K to 12 Grading Sheet Deped Order No. 8 S. 2015 PPT presentationChuckry Maunes
Download Link Found Here
https://teachingtools-stuff.blogspot.com/2017/02/k-to-12-grading-sheet-deped-order-no.html
For the Grading Sheet Spreadsheet
http://www.slideshare.net/chuckrymaunes5/k-to-12-grading-sheet-based-on-deped-order-no-8-series-of-2015
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
K to 12 Grading Sheet Deped Order No. 8 S. 2015 PPT presentationChuckry Maunes
Download Link Found Here
https://teachingtools-stuff.blogspot.com/2017/02/k-to-12-grading-sheet-deped-order-no.html
For the Grading Sheet Spreadsheet
http://www.slideshare.net/chuckrymaunes5/k-to-12-grading-sheet-based-on-deped-order-no-8-series-of-2015
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
What are some of the key features of competency-based education for those who are considering this approach? This powerpoint describes the approach, and details some of the elements to explore.
Teachinglearningtechniquesforeffectiveoutcomebasededucation 190313045402Aravindharamanan S
Outcome-based education is a model of education that rejects the traditional focus on what the school provides to students, in favor of making students demonstrate that they "know and are able to do" whatever the required outcomes are. OBE reforms emphasize setting clear standards for observable, measurable outcomes.
Outcome-based education is a model of education that rejects the traditional focus on what the school provides to students, in favor of making students demonstrate that they "know and are able to do" whatever the required outcomes are. OBE reforms emphasize setting clear standards for observable, measurable outcomes.
What are some of the key features of competency-based education for those who are considering this approach? This powerpoint describes the approach, and details some of the elements to explore.
Teachinglearningtechniquesforeffectiveoutcomebasededucation 190313045402Aravindharamanan S
Outcome-based education is a model of education that rejects the traditional focus on what the school provides to students, in favor of making students demonstrate that they "know and are able to do" whatever the required outcomes are. OBE reforms emphasize setting clear standards for observable, measurable outcomes.
Outcome-based education is a model of education that rejects the traditional focus on what the school provides to students, in favor of making students demonstrate that they "know and are able to do" whatever the required outcomes are. OBE reforms emphasize setting clear standards for observable, measurable outcomes.
A simple presentation related to the types of assessment, mainly summative and formative assessment. At the end of this presentation you will be able to differentiate between these two types of assessment.
This is a copy of Prof Ed 3: Assessment in learning 1. Created by Dr. Ariel Mabansag. This will introduce you on how to utilize various assessment tools necessary in teaching.
In today's rapidly evolving educational landscape, traditional methods of evaluation often fall short in capturing the multifaceted skills and competencies our students possess. Performance-based assessment offers an alternative approach that goes beyond standardized testing, allowing individuals to showcase their abilities in authentic, real-world contexts. In this presentation, we will explore the concept of performance-based assessment, its characheristics, benifits, and how it can revolutionize the way we measure achievement.
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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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.
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.
Embracing GenAI - A Strategic ImperativePeter 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.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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5. Stage 1 - Guiding Questions
1. What will students understand (about what big
ideas) as a result of the unit? “Students will
understand that… [competency/learning goal]
2. What arguable, recurring, and thought-provoking
questions will guide inquiry and point toward the
big ideas of the unit? [Essential Question]
6. Stage 1 (cont’d)
3. What are the performance indicators at the
course level that should be incorporated into the
unit design?
(i.e. What should students know and be able to
do?)
8. Assessment Plan
•Summative assessment
represent application of
content and skills: relearn
and redo to meet mastery
[Engaging Scenarios,
Project-Based, Problem
Based Learning]
•Formative
Learning along the way-
assessment of the building
blocks: relearn and redo to
master
9. Summative Assessment
For summative assessment to be valid it must be aligned to
competencies and performance indicators. The measure of proficiency
should be determined through use of rubrics for the performance
indicators.
For an assessment to be authentic, it must be relevant to the student’s
interests, engaging through creation of products of learning where the
student has the opportunity to use his/her voice/choice.
