guidelines on the assessment & rating of learning … … · · 2014-08-03results of the...

Tel. Nos. : 345-4378 / 345-4698 / 345-3216 (Trunk lines) Telefax No. : 343-6279 Website : http://www.shs-adc.edu.ph

President’s Office : 422-7475 GS Asst. Principal’s Office : 420-4323 HS Asst. Principal’s Office : 422-4323

宿务亚典耀圣心学校

H. ABELLANA STREET, CANDUMAN, P.O. BOX 3, MANDAUE CITY, 6014, CEBU, PHILIPPINES

Guidelines on the Assessment & Rating of Learning Outcomes, Grading System and Honors & Awards

I. Guidelines on the Assessment & Rating of Learning Outcomes

A. Nature and Purpose of Assessment 1. Assessment shall be used primarily as a quality assessment tool for the following:

a. To track student progress in the attainment of standards, namely, content, performance, and

formation standards (Please refer to SHS-AdC Curriculum Guide, Form 4); b. To promote self-reflection and personal accountability for one’s learning; and c. To provide a basis for the profiling of student performance

2. Assessment shall be holistic, with emphasis on formative or developmental purpose of quality assuring student learning.

3. Results of the assessment across levels should be fed back immediately to the students.

Students need to learn from the results so they know what to improve further, and then they can plan strategically how they can address any learning deficiency.

B. Implementation Schedule School Year 2014 – 2015 - Grades 1 & 7 School Year 2015-2016 - Grades 2-6 & 8-10

C. Levels of Assessment (DepEd Order No. 73, series 2012) The learning outcomes are defined by level: knowledge, process or skill,

understanding, and products and performances. These levels shall be the outcomes reflected in the class record and shall be given corresponding percentage weights as follows:

Level of Assessment Characteristics Percentage

Weight Knowledge (including technical skills)

Assess students’ ability to recall facts and information and use skills leading to one pre-existing answer to the questions:

ü has a single right answer ü has a single way to solve problem ü has a pre-existing answer

Guide Questions: What do you want students to know? How do we want them to express or provide evidence of what they know?

15%

Process or Skills (including cognitive skills)

Assess students’ ability to use several skills sophisticatedly or in a complex manner:

ü answers a complex or divergent questions ü requires connections among concepts and subjects ü has more than one good answer ü requires the development of a strategy for addressing the question ü employs the use of higher order thinking skills ü requires the students to perform a task or produce an output but

may not be in real life situations Guide Questions: What do we want students to do with what they know? How do we want them to provide evidence of what they do with what they know?

25%

Understanding (s) 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 conclusions, generalizations, or meaning using

30%



several materials or situations as bases Guide Questions: What do we want students to understand? How do we want them to provide evidence of their understanding?

Level of Assessment Characteristics Percentage

Weight Transfer Tasks (Products and Performances)

A task when done by students reveals 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 audience and the kind of restraints and opportunities an adult would find in a similar setting They are evidence of what we want students to tell us about the use in real life that they can make of what they have learned in our subjects Provides engaging scenario based on G – goal, R – role of the student, A – audience, S – situation, P – product/performances, and S – standards or criteria. This must reflect the FACETS OF UNDERSTANDING MUST be given at the very start of every unit to allow gradual and timely TRANSFER of pupils’ understanding of the process and knowledge aligned with the TRANSFER GOAL; MUST be AUTHENTIC in product, task, and audience; hence REAL-LIFE; INTERDISCIPLINARY in approach Guide Questions: What product(s) or performance(s) do we want students to produce as evidence of their learning or understanding? Or, how do we want them to provide evidence that they can use or transfer their learning to real-life situations?

30%

Total 100% D. Types of Assessments 1. Formative Assessments

ü May precede instruction in a form of pre-assessment or diagnostic (e.g. pretest, inventory/survey, KWL, checklist, observation, self-dialogue, questioning, etc.)

ü Provide sound feedback on student learning. It should be frequent, give students a clear picture of their progress and how they might improve, and provide encouragement (e.g. conference, peer evaluation, 3-minute pause, observation, talk around, questioning, homework, exit card, seatwork, quiz, activity sheets, journal entry, self-evaluation, portfolio entry, skill inventory, board work, etc.)

ü Assess readiness of the learners for the higher levels of assessment such as PROCESS, UNDERSTANDING, and TRANSFER

ü Recorded but not graded. Results may be one of the bases for academic interventions, namely, corrective instruction, remediation, scaffolding, and enrichment. Researches reveal that Differentiation Approach is the pedagogy that would yield better student achievement.

ü Formative sheets are RETURNED to pupils as a feedback mechanism and guide for parents on the progress of their children

2. Summative Assessments

ü Anchor on the content, performance, and formations standards, not just the learning competencies

ü Summative tests are to be given at the end of every unit or may be divided into sub-units for LONG UNITS (if more than 2 weeks)



ü 80% of the class MUST achieve 75% level of accuracy/proficiency based on many formative assessments prior to administering a SUMMATIVE TEST;

ü MUST observe the following levels of assessment, namely, KNOWLEDGE (15%), PROCESS (25%) and UNDERSTANDING (30%) and PERFORMANCE PRODUCTS (30%)

ü UNIFIED GENERIC RUBRICS to be used per subject area to assess PROCESS and UNDERSTANDING levels of assessments.

