Mr. Abelardo B. Medes - Assessment and Rating of Learning Outcomes (Elementary Level)

7/25/2019 Mr. Abelardo B. Medes - Assessment and Rating of Learning Outcomes (Elementary Level)

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ASSESSMENT AND RATING

OF LEARNING OUTCOMES

for Elementary Schools

Aabelardo b. medesAssistant Chief

OIC-Chief, SDD-BEE, DepEd Central Office


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Match sticks

Match

cks


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Activity

Who are responsible for learning?Why?

Why do we assess learning?

How do we assess learning?

1. Think on your own rst.

2. air up and share your responsesto the !uestions

". #hare in a s$all group.


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Assess$ent andAssess$ent and

%valuation%valuationAssessment and Evaluation are fundamentalcomponents of the teaching and learning process


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Assess$ent andAssess$ent and

%valuation%valuationAssessment is theprocess of collecting

and documenting

information on

individual pupil learning

Evaluation is the

process of anal!ing

reflecting, summari!ingand ma"ing decisions

based on assessment

results.


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urpose of Assess$enturpose of Assess$ent

Assess$ent is to infor$ teaching

Assess$ent is to i$proveteaching


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Assess$ent as learningAssess$ent as learning

Assess$ent develops in the learnerpersonal responsibility for learning. &tbegins as the learner beco$es aware ofthe goals of instruction and the criteria for

perfor$ance. He' she generates his'herpersonal learning goals based onstandards set( $onitors his'her progressby regularly undertaking infor$al and

for$al self)assess$ent and by activelyre*ecting on his'her progress +$eta)cognition, in relation to his'her personalgoals.


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Assess$ent for learningAssess$ent for learning

This refers to for$ative assess$ent. Theteacher and learner use assess$entpri$arily to i$prove learning andteaching. &t is about assessing progress(

analy-ing and feeding back theoutco$es of assess$ent positively andconstructively. &t is given at thebeginning of teaching +diagnostic, or inthe process of teaching +for$ative, toguide instruction and decision $aking


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Assess$ent of learningAssess$ent of learning

This is referred to as su$$ativeassess$ent. &t is designed to $easurethe learners achieve$ent at the endof a unit or $odule or !uarter todeter$ine what he'she has learned inco$parison with content andperfor$ance standards. The

assess$ent results are the bases ofgrades or $arks which areco$$unicated to learners andparents.


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Assess$entAssess$ent/earning is active in the

classroo$.

Assessing the process of learningis critical and it should occurwhile learning is happening

0ngoing assess$ent infor$s theapproach needed to design and

deliver develop$entallyappropriate instructionalactivities.


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Assess$entAssess$ent

&nstruction should be assess$ent)driven.

Assessing pupil learning shouldoccur within natural classroo$

encounters with pupils workingindividually or in s$all groups.

Assess$ent should be fre!uent(

well)planned and well)organi-ed forteachers to be able to track theprogress of each child towards$eeting the curriculu$ outco$es.


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nder the to 12 curriculu$( pupilsnder the to 12 curriculu$( pupils

will be assessed at four levels andwill be assessed at four levels and

shall be weighted as follows3 +4ep%dshall be weighted as follows3 +4ep%d0rder 5o. "1( s. 2612,0rder 5o. "1( s. 2612,

Level of

Assessment

Percentage

Weightnowledge 178

rocess or #kills 278

nderstanding+s, "68

roducts'erfor$a

nces

"68


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The levels are dened as follows:The levels are dened as follows:

1. Knowledge9 refers to thesubstantive content of the curriculu$(the facts and infor$ation that thestudent ac!uires

2. Process9 refers to cognitiveoperations that the student perfor$s

on facts and infor$ation for thepurpose of constructing $eanings andunderstandings


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".Understandings 9 refers to enduring big ideas(principles and generali-ations inherent to thediscipline( which $ay be assessed using the facetsof understanding

a. Explanation explain concepts, principles, andprocesses, give examples, justify answers, show

reasoning make insightful connections

b. Interpretation make it personal throughimages, anecdotes, analogies, stories and models

c. Application can adapttransfer understandinginto real contexts


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:. Products/Performances9 refer to real)lifeapplications of understandings as evidencedby the students perfor$ance of authentictasks. &t considers childrens ;&.

