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. EVANGELISTA

MARIANNE T. EVANGELISTA, MSHRM

DepEd ORDER No. 73 S. 2012

General Guidelines for the Assessment and

Rating of Learning Outcomes

• Effective School Year () 2012-2013, thestandards-based assessment and ratingsystem shall be implemented to support theprogressive roll-out starting with grades 1 and7 of the K to 12 Basic Education Curriculum inpublic and private elementary and secondaryschools 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 ordevelopmental purpose of qualityassuring student learning.

• It also standards-based as it seeksto ensure that teachers will teachto the standards and students willaim to meet or even exceed thestandards.

• The students’ attainment ofstandards in terms of content andperformance is, therefore, acritical 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

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

understandi

ng as

evidenced

by the

student’s

performanc

e of

authentic

LEVELS OF

ASSESSMENTThese 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 TOOLSKNOWLEDGE PROCESS /

SKILLS

UNDERSTAN

DINGS

PRODUCTS &

PERFORMAN

CES

Traditional 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

LEVELS OF

PROFICIENCY

AND ITS

EQUIVALENT

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

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 VALUE74% 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

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 PERCENT

AGEKnowledge 15%

Skills 25%

Understanding (s) 30%

Transfer of

Understanding

30%

TOTAL: 100%

LEARNING

OUTCOME #O1

KNOWLEDGE

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,

MOST COMMON

RESPONSE

FORMATS ARE:

1. MULTIPLE CHOICE

2. TRUE OR FALSE

3. MATCHING TYPE

4. IDENTIFICATION

5. 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 Chart

2. Graphs

3. Analogies

4. Graphic Organizers

PROTOTYPE PIE GRAPH

Result of Midterm Exam

PERCENTAGE LEVEL OF PROFICIENCY

B

D

AP

P

A

30%

10%5%

15%

40%

LEGEN

D

B. SKILLS (25%)

CONTINUATION:

CONTINUATION:

#02

CONTINUATION:

#03

PROTOTYPE

ASSESSMENT

MATRIX FOR “TLE” (Technology Livelihood Education)

BASIS FOR PROMOTION AND

RETENTIONLEVEL OF

PROFICIENCY

EQUIVALENT

NUMERICAL

VALUEBeginning

(B)

74% and

Below

Developing

(D)

75 - 79%

Approaching

Proficiency (AP)

80 - 84%

Proficient

(P)

85 - 89%

Advanced 90% and

PROMOTION AND

RETENTION• Promotion and Retention of

students shall be by subject

• Students whose proficiency level isBeginning (B) at the end of thequarter or grading period shall berequired to undergo remediationafter class hours so that they canimmediately catch up as they moveto the next grading period

• If by the end of school year, thestudents are still at the Beginninglevel, then they shall be required totake 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

INTERPRET

APPLY

PERSPECTIVE

EMPATHY

SELF KNOWLE

DGE

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 asdemonstrated through thefollowing:

1. PRODUCTS – Outputs whichare reflective of learner’screative application of

understanding;

2. PERFORMANCES – skillfulexhibition or creative execution ofa process, reflective ofmasterful application of learningor understanding.

STUDENT IS EXPECTED

TO DEMONSTRATE

HIS/HER

UNDERSTANDING BY

MEANS OF: • Self Understanding

• Self Monitoring

• Self Assessment

SELF

UNDERSTANDING

• Also

known as

Self

knowledg

e

• Is the

ability to

understan

d one's

own

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

• 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,

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

lecture

2. Have students submit an outline

for a paper.

3. Early course evaluations

4. 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 LAUREANO

And the students under Professional Education of The Divine Mercy College Foundation Inc

(Batch 2013)