Dr.

Carlo Magno
Philippine Educational Measurement and Evaluation Association
crlmgn@yahoo.com
 Make a lesson plan showing how assessment
is done at each teaching and learning
segment
 Assessment should be aligned with the
learning target.
 The proper form of assessment (written and
performance) is decided based on the nature
of the learning target (learning competency)
 Assessment is both formative and summative
Learning Science: Label the Math: Write word
Competency parts of the problems involving
microscope dissimilar fractions
What task will be
provided?
Form Written or Written or
performance? performance
Approach Both formative and Both formative and
summative summative
 Instruction: Indicate whether the matching of the objective
and item is suitable.
 1. Objective: Given a performance of an instrumental or vocal
melody containing a melodic or rhythmic error, and given
the score for the melody, be able to point out the error.
 Criterion item: The instructor will play the melody of the
attached musical score on the piano and will make an error
either in rhythm or melody. Raise your hand when the error
occurs.
 Is the item Suitable? ___ Yes
____ No
 2. Objective: Given mathematical equations
containing one unknown, be able to solve for the
unknown.
 Criterion Item: Sam weighs 97 kilos. He weighs
3.5 kilos more than Barry. How much does Barry
weigh?
 Is the item Suitable? ___ Yes
____ No
 3. Objective: Be able to demonstrate
familiarity with sexual anatomy and
physiology

 Criterion Item: Draw and label a sketch of the

male and female reproductive systems.

 Is the item Suitable? ___ Yes

____ No
 4. Objective: Given any one of the computers in our
product line, in its original carton, be able to install
and adjust the machine, preparing it for use. Criteria:
The machine shows normal indication, and the area is
free of debris and cartons
 Criterion item: Select one of the cartons containing
one of our model XX computers, and install it for the
secretary in Room 45. Make sure it is ready for use and
the area is left clean.
 Is the item Suitable? ___ Yes
____ No
 5. Objective: When given a set of paragraphs
(that use words within your vocabulary), some of
which are missing topic sentences, be able to
identify the paragraph without topic sentences.
 Criterion Item: Turn to page 29 in your copy of
Silas Marner. Underline the topic sentence of
each paragraph on that page.
 Is the item Suitable? ___ Yes
____ No
 1. State the domain and range of a given function
 2. Solve systems of linear equations in two variables
by the graphical method
 3. Draw the slope of the given equation
 4. Simplify complex fractions
 5. Deliver a speech to persuade people to donate for
the orphanage
 6. Multiply and divide rational algebraic expression
 7. List hazards of working with chemicals
 8. Classify the properties of substances as to physical
or chemical and extrinsic or intrinsic
 9. Cite evidence of chemical changes
 10. Present ways to prevent walls from easily cracking
during earthquakes
 Assessment is no longer separate with
instruction
 Assessment is conducted while instruction is
ongoing
 The assessment while instruction is ongoing
comes in the form of a formative assessment
 Assessment is several and continuously done
for a learning target
 Before During After
instruction instruction instruction

•Does the learner •Are the learners •How many learners

know the topic? progressing? still need help?
•Can the learner •Who else is having •Are the learners ready
perform the task? difficulty? for the summative
•Are there •What areas still needs assessment?
misconceptions? to be improved? •What resources and
•Are there •What support can be further instructions
confusions? provided to the an be provided to
•What instruction learner? those who still need
will be relevant for
help?
the learner?
 Provide equal assessment opportunities for all
learners
 Recitation for everyone
 Read sample answers in class
 Sit beside each student to check their work progress in a
portfolio
 Decide on instructional design based on the results
of assessment before instruction.
 Conduct the diagnostics
 Immediately correct the mistakes
 Immediately clarify the misconceptions
 Provide resources to students on what they don’t know
 Spend time giving feedback on students work
 Read the short answers of the students to distinguish
good and bad explanations
 Allot time for feedback after each performance
 Use the agreed upon criteria
 Use your observation of students work to
build the lesson
 Students can immediately perform even without the
lecture. They can search on their own the information
needed. (writing a business plan)
 Use the results of learners work to demonstrate the
lesson. (writing an introduction)
I. Objectives
Learning competency:
II. Assessment
Assessment Method: Observation, talking to learners, analyzing learners products
Assessment Criteria: Knowledge:
Skills:
III. Content
IV. Procedure Before Instruction:
During Instruction:
After Instruction
V. Remarks How many learners attained the competency?
VI. Reflect What else could be done to help learners reach the
competency?
 Observation
 Formal and informal observations of the learners
performance
 Talking to learners
 Teachers talk to and question learners to gain insight
of their understanding (conferencing)
 Analyses of learners products
 Judge the quality of products based on the agreed
criteria
 Tests
 Mastery of the knowledge and skills
 Observations
 Performance tasks
 Develop skills such as reading, oral language,
Physical education
 Develop behaviors such as collaboration, study
and work habits
 Talking to learners or conferencing
 Play-based activities for the early grades
 Essays and written activities
 Hands-on activities such as while doing
experiments, art etc
 Performance task (ex. after dancing)
 Skills development (ex. After each stage of
welding)
 Analysis of learners products
 Essays and written tasks
 Worksheets
 Projects
 Models
 Artworks
 Multimedia presentation
 Tests
 Content test and quizzes
 Levels of skills development
 Application of knowledge and skills
 Unpacking or extending the learning
competencies showing the knowledge and
skills that needs to be demonstrated.
 Learning competency: Write a descriptive
paragraph.
Knowledge Skills

