FSTUDY5

Learning Episode 1 ASSESSMENT FOR LEARNING, ASSESSMENT AS LEARNING And ASSESSMENT OF LEARNING: HOW ARE THEY PRACTICED?

MY LEARNING ACTIVITIES: OBSERVATION SHEET #1.1 Indicators of assessment FOR, OF and AS Learning

Resource Teacher: Mrs. Concepcion Topacio School: Imus Pilot Elementary School Subject Area: English III

Grade / Year Level: III-Love

Date: January 28, 2016

ASSESSMENT FOR LEARNING Write observed teacher activities that manifest assessment FOR Learning.

ASSESSMENT AS LEARNING Write observed teacher and student activities that manifest assessment AS learning.

ASSESSMENT OF LEARNING Write observed teacher activities that manifest assessment OF Learning.

Generally, inside their class contains a question box wherein students drop subjectrelated questions before a certain time end, written in a piece of paper. Simply asking questions during discussion/before starting was often done inside the classroom. In that way, the students will be more open to other possible learnings and can share their ideas as well.

After class, students fill-up a learning log. A learning log consists of essays or simply a diary-like assessment where they write what they have learned, what they are expecting to learn the next day they have their subject, and finally, how are they going to use what they have learned in the real world-outside the classroom.

Tests were given to the students based on the lesson they’ve discussed. There are different varieties of how the teacher assess her students. Oral recitation, group presentation of given tasks, paper-and-pencil tests.

OBSERVATION SHEET # 1.2

Indicators of Assessment FOR, OF and AS learning

Resource Teacher: Mrs. Concepcion Topacio School: Imus Pilot Elementary School

Grade/Year Level: III-Love

Subject Area: Mother Tongue

Date: January 28, 2016

ASSESSMENT FOR LEARNING Write observed teacher activities that manifest assessment FOR learning. Certain questions were asked, like background knowledge about the topic.

ASSESSMENT AS LEARNING Write observed teacher and student activities that manifest assessment AS learning. Daily logs, of what they want to learn, etc.

ASSESSMENT OF LEARNING Write observed teacher activities that manifest assessment OF learning. Tests were given to the students based on the lesson they’ve discussed. There are different varieties of how the teacher assess her students. Oral recitation, group presentation of given tasks, paper-and-pencil tests.

 MY ANALYSIS: 1. Did you observe assessment practices for the three forms of assessment? Explain your answer. Yes. Practices were thoroughly practiced to all subjects. 2. Are results of assessment OF learning affected by the observance/ implementation of assessment FOR learning? Explain your answer. It didn’t affect the implementation of assessment for learning. Parallel to the objectives, the result of assessments must be all the same. So the outcome must be the same as the other assessment results. 3. Based on your observation, to what extent is assessment AS learning (self – assessment) practiced compared to assessment FOR (formative) and OF learning (summative)? Compared to assessment ‘of’ learning and ‘as’ learning, assessment ‘as’ learning is not often practiced. Assessment AS learning is the use of a task or an activity to allow students the opportunity to use assessment to further their own learning. Self and peer assessments allow students to reflect on their own learning and identify areas of strength and need. 4. Which phrase refers to assessment FOR learning? Assessment OF learning? Assessment AS learning? DepEd order No. 8, s. 2015 states: “Assessment is a process that is used to keep track of learners’ progress in relation to learning standards……, to promote self-reflection and

personal accountability among students about their own learning and to provide bases for the profiling of student performance on the learning competencies and standards of the curriculum.”

 MY REFLECTIONS: 1. As a student, did you like assessment? Do student like assessment? Why or Why not? As a student, I like being assessed, my works and class standing. Teacher assess students to see whether they’ve learned what they are expected to. Teachers can guide students who weren’t able to grasp the lesson. Mostly students don’t like assessment. Assessment has an innate impact to students especially when taking exams. For students have a limited span of attention—elementary students. 2. What can you do to eliminate the students’ fear of assessment? Can frequent formative assessment reduce if not eliminate fear of assessment? Yes, variety of how we are going to demonstrate the assessment could help. Interactive assessment could be effective to elementary students for they like when they are being involved and they could share opinions. 3. Do you like the idea and practice of self - assessment? Why or Why not? Personal assessment is helpful for students for they can maintain or have the idea of what they have to and want to learn

MY LEARNING PORTFOLIO: 1. Distinguish assessment FOR, OF and AS learning by way of a graphic organizer.

