Romblon State University

College of Education
Liwanag, Odiongan, Romblon

Outcomes-Based Module 1
Assessment Assessment and
Evaluation in Mathematics

Learning Outcome

Create a comparative analysis on the assessment policies set by the

Department of Education for Mathematics

Learning Objectives

At the end of the module, the learners are expected to:

a. discuss the significance of assessment and evaluation of learning in

Mathematics in the context of the K to 12 Curriculum Outcomes;
b. discuss the DepEd policies on assessment of learning in Mathematics; and
c. describe the skills and attitudes to be achieved in K to 12 Mathematics
learning outcomes.

INTRODUCTION
The succeeding definitions and discussions are based on the “Mathematics Framework for
Philippine Basic Education” by the Department of Science and Technology – Science Education
Institute and Philippine Council of Mathematics Teacher Education (MATHTED), Inc. It thoroughly
explains the concepts anchored on the mathematics education framework in the Philippine
perspective.

When the terms assessment and evaluation are mentioned in the context
of mathematics education, the first thought may perhaps be of tests and grades.
But that is not all. Learner assessment is more than just examinations which are
only of many ways of assessing your students’ performance. As a student, most of
you would perhaps though that teachers use assessment only to find out how their
students had performed. But I believe, knowledge and skills on assessment had
been given to you in your Assessment of Student Learning 1. Now, as future
mathematics educators, additional inputs will be given to you on how to assess
learning in the context of mathematics education.

Assessment and Evaluation in Mathematics | 1

 Romblon State University
College of Education
Liwanag, Odiongan, Romblon

Lesson 1.
ASSESSMENT AND EVALUATION OF LEARNING IN MATHEMATICS

The succeeding section presents the focus of mathematics content in the K to 12

Curriculum. Aligned with this, learner assessment is also focus on achieving the general
and specific objectives which are trimmed down into standards and competencies.

It is in high school that much of mathematics is formally introduced. High school

mathematics prepares students for university and college as well as provides them with
the comprehensive set of mathematical concepts and skills that they need should they
decide to find employment right after year 10 or 11. At these grade levels, the
mathematics taught is formal, highly structural, highly symbolic and high level. This means
that the kind of instruction that is most effective depends on how much foundational and
preparatory knowledge students gain from the elementary grades. They would benefit
most from a formal mathematics instruction if they have gone through the exploratory
and experimental phases of learning mathematics in their elementary grades. These
phases provide the most important foundational ideas that hopefully get consolidated,
strengthened and deepened in high school.

It does benefit students in high school if mathematics instruction focuses on:

 Problem Solving
 Reasoning and proof
 Structure of Mathematics
 Developing fluency in procedures and algorithm,

Numbers and Number Sense

In high school, students have almost mastered the concepts of whole numbers,
fractions and decimals. If they have not, they need to do so soon because much of the
topics from the other content strands are introduced at year 7/8. In this content strand,
students begin to learn more about the set of real numbers, specifically the rational
numbers.

Table 1. Cognitive Demands for the study of Numbers and Number Sense at 7-10/11
Cognitive Demands
General Objectives Specific Objectives
Content Sub-strand The 7-10/11 Numbers
In Grades 7-10/11, all students are
and Number Sense Curriculum
expected to:
should enable students to:
Operations on whole Understand the meaning,  Compare the properties of
numbers, fractions, use and relationships numbers and number sets;
decimals and rational of operations on whole  Show the effect of
numbers numbers that include multiplication, division,
exponentiation and exponentiation and extraction
extraction of roots of roots on the magnitude of
numbers.

Assessment and Evaluation in Mathematics | 2

 Romblon State University
College of Education
Liwanag, Odiongan, Romblon

Basic number theory Deepen understanding  Demonstrate fluency in

of factors and multiples
of numbers, prime and
composite numbers and
parity of numbers
Computation and Choose and use different
estimation in problem strategies to compute
solving and estimate
identifying factors and
multiples of a set of numbers;
 Demonstrate fluency in
identifying the greatest
common factor and least
common multiple of a set of
numbers;
 Solve problems involving
factors, multiples, prime and
composite numbers and parity
of numbers.
 Demonstrate fluency in
operations with real numbers
using mental computations,
paper and pencil and
technology.

Measurement

In Grade 7-10/11, students continue to combine units to find measures of other

attributes: area, volume, surface area, speed, acceleration, density and pressure. They
explore angle measure, including circular measure and apply it to different situations.
They apply trigonometric functions to measure attributes that are not easily accessible
(e.g., height of a building, distance of an object from another). They use measurement
in other disciplines such as statistics, natural sciences and social sciences.

