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SESSION OBJECTIVES
SESSION OBJECTIVES
BACKGROUND
Goal of the K to 12 BEC : Basic Education Curriculum aims to produce learners/graduates who: are communicative competent; are intelligent, creative and critical thinkers in life situations; make informed and valuesbased decisions;
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BACKGROUND
Goal of the K to 12 BEC : Basic Education Curriculum aims to produce learners/graduates who : perform their civic duties; use resources sustainably; participate actively in artistic and cultural activities and in the promotion of wellness and lifelong fitness.
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experience real-life and relevant education but also be exposed to assessment practices that appropriately measure the skills advocated by the K to 12. There should be a seamless connection between the objectives of the curriculum, and the actual pedagogy of the teacher and the process of assessment.
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WHAT IS ASSESSMENT?
Assessment is the continuous process of: identifying (or finding out); gathering (or collecting); and analyzing evidence (examples of information) of what a student understands and can do.
The main purpose of assessment is to improve both the teaching-learning program and the students performance levels.
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WHAT IS EVALUATION?
Evaluation is the process of: interpreting the evidence; making judgments; and giving a value to the results gathered through assessment in the form of a score or grade for reporting purposes. Evaluation reports may be used when a class or school-wide PICTURE OF ACHIEVEMENT is required.
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FEATURES OF ASSESSMENT
Holistic
Diagnostic (assessment for learning) Formative/Developmental (assessment for
and assessment as learning)
Summative/Evaluative (assessment of
learning)
Standards-based
Content - what
the student knows, can do, and understands
interpret information; relate it to their prior knowledge; contribute to meaning and learning
through both individual and group activity;
CONSTRUCTIVISM PRINCIPLES
(AND ASSESSMENT IMPLICATIONS)
1.Students bring their own prior knowledge and beliefs to the classroom. (This prior knowledge is activated and assessed at the beginning of a new topic or unit of work, e.g. KWL chart.)
CONSTRUCTIVISM PRINCIPLES
(AND ASSESSMENT IMPLICATIONS)
2. Knowledge is constructed individually, in many ways using a variety of different tools, resources and authentic tasks or experiences (A variety of assessment strategies are needed to enable all students to demonstrate their
CONSTRUCTIVISM PRINCIPLES
3. Learning is an active process and requires selfreflection (Self-assessment involving reflection and goal setting are important non-traditional assessment strategies)
CONSTRUCTIVISM PRINCIPLES
4. Learning is a developmental process of assimilating (adding and blending) new knowledge with what is already known (Assessment helps students understand where they are making progress and what they need to learn next, when they receive regular effective
CONSTRUCTIVISM PRINCIPLES
5. Social interaction, negotiation and shared responsibility introduces a variety of views and are an important part of learning. (Peer assessment encourages students to work co-operatively together and help each other in a non-threatening, supportive way)
CONSTRUCTIVISM PRINCIPLES
6. Learning is controlled internally by the student. (When students receive positive feedback from ongoing informal assessments, they are encouraged to learn. Recognition of this progress is very motivating for further learning. Achievement is motivation for further
WHY DO WE ASSESS?
Assessment shall be used primarily as a quality assurance tool to track students progress
attainment of standards
to improve the students performance
levels
WHY DO WE ASSESS?
profiling of
ASSESSMENT CAN BE
a. Traditional assessments
ASSESSMENT CAN BE
b. Alternative assessments
Observation Student journals Performance assessment Project and investigation Open-ended questions Student portfolio Interview Role Play Checklist
Alternative Assessment
Sets up assessment tasks for students to demonstrate their knowledge and skills
Active process Critical / evaluative and other higher order thinking skills Progressive and ongoing Individual and collaborative attempts
Shared between teacher and student
No self-assessment
1. Diagnostic assessment
(at the beginning of a learning program)
2. Formative
(for and as they are learning)
3. Summative
(of learning at the end of a grading period or school year)
DIAGNOSTIC ASSESSMENT
Pre test
Survey Skills check
K-W-L
Film/video analysis Misconception check
PRE-ASSESSMENT TOOL
What I know about _________ What I can do in relation to _____ What I understand about
_________
What I want to know about _________
FORMATIVE ASSESSMENT
Quiz Questioning: Does this make sense to you? A way of checking whether students understand
Observation
3-2-1 CHART
3 2 1
INTERESTING THINGS
FOCUSED LISTING
List 5-7 words or short phrases which describes or explain the major concepts of todays class:
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3 4 5 6 7
SUMMATIVE ASSESSMENT
LEVELS OF ASSESSMENT
I. Knowledge (15%)
What do we want students to
know?
