New Grading System of the K to 12

TEACHING ALPHABET KNOWLEDGE AND PHONICS IN MOTHER TONGHE AND ENGLISH

The New K to 12 AssessmentProf. Roderick Motril Aguirre Languages and Literature DepartmentCollege of Liberal Arts and CommunicationDe La Salle University - Dasmarinas

The K to 12 Instructional &Assessment Paradigm

Factual KnowledgeConceptual KnowledgeProcedural KnowledgeMetacognitive KnowledgeEssential Facts and DetailsClassifications, Principles, and Generalizations Methods of Inquiry, finite skills, methods/strategiesConditional KnowledgeContextual KnowledgeFactual KnowledgeConceptual KnowledgeProcedural KnowledgeMetacognitionCONTENT STANDARDSPERFORMANCE STANDARDSK-12 Philippine Basic Education StandardsDimensions of ThinkingLearning Competencies

The K to 12 Instructional PlanningHigher Order Thinking SkillsLower Order Thinking SkillsRememberingUnderstandingApplyingAnalyzingEvaluatingCreatingContentCognitive ProcessPerformanceDevelopmental ActivityEngagementActivityEnrichment Activity (Values)Enrichment Activity (Transfer)Motivation Activity

Activity 1: Relevance/ContextActivity 3:Conceptual & ProceduralActivity 4:PerformanceQAActivity 2: KnowledgeQAQAQAContext

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Activity 1: Climate and WeatherActivity 3: Illustrate and Experiment the H2O CycleActivity 4:Solve Crises or H2O shortageQAActivity 2: Discuss H2O CycleQAQAQAContextFKCKPKMK

NOW, YOU TRY THESE12Activity 1: ___________Activity 3: ____________________________________Activity 4:______________________________________QAActivity 2: _____________QAQAQAContextFKCKPKMKG1. Math: DiscountsG2. Filipino: PangngalanG3. English: NounsG4. Science: Parts of a PlantG5. AP: Mga Bahagi ng KomunidadG6. ESP: Pangangalaga sa Kapaligiran

The K to 12 Formative Assessment ParadigmFormative assessment must also provide students with immediate feedback on how well they are learning throughout the teaching-learning process.

Recommendations on how they can improve themselves should also be given by the teachers.

Formative assessment enables students to take responsibility for their own learning, and identify areas where they do well and where they need help. As a result, students will appreciate and make their own decisions about their progress.

Results are used as FEEDBACK to prepare learners for the summative assessment. These SHOULD NOT BE USED AS BASES FOR GRADING.

Individual Formative AssessmentEnables the learner to demonstrate independently what has been learned or mastered through a range of activities such as check-up quizzes, written exercises, performances, models, and even electronic presentations.

Collaborative Formative Assessment(Peer Assessment) allows students to support each others learning.

Discussions, role playing, games, experimentation, and other group activities may be used as performance-based formative assessmentFormative assessment may be integrated in all parts of the lesson. Basically, every lesson has three parts: before the lesson, the lesson proper, and after the lesson. Formative assessment conducted in each part serves a different purpose.

Read Department of Education Order Number 8, series of 2015, released April 1, 2015 for further understanding of formative assessment.

Formative Assessment in Different Parts of the LessonAfter the Lesson Understand the purpose of the lessonSeek support, appropriate corrective and/or enrichment measures.Assess if I have met the learning objective and success criteriaIdentify barriers to learningIdentify strengths and weaknessesBefore the LessonDuring the Lesson Identify misconceptions and barriersMonitor progressKnow what I know about the lesson

Question-Answer Relationship or QARAsk questions that facilitate the comprehension of both the content and language of the lesson/subject matter.COMPREHENSIONPRODUCTIONMaria, a young lady, went to the market because she wanted to buy a dozen eggs. She planned to bake a cake for her mom. It was her 60th birthday.1. Who went to the market?2. Why did Maria go to the market?3. What will she do with the eggs?4. What is the cake for?5. How do you celebrate your birthday?6. How do you celebrate your mothers birthday?

