DepEd’s Performance Rating and Grading System

Prayer

I offer my life

Philippine Education

Definition:

DepEd’s Performance rating

BESRABasic Education Sector Reform

Agenda

teachers

Teachers are responsible for their continuous personal and professional growth…

Through

ncbts

NCBTSNational

Competency Based

Teacher Standards

• The NCBTS provides a single framework that shall define what effective teaching is in all aspects of a teacher’s professional life and in all phases of teacher development.

• This will standardize the definition of what effective teaching is.

Why do we need NCBTS?

Entry toTeacher

Education

DepED* / Civil Service

CHED/TEIs/Schools

TeacherLicensure

PRC

Teacher Human Resource Planning, Recruitment, Selection, Deployment and Recognition System

DepED/CHED/TEIs

InductionTraining

DepED

In-Service Training and Professional

Development

DepEDRetirementPreparation

Pre-ServiceTraining

(BEEd/BSEd/PGCEd)National

Competency-Based Teacher Standards

The Teacher Education and Development Map

*Includes public and private schools

SEVEN DOMAINS

Domain 1. Social regard for learning1. Demonstrates value for learning2. Demonstrates that learning is of different kinds and comes from different sources Domain 2. Learning Environment

1. Creates an environment that promotes fairness

2. Makes the physical environment safe and conducive to learning

3. Communicates higher learning expectations to each learner

4. Establishes and maintains consistent standards of learners’ behavior

Domain 3. Diversity of Learners

1. Is familiar with learners’ background knowledge and experiences

2. Demonstrates concern for holistic development of learner

Domain 4. Curriculum1. Demonstrates mastery of the subject2. Communicates clear learning goals for the

lessons that are appropriate for learners3. Make good use of allotted instructional time4. Selects teaching methods, learning activities

and instructional materials or resources appropriate to learners and aligned to objectives of the lesson

Domain 5. Planning, Assessment & Reporting

1. Communicates promptly and clearly to learners, parents and superiors about progress of learners

2. Develops and uses a variety of appropriate assessment strategies to monitors and evaluate learning

3. Monitors regularly and provides feedback on learners’ understanding of contents

Domain 6. Community Linkages1. Establishes learning environments that

respond to the aspirations of the community

Domain 7. Teacher Personal Growth and Professional Development

1. Takes pride in the nobility of teaching as a profession.

2. Builds professional links with colleagues to enrich teaching practice.

3. Reflects on the extent of the attainment of learning goals.

Domain 1. Social regard for learning

1.Demonstrates value for learning2.Demonstrates that learning is of

different kinds and comes from different sources

Domain 2. Learning Environment1. Creates an environment that promotes

fairness2. Makes the physical environment safe and

conducive to learning3. Communicates higher learning expectations

to each learner4. Establishes and maintains consistent

standards of learners’ behavior

Domain 3. Diversity of Learners1.Is familiar with learners’

background knowledge and experiences

2.Demonstrates concern for holistic development of learner

Domain 4. Curriculum1. Demonstrates mastery of the subject2. Communicates clear learning goals for the

lessons that are appropriate for learners3. Make good use of allotted instructional time4. Selects teaching methods, learning activities

and instructional materials or resources appropriate to learners and aligned to objectives of the lesson

Domain 5. Planning, Assessment & Reporting1.Communicates promptly and clearly to learners,

parents and superiors about progress of learners2.Develops and uses a variety of appropriate assessment

strategies to monitors and evaluate learning3.Monitors regularly and provides feedback on learners’

understanding of contents

Domain 6. Community Linkages1.Establishes learning environments that respond to

the aspirations of the community

Domain 7. Teacher Personal Growth and Professional Development1.Takes pride in the nobility of teaching as a

profession.2.Builds professional links with colleagues to

enrich teaching practice.3.Reflects on the extent of the attainment of

learning goals.

