the assessment under the k to 12 enhanced basic education curriculum program
TRANSCRIPT
THE ASSESSMENT UNDER THE K TO 12
Enhanced Basic Education Curriculum
Program
A. Philosophy
Assessment shall be used primarily as quality assurance tool to track student progress in the attainment of standards, promote self reflection and personal accountability for one’s learning, and provide a basis for the profiling of student performance
B. Nature and Purpose of Assessment
Holistic Standard-based
Emphasis is on the formative or de
velopmental purpose of quality assurance student
learning
Seeks to ensure that teachers will teach to the standards and students
will aim to meet or even exceed the standards
Standard-Based
•Assess for Attainment of Content Standard
Level 1 – KnowledgeLevel 2 – Process/SkillsLevel 3 – Understanding
• Assess for Attainment of Performance Standard
Level 4 – Products/Performances
HOLISTIC
C. Level of Assessment
LEVEL OF ASSESSMENT WHAT WILL I ASSESS
Knowledge (A) 15% Assess student’s knowledge of facts and definitions and information covered by competencies
Process / Skills (A) (25%) Assess student’s ability to convert
information to another form and demonstrate skills and procedures covered by competencies
Understanding (M) 30% Assess student’s ability to make meaning, generate the Big Idea, establish connections, draw inferences and conclusions covered by the standards
Product/ Performance (T) 30% Assess student’s ability to on his or her own transfer his or her understanding to real life situations original work according to the standards
Level of Assessment
Goal Types Action Verbs
Knowledge
Process/ Skills
Acquisition Of Knowledge & Skill
- Apprehend - Notice-Calculate - Paraphrase-Define - Plug in-Discern - Recall- Identify - State- Memorize - Select
UnderstandingMaking Meaning
coming to understanding
Analyze - Interpret-Compare - Justification-Contrast - Prove- Critique -Summarize- Defend - Synthesize- Explain - Test- Evaluate -Transfer- Generalize - Verify
Action Verbs for AMT
Level of Assessment
Goal Types Action Verbs
Product/ Performance
Transfer
Learning to new situation
- Adapt( based on feedback -- Adjust based on the result-Apply- Create--Design- Innovate- Perform Effectively- Self-assess- Solve --Trouble Shoot
Halimbawa
Halimbawa ( Process/ Skill)
KNOWLEDGE ASSESSEMENT
Araling Asyano
Quarter 1 Aralin 1
* Thist KNOWLEDGE because it requires students to “recall “Information
Process ASSESSEMENT Kasaysayan ng
Daigdig Ika-apat na Markahan Aralin 3
Gawain 8 is a under PROCESS because it requires students to perform cognitive operations on facts and information in the form of “application” and/ or
“establishing relationships”
ASSESSEMENT AT THE LEVEL OF Understanding
This under UNDERSTANDING because it requires students to see the main or enduring ideas s
IKA-APAT NA MARKAHAN
ARALIN BLG. 2: NASYONALISMO SA
SILANGAN AT TIMOG SILANGANG ASYA
GAWAIN 7
Performance ASSESSEMENT
POKUS NGAYON is under PERFORMANCE because it requires students to perform an
developmental /enabling / culminating activity..
Kasaysayan ng Daigdig Unang
Markahan Aralin 3
PRE-ASSESSMENT(Diagnostic: Prior Learning)
Holistic Assessment
Answers the questions:
1. What pre-requisite knowledge, skills and/or understanding do I need information on that, as teacher, I can build on to teach new knowledge and develop new skills and understandings that will enable my students to produce the expected product or performance?
2. What tools will be appropriate to collect information?
3. How will I use the results of the pre-assessment?
Knowledge Skills/Process Understanding Product/ Performance
Pre-Assessment
Should pre-assessment be made basis for grading?
Think about this:
NO! Pre-assessment is used to collect data as to where the teacher should start delivering the lesson. It is not a means to measure student’s “true achievement” that makes pre-assessment an “Assessment for Learning”
FORMATIVE ASSESSMENT(Developmental: Assessment of
Learning as Process)
Holistic Assessment
Answers the Questions:
1. How will I and my students to track their learning progress in relation to what they need to:
a. know? b. be able to do? And c. understand?
so that on their own, they will be able to produce the expected product or performance.
2. What teacher and student tools will be appropriate to collect such information?
3. How will I and my students utilize the results of the assessment?
Formative Assessment
Should formative assessment be made basis for grading the students ?
Think about this:
NO! Formative assessments is used to collect data to improve teaching or improve strategies. That makes
formative assessment an “Assessment for Learning”. It also helps students track their own progress that makes
it “Assessment as Learning”
SUMMATIVE ASSESSMENT(Evaluative: Assessment of
Learning as Outcome)
Holistic Assessment
Answers the questions:
1. How do I evaluate what has been learned in terms of:• knowledge (what students know)• process/skills (what students can do with what they know; how they make sense of the knowledge and information)• understanding (what meanings children have constructed or made); and• products and performances (how children use or transfer their understanding or learning to real-life situations)-
Summative Assessment
2. What criteria I will use?
3. What tools will be appropriate to evaluate products and performances?
4. How will I utilize the results of the evaluation?
Should summative assessment be made basis for grading the students ?
Think about this:
YES! Summative assessments is used to EVALUATE student’s true achievement . That makes summative
assessment an “Assessment of Learning”.