BUILDING

BASIC
ASSESSMENT
COMPETENCE

MARY ANN O. SEDAN

JHS – TEACHER I
TEACHER
ASSESSMENT
LITERACY
 A Junior High School teacher wished to assess her students'
1 understanding of a specific problem solving method she had
been teaching. Which assessment strategy would be the most
valid to do given the intention of a classroom assessment?

A.Select a standardized test that provides a score on problem

solving skills.
B.Select a textbook that has a "teacher's guide" with a test on
problem solving developed by the authors.
C.Select an instrument that measures students' attitude towards
problem solving
D.Design an assessment consistent with an outline of what the
teacher has actually taught in the class.
A.Select a standardized test that provides a score on problem
solving skills.
B.Select a textbook that has a "teacher's guide" with a test on
problem solving developed by the authors.
C.Select an instrument that measures students' attitude towards
problem solving
D.Design an assessment consistent with an outline of what the
teacher has actually taught in the class.

Developing an assessment consistent with an outline of what

the teacher has actually taught in the class is the most valid way
to assessing students' understanding of the problem solving
method taught to them.
 Which of the following is the appropriate assessment
2 method when a teacher aims to measure if learners are
able to demonstrate product-type of learning targets?

A.Demonstration with performance rubric

B.Essay with scoring rubric
C.Multiple-choice test
D.Feasibility study
Feasibility study is an example of product-type learning as it
could produce knowledge and information as a result of
learners’ use of knowledge, reasoning, and skills.
3 Which of the following statements about formative
assessment is TRUE?

A.Its results are not recorded because they only intend to provide
feedback to teachers for their reflection.
B.It is administered after the day’s lesson or after covering a unit
based on the budget of work.
C.It intends to continuously monitor students’ learning progress
before, during, and after instruction.
D.It is used to measure the extent to which the learners have met a
given set of learning standards.
Formative assessment is a characteristically informal and continuous
assessment and is intended to help students identify strengths and weaknesses
to learn from the assessment experience. It is also considered “assessment as
learning” through which students reflect on their learning progress.
 A Junior High School teacher is developing a diagnostic
test to determine the writing skills of her incoming Grade
4 9 students. Which of the following test formats below is
the most appropriate to use and why?

A. Multiple-choice type, as this is convenient and easy for the students

to answer
B. Essay test, as this demonstrates students’ language/grammar skills
and ability to organize their ideas
C. Short-answer test, as this requires students to create an answer
through writing
D. Completion test, as this measures students’ grammar/language skills
by completing a sentence
Essay test is the best format to assess students’ writing abilities.
 How would a teacher effectively elicit response from the students in the
conduct of a review of the previous lesson?
5 I. Ask questions that have different levels of complexity.
II. Distribute the questions to all the students through fishbowl
technique.
III. Provide a token to every student who could answer the question.
IV. Make the review more engaging through a game.

A.I, II, and IV

B.I, II and III
C.II, III, IV
D.I, III and IV
It is good for the teacher to ask questions of varying complexities that all
students must answer in a more engaging activity such as a game.
6 Half of your class attained a failing grade in a formative
written test. What would you do to address this result?

A. Give a retest to those who failed in the formative test using the
same test to check if their scores will improve.
B. Identify the learning competencies where the learners have
difficulty and ask the students to study them again on their own.
C. Proceed with the new lessons then conduct another formative
assessment to prepare learners for the summative assessment.
D. Identify the learning competencies in which the learners have
difficulty and provide more effective instruction for the class to
master these competencies.
 A. Give a retest to those who failed in the formative test using the same test to
check if their scores will improve.
B. Identify the learning competencies where the learners have difficulty and
ask the students to study them again on their own.
C. Proceed with the new lessons then conduct another formative assessment
to prepare learners for the summative assessment.
D. Identify the learning competencies in which the learners have difficulty and
provide more effective instruction for the class to master these
competencies.

It is important to know the learning competencies where learners have difficulty

to demonstrate as revealed by the formative test. This can be done by looking at
the specific items where many learners failed to answer correctly and determining
the learning competencies they represent. The information should then be used
to guide instruction, including modification of teaching strategies and learning
activities if necessary.
 How do the summative assessment results from the
7 previous school year help you revise the lesson plan
that you will develop for the next school year?
A. Increase the instructional time for the learning competencies
whose prerequisites are not yet fully mastered.
B. Remove unnecessary information on the competencies that
are not yet mastered.
C. Use complex teaching methods on the competencies that
have not yet been mastered.
D. Remove the learning competencies if they are difficult to
master.
More time is needed in competencies in which pre-requisite
skills are not yet fully mastered.
 Which is the appropriate response to the given scenario?

