Assessment Midterm to Finals PDF

Assessment in Learning 1 2022-2023 LESSON 1 SHIFT OF EDUCATIONAL FOCUS ON CONTENT Education- came from word “Educare and Educere” which means draw out. Meanin...

Assessment in Learning 1 2022-2023 LESSON 1 SHIFT OF EDUCATIONAL FOCUS ON CONTENT Education- came from word “Educare and Educere” which means draw out. Meaning, it express the burst version of our student. “Teacher is not the center, it is the students” Outcome-Education Outcome based education is a model of education that rejects the traditional focus on what school provides to students, in favor of making students demonstrate that they “know and are able to do” whatever the required outcomes are. Object-Based Education Matching Intention w/ Accomplishment It is student-centered; that is, it places the students at the center of the process by focusing on Student-centered (SLO) -student learning outcomes It is faculty-driven; that is, it encourages faculty responsibility for teaching, assessing program outcomes and motivating participation from the students. Faculty Driven- it is successful if the faculty can follow integration. In integration, we are finding connection. Standard (competencies), Methods/Approach (must be based on standard), and Assessment (based on proper lesson and standard). Overall, those qualities are a good sign that a teacher is a successful implementor of O.B.E. Successful in Learning- output to be produces; must be related to creating Meaningful- provides data to guide the teacher in making valid and continuing improvement in instruction and assessment activities. ○ Establish meaning at the end. ○ Data: result of our assessment for continuous. (Item Analysis, Frequency of correct answers) ○ Graded: Checked ○ Recorded: Summative ○ Formative- quizzes ○ Summative- at the end of the lessons ○ All assessments must be graded but not all assessments are recorded. DepEd Curriculum Guide Content Standard- knowing part Performance Standard- doing part Curriculum Guide (LC??)- specific standard inorder for you to succeed. ❖ We are not allowed to copy and paste the L.C. We must modify the L.C and make it as Learning Objectives Assessment in Learning 1 2022-2023 1. Identification of the educational objectives of the subject/course Educational objectives are the great goal that the subject/course expects to achieve, and defining in general terms that knowledge, skill, and attitude that the teacher will help the students attain. The objectives are stated from the point of view of the teachers “such as: to develop, to provide, and to inculcate, etc.” 2. Listing of Learning Outcomes specified for each subjects/course objectives Learning outcomes are stated as concrete active verbs. A good source of learning outcome statements is the taxonomy of educational objectives by Benjamin Bloom. Bloom’s Taxonomy - Create, evaluate, analyze, apply, understand, remember (greatest to least) Cognitive- knowledge, mental skills, e.g., remembering, understanding, applying, evaluating. Psychomotor- skills, manual/physical skill, which proceed from mental activities and range from the simplest to the complex such as observing, imitating, practicing, innovating, and adapting. Affective- attitude, growth in ____ or emotions from the simplest behavior to the most complex such as receiving, responding, valuing, organizing, and internalizing. Spiritual Domain- ___tion, integrity 3. Drafting the outcome assessment procedure This procedure will enable the teacher to determine the degree to which students are attaining the derived learning outcome. It identifies for every outcome the data that will be gathered which will guide the selection of the assessment tools to be used and at what point assessment will be done THE OUTCOMES OF EDUCATION 1. Immediate Outcome 2. Deferred Outcome - after the lesson/result Immediate Outcome Assessment in Learning 1 2022-2023 - These are competencies/skills acquired upon completion of a subject, a grade level, a segment of the problem, or the program itself. Examples: - Ability to communicate in writing and speaking - Mathematical Problem-solving skills - Skill in identifying objects by using the different senses Deferred Outcome - Outcome refers to the ability to apply cognitive, psychomotor, and affective skills, competencies in various situations many years ago after completion of a subject, grade level, program. - Long term effect - Ex: Job promotion, Award/Recognition, Success in professional practice/occupation, success in career planning, health, and wellness. LEVEL OF OUTCOME Institutional Outcome Statement of the express, what the graduates of a certain institution are expected to become after graduation. When choosing an institution learning outcome, the college needs to consider what skills students should have attained from attending their institution. Program Outcome (specific degree) Express the students’ outcome after completing a certain degree/program. Program outcomes represent broad statements that incorporate many areas of interrelated knowledge and skills developed over the duration of the program through a wide range of courses and experiences. Course Outcome (more specific program than the program outcome) These are statements that indicates the students should be able to do or perform after a specific course/subject Learning Outcomes these are statements that explain what the students can do after a specific lesson or topic. Learning outcomes are statements of what is expected that a student will be able to do as a result of a learning activity. (It is important because it lets the student know the expectations of the teacher and it prepares them for the further lessons/activity) Educational Objectives It states what the students will learn and be able to accomplish by the end of instruction It describes a specific behavior which will read to the desired goal Assessment in Learning 1 2022-2023 THREE MAJOR COMPONENT by John Dewey 1. What the students will be able to. 2. Conditions needed for the students to accomplish the task (Rubrics) 3. Norms (culture) for evaluating the students’ performance HOW TO WRITE LEARNING OBJECTIVES? 1. Performance - describe what is to be learned in which outcome of performance in mind. 2. Norm- describe clearly what outcome is expected and what level of accuracy is expected for the learning to be judged adequate. 3. Settings- describe the specific circumstances under which the learner is supposed to perform and what risks are to be used. LEARNING OBJECTIVE (SMART) Learning Objective: Learning outcomes are statements of what a student will be able to do as a result of a learning activity. They are specific, measurable, clear, and assessable statements that define what a student can do at the end of a subject matter or topic. Learning outcomes should be SMART Specific- learning outcomes should address what the learner will know or be able to do at the completion of the course Measurable- learning outcomes must indicate how learning will be assessed Attainable- learning outcomes should emphasize ways in which the learner is likely to use the knowledge or skills gained Realistic/Relevant- all learners who complete the activity or course satisfactorily should be able to demonstrate the knowledge or skills addressed in the outcome Time-Bound - the learning outcome should set a deadline by which the knowledge or skills should be acquired Transparent- can be easily understood by the learners. Present the learning objectives before ____ the _____. To check the lesson is connected to “STANDARD” Transferable- should address knowledge/skills that will be used by the learner in a wide variety of the context. Know how to apply their knowledge and transfer their learning to other people. MODULE 2 Assessment in Learning 1 2022-2023 MEASUREMENT, ASSESSMENT, AND EVALUATION IN OUTCOME – BASED EDUCATION MEASUREMENT Nunnaly (1570) defined measurement as “consist of rules for assigning numbers to objects in such a way as to refiresent quantities of attributes.” Measurement is used to quantify characteristics of objects. Advantages of Quantification 1. Quantification of characteristics or attributes determines the amount of that attribute present. 2. Quantification facilitates accurate information 3. Quantification allows objective comparison of groups. 4. Quantification allows classification of groups. 