EDUC 4 procedures” or “compare theories”).

Learning
activities are what the student undertakes to meet
STANDARDS-BASED ASSESSMENT these learning outcomes and students construct
knowledge and skills based on the learning
Short introduction of the topic activities. Assessment shows how well they have
Standards-based assessment is an approach learned from the activities. Student-centered, active
to evaluating student performance based on learning activities provide opportunities for students
predetermined learning standards. These to construct new knowledge. Constructive
assessments are designed to measure students' alignment is relevant for individual subjects as well
proficiency in specific skills and knowledge outlined as at the course level. Analysis of learning
by these standards. The purpose of this method is outcomes and levels of thinking for a subject
to ensure that all students meet consistent informs the rationale for assessment and the design
educational expectations and to provide clear of structured learning opportunities to develop skills
benchmarks for their progress and achievement. and knowledge throughout a subject. Bloom’s
Standards-based Assessment Revised Taxonomy can be used in the development
1.1 Constructive Alignment of learning activities. The goal of Constructive
1.1 a. Constructive alignment is an outcomes-based Alignment then, is to support students in developing
approach to teaching in which the learning as much meaning and learning as possible from a
outcomes that students are intended to achieve are well-designed, coherent, and aligned course.
defined before teaching takes place. Teaching and Courses are congruent and cohere in an explicit
assessment methods are then designed to best way when there is good fit and flow between a
achieve those outcomes and to assess the standard course’s intended learning outcomes, teaching and
at which they have been achieved (Biggs, 2014). learning activities, and assessments of student
learning.
1.1.b. As developed and defined by John Biggs
(2014), Constructive Alignment involves:
1. Thoughtfully determining intentions for what
students should learn and how they will
demonstrate their achievement of these intended
learning outcomes, and clearly communicating
these to students;
2. Designing teaching and learning activities so
that students are optimally engaged in achieving
these learning outcomes; and
3. Creating assessments that will allow students
to demonstrate their attainment of the learning
outcomes and allow instructors to discern how
well these outcomes have been achieved.

A Basic Model of an Aligned Curriculum

Example of alignment from different modules:
1.2. Policy Guidelines on Classroom
Outcomes based teaching and learning is based on Assessment for the K to 12 Basic Education
meeting set standards of teaching and learning to Program (BEP)
ensure students meet the requirements for a 1.2.a. Theoretical Basis - Classroom Assessment is
degree. Assessment is marked against criteria a joint process that involves both teachers and
referenced to the outcomes (Spady, 1994). In learners. It is an integral part of teaching and
constructive alignment, assessment is aligned to learning. Teachers provide appropriate assessment
the intended learning outcomes and students when they aim to holistically measure learners’
construct knowledge through teaching and learning current and developing abilities while enabling them
experiences. Students show evidence of how they to take responsibility in the process. This view
meet the outcomes through assessment where they recognizes the diversity of learners inside the
show construction of knowledge and skills. classroom, the need for multiple ways of measuring
Teaching provides the opportunities for students to their varying abilities and learning potentials, and
demonstrate their learning. The focus in the role of learners as co-participants in the
constructive alignment is on what and how students assessment process. At the heart of this
learn, rather than on the topic the teacher teaches. assessment framework is the recognition and
The action verb in a learning outcome describes to deliberate consideration of the learners’ zone of
students what they should perform to achieve the proximal development (Vygotsky 1978).
intended learning outcome (for example, “apply Appropriate assessment is committed to ensure
learners’ success in moving from guided to
independent display of knowledge, understanding, good instructional decisions so that their lessons
and skills, and to enable them to transfer this are better suited to the learners’ abilities. It is
successfully in future situations. From this point of important for teachers to record formative
view, assessment facilitates the development of assessment by documenting and tracking learners’
learners’ higher-order thinking and 21st-century progress using systematic ways that can easily
skills. This view of assessment, therefore, provide insight into a student’s learning. Such
acknowledges the unity of instruction and monitoring will allow teachers to understand their
assessment. Assessment is part of day-to-day students and thus teach them better. Formative
lessons and extends the day-to-day classroom assessment results, however, are not included in
activities that are already in place in the K to 12 the computation of summative assessment.
curriculum. Formative assessment must also provide students
with immediate feedback on how well they are
1.2.b. What is Classroom Assessment? - learning throughout the teaching-learning process.
