Lesson 2: KPUP Assessment

Assessment
Assessment is a necessary tool to track and monitor students’ progress in
attaining the standards for competency, promote individual reflection and personal
accountability towards their learning, and provide basis for describing and profiling their
academic achievement and, in the case of the arts, artistic and creative performance.
As such, it is an instrument to determine and measure student’s progress based on the
following goals:

promote self
provide basis
reflection &
for the
attainment of personal
profiling of
standards accountabilit
student's
y for one's
performance
learning

The quality of assessment is also very important to ensure that the results
gathered are reliable. There are two characteristics of assessment that are necessary
to serve its purpose.

 Assessment need to be holistic. This means that the whole work activities
should be considered with focus on the formative or developmental
purpose of quality assuring student learning.
 Assessment need to be standard-based. This means that the teachers
will teach to the standards and the students will intend to meet or surpass
the standards.

Page 1 of 18
 Generally, assessment aims to identify the following:

Make diagnosis of
student’s strengths and
weakness

Determine the
teacher’s own Assessment Monitor student’s
instructional progress
effectiveness

Make assignment of
grades to the students

For assessment to yield the desired outcome it is necessary to be holistic. It

should be focused on the critical evidence of learning and, as such, considers the
formative or developmental purpose of quality.

Levels of Assessment
In the KPUP assessment (DepEd, 2012), the learning outcomes are defined by
level and these levels are reflected in the class record and given corresponding
percentages.
Level of Assessment Percentage Weight
Knowledge 15%
Process or skills 25%
Understanding(s) 30%
Products/Performances 30%
Total 100%
Source: DepEd Order No. 73, s. 2012

Page 2 of 18
To better understand the enumerated levels, let us explore the following terminologies:

1. Knowledge - it is the content of the curriculum or the course. It contains facts,

data and information that the students need to acquire from instruction.
2. Process – it is the skills or cognitive operations that the students will exhibit
based on the knowledge acquired which are crucial in the construction of
meanings or understanding.
3. Understanding – it is the developed ideas, principles and generalizations that
are essential to the discipline.
4. Products/Performances – it is the actual and realistic application of
understanding as a result of performance or authentic tasks.

There are different levels of assessment which can be used to gauge the
students’ performance and these are:

1. The assessment at the knowledge level is focused on assuring that the students
are provided with the required content of the curriculum. Essential questions are
what do we want students to know? And what is the manner that we want them
to manifest what they know?

If the intention of the assessment is to determine the students’ knowledge of

facts, data and information, this level of assessment can use the traditional
method like pencil-and-paper tests with true or false, multiple choice, or matching
type items. On the other hand, if the intention is to determine the degree of
knowledge that would contribute to the depth of understanding, the rubric as a
scoring guide will be suitable.

2. The assessment at the process level is directed on enabling the students to

perform tasks that would exhibit logical, analytical, and critical sense of or
process of information. Essential questions are what do we want students to do
with what they know? And how do we want them to provide evidence of what
they can do with what they know?

If the intention of the assessment is to determine how the student logically,

analytically or critically makes sense of his/her acquired knowledge or to process
the information he/she has received then, the following tasks can be used to
determine how well the student use his/her learning:

 Outline, organize, analyze, interpret, translate, convert, or express the

information in another form or format
 Construct graphs, models, flowcharts and mind maps or graphic
organizers
 Transform textual presentation into diagram

Page 3 of 18
  Draw or paint pictures
 Do role plays to represent or express creatively the facts and information

In the arts, this area of process assessment varies due to the nature and
elements of the art forms. In the visual art, process assessment may focus on
the knowledge of the student about composition of art, elements of visual art, and
principles of design. In music, the focus may be on its elements.

3. The assessment at the understanding level would look into the student’s grasp
and comprehension. Essential questions are what do we want students to
understand? And how do we want them to provide evidence of their
understanding?

If the intention of the assessment is to determine how well the student processes
the knowledge he/she has gained then, the following tasks can be used to show
understanding:

 Explain, interpret, apply, give perspective

 Show empathy
 Exhibit self-knowledge

4. The assessment at the product or performance level focuses on the student’s

authentic performance tasks. Essential questions are what product(s) or
performance(s) do we want the student to produce as evidence of their learning
or understanding? Or how, do we want them to provide evidence that they can
use or transfer their learning to real-life situations?

If the intention of the assessment is to determine the student’s understanding

based on development of a product or performances, then the following tasks
can be used to show authentic performance:

 Develop appropriate and accurate conclusions based on data

 Create and participate in an improvisation activity
 Produce video and/or audio presentations

A good model for assessment at the product or performance level is GRASPS by

McTighe & Wiggins (2005).

