Traditional assessments are tests taken with paper and pencil that are usually

true/false, matching, or multiple choice. These assessments are easy to grade, but
only test isolated application, facts, or memorized data at lower-level thinking skills.
Traditional assessment provides little evidence of what a language learner actually
can do with the language.
In order to evaluate what a language learner can do with the language, a student
must be evaluated using various performance tasks and assessments.
Performance assessments include authentic assessments, alternative assessments,
and integrated performance assessments.
Learners must use more complex, higher-order thinking skills. They must reason,
problem-solve, or collaborate with others to produce individual responses. Rubrics,
provided ahead of time so learners know their expectations, are used to evaluate
students on multiple competency levels.
In Herman, Aschabacher, and Winters, 1992, alternative assessment, authentic
assessment, and performance-based assessment require students to generate
rather than choose a response.
Alternative assessments focus on the students strengths what they can do
allowing the teacher to choose an appropriate assessment for students with
different learning styles, maturity levels, learning disabilities, physical disabilities,
and other characteristics that could affect language performance. While one student
may choose to write a response, another student may perform better in a role-play
situation.
Although paper and pencil tests can be effective when assessing listening and
reading comprehension skills, they are not appropriate assessment methods for
performance skills such as speaking and writing. In a balanced assessment
program, a variety of assessment techniques should be incorporated into daily
instruction.
Authentic assessments combine the traditional academic content with the
knowledge and skills needed to function appropriately in the real world. The
context, purpose, audience, and focus should connect to real-world situations and
problems.
Performance-based assessments require the learner to perform in realistic
situations. Students participate in specific tasks, interviews, or performances that
are appropriate to the audience and setting.
KPUP
Re-examined

A Presentation by:
REX BOOK STORE INC.Standards-based Assessment
Part of the Department of Educations implementation of the Kto12
Standards-based Education program is a mandate on Assessment :
DepEd Order No. 73, s2012
(Guidelines on the Assessments and Rating of Learning Outcomes
Under K-12 Basic Education Curriculum)
http://www.gov.ph/downloads/2012/09sep/20120905-DepEd-DO-0073-BSA.pdf
This includes a provision presenting the four levels of assessment
popularly known as KPUP. I. What is KPUP?
KPUP which stands for Knowledge,
Process, Understanding and
Product / Performance, is
collectively known as levels of
assessment, which would reflect
the different levels of learning
outcomes.I. What is KPUP?
KNOWLEDGE
the first level of learning outcome
being assessed
it pertains to the facts and information
that the students need to acquireI. What is KPUP?
PROCESS
the second level of learning outcome
it refers to the skills or cognitive
operations that the students performon facts and information for the

purpose of constructing meanings or

understandings I. What is KPUP?
UNDERSTANDING
the third level of learning outcome
it relates to big ideas, principles and
generalizations inherent to the
discipline. I. What is KPUP?
PRODUCT or PERFORMANCE
the fourth level of learning outcome
it pertains to real-life application of
understandingAssessment
of these learning outcomes
come in the form of
exercise questions
and projects. THE CHALLENGE :
Formulating appropriate exercise
questions and projects aligned to
the level of learning outcome
and that will bring out or reveal
these learning outcomes.Guide:
how to properly formulate exercises for each level of assessment
LEARNING OUTCOME or
EVIDENCE OF LEARNING
GUIDE to teachers on each
level of ASSESSMENT
EXAMPLE on how to frame the

question/ devise the

assessment using the sample
Math topic/lesson: Area of a
Square
Level 1
KNOWLEDGE:
the facts and
information that
the students need
to acquire
What do you want students
to know? (e.g. fact/info:
formula of a square)
What is the formula in finding a
square? LEARNING OUTCOME or
EVIDENCE OF LEARNING
GUIDE to teachers on each
level of ASSESSMENT
EXAMPLE on how to frame the
question/ devise the
assessment using the sample
Math topic/lesson: Area of a
Square
Level 2
PROCESS:
skills that the

students perform on
facts and
information for the
purpose of
constructing
meanings or
understandings
What do you want your
students to do with what
they know? (e.g. solve for
the area of a square)
What is the area of a square
cardboard whose sides measure 25
centimeters? (skill: computation /
problem-solving)
or
Show that the 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).
Guide:
how to properly formulate exercises for each level of assessmentLEARNING
OUTCOME or
EVIDENCE OF LEARNING
GUIDE to teachers on each
level of ASSESSMENT

EXAMPLE on how to frame the

question/ devise the
assessment using the sample
Math topic/lesson: Area of a
Square
Level 3 UNDERSTANDING:
big ideas
What do you want students to
understand? (e.g. Understand
the concept of Conservation of
Area: cut a square into pieces
and make a different figure the area of the new figure will
still be the same as that of the
original square figure)
The sides of a square cardboard
measure 25 centimeters. The
cardboard is cut into 3 pieces to
form another shape. What is the
area of the figure formed? (big
idea: Conservation of Area)
Guide:
how to properly formulate exercises for each level of assessmentLEARNING
OUTCOME or EVIDENCE OF
LEARNING
GUIDE to teachers on each level of
ASSESSMENT

EXAMPLE on how to frame the question/

devise the assessment using the sample
Math topic/lesson: Area of a Square
Level 4
PRODUCT /
PERFORMANCE:
Real-life application
of understanding/
transfer of learning to
real-life situation
What products or
performances do you want
students to produce as
evidence of their learning or
understanding? (e.g.
Application of the concept of
conservation of area to a
real-life situation
You are an interior designer and you
have a client who has a sculpture made
of triangular pieces of wood which were
assembled together to make one whole
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 measurement of
the sides of the painting you will choose
to cut up and paste on the pieces of