Products are outputs of learners creativeapplication of understanding

Performances are skillfull e


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traditional

assess$entsalternative

assess$ents

Assessment can e

through


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!nstruments and Techni"ues of

Assessment

a. Traditional assess$ents

) are tests given to the students to$easure how $uch the studentshave learned

) contain di=erent types of !uestionssuch as $ultiple)choice( true)false(ll)ins( essays( sentenceco$pletions( $atching response( etc.


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Instruments and Techn!ues ofAssessment

b. Alternative Assessment

Observation

Student journals

Performance assessment

Project and investigation


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!nstruments and Techni"ues ofAssessment

b. Alternative Assessment

Open-ended questions

Student portfolio

Interview

Role Play

!ec"list


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#e$ort %ard &'e$(' )rder *o+ ,-.#e$ort %ard &'e$(' )rder *o+ ,-.

s+ 012s+ 012

At the end of the !uarter( theperfor$ance of students shall bedescribed based on the followinglevels of prociency3

>eginning +>,4eveloping +4,

Approaching rociency +A,

rocient +,Advanced +A,


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'enition of Levels of'enition of Levels of

Procienc3Procienc3>eginning 9 The student at this level

struggles with his/her understandingprere!uisite and funda$ental knowledgeand'or skills have not been ac!uired or

developed ade!uately to aid understanding.4eveloping 9 The student at this level

possesses the minimumknowledge andskills and core understandings( but needs

hel$ throughout the perfor$ance ofauthentic tasks


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Procienc3Procienc3Approaching rociency 9 The

student at this level has develo$edthe funda$ental knowledge and skills

and core understandings and( withlittle guidance from the teacherand/or with some assistance from

$eers( can transfer theseunderstandings through authenticperfor$ance tasks.


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Procienc3Procienc3

rocient 9 The student at thislevel has develo$ed thefundamental knowledge andskills and core understandingsand( and can transfer the$inde$endentl3through authentic

perfor$ance tasks.


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Procienc3Procienc3

Advanced 9 The student at thislevel e4ceeds the corere"uirements in ter$s ofknowledge( skills andunderstandings and( and cantransfer the$ automaticall3 and

5e4il3 through authenticperfor$ance tasks.


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%om$arison of Levels of%om$arison of Levels of

Procienc3Procienc3!ndicators 6eginni

ng'evelo$ing

A$$roachingProcienc3

Procient Advanced

Ac!uisition

ofnowledge(#kills andnderstanding

#truggli

ng orhavenotac!uired

;ini$u$ @unda$en

tal

@unda$en

tal

%


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The level of prociency shall be based onThe level of prociency shall be based on

nu$erical valuenu$erical value

Level of Procienc3 ("uivalent*umerical 7alue

>eginning +>, :8 and below

4eveloping +4, 7 9 B8

Approachingrociency +A,

C6 9 C:8

rocient +, C7 9 CB8

Advanced +A, B68 and above


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Assessment of Level of KnowledgeAssessment of Level of Knowledge

&1892&1892uggested assessment tools1+elected;res$onse !tem 9 provide

several response options to thestudents( and the student selects fro$a$ong the options.

a. ;ultiple Dhoice Test

b. True or @alse

c. ;atching Type+Testing to /earn) /earning to Test by Eoanne Dapper page :7,


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Assessment of Level of KnowledgeAssessment of Level of Knowledge

&1892&1892uggested assessment tools 2+ %onstructed res$onse t3$e of testask

the student to create or construct a response. &tcan be used to deter$ine if the pupils knowledgeof facts is of suFcient( breadth and depth. Arubric or scoring guide is necessary

a.%ssay testsb.@ill)in)the)blanksc. erfor$ance tasks e.g. giving a speech or

designing an e


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Assessment of Process or killsAssessment of Process or kills

&892&892The focus is on how pupils construct

$eanings or $akes sense of the factsand infor$ation.