A paragraph is made up of a group of Write correctly constructed sentences

sentences Link sentences about a common idea
A descriptive paragraph gives details Use descriptors for the topic
about a topic
 Grade 7 science
 Learning Competency: Demonstrate how
places on earth may be located using a
coordinate system
Knowledge Skills
•The coordinate system is made up •Locate countries in a world map
of longitudes and latitudes using longitudes and latitudes
•The longitude and latitude have •Report the longitude and latitude of
degrees to point the location of a a country using the map or globe
place in a map
 Unpack the knowledge and skill for the
learning competency:
 Math grade 4
 Learning competency: Creates problems
involving percentage, with reasonable
answers.
 Knowledge:
 Skills:
 Concept map – graphics for organizing and
representing knowledge of students.
Branches out into specific ideas.
 determine learners’ prior knowledge
 How they represent relationship of ideas
 How students graphically summarize what they
know
 Determine learners strengths and misconceptions
 Essays – extended peices of writing designed
to tell a story, present information, or give an
opinion
 Demonstrates understanding
 Shows planning, writing and editing skills
 Ability to compose
 21st century skills: communicate and create
 Interviews – one on one conversation with
another person and asking questions to gather
information, opinion, and stories.
 Interview fellow classmates
 Interview school personnel
 Interview people in the community
 Interview experts
 Skills:
 Gathering information
 Organizing information
 Communication and social skills
 Investigations – sustained exploration of an
unfamiliar situation and is open ended.
 Mathematical investigations –recording data
and searching patterns
 Scientific investigations – hypothesizing testing
whether hypothesis is supported by the data
 Skills:
 Problem solving
 Logical and creative thinking
 Observation and inquiry skills
 Journals – diaries where learners keep a
record of important events , experiences,
observations, or thoughts and ideas while in
class.
 Skills:
 Express thoughts and feelings
 Recording details of events
 Synthesize ideas
 Reflect on one’s learning
 Viewing analysis – process of viewing and
studying visual media such as movies,
documentaries and movie clips as related to
the lesson.
 Used to show social issues, history, literature,
culture.
 Skills:
 Critical understanding and interpretation
 Constructing and reasoning skills
 Projects – learners solve a practical problem.
 Opportunity for learners to demonstrate
creativity, resourcefulness, and apply knowledge
and skills.
 Examples: Building a rocket, making a kite,
science experiment, writing a poem, proposal to
improve a polluted area.
 Problem-type project: Give a solution
 Constructive project: Design, make and appraise
materials
 Aesthetic project: Experience the output they
produce
 Role playing: speaking and acting activity
where the learners pretend to be something
or someone to simulate an event.
 Skills:
 Participatory
 Seeing other perspectives
 Social skills
 Express ideas
 Surveys – gathering and analyzing data that
is collecting using different data collection
methods.
 Skills:
 Determine views and perceptions of the sample
 Develop observation and analytical skills
 Decision making
 Think-pair-share – learners think of a
response to a question individually first. They
form pairs to discuss their answers. Then
together they agree on the ideas they will
share in class.
 Skills:
 Collaborative skills
 Conceptual understanding
 Participate in discussions
I. Objectives
Learning competency:
II. Assessment Observation, talking to learners, analyzing learners products
Method:
III. Assessment Knowledge:
Criteria:
Skills:
IV. Assessment What will the students do? Before, During and after
activity: Instruction
V. Recording Checklist. Class grid, portfolio, audiorecording, marks,
method anecdotal record, comments, self-assessment, video
footage
VI. Making Judgment Rubric, checklists
VII. Feedback Oral feedback, written feedback, self-reflection
 English grade 4
 1. Learning competency: Write a letter
 2. Assessment Method: talking to learners,
analyzing learners products
 3. Assessment criteria
 Knowledge:
 A letter is made up of heading, greeting, body,
complementary ending and signature
 The body needs to clearly convey to the receiver
the message
  Skill
 Indicate the contents in the appropriate heading
 Follow the format in writing a letter
 The body is written where the ideas are clear and
organized.
 4. Assessment activity
 Before the lesson: Students will be given a
situation and they will write a letter for it.
 During the lesson: Students will edit and rewrite
the contents of a sample letter.
 After the activity: Students will compose their
own letter.
 5. Recording method: self-assessment,
portfolio, marks
 6. Judgement: checklist
 7. Feedback: Written