LESSON PLAN

IN ASL 1
I. Objectives
A.Content Standard:
Demonstrate understanding on the basic
concepts and nature of assessment

B. Performance Standard:
Express ideas on how assessment
concepts and its nature are used to
improve the teaching-learning process.
C. Learning Competency:
Describe the key terms in assessment
Unpacked competencies
1. define the terms: assessment, evaluation
measurement, test, testing, formative
assessment, summative assessment,
placement assessment, diagnostic
assessment, traditional assessment,
alternative assessment, portfolio
assessment and performance
assessment.
2. discriminate among the different
types and purposes of assessment
3. explain the nature of assessment
II. Content: Basic Concepts and Nature of
Assessment
III. Learning Resources:
A. References:
Gabuyo, Yonardo A., Assessment of
Student Learning 1, Rex Book Store

IV. Procedure:
Engage:
A. Provide a reading material on the
overview of assessment and let the
students answer the questions.
Guide questions:
1. What are the major information from
the reading material?
 2. What learning insights (discernments) did
you get from the reading materials?
B. Presenting examples of key terms for the
new lesson. With the use of PowerPoint
presentation, show at least 5 puzzling
words and the first to determine the
correct word or phrase will scream in
class.
Explore: Meeting of Minds and Hearts
Divide the class into 5 groups and
identify relevant words in the study of
assessment of student learning 1 and
share their ideas on the need of
assessing student learning.
Explain:
1. Group outputs are presented using a
creative way.
2. Teacher processes and analyzes the
group outputs

Elaboration:
The teacher presents the new
information and gives practical
application and generalization for the key
terms and the nature of assessment
Evaluate:
Present a picture in a PPT and ask the
students to make a distinction between
assessment and evaluation.
 V. Remarks: “When a teacher teaches, no matter how w
he or she might design a lesson, what a child learns is
unpredictable. Children do not always learn what we teach.
That is why the most important assessment does not happen a
the end of the learning-it happens during the learning when
there is still time to do something with the information”. –
Dylan William, 2011

VI. Reflection:
The mean of the test scores is 3.8 which mean
that 65% of the class did perform well in the
test while 35% did not do good in the test.
Meeting of Minds
and Hearts

As a group
 identify relevant words used in the
study of Assessment and express
your ideas about those words
 share ideas on the need of assessing
student learning
 present your outputs in a creative
manner
 Criteria for the Presentation
1. Content/substance - 15 points
2. Relevance to the task - 15 points
3. Creativity/originality - 10 points
4. Clarity of presentation- 10 points
Total - 50 points
 Thoughts on the
Basic Concepts and
Purposes of Assessment
Thought Sharing….

1. What are the commonalities among

basic concepts in assessments?

2. Which of the given concepts are

applicable to assessment of student
learning?

3. Do we need to assess for grading

purposes of students? Why or Why not?
 What is assessment?
We use the general term
assessment to refer to all those
activities undertaken by teachers
-- and by their students in
assessing themselves -- that
provide information to be used as
feedback to modify teaching and
learning activities.
 ASSESSMENT

Assessment is the
process of gathering
quantitative and
qualitative data or
evidence of what a
student can do.
 Basic Concepts in Assessment of Learning

Assessment
 refers to the collection of data to
describe or better understand an
issue.
measures "where we are in relation
to where we should be?" Many
consider it the same as Formative
Evaluation.
 is a process by which information is
obtained relative to some known
objective or goal.
teacher’s way of gathering information
about what students have learned , and
they use them to make important
decisions-about students’ grades, the
content of future lessons, the revision of
the structure or content of a course.
 EVALUATION

• Evaluation is the
process of interpreting
the evidence and
making judgments and
decisions based on the
evidence.
Evaluation
 determines "how well did we do
what we set out to do?" Evaluation
is tied to stated goals and
objectives. Many equate this to
summative evaluation.
Evaluation
 it refers to the process of
determining the extent to which
instructional objectives are
attained.
 refers to the comparison of
data to standard for purpose of
judging worth or quality.
 MEASUREMENT
is a part of the educational
evaluation process whereby
some tools or instruments
are used to provide a
quantitative description of
the progress of students
towards desirable
educational goals.
 can either be objective (as
in testing) or subjective (as in
perceptions)
Measurement
 refers to the process by which the
attributes or dimensions of some
physical object are determined.
is a process of measuring the
individual’s intelligence, personality,
attitudes and values, achievement and
anything that can be expressed
quantitatively.
 it answer the question, “ how
much”?
 Test or Testing

