Chapter 4

Assessing
Student
Learning
Outcomes
 Constructive Alignment
 K-12 Assessment Guideline
: Content Standard
: Performance Standard
: Assessment Type
 K-10 Matatag Curriculum
 Variety of Assessment Methods, Tools, and Task
 Portfolio
Types of Portfolio
: Working or Development Portfolio
: Display, Showcase, or Best Work Portfolios
: Assessment or Evaluation Portfolio
 Scoring Rubric
 Assessment Strategies and Multiple Intelligences
 Assessment of Learning Outcomes in the K-12 Program
 Lesson
Objectives
The student should able to:

A B C
Apply Assessment Construct a Scoring Explain the
objectively Rubric- analytic and implication of multiple
holistic intelligences to
assessment
 4.4 CONSTRUCTIVE
Constructive Alignment is a teaching principle that
combines constructivism, the idea that learners
ALIGNMENT
construct or create meaning out of learning activities and
what they learn, and alignment, a curriculum design
concept that emphasizes the importance of defining and
achieving intended learning outcomes.
" Constructive alignment is based on the
constructivist theory (Biggs, 2007) that learners use their
own activity to construct their knowledge or other
outcome/s.
 4.4 CONSTRUCTIVE
"Constructive alignment is a design for teaching
ALIGNMENT
in which what it is intended students should learn and
how they should express their learning is clearly stated
before teaching takes place. Teaching is then designed to
engage students in learning activities that optimize their
chances of achieving those outcomes, and assessment
tasks are designed to enable clear judgments as to how
well those outcomes have been attained"
(Biggs, 2014, pp. 5-6).
 4.4 CONSTRUCTIVE
The constructive alignment approach recognizes
ALIGNMENT
"knowledge is constructed by the activities of the
learner" (Biggs, 2014, p. 9) rather than being directly
transferable from teacher to student. "Learning takes
place through the active behavior of the student: it is
what he does that he learns, not what the teacher does."
(Tyler, 1949)
The principle of constructive alignment simply
means that the teaching-learning activity or activities
and assessment tasks are aligned with the intended
 CONSTRUCTIVE
As developed and defined by John Biggs (2014),
Constructive Alignment involves:
ALIGNMENT
• Thoughtfully determining intentions for what students
should learn and how they will demonstrate their
achievement of these intended learning outcomes, and
clearly communicating these to students;
• Designing teaching and learning activities so that students
are optimally engaged in achieving these learning outcomes;
and
• Creating assessments that will allow students to demonstrate
their attainment of the learning outcomes and allow
instructors to discern how well these outcomes have been
achieved.
How does Constructive Alignment relate to Accessible
Constructive Alignment supports positive academic
outcomes for an increasingly diverse group of learners,
Education?
because it makes teaching and learning goals and methods
Aligned (well organized, consistent) and Explicit
(obvious, visible).
Observe the principle of constructive alignment. Make
sure your assessment tasks are aligned with your learning
outcomes.
.
K-12 Assessment Program & K10 Matatag
K-12 ASSESSMENT GUIDELINE
WHAT IS CLASSROOM ASSESSMENT?
1. Assessment is a joint process that involves both
teachers and learners.
2. It should be in unity with instruction
3. It is used to track learner progress in relation to
learning standards and development of 21st – century
skills
4. It provides bases for the profiling of the student
performance on the learning competencies and
standards of the curriculum
 K-12 Assessment Program & K10 Matatag
K-12 ASSESSMENT GUIDELINE
WHAT IS CLASSROOM ASSESSMENT?
5. It promotes self-reflection and personal accountability
among students about their own learning
6. Classroom assessment is a process of identifying,
gathering, organizing and interpreting quantitative and
qualitative information about what learners know and can
do.
7. Classroom assessment methods should be consistent
with curriculum standards
8. It measures achievement of competencies by the
learners
 What is Assessed in the Classroom?
Content Standard
 These cover a specified scope of
sequential topics within each
learning strand, domain, theme or
component.
 They answer the question “What
should learners know?
Performance Standard
 These describe the abilities and skills that
learners are expected to demonstrate in relation
to the content standards and integration of 21st-
century skills.
 They answer the following questions:
 What can learners do with what they know?
 How well must learners do their work?
 How well do learners use their learning or
understanding in different situations?
 How do learners apply their learning or
understanding in real-life contexts?
 What tools and measures should the learners use
to demonstrate what they know?
What is Assessed in the Classroom?
Learning Competencies