Assessment FOR Learning Students are encouraged to be more active in their learning and associated assessment. Assessment AS Learning It is a use of a task or an activity to allow students the opportunity to use assessment to further their own learning. Assessment OF Learning Assist teachers to use evidence of sutdent learningto assess students' achievement against learning goals and standards.

2. Research on:  3innovative formative assessment activities and techniques to add to the usual teacher questioning and observation techniques  2 innovative summative assessment tools that measure higher order thinking skills.

Formative Assessment Activities & Techniques Have the students write down an explanation of what they have understood. Read these explanations to help inform your instruction, and write comments on them (or discuss them with the student) to give them feedback. 2. My Favourite No Assign students a warm up problem or two. Hand out index cards to the students. Sort the index into yes/no piles. Choose your favourite no question response and analyse it as a class. 3. Text Rendering Students read an informative text independently, highlighting or writing down a few sentence they find important, interesting, of note, or that give them an Ah ha! Moment. Then, group the students and have each share a sentence from text. Next, have each student pick and share a phrase from the sentence they shared. Finally, each student will pick one word from that sentence and share. Have students then discuss if the words, phrases and sentences they chose sum up the 1. Write it Down

1. Performance Task

2. Written Product

main idea. Summative Assessment Tools Students are asked to complete a task that will test a specific set of skills and/or abilities and determine what the students knows and are capable of doing. A rubric, checklist, or other form of scoring guide should accompany this type of assessment. Students are asked to write an original selection. There are many written forms that teachers can use to get students to write. In addition, students may be asked to write about a previous activity such as a field trip or guest speaker. Students may also be asked to create a piece of persuasive writing or a reflection about their learning experience. A rubric, checklist, or other form of scoring guide should accompany this type of assessment. Learning Episode 2

GUIDING PRINCIPLES IN THE ASSESSMENT OF LEARNING OBSERVATION SHEET # 2.1 Resource Teacher: Mrs. Concepcion Topacio School: Imus Pilot Elementary School

Grade/Year Level: III-Love

Subject Area: Science and Health

Date: February 2, 2016

Which of the following principles were observed by the Resource Teacher? Principles of Assessment

1. Make use of the varied tools for assessment data gathering and multiple sources of assessment data. It is not pedagogically sound to rely on just one source of data gathered by only one assessment tool. Consider multiple intelligences and learning styles.

2. Learners must be given feedback about their performance. Feedback must be specific. “Good Work!” is positive feedback and I welcome but actually is

Observations (Describe observed behaviours Of the Resource Teacher that is/are aligned to each principle).  Simple recall type. Before introducing new subject matter he gave a recitation to his class for him to assess them if they still remember their past topic.  Rubrics was one of the assessment tools used by the teacher. Printed sets of criteria for assessing knowledge, performance or product and for giving feedback. The following tools are examples of rubrics and how they are used in schools. One of the positive feedbacks given were “Great Job” and “Good work!”

not a very good feedback since is it not specific. A more specific better feedback is “you observed rules on subject-verb agreement and variety of sentences. Three of your commas were misplaced.” 3. Assessment should be on real world The teacher interacted with the students on application and not on out –of- context how she is going to grade the presentation. drills. 4. Emphasize on the assessment of higher- It is done after the class. order thinking. 5. Emphasize on self-assessment. They are given a chance to assess themselves (Assessment as learning). and their classmates, they spend time for selfassessment.

OBSERVATION SHEET #2.2 Resource teacher: Mrs. Concepcion Topacio School: Imus Pilot Elementary School

Grade/Year Level: III-Love

Date: February 2, 2016 Which of the following principles were observed by the Resource Teacher? Principles of Assessment

1. Make use of the varied tools for assessment data gathering and multiple sources of assessment data. It is not pedagogically sound to rely on just one source of data gathered by only one assessment tool. Consider multiple intelligences and learning styles. 2. Learners must be given feedback about their performance. Feedback must be specific. “Good Work!” is positive feedback and is welcome but actually is not a very good feedback since it is not specific. A more specific better feedback is “you observed rules on subject-verb agreement and variety of sentences. Three of your commas were misplaced.” 3. Assessment should be on real-world application and not out-of-context

Observations (Describe observed behaviours of the Resource teacher that is/are aligned to each principles).  Simple recall type. Before introducing new subject matter he gave a recitation to his class for him to assess them if they still remember their past topic.

