RATING SYSTEM AT THE SECONDARY LEVEL FOR SY 2011-2012
Assessment shall be used primarily as a quality assurance tool to track student progress in the attainment of standards, promote self-reflection and personal accountability for one’s learning, and provide a basis for the profiling of student performance – the Philosophy of Standards-Based Student Assessment and Rating System at the Secondary Level. Dep Ed Memorandum No.158, s. 2011 features the assessment process as holistic, with emphasis on the formative or developmental purpose of quality assuring student learning. It is also standards-based, because it seeks to ensure that teachers will teach to the standards and students will aim to meet or even exceed the standards. Standards in terms of content, is the target in this memorandum. Content as contained in the Philippine Secondary School Learning Competencies.
Honestly, some teachers especially in the Fourth Year, do not exactly know the learning competencies, because they don’t have a copy. In Basic Education Curriculum 2002, the learning competencies were identified only from first to third year, in all subject areas.
This Dep Ed Memo was released July 15, 2011. No wonder, that this was not discussed during the teachers’ training in Summer 2011, although Understanding by Design is already applied as an approach to the 2010 Secondary Education Curriculum.
I remember, last March 2011, most teachers in our school do not even know what to write on the space for curriculum in the Form-18, the Promotional Report. And most did not really bother to write, for them it was up to the Checking Committee to tell them what to write when it is their turn for the checking of forms. Teachers were not informed about the name of the curriculum either.
Moreover, the Level of Assessment which is at four levels, namely knowledge, process of skills, understanding(s), and products/performances, with its corresponding weights, 15%, 25%, 30% and 30% respectively, is again, not yet implemented in our school, or perhaps in the entire division. It is evident in the copies of CVIF Basic Education Curriculum given to us just this June 2011, and no other or new rating system was given.
As I read the DepEd Memorandum No. 158, s. 2011, I felt like being OUT, outside of what is IN, because I did not really know about this BIG CHANGE in the grading system.
It was emphasized, especially on page 5 of the enclosure to the memorandum, that HOMEWORK for example, in the 2002 BEC, may be viewed as an opportunity for integration of learning and as an avenue for producing PRODUCTS AND PERFORMANCES under the 2010 SEC. Homework is not rated. What is rated is the product or performance it produces.
Likewise, PARTICIPATION as a factor in student rating in 2002 BEC, is not rated separately in the 2010 SEC. In the 2010 SEC, participation may be taken in the context of transfer of understanding which may include one’s involvement in community projects, in which, this participation becomes PERFORMANCE in the 2010 SEC.
How I wish I could tell the people in the division about this, but I know they know this very well. Perhaps they have the reason why this was not yet disclosed to their constituents. Maybe, one of the reasons is to understand and focus first on the implementation of the Dynamic Learning Program.
But I don’t see anything wrong in the simultaneous implementation of the DLP approach and Understanding by Design in the 2010 SEC. What I do not see right is for the public not to know what the public secondary school teachers have to know, this DepEd Memorandum No. 158, s. 2011, which I find is a more sensible way of assessing and rating the students.
Saturday, January 21, 2012
Friday, January 20, 2012
Rose Sudaria: Interpreting Test Scores
Every teacher encountered these words “interpreting test scores” what is it? Interpreting tests scores can be norm-referenced or criterion-referenced. The results of norm-referenced tests tell us how a person compares against others. Results from criterion-referenced tests tell what a person has achieved against a set of learning goals. Norm-referenced tests usually use a set of standardized norms against which to measure the test taker. Criterion-referenced tests usually employ analysis by content cluster or content and performance standards.
Educational tests are somewhat hard to interpret because they do not have a true zero point. We can talk about length of an object having a zero starting point but it is difficult to talk about true zero learning.The interpretation of test results is also handicapped by the inequality of units of measurement. While we know that there is exactly one inch between one inch and two inches, we cannot assume that there is an exactly similar distance between grades of B and a C or an A and a B.There are a variety of ways for interpreting test scores. For criterion-referenced tests these include raw scores and percentages. For norm-referenced tests, choices include raw scores and derived scores such as percentiles and grade equivalents.