0utlining( organi-ing( analy-ing(

interpreting( translating( converting( ore


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Assessment of Process or killsAssessment of Process or kills

&892&892

Transfor$ing a te


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Assessment of Understanding &s2Assessment of Understanding &s2

&-092&-092a. !ral "iscourse#ecitation%


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Assessment of Understanding &s2Assessment of Understanding &s2

&-092&-092

b. $ortfolio

Dollection of evidence like i$ages(

anecdotes etc. to de$onstrate$astery and interpretation of a givenset of concepts.

c. !pen%ended tests$eriodic &est


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Assessment ofAssessment of

Products/Performances &-092Products/Performances &-092articipation +e.g in group

activities'proGects,

roGects

Ho$ework%


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;arking for ;A%H;arking for ;A%H

There shall be one rating for ;A%Hwhich is the average of the fourco$ponents

%


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Marking for )ral


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Marking )ral


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Assessing the Mother Tongue u=ectAssessing the Mother Tongue u=ect

#ince ;T is a language subGect( itsassess$ent follows the four levels ofassess$ent with its corresponding weight

and the level of prociency as indicatedin 40 5o. "1 s. 2612. ;T should not betreated as a di=erent or distinct subGectfro$ the rest of the subGects.


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Marking for the %haracter TraitsMarking for the %haracter Traits

%


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coring >ui?es and Periodic Testcoring >ui?es and Periodic Test

&efer to 'e$(d )rder *o+ --. s+#efer to 'e$(d )rder *o+ --. s+

00@. Paragra$h 8200@. Paragra$h 82Trans$utation table shall not be used in

co$puting grades. Test scores for !ui--es shall berecorded as raw scores( totaled at the end of agrading period and then co$puted as percentage+upils Total #core L Highest ossible #core ui?es and Periodiccoring >ui?es and Periodic

TestTest

& Use of (4isting Policies2& Use of (4isting Policies2@or periodic test( total points $ay

also be also 166. &f total nu$ber of

ite$s is below166( divide the raw score of anindividual pupil by the total nu$ber

of ite$s to get thepercent e!uivalent +Achieve$entIate,


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#ating )ral Partici$ation. rou$#ating )ral Partici$ation. rou$

Partici$ation. Pro=ects. Performances.Partici$ation. Pro=ects. Performances.

Bomework.Bomework.

(4$eriments. Portfolio. and )ther(4$eriments. Portfolio. and )ther

)ut$uts)ut$utsIubrics shall be utili-ed for rating

individual or group participation(proGect( perfor$ances etc.

+Teachers are encouraged to prepare

their own rubrics,


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se of #coring Iubricsse of #coring Iubrics

Iubric as Mrules of the ga$eN+>ednarski( 266",. A specic set ofMinstructionsN for a specic task( arubric infor$s the student of what

needs to be done)and at waht level)to$eet each criteria. A rubric is best usedfor $ultifaceted task or a task to be

done)over a period of ti$e. A $anager$ay also want to develop a rubric for atask that is done repeatedly.


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Three basic ele$ents deneThree basic ele$ents dene

a scoring rubric.a scoring rubric.0utco$es or parts of the task)

include the content and for$at ofthe the task which are best stated

in general ter$s.#tandards or /evel of %


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%om$utation of


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%om$utation of eneral Average%om$utation of eneral Average

The Jeneral Average shall be theaverage of the nal grades of the

di=erent learning areas( also e


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#ounding *umers#ounding *umers

# Iounding nu$bers to the nearest wholenu$ber is applied when co$puting for the

rating of each learning area for a !uarter orgrading period.


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#ounding *umers#ounding *umers

Iounding nu$bers to the nearesthundredths is applied when co$puting forthe nal rating of each learning area.

The general average shall be e


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Promotion and !nterventionPromotion and !ntervention

/ike those in the Advanced( rocient andApproaching rociency( pupils in the4eveloping +4, level of prociency as the

general average( shall be pro$oted to thene


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upils at the >eginning +>, /evel ofprociency after a specic !uarter for anylearning area( shall be provided with

i$$ediate and appropriate intervention orreferred to special progra$s in order to beable to cope with the rest of the class.


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upils at the >eginning +>, /evel of rociency asthe general average after a school year( despitethe interventions provided( shall be providedspecial instruction in Eune of the ne


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Documents

Mr. Abelardo B. Medes - Assessment and Rating of Learning Outcomes (Elementary Level)