ASSESSMENT AND LEARNING OUTCOMES IN THE K TO 12 … · Pakikipagkapwa-tao ... Naipamamalas ng mag-aaral ang pag-unawa sa mga makabuluhang gawain na may kaakibat na pagpapahalaga tungo

Edukasyon sa Pagpapakatao

ASSESSMENT

AND LEARNING OUTCOMES

IN THE K TO 12

CURRICULUM

THE CURRICULUM

FRAMEWORK

AND STANDARDS:

EDUKASYON

SA PAGPAPAKATAO

Session 1

Questions

Should character education be taught in schools?

Why?

What roles should school officials, teachers and

parents have in developing values?

Curriculum Framework

Mga Batayang Teorya sa mga

Pamamaraan sa Pagtuturo at Pagkatuto

Pilosopiya ng Personalismo

Mga Nilalaman ng Batayang Konseptwal

Tunguhin

(Goal)

Mga

Proseso

Apat na

Tema

Mga Pangunahing Pagpapahalaga

(Core Values)

(Physical) (Intellectual) (Moral) (Spiritual)

(Social) (Economic) (Political)

Deskripsyon

Ang Edukasyon sa Pagpapakatao (EsP)

bahagi ng K to 12 curriculum na gagabay

at huhubog sa mga kabataan

tunguhin o outcome : kabataang nagpapasya at

kumikilos nang may pananagutan tungo

sa kabutihang panlahat

lilinangin at pauunlarin ang pagkataong

etikal ng bawat mag-aaral

Pag-unawa. Kakayahang mahinuha ang mga

konsepto at prinsipyong nagbibigay-paliwanag sa sariling

karanasan, mga sitwasyong namasid, sinuri at pinagnilayan

gamit ang pamantayan ng moral na pamumuhay

Pagninilay. Kakayahang mag-ukol ng panahon para sa

maingat at malalim na pag-iisip sa mga sitwasyon at mga

konseptong natutuhan tungkol sa moral na pamumuhay

Limang (5) pangunahing kakayahan (macro

skills) na dapat taglay ng bawat bata

Pagsangguni. Kakayahang humingi ng payo o gabay

sa mga taong may higit na kaalaman o kasanayan sa moral na

pamumuhay at marunong magsala o magtimbang ng mga

impormasyong mula sa iba’t ibang uri ng media

Pagpapasya. Kakayahang bumuo ng sariling posisyon,

paniniwala, paninindigan o kilos na isasagawa batay sa

pamantayan ng moral na pamumuhay

Pagkilos. Kakayahang mailapat niya ang konsepto o

prinsipyong nahinuha sa sitwasyon ng buhay at rmaipakita

ang kahandaang isabuhay ang mabubuting ugali (virtues) na

natutuhan.

Limang (5) pangunahing kakayahan (macro

skills) na dapat taglay ng bawat bata

Apat (4) na tema na naglilinang

ng pangunahing kakayahan

Pananagutang Pansarili at Mabuting Kasapi ng

Pamilya

Pakikipagkapwa-tao

Paggawa Tungo sa Pambansang Pag-unlad at

Pakikibahagi sa Pandaigdigang Pagkakaisa

Pananalig at Pagmamahal sa Diyos at Paninindigan

sa Kabutihan

Naipamamalas ng mag-aaral ang pag-unawa sa mga

konsepto sa pananagutan sa sarili, pamilya, kapwa,

bansa/daigdig at Diyos; nakapagpapasya at

nakakikilos nang may pananagutan tungo sa

kabutihang panlahat upang mamuhay nang may

kaayusan at kaligayahan

Mga Pamantayan sa Programa

(Learning Area Standards)

