Assessment and Rating of Learning Outcomes Essay

The assessment process is holistic, with emphasis on the formative or developmental purpose of quality assuring learner accomplishment. It is also standards-establish as it seeks to ensure that teachers will teach to the standards and pupils will get hold of to meet or even exceed the standards. The scholars attainment of standards in toll of content and writ of execution is, therefore, a critical attest of learning. The assessment shall be done at four take aims and shall be weighted as follows aim Of Assessment Percentage Weight Knowledge 15% work at or Skills25% savvy 30% Products/Performances 30% 100% The levels are delimit as follows 1. 1. Knowledge refers to the substantive content of the curriculum, the facts and information that the student acquires. 1. 2. Process refers to cognitive operations that the student performs on facts and information for the purpose of constructing meanings and understandings. 1. 3. Understanding refers to enduring big ideas, principles and generalizations inherent to the discipline, which may be assessed using the facets of understanding.1. 4. Products/Performances refers to real-life operation of understanding as evidenced by the students mental process of trusty tasks. Levels of Proficiency At the end of the quarter, the performance of students shall be draw in the report ride, based on the following levels of proficiency Beginning- The student at this level struggles with his/her understanding prerequisite and inherent knowledge and/or skills have not been acquired or developed adequately to aid understanding.Developing- The student at this level possesses the minimum knowledge and skills and core understandings, but call for help through and throughout the performance of au thuslytic tasks. Approaching Proficiency- The student at this level has developed the fundamental knowledge and skills and core understandings and, with little counselling from the teacher and/or with some assistance from peers, ca n transfer these understandings through authentic performance tasks. respectable- The student at this level has developed the fundamental knowledge and skills and core understandings, and can transfer them independently through authentic performance tasks.Advanced- The student at this level exceeds the core requirements in foothold of knowledge, skills and understandings, and can transfer them automatically and flexibly through authentic performance tasks. The level of proficiency at which the student is performing shall be based on a numerical value which is arrived at after summing up the results of the students performance on the various levels of assessment. The numerical determine are as follows Level of Proficiency Equivalent Numerical take account Beginning 74% and belowDeveloping 75-79% Approaching Proficiency 80-84% Proficient 85-89% Advanced 90% and above What shall appear in the report card is not the numerical value, but the equivalent level of proficiency, abbreviat ed as follows B for Beginning D for Developing AP for Approaching Proficiency P for Proficient and A for Advanced. At the end of the four quarters, the Final browse for each learning area shall be reported as the bonny of the four quarterly ratings, show in terms of the levels of proficiency.The general average shall be the average of the final grades of the different learning areas, also expressed in terms of levels of proficiency with the numerical equivalent in parenthesis. advancement and retention of students shall be by subject. Students whose proficiency level is Beginning (B) at the end of the quarter or grading period shall be necessitate to undergo remediation after class hours so that they can immediately catch up as they move to the next grading period. If by the end of the school year, the students are still at the Beginning level, then they shall be required to take summer classes.As a theme of policy every learning deficiency should be bridged even for those st udents whose level of proficiency is above the Beginning level. Honor students shall be drawn from among those who performed at the Advanced Level. The total time daily does not include off-school learning experiences that teachers may require outside of school hours for the production of products and performances as evidence of transfer of learning. http//bcnhs. com/curricula/k-to-12-basic-education-curriculum/ http//www. gov. ph/downloads/2012/09sep/20120905-DepEd-DO-0073-BSA. pdf.