One of the positive feedbacks given were “Great Job” and “Good work!”

The teacher interacted with the students on how she is going to grade the presentation.

drills. 4. Emphasize on the assessment of It is done after the class. higher-order thinking. 5. Emphasize on self-assessment. They are given a chance to assess themselves (Assessment as learning). and their classmates, they spend time for selfassessment. OBSERVATION SHEET # 2.3 Resource teacher: Mrs. Concepcion Topacio School: Imus Pilot Elementary School

Grade/Year Level: III-Love

Date: February 2, 2016

Which of the following principles were observed by the Resource Teacher? Principles of Assessment

1. Make use of the varied tools for

assessment data gathering and multiple sources of assessment data. It is not pedagogically sound to rely on just one source of data gathered by only one assessment tool. Consider multiple intelligences and learning styles. 2. Learners must be given feedback about their performance. Feedback must be specific. “Good Work!” is positive feedback and is welcome but actually is not specific. A more specific better feedback is “You observed rules on subject-verb agreement and variety of sentences. Three of your commas were misplaced.” 3. Assessment should be on real-world application and not on out-of-context drills.

Observations (Describe observed of the Resource teacher that is/are aligned to each principle).  Observation assessment. As the students make their drawings the teacher watches them on how they work.  Performance Based. After the teacher discussed their lesson, he let the students draw orthographic objects. “Very goods” were often seen at the feedback by the teacher.

The teacher interacted with the students on how she is going to grade the presentation.

4. Emphasize

on the assessment of It is done after the class. higher-order thinking.

They are given a chance to assess themselves 5. Emphasize on self-assessment. and their classmates, they spend time for self(Assessment as learning). assessment.

1. Which principles of assessment were observed to have been practiced? The most observed principle was ‘Learners must be given feedback about their performance. Feedback must be specific. “Good Work!” is positive feedback and is welcome but actually is not specific. A more specific better feedback is “You observed rules on subjectverb agreement and variety of sentences. Three of your commas were misplaced.”’ For the students are motivated after seeing good comments on their works.

2. Which principles was / were least observed / not observed? Emphasize on the assessment of higher-order thinking was the principle that was least observed.

 MY REFLECTIONS: We assess what we value and value what we assess. What should I do to make assessment worthwhile? To make assessment worthwhile, teachers must consider as well the means of how they are going to assess their students. Teachers have their own opinion or way of how they assess students, and the result of the assessment.

MY LEARNING PORTFOLIO: 1. Assessment should be on real-world application and not on out-of-context drill. Research on GRASP of G. Wiggins and Jay McTighe. Construct a real-world performance assessment task. Your task is to make the students have a realization of the values they can acquire behind the lessons discussed. Your goal is to implant students learning.

2. Here is an intended learning outcome: “the student must be able to apply the basic assessment principles in the teaching-learning process.” Assess the attainment of that objective learning outcome by way of 2 multiple choice test items. Thomas and Thorne (2009) suggest a multi-step process for teaching and learning concepts, which includes: 1. Name the critical (main) features of the concept 2. Name some additional features of the concept 3. Compare the new to the already known 4. Name some false features of the concept.

3. Research on how to assess higher-order thinking skills. Give 2 examples of test items that measure applying and analysing. Use scaffolding: 

During initial learning, with a variety of examples to describe the thinking processes involved



Only when needed, by first checking for understanding and, if necessary, providing additional examples and explanations



To build on student strengths and accommodate weaknesses.

Provide opportunities for practice in solving problems 

Provide teacher-directed practice before independent practice, spot-checking progress on practice and providing short responses of less than 30 seconds to any single request for assistance



Assign frequent, short homework assignments that are logical extensions of classroom work



Link practice in the content area to complex, real-life situations.

