G 1 Math

UNIT IV
Assessment strategies for mathematics in the intermediate grades
Lesson 17
Assessing Learning
Objectives
• Demonstrate understanding and appreciation of assessments
• Differentiate formative and summative assessments
Introduction
DepEd issued the DepEd Order No. 8, s. 2015, which is the Policy Guidelines on Classroom Assessment
for the K-12 to Basic Education Curriculum. This lesson will help you understand assessment and how it
is used in the classroom.
Think
Assessment is defined as a process that is used to keep track of the learners" progress in relation to
learning standards including that of the development of 21st century skills, which is part of the new K-12
education framework.
The process of assessment is anchored to the framework of ZPD of Vygotsky (1978).
The ZPD assessment framework puts premium consideration on the recognition of the learner's ZPD at
the heart of the assessment.
The ZPD adheres to learning and teaching within a degree that is not difficult yet challenging for the
learners. It facilitates the ultimate objectives of the k-12 program in each learner that is to develop
higher order thinking and 21st century skills.
The enhanced curriculum of the k-12 basic education is standard based.
❗Standard based curriculum ❗
Principles of Assessment
1. Assessment should be consistent with the curriculum standards
2. Formative assessment needs to scaffold the students in the summative assessment.
3. Assessment results must be used by teachers to help the students learn better.
4. Assessment is not used to threaten or intimidate the learners.
Experience
There are two fundamental types of assessments-the formative and the summative assessments.
Two lenses of Formative Assessment
1. assessment for learning on the lens of the teacher
2. assessment as learning on the lens of the learner.
Formative assessment can be given at any time, before, during, and after the lesson
The United Nations Educational, Scientific and Cultural Organization (UNESCO) Program on Teaching and
Learning for a Sustainable Future defines formative assessment as an ongoing and closely related to the
learning process. It is characteristically informal and intended to help the student identify his/her
strengths and weaknesses in order to learn from the assessment.
Formative Assessment as "assessment for learning" provides teachers the evidence about what the
learners know and can do.
Formative Assessment as "assessment as learning" provides the learners of the Incrediate information
on how they perform on the learning process.
A formative assessment is effective when instruction is embedded in it to promote learning (McMillan,

2007).
The detailed steps after the orientation of the learning goals are:
1. to determine the current status of learners or pieces of evidence of prior understanding;
2. to provide clear, specifics and on-time feedback; next is to provide instructional

corrections/adjustments based on the needs of the learners;
3. to move the learners close to the goals/learning standards;
4. to evaluate the learners' progress;
5. to provide feedback of the learners' status.
In a case where a learner is highly self-regulated, the process begins with
1. The orientation of learning goals;
2. to determine the status/prior understanding of learners;
3. to provide feedback, next is to provide instructional corrections/ adjustment;
4. to evaluate the student's progress;
5. the processes ends in the same step, which is to provide feedback after evaluation of the student's
progress;
The DepEd guidelines provide the assessment purposes before, during, and after the lesson.
❗ column ❗
Summative Assessment is the assessment of learning. This assessment is always given at the end of a
unit or toward the end of a period because it aims to measure what the learners have acquired after the
learning process as compared with the learning standards. The results will be used for decisions about
future learning or job Bustainability.
For UNESCO, the judgments derived from this assessment are more beneficial for others than to the
learners.
The role of suinmative assessment is to measure if the learners have met the standards set in the
curriculum guide.
The results of the summative assessment are recorded and reported on the learner's achievement.
The summative assessment measures the different ways the learners use and apply and all the relevant
knowledge, understanding, and skills.
3 Components of Summative Assessment
1. Written Work
2. Performance Test
3. Quarterly Assessment
❗ column ❗
The DepEd guidelines provide a list of assessment tools for learning area.
❗ column ❗

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UNIT IV

Assessment strategies for mathematics in the intermediate grades

• Demonstrate understanding and appreciation of assessments

• Differentiate formative and summative assessments

The process of assessment is anchored to the framework of ZPD of Vygotsky (1978).

The enhanced curriculum of the k-12 basic education is standard based.

❗Standard based curriculum ❗

1. Assessment should be consistent with the curriculum standards

2. Formative assessment needs to scaffold the students in the summative assessment.

4. Assessment is not used to threaten or intimidate the learners.

Two lenses of Formative Assessment

1. assessment for learning on the lens of the teacher

2. assessment as learning on the lens of the learner.

A formative assessment is effective when instruction is embedded in it to promote learning (McMillan,

1. to determine the current status of learners or pieces of evidence of prior understanding;

2. to provide clear, specifics and on-time feedback; next is to provide instructional

3. to move the learners close to the goals/learning standards;

4. to evaluate the learners' progress;

5. to provide feedback of the learners' status.

In a case where a learner is highly self-regulated, the process begins with

1. The orientation of learning goals;

2. to determine the status/prior understanding of learners;

3. to provide feedback, next is to provide instructional corrections/ adjustment;

4. to evaluate the student's progress;

3 Components of Summative Assessment

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