Grade norms have been widely used with standardized achievement tests especially at the elementary school level. The grade equivalent that corresponds to a particular raw score identifies the grade level at which the typical student obtains that raw score. Grade equivalents are based on the performance of students in the norm group in each of two or more grades.
Educational tests are somewhat hard to interpret because they do not have a true zero point. We can talk about length of an object having a zero starting point but it is difficult to talk about true zero learning.The interpretation of test results is also handicapped by the inequality of units of measurement. While we know that there is exactly one inch between one inch and two inches, we cannot assume that there is an exactly similar distance between grades of B and a C or an A and a B.There are a variety of ways for interpreting test scores. For criterion-referenced tests these include raw scores and percentages. For norm-referenced tests, choices include raw scores and derived scores such as percentiles and grade equivalents.
Grade norms have been widely used with standardized achievement tests especially at the elementary school level. The grade equivalent that corresponds to a particular raw score identifies the grade level at which the typical student obtains that raw score. Grade equivalents are based on the performance of students in the norm group in each of two or more grades.
Rose Sudaria: criterion and the norm referrence
Being a part of the class it’s my role to listen and share knowledge that I have learned at the same time absorb the input that our professor had discussed and my classmates shared. We were able to differentiate between the criterion and the norm reference and all of us were able to understand clearly.
Our professor gave meaning that criterion is a standard, rule, or test on which a judgment or decision can be based. The licensure examination of the teachers considered as an example of the criterion reference. On the other hand, norm is standard, model, or pattern regarded as typical: Example the current middle-class norm of two children per family. Entrance examination is the best example of the norm. Both norm and criterion is important in the field of assessment.
After the topic discussion and sharing from one another, we were able to understand that would be very salient in our work in planning and assessing things surrounding us.
Our professor gave meaning that criterion is a standard, rule, or test on which a judgment or decision can be based. The licensure examination of the teachers considered as an example of the criterion reference. On the other hand, norm is standard, model, or pattern regarded as typical: Example the current middle-class norm of two children per family. Entrance examination is the best example of the norm. Both norm and criterion is important in the field of assessment.
After the topic discussion and sharing from one another, we were able to understand that would be very salient in our work in planning and assessing things surrounding us.
Rose Sudaria: Purposes of Assessment
Due to the DSPC Division school press conference where we prepared our students to join in some competitions, I was not able to attend our first day of class in this subject. But I knew that our professor asked first what is Educational assessment.
From my readings in the internet it says educational assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), the institution, or the educational system as a whole. According to the Academic Exchange Quarterly: "Studies of a theoretical or empirical nature (including case studies, portfolio studies, exploratory, or experimental work) addressing the assessment of learner aptitude and preparation, motivation and learning styles, learning outcomes in achievement and satisfaction in different educational contexts are all welcome, as are studies addressing issues of measurable standards and benchmarks".[1]
It is important to notice that the final purposes and assessment practices in education depends on the theoretical framework of the practitioners and researchers, their assumptions and beliefs about the nature of human mind, the origin of knowledge and the process of learning.(http://en.wikipedia.org/wiki/Educational_assessment). I know I missed the examples and the explanations which was given to us by our professor specially the sharing of ideas from my classmates which makes me interested specially if I shared too in the class.
From my readings in the internet it says educational assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), the institution, or the educational system as a whole. According to the Academic Exchange Quarterly: "Studies of a theoretical or empirical nature (including case studies, portfolio studies, exploratory, or experimental work) addressing the assessment of learner aptitude and preparation, motivation and learning styles, learning outcomes in achievement and satisfaction in different educational contexts are all welcome, as are studies addressing issues of measurable standards and benchmarks".[1]
It is important to notice that the final purposes and assessment practices in education depends on the theoretical framework of the practitioners and researchers, their assumptions and beliefs about the nature of human mind, the origin of knowledge and the process of learning.(http://en.wikipedia.org/wiki/Educational_assessment). I know I missed the examples and the explanations which was given to us by our professor specially the sharing of ideas from my classmates which makes me interested specially if I shared too in the class.
