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Standards-Based Unit Assessment Design for K
to 12 Curriculum
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CORE LEARNING AREA STANDARDS
are the defined expectancies for a particular learning area (e.g. English, Math, Science, etc.)expressed as a standard.
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KEY STAGE STANDARDS
are the defined expectancies for the learners at the end of each of the four (4) key stages of learning: Key Stage 1 (at the end of Grade 3); Key Stage 2 (at the end of Grade 6; Key Stage 3 (at the end of Grade 10); and Key Stage 4 (at the end of Grade 12).
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KEY STAGE STANDARD:
Grade 12 Key Stage 4: Students should be able to integrate communication and language skills for creating meaning using oral and written texts, various genres, and discursive contexts for personal and professional purposes.
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GRADE LEVEL STANDARDS
are the defined expectancies for the learners in a particular grade level.
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CONTENT STANDARDS
answer the question: “What do we want the students to know, be able to do, and understand?”
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PERFORMANCE STANDARDS
answer the questions: “What do we want students to do with their learning or understanding?” and “How do we want them to use their learning or understanding?”
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LEARNING COMPETENCIES
are the specific skills, knowledge, values, and attitudes in a particular learning area that learners should develop and master in order to meet the standards. These are the unpacked content and performance standards.
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ONE-MILLION-PESO QUESTION (?)
In what environment is the learner given the opportunity to develop, master, and demonstrate these knowledge, skills, values, and attitudes?
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WHAT WILL ENSURE THAT THE COMPETENCIES, STANDARDS, DESIRED
OUTCOMES, AND GOALS ARE EFFECTIVELY ATTAINED?
True Learning?I TAUGHT THIS DOG HOW TO
WHISTLE.
I DON’T HEAR HIM
WHISTLING.
I SAID I TAUGHT HIM. I DIDN’T
SAY HE LEARNED IT.
It is assessment which helps us distinguish
between teaching and learning.
WHAT?
HOW?
WHY?
WHAT IS ASSESSMENT?
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THE K TO 12 ASSESSMENT FRAMEWORK: DepEd Order Number 8,
Series of 2015
THREE-STAGE MODEL OF CLASSROOM MEASUREMENT
CONTENT VALIDITY
Stage 1
Stage 2
Stage 3
OBJECTIVES ACTIVITIES ASSESSMENT
Assessment Tools must validly measure instructional
outcomes
Helpingstudents have self-concept through reflective thinkingactivities1
7
WHAT
IS
STANDARDS-BASED CLASSROOM INSTRUCTION?
achieves the standardsby using the content as
the vehicle
focuses
onHelpingStudentsmeet thestandards
embedsassessmentofofin
the attainmentthe standardsinstructional
strategies Ensuresalignment ofinstructional plan,assessment andinstruction withthe standards.
implementsstandards thatobservable andmeasurable
emphasizeson what students
will be able to know,
understand and do
are
What are Standards?
Standards are established norms or
benchmarks for learning that define what students need to know, understand
and do.
Assessment is Standards-BasedAlign the kind of assessment task you prepare based on the standards.
on given standards.
WHAT ISSTANDARDS-
BASEDASSESSMENT?
16
WHATIS STANDARDS-BASED ASSESSMENT?
An approach that comparesstudents’ performances to the standards, rather than comparing them with other students. (Dorothy Strater 2006)
WHAT IS STANDARDS-BASED ASSESSMENT?
The measurement of student’slearning performance accordingto predetermined educationalcontent and performance The standards define the skills
and knowledge content whichthe students need to master by in a certaintime frame.
standards. (Sana Rafiq 2008)
Assessment is aligned to theattainment of the standardsthrough the defined skills orcompetencies.
HOW TO ASSESS?
STEP 1:•Unpack the learning competencies to analyze the level of the competency to be demonstrated by the learner. The unpacking of competencies should be based on the following levels:•KNOWING•UNDERSTANDING•DOING
LEARNING COMPETENCIES
•Knowing (K): What the students should know (facts, people, dates, places, definitions, rules, vocabulary, rules, information
COMPETENCY LEVELK-U-D
Bloom’s Revised
Taxonomy
Description
Know
Remembering(Level 1)
Recalling information, retrieving relevant knowledge from long-term memory: identify, retrieve, recognize, duplicate, list, memorize, repeat, reproduce
Understanding(Level 2)
Constructing meaning from oral, written, and graphic messages: exemplify, classify, summarize, infer, compare, paraphrase, discuss
LEARNING COMPETENCIES
•Understanding (U): General principles, theories, “big” ideas, essential questions, important generalizations that students understand as a result of analysis.
