2. Interview at least 2 Resource Teachers on their use of scoring rubrics in assessing learning.
3. Request my Resource Teachers for a copy (for to photocopy) of the scoring rubrics that he school uses for group projects, student papers, cooperative learning activities.
4. If there are no scoring rubrics are available, I will research on samples of scoring rubrics for student papers, cooperative learning activities, group projects, performances, and the like.
5. I will analyze information gathered from my interview and research.
6. I will reflect on all information gathered.
My Learning Activities Interview
Interview of my Resource Teachers I will ask the following questions:
1. Where do you use the scoring rubrics? (student outputs or products and student acticities)
2. What help have scoring rubrics given you? When there were no scoring rubrics yet, what did you use?
3. What difficulties have you met in the use of scoring rubrics?
4. Do you make sure of holistic and analytic rubrics? How do they differ?
5. Which is easier to use-analytic or holistic?
6. Were you involve in the making of the scoring rubrics? How do you make one? Which is easier to construct – analytic or holistic?
Research
I will research on more examples of holistic, and analytic rubrics.
My Analysis
1. What benefits have scoring rubrics brought to the teaching-learning process?
2. How are scoring rubrics related to portfolio assessment?
3. To get the most from scoring rubrics, what should be observed in the making and use of scoring rubrics?
My Reflections
Can rubrics help make students to become self-directed or independent learners? Do rubrics contribute to assessment AS learning (self-assessment?) What if there were no rubrics in assessment?
Integrating Theory and Practice
1. For diagnostic purposes which type of rubric is more appropriate?
A. Analytic rubric C. Holistic
B. General rubric D. Developmental rubric
2. Which rubric CANNOT provide specific feedback for improvement?
A. Analytic rubric C. Holistic
B. General rubric D. Developmental rubric
3. Which advantage does a holistic rubric over that of an analytic rubric?
A. Takes less time to create C. More direct B. Shorter in content D. More detailed
4. Because of its nature, which can be of greater help for self-directed learning?
A. Analytic rubric C. Holistic
B. Developmental D. Combination of holistic and analytic
My Learning Portfolio
Go over the K to 12 Curriculum Guide and look for at least one competency that needs to be assessed by the use of rubrics. Make a scoring rubric – one analytic and the other holistic.
Remember to focus on assessing the intended outcome.
My Learning Rubric
Field Study 5, Episode 7 –On Scoring Rubrics Focused on:
Examining different types of rubrics used by my Resource Teacher and relating them to assessment.
Name of FS Student: Date Submitted:
Year and section: Course:
Learning Episodes Exemplary
4
Learning Activities All task were done with outstanding quality; work exceeds expectations
4
All or nearly all tasks were done with high quality.
3
Nearly all tasks were done with acceptable quality.
2
Fewer than half of tasks were done, or most objectives were met but need improvement
1 Analysis of the Learning
Episode
All questions/episodes were answered completely; in depth answers; thoroughly grounded on theories. Exemplary grammar and spelling
4
Analysis questions were answered completely.
Clear connection with theories Grammar and spelling are superior
3
Analysis questions were not answered completely.
Vaguely related to the theories
Grammar and spelling acceptable
2
Analysis questions were not answered.
Grammar and spelling unsatisfactory.
1 Reflections/Insights Reflection statements are
profound and clear; supported by experiences from the learning episodes
4
Reflection statements are clear, but not clearly supported by experiences from the learning episodes
3
Reflection statements are shallow; supported by experiences from the learning episodes
2
Reflection statements are unclear and shallow and are not supported by experiences from the learning episodes
1 Learning Portfolio Portfolio is complete, clear,
well-organized and all supporting;
documentations are located in sections clearly designated
4
Portfolio is complete, clear, well-organized; most supporting documentations are available and logical and clearly marked locations
3
Portfolio is incomplete;
supporting documentations are organized but are lacking
2
Analysis questions were not answered Grammar and spelling unsatisfactory
1 Submission of Learning
Episode
Submitted before the deadline 4
Submitted on the deadline 3
Submitted a day after the deadline
2
Submitted two days or more after the deadline
1 COMMENT/S
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
___________________ ___________________
Signature of FS Teacher Date
Above Printed Name
Over-all score Rating:
(Based on transmutation)
8 THE K to 12 GRADING SYSTEM My Learning Episode Overview
With the implementation of the Enhanced Basic Education Curriculum of 2013, more popularly known as K to 12, is a new grading system that is aligned to the new assessment policy of the Department of Education based on DepEd Memo 8, s. 2015 In this Episode, you will be made to observe how this is implemented in schools.
