Cycle of

Creation
Assessment of
Performance in English
Among Grade 5 Learners
 Assessment of Performance in
English Among Grade 45 Learners
 Objectives
At the end of the session, the participants
should be able to:
1. Understand the importance of assessment in
the teaching learning process;
2. Identify and classify the different assessment
tools and used in relation to the skills tested
3. Create an assessment exemplars.

DEPARTMENT OF EDUCATION 3
WRITE ONE (1) WORD THAT COULD
RELATE THE ILLUSTRATION TO YOUR
ACTUAL EXPERIENCE.
 Activity B
•Use the listed terms as a starting • Improve /
• After learning enhance
point to develop a representation
• During • Competencie
(model, mind-map, concept map, learning s
semantic web, etc. ) of how you
• Feedback
see classroom assessment , • Standards
• Of learning
summative and formative • Remediation
• For learning
assessment. You can add more • Enrichment
• Looks back
words or ideas to enhance your • Grades
representation. • Looks • Congruency
forward
•Present your output after 10 • Individual
minutes. • Review /
reflect • Collaborative
• Written Work • Performance
• Quarterly
DEPARTMENT OF EDUCATION 6
Test
Analysis
• What helped you come up with your representations
about assessment?
• What do we assess in an English class?
• In what ways do you assess pupil/student learning in
an English class? Why do you assess?
• How would you relate your current assessment
practices with the new policy guidelines on classroom
assessment?
• Are your ways of assessing parallel with the new
guidelines or they run counter to it? What do you
plan to do about it?

DEPARTMENT OF EDUCATION 7
Assessment: What is it?
Classroom assessment
• Is a process that is used to keep track of learner's
progress in relation to learning standards in the
development of 21st century skills;
• to promote self-reflection and personal
accountability among students about their own
learning and to provide bases for the profiling of
student performance on the learning competencies
and standards of the curriculum.
DepEd Order No. 8, 2015

DEPARTMENT OF EDUCATION 8
 Assessment: What is it?
Classroom assessment (CA)
• An on-going process of identifying, gathering, organizing,
and interpreting quantitative and qualitative information
about what learners know and can do.
• T should employ classroom assessment methods that are
consistent with curriculum standards. It is important for T to
inform learners about the objectives of the lesson so that the
latter will aim to meet or even exceed the standard. The T
provides immediate feedback to students about their
learning progress. CA also measures the achievement of
competencies by the learners.
DepEd Order No. 8, 2015

DEPARTMENT OF EDUCATION 9
 Assessment: What is it?
• Activities that allow the teacher to obtain more
specific information about each learner’s
knowledge and skills relative to the instructional
objectives of the class
• A is a process of gathering information to make
decisions about the learners (T gather
information about the learner; T makes decision
about the learner).
Slide from Dr. F. Pado
DEPARTMENT OF EDUCATION 10
Assessment: What is it?
Assessment may refer to:
• Testing
• Other forms of measurement and
appraisal, including observations,
interviews, and reports from
knowledgeable sources
Slide from Dr. F. Pado

DEPARTMENT OF EDUCATION 11
Why do we assess?
To find out if the learners
 Are performing at par with the
expectation for the grade level
 Are equipped with the expected skills
 Need the necessary instructional
assistance
Slide from Dr. F. Pado

DEPARTMENT OF EDUCATION 12
What must the teacher assess?
Oral Language Grammar Awareness
Phonological Awareness Composing
Book and Print Orientation Vocabulary Development
Alphabet Knowledge Listening Comprehension
Phonics and Word Reading Comprehension
Recognition
Spelling Attitude Toward Literacy,
Language and Literature
Fluency Study Strategies

DEPARTMENT OF EDUCATION 13
What should be done with the assessment result?

Assessment result should inform instruction.

LESSON
OBJECTIVES INSTRUCTION ASSESSMENT

….and the lessons should START WHERE THE

LEARNERS ARE!

slide from Dr. Pado

DEPARTMENT OF EDUCATION 14
Two Types of Assessment

1. Formative Assessment
2. Summative Assessment

DepEd Order No. 8, 2015

DEPARTMENT OF EDUCATION 15
How will the teacher assess?
• Observation
– Checklist
– Rating Scale
– Rubrics
• Teacher-made Tests
• Student’s Work: Portfolio

DEPARTMENT OF EDUCATION 16
Individual vs Collaborative Formative Assessment

Individual Formative Assessment

– Enables learners to 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 each other’s learning.
Discussions, role playing, games, and other group activities
may also be used as performance-based formative
assessment wherein learners support and extend each
other’s learning.