5. Quantification results make the data possible for further analysis Testing and Perception TESTING – common procedure in measuring student’s knowledge of the subject matter PERCEPTION – student’s knowledge of the subject matter that is measured by asking a group of experts to rate them in a scale of 1 to 5 Types of Measurements ASSESSMENT IN OUTCOME – BASED EDUCATION ASSESSMENT 1. Classroom assessment can be defined as the collection, evaluation, and use of information to help teachers make better decisions. 2. Assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. Assessment in Learning 1 2022-2023 3. Assessment is the systematic process of determining educational objectives, gathering, using, and analyzing information about student learning outcomes to make decisions about programs, individual student progress, or accountability. 4. Assessment is the process of gathering and discussing information from multifile and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; - the process culminates when assessment results are used to improve subsequent learning. ASSESSMENT What is assessment? How is assessment conducted? When is assessment conducted? Important features of Assessments Use of a variety of techniques reliance on observation in structured and unstructured situations integration of information EVALUATION IN OUTCOME – BASED EDUCATION EVALUATION It is concerned with the application of its findings and implies some judgment of the effectiveness, social utility or desirability of a product, process, or progress in terms of carefully defined and agreed upon objectives or values. Why do we need to evaluate? Purpose of EVALUATION to determine the relative effectiveness of the program in terms of student behavioral output. to make reliable decisions about educational planning. to help teachers determine the effectiveness of their teaching techniques and learning materials. to provide educational administrators with adequate information about teachers’ effectiveness and school need to predict the general trend in the development of the teaching learning process Categories Evaluation Formative evaluation Formative evaluation is used during the teaching learning process to monitor the learning process. Assessment in Learning 1 2022-2023 Formative evaluation is developmental in nature. The aim of this evaluation is to improve student’s learning and teacher’s teaching. Generally, teacher made tests are used for this purpose. The test items are prepared for limited content area. It helps to know to what extent the instructional objectives has been achieved. Summative Evaluation Summative evaluation is used after the course completion to assign the grades. Summative evaluation is terminal in nature. Its purpose is to evaluate students' achievement. Generally standardized tests are used for the purpose. It helps to judge the appropriateness of the instructional objectives. It helps the teacher to know th effectiveness of the instructional procedure. Large number of skills can be tested in this evaluation. The purpose of assessment is to INCREASE the quality and evaluation is to JUDGE the quality MODULE 3 FORMATIVE AND SUMMATIVE What is Assessment? The word ‘assess’ comes from the Latin verb ‘assidere’ meaning ‘to sit with’. In assessment one is supposed to sit with the learner. This implies it is something we do ‘with’ and ‘for’ students and not ‘to’ students (Green, 1999). Assessment in education is the process of gathering, interpreting, recording, and using information about students’ responses to an educational task. (Harlen, Gipps, Broadfoot, Nuttal,1992) Values and Attitudes about Assessment 1. Sharing learning goals with the students. 2. Involving students in self-assessment. 3. Providing feedback that helps students recognize their next steps and how to take them. 4. Being confident that every student can improve. 5. Providing students with examples of what we expect from them. Assessment FOR Learning Involves teachers using evidence about students’ knowledge, understanding and skills to inform their teaching Assessment in Learning 1 2022-2023 Sometimes referred to as ‘formative assessment', it usually occurs throughout the teaching and learning process to clarify student learning and understanding. PURPOSE of Assessment FOR Learning gather evidence to determine what students know and can do decide where students need to go next determine how best to get them there Use of information: Assessment FOR Learning Plan instruction and assessment that are differentiated and personalized work with students to set appropriate learning goals Monitor students’ progress towards achieving overall and specific expectations provide timely and specific descriptive feedback to students (what they are doing well, what needs improvement and how to improve) differentiate instruction and assessment in response to student needs Sample Activities 1. Whole-class questioning 5. Think, pair, share 2. Round the room questioning 6. Colour coded lollipop sticks 3. Observing 7. Mini whiteboards 4. Class quizzes and polls 8. Making circles Assessment OF Learning Assessment of learning assists teachers in using evidence of student learning to assess achievement against outcomes and standards. Sometimes referred to as ‘summative assessment', it usually occurs at defined key points during a unit of work or at the end of a unit, term or semester, and may be used to rank or grade students. PURPOSE & TIMING of Assessment OF Learning Purpose: for teachers to gather evidence of student learning to assess achievement against outcomes and standards at defined key points. Timing: at or near the end of a period of learning. May be used to inform further instruction. USE OF INFORMATION: Assessment OF Learning summarize learning at a given point in time Make judgements about the quality of student learning on the basis Summative Assessment Generally taken by students at the end of a unit or semester to demonstrate the "sum" of what they have or have not learned. Assessment in Learning 1 2022-2023 Summative assessment methods are the most traditional way of evaluating student work. "Good summative assessments--tests and other graded evaluations--must be demonstrably reliable, valid, and free of bias" (Angelo and Cross, 1993). ASSESSMENT FOR LEARNING ASSESSMENT OF LEARNING (Formative Assessment) (Summative Assessment) Checks learning to determine what to do next Checks what has been learned to date. and then provides suggestions of what to do—teaching and learning are from indistinguishable assessment. Is designed to assist educators and students Is designed for the information of those not in improving learning. directly involved in daily learning and teaching in addition to educators and students. Is used continually by providing descriptive Is presented in a periodic report. feedback Is not reported as part of an achievement Is reported as part of an achievement grade. grade. Forms of Summative Assessment Performance Assessment Portfolio Traditional Tests Essays in controlled situation Assessment AS Learning Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment for new learning. PURPOSE of Assessment AS Learning Purpose - for students to: gather evidence to monitor their learning use a range of strategies to decide what they know and can do identify next steps in their learning. Assessment in Learning 1 2022-2023 TIMING & STRATEGIES Assessment AS Learning Timing: prior to, and frequently in an ongoing manner during instruction with support, modelling and guidance from the teacher Strategies: a range of strategies in different modes that elicit students' learning and metacognitive processes. USE OF INFORMATION Assessment AS Learning provide descriptive feedback to other students (peer assessment) Monitor their own progress towards achieving their learning goals (self-assessment) make adjustments in their learning approaches reflect on their learning set individual goals for learning report about their learning. MODULE 4 DOMAINS OF LEARNING DOMAIN I: Cognitive Domain (Knowledge) Learning helps develop an individual's attitude as well as encourage the acquisition of new skills. The cognitive domain aims to develop the mental skills and the acquisition of knowledge of the individual. The cognitive domain encompasses six categories which include knowledge; comprehension; application; analysis; synthesis; and evaluation. It involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories, which are listed in order below, starting from the simplest behavior to the most complex. The categories can be thought of as degrees of difficulties. That the first one must be mastered before the next one can