 Learning competencies refer to the knowledge, understanding,

skills and attitudes that learners need to demonstrate in every
lesson and/or learning activity.
 What Classroom?
is Assessed in the
To align the assessment process with the K to 12 curriculum, the adapted Cognitive Process
Dimensions may be used as a guide in the formulation of assessment tasks and activities.
Remembering . information and retrieve relevant knowledge from long-term memory:
The learner can recall
identify, retrieve, recognize, duplicate, list, memorize, repeat, reproduce.

Understanding The learner can construct meaning from oral, written and graphic messages: interpret,
exemplify, classify, summarize, infer, compare, explain, paraphrase, discuss

The learner can use information to undertake a procedure in familiar situations or in a new
Applying way: execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert,
discover
The learner can distinguish between parts and determine how they relate to one another, and to
Analyzing the overall structure and purpose: differentiate, distinguish, compare, contrast, organize,
outline, attribute, deconstruct
The learner can make judgments and justify decisions: coordinate, measure, detect, defend,
Evaluating judge, argue, debate, critique, appraise, evaluate
The learner can put elements together to form a functional whole, create a new product or poin
Creating of view: generate, hypothesize, plan, design, develop, produce, construct, formulate, assemble,
design, devise
How are learners assessed in the
Formative Assessment
 According to the UNESCO Program on Teaching and
classroom?
Learning for a Sustainable Future (UNESCO-TLSF): a.)
Formative assessment refers to ongoing forms of
assessment closely linked to the learning process. b.) It
is informal.
 It provides immediate feedback to both learners and
teacher.
 It helps prepare learners for summative assessments.
 It is recorded but not included as basis for grading
When Formative Assessment may be
Purposes of Formative Assessment
conducted:
Before the Lesson
For the Learners
 Know what s/he knows about
the topic/lesson
 Understand the purpose of the
lesson and how to do well in
the lesson
Identify ideas or concepts s/he
misunderstands
 Identify barriers to learning
For the Teachers
Get information about what the
learner already knows and can do
about the new lesson
Share learning intentions and
success criteria to the learners
Determine misconceptions
Identify what hinders learning
When Formative Assessment may be
Purposes of Formative Assessment

conducted:
During the Lesson
For the Learners For the Teachers
 Identify one’s strengths and Provide immediate feedback to learners
weaknesses Identify what hinders learning
Identify barriers to learning Identify what facilitates learning
Identify factors that help him/her Identify learning gaps
learn Track learner progress in comparison to
Know what s/he knows and does formative assessment results prior to the
not know lesson proper
Monitor his/her own progress To make decisions on whether to proceed
with the next lesson, re-teach, or provide
for corrective measures or reinforcements
When Formative Assessment may be
Purposes of Formative Assessment
conducted:
After the Lesson
For the Learners
 Tell and recognize whether
s/he met learning objectives
and success criteria
 Seek support through
remediation, enrichment, or
other strategies
For the Teachers
 Assess whether learning objectives
have been met for a specified
duration
 Remediate and/or enrich with
appropriate strategies as needed
 Evaluate whether learning
intentions and success criteria have
been met.
How are learners assessed in the
Summative Assessment

classroom?
 Summative Assessment may be seen as assessment of
learning which occurs at the end of a particular unit.
 It usually occurs towards the end of a period of learning in
order to describe the standard reached by the learner
 Judgements derived from summative assessment are
usually for the benefit of people other than the learner
(UNESCO-TLSF).
 Results of summative assessment are recorded and are
included in the computation of the final grade.
Components of Summative
Assessment
Written Works Performance Tasks Quarterly Assessment

