REX BOOK STORE INC.

In-Depth Seminar
MANAGING THE TRANSITION TO K+12

MODULE 1
 I TAUGHT „BANTAY‟
HOW TO WHISTLE. . .
I DO NOT HEAR
HIM WHISTLING
 I SAID
“I TAUGHT HIM”
 I DID NOT SAY
“ HE LEARNED IT”
What is an assessment?
• Do students know? Are they
able to complete processes
and demonstrate skills? Do
they understand?
• How well do students know?
How well are they able to
complete processes and
demonstrate skills? How
well do they understand?
• What do students not know?
What are they not yet able to
do? What don’t they
understand?
7
 Philosophy
• Assessment shall be used primarily as a quality
assurance tool to:
 track student’s progress in the
attainment of standards;
 promote self-reflection and
personal accountability for one’s
learning; and
 provide a basis for the profiling MARKA
of student performance.
Standards-Based Assessment
and Rating System
Features of Assessment
• Holistic

– Diagnostic (assessment for

learning)
– Formative/Developmental
(assessment for and assessment
as learning)
– Summative/Evaluative
(assessment of learning)
What are summative and formative assessment?

The garden analogy

If we think of our children as plants …

Summative assessment of the plants is the process of simply measuring

them. It might be interesting to compare and analyse measurements but,
in themselves, these do not affect the growth of the plants.

Formative assessment, on the other hand, is the equivalent of feeding

and watering the plants appropriate to their needs - directly affecting
their growth.
 Some definitions

Formative assessment
– “… often means no more than that the assessment is carried
out frequently and is planned at the same time as teaching.”
(Black and Wiliam, 1999)
– “… provides feedback which leads to students recognizing the
(learning) gap and closing it … it is forward looking …” (Harlen,
1998)
– “ … includes both feedback and self-monitoring.” (Sadler,
1989)
– “… is used essentially to feed back into the teaching and
learning process.” (Tunstall and Gipps, 1996)
 Some definitions
Summative assessment
– “… assessment (that) has increasingly been used to
sum up learning” (Black and Wiliam, 1999)
– “… looks at past achievements
– “… adds procedures or tests to existing work
– “... involves only marking and feedback grades to
student
– “… is separated from teaching
– “… is carried out at intervals when achievement has to
be summarized and reported.” (Harlen, 1998)
 The Black Box: findings
Black and Wiliam’s research indicates that improving learning through
assessment depends on five deceptively simple factors:
1. Providing effective feedback to students.
2. Students’ active involvement in their own learning.
3. Adjusting teaching to take account of the results of
assessment.
4. Recognizing the profound influence of assessment on
students’ motivation and self-esteem - both crucial
influences on learning.
5. Ensuring pupils assess themselves and understand
how to improve.
Implications for classroom practice

• Sharing learning goals with students.

• Involving students in self-assessment.
• Providing feedback that helps students
recognize their next steps and how to take
them.
• Being confident that every student can
improve.
 Features of Assessment

• Standards-based
– Content- what
the student
knows, can do,
and understands
– Performance-
how the student
transfers his/her
understanding to
life situations
 Nature of Assessment
Assessment Being summative, it measures student’s
of Learning attainment of standards.
Assessment The student reflects on results of
as Learning assessment, charts his/her own
progress, and plans next steps to
improve performance; builds
metacognition as it involves the
Assessment
of Learning student in setting and monitoring
own learning goals.
Assessment Determines student’s
for Learning background knowledge
and skills; tracks
student’s progress in
understanding
 Performance Standard

Performance

APPROACHING PROFICIENCY
PRODUCTS/
PERFORMANCES
L E V E L S OF A S S E S S M E N T

PROFICIENT
(30%)

ADVANCED
UNDERSTANDING(S)

DEVELOPING
BEGINNING
(30%)
Understanding

PROCESS(SKILLS)
(25%)

KNOWLEDGE
(15%)

