ART

1. ASSESSING
STUDENTS
HOLISTICALLY

2. Objectives
 Gain a clear and functional
understanding of the theories, principles,
philosophy, policies, features of
assessment as stipulated in DepEd
Order No. 73, s. 2012
 Distinguish between and among
assessment of, as, and for learning
 Develop prototype performance tasks
and assessment tools
 Articulate the importance of viewing
assessment as a means to inform
instruction and improve teaching

3. Activity
Come up with a list of activities that
would assess students along:
A – Knowledge
B – Process/Skills
C – Understanding
D – Product/Performance

4. Analysis
 How did you find the task given you?
 What classroom activities can be
given under Knowledge,
Process/Skills, Understanding, and
Product/Performance?
 Which of these activities can be
considered in each category?
 Which of these activities can be
classified as diagnostic, formative, or
summative in nature?

5.  Why is it necessary to assess
students before, during, and after the
lesson?
 What makes a holistic assessment?
 What have you realized about
assessment of learning outcome?

6. Assessment of Learning
Outcome

7. Application
Think of a performance task following
the GRASPS Model
 G (goal)
 R (roles)
 A (audience)
 S (situation)
 P (product/performance)
 S (standard)

8. Example
Topic : Social Dances
Nature : Formative Assessment
Goal Your task is to create/perform a simple
choreographed routine of cha-cha-cha
Role Your role is a choreographer/dances
Audience Teacher and classmates
Situation There will be a social dance contest in the class.
Performance Execution of the dance routine
Standard Execution, Choreography, Cooperation, Mastery

9. Think on this…
“A teacher is a very special person who
uses his or her creativity and inquiring mind to
develop the rare talent of encouraging others
to think,
to dream,
to learn,
to try,
to do!”
-Beverly Conklin