 Ensures that students  Ensures that students are able  Measures student
are able to express to express learned skills and learning at the end of
learned skills and concepts in written form. the quarter
concepts in written  May include essays, written  This may be in the
form. report, long quizzes and other form of objective tests,
 May include essays, written output performance based
written report, long  Written output may also be assessment or a
quizzes and other considered as a performance combination thereof
written output tasks
 How are learners assessed in the
VIDUAL ASSESSMENT
classroom?
Individual Assessment enables learners to demonstrate
independently what has been learned through check-up quizzes,
unit tests, written output, performances and quarterly
assessment
LABORATIVE ASSESSMENT
Collaborative Assessment allows learners to support each
other’s learning to produce evidence of their learning through
discussion, games, group activities and creation of projects.
Review Concpets
Classroom Assessment- is a process of identifying, gathering, organizing and interpreting
quantitative and qualitative information about what learners understand and can do

What is the Grading System

Kindergarten Checklists, anecdotal records and portfolios are used
instead of numerical grades which are based on the
Kindergarten curriculum guide.

Grade 1-12 1. Learners are graded on three components every quarter:

Written Work, Performance Tasks and Quarterly
Assessment.
2. These components are given specific weights which vary.
3. All grades will be based on weighted raw score of the
learner’s summative assessments
4. The minimum grade needed to pass a specific learning
area is 60 which is then transmuted to 75 in the report
card.
How are learners promoted and retained at the end of the School Year?
Grade 1-3
Requirements
Final Grade of at least 75 in all
learning areas
Did Not Meet Expectations in
not more than two learning
areas
Did Not Meet Expectations in
three or more learning areas
Decision
Promoted to the next grade level
Must pass remedial classes for
learning areas with failing mark to
be promoted to the next grade
level. Otherwise the learner is
retained in the same grade level
Retained in the same grade level
How are learners promoted and retained at the end of the School Year?

Grade 4-10
Requirements Decision
Final Grade of at least 75 in all learning areas Promoted to the next grade level

Did Not Meet Expectations in not more than two Must pass remedial classes for learning areas with failing
learning areas mark to be promoted to the next grade level. Otherwise
the learner is retained in the same grade level.

Did Not Meet Expectations in three or more learning Retained in the same grade level
areas

Must pass all learning areas in the Elementary 1. Earn the Elementary Certificate
2. Promoted to Junior High School
Must pass all learning areas in the Junior High School 1. Earn the Junior High School Certificate
2. Promoted to Senior High School
How are learners promoted and retained at the end of the School
Year?
1. Summative Assessments are also given during remedial
classes. These are computed, weighted and transmuted in the
same way as the Quarterly Grade.
2. The equivalent of the Final Grade for remedial classes is the
Remedial Class Mark.
3. The Final Grade at the end of the School Year and the
Remedial Class Mark are averaged.
4. If the Recomputed Final Grade is 75 or better
Grade 1-10 Student is promoted to next grade
level

Grades 11 to 12 (for subjects that Student is able to enroll in the higher

are pre-requisites for other level learning area
subjects)
5. If the Recomputed Final Grade is below 75
Grade 1-10 Student is retained in
the grade level

Grades 11 to 12 Student needs to retake

the subject.

Grades 11 to 12 (for Student will not be

subjects that are pre- allowed to enroll in the
requisites for other higher level learning area
subjects)
 What is K-10
The overloading of the curriculum with too many lessons or

Matatag?
subjects compromised the quality and learning delivery of basic
education in the country, as per Duterte.
This was emphasized during the launch of MATATAG K to 12
curriculum.
MATATAG stands for MAkabagong curriculum na
napapanahon, TAlino na mula sa isip at puso, Tapang na humarap sa
anumang hamon sa buhay, Galing ng Pilipino nangingibabaw sa
mundo.
In the new curriculum, around 70 percent of the current
curriculum will be cut, with learning competencies to be reduced to
around 3,600 from over 11,000 to give more time to what DepEd
called foundational skills for a better learning outcome.
 What change will it
In the current K-10 curriculum, there are seven identified learning areas. These