Learning Episode 3 USING DIFFERENT ASSESSMENT METHODS, TOOLS and TASKS OBSERVATION SHEET # 2.1 – TRADITIONAL ASSESSMENT PRACTICE LEARNING IN THE COGNITIVE DOMAIN AND DECLARATIVE KNOWLEDGE

Resource teacher: Mrs. Concepcion Topacio School: Imus Pilot Elementary School

Grade/Year Level: III-Love

Date: February 2, 2016 PAPER AND PENCIL TESTS SELECTED – RESPONSE TYPE 1. ALTERNATE RESPONSE

Please put a check ( ) on the test which the teacher used and give at least 2 test items as examples. You may ask for samples of past test that your resource teacher used in the past to complete your matrix.

2. MATCHING TYPE

3. MULTIPLE CHOICE

4. OTHERS

CONSTRUCTED RESPONSE TYPE 1. COMPLETION

2. SHORT ANSWER TYPE

3. PROBLEM SOLVING

4. ESSAY

a) RESTRICTED

b) NONRESTRICTED

c) OTHERS

OBSERVATION SHEET # 2.2 – TRADITIONAL ASSESSMENT PRACTICE LEARNING IN THE COGNITIVE DOMAIN AND DECLARATIVE KNOWLEDGE Resource teacher: Mrs. Concepcion Topacio School: Imus Pilot Elementary School

Grade/Year Level: III-Love

Date: February 2, 2016 PAPER AND PENCIL TESTS

Please put a check ( ) on the test which the teacher used and give at least 2 test items as examples. You may ask for samples of past test that your resource teacher used in the past to complete your matrix.

SELECTED – RESPONSE TYPE ALTERNATE RESPONSE

MATCHING TYPE

MULTIPLE CHOICE

OTHERS

CONSTRUCTED RESPONSE TYPE d) COMPLETION

e) SHORT ANSWER TYPE

f) PROBLEM SOLVING

g) ESSAY

h) RESTRICTED i) NONRESTRICTED

j) OTHERS

OBSERVATION SHEET # 2.3 AUTHENTIC ASSESSMENT PRACTICE LEARNING IN THE PSYCHOMOTOR DOMAIN, PROCEDURAL KNOWLEDGE, PRODUCT AND PERFORMANCE

 MY ANALYSIS: 1. In what subject was traditional assessment method used most? Subjects English and Filipino were the ones that often uses traditional assessment method. 2. Which among the traditional assessment tools/ tests was/ were used most often? Paper-and-pencil assessment. 3. In what subjects was authentic assessment method used most?

Authentic assessment was used more often to MAPE and PE. 4. Which products or performance were assessed? Give examples. Students had a performance at MAPE where they sang as a group and danced as well.

 MY REFLECTIONS: What happens when your assessment method and toll do not match with your domain of learning? When the assessment and toll did not match with the domain of learning, assessment method must be repeated.

Have we been fair to learners whom we learned are equipped with multiple intelligences when in the past we only used paper-and-pencil test which was most fit only for the linguistically intelligent learners? The past paper-and-pencil tests used weren’t favourable to learners with multiple intelligences because it is very objective—the past tests were only focused on linguistic learners and not to different types of M.I.

MY LEARNING PORFOLIO: 1. Refer to the K to 12 Curriculum Guide. Select at least one competency for each domain of learning and give an appropriate assessment tool/task. Domain of learning (Bloom, Competency Assessment tool/task Kendall and Marzano) 1. Cognitive / Declarative Demonstrates understanding Organization Codify, knowledge/ process of concepts of nouns and Discriminate, Display, Order, adjectives for identification Organize, Systematize, Weight and description Presents varied ideas Responding Complete, independently and shows 2. Psychomotor / Motor Comply, Cooperate, Discuss, interest enthusiastically in Examine, Obey, Respond skills diverse literacy-related activities/tasks Demonstrates

understanding Evaluation

–

central

3. Affective

of literary concepts for component of attitudes; appreciation of literacy-related imputations of some degree of activities/tasks goodness or badness to an attitude object; positive or negative attitude toward an object; functions of cognitive, affect and behavioural intentions of the object; stored in memory

