UNIT IV

U C AT IO N A N D
P H Y SI C A L E D
IN A S S ES SI N G
ST R ATE G IES Y G R A D ES
E E L EM EN TA R
HEA L T H I N T H
 LESSON 1
REVISITING the ESSENTIAL ON
ASSESSMENT
 OBJECTIVES
At the end of the lesson, you will be able to:

a. differentiate formative from c. clarify the importance of assessment

summative assessment. in instructional delivery; and

b. examine the basic ideas of assessment d. evaluate the importance of affective

• assesssment as learning assessment in teaching Physical
• assessment of learning Education and Health in elementary
• assessment for learning grades.
 introduction
“Our students do not learn what we teach. It is this simple and profound reality that means that
assessment is perhaps the central process in effective instruction”
-Dylan Williams (2013)

As gate keepers of quality instruction, it is a must for educators to understand the importance
of assessment. Assessment, as pointed out by Dylan William,is considered the central
process in any form of instruction for it to become effective.
Assessment is an important component of curriculum and instruction for it if the curriculum
content was delivered as planned and if its intents were attained or not by the target pupils.
Thus, we considered assessment as being the alpha (beginning) and the omega (end) of all
instructional efforts and initiatives.
 THINK: Revising the Essential OF assessment

ASSESSMENT: MEANING AND ESSENTIALS

• In education, the term assessment refers to a variety of methods or
tools that teachers, instructional planners, and designers use to measure
and document the learning progress and educational challenges of pupils.
• Black and William (1998) define assessment broadly to include all
activities that teachers and pupils undertake to get information that can be
used diagnostically to alter the teaching and learning.
• As a process, it is defined as gathering both quantitative and
qualitative information that aids in describing the pupils knowledge, skils,
and attitude ive to course content, competency, or standard.
 formative and summative classroom assessment
It is important to point out that assessment is conducted
through classroom-based assessment, national assessment of
the student learning, and system assessment. Large-scale
assessment like National Achievement Test (NAT),
Programme for International Student Assessment (PISA),
Trends in International Mathematics and Science Study
(TIMSS), and Southeast Asia Primary Learning Metrics
(SEA-PLM)
As stipulated in the Department Order (D.O.) No. 8 S. 2015,
“classroom assessment is an ongoing process of identifying,
gathering, organizing, and interpreting quantitative and
qualitative information about what pupils know and can
do. Classroom assessment is both a teaching approach and a
set of techniques.
As pointed out earlier, classroom-based assessments is
composed of formative and summative assessments
administered by teachers in their classroom.
 FORMATIVE ASSESSMENT
Boston (2002) defines formative assessment as the “diagnostic use of
assessment to provide feedback to the teachers and pupils over the course of
instruction”. It allows pupils to communicate what they know (Boston, 2002) and
where they are right now (William 2013).
The term “formative” should apply not to the assessment but to the function that
the evidence generated by the assessment itself (William 2013). It focuses on the
learning function rather than the grading function (Black and William, 1998).
 D.O 8 s. 2015, a formative assesstment may be
given at any time during the teaching and learning
process. It involves teachers generating and using
evidence about what pupils know and can do to
inform and improve their teaching. The teachers
observe and guide the pupils through genuine
interaction and dialogue, thereby gaining a deeper
understanding of the pupils progress, strengths,
weaknesses, and needs.
summative assessment
• SUMMATIVE Assessment, as posted by BOSTON (2002),
“generally takes place after aperiod of instruction and requires
making a judgement about the learning that has occurred” (e.g. by
grading or scoring a test paper). This is given periodically to
determine at a particular point in time what pupils know and do not
know.
• (Garrison and Ehringhaus, 2010), that summative assessments
only with standardized tests such as state assessments, but they are
also used at and are an important part of district and classroom
programs.
 the purpose of summative assessment