implement?
include the Mother Tongue, Filipino, English, Mathematics, Araling Panlipunan
(Social Studies), MAPEH (Music, Arts, Physical Education, and Health), and
Edukasyon sa Pagpapakatao (Humanities).
However, in the new curriculum, learning areas in early levels will be reduced
from seven to five: Language, Reading and Literacy, Math, Makabansa, and Good
Manners and Right Conduct.
"Grade 1 students will be studying standalone 'Language' and 'Reading and
Literacy subjects connected to developing good literacy skills needed in learning
other subjects," Andaya explained.
These two subjects will then become English and Filipino in Grade 2.
When a student reaches the third grade, Science will be added. From grades 4 to 6,
other subjects will be added such as Technology and Livelihood Education (TLE),
and MAPEH, with GMRC renamed as Values Education.
 What change will it
"Ito iyong mga dadalhin ng mga bata na kahit tapos na siya sa pagaaral sa isang

implement?
baitang ay dadalhin niya sa susunod na baitang. Hindi niya ito makakalimutan," she
added.
Andaya also explained that kindergarten learning will use a "play-based
approach" and formal subjects will only begin during the first grade
Meanwhile, Duterte also mentioned the integration of Peace Education in
several learning areas of the revised K-10 curriculum.
"The new K to 10 curriculum will integrate peace competencies - highlighting the
promotion of non-violent actions and the development of conflict-resolution skills in
learners. For, after all, there is security, there is peace," she said.
It will introduce topics like conflict resolution, human security, community
resilience, and disaster risk reduction which will make learners aware of seeking
peaceful resolutions even inside the classroom, according to Andaya.
 When will it be
implemented?
The MATATAG K-10 Curriculum will be implemented in a phased
approach over five years. The new curriculum will be rolled out as
follows:
Kindergarten and Grades 1, 4, and 7 in SY 2024-2025
Grades 2, 5, and 8 in SY 2025-2026
Kindergarten and Grades 1, 4, and 7 in SY 2024-2025
Grades 2, 5, and 8 in SY 2025-2026
Grades 3, 6, and 9 in SY 2026-2027
 What change will it
DepEd spokesman Undersecretary Michael Wesley Poa clarified that

implement?
the new curriculum did not remove the use of mother tongue learning as it
is indicated in the K to 12 law.
He said that language curriculum will underline the development of
oral language skills for communication in the language that the learners
will understand, which is essential in developing foundational skills. In
other words, the mother tongue will still be used as a medium of
instruction but will no longer be taught as a subject.
DepEd noted that class hours will remain the same even though the
adjusted curriculum decongests the learning competencies.
Meanwhile, the curriculum for senior high school is still under review, and
it hopes to complete it by next year.
 Focus on Foundation Skills

Current Curriculum Matatag Curriculum

 Mother Tongue  Language
 Filipino  Reading and Literacy
 English  Mathematics
 Mathematics  Makabansa
 Araling Panlipunan  GMRC
 MAPEH
 Edukasyon sa Pagpapakatao
 Chapter 4.5