2. Research on 2 assessment tools/tasks for learning in the affective domain. Present them here. Cite your references. Self-report. This the most common measurement tool in the affective domain. It essentially requires an individual to provide an account of his attitude or feelings toward a concept or idea or people. It is also called “written reflections” (“Why I Like or Dislike Mathematics”. The teacher ensures that the students write something which would demonstrate the various levels of the taxonomy (receiving to characterization) Rating Scales refers to a set of categories designed to elicit information about a quantitative attribute in social science. Common examples are the Likert scale and 1-10 rating scales for which a person selects the number which is considered to reflect the perceived quality of a product. The basic feature of any rating scale is that it consists of a number of categories. These are usually assigned integers.

Reference: http://olga-assessment.blogspot.com/2009/05/assessment-in-affective-domain.html

Learning Episode 4 ASSESSING LEARNING IN DIFFERENT LEVELS OBSERVATION SHEET # 3.1 – LEVELS OF LEARNING OUTCOMES Resource teacher: Mrs. Concepcion Topacio School: Imus Pilot Elementary School

Grade/Year Level: III-Love

Date: February 2, 2016

Level of learning outcome cognitive (Bloom)

1. Remembering

Learning outcome/ lesson objective from Teachers lesson plan (Write lesson objective in the appropriate level outcome). Students should view fractions in general as

Assessment task (evaluation from Teachers lesson plan. (write in the appropriate level outcome) Students identify the value of the

Is the level of assessment aligned to the level of the objective?

YES

NO

2. Comprehending

3. Applying

being built out of unit fractions, and use fractions along with visual fraction models to represent parts of a whole. The differentiation will be used throughout each day of the lesson for all students, including English Language Learners and students with disabilities. Students will work in group activities according to their level of knowledge of fractions, as seen in the pre-assessment.

following fractions: 1/4, 1/3, 2/3, 1/2, 3/4, 1/12, 1/6, 2/6, 4/6, 6/6, 6/12, 1/8, 2/8, 4/8, 6/8, 11/12, and 12/12.

Using the three tiered groups, students will rotate between two groups of computers and/or laptops and one group of iPod Touches or iPads. During 15minute time slots, students will rotate to complete the following activities on computers or laptops.

After the class completes the three rotations, have the students construct number lines (Student Resource 2) into halves, thirds, fourths, fifths, sixths, eighths, tenths, and twelfths. Students will label all intervals from zero to one on each number line.

Students will answer the following question in their journals: “Explain where would the fraction 3/5 be placed on a number line? Describe how you know”

4. Analysing

Students with a partner will use chart paper or web products to create a poster of fractions on number lines. Students create posters with fractions shown on number lines. A number line will need to be created for each of the fraction sets (denominators 2-10). See Number Line Rubric (Teacher Resource 5) for poster grading guidelines. When completed, students will share their poster with the class.

Teacher will use Number Line Activity Rubric (Teacher Resource 4) to assess the students’ individual understanding of the concept.

5. Evaluating

The students will be placed into tiered small group activities by the level of their understanding of fractions. The teacher facilitating the activities by level is important for all students, especially English Language Learners and students with disabilities.

The students will be able to develop understanding of the concept of fractions at their level of ability.

 MY ANALYSIS 1. What is the counterpart of Blooms recalling in Kendall’s and Marzano’s and DepEd KPUP? Domain

Categories of Activities Knowledge, Comprehension, Application, Cognitive Analysis, Synthesis, Evaluation Receiving, Responding, Valuation, Affective Organization, Internalization Perception, Mindsets, Guided Response, Psychomotor Mechanism, Complex Overt Response, Adaptation, Origination In Bloom’s taxonomy the Cognitive domain describes a framework of information processing through certain types of activities. The Affective domain describes the interactions of the individual learner with those cognitive activities. Domains

Levels of Processing

Information Mental Procedures Psychomotor Procedures

Self-System Meta-cognitive System Knowledge Utilization (Cognitive) Analysis (Cognitive) Comprehension (Cognitive) Retrieval (Cognitive)

The first four levels of processing are cognitive, beginning with “Retrieval” the least complex, then moving upward with increasing complexity through “Comprehension”, “Analysis” and “Knowledge Utilization”. The fifth level of processing, the Meta-cognitive System, involves the learner’s specification of learning goals, monitoring of the learner’s own process, clarity and accuracy of learning. Simply put involves the learner’s organization of their own learning. The sixth level of processing, the Self-System, involves the learner’s examination of the Importance of the learning task and their self-efficacy. It also involves the learner’s emotional response

2. Are the levels of learning or processing of what is learned in Blooms, Kendall’s and Marzano’s similar or entirely different? Diagram.

