ASSESSMENT AND LEARNING OUTCOMES IN THE K TO...
Transcript of ASSESSMENT AND LEARNING OUTCOMES IN THE K TO...
Edukasyon sa Pagpapakatao
ASSESSMENT
AND LEARNING OUTCOMES
IN THE K TO 12
CURRICULUM
THE CURRICULUM
FRAMEWORK
AND STANDARDS:
EDUKASYON
SA PAGPAPAKATAO
Session 1
Questions
Should character education be taught in schools?
Why?
What roles should school officials, teachers and
parents have in developing values?
Curriculum Framework
Mga Batayang Teorya sa mga
Pamamaraan sa Pagtuturo at Pagkatuto
Pilosopiya ng Personalismo
Mga Nilalaman ng Batayang Konseptwal
Tunguhin
(Goal)
Mga
Proseso
Apat na
Tema
Mga Pangunahing Pagpapahalaga
(Core Values)
(Physical) (Intellectual) (Moral) (Spiritual)
(Social) (Economic) (Political)
Deskripsyon
Ang Edukasyon sa Pagpapakatao (EsP)
bahagi ng K to 12 curriculum na gagabay
at huhubog sa mga kabataan
tunguhin o outcome : kabataang nagpapasya at
kumikilos nang may pananagutan tungo
sa kabutihang panlahat
lilinangin at pauunlarin ang pagkataong
etikal ng bawat mag-aaral
Pag-unawa. Kakayahang mahinuha ang mga
konsepto at prinsipyong nagbibigay-paliwanag sa sariling
karanasan, mga sitwasyong namasid, sinuri at pinagnilayan
gamit ang pamantayan ng moral na pamumuhay
Pagninilay. Kakayahang mag-ukol ng panahon para sa
maingat at malalim na pag-iisip sa mga sitwasyon at mga
konseptong natutuhan tungkol sa moral na pamumuhay
Limang (5) pangunahing kakayahan (macro
skills) na dapat taglay ng bawat bata
Pagsangguni. Kakayahang humingi ng payo o gabay
sa mga taong may higit na kaalaman o kasanayan sa moral na
pamumuhay at marunong magsala o magtimbang ng mga
impormasyong mula sa iba’t ibang uri ng media
Pagpapasya. Kakayahang bumuo ng sariling posisyon,
paniniwala, paninindigan o kilos na isasagawa batay sa
pamantayan ng moral na pamumuhay
Pagkilos. Kakayahang mailapat niya ang konsepto o
prinsipyong nahinuha sa sitwasyon ng buhay at rmaipakita
ang kahandaang isabuhay ang mabubuting ugali (virtues) na
natutuhan.
Limang (5) pangunahing kakayahan (macro
skills) na dapat taglay ng bawat bata
Apat (4) na tema na naglilinang
ng pangunahing kakayahan
Pananagutang Pansarili at Mabuting Kasapi ng
Pamilya
Pakikipagkapwa-tao
Paggawa Tungo sa Pambansang Pag-unlad at
Pakikibahagi sa Pandaigdigang Pagkakaisa
Pananalig at Pagmamahal sa Diyos at Paninindigan
sa Kabutihan
Naipamamalas ng mag-aaral ang pag-unawa sa mga
konsepto sa pananagutan sa sarili, pamilya, kapwa,
bansa/daigdig at Diyos; nakapagpapasya at
nakakikilos nang may pananagutan tungo sa
kabutihang panlahat upang mamuhay nang may
kaayusan at kaligayahan
Mga Pamantayan sa Programa
(Learning Area Standards)
Key Stage Standards
Key Stages Standards
K – Baitang
1 –3
Naipamamalas ng mag-aaral ang pag-unawa sa
konsepto at gawang nagpapakita ng pananagutan
sa sarili, pamilya, pagmamahal sa kapwa/pamayanan,
sa bansa at sa Diyos tungo sa maayos at masayang
pamumuhay
Baitang 4-6
Naipamamalas ng mag-aaral ang pag-unawa sa
konsepto at gawang nagpapakita ng pananagutan
sa sarili, pamilya, pagmamahal sa kapwa, sa bansa/
daigdig at sa Diyos tungo sa kabutihang panlahat
Baitang 7-10 Naipamamalas ng mag-aaral ang pag-unawa sa mga
konsepto sa pananagutang pansarili, pagkatao ng tao,
