5. HEALTH CURRICULUM
DEPARTMENT OF EDUCATION
1.Discuss / revisit the general principles of
classroom based assessment in the K to 12 Basic
Education Program DepEd. Order No. 8, 2015
2.Discuss the type of assessment and their uses
3.Explain the three (3) components of summative
assessment and their purpose
ASSESSMENT OF LEARNING OUTCOMES
6. HEALTH CURRICULUM
DEPARTMENT OF EDUCATION
What do you assess?
How do you assess?
How do you rate or give grade?
Reflect on the current learning assessment
practices in your school
ASSESSMENT OF LEARNING OUTCOMES
7. HEALTH CURRICULUM
DEPARTMENT OF EDUCATION
Learning Competency
Assessment
Tool
Type of
Assessment
Scoring
ASSESSMENT OF LEARNING OUTCOMES
8. HEALTH CURRICULUM
DEPARTMENT OF EDUCATION
ASSESSMENT OF LEARNING OUTCOMES
1. How did you assess these learning
competencies?
2. What type of assessment did you use?
3. Based on the result of the assessment,
how many were passed / failed?
4. Why?
9. HEALTH CURRICULUM
DEPARTMENT OF EDUCATION
K to 12 Learning
Standards
Pedagogies
Assessment
The
Learner
ASSESSMENT OF LEARNING OUTCOMES
11. HEALTH CURRICULUM
DEPARTMENT OF EDUCATION
1. Assessment should be aligned with objectives, learning standards,
and competencies.
2. Assessment should be more like instruction.
3. Assessment should recognize the diversity of learners, hence,
varied methods appropriate to the type of learners are utilized.
4. The Formative Assessment should scaffold the learners in
Summative Assessment.
5. Assessment results should be used by teachers to help students
learn better.
• 6. Assessment involves both teachers and learners.
ASSESSMENT OF LEARNING OUTCOMES
13. HEALTH CURRICULUM
DEPARTMENT OF EDUCATION
It is an ongoing process of identifying,
gathering, organizing, &
interpreting information about what
the learners know , understand, and
can do .
Principle 1ASSESSMENT OF LEARNING OUTCOMES
14. HEALTH CURRICULUM
DEPARTMENT OF EDUCATION
Classroom assessment is aimed at helping
students perform well in relation to learning
standards which comprise content standard
erformance standards and learning
competencies that are outlined in the
Curriculum.
ASSESSMENT OF LEARNING OUTCOMES
15. HEALTH CURRICULUM
DEPARTMENT OF EDUCATION
Content Standards-
identify and set the
essential knowledge and
understanding that
should be learned
Cover a specified scope of
sequential topics within
each learning strand,
domain, theme, or
component
Answer the question,
“What should the
learners know?
Performance Standards
– describe the abilities and skills that
learners are expected to demonstrate in
relation to the content standards and
integration of the 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.
Answer the questions:
“What can learners do with what they
know?”
“ How well must do their work?”
“How well do learners use their learning or
understanding in different situations?”
“How do learners apply their learning or
understanding in real-life contexts?
“What tools and measures should learners
use to demonstrate what they know?”
Learning
Competencies
refer to the
knowledge,
understanding,
skils, and
attitudes that
students need to
demonstrate in
every lesson
and/or learning
activity
ASSESSMENT OF LEARNING OUTCOMES
16. HEALTH CURRICULUM
DEPARTMENT OF EDUCATION
To align the assessment process with the K to 12 curriculum, the adapted
Cognitive Process Dimensions may be used as a guide in the formulation of
assessment tasks and activities.
ASSESSMENT OF LEARNING OUTCOMES
18. HEALTH CURRICULUM
DEPARTMENT OF EDUCATION
• Refers to ongoing forms of assessment that are
closely linked to the learning process.
• It is characteristically informal and intended to
help students identify strengths and weaknesses
in order to learn from the assessment experience.
• It can be given at any time during the teaching
and learning process.
• Provide students with immediate feedback on
how well they are learning through the teaching
learning process.
