Traditional Assessment is more on thinking or choosing for a response, focuses on recall/recognition, teacher structures, grounded on indirect evidence and is contrived.
Authentic Assessment is more on performing, utilizes
someone's construction or application abilities, student-structured, grounded
on direct evidence and is real-life.
Product or showcase portfolio is usually used as a summative assessment to evaluate mastery of learning objectives and it highlights the best work of the learner accomplishments.
Process portfolio expands information by integrating reflections and higher-order cognitive activities and it is a documentation of all stages of the learning process including the learner's work all throughout the entire educational progression.
Documentation or Working portfolio is used to highlight development and improvement of learners over time and it usually involves a range of artifacts from brainstormed lists to rough drafts to finished products.
Rubric is a measuring tool utilized in rating performance-based tasks and it is also the key to corrections for assessment tasks designed to measure that attainment of learning competencies that require demonstration of skills or creation of products of learning.
Holistic Rubric describes the overall quality of a performance or product, thus, only one rating is given to the entire work.
Analytic Rubric shows the quality of a performance or product in terms of identified dimensions or criteria for which are rated independently to give a better picture of the quality of work or performance.
Learning targets should be clearly stated, specific and centers on what is truly important. Examples of Self-Report Assessment Methods are survey, sociometric devices, questionnaires, inventories and attitude scales.
A balanced assessment sets targets across all sets in domains of learning which include cognitive, affective and psychomotor or Gardner's domains of intelligence.
Validity is the usefulness of the instrument for a given
purpose, thus, it measures what it intends to measure. It is the most important
criterion of a good assessment instrument.
Content Validity reflects the curricular objectives through a careful and critical examination of the objectives of assessment.
Criterion-related validity utilized correlational statistics between the assessment instrument and another external predictor or measure.
Construct validity is established by analyzing the activities and processes that correspond to a particular concept by comparing psychological traits or factors that theoretically influence scores of a learner in a test.
Ambiguity in assessment contributes to misinterpretations and confusions, it usually confuse the brighter students rather than the poor ones.
Traditional Assessment is more on thinking or choosing for a response, focuses on recall/recognition, teacher structures, grounded on indirect evidence and is contrived.
Authentic Assessment is more on performing, utilizes
someone's construction or application abilities, student-structured, grounded
on direct evidence and is real-life.
Product or showcase portfolio is usually used as a summative assessment to evaluate mastery of learning objectives and it highlights the best work of the learner accomplishments.
Process portfolio expands information by integrating reflections and higher-order cognitive activities and it is a documentation of all stages of the learning process including the learner's work all throughout the entire educational progression.
Documentation or Working portfolio is used to highlight development and improvement of learners over time and it usually involves a range of artifacts from brainstormed lists to rough drafts to finished products.
Rubric is a measuring tool utilized in rating performance-based tasks and it is also the key to corrections for assessment tasks designed to measure that attainment of learning competencies that require demonstration of skills or creation of products of learning.
Holistic Rubric describes the overall quality of a performance or product, thus, only one rating is given to the entire work.
Analytic Rubric shows the quality of a performance or product in terms of identified dimensions or criteria for which are rated independently to give a better picture of the quality of work or performance.
Learning targets should be clearly stated, specific and centers on what is truly important. Examples of Self-Report Assessment Methods are survey, sociometric devices, questionnaires, inventories and attitude scales.
A balanced assessment sets targets across all sets in domains of learning which include cognitive, affective and psychomotor or Gardner's domains of intelligence.
Validity is the usefulness of the instrument for a given purpose, thus, it measures what it intends to measure. It is the most important criterion of a good assessment instrument.
Content Validity reflects the curricular objectives through a careful and critical examination of the objectives of assessment.
Criterion-related validity utilized correlational statistics between the assessment instrument and another external predictor or measure.
Construct validity is established by analyzing the activities and processes that correspond to a particular concept by comparing psychological traits or factors that theoretically influence scores of a learner in a test.
Ambiguity in assessment contributes to misinterpretations and confusions, it usually confuse the brighter students rather than the poor ones.
The most stable, most important and most useful measure of variation is the standard deviation, it involves all the scores in a distribution compared to range and quartile deviation.
In quartile deviation, the higher the number in the quartile the higher the position of a learner based on his score.
Some factors of a positively skewed distribution are ineffective
teaching and learning strategies, unprepared students, very difficult items and
time limit which leads to the low score or poor performance of students.
Some factors of a negatively skewed distribution are smart and prepared students, effective teaching and learning strategies and enough time during the examination which leads to the high score or good performance of students.
The normal curve has a single peak, unimodal distribution, bell shaped and symmetric in nature.
Percentile ranks are the positional ranks of learner's percentage scores in the frequency distribution, it refers the to percent of students lower than the learner's score.
Z-score is the number of standard deviation units a score is above or below the mean of a given distribution, a positive z-score measures the number of standard deviation above the mean while a negative z-score are those below the mean.
The measure of relationship describes the degree of relationship or correlation between to variables, the greater the relationship, the more reliable a test is.