take place. Knowledge includes the ability of the learner to recall data or information. This is followed with comprehension which assesses the ability of the learner to understand the meaning of what is known. This is the case where a student can explain an existing theory in his or her own words. This is followed by an application which shows the ability of the student to use the abstract knowledge in a new situation. A typical case is when an Economics student can apply the theory of demand and supply to the changing market trend of clothing during a particular season. The analysis category aims to differentiate facts and opinions. The synthesis category shows the ability to integrate different elements or concepts to form a sound pattern or structure to help establish a new meaning. The category of evaluation shows the ability to come up with judgments about the importance of concepts. A typical scenario is when a manager can identify and implement the most cost-effective methods of production in the bid to increase profits whilst sustaining a high level of competitive advantage. Assessment in Learning 1 2022-2023 DOMAIN II: Affective Domain (Attitude) The affective domain includes the feelings, emotions, and attitudes of the individual. The categories of affective domain include receiving phenomena; responding to phenomena; valuing; organization; and characterization. The subdomain of receiving phenomena creates the awareness of feelings and emotions as well as the ability to utilize selected attention. This can include listening attentively to lessons in class. The next subdomain of responding to phenomena involves active participation of the learner in class or during group discussion. Valuing involves the ability to see the worth of something and express it. This includes the ability of a learner to share their views and ideas about various issues raised in class. The ability of the student to prioritize a value over another and create a unique value system is known as an organization. This can be assessed with the need to value one's academic work as against their social relationships. The subdomain of characterization explains the ability to internalize values and let them control the behavior of the individual. In view of this, a student considers the academic work highly important as it plays an important role in deciding the career path chosen rather than what may be available. This domain includes the way we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories are listed from the simplest behavior to the most complex Krathwohl's Taxonomy of Affective Learning Assessment in Learning 1 2022-2023 DOMAIN III: Psychomotor Domain (Skills) The psychomotor domain includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. The psychomotor domain includes utilizing motor skills and the ability to coordinate them. The sub domains of psychomotor include perception; set; guided response; mechanism; complex overt response; adaptation; and origination. Perception involves the ability to apply sensory information to motor activity. For instance, a student practices a series of exercises in a textbook with the aim of scoring higher marks during exams. Set, as a subdomain, involves the readiness to act upon a series of challenges to overcome them. In relation to guided responses, it includes the ability to imitate a displayed behavior or utilize a trial and-error method to resolve a situation. The sub domain of mechanism includes the ability to convert learned responses into habitual actions with proficiency and confidence. Students can solve exams after they have confidently been able to answer some past questions. Complex Overt responses explain the ability to skillfully perform complex patterns of actions. A typical instance has to do with the ability of a student to have an increased typing speed when using a computer. Adaptability is an integral part of the domain which exhibits the ability to modify learned skills to meet special events. An instance is when a student who has learnt various underlying theories is able to invent or make a working model using everyday materials. Origination also involves creating new movement patterns for a specific situation. The seven major categories according to E. Simpson are listed from the simplest behavior to the most complex: Assessment in Learning 1 2022-2023 DAVE PSYCHOMOTOR DOMAIN Dave's Psychomotor Domain is the simplest domain and easiest to apply. Dave's five levels of motor skills represent different degrees of competence in performing a skill. It captures the levels of competence in the stages of learning from initial exposure to final mastery. Imitation is the simplest level while naturalization is the most complex level. HARROW PSYCHOMOTOR DOMAIN Anita Harrow's taxonomy is focused on the development of physical fitness, dexterity, agility and body control to achieve a high level of expertise. Harrow's taxonomy is organized according to the degree of coordination including involuntary responses and learned capabilities. It starts with simple reflexes and goes to complex highly expressive movements requiring coordination and precision. The contributions of Simpson, Dave and Harrow have been re-organized and simplified into 4 categories/level. KENDALL'S AND MARZANO'S NEW TAXONOMY Instead of categorizing learning activities which Bloom and Anderson did, Kendall and Marzano reframed the three domains of knowledge by describing the six levels of processing knowledge. The first four levels of processing are cognitive, beginning with the lowest, which is the Retrieval then moving upward with increasing cognitive complexity such as Comprehension, Analysis and Knowledge utilization. The fifth level of processing is the metacognitive system which involves the learner's specification of learning goals, monitoring of the learner's own learning process, clarity, and accuracy of the learner's learning. The highest level of knowledge is processing self-system which involves the learner's examination of the importance of the learning task and his/her self- efficacy. It also includes the learner's examining his/her emotional response and his/her motivation for learning MODULE 5 PROGRAM OUTCOME AND STUDENT LEARNING OUTCOME Program outcome for all Higher Education Institutions a. Articulate and discuss the latest development in the specific field of practice; b. Effectively communicate orally and in writing using both English and Filipino; c. Work efficiently and independently in multi- disciplinary and multi-cultural teams; d. Act in recognition of professional, social and ethical responsibility; and e. Preserve and promote “Filipino historical and cultural heritage.” Program Outcomes: CMO 46 s. 2012 Graduates of professional institutions demonstrate a service orientation profession in one’s profession. Assessment in Learning 1 2022-2023 Graduates of colleges participate in various types of employment, development activities, and public discourses, particularly in response to the needs of the communities one serves. Graduates of universities participate in the generation of new knowledge or in research and development projects. Graduates of State Universities and Colleges must, in addition, have the competencies to support “national, regional and local development plans.” PROGRAM OUTCOMES FOR TEACHER EDUCATION Specific Policies, Standards and Guidelines (PSG) a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts b. Demonstrate mastery of subject matter/discipline c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments. d. Develop innovative curricula, instructional plans, teaching approaches and resources for diverse learners e. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable practices. f. Practice professional and ethical teaching standards sensitive to the local, national, and global realities g. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities. h. Program Outcome in BSEd- Science 1. Demonstrate deep understanding of scientific concepts and principles. 2. Apply scientific inquiry in teaching and learning. 3. Utilize effective science teaching and assessment methods. 4. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the sciences. ……………………………………………………………………………………………………………. FINALS PLANNING A TEST AND CONSTRUCTION OF TABLE OF SPECIFICATIONS The important steps in planning for a test are: Identifying test objectives/lesson outcomes Deciding on the type of objective test to be prepared Assessment in Learning 1 2022-2023 Preparing a Table of Specifications (TOS) Constructing the draft test items Try-out and validation IDENTIFYING TEST OBJECTIVES. An objective test, if it is to be comprehensive, must cover the various levels of Bloom's taxonomy. Each objective consists of a statement of what is to be achieved preferably by the students. Example. We want to construct a test on the topic: "Subject-Verb Agreement in English" for a Grade V class. The following are typical objectives: Knowledge/Remembering. The students must be able to identify the subject and the verb in each sentence. Comprehension/Understanding. The students must be able to determine the appropriate form of a verb to be used given the subject of a sentence. Application/Applying. The students must be able to write sentences observing rules on subject-verb agreement. Analysis/Analyzing. The students must be able to break down a given sentence into its subject and predicate. Evaluation/Evaluating. The students must be able to evaluate whether a sentence observes rules on subject-verb agreement. Synthesis/Creating. The students must be able to formulate rules to be followed regarding the subject-verb agreement. Deciding on the type of objective test. The test objectives guide the kind of objective tests that will be designed and constructed by the teacher. This means aligning the test with the lesson objective/outcome. For instance, for the first four (4) levels, we may want to construct a multiple-choice type of test while for application and judgment, we may opt to give an essay test or a modified essay test. At all times, the test to be formulated must be aligned with the learning outcome. This is the principle of constructive alignment. Preparing a table of specifications (TOS). A Table of Specifications or TOS is a test map that guides the teacher in constructing a test. The TOS ensures that there is a balance between items that test lower-level thinking skills and those which test higher order thinking skills (or alternatively, a balance between easy and difficult items) in the test. The simplest TOS consists of four (4) columns: (a) level of the objective to be tested, (b) statement of objective, (c) item numbers where such an objective is being tested, and (d) the number of items and percentage out of the total for that particular objective. A prototype table is shown below: TABLE OF SPECIFICATION Assessment in Learning 1 2022-2023 LEVEL OBJECTIVE ITEMS NO. NO. % Recalling Identify subject-verb 1, 3, 5, 7, 9 5 14.29% Understanding Form appropriate 2, 4, 6, 8, 10 5 14.29% Applying Write sentences observing 11, 13, 15, 17, 19 5 14.29% rules on subject-verb agreement Analyzing Determine subject and 12, 14, 18, 21, 23 5 14.29% predicate Evaluating Evaluate whether a 13, 16, 19, 22, 24 5 14.29% sentence observes rules on subject-verb agreement Creating Formulate rules on Part II 10 pts 28.57% subject-verb agreement TOTAL 35 100% In the Table of Specifications, we see that five items deal with knowledge and these items are items 1,3,5,7,9. Similarly, from the same table, we see that five items represent an analysis, namely: 12, 14, 18, 21, 23. The first five levels of Bloom's taxonomy are equally represented in the test while synthesis (tested through essay) is weighted equivalent to ten (10) points or double the weight given to any of the first four levels. The Table of Specifications guides the teacher in formulating the test. As we can see, the TOS also ensures that each of the objectives in the hierarchy of educational objectives is well represented in the test. As such, the resulting test that will be constructed by the teacher will be comprehensive. Without the Table of Specifications, the tendency for the test maker is to focus too much on facts and concepts at the Recall level. Constructing test items based on a TOS ensures alignment of learning outcomes and assessment tasks. Constructing the test items. The actual construction of the test items follows the TOS. As a general rule, it is advised that the actual number of items to be constructed in the draft should be double the desired number of items, For instance, if there are five (5) recall level items to be included in the final test form, then least ten (10) recall level items should be included in the draft The subsequent test try-out and item analysis will most likely eliminate many of the constructed items in the draft (either they are too difficult, too easy or non-discriminatory), hence it will be necessary to construct more items than will be included in the final test form. Most often, however, the try-out is not done due to lack of time. Item analysis and try-out. The test draft is tried out to a group of pupils or students. The purpose of this try-out is to determine the: (a) item characteristics through item analysis, and (b) characteristics of the test itself-validity, reliability, and practicality. Assessment in Learning 1 2022-2023 Mental Exercise Construct a TOS for the test grading period. You may choose any subject and base your TOS on the test quarter of a subject of your choice from the K to 12 Curriculum Guide. 5.2 TYPES OF PAPER-AND-PENCIL TEST The development of paper-and-pencil tests requires careful planning and expertise in terms of actual test construction. The more seasoned teachers can produce true-false items that can test even higher-order thinking skills and not just rote memory learning. Essays are easier to construct than the other types of objective tests, but the difficulty in scoring essay examinations teachers from using this particular form of examination in actual practice. 5.3 CONSTRUCTING SELECTED-RESPONSE TYPE 5.3.1 TRUE-FALSE TEST Binomial-choice or alternate response tests are tests that have only two (2) options such as true or false, right, or wrong, yes or no good or better, check (4) or cross out (6), and so on. A student who knows nothing of the content of the examination would have a 50% chance of getting the correct answer by shed guesswork. Although correction-for guessing formulas exist, is best that the teacher ensures that a true-false item can discriminate properly between those who know and those who are just guessing. A modified true-false test can offset the effect of guessing by requiring students to explain their answer and to disregard a correct answer if the explanation is incorrect. Here are some rules of thumb in constructing true-false items. GUIDELINES FOR CONSTRUCTING ALTERNATE-RESPONSE TEST Rule 1. Do not give a hint (inadvertently) in the body of the question. Example. The Philippines gained its independence in 1898 and therefore celebrated its centennial year in 2000 __________. The answer is FALSE because 100 years from 1898 is not 2000 but 1998. Rule 2. Avoid using the words "always,” "never, "often" and other words that tend to be either always true or always false. Example: Christmas always falls on a Sunday because it is a Sabbath day. __________. Statements that use the word "always" are almost always false. A test-wise student can easily guess his way through a test like these and get high scores even if he does not know anything about the test. Rule 3. Avoid long sentences as these tend to be "true." Keep sentences short. Example: Tests need to be valid, reliable, and useful, although, it would require a great amount of time and effort to ensure that tests possess these test characteristics. __________. Notice that the statement is true. However, we are also not sure which part of the sentence is deemed true by the student. It is just fortunate that in this case. all parts of the Assessment in Learning 1 2022-2023 sentence are true and, hence, the entire sentence is true. The following example illustrates what can go wrong in long sentences: Example: Tests need to be valid, reliable, and useful since it takes a very little amount of time, money, and effort to construct tests with these characteristics. __________. The first part of the sentence is true, but the second part is debatable and may be false. Thus, a "true" response is correct and, also, a "false" response is correct. Rule 4. Avoid trick statements with some minor misleading word or spelling anomaly, misplaced phrases, etc. A wise student who does not know the subject matter may detect this strategy and thus get the answer correctly. Example: The Raven was written by Edgar Allen Poe. Allen is misspelled and the answer would be false! This is an example of a tricky but utterly useless item. Rule 5. Avoid quoting verbatim from reference materials or textbooks. This practice sends the wrong signal to the students that it is necessary to memorize the textbook word for word and, thus, acquisition of higher-level thinking skills is not given due importance. Rule 6. Avoid specific determiners or give-away qualifiers. Students quickly learn that strongly worded statements are more likely to be false than true, for example, statements with "never" "no" "all" or "always." Moderately worded statements are more likely to be true than false. Statements that are moderately worded use "many" "often" "sometimes" "generally" "frequently or "some" usually should be avoided. e.g., Executives usually suffer from hyperacidity. The statement tends to be correct. The word "usually" leads to the answer. Rule 7. With true or false questions, avoid a grossly disproportionate number of either true or false statements or even patterns in the occurrence of true and false statements. 