ASSESSMENT

MEMBERS:

ALICAWAY, PAUL JOSHUA

ASOQUE, RALPH L.

DACUGAN, SCHANNEL S.

FAILAGUTAN, JEREMIE B.

LUMANTAS, PAUL JOHN P.

December 2023
 Authentic Assessments

WHAT?
Authentic assessments involve the application of knowledge and skills in real-world
situations, scenarios, or problems. Authentic assessments create a student-centered
learning experience by providing students opportunities to problem-solve, inquire,
and create new knowledge and meaning.

Elements of Authentic Assessments

There are several elements to consider that make an assessment more “authentic”
(Ashford-Rowe, 2014; Grant, 2021; Wilson-Mah, 2019;), including:

1. Accuracy and validity – The accuracy of the assessment refers to how

closely it resembles a real-world situation, problem, disciplinary norm, or field
of study. The assessment validity refers to the alignment of grading criteria to
the learning objectives, transferable skills (e.g., communication, critical
thinking, etc.), workforce readiness skills, and disciplinary norms and
practices.
2. Demonstration of learning – The outcomes of an assessment should allow
students to demonstrate learning in ways that reflect their field of study, for
example, a performance or a product that is authentic to their future career.
Or the assessment should allow for student choice based on interests and
skills; for example, one group of students decides to create a podcast to
demonstrate their learning in general education coursework.
3. Transfer of knowledge – The assessment should provide the transfer of
knowledge from theory to practice and from one task or experience to
another. For example, students writing a blog post about a scientific principle
that was demonstrated in current events replacing a traditional essay or paper
on the scientific principle.
4. Metacognition – The process of reflecting on learning should be purposefully
planned for students to make connections to prior knowledge, experiences,
and different subject areas. For example, metacognition can be encouraged in
authentic assessments by asking students to evaluate their progress, self-
assess their product or performance, and reflect on their thought processes
and learning experiences during the authentic assessment.
5. Collaboration – The assessments should provide opportunities for interaction
that are aligned to the real-world situation. For example, if the task is typically
completed by a team in the field, then the assessment should be completed
collaboratively by a group.
6. Flexibility – The assessment should provide flexibility in the timeline and due
dates for meeting project benchmarks and deliverables to align with real-world
tasks. For example, if the task would take a few weeks to complete while
working full time then the timeline in the course should reflect this timing to
ensure authenticity and manageability.
 7. Environment and tools – The environment and tools used to provide the
assessment should be like the environments and tools in the students’ field of
study or aligned with a real-world situation. For example, students taking a
graphic design course utilizing software that is used in their field to create
typography, logos, etc., or medical students practicing authentic tasks in a
simulation room to mirror a hospital room.
Authentic assessments can also be referred to as alternative assessments or
performance-based assessments. All of these assessments are considered
“alternatives” to traditional high-stakes tests or research papers, and are based on
the constructivist theory where students actively construct new meaning and
knowledge.

Also, it is important to understand that authentic assessments can be used to assess

students both formatively (during instruction) and summatively (when the instruction
is over).
Types of Authentic Assessments
Authentic assessments can be designed using different teaching methods like
inquiry-based learning, project-based learning, problem-based learning, scenario-
based learning, or design-based learning. Select each of the headings below to learn
about how these teaching methods can support your design of authentic
assessments.

1. Inquiry-based Learning
Inquiry-based Learning
Inquiry-based learning involves the process of research and experimentation with
complex questions and problems. Inquiry-based learning is structured around
phases similar to the scientific method where students develop questions,
experiment, and evaluate.
Elements of Inquiry-based Learning
1.1 Identifying a problem or question.
1.2 Making predictions or formulating hypotheses.
1.3 Active construction of new knowledge through testing, research, and
experimentation.
1.4 Communication and discussion of results and new knowledge.
1.5 Evaluation of process, data interpretation, and self-reflection.
1.6 The focus of inquiry-based learning is scientific thinking and reasoning.
The process students use to discover new information can vary based on
the type of inquiry process you select to use in the course.

2. Problem-based Learning
Problem-based learning involves a dilemma or problem that needs to be solved. The
problem-based learning experience is structured around the research process and
the discovery of solutions.

Elements of Problem-based Learning

2.1 Application of learning to real-world situations – the context of the
problem.
2.2 Alignment of learning objectives – the purpose behind the problem.
2.3 Creates new knowledge while retrieving previous experiences and
knowledge – the investigation of solutions to the problem.
2.4 Communication of findings and/or collaboration with peers – the
discussion or defense of solutions to the problem.
2.5 Feedback and metacognition – how the problem improved student
learning.
2.6 The focus of problem-based learning is typically on the research journey
to solve real-world problems. This research journey involves an
examination of previous knowledge, collection of new information,
analysis, and determination of possible solutions. Grading of this type of
problem-based learning could center around the documentation of the
research process and the critical thinking used to determine solutions
based on research.

3. Scenario-based Learning
Scenario-based learning involves a real-world scenario that prompts student
learning. Scenario-based learning provides students opportunities to draw on
previous experience and knowledge to complete authentic tasks.

Elements of Scenario-based Learning

3.1 Realistic scenarios
3.2 Contextualize learning from theory to application
3.3 Incorporates retrieval of previous experience and knowledge
3.4 Completion of authentic tasks to address the scenario
3.5 Authentic tasks show alignment to learning objectives and workforce
readiness
3.6 The focus of scenario-based learning is the application of learning in real-
world scenarios through authentic tasks to demonstrate learning
objectives, workforce readiness, and transferable skills (e.g.,
communication, critical thinking, etc.). Grading of scenario-based learning
could be centered around the demonstration of learning objectives and
workforce readiness through authentic tasks.

4. Project-based Learning
Project-based learning involves student interest, choice, and autonomy to create a
student-centered experience. Project-based learning can be completed individually
or collaboratively. If project-based learning is completed collaboratively, then a group
of students works together to demonstrate the application of their collective
knowledge and experiences.

Stages of Project-based Learning

4.1 Project planning – the student or group determines how they will
demonstrate the learning objectives through a selected format (product or
performance).
4.2 Project starts – the student or group research topics aligned to learning
objectives and analyzes the research collected or practices skills and
prepares for the performance.
4.3 Formative feedback – the student or group receives formative feedback
on the project as well as self-assess their progress.
4.4 Completion of the project – the student or group adjusts the project based
on feedback and completes the product or performance preparation.
4.5 Presentation – the student or group presents the product or performance
to the class (synchronously or asynchronously).
4.6 Reflection – the student or group reflects on learning and experience for
metacognition and provides the instructor with feedback on the process.
4.7 Assessment of the project – the student or group receives feedback from
the instructor and/or peers and receives a grade on the project.
4.8 The focus of project-based learning is the application and assimilation of
knowledge that is demonstrated in a product or performance. Students
select the product or performance in project-based learning based on their
interests and skills. The final product or performance is used as the
summative assessment to confirm student outcomes and the project plan
will have a timeline for submitting deliverables for formative feedback.

5. Design-based Learning
Design-based learning (or design thinking) involves creativity, critical thinking, and
brainstorming to solve human-centered problems. Design-based learning provides
opportunities to collaboratively engage with peers to innovate and determine
solutions. The process students use to ideate can vary based on the type of design
process you select to use in the course.

Example of design-based learning

5.1 Empathize – students focus on human-centered experiences and learn
about their audience.
5.2 Define – students define personas (e.g., who will benefit from the
innovation, who will be the end user of the product or service, or who
might be the customers to attract), goals, and objectives.
5.3 Ideate – students brainstorm without judgment of ideas.
 5.4 Prototype – students develop an outline, sketch, flowchart, model, role-
play, etc.
5.5 Test – students implement the prototype and receive feedback (self, peer,
and instructor).
5.6 Reflect and redesign – students reflect on their learning process and
refine or redesign the prototype.
WHY?
Impact of Authentic Assessments
Authentic assessments have the potential to improve student self-efficacy (belief in
own capacity), performance, and learning.

1. Self-efficacy and confidence – in a review of research completed on fifteen

studies of project-based learning, 90% of the students reported improved
confidence and were optimistic that they could implement project-based
learning in future careers (Indrawn, 2019).
2. Higher grades – In a general education writing course, students who
participated in scenario-based learning showed consistently higher averages
(one to two letter grades higher) than students who did not receive scenario-
based learning (Golden, 2018).
3. Engagement and retention – authentic assessments have shown improved
student engagement and learner retention through participation in authentic
assessments.
4. Direct evidence – authentic assessments provide direct evidence of students’
learning and skills for instructors and students to better understand the
learning taking place and plan the next steps for instruction and learning.
5. Student diversity – authentic assessments allow students to demonstrate their
unique abilities, lived experiences, interests, and social identities.
6. Real-world artifacts – authentic assessments provide students with authentic
tasks that can be utilized in professional portfolios, resumes, or interviews.

Workforce Readiness and Graduate Attributes

Authentic assessments’ impact has also been viewed through the lens of workforce
readiness and graduate attributes. For example, in a project-based learning
experience, 78% of students reported that the experience prepared them to be
workforce ready because of the real-world practice they received through the
authentic assessment (Indrawn, 2019).

Several graduate attributes have been identified as outcomes of authentic

assessment participation (Foss, 2021; Indrawn, 2019; Karunanayaka, 2021; Elliott-
Kingston, 2018; Murphy, 2017; Rowan, 2012), including:
1. Open-mindedness – students who participate in authentic assessments learn to
be receptive to the diversity of ideas and multiple perspectives.
2. Comfort with ambiguity – students who participate in authentic assessments
learn to live with uncomfortableness as they construct new knowledge and
meaning.
3. Ability to engage in an iterative process – authentic assessments provide
students with opportunities to ideate, evaluate, and reflect on ideas and learning.
Students develop effective problem-solving skills through this iterative process
that includes idea incubation.
4. Creativity – authentic assessments positively reinforce students’ creativity
through the inquiry process.
5. Learn to fail – authentic assessments provide formative feedback to help
students build resiliency and strengthen their self-efficacy even when faced with
failure.
6. Take risks – authentic assessments encourage student risk-taking, and the
instructor provides a safe and supportive learning environment for taking risks.
7. Search for multiple answers – students learn how to brainstorm ideas and
develop numerous solutions to address problems.
8. Internally motivated – authentic assessments support students’ internal
motivation by providing opportunities for student choice based on their interests
and future careers. Students develop metacognition and self-regulation skills as
they reflect on their motivations, interests, and learning.
9. Take ownership of their learning – authentic assessments foster student
ownership and autonomy. Students develop scholarship and a commitment to
life-long learning through participation in authentic assessments.
10. Leadership – authentic assessments foster leadership, professionalism, and
decision-making skills as students self-direct their learning and performance.
11. Citizenship and empathy – in many cases, authentic assessments ask students
to reflect on an audience, end-user, or global community when solving a problem
or designing a product. These experiences help to foster citizenship and
empathy.
HOW?
Considerations for Authentic Assessments
There are several variables that you should consider as you begin to design an
authentic assessment:

