Midterm

Question 1

Also known as Policy Guidelines on
Classroom Assessment for the K-12 Basic
Education Program

Answer 1

DepED No. 8 s. 2015

Question 2

DepED No. 8 s. 2015 is also known as

Answer 2

Policy Guidelines on
Classroom Assessment for the K-12 Basic
Education Program

Question 3

Effective SY ____, the Policy Guidelines
on Classroom Assessment for the K-12 Basic
Education Program shall be implemented in
public elementary and secondary schools
nationwide.

Answer 3

2015-2016

Question 4

Non- DepEd schools are urged to implement
these policy guidelines as well.

They are permitted to modify the policy
guidelines according to school’s philosophy,
vision and mission with the approval of the
appropriate _______.

Answer 4

DepED Regional Office

Question 5

2 Theoretical Basis

Answer 5

1. Appropriate assessment is committed to
   a. ensuring learners’ success to move from guided
   to independent display of knowledge,
   understanding, and skills
   b. enabling learners to transfer knowledge,
   understanding and skills successfully in future
   situations
2. Assessment facilitates the development of
   learners’ higher order thinking and 21st-century
   skills

Question 6

Assessment in the K to 12 Basic Education
Program recognizes:

Answer 6

1. diversity of learners inside the classroom
2. the need for multiple ways of measuring their
   varying abilities and learning potentials
3. the role of learners as co-participants in the
   assessment process

Question 7

An integral part of curriculum implementation.

Answer 7

Classroom Assessment

Question 8

It allows the teachers to track and measure
learner’s progress and to adjust to the
instruction accordingly.

Answer 8

Classroom Assessment

Question 9

It informs the learners as well as the parents
and guardians of the learner’s progress.

Answer 9

Classroom Assessment

Question 10

It is a joint
process that involves
both teachers and
learners.

Answer 10

Classroom Assessment

Question 11

It should be in unity
with instruction

Answer 11

Classroom Assessment

Question 12

It is used to track learner
progress in relation to
learning standards and
development of 21st-century
skills

Answer 12

Classroom Assessment

Question 13

It provides bases for the
profiling of student
performance on the learning competencies and standards
of the curriculum.

Answer 13

Classroom Assessment

Question 14

It promotes selfreflection and personal
accountability among
students about their
own learning.

Answer 14

Classroom Assessment

Question 15

Classroom assessment is a process of:

Answer 15

identifying, gathering, organizing and interpreting
quantitative and qualitative information about
what learners know and can do.

Question 16

Classroom assessment
methods should be
consistent with:

Answer 16

curriculum standards

Question 17

It measures
achievement of
competencies by the
learners.

Answer 17

Classroom Assessment

Question 18

It is 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

Answer 18

Formative assessment

Question 19

According to the _____:
Formative assessment refers to ongoing forms of assessment closely linked to the learning process. It is informal

Answer 19

UNESCO-TLSF

UNESCO Program
on Teaching and Learning for a
Sustainable Future

Question 20

It provides immediate feedback to both learner and teacher.

Answer 20

Formative assessment

Question 21

It helps prepare learners for summative assessments.

Answer 21

Formative assessment

Question 22

Formative assessment is recorded and included as basis for grading.

True or False?

Answer 22

False

Formative assessment is recorded but not included as basis for grading.

Question 23

This guides instruction

Answer 23

Formative assessment

Question 24

This may be used as diagnostic assessment

Answer 24

Summative assessment

Question 25

Judgement of the strengths and weaknesses of instruction in the developing stage

Answer 25

Formative evaluation

Question 26

Measuring the extent to which the outcomes of a course are attained at the end of course

Answer 26

Summative evaluation

Question 27

This 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

Answer 27

Summative assessment

Question 28

This may be seen
as assessment of learning which
occurs at the end of a particular unit.

Answer 28

Summative assessment

Question 29

It usually occurs towards the end of
a period of learning in order to describe the standard reached by the
learner.

Answer 29

Summative assessment

Question 30

Ensures that students are able to express learned skills and concepts in written form.

Answer 30

Written work

Question 31

This may include essays, written report, long quizzes

Answer 31

Written work

Question 32

This allow learners to show what they know and are able to do in diverse ways.

Answer 32

Performance tasks

Question 33

In this component, learners may create or innovate products.

Answer 33

Performance tasks

Question 34

Written output may also be considered as this

Answer 34

Performance tasks

Question 35

This measures student learning at the end of the quarter

Answer 35

Quarterly assessment

Question 36

This may be in the form of objective tests, performance based assessment, or a combination thereof.

Answer 36

Quarterly assessment

Question 37

This cover a specified scope of sequential topics within each learning strand, domain, theme, or component.

