Decoding Assessment Innoteach

Counting Assessment Data: Validating
Evidences for Classroom-Based
Action Research

11/01/16
Day 1
Targets
Decoding Assessment in the Classroom context
DepEd Order No. 8: Its Application in the Classroom
Setting
Assessing the right Skill: How and Why
Workshop
Presentation and Critiquing

Unfolding the Curriculum Standards
Test Blueprint: Starting with the end in mind
Translating Standard for Assessment
Presentation of Outputs
Take Home: Encoding raw scores of a quarterly
exam
11/01/16

11/01/16
Day 2
Detecting Errors in the Assessment Process :
Application of Classical Test Theory
Getting the Meaning of Scores: Implication for
Planning and Intervention
Workshop and Presentation

11/01/16
EVALUATION
MEASUREMENT
ASSESSMENT

Concept Review:
Test, Measurement, and Evaluation
Test – instrument, protocol, or technique that measures
attribute of interest
Measurement – process of collecting data on attribute of
interest
Evaluation – process of interpreting the collected
measurement to make professional judgment of value or
worth

Test and Data
Test: An instrument or activity used to
accumulate data on a person’s ability to
perform a specified task. In kinesiology the
content of these tests are usually either
cognitive, skill, or fitness.
Data: The translation of behavior into a
numerical or verbal descriptor which is then
recorded in written form.

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CORE LEARNING
AREA STANDARDS
are the defined expectancies
for a particualar learning
area (e.g. English, Math,
Science, etc.)expressed as a
standard.

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KEY STAGE
STANDARDS
are the defined expectancies for the learners
at the end of each of the four (4) key stages of
learning: Key Stage 1 (at the end of Grade 3);
Key Stage 2 (at the end of Grade 6; Key Stage 3
(at the end of Grade 10); and Key Stage 4 (at
the end of Grade 12).

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GRADE LEVEL
STANDARDS
are the defined expectancies
for the learners in a
particular grade level.

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CONTENT STANDARDS
answer the question: “Whatanswer the question: “What
do we want the students todo we want the students to
know, be able to do, andknow, be able to do, and
understand?”understand?”

11/01/16
PERFORMANCE
STANDARDS
answer the questions: “What doanswer the questions: “What do
we want students to do with theirwe want students to do with their
learning or understanding?” andlearning or understanding?” and
“How do we want them to use“How do we want them to use
their learning or understanding?”their learning or understanding?”

11/01/16
LEARNING
COMPETENCIES
are the the specific skills, knowledge, and
attitudes in a particular learning area that
learners should develop and master in order
to meet the standards. These are the
unpacked content and performance
standards.

11/01/16
A SAMPLE ARTICULATION OF
STANDARDS AND
COMPETENCIES
FROM THE K TO 12 ENGLISH
CURRICULUM GUIDE

11/01/16
ENGLISH CORE LEARNING
AREA STANDARD FOR
ENGLISH
The learner demonstrates communicative
competence through his/her
understanding of literature and other text
types for a deeper understanding of
Philippine culture and those of other
countries.

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KEY STAGE STANDARD
Key Stage 3: Students should be
able to interpret, evaluate, and
represent information within and
between learning area texts and
discourses.

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GRADE 7 LEVEL
STANDARD
The learner demonstrates
communicative competence
through his/her understanding of
Philippine literature and other text
types for a deeper understanding
of Philippine culture.

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CONTENT STANDARD
The learner demonstrates understanding of: pre-The learner demonstrates understanding of: pre-
colonial Philippine literature as a means ofcolonial Philippine literature as a means of
connecting to the past; various reading styles;connecting to the past; various reading styles;
ways of determining word meaning; the soundsways of determining word meaning; the sounds
of English and the prosodic ffeatures of speech;of English and the prosodic ffeatures of speech;
and correct subject-verb agreement.and correct subject-verb agreement.