VARIETY OF
ASSESSMENT
METHODS,
TOOLS AND
Assessment helps the student to assess and improve the different skills of the student
Assessment Method
 Assessment Method can be classified as Traditional and
Authentic Assessment. Traditional Assessment method
refers to the usual paper-and-pencil test. Authentic
Assessment refers to non-paper-and-pencil test.
 Define the nature of the assessor actions and include examine,
interview, and test. The examine method is the process of
reviewing, inspecting, observing, studying, or analyzing one
or more assessment objects.
 Assessment method has two classifications. The direct and
indirect method
Direct Method
 WRITTEN WORK – it is the written work of the students
(e.g., essay, quiz, reflection and reaction paper etc.)
PORTFOLIOS - a compilation of academic and professional materials
 VISUAL OR AUDIO RECORDING - the teacher documents the level of a
learner's performance against assessment tasks to measure progress towards the
achievement of Learning Outcomes set in the National Curriculum Statement.
CAPSTONE PROJECT - a final project that allows students to showcase the
knowledge and skills they have gained throughout their academic program
PERFORMANCE - emphasizes students being able to do, or perform, specific
skills as a result of instruction
PRESENTATION - delivers content through oral, audio and visual channels
allowing teacher-learner interaction and making the learning process more
attractive.
Indirect Method
 SURVEY – it is a type of gathering data.
 ENTRANCE OR EXIT SLIPS - written student responses to
questions teachers pose at the end of a class or lesson.
 CURRICULUM AND SYLLABUS ANALYSIS - the
knowledge and skills students are expected to learn, which
includes the learning standards or learning objectives they are
expected to meet.
Assessment Tools
Assessment tool is a systematic and standardized
instrument or method used to evaluate and measure
specific attributes, skills, competencies, or behaviors
of individuals in a consistent and objective manner.
 Types of Assessment Tools
 DIAGNOSTIC (PRE-ASSESSMENT) - evaluate students' strengths,
weaknesses, knowledge, and skills before their instruction.
 FORMATIVE - Monitor student learning to provide ongoing feedback
that can be used by instructors to improve their teaching and by students
to improve their learning.
(e.g., short quizzes, open-ended questions, exit slips, etc.)
 SUMMATIVE – to evaluate student learning at the end of an
instructional unit. It is designed to determine whether or not a module's
learning objectives have been achieved.
(e.g., long quizzes, quarterly exams, performance tasks, etc.)
 NORM-REFERENCED - This method is used to understand how
students' scores compare to a predefined population with similar
experiences.
 CRITERION-REFERENCED - designed to measure student
performance against a fixed set of predetermined criteria or learning
Assessment Task
Assessment tasks can be diagnostic, formative or
summative, and include but not be limited to essays,
presentations, group work, reports or final
examinations
 Chapter 4.6

PORTFOLIO
Portfolio Collection of projects and works of students that exemplifies their skills, attitudes, and
interests within a certain period of time.
 Types of Portfolio
WORKING OR DEVELOPMENT PORTFOLIO
A working portfolio is so named because it is a project "in the
works", containing work in progress as well as finished samples of
work. It is also called a development portfolio. Growth or
development portfolio can serve as a holding tank for work that
may be selected later for a more permanent assessment or display
portfolio.
 Types of Portfolio
DISPLAY, SHOWCASE, OR BEST WORKS PORTFOLIOS
It is the display of the student's best work and interprets its
meaning. Showcase portfolio demonstrates the highest level of
achievement attained by the student.
 Types of Portfolio
ASSESSMENT OR EVALUATION PORTFOLIO
A portfolio assessment is a collection of student works that are
associated with standards you are required to learn. This
collection of work is often gathered over a long period of time to
reflect what you have been taught as well as what you have
learned.
Chapter 4.7

SCORING
RUBRICS
 Scoring Rubric
Scoring Rubric is a coherent set of criteria for student’s work that
includes descriptions of levels of performance made quality on the
criteria. The main purpose of the rubrics is to assess performance made
evident to process and products. It can serve as a scoring guide that
seeks to evaluate a student’s performance in many different tasks based
on a full range of criteria rather than a single numerical score.

ANALYTIC HOLISTIC
RUBRIC
It articulates level of RUBRIC
It assigns a level of performance by
performance of each criterion.
assessing performance across multiple
criteria as a whole
 Breakfast in Bed: Analytic
Beginning Developing Accomplished Exemplary Score
1 2 3 4

Rubric
Food Most of the food is Some of the food All food is at the All food is perfectly
colder or warmer is colder or correct cooked and seasoned to
than it should be, is warmer than it temperature, the eater’s preference.
under or over- should be, is adequate Additional condiments
seasoned, or under or over- seasoned, and are offered.
overcooked. seasoned, or cooked to the
overcooked. eater’s preference
Presentation More than one item Tray, napkin or Food is served on Food is served on a
(tray, napkin or silverware maybe a clean tray with clean tray with napkin
silverware) is dirty. dirty or missing napkin and and silverware. Several
silverware. Some decorative touches are
decorative added.
additions may be
present.
Comfort Wake-up is abrupt, Wake-up is Recipient is Recipient is woken
little to no help with somewhat abrupt, woken gently, gently and lovingly,
sitting and the recipient may assisted in seat assisted until seating is
Breakfast in Bed: Holistic
SCORE DESCRIPTION
Rubricsurpasses expectation, and recipient is kept
1 All food is perfectly cooked, Presentation

exceptionally comfortable throughout the meal.