1. T 6. F 1. T 6. F 2. F 7. F 2. F 7. T 3. F 8. F OR 3. T 8. F 4. F 9. F 4. F 9. T 5. F 10. F 5. T 10. F For ease of correction, teachers sometimes create a pattern of True or False answers. Students will sense and may arrive at a correct answer not because he knows the answer but because he/she senses a pattern. Rule 8. Avoid double negatives. This makes the test unclear and definitely will confuse the student. e.g. changes that take place in early childhood are NOT Unchangeable. The test item simply means "The changes in early childhood are changeable". 5.3.2 MULTIPLE-CHOICE TESTS Assessment in Learning 1 2022-2023 The multiple-choice type of test offers the student more than two (2) options per item to choose from. Each item in a multiple-choice test consists of two parts: (a) the stem and (b) the options. In the set of options, there is a "correct" or "best" option while all the others are considered "distracters." The distractors are chosen in such a way that they are attractive to those who do not know the answer or who are guessing but at the same time, have no appeal to those who know the answer. It is this feature of multiple-choice type tests that allows the teacher to test higher-order thinking skills even if the options are clearly stated. As in true-false items, there are certain rules of thumb to be followed in constructing multiple-choice tests. GUIDELINES FOR CONSTRUCTING MULTIPLE-CHOICE ITEMS 1) Do not use unfamiliar words, terms, and phrases. The ability of the item to discriminate or the level of difficulty should stem from the subject matter rather than from the wording of the question. Example: What would be the system reliability of a computer system whose slave and peripherals are connected in parallel circuits and each one has a known time to failure probability of 0.05? A student completely unfamiliar with the terms "slave" and "peripherals may not be able to answer correctly even if he knew the subject matter of reliability. 2) Do not use modifiers that are vague and whose meanings can differ from one person to the next such as: much, often, usually, etc. Example: Much of the process of photosynthesis takes place in the: a. bark b. leaf c. stem The qualifier "much" is vague and could have been replaced by more specific qualifiers like: "90% photosynthetic process" or some similar phrase that would be more precise. Be quantitative. 3) Avoid complex or awkward word arrangements. Also, avoid the use of negatives in the stem as this may add unnecessary comprehension difficulties. Example: (Poor) As President of the Republic of the Philippines, Corazon Cojuangco Aquino would stand next to which President of the Philippine Republic subsequent to the 1986 EDSA Revolution? (Better) Who was the President of the Philippines after Corazon C. Aquino? 4) Do not use negatives or double negatives as such statements tend to be confusing. It is best to use simpler sentences rather than sentences that would require expertise in grammatical construction. Example: (Poor) Which of the following will not cause inflation in the Philippine economy? (Better) Which of the following will cause inflation in the Philippine economy? Poor: What does the statement "Development patterns acquired during the formative years are NOT Unchangeable" imply? a. b. Assessment in Learning 1 2022-2023 c. d. Better: What does the statement "Development patterns acquired during the formative years are changeable imply? a. b. c. d. 5) Each item stem should be as short as possible; otherwise, you risk testing more for reading and comprehension skills. 6) Distracters should be equally plausible and attractive. Example: The short story: May Day's Eve, was written by which Filipino author? a. Jose Garcia Villa b. Nick Joaquin c. Genoveva Edrosa Matute d. Robert Frost e. Edgar Allan Poe If distractors had all been Filipino authors, the value of the item would be greatly increased. In this instance, only the first three carry the burden of the entire item since the the last two can be essentially disregarded by the students. 7) All multiple-choice options should be grammatically consistent with the stem. Example: As compared to the autos of the 1960s autos in the 1980s ____________________. a. traveling slower b. bigger interiors c. to use less fuel d. contain more safety measures Options A, B, and C are obviously wrong for the language smart because when added to the stem the sentence is grammatically wrong. D is the only option which when connected to the stem retains the grammatical accuracy of the sentence, thus obviously is the correct answer. 8) The length, explicitness, or degree of technicality of alternatives should not be the determinants of the correctness of the answer. The following is an example of this rule. Example: If the three angles of two triangles are congruent, then the triangles are: congruent whenever one of the sides of the triangles are congruent b. similar c. equiangular and/therefore, must also be congruent d. equilateral if they are equiangular The correct choice, "b," may be obvious from its length and explicitness alone. The Assessment in Learning 1 2022-2023 other choices are long and tend to explain why they must be the correct choices forcing the students think that they are, in fact, not the correct answers. 9) Avoid stems that reveal the answer to another item. Example: a. Who will most strongly disagree with the progressivist who claims that the child should be taught only that which interests him and if he is not interested, wait till the child gets interested? a. essentialist b. empiricist c. progressivist d. rationalist b. Which group will most strongly focus its teaching on the interest of the child? A. Progressivist B. Essentialist C. Perrenialist D. Reconstructionist One may arrive at a correct answer (letter b) by looking at item "a," which answers "b." 10) Avoid alternatives that are synonymous with others or those that include or overlap others. Example: What causes ice to transform from a solid state to a liquid state? a. Change in temperature b. Changes in pressure c. Change in the chemical composition d. Change in heat levels The options "a" and "d" are essentially the same. Thus, a student who spots these identical choices would right away narrow down the field of choices to a, b, and c. The last distracter would play no significant in increasing the value of the item. If this happens then the item has two answers, which is not acceptable. 11) Avoid presenting sequenced items in the same order as the text. 12) Avoid the use of assumed qualifiers that many examinees may not be aware of. 13) Avoid the use of unnecessary words or phrases which are not relevant to the problem at hand (unless such discriminating ability is the primary intent of the evaluation). The item's value is particularly damaged if the unnecessary material is designed to distract or mislead. Such items test the students reading comprehension rather than knowledge of the subject matter: Assessment in Learning 1 2022-2023 Example: The side opposite the thirty-degree angle in a right triangle is equal to half the length of the hypotenuse. If the sine of a 30-degree is 0.5 and its hypotenuse is 5, what is the length of the side opposite the 30-degree angle? a. 2.5 b. 3.5 c. 5.5 d. 1.5 The sine of a 30-degree angle is quite unnecessary since the first sentence already gives the method for finding the length of the side opposite the thirty-degree angle. This is a case of a teacher who wants to make sure that no student in his class gets the wrong answer. 