1. THE ASSESSMENT UNDER THE K TO 12 Enhanced Basic Education Curriculum Program

2. A. Philosophy
Assessment shall be used primarily as quality assurance tool to track student progress in the attainment of standards, promote self reflection and personal accountability for one’s learning, and provide a basis for the profiling of student performance me

3. Holistic B. Nature and Purpose of Assessment
Standard-based
Seeks to ensure that teachers will teach to the standards and students will aim to meet or even exceed the standards
Emphasis is on the formative or de velopmental purpose of quality assurance student learning

4. Level 4 – Products/Performances
Standard-Based
Assess for Attainment of Content Standard
Level 1 – Knowledge
Level 2 – Process/Skills
Level 3 – Understanding
Assess for Attainment of Performance Standard
Level 4 – Products/Performances

5. HOLISTIC

6. C. Level of Assessment LEVEL OF ASSESSMENT WHAT WILL I ASSESS
Knowledge (A) 15%
Assess student’s knowledge of facts and definitions and information covered by competencies
Process / Skills (A) (25%)
Assess student’s ability to convert
information to another form and demonstrate skills and procedures covered by competencies
Understanding (M) 30%
Assess student’s ability to make meaning, generate the Big Idea, establish connections, draw inferences and conclusions covered by the standards
Product/ Performance (T) 30%
Assess student’s ability to on his or her own transfer his or her understanding to real life situations original work according to the standards

7. coming to understanding
Action Verbs for AMT
Level of Assessment
Goal Types
Action Verbs
Knowledge
Process/
Skills
Acquisition
Of Knowledge & Skill
- Apprehend Notice
Calculate Paraphrase
Define Plug in
Discern Recall
Identify State
Memorize Select
Understanding
Making Meaning
coming to understanding
Analyze Interpret
-Compare Justification
Contrast Prove
Critique Summarize
Defend Synthesize
Explain Test
Evaluate Transfer
Generalize Verify ee

8. Level of Assessment Goal Types Action Verbs
Product/ Performance
Transfer
Learning to new situation
Adapt( based on feedback
- Adjust based on the result
Apply
Create
-Design
Innovate
Perform Effectively
Self-assess
Solve
-Trouble Shoot

11. Halimbawa

14. Halimbawa ( Process/ Skill)

22. KNOWLEDGE ASSESSEMENT
Araling Asyano
Quarter 1
Aralin 1
* Thist KNOWLEDGE because it requires students to “recall “Information

23. Process ASSESSEMENT Kasaysayan ng Daigdig Ika-apat na Markahan
Aralin 3
Gawain 8 is a under PROCESS because it requires students to perform cognitive operations on facts and information in the form of “application” and/ or “establishing relationships”

24. ASSESSEMENT AT THE LEVEL OF Understanding
IKA-APAT NA MARKAHAN
ARALIN BLG. 2: NASYONALISMO SA SILANGAN AT TIMOG SILANGANG ASYA
GAWAIN 7
This under UNDERSTANDING because it requires students to see the main or enduring ideas s

25. Performance ASSESSEMENT
Kasaysayan ng Daigdig
Unang Markahan
Aralin 3
POKUS NGAYON is under PERFORMANCE because it requires students to perform an developmental /enabling / culminating activity..

27. (Diagnostic: Prior Learning)
Holistic Assessment
PRE-ASSESSMENT
(Diagnostic: Prior Learning)

28. Pre-Assessment Answers the questions:
1. What pre-requisite knowledge, skills and/or understanding do I need information on that, as teacher, I can build on to teach new knowledge and develop new skills and understandings that will enable my students to produce the expected product or performance?
2. What tools will be appropriate to collect information?
3. How will I use the results of the pre-assessment?
Knowledge
Skills/Process
Understanding
Product/ Performance

29. Think about this: Should pre-assessment be made basis for grading?
NO! Pre-assessment is used to collect data as to where the teacher should start delivering the lesson. It is not a means to measure student’s “true achievement” that makes pre-assessment an “Assessment for Learning”

30. (Developmental: Assessment of Learning as Process)
Holistic Assessment
FORMATIVE ASSESSMENT
(Developmental: Assessment of Learning as Process)

31. Formative Assessment Answers the Questions:
1. How will I and my students to track their learning progress in relation to what they need to:
a. know?
b. be able to do? And
c. understand?
so that on their own, they will be able to produce the expected product or performance.
2. What teacher and student tools will be appropriate to collect such information?
3. How will I and my students utilize the results of the assessment?

32. Think about this:
Should formative assessment be made basis for grading the students ?
NO! Formative assessments is used to collect data to improve teaching or improve strategies. That makes formative assessment an “Assessment for Learning”. It also helps students track their own progress that makes it “Assessment as Learning”

33. (Evaluative: Assessment of Learning as Outcome)
Holistic Assessment
SUMMATIVE ASSESSMENT
(Evaluative: Assessment of Learning as Outcome)

34. Summative Assessment Answers the questions:
1. How do I evaluate what has been learned in terms of:
knowledge (what students know)
process/skills (what students can do with what they know; how they make sense of the knowledge and information)
understanding (what meanings children have constructed or made); and
products and performances (how children use or transfer their understanding or learning to real-life situations) -

35. 2. What criteria I will use?
3. What tools will be appropriate to evaluate products and performances?
4. How will I utilize the results of the evaluation?

36. an “Assessment of Learning”.
Think about this:
Should summative assessment be made basis for grading the students ?
YES! Summative assessments is used to EVALUATE student’s true achievement . That makes summative assessment
an “Assessment of Learning”.