Kpup how far have we gone

KPUP: How far have we gone?

Carlo Magno, PhD.

[email protected]

Guidelines on the Assessing KPUP

• K to 12 Toolkit – SEAMEO INNOTECH

• DepEd Order No. 31, s. 2012

• DepEd Order No. 73, s. 2012

• Magno, C., & Lizada, G. (2014). Guidelines in assessing knowledge, process, understanding, and product/performance. Educational Measurement and Evaluation Review, 5, 118-127.

Advance Organizer

• Misconceptions in the practice of assessment pertaining to KPUP

• Examples of assessment protocols for assessing KPUP

• Assessment principles that needs to be reminded

• Recommendations for better assessment practice

Acknowledgement:•Dr. Ian Garces•Ms. Carmela Broncodin•Ms. Verna Angeli Magbitang

Misconceptions in Assessing KPUP

• Based on:

– discussions with other speakers

– Questions raised by teachers and school staff during trainings and seminars


• If the test is “paper-and-pencil” that uses “multiple choice, true or false, and matching type – it is a knowledge skill

Multiple choice type can determine a range of skills that includes process and understanding.


• Questions starting with the word “What” falls under the knowledge type.

We need to look at the (1) entire content of the item, (2) what skill is required, and (3) what students are required to answer to determine the skill tapped.

“What” technique will you use to solve the word problem?-Process“What” strategy did you use to determine the meaning of the word?-Process“What” makes the earth’s crust move?-Explain (Understanding)


• If there is a single correct answer it is knowledge!

Other skills can have a single correct answer depending on the test format. If multiple choice is provided, the most accurate single answer required.

What title can be given to the story based on the character’s feelings? Choices…What ending can be given to a story using a “revolutionary perspective”? Choices…


• The Table of Specifications for the quarterly test, long test, and monthly tests (paper and pencil) needs to contain Knowledge, Process, Understanding, Performance/Product.

Topic Knowledge Understanding Process Performance/Product

Topic 1 5 5 5 5

Topic 2 5 5 5 5

Topic 3 5 5 5 5

Misconceptions in Assessing KPUPRecommendation for the TOS

Competency Knowledge (15%)

Process (25%)

Understanding (30%)

Explain Apply Interpret

Recognize action words in stories

X

Use clues to justify predictions

X

Use the most frequently occurring preposition

X

Write a sentence about one’s drawing

X

•Other facets of understanding (empathy, perspective, self-knowledge) “may” not be appropriate for paper and pencil test.•Most performance-based task would require a separate session for students to demonstrate the skills.


• The KPUP skills are absolute?

Consider students developmental level to classify the skill.

Writing one’s name is K for grade 3 students who mastered the task.

Writing one’s name is performance-based for lower the Kinder level.

Kinder students using counters to add 1 + 2 is a process skill.

Grade 2 students adding 1 + 2 in a test is a Knowledge skill.


• The KPUP skills are exclusive

•Performance-based tasks can include other skills like knowledge, process, and understanding.•Process skills and some understanding can be demonstrated using performance based-tasks.

•Show on the board how you arrived with an answer of 18 in the word problem.•Write a Haiku showing symbolism


• Some say the KPUP way of assessment is not effective?

•In what way is the KPUP not effective?•Time is needed for educators to master identifying, classifying, and distinguishing the skills because it is a new taxonomy.•KPUP provides an organized way of what needs to be assessed if our students are learning or not.

DepEd Taxonomy

• real-life application of understanding

• enduring big ideas, principles, and generalizations inherent to the discipline

• cognitive operations that the student performs

• content of the curriculum, the facts and information that the student acquires

Knowledge Process

Product/PerformanceUnderstanding

Knowledge

14

Define Describe Identify Label

Enumerate recall define Match

Outline select State Name

label Reproduce Compute Distinguish

Six Facets of Understanding

Explain - provide thorough and justifiable accounts of phenomena, facts, and data

Interpret — tell meaningful stories, offer apt translations, provide a revealing historical or personal dimension to ideas and events; make subjects personal or accessible through images, anecdotes, analogies, and models

Apply — effectively use and adapt what they know in diverse contexts

Have perspective — see and hear points of view through critical eyes and ears; see the big picture

Empathize — find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior indirect experience

Have self-knowledge — perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; they are aware of what they do not understand and why understanding is so hard

Be careful!Other skills Process skills

Interpret (understanding) InterpretExpress information in one form to another

Performance TranslateOrganizeTranslateConstruct graphs, models, flowcharts, graphic organizers Draw or paintRole plays

Process

Learning strategies

Techniques

Thinking styles

Study strategies

Metacognition

Cognitive operations

Meaning MakingUnderstanding

OutlineOrganizeInterpretTranslateConvertExpress in another formAnalogiesConstruct graphs and modelsMind mapsDraw Role play

Process

• Cognitive operations that learners use to arrive at meaning and understanding.