Assessment is a process that is used to keep track Recommendations on how they can improve
of learners’ progress in relation to learning themselves and should also be given by the
standards and in the development of 21st-century teachers. Formative assessment enables students
skills; to promote self-reflection and personal to take responsibility for their own learning, and
accountability among students about their own identify areas where they do well and where they
learning; and to provide bases for the profiling of need help. As a result, students will appreciate and
student performance on the learning competencies make their own decisions about their progress.
and standards of the curriculum. Various kinds of
assessments shall be used appropriately for 1.4. Summative Assessment
different learners who come from diverse contexts, 1.4.a. Summative assessment, on the other hand,
such as cultural background and life experiences. may be seen as assessment of learning, which
Classroom Assessment is an ongoing process of occurs at the end of a particular unit. This form of
identifying, gathering, organizing, and interpreting assessment usually occurs toward the end of a
quantitative and qualitative information about what period of learning in order to describe the standard
learners know and can do. Teachers should employ reached by the learner.Often, this takes place in
classroom assessment methods that are consistent order for appropriate decisions about future learning
with curriculum standards. It is important for or job suitability to be made. Judgments derived
teachers to always inform learners about the from summative assessment are usually for the
objectives of the lesson so that the latter will aim to benefit of people other than the learner (UNESCO-
meet or even exceed the standards. The teacher TLSF). Summative assessment measures whether
provides immediate feedback to students about learners have met the content and performance
their learning progress. Classroom assessment standards. Teachers must use methods to measure
also measures the achievement of competencies by student learning that have been deliberately
the learners. designed to assess how well students have learned
1.3. Two Types of Classroom Assessment and are able to apply their learning in different
1.3.a.Formative assessment - May be seen as contexts. The results of summative assessments
assessment for learning so teachers can make are recorded and used to report on the learners’
adjustments in their instruction. It is also achievement. Primarily, the results of summative
assessment as learning wherein students reflect on assessment are reported to the learners and their
their own progress. According to the UNESCO parents/guardians. In addition, these are reported to
Program on Teaching and Learning for a principals/school heads, teachers who will receive
Sustainable Future (UNESCO-TLSF), formative the child in the next grade level, and guidance
assessment refers to the ongoing forms of teachers who should help students cope with
assessment that are closely linked to the learning challenges they experience in school.
process. It is characteristically informal and is 1.5. What is assessed in the Classroom?
intended to help students identify strengths and 1.5.a. Assessment in the classroom is aimed at
weaknesses in order to learn from the assessment helping students perform well in relation to the
experience. Formative assessment may be given at learning standards. Learning standards comprise
any time during the teaching and learning process. content standards, performance standards, and
It is also a way to check the effectiveness of learning competencies that are outlined in the
instruction. Formative assessment involves curriculum.
teachers using evidence about what learners know 1.6. Content Standards
and can do to inform and improve their teaching. 1.6.a. Identify and set the essential knowledge and
Teachers observe and guide learners in their tasks understanding that should be learned. They cover a
through interaction and dialogue, thus gaining specified scope of sequential topics within each
deeper insights into the learners’ progress, learning strand, domain, theme, or component.
strengths, weaknesses, and needs. The results of Content standards answer the question, “What
formative assessments will help teachers make should the learners know?”
1.7. Performance Standard and Creating. Each dimension is described in the

1.7.a. Describe the abilities and skills that learners given table.
are expected to demonstrate in relation to the
content standards and integration of 21st-century
skills. The integration of knowledge, understanding, 1.10. Components of Summative Assessment -
and skills is expressed through creation, innovation, Summative assessments are classified into three
and adding value to products/ performance during components, namely, Written Work (WW),
independent work or in collaboration with others. Performance Tasks (PT), and Quarterly
Performance standards answer the following Assessment (QA). These three will be the bases for
questions: grading. The nature of the learning area defines the
1. “What can learners do with what they know?” way these three components are assessed.