Page 4 of 18
Levels of Proficiency
The DepEd (2012) presented the levels of proficiency that will be reflected in the
students’ report card.
a. Beginning (B) – The student at this level struggles with his/her understanding
prerequisite and fundamental knowledge and/or skills have not been acquired or
developed adequately to aid understanding.

b. Developing (D) – The student at this level possesses the minimum knowledge
and skills and core understandings, but needs help throughout the performance
of authentic tasks.

c. Approaching Proficiency (AP) – The student at this level has developed the
fundamental knowledge and skills and core understandings and, with little
guidance from the teacher and/or with some assistance from peers, can transfer
these understandings through authentic performance tasks.

d. Proficient (P) – The student at this level has developed the fundamental
knowledge and skills and core understandings, and can transfer them
independently through authentic performance tasks.

e. Advanced (A) – The student at this level exceeds the core requirements in terms
of knowledge, skills and understandings, and can transfer them automatically
and flexibly through authentic performance tasks.

These levels of proficiency have a corresponding numerical value which is arrived at

after summing up the results of the student’s performance on the various levels of
assessment.

Level of Proficiency Equivalent Numerical Value

Beginning 74% and below
Developing 75-79%
Approaching Proficiency 80-84%
Proficient 85-89%
Advanced 90% and above

Source: DepEd Order No. 73, s. 2012

Page 5 of 18
In the report card, the equivalent level of proficiency shall appear:

B for Beginning
D for Developing
AP for Approaching Proficiency
P for Proficient
A for Advanced
Source: DepEd Order No. 73, s. 2012

Page 6 of 18
 PROTOTYPE RUBRICS FOR THE DIFFERENT LEVELS OF ASSESSMENT
(Enclosure No. 2 to DepEd Order No. 73, s. 2012)
Source: DepEd Order No. 73, s. 2012

A. Knowledge (15%)
Knowledge or information acquired by the student may be assessed based on
relevance and adequacy:
Relevance of data/information Adequacy of data/information to
acquired. 8% firm up and deepen understanding. 7%
Data/Information acquired are Data/Information are completely
completely relevant to the 8% adequate to firm up and deepen 7%
development of understanding. understanding.
Data/Information acquired are to a Data/Information are to a great
great extent relevant to the 6-7% extent adequate to firm up and 5-6%
development of understanding. deepen understanding.
Data/Information are to some Data/Information are to some
extent relevant to the development 4-5% extent adequate to firm up and 3-4%
of understanding deepen understanding.
Data/Information are of very little Data/Information are very
relevance to the development of 2-3% inadequate to firm up and deepen 1-2%
understanding. understanding.

B. Skills (25%)
Skills as evidenced by the student’s ability to process and make sense of
information, and may be assessed based on the following criteria:
Understanding of Content
(10%)
The student understands
completely the full content
required by the task and can
undertake with a great deal of
competence processes such as
the following:
 Distinguish (whatever is
appropriate to the subject)
between relevant and irrelevant
content; between fact and
fiction; between fact and
hearsay; between truth and
propaganda; between what is
important and unimportant;
between accurate and
inaccurate content, etc.
10% Critical Thinking 15%
The student demonstrates deep
Strong analytical processing of Strong
(8-10%) information and can perform (13-15%)
with a great deal of competence
processes such as the following:
 Interpret, translate; convert,
or express the information
(such as a set of statistics)
into another form or format or
transform a textual
presentation into a flowchart,
diagram, advance organizer,
etc.
 Draw insights; see beyond
the data; read between the

