The document discusses guidelines for classroom assessment in the Philippines' K-12 education program. It draws from Lev Vygotsky's zone of proximal development theory to establish goals for formative and summative assessment. Formative assessment provides continuous feedback to help students identify gaps, while summative assessment evaluates learning after a unit. A variety of assessment methods are used, including checklists, portfolios, and graded assignments, to holistically evaluate student progress. The guidelines aim to elevate the learning system to benefit both students and teachers.
The document discusses guidelines for classroom assessment in the Philippines' K-12 education program. It draws from Lev Vygotsky's zone of proximal development theory to establish goals for formative and summative assessment. Formative assessment provides continuous feedback to help students identify gaps, while summative assessment evaluates learning after a unit. A variety of assessment methods are used, including checklists, portfolios, and graded assignments, to holistically evaluate student progress. The guidelines aim to elevate the learning system to benefit both students and teachers.
The document discusses guidelines for classroom assessment in the Philippines' K-12 education program. It draws from Lev Vygotsky's zone of proximal development theory to establish goals for formative and summative assessment. Formative assessment provides continuous feedback to help students identify gaps, while summative assessment evaluates learning after a unit. A variety of assessment methods are used, including checklists, portfolios, and graded assignments, to holistically evaluate student progress. The guidelines aim to elevate the learning system to benefit both students and teachers.
insights from the DepEd Order No. 8, s. 2015 Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program, the author and the DepEd secretary at that time Br. Armin A Luistro crafted the guidelines following the theoretical bases of the Zone of Proximal Development (Vygotsky, 1978). The theory focuses on the space between what a student can do with assistance from their teachers and without one. In that way, teachers will be able to measure the capabilities of the learner through different forms of assessment be it a group or self-evaluation. Certain points of the guideline assessment bear resemblance to the research Understanding the Peer Assisted Learning Model: Student Study Groups in Challenging College Courses (Arendale, 2014). The research follows Peer Assisted Learning (PAL) a program that helps support students to meet or exceed academic expectations set by the instructors. The K-12 Guidelines and PAL utilize Lev Vygotsky’s theory to establish their specific goals.
The K-12 classroom assessment program recognizes the learners’ importance
and establishes key distinctions of teaching methods to create a unified environment. This in turn signifies the core relationships in the classroom between teacher and learner, following the idea that unity is between assessment and instruction. This type of classroom assessment follows a different path from the traditional assessment of learning. Certain guidelines have been imposed to follow a proper way of assessing the learner’s abilities and capabilities. Assessment in the classroom is a process of locating, assembling, organizing, and analyzing both quantitative and qualitative data information on what students already know able to do. Assessment techniques in the classroom should be in line with academic standards. It gauges competency acquisition by the students. One research study shows that Later studies of teachers' practices revealed that they had minimal need for statistical methods and most end-of-unit tests are designed to evaluate the declarative understanding of concepts, details, guidelines, and ideas (Fleming & Chambers, 1983). The adapted K–12 curriculum was used to match the assessment procedure. Cognitive Process Dimensions may serve as a model for the development of activities and tasks for assessment.