How do we want them to express or provide evidence of what they
LEVELS OF ASSESSMENT
I. Knowledge (15%)
Tools
Paper and Pencil Test
Multiple Choice
True-False Matching Type Constructed Response Type
Oral Participation
LEVELS OF ASSESSMENT
I. Knowledge (15%)
Tools
Paper and Pencil Test
Multiple Choice
True-False Matching Type Constructed Response Type
Oral Participation
LEVELS OF ASSESSMENT
LEVELS OF ASSESSMENT
LEVELS OF ASSESSMENT
LEVELS OF ASSESSMENT
III.Understanding (30%)
What do we want students to understand? How do we want them to provide evidence of their understanding? should be able to draw from the students the meaning or meanings they have made or their own understanding
LEVELS OF ASSESSMENT
III.Understanding (30%)
explain, interpret, apply, give perspective, show empathy and selfknowledge Tell/retell stories Make connections of what was learned within and across learning areas Apply what has been learned in real life
LEVELS OF ASSESSMENT
How do we want them to provide evidence that they can use or transfer their learning to real life situations?
A BALANCED PROGRAM
Teachers are encouraged to provide:
www.themegallery.com
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1.Performance-based strategies/Authentic
Strategies
Real performances
Role play, dance, choral speaking, demonstration, a
science experiment, etc.
Written tasks
Reports, essays, research projects, reflective
journals, written speech, a class newsletter, etc.
Visual tasks
Drawings, diagrams, collages, models, dioramas,
advertising poster, gallery walk, etc.
AUTHENTIC STRATEGIES/TASKS
Written tasks
Visual tasks
Graphic Organizers
Authentic tasks
Oral tasks
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METACOGNITION
Did I achieve all the assessment criteria? How could I improve my introduction paragraph?
METACOGNITION
IMPROVING PERFORMANCE LEVELS To improve their performance levels, learners need to:
1.
WHAT IS FEEDBACK?
Feedback is specific advice for learners about what
WHAT IS EFFECTIVE FEEDBACK? Effective feedback has three parts and provides the learners with: 1. information about what happened or what was done
(For example: I enjoyed reading your report about global warming)
2. an assessment comment about how well the action or task was performed
(For example: you wrote a good introduction and included a main idea for each of the 3 paragraphs but your conclusion could be improved)
1. giving advice and guidance and 2. accepting the student and their
efforts made.
Positive feedback encourages and motivates learners. Too much negative criticism can lead to lack of self-esteem and
1. What challenging learning activities can I plan for the learners who have achieved the criteria?
2. What improved teaching-learning activities will I plan for learners who have not achieved the criteria?
REFLECTIVE QUESTIONS
3. What instructional materials will I need to support the different groups of learners? 4. Which learners can I group together (for direct instruction or independent extension activities)?
REFLECTIVE QUESTIONS 5. What different teaching strategies can I introduce? For example:
change physical arrangement of classroom to allow for regular peer tutoring teach cooperative group skills to encourage peer support
6. Have I given the learners opportunity to reflect on what they have learnt and identified their personal learning goals for improvement?
Competency Checklist Students portfolio Class Records Qualitative Data (Observation Checklists) Students Outputs Achievement Results (e.g. NAT) Other DepEd Forms (e.g. Forms 137 and
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REPORT CARD
(DEPED ORDER NO. 31, S. 2012)
At the end of the quarter, the performance of students shall be described based on the following levels of proficiency:
Beginning (B) Developing (D) Approaching Proficiency (AP) Proficient (P) Advanced (A)
5 LEVELS OF PROFICIENCY
5 LEVELS OF PROFICIENCY
5 LEVELS OF PROFICIENCY
5 LEVELS OF PROFICIENCY
5 LEVELS OF PROFICIENCY
Fundamental
Needs help
With little Indepe Automatic guidance from ndent and the teacher or flexible some assistance from peers
Level of Proficiency
Beginning (B)
Developing (D) Approaching Proficiency (AP) Proficient (P)
Advanced (A)
Proficient (85-89%)
Approaching Proficiency
(80-84%) 20-30 mins of in-school remediation every other day Developing (75-79%) 30-45 mins of in-school remediation daily Beginning (74% and below) 1 hr of in-school remediation daily + extra time for off-school practice Tiered Response to Learning Gaps by Level of Performance