This document outlines a teacher's objectives and performance metrics for the 2022-2023 school year based on a results-based performance management system. It includes 6 objectives related to content knowledge and pedagogy, learning environment and diversity, curriculum and planning, and assessment. The teacher's progress on each objective is measured using classroom observation tools and ratings. The document provides examples of annotated classroom observation forms showing the teacher receiving high ratings on indicators aligned with each objective.
IMPROVING FAIRNESS ON STUDENTS’ OVERALL MARKS VIA DYNAMIC RESELECTION OF ASSE...IJITE
A fundamental subject delivered at the tertiary level could have a cohort of several hundreds of students
distributed into multiple campuses. The running of such a unit typically calls for a teaching team of which a
major task is to fairly mark all students’ various assessment items. It is well observed that a given
assessment is likely to receive different marks if it is given to different markers, often regardless of how
detailed the marking criteria are, especially when the content is of subjective or opinion based nature. In
this work, we propose an effective strategy to improve the fairness on the students’ overall marks by
accepting that markers may have inherent marking leniency of different magnitude and by dynamically
reselecting markers for different groups of students in such a way that the students will eventually share a
similar amount of marking leniency in their overall marks. This strategy is completely objective, purely
based on the markers’ previous marking statistics, and is independent of the design and interpretation of
the marking criteria.
IMPROVING FAIRNESS ON STUDENTS’ OVERALL MARKS VIA DYNAMIC RESELECTION OF ASSE...IJITE
A fundamental subject delivered at the tertiary level could have a cohort of several hundreds of students
distributed into multiple campuses. The running of such a unit typically calls for a teaching team of which a
major task is to fairly mark all students’ various assessment items. It is well observed that a given
assessment is likely to receive different marks if it is given to different markers, often regardless of how
detailed the marking criteria are, especially when the content is of subjective or opinion based nature. In
this work, we propose an effective strategy to improve the fairness on the students’ overall marks by
accepting that markers may have inherent marking leniency of different magnitude and by dynamically
reselecting markers for different groups of students in such a way that the students will eventually share a
similar amount of marking leniency in their overall marks. This strategy is completely objective, purely
based on the markers’ previous marking statistics, and is independent of the design and interpretation of
the marking criteria.
Improving Fairness on Students' Overall Marks via Dynamic Reselection of Asse...IJITE
A fundamental subject delivered at the tertiary level could have a cohort of several hundreds of students
distributed into multiple campuses. The running of such a unit typically calls for a teaching team of which a
major task is to fairly mark all students’ various assessment items. It is well observed that a given
assessment is likely to receive different marks if it is given to different markers, often regardless of how
detailed the marking criteria are, especially when the content is of subjective or opinion based nature. In
this work, we propose an effective strategy to improve the fairness on the students’ overall marks by
accepting that markers may have inherent marking leniency of different magnitude and by dynamically
reselecting markers for different groups of students in such a way that the students will eventually share a
similar amount of marking leniency in their overall marks. This strategy is completely objective, purely
based on the markers’ previous marking statistics, and is independent of the design and interpretation of
the marking criteria.
Improving Fairness on Students' Overall Marks via Dynamic Reselection of Asse...IJITE
A fundamental subject delivered at the tertiary level could have a cohort of several hundreds of students distributed into multiple campuses. The running of such a unit typically calls for a teaching team of which a major task is to fairly mark all students’ various assessment items. It is well observed that a given assessment is likely to receive different marks if it is given to different markers, often regardless of how detailed the marking criteria are, especially when the content is of subjective or opinion based nature. In this work, we propose an effective strategy to improve the fairness on the students’ overall marks by accepting that markers may have inherent marking leniency of different magnitude and by dynamically reselecting markers for different groups of students in such a way that the students will eventually share a similar amount of marking leniency in their overall marks. This strategy is completely objective, purely
based on the markers’ previous marking statistics, and is independent of the design and interpretation of the marking criteria.