COMPETENCY LEVELK-U-D
Bloom’s Revised
Taxonomy
Description
Understand
Applying(Level 3)
Using information to undertake a procedure in familiar situations or in a new way: execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover
Analyzing(Level 4)
Distinguishing between parts and determining how they relate to one another and to the overall structure and purpose: differentiate, distinguish, compare, contrast, organize, outline, attribute, deconstruct
COMPETENCY LEVELK-U-D
Bloom’s Revised
Taxonomy
Description
Understand Evaluating(Level 5)
Making judgments and justifying decisions: coordinate, measure, detect, defend, judge, argue, debate, critique, appraise, evaluate
Facet 5 – EMPATHYFacet 6 – SELF- KNOWLEDGE
The Six Facets of Understanding
Facet 3 - APPLICATION
Facet 1 - EXPLANATION
Facet 4 - PERSPECTIVE
Facet 2 - INTERPRETATION
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The Six Facets of Understanding (1)
The Six Facets of Understanding (2)
LEARNING COMPETENCIES
•Doing (D): What a student can do to demonstrate his or her understanding
COMPETENCY LEVELK-U-D
Bloom’sRevised
Taxonomy
Description
Do Creating(Level 6)
Putting elements together to form a functional whole; creating a new product or point of view: generate, hypothesize, plan, design, develop, produce, construct, formulate, assemble,devise
Performance Tasks
Products & Performances – are authentic products or performance tasks that a student is expected to do to demonstrate his/her understanding.
Mini-Workshop: Given a sample curriculum guide, kindly unpack the learning competencies and label them as K, U, or D, as you deem appropriate. Use the workshop template for your answer. Just complete Column B (code only) for this purpose. You may work with a partner. You are given 10 minutes to do this. Begin!
UNIT ASSESSMENT MAP TEMPLATEGrade: Subject: Unit:Content Standard:Performance Standard:
CompetencyLabel
Competencies Diagnostic Formative Summative Self- Assessment
K
U
D
HOW TO ASSESS?
STEP 2:• Decide which level of assessment you wish for each of the competencies to be measured? •Diagnostic?•Formative?•Summative?•Self-Assessment?
• Decide what assessment task would allow the learners to demonstrate and master each competency.
Philosophy
Assessment shall be used
primarily as a qualityassurance tool to trackstudent’s progress in theattainment of standards,
andpromote self reflection andpersonal accountability forone’s learning.
ASSESSMENT CAN BE THROUGH
Traditional Assessments-are objective tests given to the students to measure how much the students have learned.-contain different types of questions such as multiple-choice, true-false, fill-ins, essays, sentence completions, matching response, etc.
Alternative Assessments- observation, student journals, performance assessment, project and investigation, open-ended questions, student portfolio, interview, role play, checklist
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Features
1. Holistic Pre-Assessment (Diagnostic) (at the beginning of a learning program)Formative/Developmental (assessment for and assessment as learning) (for and as they are learning)Summative/Evaluative (assessment of learning)
(of learning at the end of a unit of lesson, a grading period or a school year)
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Delivering FormativeAssessment
Make learners aware of the learning goal
Determine current
status of students
Move students closer to the goals
‘t
Individual Student Progress
IN TERMSOF
IN TERMSOF
What StudentsLearned or Didn’t
What Students
Can or Can’t Do
GENERATES
Timely Student Achievement InformationTO
MONITOR
TO EVALUATEInstructional Effectiveness
(Team or Individual)
ADDRESSED BY WARRANT
S
Modifying Instruction
Re-teaching
Formative Assessment (Ainsworth & Viegut,
2006)
LEVELS OF ASSESSMENT
PRE-ASSESSMENT
FORMATIVE ASSESSMENT
SUMMATIVE ASSESSMENT
Know
Understand Not Applicable
Do Not Applicable
(Optional)
SUBJECT: ________________________________TOPIC: ________________________________
Component Description
ExamplesWritten
WorkExpress skills and concepts in written form
Quizzes, long tests, essays,written reports
Performance Task
Show and demonstrate what learners can do
Demonstration, group presentations, oral work, multimedia presentations, research projects (written works such as essays)
Quarterly Assessment
Measure students learning at the end of the quarter
Objective tests and performance-based assessment
Weights for Grades 1-10
Mini-Workshop:Having unpacked the competencies in the first mini-workshop, please plan for an appropriate assessment task for each of the competencies. Show how you can holistically assess your students’ KUD given one unit as coverage.
UNIT ASSESSMENT MAP TEMPLATEGrade: Subject: Unit:Content S:Performance S:
CompetencyLabel
Competencies Diagnostic Formative Summative Self- Assessment
K
U EN11/12OC-Ia-5
1-page essay
D
WHY?•Why is a carefully designed assessment plan necessary?
•Why should competencies be aligned with the appropriate assessment strategies, and eventually teaching strategies?
It is only when the teacher is able to unpack the
competencies that he or she is able to appropriately select the assessment tools or strategies to measure the attainment of the learning outcome or competency.
For our learners to be at par in
terms of qualifications
with the rest of the learners in
the world…
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WHY ASSESS? We assess in order to develop...
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By learning you will teach;
by teaching you will understand.
Latin Proverb
THANK YOU ! God bless you as
you embark on your teaching career…..