Content Standard
L E V E L S OF P R O F I C I E N C Y
 Levels of Assessment
 Knowledge refers to the substantive content of the
curriculum namely the facts and information that the
student acquires.
 Process refers to the cognitive operations that the
student performs on facts and information for the
purpose of constructing meanings and understandings.
 Understandings refers to enduring big ideas, principles
and generalizations inherent to the discipline which are
assessed using the facets of understandings.
 Products/Performances refers to real-life application of
understanding as evidenced by the student’s
performance of authentic tasks.
 Assessment Tools
• Knowledge
– traditional tools e.g. paper-&-pencil tests using
multiple choice, true-or-false or matching type
tests and constructed response tests
• Process or Skills
– outline, organize, analyze, interpret, translate,
convert or express information in another form
or format; draw analogies,; construct graphs,
flowcharts and mind maps or graphic
organizers; or transform a textual presentation
into a diagram
 Assessment Tools
• Understandings
– facets of understandings
• Products & Performances
– authentic products or performance tasks
that a student is expected to do to
demonstrate his/her understanding
Facets of Understanding

Concept
 Products and Performances

• Students demonstrate conceptual understanding, and

content and skill acquisition or show evidence of their
learning through products and performances.
• Products and performances promote self-understanding,
self-monitoring, and self-assessment.
• They include opportunities for authentic audiences to
experience and critique results
• They permit choices and combinations of oral, written,
visual, and kinesthetic modes
 Levels of Proficiency
The student at this level possesses the

Developing
minimum knowledge and skills and core
understandings, but needs help throughout
the performance of authentic tasks.
(75-79%)
The student at this level struggles with
(75-79%)
his/her understanding; prerequisite and

Beginning
fundamental knowledge and/or skills
have not been acquired or developed
adequately to aid understanding.
(74% & below)
The student at this level exceeds the core

Advanced
requirements in terms of knowledge, skills and
understandings, and can transfer them automatically
and flexibly through authentic performance tasks.
(90% & above)

Proficient
The student at this level has developed the
fundamental knowledge and skills and core
understandings, and can transfer them
independently through authentic performance tasks.
(85-89%)
The student at this level has developed the fundamental

Approaching
Proficiency
knowledge and skills and core understandings and, with
little guidance from the teacher and/or with some
assistance from peers, can transfer these understandings
through authentic performance tasks.

(80-84%)
 Feedback
• 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.
 Knowledge
(15%) - • (8%) Relevance of
acquisition data/information to the
development of
of understanding
information
as • (7%) Adequacy of
evidenced data/information to firm up
by the and deepen understanding
following:
 Skills (25%) -
meaning
making as
evidenced by
•(10%)
the student’s
ability to
Understanding
process and of Content
make sense of
information,
and is assessed
•(15%) Critical
based on the Thinking
following
criteria:
Understanding(s)
(30%)- as
expressed using • Breadth of
the six facets of understanding
understanding: (connection to a wide
Explanation,
Interpretation, range of contexts)
Application,
Empathy,
Perspective, and • Depth of understanding
Self-knowledge, (use of insights,
and are assessed reflection)
based on the
following criteria:
 • Products- outputs which are
Transfer of reflective of learner’s creative
application of understanding;
understanding
and
to life
situations(30%)
• Performances- skillful exhibition
as
or creative execution of a
demonstrated process, reflective of masterful
through application of learning or
understanding
 Frequency of Assessment
• Knowledge, skills, understanding and transfer
shall be assessed formatively (daily; weekly;
scored and recorded, but not graded) and
summatively (scored, recorded and graded) at
the end of the unit, quarter, or school year.
 Sample Report Card
ULAT TUNGKOL SA PAG-UNLAD NG MARKA Bilang ng araw na 0 0 0 0 0 0 0 0 0 0 0
pumasok nang huli
PAG-UNLAD SA TAGLAY NA MGA PAGPAPAHALAGA
AT SALOOBIN

