University of Baguio’s

General Seminar of
Aligned Learning
Systems
#UBGOALS2019
 Session 3

Teachers as
Assessors &
Facilitators

Presented by Violeta F. Apiles

Autonomous University 21
#UBGOALS2019 Since 2009 Accredited Programs
www.ubaguio.edu
Session 3

“Teach Me How to
Teach!”
Lesson: Inorganic Chemistry

Autonomous University 21
#UBGOALS2019 Since 2009 Accredited Programs
www.ubaguio.edu
 Have we contributed
in the development of
a globally competitive
learner?

?
 Case Analysis
A teacher went to class with a colorful graphic organizer depicting the Philosophical Chairs
various types of Sexual Orientation complete with descriptions and examples.
She then requested the learners to read in groups of five a certain type of
Sexual Orientation and asked all of them if they are aware of the existence of
such concept in the society.

Afterwards, the teacher discussed the content of the graphic

organizer, asked for volunteers to answer questions in a Q and A activity.
Before ending the day’s lesson, she told the learners to copy the notes in their
notebooks.

AGREE

DISAGREE
The following day, the teacher made the learners bring out a short
bond paper; recall yesterday’s lesson; choose a type of sexual orientation that
interest them the most; and sketch a picture that best define it after reading the
descriptions and additional references that she will be giving them.

Everyone was then requested to put a caption on their works by

writing below the picture the same descriptions and information that the teacher
OB dized
has given. When done, each learner was given the chance to post his
masterpiece in the classroom’s Wall of Knowledge after doing short sharing
or NOT?
about his work.
The room then looked like an interesting gallery of sketches and
pictures.
Session 3 Teachers as Assessors & Facilitators
Introduction
Prior Knowledge

Assessments
“Hooking”
PO & CLO Students’ Exploring for
Understanding
Action
Formative
21st Century
Interaction Learning
Assessments Summative
Guided
Firming Up & Generalizations
Deepening Selected Response
Understanding
Constructed Response

Students’ Formative

Action Integration Scaffolds

CMO 46 s.2012
PO & CLO Assessments
Summative
Understanding Performances/
into Action Outcomes Based

Autonomous University 21
#UBGOALS2019 Since 2009 Accredited Programs
www.ubaguio.edu
 1. What skills do students need
to learn to become globally
? competitive and lifelong
learners?
2. How do we know if students
have achieved the CLO?
 What skills do students
need to learn to become
globally competitive and
lifelong learners?

Autonomous University 21
#UBGOALS2019 Since 2009 Accredited Programs
www.ubaguio.edu
 “ In order to keep up
with the world of
2050 you will need
not merely to invent
new ideas and
products but above
Yuval Harari, 2018 all to REINVENT
YOURSELF AGAIN
AND AGAIN”
If so, then
 School and Reality
Mismatch?

Autonomous University 21
#UBGOALS2019 Since 2009 Accredited Programs
www.ubaguio.edu
 21 Autonomous University www.ubaguio.edu
Accredited Programs Since 2009
Outcomes-Based Assessment/ Evaluation: Photo Album Outcomes-based Education
Approach
Clearly focusing and organizing
everything in an educational
system around what is essential
for all students to be able to do
successfully at the end of
their learning experiences.
This means starting with a clear
picture of what is important
for the students to be able to
do, then organizing the
curriculum, instruction and
assessment to make sure this
learning ultimately happens
(Spady, 1994).
Which is to
be given
emphasis
inside the
classroom?
 Major reviews of
research on the
effects of formative
assessment
indicate that it
might be one of the
more powerful
weapons in a
teacher’s arsenal
21 Autonomous University www.ubaguio.edu
Accredited Programs Since 2009
 There is a firm body of
evidence that formative
assessment is an
essential component of
classroom work and
that its development
can raise standards of
achievement.
Formative assessment experiments
produce effects sizes of 0.4-0.7 larger
than found for most educational
interventions and equivalent to
approximately 8 months of additional
instruction.
Source: Black, P., & Wiliam, D. (1998). Inside the black box: Raising
standards through classroom assessment. Phi Delta Kappan, 80(2), 21 Autonomous University www.ubaguio.edu
139–148.
Accredited Programs Since 2009
 Influences and effect sizes related to student
achievement (Hattie, 2009)

21 Autonomous University www.ubaguio.edu

Accredited Programs Since 2009
 It is not on the use of
30 Assessments in
15 Weeks but on
how Teachers will
SYSTEMATICALLY
use ASSESSMENTS
as a form of
FEEDBACK that
Source: Marzano (2007).
really counts!
Classroom Assessment and
Grading that Works. ASCD. 21 Autonomous University www.ubaguio.edu
Alexandria: VA. p.10 Accredited Programs Since 2009
 “Formative assessment is a
planned process in which
assessment-elicited evidence
of students’ status is used by
teachers to adjust their
ongoing instructional
procedures or by students to
adjust their current learning
tactics.”
21 Autonomous University www.ubaguio.edu
Accredited Programs Since 2009
 On-going Assessment: A Diagnostic Continuum
FEEDBACK AND GOAL
SETTING
Summative
Pre-assessment
Formative Assessment
Assessment
(Keeping Track & Checking Up)
(Finding out) (Making Sure)

