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• Educational change depends on what teachers do and think - it's as simple and as complex as that.“
• -Fullan and Steigelbauer
Grading is t ir ing.
• Insert tired bear
KPUP and Standards-based Grading in the Phil ippines:
A Policy Analysis
Dr. Sterling Miranda Plata Assessment reform advocate
Background
• “The difference between failure and honor roll often depends on the GRADING POLICIES of the teacher. To reduce the failure rate, schools don’t need a new curriculum, a new principal, new teachers, or new technology. They just need a better grading system” (Reeves, 2008, p. 85).
Objectives of the paper
• 1. compare DepEd’s SBAR with SBG literature• 2. analyse the alignment of SBAR objectives and its
policy
SBG Definit ion
Standards-based grading (SBG) is based on “the
evidence of mastery of content standards and
is not based on assessment methods, such as quizzes, tests, and homework” (Townsley, 2014).
Benefits (Scriff iny, 2008)
• 1. gives more meaning •2. avoids confusion•3. reduces paperwork•4. teaches what quality looks like
SBG Mechanics
• 1. Focus on standards• 2. Expand the report card• 3. Separate the progress from effort• 4. Allow students to make up for missed work
Existing l i terature
• O’Connor (2002). How to grade for learning• Reeves. (2009). Leading to change/effective grading
practices• Plata. (2007) Exploring assessment reform policy
and implementation• Canadian Language Benchmarks• Common European Framework of Reference for
Languages• WIDA standards
SBAR DepEd Memo 73 s. 2012
• “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.
KPUP Definition
• Knowledge (15%)-content of the curr and facts
• Processes/Skil ls (25%) -for constructing meaning
• Understandings (30%) -enduring big ideas
• Products/Performances (30%-real-life applications
Similarit ies
SBAR
• Goal-focus on standards
• Personal accountability
• Does not record quizzes, HW, etc
SBG
• Goal-focus on standards
• Personal accountability
• Does not record quizzes, HW, etc
Differences
DepEd’s SBAR• Unclear audience of the
reporting system
• Recording KPUP instead of evidence of mastery
• Single letter grade per subject
SBG• Specific audience target
• Recording evidence of mastery
• Expanded report card
SBAR’s purpose and policy
Purpose • Assessment shall be holistic
with emphasis on formative assessment
• Focus on content standards
Policy• KPUP recorded in the grade
book
• Final grade-proficiency standards
From tradit ional reporting
• From transmission • To transformation
Recommendations
• 1.PLC on grading for learning• 2.Professional development on standards-based
assessment• 3. Expand the report card• 4. Review existing proficiency scales• 5. Create can do statements for feedback and self-
assessment • 6. Use KPUP as guide in designing assessment
tasks
Bibliography
Canadian Language Benchmarks. (2012). Retrieved from http://www.cic.gc.ca/english/pdf/pub/language-benchmarks.pdf
Council of Europe. (2011). Common European framework of reference for languages. Retrieved from http://www.coe.int/t/dg4/linguistic/cadre1_en.asp
Department of Education. (2012). Guidelines on the assessment and rating of learning outcomes under the K to 12 basic education curriculum. Retrieved from http://www.gov.ph/downloads/2012/09sep/20120905-DepEd-DO-0073-BSA.pdf
Fairfax County Public Schools. (2013). Elementary grading and reporting handbook for parents. Retrieved from http://www.fcps.edu/is/schoolcounseling/documents/ElementaryGradingandReportingHandbookparents.pdf
• O’Connor, K. (2002). How to grade for learning. California: Corwin Press.
• Plata, S. (2007). Exploring assessment reform policy and implementation in Philippine public secondary education. Philippine Journal of Linguistics, 97 (7), 52-56.
• Plata, S. (2011). Implementation of curriculum reform: Roadblocks and potholes. In Dita (Ed). Issues and Trends in Applied Linguistics.
• Reeves, D. (2009). Leading to change/effective grading practices. Educational Leadership, 65(5), 85-87.
• Sriffiny, P. (2008). Seven reasons for standards-based grading. Educational Leadership, 66(20), 70-74.
• Stiggins, R. (2008). Assessment for learning, the achievement gap, and truly effective schools. Retrieved from https://www.ets.org/Media/Conferences_and_Events
sterl [email protected]
• Full paper will available soon as part of the DLSU Research Congress 2015 Proceedings.
• KPUP Revolution Seminar April 17-18, 2015, DLSU Manila
