REX BOOK STORE INC.
IN-DEPTH SEMINAR
“Managing the Transition to Kto12”
If students are to learn the beauty
and value of education,
they must experience it in
instruction and demonstrate it in the
course of assessment.
What is an assessment?
• Do students know? Are they
able to complete processes
and demonstrate skills? Do
they understand?
• How well do students know?
How well are they able to
complete processes and
demonstrate skills? How
well do they understand?
• What do students not know?
What are they not yet able to
do? What don’t they
understand?
3
Philosophy
• Assessment shall be used primarily as a quality
assurance tool to:
 track student’s progress in the
attainment of standards;
 promote self-reflection and
personal accountability for one’s
learning; and
 provide a basis for the profiling
of student performance.
MARKA
ASSESSMENT in K TO 12 is ……
• OUTCOMES-and STANDARDS-BASED,
• COMPREHENSIVE
• SYSTEMATIC
• VALID MONITORING and EVALUATION
SYSTEM SET IN PLACE AIMED AT
IMPROVING THE QUALITY OF BASIC
EDUCATION
ASSESSMENT
ASSESSMENT as LEARNING
ASSESSMENT for LEARNING
ASSESSMENT of LEARNING
BALANCE OF TRADITIONAL and
AUTHENTIC ASSESSMENT
Standards-Based Assessment
and Rating System
Features of Assessment
• Holistic
– Diagnostic (assessment for
learning)
– Formative/Developmental
(assessment for and
assessment as learning)
– Summative/Evaluative
(assessment of learning)
What are summative and formative assessment?
The garden analogy
If we think of our children as plants …
Summative assessment of the plants is the process of simply
measuring them. It might be interesting to compare and analyse
measurements but, in themselves, these do not affect the growth
of the plants.
Formative assessment, on the other hand, is the equivalent of
feeding and watering the plants appropriate to their needs directly affecting their growth.
Some definitions
Formative assessment
– “… often means no more than that the assessment is
carried out frequently and is planned at the same time
as teaching.” (Black and Wiliam, 1999)
– “… provides feedback which leads to students
recognizing the (learning) gap and closing it … it is
forward looking …” (Harlen, 1998)
– “ … includes both feedback and self-monitoring.”
(Sadler, 1989)
– “… is used essentially to feed back into the teaching
and learning process.” (Tunstall and Gipps, 1996)
Some definitions
Summative assessment
– “… assessment (that) has increasingly been used to
sum up learning” (Black and Wiliam, 1999)
– “… looks at past achievements
– “… adds procedures or tests to existing work
– “... involves only marking and feedback grades to
student
– “… is separated from teaching
– “… is carried out at intervals when achievement has to
be summarized and reported.” (Harlen, 1998)
The Black Box: findings
Black and Wiliam’s research indicates that improving learning through
assessment depends on five deceptively simple factors:
1. Providing effective feedback to students.
2. Students’ active involvement in their own learning.
3. Adjusting teaching to take account of the results of
assessment.
4. Recognizing the profound influence of assessment on
students’ motivation and self-esteem - both crucial
influences on learning.
5. Ensuring pupils assess themselves and understand
how to improve.
Implications for classroom practice
• Sharing learning goals with students.
• Involving students in self-assessment.
• Providing feedback that helps students
recognize their next steps and how to take
them.
• Being confident that every student can
improve.
Features of Assessment
• Standards-based
– Content- what the
student knows, can
do, and
understands
– Performance- how
the student
transfers his/her
understanding to
life situations
Nature of Assessment
Assessment
of Learning
Being summative, it measures student’s
attainment of standards.
Assessment
as Learning
The student reflects on results of
assessment, charts his/her own
progress, and plans next steps to
improve performance; builds
metacognition as it involves the
student in setting and monitoring
own learning goals.
Assessment
of Learning
Assessment
for Learning
Determines student’s
background knowledge
and skills; tracks
student’s progress in
understanding
Performance Standard
A DV A N C E D
KNOWLEDGE
(15%)
PROFICIENT
Understanding
PROCESS(SKILLS)
(25%)
DEVELOPING
(30%)
BEGINNING
UNDERSTANDING(S)
APPROACHING PROFICIENCY
Performance
L E V E L S OF A S S E S S M E N T
PRODUCTS/
PERFORMANCES
(30%)
Content Standard
L E V E L S OF P R O F I C I E N C Y
Levels of Assessment
 Knowledge refers to the substantive content of the
curriculum namely the facts and information that the
student acquires.