Key Stage Standards

Key Stages Standards

K – Baitang

1 –3

Naipamamalas ng mag-aaral ang pag-unawa sa

konsepto at gawang nagpapakita ng pananagutan

sa sarili, pamilya, pagmamahal sa kapwa/pamayanan,

sa bansa at sa Diyos tungo sa maayos at masayang

pamumuhay

Baitang 4-6

Naipamamalas ng mag-aaral ang pag-unawa sa

konsepto at gawang nagpapakita ng pananagutan

sa sarili, pamilya, pagmamahal sa kapwa, sa bansa/

daigdig at sa Diyos tungo sa kabutihang panlahat

Baitang 7-10 Naipamamalas ng mag-aaral ang pag-unawa sa mga

konsepto sa pananagutang pansarili, pagkatao ng tao,

pamilya at pakikipagkapwa, lipunan, paggawa at mga

pagpapahalagang moral at nagpapasya at kumikilos

nang may pananagutan tungo sa kabutihang panlahat

upang mamuhay nang may kaayusan at kaligayahan

Grade Level Standards

Grade Standards

K

Naipamamalas ng mag-aaral ang pag-unawa sa

pagkakaroon ng kamalayan sa paggalang at pagmamahal

sa sarili, kapwa at Diyos bilang gabay tungo sa

maayos at masayang tahanan

1

Naipamamalas ng mag-aaral ang pag-unawa sa mga

paraan ng paggalang sa sarili, sa kapwa, sa bansa at

Diyos bilang gabay tungo sa maayos at masayang

tahanan at paaralan

2

Naipamamalas ng mag-aaral ang pag-unawa sa

pagpapakikita ng mga kilos na nagpapahalaga sa sarili,

sa kapwa, sa bansa at sa Diyos at sa kanyang mga nilikha

bilang patnubay sa maayos at masayang paaralan at

pamayanan

Grade Level Standards

Grade Standards

3

Naipamamalas ng mag-aaral ang pag-unawa sa mga gawain na nagpapakita ng

pagpapahalaga tungo sa maayos at masayang pamumuhay na may mapanagutang

pagkilos at pagpapasya para sa sarili, kapwa, pamayanan, bansa at Diyos

4

Naipamamalas ng mag-aaral ang pag-unawa sa mga makabuluhang gawain na may

kaakibat na pagpapahalaga tungo sa wasto, maayos, masaya at mapayapang

pamumuhay para sa sarili, sa kapwa, sa bansa at sa Diyos

5

Naipamamalas ng mag-aaral ang pag-unawa sa masusing pagsusuri sa pagpapahayag,

pagganap ng tungkulin na may pananagutan at pagsasabuhay ng mga ito tungo sa

masaya, mapayapa at maunlad na pamumuhay para sa sarili/ mag-anak, kapwa/

pamayanan, bansa/ daigdig at Diyos

6

Naipamamalas ng mag-aaral ang pag-unawa sa mga gawain na tumutulong sa

pag-angat ng sariling dignidad, pagmamahal sa kapwa na may mapanagutang

pagkilos at pagpapasya tungo sa maayos, mapayapa at maunlad na

pamumuhay para sa kabutihang panlahat

Content and Performance Standards

Batayang Pagpapahalaga / Mga Kaugnay na

Pagpapahalaga

Pamantayang Pangnilalaman (Content Standards)

Pamantayan sa Pagganap (Performance Standards)

Mga Batayang Kasanayan (Learning Competencies)

Batayang

Pagpapahalaga/

Mga Kaugnay na

Pagpapahalaga

Pamantayang

Pangnilalaman

(Content

Standards)

Pamantayan sa

Pagganap

(Performance

Standards)

Mga Batayang Kasanayan

(Learning Competencies)

Tungkulin Ko Sa Aking Sarili At Pamilya – Unang Markahan

Pagkilala sa sarili

• kalakasan/

potensyal

• kahinaan

• damdamin

Positibong

pagkilala sa sarili

(self-esteem)

• Pagtitiwala sa

sarili

(self-confidence)

Naipamamalas

ang pag-unawa sa

kahalagahan ng

pagkilala sa sarili at

sariling kakayahan,

pangangalaga sa

sariling kalusugan

at pagiging

mabuting kasapi ng

pamilya

• naipakikita ang

kakayahan nang may

tiwala sa sarili

• Naisabubuhay nang

may wastong pag-

uugali ang iba’t

ibang paraan ng

pangangalaga sa

sarili at sa sariling

kalusugan upang

mapaunlad ang

anumang kakayahan

• Nakikilala ang sariling:

- gusto

- interes

- potensyal

- kahinaan

- damdamin / emosyon

• Naisasakilos ang sariling

kakayahan sa iba’t ibang

pamamaraan

- pag-awit

- pagsayaw

- pakikipagtalastasan

- at iba pa

“Your beliefs become your thoughts,

Your thoughts become your words,

Your words become your actions,

Your actions become your habits,

Your habits become your values,

Your values become your destiny.”

