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Secondary Level
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Assessment shall be used primarily as a quality assurance tool to track learners progress in the attainment of standards, promote self-reflection and personal accountability for ones learning, and provide a basis for the profiling of learner performance.
Features
Holistic
Diagnostic (assessment for learning) Formative/Developmental (assessment for and assessment as learning) Summative/Evaluative (assessment of learning)
Content- what the learner knows, can do, and understand Performance- how the learner transfers his/her understanding to life situations
For discussion only; not to be quoted
Standards-based
Retention
4th Year HS Learners have achieved the desired competencies 3rd Year HS National Assessment
Completion Yes
Remediation
Regional Assessment
No
No
Retention
National Assessment Yes Learners achieve desired learning competencies Retention Remediation Regional Assessment No Yes Learners achieve desired learning competencies Retention Elem. Achiev. Assessment No Yes Learners demonstrate basic literacy and numeracy skills Retention Regl Assessment Remediation No Yes Learners learn how to read, write and count Ensure readiness of learners to participate effectively in the primary level 1st Year HS HS Readiness Assessment Ensure readiness of learners to participate effectively in the secondary level 2nd Year HS
Remediation
No
Remediation
Grade 4-6
Grade 1-3
Stage
Stage
Stage
3
KNOWLEDGE
U N D E R STAN D I N G and T R A N S F E R
Explore
Firm Up
Content Standard
SKILLS
Deepen
Performance Standard
Summative Assessment
PRODUCTS/ PERFORMANCES
Transfer
GOAL
ASSESSMENT
Nature of Assessment
Assessment of Learning Being summative, it measures learners attainment of standards.
Assessment as Learning
Assessment of Learning
Learner reflects on results of assessment, charts his/her own progress, and plans next steps to improve performance; builds metacognition as it involves the learner in setting and monitoring own learning goals. Determines learners background knowledge and skills; tracks learners progress inbe For discussion only; not to quoted understanding
Performance Standard
Performance
L E V E L S OF A S S E S S M E N T
APPROACHING PROFICIENCY
TRANSFER (30%)
PROFICIENT
ADVANCED
PRE -BASIC
BASIC
Content Standard
Understanding
FICIENCY
15%
the substantive content of the curriculum, the facts and informationonly; not to be For discussion quoted that the learner acquires
Knowledge
Understanding
Process
25% cognitive operations that the learner performs on facts and information for the purpose of constructing meanings and understandings
Transfer
The learner at this level possesses the minimum knowledge and skills and core understandings, but needs help throughout the performance of authentic tasks. The learner at this level struggles with his/her understanding; prerequisite and fundamental knowledge and/or skills have not been acquired or For discussion only; not to be developed quoted adequately to aid understanding.
Basic
Pre-Basic
quoted
Approaching Proficiency
The learner at this level has developed the fundamental knowledge and skills and core understandings and, with little guidance from the teacher and/or with some assistance from peers, can transfer these understandings through authentic performancenot to be tasks. For discussion only;
Proficient
The learner at this level has developed the fundamental knowledge and skills and core understandings, and can transfer them independently through authentic performance tasks.
Advanced
The learner at this level exceeds the core requirements in terms of knowledge, skills and understandings, and can transfer them automatically and flexibly through authentic performance tasks.
Proficient (86-90%)
Basic (75-80%)
Knowledge (8%) Relevance and (15%) richness of acquisition data/information to develop understanding of information as (7%) Adequacy of data/information to firm evidenced up and deepen by the understanding following:
For discussion only; not to be quoted
Skills (25%) meaning making as evidenced by the learners ability to process and make sense of information, and is assessed based on the following criteria:
Understanding(s) (30%)- as expressed using any of the six facets of understanding: Explanation, Interpretation, Application, Empathy, Perspective, and Self-knowledge, and are assessed based on the following criteria:
3-6%
0-2%
Products- outputs which are reflective of learners creative application of understanding ; and Performances- skilful exhibition or creative execution of a process, reflective of masterful application of learning or understanding
Products and performances 30% - Creative application of understanding in life situations is evident in the novelty of products and performances. 20-29%- Creative application of understanding in life situations is evident to some extent in the products and performances.
For discussion only; not to be quoted
Products and performances 10-19% - Creative application of understanding in life situations is a little evident in the products and performances. 0-9% - Creative application of understanding in life situations is not at all evident in the products and performances.
For discussion only; not to be quoted
Frequency of Assessment
Such skills shall be assessed formatively (daily; weekly; recorded, but not graded) and summatively (recorded and graded) at the end of the unit, quarter, or school year.
12%
(6%) Relevance and richness of data/information collected [more than half of the data satisfy the criteria] (6%) Adequacy of data/information to firm up and deepen understanding [data collected are somewhat adequate to firm up and deepen understanding]
Validity of meaning made (9%) [processing of information is logical; meaning made is to a large extent valid] Depth of meaning (14%) [reflection is greatly evident in the profoundness of meaning made]
Understanding(s) (28%)
(14%) breadth of understanding (application of learning in a few diverse contexts) (14%) depth of understanding (fairly evident use of insights, reflection)
Transfer of understanding in life situations(20%) as demonstrated through Product- use of rice hull in treating worm infestation in a rice field [novel, but needs further development]
Total