ASSSESSMENT - THE SEC 2010 CURRICULUM

1. Stage 2
ASSESSMENT

2. Assessment is the
systematic
observation and
evaluation of student
performance.

3. Level
of
Performance
Level
of
Understanding
Performance
Standards
Assessment
EU
Content
Standards
Learning
Standards

4. 1. Identify
desired
results
2. Determine
acceptable
evidence
3. Plan
learning
experiences
and
instruction
Stage 2.Determine Acceptable Evidence.
In the second stage we consider evidence of learning.
How will we know that students have achieved the desired
results and met content standards?
How will we know that students really understand the
identified big ideas?
What will we accept as evidence of proficiency?
The backward design orientation suggests that we think about
our design in terms of the collected assessment evidence
needed to document and validate that the desired results of
Stage 1 have been achieved.

5. Facets of Understanding
Content
Power Point
from BSE files

6. explanation

7. Explanation
As Dewey (1933) explained, to understand something in this sense
“ is to see it in its relations to other things;
 to note how it operates and functions
 what consequences follow from it
 what causes it
We go beyond the information given to make
inferences, connections and associations- a theory
that works.
We need to explain why our answer is correct, why the
fact exists, why the formula works; we need to supply
support for our opinions.
When assessing, we look for good explanations from students,
calling upon them to reveal their understanding by using
such verbs as support, justify, generalize, predict, verify, prove
and substantiate.
When students truly understand an idea, they -
Can explain: provide thorough, supported and
justifiable accounts of phenomena

8. A student provides a well
supported view of the
economic and political
situation of the country

9. interpretation

10. Interpretation
 Can interpret: tell meaningful stories; offer apt
translations, provide revealing historical or
personal dimension to ideas and events through
images, anecdotes, analogies, models
When students truly understand an idea, they -

11. A student writes a
story about the
diligence of ants to
show value of saving
for the rainy days.

12. application

13. Application
Application of understanding is thus a context-
dependent skill, requiring the use of new
problems and diverse situations in assessment.
Bloom (1981)
When students truly understand an idea, they…
Can apply: effectively use and adapt what is
known in new situations and diverse contexts

14. A student applies his
knowledge of statistics to
accurately project next
year’s costs and needs
for his school supplies

15. perspective

16. Perspective
 Have perspective: see and hear points of view
through critical eyes and ears; see the picture
When students truly understand an idea, they

17. A 12 year old girl
recognizes in TV
advertising the fallacy
of using popular figures
to promote beauty
products

18. empathy

19. Empathy
 Can empathize: find value in what others might
find odd, alien or implausible, get inside another
person’s feelings and world view
When students truly understand an idea, they…

20. Imagine you are Juliet in the
story of “Romeo and Juliet”.
Write your thoughts and
feelings why you have to
take the desperate action.

21. Self-knowledge

22. Self-knowledge
 Have self-knowledge: perceive the personal
style, prejudices and habits of mind that both
shape and impede our own understanding; we
are aware of what we do not understand and
why understanding is so hard.
When students truly understand an idea, they

23. Mindful of the fact that
many students are
visual learners, a high
school teacher
deliberately includes
more visual organizers
in his teaching

24. When students truly understand an
idea, they
 Can apply: effectively use and adapt what is known
in new situations and diverse contexts
 Have perspective: see and hear points of view
through critical eyes and ears; see the picture

25. When students truly understand an
idea, they
 Can empathize: find value in what others might find
odd, alien or implausible, get inside another person’s
feelings and world view
 Have self-knowledge: perceive the personal style,
prejudices and habits of mind that both shape and
impede our own understanding; we are aware of what
we do not understand and why understanding is so
hard.

26. Ways that students can reveal
their understanding
Facet Ways
Explanation Explain/teach; Give examples of; Make
connections with; Describe how;
Prove/verify
Interpretation
Interpret; Make sense of; Provide an apt
analogy for; Show the importance or
meaning of
Application
In a new situation, apply; Show or
demonstrate; Use in context of;
Design/invent

27. Ways that students can reveal
their understanding
Facet Ways
Perspective Analyze; See from the point of view of;
Compare and contrast; Critique; Show how it
fits into the historical context
Empathy Walk in the shoes of; Experience directly
and see; Reach a common understanding
concerning; Consider the seemingly odd view
Self-Knowledge Recognize the prejudice about; Identify the
lens through which you view; See how habits
influence approach; Explain how they came
to understand

28. Questioning for Understanding
What might happen if _____________________________________?
What are common misconceptions about _____________________?
How is this come about? Why is this so?
What is the key idea in ____________________________________?
What are the examples of __________________________________?
What are the characteristics and parts of ______________________?
What caused _________? What are the effects of _______________?
How might we prove, confirm, justify _________________________?
How is ___________, connected to __________________________?