a. to ensure accountability c. to identify needs and

b. to assure quality
(Darling-Hammond and allocate resources.
control for a process;
Ascher, 1991; Nagy, 2000;
and
Wohsletter, 1991)
• As D.O 8 S 2015 clarified that, summative assessments are recorded and graded to
determine whether the pupils have met the content and performance standards.
• In doing so, the teachers are expected to employ methods to measure the pupils learning
that have been deliberately designed to assess how well the pupils learned and are able to
apply their learning in various context. Thus, summative assessment is considered an
assessment of learning.
• Vital in summative assessment tasks are claear directions and success criteria to help frame
the pupils reflective processes as they respond to the tasks and demonstrate their laearning.
• The pupils most be involve in making the decisions about the summative assessment tasks
to pursue.
• Results of summative assessment are reported not only to the pupils and to the guardians
but also to the school heads and teachers who will recieve the child in the next grade level.
 Embedding Formative Assessment in the instruction

• An effective assessment is seamlessly embedded in the

instruction itself. Gone are the days when we treat
assessment as a separatedimension or element of
instruction.
• Assessing the current understanding or schema of
pupils prior to formal instruction allows the teachers to
strategize on approaches and methods that would aid the
pupils to 01 02a particular topic
effectively and effeciently learn 03
or lesson.
• During instruction, formative assessment in the form of
learning exercises and processing questions informs the
teachers as regards the pupil’s progress relative to the
acquisition of knowledge, skills and values.
• In terms of post-instructions, formative assessment informs
the teacher whether the learning objectives or goals were
realized and thus indicative of the success of the instruction
provided for the pupil’s. The information provided by the
assessment can be used as a basis for whether to re-teach,
remediate or even enrich the lessons. These dynamics prove
the inseparability of instruction and assessment.
alignment of assessment and standards/outcomes

• In planning for the assessment methods and strategies, it is a must that

instructional planners and teachers ensure their alignment and consistency to the
curriculum standards.
• It is highly advised that teachers inform their pupil’s of the intentions or the
objectives of the lesson so that they will aim to achieve these learning goals.
Inspiring them to attain the set objectives is considered an instructional strategy that
leverages the independence of pupils in regulating their learning following their own
terms.
• General assessment guides and directs instruction; provides necessary
information as regards pupils progress, thereby motivating them to improve their
performance; aids teachers deciding whether the instruction is effective ; and finally
evaluates the curriculum or program afforded to all pupils.
 how to plan for assessment
• As pointed out by Andres, Esmeralda, and Padernal in their book “Teaching Social Studies
in the Elementary Grades” good assessment strategies stsrt with the pupils in mind. Good
teachers will keep in mind the list of questions below when planning for assessment.
Moreover, teachers must always carry with them the principle that assessment must be aligned
with the curriculum requires.
1. What to be assessed?
Assessment must be articulate clearly the elements of what is expected among the pupils
regardless of its knowledge, skills, and or values.
2. What is the purpose of the assessment?
Assessment strategies depends on their purpose. Consequently, it is a must that teacher are
certainly clear on the rationale of a given assessment.
3. What assessment tools will best provide the information we need?
• Assessment instrument will always be dependent on what is to be
assessed. The teachers can portray their innovative sense by crafting their
own assessment tools in the context of their teaching.

4. Who will collect the data: teachers, pupils, or the stakeholders?

• Traditionally, the teachers are the primary drivers of assessment.
What they deem important will have a significant impact on the information or
data that will be obtained.

5. How often and when will be data collected?

• The number of assessment data that will be collected is immaterial. On the
contrary , a few assessment data that can provide more relevant input in
teaching and learning process are what is aimed for. Remember, that quality.
not quantity, is the rule of the game.
 LESSON 2
Leveraging on Outcomes-based
Design: Making the Most from the
Traditional and Authentic
Assessments
OBJECTIVES:
At the end of the lesson, you will be able to:

• examine the essential ideas of outcomes-based

assessment;
• differentiate traditional assessment from the
authentic assessment; and
• evaluate the efficiency of both traditional and
authentic assessment in light of outcomes-
based design.
 introduction
“If you don’t know where you are going, it doesn’t matter which road you
take”.
-Lewis Carroll, “ Alice in Wonderland”
• Lewis Carroll’s idea challenges every one of us to be certain about things
that we want to achieve regardless of our varying contexts in life. Knowing
our respective destinations would mean carefully planning the journey in
order to safely arrive there, probably in the most convenient and efficient
way.
• Just like in formal education, it is highly important for the teachers and
educators to be precise on what they want the pupils to realize prior to start
of any instructional interventions. Failure to do so would mean difficulty for
both the teachers and pupils.
THINK: The Fundamentals of Outcomes-based Education

