1. K-12 Curriculum◦ SY 2012-2013 – MS implemented the K-12Basic Education Curriculum starting withGrade 1 (GS) and Grade 7 (HS) MS Transition Program◦ Move –up Transition Program (MUTP)◦ MS conducted Categorized Remedial Programin Math, Science, English, Filipino
2. Part of the MS MUTP◦ Summer 2013 – BCP (Bridge CategorizedProgram)◦ The levels of assessment (prescribed bythe DepEd) had been followed and becamethe basis of rating at the end of theSummer BCP .
3. Followed the prescribed levels of rating:B – Beginning (74% and below)D – Developing (75 – 79%)AP – Approaching Proficient (80 – 84%)P – Proficient (85 – 89%)AE – Approaching Excellence (90 – 94%)E – Excellent (95 – 100%)
4. A. PhilosophyAssessment shall be used primarily as aquality assurance tool to – track student progress in the attainment ofstandards, promote self-reflection and personalaccountability for one’s learning, and provide a basis for the profiling of studentperformance
5. B. Nature and Purpose of Assessment Assessment shall be holistic, with emphasis on theformative or developmental purpose of qualityassuring student learning. It is also standards-based as it seeks to ensure thatteachers will teach to the standards and thestudents will aim to meet or even exceed thestandards.
6. C. Levels of Assessment The attainment of learning outcomes asdefined in the standards shall be the basis forthe quality assurance of learning using theformative assessments. They shall also be the focus of the summativeassessments and shall be the basis forgrading at the end of instruction.
7. C. Levels of Assessment The learning outcomes are defined bylevel: knowledge; process or skill;understanding; and products orperformance.
8. C. Levels of Assessment These levels shall be the outcomes reflected in the classrecord and shall be given corresponding percentageweights as follows:LEVEL OF ASSESSMENT PERCENTAGE WEIGHTKNOWLEDGE 15 %PROCESS or SKILLS 25 %UNDERSTANDING 30 %PRODUCTS/PERFORMANCE 30 %Total 100%
9. C. Use of Multiple MeasuresTools for the different levels of assessment:1. Knowledge level What do we want students to know? How do we want them to express orprovide evidence of what they know?This level can be assessed using thetraditional measures e.g. Paper -and –pen tests
10. C. Use of Multiple MeasuresTools for the different levels of assessment:2. Process or Skill level What do we want students to do with whatthey know? How do we want them to provide evidenceof what they can do with what they know?This level can be assessed by asking them tooutline, organize, analyze, interpret, translateetc..
11. C. Use of Multiple MeasuresTools for the different levels of assessment:2. Process or Skill level Assessment may focus on how logically,analytically, or critically students makesense of or process the information, or useit.
12. C. Use of Multiple MeasuresTools for the different levels of assessment:2. Process or Skill level There are skills or processes that aregermane to specific subject areas, whichthe teacher is in better position to assessby using the appropriate tool ortechnology.
13. C. Use of Multiple Measures3. Understanding Level• What do we want students to understand?• How do we want them to provide evidence oftheir understanding?Assessment may be expressed using the facets ofunderstanding (e.g. explain, interpret, apply, giveperspective, show empathy, and self- knowledge )
14. C. Use of Multiple Measures4. Product / Performance Level• What products/performances do we wantstudents to produce as evidence of theirlearning or understanding?• How do we want them to provideevidence that they can use or transfertheir learning to real-life situations?A good model for assessment in this level isGRASPS (McTighe and Wiggins UBD framework)
15. E. Use of FeedbackThe results of the assessment across levelsshould be fed back immediately to thestudents. They need to learn from the resultsof the assessment so they know how toimprove further, and they can planstrategically how they can address anylearning deficiency
16. F. Levels of ProficiencyLEVEL OF PROFICIENCY EQUIVALENTNUMERICAL VALUEBEGINNING 74 % and belowDEVELOPING 75 – 79 %APPROACHINGPROFICIENCY80 – 84 %PROFICIENT 85 – 89 %ADVANCED 90 % and above
17. SAMPLE ASSESSMENT MATRIXENGLISH -GRADE 7CONTENT STANDARD:________________________PERFORMANCE STANDARD: ___________________LEVEL OFASSESSMENTWHAT WILL IASSESS?HOW WILL IASSESS?HOW WILL ISCORE ?KNOWLEDGE (15%) Identify speechpurpose/sPaper-and-pentestOne point forevery correct(15 points)PROCESS / SKILLS(25 %)Observe the useof stress andintonationAural-oralproductionUse specificrubrics(25 points)UNDERSTANDING(30 %)Discuss theprocess ....Scene simulation Rubrics forunderstanding(20 points)PRODUCT/PERFORMANCE(30%)Deliver a speechusing verbal /non-verbal cuesStory tellingDialogDeclamationPerformanceRubrics(25 points)
18. KNOWLEDGE 10 / 15 = 0.660.66 X 100 X .15 = 10PROCESS/SKILL 20 / 25 = 0.80.8 X 100 X .25 = 20UNDERSTANDING 18 / 20 = 0.90.9 X 100 X .30 = 27PRODUCT 20 / 25 = 0.80.8 X 100 X .30 = 24
20. 1.) MS follows the DepEd prescribed k-12Grading system:Levels of Assessment andLevels of Proficiency B – Beginning (74% and below) D – Developing (75 – 79%) AP – Approaching Proficient (80 – 84%) P – Proficient (85 – 89%) A – Advanced (90% and above)
21. 2.) MS CLPGE (Christian Living Personality GrowthEvaluation) will be retained.The CLPGE is evaluated / rated by students, parentsand teachers.O - OutstandingVG – Very GoodG – GoodS – SatisfactoryF – FairNI – Needs Improvement
22. 3.) Assessment Tools/ Measures(evidence of learning) and assessmentrubrics will be designed by everysubject area. These will be checked and monitoredby the subject area coordinators andadministration.
23. MS stresses:“education of the whole person” (MS handbook)“...progress in Knowledge and in virtue”(Mo. Foundress, St. Candida Maria de Jesus, OCWE)“integral education- integration of faith andlife”“ quality education of the heart”