1. Standard-Based Assessment
for
Effective and Teaching and
Learning Using Understanding by
Design

3. Objectives:
• Define the standard-based assessment as mandated
in DepEd Order No. 73, s.2012
• Identify the difference between content and
performance standard.
• Be aware of the different levels of assessment in the
K-12 curriculum.

4. Some Glaring Realities in Philippine
Education
1. Students’ low performance in exams
2. Poor learning/study habits
3. Poor learning facilities
4. Teacher inadequacy / incompetence
5. Lack or absence of parental guidance/support
6. Effects of globalization

5. Some Teachers’ Gripes
• Most students are not motivated at all.
• Students easily forget what they learn.
• Most students are obsessed with grades, not with
learning.
• They want to be told every little thing.
• They hate to read.
• They don’t ask questions.
• They don’t explain. They tend to simply repeat.

6. What do the following situations
suggest?

7. Situation 1
“When I was in my last year in Grade
School, I could memorize very easily
and fast and so I became the class
valedictorian, but I felt embarrassed
later that I understand much less than
some other students who cared less
about getting good grades.”

8. Situation 2
“How many buses does the school
need to transport 1, 128 students if
each bus hold 36 students?”
Almost 1/3 of the 5th graders
answered “31 remainder 12”

9. Situation 3
It is almost at the end of the 4th
quarter of the SY, and Ms. Santos
hurries up to finish the subject-matter
coverage. She needs to catch up fast
to comply with the school’s coverage
requirement. She switches to lecture-type
of lesson presentation to her
pupils.

10. What familiar truths are revealed by the
three situations?
TEACH, TEST
AND
HOPE FOR THE BEST

11. Are we(The Philippines) Educating for Competitiveness?
Are we building Competence
(Competitiveness)?
What are employees looking for in graduates?
Company managers were asked in studies done
by the DAP(Productivity and Development Center) to
determine when certain skills and knowledge should be
acquired and the degree of attainment:

12. Skills Educational Level Degree of Attainment
Basic writing, reading, arithmetic Elementary Not quiet
Theoretical Knowledge and work
Secondary Not quiet
skills
Practical knowledge and skills of
work
Secondary Hard to tell
Human relations skills Secondary Somewhat
Work habits Secondary Hard to tell
Will to work Secondary Not quiet
Sense of responsibility Secondary Not quiet
Social responsibility Secondary Not quiet
Ethics and morals Secondary Not quiet
Health and hygiene Elementary Hard to tell
The consensus among employers that a high school diploma with its current coverage is
inadequate for their purposes. HS graduates show deficiencies in their ability to
communicate, to think logically and to solve problems.
J.M. Luzon/2007

13. Pres. Aquino signs enhanced Basic Education or
“ K to 12 Act” – RA 10533
MANILA, Philippines—President Benigno
Aquino on Wednesday morning signed
into law the Enhanced Basic Education
Act of 2013, mandating kindergarten and
adding two years to secondary education
to place the country’s curriculum on par
with international standards.
The President said Republic Act 10533,
widely known as the K to 12 Act, would
“lay the foundations for a better future for
every Filipino child.”
https://mlephil.wordpress.com/category/enhanced-k12-basic-education-program/

14. Reasons:
 make Philippine more globally
competitive
 Place the country’s curriculum at
par with international standards
 Establish system of education the
truly imbues the youth with the
skills they need to pursue their
dreams-master concept and skills
to create lifelong learners and
prepare them for tertiary education
, middle-level skills development,
employment and
entrepreneurship.

15. Reasons:
 the world is becoming smaller
due to advanced technology
 Expansion of companies into
global market – where we are
competing with people from all
over the planet for spaces in
colleges, for money and for
jobs.
On a global
perspective the call
for increasing rigor in
the classroom is
becoming more and
more commonplace

16. They have to be:
 Quick on their feet, to adapt,
and to roll with the punches. In
short, they have to be able to
think!
 Able to analyze and evaluate a
situation.
 Critical thinkers!
 Problem solvers!
 Team players!
 Possess 21st century skills!
Today’s students have
to be able to do more
than swallow facts and
regurgitate them back
out!

17. Therefore, what should school
ADMINISTRATORS and
TEACHERS do?

18. Intensify our
INSTRUCTIONAL LEADERSHIP

19. Something to think about…
 What do you understand about standards-based
classroom instruction and assessment?
 How can you be sure that you are doing what you are
supposed to do? As an instructional leader, where do you
want to bring your school with this new approach of
instruction and assessment?
 What opportunities for academic excellence can arise out of
implementing DepEd Order 73?
 As an instructional leader, where do you want to bring your
school with this new approach of instruction and assessment?

20. Something to think about…
How do standards look like in classroom instruction?
How are they made concrete in classroom instruction?

21. What are standards?
Standards are
established norms or
benchmarks for learning
that define what
students need to know,
understand and do.

22. What is a standard-based classroom instruction?
• Achieve the standard by using the content as the vehicle.
• Makes big ideas and enduring understanding act as an
umbrella for the content.
• Embeds assessment of the attainment of the standards of
instructional strategies.
• Implements standards that are observable and measurable.
• Emphasizes on what students will be able to know,
understand and do.
• Ensures alignments of instructional plan, assessment and
instructional plan, assessment and instruction with the
standards.
• Focuses on helping students meet the standards.
• Uses student-centered approach.

23. What is standards-based assessment?

24. What is standards-based assessment?
An approach that compares students’
performances to the standards, rather
than comparing them with other
students.
The measurement of students’ learning performance according to
predetermined educational content and performance standards.
(Sana Rafiq 2008)
The standards define the skills and knowledge
content which will need to be mastered by
each student in a certain time frame.
Assessment is aligned to the attainment of the
students through the defined skills or
competencies.

25. What is standards-based classroom
instruction?
In a standards-based classroom, learning
outcomes aligned to content standards are held
constant, and all students are expected to attain
proficiency in them. Flexibility is provided in the
time and support each student’s needs to meet
the standard. Teacher follows a cycle of
instruction – assessment, planning, instruction,
assessment, and re-teaching – so all students
meet specific, clearly stated and understood,
high academic standards in each content area.

26. standards
Standards-based classroom instruction
Standards-based assessment
Department of Education
Order (DO) Number 73
Guidelines On The Assessment And
Rating Of Learning Outcomes Under K
To 12 Basic Education Curriculum

27. Standards
Competencies
Assessment
Students’ Knowledge, Process, Understanding and Product/Performance
Instructions

28. DepEd Order 31/73 :
REVISED GRADING SYSTEM
(Grades 1 and 7, SY 2012-2013)
LEVELS OF ASSESSMENT
Knowledge (15%)
Process/ Skllls (25%)
Understanding (30%)
Products or Performance (30%)
MEANING
TRANSFER

29. END OF PART 1
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