Kpup re examined final2
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Transcript of Kpup re examined final2
KPUP
Re-examinedA Presentation by:
REX BOOK STORE INC.
Standards-based Assessment
Part of the Department of Education’s implementation of the Kto12 Standards-based Education program is a mandate on Assessment :
DepEd Order No. 73, s2012 (Guidelines on the Assessments and Rating of Learning Outcomes
Under K-12 Basic Education Curriculum)
http://www.gov.ph/downloads/2012/09sep/20120905-DepEd-DO-0073-BSA.pdf
This includes a provision presenting the four levels of assessment popularly known as KPUP.
I. What is KPUP?
KPUP which stands for Knowledge,
Process, Understanding and
Product / Performance, is
collectively known as levels of
assessment, which would reflect
the different levels of learning
outcomes.
I. What is KPUP?
KNOWLEDGE
• the first level of learning outcome
being assessed
• it pertains to the facts and information
that the students need to acquire
I. What is KPUP?
PROCESS
• the second level of learning outcome
• it refers to the skills or cognitive
operations that the students perform
on facts and information for the
purpose of constructing meanings or
understandings
I. What is KPUP?
UNDERSTANDING
• the third level of learning outcome
• it relates to big ideas, principles and
generalizations inherent to the
discipline.
I. What is KPUP?
PRODUCT or PERFORMANCE
• the fourth level of learning outcome
• it pertains to real-life application of
understanding
Assessment
of these learning outcomes
come in the form of
exercise questions
and projects.
THE CHALLENGE :
Formulating appropriate exercise
questions and projects aligned to
the level of learning outcome
and that will bring out or reveal
these learning outcomes.
Guide:how to properly formulate exercises for each level of assessment
LEARNING OUTCOME or
EVIDENCE OF LEARNING
GUIDE to teachers on each
level of ASSESSMENT
EXAMPLE on how to frame the
question/ devise the
assessment using the sample
Math topic/lesson: Area of a
Square
Level 1
KNOWLEDGE:
the facts and
information that
the students need
to acquire
What do you want students
to know? (e.g. fact/info:
formula of a square)
What is the formula in finding a
square?
LEARNING OUTCOME or
EVIDENCE OF LEARNING
GUIDE to teachers on each
level of ASSESSMENT
EXAMPLE on how to frame the
question/ devise the
assessment using the sample
Math topic/lesson: Area of a
Square
Level 2
PROCESS:
skills that the
students perform on
facts and
information for the
purpose of
constructing
meanings or
understandings
What do you want your
students to do with what
they know? (e.g. solve for
the area of a square)
What is the area of a square
cardboard whose sides measure 25
centimeters? (skill: computation /
problem-solving)
or
Show that the area of a square
whose side measures 5 cm., is 25
square cm. (process: student to
prepare a model composed of 25 pcs. of square tiles).
Guide:how to properly formulate exercises for each level of assessment
LEARNING OUTCOME or
EVIDENCE OF LEARNING
GUIDE to teachers on each
level of ASSESSMENT
EXAMPLE on how to frame the
question/ devise the
assessment using the sample
Math topic/lesson: Area of a
Square
Level 3UNDERSTANDING:big ideas
What do you want students to understand? (e.g. Understand
the concept of “Conservation of Area”: cut a square into pieces and make a different figure -
the area of the new figure will still be the same as that of the
original square figure)
The sides of a square cardboard measure 25 centimeters. The
cardboard is cut into 3 pieces to form another shape. What is the area of the figure formed? (big
idea: Conservation of Area)
Guide:how to properly formulate exercises for each level of assessment
LEARNING OUTCOME or EVIDENCE OF LEARNING
GUIDE to teachers on each level of ASSESSMENT
EXAMPLE on how to frame the question/
devise the assessment using the sample Math topic/lesson: Area of a Square
Level 4
PRODUCT / PERFORMANCE:Real-life application of understanding/ transfer of learning to real-life situation
What products or performances do you want students to produce as evidence of their learning or understanding? (e.g. Application of the concept of “conservation of area” to a real-life situation
You are an interior designer and you have a client who has a sculpture made of triangular pieces of wood which were assembled together to make one whole art piece. You were told that the original wooden board where the triangular pieces came from had an area of 25 sq.m. The owner of the sculpture also owns several square paintings of different canvass sizes. Your client requested you to cut up any of his paintings and paste the pieces onto the sculpture following the size and shape of each piece of triangular wood. You are to choose the canvass which when cut up will exactly fit the triangular pieces. What are the measurement of the sides of the painting you will choose to cut up and paste on the pieces of triangular wood?
