Classroom Assessment Forclsu SHS Teachers

National
Educators
Academy of
the
Philippines
National Training of Trainers

for Grade 11 Teachers
Classroom Assessment for the K to 12 Basic
Education Program
D.O. # 8, s. 2015
PICTURE ANALYSIS
Think about this picture. What are your thoughts about
it?
http://activelearner.ca/tag/assessment-aslearning/

How about this picture!

What do we mean by fair

assessment? What are our
guiding principles in
making assessments fair?
In what way is assessment a tool
to help learners succeed?
What is Classroom
Assessment?
http://www.uen.org/k-2educator/assessment.shtml
What is Classroom
Assessment?
What is Classroom
Assessment?
What is Classroom
Assessment?
What is Classroom
Assessment?
What is Classroom
Assessment?
What is Classroom
Assessment?
What is Classroom
Assessment?
1. Assessment should be aligned with objectives,

learning standards, and competencies.
2. Assessment should be more like instruction.
3. Assessment should recognize the diversity of
learners, hence, varied methods appropriate to
the type of learners are utilized.
4. The Formative Assessment should scaffold the
learners in Summative Assessment.
5. Assessment results should be used by
teachers to help students learn better.
6. Assessment involves both teachers and
learners.
Principle 1. Assessment should be

aligned with objectives, learning
standards and competencies
What is assessed in the
classroom?
Classroom assessment is aimed at
helping students
perform well in relation to learning
standards which
comprise content standards,
performance standards
and learning competencies that are
outlined in the
Curriculum.
Unity of instruction and assessment
Source: Magno, 2015
17

Some Assessment Practices to

be avoided
A tendency for teachers to assess quantity and
presentation of work rather than quality of
learning.
Greater attention given to marking and grading,
much of it tending to lower self esteem of students,
rather than providing advice for improvement.
A strong emphasis on comparing students with
each other, which demoralizes the less successful
learners.
18

Principle 3: Assessment should recognize

diversity of learners
Self-evaluation
Where would you place your assessment practice on the
following continuum?
The main focus is on:
Quantity of
work/Presentation
Marking/Gradin
g
Comparing
students
Quality of learning
Advice for
improvement
Identifying individual
progress
www.govwentworth.k12.nh.us/ASSESSMENT.ppt
19

Balanced
Assessment
Formative
Formal and informal processes
teachers and students use to gather
evidence to directly improve the
learning of students assessed
Assessment
as learning
Use to help students
assess and adjust
their own learning
Assessment
for learning
Use to inform
teachers
decisions
Summative
Provides evidence
achievement to certify
student competence or
program effectiveness
Formative uses of
summative data
Use of summative
evidence to inform what
comes next for individuals
or groups of students
20

Formative
Individual
Collaborative
Check-up quizzes
Discussions
Written Exercises
Playing
Performances
Models Summative
Role
Games
Other
Group
Electronic
Individual
Activities
Collaborative
Unit presentations
Test
Group Project
21

22

Principle 5: Assessment results should be used

by teachers to help students learn better
Think about these...

Are our current approaches to
assessment improving student learning?
How can we use assessment to help all
our students want to learn?
How can we help them feel that they
are able to learn?
How can we be sure that our
assessment instruments, procedures,
and scores serve to help learners want
to learn and feel able to learn?
Principle 6: Assessment is a joint process that

involves both teacher and learners
Think about this:

Do my learners and I share
agreements about how success
is determined and measured?
What is the Grading System?

Standards and competency-based
Based on the learners weighted
score on summative assessments
Minimum grade to pass a learning
area is 60, which is transmuted to
75 in the Report card
The lowest mark that can appear
in the RC is 60 for quarterly
Grades and Final Grades
2525

What is the Grading System?

Learners from Grades 1 to 12 are
graded on:
Written Work
Performance Tasks
Quarterly Assessment
2626

How is learners progress recorded and computed?
For Grades 1 to 12
No required number of written
work and performance task but
these must be spread out over the
Quarter and used to assess
learners skills after each unit has
been taught
2727

Steps in computing the Final Grades
Step 1
Grades from all student work are

added up. This results in the total
score for each component, namely
Written Work, Performance Tasks,
and Quarterly Assessment.
Raw Scores from each component
have to be converted to a
Percentage Score. This is to ensure
that values are parallel to each other.
28

Step 2
The sum for each component is
converted to the Percentage Score. TO
compute the Percentage Score (PS),
divide the raw score by the highest
possible score then multiply the
quotient by 100%.
29