3. What did you discover about assessment tasks and learning outcomes? Are they aligned? Explain. It would be fair to say that Bloom’s Cognitive domain and its categories of activities was the primary framework for designing formative and summative assessments for over 50 years. Testing in education has usually involved beginning with knowledge activities (testing recall) and then progressing through comprehension, application, and so on with each category perceived as requiring more complex cognitive activity. 4. Students study based on how they are tested. To avoid “Teaching to-the-test (teaching something because it will be tested or covered in the test) or superficial factual testing. What levels of knowledge processing should teachers use more? Comprehension and retrieval are the levels that must be used more. Comprehension involves the integration and symbolization of knowledge. Integration may involve the student being asked to identify the basic structure of an item of information, mental procedure or psychomotor procedure. Symbolization may involve the student being asked to produce an accurate symbolic representation of information, mental procedure or psychomotor procedure. Retrieval involves the recognition and recall of information and the execution of mental procedures and psychomotor procedures. Recognition in the Information Domain may involve the student being asked to state whether a proposition is true or false. Recall in the Information Domain may involve the student being asked to produce a statement about a piece of information. Execution in the Mental Procedures domain might require the student to execute a procedure, such as a calculation, without significant error.

Learning Episode 6 ON PORTFOLIO

MY LEARNING ACTIVITIES: CHECKLIST Classify the portfolio examine. Use the checklist below. Type of Portfolio Development /process Portfolio / growth Portfolio

Tally (How many did you see)

Frequency

Display showcase / Best work Portfolio / showcase portfolio

Evaluation /Assessment Portfolio

OBSERVATION CHECKLIST Select three ( 3 ) best portfolio from what you examined. Which elements is/are present in each? Please check. 1. 2. 3. 4. 5.

Elements of Portfolio Cover letter- “ About the Author” and “ what my portfolio shows about my progress as a learner” Table of contents with numbered pages Entries both core(required items) and optional items (chosen by students). Dates on all entries to facilitate proof of growth over time. Drafts of aural/oral and written products and revised

Put your check( ) here

revision, i.e. (first drafts and corrected/revised version) 6. Reflection

 MY ANALYSIS: 1. Did I see samples of the three different types of portfolio? Portfolios shown were limited. 2. What did I observed to be the most commonly used portfolio? Most portfolios were about the results of assessment and evaluation. 3. As I examined three selected portfolio, did I see all the elements of a portfolio? Elements of a portfolio was sustained. 4. Is it necessary for a teacher to use varied types of portfolio? Why? Yes it is necessary. It can be reviewed every end of the grading for monitoring of the students’ standings.

 MY REFLECTION: 1. Have portfolios made the learning assessment process inconvenient? Is the effort exerted on portfolio assessment commensurate to the improvement of learning that results from the use of portfolio? Portfolio assessment is an evaluation tool used to document student learning through a series of student-developed artifacts. Considered a form of authentic assessment, it offers an alternative or an addition to traditional methods of grading and high stakes exams. Portfolio assessment gives both teachers and students a controlled space to document, review, and analyse content leaning. In short, portfolios are a collection of student work that allows assessment by providing evidence of effort and accomplishments in relation to specific instructional goals

MY LEARNING PORTFOLIO: Present what you learned on types, functions and elements of a portfolio by means of 3 separate graphic organizers. Types of Portfolio

Functions of Portfolio

Elements of portfolio

Learning Episode 7 ON SCORING RUBRICS

MY LEARNING ACTIVITIES:

INTERVIEW INTERVIEW OF MY RESOURCE TEACHER I will ask of the following question: 1. Where do you use the scoring rubrics? ( student outputs or products and student activities) 2. What help have scoring rubrics given you? When there were no scoring rubrics yet, what did you use? 3. What difficulties have you met in the use of scoring rubrics? 4. Do you make use of holistic and analytic rubrics? How do they differ? 5. Which is easier to use – analytic or holistic? 6. Were you involved in the making of the scoring rubrics? How do you make one? Which is easier to construct- analytic or holistic? RESEARCH: I will research on more examples of holistic and analytic rubrics?

