STRATEGIC

INTERVENTION
MATERIALS
• Strategic Interventions are exclusively
designed for those students who are really
in need of an intensive learning care of the
teachers.
• These students are maybe one or two
below the standard deviations of means
according to the results of standardized
testing.
• These are also those students who are a
year below grade level.
RATIONALE
• Why are you undertaking the project?
• Why is the strategic intervention material
needed?
• This rationale should be placed within the
context of existing research or within your
own experience and/or observation.
• You need to demonstrate that you know what
you’re talking about and that you have
knowledge of the literature surrounding this
topic.
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ASSESSMENT
CARD
Purpose of Assessment:

• To assist student learning.

• To identify students’ strengths and
weaknesses.
• To assess the effectiveness of a particular
instructional strategy.
• To assess and improve the effectiveness of
curriculum programs.
• To assess and improve teaching effectiveness.
• To provide data that assist in decision making
• To communicate with and involve parents.
Types of Assessment:

• Diagnostic
• Formative
• Summative
AUTHENTICITY
• Authentic assessment is an
assessment that is aligned with
the classroom objectives and
that reflects real-world
applications
VARIETY
• Use a variety of assessment
techniques: traditional and
non-traditional
• Include all three domains –
cognitive, affective,
psychomotor
VOLUME
• The quantity of assessment which
contributes toward the final result need
only be the minimum amount
necessary to ensure a valid result. . . .
Students resent over-assessment
which often occurs across their course
because each subject teacher believes
his/her workload is reasonable.
It is not surprising that examiners may
be tempted to set assessment with
more regard for ease of marking than
for educational benefit.
VALIDITY
• The extent to which the
assessment measures
performance on the aspects of the
course which are important
• In some sense, validity and
authenticity are synonymous; to be
valid, a test must explicitly reflect
and measure the course’s
objectives.
RELIABILITY
• A test can be valid, but not reliable.
• Teachers can facilitate reliability; for
example, using a rubric—and allowing the
students to have copies of it—is one
method for ensuring reliability when
grading a research paper.
• The hallmark of assessment reliability is
the reproducibility of assessment results.
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REFERENCE CARD
SIM must be accompanied by 'Study' (Classroom-based Research)
*Topics for SIM must be Least Mastered Skill (identify based on
quarterly exam). For example, the topic “density” is not least mastered
skill, as she explained.
*SIM must be easy to reproduce
*Consider Time Allotment for your SIM. Is it ideal for 1 period or 2
periods?
*SIM is not student project, avoid using glitters or bright colors which
might cause difficulty in reproducing your SIM
*Do not copy ideas. Copyrighted materials or entity should not be used
in your SIM, like 'Naruto' or “super Mario” (your design should be
original)
*Don’t use prominent personalities, like 'artista', putting TV
Personalities on the cover of students’ notebooks
*Your SIM is intended for Individualized Instruction (I.I.)
• SIM must be accompanied by 'Study'
(Classroom-based Research)
• Topics for SIM must be Least Mastered
Skill (identify based on quarterly exam).
For example, the topic “density” is not
least mastered skill.
• SIM must be easy to reproduce
• Consider Time Allotment for your SIM. Is it
ideal for 1 period or 2 periods?
• SIM is not student project, avoid using
glitters or bright colors which might cause
difficulty in reproducing your SIM
• Do not copy ideas. Copyrighted materials
or entity should not be used in your SIM,
like 'Naruto' or “super Mario” (your design
should be original)
• Don’t use prominent personalities, like
'artista', putting TV Personalities on the
cover of students’ notebooks
• Your SIM is intended for Individualized
Instruction (I.I.)