Portfolio Check Journal Entry

Peer Evaluation Self-Evaluation
Pre-test
3-minute pause CER Unit Test
KWL Observation Pictionary Performance Task
Checklist Talk around Cooperative Learning
Frayer’s Model
Product/exhibit
Observation Questioning
Exit Card Cornell Notes Demonstration
Self-evaluation
Selected Response Mnemonics Portfolio Review
Questioning
Conference
Quiz
 INTERACTION/FIRM UP
Assessing and Facilitating the 3Is Way
• Provide activities and assessment
related to acquiring knowledge and
INTRODUCTION/EXPLORE process skills and competencies
• Provide Hook activities
• Introduce the Essential Question (EQ)
• Elicit prior knowledge through a specific
map of conceptual change.
I • Follow-up on EQ
• Provide feedback
• Do preliminary parts of scaffold for
transfer

3Is I •
INTERACTION/DEEPEN
Have students integrate different

INTEGRATION/TRANSFER
• Demonstrate knowledge, skills, and
understanding in GRASPS task
I •

•
information from firm-up
Pose misconceptions and have
students correct them
Follow up on EQ and have students
• Provide differentiated GRASPS task develop EU
• Revisit map of conceptual change • Do follow up parts of scaffold for
• Reflect and do values integration transfer
• Provide closure
Autonomous University 21
#UBGOALS2019 Since 2009 Accredited Programs
www.ubaguio.edu
INTRODUCTION INTERACTION INTEGRATION
NEW
PRIOR KNOWLEDGE
KNOWLEDGE

PRACTICE
EXPLORE FIRM UP DEEPEN TRANSFER
 Sample
Assessments
INTRODUCTION/
EXPLORE
 Swap Talk
(to gather data)

Sample
Assessments
INTRODUCTION/
EXPLORE
6 Words 1 Sentence Challenge
(to connect Prior Knowledge to
current topic)
 Cornell Notes
(Outlining Strategy)

Sample
Assessments
INTERACTION/
FIRM UP

Make them create

Generalizations/ Conclusions
 Sample Cloze Reading
(to extract information)

Assessments
INTERACTION/
FIRM UP

POW + TREE Worksheet

 Sample Frayer’s Model
(Defining a term)

Assessments
INTERACTION/
FIRM UP

Mnemonics
(Recall)
 Graphic
Sample Organizers
Assessments
INTERACTION/
FIRM UP
 Sample
Assessments
INTERACTION/
FIRM UP The Interactive Games and
Quizzes
 Sample
Assessments
INTERACTION/
FIRM UP

Carousel & Vocabulary

Journals
 Sample
Assessments
INTERACTION/
FIRM UP The Gallery Walk
 Justify with
Evidences!

Sample
Assessments
Making a Claim
INTERACTION/
DEEPEN

Claim
Evidence
Reason

“Understanding” Generate conclusions!

 Guiding Learners to Create Generalizations via Authentic Situations

See Connections of the situations

to the attainment of CLO using an
Essential Question

Sample
Assessments Making Claims based
on the situations

INTERACTION/
DEEPEN Evidences to
support answers

Establish Patterns in
the different situations

Construct
Generalizations!
 Sample
Assessments
INTERACTION/
DEEPEN
 Sample
Assessments
INTEGRATION/
TRANSFER
 Program Outcome (Grad
School) 6.1.2 & 6.1.4
Sample
Assessments
INTEGRATION/
TRANSFER

Authentic
Performances
 Sample
Assessments
INTEGRATION/
TRANSFER

Simulated
Performances
Program Outcome (Grad
School) 6.1.3 & 6.1.1
 Sample
Assessments
INTEGRATION/
Napahahalagahanang
TRANSFER pagkakaroon ng disiplina at
kooperasyon sa pagharap sa
mga panganib na dulot ng
suliraning pangkapaligiran

Response to
Community Needs

AP10MHP-Ii-14
 Sample
Assessments
INTEGRATION/
TRANSFER

Responsableng
Pagkamamamayan In
Action
 Sample
Assessments
INTEGRATION/
TRANSFER

AP10MKP-Ivf-6
Ap10PNP-Ivh-8
 What does it
take to
OBdize Teaching?
What does it
take to
OBdize
Teaching?

Alignment
Activities
(Formative)

Rubric
 CLO: Present a valid argument
using convincing evidence Assessment: Persuasive
Essay

What does it
take to
OBdize Teaching?
 Course: Clinical
Parasitology

What does it
take to
OBdize Teaching?

What Important/ Essential Question to ask?

Let’s Try It!

What Assessment to give to the learners?

What Activity/ies to give to the learners?

What Reflection will you leave to the learner?

 What does it
take to
OBdize Teaching?
 1. What skills do students need
to learn to become globally
? competitive and lifelong
learners?
2. How do we know if students
have achieved the CLO?
 Teachers as Assessors & Facilitators
Prior Knowledge
Introduction
Assessments
“Hooking”
PO & CLO Students’ Exploring for
Understanding
Action
Formative
21st Century
Interaction Learning
Assessments Summative
Guided
Firming Up & Generalizations
Deepening Selected Response
Understanding
Constructed Response

Students’ Formative

Action Integration Scaffolds

CMO 46 s.2012
PO & CLO Assessments
Summative
Understanding Performances/
into Action Outcomes Based
 GET IN TOUCH
Address Phone and Fax Website
General Luna Rd, (074) 442 – 4915 www.ubaguio.edu
Baguio City, (074) 442 – 3540
Philippines