(Holistic Rubric Example) Oral Report 5

4

3

2

1

0

Excellent: The student clearly describes the question studied and provides strong reasons for its importance. Specific information is given to support the conclusions that are drawn and described. The delivery is engaging and sentence structure is consistently correct. Eye contact is made and sustained throughout the presentation. There is strong evidence of preparation, organization, and enthusiasm for the topic. The visual aid is used to make the presentation more effective. Questions from the audience are clearly answered with specific and appropriate information. Very Good: The student described the question studied and provides reasons for its importance. An adequate amount of information is given to support the conclusions that are drawn and described. The delivery and sentence structure are generally correct. There is evidence of preparation, organization, and enthusiasm for the topic. The visual aid is mentioned and used. Questions from the audience are answered clearly. Good: The student describes the question studied and conclusions are stated, but supporting information is not as strong as a 4 or 5. The delivery and sentence structure are generally correct. There is some indication of preparation and organization. The visual aid is mentioned. Questions from the audience are answered. Limited: The student states the question studied, but fails to fully describe it. No conclusions are given to answer the question. The delivery and sentence structure is understandable, but with some errors. Evidence of preparation and organization is lacking. The visual aid may or may not be mentioned. Questions from the audience are answered with only the most basic response. Poor: The student makes a presentation without stating the question or its importance. The topic is unclear and no adequate conclusions are stated. The delivery is difficult to follow. There is no indication of preparation or organization. Questions from the audience receive only the most basic, or no, response. No oral presentation is attempted.

 MY ANALYSIS: 1. What benefits have scoring rubrics brought to the teaching – learning process? Teachers can increase the quality of their direct instruction by providing focus, emphasis, and attention to particular details as a model for students. Students have explicit guidelines regarding teacher expectations. Students can use rubrics as a tool to develop their abilities. Teachers can reuse rubrics for various activities. 2. How are scoring rubrics related to portfolio assessment? Authentic assessment is used to evaluate students' work by measuring the product according to real-life criteria. The same criteria used to judge a published author would be used to evaluate students' writing. Although the same criteria are considered, expectations vary according to one's level of expertise. The performance level of a novice is expected be lower than that of an expert and would be reflected in different standards. For example, in evaluating a story, a first-grade author may not be expected to write a coherent paragraph to earn a high evaluation. A tenth grader would need to write coherent paragraphs in order to earn high marks. 3. To get the most from scoring rubrics, what should be observed in the making and use of scoring rubrics A weighted rubric focuses attention on specific aspects of a project. When learning something new, it is difficult to assimilate all of the necessary details into a coherent final product. Likewise, it is difficult to learn new things in isolation or out of context. A weighted rubric devised from quality projects will allow new learners to focus on what is being taught, while providing meaningful context to support the entire experience.

 MY REFLECTIONS: Can rubrics help make students to become self – directed or independent learners? Do rubrics contribute to assessment AS learning (self-assessment) What if there were no rubrics in assessment? Rubrics can help students become self-directed. With the criteria presented in a certain activity, students will know how they are going to attain or achieve the right way that will make their grades high. Rubrics contribute to assessment as learning or self-assessment. If there were no rubrics in assessment both teachers and students will have a difficulty on an effective teachinglearning process.

PROBLEM SOLVING RUBRIC

4 Plan

Process

Organization

Re-check the work

Accuracy Explanation

Diagram

3

Student understands problem, identifies necessary data for solving and creates an accurate plan to solve. Student’s process is completely correct.