The key component is remembering, in which the student can obtain
pertinent knowledge and recall material from long-term memory. Identification, retrieval, recognition, duplication, listing, memorization, repetition, and reproduction. The next is understanding: in which the learner can interpret, decipher, and create meaning from spoken, textual, and graphic messages, describe, categorize, sum up, deduce, contrast, explain, paraphrase, and discuss. Analyzing: Execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, and uncover are just a few examples of how a learner can put the information to use in performing a technique in familiar or novel circumstances. Applying: The student can utilize the following verbs to carry out a procedure: execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, and discover. Evaluating: The student can judge and defend decisions using the following skills: coordinate, measure, detect, defend, judge, argue, debate, criticize, assess, and evaluate. The last is creating: The student can combine components to form a useful whole and develop a new idea or product using the following verbs: generate, hypothesize, plan, design, develop, produce, construct, formulate, assemble, design, conceive. Using Bloom’s taxonomy in which it contains six categories of cognitive skills ranging from lower-order skills that require less cognitive processing to higher-order skills that require deeper learning and a greater degree of cognitive processing. The taxonomy is beneficial in two key respects. The taxonomy encourages instructors to consider learning objectives in terms of what the learner can do as a result of the lesson by encouraging them to utilize behavioral language. The most effective way to evaluate the skills and knowledge given will be indicated by a learning objective stated using action verbs. The Internet is a great resource for finding lists of action verbs that are suited for learning objectives at each level of Bloom's taxonomy. The requirement for including learning objectives that call for higher levels of cognitive skills that result in deeper learning and transfer of information and skills to a broader variety of tasks and situations is highlighted by secondly thinking about learning goals in light of Bloom's taxonomy.
The learners are assessed through a Formative assessment, as defined by the
UNESCO Program on Teaching and Learning for a Sustainable Future (UNESCO-TLSF), which is a continuous method of evaluation that is intimately related to the learning process, it is casual, it offers both students and teachers quick feedback, it aids in preparing students for summative exams, and although it is documented, it is not used as the foundation for grading. The same understanding can be said with Carl Boston’s definition of Formative assessment which refers to this diagnostic application of assessment to offer teachers and students feedback throughout the instructional process. It contrasts with summative evaluation, which typically occurs after a period of education and entails evaluating the knowledge that has been acquired for example, by evaluating or rating an exam or essay (Boston, 2002). When learners receive feedback as part of formative assessment, it aids them in identifying any gaps between their intended objective and their existing knowledge, understanding, or skill and directs them toward the activities required to reach the goal (Ramaprasad, 1983; Sadler, 1989).
Another assessment used to assess the students is through the process of
summative assessment. Summative Assessment can be thought of as the evaluation of learning that takes place after a particular unit. It typically happens around the end of a study term to describe the standard attained by the student. conclusions reached through summative evaluation frequently serve a purpose other than those of the learner (UNESCO-TLSF). Summative evaluation results are documented and taken into account when determining the final grade. Other definitions A summative assessment is an evaluation of learning that takes place after the conclusion of a unit of teaching or at a certain time. It assesses students' knowledge or abilities about benchmarks or standards. In contrast to its counterpart, formative assessment, which examines progress and serves as a diagnostic tool to assist particular children, summative assessment assesses the mastery of learning. Summative evaluation typically doesn't concentrate on a single person but rather measures how a particular group reacts to an intervention. The kindergarten curriculum guide does not employ numerical grades; instead, checklists, anecdotal records, and portfolios are used. Grades 1-12 follow three specific criteria—Written Work, Performance Tasks, and Quarterly Assessment —which are used to grade learners every three months. These components are given various specific weights. All grades will be determined by the learners' summative assessments' weighted raw scores. An individual learning area's passing grade is 60, which is changed to 75 on the report card. It follows the same attendance checking and observation of learners’ skills through classifications (Mostly Observer, Least Observe, etc.).
In conclusion, the K-12 Classroom Assessment Program elevates the system
of learning not only for students but also for the teaching staff as well. Students will be able to modify their learnings through the assessment task while teachers can monitor the growth of each student and provide a specific task for them to improve.
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Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University
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Arendale, D. R. (2014). Understanding the Peer Assistance Learning model:
Student study groups in challenging college courses.
Fleming, M., & Chambers, B. (1983). Teacher-made tests: Windows on the
classroom. In W. E. Hathaway (Ed.), Testing in the schools. New directions for testing and measurement (No. 19, pp. 29-38). San Francisco, CA: Jossey-Bass.
Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of
the Medical Library Association: JMLA, 103(3), 152. Ramaprasad, A. (1983). On the definition of feedback. Behavioral Science, 28 (1): 4- 13.
Sadler, D.R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18 (2): 119- 144.