ASSESSMENT OF LEARNING 1
ASSESSMENT OF LEARNING 1
Assessment of Learning 1
&
Monday
5:30 PM – 8:30 PM
Assessment of Learning 1
Jonathan D. Tolledo, MAEd, LPT
Instructor
Brgy. Catambungan, Infanta, Quezon
09505299144
Jonathan Dela Torre Tolledo [email protected] Nathan’s Classroom
Assessment of Learning 1
Mode of Learning
1. Modular with the support of Online Platform
2. Online Class
4 online meetings if applicable
3. Google Classroom
All LOA’s must be attached and FUA’s submitted
First Oral ( Video) , First and Final Written Examination
4. Group chats
Way of communications, queries and suggestions
Assessment of Learning 1
IMPORTANT DATES TO REMEMBER
DATE ACTIVITY
October 4, 2022 Orientation and Discussion ( Lesson 1-4 )
October 11, 2022 Discussion/ Clarification ( Lessons 5-8 )
October 18, 2022 First Oral(video) and Written Confirmatory
Examination
October 21, 2022 Deadline of Submission (FUA’s & LOA’s 1-8)
October 25, 2022 Discussion/Clarification ( Lessons 9-12 )
November 8, 2022 Discussion/Clarification ( Lessons 13-16 )
November 15, 2022 Final Confirmatory Examination
November 25, 2022 Deadline of Submission (FUA & LOA 6-10)
November 22- 25, 2022 Final Oral Examination (Via goggle meet)
Assessment of Learning 1
INTRODUCTION TO
EDUCATIONAL ASSESSMENT
Jonathan D. Tolledo, MAEd, LPT
Brgy. Catambungan, Infanta, Quezon
09505299144
Jonathan Dela Torre Tolledo [email protected] Nathan’s Classroom
Why do we need to study assessment
of learning as future educators?
THREE MAIN PURPOSES OF
ASSESSMENT
Assessment for Learning (AFL)
Occurs when teachers utilize assumptions
about student development to inform their
instruction.( formative)
Assessment of Learning (AOL)
When teachers utilize evidence of student
learning to evaluate student success in
relation to goals and standards.
(summative)
Assessment as Learning (AAL)
This occurs when students reflect on and
monitor their progress in order to
determine their future learning goals.
(self-assessment)
Who among the teachers described
below is doing assessment?
a. Mr. Tolledo who is administering a test to his students.
b. Sir Athan who is counting the scores obtained by the
students in his test
c. Sir Jonathan who is computing the final grade of the
students after completing their requirements.
d. Sir Nathan who is planning for a remedial instruction
after knowing that students perform poorly
What is measurement?
According to Navarro and Santos (2012), measurement is the
process of determining or describing the attributes or
characteristics of physical objects generally in terms of quantity.
When we measure, we use some standard instruments to find out
how long, heavy, hot, voluminous, cold, fast, or straight some things
are. Some instruments maybe ruler, scale, thermometer, or pressure
gauge.
When we measure, we are actually collecting quantitative
information relative to some established standards.
Types of Measurement
Measurement can be objective (as in testing) or subjective
(as in perception). Objective measurements are more stable
than subjective measurements in the sense that repeated
measurements of the same quantity or quality of interest will
produce more or less the same outcome. For this reason, many
people prefer objective over subjective measurements whenever
they are available (Navarro & Santos, 2012). Whether one uses
an objective or subjective assessment procedure, the underlying
principle in educational measurement is summarized by the
following formula:
What is Learning Assessment?
It is the process of gathering evidences of
student’s performance over a period of time to
determine learning and mastery of skills. Such
evidences of learning can take the forms of
dialogue record, journals, written work, portfolios,
tests, and other learning tasks.
Overall goal of Assessment
The overall goal of assessment is to improve
learning and provide students, parents, and
teachers with reliable information regarding
student progress, and the extent of the
expected learning outcomes (Navarro &
Santos, 2012).
What is evaluation?
It is a process designed to provide information that will
help us make a conclusion about a particular situation.
The end goal of the evaluation is to adopt, reject, or
revise what has been evaluated. It involves data
collection, analysis, and quantitative or qualitative
methods. Evaluation is often divided into two broad
categories: formative and summative (Santos, 2007).
Various Roles of Assessment
Summative Role
to determine the extent to which the
learning objectives for a course are met
and why.
Diagnostic Role
we are interested in determining the gaps in
learning or learning processes, hopefully, to
be able to bridge these gaps.
