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Grade 2 Music Module Dep ed

Grade 2 Music Module Dep ed

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  • 1.  Group yourselves into four.  Recall things you used to do or things you use in assessing your pupils‟ performance in Music.  List your answers on the metacards and post them on the wall  Assign a reporter per group.
  • 2. (Black, P. & Wiliam, D. 1998. Inside the Black Box: Raising standards through classroom assessment, King‟s College, London)
  • 3. *to track student‟s progress in the attainment of standards * promote self-reflection and personal accountability for one‟s learning *provide a basis for the profiling of student‟s performance. (enclosure No, 1 of DepEd Order No. 73, s. 2012 – (General Guidelines for the Assessment and Rating of Learning Outcomes )
  • 4. * Rate or rank students If all we give are grades, all students care about are grades Give parents feedback on their child‟s performance If we only give numbers/letters, we tell them very little about what the student actually knows or can do. Provide feedback to instructors on their effectiveness If test data is analyzed correctly
  • 5.  *Provide feedback to students about their progress ◦ Don‟t punish kids for their practice – students must have opportunities to practice new material and need feedback during that process
  • 6. – any assessment where the results are used to improve performance rather than for grading Examples – classroom feedback, private lessons
  • 7. – assessment where results are used to grade, mark, rank, rate, or place students (autopsy assessment) Example –quarter exams
  • 8. * – primarily used in the classroom setting to determine problems (error detection); followed by formative assessment
  • 9. * - all students judged against same standard – students compared to each other
  • 10. – a particular test is reliable if multiple judges come up with the same result – a test is valid if it measures what it intends to. Including behavior, attendance, and late penalties leads to an invalid assessment of student skill or knowledge
  • 11. 1. Responding 2. Creating 3. Performing 4. Listening 5. Observing  1. Rubrics 2. Playing tests 3. Written tests 4. Practice sheets 5. Teacher Observation 6. Portfolios 7. Peer and Self- Assessment 5 Types of Musical Behavior Types of Assessment
  • 12. UNDERSTANDING(S) (30%) KNOWLEDGE (15%) PROCESS(SKILLS) (25%) PRODUCTS/ PERFORMANCES (30%) LEVELSOFASSESSMENT L E V E L S OF P R O F I C I E N C Y UnderstandingPerformance Performance Standard Content Standard BEGINNING DEVELOPING APPROACHINGPROFICIENCY PROFICIENT ADVANCED
  • 13. LEVELS OF ASSESSMENT CRITERIA RATING ADVANCED 5 PROFICIENT 4 APPROACHING PROFICIENCY (3) DEVELOPING 2 BEGINNING 1 KNOWLEDGE Nagpapakita ng kaalaman nang higit pa sa hinihingi sa pamamagitan ng pagsagot sa mga katanungan na may kaakibat na pagpapalawak at pagpapaliwanag. Nagpapakita ng kaalaman ayon sa hinihingi sa pamamagitan ng pagsagot sa mga katanungan na may kaakibat na pagpapalawak at pagpapaliwanag. Nagpapakita ng kaalaman nang ayon sa hinihingi sa pamamagitan ng wastong pagsagot sa mga katanungan. Nagpapakita ng kaalaman subalit may mga kalituhan sa pagsagot sa mga katanungan. Nagpapakita ng kaalaman subalit may pag- aalinlangan at pagkakamali sa pagsagot sa mga katanungan PROCESS AND SKILLS Malaya at buong husay na naisasagawa ang isang gawain nang higit pa sa inaasahan at hindi nangangailangan ng tulong kaninuman. Malaya at buong husay na naisasagawa ang isang gawain ayon sa inaasahan at hindi nangangailangan ng tulong kaninuman. Nakapagsasagawa subalit nangangailangan ng kaukulang patnubay. Nakapagsasagawa subalit may mga pagkakamali sa mga pamamaraan. Nagsikap makapagsagawa subalit walang kahandaan sa pagpapatuloy nito. UNDERSTANDING May kumpleto at detalyadong pagkaunawa sa pinakamakabulu- hang impormasyon tungkol sa paksa. May kumpleto ngunit hindi detalyadong pagkaunawa sa pinakamakabulu- hang impormasyon tungkol sa paksa. Hindi kumpleto ang pagkaunawa sa mga impormasyon subalit kakikitaan ng pagkaunawa sa paksa. Hindi lubos ang pagkaunawa sa impormasyon kung kaya‟t kakikitaan ng kalituhan tungkol sa paksa. Walang pagpapasyang maibigay. PRODUCTS AND PERFORMANCES Nakapagpakita ng pinakamahusay na antas ng malikhaing pagpapahayag at pagsasagawa. Nakapagpakita ng kasiya-siyang antas ng malikhaing pagpapahayag at paggawa. Nakapagpakita ng katamtamang antas ng malikhaing pagpapahayag at paggawa. Nakapagpakita ng gawain subalit hindi kinakitaan ng pagkamalikhain. Walang naipakitang gawain.
