Day 1

1
Pres. Aquino signs Enhanced Basic Education
or “K to 12 Act” – RA 10533
May 15, 2013

MANILA, Philippines—President
Benigno Aquino on Wednesday
morning signed into law the
Enhanced Basic Education Act of
2013, mandating kindergarten
and adding two years to
secondary education to place the
country’s curriculum on par with
international standards.
The President said Republic Act
10533, widely known as the K to
12 Act, would “lay the foundations
for a better future for every
Filipino child.”

http://mlephil.wordpress.com/2013/05/16/pres-aquino-signs-enhanced-basic-education-k-to-12-act/
2
Why is there a
need to change
the Philippine
Basic Education
Curriculum?

3
Pres. Aquino signed the Enhanced
Basic Education or “K to 12 Act” – RA
10533 to…

Reasons:
 make Philippine education more
globally competitive;
 place the country’s curriculum at par
with international standards;
 establish a system of education that
truly imbues the youth with the
skills they need to pursue their
dreams -master concepts and skills to
create lifelong learners and prepare
them for tertiary education, middle-
level skills development, employment
and entrepreneurship.”
4
On a global perspective, the call
for increasing rigor in the
classrooms is becoming more and
more commonplace.

Reasons:
 the world is becoming smaller
due to advanced technology
 expansion of companies into a
global market – where we are
competing with people from all
over the planet for spaces in
colleges, for money and for jobs –
an example of which is the fast
approaching ASEAN 2015.
5
 What employers are looking for in graduates?
Perceptions of company managers regarding when certain skills and knowledge
should be acquired and the degree of attainment. - DAP
SKILL EDUCATIONAL DEGREE OF
LEVEL ATTAINMENT
Basic writing, reading, arithmetic Elementary Not quite
Theoretical knowledge and work skills Secondary Not quite
Practical knowledge and skills of work Secondary Hard to tell
Human relations skills Secondary Somewhat
Work habits Secondary Hard to tell
Sense of responsibility Secondary Not quite
Social responsibility Secondary Not quite
Ethics and morals Secondary Not quite
Health and hygiene Elementary Hard to tell

The consensus among employers is that HS diploma with its current coverage is inadequate
for their purposes. HS graduates show deficiencies in their ability to communicate, to think
logically and to solve problems.
6
Today’s students have to be able
to do more than swallow facts
and regurgitate them back out!

They have to be -
 quick on their feet, to adapt,
and to roll with the punches. In
short, they have to be able to
think!
 able to analyze and evaluate a
situation.
 critical thinkers!
 problem solvers!
 team players!
 possess 21st century skills!
7
 Therefore, what Intensify
should school INSTRUCTIONAL
ADMINISTRATORS LEADERSHIP
do? through…

8
EFFECTIVE SUPERVISION OF
TEACHING TO THE
K TO 12 STANDARDS

Mrs. Debbie Yrac-Grafil

Former Curriculum enrichment Board Head
St. Paul College, Pasig
Something to
think about… What do you understand about standards-
based classroom instruction and
assessment?
How can you be sure that your teachers are
doing what they are supposed to do?

As an instructional leader, where do you

want to bring your school with this new
approach of instruction and assessment?

What opportunities for academic

excellence can arise out of
implementing DepEd Order 73 ? 10
 Activity 1. What should an instructional
Activating
Prior
leader do to enable his/her teachers
Knowledge to meet the K to 12 standards in
(IRF) instruction and assessment?

_____________________________________________
Procedure:
1. Write the answer in the IRF template, box I.
2. Whole group sharing.

Handout 1. IRF Template 11

Something to think about…

How do the standards look

like in classroom instruction?

How are they made concrete

in classroom instruction?

12
 SESSION 1.
SBA AND ASSESSING
TO THE
K TO 12 STANDARDS
(DAY 1. AM)

13
WHAT ARE STANDARDS?

Standards are
established
norms or
benchmarks
for learning
that define
what students
need to know,
understand
and do.

14
 WHAT IS STANDARDS-BASED CLASSROOM INSTRUCTION?
achieves the standards
by using the content as
the vehicle

focuses on
embeds helping
assessment students
of the attainment meet the
of the standards standards
in instructional
strategies ensures
alignment of
implements emphasizes instructional plan,
standards that are on what students assessment and
observable and will be able to know, instruction with
measurable understand and do the standards
15
 WHAT IS
STANDARDS-BASED ASSESSMENT?