Huling Marka

MARKAHAN
Larangan ng Pag-aaral
1 2
Filipino P P
PASYA
Panuto: Lagyan ng tatlong (3) istar () kung lubhang kasiya-siya
ang ipinamalas, dalawang istar () kung kasiya-siya, at isang istar
3 4 () kung dapat pang linangin ang mag-aaral.
A A A Promoted

English AP AP AP AP AP Promoted

Mathematics D AP AP AP AP Promoted Mga Kinakailangang namasid na MARKAHAN

Science D D AP AP AP Promoted Pagpapahalaga at saloobin 1 2 3 4
Araling Panlipunan (AP) AP AP AP AP AP Promoted Kaangkupang Pisikal – Nagpamalas ng kasiya-siyang gawi tungo sa    

Technology and Livelihood Education pagpapanatili ng kaangkupang pisikal at mental

A A A A A Promoted Sining – Nagpamalas ng pagkamalikhain sa pagsasagawa ng iba’t ibang
(TLE)    

gawain
MAPEH B B B D B Retained
Tolerance – Nagpakita ng paggalang sa pagkakaiba-iba ng mga
Music D B B D B
paniniwala at palagay ng tao
   

(Need not
Arts D D D D D repeat Katapatan/Integridad – Nagpakita ng katapatan sa lahat ng    

Physical Education B B D D B Arts) pagkakataon

Health B B B B B Disiplina sa Sarili – Nagpamalas ng kusanf-loob na malinang ang angkop    

Edukasyon sa Pagpapakatao (EsP) P P P P P Promoted na pagkilos sa pagsasagawa ng mga Gawain

Religious Tolerance – Nagpakita ng paggalang sa pagkakaiba ng    

Legend: rehiyon, tulaf ng mga lugar ng pagsamba at mga simbolong banal

A (Advanced) 90% and above Paggalang sa Karapatang Pantao – Nagpakita ng paggalang sa
P (Proficient) 85% - 89%
AP (Approaching Proficiency) 80% - 84%
pagkakapantay-pantay ng lahat maging anuman ang edad, kasarian, lahi,    

D (Developing) 75%-79% wika, relihiyon, paniniwalang political, katayuang panlipunan at

B (Beginning) 74% and below kapansanan
Mapayapang Pakikilahok – Nagpamalas ng kaaya-ayang pakikitungo sa    

ULAT NG PAGPASOK kapwa

Pangangalaga sa Kapaligiran – Pinangalagaan ang kapaligiran    

Buwan Tamang Paggamit ng mga Resorses – Ginamit ang mga resorses sa

Nobyembre

   

Disyembre
Setyembre

ekonomikal na paraan
Kabuuan
Oktubre

Pebrero
Agosto
Hunyo

Marso
Hulyo

Enero

Abril

Pagpapahalaga sa Yamang Kultural – Nagpakita ng pagmamalaki sa    

mga katutubo at kontemporaryong sining at kultura ng Pilipinas

Araw Kalayaan at Pananagutan – nagpakita ng pag-unawa sa mga    

pangunahing kalayaan at ang mga katumbas na pananagutan

Bilang ng araw na 19 21 22 21 21 20 14 21 21 18 198
Mapanagutang Pamumuno – Nagsagawa ng sariling responsibilidad
may pasok    

nang may dedikasyon

Bilang ng araw na 19 21 22 21 21 20 14 21 21 18 198
Pambansang Pagkakaisa – nagpamalas ng pakikiisa sa sariling bansa sa
pumasok    

kabila ng pagkakaiba-iba ng paniniwalang political at cultural, wika at

GUIDING PRINCIPLES IN ADDRESSING LEARNING GAPS

• Every student should have a learning profile

-maintained and updated at least on a quarterly basis by the
class adviser in collaboration with other subject area teachers
-The profile should be passed on to the next class adviser as
the student moves up the grade level.
 GUIDING PRINCIPLES
IN ADDRESSING LEARNING GAPS

