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assigning grades to K12 System

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Seminar presentation

  1. 1. Numbering
  2. 2. COMPUTATION OF GRADES Hazrat Olayinka Kayode M. Ameen
  3. 3. Questioning
  4. 4. Norm-Referenced Measures (NRM) • Most appropriate when one wishes to make comparisons across large numbers of students or important decisions regarding student placement and advancement. Norm- referenced measures are designed to compare students (i.e., disperse average student scores along a bell curve, with some students performing very well, most performing average, and a few performing poorly).
  5. 5. Criterion-Referenced Measures (CRM) • Most appropriate for quickly assessing what concepts and skills students have learned from a segment of instruction. Criterion-referenced assessments measure how well a student performs against an objective or criterion rather than another student. Criterion- referenced classrooms are mastery-oriented, informing all students of the expected standard and teaching them to succeed on related outcome measures. The "bell curve" in this case is skewed heavily to the right, as all students are expected to succeed. Criterion-referenced assessments help to eliminate competition and may improve cooperation.
  6. 6. An AUTHENTIC ASSESSMENT usually includes a TASK FOR STUDENTS TO PERFORM and A RUBRIC BY WHICH THEIR PERFORMANCE ON THE TASK WILL BE EVALUATED. Jon Mueller
  7. 7. RUBRICS A scoring scale used to assess student performance along a task-specific set of criteria. - may be holistic or analytic
  8. 8. SAMPLE RUBRIC
  9. 9. SAMPLE RUBRIC
  10. 10. SAMPLE RUBRIC
  11. 11. In CREATING A RUBRIC • Let a colleague review it. • Let your students review it -- is it clear to them? • Check if it aligns or matches up with your standards. • Check if it is manageable. • Consider imaginary student performance on the rubric.
  12. 12. Organizing ran gig in Oz
  13. 13. Deped Order No. 70 s. 2012 GUIDELINES ON THE PREPARATION OF DAILY LESSONS 1. Beginning School Year (SY) 2012-2013, teachers of all public elementary and secondary schools will have more time for preparation of necessary support instructional materials and student centered activities as the Department of Education (DepEd) adopts flexibility in the preparation of daily lessons.
  14. 14. Deped Order No. 70 s. 2012 GUIDELINES ON THE PREPARATION OF DAILY LESSONS 2. Teachers’ Guides (TGs) have been prepared for teachers of Grades 1 and 7 in the K to 12 Curriculum and the same will be done for succeeding grades. Likewise, there are available Teachers’ Manuals (TMs), textbooks and supplementary materials for use by teachers in the different year levels.
  15. 15. Deped Order No. 70 s. 2012 GUIDELINES ON THE PREPARATION OF DAILY LESSONS 3. To enable the teachers to do other meaningful teaching related tasks, which include, but not limited to preparing instructional aids, assessing learners’ portfolio and conducting learning interventions, the following Guidelines on Preparation of Daily Lessons (DLs) are issued:
  16. 16. Deped Order No. 70 s. 2012 GUIDELINES ON THE PREPARATION OF DAILY LESSONS 3. : a. Teachers who have been in the service for more than tow (2) years, private school experience included, shall not be required to prepare detailed lesson plans (DLPs). They may adopt the Daily Lesson Logs (DLLs) which contains the following entries.
  17. 17. Deped Order No. 70 s. 2012 GUIDELINES ON THE PREPARATION OF DAILY LESSONS 3. ...: a. ...entries. • Lesson as cited in the TG/TM reference materials with the page/s number; • Learners’ material used such as Activity Sheets, Modules, other materials with the page number reference. • REMARKS indicating number of learners within mastery level; number of learners needing enrichment/ reinforcement lessons; and • Other activities include the interventions given to the pupils/ students who did not master the lesson in the previous day.