pamilya at pakikipagkapwa, lipunan, paggawa at mga
pagpapahalagang moral at nagpapasya at kumikilos
nang may pananagutan tungo sa kabutihang panlahat
upang mamuhay nang may kaayusan at kaligayahan
Grade Level Standards
Grade Standards
K
Naipamamalas ng mag-aaral ang pag-unawa sa
pagkakaroon ng kamalayan sa paggalang at pagmamahal
sa sarili, kapwa at Diyos bilang gabay tungo sa
maayos at masayang tahanan
1
Naipamamalas ng mag-aaral ang pag-unawa sa mga
paraan ng paggalang sa sarili, sa kapwa, sa bansa at
Diyos bilang gabay tungo sa maayos at masayang
tahanan at paaralan
2
Naipamamalas ng mag-aaral ang pag-unawa sa
pagpapakikita ng mga kilos na nagpapahalaga sa sarili,
sa kapwa, sa bansa at sa Diyos at sa kanyang mga nilikha
bilang patnubay sa maayos at masayang paaralan at
pamayanan
Grade Level Standards
Grade Standards
3
Naipamamalas ng mag-aaral ang pag-unawa sa mga gawain na nagpapakita ng
pagpapahalaga tungo sa maayos at masayang pamumuhay na may mapanagutang
pagkilos at pagpapasya para sa sarili, kapwa, pamayanan, bansa at Diyos
4
Naipamamalas ng mag-aaral ang pag-unawa sa mga makabuluhang gawain na may
kaakibat na pagpapahalaga tungo sa wasto, maayos, masaya at mapayapang
pamumuhay para sa sarili, sa kapwa, sa bansa at sa Diyos
5
Naipamamalas ng mag-aaral ang pag-unawa sa masusing pagsusuri sa pagpapahayag,
pagganap ng tungkulin na may pananagutan at pagsasabuhay ng mga ito tungo sa
masaya, mapayapa at maunlad na pamumuhay para sa sarili/ mag-anak, kapwa/
pamayanan, bansa/ daigdig at Diyos
6
Naipamamalas ng mag-aaral ang pag-unawa sa mga gawain na tumutulong sa
pag-angat ng sariling dignidad, pagmamahal sa kapwa na may mapanagutang
pagkilos at pagpapasya tungo sa maayos, mapayapa at maunlad na
pamumuhay para sa kabutihang panlahat
Content and Performance Standards
Batayang Pagpapahalaga / Mga Kaugnay na
Pagpapahalaga
Pamantayang Pangnilalaman (Content Standards)
Pamantayan sa Pagganap (Performance Standards)
Mga Batayang Kasanayan (Learning Competencies)
Batayang
Pagpapahalaga/
Mga Kaugnay na
Pagpapahalaga
Pamantayang
Pangnilalaman
(Content
Standards)
Pamantayan sa
Pagganap
(Performance
Standards)
Mga Batayang Kasanayan
(Learning Competencies)
Tungkulin Ko Sa Aking Sarili At Pamilya – Unang Markahan
Pagkilala sa sarili
• kalakasan/
potensyal
• kahinaan
• damdamin
Positibong
pagkilala sa sarili
(self-esteem)
• Pagtitiwala sa
sarili
(self-confidence)
Naipamamalas
ang pag-unawa sa
kahalagahan ng
pagkilala sa sarili at
sariling kakayahan,
pangangalaga sa
sariling kalusugan
at pagiging
mabuting kasapi ng
pamilya
• naipakikita ang
kakayahan nang may
tiwala sa sarili
• Naisabubuhay nang
may wastong pag-
uugali ang iba’t
ibang paraan ng
pangangalaga sa
sarili at sa sariling
kalusugan upang
mapaunlad ang
anumang kakayahan
• Nakikilala ang sariling:
- gusto
- interes
- potensyal
- kahinaan
- damdamin / emosyon
• Naisasakilos ang sariling
kakayahan sa iba’t ibang
pamamaraan
- pag-awit
- pagsayaw
- pakikipagtalastasan
- at iba pa
“Your beliefs become your thoughts,
Your thoughts become your words,
Your words become your actions,
Your actions become your habits,
Your habits become your values,
Your values become your destiny.”
