K to 12 Program Updates...K to 12 Curriculum Development Process Curriculum Guide Writing Workshops...

K to 12 Program Updates

Overview

1.The K12 Curriculum2.The K12 Assessment Framework3.The K12 Classroom Assessment

Policy4.The SHS Voucher Program5.Results of the SHS Tracer Study

among pilot schools

Department of Education’sMajor Final Output

DEPARTMENT OF EDUCATION

Access Quality Governance

Academic Track

Technical Vocational Livelihood

Track

Sports Track

Arts & Design Track

Basic Education Program


Kinder to Grade 6Elementary

Grades 7 to 8(Exploratory TLE)

Junior High

School

Grades 9 to 10(Specialized TLE)

Core Subjects

Senior High

School

Applied Track Subjects

oGeneral Academic Strand

oSTEMoABMoHUMSS

o Home Economics

o Agri-Fishery

o Industrial Arts

o ICT

Tracks

K to 12 Curriculum Development

Process

Curriculum Guide Writing Workshops were held which were attended by the following:

– Bureau Focal Person– Field Person– External Reviewer– Internal Reviewer– Encoder

Who helped make the Curriculum Guide?Who helped make the Curriculum Guide

Bureau Focal Person

Field Person

Internal and External Reviewer

CHED Technical Panel Member / TESDA Crafters

Encoder


Who helped make the Curriculum Guide?1. Ateneo de Manila High School 2. Ateneo de Manila University 3. Ballet Philippines 4. Cavite State University 5. Central Bicol State University 6. Centro Escolar University7. CHED8. Cultural Center of the

Philippines 9. Davao Wisdom Academy 10. De La Salle University -

Dasmariñas 11. De La Salle-College of St.

Benilde 12. De La Salle University –

Manila 13. Don Bosco School 14. Foundation for Information

Technology Education and Development

15. International Training for Pig Husbandry

16. Jose Rizal University

17. La Consolacion College Manila 18. Let’s GO Foundation 19. Lyceum of the Philippines 20. Mariano Marcos State

University 21. Miriam College 22. National Commission for

Culture and the Arts 23. National Historical Commission 24. Palawan State University 25. Philippine Center for Post-

Harvest Development and Mechanization

26. Philippine Educational Theater Association

27. Philippine High School for the Arts

28. Philippine National Historical Society

29. Philippine Normal University 30. Philippine Science High School 31. Philippine Society for Music

Education

32. Queen of Heart Academy Cavite

33. Raya School 34. San Beda College 35. St. Mary’s University – Nueva

Vizcaya 36. St. Paul University Manila37. Technological University of the

Philippines 38. TESDA 39. University of Asia and the

Pacific 40. University of Santo Tomas 41. University of the East42. UP Diliman 43. UP Integrated School 44. UP Los Baños 45. UP Manila 46. UP NISMED 47. UP Open University 48. USAID49. Xavier School


The Curriculum Guide Process


1. Content and Skills Review

Draft 1

Comments

Draft 2

Final Curriculum Guide

Technical Panel/Technical Committee/Drafting Committee

Review of CGs

Return to crafters of Draft 1

DepEd reads comments in a Curriculum Finalization Workshop

STEPS OUTPUT

2. Language Review

The Curriculum Guide Process

3. Copy and Proofreading

Select language editors

Send Curriculum Guides to selected language editors

Encoders key in revisions


Coding of Learning Competencies of the Curriculum Guide per Learning Area. Ensure continuity of curriculum across stages See the interlacing connections and integration

across grade levels and learning areas Decongest the curriculum Identify the competencies without learning

materials and create materials for them


Coding System

Sample Curriculum Guide

K to 12 Curriculum Guides


Download them at: http://www.deped.gov.ph/k-to-12/About/curriculum-guides

Senior High School (SHS) Curriculum and Program

Requirements

SKILLSInformation, Media, and Technology Skills

Learning and Innovation SkillsCommunication SkillsLife and Career Skills

LEARNING AREASLanguage

Technology and Livelihood Education (TLE)Mathematics and Science

Arts and Humanities

Materials, Facilities,

and Equipment

ICTEnvironment Assessment

School Leadership

and Management

Schools Divisions Technical

Assistance

Community-Industry

Relevance and

Partnerships

Teachers

The K to 12 Philippine Basic Education Curriculum Framework


Monitoring and Evaluation System

Curriculum Support System

Being and Becoming a Whole Person

Holistically Developed Filipino with 21st Century Skills

Senior High School Curriculum


*The Academic track includes four (4) strands: Accountancy, Business and Management (ABM); General Academic; Humanities and Social Science (HUMSS); and Science, Technology, Engineering and Mathematics (STEM).

The Proposed Grades 11 and 12 will have 31 80-hour subjects, totalling 2,480 hours.