8 You have scheduled a Performance Task Day wherein your

students will have to report about their individual work. Juana is
one of your students who does not have internet access, but she
regularly retrieves and submits her modules by having her
nanay go to school every week.

A.Prepare a worksheet and include it in packing the modules of

those without online access.
B.Give a failing mark to Juana and to those who will not present their
work online.
C.Do home visitation to grade the students with their presentations.
D.Arrange a face-to-face presentation in school.
A.Prepare a worksheet and include it in packing the
modules of those without online access.
B.Give a failing mark to Juana and to those who will not
present their work online.
C.Do home visitation to grade the students with their
presentations.
D.Arrange a face-to-face presentation in school.

The desired policy outcome is that all learners are fairly

assessed and graded and treated with considerations for
possible difficulties during the health crisis.
ASSESSMENT
AND ITS
PURPOSES
Objectives

1. Recognize the important role of

assessment in the teaching-learning
process.
2. Determine whether the assessment is
formative or summative.
3. Differentiate between formal and informal
formative assessment.
Essential
Questions
1. What is the role of assessment in the
teaching-learning process?
2. What are the main purposes of
assessment?
3. What is the difference between informal
formative assessment and formal
formative assessment?
 What I What I What I
already Wonder Learned
KNOW about
Role of
assessment in the
teaching-learning
process

Differences
between Formative
Assessment and
Summative
Assessment
If the ultimate goal of education is for
learner to learn, how do we know that
they are indeed learning?

ASSESSMENT
is closely intertwined with Curriculum
and Instruction
ASSESSMENT
Classroom assessment is an “ongoing
process of identifying, gathering,
organizing, and interpreting quantitative
and qualitative information about what
learners know and can do.”
(Enclosure to DepEd Order No. 8, s. 2015, p.1)
Classroom-based scenario
Assessment in Context
Focus Questions:

1.What assessment methods did the

teacher use in her teaching?
2.For what purposes did she use each
assessment method?
Scenario:
For the 2nd Quarter, Ms. dela Cruz’s Grade 8 Reading class is learning about,
Responding to a Text Read and is exploring Afro-Asian Literature. The featured
story is entitled, A Country Boy Quits School by Lao Hsiang.

Ms. dela Cruz begins the lesson with a vocabulary exercise (unlocking of
unfamiliar words) to get students ready for learning. Then, using a Mind Map,
she asks students to give their ideas about “school” and “education”. She does
this to check and help them connect their prior knowledge to the text, and so
she can make adjustments on her lesson plan, if needed. She quickly looks at
the Mind Map filled out by the students. Seeing that they all have good
understanding of the concept, she decides to proceed, introducing the story
and presenting the Focus Questions.
After the class has read the story, she divides them into small groups. She
assigns each group an Engagement activity to help them comprehend the
text and to check student understanding on the important elements of the
story. During each group’s presentation, Ms. dela Cruz through discussion,
guides the learners in examining the assertions made by the author in the
text. She elicits responses or reactions from the learners, repeats or
rephrases their answers, and/or elaborates their answers. Both the
engagement activities and the discussion allow her to monitor students’
thinking, to provide necessary feedback to help bridge learning gaps, and to
adapt her instruction to their needs during the lesson. Their outputs will not
be graded.

a. Social Media Profile (The different family members’ views on school)

b. A Day In The Life (roleplay or create a comic of the boy’s experiences)
c. Interview with the Writer (the writer’s views on education based on details given in the story)
d. Exchange of Messages or Letters (similarities and differences between the boy’s experience and the students’)
e. Youth Summit (aspects of school/education that students think should be improved)
When she is sure that they have understood the lesson well
based on their responses, she proceeds to the next part of the
lesson, an individual reading and writing activity. She first
presents and explains the rubrics for the activity, then distributes
the worksheets. Afterwards, she collects their papers. The results
will be used to give feedback to the learners, and to plan and
design the next lesson. Then, she announces that they will be
having a quiz on their next meeting to evaluate how much they
have learned about the current lesson. She ends the class with a
homework. Their scores will not only be included in the
computation of their grades, but will also be used as basis in
making instructional decisions for the subsequent lesson.
Purposes of Assessment

1. Formative Assessment
2. Summative Assessment
Grade Level: 8 Teacher: Ms. Dela Cruz
Subject: English Topic: Responding to a Text Read/Afro-
Asian Literature

Assessment Methods Specific Purpose(s)

Mind Map Check prerequisite knowledge to adapt teaching plan

Engagement Activities Check for understanding

Classroom Discussion Monitor student thinking; Provide feedback; Adapt for learners

Individual reading and writing activity Provide feedback; Adapt instruction to learner needs