ü RECORDED and GRADED; and ü Corrected summative test sheets are RETURNED to pupils but not brought home for

the purpose of test item analyses and banking. However, a list of assessed learning competencies with students’ score be communicated to parents/guardians. If desired, parents/guardians may see the child’s corrected summative assessments at the Principal’s Office.

ü In general, the same assessment can be used formatively and summatively. It’s what your purpose is for administering the assessment and what you do with the information gained from the assessment that determines whether it is formative or summative Ø When results are used to guide ongoing teaching and learning, the assessment is

formative Ø When results are used to give a grade for mastery or proficiency, the assessment is

summative • Teachers are enjoined to employ Differentiation Approach to respond to students’ diverse learning needs.

D. Levels of Proficiency

1. The performance of students shall be described in the report card, based on the following levels of proficiency:

Level of

Proficiency Letter Grade in the Report

Card

Equivalent Numerical Grade

Description The student at this level …

Excellent Ex 95% and above demonstrates mastery of the core requirements in terms of knowledge, skills and understandings, and can transfer them excellently and flexibly through authentic performance tasks

Advanced A 90-94% exceeds the core requirements in terms of knowledge, skills and understandings, and can transfer them automatically and flexibly through authentic performance tasks

Proficient P 85-89% has developed the fundamental knowledge and skills and core understandings, and can transfer them independently through authentic performance tasks

Approaching Proficiency

AP 80-84% has developed the fundamental knowledge and skills and core understandings and, with little guidance from the teacher and/or with some assistance from peers, can transfer these understandings through authentic performance tasks

Developing D 75-79% possesses the minimum knowledge and skills and core understandings, but needs help throughout the performance of authentic tasks

Beginning B 74% and below struggles with his/her understanding; prerequisite and fundamental knowledge and/or skills have not been acquired or developed adequately to aid understanding

2. The final grade is the average of the student’s grade from 1st to 4th quarter



D. Computation of Grades by Level of Assessment per Grading Period

E. Promotion and Retention

1. Promotion and retention of students shall be by subject. 2. Students whose proficiency level is BEGINNING (B) at the end of the quarter shall be

required to undergo remediation after class hours so that they can immediately catch up as they move the next grading period.

3. If by the end of the school year, the students are still at the BEGINNING level in a. 1 or 2 academic subjects, they shall be required to take summer classes b. 3 or more academic subjects, they shall be retained or advised to transfer to another

school. EVELYN P. LATONIO LEA P. AMORES Assistant Principal – High School Assistant Principal – Grade School ROBERTO JOSEPH A. GALVAN ANNIE F. ABUCAY Acting Principal – High School Acting Principal – Grade School

Rev. Fr. MANNY UY, SJ School President

June 26, 2014

Levels of

Assessment Source 1

Source 2

Source 3

𝑺𝒖𝒎 𝒐𝒇 𝒂𝒍𝒍 𝒕𝒐𝒕𝒂𝒍

𝒙 𝟏𝟎𝟎= 𝒁

Z 𝒙 % 𝟏𝟎𝟎

= WT

KNOWLEDGE (15%)

K1 K2 K3 ZK WTK

PROCESS (15%)

P1 P2 P3 ZP WTP

UNDERSTANDING (30%)

U1 U2 U3 ZU WTU

PRODUCT (30%)

PROD1 PROD2 PROD3 ZPROD WTP

FINAL GRADE SUM OF WTS



Conduct Grading System

Rationale

An Ateneo Hearter’s conduct is rooted in his relationship with Christ. Jesus Christ is the model and standard for his relationships with himself and others. Thus, the value of Christ-‐centeredness is the lens through which he views all the other core values. The Ateneo Hearter strives to be competent because he wants to be like Christ. He strives to be compassionate because he wants to be like Christ. Likewise, he strives to be a person of character, conscience, culture and community because these are qualities he wants to emulate in Christ.

The Revised Conduct Grading System attempts to be more reflective of the formation that the School hopes to provide its students. The following are the major behavioral qualities expected of students:

Christ-‐centeredness as manifested in one’s:

a) prayer life (As a Christ-‐centered individual, the student strives to show a respectful disposition during prayer.)

i. Shows respectful or reverent disposition during prayer time ii. Shows respect for religious symbols and sacred places

b) relationship to oneself and with others (As a person of Conscience and

Character the student strives to show self-‐discipline and respect for others.) i. Respect for persons, places and things

a. Observes neatness in appearance b. Listens attentively and politely c. Acknowledges mistakes and apologizes for them d. Shows respect for authority and regulations e. Shows courtesy to his classmates, teachers and other school

personnel f. Respects the opinions and differences of others g. Takes care of personal and other’s possessions, and school

property h. Follows the rules of any game i. Shows respect and fairness in dealing with teammates and

competitors (sportsmanship) ii. Cooperation

a. Participates actively in class discussions b. Accepts and carries out his share of work c. Follows group plans & decisions

c) attitude toward school work (As a person of Competence, the student strives to

show the values of responsibility, punctuality, industry, honesty and orderliness.) i. Effort as manifested in the student’s participation in class, recitation, submission, cooperation, etc.

