Classroom Assessment for

the K to 12 Basic Education

Program
Krystal C. Manzano
Teacher I
 OBJECTIVES:
• Define classroom assessment and
explain its purpose
• Differentiate Formative Assessment
from Summative Assessment
• Identify what is assessed in the
classroom.
 Everybody is a
genius. But if you
judge a fish by its
ability to climb a
tree, it will live its
whole lives believing
that it is stupid.
What is
Classroom
Assessment
Classroom Assessment
(DepEd Oder No. 8, s. 2015)

It is an ongoing process of
identifying, gathering, organizing,
and interpreting quantitative and
qualitative information about the
learners know and can do.
Classroom
assessment is
• a joint process that
involves both teachers
and learners.

• It is an integral part of
teaching and learning.
•Assessment facilitates the
development of learners’
higher-order thinking
and 21st century skills.

•Instruction and
assessment must be
interconnected.
 ssm ent
Objectives LEARNING ACTIVITIES Asse
(Instruction)

STRONG LINKAGE
Two Types of Classroom Assessment

Formative Assessme

Summative Assessm
Formative Assessment
• Formative assessment results,
however, are not included in the
computation of summative
assessments.

• Formative assessment provide

students with immediate feedback on
how well they are learning throughout
the teaching-learning process.
 Summative Assessment
• Assessment of learning
which occurs at the end of a
particular unit.

• Summative assessment
measures whether learners
have met the content and
performance standards.
 Summative
Assessment
• The results of summative
assessments are recorded and used
to report on the learners’
achievement.

• These results are reported to the

learners and their
parents/guardians.
Summative Assessment
These results are also
reported to school heads,
teachers who will receive
the child in the next grade
level, and guidance
teachers who should help
students cope with
challenges they experience
in school.
What is
Assed in the
classroom
Content standards
Performance standards
Learning competencies
How are
learners assed
in the classroom
Individual Formative
Assessment

Collaborative Formative
Assessment (Peer
Assessment)
 Individual Formative Assessment

Enables the learners 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 extends each other’s
learning.
 Formative
Assessment
in
Parts of the Lesson
different
Components of Summative
Assessment
Written Works
Quarterly Assessment

Performance Tasks
Assessment Tools and Strategies
 PERFORMANCE-BASED ASSESSMENT
Performance assessment can be defined as
a method of evaluating student’s knowledge,
concepts, or skills by requiring them to perform
a task designed to emulate real-life contexts or
conditions in which students must apply the
specific knowledge, concepts, or skills.
 Advantages of Performance-based
Assessment
Performance-based assessment builds on daily work (assignments,
exams, projects) of students and faculty.
Performance-based assessment enables faculty to determine student
skills and abilities and for students to learn more about how to improve
their own skills.
Performance-based assessment can help faculty determine how to link
their teaching to desired learning outcomes.
 Disadvantages of Performance-
based Assessment
 Performance-based measures are labor intensive. A
significant amount of time and care must be set
aside for planning and using performance
assessment.
 It is not clear that performance-based measures can
be generalized to the student population. This
lowered level of generalization can affect the
perceived validity of the measure.
 Assessment activities that are separate from the
daily teaching routine of the department can be
perceived as intrusions by students and faculty.