Page 7 of 18
 Outline the content at the
required level of detail.
 Organize the information
coherently, Logically.
 Demonstrate or perform a
procedure (e.g., experiment,
investigate, construct…, use…,
make…, etc.)
The student understands the
minimum content required by the
task and can undertake with
some competence processes
such as the following:
 Distinguish (whatever is
appropriate to the subject)
between relevant and irrelevant
content; between fact and
fiction; between fact and
hearsay; between truth and
propaganda; between what is
important and unimportant;
between accurate and
inaccurate content, etc.
 Outline the content at the
required level of detail.
 Organize the information
coherently. Logically
 Demonstrate or perform a
procedure (e.g. experiment,
investigate, construct…, use…,
lines.
 Reason logically, coherently.
The student demonstrates fairly
analytical processing of Moderately
information and can perform Strong
with some competence (10-12%)
processes such as the following:
 Interpret; translate; convert, or
express the information (such
as a set of statistics) into
another form or format or
transform a textual
presentation into a flowchart,
diagram, advance organizer,
etc.
 Draw insights; see beyond the
data; read between the lines.
 Reason logically, coherently
The student demonstrates little
Developing analytical processing of Developing
(5-7%) information and strives to (7-9%)
perform processes such as the
following:
 Interpret; translate; convert, or
express the information (such
as a set of statistics) into
another form or format or
transform a textual
presentation into a flowchart,
diagram, advance organizer,
etc.
 Draw insights; see beyond the
data; read between the lines.
 Reason logically, coherently.
Page 8 of 18
 make…, etc.)
The student understands very
little of the minimum content
required by the task and has
great difficulty undertaking
processes such as the following:
 Distinguish (whatever is
appropriate to the subject)
between relevant and irrelevant
content; between fact and
fiction; between fact and
opinion; between fact and
hearsay; between truth and
propaganda, between what is
important and unimportant;
between accurate and
inaccurate content, etc.
 Outline the content at the
required level of detail.
 Organize the information
coherently, logically.
 Demonstrate, investigate,
construct…, use…, make…,
etc.)
The student demonstrate very
Weak little analytical processing of Weak
(2-3%) information and has great (4-6%)
difficulty performing processes
such as the following:
 Interpret; translate; convert;
or express the information
(such as a set of statistics)
into another form or format or
transform a factual
presentation into a flowchart,
diagram, advance organizer,
etc.
 Draw insights; see beyond
the data; read between the
lines.
 Reason logically, coherently.
The student can barely Very Weak
demonstrate analytical (1-3%)
processing of information and
cannot perform processes such
as the following:
 Interpret; translate; convert,
or express the information
(such as a set of statistics)
into another form or format or
transform a textual
presentation into a flowchart,
diagram, advance organizer,
etc.)
 Draw insights; see beyond
the data; read between the
lines.
 Reason logically, coherently.
Page 9 of 18
C. Understanding (30%)
Understanding as expressed using any three of the six facets of understanding:
Explanation, Interpretation, Application, Empathy, Perspective, and Self-knowledge, or
any other discipline-based manifestation or indicator of understanding. The facets are
explained (adapted from the paper, “understanding by Design Framework in the
Philippines” by Jay McTighe and Grant Wiggins, p. 5) as follows: When students
understand they can
 explain concepts, principles, and processes by putting them in their own words,
teaching them to others, justifying their answers and showing their reasoning;
 interpret by making sense of data, text, and experience through images,
analogies, stories and models;
 apply by effectively using and adapting what they know in new and complex
contexts;
 demonstrate perspective by seeing the big picture and recognizing different
points of view;
 display empathy by perceiving sensitively and putting one’s self in someone
else’s shoes;
 have self-knowledge by showing meta-cognitive awareness, using productive
habits of mind and reflecting on the meaning of learning and experience.

Understanding may be assessed based on the following criteria:

Breadth of understanding (connection to a wide range of context)
and depth of understanding (use of insights, reflection)

Indicators 30%
The student demonstrates very accurate, very extensive, and very deep
understanding of the topic/concept through any three of the six facets of Strong
understanding – Explanation, Interpretation, Application, Perspective, 26-30%
Empathy, and Self-Knowledge – or any other indicator of understanding,
where connection to a wide range of contexts and use of insights and
reflection are clearly evident.
The student demonstrates accurate, extensive, and deep understanding Moderately
of the topic/concept through any three of the facets of understanding - Strong
Explanation, Interpretation, Application, Perspective, Empathy, and Self- (21-25%)
Knowledge – or any other indicator of understanding, where connection to
a wide range of contexts and use of insights and reflection are evident.
The student strives to demonstrate accurate, extensive, and deep Developing
understanding of the topic/concept through any three of the six facets of 16-20%
understanding - Explanation, Interpretation, Application, Perspective,
Empathy, and Self-Knowledge – or any other indicator of understanding,
where connection to a wide range of contexts and use of insights and
reflection are evident.

Page 10 of 18
The student can barely demonstrate accurate, extensive, and deep Weak
understanding of the topic/concept through any three of the six facets of 11-15%
understanding - Explanation, Interpretation, Application, Perspective,
Empathy, and Self-Knowledge – or any other indicator of understanding,
where connection to a wide range of contexts and use of insights and
reflection are evident.
The student cannot demonstrate accurate, extensive, and deep Very Weak
understanding of the topic/concept through any three of the six facets of 6-10%
understanding - Explanation, Interpretation, Application, Perspective,
Empathy, and Self-Knowledge – or any other indicator of understanding,
where connection to a wide range of contexts and use of insights and
reflection are evident.

