PROF ED 6: - Provides feedback to students and

guides instruction.
UNIT 1: - Formative.
- To identify student misconceptions,
Flexible Assessment:
provide targeted instruction, and
- Characterized by giving students more
motivate students to learn.
control over how they are assessed.
- Classroom settings.
Classification of Assessment Methods:
- To compare students to themselves
Traditional:
over time.
- Used for many years to assess student
- To help students learn.
learning.
- Examples: formative assessments,
- Paper-based and focus on factual
such as exit tickets, peer reviews, and
knowledge.
self- assessments.
- Examples: multiple choice, true or
AS:
false, matching types, short answer,
- Assessment as an integral part of the
and essay tests.
learning process.
Authentic:
- Continuous.
- Assess student learning in a way that
- To help students understand their own
is meaningful and relevant to the real
learning, set goals, track their
world.
progress, and identify areas where
- Performance-based assessments.
they need additional support.
- Examples: performance tasks,
- In any setting where learning takes
portfolios, projects, simulations, and
place.
debates.
- To compare students to the learning
Assessment Types and Purposes:
objectives.
Diagnostic:
- To help students become self-directed
- Purpose: identify students’ strengths
learners.
and weaknesses at the beginning of a
- Examples: self-reflection, goal
unit.
setting, and portfolio assessment.
Formative:
OF:
- Purpose: provide feedback to students
- Measures student learning at the end
on their progress throughout a unit of
of a unit.
learning.
- Summative.
Summative:
- To decide about student placement,
- Purpose: measure students’ learning at
graduation, or admission to a
the end of the unit.
program.
Confirmative:
- High stakes testing situations.
- Purpose: confirm that students have
- To compare students to each other.
mastered the learning objectives of a
- To motivate students to learn.
unit.
- Examples: summative assessments,
Norm-referenced:
such as exams, quizzes, and projects.
- Purpose: compare students’
The Assessment Cycle:
performance to the other students’
1. Plan the assessment.
Criterion-referenced:
2. Gather evidence.
- Purpose: compare students’
3. Analyze the evidence.
performance to a set of standards.
4. Provide feedback.
Ipsative:
5. Adjust instruction based on the
- Purpose: compare students’
assessment results.
performance to their own previous
Test, Measurement, Assessment, and
performance.
Evaluation:
Assessment for, Assessment as, and
Test:
Assessment of Learning:
- To measure student learning.
FOR:
Measurement:
- To quantify student learning.
 Assessment: - Use of assessment practices that do
- Process of gathering, interpreting, and not discriminate against student.
using information about student Recent Trends and Focus:
learning. Standards-based Education:
Evaluation: - Based on clearly defined learning
- Process of making judgments about standards.
the quality of student learning. - Specify what students should know
and be able to do at each grade level.
Outcome-based Education:
- Influenced by the work of educational
theorists such as Ralph Tyler (Basic
Standardized Testing and High Stakes Principles of Curriculum), Benjamin
Testing: Bloom (Taxonomy of Educational
Standardized: Objectives), and William Spady
- Administered to a large group of (Outcome-based Education).
students using the same test questions - Focuses on what students are
and scoring criteria. expected to know and be able to do at
High-stakes: the end of their learning experience.
- Type of standardized testing that has Principle of Outcome-based Education:
significant consequences for students, 1. Clearly defined learning outcomes-
teachers, schools, or school districts. teachers and students should know
Subjective and Objective Measurements: exactly what they are expected to
Subjective: learn at the end of a unit course.
- Influenced by individual’s personal 2. Assessment aligned to learning
feelings, beliefs, and experiences. outcomes- assessments should
Objective: measure whether students have
- Is not influenced by individual’s achieved the learning outcomes that
personal feelings, beliefs, and have been defined.
experiences. 3. Opportunities for all learners- teachers
Subjective and Objective Assessments: should provide a variety of learning
Subjective: activities and assessments that are
- Based on the opinion or judgment of appropriate for all learners.
the assessor. 4. Continuous improvement- teachers
Objective: should regularly reflect on their
- Based on facts and evidence. teaching and adjust to ensure that they
High Quality Assessment Components: are meeting the needs of their
- Clear and appropriate learning targets: students.
should be aligned with the specific
learning targets that students are UNIT 2:
expected to achieve.
- Validity: should measure what it is Constructive Alignment:
supposed to measure. - Ensures that the learning activities,
- Reliability: should be consistent in its teaching methods, and assessment
results. methods are aligned with the learning
- Flexibility: be able to be used with a outcomes.
variety of students. - Designed to help students achieve the
- Informative: should provide useful learning outcomes.
information about students’ learning. - 3 components of constructive
Accountability and Fairness in Assessment: alignment:
Accountability: 1. Learning outcomes.
- Use of assessment data to make 2. Learning activities.
decisions about students, teachers, 3. Assessment methods.
schools, or districts. K-12 Assessment Guidelines:
Fairness:
 - Deped order no.8, 2015- on 1. Language: to communicate
classroom assessment. effectively in Filipino and English.
- Deped order no.55, 2016- on the 2. Mathematics: to solve
national assessment of student mathematical problems.
learning. 3. Science and Technology: to
- Deped order no.25, 2017- on the use understand the natural world and
of technology in assessment. to apply scientific knowledge to
Content and Performance Standards: solve problems.
Content: 4. Social Studies: to understand the
- Are descriptions of the knowledge human past and present, and to
and concepts that students should participate in civic life.
learn at a specific grade level or How the unpacking of learning
course. competencies was done in DepEd:
Performance: 1. The DepEd identified the essential
- Are descriptions of what students knowledge, skills, and attitudes that all
should be able to do at a specific learners need to acquire to succeed in school
grade level or course. and in life.
Competencies, Objectives, and Outcomes: 2. The DepEd organized these essential
- Competencies: broad descriptions of knowledge, skills, and attitudes into four
what students should be able to do at a domains: language, mathematics, science
certain level of proficiency. and technology, and social studies.
- Objectives: are specific, measurable 3. The DepEd broke down each domain into
statements of what students should be smaller, more manageable units of learning
able to do at the end of instructions. called learning objectives.
- Outcomes: are the results of learning. 4. The DepEd ensured that the learning
Characteristics of Objectives (SMARTER): objectives are aligned with the K to 12
S: specific Curriculum Framework and are based on the
M: measurable Philippine Basic Education Curriculum
A: achievable (BEC).
T: time-bound 5. The DepEd continuously refines and
E: evaluated updates the MELCs based on the feedback
R: rewarded of teachers, curriculum developers, and
Make objectives… subject matter experts.
- Engaging: objectives should be
something that students are interested
in.
- Transferable: the skills and
knowledge that students learn should
be applicable to other situations.
- Equitable: all students should have the
opportunity to achieve the objectives,
regardless of their background.
Unpacking of Learning Competencies in
Philippine Setting:
- Developed a framework called the
Most Essential Learning
Competencies (MELCs).
- MELCs: essential knowledge, skills,
and attitudes that all learners need to
acquire to succeed in school and in
life.
- MELCs are organized into four
domains: