Sample Session Guide on

Classroom Assessment

Adhering to Standards
of Classroom Assessment
Objectives

At the end of the session, the teachers should be able to:

1. deepen their knowledge on the content, provisions, and standards set by
DO 8, s. 2015, DO 35, s. 2016, and DO 42, s. 2017, for their professional
development and teaching practice relevant to classroom assessment;
2. enhance their sense of accountability for improved learning outcomes
through more effective classroom assessment; and
3. make a quick assessment of their content knowledge on classroom
assessment.

Key Understandings

1. It is important that teachers recognize the value of classroom assessment

in improving instruction and in helping learners learn effectively. Policies
must be used to guide teachers’ adherence to the standards of classroom
assessment.
2. Teachers’ competencies in classroom assessment could be improved
through school-based professional development strategies, e.g., Learning
Action Cells (LACs).
3. Continuing professional development of teachers in classroom assessment
must be aligned with the standards set in Domain 5 (Assessment and
Reporting) of the Philippine Professional Standards for Teachers (PPST).
4. Understanding the following fundamental concepts in classroom
assessment is the first step in increasing content knowledge in this area.
• Classroom assessment is the ongoing process of identifying,
gathering, organizing, and interpreting quantitative and qualitative
information about what learners know and can do. It is an integral part
of curriculum implementation that allows teachers to track and
measure learners’ progress and to adjust their instruction accordingly.
It informs the learners, as well as their parents and guardians, of their
progress (DepEd Order No. 8, s. 2015).
• There are three types of assessment: pre-assessment/diagnostic,
formative, and summative assessment.
• There are various assessment tools and strategies to monitor,
evaluate, document, and report learners’ needs, progress, and
achievement. These assessment data inform and enhance the
teaching and learning process and programs. Teachers must provide
learners with the necessary feedback about learning outcomes. This
feedback informs the reporting cycle and enables teachers to select,
organize, and use sound assessment processes (PPST Domain 5,
2017).
Materials
answers.Thendiscuss their responses. Time Allotment
(See expected an
swers in italics
Annex A:each
after Activity Sheet
statement.) 1.1
Annex B: Activity Sheet 1.2 2 hours
KWLQ a. Chart
Assessment isdone onlyat the end of a unit of work or series of
lessons.(False. It should be done also at certain points of the ,lesson
References
such as informative assessment. )
b. Assessment focuses on whatmost is difficult to measure.(False. It
DO 8, s. 2015 (Policy Guidelines on Classroom Assessment for the K to 12
should address what is important to learn.
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Basic EducationisProgram)
c. Assessment an average of performances across a teaching period.
(False. Learning is a journey, and carefully designed summative
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DO 42, s. 2017
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2. Share insights gained from the activity. Empha size theimportance of
continuous professional learning and development for teachersfor effective
classroom assessment. Cite the LAC policy thaturages
Procedure enco teachers to
engage in LACs asa strategy for improving teachers’ practices on
classroom assess ment.
PRELIMINARY ACTIVITY (5 min)
ACTIVITY 2 (20 min)
1. Ask everyone to sit beside each other. Then instruct them to do the
following:
1. Form groups of fiveand have each group do the following.
a. “Feel” your seatmate by looking at each other from head to toe.
b. Say something to each other.
2.a. Have
Complete the chart briefly
below
.
the teachers describe what they did when they were seated
beside each other. (Expected answers: Sized up each other; appraised
each other; tried to assess what the other person would say or has said)
3. Good
Unlockpractices in assessment
the meaning Weakassessment.
of the word practices in assessment
(It comes from the Latin word
we are currently doing that
assidere, which means “to sit beside we should avoid doing
another.”)
4. Ask the teachers to share what they know about assessment. Have them
share
1) their ideas about the meaning’s
1) relevance to common ideas about
assessment. Use a metacard for each idea.
2) 2)
ACTIVITY 1 (15 min)
3) 3)
1. Let the teachers read each statement below (see Activity Sheet 1.1) and
4)
decide 4) (The statements are adapted from
whether it is true or false.
“Teachers Guide for Assessment,” ACT, 2011.) Let them justify their
b. Present and iscuss
d yourgroup’s responses with the other groups.
 2. Share insights gained from the activity.

