Standards-Based Assessment

and Rating System

Secondary Level

For discussion only; not to be quoted

PhilosophyPhilosophy

� Assessment shall be used primarily as a

quality assurance tool to track learner’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 learner

performance.

Features

� Holistic

� Diagnostic (assessment for learning)

� Formative/Developmental (assessment for and

assessment as learning)

� Summative/Evaluative (assessment of learning)

� Standards-based

� Content- what the learner knows, can do, and understand

� Performance- how the learner transfers his/her understanding to life situations

1st Year HS1st Year HS

2nd Year HS2nd Year HS

3rd Year HS3rd Year HS

4th Year HS4th Year HS

Learners demonstrate basic literacy and numeracy skills

Retention

Remediation

No

Yes

Part

icip

ati

on

Learners achieve desired learning competencies

Retention

Remediation

No

Yes

Learners achieve desired learning competencies

Retention

Remediation

No

Yes

Learners have achieved the desired competencies

Learners achieve desired learning competencies

Remediation

No

Yes

Quality Assurance Quality Assurance –– LearnersLearners´́Stages and GatesStages and Gates

Elem. Achiev. Assessment

Regional Assessment

National Assessment

Regional Assessment

Grade 4-6Grade 4-6

Learners learn how to read, write and count

Retention

Remediation

No

ReglAssessment

Grade 1-3Grade 1-3

Elementary Readiness Assessment

Yes

RetentionCompletion

HS Readiness

Assessment

Ensure readiness of learners to participate effectively in the primary level

National Assessment

No

Yes

Part

icip

ati

on

Ensure readiness of learners to participate effectively in the secondary level

Overall Goal:Overall Goal:Functional LiteracyFunctional Literacy

Explore

Firm Up

Deepen

TransferU

N D

E R

S T

A N

D I N

G

and T

R A

N S

F E

R

TEACHING-

LEARNING

PROCESS

KN

OW

LE

DG

ES

KIL

LS

PR

OD

UC

TS

/

PE

RF

OR

MA

NC

ES

OUTCOME

Diagnostic Assessment

Formative Assessment

Summative Assessment

ASSESSMENT

Stage

3Stage

2

Content

Standard

Performance

Standard

Stage

1

GOAL

Assessment

of Learning

Nature of Assessment

Assessment of Learning

Assessment as Learning

Assessment for Learning

Being summative, it measures learner’s attainment of standards.

Learner reflects on results of assessment, charts his/her own

progress, and plans next steps to

improve performance; buildsmetacognition as it involves the

learner in setting and monitoringown learning goals.

Determines learner’s background knowledge

and skills; tracks

learner’s progress in understanding

UNDERSTANDINGS

(30%)

KNOWLEDGE(15%)

PROCESS(SKILLS)

(25%)

TRANSFER(30%)

L E

V E

L S

OF

A S

S E

S S

M E

N T

L E V E L S OF P R O F I C I E N C Y

Un

ders

tan

din

gP

erfo

rmance

Performance Standard

Content Standard

P R

E -

B A

S I C

P R

E -

B A

S I C

B A

S I C

B A

S I C

AP

PR

OA

CH

ING

PR

OF

ICIE

NC

YA

PP

RO

AC

HIN

G P

RO

FIC

IEN

CY

P R

O F

I C I E

N T

P R

O F

I C I E

N T

A D

V A

N C

E D

A

D V

A N

C E

D

% WEIGHT

15%

LEVELS of ASSESSMENT

the substantivecontent of the curriculum,

the facts and information

that the learner acquires

25%

Kn

ow

led

ge

cognitive operations that the learner

performs on facts and information for

the purpose of constructing meanings

and understandings

Pro

ce

ss

30%

Un

de

rsta

nd

ing T

ran

sfe

r

enduring big ideas, principles and

generalizations inherent to the discipline, and

are assessed using any of the six facets of understanding

real-life application of understandings as evidenced

by the learner’s performance of authentic tasks

30%

Pre

-Ba

sic B

asicThe learner at this level struggles

with his/her understanding; prerequisite and fundamental knowledge and/or skills have not been acquired or developed adequately to aid understanding.

The learner at this level possesses the minimum knowledge and skills and core understandings, but needs help throughout the performance of authentic tasks.

Ap

pro

ach

ing

Pro

ficie

ncy

Pro

ficie

nt

The learner at this level has developed the fundamental knowledge and skills and core understandings and, with little guidance from the teacher and/or with some assistance from peers, can transfer these understandings through authentic performance tasks.

The learner at this level has developed the

fundamental knowledge and skills and core

understandings, and can transfer them

independently through authentic performance tasks.

The learner at this level exceeds the core

requirements in terms of knowledge, skills and

understandings, and can transfer them automatically

and flexibly through authentic performance tasks.