16
Helping
students have
self-concept
through
reflective
thinking
activities

17
WHAT IS STANDARDS-BASED ASSESSMENT?

An approach that compares

students’ performances to
the standards, rather than
comparing them with other
students.
(Dorothy Strater 2006)

18
 WHAT IS STANDARDS-BASED ASSESSMENT?
The measurement of student’s
learning performance according
to predetermined educational
content and performance
standards. (Sana Rafiq 2008)
The standards define the skills
and knowledge content which
will need to be mastered by
each student in a certain
time frame.
Assessment is aligned to the
attainment of the standards
through the defined skills or
competencies.
19
20
 BASES OF THE FRAMEWORK OF THE
K TO 12 GRADING SYSTEM

Standards Standards-based Classroom Instruction

Standards-based Assessment

Department of Education
Order (DO) Number 73 -
Guidelines on the Assessment and Rating of
Learning Outcomes Under the K to 12 Basic
Education Curriculum

Handout 2. DO 73 21
DepEd Enclosure 1
SAMPLE K TO 12 CURRICULUM GUIDE- GS

23
SAMPLE K TO 12 CURRICULUM GUIDE- HS

24
STEP 1 – WHAT WILL I ASSESS?

Standards

Competencies

Assessment

Instruction
25
INSTRUCTION

STANDARDS

Content Performance Formation

Standards Standards Standards
Know Do Become

LEARNING COMPETENCIES

ASSESSMENT

WHAT DO WE ASSESS? 26
 TYPES OF STANDARDS

CONTENT What?
STANDARD

27
 D. O. 31, p.1

define whatshould
What they students
be are
able to
expected
do (processto know
or skills) with
(knowledge:
what they know,factsand
andthe
Thus, the
information) content standards
meanings or understandings
answer
that theythe question,
construct or “What
make do
students want to know,
as they process the facts and be
able to do,
information. and understand?”

28
 TYPES OF STANDARDS

CONTENT What?
STANDARD

How will PERFORMANCE

they use? STANDARD

29
 D. O. 31, p. 2
define the
The performanceexpected
proficiency
standards level
answer which
the is
Students
expressed in are
two ways:
questions
expected to produce
1) students
1) products/and should
What do we want be
able to use or
their
students to doaswith
performances
learning or
their learning or
evidence
understanding that they
in real-
understanding?,
can transfer or and
use
life situations,
andlearning in real-
their
2) They should be able
2) Howlife do we want
situations.
to do this on
them to use their their
own.
learning or
understanding?
30
 know perform in real life carry out skills or
and understand situations competencies

The learner
demonstrates
understanding of…
the external parts
and function, uses
of animals,, and
the proper ways of
caring for pets and
farm animals.

Stem:
The learner demonstrates understanding of...
 to know to perform in real To be able to do
and to understand life situations as skills

The learners
demonstrate
understanding
that living things
breathe, eat,
grow, move,
reproduce, and
Stem:
react to light The learners demonstrate understanding
touch and
temperature that...
that distinguish
them from non-
living things.
What are enduring understandings?
What Oprah Winfrey calls “light bulb moments,” those
sudden flashes of illumination when a student says, “Oh, I
get it!” and goes on to articulate the meaning s/he has
suddenly derived.
“Aha!” realizations, discoveries, or conclusions students
reach on their own either during or after instruction.
Important generalizations students can articulate after
their sudden grasp of the “big picture.”
Personally worded statements derived from a deep
understanding of the concepts under investigation.
Lasting understandings students will take with them on
their forward educational journey. – something they will
always remember even if they have forgotten some facts
or details. 33
UNPACKING THE STANDARDS

The learner
demonstrates
understanding that
_________________
_________________
_________________
_________________
_________________
_________________
UNPACKING THE STANDARDS

The learner demonstrates

understanding that
(1) animals are
distinguished or
classified through their
common external parts
and are the basis of how
they live, are taken
care of and help man.
(2) loving animals is loving
God.
UNPACKING THE STANDARDS

The learner demonstrates

understanding that
(1) numbers are used to
count living and non-
living things
encountered in daily for
different purposes;
(2) honest use of numbers
in daily life is loving
God.

36
The learner
demonstrates
understanding that
_________________
_________________
_________________
_________________
_________________
_________________

37
What teachers should do:
Review the data provided by the K
to 12 Curriculum Guide.
Improve the parts which are not
properly formulated without deviating
from the main idea of the
statement(s)..
Formulate the Big Idea(s) or
enduring Understanding(s) based on
the given content and performance
standards and learning
competencies.
Enrich the Learning Competencies if
necessary. Arrange them based on how
the content will unfold in the class
instruction.
Look into the possibility of expanding the
K to 12 Curriculum Guide by including
Formation Standard - what students will
be or become if they have understood
the concept and they can transfer their
learning) and Transfer Goal – the
combination of the three standards.
38
Expanding the Curriculum Guide
CONTENT PERFORMANCE FORMATION
STANDARD STANDARD STANDARD TRANSFER
Students will GOAL
Students will Students will (combined standards)
BE or BECOME
KNOW DO

The learners... The learners The learners The learners

demonstrate get involved in become will be able to
understanding of taking care of responsible independently
the importance of their
members of use their
things found in Surroundings
(DepEd) their families learning to
the surroundings
(DepEd)
Improved: take care of their
The learners surroundings - at
take care of their home, in school
surroundings - at
home, in school and and in the
in the community. community as
responsible
members of their
families.
 CONTENT PERFORMANCE FORMATION
STANDARD STANDARD STANDARD TRANSFER
Students will Students will Students will GOAL
BE or BECOME
KNOW DO