is a systematic
procedure to
determine the
presence or absence
of certain
characteristics or
qualities in a learner.
Test is an instrument designed
to measure any quality, ability,
skill or knowledge.
Testing is a method used to
measure the level of
performance or achievement of
the learner.
TESTING refers to the
administration, scoring and
interpretation of an instrument
(procedure) designed to elicit
information about performance in
a sample of a particular area of
behavior.
 ASSESSMENT EVALUATION
Content: timing, primary purpose

Formative: ongoing, to Summative: final, to

improve learning gauge quality
Orientation: focus of

Process-oriented: how Product-oriented: what’s

learning is going been learned

Findings: uses thereof

Diagnostic: identify areas for Judgmental: arrive at an

improvement overall grade/score
 MODES OF ASSESSMENT
A. Traditional Assessment
preparation of the instrument is time
consuming and prone to cheating.
the objective paper-and-pen test
which usually assess low level
thinking skills.
scoring is objective and
administration is easy because
students can take the test at the
same time.
B. Performance Assessment
the learner performs a
behavior to be measured in a
"real-world" context.
 The learner demonstrates the
desired behavior in a real-life
context and the locus of control is
with the student.
 B. Performance Assessment

A mode of assessment that requires

actual demonstration of skills or creation of
products of learning.
Scoring tends to be subjective without
rubrics.
Preparation of the instrument is relatively
easy and it measures behavior that cannot
be deceived.
C. Portfolio Assessment
A process of gathering multiple
indicators of students progress to
support course goals in dynamic,
ongoing and collaborative processes.
Development is time consuming and
rating tends to be subjective without
rubrics.
Measures student’s growth and
development .
 TYPES OF ASSESSMENT
PROCESSES
A. Placement Assessment

Determine the entry behavior of the

students.
Determine the student’s performance
at the beginning of instruction.
Determine the position of the
students in the instructional sequence.
Determine the mode of evaluation
beneficial for each student.
B. Diagnostic Assessment
is given at the start:
 to determine the student’s levels of
competence.
 to identify those who have already
achieve mastery of the requisite
learning.
 to help classify students into
tentative small group of instruction.
C. Formative Assessment
is given to:
 monitor learning progress of
the students.

 provide feedback to both

parents and students.
 it answer the question "Where we
are in relation to where we should
be?”
this type of assessment can be done
informally and need not use
traditional instruments such as
quizzes and tests.
D. Summative Assessment
given at the end of a unit:
to determine if the objectives
were achieved.
tends to be formal and use
traditional instruments such as
tests and quizzes.
it answer the question "How well
did we do what we set out to
do?"
determine the extent of the
student’s achievement and
competence.
provide a basis for assigning grades.
provide the data from which
reports to parents and transcripts
can be prepared.
 Non -Test

Is a systematic
procedure in
observing and
analyzing student
performance.
 Nature of Assessment

Assessment Being summative, it measures student’s

of Learning attainment of standards.

Assessment The student reflects on results of

as Learning assessment, charts his/her own
progress, and plans next steps to
improve performance; builds
Assessment metacognition as it involves the
of Learning student in setting and monitoring
own learning goals.
Assessment Determines student’s
for Learning background knowledge
and skills; tracks
student’s progress in
understanding
 ONGOING ASSESSMENT
Some teachers talk about... Some teachers talk about ...

Vs. GRADES
LEARNING

 Can these two coexist peacefully?

 Sould one receive emphasis over the other?
And so what???

Assessment & Rating System : PPt prepared by Joseph R.

10/15/19 Jacob 42
And so what???

Assessment & Rating System : PPt prepared by Joseph R.

10/15/19 Jacob 43
Think About It !!!

“When a teacher teaches, no matter how well

he or she might design a lesson, what a child
learns is unpredictable. Children do not always
learn what we teach. That is why the most
important assessment does not happen at the
end of the learning-it happens during the
learning when there is still time to do something
with the information”. – Dylan William, 2011
Be a facilitator of
learning

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