29.  What is the meaning of ___________________________________?
 What are the implications of _______________________________?
 What does ______________reveal about _____________________?
 How is ______________like _____________(analogy or metaphor)?
 How does _______________________________ relate to me or us?
 So what? Why does it matter?

30.  How is _________________________ applied in the larger world?
 How might ___________________ help us to _________________?
 How could we use _______________ to overcome _____________?
 How when can we use this (knowledge or process)?

31. Perspective
 What are different points of view about ______________________?
 How might this look from _______________________’s perspective?
 How is ________________ similar t or different from ____________?
 What are other possible reactions to _________________________?
 What are the strengths and weaknesses of ____________________?
 What are the limits of _____________________________________?
 What is the evidence for ___________________________________?
 Is the evidence reliable? sufficient?

32.  What would it be like to walk in _____________________’s shoes?
 How might _______________ feel about _____________________?
 How might we reach an understanding about __________________?
 What was _____________________ trying to make us feel and see?

33.  How do I know ___________________________________________?
 What are the limits of my knowledge about ___________________?
 What are my “blind spots” about ____________________________?
 How can I best show ______________________________________?
 How are my views about ___________ shaped by ______________
(experiences, habits prejudices, style)?
 What are my strengths and weaknesses in ____________________?

34. Samples by Subject

35. Performance Task Ideas Based on the Six Facets of
Understanding
Explain Interpret Apply Perspectiv
e
Empathy Self-
Knowledg
e
“Who are your
true friends?
Who are your
fair-weather
friends?”
Interpret
“Spring” in
Frog and Toad
are Friends.
What does
this episode
reveal about
friendship.
Place an order
for a “true
friend” from an
imaginary
mail-order
friendship
store.
How do others
view me as a
friend?
Write an
essay or
journal entry
on why some
kids always
get picked
on and what
it feels like to
be those
kids.
Respond to
writing
prompts: “Do I
know who my
true friends
are?”
Self-Knowledge
Respond to writing prompts: “Do I know who my
true friends are?”
Empathy
Write an essay or journal entry on why some
kids always get picked on and what it feels like to
be those kids.
Perspective
How do others view me as a friend?
Apply
Place an order for a “true friend” from an
imaginary mail-order friendship store.
Interpret
Interpret “Spring” in Frog and Toad are
Friends. What does this episode reveal
about friendship.
Explain
“Who are your true friends? Who are
your fair-weather friends?”

36. Arroyo to fight RH bill, says
Pampanga bishop
 MANILA, Philippines—The Catholic Church has found an ally in former president Gloria
Macapagal-Arroyo in its fight to stop the distribution of artificial contraceptives to poor
Filipinos.
 Pampanga Archbishop Paciano Aniceto said Arroyo and the province's three other
congressmen have expressed to him their opposition to the reproductive health bill.
 Aniceto said Arroyo has also co-authored House Bill 13 to "protect the life of the unborn."
 "She's the co-author of House Bill 13 which is against the RH bill. The former president
listened to the Church and she followed the teaching of the Church and I do believe that she
will continue the same stand and the same advocacy," he said.
 But Aniceto said that the Church was finding it harder now to convince Congress to scrap the
RH bill after successfully lobbying against it in the last Congress.
 He said that besides the "money being given by the pharmaceuticals," the apparent decision
of the Liberal Party in Congress to support the RH bill was proving to be harder to crack.
 "It's harder.... Of course, this is political and who holds the funding of the government, you
will ally yourselves to them. Otherwise, you will not have appropriations for your projects,"
Aniceto said.
 But he said the bishops were now talking to their congressmen to try to win them over to the
Church's side.
 "Most of these are Catholics, so we will engage them in a dialogue. If every bishop will talk to
his congressman and senator, we will be successful like in the last Congress. But this (time it)
is harder," Aniceto said.

37. EXERCISE…..PRACTICE….
 Formulate questions using the six facets of
understanding.
 Present to the group the sample output.

38. TASK PERFORMANCE
OUTPUT PRODUCT

39. a. What is the role of assessment in the attainment of
Essential Understanding?
b. What products and performances are for?
c. How are products and performances may be
differentiated?

41. G - Goal
R - Role
A - Audience
S - Situation
P - Product/Performance
S - Standard

42. Example: Tour
 The Department of Tourism has tasked your help in
planning a four-day tour for a group of foreign
visitors. Plan the tour to help the visitors understand
your region’s history, amazing sceneries, and culture.
 You should prepare a map and a written itinerary,
including an explanation of why each site included in
the tour.