My Intended Learning Outcome
At the end of this Episode, I will able to:
compute students’ grade based on DepEd’s grading policy
give the descriptor of a numerical grade My Performance Criteria
I will be rated along the following
a. quality of my observations and documentation, b. completeness and depth of my analysis
c. depth and clarity of my classroom observation-based reflections, d. completeness, organization, clarity of my portfolio and
e. time of submission of my portfolio.
My Learning essentials
In the K to 12 curriculum, a student’s grade is based on his/her written work, performance task and quarterly assessment.
The weights of the components (written work, performance task and quarterly assessment) vary among groups of subjects from grade 1 to Grade 10 and from Grade 11 and 12 See Tables below:
Weight of the Components for Grades 1-10
1 to 10
Weight of the Components for Grades 11-12 Code
Subjects
Academic Track Technical-Vocational and Livelihood (TVL) / Sports/
Arts and Design Track All other
Components of Summative Assessment
A. Written Work includes “long quizzes and unit or long tests. Other written work may include essays, written reports, and other written output…” It is strongly recommended that items in long quizzes and tests be distributed across the cognitive process dimensions of Anderom and
Krathwohl (2001)” – DepEd Order 8, s. 2015.
The written Work component “ensures that students are able to express skills and concepts in written form”
If you are looking for the application KPUP (knowledge, process, understanding and
performance of DepO. 73, s. 2012) This is it. In assessment, teacher sees to it that written tests assess the cognitive processes of remembering, understanding, applying, analysing, evaluating and creating with emphasis on the higher dimensions.
B. “The Performance Task components allows learners to show what they know and are able to do in diverse ways. They may create or innovate products or do performance-based tasks.
Performance-based tasks may include skills demonstration, group presentations , and work, multimedia presentations, and work, multimedia presentations and research projects.” (DepEd, Order 8, s. 2015).
Reporting Learner’s Program DepEd Order 8, s. 2015 states:
The summary of learner progress is shown quarterly to parents and guardians through parent-teacher conference, in which the report card is discussed. The table below presents the grading scale with its corresponding descriptors and remarks.
Grading Scale
DESCRIPTOR GRADING SCALE REMARKS
Outstanding 90-100 Passed
Very Satisfactory 85-89 Passed
Satisfactory 80-84 Passed
Fairly Satisfactory 75-79 Passed
Did Not Meet Expectations Below 79 Passed
My Map
1. I will interview one Resource Teacher and 5 students.
2. I will write answers of my informants, my Resource Teacher and the 5 students.
3. I will analyze and reflect on their responses and on my observations.
4. I will offer my help to my Resource Teacher for the computation of students’ grades.
5. Together with my learning partner, I will ask her/him and 5 students the interview questions.
6. Analyze my observations with the use of guide questions.
7. Reflect on my observations and analysis.
8. Answer the LET – like test items.
9. Come up with my portfolio.
My Learning Activities
Activity 1: Interview of Resource Teacher
Interview Guide Questions for Resource Teacher Based on DepEd Order 8, s. 2015:
1. What are the bases for grading?
2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11 to 12. Give an example.
3. How do you compute grades at the end of the school year?
4. What descriptors and grading scale are used in reporting progress of learners?
5. What are the bases for leaners’ promotion and retention at the end of the school year?
6. What is the report on learners’ observed values?
Activity 2: Interview of 5 Students Interview Guide Questions for 5 Students 1. What do you like in the new grading system?
2. Do you have problems with the new grading system. If there is, what?
3. Does the new grading system give you a better picture of your performance? Why or why not?
My Learning Activities
Activity 3: Grade Computation
Show sample computations of a grade in a subject of your choice either from Grade 1 to 10 or from Grades 11 to 12. Show the percentage contributions of written work, performance tasks and quarterly assessment. Then give the descriptor. (Ask you Resource Teacher for his/her help).
Subject: Grade:
Steps
1. Get the total score for each component.
Learner’s Raw Score Highest Possible Score
Written Work 1
2
3
4
5
Learner’s Raw Score Highest Possible Score Performance Task 1 2
3
4
Quarterly Assessment (Test) Learner’s Raw Score Highest Possible Score
2. Obtain the Percentage Score for each of the component by dividing the total raw score by the highest possible score then multiply the quotient by 100%.
Percentage Score of Written Work ____
Percentage Score of Performance Task ____
Percentage Score of Quarterly Assessment ____
3. Convert Percentage Score to weighted scores by multiplying the percentage score by the weight of the component. Refer to Tables on weights of Components per subject for Grades 1 to 10 and for Grades 11 to 12 on pp. 91-92.