Guide: how to properly formulate exercises for each
level of assessment
Examples of
KPUP-aligned exercises
found in
Rex Book Store Work texts
Table of Specifications: e-Math 9
Knowledge Process UnderstandingProduct /
Performance
Vocabulary and
Concepts
I. 1 to 9
Practice and
Application
VI. 46 to 51
Writing 8
Vocabulary and
Concepts
II. 10 to 15
Practice and
Application
I. 1 to 10
II. 11 to 20
III. 21 to 25
IV. 26 to 35
V. 36 to 45
VII. 52 to 60
Writing 2, 3, 5, 6, 7
Enrichment
II. 1-17, 18
Writing 1, 4, 9
Enrichment
I. 1
II. 18,19
Enrichment
I. 2
II. 20
LESSON 1.1 Square Roots and Other Roots
Pages 9-13
Table of SpecificationsLESSON 1.1 Square Roots and Other Roots
Pages 9-13
Portions of this sample
book page are shaded
following this
LEGEND:
KNOWLEDGE
PROCESS
UNDERSTANDING
PRODUCT/PERFORMANCE
Table of SpecificationsLESSON 1.1 Square Roots and Other Roots
Pages 9-13
Portions of this sample
book page are shaded
following this
LEGEND:
KNOWLEDGE
PROCESS
UNDERSTANDING
PRODUCT/PERFORMANCE
Table of SpecificationsLESSON 1.1 Square Roots and Other Roots
Pages 9-13
Portions of this sample
book page are shaded
following this
LEGEND:
KNOWLEDGE
PROCESS
UNDERSTANDING
PRODUCT/PERFORMANCE
Table of SpecificationsLESSON 1.1 Square Roots and Other Roots
Pages 9-13
Portions of this sample
book page are shaded
following this
LEGEND:
KNOWLEDGE
PROCESS
UNDERSTANDING
PRODUCT/PERFORMANCE
Table of SpecificationsLESSON 1.1 Square Roots and Other Roots
Pages 9-13
Portions of this sample
book page are shaded
following this
LEGEND:
KNOWLEDGE
PROCESS
UNDERSTANDING
PRODUCT/PERFORMANCE
Table of Specifications: Science Links 9
Knowledge Process UnderstandingProduct /
Performance
Check Your
Knowledge –
3 to 10
Check Your
Understanding - 5
Check Your
Understanding – 2
Check Your
Knowledge – 1,2
Check Your
Understanding – 1,4
Apply what you
Know - 2
Check Your
Understanding – 3
Apply what you
Know - 3
UNIT IV – Flow of Energy and Life Processes in Ecosystems
Pages 104-106
Table of SpecificationsUNIT IV – Flow of Energy and Life Processes in Ecosystems
Pages 104-106
Portions of this sample
book page are shaded
following this
LEGEND:
KNOWLEDGE
PROCESS
UNDERSTANDING
PRODUCT/PERFORMANCE
Table of SpecificationsUNIT IV – Flow of Energy and Life Processes in Ecosystems
Pages 104-106
Portions of this sample
book page are shaded
following this
LEGEND:
KNOWLEDGE
PROCESS
UNDERSTANDING
PRODUCT/PERFORMANCE
Table of SpecificationsUNIT IV – Flow of Energy and Life Processes in Ecosystems
Pages 104-106
Portions of this sample
book page are shaded
following this
LEGEND:
KNOWLEDGE
PROCESS
UNDERSTANDING
PRODUCT/PERFORMANCE
Table of Specifications : Kalinangan 9
Knowledge Process UnderstandingProduct /
Performance
Alamin - 1 to 5
Talakayin - 1 to 8
Suriin - Grap
Damhin – A, B.3
Talakayin – 9
Damhin – B.1-2
Pagnilayin
Damhin – C
Paunlarin – B
Payamanin
ARALIN 3 - Kapwa Ko, Pananagutan Ko
Pahina 47-53
Table of SpecificationsARALIN 3 - Kapwa Ko, Pananagutan Ko
Pahina 47-53
Portions of this sample
book page are shaded
following this
LEGEND:
KNOWLEDGE
PROCESS
UNDERSTANDING
PRODUCT/PERFORMANCE
Table of SpecificationsARALIN 3 - Kapwa Ko, Pananagutan Ko
Pahina 47-53
Portions of this sample
book page are shaded
following this
LEGEND:
KNOWLEDGE
PROCESS
UNDERSTANDING
PRODUCT/PERFORMANCE
Table of SpecificationsARALIN 3 - Kapwa Ko, Pananagutan Ko
Pahina 47-53
Portions of this sample
book page are shaded
following this
LEGEND:
KNOWLEDGE
PROCESS
UNDERSTANDING
PRODUCT/PERFORMANCE