AnswerDescriptionRight ThereOften, the answer will be in a single sentence or place in the text or utterance, and the words used to create the question are often also in that same place.Think and SearchThe answer is broken up or scattered or requires a grasp of multiple ideas across paragraphs, pages or utterances.AnswerDescriptionAuthor/ Speaker and IThe answer is combines information that the author or teacher has provided with what the student already know.On My OwnThe answer is not in the text or the discussion, and in fact you don't even have to have read the text or listen to the lesson to be able to answer it.Think & SearchAuthor/ Speaker & IOn My OwnRight ThereFactual KnowledgeConceptual KnowledgeProcedural KnowledgePerformance

Critical ThinkingProcedural KnowledgeCreativeThinkingTRANSFERLiteral Thinking

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Activity 1: Climate and WeatherActivity 3: Illustrate and Experiment the H2O CycleActivity 4:Solve Crises or H2O shortageActivity 2: Discuss H2O CycleDay 1: Thought provoking questions (Contextual)QADay 2: Quiz (Factual)QADay 3: Experimentation (Conceptual and Procedural)QADay 4: Short Quiz and/or PerformanceQA

NOW, YOU TRY THESE31G1. Math: DiscountsG2. Filipino: PangngalanG3. English: NounsG4. Science: Parts of a PlantG5. AP: Mga Bahagi ng KomunidadG6. ESP: Pangangalaga sa KapaligiranActivity 1: ______________________Activity 3: __________________Activity 4:___________________________Activity 2: ______________________Day __: __________________________QADay __: ___________________________QADay __: __________________________QADay __: ______________________QAWhat has climate and/or weather got to do with the physical change of water?What will happen to water if heated to a 100 0C?What will happen to water if it keeps on raining?

Day 1: Thought provoking questions (Contextual)QAEnumeration/Supply Answer TestThis is the process of changing water into water vapor. EVAPORATIONThe process of water sipping through the soil to the ground water passages and back to different bodies of water. ACCUMULATION The 0C for water to boil and become water vapor. 100 0CIt is the change of gas into liquid. PRECIPITATION The collection of water vapor to form clouds. CONDENSATIONDay 2: Quiz (Factual)QAThe process of plants releasing water into the air. TRANSPIRATIONThe process of distilling and filtering used water into fresh water. WATER CYCLEThe process of animals and human beings releasing body water into the air. PERSPIRATIONIt is the chemical composition of water. H2OIt is the science dealing with properties, distribution, and circulation of water on and below the earths surface and in the atmosphere. HYDROLOGYCreate Your Own Water Cycle

A. Things you will need:a large metal or plastic bowla pitcher or bucketa sheet of clear plastic wrapa dry ceramic mug (like a coffee mug)a long piece of string or large rubber band waterDay 3: Experimentation (Conceptual & Procedural)QAB. Steps to creating your own water cycle.Put the bowl in a sunny place outside.Using the pitcher or bucket, pour water into the bowl until it is about full.Place the mug in the center of the bowl. Be careful not to splash any water into it.Cover the top of the bowl tightly with the plastic wrap.Tie the string around the bowl to hold the plastic wrap in place.Watch the bowl to see what happens.Day 3: Experimentation (Conceptual & Procedural)QASolve Crises or H2O ShortageA. Contexts:Group 1: DroughtGroup 2: No fresh water only salt waterGroup 3: Calamity-stricken place and no source for fresh and clean waterB. Conditions:Solution/s must be scientific in approach.Must not destroy or disrupt the ecosystem.Must consider and psychological and physical conditions of the environment.Day 4: Short Quiz and PerformanceQA

The K to 12 Summative Assessment ParadigmThis form of assessment measures the different ways learners use and apply all relevant knowledge, understanding, and skills.

It must be spaced properly over the quarter.

It is usually conducted after a unit of work and/or at the end of an entire quarter to determine how well learners can demonstrate content knowledge and competencies articulated in the learning standards.Learners synthesize their knowledge, understanding, and skills during summative assessments.

The results of these assessment are USED AS BASES FOR COMPUTING GRADES.Individual Summative AssessmentCollaborative Summative Assessment

Component 1: Written Work (WW)Assesses learners understanding of concepts and application of skills in written form.Prepare learners for quarterly assessments.Given at the end of the topic or unit.Component 2: Performance Task (PT)Involve learners in the learning process individually or in collaboration with teammates over a period of timeGive students opportunities to demonstrate and integrate their knowledge, understanding, and skills in a specific real-life situation.

