactly he or
she should learn.
 It must also give the students a clear idea about the things he or she
should be able to do once completed.
 One should not be vague, misleading, or unclear
  The goal must be explicitly defined and cannot be subjected to
individual interpretation or ambiguity.
Measurable  The basic aim is to determine if it is possible for the learners to meet,
perform, or satisfy it
 Use quantifiable terms to track progress
 The goal must have clear quantitative and/or qualitative criteria to
evaluate its completion.
Attainable  Set goals that are achievable within the given timeframe and
resources
 The goals must be challenging yet achievable (available means, level
of authority to execute, skills to acquire, resources…)
 Keep in mind that it should not be too simple or easy too
Relevant  The learning objective must be one in which the learner is able to see
the value in learning. It must be relevant and not something they will
never need at all
 Ensure the goal aligns with your abilities, interests, and values
 The goal must be tied to your organization priorities, strategy, team
mission, and the employee maturity and potential.
Time-bound  Set a specific deadline to create a sense of urgency
 The goal must have a start date and an end date, with possible
intermediate milestones and related expected outcomes.
Evaluate  Regularly assess progress towards the goal
 The execution progress must be assessed by the manager through
multiple checkpoints that should include feedback and guidance.
Recognized/  Be willing to adjust the goal if necessary.
Rewarded or  When reaching the end of the time frame defined for the goal
Revisited execution, the final evaluation performed against the completion
criteria initially set must be shared by the manager. If the objective is
reached, the staff should be recognized for his accomplishments and
possibly rewarded. On the other hand, if the outcomes are below
expectation, a detailed review of what went wrong and how things
could be improved is necessary; situation and objectives need then
to be revisited. In both cases, lessons learned should also be shared.

How to Construct a SMARTER Learning Objective:

 Identify the goal: What do you want to achieve?
 Make it specific: Clearly define the goal using precise language.
 Set measurable criteria: How will you know if you've achieved the goal?
 Ensure it's attainable: Is the goal realistic given your resources, skills, and time
constraints?
 Make it relevant: Does the goal align with your values, interests, and overall
objectives?
 Set a deadline: When do you want to achieve the goal?
 Create an evaluation plan: How will you measure your progress towards the goal?
 Be prepared to revise: If necessary, adjust the goal or your approach as you progress.

ABCD of the Statement of Objectives

 Objectives will include 4 distinct components: Audience, Behavior, Condition and Degree.
 Objectives must be both observable and measurable to be effective.
 Use of words like understand and learn in writing objectives are generally not acceptable
as they are difficult to measure.
 Written objectives are a vital part of instructional design because they provide the roadmap
for designing and delivering curriculum.
 Throughout the design and development of curriculum, a comparison of the content to be
delivered should be made to the objectives identified for the program. This process, called
performance agreement, ensures that the final product meets the overall goal of instruction
identified in the first level objectives.
 The objective does not have to be written in this order (ABCD), but it should contain all of
these elements.

 Describe the intended learner or end user of the instruction.

Audience
Who are your learners?
(Actor)
Example: The learner…
 Describes learner capability.
 Must be observable and measurable (you will define the measurement
elsewhere in the goal).
 If it is a skill, it should be a real-world skill.
Behavior  The “behavior” can include demonstration of knowledge or skills in any of
the domains of learning: cognitive, psychomotor, affective, or
interpersonal.
What do you want the learners to do?
Example: The learner will be able to dribble a basketball…
 Equipment or tools that may (or may not) be utilized in completion of the
behavior. Environmental conditions may also be included.
How / Under what circumstances will they perform the behavior? What will
Condition the student be given or already be expected to know to accomplish the
learning?
Example: The learner will be able to dribble a basketball with one hand and
both eyes closed…
 States the standard for acceptable performance (time, accuracy,
proportion, quality, etc.)
How much will be accomplished? How well will the behavior need to be
Degree
performed, and to what level?
Example: The learner will be able to dribble a basketball with one hand and
both eyes closed for 20 seconds.

Examples of Learning Objectives using the A.B.C.D. Method

1. Students will explain the social responsibility to ensure that adequate legal
services are provided to those who cannot afford to pay for them in three paragraphs.
2. Students will describe the steps in planning factual investigation in legal research,
including identifying and formulating relevant legal theories, generating alternative
solutions and strategies, applied to a hypothetical case.
3. Given a standard sentence, the English 101 student should be able to identify the
noun and verb without error.
4. Given an assortment of EMS equipment to pick from, the paramedic should be able
to identify all of the equipment necessary to perform rapid sequence intubation
without error.