2 Food is cooked correctly, the meal is presented in
a clean and well organized manner, and the
recipient is kept comfortable throughout the meal.
3 Some food is cooked poorly, some aspects of
presentation are sloppy or unclean, or the recipient
is uncomfortable at times.
4 Most of the food is cooked poorly, the presentation
are sloppy or unclean, or the recipient is
 Holistic Vs. Analytic
Holistic rubrics single criteria rubrics (one-dimensional) used to assess
participants' overall achievement on an activity or item based on predefined
achievement levels; performance descriptions are written in paragraphs and
usually in full sentences. However, Analytic rubrics is two-dimensional
rubrics with levels of achievement as columns and assessment criteria as
rows. Allows you to assess participants' achievements based on multiple
criteria using a single rubric. You can assign different weights (value) to
different criteria and include an overall achievement by totaling the criteria;
written in a table form.
 Chapter 4.8

ASSESSMENT
STRATEGIES AND
MULTIPLE
INTELLIGENCES
ASSESSMENT STRATEGIES - Refers to different tools and techniques used by instructors to evaluate their students, such
as body language and physical and mental development
ASSESSMENT STRATEGIES VALUES THE

 Identify the strengths of the learners.

FOLLOWING:
 Identify the weakness of the learners.

 Recognize the unique learning needs of an individual learners.

 Track the progress of the learners.

 Collect feedback for the current teaching methods employed by

the learner in the form of its effectiveness.
2 APPROACHES OF ASSESSMENT STRATEGIES
TRADITIONAL FORM NEW FORM OF
OF ASSESSMENT ASSESSMENT

This includes the usual tests,
exams, assignments, quizzes
methods employed by the
educator
A vast range of methods that are creative and
authentic in nature. They cater to the new
needs of the curriculum and the educator
Examples are portfolios, exhibitions and
performances.
 PEER EVALUATION & SELF-ASSESSMENT STRATEGIES
Peer Evaluation Self Assessment Strategies
Strategies
The instructions and the answers provided
by the teacher are kept in mind.
Some benefits are: There are various tools and
 Saves the teacher's time. techniques that students themselves
 Ensures faster feedback to students. can apply. It will help them asses and
 Creates a healthy learning environment. improve. These methods are called
 Students are more likely to remember the self-assessment strategies.
answers after assuming the role of the
teacher
FORMAL AND INFORMAL STRATEGIES
Formal Strategies

Results based evaluation is a more methodical method of assessing a

student’s performances and it includes statistics for each student's
performance. The information is analyzed and computed
mathematically. Scores such an percentile, standard scores and so on
are calculated as a result rather than based on individual performance.
Examples of this mode of assessment:
1) Aptitude tests
2) Standardized test
3)Examinations
FORMAL AND INFORMAL STRATEGIES
Informal Strategies

It refers to the more spontaneous and non- traditional approaches

teaching such as self-assessment, subject based and data driven.
Examples of this assessment
1) oral presentations
2) Journaling
3)Crossword puzzles
4) Drama
When and where should These Strategies Be
Formal and Informal models of assessment can be used for
Adopted?
different purposes. This is possible as it allows us to monitor
progress through simple methods on a daily basis, which
improves learning and instruction
Need and Importance of Assessment Strategies
Everyone understands the importance of education. To begin
with, assessment should be considered a natural element of
the learning process
Need and Importance of Assessment

Strategies
 Assessment FOR learning - involves teachers using
evidence about students’ knowledge, understanding, and
skills to inform their teaching.