• In the tertiary education, clarity of intention is being addressed

using outcomes-based education (OBE) Outcomes are clear
learning results that we want the pupils to manifest after
significant learning experiences. These are not the beliefs,
values or pschological states of mind, which are all vague and
difficult to measure or gauge.
• Specifically, outcomes are actions and performances that
express and reflect the pupils competence through the use of
content, information, ideas, and toolsappropriately and
successfully.
 clarity of focus
• This pertains to the certainty of what the teachers intent in the pupils
to achieve at the end of their time with them. This means that
instructional inputs and process are designed to achieve such,
including the curriculum design, instructional deliveries, and
assessment tasks. These are geared toward what they want the
pupils to demonstrate successfully.

expanded opportunity
• This pertains to the certainty of what the teachers intent in the pupils
to achieve at the end of their time with them. This means that
instructional inputs and process are designed to achieve such,
including the curriculum design, instructional deliveries, and
assessment tasks. These are geared toward what they want the
pupils to demonstrate successfully.
 high expectations
• High expectations have nothing to do with the bell curve. That is,
expectations and results are not exclusively anchored on a pen
and paper assessment, which is in most cases, is narrow,
shaloow, and hollow. Superior results mean that all pupils are
able to do significant thing well at the end.

design down
• Backward design is the name of the game. As Stephen Covey
famously quipped, “ begin with the end of the mind”.
• The figure below illustrates the usaul way of panning instructional intervention.
As one can see, outcomes are first identified , followed by instructions, which include
learning tasks and, finally assessment. In this particular design, there is a tendency for
the teachers to miss gauging the intended outcome since, as experience taught us, the
instructions and learning tasks are what usually measure or assess.

• On the contrary, the OBE design in figure 2 places a premium on assessment as the
second step after intended outcomes are identified. this means that all assessment
tasks are aligned and directly linked to the standards to be achieved. Interestingly,
instructions and learning tasksare anchord on the assessment , which is more
effective and efficient in achieving the learning goals or outcomes.
• Since outcomes-based systems expect the pupils to
earn out the processes defined within an outcome through
demonstration verbs.
• Thus, on the vital idea in recognizing a well-defined
outcome is to use demonstration verbor verbs that define
which processes the pupil are expected to carry out at the
end.
• In Physical Education and Health in the Philippine K
to 12 Curriculum, outcomes are articulated in the key
stage and grade level standards. These are the unpacked
in the content and performance standards.
• It is significant to point out the standards is closely relted
to outcomes as defined earlier.
• This nomenclature, which is characterized by the “expectation of one that
should know and be able to do,” is essentiallythe same as that one of the
outcomes. Likewisw, it refersto how well the pupil must perform, at what
kinds of task, and based on what content (Department Order no. 21 s.
2019).

• The satandards are articulated in all learning areas further unpacked in key
stage standards, grade level satandards, and quarterly standards through
the content and performance standards.

• For instance in Key Stage 1 of the Physical Education, the standard or the
expected outcome is for the pupil to demonstrate understanding of body
awareness, space awareness, and qualities and movement relationships
through the participation in enjoyable physical activities.
traditional assessment
• Traditional assessment refers to the conventional methods of
testing which usually produce a written document such as quiz,
exam, or paper. It involves assessment tools that are primarily
focused on the attainment of intellectual abilities and cognitive
skills (Caliskan and Yagittir, 2008). Moreover, it focused on the
pupils scores performance (Niguidula, 1993)

• Large scale assessment such as NAT, PISA, TIMSS and SEA-

PLM are examples for this. Usual examples of traditional
classroom assessments include multiple-choice, identification,
matching type, true or false and the like.
traditional assessment
• These assessments are given to the pupils in order to gauge
how much they learn. Likewise, they provide useful data and
information on the progress on pupils learning. Though the
examples provided are easy to grade, they only measure
low-level thinking skills since they are only limited in
assessing isolated facts, information and even application.

