CLASSROOM-BASED/SYSTEM

ASSESSMENT
 ●Assessment: what, why
What is done with the
Review/Revisit Assessment Results
DISCUSSION Sample
Activities/Interventions
POINTS and Planning

Assessment Tools
Numeracy and Literacy

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Activity
1. Think of something which you can associate
with assessment.
2. Give the reasons why that thing is related to
assessment
3. Then complete this statement.
Assessment is like _________________
because _________________________
Wandering Down Memory Lane

1. What is the most memorable experience

you have on assessment? In primary,
secondary or tertiary? Why are these
memorable?

2. How have these experiences affected

the way you assess your learners now?
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The following guidelines for interpreting test results have been set.
• Assessment information describes performance in a p
articular context.

Assessments are isolated events and

may not describe the learner's behavior in
less-threatening environments. Consider
the assessment results with contextual
factors in mind.
Assessment information provides an estimate.

Be cautious about drawing conclusions

from assessment results. Test results should
not be used to sum up the learner's
performance. Also, test results should not be
used in isolation but instead considered in
combination with results from other
assessment measures.
Assessment should inform instruction.

Assessment results must not be

used for making decisions regarding
promotion or retention. The data
gathered must instead be used for
designing instruction or intervention
measures.
Assessment through National Tests

Each assessment tool is designed for

a specific purpose. Teachers must be
aware of how to use each of these tools
to gather information about children and
to design appropriate instruction for the
class or for individual students
Assessment through National Tests

•Early Grades Math Assessment

(EGMA)
•Early Grades Reading
Assessment (EGRA)
•Early Language, Literacy, and
Numeracy Assessment (ELLNA)
Early Grades Math Assessment (EGMA)

The EGMA is an individually

administered oral test which
measures numeracy in the early
grades (from Kindergarten to Grade
3).
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 Early Language, Literacy, and Numeracy Assessment
(ELLNA)

• The ELLNA, which was formerly known as the Language Assessment

for Primary Grades (LAPG), was developed to measure language
skills using learning area content and numeracy skills. The languages
of assessment are English, Filipino, and the mother tongue. The
assessment results are intended for use in the following:
• Determination of whether learners are meeting Grade 3 learning
standards
• Analysis of patterns in language development for consideration in the
development of appropriate intervention programs along with results
from other language, literacy, and numeracy assessments
• Formulation of evidence-based policies and plans for MTB-MLE
 Early Language, Literacy, and Numeracy Assessment
(ELLNA)
• The coverage of the ELLNA includes the following:
• a. Language and Literacy
– i. Mechanical Component
– 1. Alphabet Knowledge
– 2. Phonics and Word Reading
– 3. Spelling
– ii. Meaning Component
– 1. Book and Print Knowledge
– 2. Vocabulary
– 3. Grammar
– 4. Reading Comprehension
– 5. Listening Comprehension
– 6. Study Skills
 Early Language, Literacy, and Numeracy Assessment
(ELLNA)
• The coverage of the ELLNA includes the following:
• b. Numeracy
– i. Counting
– ii. Estimating
– iii. Calculating
– iv. Measuring
– v. Problem-solving
Rapid Assessment of Reading Skills (RARS)

• Provides an approximation of one’s reading skill,

particularly word recognition.
• A leveled reading test that measure the ability of a person
to read a list of individual words.
• The test consists of a list of 10 letters and 90 words listed
in order of their difficulty, both in terms of complexity of
their spelling and frequency of their use in text.
• The words in the RARS are from students textbooks

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 Steps in Administration
1. Give the student a copy of the test sheet.
2. Part 1. Ask the student to give the sounds of the 10 letters. The
teacher marks each letter sounded out incorrectly. This section of
the test is not timed.
Part 2. Ask the student to begin reading the letters and words and
start a 120-second timer.
 The teacher marks each letter and word that is read incorrectly within 120
seconds.
 Once the test taker has made 4 consecutive mistakes or the 120 seconds is
up, stop the test.
 If the test taker takes 5 or more seconds to correctly pronounce a word it is
marked incorrect.
 Steps in Administration
3. Part 2: Count the correct answers and note it on the score sheet. Table shows
the approximate corresponding levels according to number of correct words:

Number of correct letters and Approximate corresponding Next Steps

words levels
10-64 Reading below grade level Remedial reading should
continue
65-81 On level Discontinue remedial reading
4. File all test materials to a secure place. session
82-100 Reading above grade level Remedial reading is not needed
 Use of RARS

• The RARS provides an indication of whether or

not a remedial reading student has made
progress.
• Students undergoing the remedial reading will
take the test once every month to assess whether
they are already reading on their level or not.
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 Students’ Progress Tracking Chart
Directions:
• Plot the number of correct letters and words read in the box provided for each
administration in the first chart for the corresponding month. This serves as
graphical representation of the pupil’s reading level for each administration.
• Connect the dots in the first chart to see the trend of the pupil’s progress for
the entire duration of the remedial session.
• Record the number of correct letters and words in the second chart with the
corresponding reading level. Put under Remarks the actions to be undertaken
by the remedial reading teacher based on the reading level of the pupil.
• The remedial reading teacher submits the Progress Chart to the School
Principal for review.
 Number of Correct Letters and Words Read

91-100

81-90 85

71-80

61-70 68

51-60

41-50 46

31-40 31

21-30 25

11-20

0-10

June July August Sept Oct Nov Dec Jan Feb March
Date of Administration Grading Period Number of Correct Reading Level Remarks
Letters and Words

continue remedial
June 28 1st 25 Below level session
continue remedial
July 28 1st 31 Below level session

continue remedial
Aug 28 1 st 46 Below level session

continue remedial
Sept 28 2nd 68 Below level session

discontinue remedial
October 2nd 85 On-level session