The education and experience level of students – consider how you will support
students who may not have the professional skills yet to complete the authentic
tasks (see the Student Success during Authentic Assessments in the HOW section
of this guide).
1. The subjectivity of authenticity – consider how you will ensure that the designed
assessment is authentic to the students. Please note that authenticity is
subjective in nature; this means that what one person views as authentic might
 not be regarded the same by another (see the Elements of Authentic
Assessments in the WHAT section of this guide for ways to make your
assessment more authentic). Will you provide students with an opportunity to
give you feedback to improve authenticity? Will you engage with practitioners in
the field to ensure the authenticity of scenarios, problems, or prompts?
2. Complexity – consider how you will ensure that the assessment’s level of
complexity is aligned to the learning objectives, course outcomes, and real-world
situation, problem, or field of study.
3. Instructor’s role – consider how you will interact with students during the
authentic assessment (see the Student Success during Authentic Assessments
in the HOW section of this guide). How will you ensure that your role supports
the education and experience level of your students? Will you provide guidance,
facilitation, or direct instruction during the authentic assessment?
4. Student ownership and choice – consider what level of student responsibility and
choice that will be present in the authentic assessment. Will students have
minimal responsibility if you are using direct instruction, or will the students have
higher levels of responsibility if you are guiding student-directed inquiry? Will
students have the opportunity to choose how they will demonstrate their learning
with a final product or performance?
5. Formative feedback – consider how students will receive formative feedback
during the authentic assessment. Who will provide the formative feedback
(instructor, TA, peers, or self)?
6. Manageability – consider the manageability of the authentic assessment
regarding class size and course modality.
6.1 In large class sizes consider incorporating authentic assessments through
partner or group work to reduce grading and feedback time as well as
encourage communication and collaboration skills of students.
6.2 In online courses consider incorporating asynchronous peer review to
provide opportunities for student interaction and feedback.
7. Alignment of assessments and instruction – consider how you will utilize
authentic learning instruction to support student achievement in authentic
assessments. For example, if using design-based learning during a group
assignment then consider utilizing design thinking during your lectures and
activities.
Authentic Assessment Products or Performances
There are numerous types of products and performances to choose from when
designing an authentic assessment. This is not an all-encompassing list of authentic
products or performances, but more of a starting point for ideas. Instructors should
also consider allowing students or groups to brainstorm ideas for products or
performances and self-select a format.

1. Writing for an Actual Audience

These are the examples of writing for an actual audience: an action plan, agenda,
analysis including gap, SWOT, and comparative analysis, an article for a
professional publisher, autobiography, biography, blog article, business report,
children’s story, editorial, email, executive summary, external document, fact sheet,
fictional short story, forecast, handbook, historical fiction, internal document for
communication like a memo, letter to someone specific, literary analysis, media
review, narrative, outline for meeting, training, or presentation, pamphlet or brochure,
podcast narrative, poetry, policy, presentation slides and speaker notes, proposal,
reflection, report, research paper, short story, song lyrics, and script for presentation,
skit, or role-playing.
2. Performances
These are the example of performances like conference presentation, dance
performance, debate, demonstration, dramatization, music performance, newscast,
oral report, panel discussion, play performance, podcast, poetry performance,
presentation, recorded interview, role-playing, routine such as exercise, cheer,
aerobic, or gymnastics routine, skit, speech, teaching a skill, training, video
presentation, workshop.
3. Design of Products
These are the examples of designing a products like blueprints, diagrams, dioramas,
drawings or sketches, flowcharts, physical models, and project plans.

4. Creation of Products
These are the example of creation of products including animation videos,
assessment tools like checklists and rubrics, dance choreography, data display via
spreadsheets, drawings, infographics, multimedia presentations, musical pieces,
paintings, photographs, questionnaires, various resources, sculptures, surveys,
timelines, and visuals such as charts, graphs, and Venn diagrams.
5. Other Types
These are the other types of performance or products like experiments, peer
reviews, portfolios, scrapbooks, self-assessments, and work samples.
GETTING STARTED
The following steps will support you as you develop an authentic assessment:

1) The first step is to utilize backward design principles by aligning the authentic
assessments to the course learning objectives, disciplinary norms, practices, and
transferable or workforce readiness skills.
a) What should students know and be able to do?
b) What are your learning objectives and course outcomes?
c) Are there disciplinary norms or practices that should be incorporated into the
authentic assessment?
d) Are there transferable skills or workforce readiness skills that should be
incorporated into the authentic assessment?
2) The second step is to determine the goals of this authentic assessment.
a) Will the authentic assessment allow students to demonstrate proficiency in the
learning objectives as well as develop self-regulation and metacognition skills?
b) Will the authentic assessment have opportunities for practice and feedback?
c) Will the authentic assessment collect valid and reliable data to confirm student
outcomes?
2
3) The third step is to develop the authentic assessment by determining:
a) Authenticity – What elements of the assessment will make it authentic (see
Elements of Authentic Assessments in the WHAT section of this guide)?
b) Format – Will the format be a product or performance? Will the format be student-
selected or instructor-selected?
c) Students’ and instructor’s role – What will be the level of responsibility for student
ownership of learning? What forms of guidance and authentic learning will you
provide for student support?
d) Timeline and Progress – What will be the timeline for the authentic assessment?
How will progress be monitored by the students and instructor?
e) Deliverables – What items or elements of the authentic assessment will be
graded?
f) Feedback – What will be the frequency of feedback? Who will provide the
feedback? Will there be an opportunity for students to provide feedback to the
instructor on their experience?
g) Grading – What are the grading criteria for this authentic assessment? How will
these criteria be explained so that students understand the expectations?
4) The fourth step is to review data collected from the authentic assessment and
reflect on the implementation of the authentic assessment to inform continuous
improvements for equitable student outcomes.
Student Success during Authentic Assessments
A well-planned and communicated authentic assessment will help improve student
performance and student satisfaction during the authentic assessment.

1. Communication of Authentic Assessments

Consider providing an overview of the authentic assessment that demonstrates
alignment to the course and learning objectives, as well as possible disciplinary
norms and practices. This overview can also help explain how students’ participation
in the authentic assessment will provide them with the opportunity to practice
transferable and workforce readiness skills. Additionally, this information can help
create buy-in improving student motivation and engagement during the authentic
assessment.

1. Timeline
1. Consider creating a timeline of the authentic assessment that includes the
following information:
 2. Start date for authentic assessment
3. Due dates for the submission of deliverables
4. Dates for formative feedback and progress monitoring
5. The final due date for authentic assessment product or performance
6. Date for summative feedback and grade

2. Deliverables
Consider providing a detailed list of the required deliverables for the authentic
assessment. For example, if utilizing project-based learning then the deliverables
might include:

1. The project plans

2. Draft(s) of the project with formative feedback
3. Completed project
4. Presentation of project
5. Reflection on process
6. Self-assessment of final project and presentation
Expectations and Grading for Authentic Assessments

Grading Criteria
Defining grading criteria is one way to support students’ understanding of
expectations during the authentic assessment. Grading criteria refer to what students
will do (performance) and what instructors will measure and score. Once you have
determined what students will submit for grading (the deliverables) then you can
communicate expectations for each deliverable by listing the grading criteria and
total points for each criterion.

For example, if utilizing project-based learning then one deliverable might be the
project plan. The project plan might be worth 50 points and the grading criteria and
total points for each criterion might include:

Project question or problem – 10 points

Proposed materials or research – 15 points
Proposed product or performance – 10 points
Proposed process of design – 15 points
Rubrics
You might consider taking the grading criteria for a deliverable and expanding on the
information by utilizing a rubric. Rubrics can help you describe the varying levels of
performance for each grading criterion.

For example, you can describe the criterion: project question or problem (worth ten
points) in three levels of performance.

Proficiency – project question or problem is fully developed and demonstrates a

clear alignment to the learning objectives (ten points).
Developing – project question or problem is adequately developed and demonstrates
alignment to the learning objectives (seven points).
Needs revision – project question or problem isn’t developed enough to support the
project and/or is not aligned to the learning objectives. Please revise and resubmit
(six or fewer points).
The description of the performance levels will help students understand what the
expectations are for each component of the authentic assessment. You can develop
a rubric with one, two, three, or more levels of performance. The criterion
performance levels can be displayed in Blackboard by utilizing the rubric tool. Want
to learn more about rubrics and assessment tools in Blackboard? Please visit the
Blackboard Assessments & Grading page in the EdTech section of the CATE
website.

