ASSESSMENT AND LEARNING OUTCOMES IN THE K TO 12 CURRICULUM. Edukasyon sa Pagpapakatao

Transcription

1 ASSESSMENT AND LEARNING OUTCOMES IN THE K TO 12 CURRICULUM Edukasyon sa Pagpapakatao

2 Session 1 THE CURRICULUM FRAMEWORK AND STANDARDS: EDUKASYON SA PAGPAPAKATAO

3 Questions Should character education be taught in schools? Why? What roles should school officials, teachers and parents have in developing values?

4 Curriculum Framework

5 Mga Batayang Teorya sa mga Pamamaraan sa Pagtuturo at Pagkatuto Pilosopiya ng Personalismo

6 Mga Nilalaman ng Batayang Konseptwal Mga Proseso Tunguhin (Goal) Apat na Tema

7 Mga Pangunahing Pagpapahalaga (Core Values) (Physical) (Intellectual) (Moral) (Spiritual) (Social) (Economic) (Political)

8 Deskripsyon Ang Edukasyon sa Pagpapakatao (EsP) bahagi ng K to 12 curriculum na gagabay at huhubog sa mga kabataan tunguhin o outcome : kabataang nagpapasya at kumikilos nang may pananagutan tungo sa kabutihang panlahat lilinangin at pauunlarin ang pagkataong etikal ng bawat mag-aaral

9 Limang (5) pangunahing kakayahan (macro skills) na dapat taglay ng bawat bata Pag-unawa. Kakayahang mahinuha ang mga konsepto at prinsipyong nagbibigay-paliwanag sa sariling karanasan, mga sitwasyong namasid, sinuri at pinagnilayan gamit ang pamantayan ng moral na pamumuhay Pagninilay. Kakayahang mag-ukol ng panahon para sa maingat at malalim na pag-iisip sa mga sitwasyon at mga konseptong natutuhan tungkol sa moral na pamumuhay

10 Limang (5) pangunahing kakayahan (macro skills) na dapat taglay ng bawat bata Pagsangguni. Kakayahang humingi ng payo o gabay sa mga taong may higit na kaalaman o kasanayan sa moral na pamumuhay at marunong magsala o magtimbang ng mga impormasyong mula sa iba t ibang uri ng media Pagpapasya. Kakayahang bumuo ng sariling posisyon, paniniwala, paninindigan o kilos na isasagawa batay sa pamantayan ng moral na pamumuhay Pagkilos. Kakayahang mailapat niya ang konsepto o prinsipyong nahinuha sa sitwasyon ng buhay at rmaipakita ang kahandaang isabuhay ang mabubuting ugali (virtues) na natutuhan.

11 Apat (4) na tema na naglilinang ng pangunahing kakayahan Pananagutang Pansarili at Mabuting Kasapi ng Pamilya Pakikipagkapwa-tao Paggawa Tungo sa Pambansang Pag-unlad at Pakikibahagi sa Pandaigdigang Pagkakaisa Pananalig at Pagmamahal sa Diyos at Paninindigan sa Kabutihan

12 Mga Pamantayan sa Programa (Learning Area Standards) Naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto sa pananagutan sa sarili, pamilya, kapwa, bansa/daigdig at Diyos; nakapagpapasya at nakakikilos nang may pananagutan tungo sa kabutihang panlahat upang mamuhay nang may kaayusan at kaligayahan

13 Key Stage Standards Key Stages K Baitang 1 3 Baitang 4-6 Baitang 7-10 Standards Naipamamalas ng mag-aaral ang pag-unawa sa konsepto at gawang nagpapakita ng pananagutan sa sarili, pamilya, pagmamahal sa kapwa/pamayanan, sa bansa at sa Diyos tungo sa maayos at masayang pamumuhay Naipamamalas ng mag-aaral ang pag-unawa sa konsepto at gawang nagpapakita ng pananagutan sa sarili, pamilya, pagmamahal sa kapwa, sa bansa/ daigdig at sa Diyos tungo sa kabutihang panlahat Naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto sa pananagutang pansarili, pagkatao ng tao, pamilya at pakikipagkapwa, lipunan, paggawa at mga pagpapahalagang moral at nagpapasya at kumikilos nang may pananagutan tungo sa kabutihang panlahat upang mamuhay nang may kaayusan at kaligayahan