The learners The learners The learners The learners will

demonstrate design and become be able to
understanding of implement a stewards of indepedently use
the concept and personalized God’s creation. their learning to
principles of exercise program to design and
physical fitness to improve and sustain
improve oneself their desired level of
implement a
(DepEd) fitness personalized
(DepEd)
exercise program to
improve and sustain
their desired level of
fitness as stewards
of God’s creation.
CONTENT
STANDARD PERFORMANCE FORMATION
Students will STANDARD STANDARD TRANSFER
Students will GOAL
KNOW Students will (combined standards)
BE or BECOME
DO
The learners The learners The learners The learners will
demonstrate recognize living become be able to
understanding of from non-living stewards of independently
the characteristics of things at home, in
God’s use their
living things. school or in the
EU: creation. learning to
community.
The learners recognize living
demonstrate
understanding that from non-living
living things breathe, things at home, in
eat, grow, move,
reproduce, react to
school or in the
light, touch and community as
temperature that stewards of God’s
distinguish them from
non-living things. creation.
(DepEd)
 CURRICULUM MAP FOR UNIT /CHAPTER STANDARDS,
GOALS AND COMPETENCIES
(Template)
Subject: Unit/Chapter:
Quarter: Number of Meetings:

Content Performance Formation Transfer

Content Competencies
Standard(s) Standard(s) Standards Goal
Make a The learners The The learners The learners The learners ....
TOPIC demonstrate learners… become... will be able to
OUTLINE understanding of... independently
based use their
DepEd’s The learners learning to ...
compe- demonstrate
tencies, understanding Malayang
textbook, that... magagamit ng
and other mga mag- Ang mga mag-
reference Naipapamalas ng Ang mga mag- Ang mga aaral ang aaral ay…
materials mga mag-aaral aaral ay mag-aaral ay kanilang
ang pag-unawa naka… magiging.. natutunan sa..
sa. of
EU:____ na.that
 STEP 1. WHAT WILL I ASSESS?
INSTRUCTION

STANDARDS

Content Performance Formation

Standards Standards Standards
Know Do Become

LEARNING COMPETENCIES

ASSESSMENT
The attainment of the standards, goals and competencies defined in the school’s curriculum
– aligned to DepEd and, enriched by the teachers and administration to realize the school’s VM.
 Explore Making a CURRICULUM MAP
A well-defined curriculum
standards and competencies Content
guarantee Content Standard(s)
(1) alignment to DepEd,
(2) Alignment to school’s
VM,
(3) offering of a Teaching - Performance
curriculum that is over Competencies Learning Standard
and above DepEd’s
minimum requirements. Formation
Transfer Standard
Goal
 STAGE I – DESIRED RESULTS
ESTABLISHED GOALS TRANSFER
Provide the ff. Data: TRANSFER GOAL (FORMULATE Transfer Goal)
-DEPED’S CONTENT Students will be able to independently use their learning to . .
STANDARD .

-DEPED’S MEANING
PERFORMANCE
STANDARD ESSENTIAL QUESTIONS ENDURING
UNDERSTANDINGS
Students will understand
that:

-SCHOOL’S VISION-
MISSION
ACQUISITION
KNOWLEDGE SKILLS
Students will learn: Students will be skilled at:
 ASSESSMENT MATRIX

Subject: Content Standard:

Chapter/Unit Title: Performance Standard:

Levels of What will I assess? How will I assess? How will I grade?
Assessment (Learning Competencies) (Type and format of (score, points or scale of
assessment) rubric, performance
indicators & item numbers)

KNOWLEDGE
(and technical skills)

PROCESS

UNDERSTANDING

PRODUCT/TRANSFER OF
LEARNING
Handout 3. Assessment46
Matrix
DEVELOPING DIFFERENT LEVELS OF
LEARNING

Questions or items
require exact
answers – either
only one or many
like in the case of
enumeration of
memorized facts.
Termed also as
KNOWLEDGE &
TECHNICAL
SKILLS.

Enclosure 1, p. 2, DO 73)
Questions are open-
ended or divergent.
There are many
possible answers,
ideas, interpretations,
as long as they are
logically supported by
explanations. May
require the use of a
material from which
the answer may be
deduced. Students
might be required to
organize sentences to
answer the question.

Enclosure 1, p. 2, DO 73)
Understanding is derived from
several materials and is
articulated in the form of a
generalization, conclusion or
insight. Students may compare
the materials and generate a big
idea or understanding from
them.