Component 2: Performance Task (PT)Give students the freedom to express their learning in appropriate and diverse ways.Encourage student inquiry, integration of knowledge, understanding, and skills in various contexts beyond the assessment period.Given at the end of the lesson focusing on a topic/skill/ lesson; hence, given several times during the quarter.Synthesizes all the learning concepts, skills, and values learned in the entire quarter.

Given only once at the end of the quarter.

Component 3: Quarterly Assessment (QA)

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Understand the conditions and factors that affect water cycle. Replicate the processes involved in the water cycle.Solve Crises or H2O shortage

Enumerate the phases of the water cycle.

Day 1: Thought provoking questions (Contextual)QADay 2: Quiz (Factual)QADay 3: Experimentation (Conceptual and Procedural)QADay 4: Short Quiz and/or PerformanceQAActivity 1: Climate and WeatherActivity 3: Illustrate and Experiment the H2O CycleActivity 4:Solve Crises or H2O shortageActivity 2: Discuss H2O CycleDay 1: Thought provoking questions (Contextual)QADay 2: Quiz (Factual)QADay 3: Experimentation (Conceptual and Procedural)QADay 4: Short Quiz and/or PerformanceQALearning ObjectiveNo. HoursType of TestTotal # of temsPlacement of ItemsRUApAnECEnumerate the phases of the water cycle.Understand the conditions and factors that affect water cycle. Replicate the processes involved in the water cycle.Solve Crises or H2O shortageTOS for the Summative AssessmentCognitive Process DimensionsDescriptorsRememberingThe learner can recall information and retrieve relevant knowledge from long-term memory: identify, retrieve, recognize, duplicate, list, memorize, repeat, reproduce, etc.UnderstandingThe learner can construct meaning from oral, written, and graphic messages: interpret, exemplify, classify, summarize, infer, explain, paraphrase, discuss, etc.ApplyingThe learner can use information to undertake a procedure in familiar situations or in a new way: execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover, etc.Cognitive Process DimensionsDescriptorsAnalyzingThe learner can distinguish between parts and determine how they relate to one another, and to the overall structure and purpose: differentiate, distinguish, compare, contrast, organize, outline, attribute, deconstruct, etc.EvaluatingThe learner can make judgments and justify decisions: coordinate, measure, detect, defend, judge, argue, debate, critique, appraise, evaluate, etc.CreatingThe learner can put elements together to form a functional whole, create a new product or point of view: generate, hypothesize, plan, design, develop, produce, construct, formulate, assemble, design, devise, etc.

NOW, YOU TRY THESE55G1. Math: DiscountsG2. Filipino: PangngalanG3. English: NounsG4. Science: Parts of a PlantG5. AP: Mga Bahagi ng KomunidadG6. ESP: Pangangalaga sa KapaligiranActivity 1: ______________________Activity 3: __________________Activity 4:___________________________Activity 2: ______________________Day __: __________________________QADay __: ___________________________QADay __: __________________________QADay __: ______________________QAStages of Test Construction

Stage 1: Why and What to TestDetermine how well learners can demonstrate content knowledge and competencies articulated in the learning standards.Measures the different ways learners use and apply all relevant knowledge, understanding, and skills.Determine if learners can synthesize their knowledge, understanding, and skills.Stage 2: The Test SpecificationsBlueprint of the test (plan, proposal).Contains the set of competencies in a lesson/unit/quarter with specified number of minutes or hours devoted to each; how it will be constructed; and what will be dimensions of thinking required to answer the test/s.The specifications should be developed before any item or task is designed.Suggested TOS for the Summative AssessmentLearning ObjectiveNo. HoursType of TestTotal # of temsPlacement of ItemsRUApAnECStage 3: The Test DevelopmentWrite and moderate test items.Trial the items informally then reject or modify problematic ones as necessary.Analyse the results of the trial.Calibrate scales: decisions on what is excellent or poor performanceValidate: the more different types of validity is established, the betterWrite instructions for test takers, test users and administratorsTrain any necessary staff (examiners, markers etc.)

The K to 12 Grading System

How is learner progress recorded and computed?Grade 1 to Grade 12There is only one QA but there should be instances for students to produce WW and demonstrate what they know and can do through PT.