 Process refers to the cognitive operations that the
student performs on facts and information for the
purpose of constructing meanings and understandings.
 Understandings refers to enduring big ideas, principles
and generalizations inherent to the discipline which are
assessed using the facets of understandings.
 Products/Performances refers to real-life application of
understanding as evidenced by the student’s
performance of authentic tasks.
Assessment Tools
• Knowledge
– traditional tools e.g. paper-&-pencil tests using
multiple choice, true-or-false or matching type
tests and constructed response tests
• Process or Skills
– outline, organize, analyze, interpret, translate,
convert or express information in another form
or format; draw analogies,; construct graphs,
flowcharts and mind maps or graphic
organizers; or transform a textual presentation
into a diagram
Assessment Tools
• Understandings
– facets of understandings
• Products & Performances
– authentic products or performance tasks
that a student is expected to do to
demonstrate his/her understanding
Facets of Understanding
Concept
Products and Performances
• Students demonstrate conceptual understanding, and
content and skill acquisition or show evidence of their
learning through products and performances.
• Products and performances promote self-understanding,
self-monitoring, and self-assessment.
• They include opportunities for authentic audiences to
experience and critique results
• They permit choices and combinations of oral, written,
visual, and kinesthetic modes
Levels of Proficiency
Developing
The student at this level possesses the
minimum knowledge and skills and core
understandings, but needs help throughout
the performance of authentic tasks.
The
student at this level struggles with
(75-79%)
his/her understanding; prerequisite and
fundamental knowledge and/or skills
have not been acquired or developed
adequately to aid understanding.
Beginning
(75-79%)
(74% & below)
Proficient
Advanced
The student at this level exceeds the core
requirements in terms of knowledge, skills and
understandings, and can transfer them automatically
and flexibly through authentic performance tasks.
(90% & above)
The student at this level has developed the
fundamental knowledge and skills and core
understandings, and can transfer them
independently through authentic performance tasks.
The student at this level has developed the fundamental
knowledge and skills and core understandings and, with
little guidance from the teacher and/or with some
assistance from peers, can transfer these understandings
through authentic performance tasks.
Approaching
Proficiency
(85-89%)
(80-84%)
Feedback
• Results of the assessment across levels
should be fed back immediately to the
students, so that they know what to
improve further, and then they can plan
strategically how they can address any
learning deficiency.
Knowledge • (8%) Relevance of
(15%) data/information to the
development of
acquisition
understanding
of
information
as
• (7%) Adequacy of
data/information to firm
evidenced
up and deepen
by the
understanding
following:
Skills (25%) meaning
making as
evidenced by
the student’s
ability to
process and
make sense of
information,
and is
assessed
based on the
following
criteria:
•(10%)
Understanding
of Content
•(15%) Critical
Thinking
Understanding(s)
(30%)- as
expressed using
the six facets of
understanding:
Explanation,
Interpretation,
Application,
Empathy,
Perspective, and
Self-knowledge,
and are assessed
based on the
following
criteria:
• Breadth of
understanding
(connection to a wide
range of contexts)
• Depth of
understanding (use of
insights, reflection)
Transfer of
understanding
to life
situations(30%)
as
demonstrated
through
• Products- outputs which are
reflective of learner’s
creative application of
understanding; and
• Performances- skillful
exhibition or creative
execution of a process,
reflective of masterful
application of learning or
understanding
Frequency of Assessment
• Knowledge, skills, understanding and
transfer shall be assessed formatively
(daily; weekly; scored and recorded, but
not graded) and summatively (scored,
recorded and graded) at the end of the
unit, quarter, or school year.
