Ed 9: Assessment in Learning 1 Course Introduction PDF

Ed 9: Assessment in Learning 1 Course Introduction 1st Semester, SY 2024-2025 MARISSA S. PONTILLAS Subject Course Instructor/Facilitator  Course Description The course focuses on the principles, development, and utilization of conventional assessment tools to improve the...

Ed 9: Assessment in Learning 1 Course Introduction 1st Semester, SY 2024-2025 MARISSA S. PONTILLAS Subject Course Instructor/Facilitator  Course Description The course focuses on the principles, development, and utilization of conventional assessment tools to improve the teaching-learning process. It emphasizes the use of assessment of, as, and for learning in measuring knowledge and other thinking skills in the cognitive domain. It allows pre-service teachers to go through the standard steps in test development and its application in assessing learning. It also provides them training in scoring, organizing, analyzing, interpreting and communicating assessment results and how they are used in improving teaching and learning. The course provides engaging and varied learning opportunities with integration of technology that will allow them to: (a) meet the program outcomes and standards of a beginning teacher; (b) develop the 21st century skills of collaboration, communication, critical thinking and problem solving, and creative thinking; and (c) be healthy, safe, engaged, supported, and challenged.  Program Outcomes and Performance Indicators (PSG-Mandated) The course aims for the basic education pre-service teachers to demonstrate a variety of thinking skills in planning, developing, and utilizing appropriate assessment and evaluation tools to measure and report learning processes and outcomes. The success of the pre-service teachers in learning this course is gauged by the following performance indicators: 1. Design conventional or pen-and-paper assessment tools to measure knowledge and other thinking skills 2. Interpret assessment results and use these to improve teaching and learning. 3. Keep accurate and updated records of the learners’ performance using feasible and appropriate technology tools 4. Provide timely feedback to the assessment of peers  Course Desired Learning Outcome (Final Desired Outcome) The pre-service teachers trained to be a professional beginning teacher should be able to show knowledge, skills, and desirable attitudes and values in developing and using high quality written tests in gathering, analyzing, interpreting, communicating, and reporting assessment data to improve teaching and learning.  TOPICAL OUTLINE Teacher Assessment Competencies in the PPST Desired Learning Outcomes for Ed 9: Assessment in Learning 1 Course Syllabus for Ed 9: Assessment in Learning 1 House Rules for the Class 21st Century Skills and Assessment Flexible Learning Context in the New Normal Student-Centered Assessment in Flexible Learning  General Overview Assessment in Learning Assessment is defined as the process of obtaining information that is used to make educational decisions about students, to give feedback to the student about his or her progress, strengths, and weaknesses, to judge instructional effectiveness and curricular adequacy, and to inform policy. 10/7/2024  Code of Ethics for Professional Teachers PRC Res. # 435 s1997 Article VIII: The Teachers and Learners Section 1. A teacher has a right and duty to determine the academic marks and the promotions of learners in the subject or grade he handles, provided that such determination shall be in accordance with generally accepted procedures of evaluation and measurement. In case of any complaint, teachers concerned shall immediately take appropriate actions, observing due process. Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost concern, and shall deal justifiably and impartially with each of them. 10/7/2024  Code of Ethics for Professional Teachers PRC Res. # 435 s1997 Article VIII: The Teachers and Learners Section 3. Under no circumstances shall a teacher be prejudiced or discriminate against a learner. Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of academic performance. Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from their scholastic ratings as a punishment for acts which are clearly not manifestation of poor scholarship. Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners are adequate, and shall extent assistance needed in preventing or solving learner’s problems and difficulties. 