PROFED 107

• Appropriate assessment is committed to ensuring learners’ success to move from guided to independent display of knowledge, understanding, and skills.
• Assessment facilitates the development of learners’ higher order thinking and 21st-century skills.
• Attendance is reported on a report card.
• When absences cannot be avoided, the school must provide alternative methods and materials that correspond to the topics/competencies that were or will be missed.
• Sample Report Card for Grades 1 to 10 is provided by the Department of Education.
• Sample Report Card for Grades 11 to 12 is also provided by the Department of Education.
• Theoretical basis of assessment in the K to 12 Basic Education Program recognizes diversity of learners inside the classroom, the need for multiple ways of measuring their varying abilities and learning potentials, and the role of learners as co-participants in the assessment process.
• Assessment in the K to 12 Basic Education Program is a joint process that involves both teachers and learners.
• Classroom assessment is a process of identifying, gathering, organizing and interpreting quantitative and qualitative information about what learners know and can do.
• Classroom assessment methods should be consistent with curriculum standards.
• Classroom assessment measures achievement of competencies by the learners.
• Content standards cover a specified scope of sequential topics within each learning strand, domain, theme or component.
• Performance standards describe the abilities and skills that learners are expected to demonstrate in relation to the content standards and integration of 21st-century skills.
• Learning competencies refer to the knowledge, understanding, skills and attitudes that learners need to demonstrate in every lesson and/or learning activity.
• Core Values behavior statements include being sensitive to individual, social and cultural differences, showing respect for all, waiting for one’s turn, taking good care of borrowed things, viewing mistakes as learning opportunities, upholding and respecting the dignity and equality of all including those with special needs, volunteering to assist others in times of need, recognizing and respecting people from different economic, social, and cultural backgrounds, demonstrating contributions towards solidarity, cooperating during activities, recognizing and accepting the contribution of others
• A non-numerical rating scale will be used to report on learners’ behavior demonstrating the Core Values.
• Learners are promoted and retained at the end of the School Year based on their Final Grade, Remedial Class, Mark, and Personal Development.
• Exemptions may be given by the school head should a learner have reasons considered valid by the school.
• The Class Adviser and other teachers shall agree on how to conduct these observations and discuss how each child will be rated.
• The Core Values of the Filipino child are reflected in the Report Card through behavior statements and indicators.
• Learners’ attendance is recorded by teachers daily and reflected in the report card at the end of each quarter.
• Incurred absences of more than 20% of the prescribed number of class or laboratory periods during the school year or semester will result in a failing grade.
• To align the assessment process with the K to 12 curriculum, the adapted Cognitive Process Dimensions may be used as a guide in the formulation of assessment tasks and activities.
• Performance Standards focus on how well learners use their learning or understanding in different situations.
• Learners can interpret, exemplify, infer summarize, compare, explain, paraphrase.
• Analyzing involves differentiating, distinguishing, comparing, contrasting, organizing, outlining, attributing.
• Evaluating involves coordinating, measuring, detecting, judging, arguing, debating, critiquing, evaluating.
• Applying involves using tools and measures to demonstrate what learners know.
• Learners can demonstrate, dramatize, interpret, illustrate, convert, discover.
• Learners can differentiate, distinguish, compare, contrast, organize, outline, attribute.
• The learner can understand the connection between and among Curriculum Standards, Cognitive Process Dimensions and KPUP.
• The learner can understand the breadth and depth of understanding that they have reached.
• Understanding involves understanding the connection between and among Curriculum Standards, Cognitive Process Dimensions and KPUP.
• Formative Assessment refers to ongoing forms of assessment closely linked to the learning process, it is informal, provides immediate feedback to both learner and teacher, helps prepare learners for summative assessments, and is recorded but not included as basis for grading.
• Learners can understand the connection between and among Curriculum Standards, Cognitive Process Dimensions and KPUP.
• Creating involves interpreting, exemplifying, inferring, summarizing, comparing, explaining, paraphrasing.
• Formative Assessment may be conducted during the lesson before the lesson, during the lesson, after the lesson.
• Formative Assessment purposes for the teacher include determining misconceptions, identifying what hinders learning, and sharing learning intentions and success criteria to the learners.
• Learners can coordinate, measure, detect, judge, argue, debate, critique, evaluate.
• Formative Assessment purposes for the learner include understanding what s/he knows about the topic/lesson, understanding the purpose of the lesson and how to do well in the lesson, identifying ideas or concepts s/he misunderstands, identifying barriers to learning, getting information about what the learner already knows and can do about the new lesson, and sharing learning intentions and success criteria to the learners.