STANDARDS-BASED ASSESSMENT IN K-12 AS BASIS FOR OUTCOME-BASED ASSESSMENT IN TEACHER EDUCATION Presented by: LORNA DIG-DINO Assistant Secretary for Programs & Projects Department of Education During the Conference of the PHILIPPINE ASSOCIATION FOR TEACHERS OF EDUCATIONAL FOUNDATIONS Bayview Hotel, Manila August 24, 2013
Outline Purpose of Assessment Standards-Based Assessment under the Enhanced Basic Education Program(K-12 Curriculum) Outcome-based Assessment in Teacher Education
PURPOSE OF ASSESSMENT Monitor learning achievement: assess KSA s stakeholder Satisfy different stakeholders: Learners, families, communities Teachers, schools Educations systems International agencies Interests Am I passing? Are they learning What are they learning? Are we doing a good job? Are results consistent w/ national policies? Is schooling efficient? How does this country compare with others? - Furniss, Elaine
PURPOSE OF ASSESSMENT Responsibility for student learning does not belong to the students themselves; also belongs to teachers and education systems. -Berryman, S International analyses provide comparisons between countries, inputs for setting standards, and a way to collaborate to operationalize educational goals. Foreword Knowledge & Skills for Life Results from PISA 2000 OECD Paris 2001
ALIGNMENT OF ASSESSMENT TO THE K-12 OVER-ALL GOAL, DEPED VISION AND MISSION AND PQF EFFECTIVE INSTRUCTION K-12 Over-all Goal DepEd Vision, Mission, Core Values Philippine Qualifications Framework (PQF) ASSESSMENT
THE PHL QUALIFICATIONS FRAMEWORK LEVEL BASIC EDUCATION TECHNICAL EDUCATION AND SKILLS DEVELOPMENT HIGHER EDUCATION L8 DOCTORAL AND POST DOCTORAL L7 POST BACCALAUREATE L6 BACCALAUREATE L5 DIPLOMA L4 NC NC IV IV L3 NC III L2 GRADE 12 NC II L1 GRADE 10 NC I
DEPED PQF ARTICULATION FOR GRADES 10 & 12 Domain Level 1 Level 2 Knowledge, Skills, Values Possess foundational knowledge across a range of learning areas with core competencies in communication; scientific, critical and creative thinking; and the use of technologies. Have an understanding of right and wrong; one s history and cultural heritage; and deep respect for self, others and their culture, and the environment. Possess functional knowledge across a range of learning areas and technical skills in chosen career tracks with advanced competencies in communication; scientific, critical and creative thinking; and the use of technologies. Have an understanding of right and wrong; one s history and cultural heritage; and deep respect for self, others and their culture, and the environment.
DEPED PQF ARTICULATION FOR GRADES 10 & 12 Domain Level 1 Level 2 Application Apply foundational knowledge, skills, and values in academic and real-life situations through sound reasoning, informed decisionmaking, and the judicious use of resources. Apply functional knowledge, technical skills and values in academic and real-life situations through sound reasoning, informed decision-making, and the judicious use of resources. Degree of independence Apply skills in limited situations with close supervision. Apply skills in varied situations with minimal supervision. Presented by ProgCom to DepEd ExeCom, August 16, 2013
DepED Vision We dream of Filipinos 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.
DEPED MISSION To protect and promote the right of every Filipino to quality, equitable, culture-based and complete basic education where: Students learn in a child-friendly, gender-sensitive, safe and motivating environment Teachers facilitate learning and constantly nurture every learner Administrators 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 lifelong learners.
DEPED CORE VALUES Maka- Diyos Makatao Makakalikasan Makabansa Pananampalataya Pagdama at pag-unawa sa damdamin ng iba Pagpapahalaga sa kalikasan Pananagutang panlipunan Pag-asa Paggalang Pangangalaga ng kapaligiran Pagkakapantaypantay ng lahat ng tao Pagmamahal Kabutihan Pagmamalasakit sa kabutihan ng nakararami Espirituwalidad Pagmamalasakit sa kapwa
OVERALL GOAL Over-All GOAL of the Enhanced Basic Education Program (K-12 Curriculum) 12
STANDARDS-BASED ASSESSMENT Standards : Communicate goals that the school systems, schools, teachers and students achieve Provide targets for teaching and learning Shape the performance of teachers and students -Chisholm, L et al Standards-based assessments compare each student s performance to academic standards.
K-12 STANDARDS-BASED ASSESSMENT to ensure : teachers will teach to the standards students will aim to meet or even exceed the standards
K-12 LEARNING OUTCOMES competencies content and performance standards Desired outcomes= expectancies Communicative competence Think intelligently, critically & creatively in life situations Make informed and values-based decisions Perform their civic duties Use resources sustainably Participate actively in artistic & cultural activities and in the promotion of wellness and lifelong fitness -DepEd Order 31s. 2012
EXPECTANCIES: CONTENT AND PERFORMANCE STANDARDS>COMPETENCIES Content standards define what Learners are expected to know (K:facts and information) what they should do be able to do(process or skills) w/ what they know the meanings or understandings that they construct or make as they process the facts and information Content standards > Unpacked in terms of learning competencies: adopted as instructional objectives DepEd Order 73. s2012
LEVEL OF ASSESSMENT of LEARNING OUTCOMES PERCENTAGE WEIGHT Knowledge(facts & information acquired) 15% Process or skills(cognitive operations that the students performs on facts & information for the purpose of constructing meanings & understanding) 25% Understanding(s) (enduring big ideas, principles, & generalizations, inherent to the discipline) 30% Products/Performance(real-life application of understanding as evidenced by the student s performance of authentic tasks) 30% Total 100%
Level of Assessment Knowledge level Process or skills level Understandings Products or performance Answers the Questions What do we want students to know? How do we want them to express or provide evidence of what they know? What do we want the students to do what they know? How do we want them to provide evidence of what they can do with what they know? What do we want the students to understand? How do we want them to provide their understanding? What do we want the students to do with their learning? How can they demonstrate the use of what they have learned in real life? Tools Paper-&-pencil test (multiple choice, true-false, matching), constructed response type (w/ rubric as a scoring guide) Outline, organize, analyze, interpret, translate, convert, or express information in another format; draw analogies, construct graphs, models, flowchart and mind maps or graphic organizers, text to diagram etc Explain, interpret, apply, give perspective, etc Participation in group project, experiment,
Use of Multiple Measures quizzes participation projects periodical tests homework tools or measures for the different levels of assessment
Use of TIMELY Feedback > to identify areas of improvement > to strategically plan how to address learning deficiency.
Levels of Proficiency > based on numerical value of the results of the student s performance on various levels of assessment.
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
K-12 standards-based, classroom-based: ASSESSMENT FOR LEARNING.
K-12 STANDARDS-BASED ASSESSMENT AS BASIS FOR AN OUTCOME-BASED ASSESSMENT AT TEACHER INSTITUTIONS Alignment to the outcome-based curriculum and the PQF Exposure/Immersion in the K-12 standards-based assessment Shift from individual learner s responsibility for learning to shared responsibility Develop master teacher
EFFECTIVE INSTRUCTION H I G H Skill Will Science of teaching T s pedagogical and content knowledge. determines how well Ts know the subject and how well they can help students learn it. -Art of teaching -Teacher s passion - Involves teacher s drive to help all students be successful.
A TRUE COMMITMENT IS A HEARTFELT PROMISE TO YOURSELF FROM WHICH YOU WILL NOT BACK DOWN. -David Mcnally
Thank you! MOVE ON WITH LOVE! (MOL) GOD BLESS! LORNA DIG-DINO