0 valutazioniIl 0% ha trovato utile questo documento (0 voti)
157 visualizzazioni66 pagine
The document discusses assessment in the K to 12 Basic Education Curriculum in the Philippines. It outlines four levels of assessment: knowledge, process/skills, understanding, and products/performances, and the recommended weighting for each. It describes the principles of assessment as learning, assessment for learning, and assessment of learning. Various assessment formats, approaches, instruments, techniques, and sample tasks are provided. The goal of assessment is to track student progress, promote self-reflection, and ensure teachers teach and students meet curriculum standards.
Descrizione originale:
K-12 Grade III Assessment by Sir Abelardo Medes of Deped Central Office
The document discusses assessment in the K to 12 Basic Education Curriculum in the Philippines. It outlines four levels of assessment: knowledge, process/skills, understanding, and products/performances, and the recommended weighting for each. It describes the principles of assessment as learning, assessment for learning, and assessment of learning. Various assessment formats, approaches, instruments, techniques, and sample tasks are provided. The goal of assessment is to track student progress, promote self-reflection, and ensure teachers teach and students meet curriculum standards.
The document discusses assessment in the K to 12 Basic Education Curriculum in the Philippines. It outlines four levels of assessment: knowledge, process/skills, understanding, and products/performances, and the recommended weighting for each. It describes the principles of assessment as learning, assessment for learning, and assessment of learning. Various assessment formats, approaches, instruments, techniques, and sample tasks are provided. The goal of assessment is to track student progress, promote self-reflection, and ensure teachers teach and students meet curriculum standards.
CURRICULUM abelardo b. medes SDD-BEE, DepEd Per DepEd Order No. 73, s. 2012 Guidelines on the Assessment and Rating System of Learning Outcomes Under the K to 12 Basic Education Curriculum Activity Who are responsible for learning? Why? Why is it necessary to assess students before, during and after the lesson? How do we assess learning? What do we assess as evidence of learning? What makes a holistic assessment?
Philosophy Assessment shall be used primarily as a quality assurance tool to track student progress in the attainment of standards, promote self-reflection and personal accountability for ones learning, and provide a basis for the profiling of student performance. Nature and Purpose of Assessment Assessment shall be holistic, with emphasis on the formative or developmental purpose of quality assuring student learning.
Assessment is also standards-based as it seeks to ensure that teachers will teach to the standards and students will aim to meet or even exceed the standards
The students attainment of standards in terms of content and performance is a critical evidence of learning
Principles of Assessment Assessment as Learning Assessment for Learning Assessment of Learning Assessment as learning develops in the learner personal responsibility for learning. begins as the learner becomes aware of the goals of instruction and the criteria for performance. He/ she generates his/her personal learning goals based on standards set, monitors his/her progress by regularly undertaking informal and formal self-assessment and by actively reflecting on his/her progress (meta-cognition) in relation to his/her personal goals.
Assessment for learning This refers to formative assessment. The teacher and learner use assessment primarily to improve learning and teaching. It is about assessing progress, analyzing and feeding back the outcomes of assessment positively and constructively. It is given at the beginning of teaching (diagnostic) or in the process of teaching (formative) to guide instruction and decision making
Assessment of learning referred to as summative assessment. designed to measure the learners achievement at the end of a unit or module or quarter to determine what he/she has learned in comparison with content and performance standards. assessment results are the bases of grades or marks which are communicated to learners and parents.
Under the K to 12 curriculum, students will be assessed at four levels and shall be weighted as follows: (DepEd Order Nos. 31 and 73, s. 2012) Level of Assessment Percentage Weight Knowledge 15% Process or Skills 25% Understanding(s) 30% Products/Performances 30% 100% Level of Assessment Definition What it should answer Knowledge refers to the substantive content of the curriculum, the facts and information that the student acquires What do we want our students to know? How do we want them to express or provide evidence of what they know? Process or Skills refers to cognitive operations that the student performs on facts and information for the purpose of constructing meanings and understandings What do we want our students to do with what they know? How do we want them to provide evidence of what they can do with what they know? Understanding(s) refers to enduring big ideas, principles and generalizations inherent to the discipline, which may be assessed using the facets of understanding a. Explanation give examples, make insightful connections b. Interpretation make it personal through images, anecdotes, analogies c. Application can adapt/transfer understanding into real contexts d. Giving Perspective e. Showing Empathy f. Self-Knowledge
What do we want students to understand? How do we want them to provide evidence of their understanding? Products/ Performances refer to real-life applications of understandings as evidenced by the students performance of authentic tasks. It considers childrens MI. What product/s or performance/s do we want students to produce as evidence of their learning or understanding? Or How do we want them to provide evidence that they can use or transfer their learning to real life situations? Use of feedback Results of the assessment across levels should be fed back immediately to students, cosistent with the principle of assessment as learning.