10/7/2024 Teacher Assessment Competencies in the Philippine Professional Standards for Teachers (PPST) DepEd No. 42, s. 2017  DO 42, S. 2017 The PPST shall be used as a basis for all learning The PPST: and development (i) sets clear expectations of teachers along well- programs for teachers to defined career stages of professional ensure that they are development from beginning to distinguished properly equipped to practice; effectively implement the K to 12 Program. (ii) engages teachers to embrace ongoing It can also be used for the professional learning for their professional selection and promotion of development to enhance their own teaching; teachers. (iii) provides a framework of uniform measures to All performance appraisals assess teacher performance; and for teachers shall be based on this set of (iv) provides a basis for building public confidence Standards. in and support for the work of teachers. “The quality of an education system cannot exceed the quality of its teachers.” (McKinsey, 2007)  Internationally, Teacher Quality is articulated in Professional Standards for Teachers Professional Standards: Is a public statement of professional accountability Makes explicit what teachers should know, be able to do and value in the profession Is sufficiently generic to represent practice across Grade levels and subject areas Philippine Professional Standards for Teachers as the New Framework for Teacher Quality and Teacher Development  Teacher Professional Development Framework Career Path Stage 4 Stage 3 (Distinguished) Stage 2 (Highly Recruitment Proficient) Stage 1 (Proficient) and Hiring (Beginning) Teacher Teacher Entry Induction Rewards, Requirement Compensation Program 1→2 Teacher Certification at Career Stage 2, 3, 4 (?) Teacher Education Classroom Observation Tool & Self-Assessment Tool Targeted Professional Development and Teacher Training  B P HP D Highly Distinguished Beginning Proficient Proficient Teachers Teachers Teachers Teachers What are embody the are those who professionally the four have gained independent in consistently highest display a high standard for Career the the application level of qualifications of skills vital to teaching Stages of recognized for the teaching performance in grounded in their teaching the entry into the and learning practice global best teaching process practice PPST? provide support recognized as profession. display skills in and mentoring are supported planning, to colleagues in educators, to reach implementing their leaders, Career Stage 2 and managing professional contributors to within two to learning development the profession three years. programs  Philippine Professional Standards for Teachers 1 Content Knowledge and Pedagogy D Central to the K to 12 O 2 Learning Environment Reform and places, at the M 3 Diversity of Learners beginning, the importance of A 4 Curriculum and Planning teachers knowing their I 5 Assessment and Reporting content and knowing how N 6 Community Linkages and Professional to teach it. Engagement S 7 Personal Growth and Professional Development  PPST Domains “distinctive spheres of the Booklet, p113 teaching-learning process” 4 Career Stages: Descriptions of developmental practice Strands “more specific dimensions of positive teacher practices” Indicators per career stage ”concrete, observable, measure teacher practices”  Strand Content knowledge and its application 1.1 within and across curriculum areas Strand Research-based knowledge and 1.2 principles of teaching and learning Strand Positive use of ICT Domain 1 1.3 Content Strand Strategies for promoting literacy and Knowledge 1.4 numeracy and Strand Strategies for developing critical and 1.5 creative thinking, as well as other Pedagogy higher-order thinking skills Strand Mother Tongue, Filipino and English in 1.6 teaching and learning Strand Classroom communication strategies 1.7  Strand Learner safety and security 2.1 Strand Fair learning environment 2.2 Strand Management of classroom structure Domain 2 2.3 and activities Learning Environment Strand Support for learner participation 2.4 Strand Promotion of purposive learning 2.5 Strand Management of learner behavior 2.6  Strand Learners’ gender, needs, strengths, 3.1 interests and experiences Strand Learners’ linguistic, cultural, socio- 3.2 economic and religious backgrounds Domain 3 Diversity of Strand Learners with disabilities, giftedness 3.3 and talents Learners Strand Learners in difficult circumstances 3.4 Strand Learners from indigenous groups 3.5  Strand Planning and management of 4.1 teaching and learning process Strand Learning outcomes aligned with 4.2 learning competencies Domain 4 Curriculum Strand Relevance and responsiveness of and 4.3 learning programs Planning Strand Professional collaboration to enrich 4.4 teaching practice Strand Teaching and learning resources 4.5 including ICT  Strand Design, selection, organization and 5.1 utilization of assessment strategies Strand Monitoring and evaluation of learner 5.2 progress and achievement Domain 5 Assessment Strand Feedback to improve learning and 5.3 Reporting Strand Communication of learner needs, 5.4 progress and achievement to key stakeholders Strand Use of assessment data to enhance 5.5 teaching and learning practices and programs  Strand Establishment of learning 6.1 environments that are responsive to community context Engagement of parents and the Domain 6 Strand wider school community in the 6.2 Community educative process Linkages and Professional Strand Professional ethics Engagement 6.3 Strand School policies and procedures 6.4  Strand Philosophy of teaching 7.1 Strand Dignity of teaching as a profession Domain 7 7.2 Personal Strand Professional links with colleagues Growth and 7.3 Professional Development Strand Professional reflection and learning 7.4 to improve