Engaging scenario is in
a paragraph form and
includes the following:
G-goal,
R-role,
A-audience,
S-situation,
P-product, and Enclosure 1, p. 2, DO 73)
S- standards.
 SBA Levels of Assessment

KNOWLEDGE (K)
(AND TECHNICAL SKILLS)

PROCESS (P)
UNDERSTANDING (U)
PRODUCT (P)
( or TRANSFER OF LEARNING)

Handout 4. SBA Levels of Assessment 51

KNOWLEDGE LEVELS OF ASSESSMENT
(including technical skills)
Assess students ability to recall facts
and information and produce only one
pre-existing answers to the questions.
 has a single right answer
 has a single way to solve
the problem
 has a pre-existing answer
UNDERSTANDING
 Assess students’ ability to generate
insights about key ideas, reflected in
wise inferences about the
knowledge and skills acquired or
known as meaning making.
 Effective use of knowledge and skills
in varied, important, realistic and
novel situations known as transfer of
learning.
 Students generate/predict
conclusion, generalization, or
meaning out of several materials or
situations.
Handout 5. Descriptions of Levels of Assessment
PROCESS OR PROMPTS
Assess students’ ability to use skills sophisticatedly or in
a complex manner.
 answers a complex or divergent question
 requires connections among concepts and subjects
 has more than one good answer
 requires the development of a strategy for addressing
the question
 employs the use of higher order thinking skills
 requires the students to perform a task or produce an
output but may not be in real life situations.
PRODUCT OR TRANSFER OF LEARNING
 A task when done by the students reveal their depth
of understanding of the concepts, the use of complex
or sophisticated skills, and the capacity to deal with
this understanding and sophistication in adult
situations.
 a task that mirrors challenges faced by adults,
requires students to face an audience that is
meaningful,
 has an intent that relates to the audience,
 has the kind of restraints and opportunities an adult
would find in a similar setting.
 A paragraph of engaging scenario based on G – goal, R
– role of the student, A – audience, S – situation, P –
product, and S – standards. 52
 Grade 7 English
Sample Standards-Based
Assessment Item

Handout 6. KPUP English

 Content Standard
The learner demonstrates understanding
of how to disseminate information
obtained from mass media to express
needs, opinions, feelings and attitudes

Performance Standard
The learner delivers an informative talk
using multi-media to highlight important
points.
54
 Knowledge
(and technical skills)

1. Name 3 forms of mass media.

2. Which of the following is a form of
mass media?
a. telephone
b. television
c. computer
d. textbook 55
 Process
Read the article below entitled “Let
Women Be Priests” by Roy Bourgeois
published in the International Herald
Tribune, on March 22, 2013 .
Agree or disagree with the author’s
views and support your stand on the
issue.

56
 Understanding

Read the following articles below on

the issue of dwindling vocations,
published in a span of ten years. In
an essay, write your own opinion
about the issue and support it.
(Note: copies of the three articles are provided)

EU: An effective process of information dissemination requires

the use of appropriate multi-media to bring out the speaker’s
needs, opinions, feelings and attitudes. 57
 Product/Performance
There is a dearth of religious vocations. As a
religious priest/sister, you have been invited to
speak in a conference on vocations to high school
students. Your speech, accompanied by multi-
media, should inform and enlighten the youth on
this special vocation. You will be able to shed
light on the vocation through your speech’
impact, clarity, relevance, content, and the use of
multi-media.

PERFORMANCE STANDARD: The learner delivers an informative talk

using multi-media to highlight important points.
58
 Grade 7 AP
Sample Standards-Based
Assessment Items

Handout 7. KPUP AP
 Content Standard
• Naipamamalas ng mag-aaral ang malalim na pag-unawa
sa pag-unlad, pagbabago, at pagpapatuloy ng lipunang
Pilipino mula sa sinaunang pamayanan hanggang sa
pagtatag ng kolonyang Espanya sa pamamagitan ng mga
primaryang sanggunian

Performance Standard
• Ang mag-aaral ay kritikal na nakapagsusuri sa pag-unlad,
pagpapatuloy, at pagbabago ng lipunang Pilipino mula sa
sinaunang pamayanan hanggang sa pagtatag ng kolonyang
Espanya sa pamamagitan ng mga primaryang sanggunian

60
 Knowledge
(and technical skills)

1. Alin sa sumusunod ang primaryang

sanggunian?
a. saling-ulat ng balita sa pahayagan
b. opinyon ng mga kolumnista
c. salaysay ng mga taong nakasaksi
d. kuro-kuro ng mga mamamayan

61
 Process

Suriin at ipaliwanag sa isang

sanaysay kung ang karikatura ay
sumasalamin sa lipunang Pilipino sa
panahon ng pananakop ng Espanya.
(the copy of the caricature/editorial
cartoon about Spain’s colonization of the
Philippines is provided); rubric for a critical
essay is needed
62
 Understanding
Ang mga sumusunod ay mga dokumentadong
pahayag (primaryang sanggunian) mula sa
ilang mahahalagang Pilipino sa panahon ng
kolonyalismo ng Espanya. Suriin ang mga ito
at sumulat ng isang maikling sanaysay na
naglalahad ng mga kaisipang taglay ng mga
pahayag.
EU: Masasalamin sa mga impormasyon at datos ng primaryang
sanggunian ang mga paniniwala at buhay ng mga Pilipino sa isang
partikular na panahon

(rubric for a critical essay is needed)

63
 Product
Isa sa mga layunin ng ASEAN Youth Congress ay ang
pagtalakay sa mga epekto ng neo-colonialism sa iba’t
ibang bansa. Bilang miyembro ng delegasyon mula sa
ating bansa, ikaw ay naatasang gumawa ng poster na
magiging bahagi ng exhibit kaugnay sa nasabing paksa
at masasaksihan ng mga delegado mula sa iba’t ibang
bansa. Susukatin ang iyong poster batay sa
sumusunod: content, impact, relevance, creativity.