Sample Report Card
ULAT TUNGKOL SA PAG-UNLAD NG MARKA
Huling Marka
PASYA
2
3
P
P
A
A
A
Promoted
AP
AP
AP
AP
AP
Promoted
D
AP
AP
AP
AP
Promoted
D
D
AP
AP
AP
Promoted
AP
AP
AP
AP
AP
Promoted
A
A
A
A
A
Promoted
B
B
B
D
B
Retained
Legend:
A (Advanced)
P (Proficient)
AP (Approaching Proficiency)
D (Developing)
B (Beginning)
B
B
D
B
D
D
D
D
D
B
B
D
D
B
B
B
B
B
B
P
P
P
P
P
(Need not
repeat
Arts)
Promoted
90% and above
85% - 89%
80% - 84%
75%-79%
74% and below
ULAT NG PAGPASOK
Agosto
Setyembre
Oktubre
Nobyembre
Disyembre
Enero
Pebrero
Marso
Bilang ng araw na
may pasok
Bilang ng araw na
pumasok
21
22
21
21
20
14
21
21
18
198
19
21
22
21
21
20
14
21
21
18
198
Kabuuan
Hulyo
19
Araw
Abril
Hunyo
Buwan
0
0
0
0
0
0
0
0
0
0
Panuto: Lagyan ng tatlong (3) istar () kung lubhang kasiya-siya
ang ipinamalas, dalawang istar () kung kasiya-siya, at isang istar
() kung dapat pang linangin ang mag-aaral.
4
D
0
PAG-UNLAD SA TAGLAY NA MGA PAGPAPAHALAGA
AT SALOOBIN
1
MARKAHAN
Larangan ng Pag-aaral
Filipino
English
Mathematics
Science
Araling Panlipunan (AP)
Technology and Livelihood Education
(TLE)
MAPEH
Music
Arts
Physical Education
Health
Edukasyon sa Pagpapakatao (EsP)
Bilang ng araw na
pumasok nang huli
Mga Kinakailangang namasid na
Pagpapahalaga at saloobin
Kaangkupang Pisikal – Nagpamalas ng kasiya-siyang gawi tungo sa
pagpapanatili ng kaangkupang pisikal at mental
Sining – Nagpamalas ng pagkamalikhain sa pagsasagawa ng iba’t ibang
gawain
Tolerance – Nagpakita ng paggalang sa pagkakaiba-iba ng mga
paniniwala at palagay ng tao
Katapatan/Integridad – Nagpakita ng katapatan sa lahat ng
pagkakataon
Disiplina sa Sarili – Nagpamalas ng kusanf-loob na malinang ang angkop
na pagkilos sa pagsasagawa ng mga Gawain
Religious Tolerance – Nagpakita ng paggalang sa pagkakaiba ng
rehiyon, tulaf ng mga lugar ng pagsamba at mga simbolong banal
Paggalang sa Karapatang Pantao – Nagpakita ng paggalang sa
pagkakapantay-pantay ng lahat maging anuman ang edad, kasarian, lahi,
wika, relihiyon, paniniwalang political, katayuang panlipunan at
kapansanan
Mapayapang Pakikilahok – Nagpamalas ng kaaya-ayang pakikitungo sa
kapwa
Pangangalaga sa Kapaligiran – Pinangalagaan ang kapaligiran
Tamang Paggamit ng mga Resorses – Ginamit ang mga resorses sa
ekonomikal na paraan
Pagpapahalaga sa Yamang Kultural – Nagpakita ng pagmamalaki sa
mga katutubo at kontemporaryong sining at kultura ng Pilipinas
Kalayaan at Pananagutan – nagpakita ng pag-unawa sa mga
pangunahing kalayaan at ang mga katumbas na pananagutan
Mapanagutang Pamumuno – Nagsagawa ng sariling responsibilidad
nang may dedikasyon
Pambansang Pagkakaisa – nagpamalas ng pakikiisa sa sariling bansa sa
kabila ng pagkakaiba-iba ng paniniwalang political at cultural, wika at
MARKAHAN
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2
3
4
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GUIDING PRINCIPLES IN ADDRESSING LEARNING
GAPS
• Every student should have a learning
profile
-maintained and updated at least on a quarterly basis
by the class adviser in collaboration with other subject
area teachers
-The profile should be passed on to the next class
adviser as the student moves up the grade level.