Table 2. Cognitive Demands for the study of Measurement at 7-10/11

Cognitive Demands
General Objectives Specific Objectives
Content Sub-strand The 7-10/11 Measurement
In Grades 7-10/11, all students are
Curriculum should enable
expected to:
students to:
Systems of Know and understand  Establish relationships
measurement basic attributes of objects among units within the
and the different systems same system;
used to measure these  Establish relationships from
attributes one system to another.
Use of Understand, use and  Select and make use of
instruments interpret readings from appropriate units and tools
and measuring different instruments and to estimate and measure
devices with an measuring devices length, area, volume,
understanding of mass, time, temperature
what a unit is and angles;
 Design a model using
trigonometry (e.g., radian
measure) to find and
interpret measures.

Assessment and Evaluation in Mathematics | 3

 Romblon State University
College of Education
Liwanag, Odiongan, Romblon

Computations Choose and use different  Use a variety of methods

and estimations strategies to compute, to calculate areas and
in problem estimate and predict volumes of planes and
solving involving effects on measures solids;
measurements  Use concepts of rate,
speed, velocity and
density to solve real-world
problems;
 [Optional – explore varied
ways of calculating areas
and volumes (e.g.,
trapezoid rule, Simpson’s
rule and integration).]

Geometry

The focus of geometry in high school is the analysis of the properties and
relationships that exist among the different shapes and figures and the use of
mathematical arguments and reasoning to formulate significant geometric relationships,
rules and concepts. Geometry seems to be the mathematics best suited to develop
critical thinking among students. Given enough freedom to work and interact with the
objects within their culture, learners do communicate mathematically, exercise and
improve their mathematical reasoning, make meaningful mathematical connections
and solve routine and non-routine problems analytically.

In pursuit of making learners learn independently or interdependently, the

construction of mathematical proofs opens an opportunity for them to demonstrate
understanding of geometric concepts and relationships, by way of assimilating,
recognizing and taking advantage of the interplay of the different strands in solving
problems and using the results of investigations in meaningful ways. The justifications they
exhibit in the mathematical proofs is a manifestation of their ability to think analytically
and critically.

Table 3. Cognitive Demands for the study of Geometry at 7-10/11

Cognitive Demands
General Objectives
Content Sub-strand The 7-10/11 Geometry
Curriculum should enable
students to:
Two- and three- Explore the characteristics and
dimensional shapes properties of two- and three-
and geometric dimensional geometric shapes
relationships and formulate significant
geometric relationships
Specific Objectives
In Grades 7-10/11, all students are
expected to:
 Determine and analyze
properties and characteristics
of two and three dimensional
objects;
 Explore relationships including
congruence and similarity,
among classes of two and
three dimensional objects;
formulate and test conjectures

Assessment and Evaluation in Mathematics | 4

 Romblon State University
College of Education
Liwanag, Odiongan, Romblon

and solve problems about

Coordinate geometry Use coordinate geometry to
and spatial specify locations and describe
relationships spatial relationships
Symmetry and Understand transformations and
Transformations symmetry to analyze
mathematical situations
Spatial visualization, Use spatial visualization,
reasoning and reasoning and geometric
geometric modeling modeling to solve routine and
non-routine problems
Geometric proofs Learn to construct geometric
proofs and use these to develop
higher order thinking skills
them;
 Use trigonometric relationships
to determine lengths and
angular measurements.
 Represent and examine
properties of geometric
shapes using coordinate
geometry;
 Analyze geometric situations
using the Cartesian coordinate
system and other coordinate
systems (e.g., polar);
 Investigate conjectures and
solve problems involving two-
and three-dimensional
objects.
 Represent transformations in
the plane using graphs,
vectors and functions;
 Use transformations and
symmetry to analyze
mathematical problems and
situations.
 Use geometric models to solve
problems;
 Apply geometric models in
other areas of mathematics.
 Establish the validity of
geometric conjectures using
different types of proof and
arguments.

Patterns, Functions and Algebra

In high school, students are expected to be able to perform representational

activities involving algebra. This includes translating information into algebraic expressions
(in which one or more of the quantities may be unknown), generating functions to
describe patterns or sequences and drawing out rules behind numerical relationships. In
addition, students are expected to be able to perform transformational activities
involving algebra. This includes changing the form of an expression, equation or
inequality to an equivalent statement in order to find the unknown or to create a simpler
statement. They should also be able to use various methods in solving equations and
inequalities and explore ways of finding efficient strategies in determining the most
efficient strategy to find a solution.