― Mahatma Gandhi

Session 2

Learning Theories and

Assessment

Interaktibong Teorya ng Pagkatuto (Social

Learning Theory) ni Albert Bandura

ang pagkatuto tulad ng pagkakaroon ng mabuting

ugali at bagong kaalaman ay maaaring makamit sa:

- pagmamasid sa ibang tao

- sa kapaligiran

- sa mga ibinibigay na direksyon at mga paulit-ulit

na mga gawain

ang anumang marahas o malupit na pag-uugali o

gawi ay natutuhan ng bata ayon sa kanyang nakita

Teorya ng Experiential Learning

ni David Kolb

Ang mga karanasan ay pinagkukunan ng pagkatuto

na sinusuportahan ng Teorya ng Pagkatuto ng

Constructivism.

Ito ay pagkakataon sa mga bata na makabuo ng

kaalaman at kasanayan .

Isang paraan kung saan mahuhubog ang kanilang

kakayahang mamuno at mamahala.

Ang mga bata ay maaaring makagawa ng

positibong pagbabago sa kanilang buhay

Panlipunan-Pandamdaming Pagkatuto

(Socio-Emotional Learning)

Isang kakayahang kailangan sa :

pagkilala at pamamahala ng sarili,

paglinang ng pagmamalasakit sa kapwa,

paggawa ng mapanagutang pagpapasya,

pakikipag-ugnayan, at

pagharap nang epektibo sa mga mapanghamong

sitwasyon

Edukasyon sa Pagpapakatao

Presentation Outline

Definition of Assessment

Purposes of Assessment (assessment as learning,

assessment for learning, assessment of learning)

Formative and Summative Assessment

Factors Inhibiting Assessment

Traditional and Non-traditional Assessment

Activity 1:

Make four groups.

Elect or appoint a leader and a rapporteur

In five minutes, discuss how your group interprets the

picture in relation to teaching, learning and

assessment.

In two minutes, share your answers with the group.

What is Assessment?

The word ‘assess’ comes from the Latin verb ‘assidere’

meaning ‘to sit with’.

In assessment one is supposed to sit with the learner.

This implies it is something we do ‘with’ and ‘for’

students and not ‘to’ students (Green, 1999).

Assessment in education is the process of

gathering, interpreting, recording, and

using information about pupils’ responses

to an educational task. (Harlen, Gipps,

Broadfoot, Nuttal,1992)

Formative Assessment

Assessment for learning

Taken at varying intervals throughout a course to

provide information and feedback on what an

individual student needs

Summative Assessment

Assessment of learning

Given at the end of a unit or semester to demonstrate the "sum" of what they have or have not learned.

Summative assessment methods are the most traditional way of evaluating student work.

"Good summative assessments--tests and other graded evaluations--must be demonstrably reliable, valid, and free of bias" (Angelo and Cross, 1993).

The Garden Analogy

If we think of our children as plants …

Formative assessment is = feeding and watering the plants

appropriate to their needs - directly affecting their growth.

Summative assessment is the process of simply measuring them. It

might be interesting to compare and analyze measurements

but, in themselves, these do not affect the growth of the plants.

Factors Inhibiting Assessment

A tendency of teachers to assess quantity and

presentation of work rather than quality of learning.

Greater attention given to marking and grading, much

of it tending to lower self esteem of students, rather

than providing advice for improvement.

A strong emphasis on comparing students with each

other, which demoralizes the less successful learners.

IF we can do something with

assessment information

beyond using it to figure

grades, we can improve

learning.