GUIDING PRINCIPLES
IN ADDRESSING LEARNING GAPS
• subject area teacher should
require individual students
to maintain a portfolio
• the teacher should
continuously assess for
learning in order to ensure
that students are making
progress in relation to the
standards
• interventions that may have
to be provided should be
tailored to individual
learning needs
My
PORTFOLIO
Guide to a Tiered Model of Bridging Gaps
Advanced, A (90% and Above)
Proficient, P (85% - 89%)
Approaching Proficiency, AP (80% - 84%)
20 – 30 mins of in-school remediation every other day
Developing, D (75% - 79%)
30 – 45 mins of in-school remediation daily
Beginning, B (74% and Below)
1 hr of in-school remediation daily + extra time for off-school practice
Tiered Response to Learning Gaps by Level of Performance
The interventions may come in various forms,
such as the following:
– Cross-age tutorials (i.e., students in the higher
grades coaching those in the lower grades)
– Teacher modeling followed by guided practice and
independent practice
– Summer class/summer camp
– Use of Strategic Intervention Materials (SIMs), which
are worksheets prepared by teachers targeting the
least mastered competencies
• A one-time remediation is often not enough to
bridge gaps in learning.
• Trained professionals may have to be engaged
to provide a scientific and systematic approach
to intervention.
• For students with huge learning gaps, the school
head should adopt a more directive approach by
mandating the placement of such students in
appropriate intervention programs.
Management of the
K-12 Curriculum
THE TASK of DELIVERING
BASIC EDUCATION
Curriculum
Management
=
Knowledge
Management
THE TASK OF DELIVERING K-12
Baldridge Education Criteria for Performance
Excellence Framework
Organizational Profile:
Environment, Relationship, and Challenges
Strategic
Planning
2
Leadership
(e.g. Principal)
Workforce
Focus
Teachers &Staff
5
Results
QUALITY OF
STUDENTS
7
1
Customer
Focus
(Students)
3
Process
Management
6
Measurement, Analysis and Knowledge Management
Considerations in Knowledge Management
Curriculum
Medium of instruction
Time Allotment
Learning Resources
Assessment and
Rating of Learning
Outcome
• Curriculum Design
• Desired outcomes of K-12
• Approaches/Strategies
• Learning Areas and their description
•Mother Tongue
•Filipino
•English
• Class Program
• No. Hours per subject
• Students –print, Audio/Video, web-based,
Others
• Teachers-books, lesson plans, teaching
exemplars, modules, others
•Grading System
•Assessment Tools
•Traditional/ Performance-based
Curr.
Program
Grad K 1
e
Level
2
3
4
5
6
7
8
9
General Academic Program
10 11 12
Grade
Level
K
1
2
Core
Learning Area
Learning Domains
• Values Education
• Physical health &
motor dev’t
• Social &
emotional dev’t
• Cognitive dev’t
• Creative Arts
• Language &
Readiness for
Reading & Writing
• Language,
Literacy &
Communication
•MT
•English
•Filipino
•Math
•Science
& Health
•Sibika at Kultura
•MAPEH
3
Core
Learning Area
Grade
Level
4
5
6
•MT
•English
•Filipino
•Mathematics
•Science & Health
•Heograpiya, Kasaysayan at Sibika
•MAPEH
•EPP (TLE)
•EdukasyongPagpapakatao
Core
Learning Area
Grade
Level
7
•MT
•English
•Science
•Mathematics
•Filipino
•MAPEH
•Social Studies
•Values Education
•TLE
8
Core
Learning Area
Grade
Level
7
8
•English
•Science
•Mathematics
•Filipino
•MAPEH
•Social Studies
•Values Education
•TLE
9
10
Core
Learning Area
Grade
Level
11
12
• English
• Science
• Math
• Filipino
• Contemporary Issues (includes
work ethic, business ethics, etc.)