DEPARTMENT OF EDUCATION 17
Purposes of Formative Assessment
Parts of the Purpose Examples of Assessment
Lesson Methods
For the Learner For the Teacher

Before the 1. Know what 1. Get information 1. Agree/ disagree

Lesson s/he knows about what the activities
about the learner already 2. Games
topic/lesson knows and can do 3. Interviews
2. Understand the about the new 4. Inventories /
purpose of the lesson. checklist or skills
lesson and how 2. Share learning (relevant to the topic
to do well in intentions and in the learning area)
the lesson. success criteria to 5. KWL activities (what I
3. Identify ideas the learners. know, what I want to
or concepts 3. Determine know, what I
s/he misconceptions learned)
misunderstand. 4. Identify what 6. Open-ended
4. Identify hinders learning. questions
barriers to 7. Practice exercises
learning

18
Purposes of Formative Assessment
Parts of the Purpose Examples of Assessment
Lesson Methods
For the Learner For the Teacher

Lesson Proper 1. Identify one’s 1. Provide immediate 1. Multimedia

strengths and feedback to presentations
weaknesses learners 2. Observations
2. Identify 2. Identify what 3. Other formative
barriers to hinders learning performance tasks
learning 3. Identify what (simple activities that
3. Identify factors facilitates learning can be drawn from a
that help 4. Identify learning specific topic of
him/her learn gaps lesson)
4. Know what 5. Track learner 4. Quizzes (recorded
s/he knows progress in but not graded)
and does not comparison to 5. Recitation
know formative 6. Simulation activities
5. Monitor assessment results
his/her own prior to the lesson
progress proper.
6. To make decisions
on whether to
proceed with the 19
next lesson, re-
Purposes of Formative Assessment
Parts of Purpose Examples of Assessment
the Methods
Lesson For the Learner For the Teacher

After 1. 1. Tell and 1. Assess whether learning 1. Checklists

the recognize objectives have been met 2. Discussion
Lesson whether for a specified duration 3. Games
s/he met 2. Remediate and/ or enrich 4. Performance tasks
learning with appropriate strategies that emanate from
objectives as needed. the lesson objectives
2. Seek support 3. Evaluate whether learning 5. Practice exercises
through intentions and success 6. Short quizzes
remediation, criteria have been met. 7. Written work
enrichment,
or other
strategies.

20
Summative Assessment
– Measures the different ways learners used and apply all
relevant knowledge, understanding and skills.
– Spaced properly over a quarter
– Helps teachers 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.
– Results are used as bases for computing grades

DEPARTMENT OF EDUCATION 21
Components of Summative Assessment in English Gr. 5
Components Purpose When Given
Written Work 1. Assess learners’ understanding of concepts At the end of the
(WW) and application of skills in written form topic or unit
(30%) 2. Prepare learners for quarterly assessments
Performance 1. Involve students in the learning process At the end of a
Tasks (PT) individually or in collaboration with lesson focusing on a
teammates over a period of time topic/ skill or lesson
(50%) 2. Give students opportunities to demonstrate
and integrate their knowledge,
understanding, and skills about topics or Several times
lessons learned in a specific real-life during the quarter
situation by performing and / or producing
evidence of their learning.
3. Give students the freedom to express their
learning in appropriate and diverse ways.
4. Encourage student inquiry, integration of
knowledge, understanding, and skills in
various context beyond the assessment
period.

22
Components of Summative Assessment

Components Purpose When Given

Quarterly Synthesize all the learning skills, concepts and Once, at end of the
Assessment values learned in an entire quarter quarter
(20%)

23
List of Summative Assessment Tools (Languages)
COMPONENTS
Written Work Performance Tasks
A. Unit / Chapter Tests A. Products A. Performance –based
B. Written Output 1. Campaigns Tasks
1. Book/ Article Reviews 2. Case Studies 1. Debates
2. Essays 3. Collages 2. Interviews
3. Journals 4. Compositions 3. Multimedia
4. Letter Writing 5. Literary Analyses presentations
5. Reaction / Reflection 6. Multimedia 4. Panel discussion
Papers productions 5. Presentations
6. Reports 7. Portfolios 6. Project making
8. Research projects 7. Role plays
9. Story / poem writing 8. Speech delivery
9. Storytelling /
Reading

DEPARTMENT OF EDUCATION 24
 DOCUMENTING PERFORMANCE TASKS /
OBSERVATIONS
• Checklists
• Rating Scales
• Rubrics