15Core Subjects

16Track Subjects

7Applied Track

Subjects

9Specialized

subjects

31 TOTAL SUBJECTS

Each subject will have 80 hours per semesterP.E. and Health will have 20 hours per semester for 4 semesters


Core Subjects

AppliedTrack Subjects

SpecializedTrack Subjects


same competencie

ssame

competencies

different competencie

s

same content

different content

different content

Senior High School Subjects

Senior High School Core SubjectsCore Learning Areas and Subjects hours per

semester

Language

Oral Communication 80Reading & Writing 80Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino 80Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik 80

Humanities 21st Century Literature from the Philippines and the World 80Contemporary Philippine Arts from the Regions 80

Communication Media & Information Literacy 80

Mathematics General Mathematics 80Statistics & Probability 80

ScienceEarth and Life Science (Lecture and Laboratory) 80Physical Science (Lecture and Laboratory) 80

Social SciencePersonal Development / Pansariling Kaunlaran 80Understanding Culture, Society and Politics 80

Philosophy Introduction to the Philosophy of the Human Person / Pambungad sa Pilosopiya ng Tao 80

PE and Health Physical Education and Health 20CORE Total Number of Hours 1,200

TRACK Total Number of Hours 1,280Total Number of Hours (CORE + TRACK) 2,480

Total Hours (CORE + TRACK) divided by Number of School Days in SHS (400) = average hours/day 6.2DEPARTMENT OF EDUCATION

Each subject will have 80 hours per semester

Applied Track Subjects


Academic, Technical-Vocational-Livelihood, Sports, Arts & Design Tracks

1 English for Academic and Professional Purposes

2 Practical Research 1

3 Practical Research 2

4 Filipino sa Piling Larangan (Akademik, Isports, Sining at Tech-Voc)

5 Empowerment Technologies (for the Strand)

6 Entrepreneurship

7 Inquiries, Investigations and Immersion

Academic TrackSpecialized Subjects

General Academic Strand

8 Strand 1 Humanities 1

9 Strand 2 Humanities 2

10 Strand 3 Social Science 1

11 Strand 4 Applied Economics

12 Strand 5 Organization and Management

13 Strand 6 Disaster Readiness and Risk Reduction

14 Strand 7 Elective 1 (from any Track/Strand)

15 Strand 8 Elective 2 (from any Track/Strand)

16 Strand 9Work Immersion/Research/Career Advocacy/Culminating ActivityEach subject will have 80 hours per semester



Accountancy, Business and Management Strand

8 ABM Strand 1 Applied Economics

9 ABM Strand 2 Business Ethics and Social Responsibility

10 ABM Strand 3 Fundamentals of Accountancy, Business and Management 1

11 ABM Strand 4 Fundamentals of Accountancy, Business and Management 2

12 ABM Strand 5 Business Math

13 ABM Strand 6 Business Finance

14 ABM Strand 7 Organization and Management

15 ABM Strand 8 Principles of Marketing

16 ABM Strand 9Work Immersion/Research/Career Advocacy/Culminating Activityi.e. Business Enterprise Simulation



Senior High School Core Subjects for the STEM Strand


Core Learning Areas and Subjects hours per semester

Language

Oral Communication 80Reading & Writing 80Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino 80Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik 80

Humanities 21st Century Literature from the Philippines and the World 80Contemporary Philippine Arts from the Regions 80

Communication Media & Information Literacy 80

Mathematics General Mathematics 80Statistics & Probability 80

ScienceEarth Science 80Disaster Readiness and Risk Reduction 80

Social SciencePersonal Development / Pansariling Kaunlaran 80Understanding Culture, Society and Politics 80

Philosophy Introduction to Philosophy of the Human Person / Pambungad sa Pilosopiya ng Tao 80

PE and Health Physical Education and Health 20CORE Total Number of Hours 1,200

TRACK Total Number of Hours 1,280Total Number of Hours (CORE + TRACK) 2,480

Total Hours (CORE + TRACK) divided by Number of School Days in SHS (400) = average hours/day 6.2DEPARTMENT OF EDUCATION


Science, Technology, Engineering and Mathematics Strand

8 STEM Strand 1 Pre-Calculus

9 STEM Strand 2 Basic Calculus

10 STEM Strand 3 General Biology 1

11 STEM Strand 4 General Biology 2

12 STEM Strand 5 General Physics 1

13 STEM Strand 6 General Physics 2

14 STEM Strand 7 General Chemistry 1

15 STEM Strand 8 General Chemistry 2

16 STEM Strand 9Work Immersion/Research/Career Advocacy/Culminating Activity




Humanities and Social Sciences Strand8 HUMSS Strand 1 Creative Writing /Malikhaing Pagsulat

9 HUMSS Strand 2 Creative Nonfiction

10 HUMSS Strand 3 Introduction to World Religions and Belief Systems

11 HUMSS Strand 4 Trends, Networks and Critical Thinking in the 21st Century

12 HUMSS Strand 5 Philippine Politics and Governance

13 HUMSS Strand 6 Community Engagement, Solidarity, and Citizenship

14 HUMSS Strand 7 Disciplines and Ideas in the Social Sciences

15 HUMSS Strand 8 Disciplines and Ideas in the Applied Social Sciences

16 HUMSS Strand 9Work Immersion/Research/Career Advocacy/Culminating Activity



Arts and Design TrackSpecialized Subjects

Each subject will have 80 hours per semester except Apprenticeship and Exploration of Different Arts Fields which will have 160 hours