― Mahatma Gandhi
Session 2
Learning Theories and
Assessment
Interaktibong Teorya ng Pagkatuto (Social
Learning Theory) ni Albert Bandura
ang pagkatuto tulad ng pagkakaroon ng mabuting
ugali at bagong kaalaman ay maaaring makamit sa:
- pagmamasid sa ibang tao
- sa kapaligiran
- sa mga ibinibigay na direksyon at mga paulit-ulit
na mga gawain
ang anumang marahas o malupit na pag-uugali o
gawi ay natutuhan ng bata ayon sa kanyang nakita
Teorya ng Experiential Learning
ni David Kolb
Ang mga karanasan ay pinagkukunan ng pagkatuto
na sinusuportahan ng Teorya ng Pagkatuto ng
Constructivism.
Ito ay pagkakataon sa mga bata na makabuo ng
kaalaman at kasanayan .
Isang paraan kung saan mahuhubog ang kanilang
kakayahang mamuno at mamahala.
Ang mga bata ay maaaring makagawa ng
positibong pagbabago sa kanilang buhay
Panlipunan-Pandamdaming Pagkatuto
(Socio-Emotional Learning)
Isang kakayahang kailangan sa :
pagkilala at pamamahala ng sarili,
paglinang ng pagmamalasakit sa kapwa,
paggawa ng mapanagutang pagpapasya,
pakikipag-ugnayan, at
pagharap nang epektibo sa mga mapanghamong
sitwasyon
Edukasyon sa Pagpapakatao
Presentation Outline
Definition of Assessment
Purposes of Assessment (assessment as learning,
assessment for learning, assessment of learning)
Formative and Summative Assessment
Factors Inhibiting Assessment
Traditional and Non-traditional Assessment
Activity 1:
Make four groups.
Elect or appoint a leader and a rapporteur
In five minutes, discuss how your group interprets the
picture in relation to teaching, learning and
assessment.
In two minutes, share your answers with the group.
What is Assessment?
The word ‘assess’ comes from the Latin verb ‘assidere’
meaning ‘to sit with’.
In assessment one is supposed to sit with the learner.
This implies it is something we do ‘with’ and ‘for’
students and not ‘to’ students (Green, 1999).
Assessment in education is the process of
gathering, interpreting, recording, and
using information about pupils’ responses
to an educational task. (Harlen, Gipps,
Broadfoot, Nuttal,1992)
Formative Assessment
Assessment for learning
Taken at varying intervals throughout a course to
provide information and feedback on what an
individual student needs
Summative Assessment
Assessment of learning
Given at the end of a unit or semester to demonstrate the "sum" of what they have or have not learned.
Summative assessment methods are the most traditional way of evaluating student work.
"Good summative assessments--tests and other graded evaluations--must be demonstrably reliable, valid, and free of bias" (Angelo and Cross, 1993).
The Garden Analogy
If we think of our children as plants …
Formative assessment is = feeding and watering the plants
appropriate to their needs - directly affecting their growth.
Summative assessment is the process of simply measuring them. It
might be interesting to compare and analyze measurements
but, in themselves, these do not affect the growth of the plants.
Factors Inhibiting Assessment
A tendency of teachers to assess quantity and
presentation of work rather than quality of learning.