Rose Sudaria: Cheating
Cheating if tolerated will become a habit” I could not forget this quotation our professor taught us. Our professor expounded about cheating , we exchanged ideas about cheating and I learned a lot. I really like this quotation. Being a teacher we are tempted to cheat like daily time record, going home early and accept salary in full amount. If you are doing like this you are not a model teacher but you are a CHEATER.
In a relationship there are times that we are tempted to cheat: the chatting with opposite sex , having txtmate, and worse having affair to married man/ woman.If this things happened just for a try and you are enjoying it, it can become a habit, its really bad. It might ruin one family or both. So our professor really emphasized that cheating is an evil deed so we must not try, just like a man or a woman who are drug addicted, first they are hesitant to use the drug but then if they try it once, then they want another. It’s just a matter of self discipline, we must control our self not to cheat because if you tolerate as what our professor says it becomes a habit.
In a relationship there are times that we are tempted to cheat: the chatting with opposite sex , having txtmate, and worse having affair to married man/ woman.If this things happened just for a try and you are enjoying it, it can become a habit, its really bad. It might ruin one family or both. So our professor really emphasized that cheating is an evil deed so we must not try, just like a man or a woman who are drug addicted, first they are hesitant to use the drug but then if they try it once, then they want another. It’s just a matter of self discipline, we must control our self not to cheat because if you tolerate as what our professor says it becomes a habit.
Norma Delima: Meaning and Comparison of Criterion
Criterion-referenced test
A criterion-referenced test is one that provides for translating test scores into a statement about the behavior to be expected of a person with that score or their relationship to a specified subject matter. Most tests and quizzes written by school teachers are criterion-referenced tests. The objective is simply to see whether the student has learned the material. Criterion-referenced assessment can be contrasted withnorm-referenced assessment and ipsative assessment.
Criterion-referenced testing was a major focus of psychometric research in the 1970s.
•
Definition of criterion
A common misunderstanding regarding the term is the meaning of criterion. Many, if not most, criterion-referenced tests involve a cutscore, where the examinee passes if their score exceeds the cutscore and fails if it does not (often called a mastery test). The criterion is not the cutscore; the criterion is the domain of subject matter that the test is designed to assess. For example, the criterion may be "Students should be able to correctly add two single-digit numbers," and the cutscore may be that students should correctly answer a minimum of 80% of the questions to pass.
The criterion-referenced interpretation of a test score identifies the relationship to the subject matter. In the case of a mastery test, this does mean identifying whether the examinee has "mastered" a specified level of the subject matter by comparing their score to the cutscore. However, not all criterion-referenced tests have a cutscore, and the score can simply refer to a person's standing on the subject domain.[2]Again, the ACT is an example of this; there is no cutscore, it simply is an assessment of the student's knowledge of high-school level subject matter.
Because of this common misunderstanding, criterion-referenced tests have also been called standards-based assessments by some education agencies,[3] as students are assessed with regards to standards that define what they "should" know, as defined by the state.
Comparison of criterion-referenced and norm-referenced tests
Both terms criterion-referenced and norm-referenced were originally coined by Robert Glaser.[5] Unlike a criterion-reference test, a norm-referenced test indicates whether the test-taker did better or worse than other people who took the test.
For example, if the criterion is "Students should be able to correctly add two single-digit numbers," then reasonable test questions might look like "2 + 3 = ?" or "9 + 5 = ?" A criterion-referenced test would report the student's performance strictly according to whether the individual student correctly answered these questions. A norm-referenced test would report primarily whether this student correctly answered more questions compared to other students in the group.