 Assessment OF learning -assists teachers in using

evidence of student learning to assess achievement
against outcomes and standards.
 Assessment AS learning - occurs when students are
their own assessors. Students monitor their own learning,
ask questions and use a range of strategies to decide what
they know and can do, and how to use assessment for new
learning.
 Need and Importance of Assessment
 Diagnostic assessment (knowing if there’s a gap)
A diagnostic assessment is designed to find issues or weaknesses, to plug gaps or rethink
educational approaches.
Strategies
 Formative assessment (knowing what you don’t know)
The focus of formative assessment is finding out about how a student is learning before or
during a program of study.
 Summative assessment (knowing what you know)
At the other end of the learning experience, a summative assessment identifies where the
student got to after they were taught something.
 Benchmarking assessment (knowing how you compare)
Benchmarking assessments can measure a student’s performance against a ‘set point’,
say, a national standard, or over a particular time period.
 Continual assessment (knowing how you’re tracking)
This is perhaps one of the most under-valued types of assessment. It can be formal or
informal, based on the day-to-day experience of a teacher observing their student, for instance.
Continual assessments let you observe and record learning as it happens.
MULTIPLE INTELLIGENCE
(Howard Gardner's Theory)
MULTIPLE INTELLIGENCE
(Howard Gardner's Theory)

The Theory of Multiple Intelligence states that each person has

different ways of learning and different intelligences they use in their
daily lives.
"Challenge an educational system that assumes that everyone can
learn the same materials in the same way and that a uniform universal
measure suffices to test student.
 Logical-mathematical
Musical Visual-spatial
Verbal-linguistic

Bodily-kinesthetic

9 MULTIPLE INTELLIGENCES

Existentialism
Interpersonal
Naturalist Intrapersonal
VERBAL-LINGUISTIC
INTELLIGENCE
-well-developed verbal skills and
sensitivity to the sounds meanings and
rhythms of words
MATHEMATICAL-
LOGICAL INTELLIGENCE
-the ability to think conceptually and
abstractly and the capacity to discern
logical or numerical patterns
 MUSICAL
INTELLIGENCE
-the ability to produce and
appreciate rhythm pitch and
timbre
AL-SPATIAL INTELLIGENCE
-the capacity to think of images and
pictures to visualize accurately and
abstractly
BODILY-KINESTHETIC
INTELLIGENCE
- ability to control one's body
movements and to handle objects is
skillfully
INTERPERSONAL
INTELLIGENCE
- the capacity to detect and respond
appropriately to the moods, motivations
and desires of others.
 INTRAPERSONAL
INTELLIGENCE
-the capacity of the self-aware and in
tune with feelings values, beliefs and
thinking processes.
NATURALIST
INTELLIGENCE
- the ability to recognize and categorize
plants, animals, and other objects in
nature.
 EXISTENTIALISM
INTELLIGENCE
- this sensitivity and capacity to tackle
deep questions about human existence
such as the meaning of life. why we die
and how we got here.
 MULTIPLE INTELLIGENCE AND
Some may find it impossible to teach to all learning styles but it is becoming easier as
teachers become more aware of their students' preferences and use multimedia
effectively
LEARNING STYLE
 VISUALS -Prefer to see things rather than hearing
 PRINTED WORD -print learners think in words, they learn to read
quickly and can readily remember the correct spelling of words.
 SOUND -Use tool for students who struggle with reading -remember
information based on how it sounds and spoken instructions better
than written instructions.
 MOTION- depicts human performances so that learners can copy
the movement.
 COLOR -helps you search, compare, interpret, and recall
information more quickly by providing visual guidance.
 MULTIPLE INTELLIGENCE AND
 REAL-LIFE OBJECTS- that are used in the classrooms to teach a
LEARNING
particular idea. ASTYLE
can be real or virtual.
 INSTRUCTIONAL SETTING -what materials are being used as
well as the environment in which it is to be taught.
 LEARNER CHARACTERISTICS- it can be personal, academic,
social or emotional, and or cognitive in nature.
 READING ABILITY- They are capable of comprehending and
remembering what they read.
 CATEGORIES OF LEARNING OUTCOMES -categories range
from 3 to 11 and most include some or all of Kanye’s learning
categories. Intellectual skills, motor skills, verbal information, overall
attitudes, and use of cognitive strategies.
MULTIPLE INTELLIGENCE AND
 EVENTS OF INSTRUCTIONS - Teachers have to choose
LEARNING STYLE
the external events that support internal learning with
events of instruction.
 PERFORMANCE - It is important for students to perform
tasks that demonstrate learning and retention.
MULTIPLE INTELLIGENCE IN THE
It has been adopted by a range of educational
CLASSROOM
theorists and applied to the problems of schooling.
Teachers must attend to all intelligences, not just verbal
linguistic, or mathematical-logical intelligences.
MULTIPLE INTELLIGENCE ACTIVITIES
The Theory of multiple intelligences has provided 8 different
potential pathways to learning. The theory suggests several other
ways in which the material might be presented to help them engage
students more effectively.
 Words (linguistic)
 Numbers or logic (logical-mathematical)
 Pictures (spatial)
 Music (musical)
 Self-reflection (intrapersonal)
 A physical experience (bodily-kinesthetic)
 A social experience (interpersonal)
 An experience in the natural world (naturalist)
IDENTIFY THE INTELLIGENCE IN YOUR
Understanding and adapting your teaching style to the
CLASSROOM
needs of your students is critical to ensuring their success in
all areas of life, whether physical, emotional, or social
Chapter 4.9

