Kpup Howfarhavewegone 141123003923 Conversion Gate01
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Transcript of Kpup Howfarhavewegone 141123003923 Conversion Gate01
KPUP: How far have we gone?
Carlo Magno, [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
Misconceptions in Assessing KPUP
• 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.
Misconceptions in Assessing KPUP
• 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)
Misconceptions in Assessing KPUP
• 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…
Misconceptions in Assessing KPUP
• 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 TOSCompetency 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.
Misconceptions in Assessing KPUP
• 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.
Misconceptions in Assessing KPUP
• 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
Misconceptions in Assessing KPUP
• 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
14
Knowledge
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 skillsInterpret (understanding) Interpret
Express 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 metacognition was 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. Knowledge2. Process3. Understanding – interpreting4. Understanding – explaining5. Process6. Performance
Identify the Skill (KPUP)
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.
Identify the Skill (KPUP-key)
1. Understanding – explain2. Knowledge3. Understanding – applying4. Understanding – interpret5. Process6. Performance
Identify the Skill (KPUP)
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?
Identify the Skill (KPUP-key)
1. Understanding – Explain2. Knowledge3. Knowledge4. Performance/Product5. Understanding – apply6. Process
Assessment Principles
• Principle 1: Assessment should be well aligned with students’ objectives, competencies, and educational standards.
Assessment Principles
• Principle 2: Assessment should become more like instruction.
Assessment Principles
• Principle 3: Assessment results needs to be used by teachers to help students learn better.
Assessment Principles
• Principle 4: Assessment is NOT used to threaten and intimidate students.
Assessment Principles
• Principle 5: The teacher should encourage the learning community to engage in assessment.
Assessment Principles
• 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 Community3. Have your items and TOS reviewed by your
colleagues, coordinator, asst. principal.4. Study the DepEd curriculum guide (deped.gov.ph)