A file from University of Southern Philippines

1. COUNTING
DATA:Validating Evidences for Classroom-Based
Action Research

7. 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
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.
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

8. 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,
punches. Inand to roll with the
short, they have to be able
think!
able to analyze and evaluate
situation.
critical thinkers!
problem solvers!
team players!
to
 a



 21stpossess century skills!
7

10. K-12
• A curriculum innovation
• Enhanced content and
competencies
• Differentiated Instruction
• Spiral Progression
• Daily lesson logs
• Formative assessment
• Standards-based assessment
• etc.

11. YES WE ARE READY?
HOW ABOUT OUR
GRADUATES?
ARE THEY READY TO
TEACH THE LEARNERS
UNDER THE K-12
CURRICULUM?

13. UNFOLDING THE
CURRICULUM STANDARDS

14. Something to think about…
How do the standards look
like in classroom instruction?
How are they made concrete
in classroom instruction?

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

16. WHAT IS STANDARDS-BASED CLASSROOM INSTRUCTION?
achieves the standards
by using the content as
the vehicle
focuses on
helping
students
meet the
standards
embeds
assessment
of
of
in
the attainment
the standards
instructional
strategies ensures
alignment of
instructional plan,
assessment and
instruction with
the stand1a5
rds
implements
standards that
observable and
measurable
emphasizes
on what students
will be able to know,
understand and do
are

17. WHAT IS
STANDARDS-BASED ASSESSMENT?
16

18. Helping
students
have self-
concept
through
reflective
thinking
activities
17

19. WHAT IS STANDARDS-BASED ASSESSMENT?
An approach that compares
students’ performances to the
standards, rather than comparing
them with other students.
(Dorothy Strater 2006)

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

22. BASES OF THE FRAMEWORK OF THE
K TO 12 GRADING SYSTEM
Standards Standards-based Classroom Instruction
Standards-basedAssessment
Department of Education
Order (DO) Number 73,
DO # 8.

25. SAMPLE K TO 12 CURRICULUM GUIDE- GS

26. SAMPLE K TO 12 CURRICULUM GUIDE- HS
24

27. The Learning Standards
DEPARTMENT OF EDUCATION
English Grade 9 – Module ___
Content Standard:
• answers the
question: What
should students
know (knowledge)
and do (skills)?
• shares the most
important and
enduring ideas,
issues, principles,
skills and habits of
mind
• expresses the
desired results
Performance Standard:
• answers the question: How well
must students do their work?
• presents product or performance
as evidence of learning or
attainment of content standard
• adds value to what students
learned
• demonstrates conceptual
understanding of content and skill
acquisition
• represents real life, authentic task
• encompasses the standard

28. The Learning Standards
DEPARTMENT OF EDUCATION
English Grade 9 – Module 1
Content Standard:
The learner demonstrates
understanding of how Anglo-
American literature and other text
types serve as means of enhancing
the self; also how to use processing,
assessing, summarizing information,
word derivation and formation
strategies, appropriate word order,
punctuation marks and
interjections to enable him/her to
participate actively in a speech
choir.
The learner actively
participates in a
speech choir through
using effective verbal
and non-verbal
strategies based on the
following criteria:
Focus, Voice, Delivery,
Facial Expressions,
Body Movements/
Gestures and
Audience Contact.
Performance Standard:

29. The Learning Competencies (LCs)
DEPARTMENT OF EDUCATION
English Grade 9 – Module ___
1. The Learning Competencies (LCs) are coded. This was initiated in
order to identify learning competencies that are connected and
exhibited spiral progression (from Kinder to Grade 10). These LCs
bear the same code number. This is also connected to the creation of
the LRMDS or Learning Resources Management and Development
System.
You should notice
that:
EN9RC-Ia-16: Share prior knowledge about a text topic