14) Avoid the use of non-relevant sources of difficulty such as requiring a complex calculation when only knowledge of a principle is being tested. Note in the previous example, knowledge of the sine of the 30-degree angle would have led some students to use the sine formula for calculation even if a simpler approach would have sufficed. 15) Pack the question in the stem. Here is an example of a question which has no question. Avoid it by all means. Example: The Roman Empire ____________________. a. had no central government b. had no definite territory c. had no heroes d. had no common religion 16) Use the "None of the above" option only when the keyed answer is totally correct. When the choice of the "best" response is intended, "none of the above" is not appropriate, since the implication has already been made that the correct response may be partially inaccurate. 17) Note that the use of "all of the above" may allow credit for partial knowledge. In a multiple option item, (allowing only one option choice) if a student only knew that two (2) options were correct, he could then deduce the correctness of "all of the above." This assumes you are allowed only one correct choice. 18) Better still use "none of the above" and "all of the above" sparingly but best not to use them at all. 19) Having compound response choices may purposefully increase the difficulty of an item. The difficulty in a multiple-choice item may be controlled by varying the homogeneity or degree of similarity of responses. The more homogeneous, the more difficult the item is because they all look like the correct answer. Example: (Less Homogeneous) Thailand is located in: a. Southeast Asia b. Eastern Europe Assessment in Learning 1 2022-2023 c. South America d. East Africa e. Central America (More Homogeneous) Thailand is located next to: a. Laos and Kampuchea b. India and China c. China and Malaya d. Laos and China e. India and Malaya Mental Exercise Write - Pair - Share - Critique 1. Construct a multiple-choice test item. 2. Pair with a classmate. 3. Partner A shares multiple-choice test items. 4. Partner B critiques the test item. 5. Partner B shares the test item. 6. Partner A critiques. NOTE: If you can't agree consult the teacher. 5.3.3 MATCHING TYPE The matching type items may be considered modified multiple-choice type items where the choices progressively reduce as one successfully matches the items on the left with the items on the right. GUIDELINES FOR CONSTRUCTING MATCHING TYPE OF TEST Here are some guidelines to observe in the formulation of a good matching type of test. 1. Match homogeneous not heterogeneous items. The items to match must be homogeneous. If you want your students to match authors with their literary works, one column will be authors and in the second column must be literary works. Don't insert nationality for instance with names of authors That will not be a good item since it is obviously wrong. Example of homogeneous items. The items are all about the Filipino heroes, nothing more. Match the items in Column A with the items in Column B. Perfect Matching Type Example: Match the items in Column A with the items in Column B. Assessment in Learning 1 2022-2023 2. The stem (longer in construction than the options) must be in the first column while the options (usually shorter) must be in the second column. 3. The options must be more in number than the stems to prevent the student from arriving at the answer by a mere process of elimination 4. To help the examinee find the answer easier, arrange the options alphabetically or chronologically, whichever is applicable. 5. Like any other test, the direction of the test must be given. The examinees must know exactly what to do. Mental Exercise Analyze the matching type of test below. Is this perfect (an answer may not be repeated) matching type of test written following the guidelines given? Exercise - Matching Type of Test Matching-type items, unfortunately, often test lower-order thinking skills (knowledge level) and are unable to test higher-order thinking skills such as application and judgment skills. Another type of matching type of test is the imperfect type. Below is an example of an imperfect matching type of test. Imperfect because an answer may be repeated and so like an unfaithful husband or wife can pair with one other than his/her lawful wife, husband. Column 1 is works and writings in American literature and Column 2 is their authors. Write the letter of the author which corresponds to his work on the blank provided before each author. In some cases, an answer may be repeated. Imperfect Matching Type of Test Assessment in Learning 1 2022-2023 If you intend to make use of this imperfect type of matching test, make sure you indicate so in the “Direction" to caution the students who usually think that an answer may not be repeated. 5.4 CONSTRUCTING SUPPLY TYPE OR CONSTRUCTED-RESPONSE TYPE Another useful device for testing lower-order thinking skills is the supply type of tests. Like the multiple-choice test, items in this kind of test consist of a stem and a blank where students would write the correct answer. Example: The study of life and living organisms is __________. Supply type tests depend heavily on the way the stem is constructed. These tests allow for one and only one answer and, hence, often test only the students' recall of knowledge. 5.4.1 COMPLETION TYPE OF TEST It is, however, possible to construct supply type of tests that will test higher-order thinking as the following example shows: Example: Write an appropriate synonym for each of the following. Each blank corresponds to a letter: Metamorphose: ----- Flourish: ---- The appropriate synonym for the first is CHANGE with six (6) letters while the appropriate synonym for the second is GROW with four (4) letters. Notice that these questions require not only mere recall of words but also understanding of these words. Another example of a completion type of text that measures higher-order - thinking skills is given below: Example: Write G if the item on the left is greater than the item on the right; L if the item on the left is less than the item on the right; E if the item on the left equals the item on the right and D if the relationship cannot be determined. A B. 1. Square root of 9 __________ a. -3 2. Square of 25 __________ b. 615 3. 36 inches __________ c. 3 meters 4. 4 feet __________ d. 48 inches 5. 1 kilogram __________ e. 1 pound GUIDELINES FOR THE FORMULATION OF A COMPLETION TYPE OF TEST The following guidelines can help you formulate a completion type of test, then fill in the blank type. 1. Avoid over-mutilated sentences like this test item. Give enough clues to the student. The __________ produced by the __________ is used by the green __________ to change the __________ and __________ into __________. This process is called __________. Assessment in Learning 1 2022-2023 2. Avoid open-ended items. There should be only one acceptable answer. This item is open-ended, hence there is no good test item. Ernest Hemingway wrote __________. 3. The blank should be at the end or near the end of the sentence. The question must first be asked before an answer is expected. Like the matching type of test, the stem (where the question is packed) must be in the first column. 4. Ask a question on a more significant item, not on a trivial matter. Jose Rizal was born on June ______, 1861. There are other more significant items to ask for other than specific birthdates. 5. The length of the blanks must not suggest the answer. So better to make the blanks uniform in size. A part of speech that names persons, places or things is __________. A word used to connect clauses or sentences or to coordinate words in the same clause is called _______________. 5.4.2 ESSAYS Essays, classified as non-objective tests, allow for the assessment of higher-order thinking skills. Such tests require students to organize their thoughts on a subject matter incoherent sentences to inform an audience. In essay tests, students are required to write one or more paragraphs on a specific topic. Essay questions can be used to measure the attainment variety of objectives. 1. Comparing - Describe the similarities and differences between … - Compare the following methods for... 2. Relating cause-and-effect - What are the major causes of... - What would be the most likely effects of … 3. Justifying - Which of the following alternatives would you favor and why? - Explain why you agree or disagree with the following statement. 