Student understands problem but can only identify some necessary data or creates slightly inaccurate plan to solve. Student’s process is mostly correct but contains a few errors. Student Student completes work completes work, in logical, but it’s difficult sequential to follow the manner that is steps used. easy to follow. Student knows Student knows how to check how to check answer and work, sees verifies accuracy answer is inaccurate but does not know how to fix it. Student’s answer Student’s answer is completely is mostly correct correct. Student can Student can explain how to explain how to solve and why solve but cannot the chosen explain why the methods work. methods work. Student creates Student creates a an accurate diagram, graph, diagram, graph or chart that or chart to show contains slight solution. errors.

2

1

Student understands problem but cannot identify necessary data or create plan to solve.

Student does not understand problem and cannot identify data or create plan.

Student’s Student does not process contains use any several errors. appropriate steps to solve the problem. Student’s work Student’s work is incomplete, is incomplete but some logical and no work is steps are shown. shown.

Student needs clarification on how to check work.

Student does not know how to check work even with clarification.

Student’s answer is mostly incorrect. Student can explain only a small part of the work.

Student’s answer is completely incorrect. Student cannot explain any of the work.

Student creates a Student did not diagram, graph, create a diagram, or chart that graph, or chart. contains many errors.

Total Score Learning Episode 8 THE K TO 12 GRADING SYSTEM

MY LEARNING ACTIVITIES ACTIVITY 1: Based on DepEd order 8, s.2015 1. What are the bases for grading?

Components Language s 1-10

Written work Performance Tasks Quarterly Assessments

AP Es P

Scienc e

Mat h

MAPE H

TLE/EPP

30% 50%

40% 40%

20% 60%

20%

20%

20%

2. How do you compute grades per quarter for grades 1 to 10 grades 11 to 12? Give an example. Percentage score (PS)=

[

Percentage score (PS)=

[ ]

'

]

Learne r s total raw score × 100 Highest possible score 20 × 100 25

Percentage score ( PS )=80

3. What descriptors and grading scale are used in reporting progress of learners?

Core Values

Behaviour Statements

Indicators

Maka-Diyos

Makatao

Expresses one’s spiritual 1. Engages oneself in beliefs while respecting the worthwhile spiritual spiritual beliefs of others. activities 2. Respects sacred places 3. Respects religious belief of others 4. Demonstrates curiosity and willingness to learn about other ways to express spiritual life. Shows adherence to ethical 1. Tells the truth principles by upholding the 2. Returns borrowed things in good condition truth. 3. Demonstrates intellectual honesty 4. Expects honesty from others 5. Aspires to be fair and kind to all 6. Identifies personal biases 7. Recognizes and respects one’s feelings and those of others. Is sensitive to individual, 1. Shows respect for all social, and cultural 2. Waits for one’s turn 3. Takes good care of differences borrowed things 4. Views mistakes as learning opportunities 5. Upholds and respects the dignity and equality of all including those with special needs 6. Volunteers to assist others in times of need 7. Recognizes and respects people from different economic, social and cultural backgrounds.

Demonstrates contributions 1. Cooperates during toward solidarity activities. 2. Recognizes and accepts the contribution of others toward a goal 3. Considers diverse view 4. Communicates respectfully

Cares for the environment and utilizes resources wisely, judiciously, and economically.

Makakalikasan

Demonstrates pride in being a Filipino; exercises the rights and responsibilities of a Filipino citizen

Makabansa

Demonstrates appropriate behaviour in carrying out activities in the school, community and country.

5. Accepts defeat and celebrates other’s success 6. Enables others to succeed 7.Speaks out against and prevents bullying 1. Shows a caring attitude toward the environment 2. Practices waste management 3. Conserves energy and resources 4. Takes care of school materials, facilities and equipment 5. Keeps working area in order during and after work 6. Keeps one’s work neat and orderly 1. Identifies oneself as a Filipino 2. Respects the flag and the national anthem 3. Takes pride in diverse Filipino cultural expressions, practices and traditions 4. Promotes the appreciation and enhancement of Filipino languages 5. Abides by the rules of the school, community and country 6. Enables others to develop interest and pride in being a Filipino

1. Manages time and personal resources efficiently and effectively 2. Perseveres to achieve goals despite difficult circumstances 3. Conducts oneself appropriately in various situations.

4. What are the bases for learner’s promotion and retention at the end of the school year? (p19 pdf file) 5. What is the report on learners observed values?