Facilitation and Guidance during Authentic Assessments

1. Facilitation
Consider the varying levels of student responsibility and instructor facilitation that
can be offered during an authentic assessment, examples include:

1.1 Direct instruction – the instructor provides the question or problem,

materials, process, or design, as well as directs the analysis and facilitates
the drawing of conclusions. This type of instruction provides the most
structure, scaffolding (support), and guidance during the authentic
assessment.
1.2 Structured authentic assessment – the instructor provides the question or
problem, materials, process, or design, but the students direct the analysis
with support from the instructor and draw conclusions based on their
analysis. This type of instruction allows for students to create new
meaning or knowledge while being guided through a structured authentic
assessment.
1.3 Guided authentic assessment – the instructor provides the question or
problem, and materials and the students determine the process or design,
as well as direct the analysis and draw conclusions. This type of
instruction allows for student autonomy with an instructor-selected focus
on a specific question or problem.
1.4 Student-directed authentic assessment – the instructor provides the
learning objectives or course outcomes, and then the students determine
the question or problem, materials, process or design, analysis, and
conclusions. This type of authentic assessment provides the least amount
 of structure but can still contain scaffolding and guidance from the
instructor through reminders and feedback.

Consider how you will encourage students’ ability to self-direct their learning while
providing them with appropriate levels of support and guidance to ensure their
success in the authentic assessment.

2. Guidance
There are several ways to provide support and guidance to students during an
authentic assessment, including:

2.1 Class discussion – add time for authentic assessment discussions around
progress, challenges, and achievements.
2.2 Peer review – provide opportunities for students to review their peers’
work and provide feedback.
2.3 Calendar – add the authentic assessment timeline to your course
calendar, so that students have due dates and progress monitoring dates.
2.4 Announcements – create reminders using the announcements tool in
Blackboard to support student progress monitoring as well as provide
students with resources.
2.5 Online office hours – designate specific online office hours for students to
drop in to ask questions and get support.
2.6 Resources – provide students with resources, including preferred
databases, and exemplar authentic assessments.

MATATAG CURRICULUM ASSESSMENT FOR PE AND HEALTH

Assessment
Assessment is a process that is used to keep track of learners' progress
in relation to learning standards and in the development of 21st-century
skills; to promote self-reflection and motivate them to keep on learning, and
to provide bases for profiling students' performance on the curriculum's
learning competencies and standards on whatever learning delivery
modalities the learners are accommodated.
Formative and summative assessments are used in the classroom.
Formative assessments are to be dominantly used in the classroom, and
learners undertake the assessment by themselves with the teacher's
guidance. Formative assessment may be viewed as an assessment for
learning, allowing teachers to make changes to their lessons. Summative
assessment is the evaluation of learning that occurs at the end of a unit. It
assesses whether students have satisfied content and performance
criteria. ( Reference: DepEd Order no. 8 s. of 2015, "Policy Guidelines on
Classroom Assessment for the K to 12 Basic Education Program”)
Physical Education and Health assessment is aligned with national
standards and established grade-level outcomes and is included in the
written Physical Education and Health curriculum, along with the different
department orders, i.e., DO 8, s. 2015 and DO 31, s. 2020, and
assessment practices set in the general assessment guidelines. It utilizes
different assessment practices relevant to Physical Education and Health,
like developmental and age-appropriate assessment. It includes evidence-
based practices that measure student achievement in all areas of
instruction, including physical fitness.
 Assessment is the process of gathering information that accurately
reflects how well a student is achieving the curriculum expectations. The
primary purpose of assessment is to improve student learning. Assessment
for the purpose of improving student learning is seen as both an “assessment
for learning” and an “assessment as learning.” As part of an assessment for
learning, teachers provide students with descriptive feedback and coaching
for improvement. Teachers engage in assessment as learning by helping all
students develop their capacity to be independent, autonomous learners
who can set individual goals, monitor their progress, determine the next
steps, and reflect on their thinking and learning.

