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STRATEGIE
S
TO ASSESS
THE
CURRICULU

#STRATEGIES TO ASSESS THE

CURRICULUM

PAPER-AND-PENCIL STRATEGY
This strategy focuses in assessing the
students understanding and how well the
students learn from the topic that the teacher
has been discussed. This strategy is more on
the cognitive domain where a student
constructs a response to a question, topic , or
brief statement and it also provides the
student with opportunity to show what he has
learn in the topic that the teacher discussed.

#STRATEGIES TO ASSESS THE

CURRICULUM

ESSAY
- is a writing sample used to
assess student understanding
and/or how well students can
analyze and synthesize information

#STRATEGIES TO ASSESS THE

CURRICULUM

Characteri
stics

Measures students ability

Directly measures the
performance
Includes a scoring plan
Affords the student a chance to
construct his/her own answers

#STRATEGIES TO ASSESS THE

CURRICULUM

SELECT RESPONSE
- is a pencil-and-paper assessment
in which the student is to identify
the one correct answer.

#STRATEGIES TO ASSESS THE

CURRICULUM

Characteri
stics

Can be administered to a large

number of students at the same
time
Can be scored very quickly
Stated in clear, simple language

#STRATEGIES TO ASSESS THE

CURRICULUM

PERFORMANCE-BASED STRATEGY

This strategy is an assessment which

requires students to demonstrate a
skill by asking them to create,
produce, or perform. This strategy is
more on the psychomotor domain
where
a
student
enables
to
demonstrate abilities and skills.

#STRATEGIES TO ASSESS THE

CURRICULUM

PERFORMANCE TASK
- is an assessment which requires
students to demonstrate a skill or
proficiency by asking them to
create, produce, or perform

#STRATEGIES TO ASSESS THE

CURRICULUM

Characteri
stics
Can be diagnostic, formative or

summative
Allows most learners to
participate successfully in varying
degree
Provides opportunities to work
individually, as well as in small
groups

#STRATEGIES TO ASSESS THE

CURRICULUM

EXHIBITION /
DEMONSTRATION
- Is a performance in which a
student demonstrates individual
achievement through application
of skills and knowledge

#STRATEGIES TO ASSESS THE

CURRICULUM

Characteri
stics
Either
actual

situation

or

simulation
Often used in Arts
Accompanied
by
a
list
of
performance attributes as well as
assessment criteria
Frequently
organized
in
assessment stations

#STRATEGIES TO ASSESS THE

CURRICULUM

OBSERVATIONAL STRATEGY

- it is the active acquisition of

information from a primary source. In
real life, observation employs the
senses. This strategy is a process of
systematically viewing and recording
student behavior for the purpose of
getting the weaknesses and strength
of the student for the teacher to make

#STRATEGIES TO ASSESS THE

CURRICULUM

ORAL STRATEGY

- this strategy lets the students voice out

there ideas and respond to a question by
the teacher rather than writing. It also
boosts up the confidence of the child to
stand up and voice out his ideas about the
question that the teacher asked to him. It
also help teachers and students clarify
their purpose for learning and link previous

#STRATEGIES TO ASSESS THE

CURRICULUM

REFLECTIVE STRATEGY

- is the process of gathering information

and reflecting in ones own learning. It
assists
students
to
take
more
responsibility and ownership of their
learning and it also motivates the child if
he sees his performance is high or low. It
can help students to witness personal
growth through comparison with their

TOOLS
TO ASSESS
THE
CURRICULU
M

#TOOLS TO ASSESS THE

CURRICULUM

ANECDOTAL RECORD
- are the written observations, word for word, and
action for action of exactly what a child is doing and
saying. A transcript, if you will, on an event, series of
events or even throughout the day.
- the anecdotal record provide an ongoing record of
written observations of student progress for the
teacher to easily understand what are the likes and
dislikes of that student or the strengths and
weaknesses of that student and it also helps the
teacher to improve his way of teaching his student

#TOOLS TO ASSESS THE

CURRICULUM

PURPOSE

provide an outgoing record of written

observation of student progress;

to record objectively, significant

observations, that are not part of a
formal
assessment
which
might
otherwise be forgotten or remembered
incorrectly;
record observations of unanticipated

#TOOLS TO ASSESS THE

CURRICULUM

#TOOLS TO ASSESS THE

CURRICULUM

THE CHECKLIST

-are tools that state specific criteria and

allow teachers and students to gather
information and to make judgments about
what students know and can do in
relation to the outcomes
-is a written list of performance or criteria
which is used to assess student
performance through observation or may

#TOOLS TO ASSESS THE

CURRICULUM

PURPOSE

record whether a specific skill or

behavior was evident or not
evident.
record the presence or absence of
specific
behaviors
in
given
situations.

#TOOLS TO ASSESS THE

CURRICULUM

#TOOLS TO ASSESS THE

CURRICULUM

RATING SCALE
- A rating scale is a set of categories designed
to elicit information about a quantitative or a
qualitative attribute. In the social sciences,
particularly psychology, common examples
are the Likert scale and 1-10 rating scales in
which a person selects the number which is
considered to reflect the perceived quality of
a product. It provide detailed diagnostic
information on a students performance,

#TOOLS TO ASSESS THE

CURRICULUM

PURPOSE

record the frequency or

even the degree to which a
student
exhibits
a
characteristic;

record the range of a

student
achievement
in
relation to specific behaviors

#TOOLS TO ASSESS THE

CURRICULUM

RUBRICS

-contains
brief,
written
descriptions of the different
levels of student performance;
- is a descriptive rating scale
which requires the rater to
choose among the different
levels.

#TOOLS TO ASSESS THE

CURRICULUM

PURPOSE

summarize both student

performance
and
product
against pre-stated criteria;
make scoring of student
performance more precise
than using a list of items.

#TOOLS TO ASSESS THE

CURRICULUM

Non-test Monitoring and Assessment

1. Oral written reports- students research a
topic and then present either orally or in
written form.
2. Teacher observation- the teacher observes
students while they work to make certain the
students understand the assignment and are
on task.
3. Journal- students write daily on assigned or
personal topics.

6. Games- teachers utilize fun, activities to have the

students practice and review concepts.
7. Projects- the students research on topic and
present it in a creative way.
8. Debates- the students take opposing position on a
topic and defend their position
9. Checklist- the teacher will make a list of objectives
that students need to master and then check off the
skill as the student masters it.
10. Cartooning- students will use drawings to depict
situation.
11. Models- the students produce a miniature of

13. Daily Assignments- the students complete

the work assigned on a daily basis to be
completed at the school or home.
14. Anecdotal record- the teacher records a
students behavior.
15. Panel- A group of students verbally present
information.
16. Learning Centers- students use teacher
provided
activities
for
hands-on
learning
activities.
17. Demonstration- students present a visual

E
TH

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