NCBTS 7 DOMAINS SLDCPCT

Domain 7. Teacher Personal Growth & Professional

Development TPGPD

Domain 2. Learning Environment LE

Domain 3. Diversity of Learners DL

Domain 4. Curriculum C

Domain 5. Planning, Assessment and Reporting PAR

Domain 6. Community Linkages CL

Domain 1. Social Regard for Learning SRL

Teacher Performance AppraisalRubric

Rating Level of Achievement

Criteria

Basic

Proficient

Advanced

Exemplary

2

3

1

4

5

Not demonstrated

Evidence of basic knowledge and skills in performing the task but requires assistance

Demonstrates adequate knowledge of the standard and consistent practice is a normal part of teaching practice

Demonstrates substantial knowledge and understanding of the standard/ performance and regularly applies it in teaching practiceComprehensive knowledge and understanding of the standard/performance criteria and skillfully integrates it into practice

Knowledge and skills of the performance criteria is not observed

APPRAISAL RATING SCALE

GRADING SYSTEM

• Grading is a form of assessment in letter or numerical symbols aimed at relaying a judgment on some trait or traits.

• The purpose of grading systems is to provide a systematic and formal procedure for transmitting value judgments made by teachers to students and to others most directly concerned with the students’ development and welfare.

A grading framework

• Grading is translating the total of several results of assessment into one of many categories for the purpose of communicating the standing of individuals (students in the case of schools) among several agreed categories (which are assigned specifically understood meanings).

• The present grading system is laid out in DepED Order Nos. 4 and 39, s. 2004. The total 100% weight for the composite grade in a subject uses these bases for the weight of each subject assessment measure.

DepED Order Nos. 4, s. 2004, modifications set the distributions of weights in ranges roughly as follows: Periodic Test 20-25% Quizzes and Unit Tests 10-20% Participation and others 20-50% Projects 20-25% Total 100% in a subject

DepED Order No. 39, s, 2004 set these weights for the different grading bases for elementary schools: Periodic Test 25% Quizzes and Unit Tests 15% Classes Interactions 15-25% Homework 5% Projects 10-25% Other(s) 10-15%The grading system for the school year is averaging

Reductive Weights of Subjects in the CurriculumThe weighting of curricular subjects by units in Secondary School is as follows:

Filipino 1.2 units English 1.2 units Mathematics 1.5 units Science 1.8 units

Makabayan (3.6) Araling Panlipunan 1.2 units Technology and Livelihood 1.2 units Music, Arts, PE and Health 1.2 units Edukasyon sa Pagpapahalaga (EP) 0.6 units

Total 10.2 units

• Theoretically the present report card should be able to communicate and allow for the parent/guardian’s sending back a message but based on a survey, this does not happen. Suffice it to say that the audiences who go through the “Report” find very little to react to.

• A survey on the extent to which the card accomplishes its main purpose-that of communicating with the parent/guardians and feedback to the student-showed that its purpose is not fully accomplished.

• The comments written by the teacher seldom carry truly meaningful messages of assessment about the student.

• Part of the reason for this is that, the space provided allows for just a short phrase or sentence per grading period.

• The survey of teachers’ and assessment coordinators’ perceptions of the Report Card (Ibe, 2009) as an assessment tool, particularly for communication and feedback purposes on students’ performance showed that the main constraints seen in the current report card is the large number of students for which individual cards have to be accomplished or filled out by each teacher or class adviser.

Suggestions elicited during the survey to ease the teachers’ difficulty in allocating time for accomplishing the report card are the following:

1. Design a simple computer/calculator program so that the teacher can simple encode the different bases for the grade along with the corresponding weight factored in; for computing subjects and averages. This simple computer/calculator program can be given to schools; and one person can be assigned to do the encoding and computing for all subject teachers.

2. Get subject teachers to contribute comments about particular students which the adviser can write in the comments section of the Report Card. At least two teachers should confirm the validity of the comment for the students whom it is meant as a feedback, before it is course to the parents.

3. Each grading period, a teacher can identify one-fourth or one-third of the class for whom comments are valid and needed. This means that the teacher will write comments only for those students (and their parents) that will be reinforced or influenced by the teacher’s comments.

4. Devise a four to five-item questionnaire (varying across the first 3 grading periods) to be answered by the parent or guardian signatory. This is a way of getting some verbal interaction with the family of the student.

The State of Philippine Education

Thank you!