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State The Policy and Guidelines On System Assessment of K-12 Basic Education Program and Give Your Comment
State The Policy and Guidelines On System Assessment of K-12 Basic Education Program and Give Your Comment
The Department of Education (DepEd) makes sure that its procedures are
continually improved to guarantee that all students have access to top-notch
fundamental education. The attainment of this objective requires reliable
information and statistics. Reforms to the curriculum and instruction had been
implemented in the K–12 basic education program. The K–12 curriculum sets
new requirements for basic education graduates in terms of content knowledge
and performance standards at various grade levels and critical phases. This
policy outlines how system performance will be evaluated in order to successfully
carry out its duty to guarantee the ongoing improvement of teaching and learning
procedures.
To ascertain what students know and are capable of, a variety of assessment
procedures can be used. However, it is crucial to decide on the goals for the
evaluation and how the results will be conveyed before choosing the assessment
techniques to be employed.
Through what is referred to as a performance task, knowledge, abilities,
and work habits are demonstrated and applied as part of the performance
assessment process. The assignment must be interesting and meaningful to the
students. Students are more engaged and find connections to their personal life
when their assignments are based on their interests. Give pupils a real audience
to whom they can express their learning in order to make their work meaningful
to them. This offers them motivation to put forth effort on the assignment.
Students may take ownership of their learning and work well either independently
or in teams, depending on the task's requirements.
3. Differentiate between product and processes and how to assess the learners.
In order to make important decisions concerning a child, assessments
entail the gathering of information. The information needed to make an
assessment is gathered through a range of techniques, such as the child being
observed, family interviews, checklists and rating scales, unofficial testing, and
formal, standardized assessments. The results of the assessment can be used to
determine whether a child qualifies for special assistance, design lessons, and
track their development.
Process-oriented assessments are built on examining how a student's
learning processes change over the course of a lesson. Through a finished
product that must adhere to certain specifications, product-oriented evaluation
aims to evaluate performance. Product-oriented evaluation simply assigns a
grade for the final product of an assignment, such as an essay. On the other
hand, process-oriented evaluation focuses on the entire assignment process and
assigns grades based on how well each activity in a sequence that produces the
final output is performed.
A real task performance rather than a product is evaluated in the Process-
Oriented Performance-Based Assessment. This calls for on-the-spot
performance while the teacher is in the room. An evaluation tool is required in
this situation. A rubric is the most typical evaluation instrument.
5. In the classroom objectives in making test item teachers are encouraged to use
or select the type of item formats which are best suited for measuring the
DESIRED SKILLS and basis for the BEHAVIOR TO BE TESTED.
The tasks we anticipate the learner performing are described and evaluated by the
objectives. Once we have a clear explanation of the task's objectives (or objectives), we
can analyze those goals by grouping them into several behavioral or goal categories.
Teachers can formulate their teaching goals and select effective teaching methods by
classifying and analyzing objectives.
The term "instructional objectives" refers to both teachers' and students' goals. An
aim is a declaration of a quantifiable learning outcome that is intended to occur as a result
of instruction in this context. The final behaviors that students should exhibit as a result
of receiving education serve as the foundation for instructional objectives. Consequently,
a portion of the terminal behaviors have instructional aims.
However, you'll see that these words are frequently employed in the same
sentence. Since the instructor is responsible for ensuring that the learning objectives are
met, it is possible to define the learning outcomes in terms of observable performance.
These results have been referred to as terminal performances or behavioral aims.
Therefore, we must make sure that the learning objectives we set for our pupils can be
observed or measured.
8. give all the type of test items and its skylines in developing test items
and discuss the qualities of good assessment and its validity.
This data can assist you in determining the areas where students need
more practice and in evaluating the test's overall quality. For example, were the
questions well-written? Was the degree of difficulty suitable? For instance, if test
results are always excellent, you might be doing everything correctly or be in an
exceptional class. However, it's possible that your test didn't measure the things
you wanted it to.
Essay questions
Use words and phrases that let students know what kind of thinking you expect, such as
"identify," "compare," or "critique," when creating an essay-style test. The amount of
time students should spend on each question and the level of information needed in
their responses should be indicated with points (or time limitations). Be mindful of time;
try taking the exam yourself or get a friend to look at the questions.
True or false
• Most frequently used to determine whether students are familiar with the course
material and to look for common misconceptions
Why Enable rapid responses from students so that tests can employ a lot of them to
assess understanding of a variety of subject matter.
Students have a 50% chance of correctly guessing the answer when they are given true
or false questions. In place of true/false questions, multiple choice questions are
frequently utilized because of this.
Matching
By matching each of a set of stems (such as definitions) with one of the options given
on the exam, students respond to matching questions. Since they are frequently used to
test recognition and recall, these questions are most frequently used in courses where
acquiring detailed knowledge is a key objective. The creation and marking of these
questions is typically quick and simple, but students take longer to answer these
questions than they would a similar number of multiple choice or true/false items.
A test purpose is the first step in the construction of a legitimate test. You must be able
to recognize the three elements of a test purpose when given a specific purpose as well
as when given a general description of a test. You'll evaluate information from test
reviews and technical documentation later on in the course, which may or may not
include explicit descriptions of test purpose. You'll need to make the best possible
determination of the test purpose using the information that is available.
9. give your comment adverb commendations on the implementations on
the regional division standardized assessment and its implication to
teachers teaching performance and learners assessment result.
To create system performance indicators and metrics that allow for a
thorough understanding of how well education is being provided, assessment
frameworks are used. Governments can examine performance using this data to
determine the most important areas for planning, intervention, and policy. The
creation of a framework for system performance measurement is often required.
Effective learning outcomes are being used more and more in schools to
evaluate performance. Knowing if the educational system is performing well and
offering feedback for student outcome improvement depend on information.
The connections between classroom practice and the framework for
evaluation and assessment can be strengthened by a number of techniques.
One important link is a focus on teacher assessment as a means of ensuring that
instructional practices are continually improved inside the school. Another tool is
to involve instructors in evaluating their own performance, particularly by seeing
school self-evaluation as a group effort that includes teachers.
Keystone indications for evaluating system performance are provided
through student assessment. At the national and local levels, policymakers, the
general public, administrators, educators, and parents can assess how well
students are currently performing in relation to their learning objectives as well as
how well their improvement goals are being met using the evidence provided by
assessments of student learning.