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1. PRINCIPLES OF
ASSESSMENT
Prepared by:
JULIE G. DE GUZMAN
EPS –I SCIENCE

2. CLASSROOM ASSESSMENT FOR KTO12
BASIC EDUCATION PROGRAM
 I. Theoretical Basis
 Classroom Assessment is a joint process that
involves both teachers and learners. It is an
integral part of teaching and learning. The
teachers provide appropriate assessment and
aims to holistically measure learners’ current and
developing abilities while enabling them to take
responsibility of 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.

3.  The K to 12 BEP, the heart of the
assessment framework is the
recognition and deliberate consideration
of the learners’ zone of proximal
development.
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 the future situations.
From this point of view, assessment
facilitates the development of learners’
higher –order thinking and 21th century
skills

4.  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 of the K to 12 curriculum.

5. What are the reasons for doing
assessment?
 Did you ever think of these questions?
 * How will my students’ learning be improved by
my tests?
 * Does the nature of my tests provide a user-
friendly feedback to my students?
 *Do the test results made it possible to track
progress in learning?
 *Do my tests motivate my students to learn?
 *Do my tests accurately communicate my
expectations and is most valued to my students?
 *Do my assessment provide a realistic estimation
of what they are able to do outside of the
classmate.

7.  Before constructing an assessment
test, identify and define the learning
competencies that are to be
measured. They should logically grow
with the Instructional Objectives in
which the test is to be measured. They
should also be aligned with the
educational standards

11. Formative & summative
assessment
 Formative Assessment may seen as assessment
for learning so that teacher can make adjustments
in their instruction, It is also assessment as
learning wherein students can reflect on their own
progress.
 Formative assessment may be given anytime
during the teaching and learning process, it’s a
way to check the effectiveness of instruction
 Summative Assessment, may be seen as
assessment as learning. This usually occur at the
end of a particular unit and towards the end of a
period of learning. It measures whether the
learners have met the content & performance
standard.

21.  The LEARNING COMMUNITY
 Initiatives:
 Ensure that students learn
 A culture of collaboration
 Focus on results

24.  “ Good teaching is more a giving of
right questions than a giving of right
answers”
 Josep Albers

25. Great TEACHers…..
 Treat students with respect and a caring attitude
 Present themselves in class as “real people”
 Spend more time working with small groups
throughout the day
 Provide a variety of opportunities for students
/pupils to apply & use knowledge & skills in
different learning situations
 Use active, hand-on student learning
 Vary instructional practices and modes of
teaching
 Offer real world, practical examples