11/01/16
PERFORMANCE
STANDARDS
The learner transfers learning by: showingThe learner transfers learning by: showing
appreciation for the literature of the past;appreciation for the literature of the past;
comprehending texts using appropriate readingcomprehending texts using appropriate reading
styles; participating in converstations usingstyles; participating in converstations using
context-dependent expressions; producing Englishcontext-dependent expressions; producing English
sounds correctly and using the prosodic featuressounds correctly and using the prosodic features
of speech effectively in various situations; andof speech effectively in various situations; and
observing correct subject-verb agreement.observing correct subject-verb agreement.

11/01/16
LEARNING COMPETENCIES
SAMPLE
1. Recognize prosodic features: volume, projection, pitch,
stress, intonation, juncture, and speech rate that serve as
carriers of meaning.
2. Use the appropriate reading style (scanning, skimming,
speed reading, intensive reading, etc.) for one's purpose.
3. Observe correct subject-verb agreement.
4. Distinguish between oral and written language use.

11/01/16
WHAT WILL ENSURE THAT THE
COMPETENCIES, STANDARDS,
DESIRED OUTCOMES, AND GOALS
ARE EFFECTIVELY ATTAINED?

True Learning?
I TAUGHT THIS
DOG HOW TO
WHISTLE

I SAID I TAUGHT
HIM. I DIDN’T SAY
HE LEARNED IT.

It is assessment which helps
us distinguish between
teaching and learning.

Remember:
We make decisions and offer
interventions out of assessment
results…… hence, assessment process
should be valid and reliable.
11/01/16

11/01/16
K TO 12 ASSESSMENT
FRAMEWORK
DepEd Order Number 8,
Series of 2015

Assessment is Standards-Based
Align the kind of items you write based
on given standards.

Zone of Proximal Development
Unity of instruction and assessment

11/01/16
WHAT WILL BE ASSESSED
IN THE CLASSROOM?
The Learning Competencies
The Content Standards
The Performance Standards

Under the K to 12 curriculum, students will be assessed at
four levels and shall be weighted as follows: (DepEd Order
No. 73, S. 2012)
Level of Assessment Percentage Weight
Knowledge 15%
Process or Skills 25%
Understanding(s) 30%
Product/Performance 30%
TOTAL 100%

Levels of Assessment
Knowledge refers to the substantive content of the
curriculum.
Process/Skills refers to the cognitive operations that the
student performs on facts and information.
Understanding refers to enduring big ideas, principles and
generalizations inherent to the discipline.
Product/Performance refers to real-life application of
understanding.

40
Assessment Tasks
Knowledge - the use of traditional
tools, example, pencil and paper test
using :
◦Multiple choice
◦True or false
◦Matching type
◦Constructed response

41
Assessment Tasks
Process or Skills - outline,
organize, analyze, interpret, translate,
convert or express information in
another form or format.

42
Assessment Tasks
Understandings
facets of
understandings

Facet 5 – EMPATHY
Facet 6 – SELF- KNOWLEDGE
The Six Facets of Understanding
Facet 3 - APPLICATION
Facet 1 - EXPLANATION
Facet 4 - PERSPECTIVE
Facet 2 - INTERPRETATION

11/01/16 44
The Six Facets of Understanding (1)

The Six Facets of Understanding (2)

Assessment Tasks
Products &
Performances – are
authentic products or
performance tasks that a
student is expected to do to
demonstrate his/her
understanding.