Quiz Evaluate learning

Homework Grading; Inform decision-making

Formative Purpose
Formative Assessment
refers to “all activities undertaken by teachers, and
or/by their students, which provide information to
be used as feedback to modify teaching and
learning activities.” (Black & William, 1998, p. 7).
 Formative Assessment
There are three processes involved in formative
assessment- gathering, interpreting, and acting
on information about student learning. (Ruiz-
Primo & Furtak, 2004).
 Types of Formative Assessment

• Formal Formative Assessment

• Informal Formative Assessment
 Types of Formative Assessment

• Formal Formative Assessment

• Informal Formative Assessment
 Types of Formative Assessment

Formal Formative Assessment

is a planned act designed to provide evidence

about students’ learning” (Ruiz-Primo & Furtak,
2004, p.2)
 Formal Formative Assessment
Gathering Interpreting Acting
Teacher collects or Teacher takes time to Teacher plans an
brings together analyze information action to help students
information from collected from achieve learning goals
students at a planned students.
time.
Example: Example: Example:
giving quizzes or Reading students’ Writing or changing
embedded work and providing lesson plans to
assignments written comments to all address the state of
students student learning
 Types of Formative Assessment

Informal Formative Assessment

is where evidence of learning is generated in the

course of a teacher’s day-to-day activities (Ruiz-
Primo & Furtak, 2004, p.2)
 Informal Formative Assessment
Eliciting
Teacher brings out or
develops information in the
form of verbal response
from students
Example:
Asking students to
formulate explanations or
to provide evidence
Recognizing
Teacher reacts on the fly
by recognizing students’
responses and comparing
them to accepted scientific
ideas
Example:
Repeating or revoicing
students’ responses
Using
Teacher immediately
makes use of information
from the students during
the course of ongoing
classroom narrative
Example:
Asking students to
elaborate on their
responses, explaining
learning goals, promoting
argumentation
 Differences between Formal and Informal
Formative Assessment
Difference Formal Informal
Timing of Tasks Identified prior to the Typically spontaneous;
lesson proper arises from classroom
conversations
Changes made in On-the-spot
Timing of Modification subsequent lessons adjustments to the
lesson
Level and Structure Planned structure of Student-teacher
events at the class conversation level;
level; considers time gives “just in time”
and curriculum feedback
Summative Purpose
Summative Assessment
Is used “to judge what the learner had achieved at
the end of a course or programme.”
(Bennett, 2011, p.6)
• Identifying gap between current FORMATIVE SUMMATIVE
and desired learner competence
• Grading
• Ranking
• Adapting for learner needs
• Reporting
• Providing feedback
• Improving instruction
• Engaging students in the
assessment and learning process
• Promoting
• Certifying
FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT
(class/individual level) individual level)
Identifying gap between current and desired Grading
learner competence

Adapting for learner needs Ranking

Providing feedback Reporting

Improving instruction • Promoting

Engaging students in the assessment and • Promoting

learning process
Can the same “The same assessment
assessment instrument, and indeed, the
strategies or
evidence be same assessment
used for both outcomes, can be used both
formative and summatively and
summative formatively…”
purposes? (Black & William, 2018, p. 553)
What
assessment Portfolio Assessment
can be used
for either
formative
and
summative
purposes?
Can
evidence Summative assessment can
provide information that
from teachers can be used to inform
summative teaching and learning decisions
assessment for subsequent lessons.
be used for
formative
purposes?
Can
evidence It is important that these
assessment outcomes (e.g. test
from scores and identified areas that
summative need further improvement) are
assessment constructively fed back to
be used for learners with plans for
formative improvement (Payne, 2014).
purposes?
Assessment in Context:
Formative and Summative Assessment in the Classroom
Focus Questions:

1.What assessment methods did the

teacher use in her teaching?
2.For what purposes did she use each
assessment method?
Grade Level: 8 Teacher: Ms. Dela Cruz
Subject: English Topic: Responding to a Text Read/Afro-
Asian Literature

Assessment Methods Specific Purpose(s)

Mind Map Check prerequisite knowledge to adapt teaching plan

Engagement Activities Check for understanding

Classroom Discussion Monitor student thinking; Provide feedback; Adapt for learners

Individual reading and writing activity Provide feedback; Adapt instruction to learner needs

Quiz Evaluate learning

Homework Grading; Inform decision-making

Grade Level: 8 Teacher: Ms. Dela Cruz
Subject: English Topic: Responding to a Text Read/Afro-
Asian Literature

Assessment Specific Purpose(s) Formative/Summative

Methods
Mind Map Check prerequisite knowledge to adapt
teaching plan Formative

Engagement Check for understanding

Activities Formative
Classroom Monitor student thinking; Provide feedback;
Discussion Adapt for learners Formative
Individual reading and Provide feedback; Adapt instruction to
writing activity learner needs Formative
Quiz Evaluate learning
Summative
Homework Grading; Summative
Inform decision-making
Formative
Differences between Formative and Summative Assessment