ASSESSMENT OF LEARNING OUTCOMES
19. HEALTH CURRICULUM
DEPARTMENT OF EDUCATION
• The result of the formative assessment will help
teachers make good instructional decision so that
their lessons are better suited to the learners’
abilities
• It is important to record formative assessment by
documenting and tracking learners’ progress
using systematic ways that can easily provide
insight into the student’s learning
• Formative assessment results are not included in
the computation of grades
Principle 2 & 3
ASSESSMENT OF LEARNING OUTCOMES
20. HEALTH CURRICULUM
DEPARTMENT OF EDUCATION
• Measures whether learners have met the content
performance standards.
• Recorded and used to report on the learners’
achievement / bases for computing grades
• Primarily, the results of the summative assessment
are reported to the learners and their
parents/guardians.
ASSESSMENT OF LEARNING OUTCOMES
21. HEALTH CURRICULUM
DEPARTMENT OF EDUCATION
Quantity of work/Presentation
Marking/Grading
Comparing students
Quality of learning
Advice for improvement
Identifying individual
progress
www.govwentworth.k12.nh.us/ASSESSMENT.ppt
ASSESSMENT OF LEARNING OUTCOMES
22. HEALTH CURRICULUM
DEPARTMENT OF EDUCATION
• Through various processes and measures
appropriate to and congruent with learning
competencies defined in the K to 12 curriculum
• Learners may be assessed individually and
collaboratively.
ASSESSMENT OF LEARNING OUTCOMES
23. HEALTH CURRICULUM
DEPARTMENT OF EDUCATION
• Demonstrate independently what has
been learned and mastered through
range of activities
Learners participate in group activities in
which they cooperate to produce
evidence of their learning
ASSESSMENT OF LEARNING OUTCOMES
24. HEALTH CURRICULUM
DEPARTMENT OF EDUCATION
INDIVIDUALLY
COLLABORATIIVELY
• Check-up Quizzes
• Written exercise
• Performance
• Models
• Electronic Presentation
• Discussion
• Role Playing
• Games
• Other Group Activities
• Unit Test
• Quarterly
Assessment
• Group Project
ASSESSMENT OF LEARNING OUTCOMES
25. HEALTH CURRICULUM
DEPARTMENT OF EDUCATION
When to
administer
Before the
Lesson
During the
Lesson
After the
Lesson
Conducted
after the
unit / work
or at the end
of the entire
quarter
ASSESSMENT OF LEARNING OUTCOMES
29. HEALTH CURRICULUM
DEPARTMENT OF EDUCATION
Component
Written
Works (WW)
Performance
Task (PT)
Quarterly
Assessment
(QA)
ASSESSMENT OF LEARNING OUTCOMES
30. HEALTH CURRICULUM
DEPARTMENT OF EDUCATION
Components of Summative Assessment
Performance
Tasks
Quarterly
Assessment
Written
Work
Ensures that students
are able to express skills
and concepts in written
form
May include long quizzes
and unit or long tests,
essays, written reports
and other written
output
Allow students to show
what they know and are
able to do in diverse
ways
Learners may create or
innovate products or do
performance-based
tasks
Written output may also
be considered as
performance tasks
Measures student learning at the end of the quarter
Maybe in the form of objective tests, performance-based
assessment, or a combinaiton thereof
ASSESSMENT OF LEARNING OUTCOMES
31. HEALTH CURRICULUM
DEPARTMENT OF EDUCATION
Performance
Tasks
Quarterly
Assessment
Written
Work
Purpose of Summative Assessment
Assess learners’
understanding of
concepts and
application of skills
in written form
Prepare learners
for quarterly
assessment
Given at the end
of the topic or unit
Involves learners in the learning
process individually or in colaboration
with teammates over a period of time
Give students opportunities to
demonstrate and integrate their
knowledge, understanding, and skills
about topics or lessons learned in a
specific real-life situation by
performing and /or producing
evidence of their learning
Give the students the freedom to
express their learning in appropriate
and diverse ways
Encourage student inquiry, integration
of knowledge, understanding, and
skills in various contexts beyond
assessment period
Given several times during the
quarter
Synthesize all the learning skills, concepts,
and values learned in an entire quarter
ASSESSMENT OF LEARNING OUTCOMES
42. HEALTH CURRICULUM
DEPARTMENT OF EDUCATION
• Standards and competency-based grading
system ( found in the CG)
• Based on the learner’s weighted score on
summative assessments
• Minimum grade to pass a learning area is 60,
which is transmuted to 75 in the Report card
• The lowest mark that can appear in the
Report Card is 60 for quarterly Grades and
Final Grades
ASSESSMENT OF LEARNING OUTCOMES
44. HEALTH CURRICULUM
DEPARTMENT OF EDUCATION
1
•Get the total score for each component
2
•Divide the total raw score by the highest possible score,
then multiply the qoutient by 100%.This will result in a
Percentage Score
3
• Convert Percentage Scores to Weighted Scores
• Multiply the Percentage Score by the weight of the
component indicated in Table 4 and Table 5 of the
Classrooom Assessment Policy
4
• Add the Weighted Scores of each component. The result will
be the Initial Grade.