Answer 37

Content Standards

Question 38

This answer the question “what should learners know?”

Answer 38

Content Standards

Question 39

This refer to the knowledge, understanding, skills, and attitudes that learners need to demonstrate in every lesson and/or learning activity.

Answer 39

Learning competencies

Question 40

This describe the abilities and skills that learners are expected to demonstrate in relation to the content standards and integration of 21st century skills.

Answer 40

Performance standards

Question 41

It occurs when teachers use inferences about student progress to inform their teaching.

Answer 41

Assessment FOR Learning

Question 42

It occurs when teachers use evidence of student learning to make judgements on student achievement against goals and standards.

Answer 42

Assessment OF Learning

Question 43

It occurs when students reflect on and monitor their progress to inform their future learning goals

Answer 43

Assessment AS Learning

Question 44

It is the idea of using
creative learning experiences to test
students’ skills and knowledge in
realistic situations.

Answer 44

Authentic assessment

Question 45

This measures
students’ success in a way that’s relevant
to the skills required of them once
they’ve finished your course or degree program

Answer 45

Authentic assessment

Question 46

This is where students
thoughtfully apply their acquired skills
to a new situation or environment

Answer 46

Authentic assessment

Question 47

Assessments are ____ if they are
realistic, require judgement and innovation and assess students’ ability to
effectively use their knowledge or skills
to complete a task

Answer 47

authentic

Question 48

This give students situation that occur in
real-world which require them to apply
their relevant skills and knowledge.

Answer 48

Authentic assessment

Question 49

It is often based on performance.

Answer 49

Authentic assessment

Question 50

According to ____, Authentic Assessment is a form of assessment on which students
are asked to perform real-world tasks
that demonstrate meaningful application of essential knowledge and skills

Answer 50

John Mueller (2011)

Question 51

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.

What assessment?

Answer 51

Authentic Assessment

Question 52

Directly reflects abilities than traditional
testing.

Answer 52

Authentic Assessment

Question 53

Aligns with transferable outcomes.

Answer 53

Authentic Assessment

Question 54

It starts with clear and definite criteria of
performance made known to the
students

Answer 54

Characteristics of Authentic Assessment

Question 55

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.

Answer 55

Characteristics of Authentic Assessment

Question 56

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) .

Answer 56

Characteristics of Authentic Assessment

Question 57

This often emphasizes performance and required
students to demonstrate their knowledge
skills, or competences in appropriate
skills.

Answer 57

Characteristics of Authentic Assessment

Question 58

It encourages both teachers and students to
determine their rate of progress in
cooperatively attaining the desired student’s
learning outcomes.

Answer 58

Characteristics of Authentic Assessment

Question 59

It encourages both teachers and students to
determine their rate of progress in
cooperatively attaining the desired student’s
learning outcomes.

Answer 59

Characteristics of Authentic Assessment

Question 60

It does not encourage rote learning and
passive thinking of tests.

Answer 60

Characteristics of Authentic Assessment

Question 61

It does not value only the finished products
which are learning outcomes but also the
process of learning

Answer 61

Characteristics of Authentic Assessment

Question 62

Asynchronous (offline discussion, blogs,
wikis, journal)
 Think, then share ideas
 Individual or group responses

Synchronous class discussions/ audio video
conference
 Builds a sense of immediacy
 Thinking on your own feet

Answer 62

Communication activities

Question 63

 Authentic environment,
challenges, constraints and
results
 Motivational components
 Highly engaging for learners but time consuming for instructors

Answer 63

Problems, Games, Simulations

Question 64

 Content creation
 Verify student technology skills in advance
 Creativity and Flexibility
 Groups or Individuals

Answer 64

Creative Products

Question 65

 Collections of work to demonstrate
progress and/or results
 Multiple file formats
 Capstone projects, graduate school or
employment applications

Answer 65

Portfolio Assessment

Question 66

Scoring matrix to rate varying degrees of
mastery according to specific criteria step.

Answer 66

Rubrics

Question 67

A guide that articulates the expectations for
an assignment and communicates the level
of quality.

Answer 67

Rubrics

Question 68

It is used to score student’s performance on
defined criteria and levels of quality,
intellectual or skill development.

 it can be simple or complex, qualitative or quantitative

Answer 68

Rubrics

Question 69

Importance of Rubrics in Assessing Student’s Performance

Answer 69

 It serves as an assessment tool.
 It serves as a mean to improve learning.
 It serves as a communication tool.

