Unit 2 - Target Setting

Introduction
In education, the term assessment refers to the wide variety of methods or tools that
educators use to evaluate, measure, and document the academic readiness, learning
progress, skill acquisition, or educational needs of students. While assessments are
often equated with traditional test developed by testing companies and administered to
large populations of students-educators use a diverse array of assessment tools and
methods to measure everything from a four-year-old's readiness for kindergarten to a
twelfth-grade student's comprehension of advanced physics. Just as academic lessons
have different functions, assessments are typically designed to measure specific
elements of learning-e.g., the level of knowledge a student already has about the
concept or skill the teacher is planning to teach or the ability to comprehend and
analyze different types of texts and readings. Assessments also are used to identify
individual student weaknesses and strengths so that educators can provide specialized
academic support, educational programming, or social services. In addition,
assessments are developed by a wide array of groups and individuals, including
teachers, district administrators, universities, private companies, state departments of
education, and groups that include a combination of these individuals and institutions.
That is why it is imperative that specific targets or goals be identified in assessment so
as to come up with a more comprehensive interpretation of educational data. This unit
will discuss the different concepts used in assessment.

Lesson 1 - Standard-based Assessment

A standards-based test is an assessment based on the outcome-based education or
performance-based education philosophy. Assessment is a key part of the standards
reform movement. The first part is to set new, higher standards to be expected of every
student. Then the curriculum must be aligned to the new standards.

1.1 Constructive Alignment

Constructive alignment is a design for teaching in which what it is intended students
should learn and how they should express their learning is clearly stated before
teaching takes place. Teaching is then designed to engage students in learning
activities that optimize their chances of achieving those outcomes, and assessment
tasks are designed to enable clear judgments as to how well those outcomes have been
attained".
The constructive alignment approach recognizes "knowledge is constructed by the
activities of the learner" (Biggs, 2014, p. 9) rather than being directly transferable from
teacher to student. "Learning takes place through the active behavior of the student: it is
what he does that he learns, not what the teacher does." (Tyler, 1949).
Alignment occurs when the learning activities that we ask students to engage in help
them to develop the knowledge, skills and understandings intended for the unit and
measured by our assessment. A constructively aligned unit capitalizes on the powerful
effect of assessment on students' learning experiences. If assessment drives students'
learning, then students are most likely to achieve our intended outcomes if the
assessment is aligned with our intentions.
1. Identify the intended learning outcome
2. Design assessment tasks to measure attainment of the learning outcomes
3. Plan learning activities to enable students to develop the skills, knowledge and
understandings described in the intended learning outcomes and measured by
assessment

(Enclosure to DepEd Order No. 8, s. 2015)

POLICY GUIDELINES ON CLASSROOM ASSESSMENT FOR THE K TO 12 BASIC
EDUCATION PROGRAM (BEP)
I. Theoretical Basis
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. This view recognizes the diversity of
learners inside the classroom, the need for multiple ways of measuring their varying
abilities and learning potentials, and the role of learners as co-participants in the
assessment process.
At the heart of this assessment framework is the recognition and deliberate
consideration of the learners' zone of proximal development (Vygotsky 1978).
Appropriate assessment is committed to ensure learners' success in moving from
guided to independent display of knowledge, understanding, and skills, and to enable
them to transfer this successfully in future situations. From this point of view,
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.

II. 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 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.
The teacher provides immediate feedback to students about their learning progress.
Classroom assessment also measures the achievement of competencies by the
learners.

There are two types of classroom assessment, namely, formative and summative.
A. Formative assessment may be seen as assessment for learning so teachers can It
is also assessment as learning make adjustments in their instruction. 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.
Formative assessment involves teachers using evidence about what learners know and
can do to inform and improve their teaching. Teachers observe and guide learners in
their tasks through interaction and dialogue, thus gaining deeper insights into the
learners' progress, strengths, weaknesses, and needs. The results of formative
assessments will help teachers make good instructional decisions so that their lessons
are better suited to the learners' abilities. 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 results,
however, are not included in the computation of summative assessment.
Formative assessment must also provide students with immediate feedback on how
well they are learning throughout the teaching-learning process. Recommendations on
how they can improve themselves should also be given by the teachers. 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.