PAG-UNAWA

PAGNINILAY

PAGSANGGUNI

PAGPAPASYA

PAGKILOS

ALAMIN/ISAISIP

ISAGAWA

ISAPUSO

Proseso

MGA PROSESO

Proseso

ISABUHAY

SUBUKIN

CLASSIFYING

SAMPLE ITEMS

IN EDUKASYON

SA PAGPAPAKATAO

At the end of the session, participants

are expected to:

Classify sample items in Edukasyon sa Pagpapakatao

OBJECTIVES

GROUP ACTIVITY

Activity 2

Group yourselves by 4/5s.

Each group should get 12 sample items (metacards)

of the same color from the facilitator

Discuss and classify the sample items according to

your practice.

Write labels on how you classified the sample items.

Post your test items on the board.

Present and discuss your outputs.

How did you group the items?

What are your bases for grouping them together?

Based on your analysis, how did you label each

group?

Analyzing Outputs

ASSESSMENT AND RATING

OF LEARNING OUTCOMES

Per DepEd Order No. 73, s. 2012

“Guidelines on the Assessment

and Rating System of Learning

Outcomes Under the K to 12

Basic Education Curriculum

With your group, discuss your answers to the

following questions:

Who are responsible for learning? Why?

What do we assess as evidence of teaching and

learning?

Why do we assess learning?

How do we assess learning?

Activity 3

Assessment shall be used primarily as a quality

assurance tool to track student progress in the

attainment of standards, promote self-reflection and

personal accountability for one’s learning, and provide a

basis for the profiling of student performance.

Philosophy

Under the K to 12 curriculum, students will be assessed

at four levels and shall be weighted as follows: (DepEd

Order Nos. 31 and 73, s. 2012)

Use of feedback

Results of the assessment across levels should be

given immediately to students, consistent with the

principle of assessment as learning.

Students need to learn from the results of the

assessment so they know what to improve further.

Report Card

(DepED Order No. 73, s. 2012)

At the end of the quarter, the performance of

students shall be described based on the following

levels of proficiency:

Beginning (B)

Developing (D)

Approaching Proficiency (AP)

Proficient (P)

Advanced (A)

Definition of Levels of Proficiency

Beginning – The student at this level struggles with

his/her understanding; prerequisite and

fundamental knowledge and/or skills have not been

acquired or developed adequately to aid

understanding.

Definition of Levels of Proficiency

Developing – The student at this level possesses the

minimum knowledge and skills and core

understandings, but needs help throughout the

performance of authentic tasks.

Definition of Levels of Proficiency

Approaching Proficiency – The student at this level

has developed the fundamental knowledge and

skills and core understandings and, with little

guidance from the teacher and/or with some

assistance from peers, can transfer these

understandings through authentic performance

tasks.

Definition of Levels of Proficiency

Proficient – The student at this level has developed

the fundamental knowledge and skills and core

understandings and can transfer them

independently through authentic performance tasks.

Definition of Levels of Proficiency

Advanced – The student at this level exceeds the

core requirements in terms of knowledge, skills and

understandings and can transfer them automatically

and flexibly through authentic performance tasks.

Comparison of Levels of Proficiency

The level of proficiency shall be based on numerical value.

Assessment of Level of Knowledge (15%)

Suggested assessment tools

Selected-response Item – provide several response

options to the students, and the students select from

among the options.

Multiple Choice Test

True or False

Matching Type

Suggested assessment tools

Constructed-response type of test ask the student to

create or construct a response. It can be used to

determine if the pupil’s knowledge of facts is of

sufficient breadth and depth. A rubric or scoring

guide is necessary.

Essay tests

Fill-in-the-blanks

Performance tasks, e.g. giving a speech or

designing an experiment

Assessment of Level of Knowledge (15%)

The focus is on how students construct meanings or

make sense of the facts and information.