30. The Learning Competencies (LCs)
DEPARTMENT OF EDUCATION
EN9RC-Ia-16: Competency
Subject Grade Level Domain Quarter Week Competency
English Grade 7
Grade 8
Grade 9
Grade 10
Reading Comprehension
Listening Comprehension
Viewing Comprehension
Vocabulary Development
Literature
Writing Composition
Oral Language and Fluency
Grammar Awareness
I
II
III
IV
a
b
c
d
e
f
g
h
i
j
1
2
2.1
2.1.1
(sample)
Subject Grade Level
Domain
Quarter
Week

31. STEP 1 – WHAT WILL I ASSESS?
Standards
Competencies
Assessment
Instruction
25

32. WHAT DO WE ASSESS?
INSTRUCTION
STANDARDS
Content Performance Formation
Standards Standards Standards
Know Do Become
LEARNING COMPETENCIES
ASSESSMENT

33. TYPES OF STANDARDS
What?
How
they
will
use?
29
PERFORMANCE
STANDARD
CONTENT
STANDARD

41. GROUP ACTIVITY

56. THE CHALLENGE :
Formulating appropriate exercise
questions and projects aligned to
the level of learning outcome
and that will bring out or reveal
these learning outcomes.

57. Guide:
how to properly formulate exercises for each level of assessment
assessment using the sample
square?
LEARNING OUTCOME or GUIDE to teachers on each
EVIDENCE OF LEARNING level of ASSESSMENT
EXAMPLE on how to frame the
question/ devise the
Math topic/lesson: Area of a
Square
Level 1
KNOWLEDGE:
the facts and What do you want students
information that to know? (e.g. fact/info:
the students need formula of a square)
to acquire
What is the formula in finding a

58. Guide:
how to properly formulate exercises for each level of assessment
assessment using the sample
problem-solving)
Show that the area of a square
square cm. (process: student to
LEARNING OUTCOME or GUIDE to teachers on each
EVIDENCE OF LEARNING level of ASSESSMENT
EXAMPLE on how to frame the
question/ devise the
Math topic/lesson: Area of a
Square
Level 2
PROCESS:
skills that the
students perform on
What do you want your
facts and
information for the
students to do with what
purpose of
they know? (e.g. solve for
constructing
the area of a square)
meanings or
understandings
What is the area of a square
cardboard whose sides measure 25
centimeters? (skill: computation /
or
whose side measures 5 cm., is 25
prepare a model composed of 25
pcs. of square tiles).

59. Guide:
how to properly formulate exercises for each level of assessment
assessment using the sample
form another shape. What is the
LEARNING OUTCOME or GUIDE to teachers on each
EVIDENCE OF LEARNING level of ASSESSMENT
EXAMPLE on how to frame the
question/ devise the
Math topic/lesson: Area of a
Square
Level 3
What do you want students to
understand? (e.g. Understand
the concept of “Conservation of
UNDERSTANDING: Area”: cut a square into pieces
big ideas and make a different figure -
the area of the new figure will
still be the same as that of the
original square figure)
The sides of a square cardboard
measure 25 centimeters. The
cardboard is cut into 3 pieces to
area of the figure formed? (big
idea: Conservation of Area)

60. Guide: how to properly formulate exercises for each
level of assessment
devise the assessment using the sample
triangular pieces came from had an area
also owns several square paintings of
requested you to cut up any of his
sculpture following the size and shape
are to choose the canvass which when
LEARNING OUTCOME or EVIDENCE OF GUIDE to teachers on each level of
LEARNING ASSESSMENT
EXAMPLE on how to frame the question/
Math topic/lesson: Area of a Square
Level 4
What products or
PRODUCT / performances do you want
PERFORMANCE: students to produce as
Real-life application evidence of their learning or
of understanding/ understanding?(e.g.
transfer of learning to Application of the concept of
real-life situation “conservation of area” to a
real-life situation
You are an interior designer and you
have a client who has a sculpture made
of triangular pieces of wood which were
assembled together to make one whole
art piece. You were told that the
original wooden board where the
of 25 sq.m. The owner of the sculpture
different canvass sizes. Your client
paintings and paste the pieces onto the
of each piece of triangular wood. You
cut up will exactly fit the triangular
pieces. What are the measurement of
the sides of the painting you will choose
to cut up and paste on the pieces of
triangular wood?