2. • How would you know if students have
mastered the skill?
2
3. Advance Organizer
• Standards for learning
• Sources of Information for Mastery
– Assessment literacy/numeracy
– Assessment for Learning
• Teaching Strategies
– Formative Assessment
– Mastery Learning
3
4. Why do we need standards?
• To make sure that
everyone delivers
quality work
• To produce quality
students
• To deliver quality
programs
4
5. Sources of Information on Student
Mastery
• Assessment Results
– Classroom Assessment: Quarterly Test, Quizzes
– National/Regional Assessment: NAT/ RAT
5
6. Sources of Information on Student
Mastery
• Forms
– Formative
– Summative
• Types
– Paper and Pencil
– Alternative forms: Performance, authentic,
Portfolio
• Approaches
– Assessment “of” learning
– Assessment “for” learning
6
7. Least Mastered Skills
• Refers to any skill from the competencies of
a given subject of which learners show
most of the difficulty in performing.
• Refers to set of activities that learners
perform poorly; individually or as a group
• The lowest level of applied skills and
knowledge that should enable learners to
successfully perform in educational and
other life context.
7
8. How to Identify Least Mastered Skills?
• Assessment
(periodical, summative, item
analysis, Phil-IRI)
8
9. 9
By varying the type of
assessment you use over the week,
you can get a more accurate picture
of what pupils know and understand,
obtaining a “multiple-measure
assessment ‘window’ into pupils’
understanding.
10. 10
What are the reasons for the least
mastered competencies?
Lack of interest in the topics
Poor retention
Poor conceptual understanding, and
Poor prior knowledge about the
topic and not thoroughly discussed
by the teacher
11. 11
How do we know of we
achieve the mastery learning?
12. 12
-Internalization of learning resulting in
automatic or habitual change in behavior
through repetition and application
- Shift from short term to long term
memory
- Active participation of learner in class
discussion
- High score in activities given by the
teacher
It is also describe as educational objectives. Ex. What student should have learned by the end of a course, grade level. But they do not describe or mandate any particular teaching practice, curriculum or assessment method.
We can determine the mastery of learning thru assessment.
Mastery learning- this was proposed by Benjamin Bloom in 1968-it maintains that student must achieve a level of mastery in prerequisite knowledge before moving forward to learn subsequent information.
But for us teachers sometimes we need to lower the standards…
at the end of the lesson there comes the evaluation to evaluate learners achievement to determine wether we need to proceed to the next lesson of retech.. Reteach it doesn’t mean babalikan lahat ang process.. We will assess some part of our lesson for revision..
Formative.. Not recorded…this occurs during the learning process.
Summative recorded.. This occurs at the end of the learning process
Assessment of learning – summative
Assessment for learning- students become more involved in the learning process and from this gain confidence in what they are expected to learn and to what standards.
That is why in our lesson plan there is a motivation part in our lesson to generate the interest in the lesson topic. This also a great opportunity to access the students prior knowledge about the subject or topic of the lesson
.. There are
During discussion students can be able to solve a given equation.. That time marunong sila mag solve.. After giving multiple examples… pag sila nlng hindi n sila marunong..
That is why giving some homework is a great help so that
Refers to what a learners already knows before learning new information
Ex. LCM
-- the child can now integrate new knowledge into their existing knowledge.
Ofocurse this would be possible through constant practice…