Arts and Design Track

8 Arts Track 1Creative Industries I: Arts and Design Appreciation and Production

9 Arts Track 2 Creative Industries II: Performing Arts

10 Arts Track 3 Physical and Personal Development in the Arts

11 Arts Track 4 Developing Filipino Identity in the Arts

12 Arts Track 5Integrating the Elements and Principles of Organization in the Arts

13 Arts Track 6 Leadership and Management in Different Arts Fields

14 Arts Track 7Immersion and Exploration of Different Arts Fields

15 Arts Track 8

16 Arts Track 9Work Immersion/Research/Career Advocacy/Culminating ActivityExhibit for Arts Production/ Performing Arts Production

Sports TrackSpecialized Subjects



Sports Track8 Sports Track 1 Safety and First Aid

9 Sports Track 2 Human Movement

10 Sports Track 3 Fundamentals of Coaching

11 Sports Track 4 Sports Officiating and Activity Management

12 Sports Track 5 Fitness, Sports and Recreation Leadership

13 Sports Track 6 Psychosocial Aspects of Sports and Exercise

14 Sports Track 7 Fitness Testing and Exercise Programming

15 Sports Track 8 Practicum (in-campus)

16 Sports Track 9Work Immersion/Research/Career Advocacy/Culminating Activity

Technical-Vocational-Livelihood TrackTESDA Training Regulations-Based Specializations

HE ICT Agri-Fishery Arts Industrial Arts1. Beauty/Nail Care2. Wellness Massage3. Dressmaking4. Front Office Services5. Travel Services6. Cookery7. Household Services8. Hairdressing9. Tailoring10.Caregiving11.Food and Beverage

Services12.Bread and Pastry

Production13.Housekeeping14.Tour Guiding Services15.Tourism Production16.Attractions and Theme

Parks Tourism17.Handicraft (Needlecraft)18.Handicraft (Fashion

Accessories and Paper Craft)

19.Handicraft (Woodcraft)

1. ComputerHardware Servicing

2. Illustration3. Technical

Drafting4. Contact Center

Services5. Computer

Programming6. Medical

Transcription7. Animation

AGRICROP PRODUCTION1. Crop Production2. Horticulture3. Landscape Installation and

Maintenance4. Organic Agriculture Production5. Pest Management6. Rice Machinery Operation

1. Masonry2. Automotive Servicing3. Refrigeration and Air-

Conditioning4. Consumer Electronics

Servicing5. Electrical Installation

and Maintenance6. Shielded Metal-Arc

Welding7. Carpentry8. Plumbing (NC I)9. Plumbing (NC II)10.Tile Setting

ANIMAL PRODUCTION1. Animal Production2. Artifical Insemmination3. Raising Large Ruminants (Dairy

Cattle and Buffaloes)4. Raising Swine5. SlaughteringFISH PRODUCTION1. Aquaculture2. Food (Fish) Processing 3. Fish Nursery Operation4. Fish or Shrimp Grow Out

Operation5. Fishport/Wharf Operation


Each subject will have 80 hours per semester.

Technical-Vocational-Livelihood Track 29 New Specializations with Curriculum Guides

TESDA Training Regulations-Based Specializations


Each subject will have 80

hours per semester.

HE ICT Agri-Fishery Arts Industrial Arts1. Fashion Design (NC III)2. Hairdressing (NC III)3. Barbering (NC II)4. Bartending (NC II)5. Commercial Cooking

(NC III)6. Event Management

Services (NC III)

1. Broadband Installation (Fixed Wireless Systems) (NC II)

2. Telecom OSP and Subscriber Line Installation (Copper Cable/POTS and DSL) (NC II)

3. Telecom OSP Installation (Fiber Optic Cable) (NC II)

4. Electric Power Distribution Line Construction (NC II)

1. Fishing Gear Repair and Maintenance (NC III)

2. Agricultural Crop Production (NC III)

3. Horticulture (NC III)4. Animal Health Care

Management (NC III)5. Rubber Production (NC

I)6. Rubber Processing (NC

II)7. Fish Products

Packaging (NC II)

1. Automotive Servicing (NC II)

2. Motorcycle/Small Engine Servicing (NC II)

3. Driving (NC II)4. Construction Painting

(NC II)5. Carpentry (NC III)6. Instrumentation and

Control Servicing (NC II)7. Mechatronics Servicing

(NC II)8. Machining (NC II)9. Gas Metal Arc Welding

(GMAW) (NC II)10.Gas Tungsten Arc

Welding (GTAW) (NC II)11.RAC (PACU/CRE)

Servicing (NC II)Each subject will have 80 hours per semester.

Curriculum Flexibilities


For core subjects 2 substitutionsFor an existing strand and only for specialized subjects(different content, different competencies)

3 substitutions

For a new strand 9 new specialized subjects or acombination of new and existing subjects for other strands

Number of hours per subject 1. constitutes total number of hours spent on the course for the semester

2. may be a combination of lecture and laboratory, field work, project work, etc.

