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.
You could be a professional graphic designer and still make mistakes. There is always the possibility of human error. On the other hand if you’re not a designer, the chances of making some common graphic design mistakes are even higher. Because you don’t know what you don’t know. That’s where this blog comes in. To make your job easier and help you create better designs, we have put together a list of common graphic design mistakes that you need to avoid.
Unleash Your Inner Demon with the "Let's Summon Demons" T-Shirt. Calling all fans of dark humor and edgy fashion! The "Let's Summon Demons" t-shirt is a unique way to express yourself and turn heads.
https://dribbble.com/shots/24253051-Let-s-Summon-Demons-Shirt
Between Filth and Fortune- Urban Cattle Foraging Realities by Devi S Nair, An...Mansi Shah
This study examines cattle rearing in urban and rural settings, focusing on milk production and consumption. By exploring a case in Ahmedabad, it highlights the challenges and processes in dairy farming across different environments, emphasising the need for sustainable practices and the essential role of milk in daily consumption.
Book Formatting: Quality Control Checks for DesignersConfidence Ago
This presentation was made to help designers who work in publishing houses or format books for printing ensure quality.
Quality control is vital to every industry. This is why every department in a company need create a method they use in ensuring quality. This, perhaps, will not only improve the quality of products and bring errors to the barest minimum, but take it to a near perfect finish.
It is beyond a moot point that a good book will somewhat be judged by its cover, but the content of the book remains king. No matter how beautiful the cover, if the quality of writing or presentation is off, that will be a reason for readers not to come back to the book or recommend it.
So, this presentation points designers to some important things that may be missed by an editor that they could eventually discover and call the attention of the editor.
Expert Accessory Dwelling Unit (ADU) Drafting ServicesResDraft
Whether you’re looking to create a guest house, a rental unit, or a private retreat, our experienced team will design a space that complements your existing home and maximizes your investment. We provide personalized, comprehensive expert accessory dwelling unit (ADU)drafting solutions tailored to your needs, ensuring a seamless process from concept to completion.
Can AI do good? at 'offtheCanvas' India HCI preludeAlan Dix
Invited talk at 'offtheCanvas' IndiaHCI prelude, 29th June 2024.
https://www.alandix.com/academic/talks/offtheCanvas-IndiaHCI2024/
The world is being changed fundamentally by AI and we are constantly faced with newspaper headlines about its harmful effects. However, there is also the potential to both ameliorate theses harms and use the new abilities of AI to transform society for the good. Can you make the difference?
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