IMPROVING FAIRNESS ON STUDENTS’ OVERALL MARKS VIA DYNAMIC RESELECTION OF ASSE...IJITE
A fundamental subject delivered at the tertiary level could have a cohort of several hundreds of students
distributed into multiple campuses. The running of such a unit typically calls for a teaching team of which a
major task is to fairly mark all students’ various assessment items. It is well observed that a given
assessment is likely to receive different marks if it is given to different markers, often regardless of how
detailed the marking criteria are, especially when the content is of subjective or opinion based nature. In
this work, we propose an effective strategy to improve the fairness on the students’ overall marks by
accepting that markers may have inherent marking leniency of different magnitude and by dynamically
reselecting markers for different groups of students in such a way that the students will eventually share a
similar amount of marking leniency in their overall marks. This strategy is completely objective, purely
based on the markers’ previous marking statistics, and is independent of the design and interpretation of
the marking criteria.
IMPROVING FAIRNESS ON STUDENTS’ OVERALL MARKS VIA DYNAMIC RESELECTION OF ASSE...IJITE
A fundamental subject delivered at the tertiary level could have a cohort of several hundreds of students
distributed into multiple campuses. The running of such a unit typically calls for a teaching team of which a
major task is to fairly mark all students’ various assessment items. It is well observed that a given
assessment is likely to receive different marks if it is given to different markers, often regardless of how
detailed the marking criteria are, especially when the content is of subjective or opinion based nature. In
this work, we propose an effective strategy to improve the fairness on the students’ overall marks by
accepting that markers may have inherent marking leniency of different magnitude and by dynamically
reselecting markers for different groups of students in such a way that the students will eventually share a
similar amount of marking leniency in their overall marks. This strategy is completely objective, purely
based on the markers’ previous marking statistics, and is independent of the design and interpretation of
the marking criteria.
Improving Fairness on Students' Overall Marks via Dynamic Reselection of Asse...IJITE
A fundamental subject delivered at the tertiary level could have a cohort of several hundreds of students
distributed into multiple campuses. The running of such a unit typically calls for a teaching team of which a
major task is to fairly mark all students’ various assessment items. It is well observed that a given
assessment is likely to receive different marks if it is given to different markers, often regardless of how
detailed the marking criteria are, especially when the content is of subjective or opinion based nature. In
this work, we propose an effective strategy to improve the fairness on the students’ overall marks by
accepting that markers may have inherent marking leniency of different magnitude and by dynamically
reselecting markers for different groups of students in such a way that the students will eventually share a
similar amount of marking leniency in their overall marks. This strategy is completely objective, purely
based on the markers’ previous marking statistics, and is independent of the design and interpretation of
the marking criteria.
Improving Fairness on Students' Overall Marks via Dynamic Reselection of Asse...IJITE
A fundamental subject delivered at the tertiary level could have a cohort of several hundreds of students distributed into multiple campuses. The running of such a unit typically calls for a teaching team of which a major task is to fairly mark all students’ various assessment items. It is well observed that a given assessment is likely to receive different marks if it is given to different markers, often regardless of how detailed the marking criteria are, especially when the content is of subjective or opinion based nature. In this work, we propose an effective strategy to improve the fairness on the students’ overall marks by accepting that markers may have inherent marking leniency of different magnitude and by dynamically reselecting markers for different groups of students in such a way that the students will eventually share a similar amount of marking leniency in their overall marks. This strategy is completely objective, purely
based on the markers’ previous marking statistics, and is independent of the design and interpretation of the marking criteria.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. IBA NATIONAL HIGH
SCHOOL
Sitio Wawa, Iba Hagonoy Bulacan
Content
Knowledge and
Pedagogy
RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
3. Objective 1
RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
MEANS OF
VERIFICATION
Classroom Observation Tool (COT) rating
sheet/s or inter-observer agreement form/s done
through onsite / face-to-face / in-person
classroom observation.
If onsite / face-to-face / in-person classes are
not implemented,
• through observation of synchronous /
asynchronous teaching in other modalities;
or
• through observation of a demonstration
teaching* via LAC session.
4. RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
MEANS OF
VERIFICATION
RATING SHEET/ INTER-OBSERVER
AGREEMENT FORM COT 1
ANNOTATION
As indicated in my Classroom Observation Tool (COT) evaluation sheet conducted during the
in-person class with the OIC as the rater, the lesson conducted in Creative Nonfiction subject
evidently establishes application of knowledge of content within and across curriculum
teaching areas (Indicator 1) with the score of 6.
5. RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
MEANS OF
VERIFICATION
RATING SHEET/ INTER-OBSERVER
AGREEMENT FORM COT 2
ANNOTATION
As indicated in my Classroom Observation Tool (COT) evaluation sheet conducted during the
in-person class with the OIC as the rater, the lesson conducted in Creative Writing subject
evidently establishes application of knowledge of content within and across curriculum
teaching areas (Indicator 1) with the score of 7.
6. Objective 2
RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
MEANS OF
VERIFICATION
Classroom Observation Tool (COT) rating
sheet/s or inter-observer agreement form/s done
through onsite / face-to-face / in-person
classroom observation.
If onsite / face-to-face / in?person classes are not
implemented,
• through observation of synchronous /
asynchronous teaching in other modalities;
or
• through observation of a demonstration
teaching* via LAC session.
7. RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
MEANS OF
VERIFICATION
RATING SHEET/ INTER-OBSERVER
AGREEMENT FORM COT 1
ANNOTATION
As indicated in my Classroom Observation Tool (COT) evaluation sheet conducted during
the in-person class with the OIC as the rater, the lesson conducted in Creative Nonfiction
subject evidently indicates the use of a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills (Indicator 2) with the score of 7.
8. RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
MEANS OF
VERIFICATION
RATING SHEET/ INTER-OBSERVER
AGREEMENT FORM COT 2
ANNOTATION
As indicated in my Classroom Observation Tool (COT) evaluation sheet conducted during
the in-person class with the OIC as the rater, the lesson conducted in Creative Writing
subject evidently indicates the use of a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills (Indicator 2) with the score of 6.
9. Objective 3
RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
MEANS OF
VERIFICATION
Classroom Observation Tool (COT) rating
sheet/s or inter-observer agreement form/s done
through onsite / face-to-face / in-person
classroom observation.
If onsite / face-to-face / in?person classes are
not implemented,
• through observation of synchronous /
asynchronous teaching in other modalities;
or
• through observation of a demonstration
teaching* via LAC session.
10. RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
MEANS OF
VERIFICATION
RATING SHEET/ INTER-OBSERVER
AGREEMENT FORM COT 1
ANNOTATION
As indicated in my Classroom Observation Tool (COT) evaluation sheet conducted during
the in-person class with the OIC as the rater, the lesson conducted in Creative Nonfiction
subject evidently shows a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skills (Indicator 3) with the score of 7.
11. RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
MEANS OF
VERIFICATION
RATING SHEET/ INTER-OBSERVER
AGREEMENT FORM COT 2
ANNOTATION
As indicated in my Classroom Observation Tool (COT) evaluation sheet conducted during
the in-person class with the OIC as the rater, the lesson conducted in Creative Writing
subject evidently shows a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skills (Indicator 3) with the score of 7.
12. IBA NATIONAL HIGH
SCHOOL
Sitio Wawa, Iba Hagonoy Bulacan
Learning
Environment and
Diversity of
Learners
RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
13. Objective 4
RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
MEANS OF
VERIFICATION
Classroom Observation Tool (COT) rating
sheet/s or inter-observer agreement form/s done
through onsite / face-to-face / in-person
classroom observation.
If onsite / face-to-face / in?person classes are
not implemented,
• through observation of synchronous /
asynchronous teaching in other modalities;
or
• through observation of a demonstration
teaching* via LAC session.
14. RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
MEANS OF
VERIFICATION
RATING SHEET/ INTER-OBSERVER
AGREEMENT FORM COT 1
ANNOTATION
As indicated in my Classroom Observation Tool (COT) evaluation sheet conducted during
the in-person class with the OIC as the rater, the lesson conducted in Creative Nonfiction
subject evidently shows classroom structure to engage learners, individually or in group, in
meaningful exploration, discovery and hands-on activities within a range of physical learning
environments (Indicator 4) with the score of 7.
15. RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
MEANS OF
VERIFICATION
RATING SHEET/ INTER-OBSERVER
AGREEMENT FORM COT 2
ANNOTATION
As indicated in my Classroom Observation Tool (COT) evaluation sheet conducted during
the in-person class with the OIC as the rater, the lesson conducted in Creative Writing
subject evidently shows classroom structure to engage learners, individually or in group,
in meaningful exploration, discovery and hands-on activities within a range of physical
learning environments (Indicator 4) with the score of 7.
16. Objective 5
RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
MEANS OF
VERIFICATION
Classroom Observation Tool (COT) rating
sheet/s or inter-observer agreement form/s done
through onsite / face-to-face / in-person
classroom observation.
If onsite / face-to-face / in?person classes are
not implemented,
• through observation of synchronous /
asynchronous teaching in other modalities;
or
• through observation of a demonstration
teaching* via LAC session.
17. RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
MEANS OF
VERIFICATION
RATING SHEET/ INTER-OBSERVER
AGREEMENT FORM COT 1
ANNOTATION
As indicated in my Classroom Observation Tool (COT) evaluation sheet conducted during
the in-person class with the OIC as the rater, the lesson conducted in Creative Nonfiction
subject evidently manages learner behavior constructively by applying positive and non-
violent discipline to ensure learning-focused environments (Indicator 5) with the score of 7.
18. RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
MEANS OF
VERIFICATION
RATING SHEET/ INTER-OBSERVER
AGREEMENT FORM COT 2
ANNOTATION
As indicated in my Classroom Observation Tool (COT) evaluation sheet conducted during
the in-person class with the OIC as the rater, the lesson conducted in Creative Writing
subject evidently manages learner behavior constructively by applying positive and non-
violent discipline to ensure learning-focused environments (Indicator 5) with the score of 7.
19. Objective 6
RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
MEANS OF
VERIFICATION
Classroom Observation Tool (COT) rating
sheet/s or inter-observer agreement form/s done
through onsite / face-to-face / in-person
classroom observation.
If onsite / face-to-face / in?person classes are
not implemented,
• through observation of synchronous /
asynchronous teaching in other modalities;
or
• through observation of a demonstration
teaching* via LAC session.
20. RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
MEANS OF
VERIFICATION
RATING SHEET/ INTER-OBSERVER
AGREEMENT FORM COT 1
ANNOTATION
As indicated in my Classroom Observation Tool (COT) evaluation sheet conducted during
the in-person class with the OIC as the rater, the lesson conducted in Creative Nonfiction
subject evidently uses differentiated, developmentally appropriate learning experiences to
address learners’ gender, needs, strengths, interests and experiences (Indicator 6) with the
score of 7.
21. RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
MEANS OF
VERIFICATION
RATING SHEET/ INTER-OBSERVER
AGREEMENT FORM COT 2
ANNOTATION
As indicated in my Classroom Observation Tool (COT) evaluation sheet conducted during
the in-person class with the OIC as the rater, the lesson conducted in Creative Writing
subject evidently uses differentiated, developmentally appropriate learning experiences to
address learners’ gender, needs, strengths, interests and experiences (Indicator 6) with
the score of 7.
22. IBA NATIONAL HIGH
SCHOOL
Sitio Wawa, Iba Hagonoy Bulacan
Curriculum and
Planning
RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
23. Objective 7
RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
MEANS OF
VERIFICATION
Classroom Observation Tool (COT) rating
sheet/s or inter-observer agreement form/s done
through onsite / face-to-face / in-person
classroom observation.
If onsite / face-to-face / in?person classes are
not implemented,
• through observation of synchronous /
asynchronous teaching in other modalities;
or
• through observation of a demonstration
teaching* via LAC session.
24. RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
MEANS OF
VERIFICATION
RATING SHEET/ INTER-OBSERVER
AGREEMENT FORM COT 1
ANNOTATION
As indicated in my Classroom Observation Tool (COT) evaluation sheet conducted during
the in-person class with the OIC as the rater, the lesson conducted in Creative Nonfiction
subject evidently plans, manages and implements developmentally sequenced teaching and
learning processes to meet curriculum requirements and varied teaching contexts (Indicator
7) with the score of 7.
25. RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
MEANS OF
VERIFICATION
RATING SHEET/ INTER-OBSERVER
AGREEMENT FORM COT 2
ANNOTATION
As indicated in my Classroom Observation Tool (COT) evaluation sheet conducted during
the in-person class with the OIC as the rater, the lesson conducted in Creative Writing
subject evidently plans, manages and implements developmentally sequenced teaching
and learning processes to meet curriculum requirements and varied teaching contexts
(Indicator 7) with the score of 7.
26. Objective 8
RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
1. Proof/s of attendance in LAC sessions /
FGDs / meetings / other collegial discussions
2. Minutes of LAC sessions / FGDs / meetings
/ other collegial discussions on use of teacher
and learner feedback to enrich teaching practice
3. Reflection notes of teachers on their
demonstration of teaching practices following
participation from LAC sessions / FGDs /
meetings / other collegial discussions that use
teacher and learner feedback to enrich teaching
practice, with proof/s of attendance
4. Any equivalent ALS form/document that
highlights the objective
MEANS OF
VERIFICATION
31. Objective 9
RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
MEANS OF
VERIFICATION
Classroom Observation Tool (COT) rating
sheet/s or inter-observer agreement form/s done
through onsite / face-to-face / in-person
classroom observation.
If onsite / face-to-face / in?person classes are
not implemented,
• through observation of synchronous /
asynchronous teaching in other modalities;
or
• through observation of a demonstration
teaching* via LAC session.
32. RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
MEANS OF
VERIFICATION
RATING SHEET/ INTER-OBSERVER
AGREEMENT FORM COT 1
ANNOTATION
As indicated in my Classroom Observation Tool (COT) evaluation sheet conducted during
the in-person class with the OIC as the rater, the lesson conducted in Creative Nonfiction
subject evidently selects, develops, organizes, and uses appropriate teaching and learning
resources, including ICT, to address learning goals (Indicator 8) with the score of 7.
33. RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
MEANS OF
VERIFICATION
RATING SHEET/ INTER-OBSERVER
AGREEMENT FORM COT 2
ANNOTATION
As indicated in my Classroom Observation Tool (COT) evaluation sheet conducted during
the in-person class with the OIC as the rater, the lesson conducted in Creative Writing
subject evidently selects, develops, organizes, and uses appropriate teaching and
learning resources, including ICT, to address learning goals (Indicator 8) with the score of
7.
34. IBA NATIONAL HIGH
SCHOOL
Sitio Wawa, Iba Hagonoy Bulacan
Assessment and
Reporting
RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
35. Objective 10
RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
MEANS OF
VERIFICATION
Classroom Observation Tool (COT) rating
sheet/s or inter-observer agreement form/s done
through onsite / face-to-face / in-person
classroom observation.
If onsite / face-to-face / in?person classes are
not implemented,
• through observation of synchronous /
asynchronous teaching in other modalities;
or
• through observation of a demonstration
teaching* via LAC session.
36. RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
MEANS OF
VERIFICATION
RATING SHEET/ INTER-OBSERVER
AGREEMENT FORM COT 1
ANNOTATION
As indicated in my Classroom Observation Tool (COT) evaluation sheet conducted during
the in-person class with the OIC as the rater, the lesson conducted in Creative Nonfiction
subject evidently designs, selects, organizes, and uses diagnostic, formative and
summative assessment strategies consistent with curriculum requirements (Indicator 9) with
the score of 7.
37. RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
MEANS OF
VERIFICATION
RATING SHEET/ INTER-OBSERVER
AGREEMENT FORM COT 2
ANNOTATION
As indicated in my Classroom Observation Tool (COT) evaluation sheet conducted during
the in-person class with the OIC as the rater, the lesson conducted in Creative Writing
subject evidently designs, selects, organizes, and uses diagnostic, formative and
summative assessment strategies consistent with curriculum requirements (Indicator 9)
with the score of 7.
ANNOTATION
As indicated in my Classroom Observation Tool (COT) evaluation sheet conducted during
the in-person class with the OIC as the rater, the lesson conducted in Creative Writing
subject evidently designs, selects, organizes, and uses diagnostic, formative and
summative assessment strategies consistent with curriculum requirements (Indicator 9)
with the score of 7.
38. Objective 11
RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
Any one (1) of the following:
• Individual Learning Monitoring Plan (ILMP)
• Peer assessment data
• Sample of learners’ output with reflection / self-
assessment
• Progress charts/anecdotal records
• Class/e-class record/grading sheets
• Lesson plans showing index of mastery
• Frequency of errors with identified least/most
mastered skills
• Any equivalent ALS form/document that
highlights the objective (e.g., Individual Learning
Agreement (ILA), ALS Assessment Form 2)
• Others (Please specify and provide annotations)
MEANS OF
VERIFICATION
40. Objective 12
RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
Any one (1) of the following:
• A sample of corrected test paper of a learner in a
learning area with parent’s or guardian’s
signature and date of receipt
• Minutes of meetings with key stakeholders (e.g.,
PTA, SGC, SPT, CPC) with proof of attendance
• Report card with parent’s or guardian’s signature
in all quarters supported by minutes of meeting .
• Communication with key stakeholders (e.g.,
parents/guardians, coteachers, LGU) using
various modalities .
• Anecdotal record showing entries per quarter.
• Any equivalent ALS form/document that
highlights the objective.
• Others (Please specify and provide annotations)
MEANS OF
VERIFICATION
43. IBA NATIONAL HIGH
SCHOOL
Sitio Wawa, Iba Hagonoy Bulacan
Personal Growth
and Professional
Development
RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
44. Objective 13
RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
A reflection/journal entry that highlights the
application of a learner-centered teaching
philosophy in the lesson plan or community
work
MEANS OF
VERIFICATION
46. RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
MEANS OF
VERIFICATION
REFLECTION
Learner-centered teaching is a philosophy that places the learner at the center of the learning
process. It is an approach that prioritizes the needs, interests, and abilities of each individual
student, and emphasizes the active participation of learners in their own learning wherein the
teachers serves as the facilitator of learning.
In the teacher-made lesson plan that I made, I ensured that my students will develop all the
necessary skills in their learning. This is done by providing meaningful, authentic and real life-
related activities that are still anchored in the goal of discussion. Real-life activities make learning
more relevant and meaningful to the learners, as they can see the practical application of what
they are learning in their own lives.
47. Objective 14
RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
1. Certification from the ICT Coordinator /
School Head / Focal Person in charge of
eSAT
2. IPCRF-DP
3. Mid-year Review Form (MRF)
4. Updated IPCRF-DP from Phase II
MEANS OF
VERIFICATION
50. IBA NATIONAL HIGH
SCHOOL
Sitio Wawa, Iba Hagonoy Bulacan
Plus
Factor
RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
51. Objective 15
RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM S.Y.2022-2023
Any one (1) proof of:
• committee involvement;
• involvement as module/learning material
writer/validator;
• involvement as a resource
person/speaker/learning facilitator in in the
RO/SDO/school-initiated TV/radio-based
instruction;
• book or journal authorship/ co-
authorship/contributorship;
• advisorship/coordinatorship/ chairpersonship;
• participation in demonstration teaching;
• participation as research presenter in a
forum/conference;
• mentoring of pre-service/inservice teachers;
• conducted research within the rating period;
• others (please specify) with annotation on how it
contributed to the teaching learning process.
MEANS OF
VERIFICATION
Plus
Factor