ANALYSIS (20 min)

Present the following questions to the teachers then discuss their responses.

1. How do you know that your responses indicate good or weak practices in
assessment? (Expected answers: From pre-service education, trainings
attended, sample lesson plans, coaching/demonstrations by SHs, MTs,
peers, memos/DOs)
2. What do you know about DO 8, s. 2015, or the Policy Guidelines on
Classroom Assessment for the K to 12 Basic Education Program? (Allow
teachers to express what they know about the DO. Relate them to the
responses on good practices that they shared earlier.)
3. What do you know about the competency standards on assessment that
teachers are expected to know? (Let them say anything they know about
assessment. Point out the policy on PPST Domain 5 on Assessment and
Reporting Standards.)
4. What is the importance of having these policies on the teaching practice?
(These policies will guide teachers and ensure that their classroom
assessment practices adhere to the standards of the K to 12 curriculum.
They will also guide teachers on how to effectively track and measure
learners’ progress and adjust their instruction accordingly.)

ABSTRACTION (40 min)

1. Present the basic concepts in the following order:

a. Meaning of classroom assessment based on DepEd Order No. 8, s.

2015: “Classroom assessment is the ongoing process of identifying,
gathering, organizing, and interpreting quantitative and qualitative
information about what learners know and can do. It is an integral part of
curriculum implementation that allows teachers to track and measure
learners’ progress and to adjust their instruction accordingly. It informs
the learners, as well as their parents and guardians, of their progress.”

b. Types of Assessment: Preassessment or diagnostic assessment is

collecting information about learners’ strengths, needs, knowledge and
skills prior to instruction. Formative assessment refers to the gathering of
information about learners’ progress. It is known as assessment for
learning because it helps to improve instruction while learners learn.
Learners also develop an understanding of what is involved in their
learning and how to take responsibility for improving it. Summative
assessment is known as assessment of learning as it summarizes
learning that has occurred over a period for all learners. It is
 administered at the end of a block of learning to measure the extent
learners have mastered the content and performance standards; the
results of summative assessment are used as the basis for computing
grades.

2. Present the following important provisions of the policy on classroom

assessment.

a. What is classroom assessment?

1) Formative and summative assessment
b. What is assessed in the classroom?
1) Content standards
2) Performance standards
3) Learning competencies
4) Concept development (Bloom’s Taxonomy)
c. How are learners assessed in the classroom?
1) Through individual and collaborative formative assessment
2) Through formative assessment in different parts of the lesson
(before, during, after)
.
3. DO 35, s. 2016 (The Learning Action Cell as a K to 12 Basic Education
Program School-Based Continuing Professional Development Strategy for
the Improvement of Teaching and Learning) gives us the opportunity to learn
together to improve on our content and pedagogical knowledge focused on
classroom assessment.

4. It is also important to relate our own professional development to the PPST

Domain 5, Assessment and Reporting. This relates to processes associated
with a variety of assessment tools and strategies used by teachers in
monitoring, evaluating, documenting, and reporting learners’ needs,
progress, and achievement. This Domain focuses on the use of assessment
data in various ways to inform and enhance the teaching and learning
process and programs. It concerns teachers providing learners with the
necessary feedback about learning outcomes. This feedback informs the
reporting cycle and enables teachers to select, organize, and use sound
assessment processes.

5. The five strands of the PPST Domain 5 that teachers are expected to be
competent in are:
• Design, selection, organization, and utilization of assessment strategies
• Monitoring and evaluation of learner progress and achievement
• Feedback to improve learning
• Communication of learners’ needs, progress, and achievement to key
stakeholders
• Use of assessment data to enhance teaching and learning practices and
programs

6. Call the attention of the teachers to the available PPST Resource Package
Modules 10, 11, and 12 that they are expected to use for their enhancement
of the competencies expected of a proficient teacher. Module 10 (5.1.2):
 design, select, organize, and use diagnostic, formative and summative
assessment strategies consistent with curriculum requirements; Module 11
(5.2.2): monitor and evaluate learner progress and achievement using
learner attainment data; Module 12 (5.4.2) communicate promptly and
clearly the learners’ needs, progress and achievement to key stakeholders,
including parents/guardians

7. The need to be assessment literate (Chappuis, et al, 2012): Classroom

assessment literacy refers to “the knowledge and skills needed to gather
accurate information about student achievement, and use the assessment
process and its results effectively to improve achievement.”

