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ASSESSMENT AND RATING OF LEARNING OUTCOMES UNDER THE
K to 12 BASIC EDUCATION CURRICULUM
DIVINE MERCY COLLEGE FOUNDATION INC. Caloocan City
Professional Education
Presented by:CHRISTIAN D. EVANGELISTAMARIANNE T. EVANGELISTA, MSHRM
DepEd ORDER No. 73 S. 2012General Guidelines for the Assessment and
Rating of Learning Outcomes
• Effective School Year () 2012-2013, the standards-based assessment and rating system shall be implemented to support the progressive roll-out starting with grades 1 and 7 of the K to 12 Basic Education Curriculum in public and private elementary and secondary schools nationwide.
OUTLINE OF PRESENTATION
• Philosophy of Assessment• Nature of Assessment and Its
Purpose• Levels of Assessment• Assessment Tools• Levels of Proficiency and
Equivalent Numeric Value• Rating System• Assessment Rubric• Frequency of Assessment
WHAT IS “K TO 12
PROGRAM”?
K TO 12 PROGRAM• The K to 12 Program covers: • Kindergarten and 12 years of basic
education (six years of primary education, four years of Junior High School, and two years of Senior High School [SHS])
A. 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 one’s learning, and provide a basis for the profiling of student performance
B. NATURE AND PURPOSE
OF ASSESSMENT• Assessment shall be holistic, with
emphasis on the formative or developmental purpose of quality assuring student learning.
• It 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, therefore, a critical evidence of learning.
LEVEL OF PERFORMANCE AND UNDERSTANDING
C. LEVELS OF ASSESSMENT
• The attainment of learning outcomes as defined in the standards shall be the basis for the quality assurance of learning using formative assessments.
• They shall also be the focus of the summative assessments and shall be the basis for grading at the end of instruction.
LEVEL OF LEARNING OUTCOMES
• Knowledge • Process or Skill• Understanding• Products and
Performances
– The levels of Assessment are defined as follows:
KNOWLEDGE
• The substantive content of the curriculum, the facts and information that the student acquires
PROCESS • Skills or
cognitive operations that the student performs on facts and information for the purpose of constructing meanings or understandings.
UNDERSTANDING(S)
• Enduring big ideas, principles and generalizations inherent to the discipline, which may be assessed using the facets of understanding which may be specific to the discipline
PRODUCTS / PERFORMANCES
• Real-life application of understanding as evidenced by the student’s performance of authentic tasks.
LEVELS OF ASSESSMENT
These levels shall be the outcomes reflected in the class record and shall be given corresponding percentage weights as follows:LEVEL OF ASSESSMENT
PERCENTAGE WEIGHT
Knowledge 15%
Process or Skills 25%
Understanding (s)
30%
Products / Performances
30%
TOTAL = 100%
ASSESSMENT TOOLSKNOWLEDG
EPROCESS /
SKILLSUNDERSTA
NDINGSPRODUCTS
& PERFORMA
NCESTraditional Tools: Transform a
Textual Presentation into a Diagram
Facets of Understandings
Authentic products or performance tasks that a student is expected to do to
Paper and Pencil Tests
~ Outline, Organize, Analyze, Interpret, Translate, Convert or Express Information
~ Self Knowledge
Demonstrate his or her understanding.
~ Multiple Choice
~ Flow Chart ~ Empathy ~ Self Understanding
~ True or False ~ Construct Graphs
~ Perspective ~ Self Monitoring
~ Matching Type
~ Graphic Organizers
~ Explanation ~ Self Assessment
~ Constructed Response Tests
~ Draw Analogies
~ Interpretation
~ Permit choices of combinations of oral, written, visual and kinesthetic modes
LEVELS OF PROFICIENCY
AND ITSEQUIVALENT
NUMERICAL VALUE
The performance of the students shall be described in the report card, based on the following levels of proficiency
LEVEL OF PROFICIENCY
Beginning (B)
Developing (D)
Approaching Proficiency (AP)
Proficient (P)
Advanced (A)
While, the level proficiency shall be based on a numerical value which arrived form summing up the results of the student’s performance on the various level of assessment. EQUIVALENT
NUMERICAL VALUE 74% and Below
75 - 79%
80 - 84%
85 - 89%
90% and Above
LEVELS OF PROFICIENCY
LEVELS OF PROFICIENCY
FEED BACK
• Results of the assessment across levels should be fed back immediately to the students, so that they know what to improve further, and then they can plan strategically how they can address any learning deficiency
PROTOTYPE RUBRICS FOR THE
DIFFERENT LEVELS OF
ASSESSMENT
WHAT IS RUBRIC:• A rubric is a guideline for rating
student performance.
• It must define the range of possible performance levels.
• Within this range, there are different levels of performance which are organized from the lowest level to the highest level of performance.
• Usually, a scale of possible points is associated with the continuum in which the highest level receives the greatest number of points and the lowest level of performance receives the fewest points.
BENEFITS OF RUBRIC
–The rubric provides assessment with exactly the characteristics for each level of performance on which the students and the teacher should base their judgment. –The rubric provides the
students with clear information about how well they performed and what they need to accomplish in the future to better their performance.
RUBRICS CRITERIA & PERCENTAGE
CRITERIA PERCENTAGE
Knowledge 15%Skills 25%Understanding (s)
30%
Transfer of Understanding
30%
TOTAL:
100%
LEARNING OUTCOME #O1KNOWLEDGE
PAPER AND PENCIL INSTRUMENTS
• Paper-and-pencil instruments refer to a general group of assessment tools in which candidates read questions and respond in writing.