43. Goal:
 Your goal is to help a group of foreign visitors
understand the historic, sceneries, and culture of
your region.
Role:
 You are a tour guide.
Audience:
 The audience is a group of foreign visitors.
Situation:
 You have been asked to prepare a written itinerary for
a four-day tour of your region. Plan your tour so that
the visitors are shown sites that best illustrate the key
features of the region.

44. Product/Performance:
 You need to prepare a written tour itinerary and a
budget for the trip. You should include an
explanation of why each site was selected and
how it will help the visitors understand the
historic, sceneries, and culture your region.
Include a map tracing the route for the tour.
Standards and Criteria for Success:
 Your proposed tour plan (including itinerary and
route map) needs to include
- The historic, sceneries, and culture of the
region.
- A clear rationale for the selected sites.
- Accurate and complete budget figures.

45. G R A S P S is an acronym to help designers construct
authentic scenarios:
 Goal: the goal or challenge statement in the scenario
 Role: the role the student plays in the scenario
 Audience: the audience/client will address the student
 Situation: the particular setting/context and its
constraints and opportunities
 Performance/Product: the specific performance or
product expected
 Standards: the standards/criteria by which the work
will be judged

46. GOAL:
 What is the GOAL in the scenario?
 What is the task – overall?
Examples:
- develop a presentation
- create a product
- illustrate a process
- perform a complex act

47. ROLE:
 What is the ROLE you are to take?
Examples:
- expert
- instructor
- student
- apprentice
- worker
- member of the public

48. AUDIENCE:
 Who is your AUDIENCE?
 Who will evaluate your performance or product?
Examples:
- instructor
- self
- peers
- experts
- public

49. SITUATION:
 What is your SITUATION?
 What is the context in which you will perform or
produce?
 What is the need; the place; the requirement?
 Where is it to happen?
 What are the environmental conditions?

50. PERFORMANCE/PRODUCT:
 What is the PERFORMANCE CHALLENGE?
 What are you to do or create that will be judged as
evidence of successful completion of the intended
outcome?
Examples:
- a class presentation
- a model
- a poster
- a term paper
- a lab demonstration
- troubleshooting & repair

51.  actor
 advertiser
 artist/illustrator
 author
 biographer
 business person
 celebrity
 chairperson
 coach
 dancer
 detective
 engineer
 embassy staff
 filmmaker
 firefighter
 friend
Possible Student Roles and Audiences
• historian
• government official
• interviewer
• inventor
• judge
• lawyer
• museum
director/curator
• newscaster
• observer
• parent
• photographer
• poet
• pilot
• police officer
• radio listener
• reader
• school official
• scientist
• storyteller
• student
• taxi driver
• teacher
• tour guide
• trainer
• travel agent
• traveler
• tutor
• t.v. viewer
• t.v. or movie character
• visitor
• web site designer
• zookeeper

52. Possible Products and Performances
Written Oral Visual
• advertisement
• biography
• book report or
review
• brochure
• editorial
• essay
• historical fiction
• letter
• log
• magazine article
• memo
• newscast
• play
• poem
• script
• story
• audiotape
• conversation
• debate
• dramatic reading
• dramatization
• interview
• oral report
• poetry reading
• puppet show
• radio script
• rap
• skit
• song
• speech
• teach a
• banner
• cartoon
• collage
• drawing
• filmstrip
• flyer
• game
• map
• model
• painting
• photograph
• poster
• Power Point Show
• scrapbook
• storyboard
• videotape

53. GOAL
Describe the Philippines’ beautiful
spots and Filipino culture and
traditions, making use of concrete
examples, descriptive words, and
figurative language.

54. ROLE
You are a tourist guide to accompany a
group of Thai students who are having
an educational tour in our country.
Make sure to internalize the role and
deliver what is expected.

55. AUDIENCE
Thai students

56. SITUATION
On the tourist bus, before realizing the
itinerary, you must give a lecture to the
students on the places to be visited and
the distinct and salient culture and
tradition of the places/spots cited.

57. product
Travel brochure of the different scenic
spots

58. standard
 Accurate information of the scenic spots
 Neat and colorful
 Correct spelling
 Clarity and comprehensive discussion
 Correct use of descriptive words and figurative
language

59. Activity
 With a group of 4, create a G R A S P S
- using this content standard:
Describe persons, place, objects and events
through the use of phrase modifiers.
- follow the format
* Genre
* Transfer Goal
* Performance Task
G R A S P S:
- Goal
- Role
- Audience
- Situation
- Product/Performance
- Standard
 Select a reporter and share the output to the big group

61. Prepared by:
BETH G. LABRADOR
SST-1
Jimlalud National High School