As essential steps in assessment for learning and as learning, teachers

need to:
• plan assessment concurrently and integrate it seamlessly with instruction;
• share learning goals and success criteria with students at the outset of
learning to ensure that students and teachers have a common and
shared understanding of these goals and criteria as learning progresses;
• gather information about student learning before, during, and at or near
the end of a period of instruction, using a variety of assessment strategies
and tools;
• use assessment to inform instruction, guide next steps, and help
students;
• monitor their progress toward achieving their learning goals;
• analyze and interpret evidence of learning;
• give and receive specific and timely descriptive feedback about student
learning; and,
• help students to develop skills in peer assessment and self-assessment.

Three Methods of Assessment

1. Performance Assessment
Performance assessment is a method of documenting and evaluating
the work that pupils have completed over a specific period. It usually takes
the form of long, interdisciplinary problem-solving sessions. Expert panels
regularly assess the outcomes, which are commonly utilized for promotion,
distinctions, and graduation.
Performance task refers to an assessment task that "allows learners to
show what they know and are able to do in diverse ways (DepEd, 2015,
pp.7-8)." It must be designed to provide opportunities for learners to apply
what they are learning to real-life situations. The use of Integrative
Performance Tasks is highly encouraged. Integration in assessment
involves a sequence of linked assessments over several tasks. This is an
interdisciplinary approach to assessment based on combining, interpreting,
 and communicating knowledge from two or more competencies and or
disciplines. The diploma should be given after a successful final display of
expertise for graduation – an "exhibition." The school's program follows no
rigorous age grading because the diploma is granted when obtained. The
pupils' ability to demonstrate that they can perform significant things is
emphasized. Performance evaluations can be either short-answer or
extended- answer. Oral questions, conventional quizzes, tests, and open-
ended suggestions are all examples. Projects
Projects are intended to develop and harness a variety of abilities in
students, who may work independently or in groups to achieve the goals
that have been established. Students can work independently or in groups
to fulfill the objectives provided. An example is to design a wellness
program with an exercise and diet regimen.
2. Portfolios
In a portfolio assessment, students typically collect and curate samples of
their work, which may include projects, essays, artwork, presentations, or
any other artifacts that highlight their learning. The purpose of portfolio
assessment is to provide a holistic view of learner’s performance,
showcasing their abilities, creativity, critical thinking, and problem-solving
skills.
Computation of Grades of the revised MAPEH curriculum from
Grade 4 to Grade 10.
MAPEH will be computed as two (2) components (e.g., Music and Arts will
have a separate grade from P.E. and Health) and not anymore as four (4)
separate components. This will enable the teacher to focus more on
teaching, learning, and assessment processes since they will no longer be
computing grades for four (4) components. At the end of each quarter, the
two components will be averaged to compute the total grade for MAPEH.
The average of the total grades for each quarter will be the final grade for
the learning area.

Example:
Final Grade for
Q1 Q2 Q3 Q4
MAPEH
Music & Arts 90 91 92 95 -

Physical
Education & 91 90 93 96 -
Health
Average 91 91 93 96 93
Example of Assessment Strategies