What is an Assessment-Literate Individual?

Assessment literacy includes three big ideas: What someone knows about
assessment, what someone believes about assessment, and what
someone does with assessment.

An assessment-literate individual:
• understands the types and purposes of assessment;
• believes that assessment is an essential part of teaching and learning;
and
• utilizes data to drive informed decision-making for the success of every
child

APPLICATION (20 min)

1. Below is an adaptation of a KWL chart for learning. The entries in Column 1

are learning topics on professional development on classroom assessment
through LAC activities. Let the teachers accomplish the chart by following
these instructions:
a. Put a check in Column 2 (K) if you know much about a learning topic.
b. Put a check in Column 3 (W) if you want to know more about the topic.
c. Put a check in Column 4 (L) if you want to join a LAC group for
collaborative learning.
d. In Column 5 (Q), write new questions that you would like to be
addressed in the next learning activity.

Topic K W L Q
a. DepEd policies: DO 8, s. 2015; DO
35, s. 2916; DO 42, s. 2017
b. Reflecting on skills to improve
teaching
c. Principles of effective classroom
assessment and inclusive
assessment
d. The teaching, learning, and
assessment (TLA) process
e. Choosing assessment methods
f. Construction of rubrics
g. Activities for formative assessment,
e.g., concept maps, essays,
interviews, investigations, journals
h. Activities for formative assessment,
e.g., film analyses, oral
presentations, projects, role-plays,
surveys,
i. Asking effective questions
j. Constructive alignment in designing
formative assessment
k. Choosing appropriate assessment
recording methods
l. Making consistent judgements about
learning
m. Giving effective feedback
n. Using assessment results

2. Let some volunteers share their responses. Encourage the teachers to

attend the next LAC sessions on classroom assessment.

Closing

Close the session with this statement quoted from Grant Wiggins.

“The more you teach without finding out who understands the
concepts and who doesn’t, the greater the likelihood that only
already proficient learners will succeed.”
ANNEX A. Activity Sheet 1.1

Decide whether the statement is true or false. (The statements are adapted from
“Teachers’ Guide for Assessment,” ACT, 2011.) Justify your answers.

1. Assessment is done only at the end of a unit of work or series of lessons.

___________________________________________________________________

2. Assessment focuses on what is most difficult to measure.

___________________________________________________________________

3. Assessment is an average of performances across a teaching period.

___________________________________________________________________

4. Group assessment is giving the same mark or grade to each participant in a

group exercise.

___________________________________________________________________
5. Assessment is the same as grading.

___________________________________________________________________

6. Giving zero for unsubmitted work in the context of a learning achievement is

fair.

__________________________________________________________________
ANNEX B. Activity Sheet 1.2: KWLQ Chart

Below is an adaptation of a KWL chart for learning. The entries in Column 1 are
learning topics on professional development on classroom assessment through
LAC activities. Let the teachers accomplish the chart by following these instructions:
1. Put a check in Column 2 (K) if you know much about a learning topic.
2. Put a check in Column 3 (W) if you want to know more about the topic.
3. Put a check in Column 4 (L) if you want to join a LAC group for collaborative
learning.
4. In Column 5 (Q), write new questions that you would like to be addressed in the
next learning activity.

Topic K W L Q
a. DepEd policies: DO 8, s. 2015; DO 35,
s. 2916; DO 42, s. 2017
b. Reflecting on skills to improve teaching

c. Principles of effective classroom

assessment and inclusive
assessment
d. The teaching, learning, and
assessment (TLA) process
e. Choosing assessment methods
f. Construction of rubrics
g. Activities for formative assessment,
e.g., concept maps, essays,
interviews, investigations, journals
h. Activities for formative assessment,
e.g., film analyses, oral presentations,
projects, role-plays, surveys,
i. Asking effective questions
j. Constructive alignment in designing
formative assessment
k. Choosing appropriate assessment
recording methods
l. Making consistent judgements about
learning
m. Giving effective feedback
n. Using assessment results