top-rated free essay


By batutsy Sep 21, 2013 671 Words
Assessment and Rating of Learning Outcomes
The assessment process is holistic, with emphasis on the formative or developmental purpose of quality assuring student learning. It is also standards-based as it seeks to ensure that teachers will teach to the standards and students will aim to meet or even exceed the standards. The students’ attainment of standards in terms of content and performance is, therefore, a critical evidence of learning. The assessment shall be done at four levels and shall be weighted as follows: Level Of Assessment

Percentage Weight
Process or Skills

The levels are defined 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 application of understanding as evidenced by the student’s performance of authentic tasks. Levels of Proficiency

At the end of the quarter, the performance of students shall be described in the report card, based on the following levels of proficiency: Beginning- The student at this level struggles with his/her understanding; prerequisite and fundamental 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 needs help throughout the performance of authentic tasks. Approaching Proficiency- The student at this level 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. Proficient- 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 terms 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 student’s performance on the various levels of assessment. The numerical values are as follows:  Level of Proficiency

 Equivalent Numerical Value
 74% and below
 Approaching Proficiency
 90% and above
What shall appear in the report card is not the numerical value, but the equivalent level of proficiency, abbreviated 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 Grade for each learning area shall be reported as the average of the four quarterly ratings, expressed 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. Promotion 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 required 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 matter of policy every learning deficiency should be bridged even for those students 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.

Cite This Document

Related Documents

  • Education and Assessment Standards

    ...remain the same from grade to grade. • A set of learning outcomes should ensure integration and progression in the development of concepts, skills and values through the assessment standards. • Learning outcomes do not prescribe content or method. Phase planning • Planning for a specific phase which covers three grades. • Essent...

    Read More
  • Assessment based Instruction

    ... Assessment-based Instruction Aliya T. Diaab AET/535 May 23, 2013 Dr. Sara Barry Assessment-based Instruction The intent of this paper is to discuss assessment based instruction, how it has changed over the last 20 years, how it has improved instruction, and what may be the anticipated challenges using this type of instructio...

    Read More
  • 5 Keys to Quality Assessment

    ...‘Five key ideas about quality assessment’ – Keep it to 5 main points and write a few sentences on each. Use references to support your ideas. McMillan (2011) describes assessment as 'the gathering, interpretation and use of information to support teacher decision-making'. (p5) Quality assessment is carried out to evaluate teaching, so tha...

    Read More
  • Norm and Criterion Referenced Assessment Comparisons

    ...Norm and Criterion Referenced Assessment Comparisons There are various ways and means to assess student achievement in the numerous educational settings across the United States. Two types or categories of tests are the norm referenced test and the criterion referenced tests. A norm referenced test compares each student that takes the tes...

    Read More
  • Ell Assessment Plan

    ...Purpose and Learning Outcome: The following assessment plan is for a conversational English language course. The purpose of this assessment plan is to evaluate Intermediate Novice Level English Language Learners. Learning Outcome: The student will demonstrate fluency in English language. The student can identify word definitions and phra...

    Read More
  • Assessment

    ...PRACTIES OF ASSESSMENT 1.1 EXPLAIN THE FUNCATIONS OF ASSESSSMENT IN LEARNING AND DEVELOPMENT. During the initial assessment the assessor must ensure the learner knowledge performance and practical skills. The assessor must ensure that the learning understands their course, The assessor must explain all the units to the learner and support t...

    Read More
  • Assessment

    ...Assessment is a vast topic that is a continuing process that educators use to observe, gather, and evaluate evidence to determine what students have learned, as well as, making informed, and dependable decisions to enhance student learning. It encompasses a broad range of testing from nationwide accountability tests to everyday ...

    Read More
  • Assessment

    ...skill they have set, assessing the learner’s knowledge in a range of tasks. The assessor should be able to communicate the assessment requirements to learners and plan assessments to meet a learner’s needs. Assessors should plan assessments with learners in advance, setting and modifying learning targets. They must ensure that a learner ha...

    Read More

Discover the Best Free Essays on StudyMode

Conquer writer's block once and for all.

High Quality Essays

Our library contains thousands of carefully selected free research papers and essays.

Popular Topics

No matter the topic you're researching, chances are we have it covered.