Class record-guide-samuel-soliven

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Class record-guide-samuel-soliven

  1. 1. Strand 3 Information, Media and Technology Skills Relevant to the K to 12 Curriculum Title of Presentation Computerization of the Class Record with Student Profile using Spreadsheets (MS Excel) to Address Assessment for Learning, Assessment as Learning and Assessment of Learning in the K to 12 Basic Education Curriculum Samuel R. Soliven, PhD Metrobank Foundation Outstanding Teacher (Batch 2003), Secondary Level Department of Education Secondary Education Division (SED) Carig Sur, Tuguegarao City sam4vel@yahoo.com 09175137776 Abstract The K to 12 Basic Education Curriculum is anchored on 21st Century Learning where ICT is one of the arcs in the spectrum. K to 12 then calls for a 21st Century Pedagogy where teachers maximize the use of ICT in planning the lessons, teaching for understandings and assessing student performance. This paper is focused on helping teachers simplify the demands of student assessment through a Computerized Class Record with Student Profile using Spreadsheets (MS Excel) as they slowly embrace that assessment is not only about assessment of learning (summative, deriving scores and grades). It must also aid the teachers greatly for differentiated instruction using assessment for learning (formative assessment and diagnostic assessment). Assessment as learning where students’ metacognition of their learning is enhanced with the guidance of the teachers is equally important. The Computerized Class Record with Student Profile using Spreadsheets (MS Excel) captures the essentials of DepEd Order No. 73, s. 2012 (Standards-Based Assessment and Rating System in the K to 12 Curriculum and DepEd Order No. 31, s. 2012 (Policy Guidelines on the Implementation of Grades 1 to 10 of the K to 12 Basic Education Curriculum Effective SY 2012- 2013). It was presented to the participants and trainers in the Workshop to Develop the Handbook on Assessment on August 13-17, 2012 at GSP in Tagaytay City where they gave affirmation. Teachers are encouraged to use this. They can enhance this with the purpose to guide not only their learners but their teaching as well. # Attachment: Computerized Class Record with Student Profile using Spreadsheets (MS Excel)
  2. 2. Rationale Every subject teacher is a keeper of student performance through the class record. Traditionally, this class record only contains scores of students and the computation of grades. These grades are reflected in the report cards of students from first grading to fourth grading. Such record only addresses assessment of learning. Assessment must be extensive and reflective. It should be done with passion and compassion. The teacher must employ various assessment principles with the ultimate goal of really helping the learners pass all the standards of the curriculum. Hence, the teacher MUST employ assessment for learning, assessment as learning and assessment of learning.These should be standards-based. Standards are non-negotiable and they are content standards (what students should know and do)andperformance standards (what students should produce and perform using their knowledge and skills). Computerized Class Record with Student Profile using Spreadsheets (MS Excel) In doing so, the class record must have them all. After having written down/encoded the names of the students in the class, create three majors divisions for these natures of assessment. The MS Excel is an excellent computer application to do this. Major Division#1: Assessment for Learning (Pre-assessment and Formative assessment) (recorded but not graded) Assessment for Learning includes pre-assessment and formative assessment. Pre- assessment is a diagnostic strategy to determine prior knowledge or initial understandings. The results will be used by the teacher to adjust his/her teaching to address the individual needs and interests of students for purposes of differentiation. Formative assessmentis the collection and analysis of student characteristics and outputs for purposes of tracking the progress or development of students in the teaching-learning process. Results will also address remediation and achievement gaps. Differentiated instruction must address the interests and needs of the individual learners. Here, teachers are challenged not to advocate the “one size fits all” approach. In the class record with the names of all students in the subject, create the following columns: Column for the “grades last SY” Column for the “dominant learning style/s” Column for the “dominant multiple intelligence/s” Column for the “strengths in the subject” Column for the “weaknesses in the subject” Column for the “appropriate teaching strategy for each student” Column for the “parent-teacher conference”
