ASSESSMENT AND RATING OF LEARNING OUTCOMES UNDER THE

K to 12 BASIC EDUCATION CURRICULUM

DIVINE MERCY COLLEGE FOUNDATION INC.

Caloocan City Professional Education

Presented by:CHRISTIAN D. EVANGELISTAMARIANNE T. EVANGELISTA, MSHRM

DepEd ORDER No. 73 S. 2012General Guidelines for the Assessment and

Rating of Learning Outcomes

• Effective School Year () 2012-2013, the standards-based assessment and rating system shall be implemented to support the progressive roll-out starting with grades 1 and 7 of the K to 12 Basic Education Curriculum in public and private elementary and secondary schools nationwide.

OUTLINE OF PRESENTATION

• Philosophy of Assessment• Nature of Assessment and Its

Purpose• Levels of Assessment• Assessment Tools• Levels of Proficiency and

Equivalent Numeric Value• Rating System• Assessment Rubric• Frequency of Assessment

WHAT IS “K TO 12

PROGRAM”?

K TO 12 PROGRAM• The K to 12 Program covers: • Kindergarten and 12 years of basic

education (six years of primary education, four years of Junior High School, and two years of Senior High School [SHS]) 

A. PHILOSOPHY

• 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

B. NATURE AND PURPOSE

OF ASSESSMENT• Assessment shall be holistic, with

emphasis on the formative or developmental purpose of quality assuring student learning.

• It also standards-based as it seeks to ensure that teachers will teach to the standards and students will aim to meet or even exceed the standards.

• The students’ attainment of standards in terms of content and performance is, therefore, a critical evidence of learning.

LEVEL OF PERFORMANCE

AND UNDERSTANDING

C. LEVELS OF ASSESSMENT

• The attainment of learning outcomes as defined in the standards shall be the basis for the quality assurance of learning using formative assessments.

• They shall also be the focus of the summative assessments and shall be the basis for grading at the end of instruction.

LEVEL OF LEARNING OUTCOMES

• Knowledge • Process or Skill• Understanding• Products and

Performances

– The levels of Assessment are defined as follows:

KNOWLEDGE

• The substantive content of the curriculum, the facts and information that the student acquires

PROCESS • Skills or

cognitive operations that the student performs on facts and information for the purpose of constructing meanings or understandings.

UNDERSTANDING(S)

• Enduring big ideas, principles and generalizations inherent to the discipline, which may be assessed using the facets of understanding which may be specific to the discipline

PRODUCTS / PERFORMANCES

• Real-life application of understanding as evidenced by the student’s performance of authentic tasks.

LEVELS OF ASSESSMENT

These levels shall be the outcomes reflected in the class record and shall be given corresponding percentage weights as follows:LEVEL OF ASSESSMENT

PERCENTAGE WEIGHT

Knowledge 15%

Process or Skills 25%

Understanding (s)

30%

Products / Performances

30%

TOTAL = 100%

ASSESSMENT TOOLSKNOWLEDG

EPROCESS /

SKILLSUNDERSTA

NDINGSPRODUCTS

& PERFORMA

NCESTraditional Tools: Transform a

Textual Presentation into a Diagram

Facets of Understandings

Authentic products or performance tasks that a student is expected to do to

Paper and Pencil Tests

~ Outline, Organize, Analyze, Interpret, Translate, Convert or Express Information

~ Self Knowledge

Demonstrate his or her understanding.

~ Multiple Choice

~ Flow Chart ~ Empathy ~ Self Understanding

~ True or False ~ Construct Graphs

~ Perspective ~ Self Monitoring

~ Matching Type

~ Graphic Organizers

~ Explanation ~ Self Assessment

~ Constructed Response Tests

~ Draw Analogies

~ Interpretation

~ Permit choices of combinations of oral, written, visual and kinesthetic modes

LEVELS OF PROFICIENCY

AND ITSEQUIVALENT

NUMERICAL VALUE

The performance of the students shall be described in the report card, based on the following levels of proficiency

LEVEL OF PROFICIENCY

Beginning (B)

Developing (D)

Approaching Proficiency (AP)

Proficient (P)

Advanced (A)

While, the level proficiency shall be based on a numerical value which arrived form summing up the results of the student’s performance on the various level of assessment. EQUIVALENT

NUMERICAL VALUE 74% and Below

75 - 79%

80 - 84%

85 - 89%

90% and Above

LEVELS OF PROFICIENCY

LEVELS OF PROFICIENCY

FEED BACK

• Results of the assessment across levels should be fed back immediately to the students, so that they know what to improve further, and then they can plan strategically how they can address any learning deficiency

PROTOTYPE RUBRICS FOR THE

DIFFERENT LEVELS OF

ASSESSMENT

WHAT IS RUBRIC:• A rubric is a guideline for rating

student performance.

• It must define the range of possible performance levels. 

• Within this range, there are different levels of performance which are organized from the lowest level to the highest level of performance. 

• Usually, a scale of possible points is associated with the continuum in which the highest level receives the greatest number of points and the lowest level of performance receives the fewest points.

BENEFITS OF RUBRIC

–The rubric provides assessment with exactly the characteristics for each level of performance on which the students and the teacher should base their judgment.   –The rubric provides the

students with clear information about how well they performed and what they need to accomplish in the future to better their performance.

RUBRICS CRITERIA & PERCENTAGE

CRITERIA PERCENTAGE

Knowledge 15%Skills 25%Understanding (s)

30%

Transfer of Understanding

30%

TOTAL:

100%

LEARNING OUTCOME #O1KNOWLEDGE

PAPER AND PENCIL INSTRUMENTS

• Paper-and-pencil instruments refer to a general group of assessment tools in which candidates read questions and respond in writing.