ASSESSMENT OF
LEARNING
OUTCOMES IN THE
K-12 PROGRAM
ASSESSMENT OF LEARNING
 The assessment process is holistic, with emphasis on the
formative or developmental
OUTCOMES IN THEpurposeK-12ofPROGRAM
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.

LEVEL OF ASSESSMENT PERCENTAGE WEIGHT

Knowledge 15%
Process or skills 25%
Understanding 30%
Product/ Performance 30%

TOTAL: 100 %
 ASSESSMENT OF LEARNING
 KNOWLEDGE- refers to the substantive content of the curriculum the facts
and information that the student acquires.
OUTCOMES
PROCESS- refers toIN THE
cognitive K-12that
operations PROGRAM
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.
 UNDERSTANDING- refers to enduring bid ideas principles and
generalizations inherent to the discipline, which may be assessed at this level,
using the facets of understanding. Assessment at this level, should require the
ability to synthesize generalize, and judge accordingly.
 PRODUCT/PERFORMANCE- refers to the 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.
References
ACEBUCHE, O. (2023, August 11).
LIFE THE PHILIPPINE STAR. Retrieved from philstar.com:
https://philstarlife.com/news-and-views/668754-explainer-matatag-k-10-curriculum?
fbclid=IwAR1T8anM4WjFn6m0wPY-lKplg8ctPVBGI-2AjlIIOiGlePpHwUljJo-ZAVM
Bugtay, R. V. (2022). Youtube. Retrieved from youtube.com: https://www.youtube.com/watch?
v=AyAnOqEvuGo
Chan, S. (2021). Retrieved from https://www.youtube.com/watch?v=AZsUzHeETFY
DIGEST, R. (2020, October 27). Reader's Digest. Retrieved from readersdigest.co.uk:
https://www.readersdigest.co.uk/inspire/life/how-to-use-blogs-in-the-classroom-examples-and-
ideas?fbclid=IwAR3YL0-wvaWsrSR850wiXwHRkiV8dxf3KHlA9VdDI7UxTDf8_Z6v0GpC5JY
MEHTA, S. (2023, March 27). eduvoice. Retrieved from eduvoice.in: https://eduvoice.in/assessment-
strategies-effective-learning/?fbclid=IwAR2tWjrePEa02nHWLsqmJ07rU7vRKBaBvsLz1pkSJ-
Abb5gyM8JsKjIrBOs
Navarro, R., Santo, R., & Corpuz, B. (n.d.). ASSESSMENT of LEARNING. PAFTE PROJECT.