ASSESSMENT CAN BE THROUGH
Traditional Assessments
-are objective tests given to the students to measure how much the
students have learned.
-contain different types of questions such as multiple-choice, true-false,
fill-ins, essays, sentence completions, matching response, etc.
Alternative Assessments
- observation, student journals, performance assessment,
project and investigation, open-ended questions, student
portfolio, interview, role play, checklist

LEVELS OF
ASSESSMENT
PRE-ASSESSMENT FORMATIVE
ASSESSMENT
SUMMATIVE
ASSESSMENT
Knowledge
Process/Skills
Understanding Not Applicable
Product/
Performance
Not Applicable (Optional)
SUBJECT: ________________________________
TOPIC: ________________________________

THREE-STAGE MODEL OF CLASSROOM
MEASUREMENT
CONTENT VALIDITY
Stage 1 Stage 2 Stage 3
OBJECTIVES ACTIVITIES ASSESSMENT
Assessment Tools must validly
measure instructional
objectives

What is Formative Assessment?
WHAT IS NOT FA?
Formative Assessment is not
an instrument, or event.
It is not used for grading!
It is not used as a punishment
for students if they misbehave.
WHAT IS FA?
Collection of practices that all
leads to student learning
improvement.
Tool for the teachers to determine
what they need to do to move the
learner forward.
A technique to help the students
optimize learning
(Black & William, 2003; Stiggins, 2002)

What is Formative
Assessment?
Formative assessment is continuous and makes
use of several assessments done during the
instructional process for the purpose of improving
teaching or learning (Black & William, 2003).
What makes formative assessment formative is
that it is immediately used to make adjustments to
help students learn the lessons better.

Clarifying Formative
Assessment?
A formative assessment is effective with how it is embedded in
the instruction to promote learning (McMillan, 2005).
Assessment without the use of instructional change is not
formative.
Instructional correctives should be delivered differently with how
the lesson was previously delivered (Black & William, 2009).

Delivering Formative
Assessment
Make learners
aware of the
learning goal
Determine
current status of
students
Move students
closer to the goals

Individual Student
Progress
IN TERMS
OF
IN TERMS
OF
What
Students
Learn or Did not
Learn
What Students
Can or Can’t not
Do
GENERATES
Timely Student
Achievement Information
TO
MONITOR
TO
EVALUATE
Instructional
Effectiveness
(Team or Individual)
ADDRESSED BY
WARRANTS
Modifying
Instruction
Re-teaching
Formative Assessment
(Ainsworth & Viegut, 2006)

GRASPS – is an acronym to help teachers construct
authentic scenarios for PERFORMANCE TASKS or
PRODUCTS:
GOAL: the goal or challenging statement in the scenario
ROLE: the role the student/s plays in the scenario
AUDIENCE: the audience who will be addressed by the
student/s

SITUATION: the particular setting/context and its constraints
and opportunities
PERFORMANCE: the specific performance or product
expected
STANDARDS: the criteria by which the product/presentation
will be judged; should include the rubric.

Sample 1:
GOAL: Your goal is to help a group of foreign visitors
understand the key historic, geographic and economic
features of Davao City.
ROLE: You are an intern at the Davao City Office of Tourism.
AUDIENCE: The audience is a group of nine foreign visitors
(who speak English)

SITUATION: You have been tasked to develop a plan,
including a budget for a four-day tour in the city. Plan your
tour so that the visitors are shown sites that best illustrate the
key historical, geographical, and economic features of the
city.

PRODUCT: You need to prepare a written itinerary for the
trip. You should include an explanation of why each site was
selected. Include a map tracing the route for the tour.
STANDARDS: (rubric – holistic or analytic)

Component Description Examples
Written Work Express skills and
concepts in written form
Quizzes, long tests, essays,
written reports
Performance Task Show and demonstrate
what learners can do
Demonstration, group
presentations, oral work,
multimedia presentations,
research projects (written works
such as essays)
Quarterly
Assessment
Measure students
learning at the end of
the quarter
Objective tests and
performance-based
assessment

Workshop
Examine the competencies provided for you by discipline. Fill-up the columns with the
information required as indicated below. Present your group output after 30 minutes.
Competency Level of
Assessment(
KPUP)
Level of Thinking
(Bloom's Revised
Taxonomy)
Teaching Learning
Activity
Assessment Task
and Type
Assessment Tool

11/01/16
PART 2:
GRADING SYSTEM

Decoding Assessment Innoteach

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