5
• Transmute the Initial Grade using the Transmutation Table in Appendix
B of DepEd Order No. 8, s. 2015
ASSESSMENT OF LEARNING OUTCOMES
46. HEALTH CURRICULUM
DEPARTMENT OF EDUCATION
Written Work – 20 %
Weighted Score (WS) = 90.63 X 0.20
The Weighted Score for Written Work is 18.23
Performance Task – 60 %
Weighted Score (WS) = 83.33 X 0.60
The Weighted Score for Performance Task is 50.00
Quarterly Assessment – 20 %
Weighted Score (WS) = 80.00 X 0.20
The Weighted Score for Quarterly Assessment is 16.00
Component Weighted Score
Written Work = 18.23
Performance Task = 50.00
Quarterly Assessment = 16.00
Total : 84.23
The Initial Grade is 84.23
The Initial Grade is 84.23
The Transmuted Grade is 90
The Quarterly Grade in Health for 1st Quarter is 90.
This is reflected in the Report Card
ASSESSMENT OF LEARNING OUTCOMES
48. HEALTH CURRICULUM
DEPARTMENT OF EDUCATION
Grade
Level
Components
CoreSubjects
Academic
Track
Technical – Vocational and
Livelihood (TVL) Sports .
Arts and Design Track
Allothersubjects
WorkImmerssion/
Research/Business
EnterpriseSimulation/
Exhibit/Performance
CoreSubjects
WorkImmerssion
/Research//
Exhibit/
Performance
11 to
12
Written Work 25 % 25 % 35 % 40 % 20 %
Performance
Tasks
50 % 45 % 40 % 40 % 60 . %
Quarterley
Assessment
25 % 30 % 25 % 20 % 20 %
ASSESSMENT OF LEARNING OUTCOMES
49. HEALTH CURRICULUM
DEPARTMENT OF EDUCATION
The summary of learner progress is shown quarterly to
parents and guardians through a parent-teacher
conference, in which the report card is discussed.
ASSESSMENT OF LEARNING OUTCOMES
50. HEALTH CURRICULUM
DEPARTMENT OF EDUCATION
1. Summative Assessments are also given during remedial classes. These are computed,
weighted and transmuted in the same way as the Quarterly Grade.
2. The equivalent of the Final Grade for remedial classes is the Remedial Class Mark.
3. The Final Grade at the end of the School Year and the Remedial Class Mark are
averaged.
4. If the Recomputed Final Grade is 75 or better:
Grades 11 to 12
(for subjects that are pre-requisites
for other subjects)
Student is able to enroll in the higher level
learning area
5. If the Recomputed Final Grade is below 75:
Grades 11 to 12 Student needs to retake the subject.
Grades 11 to 12
(for subjects that are pre-requisites for
other subjects)
Student will not be allowed to enroll in the higher
level learning area
Usec for Programs and Projects
ASSESSMENT OF LEARNING OUTCOMES
51. HEALTH CURRICULUM
DEPARTMENT OF EDUCATION
ASSESSMENT OF LEARNING OUTCOMES
The goal of the K – 12 curriculum is to
holistically develop Filipinos with 21st century
skills.