Table of SpecificationsARALIN 3 - Kapwa Ko, Pananagutan Ko
Pahina 47-53
Portions of this sample
book page are shaded
following this
LEGEND:
KNOWLEDGE
PROCESS
UNDERSTANDING
PRODUCT/PERFORMANCE
Table of SpecificationsARALIN 3 - Kapwa Ko, Pananagutan Ko
Pahina 47-53
Portions of this
sample book page
is shaded following
this
LEGEND:
KNOWLEDGE
PROCESS
UNDERSTANDING
PRODUCT/PERFORMANCE
Table of SpecificationsARALIN 3 - Kapwa Ko, Pananagutan Ko
Pahina 47-53
Portions of this sample
book page are shaded
following this
LEGEND:
KNOWLEDGE
PROCESS
UNDERSTANDING
PRODUCT/PERFORMANCE
These four levels of assessment
may be employed for formative
assessment but should definitely be
incorporated in the summative
assessments which are graded.
* Note:
• you may have formative assessments following
KPUP format but these are not recorded
* Important:
• What is requisite is that the summative
assessments which are recorded for grading
purposes, cover the 4 levels of assessment.
II. How does KPUP relate to
the Grading System?
The learning outcomes which are defined
by the four levels of assessment are
reflected in the teacher’s class record
and shall be given corresponding
percentage weights.
LEARNING OUTCOME % WEIGHTS
KNOWLEDGE 15%
PROCESS 25%
UNDERSTANDING 30%
PRODUCT / PERFORMANCE 30%
Total 100%
II. How does KPUP relate to
the Grading System?
Since knowledge is the most basic
of the desired learning outcomes, it
is given the lowest % weight while
the rest that reflect deeper
learning are given more weight.
II. How does KPUP relate to
the Grading System?
After the KPUP summative test has
been administered and after
summing up the results of the
students’ performance on the
various levels of assessment the
numerical values are then
translated into levels of proficiency (refer to the table in the next slide)
II. How does KPUP relate to
the Grading System?
LEVELS OF
PROFICIENCYGRADE
Beginning 74% and below
Developing 75- 79%
Approaching
Proficiency80-84%
Proficient 85-89%
Advanced 90% and above
*Note: the level of proficiency is now what appears
in the report card of the student.
III. How does KPUP connect to
the Standards-based Assessment?
KPUP is part of the ASSESSMENT component of
DepEd’s Standards-based Kto12 Basic Education
Program. The Standards-based education has
three legs:
(1) Curriculum Standards,
(2) Instruction aligned to the Curriculum, and
(3) Standards-based Assessment.
Standards-based education demands that all
these three be aligned with each other.
III. How does KPUP connect to
the Standards-based Assessment?
III. How does KPUP connect to
the Standards-based Assessment?
Focusing on the third component, the
assessment tools that will be employed
should precisely measure what was
stated as learning objectives and have
proficiency indicators as well – this is
where KPUP is utilized and this is how
KPUP forms part of the grading system.
(refer to the next slide for the diagram that
further illustrates this point).
III. How does KPUP connect to
the Standards-based Assessment?
KPUP is part of the grading system
and the Grading System forms part of
Standards-based Assessment
It has to be emphasized that it is
all about the learner! Learning
outcomes and levels of proficiency
of learners should be assessed in
alignment with the curriculum
standards.
Assessment must capture student
learning outcomes. Students need to
meet the standards and ideally
exceed them.
The learning outcome
is the tangible evidence
of students’ learning.