PERFORMANCE STANDARD: Ang mag-aaral ay kritikal na nakapagsusuri sa

pag-unlad, pagpapatuloy, at pagbabago ng lipunang Pilipino mula sa sinaunang
pamayanan hanggang sa pagtatag ng kolonyang Espanya sa pamamagitan ng
mga primaryang sanggunian
(rubric for a poster is needed)
64
 KPUP Exercises

Handout 9A. KPUP Exercises

 Activity 2.
Critiquing
of the
Sample
KPUP
Assessment
Items
_____________________________________________
Procedure:
1. Critique levels of summative assessment in the
KPUP assessment matrix, including the rubric.
2. Comment on the alignment of the items with the
standards and competencies.
3. Rewrite the misaligned or defective assessment
items and rubrics. Handout 1. IRF Template
66
 Grade 7
Mathematics

Sample Standards-Based
Assessment Items

Handout 10. UAMatrix Math Answer Key

Handout 11. KPUP Mathematics
Content Standard
The learners demonstrate understanding of
the key concepts, uses and importance of
statistics and probability, data
collection/gathering and the different forms
of data representation. (DepEd)

Performance Standard
The learners solve real-life
problems using appropriate measures
of central tendency.

68
 KNOWLEDGE
(and technical skills)

SAMPLE ASSESSMENT ITEMS

Multiple Choice:
1.Which of the following describes measures of central tendency?
a) In any symmetrical distribution the mean, median and mode are equal.*
b) The more skewed the distribution, the lesser is the difference between mean
and median.
c) In any set of gathered data, there can be two or more means and medians.
d) Mean, median and mode are computations which can be interchangeably
used to represent whatever type of data and context of use.

2. Which of the following problems may be solved using the three measures of
central tendency?
a) Do students who get high grades in the admission test also get high grades in
their final grades?
b) How does one become a steward of God’s creation?
c) Which sports event appeal most to children of White Cross Orphanage
House?
d) How did the class perform in chemistry based on the final grades?*
69
 Name Grade Name Grade Name Grade
M. Jose 89 B. Lozano 84 T. Ortiz 84
C. King 90 D. Montes 88 B. Perez 90
A. Leon 78 W. Noble 72 C. Reyes 84
For numbers 11-12, refer to the summative grades attained
by nine pupils who were given intervention in Mathematics
by the subject teacher:
11. What is the mean performance of the nine pupils?
a) 72
b) 84*
c) 89
d) 90
12. What is the median of the gathered data?
a) 90
b) 89
c) 84*
d) 72 70
For numbers 13-14, refer to the line graph.
The “Sangguniang Kabataan” of Barangay Ligaya studied their data regarding the
participation of the youth in their annual conference, “Responsible Youth in Action”
from year 2007 to 2012. Read the graph and answer the questions that follow:

NUMBER OF PARTICIPANTS

YEARS WHEN “RESPONSIBLE YOUTH IN ACTION”

WERE CONDUCTED

13. What is the median of the number of youth who participated?

a) 300
b) 950
c) 1,200
d) 1,350*
14. What is the mode of the gathered data?
a) 1,700*
b) 1,500
c) 1,200
d) 1,000 71
 PROCESS
Constructed Response Test
The Math teacher of Grade2-Honesty conducted a formative assessment to the class to find
out if who among the pupils need further help to acquire the basic skills on Number Sense.
The table below shows the total number of correct answers obtained by the pupils for each
skill.
Analyze the data and interpret them using the appropriate measure of central tendency. Be
able to explore both graphical and computation in giving meaning to the data. What do the
results tell the teacher? How do you think should the Math teacher use the results to improve
students’ quality of learning?

Skills Assessed by the Math Teacher Number of Number of Correct Items

Among Grade 2-Honesty Pupils (30 pupils) Items Obtained by the Whole
Class
1. Count numbers up to 1,000 5 135
2. Write numbers in numeral symbols 5 147
3. Write numbers in numeral word names 96
4. Associate numbers to sets having 100 to 500 5 115
objects
5. Count numbers in groups of 2s, 5s, 10s and 5 139
100s.
6. Name the place value of each digit in a 5 130
three-digit number
7. Write the expanded notation form of a 5 75
number
TOTAL ITEMS 35 837 72
The owner of a shoe shop in Marikina Shoe Expo recorded the sizes of the feet
of all the customers who bought shoes from his shop on a Monday morning.
These sizes are listed below:
Organize the data and present them according to the most appropriate way of
expressing the measure of central tendency. Be able to explain why the shoe shop
owner gathered the data in relation to his business.