There is no required number of WW and PT, but these must be spread out over the quarter and used to assess learners skills after each unit has been taught.STEP 1Grades from all students work added up. This results in the total scores for each component: WW, PT, and QA.

Raw scores from each component have to be converted to a Percentage Score. This is to ensure that values are parallel to each other.

STEP 2The sum for each component is converted to the Percentage Score (PS). To compute the PS, divide the raw score by the highest possible sore then multiply the quotient by 100%.

STEP 3Percentage scores are then converted to Weighted Scores to show the importance of each component in promoting learning in the different subjects.

To do this, the PS is multiplied by the weight of the component provided for in the DO No. 8, series of 2015.Weight Components for Grade 1-10

Weight Components for SHS

STEP 4Add the Weighted Scores of each component. The result will be the Initial Grade (IG)

STEP 5Transmute the Grade using the Transmutation Table in Appendix B in DO No. 8 series of 2015. This is what will appear in the Report Card (Form 138).

FOR MAPEHIndividual grades are given to each area. The Quarterly Grade (QG) for MAPEH is the average of the quarterly grades in the four areas.

How are grades computed at the end of the school year?

FOR Grade 1 to Grade 10

How is learners progress reported?

The K to 12 Promotion of Students

How are the core Filipino Values Integrated?VISIONWe dream of Filipino who passionately love their country and whose values and competencies enable them to realize their full potential and contribute meaningfully to building the nation.

As a learner-centered public institution, the Department of Education continuously improves itself to better serve its stakeholders.MISSIONTo protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education.

Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.

Teachers facilitate learning and constantly nurture every learner.99MISSIONAdministrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen.

Family, community, and other stakeholders are actively engaged and share responsibility for developing life-long learners.100CORE VALUESMaka-Diyos

Makatao

Makakalikasan

Makabansa101

School may craft additional indicators for the behavior statements. Schools must ensure that these are child-centered, gender-fair, and culture-appropriate.

To support the development of these Core Values, schools must make sure that their homeroom guidance program promotes them.

Additional opportunities may be integrated into class discussion in all learning areas.A non-numerical rating scale will be used to report on learners behavior demonstrating the Core Values.

The Class Adviser and other teachers shall agree on how to conduct these observations. They will also discuss how each child will be rated.

How is attendance reported?It is important for learners to be in school everyday. Learners class attendance shall be recorded by teachers daily. At the end of each quarter, the attendance is reflected in report card.

The number of school days in each month is presented, which is based on the school calendar for a given school year. The number of days that each learner is present and absent is indicated. Recording of attendance is done from Kindergarten to Grade 12.

A learner who incurs absences of more than 20% of the prescribed number of class or laboratory periods during the school year or semester should be given a failing grade and not earn credits for the learning area or subject.

Furthermore, the school head may, at his/her discretion and in the individual case, exempt a learner who exceeds the 20% limit for reasons considered valid and acceptable to the school.The discretionary authority is vested in the school head, and may not be availed of by a student or granted by a faculty member without the consent of the school head.The discretionary authority is vested in the school head, and may not be availed of by a student or granted by a faculty member without the consent of the school head.Such discretion shall not excuse the learner from the responsibility of keeping up with lessons and taking assessments.

When absences cannot be avoided, the school must give the learner alternative methods and materials that corresponds to the topics/competencies that were or will be missed.These include modules and materials for the Alternative Delivery Mode, and/or Alternative Learning System as well as those that are found on the Learning Resources Management and Development System (LRMDS).When students successfully accomplish the learning activities through these materials, they shall be exempted. However, the report card should still reflect the number of absences. Parents of learners who are accumulating many absences must be immediately informed through a meeting to discuss how to prevent further absences.Habitual tardiness, especially during the first periods in the morning and in the afternoon, is discouraged. Teachers shall inform the parents/guardians through a meeting if a learner has incurred 5 consecutive days of tardiness.

To whom is classroom assessment reported?Classroom assessment serves to help teachers and parents understand the learners progress on curriculum standards.

The results of assessment are reported to the child, the childs remedial class teacher, if any, and the teacher of the nest grade level, as well as the childs parents/guardians.Read DepEd Order No. 8, series of 2015 for further information.Read DepEd Order No. 9, series of 2015 for S.Y. 2015-2016 calendar.THANK YOU