  3. 3. Columns for pre-assessment and formative assessment performances must be accommodated in the class profile/record. The number of columns for these depends on the choices and priorities of the teachers. It is highly emphasized that data analysis (quantitative and qualitative) is encouraged to guide student learning and to guide teaching. Thus, the class record also contains student profile. Major Division #2: Assessment as Learning (recorded but not graded) Assessment as Learning allows students to reflect and use their metacognition to challenge themselves for the purpose of improving their learning. The teacher must guide the learners on reflection. In the class record with the names of all students in the subject and their profiles, create the following columns: Column for “reflection#1” Column for “reflection#2” Column for “reflection#3” Column for “reflection#4” Major Division #3: Assessment of Learning / Summative assessment (recorded and graded) Assessment of Learningdetermines the student achievement and mastery of the learning competencies based on the standards (content and performance). The following should serve as criteria/factors and must be reflected in the class record. Column for KNOWLEDGE – Relevance of Information acquired (8%) Column for KNOWLEDGE – Adequacy of Information acquired (7%) Column for PROCESS SKILLS – Understanding of Content (10%) Column for PROCESS SKILLS – Critical Thinking (15%) 2 Columns for Understandings – 30% BREADTHl DEPTH 2 Columns for Transfer – 30% Products Performances Wait! How about long exams and periodical exams? Products and performances? Note that in a typical 5-day teaching of a major topic of a learning area at 1 hour per day, day 1 must consider 20 to 30 minutes of planned pre-assessment. Days 2, 3, and 4 teachings would be on the development and progression of the lesson with planned formative assessment. On Day 5, a summative test in the form a long exam could be given focused on (a) knowledge, (b) processes/skills, (c) understandings – remember the 6 facets, (d) transfer on products and performances or a combination of these. This same principle will be employed in constructing periodical tests.
  4. 4. For products and performance, use appropriate rubrics to assess them. Demonstration: The Class Record with Student Profile using MS Excel A. Getting familiar with the Class Record  Open the file “Rating Sheets in the K to 12 BEC”  Navigate the entire class record environment. o Study the details  Notice the 3 Major Divisions (Assessment for, as and of Learning)  There are built-in formulas. Please see to it that you do not alter them. Note that in the MS Excel File, there are two worksheets 1. RecordK8K7S10S15U30T30. This class record/profile considers Knowledge with its two components – relevance and adequacy and Skills – Critical Thinking and Understandings. 2. RecordK15S25U30T30. This class record/profile just processes the four – knowledge, skills, understanding, transfer. 3. Be careful in your choice. 4. Of course, RecordK8K7S10S15U30T30matches with DepEd Order 158, s 2011. B. Deleting / Adding Appropriate Columns  Do not attempt to delete a column or a row except if it is needed. You may add a column as well if needed. JUST BE SURE THAT THE COLUMNS ARE ADDED/DELETED WELL and that they do not distort the formulas. Computer teacher or expert must be consulted. C. Workshop  You may want to encode data most especially onassessment of learning and see how fast grades are computed and how letter grades are assigned.  Practice it! Comments and Suggestions Comments and suggestions are welcome. Send them to Samuel R. Soliven, Ph.D. Education Program Supervisor II DepEd Region 2 Carig Sur, Tuguegarao City CP# 09175137776 Email: sam4vel@yahoo.com
  5. 5. Note “Computerized Class Record with Student Profile using Spreadsheets (MS Excel)” is the writer’s own interpretation of the DepEd Memo 158, s. 2011, DepeD Order 31, s. 2012, DepEd Order No. 73, s. 2012 and his readings of literature about assessment. References DepEd Memorandum No. 158, s. 2011 Pilot Adoption of Standards-Based Assessment and Rating System at the Secondary Level for SY 2011-2012 DepEd Order No. 31, s. 2012 Policy Guidelines on the Implementation of Grades 1 to 10 of the K to 12 Basic Education Curriculum (BEC) Effective SY 2012-2013 Assessment Topics: pages 12-16. DepEd Order No. 73, s. 2012 Standards-Based Assessment and Rating System in the K to 12 Learning for All: A Guide to Effective Assessment and Instruction for all Students, Kindergarten to Grade 12 in Canada Churches, Andrew. A Guide to Formative and Summative Assessment and Rubric Development: A 21st Century Fluency Project Acknowledgement The author is indebted to Lolita Andrada, PhD, BSE Director, Lourdes G. Angoluan, Ph.D., CESO IV, OIC Deped Region 2 Director, Corazon T. Barrientos, Ed.D., CESO V, OIC Asst Regional Director, Vilma A. Buraga, the Chief of the Secondary Education Division, Leoncio P. Lumaban, PhD, the Asst Chief and to my peers in the SED, namely: Purificacion Macarubbo, Madelyn Macalling, Miraflor Mariano, Eddie Galutan, Bervy Domingo, Paulino Taguibao, Lydia dela Cruz and Katherine Bunagan

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