Even when testing similar topics, a test which is designed to accurately assess mastery may use different questions than one which is intended to show relative ranking. This is because some questions are better at reflecting actual achievement of students, and some test questions are better at differentiating between the best students and the worst students. (Many questions will do both.) A criterion-referenced test will use questions which were correctly answered by students who know the specific material. A norm-referenced test will use questions which were correctly answered by the "best" students and not correctly answered by the "worst" students .
Some tests can provide useful information about both actual achievement and relative ranking. The ACT provides both a ranking, and indication of what level is considered necessary to likely success in college.[6] Some argue that the term "criterion-referenced test" is a misnomer, since it can refer to the interpretation of the score as well as the test itself.[7] In the previous example, the same score on the ACT can be interpreted in a norm-referenced or criterion-referenced manner.
Relationship to high-stakes testing
Many criterion-referenced tests are also high-stakes tests, where the results of the test have important implications for the individual examinee. Examples of this include high school graduation examinations and licensure testing where the test must be passed to work in a profession, such as to become a physician or attorney. However, being a high-stakes test is not specifically a feature of a criterion-referenced test. It is instead a feature of how an educational or government agency chooses to use the results of the test.
Source: Wikipedia January 14, 2012
A criterion-referenced test is one that provides for translating test scores into a statement about the behavior to be expected of a person with that score or their relationship to a specified subject matter. Most tests and quizzes written by school teachers are criterion-referenced tests. The objective is simply to see whether the student has learned the material. Criterion-referenced assessment can be contrasted withnorm-referenced assessment and ipsative assessment.
Criterion-referenced testing was a major focus of psychometric research in the 1970s.
•
Definition of criterion
A common misunderstanding regarding the term is the meaning of criterion. Many, if not most, criterion-referenced tests involve a cutscore, where the examinee passes if their score exceeds the cutscore and fails if it does not (often called a mastery test). The criterion is not the cutscore; the criterion is the domain of subject matter that the test is designed to assess. For example, the criterion may be "Students should be able to correctly add two single-digit numbers," and the cutscore may be that students should correctly answer a minimum of 80% of the questions to pass.
The criterion-referenced interpretation of a test score identifies the relationship to the subject matter. In the case of a mastery test, this does mean identifying whether the examinee has "mastered" a specified level of the subject matter by comparing their score to the cutscore. However, not all criterion-referenced tests have a cutscore, and the score can simply refer to a person's standing on the subject domain.[2]Again, the ACT is an example of this; there is no cutscore, it simply is an assessment of the student's knowledge of high-school level subject matter.
Because of this common misunderstanding, criterion-referenced tests have also been called standards-based assessments by some education agencies,[3] as students are assessed with regards to standards that define what they "should" know, as defined by the state.
Comparison of criterion-referenced and norm-referenced tests
Both terms criterion-referenced and norm-referenced were originally coined by Robert Glaser.[5] Unlike a criterion-reference test, a norm-referenced test indicates whether the test-taker did better or worse than other people who took the test.
For example, if the criterion is "Students should be able to correctly add two single-digit numbers," then reasonable test questions might look like "2 + 3 = ?" or "9 + 5 = ?" A criterion-referenced test would report the student's performance strictly according to whether the individual student correctly answered these questions. A norm-referenced test would report primarily whether this student correctly answered more questions compared to other students in the group.
Even when testing similar topics, a test which is designed to accurately assess mastery may use different questions than one which is intended to show relative ranking. This is because some questions are better at reflecting actual achievement of students, and some test questions are better at differentiating between the best students and the worst students. (Many questions will do both.) A criterion-referenced test will use questions which were correctly answered by students who know the specific material. A norm-referenced test will use questions which were correctly answered by the "best" students and not correctly answered by the "worst" students .
Some tests can provide useful information about both actual achievement and relative ranking. The ACT provides both a ranking, and indication of what level is considered necessary to likely success in college.[6] Some argue that the term "criterion-referenced test" is a misnomer, since it can refer to the interpretation of the score as well as the test itself.[7] In the previous example, the same score on the ACT can be interpreted in a norm-referenced or criterion-referenced manner.