Outlining, organizing, analyzing, interpreting,

translating, converting, or expressing the

information in another format;

Drawing analogies

Constructing graphs, flowcharts, and maps or

graphic organizers

Assessment of Process or Skills (25%)

Transforming a textual presentation into a diagram

Drawing or painting pictures

Doing role plays

Written Tests

Assessment of Process or Skills (25%)

Oral Discourse/Recitation

Explain/justify something based on facts/data,

phenomena or evidence

Tell/retell stories

Make connections of what was learned within and

across learning areas

Apply what has been learned in real-life situation

Assessment of Understanding(s) (30%)

Portfolio

Collection of evidence like images, anecdotes, etc.

to demonstrate mastery and interpretation of a

given set of concepts

Open-ended tests

Assessment of Understanding(s) (30%)

Assessment of Products/

Performances (30%)

Participation (e.g., in group activities/projects)

Projects

Homework

Experiments

Portfolio

Other Outputs

Scoring Quizzes and Periodic Tests

(Use of Existing Policies)

For periodic tests, total points may also be 100.

If total number of items is below 100, divide the raw

score of an individual pupil by the total number of

items to get the percent equivalent (Achievement

Rate).

Rating Oral Participation, Group Participation,

Projects, Performances, Homework,

Experiments, Portfolio, and Other Outputs

Rubrics shall be utilized for rating individual or group

participation, project, performances, etc.

(Teachers are encouraged to prepare their own rubrics.)

Computation of Final Rating

for a Learning Area

The final grade for each learning area shall be reported

as the average of the four quarterly numerical ratings

and to be expressed in terms of the levels of proficiency

Example: First Grading 88

Second Grading 90

Third Grading 91

Fourth Grading 92

361 / 4 = 90.25

Round to 90.00 (A) Advanced

Computation of General Average

The General Average shall be the average of the

final grades of the different learning areas, also

expressed in terms of levels of proficiency with the

numerical equivalent in parenthesis.

Example: P (89.00)

Promotion, Retention and Intervention

Promotion and retention of students shall be by

subject area (for the secondary).

Promotion of students at the elementary level shall

be by general average.

Points to Ponder

Punong Guro: Ano ang inaasahan mo pagkatapos mong ituro ang Respeto

at Paggalang?

Guro: Malagyan nila ng tsek ang mga larawan na nagpapakita ng

paggalang sa matatanda. At ma-perfect nila ang test ko.

PG: Iyon lang ba ang nais mong makita?

G: Eh, ano pa ba ang dapat?

PG: Hindi ko alam. Isipin mo pa para malaman mo kung may

pag-unawa ang natutuhan sa iyo ng mga bata.

G: Ah, alam ko na. Sa bawat linggo, isa-isa silang magre-

report sa klase tungkol sa kanilang ginawa, ginagawa at

gagawin para magpakita ng paggalang sa matatanda.

INVERSE CHARADES

Session 5

Form 4 groups.

Select one person from your group as “IT”.

The group will act out the word while the

“IT” guesses the word.

You have 1 minute to guess the word.

You have 1 minute to strategize.

Other group may steal if the “IT” is not able

to guess.

First group to get 2 points wins the game.

Workshop 1

Divide into 3 groups according to grade level (1-2

and 3-4 and 5-6 grade levels)

Using the GABAY sa PAGPAPAKATAO books as

reference, match the learning activities in Unit 1 with

the levels of assessment based on KPUP

Discuss and present your outputs.

Instructions

Pag-aralan at Sagutin

Suriin

Magdesisyon

Isapuso at Isagawa

Pag-isipan at Sagutin

Levels of Assessment

Knowledge

Process

Understanding

Product

Workshop 2

Select a learning objective below

Naipapahayag, naipapaliwanag at naibabahagi ang

sariling kuro-kuro

Nasusuri ang sariling karanasan, Nakapagpapasya

tungkol sa sariling karanasan ng may katapatan

Nasusuri ang maaring epekto ng hindi pagsasabi

ng katotohanan

Nakapagpapasya sa pagbibigay ng marka para sa

sarili

Develop your own assessment item per level. Provide

2 sample items for each level.

Discuss and present your outputs.

Instructions

GROUP PRESENTATIONS

(8-10 mins each)

WRAP-UP Session

Thank You