Sizes of Shoes Bought

8 7 4 5 9 13 10 8 8 7 6 5 3 11 10 8 5 4 8 6

73
 The Principal of the school assigned the guards to record the time,
in minutes, school bus services arrive late in school. The recorded
time in minutes are listed below:

S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20

0 7 0 0 1 2 5 0 0 0 6 0 1 52 0 10 1 1 8 22

Interpret the data using the most appropriate measure of central

tendency. What course of action would you recommend to the
school based on the results of your statistical computation?

74
UNDERSTANDING

ENDURING UNDERSTANDING

The learners demonstrate understanding that

the problem and purpose of gathering data
about real-life events determine the appropriate
measures of central tendency to use in solving
such problem .

75
 UNDERSTANDING
Given are three different sets of data on formative assessments in Mathematics. Graph
as well as compute for their measures of central tendency and interpret the data based
on the most appropriate representation and relevance of statistics for the improvement
of students’ learning. What determines the choice of measures of central tendency to
be used in statistics? Why use statistics in identifying, studying and solving real-life
problems?
FORMATIVE FORMATIVE ASSESSMENT C
FORMATIVE ASSESSMENT A ASSESSMENT B

Item Number of Pupils who Quiz Score of Luis/ Skills Assessed in Math Score of
Number Answered Correctly Numb Perfect Score Luis/ Total
1 12 er Points
2 25 1 10/10 Count number up to 10,000 5/5
3 20 2 12/15 Illustrate numbers using objects 4/5
4 16 3 7/10 Write numbers in numeral word names 5/5
5 13 4 8/10 Write numbers in numeral symbols 5/5
6 8 5 13/15 Name place values 3/5
7 7 6 5/10 Write numbers in expanded form 1/5
8 5 7 6/10 Skip count by 5, 10, 50 and 100 4/5
9 20 8 9/15 Compare numbers using <, > and = 3/5
10 22 9 6/10 Order numbers from least to greatest 4/5
10 10/15 Describe order/position using ordinal 4/5 76
nos.
PRODUCT

PERFORMANCE STANDARD

The learners solve real-life problems using

appropriate measures of central
tendency.

77
 PRODUCT
“Statistics for Nutrition”
During the month of July, the whole country celebrates the
Nutrition Month. The Nutrition Month theme for 2013, "Eat Right,
Your Way, Every Day," encourages personalized healthy eating
styles and recognizes that food preferences, lifestyle, cultural and
ethnic traditions and health concerns all impact individual food
choices. In view of this, as a nutritionist in the National Nutrition
Council (NCC), you were assigned by your Director to conduct a
survey about the eating habits of pupils in the elementary or
students in high school – their food preferences, lifestyle and health
concerns.
Results and analysis of such survey will be used by the NNC in
formulating a Nutrition Program that will address the needs of
elementary and high school students. You will present your data
and analysis to your Director for approval. He and his panel will
evaluate your survey results based on the clarity of your
presentation, the use of appropriate measures of central tendency
and relevance of interpretation. 78
 Activity 2. Processing/Reflection
Critiquing Now that you know a little more about KPUP,
of the how much of this is happening in your school?
Sample How can you ensure that your teachers will be
able to make their students successfully
KPUP
answer the summative assessments?
Assessment
Items
_____________________________________________
Procedure:
1. Critique levels of summative assessment in the
KPUP assessment matrix, including the rubric.
2. Comment on the alignment of the items with the
standards and competencies.
3. Rewrite the misaligned or defective assessment
items and rubrics. 79
 Activity 3. 1. “How do you think this (KPUP
School Assessment Matrix) will affect your
Group Table of Specification (TOS)” ?
Discussion 2. What policies related to summative tests
and submission of test questions do you
need to review?
_____________________________________________
Procedure:
1. In your school group, discuss your answer to the
questions.
2. Whole group sharing.

80
 What to look for:
Well-defined curriculum
standards and learning
competencies that are aligned
to DepED and school’s VM.
Alignment among S-A-LA
(Standards & learning
competencies, Assessment, and
Learning Activities) must be
strictly observed in instructional
planning and implementation.
The Unit or Chapter Assessment
Matrix (UA Matrix) should cover
the assessment of the four levels
of learning of the students –
acquired Knowledge and Skills,
abilities to Process facts,
generate Understanding, and
transfer learning into a Product.
The UNDERSTANDING questions are
based on the formulated enduring
understandings. 81
 Supervisory Tasks:
Check the alignment of the Unit
Assessment Map to the
standards and learning
competencies – the variety of
assessment means, the
adequacy of the formative and
summative assessments, the
rigor put on the quality of the
assessment items, provisions for
self-assessment and self-
concept building.
The formulation of the UA Map
should be done side by side
with the making of the learning
plans. Its checking may also
happen before the learning plan
is submitted.
Curriculum Map and UA Map must
be submitted together with the
instructional plans.
82
 Activity 4. Reflect on today’s tasks that
Reflective you went through.
Thinking

_____________________________________________
Procedure:
1. Write your answer in the IRF Template – R.

83
Day 2

84
 SESSION 2.
ASSESSMENT DRIVEN
INSTRUCTION
(ALIGNING INSTRUCTIONAL
ACTIVITIES WITH ASSESSMENTS)
(Day 2. PM)
Something to think about…

How do the standards look

like in classroom instruction?