14 Grade Level Standards Grade K 1 2 Standards Naipamamalas ng mag-aaral ang pag-unawa sa pagkakaroon ng kamalayan sa paggalang at pagmamahal sa sarili, kapwa at Diyos bilang gabay tungo sa maayos at masayang tahanan Naipamamalas ng mag-aaral ang pag-unawa sa mga paraan ng paggalang sa sarili, sa kapwa, sa bansa at Diyos bilang gabay tungo sa maayos at masayang tahanan at paaralan Naipamamalas ng mag-aaral ang pag-unawa sa pagpapakikita ng mga kilos na nagpapahalaga sa sarili, sa kapwa, sa bansa at sa Diyos at sa kanyang mga nilikha bilang patnubay sa maayos at masayang paaralan at pamayanan

15 Grade Level Standards Grade Standards 3 Naipamamalas ng mag-aaral ang pag-unawa sa mga gawain na nagpapakita ng pagpapahalaga tungo sa maayos at masayang pamumuhay na may mapanagutang pagkilos at pagpapasya para sa sarili, kapwa, pamayanan, bansa at Diyos 4 Naipamamalas ng mag-aaral ang pag-unawa sa mga makabuluhang gawain na may kaakibat na pagpapahalaga tungo sa wasto, maayos, masaya at mapayapang pamumuhay para sa sarili, sa kapwa, sa bansa at sa Diyos 5 Naipamamalas ng mag-aaral ang pag-unawa sa masusing pagsusuri sa pagpapahayag, pagganap ng tungkulin na may pananagutan at pagsasabuhay ng mga ito tungo sa masaya, mapayapa at maunlad na pamumuhay para sa sarili/ mag-anak, kapwa/ pamayanan, bansa/ daigdig at Diyos 6 Naipamamalas ng mag-aaral ang pag-unawa sa mga gawain na tumutulong sa pag-angat ng sariling dignidad, pagmamahal sa kapwa na may mapanagutang pagkilos at pagpapasya tungo sa maayos, mapayapa at maunlad na pamumuhay para sa kabutihang panlahat

16 Content and Performance Standards Batayang Pagpapahalaga / Mga Kaugnay na Pagpapahalaga Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Mga Batayang Kasanayan (Learning Competencies)

17 Batayang Pagpapahalaga/ Mga Kaugnay na Pagpapahalaga Pamantayang Pangnilalaman (Content Standards) Pamantayan sa Pagganap (Performance Standards) Tungkulin Ko Sa Aking Sarili At Pamilya Unang Markahan Mga Batayang Kasanayan (Learning Competencies) Pagkilala sa sarili kalakasan/ potensyal kahinaan damdamin Positibong pagkilala sa sarili (self-esteem) Pagtitiwala sa sarili (self-confidence) Naipamamalas ang pag-unawa sa kahalagahan ng pagkilala sa sarili at sariling kakayahan, pangangalaga sa sariling kalusugan at pagiging mabuting kasapi ng pamilya naipakikita ang kakayahan nang may tiwala sa sarili Naisabubuhay nang may wastong paguugali ang iba t ibang paraan ng pangangalaga sa sarili at sa sariling kalusugan upang mapaunlad ang anumang kakayahan Nakikilala ang sariling: - gusto - interes - potensyal - kahinaan - damdamin / emosyon Naisasakilos ang sariling kakayahan sa iba t ibang pamamaraan - pag-awit - pagsayaw - pakikipagtalastasan - at iba pa

18 Your beliefs become your thoughts, Your thoughts become your words, Your words become your actions, Your actions become your habits, Your habits become your values, Your values become your destiny. Mahatma Gandhi

19 Session 2 Learning Theories and Assessment

20 Interaktibong Teorya ng Pagkatuto (Social Learning Theory) ni Albert Bandura ang pagkatuto tulad ng pagkakaroon ng mabuting ugali at bagong kaalaman ay maaaring makamit sa: - pagmamasid sa ibang tao - sa kapaligiran - sa mga ibinibigay na direksyon at mga paulit-ulit na mga gawain ang anumang marahas o malupit na pag-uugali o gawi ay natutuhan ng bata ayon sa kanyang nakita

21 Teorya ng Experiential Learning ni David Kolb Ang mga karanasan ay pinagkukunan ng pagkatuto na sinusuportahan ng Teorya ng Pagkatuto ng Constructivism. Ito ay pagkakataon sa mga bata na makabuo ng kaalaman at kasanayan. Isang paraan kung saan mahuhubog ang kanilang kakayahang mamuno at mamahala. Ang mga bata ay maaaring makagawa ng positibong pagbabago sa kanilang buhay

