(Enclosure No. 6 to DepEd Memorandum No. 044, s.

2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Session Guide Form

FELIDAR A. BELTRAN
Principal II, Simanu NHS

Title of the Session PRINCIPLES OF EFFECTIVE CLASSROOM-BASED

ASSESSMENT

Professional Philippine Professional Standards for Teachers (PPST)

Standards Covered
Domain 5: Assessment and Reporting
(Domain/s, Strand/s, and
Indicator/s) 5.1. Design, selection, organization and utilization of
assessment strategies
5.1.1 Demonstrate knowledge of the design, selection,
organization and use of diagnostic, formative and summative
assessment strategies consistent with curriculum
requirements.
5.1.2 Design, select, organize and use diagnostic, formative
and summative assessment strategies consistent with
curriculum requirements.
5.1.3 - Work collaboratively with colleagues to review the
design, selection, organization, and use of a range of effective
diagnostic, formative, and summative assessment strategies
consistent with curriculum requirements.

Session Schedule and January 11, 2025

Duration
Session 1
90 minutes

Objectives Terminal objective: By the end of the 1-day training, the

participants will be able to:

● Realize the implementation of classroom

assessments that seamlessly integrate 21stcentury
skills in assessments.
Enabling objectives: Specifically, the participants will be
able to: (state the key knowledge, skills, and attitude
 participants are expected to gain from the training):

● Identify the key principles of effective assessment;

● Write test items

● Give their reflections on the key principles of

effective assessment
Expected Outputs Metacard /Test Question (1 item)
Reflection

Key Content 1. Revisiting the Classroom Assessment (DO 8, s. 2015)

2. Key Principles of Effective Assessment

Learning Resource Insight sheet 1

Materials
Metacard
Reflection/ Insight sheet 2
Session Guide
PPt slide decks

References DepEd Order No. 8, s. 2015

MATATAG Curriculum Training Slide Decks
 Schedule Detailed Content Detailed Description of Methodology/Activities Learner’s Materials
Outline Output
(Time (Slide Number)
distribution)

1. Title Introduction: None Slide 1-5

3 minutes 2. Terminal Objective DO: Greet the participants. Make them comfortable.
3. Enabling Objectives Say: Glad to see everyone here on this training!
4. PPST Covered
5. Session Flow Today's focus is on Revisiting Classroom Assessment
based on DepEd Order No. 8, s. 2015," where we'll
explore the Principles of Effective Assessment.

Let's make the most of this opportunity to learn and

share together!
I borrowed some of the contents of these slides and
presentation from deck developer of the
Bureau of Learning Development, Dr. Jerome C.
Hilario.

Say: By the end of today's session, our aim is for

each participant to grasp the seamless integration of
21st-century skills into classroom assessments.
Here are the specific goals for today:
1. Identify Key Principles of effective assessment
to pinpoint the key principles that underpin
effective classroom assessment;
2. Write your insights on the key principles of
effective assessment.

Say:
Now, let's take a closer look at the Professional
Standards covered in today's session:
PPST - Domain 5 - Assessment & Reporting:
5.1 - Design, selection, organization, and utilization of
assessment strategies
5.1.3 - Work collaboratively with colleagues to review
the design, selection, organization, and use of a range
of effective diagnostic, formative, and summative
assessment strategies consistent with curriculum
requirements.

Say: In this slide, the flow of today's session is

outlined:
We'll begin by delving into
Show: the slides of Session Flow

1. Activity 1: Think and Write (Think and

write about assessment that you find
 challenging. Why did you choose this? How
does it impact your teaching or your
students' learning? What practical solution
to your assessment challenge you wish
genie could offer? How might resolving this
assessment challenge positively impact
your students' experience and
understanding in the classroom?)
2. Activity 2: Let’s Drive then Park

3. Discussion of the principles and guidelines

outlined in Department Order 8, series of
2015, focusing on classroom assessment.

4. Writing a test itemI

5. Insight writing

10 minutes Priming activity 1 Insight Sheet 1 6-8

Activity 1: Think and Write
Say: I am giving you a worksheet that contains the
following instructions:
Do: Distribute the worksheets.
Show: slide decks about the Process Questions for
priming activity
Say: After answering the process questions, I will be
calling volunteers to share what they have written on
the worksheet.
 1. Think and write about assessment that you
find challenging.
2. Why did you choose this?
3. How does it impact your teaching or your
students' learning?
4. What practical solution to your assessment
challenge you?
5. How might resolving this assessment
challenge positively impact your students'
experience and understanding in the
classroom?
10 minutes Analysis Any green or red 9- 32
thing

Do: Provide motivational activity via the use of

interactive Priming Activity 2 as continuation of
Activity 1:

Show: Slides Let’s Drive or Park!

