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    Levels of Assessment and Proficiency

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    Marites Paragua
    This document outlines four levels of assessment (knowledge, process/skills, understanding, products/performance) and their corresponding percentage weights. It also defines five levels of proficiency (beginning, developing, approaching proficiency, proficient, advanced) based on numerical values. Suggested assessment tools are provided for each level of assessment, such as select-response items, constructed response tests, oral discourse, and student projects. Guidelines are given for formulating assessment exercises at each level, including examples of how to frame questions and devise assessments for a math topic on area of a square.

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    Levels of Assessment and Proficiency

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    Marites Paragua
    32 views3 pages
    This document outlines four levels of assessment (knowledge, process/skills, understanding, products/performance) and their corresponding percentage weights. It also defines five levels of proficiency (beginning, developing, approaching proficiency, proficient, advanced) based on numerical values. Suggested assessment tools are provided for each level of assessment, such as select-response items, constructed response tests, oral discourse, and student projects. Guidelines are given for formulating assessment exercises at each level, including examples of how to frame questions and devise assessments for a math topic on area of a square.

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    This document outlines four levels of assessment (knowledge, process/skills, understanding, products/performance) and their corresponding percentage weights. It also defines five levels of proficiency (beginning, developing, approaching proficiency, proficient, advanced) based on numerical values. Suggested assessment tools are provided for each level of assessment, such as select-response items, constructed response tests, oral discourse, and student projects. Guidelines are given for formulating assessment exercises at each level, including examples of how to frame questions and devise assessments for a math topic on area of a square.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    32 views3 pages

    Levels of Assessment and Proficiency

    Uploaded by

    Marites Paragua
    This document outlines four levels of assessment (knowledge, process/skills, understanding, products/performance) and their corresponding percentage weights. It also defines five levels of proficiency (beginning, developing, approaching proficiency, proficient, advanced) based on numerical values. Suggested assessment tools are provided for each level of assessment, such as select-response items, constructed response tests, oral discourse, and student projects. Guidelines are given for formulating assessment exercises at each level, including examples of how to frame questions and devise assessments for a math topic on area of a square.

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    © All Rights Reserved
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    of 3

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

    Level 2 PROCESS: skills that the What do you want your students What is the area of a square
    students perform on facts and to do with what they know? (e.g. cardboard whose sides measure 25
    information for the purpose of solve for the area of a square) centimeters? (skill: computation /
    constructing meanings or problem-solving) or Show that the
    understandings 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).
    Level 3 UNDERSTANDING: big ideas What do you want students to The sides of a square cardboard
    understand? (e.g. Understand the measure 25 centimeters. The
    concept of “Conservation of cardboard is cut into 3 pieces to
    Area”: cut a square into pieces form another shape. What is the
    and make a different figure -the area of the figure formed? (big idea:
    area of the new figure will still be Conservation of Area)
    the same as that of the original
    square figure)
    Level 4 PRODUCT/PERFORMANCE: What products or performances You are an interior designer and
    real-life application of do you want students to produce you have a client who has a
    understanding/transfer of as evidence of their learning or sculpture made of triangular pieces
    learning to real-life situation understanding? (e.g. Application of wood which were assembled
    of the concept of “conservation of together to make one whole
    area” to a real-life situation 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?
    /cpst/7/28/14
    Assessment of Student Learning 1
    LEVELS OF ASSESSMENT AND PROFICIENCY

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