DEPARTMENT OF EDUCATION 25
 Checklists

• A list of sequential behaviors arranged in a system of

categories. The observer / teacher checks the presence of
behaviors.
• Example: Observation during a cooperative group activity
Behavior Yes No
Cooperates with group mates
Shares his / her ideas
Waits for his /her turn to talk
Volunteers to do some tasks

DEPARTMENT OF EDUCATION 26
 Rating Scale

• Provides a means to determine the degree to which the child exhibits a

behavior or the quality of that behavior.
• Example:
Numerical Rating Scales during a cooperative group activity
1- unsatisfactory4 – above average
2- below average 5 - outstanding
3 – average

Behavior Rating
Graphic Rating Scale
never Cooperates with group mates
seldom Shares his / her ideas
occasionally
frequently Waits for his /her turn to talk
always Volunteers to do some tasks

DEPARTMENT OF EDUCATION 27
 Rating Fluency

Read Aloud Rating Scale Seldom Sometimes Often

Tries to self-correct if word doesn’t make sense or

sound right.
Pays attention to punctuation at the end of a
sentence.
Reads smoothly without frequent pauses.

Reads with expression.

DEPARTMENT OF EDUCATION 28
 Rubrics

• A scoring guide that seeks to evaluate a student’s

performance based on the sum of a full range of
criteria rather than a single numerical score.
• A working guide for students and teachers, usually
handed out before the assignment begins in order
to get students to think about the criteria on
which their work will be judged.
• Rubrics have criteria and a description of
performance for each criterion.

DEPARTMENT OF EDUCATION 29
 Steps in Writing Rubrics

1.Identify the separate standards that will serve as performance

standards.
2.Decide on how many levels of performance you want to identify.
3.Choose a format, either table/matrix or the listing of standards
4.Write the appropriate description of acceptable sbehavior at the
different level of performance.
5.Assign a weight to the whole assignment, then assign each
standard a weighted value and then within each standard, assign
weight for exceeds expectations, meets, does not meet.
6.Put it all together…
7.Share the rubric with the students.

DEPARTMENT OF EDUCATION 30
 Story Retelling Rubric
Beginning / Setting Score ____
How and where/ when did the story begin?

Characters Score ____

Who are the main characters?
Problem Score ____
What is an important problem in the story?
Sequence of major events Score ____
What are the most important things that happen in the story?
Resolution Score ____
How is the problem resolved? How does the story end?

Rubric for Scoring Scoring Guide for Retellings

individual story elements: Level Total of Story Element Score
3 complete, detailed Capable 13-15
2 partial Developing 9-12
1 fragmentary Beginning 5-8
0 inaccurate Novice 0-4
DEPARTMENT OF EDUCATION 31
 Group Work
• Using the selection and competency given to
the group, come up with a formative
assessment.
• Indicate if this assessment will be given
before, during or after the lesson.

gretel2015 32
 Directions:
Answer the following
questions on your
paper. Write True or
False
Q1:
Assessment is an
integral part of the
curriculum
implementation.
Q2:
Summative
Assessment is also
known as assessment
of learning.
Q3:
Formative assessment
results are recorded
and graded.
Q4:
With the implementation
of DepEd Order No.8 s.
2015, “KPUP” is no longer
relevant in the grading
system.
Q5:
A general average of 75%
will ensure a pupil’s
promotion to the next
grade level.
Q6:
Assessment should enable
the learners to take
responsibility in the
process.
Q7:
Assessment could happen
in any part of the lesson.
• Group 1Trees
EN5F-IIIc- 1.3 Read grade level text with accuracy, EN5F-IIIc- 1.6 appropriate
rate and EN5F-IIIc- 1.7 proper expression
• Group 2Cats and How to Treat Them
EN5RC-IIa- 2.21 Identify main idea, key sentences and supporting details of a
given paragraph
• Group 3 The Land of the Snow-Capped Mountains
EN5WC-IIId- 1.1.6.1 Plan a two to three paragraph composition using
an outline/other graphic organizers
• Group 4Why Mosquitoes Buzz in People’s Ear
EN5G-IVa- 1.8.1 Use compound sentences to show cause and effect
• Group 5Why Hens Keep Scratching
EN5RC-Ic- 2.23 Summarize narrative texts based on elements -Theme -Setting
-Characters (Heroes and Villains) -Plot (beginning, middle and ending)
• Group 6 The Donkey and the Wolf
Role play the part that you like best 41