• Placing much premium on the cognitive aspect, this type of

assessment is considered as an indirect and inauthentic
approach in measuring students outcomes.
 purpose of traditional assessment
1. Evaluate Pupils
 Traditional assessment is mainly administered to gather academic data to be used
for evaluation purposes. With the data at hand, the teachers are able to identify the
extent of t student learning. Specially, this type of assessment can easily give
feedback to the teachers on what compentencies the pupils understood and failed to
understand.
2. Rank pupils
 With the accessibility of assessment data, it is quite easier for
teachers to rank the pupils. Traditional assessment, in a form of
examinations, is usually given higher emphasis rather than
performance. This is also because this type of assessment elicits
information relatively faster compared to an authentic assessment
which requires more operations.
3. Feedback of Evaluation Results
 Once teachers are done with the evaluation process, it is now time for them to report
the result of the evaluation. The results are placed in the report card and are given to
the parent during the parent-teacher conference.
STRENGTHS
1. Reliability
 An assessment tool is reliable when it measures what it is supposed to
measure. This is the primordial strength of traditional assessment. The teachers
are able to convert the different competencies required in the curriculum guide
in the form of an objective type of test.
2. Validity
 Traditional assessmnet becomes valid only when it answers the following
questions: 1. What is to be measured? and 2. How consistently it is measured?
(Ebel and Frisbie, 1991). This implies that the valid assessment tools will allow
the pupils to score the same regardless of the date they take the exam and
whoever administered the exam.
3. Easy to Administer and Check
 The paper-and-pencil type of test generally contains only a specific answer per
item which makes it easier to daminister and check.
LIMITATIONS
1. Individualist
 Traditional assessment is mainly designed to measure learning on an
individual basis. The pupils may find it difficult, especially during the quarterly
assessment of the depth and breadth of the content.
2. Competation
 21st century education promotes collaboration among the pupils. However,
traditional assessment is limited only to the individual pupils, which could
start and cultivate competition among other pupils

authentic assessment
• This type of assessment is premised on the idea where the pupils reflectively
only their acquired knowledge, skills, and even attitude to a new situation or
new environment, aiding them to better understand and navigate the realiaty
that sorround it.
• An assessment is considered authentic if it allows the pupils to engage
themselves in a creative ;learning oppurtunities that test their learned
competencies. Essential in this scheme is the collective understanding of both
the pupils and teachers expectations on a particular assessment task which is
quite absent in the traditional assessment.
• With regards to its features, Janisch, Lui ansd Akrofi (2007) emphasized the
idea that authentic assessment is mainly based on a contractivist perspective of
learning wherein the interplay of the pupils, materials, and content affects the
learning outcomes.
• Tay (2017) identified the following cardinal rules in planning and implementing
authentic assessment:
1. Detemining the skills and achievement that help pupils develop
 to ensure that the assessment is valid, it should always be grounded on the curriculum
standards and learning competencies.
2. Elaborating the task that the pupils will use to demonstrate their skill and
achievements
 The success of any assessment activity , may not be formative or summative , depends on
the intended goals and outcomes.
3. Determining and communicating scoring rubrics for evaluation
 in every activity that the pupils have to do, thay must be guided by how they will be graded.
4. Identifying proofs for supporting decisions
 If possible, the teachers in basic education must always elaborate on why the pupils ended up
with their scores.
5. Improving educational and instructional programs
 Finally, authentic assessment must always address the improvement of education outcomes.
STRENGTHS
1. Authentic assessments are direct measures.
2. Authentic assessments capture the constructive nature of
learning
3. Authentic assessments integrate teaching , learning and
assessment.
4. Authentic assessments provide multiple paths to
demonstration.
LIMITATIONS
1. Subjectivity in scoring
 With this kind of assessment, it is unavoidable that the teachers
already have preconcieved ideas about their pupils
2. Costliness
 The pupils in the 21st century tend to increase
their competitiveness toward attaining laerning
outcomes. This mean s that in performing
authentic assessment task, the pupils may
produce a materialsthat would help them to
achieve the highest scores.