22 Panlipunan-Pandamdaming Pagkatuto (Socio-Emotional Learning) Isang kakayahang kailangan sa : pagkilala at pamamahala ng sarili, paglinang ng pagmamalasakit sa kapwa, paggawa ng mapanagutang pagpapasya, pakikipag-ugnayan, at pagharap nang epektibo sa mga mapanghamong sitwasyon

23 Edukasyon sa Pagpapakatao

24 Presentation Outline Definition of Assessment Purposes of Assessment (assessment as learning, assessment for learning, assessment of learning) Formative and Summative Assessment Factors Inhibiting Assessment Traditional and Non-traditional Assessment

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29 Activity 1: Make four groups. Elect or appoint a leader and a rapporteur In five minutes, discuss how your group interprets the picture in relation to teaching, learning and assessment. In two minutes, share your answers with the group.

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31 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).

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34 Assessment in education is the process of gathering, interpreting, recording, and using information about pupils responses to an educational task. (Harlen, Gipps, Broadfoot, Nuttal,1992)

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38 Formative Assessment Assessment for learning Taken at varying intervals throughout a course to provide information and feedback on what an individual student needs

39 Summative Assessment Assessment of learning Given at the end of a unit or semester to demonstrate the "sum" of what they have or have not learned. 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).

40 The Garden Analogy If we think of our children as plants Formative assessment is = feeding and watering the plants appropriate to their needs - directly affecting their growth. Summative assessment is the process of simply measuring them. It might be interesting to compare and analyze measurements but, in themselves, these do not affect the growth of the plants.

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42 Factors Inhibiting Assessment A tendency of teachers to assess quantity and presentation of work rather than quality of learning. Greater attention given to marking and grading, much of it tending to lower self esteem of students, rather than providing advice for improvement. A strong emphasis on comparing students with each other, which demoralizes the less successful learners.

43 IF we can do something with assessment information beyond using it to figure grades, we can improve learning.

44 MGA PROSESO Proseso ALAMIN/ISAISIP ISAGAWA Proseso PAG-UNAWA PAGNINILAY ISAPUSO PAGSANGGUNI ISABUHAY SUBUKIN PAGPAPASYA PAGKILOS

45 CLASSIFYING SAMPLE ITEMS IN EDUKASYON SA PAGPAPAKATAO

46 OBJECTIVES At the end of the session, participants are expected to: Classify sample items in Edukasyon sa Pagpapakatao

47 GROUP ACTIVITY

48 Activity 2 Group yourselves by 4/5s. Each group should get 12 sample items (metacards) of the same color from the facilitator Discuss and classify the sample items according to your practice. Write labels on how you classified the sample items. Post your test items on the board. Present and discuss your outputs.

49 Analyzing Outputs How did you group the items? What are your bases for grouping them together? Based on your analysis, how did you label each group?

50 ASSESSMENT AND RATING OF LEARNING OUTCOMES Per DepEd Order No. 73, s Guidelines on the Assessment and Rating System of Learning Outcomes Under the K to 12 Basic Education Curriculum

51 Activity 3 With your group, discuss your answers to the following questions: Who are responsible for learning? Why? What do we assess as evidence of teaching and learning? Why do we assess learning? How do we assess learning?

52 Philosophy Assessment shall be used primarily as a quality assurance tool to track student 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.

53 Under the K to 12 curriculum, students will be assessed at four levels and shall be weighted as follows: (DepEd Order Nos. 31 and 73, s. 2012)

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57 Use of feedback Results of the assessment across levels should be given immediately to students, consistent with the principle of assessment as learning. Students need to learn from the results of the assessment so they know what to improve further.

58 Report Card (DepED Order No. 73, s. 2012) At the end of the quarter, the performance of students shall be described based on the following levels of proficiency: Beginning (B) Developing (D) Approaching Proficiency (AP) Proficient (P) Advanced (A)

59 Definition of Levels of Proficiency Beginning The student at this level struggles with his/her understanding; prerequisite and fundamental knowledge and/or skills have not been acquired or developed adequately to aid understanding.

60 Definition of 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.

61 Definition of Levels of Proficiency Approaching Proficiency 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.

62 Definition of Levels of Proficiency Proficient The student at this level has developed the fundamental knowledge and skills and core understandings and can transfer them independently through authentic performance tasks.

