LEVELS OF
ASSESSMENT FOR THE
LEVELS OF LEARNING
OUTCOMES
• Levels of assessment describe levels of the
learning outcomes which are (1) Knowledge,
(2) process or Skills, (3) Understanding, and (4)
Levels of Products or Performance. The levels of learning
Assessment outcomes are also used to describe the levels of
assessment.
for the levels
of Learning • Through the DepEd Order 73, s. 2012 levels of
learning outcomes are also the levels of
Outcomes assessments. In other words, the levels of
assessment follow also the levels of thinking
skills from lower level to higher level.
Levels of Learning
Percentage Value in
Outcomes/Assessm What to Test/Assess? Type of Assessment
Assessment
ent
Level 1 - Who, What, When, How, Pencil & Paper/ Non-
15%
Knowledge Why paper-and-pencil
Level 2 - Constructed meaning form Pencil & Paper/ Non-
25%
Process Skills Knowledge paper-and-pencil
Explanations,
Interpretations,
Applications, Empathy,
Level 3 -
Perspective, and Self Pencil & Paper 30%
Understanding
Knowledge. Big ideas,
principles, and
Placing Value to Assessment Results from
KPUP (D.O. 73. 2012) to Written Work,
Performance Task, Quarterly Exam (WW-
PT-QE) D.O 8, s. 2015.
• While the KPUP is still utilized in the grading
system, however, it has been slightly modified by
WW-PT-QE. A summative assessment is composed
of Written Work (WW), Performance Task (PT), and
Quarterly Assessment
Table 4- Components of Summative Assessment
Components Purposes When Given
1. Assess learners’ understanding of concepts
Written Work At the end of the
and application of skills in written form.
(WW) topic or unit.
2. Prepare learners for quarterly assessments
At the end of the
1. Involve students in the learning process lesson focusing on
individually or in collaboration with a topic/skill lesson
teammates over a period of time.
Performance 2. Give students opportunities to demonstrate Several times
Task (PT) and integrate their knowledge, understanding, during the quarter.
and skills about topics or lessons learned in a
specific real-life situation by performing
and/or producing evidence of their learning.
Table 4- Components of Summative Assessment
Components Purposes When Given
At the end of the
lesson focusing on
3. Give students the freedom to express their a topic/skill lesson
learning in appropriate and diverse ways.
Performance 4. Encourage student inquiry, integration of Several times
Task (PT) knowledge, understanding, and skills in during the quarter.
various contexts beyond the assessment
period.
Quarterly 1. Synthesize all the learning skills, concepts, Once, at the end of
Assessment (QA) and values learned in an entire quarter. the quarter.
Grades at the End of the School Year
and How These are Computed
Kindergarten
• Use of checklist, anecdotal
records, and portfolios are used
instead of numerical grades which
are based on Kindergarten
Curriculum Guide
Grades at the End of the School Year
and How These are Computed
Grade 1 to Grade 1.The average of the quarter grades
10 (Junior High) produces the end of the year grade.
2.The general average is computed by
dividing the sum of all final grades
by the total numbers of learning
areas. Each learning area has equal
weight.
Components Language, AP, ESP Science, Math MAPEH, EPP/TLE
Written Work 30% 40% 20%
Performance
50% 40% 60%
Task
Quarterly
20% 20% 20%
Assessment
Grades at the End of the School Year
and How These are Computed
Grade 11 and 1.The average of the Quarterly Grade
Grade 12 (Senior
work immersion/Research
produces the semester grade.
2.The general average is computed by
High)
dividing the sum of all semestral Final
Grades by the Total Number of Learning
Areas.
3.The Senior High School Grading
Components
Tech voc/TVL/SPORTS/
Academic Track
ARTS/DESIGN
ALL OTHER
OTHER work work
COre ALL ALL OTHER
Components SUBJECTS immersion/Resea immersion/Rese
subjects SUBJECTS SUBJECTS
rch arch
Written Work 25% 25% 35% 20% 20%
Performance
50% 45% 40% 60% 60%
Task
Quarterly
25% 30% 25% 20% 20%
Assessment
Reporting Summative Grades by
Quarter/Semester or End of the Year
• Interpretation of the numerical values for all subject
areas is based on the minimum initial grade of 60,
transmuted into an equivalent of 75 in the report
card. The numerical grades are described in the
different levels of proficiency in the different
competencies set in the subject areas.
Level of Proficiency Descriptors Grading Scale based on Transmuted Values
Advanced 90% and above
Proficient 85-89%
Approaching Proficiency 80-84%
Developing 75-79%
Beginning Below up to 74%
LESSON 5.3:
PLANNING,
IMPLEMENTING, AND
EVALUATING:
UNDERSTANDING THE
01 Analyze the relationship between planning
and implementing in curriculum
OBJECTIVES: development
02 Explain the connection of curriculum
implementation and evaluation
03 Discuss the interrelatedness of the
curriculum evaluation and curriculum
planning
04 Interpret the overall relationships of
planning, implementing, and
evaluating in curriculum development
The Evaluation Cycle: The Connections
• Planning, implementing, and assessing are three
processes in curriculum development that are
taken separately but are connected to each other.
• The cycle continues as each is embedded in a
dynamic change that happens in curriculum
development.
The Evaluation Cycle: The Connections
Plannin Implem
g enting
Evaluating
Key Idea: Planning is
an initial step in
curriculum
development. Plannin
g
Key Idea: Planning is an initial step in
curriculum development.
• Planning is an initial process in curriculum
development. It includes determining the needs
through an assessment. Needs would include those
of the learners, the teachers, the community, and
the society as these relate to the curriculum.
Key Idea: Planning is an initial step in
curriculum development.
• After the needs have been identified, the intended
outcomes are set. Intended outcomes should be smart,
specific, measurable, attainable, with result, and
within the frame of time. Intended outcome should be
doable, achievable, and desired. After establishing
these, then a curricularist should find out in planning
the ways of achieving the desired outcomes.
Key Idea: Planning is an initial step in
curriculum development.
• An example of a curriculum plan is a lesson plan.
It is a written document. Many planners would
say: “A good plan is half of the work done”. So, in
the curriculum development a well-written plan
ensures a successful implementation.
Key Idea: Planning is an initial step in
curriculum development.
• The end product of planning is a written document.
Some outputs of curriculum planning are lesson
plans, unit plans, syllabus, course design, modules,
books, instructional guides, or even a new wcience
curriculum plan.
Key Idea:
Implementation
continues after planning.
Implem
enting
Key Idea: Implementation continues
after planning.
• What should be implemented? The planned
curriculum which was written should be
implemented.
• It has to be put into action or used by a curriculum
implementor who is the teacher. Curriculum plans
should not remain as a written document. It will
become useless.
Key Idea:
Evaluation follows
implementation
Evaluating
Key Idea: Evaluation follows
implementation
• The focus of this chapter is an evaluation after
planning and implementation was done.
• It is very necessary to find out at this point if the
planned or written curriculum was implemented
successfully and the desired learning outcomes
were achieved.
Key Idea: What has been planned, should be
implemented and what has been
implemented should be evaluated.
• Finally, the PIE. The cyclical flow of the three processes
in curriculum development is very easy to remember
and follow. As a curricularist, these guiding ideas
clarify our understanding that one cannot assess what
was not taught, nor implement what was not planned.
• PLAN then IMPLEMENT then EVALUATE and the
next cycle begins.
THANK YOU
FOR
LISTENING!!!