B. Summative assessment, on the other hand, may be seen as assessment of

learning, which occurs at the end of a particular unit. This form of assessment usually
occurs toward the end of a period of learning in order to describe the standard reached
by the learner. Often, this takes place in order for appropriate decisions about future
learning or job suitability to be made. 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. Teachers must use methods to measure student learning that
have been deliberately designed to assess how well students have learned and are able
to apply their learning in different contexts. 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 identify and set the essential knowledge and understanding that
should be learned. They cover a specified scope of sequential topics within each
learning strand, domain, theme, or component. Content standards answer the question,
"What should the learners know?".
B. 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.
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 learning or understanding in different situations?"
4. "How do learners apply their learning or understanding in real-life contexts?" 5. "What
tools and measures should learners use to demonstrate what they know?"
C. Learning Competencies refer to the knowledge, understanding, skills, and attitudes
that students need to demonstrate in every lesson and/or learning activity.
D. Concept Development
The learning standards in the curriculum reflect progressions of concept development.
The Cognitive Process Dimensions adapted from Anderson & Krathwohl (2001) may be
a good way to operationalize these progressions. It 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,
Analyzing, Evaluating, and Creating. Each dimension is described in Table 1.

Table 1. Adapted Cognitive Process Dimensions*

Cognitive Process Descriptors

Dimensions
The learner can recall information and retrieve relevant
Remembering knowledge from long-term memory: identify, retrieve,
recognize, duplicate, list, memorize, repeat, reproduce

The learner can construct meaning from oral, written, and

Understanding graphic messages: interpret, exemplify, classify,
summarize, infer, compare, explain, paraphrase, discuss

Applying The learner can use information to undertake a procedure

in familiar situations or in a new way: execute, implement,
demonstrate, dramatize, interpret, solve, use, illustrate,
 convert, discover

The learner can distinguish between parts and determine

how they relate to one another, and to the overall structure
Analyzing
and purpose: differentiate, distinguish, compare, contrast,
organize, outline, attribute, deconstruct

The learner can make judgments and justify decisions:

Evaluating coordinate, measure, detect, defend, judge, argue, debate,
critique, appraise, evaluate

The learner can put elements together to form a functional

whole, create a new product or point of view: generate,
Creating hypothesize, plan, design, develop, produce, construct,
formulate, assemble, design, devise

*Adapted from Table 5.1 "The Cognitive Process Dimensions" (Anderson and Krathwohl
2001, pp. 67-68)
To align the assessment process with the K to 12 curriculum, the adapted Cognitive
Process Dimensions may be used as guide not only in lesson development but also in
the formulation of assessment tasks and activities.

IV. How are learners assessed in the classroom?

Learners are assessed in the classroom through various processes and measures
appropriate to and congruent with learning competencies defined in the K to 12 Some of
these processes and measures may be used for both curriculum. formative and
summative assessment, which have different goals. Learners may be assessed
individually or collaboratively.

Individual and Collaborative Formative Assessment

Individual formative assessment enables the learner to demonstrate independently what
has been learned or mastered through a range of activities such as check-up even and
electronic written exercises, performances, models, quizzes, presentations.
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.
Formative Assessment in Different Parts of the Lesson
Formative assessment may be integrated in all parts of the lesson. Basically, every
lesson has three parts: before the lesson, the lesson proper, and after the lesson.
Formative assessment conducted in each part serves a different purpose.
A. Before the Lesson
Formative assessment conducted before the lesson informs the teacher about the
students' understanding of a lesson/topic before direct instruction. It helps teachers
understand where the students stand in terms of conceptual understanding and
application. Formative assessment provides bases for making instructional decisions,
such as moving on to a new lesson or clarifying prerequisite understanding.
B. During the Lesson Proper
Formative assessment conducted during the lesson proper informs teachers of the
progress of the students in relation to the development of the learning It also helps the
teacher determine whether instructional competencies. strategies are effective. The
results of formative assessment given at this time may be compared with the results of
formative assessment given before the lesson to establish if conceptual understanding
and application have improved. On this basis, the teacher can make decisions on
whether to review, re-teach, remediate, or enrich lessons and, subsequently, when to
move on to the next lesson.
C. After the Lesson
Formative assessment conducted after the lesson assesses whether learning objectives
were achieved. It also allows the teacher to evaluate the effectiveness of instruction.
Students who require remediation and/or enrichment should be helped by the teacher
using appropriate teaching strategies.

Table 2 enumerates the purposes of formative assessments conducted before, during,

and after the lesson. It also shows examples of assessment methods. Teachers should
not limit the assessment methods they use to the examples provided in the table on
page 6.
Table 2. Purposes of Formative Assessment

Parts of Purpose Examples of

the Assessment
Lesson For the Learner For the Teacher Methods
 1. Know what s/he 1. Get information 1. Agree/disagree
knows about the about what the learner activities
topic/lesson already knows and can 2. Games
2. Understand the do about the new 3. Interviews
purpose of the lesson lesson 4.Inventories/checklists
and how to 2. Share learning of skills (relevant to the
Before Purpose intentions and success topic in a learning
Lesson do well in the lesson 3. criteria to the learners area)
Identify ideas or 3. Determine 5. KWL activities (what
concepts s/he misconceptions I know, what I want to
misunderstands 4. Identify what hinders know, what I learned)
4. Identify barriers to learning 6. Open-ended
learning questions
7. Practice exercises