Assessment and Evaluation in Mathematics | 5

 Romblon State University
College of Education
Liwanag, Odiongan, Romblon
Table 4. Cognitive Demands for the study of Patterns, Functions and Algebra at 7-10/11
Cognitive Demands
General Objectives
Content Sub-strand The 7-10/11 Patterns, Functions
and Algebra Curriculum should
enable students to:
Patterns, Recognize and describe
functions and patterns, relationships and
relations possible changes in shapes and
quantities.
Algebraic Use algebraic symbols
symbols and to represent and analyze
representations mathematical situations.
Assessment and Evaluation in Mathematics | 6
Specific Objectives
In Grades 7-10/11, all students are
expected to:
 Identify functions as linear and
nonlinear; distinguish their
properties using tables, graphs
or equations;
 Represent and analyze
patterns using tables, graphs,
words and symbolic rules;
 Relate and compare different
forms of representation for a
relationship;
 Generalize patterns using
functions;
 Compare properties of various
classes of functions –
exponential, polynomial,
rational, trigonometric, etc.
 Perform operations and
transformations on functions
and equations;
 Interpret representations of
functions of two variables.
 Use variables to represent
unknown quantities;
 Identify and recognize
equivalent forms for algebraic
expressions;
 Use algebraic symbols to
represent situations and solve
problems;
 Investigate relationships
between algebraic functions
and graphs of lines and
curves;
 Classify equivalent forms of
algebraic expressions,
equations, inequalities and
relations;
 Use algebraic symbols to
represent and explain
mathematical relationships;
 Write and solve equivalent
forms of equations, inequalities
and systems of equations.
 Romblon State University
College of Education
Liwanag, Odiongan, Romblon

Mathematical Represent and  Model and solve problems

modeling understand quantitative
relationships using
mathematical models
using equations, graphical
and tabular representations;
 Determine functions that will
model relationships in a given
situation by identifying the
quantitative relationship
present;
 Make conclusions about a
situation represented by a
mathematical model.

Data, Analysis and Probability

In Grades 7-10/11, students continue their work on statistics and probability and
realize how pervasive the two have become in today’s technological world where
access to data has been made easy. hey continue to build their knowledge through
collecting, organizing, analyzing and interpreting data from the real world or from
simulated situations. hey carry out simple but well-planned simple research activities
(e.g., survey, experiment). They analyze data by using measures of central tendency
(mean, median, mode), measures of dispersion (range, variance, standard deviation)
and measures of relationship (correlation). hey realize that it is important for them to
avoid faulty representations of data. In their research activities, students apply basic
concepts of probability. hey use probability in varied and interesting situations: games,
genetics, rale draws and lotteries, forecasting.

Table 5. Cognitive Demands for the study of Data, Analysis and Probability at 7-10/11
Cognitive Demands
General Objectives
Content Sub-strand The 7-10/11 Data, Analysis and
Probability Curriculum should
enable students to:
Descriptive statistics Develop appropriate skills for
collecting, organizing and
analyzing data
Specific Objectives
In Grades 7-10/11, all students are
expected to:
 Plan and implement
surveys/investigations on
current
 issues or problems (e.g.,
environment, social events,
 sports, music);
 Determine summary measures
on data such as mean,
 median, mode, range,
standard deviation;
 Discuss sampling and
recognize its role in drawing
inferences and conclusions.

Assessment and Evaluation in Mathematics | 7

 Romblon State University
College of Education
Liwanag, Odiongan, Romblon
Inferential statistics Understand, use and interpret
data presented in charts, tables
and graphs of different kinds
Probability Develop skills in estimating
probabilities and use
probabilities for making
predictions
Assessment and Evaluation in Mathematics | 8
 Draw inferences, judgments
from data displays;
 Use measures of central
tendency, variability and
association to describe and
interpret data.
 Use probabilities of events to
solve problems involving
chance;
 Use simulations to estimate
probabilities;
 Apply concepts of probability
to explain events in genetics,
sports and other games of
chance;
 Use probability concepts in
forecasting election results,
weather and other natural
phenomena.
 Romblon State University
College of Education
Liwanag, Odiongan, Romblon

Lesson 2.
SKILLS AND ATTITUDES IN K-12 MATHEMATICS LEARNING OUTCOMES
The succeeding definitions and discussions are based on the “Mathematics Framework for Philippine
Basic Education” by the Department of Science and Technology – Science Education Institute and Philippine
Council of Mathematics Teacher Education (MATHTED), Inc. It thoroughly explains the concepts anchored
on the mathematics education framework in the Philippine perspective.