How are they made concrete

in classroom instruction?

88
Triple Functions Performed by a
Holistic Assessment
FORMATIVE ASSESSMENT

Diagnostic - Assessment for

Learning (pre-assessment)

Formative/Developmental –
Assessment for and
Assessment as Learning

Summative/Evaluative –
Assessment of Learning or
Assessment as Learning

SUMMATIVE
ASSESSMENT
Diagnostic - Assessment
for Learning
Teachers should pre-assess the knowledge and skills
that the students are bringing with them ...

to identify learning needs

To address the learning needs
 students might lack the pre-
requisite skills
 students might have some
misunderstandings

To inform teaching
To improve learning
 Formative/Developmental –
Assessment for and Assessment as Learning
THE RESULTS ARE USED TO . . .

regularly check whether the students are

attaining the objectives of instruction,

observe the alignment between students’

performance and attainment of desired or
expected learning behaviors, and

monitor or keep track of students’ learning

outcomes.
Formative/Developmental – Assessment for
and Assessment as Learning

THE RESULTS OF ASSESSMENT ARE. . .

used to improve learning by modifying or

changing teaching strategies,

reviewed by the students to draw insights

or realizations on how else could they
improve their performance, and

used to design intervention that will

improve students’ learning.
Summative Assessment –Assessment of
Learning

THE RESULTS OF ASSESSMENT ARE. . .

used to make a judgment on the level of

proficiency the learner has attained.

used to improve future learning.

studied to plan for further curriculum

development.
Formative and Summative Assessments
Formative Summative
Assessment Assessment
(Assessment FOR (Assessment OF
Learning) Learning)
Includes both formal Evaluative in nature,
and informal methods generally resulting in
a score or grade

(NON-GRADED) (GRADED)
 PRE- FORMATIVE ASSESSMENT SUMMATIVE
ASSESSMENT ASSESSMENT
KEEPING TRACK CHECKING UP
Pre – test Conference Exit Card Unit test
Inventory Peer Evaluation Portfolio Long Test
KWL 3-minute pause Exercises Performance
Checklist Observation Seatwork Task
Observation Talk Around Quiz Hands-on Act.
Self-evaluation Questioning Journal Entry Product
Questioning Academic Exhibit
Prompts Portfolio
Self- Review
Evaluation Demonstration
 FORMATIVE ASSESSMENT is
CRITICAL.

We do too much “testing” and

not enough “feed backing”.
 When Do You Conduct
Formative Assessment?
Most teachers assess students’
understanding at the end of an
instructional unit or sequence.

WHEN FORMATIVE ASSESSMENT and

INSTRUCTION ARE INTERWOVEN, BOTH THE
STUDENTS and THE TEACHER BENEFIT.
 UNIT ASSESSMENT MAP TEMPLATE
Grade: Subject: Content Standard:
Chapter/Unit Topic: Performance Standard:
Unit Designer: Competencies:

TYPE KNOWLEDGE PROCESS UNDERSTANDING PRODUCT

Pre-
assessment/
Diagnostic

Formative
Assessment

Summative
Assessment

Self-
assessment
Handout 14. Unit Assessment Map Template
Handout 15. Sample UAM – Science IP
 Activity 5. 1. How much of this do you do in
Critiquing a your school?
Sample Unit
2. How can you ensure that your
Assessment
Map
teachers will provide a good
(UAMap) balance of assessments?
_____________________________________________
Procedure:
1. Read the given English Unit Assessment Map.
2. Critique the activities and their alignment with the
standards, competencies, and KPUP levels of
assessment.

Handout 16. English Unit assessment Map 102

Handout 13. UAM English – Answer Key
 Activity 6. As administrators, what do you
Critiquing of look for in the learning plans of
a Sample your teachers to ensure the
Learning attainment of the standards?
Plan Handout 16. Science IP Unit Plan
_____________________________________________ Handout 13. UAM IP
Handout . Science Curriculum Guide
Procedure:
1. Critique the sample learning plan and identify the alignment of
each activity to the standards, competencies, assessment of
KPUP levels of learning and UA Map assessment targets.
2. Label the parts in the lessons that engage the students into A,
M and T learning experiences.
3. Write the commendations and recommendations that you will
give to the teacher or write on the lesson plan.
4. Use the sample comments given in the last page of the plan.
5. Share the outcomes of your critiquing/checking to your group
104
mates.
 What to look for:
Well-defined curriculum standards and
learning competencies that are aligned
to DepED and school’s VM. Or, look for
the formulated Curriculum Map for the
submitted unit/chapter plan which
becomes the basis for the checking of
the plan either UBD format or any
other format.
Alignment among S-A-LA (Standards
& learning competencies, Assessment,
and Learning Activities) in the lesson
plans to ensure successful learning and
attainment of the standards by the
students.
Student-centered engaging learning
activities for Acquisition of Knowledge
and skills, Meaning-making or formulation
of generalization or uncovering of big
ideas/enduring understanding,
and opportunities for Transfer of
learning in the lesson plans
Formative Assessments activities that
are embedded in instruction, aligned to
the Unit Assessment Map, and ensure
students’ acquisition of Knowledge and
Skills, potential to Process facts,
generate Understanding, and transfer
learning into a Product. Or, look for a
Unit Assessment Plan and check if 105the
formative assessment activities cascade
 SESSION 3.
Scheduling of Summative
Assessments & Computation
of Grades
(Day 2. AM)