Summative assessments should be designed to Webb’s Depth of
Knowledge at Levels 3 and/or 4. These summative assessments are
only valid if students have had learning tasks at Levels 3 and 4 leading
up to the summative assessment.
10. Formative Assessment
Formative assessment INFORMS both the teacher and student
relative to the building of content and skill on a day to day basis.
Student progress can be tracked informally through the use of
checklists of skills and content associated with a competency.
This informs the teacher’s response to the learning needs of the
students on a day to day basis and GUIDES INSTRUCTION.
Students should be able to see their progress leading to mastery
along the way.
Formative tasks and assessments should be used flexibly to
develop skills and content mastery. Students who have
demonstrated skill and content mastery may not be required to
do additional formative tasks. Students who have
demonstrated competency on these tasks are then presented
with more complex activities.
11. Formative assessment is informing teachers and students
of progress. Not all formative assessments require a grade
in Infinite Campus.
Students should be provided with opportunities to self-
assess their learning progress. When student learning is
supported through effective formative assessment,
relearning opportunities naturally occur as part of this
process.
Students receive timely, frequent, and descriptive
feedback based on daily learning.
12. Stage 3: Instruction
Elements of Differentiation Every
Unit should have:
Opportunities to learn in whole
class, group, and independently
Flexible grouping using readiness,
student interest, and student
learning profiles throughout unit
Respects entry point into the
learning by using pre-assessment
information
Student choice and voice guide
learning and engagement
13. Stage 4: Grading
1. Rubrics for Performance Indicators (PI) are
designed to A,B,C,NYC.
2. Project based learning is guided by rubrics.
3. Grades are recorded by competency and
weighted either formative or summative.
4. Grading Philosophy statement should guide
all grading practices.
SPAULDING HIGH SCHOOLInternational Langu
14. What we have already…
• Defined Competencies & Performance Indicators
• Course Materials
• Teacher Resources
• Test Generators
• Personal library of materials & experience
• Colleagues
• Online resources
• Textbooks
15. Where we should be heading…
• Develop or modify Formative and
Summative Tests, Projects, &
Performance Assessments
• Teaching Strategies
• Collaboration is key!
• Student Self-Assessment
16. Where we should be heading…
Re-learning Requirements, Procedures
& Plans
Designing Re-Assessments
18. Model of Practice
French I : Course Syllabus
SPAULDING HIGH
SCHOOLFRENCHFrancais
ISyllabus_FrenchI_10-11.doc
19. International Language
Communication is the basis of
standards for all levels of modern and
classical languages. Every level,
enriched with cultural awareness, will
stress the development of oral and
written communication as well as
listening and reading comprehension.
20. Competencies
C1 - Oral Communication: On a regular basis students are
expected to apply knowledge of grammar, recycle
vocabulary, and employ current material in order to
express themselves.
C1PI1. Students will respond orally on a variety of topics.
21. Competencies
C2 – Written Communication: On a regular basis students are
expected to apply knowledge of grammar and mechanics,
recycle vocabulary, and employ current material in order
to express themselves.
C2PI1. Students will create compositions according to
their level to communicate feelings, ideas, emotions and
opinions.
22. Competencies
C3- Listening Comprehension: Students will comprehend
oral communication of the target language.
C3PI1. Students will comprehend and recognize phrases,
passages, and essential vocabulary and respond
appropriately.
23. Competencies
C4 - Reading Comprehension: Students will comprehend
reading passages in familiar context.
C4PI1. Students will comprehend written passages from a
variety of sources according to their level and respond
appropriately.
24. Competencies
C5 – Comprehension of the Workings of Grammar: Students
will comprehend the underlying grammatical rules and
workings of the target language.
C5PI1. Students will master identified verb
conjugations and tenses.
C5PI2. Students will comprehend identified
grammatical structures.
26. Model of Practice
STEP 2 : Design assessments first – always
keep the end in mind, clearly define the
target to students.