Formative Role
guides the teacher on his/her day-to-day
teaching activity. Should the topic be taught
again? It allows the teacher to redirect and
refocus the course of teaching a subject
matter.
Placement Role
plays a vital role in determining the
appropriate placement of a student both in
terms of achievement and aptitude. Aptitude
refers to the area or discipline where a
student would most likely excel or do well.
Assessment of Learning 1
THREE TYPES OF
LEARNING
Jonathan D. Tolledo, MAEd, LPT
Brgy. Catambungan, Infanta, Quezon
09505299144
Jonathan Dela Torre Tolledo [email protected] Nathan’s Classroom
The three main domains of learning are the cognitive
(thinking), the affective (social/emotional/feeling), and the
psychomotor (physical/kinesthetic) domain, and each has
a taxonomy associated with it. Taxonomy simply means
“classification”. These domains are organized into
categories or levels and arranged in hierarchal order from
the simplest to the most complex behavior.
1. COGNITIVE DOMAIN OF LEARNING
Categories Outcomes Verbs Learning Outcomes
1.1 Remembering: define, describe, identify, label, match, list, Recite the multiplication tables: match
name, outline, recall, recognize, reproduce, the word with the parts of the picture of
recall of previously learned information
select, state a sewing machine
1.2 Understanding: distinguish, estimate, explain, give example, Explain in one’s own words the stages in
comprehending the meaning, translation, and interpret, paraphrase, summarize the life cycle of a butterfly; distinguish
the different geometric figures
interpretation of instructions; state a problem in
one’s own word
1.3 Applying: apply, change, compute, construct, Use a mathematical formula to solve an
demonstrate, discover, modify, prepare, algebra problem: prepare daily menus for
using what was learned in the classroom in similar
produce, show, solve, use one week for a family of six
new situations
1.4 Analyzing: Analyze, compare, contrast, diagram, Observe a classroom and list down the
separating materials or concept into component differentiate, distinguish, illustrate, outline, things to be improved;
select differentiate the parts of the tree
parts to understand the whole
1.5 Evaluating: Compare, conclude, criticize, critique, Defend a research proposal; select the
defend, evaluate, relate, support, justify most effective solution; critique a class
judging the value of an idea, object, or material
demonstration
1. AFFECTIVE DOMAIN OF LEARNING
Categories/Levels Outcomes Verbs Learning Outcomes Statements
Receiving: select, point to, sit, choose, describe, follow, hold, Listen to others with respect, try to remember profile
identify, name reply and facts
being aware or sensitive to something and being
willing to
listen or pay attention
Responding: answer, assist, comply, conform, discuss, greet, help, Participate in discussions, knows the rules and
perform, practice, read, recite, report, tell, write practice them, question
showing commitment to respond in some concepts in order to understand then well
measure to the idea or phenomenon
Valuing: complete, demonstrate, differentiate, explain, follow, Demonstrate belief in the concept or process, show
invite join, justify, propose, report, share, study, ability to resolve
showing a willingness to be perceived as
perform
valuing or favoring certain ideas
Organizing: arrange, combine, complete, adhere, alter, defend, Accept responsibility, recognize the need for balance
explain, formulate, integrate, organize, relate, between freedom and responsible behavior, explain
arranging values into priorities, creating a
synthesize how to plan to solve the problem, prioritize time
unique value system by comparing, relating, and
effectively for family, work, and personal life
synthesizing values
problems/conflicts, propose a plan for improvement,
inform management/supervisor on matters that need
attention
Internalizing: act, display, influence, listen, discriminate, modify, Show self-reliance when asking, cooperate in group
perform, revise, solve and verify activities, demonstrate objectivity in problem
practicing value system that controls one’s
solving, revise judgment in light of new evidences,
1. PSYCHOMOTOR DOMAIN OF LEARNING
Assessment of Learning 1
VARIETY OF ASSESSMENT
INSTRUMENTS
Jonathan D. Tolledo, MAEd, LPT
Brgy. Catambungan, Infanta, Quezon
09505299144
Jonathan Dela Torre Tolledo [email protected] Nathan’s Classroom
It is best to use a variety of assessment
instruments or tools when assessing student
learning outcomes (Navarro & Santos, 2012).
Why?
1. Objective Examinations
(e.g. multiple-choice, true/false, matching, and simple recall)
• The advantage of using this type is that teachers are familiar with it,
although constructing high-quality test questions may be difficult.
