DIVINE MERCY COLLEGE FOUNDATION INC. Caloocan City Professional Education ASSESSMENT AND RATING OF LEARNING OUTCOMES UNDER THE K to 12 BASIC EDUCATION CURRICULUM Presented by: CHRISTIAN D. EVANGELISTA MARIANNE T. EVANGELISTA‚ MSHRM DepEd ORDER No. 73 S. 2012 General Guidelines for the Assessment and Rating of Learning Outcomes Effective School Year () 2012-2013‚ the standardsbased assessment and rating system shall be implemented to support the progressive roll-out starting with grades 1 and
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Lesson Plan Name: Josh Martinez_____________________________ Grade Level: 8th _______________________________________ Subject: Algebra I________________________________ Title of Lesson: Linear Equations using Graphs_______________ Directions: Fill out each section under the four lesson domains by responding to the questions provided. Also‚ use the rubrics provided ensure your lesson components meet the “Target” criteria for each rubric. Establishing the Lesson Framework TEKS:
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Culminating Project – Teaching Unit Kristin Westberry EDD/544 December 10‚ 2012 Introduction This teaching unit addresses four standards under the state of Florida’s strand/Big Idea 3 in 6th Grade Mathematics: Write‚ interpret and use mathematical expressions and equations. In informal terms‚ the teaching unit will serve as the very first introduction for sixth grade math students to vocabulary‚ concepts and basic operations with “unknowns” in algebra. Standards Covered/Assessed Within
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Enabling Learning and Assessment Assessment activities Two of the assessment activities that I use are Worksheets (or written questions) and photographic evidence. These assessment activities are the most commonly found within my level 1 group. Worksheets within my area are a very versatile way of collecting information from the student‚ they can contain short answer questions‚ multiple choice questions etc. Worksheets are extremely valid because they are usually created by the awarding body
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Level 3 Certificate in Assessing Vocational Achievement. Assessors workbook Name: QIT: Start date: Planned end date: Content: Qualification outline P. 3 The assessment process P.4 Types of assessment P.5-6 Concepts and principles of assessment P.7-9 Stages of assessment P.10 Understand how to plan assessment P.11-13 Holistic assessment P.14 Risks of assessment P.15-16 Understand how to make assessment decision P.17 Understand different
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monitor children and young people’s development using different methods. There are many different methods of monitoring/observing and recording children and young people behaviour and performance. There are two types of assessment formative and summative assessments. Formative assessment: There are many observations and assessment methods that I use in my job to record children’s development and will be on going. This is what is called formative assessment‚ which means even though I get to know
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Who is a Teacher? By Joe Waldron In the early years of school we are asked to participate in "Show and Tell." Some people dread the experience‚ some people like it so much they spend the rest of their life looking for things they can share with others. When the Show and Tell bug has bitten the young person the student may become a teacher. There are many good teachers we meet in life; a few of us take it up as a profession. Why are some people like this? The best of teachers simply enjoy
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Don’t get me started on … It’s only fair to talk about something that you can relate to. I’m sure by the end of my presentation you would be saying “Don’t get me started on”. Controlled Assessments! Tell me about it. It practically gets on my nerves ALL the time. Ironically‚ I’m doing one right now. This proves how this is such a pressing issue for us at this time. It clearly gives us unnecessary stress and anxiousness until the daunting marking process is done.
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should describe: (1) the methods and strategies they will use to measure student learning throughout the lesson and at its conclusion‚ (2) what will count as “evidence” of learning‚ (3) the ways that the assessment in the lesson is connected to more summative assessments‚ (4) how the assessment in
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Assessment for learning From Wikipedia‚ the free encyclopedia (Redirected from Assessment for Learning) Jump to: navigation‚ search In classrooms where assessment for learning is practiced‚ students are encouraged to be more active in their learning and associated assessment. The ultimate purpose of assessment for learning is to create self-regulated learners who can leave school able and confident to continue learning throughout their lives. Teachers need to know at the outset of a unit of
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