Students need to learn from the results of the assessment so they know what to improve further. Assessment Formats Approaches
Written, oral, practical Can be closed or open-ended Real-life or abstract Completed individually or as a group Observing Questioning Reporting Testing Classroom Assessment Strategies
Multiple Choice True or False Matching Type Fill-in the blanks Essay Short Answer (Sentences, Paragraphs) Flowchart Diagram Graph Concept Map Drawing/Illustration Table Matrix
Selected Response Constructed Response
Presentation (Group, Individual) Movement Science lab/experiment Math investigation Dramatization or Role Play Simulation/Enactment Project Debate Making models Recital Athletic skill Exhibition Telling/Retelling stories
Oral Discourse Oral Questioning Interview Observation Checklist Rating scale Journal writing Process Description Peer Review Portfolio Performance Assessment Informal Assessment traditional assessments alternative assessments
Assessment can be through Instruments and Techniques of Assessment
a. Traditional assessments - are tests given to the students to measure how much the students have learned - contain different types of questions such as multiple-choice, true-false, fill-ins, essays, sentence completions, matching response, etc.
Instruments and Techniques of Assessment
b. Alternative Assessment
Observation
Student journals
Performance assessment
Project and investigation
Instruments and Techniques of Assessment
b. Alternative Assessment
Open-ended questions
Student portfolio
Interview
Role Play
Checklist
Assessment of Level of Knowledge (15%)
Suggested assessment tools 1.Selected-response Item provide several response options to the students, and the student selects from among the options. a. Multiple Choice Test b. True or False c. Matching Type (Testing to Learn- Learning to Test by Joanne Capper page 45)
Assessment of Level of Knowledge (15%)
Suggested assessment tools 2. Constructed response type of test ask the student to create or construct a response. It can be used to determine if the pupils knowledge of facts is of sufficient, breadth and depth. A rubric or scoring guide is necessary a.Essay tests b.Fill-in-the-blanks c.Performance tasks e.g. giving a speech or designing an experiment)
(Testing to Learn- Learning to Test by Joanne Capper page 45)
Assessment of Process or Skills (25%)
The focus is on how students construct meanings or makes sense of the facts and information.
Outlining, organizing, analyzing, interpreting, translating, converting, or expressing the information in another format; Drawing analogies Constructing graphs, flowcharts, and maps or graphic organizers
Assessment of Process or Skills (25%)
Transforming a textual presentation into a diagram Drawing or painting pictures Doing role plays
Assessment of Understanding (s) (30%)
a. Oral Discourse/Recitation Explain/justify something based on facts/data, phenomena or evidence Tell/retell stories Make connections of what was learned within and across learning areas Apply what has been learned in real life situation
Assessment of Understanding (s) (30%)
b. Portfolio
Collection of evidence like images, anecdotes etc. to demonstrate mastery and interpretation of a given set of concepts.
c. Open-ended tests
Assessment of Products/Performances (30%)
Participation (e.g in group activities/projects) Projects Homework Experiments Portfolio
Performance Task
Provides learners with the opportunity to demonstrate what they know and are able to do concerning a given concept Learners are asked to show that they can use the knowledge and skills they learned in real life situation
Performance Task: GRASPS (Wiggins)
G Real world GOAL Provide a statement of the task Establish the goal, problem, challenge, or obstacle in the task R Real-world ROLE Define the role of the student in the task State the job of the student in the task A Real-world AUDIENCE Identify the target audience within the context of the scenario Example of audiences might include a client or a committee S Real-World SITUATION Set the content of the scenario Explain the situation P Real-world PRODUCTS/ PERFORMANCE Clarify what the students will create and why they will create it S Standards Provide students with a clear picture of success Identify specific standards for success Issue rubrics to students or develop them with the students Sample Grade 3 Math Task
GOAL Your task is to conduct a survey in your grade 3 class as to their favourite pets and present these data in a table and in a bar graph ROLE You are a survey taker and you need to gather data as to the favourite pets of your classmates AUDIENCE You want to let your classmates know which pet turned out to be the favourite SITUATION The challenge is to gather data, present that in a tabular form and in a bar graph PRODUCTS/PERFORMANCE You will construct a bar graph using the data you obtained and report that to your class STANDARDS FOR SUCCESS Your product must meet the following standards: The vertical and horizontal lines should have appropriate label; the interval used is reasonable; the bars are properly drawn according to data; appropriate title for the graph Constructing a Bar Graph Sample Product
Favourite Pets Puppy 18 Cat 6 Love Birds 10 Rabbit 8 Gold Fish 6 Doves 4 Total 52 N o .