Writing Objectives from Competencies

About Competencies
 A competency is an array of essential knowledge, skills, and abilities (KSAs) required to
successfully perform a specific tasks.
 Knowledge is the condition of being aware of something that is acquired through training
and/or experience. Skill is the ability to physically perform an activity or task. It includes
physical movement, coordination, dexterity, and the application of knowledge. Ability is
 the capacity or aptitude to perform physical or mental activities that are associated with a
particular task.
 Competencies often serve as the basis for standards that specify the knowledge and
skills required to successfully perform tasks in the workplace.
 It can be used as a measurement criteria for assessing attainment (e.g. a person has to
reach a certain level of competency to be considered successfully completing a task).

About Learning Objectives

 A learning objective is an explicit statement that clearly expresses what the participant
will be able to do at the completion of the course or program.
 It is specific.
 It is written in behavioral terms.
 It contains action verbs that are observable and measurable.
 It identifies what behaviors a participant must demonstrate in order to confirm the
intended learning occurred.

The Difference between Competencies and Learning Objectives

 Competencies are what an individual needs to be able to do in order to successfully
perform his/her job functions or tasks. Learning objectives are what the participant will be
able to demonstrate during the learning session to confirm they will be able to meet those
competencies.
 Competencies are often more general than learning objectives.

Connecting Competencies and Learning Objectives

Training courses are designed by working backwards from the desired competencies
to the method of instruction. Therefore, the first step is to determine what competencies are
needed to perform the necessary tasks. This is done by completing a needs analysis. A
needs analysis is a formal and systematic process to determine what an individual needs to
be able to do in order to successfully perform tasks at specific level.
When determining competencies, the goal is to describe the desired abilities needed
to perform the task. Desired competencies are then broken down into their basic parts by
determining what the participant would need to know to perform this competency at a
specific level. Those parts would be the learning objectives. Typically, there is more than one
learning
objective defined for a given competency.
Once the competencies and learning objectives are defined, learning objectives are
mapped to each competency. As noted, each competency can be supported by multiple
learning objectives. Learning objectives can be thought of as the steps on the way to
attaining a competency.

Examples:
1. Competency:
Correctly change the oil on an automobile in less than 10 minutes.
Learning Objectives:
At the end of this course, the participant will be able to:
a. Locate and remove drain plug;
b. Determine the appropriate oil weight;
c. Add the appropriate amount of oil; and
d. Change the filter

2. Competency:
 Utilizes appropriate methods for interacting sensitively, effectively, and professionally
with persons from diverse cultural, socioeconomic, educational, racial, ethnic and
professional backgrounds, and persons of all ages and lifestyle preferences
Learning Objectives:
At the end of this lesson, the students will be able to:
a. Describe the demographic trends and epidemiological trends related to diverse
populations in the United States and abroad;
b. Compare and contrast diversity and cultural competency in the public health
context; and
c. Identify a framework to design culturally competent public health care services for
diverse populations.

References:
Ceferino Baya II. (2022, May 21). Policy Guidelines on Classroom Assessment for KTO12
Basic Education Program (DO 8 S.2015) [Video]. YouTube.
https://www.youtube.com/watch?v=6OM90drUERQ
How to use SMART(ER) goals to achieve success at your program. (2023, May 17).
https://amshq.org/Blog/2023-05-17-How-to-USE-SMARTER-Goals-to-Achieve-
Success-at-Your-Program
Krissa Decinan. (2023, November 13). Writing Objectives from Competencies || Krissa
Decinan [Video]. YouTube. https://www.youtube.com/watch?v=fFAx4a1pxIU
Pretzel Ann Red. (2020, November 6). Characteristics of Objectives (SMART) and ABCD
model of the statement of objectives [Video]. YouTube.
https://www.youtube.com/watch?v=AVC1pNsLg9Y
Studocu. (n.d.). Module Assessment 2 - 2 Target Setting Overview Instructional goals and
objectives are significant - Studocu.
https://www.studocu.com/ph/document/university-of-eastern-philippines/bachelor-of-
secondary-education/module-assessment-2/28233696?origin=organic-success-
document-viewer-cta
Wiseman, C. (2022, August 9). How to set SMARTER goals. UQ Healthy Living.
https://www.uqhealthyliving.org.au/how-to-set-smarter-goals/#:~:text=SMARTER
%20stands%20for%20specific%2C%20measurable,way%20that%20must%20be
%20met.