D. Transfer of Understanding (30%)

Transfer of understanding to life situations may be assesses as demonstrated
through the following:

Products – output which are reflective of learner’s creative

application of understanding; or
Performances – skillful exhibition or creative execution of a
process, reflective of masterful application of learning
or understanding.

Indicators 30%
The student (or the team) independently demonstrates the ability to
create, add value and transfer his/her/their understanding to life situations Strong
in the form of products and performances. This means that the product or 26-30%
performances reflects the following attributes:
 The entire process from planning to execution or performance
reflects the student (or the team), with little or no guidance from the
teacher.
 The product or performance is well thought out by the student (or
Team) from planning to execution. Potential problems have been
identified and appropriate remediation has been put in place should
problems arise.
 There is evidence of value added by the student (or Team) in the
execution of the process.
 The product or performance is a demonstration of creative
application of enduring understanding in a new or novel context or
situation.

Page 11 of 18
The student (or the team) demonstrates the ability to create, add value Moderately
and transfer his/her/their understanding to life situations in the form of Strong
products and performances, but the product or performance can still stand 21-25%
improvement in a number of areas, namely:
 The entire process from planning to execution was carried out by
the student (or team) from planning to execution.
 The product or performance is fairly well thought out by the student
(or team) from planning to execution.
 There is some evidence of value added by the student (or Team) in
the execution of the process. There are attempts at novelty (e.g.,
formatting, organization, packaging, presentation).
 The product or performance is a demonstration of creative
application of enduring understanding, but the context or situation
in which the understanding is applied is a little ordinary or common.
The student (or Team) strives to use understanding or learning creatively Developing
in producing products or performances as manifested in the following: 16-20%
 The student or the team attempts to do the task entirely on their
own, but seek the teacher’s help for the major part of the process.
 The product or performance has some flaws in the design stage
that the student (or the team) has addressed with some help from
the teacher.
 There is little evidence of the value added by the student (or team)
in the execution of the process. There are limited attempts at
novelty (e.g., formatting, organization, packaging, presentation).
 A little creative application of enduring understanding is shown in
the product or performance. The context or situation in which the
understanding is applied is ordinary or common.
The student (or team) shows inadequacy in using understanding or Weak
learning creatively in producing products or performances. The 11-15%
inadequacy is manifested in the following:
 The entire process from planning to execution could not have been
carried out by the student (or the team), without the teacher’s
guidance and coaching.
 The product or performance is poorly thought out by the student (or
team) from planning to execution. There are marked flaws in the
design that the student (or team) is not even aware of.
 There is almost no evidence of value added by the student (or
Team) in the execution of the process or in the use of
understanding or learning.
 Every aspect (e.g., formatting, organization, packaging,
presentation) of the product or performance is just a copy of what
has been taught in class.

Page 12 of 18
The student (or team) shows great difficulty in using understanding or Very Weak
learning creatively in producing products or performances. The difficulty is 6-10%
manifested in the following:
 The entire process from planning to execution was poorly carried
out by the student (or the team), eve, with the teacher’s guidance
and coaching.
 The product or performance is very poorly thought out by the
student (or team) from planning to execution. There are many
obvious flaws in the design that the student (or the team) has
ignored.
 There is no evidence of value added by the student (or team) in the
execution of the process. There are no attempts at novelty (e.g., in
formatting, organization, packaging, presentation).
 The product or performance does not show creative application or
enduring understanding. The context or situation in which the
understanding is applied is very ordinary or common.

Page 13 of 18
 PROTOTYPE FORMATIVE AND SUMMATIVE ASSESSMENT TOOLS
(Enclosure No. 3 to DepEd Order No. 73, s. 2012)
Source: DepEd Order No. 73, s.

A. Pre-Assessment Tools

In order to find out students’ background knowledge and skills, and

misconceptions, if any, that might get in the way of new understandings, the prototype
tools below may be useful. The tools may be translated into Filipino when used in
subjects using that language as medium of instruction, or modified to suit specific
contexts.

Directions: Fill in the open-ended statements below with information about what you
already know (the facts and information), what you can do with the information (skills),
what you understand, and what you want to know about the topic:________________.

What I know about___________________:

______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________

What I can do in relation to ________________________:

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

What I understand about________________________:

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

What I want to know about_______________________:

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Page 14 of 18
The teacher may also use checklists of information that students can tick off to indicate
what they already know or can do, or a rating scale to determine students’ level of
knowledge, skill, or understanding. Games may also be used to pre-assess students’
background knowledge and skills. Key terms, for example, may be jumbled and, as the
students put them together, they may be asked to explain what they know or
understand about the terms.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Whatever tool the teacher decides to use should always yield critical information that
the teacher should possess in order to find out how much students already know, what
misunderstandings or misconceptions need to be clarified or corrected at the start or
during instruction, pre-requisite skills that students need to learn, or learning gaps that
need to be bridged along the way or before the lesson begins.