• Outlining, organizing, interpreting, translating, converting, expressing information in another form, making analogies, constructing graphs and models, mind mapping, drawing, and role play may be used to arrive at understanding and meaning making.

• What study and learning strategies, techniques, thinking style, self-regulation and metacognitionwas used by the learner to arrive at their answer?

ProcessLearning

Area

Assessment Question Cognitive operation

English What strategy did you use to

identify the topic sentence in the

paragraph?

Strategic thinking

Math Prove that 2 x 102 = 100 + 100 Proving answers

Science How did you learn the information

that plants make their own food?

Techniques in

generating knowledge

Social Studies Paano mo mapapatunayan na

tinulungan ng mga Amerikano ang

mga Pilipino noong ikalawang

digmaang pandaigdig?

Proving answers, data

gathering

Filipino Paano malalaman kung ang isang

lupon ng mga salita ay parirala o

pangungusap?

Strategic thinking

Performance/Product

• Goal

– Your task is ….

– Your goal is to…

– The problem or challenge is …

– The obstacles to overcome are …

• GRASPS=Help us create a performance/product task

Performance/Product

• Role

– You are …

– You have been asked to…

– Your job is …

• Audience

– Your clients are …

– The target audience is …

– You need to convince ….

Performance/Product

• Situation– The context you find yourself in is …

– The challenge involve dealing with …

• Product, Performance, and Purpose– You will create a … in order to …

– You need to develop … so that …

• Standards and criteria for success– Your performance needs to …

– Your work will be judged by …

– Your product must meet the following standards…

Identify the Skill (KPUP)

English and Literature1. Who is the main character in the story?2. What technique can be used to determine the

conflict in the story?3. What is the meaning of Madame Forester’s

statement “Why, my necklace was fake!”4. What is the role of the necklace in the story?5. How will you know if the author used a

chronological type of narration?6. Write your own ending for the story, the

necklace.

Identify the Skill (KPUP-key)

1. Knowledge

2. Process

3. Understanding – interpreting

4. Understanding – explaining

5. Process

6. Performance


Math1. Why is x2+8+16 not factorable?2. What is the reverse process of factoring?3. What is the dimension of a table if its area is

x2+8x+12?4. What geometric shape best describes the expression

x2+8x+16?5. What factoring technique could be used for 2x-4 and

why?6. Measure the area of the floor in square meters using

your 12 inches ruler.


1. Understanding – explain

2. Knowledge

3. Understanding – applying

4. Understanding – interpret

5. Process

6. Performance


Science1. What is the reason for having ridges in mid- oceans?2. Which of the following contributed to the formation

of the earth?3. Which of the following statements describe the

structure of the DNA?4. Collect insects and come-up with your own

classification.5. What is the magnitude of a net forced acting on a

luggage being pulled by three students with the following forces?

6. How will you prove whether a given rock is sedimentary, igneous, or metamorphic?


1. Understanding – Explain

2. Knowledge

3. Knowledge

4. Performance/Product

5. Understanding – apply

6. Process

Assessment Principles

• Principle 1: Assessment should be well aligned with students’ objectives, competencies, and educational standards.


• Principle 2: Assessment should become more like instruction.


• Principle 3: Assessment results needs to be used by teachers to help students learn better.


• Principle 4: Assessment is NOT used to threaten and intimidate students.


• Principle 5: The teacher should encourage the learning community to engage in assessment.


• Principle 6: Assessment is a technical competency.

Recommendations

Professional Development1. Detail the GRASPS in your lesson plans

(Assessment part)2. Include the questions you will ask in your lesson

plan.Professional Learning Community1. Have your items and TOS reviewed by your

colleagues, coordinator, asst. principal.2. Study the DepEd curriculum guide

(deped.gov.ph)

Kpup how far have we gone

Education

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