o f
P u p i l s
Name of Pets Favourite pets of Grade 3 Pupils A Performance Task includes: Instruction for students Dimensions of Task (Knowledge,understanding, skills being assessed) Scoring System Rubric used to judge levels of performance Checklist used to judge whether or not the skill or behavior has been demonstrated Report Card (DepED Order No. 73, 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)
Definition of Levels of Proficiency Beginning The student at this level struggles with his/her understanding; prerequisite and fundamental knowledge and/or skills have not been acquired or developed adequately to aid understanding.
Developing The student at this level possesses the minimum knowledge and skills and core understandings, but needs help throughout the performance of authentic tasks Definition of Levels of Proficiency Approaching Proficiency The student 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 performance tasks. Definition of Levels of Proficiency Proficient The student at this level has developed the fundamental knowledge and skills and core understandings and, and can transfer them independently through authentic performance tasks. Definition of Levels of Proficiency Advanced The student at this level exceeds the core requirements in terms of knowledge, skills and understandings and, and can transfer them automatically and flexibly through authentic performance tasks. The level of proficiency shall be based on numerical value Level of Proficiency Equivalent Numerical Value Beginning (B) 74% and below Developing (D) 75 79% Approaching Proficiency (AP) 80 84% Proficient (P) 85 89% Advanced (A) 90% and above Marking for MAPEH There shall be one rating for MAPEH which is the average of the four components Example: Music 84 AP Art 88 P P.E. 90 A Health 89 P 351/4 = 87.75 Round to 88.00 P Assessing the Mother Tongue Subject Since MT is a language subject, its assessment follows the four levels of assessment with its corresponding weight and the level of proficiency as indicated in DO No. 73 s. 2012. MT should not be treated as a different or distinct subject from the rest of the subjects.
Marking for the Character Traits
Existing Guidelines stipulated in DepEd Order No. 33, s. 2004 for Marking Character Traits shall be applied.
Scoring Quizes and Periodic Test (Refer to DepEd Order No. 33, s. 2004, Paragraph 5)
Transmutation table shall not be used in computing grades. Test scores for quizzes shall be recorded as raw scores, totaled at the end of a grading period and then computed as percentage (Pupils Total Score Highest Possible Score x 100). Periodic test score shall also be computed as percentage using the same formula.
Scoring Quizes and Periodic Test ( Use of Existing Policies) For periodic test, total points may also be also 100. If total number of items is below 100, divide the raw score of an individual pupil by the total number of items to get the percent equivalent (Achievement Rate) Rating Oral Participation, Group Participation, Projects, Performances, Homework, Experiments, Portfolio, and Other Outputs Rubrics shall be utilized for rating individual or group participation, project, performances etc. (Teachers are encouraged to prepare their own rubrics) Computation of Final Rating for a Learning Area The Final Grade for each Learning area shall be reported as the average of the four quarterly numerical ratings and to be expressed in terms of the levels of proficiency
Example: First Grading 88 Second Grading 90 Third Grading 91 Fourth Grading 92 361 / 4 = 90.25 Round to 90.00 (A) Advanced Computation of General Average The General Average shall be the average of the final grades of the different learning areas, also expressed in terms of levels of proficiency with the numerical equivalent in parenthesis.
Example: P (89.00) Promotion and Intervention
Like those in the Advanced, Proficient and Approaching Proficiency, pupils in the Developing (D) level of proficiency as the general average, shall be promoted to the next grade level.
Appropriate intervention is necessary for those in the Developing Level. Promotion and Intervention
Pupils at the Beginning (B) Level of proficiency after a specific quarter for any learning area, shall be provided with immediate and appropriate intervention in order to be able to cope with the rest of the class. Promotion and Intervention
Pupils at the Beginning (B) Level of Proficiency as the general average after a school year, despite the interventions provided, shall be provided special instruction in June of the next school year in the learning areas where they need help to be able to cope up in the next grade level. Reference: DepEd Order No. 14, s. 2013 Strengthening the K to 12 BEP Delivery System in Elementary Education Promotion, Retention and Intervention (Proposal) Promotion of pupils shall be by general average
A pupil in any grade level who obtained a B (Beginning) level at the end of the school year, despite the intervention given shall be retained in the same grade level.