Work Immersion/Research/Career Advocacy/CulminatingActivity

1. May be scheduled in coordinationwith industry partners

2. May be a combination of activities3. Must be clearly structured

CBCP Curriculum ComparisonCore Subjects


CBCP Curriculum ComparisonApplied Subjects


CBCP Curriculum ComparisonSpecialized Subjects


Grade 11 Grade 12

1st Semester 2nd Semester 1st Semester 2nd Semester

Intro to Philosophy(Historical)

Intro to Philosophy(Thematic) Logic 1 (Traditional) Logic 2

Latin 1 Latin 2

Fundamentals of Prayers Fundamentals of Faith

Research Writing

CBCP Curriculum ComparisonSpecialized Subjects compared to HUMSS


CBCP Curriculum ComparisonSpecialized Subjects compared to GAS


K to 12 Assessment Framework


1. Exit Assessment from Basic Education

2. Program Specific Assessments

1. National Certificate

2. Entry Assessment for Work Skills

Entry Assessment for Work Skills National Certificate

36

Assessment


FORM

ALNON‐FORM

ALSPED

CARE

Grades 7 to 10Regular JHSJHS with Special Programs

Science High SchoolsTech‐Voc JHS

Integrated Programs Basic Literacy Programs

Informal Education Programs

A & E JHS

Assessment and Intervention Programs

Hospital/ Institutional Care/ Home Care Programs

Grades 11 and 12GAS SHSHUMSS SHS

ABM SHS

STEM SHS

Sports SHS

Arts and Design SHS

TVL SHS

?



Beyond DepEdHigher

Education

Middle Skills Development

Work

Continuing Education

Interest Assessm

ent

Nationa

l Career A

ssessm

ent E

xamination (NCA

E)

Hiring processes for work readinessHiring processes for work readiness

System Evaluation

System Evaluation

ECCD

ECCD Programs

?

ECCD Early Assessment and Intervention Programs


Kinder to Grade 6

Regular Elementary ProgramsMultigrade Elementary ProgramIntegrated Programs

Basic Literacy Programs

Informal Education Programs

A & E Elementary



Scho

ol Entry

Assessmen

tsScho

ol Entry

Assessmen

ts

System Evaluation

Elem

entary Exit A

ssessm

ent

Exit Assessmen

t from Basic Edu

catio

n

Program Specific Assessments

Program Specific Assessments

Admissions to Higher EducationAdmissions to

Higher Education

Entry Assessment for Work Skills

Entry Assessment for Work Skills

37

1. Finalized the assessment frameworka. Curriculum exits have corresponding assessmentsb. Identified possible pathways and corresponding assessments

Assessment

ASSESSMENT (Formal and

Alternative Learning System)

CURRICULUM(Formal and

Alternative Learning System)

Essential Skills connect curriculum and assessment in both Formal and Alternative Learning Systems.

38

2. Identified essential skills and content per subject per key stage

Assessment


3. Constructed the assessment cube based on the collated essential skillsAssessment

Information, Media and Technology SkillsLearning and Innovation Skills

Communication SkillsLife and Career Skills







Math Communication Skills K to 61. Representing numbers using models, diagrams and symbols2. Representing operations using models, diagrams and symbols3. Displaying data 4. Interpreting5. Giving descriptive information6. Making connections7. Communicating results 39

Classroom Assessment in the K to 12 Basic Education Program

40

41

DepEd Order No. 8 s. 2015Policy Guidelines on Classroom Assessment

for the K to 12 Basic Education Program

Zone of Proximal Development (Vygotsky, 1978)1. Appropriate assessment is committed to

a. ensuring learners’ success to move from guided to independent display of knowledge, understanding, and skills

b. enabling learners to transfer knowledge, understanding and skills successfully in future situations

2. Assessment facilitates the development of learners’ higher order thinking and 21st-century skills.

42

Theoretical Basis


Assessment in the K to 12 Basic Education Program recognizes: 1. diversity of learners inside the classroom

2. the need for multiple ways of measuring their varying abilities and learning potentials

3. the role of learners as co-participants in the assessment process

43

Assessment in the K to 12 Basic Education Program


1 2 3

A B C

1. Assessment is a joint process that involves both teachers and learners.

2. It should be in unity with instruction.

44

What is Classroom Assessment?


Instruction

Assessment

3. It is used to track learner progress in relation to learning standards and development of 21st-century skills.

4. It provides bases for the profiling of student performance on the learning competencies and standards of the curriculum.

5. It promotes self-reflection and personal accountability among students about their own learning.

45



A B C

Learning Standards

Development of 21st-century skills

6. Classroom assessment is a process of identifying, gathering, organizing and interpreting quantitative and qualitative information about what learners know and can do.

7. Classroom assessment methods should be consistent with curriculum standards.

8. It measures achievement of competencies by the learners.

46


quantitative information

qualitative informatio

n

classroom assessment methods

curriculum standards

achieved competencies

✔

47

What is assessed in the classroom?


Content Standards1. These cover a

specified scope of sequential topics within each learning strand, domain, theme or component.

2. They answer the question “What should learners know?”

Content Standards1. These cover a

specified scope of sequential topics within each learning strand, domain, theme or component.

2. They answer the question “What should learners know?”

Performance Standards1.These describe the abilities and

skills that learners are expected to demonstrate in relation to the content standards and integration of 21st-century skills.