Red Light Green light

Say: Bring out any red and green items in your bag
(e.g. red pen, green notebooks, etc.).

• I will read a statement, if you believe the

statement is TRUE, raise your green item.
If you believe the statement is FALSE,
raise your red item.
 • Hold up your chosen item clearly for
everyone to see.
• After each statement, we will take a
moment to observe everyone’s responses.
• We will discuss briefly why you chose red
or green for each statement.
• Feel free to ask for clarification if needed at
any point during the activity.

Let’s begin!
Present/ Read slides

1. DepEd Order No. 8, s. 2015, talks about

using tests every day.
2. DepEd Order No. 8, s. 2015, helps teachers
focus more on checking how students are
learning.
3. DepEd Order No. 8, s. 2015, helps teachers
track students’ progress and change how
they teach if needed.
4. DepEd Order No. 8, s. 2015, helps teachers
track students’ progress and change how
they teach if needed.
5. DepEd Order No. 8, s. 2015, gives
information to help teachers understand
how students learn.
6. Classroom Assessment is about figuring out
what students know and can do.
7. Classroom Assessment helps teachers
follow the curriculum and change how they
teach.
 8. All classroom assessment is based on
comparing students to each other.
9. Classroom Assessment aims to give
feedback to students quickly.
10.Classroom Assessment aims to see how
students improve over time.

15 minutes Revisiting DO 8, s. Say: Thank you so much for your sharing. None
2024

Abstraction
Concept of Assessment
and its Significance
Say: Let’s break down the concept of assessment
and its significance:

What do we mean by the word assessment?

According to Griffin (2018), assessment can be
defined as “the search for evidence of learning.” This
definition underscores the fundamental purpose of
assessment: to uncover and gather evidence that
demonstrates what students have learned.
Highlighting the key points:
Search – Emphasize that assessment involves
actively seeking out evidence of learning. It’s not a
passive process; rather, it requires deliberate efforts
to uncover insights into students’ understanding and
 progress.
Examples: Large-scale assessments, High-stakes
examinations, and Classroom assessment. These are
all different contexts where the search for evidence
of learning takes place, albeit on different scales and
with varying stakes.
Evidence – Highlight that assessment should yield
tangible evidence that surfaces student learning. This
evidence should be reliable and directly observable,
providing clear insights into what learners are doing,
saying, making, or writing.
Examples: Observable behaviors, verbal responses,
tangible artifacts, written work, etc.
By understanding assessment as the active search for
reliable evidence of learning, educators can better
utilize various assessment methods to gather
meaningful insights into students’ progress and tailor
instruction to meet their needs effectively.

