Sunteți pe pagina 1din 3

CLASSROOM ASSESSMENT IN THE K to12 BASIC EDUCATION PROGRAM

To align the assessment process with the K to 12 curriculum, the adapted Cognitive Process Dimensions may be used as a guide in the formulation of assessment
tasks and activities.

COGNITIVE PROCESS
DIMENSIONS KEY WORDS
The learner can recall information and retrieve relevant knowledge from long – term memory:
1. Remembering identify, retrieve, recognize, duplicate, list, memorize, repeat, reproduce
The learner can construct meaning from oral, written and graphic messages:
2. Understanding interpret, exemplify, classify, summarize, infer, compare, explain, paraphrase, discuss
The learner can use information to undertake a procedure in familiar situations or in a new way:
3. Applying execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover
The learner can distinguish between parts and determine how they relate to one another, and to the overall structure and purpose:
4. Analyzing differentiate, distinguish, compare, contrast, organize, outline attribute, deconstruct
The learner can make judgments and justify decisions:
5. Evaluating coordinate, measure, detect, defend, judge, argue debate, critique, appraise, evaluate
The learner can put elements together to form a functional whole, create a new product or point of view:
6. Creating generate, hypothesize, plan, design, develop, produce, construct, formulate, assemble, design, devise

What is the connection between and among Curriculum Standards, Cognitive Process Dimensions and KPUP?

CURRICULUM STANDARDS LEVELS OF ASSESSMENT (DO 73 S. 2012) COGNITIVE PROCESS DIMENSIONS

Content Standards Knowledge Remembering


“What should the learners know?” 1. What should students know? The learner can identify, retrieve, recognize, duplicate, list,
2. How are they to express or provide evidence of what memorize, repeat, reproduce
Performance Standard they know?
“What can learners do with what they know?” Applying
The learner can execute, implement, demonstrate,
dramatize, interpret, solve, use, illustrate, convert, discover
CURRICULUM STANDARDS LEVELS OF ASSESSMENT (DO 73 S. 2012) COGNITIVE PROCESS DIMENSIONS

Content Standards Process Understanding


“What should the learners know?” 1. What can students do with the information or facts The learner can interpret, classify, summarize, infer,
they have n relation to familiar compare, explain, paraphrase
Performance Standard 2. What are the evidence of what they can do with the
1. How well do learners use their learning information and facts they have? Applying
or understanding in different situations? The learner can execute, implement, demonstrate,
2. How do learners apply their leaning or dramatize, interpret, solve, use, illustrate, convert, discover
understanding in real – life contexts?
Analyzing
The learner can differentiate, distinguish, compare,
contrast, organize, outline

Content Standards Understanding Understanding


“What should the learners know?” 1. What breadth (connection to a wider context) and The learner can interpret, classify, summarize, infer,
depth (insights and reflection) of understanding do compare, explain, paraphrase
Performance Standard the students have regarding the information and
1. What can learners do with what they facts that they know? Applying
know? 2. What are the evidence of the breadth and depth The learner can execute, implement, demonstrate,
2. How well must learners do their work? understanding that the students have reached? dramatize, interpret, solve, use, illustrate, convert, discover
3. How well do learners use their learning
or understanding in different situations? Analyzing
The learner can differentiate, distinguish, compare,
contrast, organize, outline

Evaluating
The learner can coordinate, measure, detect, judge, argue,
debate, critique, evaluate
CURRICULUM STANDARDS LEVELS OF ASSESSMENT (DO 73 S. 2012) COGNITIVE PROCESS DIMENSIONS

Content Standards Performance or Product Applying


“What should the learners know?” 1. What innovations in terms of products and The learner can execute, implement, demonstrate,
performances are learners able to do? dramatize, interpret, solve, use, illustrate, convert, discover
Performance Standard 2. What are the evidence that the learners can use or
1. How well do learners use their learning transfer their learning in real-life and/ or different Creating
or understanding in different situations? situations? The learners can generate, hypothesize, plan, design,
2. How do learners apply their learning or develop, produce, construct, formulate, assemble, design,
understanding in real-life contexts? devise
3. What tools and measures should
learners use to demonstrate what they
know?

S-ar putea să vă placă și