2.They answer the following questions:i. What can learners do with

what they know?ii. How well must learners do

their work?iii. How well do learners use

their learning or understanding in different situations?

iv. How do learners apply their learning or understanding in real-life contexts?

v. What tools and measures should the learners use to demonstrate what they

Performance Standards1.These describe the abilities and

skills that learners are expected to demonstrate in relation to the content standards and integration of 21st-century skills.

2.They answer the following questions:i. What can learners do with

what they know?ii. How well must learners do

their work?iii. How well do learners use

their learning or understanding in different situations?

iv. How do learners apply their learning or understanding in real-life contexts?

v. What tools and measures should the learners use to demonstrate what they

Learning Competencies

Learning competencies refer to the knowledge, understanding, skills and attitudes that learners need to demonstrate in every lesson and/or learning activity.

Learning Competencies

Learning competencies refer to the knowledge, understanding, skills and attitudes that learners need to demonstrate in every lesson and/or learning activity.

To align the assessment process with the K to 12 curriculum, the adapted Cognitive Process Dimensions may be used as a guide in the formulation of assessment tasks and activities.

48

What is assessed in the classroom?


Remembering

The learner can recall information and retrieve relevant knowledge from long-term memory: identify, retrieve, recognize, duplicate, list, memorize, repeat, reproduce

Understanding

The learner can construct meaning from oral, written and graphic messages: interpret, exemplify, classify, summarize, infer, compare, explain, paraphrase, discuss

ApplyingThe learner can use information to undertake a procedure in familiar situations or in a new way: execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover

AnalyzingThe learner can distinguish between parts and determine how they relate to one another, and to the overall structure and purpose: differentiate, distinguish, compare, contrast, organize, outline, attribute, deconstruct

Evaluating The learner can make judgments and justify decisions: coordinate, measure, detect, defend, judge, argue, debate, critique, appraise, evaluate

CreatingThe learner can put elements together to form a functional whole, create a new product or point of view: generate, hypothesize, plan, design, develop, produce, construct, formulate, assemble, design, devise

What is the connection between and among Curriculum Standards, Cognitive Process Dimensions and KPUP?


Curriculum Standards

Cognitive Process DimensionsLevels of Assessment (DO 73, s. 2012)

Content Standards“What should the learners know?”

Performance Standard“What can learners do with what they know?”

ApplyingThe learner can execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discoverAnalyzing

Evaluating

Creating

RememberingThe learner can identify, retrieve, recognize, duplicate, list, memorize, repeat, reproduce

Understanding

Knowledge1. “What should students

know?” 2. “How are they to

express or provide evidence of what they know?”






Performance Standard1. “How well do

learners use their learning or understanding in different situations?”

2. “How do learners apply their learning or understanding in real-life contexts?”

ApplyingThe learner can execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover

AnalyzingThe learner can differentiate, distinguish, compare, contrast, organize, outline

Evaluating

Creating

Remembering

UnderstandingThe learner can interpret, classify, summarize, infer, compare, explain, paraphrase

Process1. “What can students do

with the information or facts they have in relation to familiar situations?”

2. “What are the evidence of what they can do with the information and facts they have?”






Performance Standard1. “What can

learners do with what they know?”

2. “How well must learners do their work?”

3. “How well do learners use their learning or understanding in different situations?”

ApplyingThe learner can demonstrate, dramatize, interpret, illustrate, convert, discover

AnalyzingThe learner can differentiate, distinguish, compare, contrast, organize, outline, attributeEvaluatingThe learner can coordinate, measure, detect, judge, argue, debate, critique, evaluate

Creating

Remembering

UnderstandingThe learner can interpret, exemplify, infer summarize, compare, explain, paraphrase

Understanding1. “What breadth

(connection to a wider context) and depth (insights and reflection) of understanding do the students have regarding the information and facts that they know?”

2. “What are the evidence of the breadth and depth understanding that the students have reached?”






Performance Standard1. “How well do

learners use their learning or understanding in different situations?”

2. “How do learners apply their learning or understanding in real-life contexts?”

3. “What tools and measures should learners use to demonstrate what they know?”

ApplyingThe learner can execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discoverAnalyzing

Evaluating

CreatingThe learner can generate, hypothesize, plan, design, develop, produce, construct, formulate, assemble, design, devise

Remembering

Understanding

Performance orProduct1. “What innovations in

terms of products and performances are learners able to do?”

2. “What are the evidence that the learners can use or transfer their learning in real-life and/or different situations?”

Formative Assessment1. According to the UNESCO Program on Teaching

and Learning for a Sustainable Future (UNESCO-TLSF):a. Formative assessment refers to ongoing forms

of assessment closely linked to the learning process.

b. It is informal.2. It provides immediate feedback to both learner

and teacher.3. It helps prepare learners for summative

assessments.4 It is recorded but not included as basis for

53

How are learners assessed in the classroom?