4. Summarizing - State the points included in... - Briefly summarize the contents of... 5. Generalizing - Formulate several valid generalizations from the following data. - State a set of principles that can explain the following events. 6. Inferring - In the light of the facts presented, what is most likely to happen when... - How would Senator X be most likely to react to the bomb explosion after the bar examination last September? 7. Classifying - Group the following items according to... - What do the following items have in common? 8. Applying - Using the principles of __________ as a guide, describe how you would solve the following problem situation. - Describe a situation that illustrates the principle of __________. 9. Analyzing - Describe the reasoning errors in the following paragraphs. - List and describe the main characteristics of... Assessment in Learning 1 2022-2023 10. Evaluating - Describe the strengths and weaknesses of the following... - Using the criteria developed in class, write an evaluation of... 11. Creating - Make up a story describing what would happen if... - Design a plan to prove that... - Write a well-organized report that shows... 5.4.2.1 TYPES OF ESSAY Restricted Essay It is also referred to them as a short focused response. Examples are asking students to "write an example," "list three reasons" or "compare and contrast two techniques." Sample Short Response Question (10th Grade Reading) How are the scrub jay and the mockingbird different? Support your answer with details and information from the article. Non-restricted /Extended Essay Extended responses can be much longer and complex than short responses, but students are encouraged to remain focused and organized. Sample Extended Response Question (5th Grade Science) Robert is designing a demonstration to display at his school’s science fair. He will show how changing the position of a fulcrum on a lever changes the amount of force needed to lift an object. To do this, Robert will use a piece of wood for a lever and a block of wood to act as a fulcrum. He plans to move the fulcrum to different places on the lever to see how its placement affects the force needed to lift an object. Part – A Identify at least two other actions that would make Robert’s demonstration better. Part – B Explain why each action would improve the demonstration. Note that all these involve the higher-level skills mentioned in Bloom’s Taxonomy. GUIDELINES FOR THE FORMULATION AND SCORING OF ESSAY TESTS Rule 1: Phrase the direction in such a way that students are guided on the key concepts to be included. Specify how the students should respond. Example: Using details and information from the article (Hundred Islands), summarize the main points of the article. For a complete and correct response, consider these points: its history (10 pts) its interesting features (10 pts) why it is a landmark (5 pts) Non-example Using details and information from the article (Hundred Islands) summarize the Assessment in Learning 1 2022-2023 main points of the article. Source: https:/fcit.usf.edu/assessment/constructed/constructb.html Rule 2: Inform the students of the criteria to be used for grading their essays. This rule allows the students to focus on relevant and substantive materials rather than on peripheral and unnecessary facts and bits of information. Example: Write an essay on the topic: "Plant Photosynthesis" using the keywords indicated. You will be graded according to the following criteria: (a) coherence, (b) accuracy of statements, (c) use of keywords, (d) clarity, and (e) extra points for innovative presentation of ideas. Rule 3: Put a time limit on the essay test. Rule 4: Decide on your essay grading system before getting the essays of your students. Rule 5: Evaluate all of the students' answers to one question "before proceeding to the next question. Scoring or grading essay tests question by question, rather than student by student, makes it possible to maintain a more uniform standard for judging the answers to each question. This procedure also helps offset the halo effect in grading. When all of the answers on one paper are read together, the grader's impression of the paper as a whole is apt to influence the grades he assigns to the individual answers. Grading question by question, of course, prevents the formation of this overall impression of a student's paper. Each answer is more apt to be judged on its own merits when it is read and compared with other answers to the same question, than when it is read and compared with other answers by the same student. Rule 6: Evaluate answers to essay questions without knowing the identity of the writer. This is another attempt to control personal bias during scoring. Answers to essay questions should be evaluated in terms of what is written, not in terms of what is known about the writers from other contacts with them. The best way to prevent our prior knowledge from influencing our judgment is to evaluate each answer without knowing the identity of the writer. This can be done by having the students write their names on the back of the paper or by using code numbers in place of names. Rule 7: Whenever possible, have two or more persons grade each answer. The best way to check on the reliability of the scoring of essay answers is to obtain two or more independent judgments. Although this may not be a feasible practice for routine classroom testing, it might be done periodically with a fellow teacher (one who is equally competent in the area). Obtaining two or more independent ratings becomes especially vital where the results are to be used for important and irreversible decisions, such as in the selection of students for further training or special awards. Here the pooled ratings of several competent persons may be needed to attain the level of reliability that is Assessment in Learning 1 2022-2023 commensurate with the significance of the decision being made. Some teachers use the cumulative criteria i.e. adding the weights given to each criterion, as the basis for grading while others use the reverse. In the latter method, each student begins with a score of 100. Points are then deducted every time a teacher encounters a mistake or when a criterion is missed by the student in his essay. Rule 8: Do not provide optional questions. It is difficult to construct questions of equal difficulty and so a teacher cannot have a valid comparison of students' achievement. Rule 9: Provide information about the value/weight of the question and how it will be scored. Rule 10: Emphasize higher-level thinking skills. Example: Scientists have found that oceans can influence the temperature of nearby landmasses. Coastal landmasses tend to have more moderate temperatures in summer and winter than inland landmasses of the same latitude. Non-Example: Considering the influence of ocean temperatures, explain why inland temperatures vary in summer and winter to a greater degree than coastal temperatures. List three coastal landmasses. ……………………………………………………………………………………………………………….. DEPED ORDER NO. 8 s2015 Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program GRADING SYSTEM - The K-12 Basic Education Program uses a STANDARDS-and-COMPENTENCY-BASED grading system - All grades will be based on the weighted raw score of the learners summative assessment - The minimum grade needed to pass a specific learning area is 60, which is transmuted to 75. The lowest mark that can appear in the report card is 60 for Quarterly Grades and Final Grades. CLASSROOM assessment - an ongoing process of identifying, gathering , organizing, and interpreting quantitative and qualitative information about what learners know and can do. How is learner progress recorded and computed? Assessment in Learning 1 2022-2023 FOR Kindergarten 1. Checklist and anecdotal records are used instead of numerical grade 1.1 Through a checklist, the teacher will be able to indicate whether or not the child is able to demonstrate knowledge and/or perform the tasks expected of kindergarten. 