The goal of mathematics education is to develop a mathematically empowered

citizenry. For Filipino students, the goal of mathematical empowerment focuses on
developing critical and analytical thinking encompass the following skills as well: Problem
Solving, Communicating Mathematically, Reasoning and Making Mathematical
Connections.

Problem Solving
Desirable problem solving skills include the ability to recognize that a
problem exists; identify or define the problem; propose ways to solve
the problem; act on the proposed solutions; and determine that the
problem is solved.

Communicating Mathematically
This includes the ability to use the special vocabulary and symbols of
mathematics, represent and describe mathematical ideas and
synthesize concepts and ideas through the use of mathematical
structures and relationships.

Reasoning
This includes the ability to use both deductive and inductive
reasoning skills in order to make meaningful statements, justify steps
in mathematical procedures and analyze arguments to determine
whether conclusions are valid or not.

Making Mathematical Connections

This includes the ability to use a variety of representations -
graphical, numerical, algebraic, verbal and physical - of
mathematical ideas and apply concepts and procedures of
mathematics to other disciplines or areas of study and aspects of
life.

Figure 1. Mathematical Empowerment

Note: The images above belong to their respective owners.

Mathematical Content

The Philippine mathematics education program at the elementary and secondary

levels aims to teach the most fundamental and useful contents of mathematics and
organizes these into the following strands: Numbers and Number Sense; Measurement;

Assessment and Evaluation in Mathematics | 9

 Romblon State University
College of Education
Liwanag, Odiongan, Romblon

Geometry; Patterns, Functions and Algebra and Data, Analysis and Probability. This
organization of the contents was influenced by the 1995, 1999 and 2003 TIMSS studies.

Cognitive Demands

Higher expectations are necessary, but not sufficient to accomplish the goals of
Philippine school mathematics education for all students. This framework starts from the
premise that equal opportunities must be given to all students regardless of learning styles
and levels of ability in order to meet the demands in learning quality mathematics and
assimilate the values intrinsic to the discipline. The cognitive demands under the
proposed framework are classified under the six general categories: Visualization,
Knowing, Computing, Solving, Applying and Proving.

Vizualizing
This means using one's creativity and imagination to create images,
pictures and other means to represent and understand mathematical
concepts.

Knowing
This means understanding concepts, memorizing and recalling facts and
procedures.

Computing
This is the ability to estimate, computem calculate, use correct algorithms
and determine the final results.

Solving
To solve means to understand the problem to be solved, to make a plan
on how to solve the problem, to act on the plan and to evaluate the
results of the solution. This includes creating new procedures and multiple
strategies to be able to solve problems.

Applying
This refers to the ability to verify statements, justify steps taken, produce proofs of
important theories, hypothesize and generalize. This includes making conjectures
and finding ways to support or prove these conjectures. Reasoning and proving
go together - proving enhances one's reasoning skills and conversely, reasoning
skills are needed to prove a result.

Figure 2. Cognitive Demands

Note: The images above belong to their respective owners.

Assessment and Evaluation in Mathematics | 10

 Romblon State University
College of Education
Liwanag, Odiongan, Romblon

Cognitive Values

Critical and analytical thinking cannot be fully developed without promoting desirable
cognitive values. The cognitive values that must be taught among others are:

Objectivity
This stands for developing precision and accuracy, as well as
being able to relate mathematics to one's personal
aspirations.

Flexibility and Creativity

It includes being able to solve problems in various ways, in the
quest to find the most efficient solution.

Utility
This involves recognizing the practicality and usefulness of
mathematics in making sense of the world and appreciating
its many real-life applications.

Cultural-rootedness
This is appreciating the cultural value of mathematics and its
origins in many cultures, its rich history and how it has grown
and continues to evolve.

Applying
An introspective learner is one who is able to explain one's
mathematical thinking solutions and reasoning verbally and in
writing.

Productive Disposition
This includes the ability to look beyonf the challenge that
mathematics poses and view it as being fun and interisting.

Figure 3. Cognitive Values

Note: The images above belong to their respective owners.

Assessment and Evaluation in Mathematics | 11

 Romblon State University
College of Education
Liwanag, Odiongan, Romblon

Lesson 3.
DEPED POLICIES ON ASSESSMENT FOR MATHEMATICS

The succeeding section is all about the DepEd policies and guidelines on learner
assessment. This is based on the DepEd Order No.8, s. 2015 and DepEd Order No. 31, s. 2020 by the
Department of Education.