Revisiting DO 8, s.
2024
Do: The participants will be introduced to Principles
of Effective Assessment by starting with…
35 minutes
Principles and Say:
Guidelines on
Principle 1: Alignment with Curriculum
Assessment
Effective assessment must align closely with
curriculum standards and competencies:
- Assessments should directly relate to curriculum
objectives and performance standards.
- They should track learners’ progress in content
mastery and the development of twenty-first-century
skills.
- By adhering to this principle, assessments
accurately measure student learning and guide
instructional decisions effectively.
Principle 2: Validity
Assessment must be valid, meaning it accurately
measures what learners have learned in the
classroom:
- Valid assessments align with learning objectives and
accurately measure the development of required
competencies.
- They ensure that assessment activities and criteria
reflect the standards for the grade level.
- Validity guarantees that assessment results provide
an accurate reflection of students’ achievement and
inform instructional decisions effectively.
Principle 3: Reliability and Consistency
Assessment must be reliable and consistent, ensuring
dependable results over time:
- Reliable assessments follow clear and consistent
processes in their development and administration.
- They yield consistent results when repeated with
the same learners, conducted at different times, or
administered by different teachers.
- Reliability guarantees that assessment outcomes
accurately reflect students’ performance and provide
a stable basis for instructional decision-making.
Principle 4: Fairness and Inclusivity
Assessment must be fair and inclusive, considering
learners’ diverse backgrounds and needs:
- Fair assessments take into account learners’ race,
gender, learning needs, style, language,
abilities/disabilities, cultural background, and
socioeconomic status.
- Assessment activities should never exclude,
disadvantage, or take advantage of any individual or
group of learners.
- Prioritizing fairness and inclusivity ensures that
assessment practices promote equity and provide all
students with equal opportunities to demonstrate
their learning.
Principle 5: Manageability for Learners and Teachers
Assessment must be manageable for both learners
and teachers:
- Learners require adequate time to process new
knowledge and practice skills, suggesting
assessments should be timed appropriately in the
learning process.
- Assessments must be manageable for teachers,
even in large classes, to ensure effective
implementation and evaluation of student
performance.
- By prioritizing manageability, assessments support
meaningful learning experiences for students and
facilitate efficient instructional practices for teachers.
Principle 6: Variety in Assessment Methods
Assessment must provide learners with diverse ways
to showcase their achievements:
- Teachers should employ a variety of assessment
methods and activities to offer learners multiple
opportunities to demonstrate their understanding,
skills, and values as outlined in the curriculum.
- By incorporating various assessment formats such
as tests, projects, presentations, portfolios, and
performances, educators cater to diverse learning
preferences and talents.
- This principle ensures that assessment practices are
inclusive and equitable, allowing all students to
showcase their learning in ways that best suit their
strengths and abilities.
Principle 7: Transparent and Ongoing Assessment
Process
Assessment must be transparent and part of an
ongoing process where learners’ progress is
monitored over time:
- Teachers utilize assessment criteria aligned with
curriculum standards and competencies to collect
evidence of learners’ achievements throughout their
learning journey.
- Clear assessment criteria are communicated to
learners before assessment activities take place,
enabling them to understand expectations and goals.
- This transparent and continuous assessment
process ensures that learners receive timely feedback
on their progress and have opportunities for growth
and improvement over time.
Principle 8: Effective Use of Feedback
Teachers and learners must utilize feedback
effectively to enhance learning and reflect on the
teaching and learning process:
- Teachers provide ongoing and explicit feedback to
learners, highlighting their strengths, areas for
improvement, and strategies for enhancement
throughout the learning and assessment process.
- Learners receive timely and constructive feedback,
enabling them to understand their progress, identify
areas for growth, and take ownership of their
learning.
- Teachers use assessment data to reflect on, modify,
and improve their teaching practices, ensuring
instructional effectiveness and meeting the diverse
needs of learners.
 - This reciprocal feedback loop between teachers and
learners fosters continuous improvement, promotes
self-regulated learning, and enhances the overall
quality of teaching and learning experiences.

10 minutes Activity 3 Application Metacard with 1

test question

It’s Pack UP Time!

Say: With the above principles, I am giving you
metacards for you to write 1 Question applying the
principles. I will be calling 10 participants after 3
minutes to share their output for Quality Assurance

Do: Distribute the metacards

6 minutes Activity 4: Insight sheet 2

Let’s Dig in!
Say: Before we end this session, may I have some
thoughts from you by answering these questions.
Please write your answers on the Reflection sheets
that I am going to distribute. I will call 2 volunteers to
read their reflections

Do: Distribute reflection sheets with the guide

questions:
 Show:
How do you envision the principles discussed today
influencing your approach to classroom assessment
in the future?

Are there specific goals or milestones you would like

to set for incorporating these ideas into your teaching
practice?

Do: Call for volunteer participants to read their

insights.

1 minute Do: Thank the participants for their participation.

90 minutes
ANNEX 1: INSIGHT SHEET 1

Name:__________________ Position:_________________Learning Area:_______________

Think and write Why did you What practical How does it How might
about assessment choose this? solution to your impact your resolving this
that you find assessment teaching or your assessment
challenging. challenge you? students' challenge
learning? positively impact
your students'
experience and
understanding in
the classroom?
ANNEX 2: METACARD

Name:__________________ Position:_________________Learning Area:_______________

Write one (1) Test Question applying any of the principles. I will be calling 10 participants
after 3 minutes to share their output for Quality Assurance
ANNEX 3: Insight Sheet 2

Name:__________________ Position:_________________Learning Area:_______________

How do you envision the principles Are there specific goals or milestones you
discussed today influencing your approach would like to set for incorporating these
to classroom assessment in the future? ideas into your teaching practice?