• This includes tests, such as knowledge and ability tests, and inventories, such as personality and interest inventories.
MOST COMMON RESPONSE
FORMATS ARE:1. MULTIPLE CHOICE2. TRUE OR FALSE3. MATCHING TYPE4. IDENTIFICATION5. CONSTRUCTED
RESPONSE / ESSAY
A. KNOWLEDGE (15%)
LEARNING OUTCOME #O2
SKILLS
TRANSFORM TEXTUAL PRESENTATION INTO A
DIAGRAM• Outline, Organize, Analyze,
Interpret, Translate, Convert or Express Information by using:
1. Flow Chart2. Graphs3. Analogies4. Graphic Organizers
PROTOTYPE PIE GRAPH
Result of Midterm Exam
PERCENTAGE LEVEL OF PRO-FICIENCY
B
D
AP
P
A
30%
10%5%
15%
40%
LEGEND
B. SKILLS (25%)
CONTINUATION:
CONTINUATION: #02
CONTINUATION: #03
PROTOTYPE ASSESSMENT MATRIX FOR
“TLE” (Technology Livelihood
Education)
BASIS FOR PROMOTION AND RETENTION
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
PROMOTION AND RETENTION
• Promotion and Retention of students shall be by subject
• Students whose proficiency level is Beginning (B) at the end of the quarter or grading period shall be required to undergo remediation after class hours so that they can immediately catch up as they move to the next grading period
• If by the end of school year, the students are still at the Beginning level, then they shall be required to take summer classes
RATING SYSTEM
LEARNING OUTCOME #O3
UNDERSTANDING
UNDERSTANDING• Understanding as
expressed using any three of the six facets of understanding
• The facets are explained (adapted from the paper, “Understanding by Design Framework in the Philippines” by Mc Tighe and Grant Wiggins, p.5)
FACETS OF UNDERSTANDING
CONCEPT
EXPLAIN
INTERPRE
T
APPLY
PERSPECTI
VE
EMPATHY
SELF KNO
WLEDGE
FACET # 01 “EXPLANATION”• Concepts,
principles, and processes by putting them in their own words, teaching them to others, justifying their answers and showing their reasoning.
• By making sense of data, text, and experience through images, analogies, stories and models;
FACET # 02 “INTERPRETATION”
• Effectively using and adapting what they know in new and complex texts
FACET # 03 “APPLICATION”
• Demonstrate perspective by seeing the big picture and recognizing different points of view.
FACET # 04 “PERSPECTIVE”
FACET # 05 “EMPATHY”• Display
empathy by perceiving sensitively and putting one’s self in someone else’s shoes;
• Have self knowledge by showing met cognitive awareness, using productive habits of mind and reflecting on the meaning of the learning and experience.
FACET # 06 “SELF KNOWLEDGE”
UNDERSTANDING MAYBE ASSESSED BASED ON THE FOLLOWING CRITERIA
Continuation:
LEARNING OUTCOME #O4
PRODUCT / PERFORMANCES
TRANSFER OF UNDERSTANDING
• Transfer of understanding to life situations maybe assessed as demonstrated through the following:
1. PRODUCTS – Outputs which are reflective of learner’s creative application of understanding;
2. PERFORMANCES – skillful exhibition or creative execution of a process, reflective of masterful application of learning or understanding.
STUDENT IS EXPECTED TO DEMONSTRATE
HIS/HER UNDERSTANDING BY
MEANS OF: • Self Understanding• Self Monitoring• Self Assessment
SELF UNDERSTANDING• Also known
as Self knowledge
• Is the ability to understand one's own actions
SELF MONITORING
• Used in behavioral management where a person will keep a record of behavior patterns.
• A personality trait for the ability to change behavior in response to different situations.
• It is the process of gathering information about yourself in order to make an informed career decision.
• A self assessment should include a look at the following: values, interests, personality, and skills.
SELF ASSESSMENT
Continuation:
PROTOTYPE FORMATIVE
AND SUMMATIVE ASSESSMENT
TOOLS
PRE ASSESSMENT TOOL
• Pre-assessment allows the teacher and student to discover what is already known in a specific topic or subject.
• It is critical to recognize prior knowledge so students can engage in questioning, formulating, thinking and theorizing in order to construct new knowledge appropriate to their level.
PROTOTYPE PRE-ASSESSMENT TOOL
FORMATIVE ASSESSMENT
• The goal of formative assessment is to gather feedback that can be used by the instructor and the students to guide improvements in the ongoing teaching and learning context. These are low stakes assessments for students and instructors.
Examples:1. Asking students to submit
one or two sentences identifying the main point of
a lecture2. Have students submit an
outline for a paper.3. Early course evaluations4. Giving quizzes to check
student understanding
SUMMATIVE ASSESSMENT
• The goal of summative assessment is to measure the level of success or proficiency that has been obtained at the end of an instructional unit, by comparing it against some standard or benchmark.
• The outcome of a summative assessment can be used formatively, however, when students or faculty take the results and use them to guide their efforts and activities in subsequent courses.
• Examples of summative assessments include:
a midterm exam a final project a paper a senior recital
PROTOTYPE SUMMATIVE ASSESSMENT TOOL
THROUGH AUTHENTIC PERFORMANCE TASK
Presented to:
DR. BELLA LAUREANOAnd the students under Professional
Education of The Divine Mercy College Foundation Inc
(Batch 2013)