Standards-based assessment (SBA) focuses on measuring students' mastery of specific academic standards. It requires aligning assessments closely with the required competencies in the standards. The process involves defining what competencies will be measured, developing assessments based on a table of specifications that maps items to competencies, and ensuring constructive alignment between competencies and assessment tasks. Scoring is done based on whether students can demonstrate the competencies, and results are used formatively to provide feedback and guide instruction to help students learn. The goal of SBA is to focus more on learning the defined competencies and ensure all students achieve quality work meeting 21st century skills.

1. Standards-Based Assessment (SBA)
in Mathematics
Carlo Magno, PhD
crlmgn@yahoo.com

2. Advance Organizer
• What is SBA?
• How do we make assessment based
on Standards?
• Why assess the standards?

3. What is SBA?
On Practice:
• The practice involves comparing each student’s performance
to academic standards that are developed in the national or
international setting.
• More importantly, the process involves communicating goals
that the school systems, schools, teachers and students need
to achieve, providing targets for teaching and learning, and
shaping the performance of teachers and students.
On Assessment: [Magno, C. (2015). On SBA. SBA Journal, 3, 2-3.]
•The SBA model requires that assessment practices to be closely
aligned with the required competencies that students need to
learn.
•The general intention is to focus more on the learning of
competencies of every student.

4. Examples of Curricular Standards
DepEd Curriculum Guide –
Standards indicated in the
form of learning
competencies
www.deped..gov.ph
McREL International
Standards and benchmarks
http://www2.mcrel.org/compendi
um/browse.asp
Academic Benchmarks http://academicbenchmarks.com/
Program for International
Student Assessment
www.oecd.org
Education World http://www.educationworld.com/s
tandards/

5. How do we make assessment based on SBA?
Standards
(Competencies)
What do you want to
measure?
Serves as Content
Domains of the
measure
How do you Prepare
the assessment?
- Indicated it the table
of specifications
How do you construct
the assessment?
-Constructive alignment
-Determines the kind of
task whether written or
performance-based
Can the student perform
the task?
-scoring and
interpretation based on
the competency
How do you use
assessment to help
students learn?
- Feedback (Formative
Assessment

6. What do you want to measure?
• Define content domains
• Break down the content domains
into specific competencies
• Use curricular standards as the
basis for the content domains and
specific competencies

7. Mathematics Standards Grade 6 (4th Quarter)

8. How do you prepare the assessment?
• TOS for Written Works
Rem Und App Ana Eval Crea
Constructs a pie graph given a
set of data

Interpret data presented in a
pie chart

Solves routine and non-
routine problems using data
presented in a pie chart


9. How you construct the assessment
protocol?
• Decide on the task!
Paper
and
Pen
Performance
-based Task
Collects data on one or two variables using any
source

Constructs a pie graph based on a given set of data  
Interprets data given on a pie graph 
Solves routine and routine problems using data
presented in the pie graph

Creates problems that can be answered using
information presented in a pie graph
 

10. Constructive Alignment
• Competency: Solves routine and routine
problems using data presented in the pie
graph.
• Item: (A pie chart showing students budget of
allowance for one week)
Look at the percent of expenses shown in the
pie chart. How much more did you spend on
food than school supplies in percent? How
much is the difference in peso amount?

11. Constructive alignment
• Competency: Recognize area as additive:
Find areas of rectilinear figures by
decomposing them into non-overlapping
rectangles and adding the areas of the
non-overlapping parts, applying this
technique to solve real world problems.
• Task: What is the total floor area of the
apartment (including the terrace and the
walls)? Show the measurement size of
each room, calculate the area of each
one and add all the areas together.
1 cm = 1 meter

12. Constructive alignment
• Grade 1 Competency: Reads and writes money in
symbols and in words through PhP100.
• Task: Which of the following is equivalent to PhP
100?
a.
b.
Aligned or not aligned?

13. Constructive alignment
• Competency:
– Collects data on one or two variables using any source
– Constructs a pie graph based on a given set of data
• Output: A pie graph in a powerpoint presentation showing the
percentage of students preferred restaurants with a four
sentence paragraph interpretation.
• Task: In a piece of paper ask your classmates to check their
favorite restaurant. If their favorite is not in the option, they
can write it in the options (others). Count the preferences per
restaurant and convert it into percentage. Plot the percentage
into a pie chart. Interpret the pie chart using the following
guide questions… Put the Pie chart and interpretations in a
powerpoint presentation to be shown in class.
• Criteria: accuracy of converting frequencies to percentage,
accuracy of the size of the parts of the pie graph, accuracy of
interpretation.

14. Can the student perform the task?
• Global score or
item/competency score?
• Class average score of individual
score?
• Are my items valid and reliable?

15. Can the student
perform the task?
Al: Algebra
G: Geometry
C: Calculus
T: Trigonometry
S: statistics
ProficientlevelBeginnerLevel
EasyitemsDifficultitems

16. Numeracy Assessment in L2 Numeracy Assessment in L1
1 Plc_Vl
2 Oper
3 Decim
4 Fract
5 Strat
6 Geom
Ave. Item
Difficulty
Ave. student
ability
Ave. Item
Difficulty
Ave. student
ability

17. Sample ICC Numeracy Gr 5-L2
Item 1.1 MNSQ = .77 (bad fit) Item 3.3 MNSQ = .96 (good fit)

18. Using Math Assessment Results
Formative Assessment: Feedback and Corrective
instruction
Who
can do
this?
Who needs
help on this?
Collects data on one or two variables using any
source
Constructs a pie graph based on a given set of data
Interprets data given on a pie graph
Solves routine and routine problems using data
presented in the pie graph
Creates problems that can be answered using
information presented in a pie graph

19. Delivering Formative Assessment
Make learners
aware of the
learning goal
Determine
current status
of students
Move students
closer to the
goals

20. Why do we need to assess
mathematics standards?
• Basis on what to assess
• To make sure that
everyone delivers
quality work (21st
century skills)
• To produce quality
students
• To deliver quality
programs
20