Ad

va

nce

d

NUMERICAL VALUES OF LEVELS OF PROFICIENCY

FACTORS FOR RATING

Rubric for Assessing Knowledge

� Relevance and richness of data/information acquired (8%)

8% - Data/information acquired are completely relevant and rich to develop understanding.

6-7% - Data/information acquired are to a great extent relevant and rich to develop understanding.

4-5% - Data/information are to some extent relevant and rich enough to develop understanding.

Rubric for Assessing Knowledge

� Relevance and richness of data/information

acquired (8%)

2-3% - Data/information are a little relevant and somewhat rich to develop

understanding.

0-1% - Data/information lack relevance and richness to develop understanding.

Rubric for Assessing Knowledge

� Adequacy of data/information to firm up and

deepen understanding (7%)

7% - Data/information are completely adequate to firm up and deepen understanding

5-6% - Data/information are to a great extent adequate to firm up and deepen understanding

3-4% - Data/information are to some extent adequate to firm up and deepen

understanding

Rubric for Assessing Knowledge

� Adequacy of data/information to firm up and

deepen understanding (7%)

1-2% - Data/information are very inadequate to firm

up and deepen understanding

Rubric for Assessing Skills (Meaning-

Making)

� Validity of meanings made (10%)

10% - Meanings made are error-free and flowed

very logically from the processing done

8-9% - Meanings made are to a great extent valid, accurate, and logical

6-7% - Meanings made are somewhat valid,

accurate and logical

4-5% - Meanings made are a little valid, somewhat

accurate, and logical

2-3% - Meanings made are generally flawed and illogical.

0-1% - Meanings made are totally erroneous.

Rubric for Assessing Skills (Meaning-

Making)

� Depth of meanings made (15%)

15% - Meanings made reflect deep analytical processing of information; there are extensive data to support arguments presented.

12-14% - Meanings made are to a great extent the product of critical analysis; there are data to support arguments presented.

9- 11% - Meanings made are to some extent the product of analysis; a few data support arguments presented

6-8% - Meanings made show a little analysis; no arguments for or against are presented.

Rubric for Assessing Skills (Meaning-

Making)

� Depth of meanings made (15%)

3-5% - Meanings made are superficially drawn from limited data or information.

0-2% - Meanings made have little or no basis.

Rubric for Assessing Understanding

� Breadth of understanding (15%)

15% - Understanding is drawn using multiple lenses and is applied in diverse

contexts.

11-14% - Understanding is drawn from a few relevant disciplines and is applied in

similar contexts.

7-10% - Understanding is drawn from a narrow

perspective of one or two disciplines and is applied in a few similar contexts.

Rubric for Assessing Understanding

� Breadth of understanding (15%)

3-6% - Understanding is drawn linearly and is applied in the same context.

0-2% - Understanding is drawn linearly with no application.

Rubric for Assessing Understanding

� Depth of understanding (15%)

15% - Expression of understanding is well thought out; ideas are profound and are

a product of great reflection.

11-14% - Expression of understanding is the product of collective thinking and has

undergone extensive discussion and validation.

Rubric for Assessing Understanding

� Depth of understanding (15%)

7-10% - Expression of understanding considers a few angles and is the product of some

discussion.

3-6% - Expression of understanding is haphazardly done without the benefit of

discussion.

0-2% - Expression of understanding is shallow;

ideas show no connection at all.

Rubric for Assessing Transfer

� Products and performances

30% - Creative application of

understanding in life situations is

evident in the novelty of products

and performances.

20-29%- Creative application of

understanding in life situations is

evident to some extent in the

products and performances.

Rubric for Assessing Transfer

� Products and performances

10-19% - Creative application of

understanding in life situations is

a little evident in the products

and performances.

0-9% - Creative application of

understanding in life situations is

not at all evident in the

products and performances.

Frequency of Assessment

• Such skills shall be assessed formatively (daily; weekly; recorded, but not graded) and summatively (recorded and graded) at the end of the unit, quarter, or school year.

Sample Computation in Science

� Knowledge of scientific methods 12%

� (6%) Relevance and richness of data/information collected [more than half of the data satisfy the

criteria]

� (6%) Adequacy of data/information to firm up and deepen understanding [data collected are

somewhat adequate to firm up and deepen understanding]

� Skills (meaning making) 23%

� Validity of meaning made (9%) [processing of information is logical; meaning made is to a large

extent valid]

� Depth of meaning (14%) [reflection is greatly evident in the profoundness of meaning made]

� Understanding(s) (28%)

� (14%) breadth of understanding (application of learning in a few diverse contexts)

� (14%) depth of understanding (fairly evident use of insights, reflection)

� Transfer of understanding in life situations(20%) as demonstrated through

� Product- use of rice hull in treating worm infestation in a rice field [novel, but needs further development]

� Summary of rating:

Knowledge 12%

Skills 23

Understanding 28

Transfer 20

Total 83% [Approaching

Proficiency]