COUNTINGDATA:

Validating Evidences for Classroom-Based Action Research

What employers are looking for in graduates?

Perceptions of company managers regarding when certain skills and knowledge should be acquired and the degree of attainment. - DAP

The consensus among employers is that HS diploma with its current coverage is inadequate for their purposes. HS graduates show deficiencies in their ability to communicate, to think logically and to solve problems.

SKILL EDUCATIONAL DEGREE OF LEVEL

ATTAINMENTBasic writing, reading, arithmetic Elementary Not quiteTheoretical knowledge and work skills Secondary Not quitePractical knowledge and skills of work Secondary Hard to tellHuman relations skills Secondary SomewhatWork habits Secondary Hard to tellSense of responsibility Secondary Not quiteSocial responsibility Secondary Not quiteEthics and morals Secondary Not quiteHealth and hygiene Elementary Hard to tell

Today’s students have to be able

to do more than swallow facts

and

regurgitate them back out!

They have to be - quick on their feet, to adapt,

punches. Inand to roll with theshort, they have to be ablethink!able to analyze and evaluatesituation.critical thinkers!problem solvers!team players!

to

a

21stpossess century skills!

7

K-12• A curriculum innovation• Enhanced content and

competencies• Differentiated Instruction • Spiral Progression• Daily lesson logs• Formative assessment• Standards-based assessment• etc.

YES WE ARE READY?

HOW ABOUT OUR GRADUATES?

ARE THEY READY TO TEACH THE LEARNERS

UNDER THE K-12 CURRICULUM?

UNFOLDING THE CURRICULUM STANDARDS

Something to think about…

How do the standards look like in classroom instruction?

How are they made concrete in classroom instruction?

What are Standards?

Standards are established norms or

benchmarks for learning that define what students need to know, understand

and do.

WHAT

IS

STANDARDS-BASED CLASSROOM INSTRUCTION?

achieves the standardsby using the content as

the vehicle

focuses

onhelping

studentsmeet thestandard

s

embedsassessmentofofin

the attainmentthe standardsinstructional

strategies

ensures

alignment ofinstructional plan,

assessment andinstruction with

the stand1a5 rds

implementsstandards thatobservable andmeasurable

emphasizeson what students

will be able to know,

understand and do

are

WHAT ISSTANDARDS-

BASEDASSESSMENT?

16

Helpingstudents have self-concept through reflective thinkingactivities17

WHAT

IS STANDARDS-BASED ASSESSMENT?

An approach that comparesstudents’ performances to the standards, rather than comparing them with other students. (Dorothy Strater 2006)

WHAT IS STANDARDS-BASED ASSESSMENT?

The measurement of student’slearning performance accordingto predetermined educationalcontent and performance The standards define the skills

and knowledge content whichwill need to be mastered byeach student in a certaintime frame.

standards. (Sana Rafiq 2008)

Assessment is aligned to theattainment of the standardsthrough the defined skills orcompetencies.

BASES OF THE FRAMEWORK OF THEK TO 12 GRADING

SYSTEM

Standards Standards-based Classroom Instruction

Standards-based Assessment

Department of EducationOrder (DO) Number 73,

DO # 8.

SAMPLE K TO 12 CURRICULUM GUIDE- GS

SAMPLE K TO 12 CURRICULUM GUIDE- HS

24

The Learning Standards

DEPARTMENT OF EDUCATION

English Grade 9 – Module ___

Content Standard:• answers the

question: What should students know (knowledge) and do (skills)?

• shares the most important and enduring ideas, issues, principles, skills and habits of mind

• expresses the desired results

Performance Standard:• answers the question: How well

must students do their work? • presents product or

performance as evidence of learning or attainment of content standard

• adds value to what students learned

• demonstrates conceptual understanding of content and skill acquisition

• represents real life, authentic task

• encompasses the standard

The Learning Standards

DEPARTMENT OF EDUCATION

English Grade 9 – Module 1Content Standard:

The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir.

The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact.

