Assessment of

Learning Outcomes
in the K to 12
Program
What is k to 12 Program
The K to 12 Program covers Kindergarten and
12 years of basic education (six years of
primary education, four years of Junior High
School, and two years of Senior High School
[SHS]) to provide sufficient time for mastery of
concepts and skills, develop lifelong learners,
and prepare graduates for tertiary education,
middle-level skills development, employment,
and entrepreneurship
Teachers should employ assessment
methods that are consistent with standards.
This means that assessment as a process
must be based on standards and
competencies that are stated in the K to 12
Curriculum Guide. Assessment must be
based NOT on content but on standards and
competencies. Therefore, there must be
alignment between assessment tools or
tasks and standards and competencies.
Teachers must employ both
formative and summative
assessment both individually and
collaboratively. Assessment is done
primarily to ensure learning; thus,
teachers are expected to assess
learning in every stage of lesson
development- beginning, middle and
at the end.
 Formative assessment
Formative assessment is an ongoing, informal method used
to help students identify strengths and weaknesses in their
learning process. It helps teachers make adjustments in
instruction and ensures effective lesson design. Teachers
should record and track progress, provide immediate
feedback, and offer recommendations for improvement. This
approach encourages students to take responsibility for their
own learning.
Individual and Collaborative Formative Assessment
Individual formative assessment enables the learner to
demonstrate independently what has been learned or
mastered through a range of activities such as check-up
quizzes, written exercises, performances, models, and even
electronic presentations.
Collaborative formative assessment (peer assessment)
allows students to support each other’s learning. Discussions,
role playing, games, and other group activities may also be
used as performance-based formative assessment wherein
learners support and extend each other’s learning.
 Summative assessment
Summative assessment is a final evaluation of
learning, used to determine a learner's
performance and content knowledge. It helps
make informed decisions about future learning
or job suitability, benefiting those involved and
their families.
Individual and Collaborative Summative Assessment
Learners may be assessed individually through unit
tests and quarterly assessment. Collaboratively,
learners may participate in group activities in which
they cooperate to produce evidence of their learning.
The process of creating a learning project is given
more weight or importance than the product itself
Grades are a function of written
work, performance tasks and
quarterly test. This means that
grades come from multiple sources
with emphasis on performance
tasks from Grades I to 12. Grade
does not come from only one
source rather from multiple sources
The cognitive process dimensions
given by Krathwohl and Anderson
(2001) - from remembering,
understanding, applying, analyzing,
evaluating and creating-governs
formulation of assessment tasks.
To align the assessment process with
the K to 12 curriculum, the adapted
Cognitive Process Dimensions may be
used as guide not only in lesson
development but also in the
formulation of assessment tasks and
activities
The assessment process is holistic, with
emphasis on the formative or
developmental purpose of quality assurance
in student learning. It is also standards-based
as it seeks to ensure that teachers will teach
according to the standards and students will
aim to meet or even exceed the standards.
The students’ attainment of standards in
terms of content and performance is,
therefore, critical evidence of learning.
The assessment shall be done at four levels which are an adaptation
of the cognitive levels for learning. Weights are assigned to the levels.
The levels are defined as follows:
1. “Knowledge” refers to the substantive
content of the curriculum, the facts and
information that the student acquires.
2. “Process” refers to cognitive operations that
the student performs on facts and information
for the purpose of constructing meanings and
understandings. This level is assessed through
activities or tests of analytical ability.
3. “Understandings” refer to enduring big ideas,
principles and generalizations inherent to the
discipline, which may be assessed using the facets
of understanding. Assessment at this level, should
require ability to synthesize, generalize and judge
accordingly.
4. “Products/Performances” refer to real-life
application of understanding as evidenced by the
student’s performance of authentic tasks. At this
level students are expected to be able to apply
what has been learned in contrived or real
situations.
 Thank you for
attentive listening!