Chapter 1: Classroom Assessment for K-12 Basic Education Program Flashcards
Also known as Policy Guidelines on Classroom Assessment for the K-12 Basic Education Program
DepED No. 8 s. 2015
Non- DepEd schools are urged to implement these policy guidelines as well.
DepED No. 8 s. 2015
ensuring learners’ success to move from guided to independent display of knowledge, understanding, and skills
Appropriate assessment
enabling learners to transfer knowledge,
understanding and skills successfully in future situations
Appropriate assessment
Assessment facilitates the development of learners’ higher order thinking and 21st-century skills
Appropriate assessment
diversity of learners inside the classroom
K to 12 Basic Education Program
the need for multiple ways of measuring their varying abilities and learning potentials
K to 12 Basic Education Program
the role of learners as co-participants in the assessment process
K to 12 Basic Education Program
a joint process that involves both teachers and learners.
Classroom Assessment
It should be in unity with instruction
Classroom Assessment
It is used to track learner progress in relation to learning standards and development of 21st-century skills.
Classroom Assessment
It should be in unity with instruction
Classroom Assessment
It provides bases for the profiling of student performance on the learning competencies and standards of the curriculum.
Classroom Assessment
It promotes self-reflection and personal accountability among students about their own learning.
Classroom Assessment
a process of identifying, gathering, organizing and interpreting quantitative and qualitative information about what learners know and can do.
Classroom Assessment
a planned, ongoing process used by all students and teachers during learning and teaching to elicit and use evidence of student learning to improve student understanding of intended disciplinary learning outcomes and support students to become self-directed learners
Formative Assessment
refers to ongoing forms of assessment closely linked to the learning process. It is informal.
Formative assessment
provides immediate feedback to both learner and teacher.
Formative assessment
It helps prepare learners for summative assessments.
Formative Assessment
It is recorded but not included as basis for grading.
Formative Assessment
Judgment of the strengths & weaknesses of instruction in the developing stage.
Formative Evaluation
Measuring the extent to which the outcomes of a course are attained at the end of the course.
Summative Evaluation
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
Summative Assessment
may be seen as assessment of learning which occurs at the end of a particular unit.
Summative Assessment
It usually occurs towards the end of a period of learning in order to describe the standard reached by the learner.
Summative Assessment
occurs when teachers use inferences about student progress to inform their teaching.
Assessment for learning
occurs when students reflect on and monitor their progress to inform their future learning goals.
Assessment as learning
occurs when teachers use evidence of student learning to make judgements on student achievement against goals and standards.
Assessment of learning
the idea of using creative learning experiences to test students’ skills and knowledge in realistic situations.
Authentic assessment
measures students’ success in a way that’s relevant to the skills required of them once they’ve finished your course or degree program
Authentic assessment
is where students thoughtfully apply their acquired skills to a new situation or environment.
Authentic assessment
assessment on which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills
-John Mueller (2011)
Authentic Assessment
From teacher- centered to learner-centered class where the teacher play a major role to helps students to accept responsibility for their learning and become self evaluator.
Authentic Assessment
Also called Performance Based or Direct or Alternative assessments.
Authentic Assessment
Mimics real life situations.
Authentic Assessment
Directly reflects abilities than traditional testing.
Authentic Assessment
Aligns with transferable outcomes.
Authentic Assessment
It starts with clear and definite criteria of performance made known to the students.
Characteristics of Authentic Assessment
It is criterion-referenced rather than norm-referenced and so it identifies strengths and weaknesses but does not compare students nor rank their level of performance.
Characteristics of Authentic Assessment
It requires students to make their own answers to questions rather than select from a given options as in multiple choice items and requires then to use higher range of higher order thinking skills (HOTS) .
Characteristics of Authentic Assessment
Often emphasizes performance and required students to demonstrate their knowledge skills, or competences in appropriate skills.
Characteristics of Authentic Assessment
It does not value only the finished products which are learning outcomes but also the process of learning.
Characteristics of Authentic Assessment
*Communication Activities
*Creative Products
*Problems, Game Simulations
*Portfolio
Types of Authentic Tasks
*Asynchronous (online discussion, blogs, wikis, journal)
*Think, then share ideas
*Individual or group responses
Communication Activities
*Authentic environment, challenges, constraints and results
*Motivational components
*Highly engaging for learners but time consuming for instructors
Problems, Games, Simulations
*Content creation
*Verify student technology skills in advance
*Creativity and Flexibility
*Groups or Individuals
Creative Products
*Collections of work to demonstrate progress and/or results
*Multiple file formats
*Capstone projects, graduate school or employment applications
Portfolio Assessment
Scoring matrix to rate varying degrees of mastery according to specific criteria step.
Rubrics
*A guide that articulates the expectations for an assignment and communicates the level of quality.
*It is used to score student’s performance on defined criteria and levels of quality, intellectual or skill development.
RUBRICS
*It serves as an assessment tool.
*It serves as a mean to improve learning.
*It serves as a communication tool.
Importance of Rubrics