B. Formative Assessment Tools

Quizzes are the common formative assessment tools that teachers use to check
for student understanding. They are short, easy to administer, and can quickly be
corrected even by students. The results can be immediately discussed with the
students and used to improve teaching and learning. Being developmental in purpose,
the results of formative assessments should be fed back immediately to students so
they can be used to improve learning.

Formative assessments need not be written all the time. The teacher can check
for student understanding in a variety of ways. The teacher’s question to the class,
“Does this make sense to you?”, is a way of checking whether students understand.
The students’ answer to this question can be validated by the teacher through further
questions the purpose of which is to probe for student understanding through focus
group discussions with students or informally through conversations with them.
Questions that students raise can also be used as indicator of student understanding.
Likewise, the quality of student inputs as they participate in the discussion or group
work can indicate the breadth and depth of their thinking or understanding.

Games such as puzzles may also be used to check for student understanding.
The focus may be the key terms or facts and information that students need to know,
but student understanding of these facts and information should be probed by asking
students to explain, illustrate through examples, or apply their understanding.

Page 15 of 18
 The idea is to use multiple measures of student learning or understand in order
to produce a comprehensive picture or holistic profile of student growth in
understanding. Whatever results are obtained from the formative assessment should
be fed back immediately to students. The students, for their part, should do their own
self-check and self-track their progress (which can be done through graphs or maybe a
scale to represent growth in learning over time). Peer assessment is encouraged.
Students should reflect on the results of teacher assessments, their own, and their
peers’, and, on this basis, act on the areas that they need to develop further. This is
why immediate feedback should be provided to students, for their guidance.

C. Summative Assessment Tools

The student’s attainment of the content standard may be evaluated through
authentic performance tasks. One model that may be used for this purpose is GRASPS
(McTighe and Wiggins, 2005). Actual products and performances as evidence of
transfer of learning or understanding shall also be assessed. A prototype rubric has
been provided as scoring guide.

A sample performance assessment in Art using GRASPS is provided below.

Goal
The goal is to enable the students
to identify the various kinds of lines
and the terms used to name these
lines.
Role
You are curators who would like
the tourists to identify how the
various kinds of lines are used in a
work of art and know the terms for
these lines.

Situation
Audience
You need to lead the tourists to
A group of tourist visiting a identify the various lines used in a
museum work of art using the correct terms
to name these lines.

Product Standard

The students will complete the task The students will be able to explain
sheet. how the various lines can be used
in drawing.

Page 16 of 18
 Artist: Vincent van Gogh
Title: “Arles: View from the
Wheat Fields”
Date: 1888
Style: Post-Impressionism
Genre: Landscape
Technique: Ink
Material: Paper

Instructions: Draw the lines you see from the painting in the respective box.
Thin Lines Think Lines Squiggly Lines Straight Lines Curved Lines

Vertical Lines Horizontal Lines Diagonal Lines Long Lines Short Lines

Crosshatched Parallel Lines Spirals Dotted Lines Zigzag Lines

Lines

Page 17 of 18
 To better understand the use of GRAPS (McTighe and Wiggins, 2005), let us
explore what is meant by the acronym GRAPS:

Acronym Definition Example

G – real world Goal
R – real world Role
A – real world Audience
P – real world Product
or Performance
S – real world Situation
S – real world Standards
Adapted from:
Wiggins, G. & McTighe, J. 2004. Understanding by design professional development
Lesson 3: Assessment in the Art
workbook. Association for Supervision & Curriculum Development. Alexandria, VA.
 Identify the desired task. The goal (within the
 Establish the goal and scenario) is for the tourists
recognize problem, to identify the various lines
challenge, or obstacle in and give the names of the
the task. lines.
 Identify the role of the You are an art curator who
students in the indicated would like the tourists to
task. identify how the various
 Define the work of the kinds of lines are used in a
students for the task. work of art and know the
terms for these lines
Identify the target The target audience is the
audience within the members of the 9th grade
context of the scenario. class.
Make clear what the You need to make the
students will tourists accomplish the task
do/create/accomplish and sheet correctly.
why they will
do/create/accomplish the
task.
Establish the context of The situation is that you
the scenario. Explain the need to lead the tourists to
situation. identify the various lines
used in a work of art using
the correct terms to name
these lines.
Explain to the students the Your worksheet should
characteristics and uses of show the different lines that
lines in art. were used in the drawing.

Page 18 of 18