Step 3
The Percentage Scores are converted to
Weighted Scores to show the
importance of each component in
promoting learning in different
subjects.
Percentage Score is multiplied by the
weight of the component. The product
is known as the Weighted Score (WS).
30

Weights of the Components for SHS

Multiply the Percentage Score by the weights of the
components
3131

Step 4
The sum of the Weighted Scores in
each component is the Initial
Grade. This initial Grade will be
transmuted using the given
transmutation table to get the
Quarterly Grade (QG).
32

Initial Transmu
Grade ted Grade
Initial Transmute Initial Grade

Grade
d Grade
100
100
98.40 99.99
99
77.60
79.19
96.80
98.39
98
95.20
96.79
Transmut
ed Grade
52.00
55.99
73
86
48.00
51.99
72
76.00
77.59
85
44.00
47.99
71
97
74.40
75.99
84
40.00
43.99
70
93.60
95.19
96
72.80
74.39
83
36.00
39.99
69
92.00
93.59
95
71.20
72.79
82
32.00
35.99
68
90.40
91.99
94
69.60
71.19
81
28.00
31.99
67
88.80
90.39
93
68.00
69.59
80
24.00
27.99
66
87.20
88.79
92
66.40
67.99
79
20.00
23.99
65
85.60
87.19
91
64.80
66.39
78
16.00
64
19.99 National Training of Trainers
33
Step 5
The Quarterly Grade for each
learning area is written in the
Report Card of the student.
34

35

36

37

How is the learners progress

reported?
The summary of learner progress
is shown quarterly to parents and
guardians through a parentteacher conference, in which the
Report Card is discussed. Remarks
are given at the end of the grade
level.
38

How are grades computed at the

end of the school year?
For SHS:
The two quarters determine the
Final Grade in a semester.
39

How are the learners promoted

or retained?
40

How are the learners promoted

or retained?
If the Recomputed Final Grade is 75 or better:
Grades 11 to 12
Student is able to enroll in the higher

level learning area
(for subjects that are prerequisites

for otherFinal
subjects)
If the Recomputed
Grade is below 75:
Grades 11 to 12
(for subjects that are prerequisites for other subjects)
Student will not be allowed to enroll in

the higher level learning area
41

For Grades 1112,

learners who
fail a unit/set of competencies
must be immediately given remedial classes.
They should pass the summative assessments
during remediation to avoid a failing grade in a
learning area/subject. This will prevent students
from having back subjects in Senior High School
(SHS). However, if the learner still fails remedial
classes, s/he must retake the subject/s failed
during the summer or as back subject.
teachers/career advocates must provide support
to the SHS student for his/her choices in SHS
tracks.
42

Summative Assessments
are also given during remedial classes. These
are recorded, computed, weighted, and
transmuted in the same way as the Quarterly
Grade. The equivalent of the Final Grade for the
remedial classes is the Remedial Class Mark
(RCM). The Final Grade at the end of the school
year and the Remedial Class Mark are averaged.
This results in the Recomputed Final Grade. If
the Recomputed Final Grade is 75 or higher, the
student is promoted to the next level. However,
students will be retained in the grade level if
their Recomputed Final Grade is below 75..
43

How are Core Values of the Filipino

child reflected in the report card?
44

45

46


Schools may craft additional indicators
for the behavior statements. Schools
must ensure that these are childcentered, gender-fair, and age- and
culture-appropriate. To support the
development of these Core Values
schools must make sure that their
homeroom guidance program promotes
them. Additional opportunities may be
integrated into class discussions in all
learning areas.
47


A non-numerical rating scale will be
used to report on learners behavior
demonstrating the Core Values. The
Class Adviser and other teachers shall
agree on how to conduct these
observations. They will also discuss
how each child will be rated.
48

Sample Class Record for English

WRITTEN WORK (30%)
1
Highest
Possible
Score
20
PERFORMANCE TASKS (50%)
Total
PS
WS
Total
PS
WS
25
20
2
0
25
3
0
2
0
160
100
30%
15
15
25
20
20
25
120
100
50%
41.67
Learner A
18
22
20
1
7
23
2
6
1
9
145
90.6
3
27.1
9
12
13
19
15
16
25
100
83.3
3
Learner B
19
15
15
13
1
4
94
58.7
5
17.6
3
15
15
23
15
18
23
109
90.8
3
Learner C
11
54
33.7
5
10.1
3
10
12
10
18
63
52.5
0
Quarterly
Assessme
nt
(20%)
INITIAL
GRADE
QUART
ERLY
GRADE
100
100
PS
WS
Highest
Possible
Score
50
10
0
20%
Learner A
40
80
16
84.86
90
Learner B
48
96
19.2
0
82.25
88
Learner C
29
58
11.6
0
47.98
71
49
45.42
26.25

