MS K-12 Grading System
- 2. K-12 Curriculum ◦ SY 2012-2013 – MS implemented the K-12 Basic Education Curriculum starting with Grade 1 (GS) and Grade 7 (HS) MS Transition Program ◦ Move –up Transition Program (MUTP) ◦ MS conducted Categorized Remedial Program in Math, Science, English, Filipino
- 3. Part of the MS MUTP ◦ Summer 2013 – BCP (Bridge Categorized Program) ◦ The levels of assessment (prescribed by the DepEd) had been followed and became the basis of rating at the end of the Summer BCP .
- 4. Followed the prescribed levels of rating: B – Beginning (74% and below) D – Developing (75 – 79%) AP – Approaching Proficient (80 – 84%) P – Proficient (85 – 89%) AE – Approaching Excellence (90 – 94%) E – Excellent (95 – 100%)
- 8. 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
- 9. B. Nature and Purpose of Assessment Assessment shall be holistic, with emphasis on the formative or developmental purpose of quality assuring student learning. It is also standards-based as it seeks to ensure that teachers will teach to the standards and the students will aim to meet or even exceed the standards.
- 10. 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 the formative assessments. They shall also be the focus of the summative assessments and shall be the basis for grading at the end of instruction.
- 11. C. Levels of Assessment The learning outcomes are defined by level: knowledge; process or skill; understanding; and products or performance.
- 12. C. 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 30 % PRODUCTS/PERFORMANCE 30 % Total 100%
- 13. C. Use of Multiple Measures Tools for the different levels of assessment: 1. Knowledge level What do we want students to know? How do we want them to express or provide evidence of what they know? This level can be assessed using the traditional measures e.g. Paper -and –pen tests
- 14. C. Use of Multiple Measures Tools for the different levels of assessment: 2. Process or Skill level What do we want students to do with what they know? How do we want them to provide evidence of what they can do with what they know? This level can be assessed by asking them to outline, organize, analyze, interpret, translate etc..
- 15. C. Use of Multiple Measures Tools for the different levels of assessment: 2. Process or Skill level Assessment may focus on how logically, analytically, or critically students make sense of or process the information, or use it.
- 16. C. Use of Multiple Measures Tools for the different levels of assessment: 2. Process or Skill level There are skills or processes that are germane to specific subject areas, which the teacher is in better position to assess by using the appropriate tool or technology.
- 17. C. Use of Multiple Measures 3. Understanding Level • What do we want students to understand? • How do we want them to provide evidence of their understanding? Assessment may be expressed using the facets of understanding (e.g. explain, interpret, apply, give perspective, show empathy, and self- knowledge )
- 18. C. Use of Multiple Measures 4. Product / Performance Level • What products/performances do we want students to produce as evidence of their learning or understanding? • How do we want them to provide evidence that they can use or transfer their learning to real-life situations? A good model for assessment in this level is GRASPS (McTighe and Wiggins UBD framework)
- 19. E. Use of Feedback The results of the assessment across levels should be fed back immediately to the students. They need to learn from the results of the assessment so they know how to improve further, and they can plan strategically how they can address any learning deficiency
- 20. F. Levels of Proficiency LEVEL OF PROFICIENCY EQUIVALENT NUMERICAL VALUE BEGINNING 74 % and below DEVELOPING 75 – 79 % APPROACHING PROFICIENCY 80 – 84 % PROFICIENT 85 – 89 % ADVANCED 90 % and above
- 21. SAMPLE ASSESSMENT MATRIX ENGLISH -GRADE 7 CONTENT STANDARD:________________________ PERFORMANCE STANDARD: ___________________ LEVEL OF ASSESSMENT WHAT WILL I ASSESS? HOW WILL I ASSESS? HOW WILL I SCORE ? KNOWLEDGE (15%) Identify speech purpose/s Paper-and-pen test One point for every correct (15 points) PROCESS / SKILLS (25 %) Observe the use of stress and intonation Aural-oral production Use specific rubrics (25 points) UNDERSTANDING (30 %) Discuss the process .... Scene simulation Rubrics for understanding (20 points) PRODUCT/ PERFORMANCE (30%) Deliver a speech using verbal / non-verbal cues Story telling Dialog Declamation Performance Rubrics (25 points)
- 22. KNOWLEDGE 10 / 15 = 0.66 0.66 X 100 X .15 = 10 PROCESS/SKILL 20 / 25 = 0.8 0.8 X 100 X .25 = 20 UNDERSTANDING 18 / 20 = 0.9 0.9 X 100 X .30 = 27 PRODUCT 20 / 25 = 0.8 0.8 X 100 X .30 = 24
- 23. LEVELS OF ASSESSMENT PERCENTAGE SCORE KNOWLEDGE (15%) 10.00 PROCESS / SKILLS (25 %) 20.00 UNDERSTANDING (30 %) 27.00 PRODUCT/ PERFORMANCE (30%) 24.00 Total Percentage Score 81.00 Level of Proficiency AP (Approaching Proficiency)
- 24. 1.) MS follows the DepEd prescribed k-12 Grading system: Levels of Assessment and Levels of Proficiency B – Beginning (74% and below) D – Developing (75 – 79%) AP – Approaching Proficient (80 – 84%) P – Proficient (85 – 89%) A – Advanced (90% and above)
- 25. 2.) MS CLPGE (Christian Living Personality Growth Evaluation) will be retained. The CLPGE is evaluated / rated by students, parents and teachers. O - Outstanding VG – Very Good G – Good S – Satisfactory F – Fair NI – Needs Improvement
- 26. 3.) Assessment Tools/ Measures (evidence of learning) and assessment rubrics will be designed by every subject area. These will be checked and monitored by the subject area coordinators and administration.
- 27. MS stresses: “education of the whole person” (MS handbook) “...progress in Knowledge and in virtue” (Mo. Foundress, St. Candida Maria de Jesus, OCWE) “integral education- integration of faith and life” “ quality education of the heart”