Handout 12. Schedule of Summative Assessments A

Handout 13. Schedule of Summative Assessments B
 Activity 7.
1. Using the Assessment Map, how will
Round
the summative tests be scheduled?
Table
2. What adjustments do you need to
Discussion
make on the schedule of your
summative tests (including the
periodical tests)?
_____________________________________________
Procedure:
1. Reflect on the questions and share your ideas or
insights with your groupmates.
2. Whole group sharing.

107
DISTRIBUTED SCHEDULE OF SUMMATIVE ASSESSMENTS
SET A

Chapter A Chapter B Quarterly

Examination
KNOWLEDGE Chap/Long Test Chap/Long Test Summary Test of
(including (scheduled paper & pen test, (scheduled paper & pen test,
Chap A & B
separate schedule for hands- separate schedule for hands-
Technical Skills) on, oral, or practical test) on, oral, or practical test) (scheduled examination)

Chap/Long Test Chap/Long Test Summary Test of Chap

PROCESS (scheduled paper & pen test,
separate schedule for hands-
on, oral, or practical test)
Chap/Long Test
UNDERSTANDING ( separate schedule for paper
and pen, hands-on, oral, or
practical test)
(scheduled paper & pen test,
separate schedule for hands-
on, oral, or practical test)
Chap/Long Test
( separate schedule for paper
and pen, hands-on, oral, or
practical test)
A& B
(scheduled examination and
separate schedule for hands-on,
oral or practical)
Summary Test of
Chap A & B
(separate schedule)

Chapter Chapter
PRODUCT Performance Performance
Task Task

Assurance of Student Success in Summative Assessments via Multiple

108
Formative Assessments
DISTRIBUTED SCHEDULE OF SUMMATIVE ASSESSMENTS
SET B

Source Combo 1 Source Combo 2 Source Combo 3

KNOWLEDGE Summary of Summary of

Quarterly
(including Long Tests for Long Tests for
Examination
Technical Skills) the Quarter the Quarter

Summary of Quarterly Quarterly

PROCESS Process Tests for Examination Examination
the Quarter

Quarterly Summary of Quarterly

UNDERSTANDING Examination Process Tests for Examination
the Quarter
Summary of Summary of Summary of
PRODUCT Performance Performance Performance
Tasks Tasks Tasks

Assurance of Student Success in Summative Assessments via Multiple

109
Formative Assessments
 COMPUTATION OF GRADE

Source Source Source Sum of Z x % = WT

100
1 2 3 all/total
x100=Z

KNOWLEDGE K1 K2 K3 ZK WTK

PROCESS P1 P2 P3 ZP WTP

UNDERSTANDING U1 U2 U3 ZU WTU

PRODUCT PROD1 PROD2 PROD3 ZPROD WTP

Final SUM OF
Grade WTS

110
 Activity 8. 1. What directions can you explore with
Round Table your teachers regarding your Grading
Discussion System?
2. If assessments give evidence of attaining
the standards, what will your teachers do
to prepare their students to be successful
in the KPUP assessments?
____________________________________________________
Procedure:
1.Reflect on the questions.
2.Share your ideas or insights with your groupmates.

Handout 16. English Unit assessment

111 Map
Handout 13. UAM English – Answer Key
 What to look for:
A common system of computation of
grades for the entire school in
consultation with faculty and parents.
A Unit Assessment Map that reflects
adequate formative assessments geared
towards attainment of the standards
and formation of students who can
make informed decisions, responsible as
well as contributory to the society.
Critical thinking questions that promote
students’ ability to process facts and
information, create meaning or
understanding, and transfer learning into
real life situations..
Different means of assessing
student’s learning outcomes – paper
and pen, practical, hands-on,
experimental, performance tasks, and
many others.
112
 Activity 9. 1. Which of your current supervisory practices have
Round Table been confirmed, or need to be
upgraded/improved?
Discussion 2. What new practices will you now try out to
intensify the quality of instruction and assessment
in your school?
3. How do you communicate this to your teachers?
4.What opportunities for academic excellence can
arise out of implementing DepEd Order 73?
____________________________________________________
Procedure:
1.Reflect on the questions.
2.Share your ideas or insights with your groupmates.

113
Activity 10. 1. Reflect on today’s tasks that you
Final went through.
Reflection
2. Answer F (final) in your IRF
template.
_____________________________________________
Procedure:
1. Write your answer in the IRF Template – F.

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