Performance Standard:

The Learning Competencies (LCs)

DEPARTMENT OF EDUCATION

English Grade 9 – Module ___

1. The Learning Competencies (LCs) are coded. This was initiated in order to identify learning competencies that are connected and exhibited spiral progression (from Kinder to Grade 10). These LCs bear the same code number. This is also connected to the creation of the LRMDS or Learning Resources Management and Development System.

You should notice that:

EN9RC-Ia-16: Share prior knowledge about a text topic

The Learning Competencies (LCs)

DEPARTMENT OF EDUCATION

EN9RC-Ia-16: Competency

Subject Grade Level Domain Quarter Week Competency

English Grade 7Grade 8Grade 9Grade 10

Reading ComprehensionListening ComprehensionViewing ComprehensionVocabulary DevelopmentLiteratureWriting CompositionOral Language and FluencyGrammar Awareness

IIIIIIIV

abcdefghij

122.12.1.1(sample)

Subject Grade Level

DomainQuarter

Week

STEP

1 – WHAT WILL I ASSESS?

Standards

Competencies

Assessment

Instruction

25

WHAT DO WE ASSESS?

INSTRUCTION

STANDARDS

Content Performance FormationStandards Standards Standards

Know Do Become

LEARNING COMPETENCIES

ASSESSMENT

TYPES

OF

STANDARDS

What?

Howthey

will

use? 29

PERFORMANCESTANDARD

CONTENTSTANDARD

GROUP ACTIVITY

THE CHALLENGE :Formulating appropriate exercisequestions and projects aligned to the level of learning outcomeand that will bring out or revealthese learning outcomes.

Guide:how

to properly

formulate

exercises

for each

level

of assessment

assessment

using the sample

square?

LEARNING OUTCOME or GUIDE to teachers on eachEVIDENCE OF LEARNING level of ASSESSMENT

EXAMPLE on how to frame the

question/ devise the

Math topic/lesson: Area of a

SquareLevel 1

KNOWLEDGE:the facts and What do you want students information that to know? (e.g. fact/info: the students need formula of a square)to acquire

What is the formula in finding a

Guide:how

to properly

formulate

exercises

for each

level

of assessment

assessment

using the sample

problem-solving)

Show that the area of a squaresquare cm. (process: student to

LEARNING OUTCOME or GUIDE to teachers on eachEVIDENCE OF LEARNING level of ASSESSMENT

EXAMPLE on how to frame the question/

devise the

Math topic/lesson: Area of a

Square

Level 2

PROCESS:skills that thestudents perform on What do you want yourfacts andinformation for the students to do with whatpurpose of they know? (e.g. solve for

constructing the area of a square)meanings or understandings

What is the area of a square cardboard whose sides

measure 25 centimeters? (skill: computation /

or

whose side measures 5 cm.,

is 25 prepare a model

composed of 25pcs. of square

tiles).

Guide:how

to properly

formulate

exercises

for each

level

of assessment

assessment

using the sample

form another shape. What is the

LEARNING OUTCOME or GUIDE to teachers on eachEVIDENCE OF LEARNING level of ASSESSMENT

EXAMPLE on how to frame the

question/ devise the

Math topic/lesson: Area of a

Square

Level 3

What do you want students to understand? (e.g. Understand

the concept of “Conservation ofUNDERSTANDING: Area”: cut a square into piecesbig ideas and make a different figure -

the area of the new figure willstill 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

area of the figure formed? (big idea: Conservation of Area)

Guide: how to properly formulate

exercises

for eachleve

lof assessme

nt

devise the assessment using the sample

triangular pieces came from had an area

also owns several square paintings of

requested you to cut up any of his

sculpture following the size and shape

are to choose the canvass which when

LEARNING OUTCOME or EVIDENCE OF GUIDE to teachers on each level of

LEARNING ASSESSMENT

EXAMPLE on how to frame the question/

Math topic/lesson: Area of a Square

Level 4

What products or PRODUCT / performances do you want PERFORMANCE: students to produce as

Real-life application evidence of their learning or of understanding/ understanding? (e.g.

transfer of learning to Application of the concept of

real-life situation “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 theoriginal wooden board where the

of 25 sq.m. The owner of the sculpture

different canvass sizes. Your client

paintings and paste the pieces onto the

of each piece of triangular wood. You

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?