The Weighted Score of Written Work ____
The Weighted Score of Performance Task ____
The Weighted Score of Quarterly Assessment ____
4. Add the weighted Scores of each component. This will give you the initial grade.
5. Transmute the Initial Grade using the Transmutation Table in Appendix G.
6. Give the descriptor of the computed final grade of the subject. Refer to Table of Descriptors on p. 92.
My Analysis
Analyze data and information gathered from the interview.
1. Do teachers/students like the new grading system? Why or Why not?
2. What are the good points of the new grading system?
3. What are teachers challenged to do by this new grading system?
4. Do you favour the distribution of percentages of written work, performance tasks and quarterly assessment?
5. Do Anderson’s and Krathwohl’s cognitive process dimensions include Kendall’s and Marzano’s (retrieval, understanding, analysis and knowledge utilization)?
6. Did you like the experience of computing grades? Why or why not?
My Reflections
In an era where the emphasis is self-directed learning, demonstration of knowledge, skills and values learned (outcomes-based education) do grades really matter?
What are your thoughts about the reflection of core values of the Filipino child in the Report Card?
2. Points for improvement
Integrating Theory and Practice
1. Which is the percentage contribution of quarterly assessment to the grade of the student from Grade 1 to 10?
A. 15% C. 25%
B. 20% D. 30%
2. Does quarterly assessment have the same percentage weights for all the subject, for all the tracks in Grade 11-12?
A. Yes C. Yes, only for the academic track
B. No D. It depends on schools.
3. Which is the percentage contribution of written work to the grade of the Grade 1-10?
A. 50% C. 40%
B. 20% D. 30%
4. In MAPEH and TLE, which contribute/s heaviest to the student grade?
A. Performance tasks C. Quarterly assessment
B. Written work D. Quarterly assessment and performance tasks 5. Based on percentage contribution to the grade, what can be inferred from the DepEd’s emphasis on learning and assessment?
A. The emphasis depends on the grade level of the subjects.
B. All components are being emphasized.
C. The emphasis for all Grade 1-10 subjects is on performance tasks.
D. The emphasis is on quarterly assessment.
6. A student gets a numerical grade of 80. What is his descriptor for his level of proficiency?
A. Satisfactory C. Very Satisfactory
B. Fairly Satisfactory D. Dis not meet expectations
7. I get a grade of 90. What is its descriptor?
A. Satisfactory C. Very Satisfactory
B. Fairly Satisfactory D. Did not meet expectations 8. Which is described as “did not meet expectations”?
A. Below 75% C. Below 74%
B. Below 76% D. Below 72%
9. If a student failed to meet standards, which descriptor applies?
A. Developing C. Poor
B. Beginning D. Did not meet expectations
10. How is the final grade per subject for Grade 11 to 12 obtained?
A. Get the average of the grades for the 2 quarters B. Get the average of the grades for the 4 quarters
C. Get the average of the grades of all subjects for the 2 semesters.
D. Get the average of the grades of all subjects for the 4 semesters.
11. Which is/are TRUE of MAPEH when it comes to grade computation?
I. The quarterly grade is the average of the quarterly grades in the four areas – Music Arts, Physical Education and Health (MAPEH)
II. Individual grades are given to each area (MAPEH)
III. There is one grade for Music and Arts, PE and Health because they are related.
A. I only C. I and II
B. I and II D. II only
12. Which is TRUE of Kindergarten grades?
A. Grades are computed like the grades in Grade 1.
B. There are numerical grades with descriptions C. There are no numerical grades.
D. Remarks like Passed and Failed are used.
13. At the end of the school year, which is/are TRUE of grades?
I. The General Average is computed by dividing the sum of all final grades by the total number of learning areas.
II. Each learning area has equal weight in computing for the General Average.
III. The Final Grade per learning area and the General Average are reported as whole numbers.
A. I and II C. I and III
B. II and III D. I, II and III
14. Who is retained in the same grade level for Grades 1 to 10? Any students who did not meet expectations ______.
A. in three or more learning areas B. in 2 learning areas
C. in four learning areas
D. as shown in the general average
15. What happens when a student in Grade 1 to 10 did not meet expectations in two learning areas?
A. Retained in the same level
B. Promoted to the next grade level after passing remedial classes for learning areas with failing mark
C. Promoted in the next grade level but has back subjects in the lower grade level D. Is not accepted for enrolment in the school
My Learning Portfolio
Show sample computations of a grade and a subject of your choice different from what you gave in Activity 3. Show the percentage contribution of written work, performance task and quarterly assessment.