A positive correlation means the relationship shows the same behavior or trends across the variables while negative correlation shows an opposite relationship.
The learning domains of K-12 are Values development, Socio-emotional Development, Mathematics, Understanding Physical and Natural Environment, Language Literacy and Communication, Physical, Health and Motor Development and Aesthetic Development.
Mother Tongue Based Multi Lingual Education (MTB-MLE) is utilized from Grades 1-3.
Exploratory Courses are introduced in Grades 7 and 8 to teach learners common competencies or introductory and basic skills such as use and maintenance of tools, interpreting drawing, measurement and calculation and occupational safety and health.
By the end of Grade 8, learners must be introduced to as least exploratory course and must have obtained Certificate of Competency in the exploratory coursed they acquired.
In the beginning of Grade 9, the student chooses a focus area from the exploratory courses where they continue up to grade 10, they are enabled to obtain National Certification Level 1 (NC1) from TESDA if they pass the assessment in the national certification.
If the learner pursues the Tech-Voch career path in Grades 11 and 12, he may choose to be assessed and gain and NC II Certification.
The K-12 Career Tracks are Academic Track, Technical-Vocational Track, Sports Track and Arts and Design Track.
Academic Track has the following strands: General Academic, ABM (Accountancy, Business and Management), STEM (Science, Technology and Engineering and Mathematics and HUMSS (Humanities and Social Sciences.
Through Universal Kindergarten, every Filipino child now has access to early childhood education.
With K-12, Children begin school at the age of five and are given the too they need to gradually adjust to formal education.
With K-12, the lessons are more relevant to learners through contextualization and enhancement.
Twelve (12) MT languages have been introduced for SY 2012-2013: Bahasa Sug, Bikol, Cebuano, Chabacano, Hiligaynon, Iloko, Kapampangan, Maguindanaoan, Meranao, Pangasinense, Tagalog, and Waray.
Spiral curriculum shows progression and ensures integrated and seamless learning which ensures mastery of knowledge and skills after each level.
Senior High School is a two year specialized upper secondary education, which is preparation in gearing up for the future of each learner.
There are seven Learning Areas under the Core Curriculum of the K-12, these are Languages, Literature, Communication, Mathematics, Philosophy, Natural Sciences, and Social Sciences.
Every graduate of the K-12 curriculum will be equipped with Information, media and technology skills, Learning and innovation skills, Effective communication skills, and Life and career skills.
The Core Curriculum subjects are subdivided into Oral communication, Reading and writing, Komunikasyon at pananaliksik sa wika at kulturang Filipino, 21st century literature, from the Philippines and the world, Contemporary Philippine arts from the regions, Media and information literacy, General mathematics, Statistics and probability, Earth and life science, Physical science, Introduction to philosophy of the human person/Pambungad sa pilosopiya ng tao, Physical education and health, Personal development /pansariling kaunlaran, Earth science (instead of Earth and life science for those in the STEM strand), and Disaster readiness and risk reduction (taken instead of Physical science for those in the STEM strand).
The Applied Track Subjects are composed of English for academic and professional purposes, Practical research 1, Practical research 2, Filipino sa piling larangan, Akademik, Isports, Sining, Tech-voc, Empowerment technologies (for the strand), Entrepreneurship and Inquiries, investigatories, and immersion.
Private schools crafted their transition plans to K-12 based on: (1) current/previous entry ages for Grade 1 and final year of Kinder, (2) duration of program, and most importantly, (3) content of curriculum offered.
The Philippines is the last country in Asia and one of only three countries worldwide with a 10-year pre-university cycle (Angola and Djibouti are the other two).
A 13-year program is found to be the best period for learning under basic education. It is also the recognized standard for students and professionals globally.
Classroom Assessment is an ongoing process of identifying, gathering, organizing and interpreting quantitative and qualitative information about what learners know and can do.
Formative Assessment is a process that involves teachers using evidence about what learners know and can do to inform and improve their teaching. This process, through the teacher's immediate feedback, enables students to take responsibility for their own learning and identify areas where they do well and where they need help.
Summative Assessment is an assessment that is usually administered toward the end of a learning period to measure the extent to which the learners have mastered the essential learning competencies, the results of which are recorded and are used to report the learner's achievement.
Grading is the way of reporting assessment data by assigning a value to the results as a record of students' ability, achievement or progress.
A variety of assessment strategies is necessary, with formative assessment taking priority to inform teaching and promote growth and mastery.
In 2020, non-mandatory self-monitoring tool may be accomplished independently by the learners or with the assistance of their parent/guardian, it is not required to accomplish but is highly recommended to keep track of learner's academic progress.
During the pandemic, in the implementation of distance learning modalities, parents and guardians will play a crucial role in guiding their children in adapting to the changes of distance learning processes.
The parents/guardians' roles in assessment process are communication with the teachers for updates on child's situation, progress and challenges encountered and guiding their children in accomplishing the assessment tasks and/or monitoring tools designed by their teacher.