2. Essay Examinations allow for students’ individuality and
expression, although it may not cover an entire range of
knowledge.
3. Written work (e.g reports, papers, research projects, reviews, etc.). This type
allows learning in the process, as well as in the completion of the process. The
disadvantage is that plagiarism may occur and written work is difficult to
quantify.
4. Portfolio assessment. Portfolios may either be a longitudinal portfolio that
contains reports, documents, and professional activities compiled over a
period of time, or a best-case/thematic portfolio which is specific to a certain
topic or theme
5. Assessment Rubrics. It is an authentic assessment tool that measures students’
work. It is a scoring guide that seeks to evaluate a student’s performance based on a
full range of criteria rather than a single numerical score. An authentic assessment tool
like rubric allows students to perform real-world tasks which are either replicas or
simulations of the kind of situation encountered by an adult citizen, consumers, or
professionals. Rubrics are used to assess non-objective test performances like
psychomotor tests and written reports.
•Rubrics have 3 common characteristics
1) Emphasis is on stated objectives
2) Performance is rated in a range
3) Include specific performance characteristics arranged in levels or degrees in which
a standard has been met
Rubrics are of two major types:
holistic and dimensional/analytical
Holistic rubric – covers the instrument as a whole;
students received an overall score based on a predetermined
scheme. It uses criterion-based standards by providing
descriptions of the different levels of performance like: Most
Acceptable, Very Acceptable, Acceptable, Barely Acceptable,
and Unacceptable.
Advantages of Holistic Rubrics
•Emphasis on what the learner is able to demonstrate, rather
than what s/he cannot do.
•Saves time by minimizing the number of decisions raters
make.
•Can be applied consistently by trained raters increasing
reliability.
Disadvantages of Holistic Rubrics
•Does not provide specific feedback for improvement.
•When student work is at varying levels spanning the criteria
points it can be difficult to select the single best description.
•Criteria cannot be weighted.
Dimensional/analytical rubric
yields sub-scores for each dimension, as well as
cumulative score which is the sum, either
weighted or “unweighted”. Weighted means points
allocation for every criterion. A dimensional rubric
utilizes multiple indicators of quality for academic
tasks that involve more than one level of skill or
ability.
Advantages of Analytic Rubrics
•Provide useful feedback on areas of strength
and weakness.
•Criterion can be weighted to reflect the
relative importance of each dimension.
Disadvantages of Analytic Rubrics
•Takes more time to create and use than a
holistic rubric.
•Unless each point for each criterion is well-
defined raters may not arrive at the same score
Assessment of Learning 1
ASSESSMENT OF LEARNING
OUTCOMES IN THE KTO12
PROGRAM
Jonathan D. Tolledo, MAEd, LPT
Brgy. Catambungan, Infanta, Quezon
09505299144
Jonathan Dela Torre Tolledo [email protected] Nathan’s Classroom
DepEd Order No. 31, s.2012 is a Policy Guidelines on the Implementation of
Grades 1 to 10 of the K to 12 Basic Education Curriculum (BEC) Effective
School Year 2012-2013.
The assessment process is holistic, with emphasis on the formative or
developmental purpose of quality assuring student learning. It is also
standards-based as it seeks to ensure that teachers will teach to the
standards and students will aim to meet or even to exceed the standards.
The students’ attainment of standards in terms of content and
performances, therefore, critical evidence of learning.
The assessment shall be done at four levels which are an adaptation of
the cognitive levels of learning. Weights are assigned to the levels.
Level of Assessment Percentage
Weight (%)
Knowledge 15 %
Process or skills 25 %
Understanding 30
Product/performances 30
TOTAL 100
1. “Knowledge” - refers to the substantive content of the curriculum, the facts, and information
that the students acquire.
2. “Process” - refers to cognitive operations that the student performs on facts and information
for the purpose of constructing meanings and understandings. This level is assessed through
activities or tests of analytical ability.
3. “Understandings” - refers to enduring big ideas, principles, and generalizations inherent to
the discipline, which may be assessed using facets of understanding. Assessment at this level
should require the ability to synthesize, generalize, and judge accordingly.
4. “Products/Performances” - refers to real-life application of understanding as evidenced by
the student’s performance of authentic tasks. At this level, students are expected to be able to
apply what has been learned in contrived or real situations.
DEPED ORDER NO. 8, S. 2015 (POLICY
GUIDELINES ON CLASSROOM ASSESSMENT FOR THE K TO
12 BASIC EDUCATION PROGRAM)
