V. How are learners assessed in the classroom?

Learners are assessed in the classroom through various processes and measures appropriate to and
congruent with learning competencies defined in the K to 12 curriculum. Some of these processes and
measures may be used for both formative and summative assessment, which have different goals.
Learners may be assessed individually or collaboratively.

Individual and Collaborative Formative Assessment

Individual formative assessment enables the learner demonstrate independently what has been learned
or mastered through a range of activities such as check-up quizzes, written exercises, performances,
models, and even electronic presentations.

Collaborative formative assessment (peer assessment) allows students to support catch other’s
learning. Discussions, role playing, games, and other group activities

Page 4 of 33

May also be used as performance-based formative assessment wherein learners support and extend
each other’s learning.

Formative Assessment in Different Parts of the Lesson

Formative assessment may be integrated in all parts of the lesson. Basically, every lesson has three
parts: before the lesson, the lesson proper, and after the lesson. Formative assessment conducted in
each part serves a different purpose.

A. Before the Lesson

Formative assessment conducted before the lesson informs the teacher about the students’
understanding of a lesson/ topic before direct instruction. It helps teachers understand where the
students stand in terms of conceptual understanding and application. Formative assessment provides
bases for making instructional decisions, such as moving on to a new lesson or clarifying prerequisite
understanding.

B. During the Lesson Proper

Formative assessment conducted during the lesson proper informs teachers of the progress of the
students in relation to the development of the learning competencies. It also helps the teacher
determine whether instructional strategies are effective. The results of formative assessment given at
this time may be compared with the results of formative assessment given before the lesson to establish
if conceptual understanding and application have improved. On this basis, the teacher can make
decisions on whether to review, re-teach, remediate, or enrich lessons and, subsequently, when to
move on to the next lesson.

C. After the Lesson

Formative assessment conducted after the lesson assesses whether learning objectives were achieved.
It also allows the teacher to evaluate the effectiveness of instruction. Students who require remediation
and/or enrichment should be helped by the teacher using appropriate teaching strategies.
TABLE

Summative Assessment

This form of assessment measures the different ways learners use and apply all relevant knowledge,
understanding, and skills. It must be spaced properly over the quarter. It is usually conducted after a unit
of work and/or at the end of an entire quarter to determine how well learners can demonstrate content
knowledge and competencies articulated in the learning standards. Learners synthesize their
knowledge, understanding, and skills during summative assessments. The results of these assessments
are used as bases for computing grades.

Individual and Collaborative Summative Assessment

Learners may be assessed individually through unit tests and quarterly assessment. Collaboratively,
learners may participate in group activities in which they cooperate to produce evidence of their
learning. The process of creating a learning project is given more weight or importance than the product
itself.

Components of Summative Assessment

Summative assessments are classified into three components, namely, Written Work (ww),
Performance Tasks (PT), and Quarterly Assessment (QA). These three will be the bases for grading. The
nature of the learning area defines the way these three components are assessed.

A. The Written Work component ensures that students are able to express skills and concepts in written
form. Written Work, which may include long quizzes, and unit or long tests, help strengthen test-taking
skills among the learners. It is strongly recommended that items in long quizzes/tests be distributed
across the Cognitive Process Dimensions so that all are adequately covered. Through these, learners are
able to practice and prepare for quarterly assessment and other standardized assessments. Other
written work may include essays, written reports, and other written output.

B. The Performance Task component allows learners to show what they know and are able to do in
diverse ways. They may create or innovate products or do performance-based tasks. Performance-based
tasks may include skills

Demonstration, group presentations, oral work, multimedia presentations, and research projects. It is
important to note that written output may also be considered as performance tasks.

C. Quarterly Assessment measures student learning at the end of the quarter. These may be in the
form of objective tests, performance-based assessment, or a combination thereof.