• subject area teacher should

require individual students My
to maintain a portfolio PORTFOLIO
• the teacher should
continuously assess for
learning in order to ensure
that students are making
progress in relation to the
standards
• interventions that may have
to be provided should be
tailored to individual
learning needs
 Guide to a Tiered Model of Bridging Gaps
Advanced, A (90% and Above)

Proficient, P (85% - 89%)

Approaching Proficiency, AP (80% - 84%)

20 – 30 mins of in-school remediation every other day

Developing, D (75% - 79%)

30 – 45 mins of in-school remediation daily

Beginning, B (74% and Below)

1 hr of in-school remediation daily + extra time for off-school practice

Tiered Response to Learning Gaps by Level of Performance

 The interventions may come in various forms,
such as the following:

– Cross-age tutorials (i.e., students in the higher grades

coaching those in the lower grades)
– Teacher modeling followed by guided practice and
independent practice
– Summer class/summer camp
– Use of Strategic Intervention Materials (SIMs), which are
worksheets prepared by teachers targeting the least
mastered competencies
• A one-time remediation is often not enough to
bridge gaps in learning.

• Trained professionals may have to be engaged to

provide a scientific and systematic approach to
intervention.

• For students with huge learning gaps, the school

head should adopt a more directive approach by
mandating the placement of such students in
appropriate intervention programs.
 If students are to learn the beauty
and value of education,

they must experience it in

instruction and demonstrate it in the
course of assessment.
IMPLEMENTING GUIDELINES OF
GRADES 7 TO 10
OF THE K TO 12 CURRICULUM
DepEd Order No. 31 , s. 2012
 Learning areas and description

• Eight (8) learning areas of the core curriculum

namely Filipino, English, Science,
Mathematics, Araling Panlipunan (AP),
Technology and Livelihood Education, Music,
Art, Physical Education and Health (MAPEH)
and Edukasyon sa Pagpapakatao (EsP)
 Time allotment
• Minimum period for interaction
• Can be extended to include off-school
experiences, outputs of which are in the form
of products and performances that should be
monitored and credited accordingly
• A one – hour period for Homeroom Guidance
is provided for weekly meeting with teacher
adviser and the class
Time allotment/medium of instruction
Subject Medium Hours Per Week

Filipino Filipino 4 hours

English English 4 hours

Science English 4 hours

Mathematics English 4 hours

Araling Panlipunan Filipino 3 hours

Technology & Livelihood Education English 4 hours

Music, Art, Physical Education, Health English 4 hours

Edukasyon sa Pagpapakatao Filipino 2 hours

Hours Per Day: 5.8

Independent/cooperative learning
• A separate period ranging from two to four
hours weekly may be provided as open time
for learning in order to give the students the
option to learn on their own and/or with
others those topics, content, or processes
that they can handle by themselves
 Learning resources
• Modules are provided as basic learning
resource; self-instructional and lend
themselves to independent and
cooperative learning
• For schools with connectivity, web-
based resources and video materials are
encouraged
• Textbooks may still be used where
appropriate
Culminating activity/performances
• At the end of each quarter, schools may put
up exhibits for student products across
subjects areas as culminating activity and as
evidence of their learning or attainment of
content and performance standards
• When parents receive the report card and
confer with teachers, they will be witnessing
what the students are learning in school
General expectancies
• Content Standards as Benchmarks
of Knowledge and Skills
• Define what the students are
expected to know, what they should
be able to do with what they know
and the meanings or understandings
that they should construct or make as
they process the facts and information
• Answer the question “What do we
want the students to know, be able
to do, and understand ?”
 General expectancies
• Performance Standards as Benchmarks
of Transfer of Learning
• Define the expected proficiency level
expressed in 2 ways: students should be
able to (1) use their learning or
understanding in real-life situations and
(2) do this on their own.
• Answer the questions “What do we
want student to do with their learning
or understanding?” and“How do we
want them to use their learning or
understanding?”
If we always do
what we always
did, then we
end up doing
what we always
do…
TO COPE WITH CHANGE

AND

CHANGE TO COPE. . .
 YOU CAN
MAKE
A DIFFERENCE