Standards-Based Assessment and Rating System

Secondary Level
Presented by: RICHARD R. RAQUEO Division of Ilocos Sur, Region I http://richardraqueno.blogspot.com add me in facebook: rchrd_rqn@yahoo.com

Philosophy

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.

For discussion only; not to be quoted

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 Remediation Regional Assessment

4th Year HS Learners have achieved the desired competencies 3rd Year HS National Assessment

Completion Yes

Yes
Learners achieve desired learning competencies Retention

No

No

Remediation

National Assessment

Yes Learners achieve desired learning competencies Retention 2nd Year HS

No

Overall Goal: Functional Literacy

Remediation

Regional Assessment No

Yes Learners achieve desired learning competencies Retention 1st Year HS HS Readiness Assessment Ensure readiness of learners to participate effectively in the secondary level

Remediation

Elem. Achiev. Assessment No

Yes Learners demonstrate basic literacy and numeracy skills

Retention

Grade 4-6

Regl Assessment

Yes Learners learn how to read, write and count Ensure readiness of learners to participate effectively in the primary level

Remediation
No

Grade 1-3

Quality Assurance Learners Stages and Gates

Elementary Readiness Assessment

For discussion only; not to be quoted

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

Diagnostic Assessment Formative Assessment

Firm Up
Content Standard

SKILLS

Deepen
Performance Standard

Summative Assessment

PRODUCTS/ PERFORMANCES

Transfer

GOAL

TEACHINGLEARNING For discussion OUTCOME only; not to be quoted PROCESS

ASSESSMENT

Nature of Assessment
Assessment of Learning Assessment as Learning
Being summative, it measures learners attainment of standards.

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

Assessment for Learning

Performance Standard

Performance

L E V E L S OF A S S E S S M E N T

APPROACHING PROFICIENCY

TRANSFER (30%)
PRE -BASIC UNDERSTANDINGS (30%) BASIC

PROFICIENT

AD VAN C ED

Content Standard

Understanding

PROCESS(SKILLS) (25%)
KNOWLEDGE (15%)

For discussion only; not to be quoted L E V E L S OF P R O

FICIENCY

For discussion only; not to be quoted

LEVELS of ASSESSMENT % WEIGHT 30% real-life application of understandings as evidenced

by the learners performance of authentic tasks enduring big ideas, principles and 30% generalizations inherent to the discipline, and are assessed using any of the six facets of understanding

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.

Advanced (91% and above)

Proficient (86-90%)

Approaching Proficiency (81-85%)

Basic (75-80%)

Pre-Basic (74% and below)

NUMERICAL VALUES OF LEVELS OF PROFICIENCY

FACTORS FOR RATING

For discussion only; not to be quoted

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

Rubric for Assessing Knowledge

Relevance and richness of data/information acquired (8%)

8% - Data/information acquired are completely relevant and rich to develop understanding. 6-7% - Data/information acquired are to a great extent relevant and rich to develop understanding. 4-5% - Data/information are to some extent relevant and rich enough to develop understanding.
For discussion only; not to be quoted

Rubric for Assessing Knowledge

Relevance and richness of data/information acquired (8%)

2-3% - Data/information are a little relevant and somewhat rich to develop understanding. 0-1% - Data/information lack relevance and richness to develop understanding.

For discussion only; not to be quoted

Rubric for Assessing Knowledge

Adequacy of data/information to firm up and deepen understanding (7%)

7% Data/information are completely adequate to firm up and deepen understanding 5-6% - Data/information are to a great extent adequate to firm up and deepen understanding 3-4% - Data/information are to some extent adequate to firm up and deepen understanding
For discussion only; not to be quoted

Rubric for Assessing Knowledge

Adequacy of data/information to firm up and deepen understanding (7%)

1-2% - Data/information are very inadequate to firm up and deepen understanding

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:

(10%) Validity of meaning made

(15%) Depth of meaning
For discussion only; not to be quoted

Rubric for Assessing Skills (MeaningMaking)

Validity of meanings made (10%)

10% - Meanings made are error-free and flowed very logically from the processing done 8-9% - Meanings made are to a great extent valid, accurate, and logical 6-7% - Meanings made are somewhat valid, accurate and logical 4-5% - Meanings made are a little valid, somewhat accurate, and logical 2-3% - Meanings made are generally flawed and illogical. 0-1% - Meanings made are totally erroneous.
For discussion only; not to be quoted

Rubric for Assessing Skills (MeaningMaking)

Depth of meanings made (15%)

15% - Meanings made reflect deep analytical processing of information; there are extensive data to support arguments presented. 12-14% - Meanings made are to a great extent the product of critical analysis; there are data to support arguments presented. 9- 11% - Meanings made are to some extent the product of analysis; a few data support arguments presented 6-8% - Meanings made show a little analysis; no arguments for or against are presented.

For discussion only; not to be quoted

Rubric for Assessing Skills (MeaningMaking)

Depth of meanings made (15%)

3-5% - Meanings made are superficially drawn from limited data or information. 0-2% - Meanings made have little or no basis.

For discussion only; not to be quoted

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:

(15%) Breadth of understanding (application in diverse contexts) (15%) Depth of understanding (use of insights, reflection)

For discussion only; not to be quoted

Rubric for Assessing Understanding

Breadth of understanding (15%)

15% - Understanding is drawn using multiple lenses and is applied in diverse contexts. 11-14% - Understanding is drawn from a few relevant disciplines and is applied in similar contexts. 7-10% - Understanding is drawn from a narrow perspective of one or two disciplines and is applied in a few similar contexts.
For discussion only; not to be quoted

Rubric for Assessing Understanding

Breadth of understanding (15%)

3-6% - Understanding is drawn linearly and is applied in the same context. 0-2% - Understanding is drawn linearly with no application.

For discussion only; not to be quoted

Rubric for Assessing Understanding

Depth of understanding (15%)

15% - Expression of understanding is well thought out; ideas are profound and are a product of great reflection. 11-14% - Expression of understanding is the product of collective thinking and has undergone extensive discussion and validation.

For discussion only; not to be quoted

Rubric for Assessing Understanding

Depth of understanding (15%)

7-10% - Expression of understanding considers a few angles and is the product of some discussion. - Expression of understanding is haphazardly done without the benefit of discussion. - Expression of understanding is shallow; ideas show no connection at all.

3-6%

0-2%

For discussion only; not to be quoted

Transfer of understanding in life situations(30%) Performances- skilful as exhibition or creative demonstrated execution of a process, through reflective of masterful application of learning or understanding

Products- outputs which are reflective of learners creative application of understanding ; and

For discussion only; not to be quoted

Rubric for Assessing Transfer

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

Rubric for Assessing Transfer

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.

For discussion only; not to be quoted

Sample Computation in Science

Knowledge of scientific methods

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]

For discussion only; not to be quoted

Skills (meaning making) 23%

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]

For discussion only; not to be quoted

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)

For discussion only; not to be quoted

 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]

For discussion only; not to be quoted

Summary of rating: Knowledge 12% Skills 23 Understanding 28 Transfer 20 83% [Approaching Proficiency]
For discussion only; not to be quoted

Total