Purposes of Formative Assessment

54



lesson

beforethe lesson

duringthe lesson

after the lesson

For the Learner For the Teacher1. Know what s/he

knows about the topic/lesson

2. Understand the purpose of the lesson and how to do well in the lesson

3. Identify ideas or concepts s/he misunderstands

4. Identify barriers to learning

1. Get information about what the learner already knows and can do about the new lesson

2. Share learning intentions and success criteria to the learners

3. Determine misconceptions

4. Identify what hinders learning


55



lesson

beforethe lesson

duringthe lesson

after the lesson

For the Learner1. Identify one’s strengths

and weaknesses 2. Identify barriers to

learning3. Identify factors that help

him/her learn4. Know what s/he knows

and does not know5. Monitor his/her own

progress

For the Teacher1. Provide immediate

feedback to learners2. Identify what hinders

learning3. Identify what facilitates

learning4. Identify learning gaps5. Track learner progress in

comparison to formative assessment results prior to the lesson proper

6. To make decisions on whether to proceed with the next lesson, re-teach, or provide for corrective measures or reinforcements


56



lesson

beforethe lesson

duringthe lesson

after the lesson

For the Learner For the Teacher1. Tell and recognize

whether s/he met learning objectives and success criteria

2. Seek support through remediation, enrichment, or other strategies

1. Assess whether learning objectives have been met for a specified duration

2. Remediate and/or enrich with appropriate strategies as needed

3. Evaluate whether learning intentions and success criteria have been met

Summative Assessment1. Summative Assessment may be seen as

assessment of learning which occurs at the end of a particular unit.

2. It usually occurs towards the end of a period of learning in order to describe the standard reached by the learner.

3. Judgements derived from summative assessment are usually for the benefit of people other than the learner (UNESCO-TLSF).

4. Results of summative assessment are recorded and are included in the computation f h f l d

57


Components of Summative Assessment

58


Performance Tasks

Quarterly Assessment

Written Work

1.Ensures that students are able to express learned skills and concepts in written form.

2.May include essays, written report, long quizzes and other written output

1. Allows learners to show what they know and are able to do in diverse ways

2. Learners may create or innovate products or do performance-based tasks

3. Written output may also be considered as performance tasks

1. Measures student learning at the end of the quarter

2. This may be in the form of objective tests, f b d b

59



Individual Assessment

Collaborative Assessment

60

What is the Grading System?


Kindergarten

Checklists, anecdotal records and portfolios are used instead of numerical grades which are based on the Kindergarten curriculum guide.

Grades 1 to 12

1. Learners are graded on three components every quarter: Written Work, Performance Tasks and Quarterly Assessment.

2. These components are given specific weights which vary.

3. All grades will be based on weighted raw score of the learner’s summative assessments

4. The minimum grade needed to pass a specific learning area is 60 which is then transmuted to 75 in the report card.

61

How is learner progress recorded and computed?

Transmute the Initial Grade using the given Transmutation Table in Appendix B of DepEd Order No. 8

s 2015

Add the Weighted Scores of each component. The result will be the Initial Grade.

Convert Percentage Scores to Weighted Score. Multiply the Percentage Score by the weight of the component

indicated in Tables 4 and 5 of the Classroom Assessment Policy.

Divide the total raw score by the highest possible score then multiply the quotient by 100%. This will result in a

Percentage Score.

Add the grades from all learner’s work. This will result in the total score for each component.

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How are grades computed at the end of the School Year?


KindergartenChecklists, anecdotal records and portfolios are presented to the parents at the end of each quarter for discussion.

Grades 1 to 10

1. The average of the Quarterly Grades produces the Final Grade.

2. The General Average is computed by dividing the sum of all final grades by the total number of learning areas. Each learning area has equal weight.

Grades 11 to 12

1. The average of the Quarterly Grades produces the Semestral Final Grade.

2. The General Average is computed by dividing the sum of all Semestral Final Grades by the total number of learning areas.

The summary of learner progress is shown quarterly to parents and guardians through a parent-teacher conference, in which the report card is discussed.

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How is the learner’s progress reported?


Descriptor Grading ScaleOutstanding 90-100

Very Satisfactory 85-89

Satisfactory 80-84

Fairly Satisfactory 75-79

Did Not Meet Expectations Below 75

1. Summative Assessments are also given during remedial classes. These are computed, weighted and transmuted in the same way as the Quarterly Grade.

2. The equivalent of the Final Grade for remedial classes is the Remedial Class Mark.

3. The Final Grade at the end of the School Year and the Remedial Class Mark are averaged.

4. If the Recomputed Final Grade is 75 or better:

5. If the Recomputed Final Grade is below 75:

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How are learners promoted and retained at the end of the School Year?

Grades 1 to 10 Student is promoted to next grade levelGrades 11 to 12(for subjects that are pre-requisites for other subjects)

Student is able to enroll in the higherlevel learning area

Grades 1 to 10 Student is retained in the grade level

Grades 11 to 12 Student needs to retake the subject.

Grades 11 to 12 (for subjects that are pre-requisites for other subjects)

Student will not be allowed to enroll in the higher level learning area

Sample Scenario 1 for Senior High School:Grade 11 1st Semester of STEM Track

The learner will have to: 1. Take remedial classes/sessions for specific competencies failed.2. Re-take Pre-Calculus as a back subject.

Guidance teachers/career advocates must provide support to the Senior High School student for his/her choices in Senior High School tracks.