Question 70

Traditional assessment: selecting a response

Answer 70

Authentic Assessment: performing a task

Question 71

Traditional assessment: contrived/imagined

Answer 71

Authentic Assessment: simulation/real-life

Question 72

Traditional assessment: recalling/recognition

Answer 72

Authentic Assessment: construction/application

Question 73

Phase 1 of Authentic Assessment

Answer 73

Identify learner outcome

Question 74

Phase 2 of Authentic Assessment

Answer 74

Determine criteria and acceptable performance

Question 75

Phase 3 of Authentic Assessment

Answer 75

Implement supporting learning experiences and instructional activities

Question 76

Phase 4 of Authentic Assessment

Answer 76

Implement assessment strategies

Question 77

Phase 5 of Authentic Assessment

Answer 77

Evaluate results to determine attainment of outcome and ensure continuous improvement

Question 78

Importance of Authentic Assessment

Answer 78

Authentic assessments are Direct Measures

Authentic assessments captures Constructive Nature
of Learning

Authentic assessments integrate Teaching, Learning
and Assessment

Authentic assessments provides multiple paths to
demonstrations

Question 79

We cannot simply be fed knowledge. We need to construct our own meaning of the world, using information we have gathered and were taught and our own experiences with the world.

Answer 79

Authentic assessment captures constructive nature of learning

Question 80

In the authentic assessment model, the same authentic task used to measure the students’ ability to apply the knowledge or skills is used as a vehicle for student learning

Answer 80

Authentic assessment integrate teaching, learning, and assessment

Question 81

We all have different strengths and weaknesses in how we learn. Similarly, we are different in how we can best demonstrate what we have learned.

Answer 81

Authentic assessment provides multiple paths to demonstration

Question 82

How to create Authentic Assessment

Answer 82

Step 1: Identify the standards
Step 2: Select authentic tasks
Step 3: Identity the criteria for the task
Step 4: Create the rubric

Question 83

This is concerned with the actual
performance rather than the output or
product of the activity

Answer 83

Process Oriented Performance Based
Assessment

Question 84

It is an evaluation that depends on
teacher’s observation.

Answer 84

Process Oriented Performance Based
Assessment

Question 85

It is concerned with the actual task performance rather than the output of
the activity ( Navarro, et.al, 2013)

Answer 85

Process Oriented Performance Based
Assessment

Question 86

It evaluates the actual task performance.
It does not emphasize on the output or
product of the activity

Answer 86

Process Oriented Performance Based
Assessment

Question 87

This assessment aims to know what process a person undergoes when given
a task

Answer 87

Process Oriented Performance Based
Assessment

Question 88

Defined as groups or clusters of skills
and abilities needed for a particular task

Answer 88

Learning Competencies

Question 89

The learning objectives in process
oriented performance based assessment
are stated ___

Answer 89

indirectly observable
behaviours of the students.

Question 90

The objectives generally focus on behaviours which exemplify a “best practice” for a particular task.

Answer 90

Learning Competencies

Question 91

It range from a “beginner” or novice level up to the level of an expert.

Answer 91

Learning Competencies

Question 92

The teacher must ensure that the particular learning process to be observed contributes to the over-all understanding of the subject or course.

Answer 92

Task Designing

Question 93

It is a manner of how a task plan and its
workflow are organized.

Answer 93

Task Designing

Question 94

Accepted Standards for Designing a Task

Answer 94

❖ Identifying an activity that would highlight the competencies to be
evaluated.

❖ Identifying an activity that would entail
more or less the same sets of
competencies. If an activity would result
in too many possible competencies then
the teacher would have difficulty assessing
the student’s competency on task

❖ Finding a task that would be interesting
and enjoyable to students

Question 95

a scoring scale used to assess students performance along the task-specific
set of criteria

Answer 95

Rubrics

Question 96

A student’s aptitude on a task is determined by
matching the student’s performance against a
set of criteria to determine the degree to which
the student’s performance meets the criteria
for the task.

Answer 96

Rubrics

Question 97

articulates level of performance for each criterion so the
teacher can assess student performance
on each criterion

Answer 97

Analytic rubrics

Question 98

What scoring procedure in which products
or performance are evaluated for
selected dimensions, with each
dimension receiving a separate score.

According to

Answer 98

Analytic rubrics

(McTighe & Ferrara)

Question 99

It resembles a grid with the
criteria for a student product listed in the
leftmost column and with levels of performance listed across the top row often
using numbers and/or descriptive tags. The
cells within the center of the rubric may be left
blank or may contain descriptions of what the
specified criteria look like for each level of
performance.

When scoring with this type of
rubric, each of the criteria is scored
individually

Answer 99

Analytic rubrics

Question 100

2 Advantages of using Analytic Rubrics

Answer 100

❖ Provide useful feedback on areas of strength
and weakness.