2. “How well must learners do their work?” 1.10.a. Written Work - The Written Work component
3. “How well do learners use their learning or ensures that students are able to express skills and
understanding in different situations?” concepts in written form. Written Work, which may
4. “How do learners apply their learning or include long quizzes, and unit or long tests, help
understanding in real-life contexts?” strengthen test-taking skills among the learners. It
5. “What tools and measures should learners use to is strongly recommended that items in long
demonstrate what they know?” quizzes/tests be distributed across the Cognitive
1.8. Learning Competencies - refer to the Process Dimensions so that all are adequately
knowledge, understanding, skills, and attitudes that covered. Through these, learners are able to
students need to demonstrate in every lesson practice and prepare for quarterly assessment and
and/or learning activity. other standardized assessments. Other written
1.9. Concept Development - The learning work may include essays, written reports, and other
standards in the curriculum reflect progressions of written output.
concept development. The Cognitive Process 1.10.b. Performance Task - The Performance Task
Dimensions adapted from Anderson & Krathwohl component allows learners to show what they know
(2001) may be a good way to operationalize these and are able to do in diverse ways. They may create
progressions. It provides a scheme for classifying or innovate products or do performance-based
educational goals, objectives, and standards. It also tasks. Performance-based tasks may include skills
defines a broad range of cognitive processes from demonstration, group presentations, oral work,
basic to complex, as follows: Remembering, multimedia presentations, and research projects. It
Understanding, Applying, Analyzing, Evaluating,
is important to note that written output may also be 5. What are the three types of assessment
considered as performance tasks. mentioned in the K-12 assessment guidelines?
1.10.c. Quarterly Assessment - Quarterly a) Formative, summative, diagnostic
Assessment measures student learning at the end b) Content, performance, assessment types
of the quarter. These may be in the form of objective c) Written, oral, practical
tests, performance-based assessment, or a d) Individual, group, peer
combination thereof. 6. How effective is constructive alignment in
improving student learning outcomes?
Assessment a) Very effective
Directions: Read each question and select the b) Somewhat effective
correct answer from the given options. Remember c) Not effective
that there is only one correct answer per question. d) Ineffective
Mark your corresponding letter on your answer 7. A teacher notices that despite multiple formative
sheet. You will have a total of 10 minutes to assessments, a group of students is still struggling
complete the entire quiz. with a particular math concept. Which step should
the teacher take next to improve learning
1. What is the primary focus of standards-based outcomes?
assessment? a) Assign additional homework on the topic
a) Student behavior b) Reteach the concept using a different method
b) Constructive alignment c) Move on to the next topic and provide extra
c) Classroom management support later
d) Teacher evaluation d) Give a summative assessment to see if they
2. Which of the following is a component of K-12 improve
assessment guidelines? 8. During a class discussion, a student raises a
a) Curriculum design question that is not directly related to the lesson but
b) Content standards sparks interest among the other students. How
c) School policies should the teacher respond in alignment with
d) Teacher salaries performance standards?
3. What does constructive alignment refer to in the a) Redirect the conversation back to the planned
context of standards-based assessment? lesson
a) Aligning student interests with extracurricular b) Explore the student's question, linking it to
activities the lesson's objectives
b) Aligning learning activities with assessment c) Allow the students to discuss it for the rest of the
tasks class
c) Aligning school budgets with educational goals d) Assign the question as extra credit research for
d) Aligning teacher evaluations with student interested students
performance 9. Create an example of a performance standard for
a high school
mathematics
course.
a) Students will
complete 90% of
homework
assignments.
b) Students will
demonstrate the
ability to solve
quadratic
equations.
c) Students will
participate in class
discussions.
d) Students will
4. Which type of standards is included in K-12 attend all classes.
assessment guidelines? 10. Design a simple assessment type that aligns
a) Financial standards with content standards for a science class.
b) Performance standards a) Multiple-choice quiz on scientific concepts
c) Ethical standards b) Group project on environmental issues
d) Technological standards c) Oral presentation on a scientific topic
d) Lab experiment report on chemical reactions