1. Identify one's 1. Provide immediate 1. Multimedia

strengths and feedback to learners presentations
weaknesses 2. Identify what hinders 2. Observations
2. Identify barriers to learning 3. Other formative
learning 3. Identify what performance tasks
3. Identify factors that facilitates learning (simple activities that
help him/her learn 4. Identify learning can be drawn from a
4. Know what s/he gaps specific topic or
knows and does not 5. Track learner lesson)
know progress in 4. Quizzes (recorded
Lesson
5. Monitor his/her own comparison to but not graded)
Proper
progress formative assessment 5. Recitations
results prior to the 6. Simulation activities
lesson proper
6. To make decisions
on whether to proceed
with the next lesson,
re- teach, or provide
for corrective
measures or
reinforcements

After 1. Tell and recognize 1. Assess whether 1. Checklists

Lesson whether s/he met learning objectives 2. Discussion
learning objectives and have been met for a 3. Games
success criteria specified duration 4. Performance tasks
2. Seek support through 2. Remediate and/ or that emanate from the
remediation, enrich with appropriate lesson objectives
enrichment, or other strategies as needed 5. Practice
strategies 3. Evaluate whether
learning intentions and
 success criteria have
been met

The information or feedback gathered from formative assessment will help teachers
ensure that all learners are supported while they are developing understanding and
competencies related to curriculum standards. These also prepare them for summative
assessments. Teachers should keep a record of formative assessment results to study
the patterns of learning demonstrated by students. However, this should not be used as
bases for grading.

Summative Assessment
This form of assessment 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 Learners
synthesize their competencies articulated in the learning standards. knowledge,
understanding, and skills during summative assessments. The results of these
assessments are used as bases for computing grades.

Individual and Collaborative Summative Assessment

Learners may be assessed individually through unit tests and quarterly assessment.
Collaboratively, learners may participate in group activities in which they cooperate to
produce evidence of their learning. The process of creating a learning project is given
more weight or importance than the product itself.

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.

A. The Written Work component ensures that students are able to express skills and
concepts in written form. Written Work, which may include long quizzes, and unit or long
tests, help strengthen test-taking skills among the learners. It is strongly recommended
that items in long quizzes/tests be distributed across the Cognitive Process Dimensions
so that all are adequately covered. Through these, learners are able to practice and
prepare for quarterly assessment and other standardized assessments. Other written
work may include essays, written reports, and other written output.

B. The Performance Task component allows learners to show what they know and
are able to do in diverse ways. They may create or innovate products or do
performance-based tasks. Performance-based tasks may include skills demonstration,
group presentations, oral work, multimedia presentations, and research projects. It is
important to note that written output may also be considered as performance tasks.

C. Quarterly Assessment measures student learning at the end of the quarter. These
may be in the form of objective tests, performance-based assessment, or a combination
thereof.

Table 3 shows the components of summative assessment, their purposes, and when
they are given. The lists of sample summative assessment tools per learning area are
found in Appendix A.
Table 3. Components of Summative Assessment

Components Purpose When Given

Written 1. Assess learners' understanding of concepts and At end of the
Work (WW) application of skills in written form topic or unit
2. Prepare learners for quarterly assessments

Performanc 1. Involve students in the learning process individually At end of a

e or in collaboration with teammates over a period of lesson
Tasks (PT) time focusing on a
2. Give students opportunities to demonstrate and topic/skill
integrate their knowledge, understanding, and skills lesson
about topics or lessons learned in a specific real-life Several times
situation by performing and/or producing evidence of during the
their learning quarter
3. Give students the freedom to express their learning
in appropriate and diverse ways
4. Encourage student inquiry, integration of
knowledge, understanding, and skills in various
contexts beyond the assessment period

Quarterly Synthesize all the learning skills, concepts, and Once, at end
 Assessment values learned in an entire quarter of the quarter
(QA)

There must be sufficient and appropriate instructional interventions to ensure that The
evidence learners are ready before summative assessments are given. produced
through summative assessment enables teachers to describe how well the students
have learned the standards/competencies for a given quarter. These are then reflected
in the class record. The grades of learners are presented in a report card to show the
progress of learners to parents and other stakeholders.