My Learning Rubric
Field Study 5, Episode 8 –Thee K to 12 Grading System Focused on:
Compute students’ grade based on DepEd’s grading policy
Give the descriptor of a numerical grade
Name of FS Student: Date Submitted:
Year and section: Course:
Learning Episodes Exemplary
4
Learning Activities All task were done with outstanding quality; work exceeds expectations
4
All or nearly all tasks were done with high quality.
3
Nearly all tasks were done with acceptable quality.
2
Fewer than half of tasks were done, or most objectives were met but need improvement
1 Analysis of the Learning
Episode
All questions/episodes were answered completely; in depth answers; thoroughly grounded on theories. Exemplary grammar and spelling
4
Analysis questions were answered completely.
Clear connection with theories Grammar and spelling are superior
3
Analysis questions were not answered completely.
Vaguely related to the theories
Grammar and spelling acceptable
2
Analysis questions were not answered.
Grammar and spelling unsatisfactory.
1 Reflections/Insights Reflection statements are
profound and clear; supported by experiences from the learning episodes
4
Reflection statements are clear, but not clearly supported by experiences from the learning episodes
3
Reflection statements are shallow; supported by experiences from the learning episodes
2
Reflection statements are unclear and shallow and are not supported by experiences from the learning episodes
1 Learning Portfolio Portfolio is complete, clear,
well-organized and all supporting;
documentations are located in sections clearly designated
4
Portfolio is complete, clear, well-organized; most supporting documentations are available and logical and clearly marked locations
3
Portfolio is incomplete;
supporting documentations are organized but are lacking
2
Analysis questions were not answered Grammar and spelling unsatisfactory
1 Submission of Learning
Episode
Submitted before the deadline 4
Submitted on the deadline 3
Submitted a day after the deadline
2
Submitted two days or more after the deadline
1 COMMENT/S
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
___________________ ___________________
Signature of FS Teacher Date
Above Printed Name
Over-all score Rating:
(Based on transmutation)
9 REPORTING STUDENTS’ PERFORMANCE My Learning Episode Overview
If we have to work with parents for the education of children, we have to inform them about the children’s progress in school in the same way that we give the students feedback regarding their performance. School vary in their practice of reporting students’ performance..
This is what you will find out on this Episode.
My Intended Learning Outcomes
At the end of this Episode, I must be able to:
state the reason(s) why grades must be reported to parents
describe what must be done to make grade reporting meaningful My Performance Criteria
I will be rated along the following
a. quality of my observations and documentation, b. completeness and depth of my analysis
c. depth and clarity of my classroom observation-based reflections, d. completeness, organization, clarity of my portfolio and
e. time of submission of my portfolio.
My Learning Essentials
1. Reporting students’ performance at least four times a year is a regular practice of schools. A card-getting day is usually set for this purpose.
2. Reporting students’ performance is done usually by means of a Report Card.
3. Reporting students’ progress to parents is a must. This is a way to show parents their children’s progress in relation to the standards. These standards are supposed to have been explained to parents and students at the beginning of the school year.
My Map
1. I will read My Learning Essentials.
2. With my learning partner, I will interview at least two (2) Resource Teachers in different schools on classroom and school practice in giving feedback to students and reporting chilfren’s performance to parents
3. I will observe a Homeroom meeting.
4. I will research on best practices on the reporting of grades.
5. I will analyze and reflect on information gathered.
6. I will come up with my learning portfolio.
My Learning Activities Activity 1 – Interview Interview Questions:
1. How do you give feedback to your students regarding their performance? When do you give feedback?
2. How do you report students’ performance to parents? Does the school have a regular way of reporting grades to parents?
3. What problems on grade reporting did you encounter with parents? How do you address it/
them?
4. Was it east for you to report students’ performance to parents? What were challenges?
Activity 2 – Attendance in Homeroom Meeting
If it is possible, attend a Homeroom meeting on Card-Getting Day. Outline the parts of the meeting. Describe how the Resource Teachers communicated learners’ assessment results and grades to parents.
1. What are the parts of Homeroom meeting?
2. How did the Resource Teachers communicate learners’ assessment and grads to parents?
My Analysis
1. In the Homeroom meeting, did the teachers reporting and communicating of grades take place smoothly? Or were there instances when discussions became heated because of the way
reporting was handled? Describe your observations.
My Reflections
1. Grades are often a source of misunderstanding. How should I do reporting so that it will result to effective learning?
Integrating Theory and Practice
1. Why must grades be reported to parents?
1. Why must grades be reported to parents?