Performance tasks refer to assessment tasks that allow learners to show what they know ad are able to diverse ways where teachers may create or innovate products or do performance-based tasks such as skills demonstration, group presentations, oral work, multimedia presentations and research projects.
It is important to note that written outputs may also be considered as performance tasks.
In conducting assessments remotely, the following tasks should be noted: Communicating the assessment task and consultations to allow room for adjustments and record of progress through self-monitoring tool, check-ins of teachers with learners and evidences of learning through the student's learning portfolio.
Teachers should ensure that learners receive remediation when they earn raw scores which are consistently below expectations in summative assessments by the fifth week of the quarter to prevent a learner in failing in any learning area at the end of the year.
The grading system implemented in the interim policy
in 2020 as a result of the CoVID pandemic provides reasonable leniency to
learners who are put at a greater disadvantage by the pandemic, while not
jeopardizing the integrity and principles of assessment and grading
For the school year 2021-2022, quarterly assessments shall not be administered. However, days allotted for quarterly assessments in DepEd Order 7, s. 2020 or the School Calendar and Activities for School Year 2020-2021, may be used for the presentation of major performance for the quarter that addresses the performance standard.
The quarterly examination's weight will no longer be a part of the grading system during the new modalities of the pandemic, thus, its weight will be distributed equally into written works and performance task.
Role of Technology: Technology plays a substantial
role in helping teachers in the development, communication, implementation, and
grading of assessment tasks.
Assessments for Remote Learning resources are broken down into low-, medium- and high-technologies.
Low-technology Resources are printed supplemental activities and assessments picked up from school or delivered to homes such as Flashcards, Pop-up books, Posters, Comics, Creative Self-evaluation questions at the end of each topic, Multi-colored post-it that represent level of understanding per page of submitted module and Rubrics such as RubiStarm, Rubric Maker and Quick Rubric.
Medium Technology Resources' examples are bite-sized assessments through SMS, Text example or summaries, Photo/drawing, Voice memo, Self-evaluation questions or reflection questions, Bite-sized comics, Radio/TV plug-ins like CDs, DVDs, and USB storage containing all small sized assessments.
High-Technology include PDF-format assessments created using an iPad/tablet or laptop or desktop computer through the following apps/software such as Word/Pages, PowerPoint/Keynote, Excel/Numbers, iBooks, Formative and summative assessments accessed from Local Online Open Resource (e.g. DepEd Commons) and Digital assessments.
Digital Assessment includes e-book, video, audio or image format; mixed formative assessment and dynamic media) created through the following sites and tools: such as Kotobee, Thinglink, Buncee and EdPuzzle.
Teacher-created digital assessments distributed through online platforms or LMS such as ClassDojo, Edmodo, Google Classroom, Moodle, Schoology, Seesaw, Skooler, Youtube and ITunes.
Assessments that involve communication skills (e.g., oral report or presentation, speech delivery, direct question-and-answer assessment) can be done in live-video or voice communication through the following platforms such as Dingtalk, Hangouts Meet, Microsoft Teams, Skype, Viber, Messenger, Zoom and Miro.
Gamified quizzes are also utilized as high-technology resource such as Kahoot, Mentimeter, Polleverywhere, Socrative, Quizlet and Quizzes.
Other high-technology resources are Digital Flashcards such as Quizlet, Slides/Keynote/ Powerpoint and Digital Teacher-made self-evaluation for students such as Emoji Worksheet, Self-Assessment Questions, Exit Slip, Lesson Tweet and RubricScorer App.
Asynchronous activities are utilized during the pandemic such as email, text/mobile message, social media and LMS (learning management systems).
Synchronous Activities include phone calls, video calls and live chats.
Rubrics contain four essential features which are: task description or a descriptive title of the task students are expected to produce or perform; a scale (and scoring) that describes the level of mastery (e.g., exceed expectation, meets expectation, does not meet expectation); components/criteria students are to attend to in completing the assignment/tasks (e.g., types of skills, knowledge, etc.); and description of the performance quality (performance descriptor) of the components/dimensions at each level of mastery.
Three-Level Model of Feedback includes feedback at task level, process level and self-regulation level.
It is the teachers' responsibility to ensure that your teaching, learning, and assessment practices support successful learning for these learners.
In a narrative essay, the author tells a story, either imagined or from personal experience. A recount is a type of essay that recounts past events.
The author of a descriptive essay may describe a person, place, object, or even a special memory, and it presents the appearance, characteristics, qualities, or traits of the essay's subject.
An Expository Essay contains text that presents factual information; it is based on facts rather than personal feelings; therefore, those who write this essay type do not reveal their emotions or write in the first person.
The goal of a persuasive essay is to persuade the reader to accept a specific point of view or recommendation.
Interviews are one-on-one conversations in which one person (the interviewer) asks another person (the interviewee) questions in order to gather information, opinions, and stories from the interviewee.
An investigation is an open-ended, sustained exploration of an unfamiliar situation. It differs from problem solving in that it has a specific goal, which is to solve a problem.
Journals are diaries in which students record
important daily events, experiences, observations, or thoughts and ideas while
in class.