Apendix A

Learning Areas Components

Written Work (WW) Performance Tasks (PT)

Languages A. Unit/Chapter Tests A. Products

B. Written output 1. Campaigns
1. Book/ article reviews 2. Case studies
2. Essays 3. Collages
3. Journals 4. Compositions
4. Letter writing 5. Literary analyses
5. Reaction/reflection 6. Multimedia productions
papers 7. Portfolios
6. Reports 8. Research projects
9. Story/poem writing

B. Performance-based
tasks
1. Debates
2. Interviews
3. Multimedia
presentations
4. Panel discussions
5. Presentations
6. Project making
7. Role plays
8. Speech delivery
9. Storytelling/reading
Math A. Unit/Chapter Tests A. Products
B. Written output 1. Diagrams
1. Data recording and 2. Mathematical
analyses Investigatory projects
2. Geometric and statistical 3. Models/making models
analyses of geometric figures
 3. Graphs, charts, or maps 4. Number representations
4. Problem sets B. Performance-based
5. Surveys tasks
1. Constructing graphs
from survey conducted
2. Multimedia presentation
3. Outdoor math
4. Probability experiments
5. Problem-posing
6. Reasoning and proof
through
recitation
7. Using manipulatives to
show math concepts/solve
problem
8. Using measuring
tools/devices
Science A. Unit/Chapter Tests A. Products
B. Written output 1. Investigatory projects
1. Concept maps 2. Models and diagrams
2. Data recording and construction
analyses 3. Prototype building
3. Laboratory reports and 4. Research papers
documentations
4. Reaction/reflection B. Performance-based
papers tasks
5. Surveys 1. Debates
2. Designing and
implementation of action
plans
3. Designing various
models
4. Doing scientific
investigations
5. Issue-awareness
campaigns
6. Laboratory activity
7. Multimedia
presentations
8. Simulation
9. Skills demonstration
10. Verification
experiments
Araling panlipunan A. Unit/Chapter Tests A. Products
B. Written output 1. Collages and diorama
1. Concept maps and making
organizers 2. Leaflet, poster, and
2. Essays slogan
3. Journals making
4. News writing 3. Map construction
5. News/article reviews 4. Research work
6. Reaction/ reflection 5. Timelines
papers
B. Performance-based
tasks
1. Community involvement
2. Debate
3. Interviews
4. Issue-awareness
campaigns
5. News reporting
6. Presentations and
multimedia
presentations
7. Role plays
8. Simulations

Edukasyon sa A. Unit/Chapter Tests A. Products

Pagpapakatao (ESP) B. Written output 1. Argument analyses
1. Essays 2. Expressing their feelings
2. Journal writing and ideas through art
3. Journal/article reviews activities
4. Reaction/reflection 3. Journal responses
papers 4. Letter writing
5. Song and poem writing

B. Performance-based
tasks
1. Issue awareness
campaigns
2. Presentations and
multimedia presentations
3. Role plays
4. Preparation of action
plans (Plano ng
pagsasabuhay)
5. Implementation of action
6. Situation analysis
(Pagsusuri plans
 (Pagsasagawa ng plano)

Music A. Unit/Chapter Tests A. Products

B. Written output 1. Creating simple musical
1. Essays arrangement
2. Reaction/ 2. Musical analysis/song
reflection papers reflection papers
3. Research paper 3. Musical research
4. Writing program notes

B. Performance-based
tasks
1. Multimedia
presentations
2. Musical presentation
3. Skills demonstration
(singing, playing musical
instruments)
Arts A. Unit/Chapter Tests A. Products
B. Written output 1. Art criticism and
1. Essays appreciation compilations
2. Reaction/ 2. Art exhibit
reflection papers 3. Art projects
3. Research paper 4. Portfolio

B. Performance-based
tasks
1. Art production
2. Multimedia
presentations
3. Portfolio
4. Skills demonstration
(drawing, coloring,
painting)
5. Stage/bulletin board
production

Physical Education (PE) A. Unit/Chapter Tests A. Products

B. Written output 1. Article/journal review
1. Essays 2. Personal fitness and
2. Reaction/ health logs
reflection papers 3. Portfolio
3. Research paper
B. Performance-based
tasks
1. Creating personalized
 exercise program
2. Physical activity
participation
3. Physical activity/fitness
assessment
4. Role plays
5. Skills demonstration

Health A. Unit/Chapter Tests A. Products

B. Written output 1. Journal responses
1. Essays 2. Personal fitness and
2. Journal/article review health
3. Reaction/reflection logs
papers 3. Portfolio
4. Research paper B. Performance-based
5. Journal writing tasks
1. Debates
2. Design and
implementation of fitness
and health program
3. Issue-awareness
campaigns
4. Role plays

Edukasyong Pantahanan A. Unit/Chapter Tests A. Products

at Pangkabuhayan/ B. Written output 1. Technical drawing
Technology and Livelihood 1. Essays output
Education 2. Diagrams, charts, and 2. Prototype building
models 3. Products/projects using
3. Work designs and plans locally available materials

B. Performance-based
tasks
1. Skills demonstration
2. Skills application
3. Laboratory exercises
4. Oral tests
5. Design, creation, and
layout of outputs/diagnose
and repair equipment