The development of the learners’ cognitive
competencies and skills must be completed by
the formation of their values and attitudes
anchored on the Vision, Mission, and Core
Values of the DepEd.
The core values have been translated into
behavior statements.
55. HEALTH CURRICULUM
DEPARTMENT OF EDUCATION
ASSESSMENT OF LEARNING OUTCOMES
The School may craft additional indicators for the
behavioral statement
Schools must ensure that these are child-centered,
gender-fair, and age and culture appropriate
A non-numerical rating scale will be used to report on
learners’ behavior demonstrating the Core Values.
The class adviser and other teachers shall agree on
how to conduct these observation. & must be discuss
to the learners
57. HEALTH CURRICULUM
DEPARTMENT OF EDUCATION
Usec for Programs and Projects
ASSESSMENT OF LEARNING OUTCOMES
GROUP TASK : Assessment (Summative)
1. Prepare Assessment tool for the given LC base from the
three (3) component on the Summative Assessment.
2. Indicate how will you give score to the assessment tool
you prepared.
QUARTER
LEARNING
COMPETENCY
COMPONENT
OF
ASSESSMENT
ASSESSMENT
TOOL
SCORING
Written Work
Performance
Task
Quarterly
Assessment
Assessment should not be done superficially because we have to dig deeper in order to know the students better. We have to consider the individual differences of our learners.
Grouping will be based on your group during the DI session
For better assesing the student learning the department of education formulate DepEd Order no 8, s. 2016 entitled POLICY GUIDELINES ON THE CLASSROOM ASSESSMENT FOR THE K TO 12 BASIC EDUCATION PROGRAM
Assessment is a process that 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 learners about their own learnings
To provide basis for profiling of students performance on the learning competencies and standards of the curriculum
Various kinds of assessment shall be used appropriately for different learners who come from diverse context, such as cultural background and life experiences
It is important for teachers to always inform learners about the objectives of the lesson so that the OBJECTYIVES will meet or even exceed the standards
Provide immediate feedback to students about their learning progress
CA also measures the achievement of competencies by the learners
Learners have diverse needs that we have to addressed, modifying lessons that is tailored-fit to our students will make learning more meaningful
Learners have diverse needs that we have to addressed, modifying lessons that is tailored-fit to our students will make learning more meaningful
A tendency for teachers to assess quantity and presentation of work rather than quality of learning.
Greater attention given to marking and grading, much of it tending to lower self esteem of students, rather than providing advice for improvement.
A strong emphasis on comparing students with each other, which demoralizes the less successful learners.
Some suggested activities to be used
Before : It helps to inform the teacher about students understanding of the lesson/topic before direct instruction
: Basis of instructional decision – moving on to a new lesson or clarifying prerequisite understanding
During : It helps to informs teacher on the progress of the students learning
: It also help the teachers to determine whether instructional strategies are effective
After: To determine whether the learning objectives were achieved
: Allows the teacher to evaluate the effectiveness of instruction
: Determine whether students need or require remediation / enrichment base on the result
These are the purpose of the formative assessment before
NEXT SLIDE EXPLANATION
NEXT SLIDE EXPLANATION
Summative Assessment are classified into three components
WW : Is it Strongly recommended that item in long quizzes / test be distributed across the cognitive Process Dimensions
PT :
There must be a sufficient
These are some list of summative assessment tools per learning area, Teachers may use other appropriate tools specific to assessment task
These are some list of summative assessment tools per learning area, Teachers may use other appropriate tools specific to assessment task
These are some list of summative assessment tools per learning area, Teachers may use other appropriate tools specific to assessment task
These are some list of summative assessment tools per learning area, Teachers may use other appropriate tools specific to assessment task
These are some list of summative assessment tools per learning area, Teachers may use other appropriate tools specific to assessment task
These are some list of summative assessment tools per learning area, Teachers may use other appropriate tools specific to assessment task
These are some list of summative assessment tools per learning area, Teachers may use other appropriate tools specific to assessment task
These are some list of summative assessment tools per learning area, Teachers may use other appropriate tools specific to assessment task