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Subjects Third Quarter Fourth Quarter Semestral Final Grade

Core SubjectsOral Communication in Context 85 85 85Komunikasyon at Pananaliksiksa Wika at Kulturang Pilipino 84 80 82

General Mathematics 81 81 81Earth Science 79 73 76Introduction to the Philosophy of the Human Person 88 90 89

PE and Health 90 88 89Applied and Specialized Track Subjects

Empowerment Technologies (for the Strand) 80 83 82

Pre-Calculus 74 73 74

Sample Scenario 2 for Senior High School:Grade 11 2nd Semester of STEM Track

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Subjects Third Quarter Fourth Quarter

Semestral Final Grade

Core SubjectsReading and Writing Skills 80 83 82

Pagbasa at Pagsusuri ngIba’t-ibang Teksto Tungosa Pananaliksik

86 85 86

Disaster Readiness and Risk Reduction 82 87 85

Personal Development 71 73 72PE and Health 90 88 89

Applied and Specialized Track SubjectsPractical Research 1 80 83 82Basic Calculus 87 88 88General Chemistry 1 78 70 74

After remedial classes, Learner A gets the following grades:

Learner A has to retake both learning areas in the next semester.

After remedial classes, Learner B gets the following grades:

Learner B has to retake Personal Development but can now enroll in General Chemistry 2. 67


Learning Area Final Grade Remedial Class Mark

Recomputed Final Grade

Personal Development 72 76 74

General Chemistry 1 74 74 74

Learning Area Final Grade Remedial Class Mark

Recomputed Final Grade

Personal Development 72 76 74

General Chemistry 1 74 78 76

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How are the Core Values of the Filipino child reflected in the Report Card?


Maka-Diyos Makakalikasan

Makatao Makabansa

1. Development of learners’ cognitive competencies and skills must be complemented by the formation of their values and attitudes anchored on the Vision, Mission and Core Values of the Department of Education (DepEd Order No. 36, s. 2013).

2. Core Values have been translated into behavior statements and indicators have been formulated for each behavior statement.

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Core Values

Behavior Statements Indicators

Makatao

Is sensitive to individual, social and cultural differences

1. Shows respect for all2. Waits for one’s turn3. Takes good care of borrowed things4. Views mistakes as learning opportunities5. Upholds and respects the dignity and equality of all including those

with special needs6. Volunteers to assist others in times of need7. Recognizes and respects people from different economic, social, and

cultural backgroundsDemonstrates contributions towards solidarity

1. Cooperates during activities2. Recognizes and accepts the contribution of others towards a goal3. Considers diverse views4. Communicates respectfully 5. Accepts defeat and celebrates others’ success6. Enables others to succeed7. Speaks out against and prevents bullying

3.Non-DepEd schools may modify or adapt these guidelines as appropriate to the Philosophy, Vision, Mission and Core Values of their schools.

4.Schools may craft additional indicators for the behavior statements.

5.Schools must ensure that these are child-centered, gender-fair, and age- and culture-appropriate.

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6. A non-numerical rating scale will be used to report on learners’ behavior demonstrating the Core Values.

7. The Class Adviser and other teachers shall agree on how to conduct these observations and discuss how each child will be rated.

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Marking Non-Numerical RatingAO Always ObservedSO Sometimes ObservedRO Rarely ObservedNO Not Observed

1. Learners’ attendance shall be recorded by teachers daily.

2. The attendance is reflected in the report card at the end of each quarter.

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How is attendance reported?


Jun Jul Aug Sept Oct Nov Dec Jan Feb Mar TotalNo. of schooldays

21 21 22 21 21 20 14 21 21 18 200

No. of days present

21 21 22 21 21 20 11 21 21 18 197

No. of days absent

0 0 0 0 0 0 3 0 0 0 3

3. Incurred absences of more than 20% of the prescribed number of class or laboratory periods during the school year or semester will result in a failing grade.

3.Exemptions may be given by the school head should a learner have reasons considered valid by the school.

4.When absences cannot be avoided, the school must give the learner alternative methods and materials that correspond to the topics/competencies that were or will be missed. 73

How is attendance reported?


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Sample Report Card Grades 11 to 12


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Sample Report Card Grades 11 to 12


Maraming Salamat!

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The Filipino Reading Teacher’s Need for Sustained

Professional Development

OverviewA. Teacher as primary support system in the DepEd

framework1. Hiring guidelines2. National Educators Academy of the Philippines 3. Teacher Education Council

B. Teacher Professional Development (TPD) Models1. Cascade2. Teacher Induction Program for newly hired DepEd teachers

(to be revived)3. National English Proficiency Program (to be revived)4. Learning Action Cell