By the end of the unit you will be able to …
27. Model of Practice
STEP 3 : Instruction – check in with
students along the way (formative
assessment)
Pause as needed – re-teaching may
come into play
Differentiation
28. WHEN DO YOU
ASSESS?
Traditionally, teachers have
assessed students at the end of an
instructional unit or sequence.
However, when assessment and
instruction are interwoven, both
the students and the teacher
benefit.
29. ASSESSMENT
PROCESS
Pre –
Summative
Assessment
Assessment
(Assessment OF
Learning)
Formative
Assessment
(Assessment FOR Learning)
30. PRE-ASSESSMENT
The purpose of pre-assessment is to determine what students
know about a topic before it is taught.
Pre-assessment will help the teacher determine flexible grouping
patterns and should be used regularly.
31. Pre-Assessment
Strategies
Checklist Student Products
Pre-test Student Work Samples
KWL Charts Show of hands/EPR (Every Pupil
Graphic Organizers Response)
Pre-test Standardized Test Data
Student Discussions Teacher Observation
Student Demonstrations Writing Prompts
Writing Samples
32. FORMATIVE
ASSESSMENT
Assessments FOR learning happens while learning is still
underway.
These are assessments that:
are conducted throughout teaching and learning to diagnose
student needs
plan the next steps in instruction
provide students with feedback they can use to improve the
quality of their work
help students see and feel how they are in control of their
journey to success
33. FORMATIVE
ASSESSMENT
This Type of Assessment
is NOT about
accountability…
it is about GETTING
BETTER!!
34. FORMATIVE
ASSESSMENT
Seven Strategies
Where am I going?
1. Provide a clear and understandable vision of
the learning target
35. What Can Be
Assessed?
ACHIEVEMENT TARGETS
Knowledge Reasoning
Mastery Proficiency
Performance Ability to
Skills Create Products
36. FORMATIVE
ASSESSMENT
Seven Strategies
Where am I going?
1. Provide a clear and understandable vision of
the learning target
2. Use examples and models of strong and weak
work
37. FORMATIVE
ASSESSMENT
Seven Strategies
Where am I now?
3. Offer regular descriptive feedback.
4. Teach students to self-assess and set goals.
38. Formative Assessment
SPAULDING HIGH SCHOOLInternational Language
DeptCBADepartment RubricsOral Rubric.doc
SPAULDING HIGH SCHOOLInternational Language
DeptCBADepartment RubricsWriting Rubric.doc
SPAULDING HIGH SCHOOLInternational Language
DeptCBADepartment RubricsGrammar
Rubrics_Drafts.doc
39. FORMATIVE
ASSESSMENT
Seven Strategies
How can I close the gap??
5. Design lessons to focus on one aspect of quality
at a time.
6. Teach students focused revision.
7. Engage students in self-reflection,
and let them keep track of and
share their learning.
40. Formative Assessment
Moving Beyond Competency
SPAULDING HIGH
SCHOOLFRENCHFrancais I3. Tout
pour la RentreeOut of Competency
Activity.doc
42. Model of Practice
STEP 4 : Summative Assessment – may
be used during and/or at the end of a
lesson/unit
SPAULDING HIGH SCHOOLInternational
Language DeptCBADOK_Chart.pdf
43. SUMMATIVE
ASSESSMENT
This type of
assessment is a
successful
end product
and/or the
fulfilling of
the pre-stated
objective.
44. SUMMATIVE
ASSESSMENT
A summative assessment/evaluation is designed to:
provide information
make judgments about student achievement at the end of a
sequence of instruction, (e.g., final drafts/attempts, tests, exam,
assignments, projects, performances)
It is a means to determine a student’s mastery and understanding of
information, skills, concepts, or processes.
46. The Assessment–
Instruction Process
Pre –
Summative Assessment
“finding out”
Assessment
“making sure”
Formative
Assessment
“checking in” “feedback”
“student involvement”
47. What types of
Assessment Methods
Can Be Used?
ASSESSMENT METHODS
Selected Extended Written
Response Response
Performance Personal
Assessments Communication
48. What types of
Assessment Methods
Can Be Used?