❖ Criterion can be weighted to reflect the
relative importance of each dimension

Question 101

2 Disadvantages of using Analytic Rubrics

Answer 101

Takes more time to create and use than a
holistic rubric.

❖ Unless each point for each criterion is welldefined raters may not arrive at the same
score

Question 102

This consists of a single scale
with all criteria to be included in the
evaluation being considered together. With this rubric, the
rater assigns a single score based on an
overall judgment of the student work.

Answer 102

Holistic rubrics

Question 103

3 Advantages of Holistic Rubrics

Answer 103

❖ 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

Question 104

3vDisadvantages of Holistic Rubrics

Answer 104

❖ 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.

Question 105

3 Characteristics of Strong Rubric

Answer 105

•Focuses on skill acquisition, not task completion

•Creates a common, consistent language to
ensure comprehension and facilitate
conferencing (student-teacher, parentteacher, PLCs, etc.)

•Serves as a formative evaluation resource
allowing teachers to plan lessons and tailor
instruction around greatest areas of student
need

Question 106

It spells out what is expected of the student at
each level of performance for each criterion

Answer 106

Descriptors

Question 107

It tell students what performance looks like at
each level and how their work may be
distinguished from the work of others for each
criterion

Answer 107

Descriptors

Question 108

Why include levels of performance?

Answer 108

1. Clearer Expectations
   ❖ Students know what is expected of them and
   teachers know what to look for in student’s
   performance.

❖ Students better understand what good
performance on the task looks like if levels of
performance are identified.

2. More consistent and objective assessment
3. Better feedback

Question 109

It is a direct and systematic observation of the actual performance
of students based on the
predetermined performance criteria.

Answer 109

Performance Based Assessment

Question 110

Sometimes referred as “authentic assessment” or “alternative assessment”

Answer 110

Performance Based Assessment

Question 111

An alternative form of assessing the
performance of the students that represents a set of strategies for the application of knowledge, skills and
work habits through the performance
of tasks that are meaningful and
engaging to them

Answer 111

Performance Based Assessment

Question 112

Kind of assessment wherein the teacher views and score the final product made and not on the actual performance of making that product.

Answer 112

Product Oriented Performance Based Assessment

Question 113

It is more concern to the
outcome or the performance of the learner. It also focuses on achievement of the learner.

Answer 113

Product Oriented Performance Based Assessment

Question 114

It is the actual creation that
can be viewed or touched by teachers

Answer 114

Product

Question 115

An assessment where the actual students performance such as completed project or work that demonstrates level of task achievement.

Answer 115

Product Oriented Performance Based Assessment

Question 116

Targeted tasks that lead to a product or over-all learning outcome

Answer 116

Students Performances

Question 117

Behavior expectations targeting complex tasks that students are expected to achieve.

Answer 117

Target Tasks

Question 118

Include a wide range of student works
that target specific skills.

Answer 118

Products

Question 119

What level does the finished product or project illustrate the minimum expected parts or functions?

Answer 119

Beginner’s Level

Question 120

What level does the finished product or project contain additional parts
and functions on top of the minimum requirements which tend to enhance the final output?

Answer 120

Skilled level

Question 121

What level does the finished product contains the basic minimum parts and functions, have the additional features on top of the minimum and is aesthetically pleasing?

Answer 121

Expert level

Question 122

The project needs to be within the range of the ability of the
students.

Answer 122

Complexity

Question 123

The project or activity must be ___ to the students and
should lead to self-discovery of
information by the students.

Answer 123

Appeal

Question 124

The project needs to encourage students to exercise creativity
and divergent thinking

Answer 124

Creativity

Question 125

The project is produced to attain
a learning objective, thus
reinforcing learning

Answer 125

Goal-based

Question 126

A coherent set of criteria for students’
work that includes descriptions of level of performance quality on the
criteria

Answer 126

Scoring Rubric

Question 127

It is a descriptive scoring scheme developed by teachers or other educators to guide the analyses of the
processes or products of students’
efforts.

According to

Answer 127

Scoring Rubric

Brookhart, 1999

Question 128

Aims to know what processes a student undergoes when given a task

Answer 128

Process-oriented

Question 129

Aims to evaluate the result/outcome of a process

Answer 129

Product-Oriented

Question 130

the totality of features and characteristics of a
product that bears on its ability to satisfy given task.

Answer 130

Quality

Question 131

the use of imagination of original ideas,
especially on the production of artistic work

Answer 131

Creativity

Question 132

the completeness of the
product, including everything that is necessary.

Answer 132

Comprehensiveness

Question 133

the quality of state of being correct or
precise.

Answer 133

Accuracy

Question 134

the artistic of beautiful qualities of a
product.

Answer 134

Aesthetic