  • 14. SAMPLE ASSESSMENT MATRIX IN MUSIC 2 Domain/Element: Rhythm Content Standard: Distinguishes between sound and silence Performance Standard: Identifies the difference between sound and silence Levels of Assessment What will I assess? How will I assess? How will I score? KNOWLEDGE 15% Associating visual images with sound and silence within a rhythmic pattern Paper and pencil test(matching type) Raw score(1 point will be given for every correct answer) PROCESS SKILLS 25% Draw a picture that shows sound and another picture that shows silence (1 point will be given for every correct answer) UNDERSTANDING 30% Oral discourse: Explain the difference between sound and silence -In what real life situation do we need sound/silence? Rubrics: •Logical •Comprehensive •Meaningful •Grammatically correct •Delivery 5-presence of all indicators 4-presence of 4 indicators 3-presence of 4 indicators 2-presence of 2 indicators 1-presence of 2 indicator PRODUCTS/PERFORMANCES 30% Participation (Group Activity) -Perform a rhythmic activity based on the series of pictures that shows sound and silence -move and create sound for every image that shows sound -stop moving/be still and be quiet for every image that shows silence. Rubrics: •Precision of movement in rhythm •Enthusiasm •Creativity of movement 3-presence of all indicators 2-presence of 2 indicators 1 -presence of 1 indicator
  • 15. ASSESSMENT TOOLS AND SAMPLE ENHANCED QUESTIONS (Music Grade 2) COMPETENCY LEVEL OF ASSESSMENT ASSESSMENT TOOL SAMPLE ENHANCED QUESTIONS SCORING GUIDE *Identifies the pitch of tone as: -high -low -higher -lower Knowledge Paper and pencil (multiple choice) Which tone is higher? A. fa B. re C. mi D. la One point per correct answer Process Quiz Draw objects that show level of height as in high, low, higher and lower. One point per correct answer Understanding Oral Discourse Explain why there are high and low pitches in music. Rubrics: •Logical •Comprehensive •Meaningful •Grammatically correct •Delivery 5-presence of all indicators 4-presence of 4 indicators 3-presence of 3 indicators 2-presence of 2 indicators 1-presence of 1 indicator Performance/Output Participation (Group Activity) Sing the „Twinkle, Twinkle Little Star‟ with action showing low, lower, high and higher as the pitch Rubrics: *Correct pitch in singing •Precision of movement with pitch and rhythm •Enthusiasm
  • 16. PUPIL KNOWLEDGE Quiz ORAL PARTICIPA TION PERIODIC TEST AVERAGE 15% (WT) Alerta, Jose 89 90 91 90 13.5 Basco, Leo 82 85 80 82.3 12.35
  • 17. PUPIL PROCESS OR SKILLS Quiz ORAL PARTICIPA TION AVERAGE 25% (WT) Alerta, Jose 92 94 93 23.25 Basco, Leo 80 86 83 20.75
  • 18. PUPIL UNDERSTANDING(S) Quiz ORAL PARTICIPA TION TEST AVERAGE 30% (WT) Alerta, Jose 92 94 93 93 27.9 Basco, Leo 80 78 81 80 24
  • 19. PUPIL PRODUCT/PERFORMANCE TOTAL Level of Profi- ciency Project/ portfoli o Partici pation in group Home work AVE 30% (WT) 100% Alerta , Jose 93 95 94 94 28.2 93 A Basco, Leo 82 84 83 83 24.9 82 A P
  • 20. Name of Pupils Knowledge 15% Process 25% Understanding 30% Performance 30% Total 100% Level of Proficiency Alerta, Jose 13.5 23.25 27.9 28.2 92.85 A Basco, Leo 12.35 20.75 24 24.9 82 AP
  • 21. Heidi Hayes Jacobs
  • 22.  Select one Content Standard/ Performance Standard from the K -12 curriculum Matrix in Grade 2  Write its classification whether it is Knowledge, Process/Skills, Understanding or Performance/Product  Put the suggested assessment tools/strategies to be used.  Indicate how to score or rate the learning.  Submit your output.
  • 23. “The test of great teaching is not merely the dissection of truth. It can also be the ability and the willingness to package that truth and deliver it to the people who need it most” James C. Howell, Servants, Misfits, and Martyrs: Saints and Their Stories. Nashville, TN: Upper Room Books. p. 93, 1999
  • 24. Thank you