ASSESSMENT METHODS
Selected
Response Students select
the correct/best
response from
a list provided
Multiple choice, true/false, matching,
short answer, fill-in questions
49. What types of
Assessment Methods
Can Be Used?
ASSESSMENT METHODS
Extended Written
Response
Students construct a written
answer in response
to a question or task
Compare …… Analyze…… Interpret….
Solve a problem and explain work… Describe in detail…
50. What types of
Assessment Methods
Can Be Used?
ASSESSMENT METHODS
Assessment is based on Performances:
*playing an instrument,
observing a performance/product
*carrying out steps in
and making a judgment an experiment
*speaking in a foreign language
*working productively
in a group
Performance Products:
*term paper
Assessments *lab report
*work of art
51. What types of
Assessment Methods
Can Be Used?
ASSESSMENT METHODS
Determine what a student
has learned through
*Responding to personal interaction with them
journals/logs
*Asking questions
during instruction
*Interviewing students
in conferences Personal
*Giving examinations Communication
orally
52. Matching Assessment
Targets and Methods
Targets Selected
Extended Performance Personal
Written Assessment
Response Communication
Response
Knowledge
Mastery
Match the assessments at
Reasoning your table with the target and
Proficiency method
Skills
Ability to
Create Products
53. Classroom Assessments
Some teachers Some teachers
talk about: talk about:
LEARNING GRADES
VERSUS
Can these co-exist peacefully?
Should one receive emphasis over the other?
54. SOME FINAL THOUGHTS
Formative Assessment:
Refers to what happens on a daily basis in the classroom
Provides teachers with information about specific next instructional steps for
students:
Assessment Drives Instruction.
Students know where they are at instructionally and where they need to go
On-going assessment provides continual feedback that helps students
progress over time
55. Model of Practice
STEP 4 : Summative Assessment
(no surprises)
Test Assessment Chart Activity Allen.doc
56. Model of Practice
STEP 5 : Include re-learning procedures
for students who choose to take
advantage of this opportunity
SPAULDING HIGH SCHOOLInternational Language
DeptCBARe-assessment contract.doc
SPAULDING HIGH SCHOOLInternational Language
DeptCBARe-assessment letter.doc
58. Infinite Campus
Department Heads will be asked for the following for each course (due
before we leave for break)
1. A list of all Course Competencies
2. The weight to be used for each Competency
(if one is weighted heavier than another)
3. The weight to be used for Formative and Summative
Assessment
All weights need to be consistent for the COURSE and may not
vary from instructor to instructor.
•Plan to review the competencies and weights annually to update.
Currently, we are not planning to update the weights midyear.
•Remember there are no quarters – grades will be rolling and reported
out on a biweekly basis.
•Final exams no longer exist – they become cumulative, summative
assignments.
59. What’s new for you in IC? (cont’d)
• We will be recording our grades by Competency
Each competency will be broken down into two scoring groups:
• Formative (not to exceed 25%)
• Summative (not to be less than 75%)
• Assignment Creation:
• Determine if the assignment is formative or summative
• Teachers will have the option to select which competencies apply to an
assignment by easily checking off a box.
• Entering Grades:
• We have a new option to enter grades by Assignment
Assignment - Project #1
Student
Competency 1 Competency 2 Competency 3
Name
Fred A C NYC
Ethel B C A
Editor's Notes
How comp, assessments, and instruction all mesh together. Comp attached to assessments-drives instruction. 1. Comp 2. Assessment 3. instruction
Process Box 2- What is most important. Taken from frameworks. Must know, should know, nice to know
Power Standards-Tested on during NECAPS
Essential questions are optional
Student should be self assessing
Cake Story The cake is the Summative Assessment – but what did it take to get to this point? Formative Learning along the way
School Wide Rubrics allow for students to see standard grading. School wide rubrics can and should be altered to suit department/individual needs. Tests- Less DOK level 1 and 2 questions, more level 3 and 4-these have a rubric as well.