1. Standards-Based Assessment and Rating of Learning Outcomes

2. D.O. 73, s. 2012

3. Philosophy
Assessment shall be used primarily as a quality assurance tool to track student’s progress in the attainment of standards, promote self-reflection and personal accountability for one’s learning, and provide a basis for the profiling of student performance.

4. Features Holistic Diagnostic (assessment for learning)
Formative/Developmental (assessment for and assessment as learning)
Summative/Evaluative (assessment of learning)
Standards-based
Content- what the student knows, can do, and understands
Performance- how the student transfers his/her understanding to life situations

5. Diagnostic Assessment Formative Assessment Summative Assessment
A distinct form of
measurement. Its purpose is to ascertain, prior to
instruction, each student’s strengths, weaknesses,
knowledge, and skills.
Establishing these permits the instructor to remediate students and adjust the
curriculum to meet each learner’s unique needs.
Evaluation of an
individual
learner used to
help individual
improve
performance;
Identification of areas for improvement
Specific suggestions for improvement
Evaluation of an individual learner used for judgments or decisions
about the individual
Verification of achievement for individual
Motivation of individual to maintain or improve
Performance
Certification of
Grades
Promotion

6. Nature of Assessment Assessment of Learning
Being summative, it measures student’s attainment of standards.
Assessment
as Learning
The student reflects on results of
assessment, charts his/her own
progress, and plans next steps to
improve performance; builds
metacognition as it involves the
student in setting and monitoring
own learning goals.
Assessment
for Learning
Determines student’s
background knowledge
and skills; tracks
student’s progress in
understanding

7. APPROACHING PROFICIENCY
A D V A N C E D
Performance Standard
P R O F I C I E N T
APPROACHING PROFICIENCY
DEVELOPING
Performance
L E V E L S O F A S S E S S M E N T
BEGINNING
L E V E L S OF A S S E S S M E N T
PRODUCTS/ PERFORMANCES
(30%)
UNDERSTANDING(S)
(30%)
Understanding
PROCESS(SKILLS)
(25%)
KNOWLEDGE
(15%)
Content Standard
L E V E L S OF P R O F I C I E N C Y
L E V E L S OF P R O F I C I E N C Y

8. Levels of Assessment
Knowledge – the substantive content of the curriculum, the facts and information that the students acquire
What do we want students to know?
How do we want them to express or provide evidence of what they know?

9. Levels of Assessment
Process – skills or cognitive operations that the student performs on facts and information for the purpose of constructing meanings of understandings
What do we want students to do with what they know?
How do we want them to provide evidence of what they can do with what they know?

10. Levels of Assessment
Understandings – enduring big ideas, principles, generalizations inherent to the discipline, which may be assessed using the facets of understanding or other indicators of understanding which may be specific to the discipline
What do we want students to understand?
How do we want them to provide evidence of their understanding?

11. Levels of Assessment
Products/performances – real-life application of understanding as evidenced by the students’ performance of authentic tasks
What product(s) or performance(s) do we want students to produce as evidence of their learning or understanding?
How do we want them to provide evidence that they can use or transfer their learning to real-life situations?

12. Feedback
Results of the assessment across levels should be fed back immediately to the students, so that they know what to improve further, and then they can plan strategically how they can address any learning deficiency.

13. Frequency of Assessment
Knowledge, skills, understanding and transfer shall be assessed: formatively (daily; weekly; scored and recorded, but not graded) summatively (scored, recorded and graded) at the end of the unit, quarter, or school year.

14. Authentic Assessment
A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills
-- Jon Mueller

15. Authentic Assessment
"...Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field."
-- Grant Wiggins -- (Wiggins, 1993, p. 229).

16. Authentic Assessment
"Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered."
-- Richard J. Stiggins -- (Stiggins, 1987, p. 34).

17. What Does Authentic Assessment Look Like
An authentic assessment usually includes a task for students to perform and a rubric by which their performance on the task will be evaluated.