Greater attention given to marking and grading, much
of it tending to lower self esteem of students, rather
than providing advice for improvement.
A strong emphasis on comparing students with each
other, which demoralizes the less successful learners.
IF we can do something with
assessment information
beyond using it to figure
grades, we can improve
learning.
PAG-UNAWA
PAGNINILAY
PAGSANGGUNI
PAGPAPASYA
PAGKILOS
ALAMIN/ISAISIP
ISAGAWA
ISAPUSO
Proseso
MGA PROSESO
Proseso
ISABUHAY
SUBUKIN
CLASSIFYING
SAMPLE ITEMS
IN EDUKASYON
SA PAGPAPAKATAO
At the end of the session, participants
are expected to:
Classify sample items in Edukasyon sa Pagpapakatao
OBJECTIVES
GROUP ACTIVITY
Activity 2
Group yourselves by 4/5s.
Each group should get 12 sample items (metacards)
of the same color from the facilitator
Discuss and classify the sample items according to
your practice.
Write labels on how you classified the sample items.
Post your test items on the board.
Present and discuss your outputs.
How did you group the items?
What are your bases for grouping them together?
Based on your analysis, how did you label each
group?
Analyzing Outputs
ASSESSMENT AND RATING
OF LEARNING OUTCOMES
Per DepEd Order No. 73, s. 2012
“Guidelines on the Assessment
and Rating System of Learning
Outcomes Under the K to 12
Basic Education Curriculum
With your group, discuss your answers to the
following questions:
Who are responsible for learning? Why?
What do we assess as evidence of teaching and
learning?
Why do we assess learning?
How do we assess learning?
Activity 3
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.
Philosophy
Under the K to 12 curriculum, students will be assessed
at four levels and shall be weighted as follows: (DepEd
Order Nos. 31 and 73, s. 2012)
Use of feedback
Results of the assessment across levels should be
given immediately to students, consistent with the
principle of assessment as learning.
Students need to learn from the results of the
assessment so they know what to improve further.
Report Card
(DepED Order No. 73, s. 2012)
At the end of the quarter, the performance of
students shall be described based on the following
levels of proficiency:
Beginning (B)
Developing (D)
Approaching Proficiency (AP)
Proficient (P)
Advanced (A)
Definition of Levels of Proficiency
Beginning – The student at this level struggles with
his/her understanding; prerequisite and
fundamental knowledge and/or skills have not been
acquired or developed adequately to aid
understanding.
Definition of Levels of Proficiency
Developing – The student at this level possesses the
minimum knowledge and skills and core
understandings, but needs help throughout the
performance of authentic tasks.
Definition of Levels of Proficiency
Approaching Proficiency – The student at this level
has developed the fundamental 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.
Definition of Levels of Proficiency
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.
Definition of Levels of Proficiency
Advanced – The student at this level exceeds the
core requirements in terms of knowledge, skills and
understandings and can transfer them automatically
and flexibly through authentic performance tasks.
Comparison of Levels of Proficiency
The level of proficiency shall be based on numerical value.
Assessment of Level of Knowledge (15%)
Suggested assessment tools
Selected-response Item – provide several response
options to the students, and the students select from
among the options.
Multiple Choice Test
True or False
Matching Type
Suggested assessment tools
Constructed-response type of test ask the student to
create or construct a response. It can be used to
determine if the pupil’s knowledge of facts is of
sufficient breadth and depth. A rubric or scoring
guide is necessary.
Essay tests
Fill-in-the-blanks
Performance tasks, e.g. giving a speech or
designing an experiment
Assessment of Level of Knowledge (15%)
The focus is on how students construct meanings or
make sense of the facts and information.