practice Strand Professional development goals 7.5  Use of Mother Tongue, Filipino Knowledge of research and English in teaching and Strategies for learning Strategies for developing promoting literacy critical and creative thinking and numeracy skills Know what Engage in Classroom professional to teach reflection and assume and how to communication responsibility for Maintain a strategies teach it personal learning- professional focused Learners’ learning linguistic, cultural, What qualities are environment socio-economic Establish expected of and religious community teachers based backgrounds relationships on these Domains Respond to learner Learners in and uphold of the PPST? professional diversity difficult ethics circumstances Use a variety of assessment Plan and Learners from tools to inform design and enhance effective Indigenous the teaching Groups and learning instruction process  What are the four Career Stages of the PPST? B P HP D Highly Beginning Distinguished Proficient Proficient Teachers Teachers Teachers Teachers are those who professionally consistently embody the have gained independent in display a high highest the the application level of standard for qualifications of skills vital to performance in teaching recognized for the teaching their teaching grounded in entry into the and learning practice global best teaching process provide practice profession. display skills support and recognized as are supported in planning, mentoring to educators, implementing colleagues in leaders, to reach their contributors to Career Stage and managing professional the profession 2 within two to learning development three years. programs Career Stages PAUSE. What do you think of the Career Stages? Can you identify teachers in your school/district/division/region that fit in a particular career stage?  Teacher professional growth can be represented by: Beginning Exemplary training practice It is valuable to have sign posts along the way to help identify progress. Teacher quality Stages are developmental in nature and exist on a quality continuum. This is about teachers, not leadership roles such as Principals and Supervisors.  Beginning Proficient Highly Proficient Distinguished 1 2 3 Positive Positive 4 5 use of ICT use of 6 7 ICT 8 9 10 11 12 13 14 15 16 CAREER STAGE CONTINUUM 17 18 19 20 21 22 Teaching 23 24 and 25 26 learning 27 28 resources 29 30 including 31 32 ICT 33 34 Professional 35 Professional 36 reflection 37 reflection and and learning learning to to improve improve practice practice  PPST Domain 5 Assessment and Reporting Domain 5 relates to processes associated with a variety of assessment tools and strategies used by teachers in monitoring, evaluating, documenting, and reporting learners’ needs, progress, and achievement. This Domain concerns the use of assessment data in a variety of ways to inform and enhance the teaching and learning process and programs. It concerns teachers providing learners with the necessary feedback about learning outcomes. This feedback informs the reporting cycle and enables teachers to select, organize, and use sound assessment processes.  Strand Design, selection, organization and 5.1 utilization of assessment strategies Strand Monitoring and evaluation of learner 5.2 progress and achievement Domain 5 Assessment Strand Feedback to improve learning and 5.3 Reporting Strand Communication of learner needs, 5.4 progress and achievement to key stakeholders Strand Use of assessment data to enhance 5.5 teaching and learning practices and programs  PPST Domain 5 Strands and Indicators for Career Stage 1 – Beginning Teachers 5.1.1 Design, selection, 5.2.1 Monitoring and 5.3.1 Feedback to organization, and utilization evaluation of learner improve learning. of assessment strategies. progress and Demonstrate Demonstrate knowledge of achievement. knowledge of the design, selection, Demonstrate knowledge providing timely, organization, and use of of monitoring and accurate, and diagnostic, formative, and evaluation of learner constructive feedback summative assessment progress and achievement to improve learner strategies consistent with using learner attainment performance. curriculum requirements. data. PPST Domain 5 Strands and Indicators for Career Stage 1 – Beginning Teachers 5.4.1 Communication of 5.5.1 Use of assessment learner needs, progress, data to enhance teaching and achievement to key and learning practices stakeholders. Demonstrate and programs. familiarity with a range of Demonstrate an strategies for understanding of the role of assessment data as communicating learner feedback in teaching and needs, progress, and learning practices and achievement. programs Activity 1.1: Statement of Desired Learning Outcomes for Assessment in Learning 1 As a pre-service teacher training to become a professional beginning teacher, what do you want to learn from this subject course? Write down your desired learning outcomes. Activity 1.2: Setting of House Rules for the Class Assessment in Learning 1 Given our desired learning outcomes, what behaviors and ground rules should guide our class so that we can maximize our learning?