1.2. Through anecdotal records or narrative reports, teachers will be able to describe learners’ behavior, attitude, and effort in school work. WHY? Kindergarten should be enjoyable, meeting new people, detaching themselves from their parents. They must be happy. Checklist- differentiate skill requirements Anecdotal - behavior/attitude of students GRADE 1-12 - in a grading period: - 1: Quarterly assessmenr- measures learning at the end of the quarter. - Written Work: students are able to express their learning skills and concepts in a written form - Performance Tasks: either be products or performance based activities such as YouTube campaign video, multimedia productions uploaded on social media, investigatory projects, musical arrangement, online debates or presentation interviews, panel discussions, and skill demonstration. STEPS IN COMPUTING THE FINAL GRADE Step 1- get the re score (total score( for each component (written work, performance task and quarterly assessment) Step 2- get the percentage score divide the total raw score by the highest possible score (HPS) then multiple the quotient by 100% (PS= RS/HPS × 100) Step 3: Concert the percentage score to weighted score by multiplying the percentage score by the weight od the component (WS=PS x WC) (pls. See the Table 4, page 10 of DO 8, s… 2015) Weighted Score (WS)= Percentage Score x Weight of Components Step 4: Add the weighted scores of each component. The result is the initial grade. Assessment in Learning 1 2022-2023 SENIOR HIGH: Core, Specialized, and Applied subjects STEP 5: Get the equivalent final grade using the given transmutation table (zes appendix B of DO 8, s. 2015) STEP 6: Write the final grade in the report card Assessment in Learning 1 2022-2023 How are grades computed at the end of the school year? For Kindergarten - No numerical grades. Only descriptions of the learner’s progress using the checklist. For Grades 1 to 10 - The average of the Quarterly Grades (QS) produces the final Grades (FG) per learning area. - The general average is computed by dividing the sum of all Final Grades by the number of learning areas. For Grades 11 to 12 - The two quarters determine the final grade in a semester. How are the learners’ progress reported? Descriptors, Grading Scale, and Remarks How are learners promoted or retained at the end of the school year? Assessment in Learning 1 2022-2023 For Grades 1 to 3 Learners Promotion and Retention FOR GRADES 1 TO 3 Requirements Decision LEARNERS Final Grade of at least Promoted to the next grade level 75 in all learning areas Did Not Meet Must pass remedial classes for learning Expectations in not areas with failing mark to be promoted to more than two learning the next grade level. Otherwise the areas learner is retained in the same grade level. Did Not Meet Retained in the same grade level Expectations in three or more learning areas FOR GRADES 4 Requirements Decision TO 10 LEARNERS Final Grade of at least Promoted to the next grade level 75 in all learning areas Did Not Meet Must pass remedial classes for learning Expectations in not areas with failing mark to be promoted more than two learning to the next grade level. Otherwise the areas learner is retained in the same grade level. Assessment in Learning 1 2022-2023 Did Not Meet Retained in the same grade level Expectations in three or more learning areas Must pass all learning Earn the Elementary Certificate areas in the Elementary Promoted to Junior High School Must pass all learning Earn the Junior High School Certificate areas in the Junior High School Promoted to Senior High School FOR GRADE 11 Requirements Decision AND 12 LEARNERS Final Grade of at least Can proceed to the next semester 75 in all learning areas in a semester Did not Meet Must pass remedial classes for failed Expectations in a competencies in the subject before prerequisite subject in a being allowed to enroll in the learning area higher-level subject Did Not Meet Must pass remedial classes for failed Expectations in any competencies in the subjects or subject or learning area learning areas to be allowed to enroll at the end of the in the next semester. Otherwise the semester Assessment in Learning 1 2022-2023 learner must retake the subjects failed. Must pass all subjects Earn the Senior High School or learning areas in Certificate Senior High School REMEDIAL CLASS For Grades 11-12, learned who fail a unit/set of competencies must be immediately given remedial classes. They should pass the summative assessments during remediation to avoid a failing grade in a learning area/subject. If the learner still fails remedial classes, s/he must retake the subject/s failed during the summer or as a back subject. For Grade 1-10, a learner who DID NOT MEET EXPECTATIONS in at most two learning areas must take remedial classes. Remedial class are conducted after the final grade have been computed The teacher should ensure that learners receive remediation when they earn raw scores which are consistently below expectation in WW and PT by the FIFTTH WEEK OF ANY QUARTER RECOMPUTED FINAL GRADES Summative assessments are also given during remedial classes. THese are recorded, computed, weighted, and transmuted in the same way as the Quarter Grade. The equivalent of the final grade for remedial classes is the remedial class mark (RCM) The final grade at the end of the school year and the RCM are averaged. This results in the Recomputed Final Grade. HOW ARE THE CORE VALUES OF THE FILIPINO CHILD REFLECTED IN THE REPORT CARD? CORE VALUES Maka-Diyos Makatao Makakalikasan Makabansa Table 12. Descriptors and Indicators of Observed Values Assessment in Learning 1 2022-2023 Core Values Behavior Statements Indicators Maka-Diyos Expresses one’s spiritual Engages oneself in beliefs while respecting the worthwhile spiritual activities spiritual beliefs of others Respects sacred places Respects religious beliefs of others Demonstrates curiosity and willingness to learn about other ways to express spiritual life Assessment in Learning 1 2022-2023 Shows adherence to ethical Tells the truth principles by upholding truth Returns borrowed things in good condition Demonstrates intellectual honesty Expects honesty from others Aspires to be fair and kind to all Identifies personal biases Recognizes and respects one’s feelings and those of others Assessment in Learning 1 2022-2023 Makatao Is sensitive to individual, Shows respect for all social, and cultural differences Waits for one’s turn Takes good care of borrowed things Views mistakes as learning opportunities Upholds and respects the dignity and equality of all including those with special needs Volunteers to assist others in times of need Recognizes and respects people from different economic, social, and cultural backgrounds Assessment in Learning 1 2022-2023 Demonstrates contributions Cooperates during activities toward solidarity Recognizes and accepts the contribution of others toward a goal Considers diverse views Communicates respectfully Accepts defeat and celebrates others’ success Enables others to succeed Speaks out against and prevents bullying Assessment in Learning 1 2022-2023 Makakalikasan Cares for the environment Shows a caring attitude and utilizes resources wisely, toward the environment judiciously, and economically Practices waste management Conserves energy and resources Takes care of school materials, facilities, and equipment Keeps work area in order during and after work Keeps one’s work neat and orderly Assessment in Learning 1 2022-2023 Makabansa Demonstrates pride in being Identifies oneself as a a Filipino; exercises the rights Filipino and responsibilities of a Filipino citizen Respects the flag and national anthem Takes pride in diverse Filipino cultural expressions, practices, and traditions Promotes the appreciation and enhancement of Filipino languages Abides by the rules of the school, community, and country Enables others to develop interest and pride in being a Filipino Assessment in Learning 1 2022-2023 Demonstrates appropriate Manages time and personal behavior in carrying out resources efficiently and activities in the school, effectively community, and country Perseveres to achieve goals despite difficult circumstances Conducts oneself appropriately in various situations Table 13. Marking for the Observed Values Marking Non-Numerical Rating AO Always Observed SO Sometimes Observed RO Rarely Observed NO Not Observed https://www.teacherph.com/deped-grading-system/ REMEMBER! Assessment in Learning 1 2022-2023 In Philippine colleges and universities, the letters are replaced with numerical values: 1, 1.25, 1.5, 1.75, 2.0, 2.5, 3.0, and 4.0, or an eight-point system. In basic education, grades are expressed as percentages (of accomplishment) such as 80% or 75%. With the accomplishment of the K to 12 Basic Education Curriculum, however, students’ performance is expressed in terms of level of proficiency. Regardless of grading system adopted, it is clear that there appears to be a need to convert raw score values into the corresponding standard grading system.