Outlining, organizing, analyzing, interpreting,
translating, converting, or expressing the
information in another format;
Drawing analogies
Constructing graphs, flowcharts, and maps or
graphic organizers
Assessment of Process or Skills (25%)
Transforming a textual presentation into a diagram
Drawing or painting pictures
Doing role plays
Written Tests
Assessment of Process or Skills (25%)
Oral Discourse/Recitation
Explain/justify something based on facts/data,
phenomena or evidence
Tell/retell stories
Make connections of what was learned within and
across learning areas
Apply what has been learned in real-life situation
Assessment of Understanding(s) (30%)
Portfolio
Collection of evidence like images, anecdotes, etc.
to demonstrate mastery and interpretation of a
given set of concepts
Open-ended tests
Assessment of Understanding(s) (30%)
Assessment of Products/
Performances (30%)
Participation (e.g., in group activities/projects)
Projects
Homework
Experiments
Portfolio
Other Outputs
Scoring Quizzes and Periodic Tests
(Use of Existing Policies)
For periodic tests, total points may also be 100.
If total number of items is below 100, divide the raw
score of an individual pupil by the total number of
items to get the percent equivalent (Achievement
Rate).
Rating Oral Participation, Group Participation,
Projects, Performances, Homework,
Experiments, Portfolio, and Other Outputs
Rubrics shall be utilized for rating individual or group
participation, project, performances, etc.
(Teachers are encouraged to prepare their own rubrics.)
Computation of Final Rating
for a Learning Area
The final grade for each learning area shall be reported
as the average of the four quarterly numerical ratings
and to be expressed in terms of the levels of proficiency
Example: First Grading 88
Second Grading 90
Third Grading 91
Fourth Grading 92
361 / 4 = 90.25
Round to 90.00 (A) Advanced
Computation of General Average
The General Average shall be the average of the
final grades of the different learning areas, also
expressed in terms of levels of proficiency with the
numerical equivalent in parenthesis.
Example: P (89.00)
Promotion, Retention and Intervention
Promotion and retention of students shall be by
subject area (for the secondary).
Promotion of students at the elementary level shall
be by general average.
Points to Ponder
Punong Guro: Ano ang inaasahan mo pagkatapos mong ituro ang Respeto
at Paggalang?
Guro: Malagyan nila ng tsek ang mga larawan na nagpapakita ng
paggalang sa matatanda. At ma-perfect nila ang test ko.
PG: Iyon lang ba ang nais mong makita?
G: Eh, ano pa ba ang dapat?
PG: Hindi ko alam. Isipin mo pa para malaman mo kung may
pag-unawa ang natutuhan sa iyo ng mga bata.
G: Ah, alam ko na. Sa bawat linggo, isa-isa silang magre-
report sa klase tungkol sa kanilang ginawa, ginagawa at
gagawin para magpakita ng paggalang sa matatanda.
INVERSE CHARADES
Session 5
Form 4 groups.
Select one person from your group as “IT”.
The group will act out the word while the
“IT” guesses the word.
You have 1 minute to guess the word.
You have 1 minute to strategize.
Other group may steal if the “IT” is not able
to guess.
First group to get 2 points wins the game.
Workshop 1
Divide into 3 groups according to grade level (1-2
and 3-4 and 5-6 grade levels)
Using the GABAY sa PAGPAPAKATAO books as
reference, match the learning activities in Unit 1 with
the levels of assessment based on KPUP
Discuss and present your outputs.
Instructions
Pag-aralan at Sagutin
Suriin
Magdesisyon
Isapuso at Isagawa
Pag-isipan at Sagutin
Levels of Assessment
Knowledge
Process
Understanding
Product
Workshop 2
Select a learning objective below
Naipapahayag, naipapaliwanag at naibabahagi ang
sariling kuro-kuro
Nasusuri ang sariling karanasan, Nakapagpapasya
tungkol sa sariling karanasan ng may katapatan
Nasusuri ang maaring epekto ng hindi pagsasabi
ng katotohanan
Nakapagpapasya sa pagbibigay ng marka para sa
sarili
Develop your own assessment item per level. Provide
2 sample items for each level.
Discuss and present your outputs.
Instructions
GROUP PRESENTATIONS
(8-10 mins each)
WRAP-UP Session
Thank You