A repeater in a grade level who obtained a B (Beginning) Level at the end of school year despite the intervention, shall be referred to a SPED Center or trained SPED Teacher for reassessment of skills/competencies and for appropriate intervention Application
Write a journal expressing your understanding of Assessment in the K to 12 Basic Education Curriculum
The important question is not how assessment is defined but whether assessment information is used -Palomba & Banta
Sample Test Items Assessment of Knowledge Encircle the letter that tells the number of objects in a set.
1.
A. 8 B. 7 C. 6 Assessment of Knowledge Which set has five objects? A.
B.
C.
Assessment of Process/Skills Which set has one more object than this set?
A. C.
B.
English (Knowledge) 1 Listen to your teacher and encircle the letter of the correct answer. This is Paulo Moran. He is six years old.He is in Grade 1. His mother is Aling Cora. 1. Who is this boy? A. Paulo Marin B. Paulo Moran C. Paulo Mora 2. How old is he? A. Four B. Five C. Six 4. Who is Aling Cora ? A. Aunt B. Mother C. Brother 3. In what grade is he? A. Grade 3 B. Grade 2 C. Grade 1 English (Knowledge) 1 Listen to your teacher and encirlce the letter of the correct answer A. Encircle the correct object? 1 Which is a ball?
A. B. C. B. Which object do we use for writting? A. B. C. English (Understanding) Compare the leaves in the trees or plants and the leaves that fell on the ground. What is the difference? Tell the class about it. Process/Skills 1) Draw a picture of your family. 2) Introduce and tell something about each member of your family to the class. Knowledge Filipino 1. Bilugan ang pangalan ng bagay na nasa larawan sa kaliwa 2.Bilugan ang tamang larawan. Tao A. B. D. C. 3. Suriin ang pangungusap isulat ang tamang sagot Sa patlang. Ano ang pangalan mo? Ang pangalan ko ay ______________ payong suklay sepilyo Filipino (Process/Skills) Pag-aralan ang mga larawan. Ilagay ang titik ng mga larawan sa tamang pangkat na nasa tsart. A. B. F. D. E. C . G. Pakikinig sa tula na binabasa ng guro. Magbigay ng mga tanong tungkol sa tula UNDERSTANDING PANLALAKI PAMBABAE Di-Tiyak Assessment of Understanding (Araling Panlipunan) Pag-aralan ang larawan at sagutin ang mga tanong tungkol dito.
1. Anong klaseng bata ang nasa larawan? Bakit? 2. Anu-ano ang mga pangangailangan ng bata na nasa larawan?
Identify and use the pattern of naming ordinal numbers from 1 st to 20 th
KNOWLEDGE This is the order/rank in the list of top 3 pupils in the class of Mrs. Espinoza
What is the rank/order of Kenneth? What is the rank/order of Yra? What is the rank/order of Orly? Rank Name 1 Orly 2 Kenneth 3 Yra Identify and use the pattern of naming ordinal numbers from 1 st to 20 th
KNOWLEDGE Fill in the blanks. a. Sunday is the ____day of the week. b. Friday is the ___ day school of the week. c. December is the ____ month of the year. d. January is the ___ month of the year. e. Monday is the ____ day of the week. Identify and use the pattern of naming ordinal numbers from 1 st to 20 th
KNOWLEDGE How do we write ordinal numbers in words? in figures?
Numeral Ordinal in words Ordinal in figures one nine twelve seventeen twenty fifteen Identify and use the pattern of naming ordinal numbers from 1 st to 20 th
PROCESS/SKILLS The largest number of rings ever counted in a tree is 280. What is that tree? This tree can be revealed by answering the clues below. a. It starts with the nineteenth letter of the alphabet. b. The second letter is between D and F. c. The third letter is the 17 th letter of the alphabet. d. The fourth letter is between T and V e. The fifth letter is the fifteenth letter of the alphabet. f. Sixth letter is I g. The seventh letter is the first letter of the alphabet
Identify and use the pattern of naming ordinal numbers from 1 st to 20 th
UNDERSTANDING
Given these figures arranged in a row, describe the position of each figure using a reference point.
Identify and use the pattern of naming ordinal numbers from 1 st to 20 th
Products/Performance Draw your FAMILY TREE starting from your grandparents. Include all the names of grandparents children and so on. Write a short paragraph using ordinal numbers.