63 Definition of Levels of Proficiency 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.

64 Comparison of Levels of Proficiency

65 The level of proficiency shall be based on numerical value.

66 Assessment of Level of Knowledge (15%) Suggested assessment tools Selected-response Item provide several response options to the students, and the students select from among the options. Multiple Choice Test True or False Matching Type

67 Assessment of Level of Knowledge (15%) Suggested assessment tools Constructed-response type of test ask the student to create or construct a response. It can be used to determine if the pupil s knowledge of facts is of sufficient breadth and depth. A rubric or scoring guide is necessary. Essay tests Fill-in-the-blanks Performance tasks, e.g. giving a speech or designing an experiment

68 Assessment of Process or Skills (25%) The focus is on how students construct meanings or make sense of the facts and information. Outlining, organizing, analyzing, interpreting, translating, converting, or expressing the information in another format; Drawing analogies Constructing graphs, flowcharts, and maps or graphic organizers

69 Assessment of Process or Skills (25%) Transforming a textual presentation into a diagram Drawing or painting pictures Doing role plays Written Tests

70 Assessment of Understanding(s) (30%) Oral Discourse/Recitation Explain/justify something based on facts/data, phenomena or evidence Tell/retell stories Make connections of what was learned within and across learning areas Apply what has been learned in real-life situation

71 Assessment of Understanding(s) (30%) Portfolio Collection of evidence like images, anecdotes, etc. to demonstrate mastery and interpretation of a given set of concepts Open-ended tests

72 Assessment of Products/ Performances (30%) Participation (e.g., in group activities/projects) Projects Homework Experiments Portfolio Other Outputs

73 Scoring Quizzes and Periodic Tests (Use of Existing Policies) For periodic tests, total points may also be 100. If total number of items is below 100, divide the raw score of an individual pupil by the total number of items to get the percent equivalent (Achievement Rate).

74 Rating Oral Participation, Group Participation, Projects, Performances, Homework, Experiments, Portfolio, and Other Outputs Rubrics shall be utilized for rating individual or group participation, project, performances, etc. (Teachers are encouraged to prepare their own rubrics.)

75 Computation of Final Rating for a Learning Area The final grade for each learning area shall be reported as the average of the four quarterly numerical ratings and to be expressed in terms of the levels of proficiency Example: First Grading 88 Second Grading 90 Third Grading 91 Fourth Grading / 4 = Round to (A) Advanced

76 Computation of General Average The General Average shall be the average of the final grades of the different learning areas, also expressed in terms of levels of proficiency with the numerical equivalent in parenthesis. Example: P (89.00)

77 Promotion, Retention and Intervention Promotion and retention of students shall be by subject area (for the secondary). Promotion of students at the elementary level shall be by general average.

78 Points to Ponder Punong Guro: Guro: PG: Ano ang inaasahan mo pagkatapos mong ituro ang Respeto at Paggalang? Malagyan nila ng tsek ang mga larawan na nagpapakita ng paggalang sa matatanda. At ma-perfect nila ang test ko. Iyon lang ba ang nais mong makita? G: Eh, ano pa ba ang dapat? PG: Hindi ko alam. Isipin mo pa para malaman mo kung may pag-unawa ang natutuhan sa iyo ng mga bata. G: Ah, alam ko na. Sa bawat linggo, isa-isa silang magrereport sa klase tungkol sa kanilang ginawa, ginagawa at gagawin para magpakita ng paggalang sa matatanda.

79 Session 5 INVERSE CHARADES Form 4 groups. Select one person from your group as IT. The group will act out the word while the IT guesses the word. You have 1 minute to guess the word. You have 1 minute to strategize. Other group may steal if the IT is not able to guess. First group to get 2 points wins the game.

80 Workshop 1

81 Instructions Divide into 3 groups according to grade level (1-2 and 3-4 and 5-6 grade levels) Using the GABAY sa PAGPAPAKATAO books as reference, match the learning activities in Unit 1 with the levels of assessment based on KPUP Discuss and present your outputs.

82 Levels of Assessment Knowledge Pag-aralan at Sagutin Process Suriin Understanding Magdesisyon Product Isapuso at Isagawa Pag-isipan at Sagutin

83 Workshop 2

84 Instructions Select a learning objective below Naipapahayag, naipapaliwanag at naibabahagi ang sariling kuro-kuro Nasusuri ang sariling karanasan, Nakapagpapasya tungkol sa sariling karanasan ng may katapatan Nasusuri ang maaring epekto ng hindi pagsasabi ng katotohanan Nakapagpapasya sa pagbibigay ng marka para sa sarili Develop your own assessment item per level. Provide 2 sample items for each level. Discuss and present your outputs.

85 GROUP PRESENTATIONS (8-10 mins each)

86 WRAP-UP Session

87 Thank You