DepEd Order No. 8, s. 2015: Policy Guidelines on Classroom Assessment for the K
to 12 Basic Education Program

DepEd Order No. 31, s. 2015: Interim Guidelines for Assessment and Grading in
Light of the Basic Education Learning Continuity Plan

NOTE TO STUDENTS:

The DepEd shall be uploaded directly to the Google Classroom.

Assessment and Evaluation in Mathematics | 12

 Romblon State University
College of Education
Liwanag, Odiongan, Romblon

Self-Assessment 1

Directions: In Lesson 1, general and specific objectives for Mathematics in the K

to 12 Curriculum is presented. It shows the outcomes to be assessed in
the current curriculum by specific content area. Choose one (1) from
the five content areas and try to make a quick survey on the available
literature on the web and discuss whether it is achieved or not in the
space provided below. Cite the literatures that you have used and limit
your explanation up to 250 words.
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Self-Assessment 2

Directions: In Lesson 2, cognitive values were briefly discussed as one of the

components of the Philippine Mathematics Framework. One of these
cognitive values is CULTURAL-ROOTEDNESS. Aligned with this, take a
photo or search for a photo available online that demonstrates cultural-
rootedness with respect to mathematics education. You may include
photos of cultural heritages of Romblon which are characterized with
Mathematical representations and the like. Submit your photo and write
a 150-word narrative about your submission. You may use the space
provided below for your narrative.
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Assessment and Evaluation in Mathematics | 13

 Romblon State University
College of Education
Liwanag, Odiongan, Romblon

Faculty-Marked Task 1

Directions: In this Faculty-Marked Task (FMT), you are expected to create a

comparative analysis on the assessment policies set by the Department
of Education for Mathematics. Using the SmartArt, write down at least
five (5) salient features of the two DepEd Orders regarding learner
assessment. For the comparative analysis, use the space provided to
compare and to contrast the two DepEd orders. Explain and/or
enumerate the changes made by the Department of Education in
DepEd Order No.31, s. 2020. Your output will be evaluated using the
attached rubric (MINIMUM OF 300 WORDS).

DepEd Order No.8, s. 2015 DepEd Order No. 31, s. 2020

Comparative Analysis
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Assessment and Evaluation in Mathematics | 14

 Romblon State University
College of Education
Liwanag, Odiongan, Romblon

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Comparative Analysis Rubric
Reference: Compare and Contrast Rubric by Hank Maine (2014)
Meet the Did Not Meet the
Exceeds the Expectations
Indicator Expectations Expectations
(5)
(3) (1)
Purpose and supporting The analysis clearly compares The paper compares and The paper mostly
details and contrasts points that are contrasts points clearly, but the compare and contrasts
sophisticated, offers specific supporting information is clearly, but the
examples to illustrate the general, and/or points are supporting information
comparison and includes only basic. The paper includes on is incomplete or
the information relevant to the the information relevant to the missing, an/or may
comparison. comparison. include information that
is not relevant to the
comparison.
Organization and structure The paper breaks the The paper breaks the Organizational patter
information into point-by-point information into point-by-point not identifiable. Some
or block-by-block structure. It structure or block-by-block, but details are not in logical
follows a consistent order when may not follow a consistent or expected order, and
discussing the comparison. order when discussing the this distracts the reader.
comparison.
Transitions The paper moves smoothly The paper moves from one Transitions may be
from one idea to the next and idea to the next, but may lack missing; connections
uses transition words and or misuse transition words to between ideas are
subtle transitions to show show relationship between fuzzy or illogical.
relationships between ideas. ideas.
Grammar and Spelling Writer makes no errors in Writer makes 1-2 errors in Writer makes several
grammar or spelling that grammar or spelling that errors in grammar or
distract the reader from the distract the reader from the spelling that distract the
content. content. reader from the content.

Assessment and Evaluation in Mathematics | 15

 Romblon State University
College of Education
Liwanag, Odiongan, Romblon

What did I learn?

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My Reflections

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References

Department of Education (2015). DepEd Order No.8, s. 2015

Department of Education (2020). DepEd Order No. 31, s. 2020
SEI-DOST & MATHTED (2011). Mathematics framework for Philippine basic
education. Manila: SEI-DOST & MATHTED.

Assessment and Evaluation in Mathematics | 16