• This includes tests, such as knowledge and ability tests, and inventories, such as personality and interest inventories.

MOST COMMON RESPONSE

FORMATS ARE:1. MULTIPLE CHOICE2. TRUE OR FALSE3. MATCHING TYPE4. IDENTIFICATION5. CONSTRUCTED

RESPONSE / ESSAY

A. KNOWLEDGE (15%)

LEARNING OUTCOME #O2

SKILLS

TRANSFORM TEXTUAL PRESENTATION INTO A

DIAGRAM• Outline, Organize, Analyze,

Interpret, Translate, Convert or Express Information by using:

1. Flow Chart2. Graphs3. Analogies4. Graphic Organizers

PROTOTYPE PIE GRAPH

Result of Midterm Exam

PERCENTAGE LEVEL OF PRO-FICIENCY

B

D

AP

P

A

30%

10%5%

15%

40%

LEGEND

B. SKILLS (25%)

CONTINUATION:

CONTINUATION: #02

CONTINUATION: #03

PROTOTYPE ASSESSMENT MATRIX FOR

“TLE” (Technology Livelihood

Education)

BASIS FOR PROMOTION AND RETENTION

LEVEL OF PROFICIENCY

EQUIVALENT NUMERICAL

VALUE Beginning (B)

74% and Below

Developing (D)

75 - 79%

Approaching Proficiency (AP)

80 - 84%

Proficient (P)

85 - 89%

Advanced (A)

90% and Above

PROMOTION AND RETENTION

• Promotion and Retention of students shall be by subject

• Students whose proficiency level is Beginning (B) at the end of the quarter or grading period shall be required to undergo remediation after class hours so that they can immediately catch up as they move to the next grading period

• If by the end of school year, the students are still at the Beginning level, then they shall be required to take summer classes

RATING SYSTEM

LEARNING OUTCOME #O3

UNDERSTANDING

UNDERSTANDING• Understanding as

expressed using any three of the six facets of understanding

• The facets are explained (adapted from the paper, “Understanding by Design Framework in the Philippines” by Mc Tighe and Grant Wiggins, p.5)

FACETS OF UNDERSTANDING

CONCEPT

EXPLAIN

INTERPRET

APPLY

PERSPECTIVE

EMPATHY

SELF KNOWLEDGE

FACET # 01 “EXPLANATION”• Concepts,

principles, and processes by putting them in their own words, teaching them to others, justifying their answers and showing their reasoning.

• By making sense of data, text, and experience through images, analogies, stories and models;

FACET # 02 “INTERPRETATION”

• Effectively using and adapting what they know in new and complex texts

FACET # 03 “APPLICATION”

• Demonstrate perspective by seeing the big picture and recognizing different points of view.

FACET # 04 “PERSPECTIVE”

FACET # 05 “EMPATHY”• Display

empathy by perceiving sensitively and putting one’s self in someone else’s shoes;

• Have self knowledge by showing met cognitive awareness, using productive habits of mind and reflecting on the meaning of the learning and experience.

FACET # 06 “SELF KNOWLEDGE”

UNDERSTANDING MAYBE ASSESSED BASED ON THE FOLLOWING CRITERIA

Continuation:

LEARNING OUTCOME #O4

PRODUCT / PERFORMANCES

TRANSFER OF UNDERSTANDING

• Transfer of understanding to life situations maybe assessed as demonstrated through the following:

1. PRODUCTS – Outputs which are reflective of learner’s creative application of understanding;

2. PERFORMANCES – skillful exhibition or creative execution of a process, reflective of masterful application of learning or understanding.

STUDENT IS EXPECTED TO DEMONSTRATE

HIS/HER UNDERSTANDING BY

MEANS OF: • Self Understanding• Self Monitoring• Self Assessment

SELF UNDERSTANDING• Also known

as Self knowledge

• Is the ability to understand one's own actions

SELF MONITORING

• Used in behavioral management where a person will keep a record of behavior patterns.

• A personality trait for the ability to change behavior in response to different situations.

• It is the process of gathering information about yourself in order to make an informed career decision.

• A self assessment should include a look at the following: values, interests, personality, and skills.

SELF ASSESSMENT

Continuation:

PROTOTYPE FORMATIVE

AND SUMMATIVE ASSESSMENT

TOOLS

PRE ASSESSMENT TOOL

• Pre-assessment allows the teacher and student to discover what is already known in a specific topic or subject.

• It is critical to recognize prior knowledge so students can engage in questioning, formulating, thinking and theorizing in order to construct new knowledge appropriate to their level.

PROTOTYPE PRE-ASSESSMENT TOOL

FORMATIVE ASSESSMENT

• The goal of formative assessment is to gather feedback that can be used by the instructor and the students to guide improvements in the ongoing teaching and learning context. These are low stakes assessments for students and instructors.

Examples:1. Asking students to submit

one or two sentences identifying the main point of

a lecture2. Have students submit an

outline for a paper.3. Early course evaluations4. Giving quizzes to check

student understanding

SUMMATIVE ASSESSMENT

• The goal of summative assessment is to measure the level of success or proficiency that has been obtained at the end of an instructional unit, by comparing it against some standard or benchmark.

• The outcome of a summative assessment can be used formatively, however, when students or faculty take the results and use them to guide their efforts and activities in subsequent courses.

• Examples of summative assessments include:

a midterm exam a final project a paper a senior recital

PROTOTYPE SUMMATIVE ASSESSMENT TOOL

THROUGH AUTHENTIC PERFORMANCE TASK

Presented to:

DR. BELLA LAUREANOAnd the students under Professional

Education of The Divine Mercy College Foundation Inc

(Batch 2013)