  18. 18. 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 SCHOOL YEAR 2012 - 2013 H. Assessment and Rating of Learning Outcomes The assessment process is holistic, with emphasis on the formative or developmental purpose of quality assuring student learning. It is also standards-based as it seeks to ensure that teachers will teach to the standards and students will aim to meet or even exceed the standards. The students’ attainment of standards in terms of content and performance is, therefore, a critical evidence of learning ( The details of assessment and rating in a separate DepEd Order). [Do No. 73, s. 2012 Guidelines on the Assessment and Rating of Learning Outcomes under the K to 12 Basic Education Curriculum {Sept. 05, 2012}]
  19. 19. Deped Order No. 31 s. 2012 H. Assessment and Rating of Learning Outcomes ... The assessment shall be done as four levels and shall be weighted as follows: LEVEL OF ASSESSMENT PERCENTAGE WEIGHT KNOWLEDGE 15% PROCESS / SKILLS 25% UNDERSTANDING(S) 30% PRODUCTS/ PERFORMANCES 30%
  20. 20. Deped Order No. 31 s. 2012 H. Assessment and Rating of Learning Outcomes Levels of Proficiency The level of proficiency at which the student is performing shall be based on a numerical value which is arrived at after summing up the results of the student’s performance on the various levels of assessment. The numerical values are as follows: LEVEL OF PROFICIENCY EQUIVALENT NUMERICAL VALUE BEGINNING (B) 74% AND BELOW DEVELOPING (D) 75 – 79% APPROACHING PROFICIENCY (AP) 80 – 84% PROFICIENT (P) 85 – 89% ADVANCED (A) 90% AND ABOVE
  21. 21. Deped Order No. 31 s. 2012 H. Assessment and Rating of Learning Outcomes At the end of the four quarters, the Final Grade for each learning area shall be reported as the average of the four quarterly ratings, expressed in terms of the levels of proficiency. 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. Sample Report Cards are in Enclosure 2.a and 2.b.
  22. 22. Deped Order No. 73 s. 2012 G. Promotion and Retention Promotion and retention of students shall be by subject. Students whose proficiency level is Beginning (B) at the end of the quarter or grading period shall be required to undergo remediation after class hours so that they can immediately catch up as they move to the next grading period. If by the end of the school year, the students are still at the Beginning level, then they shall be required to take summer classes.
  23. 23. Deped Order No. 31 s. 2012 H. Assessment and Rating of Learning Outcomes As a matter of policy every learning deficiency should be bridged even for those students whose level of proficiency is above the Beginning level. The guidelines for bridging gaps in learning are in a separate DepEd Order. [Do No. 39, s. 2012 Policy Guidelines on Addressing Learning Gaps and Implementing A Reading and Writing Program in Secondary Schools Effective School Year 2012-2013 {May 11, 2012}]
  24. 24. Deped Order No. 39 s. 2012
  25. 25. “Education is the key to the long-term problems of the country. If we fix basic education, we fix the long-term problems of the country. And if we fix the country’s problems, we will build a truly strong society. . .” -Pres. Benigno Simeon C. Aquino III
  26. 26. Deped Order No. 31 s. 2012 H. Assessment and Rating of Learning Outcomes Honor students shall be drawn from among those who performed at the Advanced Level. Subsequent guidelines shall be issued as basis for ranking of honors. The total time daily does not include off-school learning experiences that teachers may require outside of school hours for the production of products and performances as evidence of transfer of learning.
  27. 27. DEPED ORDERNO. 76 S. 2010
  28. 28. DEPED ORDERNO. 33 S. 2004
  29. 29. DEPED ORDERNO. 33 S. 2004
  30. 30. DEPED ORDERNO. 33 S. 2004
  31. 31. DEPED ORDERNO. 33 S. 2004
  32. 32. DEPED ORDERNO. 10 S. 2013 [Do No. 31, s. 2012 {i. Culminating resources activities/ performances}]
  33. 33. • MATRIX.doc • Integers.doc
  34. 34. REFERENCES • DO No. 10 s. 2013, DO No. 31 s. 2012, DO No. 39 s. 2012, DO No. 70 s. 2012, , DO No. 73 s. 2012, , DO No. 76 s. 2010, , DO No. 33 s. 2004. • http://www.edtech.vt.edu/edtech/id/assess/p urposes.html • http://jfmueller.faculty.noctrl.edu/toolbox/ind ex.htm

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