C. People DepEd needs1. Policy level2. Schools level

D. Research 1. Research Center for Teacher Quality 2. Assessment, Curriculum and Technology Research Centre

SKILLSInformation, Media, and Technology Skills

Learning and Innovation SkillsCommunication SkillsLife and Career Skills

LEARNING AREASLanguage

Technology and Livelihood Education (TLE)Mathematics and Science

Arts and Humanities

Materials, Facilities,

and Equipment

ICTEnvironment Assessment

School Leadership

and Management

Schools Divisions Technical

Assistance

Community-Industry

Relevance and

Partnerships

Teachers

The K to 12 Philippine Basic Education Curriculum Framework of the DepEd


Monitoring and Evaluation System

Curriculum Support System

Being and Becoming a Whole Person

Holistically Developed Filipino with 21st Century Skills

D.O. No. 7, s. 2015HIRING GUIDELINES FOR TEACHER I POSITIONS

EFFECTIVE SCHOOL YEAR (SY) 2015-2016

Hiring Process of Teacher I Positions

Monitoring of Division Office Compliance with Hiring Guidelines by the Regional Office

Appointment of Qualified Applicants

Evaluation and Selection of Qualified Applicants

Verification and Validation of Documents Submitted

Announcement of Vacancies and Receipt of Applications

National Educators Academy of the Philippines (NEAP)

Created through Administrative Order 282, s. 1992, NEAP is tasked to:

1. Provide continuing strategic human resource development programs for school managers and leaders within context of emerging legitimate demands on scarce human and material resources;

2. Promote synergetic partnerships and linkages with centers of excellence locally and internationally, from both government and non-government sectors;

3. Develop programs that address career planning and pathing for potential educational managers and leaders;

4. Promote intellectual inquiry into non-traditional and innovative alternatives and strategies in educational management;

5. Serve as a venue and a forum for individual and institutional academic exchange;

6. Initiate an assessment and evaluation mechanism to ensure the sustenance of quality development, recruitment, selection, and promotion.

Teacher Education Council (TEC)

Created through Republic Act 7784, TEC is tasked to strengthen teacher education in the country and:

1. To design collaboration programs or projects that will enhance pre-service teacher training, re-training, orientation and teacher development.

2. To call upon any department, bureau office or government corporation, local government offices and agencies for assistance in area falling within their mandate.

Teacher Professional Development (TPD) Models

Cascade (NTOT and MTOT)

National English Proficiency

Program (NEPP)

Teacher Induction

Program (TIP)Learning Action

Cell (LAC)

Cascade Model

External Trainer

Master Trainers

Facility Trainers

Facility Staff

Teacher Induction ProgramTeacher Induction Program for new teachers (1-3 years in the service)

K to 12 Trainings

In Service Training (INSET) done twice a year (Summer and Semestral Break in October)

National English Proficiency Program (NEPP)

1.NEPP was designed to improve the English proficiency of our teachers, particularly those teaching Reading/English, Math and Science.

2. It was envisioned that the NEPP will eventually be a school-based English mentoring program that will be institutionalized in the schools and districts.

3.The high school level was targeted for 2003-2007, while the elementary level was for 2006-2011 in the 17 regions of the Philippines.

D.O. No. 12, s. 2015 Guidelines on the Early Language and, Literacy, and Numeracy Program: Professional Development ComponentAnnex 6: School-Based Learning Action Cell (SLAC) Guidelines

Learning Action Cell

Evaluation

1. Identification of training needs or problems of school personnel through TNA (may include instructional problems or least-learned skills, further training on subject matter content, etc.)

2. Setting desired objectives

3. Determining alternative strategies

1. Employment of appropriate strategies:

2. (e.g. Lectures, Discussion,

3. Practicum, Orientation,4. Meetings, Cliniquing,5. Coaching, Workshops,

etc.)6. Development of

instructional materials (IMs)

7. Utilization of IMs

1. Determining performance efficacy

2. (e.g. impact on students)

3. Assessment of training strategies

4. Application of skills learned in training

1. Corrective measures

2. Policy decisions

3. Reassignment4. Retraining

Follow-up

ImplementationPlanning

Framework for School or Cluster-Based INSET

DepEd Needs at the policy level

Teachers LM and TG Writers IM Reviewers

Trainer of Teachers

Supervisors within DepEd

Formative Assessment

Mentors

Reading coaches, mentors,

specialists

DepEd Needs in schools

Support mechanisms that will promote teacher professional development:

Supportive school heads/principals

Substitution mechanism

Technical assistance from Division Offices

in the form of competent supervision

Teacher-friendly academic loading

system

Opportunities for teacher professional

development and utilization of skills

learned

Research Center for Teacher Quality (RCTQ)

RCTQ was established through the efforts of the Science, ICT and Mathematics Education for Rural and Regional Australia (SiMERR) Research Centre based at the University of New England (UNE) in partnership with the Philippine Normal University (PNU), the National Center for Teacher Education.

ObjectivesTo assist in the implementation of the K to 12 Reform by providing nationally consistent policy advice focused on:

1. Pre-Service Teacher Growth and Development2. In-service Teacher Professional Growth and Development3. Teacher and Teacher Educator Subject and Academic

Renewal

Assessment, Curriculum and Technology Research Centre

1. ACTRC is a partnership between the University of Melbourne and the University of the Philippines.

2. The Centre is an Australian Aid initiative and seeks to advise and inform the Philippine system of education through curriculum, teaching and assessment research that is based on empirical studies of curriculum innovation and implementation.

Maraming Salamat!

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K to 12 Program Updates...K to 12 Curriculum Development Process Curriculum Guide Writing Workshops...

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