The “ways of assessing” complement “ways of teaching” and aim to

support teachers in developing effective assessment practices in both
Music and Education and Physical Education and Health. The key to
selecting the most appropriate assessment relies on the establishment of
the clear purpose of the assessment itself, the identification of students
’misconceptions or gaps in their learning, and the usage of observations
of students during the course of learning activities, assignments, and
tests, to determine how learning can be improved. Below are specific
examples of assessment strategies that can enable teachers to understand
where students are in their learning. Assessments should also be based
on the integration of a range of types and sources of evidence.
• Self-Assessment and Evaluation and Student Journals - The self-
reflection of achievement and progression towards goals. It allows for
metacognitive thinking about their learning and personal reflection upon
their strengths and weaknesses. Student journals provide personal
accounts of student responses to learning activities, experiences, and
understanding.
• Peer Assessments - Individuals, peers, or a group of peers, provide
evaluative feedback on performance or activity.
• Group Activities - Cooperative activities that provide opportunities
for individual and peer learning. During group work, teachers should
stop at key points to check individual students' understanding.
• Authentic Performance Tasks - The demonstration of learning through
activities using virtual or actual settings, such as improvising appropriate
sounds, music, visual components, and artistic concepts and ideas using
media and technology for a selected part of a musical play in Arts and
Music Education and community fitness and wellness assessments for
Health and Physical Education.
• Tests or Quizzes - These may include verbal questioning, multiple-
choice, short-answer responses, or open-ended questions that
require longer, structured written responses.
• Written Work - This includes short and extended written tasks.
These may take the form of short responses, such as worksheets
with sentence or paragraph answers. Longer responses may include
essays, information reports, or imaginative texts, such as journal
entries. Learners may also conduct inquiry tasks in which they
develop questions; gather, analyze, and evaluate information;
communicate findings; and reflect upon their conclusions.
• Graphic Organizers - The demonstration of learning through making
connections, showing relationships, and concept- mapping of student
knowledge.
• Visual Representations - The demonstration of learning through
digital media and the like.
• Oral Performance Tasks - The demonstration of learning in practical
performance, role-play, simulations, creating original musical and artistic
works, and even structured discussions. Learner performance is
assessed using checklists, rubrics, or anecdotal records in the context of
the activities, which provide learners with the opportunity to develop
skills and awareness, with an increase in complexity as determined by
learners' ability and level progression.
• Conferences - Discussions or interviews that are conducted either
face-to-face or via audio and video recordings.

• Checklists - These are assessment tools that provide precise criteria

that instructors and students can use to measure skill development or
advancement. Checklists can help students study more effectively.
These tools allow students to participate actively, not just in their
evaluations but also in the learning process. Checklists can be used
with students from kindergarten to Grade 12 on any topic. Checklists
define abilities, attitudes, methods, and behaviors for evaluation and
provide a method for methodically organizing information on a student
or group of pupils. Checklists can also be used to inform a student's
parents about his or her progress. The simple act of making and
using a checklist may bring a level of order into a student's life that
was lacking before. Executive functions, which are the many cognitive
processes that students use to manage their own behavior, may be a
problem for children with learning disabilities and Attention-Deficit
Hyperactivity Disorder (ADHD). Thus, equipping them with techniques
to overcome these shortcomings is critical.

Appropriate assessments provide concrete evidence of whether students

have achieved grade-level outcomes, allow teachers to reflect on the
effectiveness of instruction, and provide evidence of program success.
Physical Education & Health teachers should track student progress across
grade levels using assessment data, demonstrating that students are
meeting standards and outcomes. Teachers should also provide a variety of
age-appropriate and grade-level opportunities for students to demonstrate
skill development and competency. They should not, however, use the
standards to compare students. The standards and outcomes consider
differences in cultural norms and access to resources outside of school
and include alternative activities to engage students. The standards
include modifications and adaptations for students with disabilities.
Physical Education & Health teachers may modify terminology when
implementing the standards to ensure that students understand the
concepts.
Assessment strategies in the Key Stage 2 (Grade 4-6), the assessment
shall strive to reinforce fundamental skills to a higher level and mastery
through active participation in various physical activities and a critical
analysis of health-related information. While Key Stage 3 (Grade 7-10) shall
concentrate on assessing higher-order thinking skills on physical activity
behaviors, dynamic interaction of personal and social factors, active
lifestyle, and proactive actions in various health and physical contexts.
Considering the developmental and age-appropriate learning
episodes, utilization of assessments such as checklists and rubrics must
be the focus of foundational competencies to master levels of personal
health, as well as basic and essential movement skills as prerequisites of
learning higher levels of skills. In Key Stage 2, learned skills are
deepened in preparation for high application in Key Stage 3. Moreover,
formative assessment in written form, performative and other appropriate
assessment strategies, peer assessment, and group assessment may
also be utilized to train learners in assessing other learners’ works and
performances. On the other hand, assessment in Key Stage 3 should
focus on the application of knowledge, skills, and attitude learned in the
lower key stages. Hence, the use of portfolio assessment, observation,
writing of essays, performing the learned skills in another context, and
projects, among others, may be employed. Hence, the development of
higher-order thinking skills, higher-order psychomotor skills, and higher-
order affective skills are ensured.

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