Formative Assessment Summative Assessment

Purpose of the assessment Improving instruction and student Evaluating student outcomes
learning outcomes

Occurrence in the teaching- Can happen anytime Toward the end of a period of
learning period learning/unit
Role of the teacher Facilitator of Learning Assessor
 What I What I What I
already Wonder Learned
KNOW about
Role of
assessment in the
teaching-learning
process

Differences
between Formative
Assessment and
Summative
Assessment
ACTIVITY

Read the scenario and identify whether each assessment serves a formative or summative purpose,
or both. Select your answer and tick the box in the appropriate column.
Teacher Mikoy’s Grade 8 English class has just finished reading a Japanese folktale. To
check for comprehension, he divides the learners into small groups for an activity. He
gives them instructions and sends them the link to the tasks they have to discuss and
complete before he opens the Zoom breakout rooms. Each group is given a different
task to do.

While each group is discussing, Teacher Mikoy moves from one breakout room to
another to listen to the students’ conversations. This is so he can provide them with
feedback and the scaffolding that they need to complete their task. After they are all
back to the main Zoom room, Teacher Mikoy asks the groups to briefly share and
present their outputs. Following each group presentation is a teacher-facilitated Q&A
session that aims to engage the learners in the learning and assessment process.
During the Q&A, the other groups use their virtual Talking Sticks to ask the presenting
group a question or to share their thoughts.
• After the discussion, he instructs the learners to accomplish the
Google Form Quiz. The responses he will receive will be used
not only in evaluating the learners, but also in deciding how he
would proceed in their next lesson. The class ends with Teacher
Mikoy giving instructions for the class’s homework. They are to
write a short review of the story that they read, applying
everything they have learned about evaluating a text
(examining and reacting to assertions and biases made by the
author). It will be used to assess their progress against the
target learning competencies.
 Formative Summative Both
Small Group
Discussion
Listening to
student
conversations

Q&A Session

Quiz

Story Review
(Homework)
 ANALYSIS:

Assessment Methods/Tools Specific Purpose(s) Formative/Summative

(stated /described in the scenario)

Small Group Discussion Checking for understanding

Formative
Listening to student Providing feedback and scaffolding
conversations Formative

Q&A Session Engaging the learners in the learning Formative

and assessment process.

Quiz Evaluating learning; Summative

Deciding the next steps in instruction Formative
Story Review Assess student progress against the
(Homework)
target learning competencies Summative
SUMMARY

• Assessment plays a vital role in teaching and learning. It helps

diagnose student progress toward learning goals and inform
instructional decisions.
• Assessment evidence can either be used for formative or
summative purposes, or both. When assessment evidence is
used to improve instruction, it is used formatively. When it is
used to evaluate student learning for grading and promoting
students, it is used summatively.
SUMMARY

• Assessment methods/tools used formatively can be formal or

informal depending on three aspects: timing of task, timing of
modification, and level of structure.
• Assessment is an ongoing process that involves planning,
evidence collection, interpretation of assessment evidence, use
of assessment process to inform continuous improvement
cycles.
EVLUATION

Read and understand each question carefully and choose the best
answer
1 Which of the following best describes formative
assessment?

A. Teacher April asks students questions in different parts of the

lesson to diagnose their learning, so misconceptions can be
corrected, and instruction can be adjusted based on student needs.
B. Teacher Via gives a pre-test at the beginning of the lesson, an
activity during the lesson, and a post-test after.
C. Teacher Sam gives assessment activities where his main role is a
facilitator of learning. The assessments he gives range from
unrecorded quizzes to thumbs up/down responses.
D. Teacher Lei uses students’ scores to identify students with honors.
2 Which of the following best describes formative
assessment?

A. Formal. The teacher collects students’ drafts at a planned time,

takes time in interpreting them, and uses the interpreted
information in planning subsequent task with the students.
B. Informal. The task is structures, and the teacher uses assessment
evidence to inform teaching-learning decisions.
C. Formal. The teacher collects the learners’ literary drafts every week.
D. Informal. The teacher discusses with the students online to give
“just in time” feedback. It happens at the teacher-student level. The
conversation is structure and spontaneous.
3 Which of the following best describes formative
assessment?

A. Formative. The teacher gave the test to assess ho much students

learned about the topics. The students were also engaged in the
assessment process when they check the paper of their
classmates.
B. Summative. The teacher gave the test at the end of the lesson unit
to evaluate student learning.
C. Formative. The teacher gave only a 10-item quiz. It is too short to
be considered a summative assessment.
D. Summative. The test is administered at the end of a lesson unit.