ii. Responsibility a. Observes willingly school procedures and classroom routines (e.g.

wearing of ID, etc.). b. Brings necessary school materials c. Performs assigned roles/tasks to the best of one’s ability

iii. Punctuality a. Comes to class or any activity on time b. Submits quality work on time

iv. Industry a. Performs consistently in day-‐to-‐day activities b. Performs according to one’s capacity c. Takes initiative in accomplishing assigned tasks

v. Honesty/Integrity a. Submits original work b. Returns lost items c. Acknowledges the contribution of others to one’s work

vi. Orderliness a. Ensures that one’s work is neat and clean b. Keeps one’s surroundings tidy and clean

d) service to the community (As a person of Compassion, Community, and Culture,

the student strives to be a servant leader who shows generosity to the community and respect for the environment.)

i. Solidarity with the less fortunate and observes simplicity in one’s lifestyle.

ii. Servant-‐leadership a. Leads others to recognize and to do what is good and right b. Willingly helps anyone who needs help without expecting reward c. Volunteers and participates actively in service and outreach

activities d. Humbly gives and accepts feedback

iii. Respect for the environment a. Conscientiously observes school procedures on waste and

resource management (re-‐use, recycle paper, plastic bottles, and the like; reduce waste)

b. Conserves water and energy (turn off lights and fans when not in use)

c. Cares for all living things iv. Generosity as shown when the student willingly shares talents and

resources to the maximum. Conduct Grades Depending on the extent manifested of the traits, each subject teacher gives to students the following conduct grades:

A The student consistently shows all the qualities to an exceptional degree. S/he serves as an example to other students.

B+ The student often shows most of the qualities and generally serves as an example to other students.

B The student satisfactorily embodies the qualities described. The student exhibits most of the qualities but needs to exert more effort in others.

C+ The student manifests the qualities to some extent with a few oral reminders.

C The student manifests the qualities to some extent. The student needs to be reminded to exhibit expected behavior. Student may have been referred to the DOSS for less serious discipline concern.

D Student has been constantly reminded of the expected behavior. Student has accumulated a series of offenses that have been referred to the DOSS.

U Student has committed a serious or grave offense and has been referred to the DOSS.

Guidelines 1. Each subject teacher inputs a letter grade (A, B+, B, C+, C, D, U) for each of the trait

categories. 2. The grading program assigns a numerical value for each of the letter grades. 3. The grading program gets the average of the categories per subject teacher to reflect

the student’s class behavior in a particular subject. The average grade is reflected next to the student’s academic grade in every quarter.

4. The grading program also gets the average of each of the trait categories for all the teachers to reflect which aspect of the student’s behavior needs to be commended and improved. The average grade for each of the behavioral trait is reflected in the student’s report card.

Report Card Format

Subjects Grading Period

Academic Grade Conduct Grade English AP 84.0 B+ Filipino P 87.0 A Math P 86.0 B+ Science A 90.0 B+

Average Academic Grade

Average Conduct Grade

Average

Christ-‐centeredness as manifested in an Ateneo Hearter’s behavior qualities:

Subject teachers’ average conduct grade

for the quarter 1. Prayer Life

As a Christ-‐centered individual, the student strives to show a respectful disposition during prayer.

B

2. Relationship with oneself and others As a person of conscience and character the student strives to show self-‐discipline and respect for others.

B+

3. Attitude toward work As a person of competence, the student strives to show the values of responsibility, punctuality, industry, honesty and orderliness

B+

4. Service to the community As a person of compassion, community, and culture the student strives to be a servant leader who shows generosity to the community and respect for the environment.

B

EVELYN P. LATONIO LEA P. AMORES Assistant Principal – High School Assistant Principal – Grade School ROBERTO JOSEPH A. GALVAN ANNIE F. ABUCAY Acting Principal – High School Acting Principal – Grade School


June 26, 2014



FIRST HONORS/GOLD MEDAL 1. A general average of Ex (95.0)

2. An average grade of at least A (90.0) in each academic subject 3. An average conduct grade of B or higher

4. A club grade of Very Satisfactory (VS) or higher

SECOND HONORS/SILVER MEDAL 1. A general average of A (93.0)

2. An average grade of at least P (88.0) in each academic subject 3. An average conduct grade of B or higher


THIRD HONORS/BRONZE MEDAL 1. A general average of A (90.0)

2. An average grade of at least P (86.0) in each academic subject 3. An average conduct grade of B or higher


EVELYN P. LATONIO LEA P. AMORES Assistant Principal – High School Assistant Principal – Grade School ROBERTO JOSEPH A. GALVAN ANNIE F. ABUCAY Acting Principal – High School Acting Principal – Grade School


June 26, 2014

guidelines on the assessment & rating of learning … … · · 2014-08-03results of the...

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