Assessment of Student Learning 1

LEVELS OF ASSESSMENT AND PROFICIENCY

The level of assessment shall be based on percentage weight
Level of Assessment Percentage Weight
Knowledge 15%
Process or Skills 25%
Understanding(s) 30%
Products/Performance 30%
Total 100%

The level of proficiency shall be based on numerical value

Level of Proficiency Equivalent Numerical Value
Beginning (B) 74% and below
Developing (D) 75 – 79%
Approaching Proficiency (AP) 80 – 84%
Proficient (P) 85 – 89%
Advanced (A) 90% and aboce

Levels Suggested Assessment Tools

Knowledge (15%)-refers to the 1. Select-response Item-provide several response options to the students, and the
substantive content of the student selects from among the options.
curriculum, the facts and a. Multiple Choice Test b. True or False c. Matching Type
information that the student 2. Constructed response type of test-a rubric or scoring guide is necessary.
acquires. a. Essay tests c. Performing tasks e.g. giving a
b. Fill in the blanks speech or designing an experiment
3. Periodic Test
Process or Skills (25%)-refers to The focus is how pupils construct meanings or makes sense of the facts and
the cognitive operations that the information.
student performs on facts and  Outlining, organizing, analyzing, interpreting, translating, converting, or
information for the purpose of expressing the information in another format;
constructing meanings and  Drawing analogies
understandings.  Constructing the graphs, flowcharts, and maps or graphic organizers
 Transforming a textual presentation into a diagram
 Drawing or painting pictures
 Doing role plays
 Written tests
Understanding (s) (30%)-refers to a. Oral Discourse/Recitation
enduring big ideas, principles and  Explain/justify something based on facts/data, phenomena or evidence
generalizations inherent to the  Tell/retell stories
discipline, which may be assessed  Make connections of what was learned within and across learning areas
using facets of understanding.  Apply what has been learned in real life situation
a. Explanation-give examples, b. Portfolio
make insightful connections.  Collection of evidence like images, anecdotes, etc. to demonstrate mastery
b. Interpretations-make it and interpretation of a given set of concepts.
personal through images, c. Open-ended tests
anecdotes, analogies.
c. Application- can adapt/transfer
understanding into real
contexts.
Products/Performances (30%)-  Participation (e.g. in group activities/projects)
refers to real-life applications of  Projects
understandings as evidence by the  Homework
student’s performance of authentic  Experiments
tasks. It contains children’s MI.  Portfolio
 Other Outputs
 Assessment of Student Learning 1
LEVELS OF ASSESSMENT AND PROFICIENCY
Comparison of Levels of Proficiency
Indicators Beginning Developing Approaching Proficient Advanced
Proficiency
Acquisition of Knowledge, Struggling or Minimum Fundamental Fundamental Exceeding
Skills and Understandings have not
acquired
Transfer of Needs help With little Independent Automatic and
Knowledge/Application of guidance from flexible
Knowledge the teacher or
some assistance
from peers

Guide in Properly Formulating Exercises for each Level of Assessment

Learning Outcome or Evidence of Learning
Level 1 KNOWLEDGE: the facts and
information that the students
need to acquire
Guide to Teachers on each Level of
Assessment
What do you want students to
know? (e.g. fact/info: formula of
a square)
EXAMPLE on how to frame the
question/ devise the assessment using
the ample
Math topic/lesson: Area of a Square
What is the formula in finding a
square?

Level 2 PROCESS: skills that the What do you want your students
students perform on facts and to do with what they know? (e.g.
information for the purpose of solve for the area of a square)
constructing meanings or
understandings
Level 3 UNDERSTANDING: big ideas What do you want students to
understand? (e.g. Understand the
concept of “Conservation of
Area”: cut a square into pieces
and make a different figure -the
area of the new figure will still be
the same as that of the original
square figure)
Level 4 PRODUCT/PERFORMANCE: What products or performances
real-life application of do you want students to produce
understanding/transfer of as evidence of their learning or
learning to real-life situation understanding? (e.g. Application
of the concept of “conservation of
area” to a real-life situation
What is the area of a square
cardboard whose sides measure 25
centimeters? (skill: computation /
problem-solving) or Show that the
area of a square whose side
measures 5 cm., is 25 square cm.
(process: student to prepare a model
composed of 25 pcs. of square
tiles).
The sides of a square cardboard
measure 25 centimeters. The
cardboard is cut into 3 pieces to
form another shape. What is the
area of the figure formed? (big idea:
Conservation of Area)
You are an interior designer and
you have a client who has a
sculpture made of triangular pieces
of wood which were assembled
together to make one whole
art piece. You were told that the
original wooden board where the
triangular pieces came from had an
area of 25 sq.m. The owner of the
sculpture also owns several square
paintings of different canvass sizes.
Your client requested you to cut up
any of his paintings and paste the
pieces onto the sculpture following
the size and shape of each piece of
triangular wood. You are to choose
the canvass which when cut up will
exactly fit the triangular pieces.
What are the measurements of the
sides of the painting you will
choose to cut up and paste on the
pieces of triangular wood?
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Assessment of Student Learning 1
LEVELS OF ASSESSMENT AND PROFICIENCY