DepEd Order No. 8, Series of 2015 - Classroom Assessment PDF

DepEd Order No. 8, series of 2015 DURING Classroom Assessment students’ progress helps the teacher whether instructional Ongoing process of identifying about...

DepEd Order No. 8, series of 2015 DURING Classroom Assessment students’ progress helps the teacher whether instructional Ongoing process of identifying about strategies are effective what learners know and can do. AFTER joint process that involves both teachers and learners whether learning objectives were achieved integral part of teaching allows the teacher to evaluate the effectiveness of instruction ASSESSMENT SUMMATIVE ASSESSMENT a process used to keep track of learners’ progress at the end of particular unit or period recorded and are included in the ZONE OF PROXIMAL DEVELOPMENT (Vygotsky, computation of the final grade 1978) INDIVIDUAL SUMMATIVE ASSESSMENT assessment framework is the recognition and deliberate consideration of the learners demonstrate independently what has been learned or mastered ASSESSMENT OF LEARNING Ex: quizzes, written exercises summative assessment COLLABORATIVE SUMMATIVE ASSESSMENT using evidence of student learning to assess achievement against outcomes and Support each other’s learning. standards. Ex: role playing, games ASSESSMENT AS LEARNING SUMMATIVE ASSESSMENTS ARE CLASSIFIED INTO 3 COMPONENTS monitor their own learning WITTEN WORK ASSESSMENT FOR LEARNING Students are able to express learned skills formative assessment and concepts in written form. evidence about student knowledge PERFORMANCE TASK FORMATIVE ASSESSMENT Show they know, able to do in diverse ways ongoing forms of assessment closely linked Create or innovate products to the learning process Written output also considered informal provides feedback to both learner and QUARTERLY ASSESSMENT teacher Measures student learning end of the helps prepare learners for summative quarter recorded but not included as basis for Form of objective tests or combination grading thereof. BEFORE student understanding Assessment in the classroom is aimed at helping AUTHENTIC AND ALTERNATIVE ASSESSMENT students perform AUTHENTIC ASSESSMENT Learning standards comprise content standards, performance standards apply their knowledge and skills in a real- world context Learning competencies that are outlined in the measures what students know curriculum. ability to think critically TRADITIONAL ASSESSMENT CONTENT STANDARDS tools to provide information on student paper-and pencil tests Identify and set essential knowledge and basis for evaluating and grading students understanding ALTERNATIVE ASSESSMENT PERFORMANCE STANDARDS non-traditional assessment Describe the abilities and skills implement assessment task or activities that LEARNING COMPETENCIES refrain from using traditional Refer to the knowledge every lesson EXAMPLES OF ALTERNATIVE ASSESSMENT METHODS REMEMBERING 1. PERFORMANCE-ORIENTED ASSESSMENT recall information and retrieve relevant 2. PRODUCT-ORIENTED ASSESSMENT knowledge from long term memory PERFORMANCE ASSESSMENT UNDERSTANDING Perform a task or develop a product construct meaning from oral Apply what they have learned through task APPLYING performance use information to undertake a procedure in PORTFOLIO ASSESSMENT situations or in a new way Use of portfolios in a purposeful and ANALYZING systematic manner in order to document their progress can distinguish between parts and Collection of learning determine how they relate to one another Typically accompanied by a personal narratives/ reflections EVALUATING ALTERNATIVE STRATEGIES make judgements and justify decisions Assessing learning are assessment of CREATING noncognitive learning outcomes can put elements together to form a PERFORMANCE RUBRICS functional whole or create new product - a set of criteria to evaluate a student’s performance - fixed measurement scale and detailed description RATING SCALES - allow teachers to indicate the degree or frequency of the behaviors  - state the criteria and provide three or ASSESSMENT SHOUD REFLECT REAL-LIFE OR REAL- four response selection WORLD CONTEXTS CHECKLIST Should be authentic, is optimal if the - Usually offer a yes/no format in relation performance task to be demonstrated to student demonstration of specific similar to what expected in real world criteria - Record observations of individual, ASSESSMENT MUST BE COMPREHENSIVE AND group. HOLISTIC DIFFERENT MODELS OF ALTERNATIVE ASSESSMENT Performed using variety of strategies and tools design EMERGENT ASSESSMENT Conducted in multiple periods to assess focuses on determining the “effects” of learning overtime instruction on students. ASSESSMENT SHOULD LEAD TO STUDENT LEARNING AUTHENTIC ASSESSMENT Should be like classroom instruction allow performances that most closely Principle is consistent with the concepts of resemble real-world tasks or assessment for/as learning applications DEVELOPMENTAL ASSESSMENT focuses on determining the extent that students have developed their competencies from instruction PRINCIPLES IN ASSESSING LEARNING USING ALTERNATIVE METHODS ASSESSMENT IS BOTH PROCESS-AND PRODUCT- ORIENTED equal importance to student performance or product and the process they engage in to perform ASSESSMENT SHOULD FOCUS ON HIGHER-ORDER COGNITIVE OUTCOMES Valid and authentic, require students to demonstrate their knowledge ASSESSMENT CAN INCLUDE A MEASURE OF NONCOGNITIVE LEARNING OUTCOMES Psychomotor and affective outcomes are also important