Sample Certificate of Recomputed Final

Grade
Certificate of Recomputed Final Grade
Name of Student: ____________________
Grade Level: ________________________
School Year: ________________________
Learning Area
Final Grade
Remedial Class
Mark
Prepared by: ________________________

Remedial Class Teacher
Date: _____________
Noted by: __________________________

School Principal
Date: _____________
Received by: ________________________

Division Office
Date: _____________
Recomputed Final
Grade
50

Sample of e-class record
51

Sample of e-Grading Sheet

Grading Sheet
Subject Teacher:
Grade and Section
Subject:
1st QUARTER
2nd
QUARTER
3rd
QUARTER
4th
QUARTER
FINAL
GRADE
10
60.00
60.00
60.00
60.00
60.00
20
60.00
60.00
60.00
60.00
60.00
30
60.00
60.00
60.00
60.00
60.00
40
60.00
60.00
60.00
60.00
60.00
50
60.00
60.00
60.00
60.00
60.00
60
60.00
60.00
60.00
60.00
60.00
70
60.00
60.00
60.00
60.00
60.00
NAMES
BOYS
52

Group Activity
HIGHEST POSSIBLE
SCORE 20
MALE
Aban, Jayson c.
18
Bautista, Mario A. 11
Cabanilla, Mar D.
12
Flores, Jeff T.
19
Galingan, Robert E. 3
WRITTEN WORKS
15
12
8
13
13
2
PERFORMANCE
TASKS
QA
10 15 20 10 10 10 30

9 7 8 4 3 5 24
8 10 7 3 6 7 21
10 11 15 7 6 8 19
9 14 17 8 7 7 13
3 5 3 1 4 12
30
20
16
21
19
20
Group 1: General Math - Acad Track

Group 2: Practical Research 2 under Academic Track
Group 3: Filipino sa Piling Larangan under TVL Track
Group 4: Work Immersion/ Investigation/Business
Enterprise/Research (Acad)
Group 5: Work Immersion/ Investigation/Business
Enterprise/Research (TVL)
53
40 25

25 18
12 21
11 25
13 19
19 13
30
16
18
23
20
25
100
75
64
83
45
51

Group Activity
From the CG, choose a learning
competency and list down appropriate
assessment strategies and tools.
54

When a teacher teaches, no

matter how well he or she might
design a lesson, what a child
learns is unpredictable. Children
do not always learn what we
teach. That is why the most
important assessment does not
happen at the end of the learningit happens during the learning
when there is still time to do
something with the information.
55
Dylan William, 2011

56


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National

National Training of Trainers

National Training of Trainers

How about this picture!

National Training of Trainers

What do we mean by fair

1. Assessment should be aligned with objectives,

Principle 1. Assessment should be

Unity of instruction and assessment

Source: Magno, 2015

National Training of Trainers

Some Assessment Practices to

National Training of Trainers

Principle 3: Assessment should recognize

National Training of Trainers

National Training of Trainers

National Training of Trainers

National Training of Trainers

Principle 5: Assessment results should be used

Think about these...

Principle 6: Assessment is a joint process that

Think about this:

What is the Grading System?

National Training of Trainers

What is the Grading System?

National Training of Trainers

How is learners progress recorded and computed?

National Training of Trainers

Steps in computing the Final Grades

Grades from all student work are

National Training of Trainers

National Training of Trainers

National Training of Trainers

Weights of the Components for SHS

National Training of Trainers

National Training of Trainers

Initial Transmute Initial Grade

for Grade 11 Teachers

National Training of Trainers

National Training of Trainers

National Training of Trainers

National Training of Trainers

How is the learners progress

National Training of Trainers

How are grades computed at the

National Training of Trainers

How are the learners promoted

National Training of Trainers

How are the learners promoted

Student is able to enroll in the higher

(for subjects that are prerequisites

Student will not be allowed to enroll in

National Training of Trainers

For Grades 1112,

National Training of Trainers

National Training of Trainers

How are Core Values of the Filipino

National Training of Trainers

National Training of Trainers

National Training of Trainers

How are Core Values of the Filipino

National Training of Trainers