Specialization
Grad
e
Level
7
8
9
10
Exploratory
stage of career
paths/
Special Program in:
- Arts
choices
11
12
- Sports
- Journalism
- Engineering Science Education
Program (ESEP)
- Mother Tongue & foreign Languages
- Technical-Vocational education
- Agriculture/Fisheries
- Arts & Trades
CORE LEARNING AREAS
Integrated
Language
Arts
Mother Tongue
English
Filipino
EsP
Science
Learning Areas
MAPEH
Mathematics
EPP/TLE
Araling
Panlipunan
Medium of Instruction
DepEd Order 31, 2012
Time allotment
• Minimum period for interaction
• Can be extended to include off-school
experiences, outputs of which are in the
form of products and performances that
should be monitored and credited
accordingly
• A one – hour period for Homeroom
Guidance is provided for weekly
meeting with teacher adviser and the
class
Sample Class Programming for Grade 1
Source: DepEd Order No. 31
Sample Class Programming for Grade 7
Time allotment/medium of
instruction
Subject
Medium
Hours Per Week
Filipino
Filipino
4 hours
English
English
4 hours
Science
English
4 hours
Mathematics
English
4 hours
Araling Panlipunan
Filipino
3 hours
Technology & Livelihood Education
English
4 hours
Music, Art, Physical Education,
Health
English
4 hours
Edukasyon sa Pagpapakatao
Filipino
2 hours
Hours Per Day:
5.8
Independent/cooperative
learning
• A separate period ranging from two to
four hours weekly may be provided as
open time for learning in order to give
the students the option to learn on their
own and/or with others those topics,
content, or processes that they can
handle by themselves
Learning resources
• Modules are provided as basic
learning resource; self-instructional
and lend themselves to
independent and cooperative
learning
• For schools with connectivity, webbased resources and video
materials are encouraged
• Textbooks may still be used where
appropriate
Culminating
activity/performances
• At the end of each quarter, schools may put
up exhibits for student products across
subjects areas as culminating activity and
as evidence of their learning or attainment
of content and performance standards
• When parents receive the report card and
confer with teachers, they will be
witnessing what the students are learning
in school
Desired Outcomes of K to 12
Communicative
competence
Promote
wellness and
lifelong fitness
Critical
thinker
Creative
thinker
Active in artistic and
cultural activities
Uses
resources
sustainably
Informed and valuebased decision –
maker
Perform civic
duties
Desired outcomes of K to 12: Content
and Performance Standards
Content Standards
Performance
Standards
• Knowledge (to know)
• Process skills (to do)
• understanding
• Proficiency level
• Application of skills
• Able to do the skills
independently
• Produce products
General expectancies
• Content Standards as Benchmarks
of Knowledge and Skills
• Define what the students are
expected to know, what they should
be able to do with what they know
and the meanings or understandings
that they should construct or make as
they process the facts and
information
• Answer the question “What do we
want the students to know, be able
to do, and understand ?”
General expectancies
• Performance Standards as
Benchmarks of Transfer of Learning
• Define the expected proficiency
level expressed in 2 ways: students
should be able to (1) use their
learning or understanding in reallife situations and (2) do this on
their own.
• Answer the questions “What do we
want student to do with their
learning or understanding?”
and“How do we want them to use
their learning or understanding?”
Key Stage
Outcomes
Grade Level
K
1
2
Development of knowledge,
skills, attitudes and values;
mastery & application of basic
skill
3
Key Stage
Outcomes
Grade Level
4
5
6
Development & mastery
of complex knowledge &
skills; dev’t of attitude &
values
Key Stage
Outcomes
Grade Level
7
8
9
10
Consolidation of
knowledge, strategies, and
skills; development of
attitudes, values, aptitudes &
interests
Key Stage
Outcomes
Grade Level
11
12
Consolidation of complex
knowledge & skills; dev’t of
attitude & values as a result of a
strong liberal education.
Adequate preparation for the
world of work, entrepreneurship,
middle level skills dev’t & higher
education
COMMUNICATION & LITERACIES CRITICAL THINKING
& PROBLEM SOLVING
CREATIVITY & INNOVATION
THE LEARNER
Grade
Level
K
1
2
3
4
5
6
7
8
9
10
11
Curriculum
Program
12
EMPLOYMENT
Core
Learning
Areas
ENTREPRENEURSHIP
MIDDLE LEVEL
SKILLS
DEVELOPEMENT
Specialization
HIGHER EDUCATION
Key Stage
Outcomes
ETHICAL, MORAL, SPIRITUAL VALUES
LIFE
& CAREER COMPETENCIES
DEVELOPMENT OF SELF & SENSE OF
COMMUNITY
NATIONAL & GLOBAL
ORIENTEDNESS