Relationship to high-stakes testing
Many criterion-referenced tests are also high-stakes tests, where the results of the test have important implications for the individual examinee. Examples of this include high school graduation examinations and licensure testing where the test must be passed to work in a profession, such as to become a physician or attorney. However, being a high-stakes test is not specifically a feature of a criterion-referenced test. It is instead a feature of how an educational or government agency chooses to use the results of the test.
Source: Wikipedia January 14, 2012
Thursday, January 5, 2012
Arlene D. Manginsay: What do we need to do to increase the quality of assessment FOR learning?
As we all know, the purpose of assessment for learning is promote further improvement of student learning during the learning process and to involve students in the ongoing assessment of their own achievement. Its results are used primarily by the good of the students, educators, and parents by helping them see and hit the target/s and identify and respond to student needs.
The role of teacher in Assessment for Learning is to inform students of targets, build assessments, adjust instruction, involve students in assessment, and create and maintain a balanced assessment system that includes high quality assessments of and for student learning.
These are good motives but sad to note only a few knew all these things. It’s really a reality that our present educational system lacks further considerations on the common learners particularly the less privilege. If we reflect on these situations, this is a challenge to all of us who are part of the Philippine Educational System.
So to increase the quality of assessment for learning, we the molders of the learners must exceed the latter’s expectations. We must exercise discretion, demonstrate the exception, not the rule. We should also exhaust all avenues to help the learners by providing them exact information; exhibit a positive outlook, expand our ideas and go the extra mile. And we should extract as much information as needed by the learners by giving more examples and offer excellent service.
The above intentions will be realized if we believe in the Potential of All Children to Excel Intellectually and that each and every child can excel academically. What we can do is to take the personal responsibility for ensuring high academic achievement for every child and demonstrate the personal drive and commitment to eliminate the disparity of educational quality that exists. Furthermore, we must have the commitment to assess the Ongoing Learning of our learners.
And lastly, we can achieve quality assessment for learning if in Learning we will follow the acronym found in the word LEARN: L-isten with Love to the insights shared to us; E-njoy ,let the learners feel that they are part of the learning process; A-ppreciate all the knowledge and feedbacks imparted to us; R-eflect on experiences to grow and develop humility and willingness to continually improve ; and N-urture the learners by possessing written and verbal skills to communicate with clarity, conciseness, and appropriateness to multiple stakeholders and understand where they are coming from, what they need, and how to meet their needs.
The role of teacher in Assessment for Learning is to inform students of targets, build assessments, adjust instruction, involve students in assessment, and create and maintain a balanced assessment system that includes high quality assessments of and for student learning.
These are good motives but sad to note only a few knew all these things. It’s really a reality that our present educational system lacks further considerations on the common learners particularly the less privilege. If we reflect on these situations, this is a challenge to all of us who are part of the Philippine Educational System.
So to increase the quality of assessment for learning, we the molders of the learners must exceed the latter’s expectations. We must exercise discretion, demonstrate the exception, not the rule. We should also exhaust all avenues to help the learners by providing them exact information; exhibit a positive outlook, expand our ideas and go the extra mile. And we should extract as much information as needed by the learners by giving more examples and offer excellent service.
The above intentions will be realized if we believe in the Potential of All Children to Excel Intellectually and that each and every child can excel academically. What we can do is to take the personal responsibility for ensuring high academic achievement for every child and demonstrate the personal drive and commitment to eliminate the disparity of educational quality that exists. Furthermore, we must have the commitment to assess the Ongoing Learning of our learners.
And lastly, we can achieve quality assessment for learning if in Learning we will follow the acronym found in the word LEARN: L-isten with Love to the insights shared to us; E-njoy ,let the learners feel that they are part of the learning process; A-ppreciate all the knowledge and feedbacks imparted to us; R-eflect on experiences to grow and develop humility and willingness to continually improve ; and N-urture the learners by possessing written and verbal skills to communicate with clarity, conciseness, and appropriateness to multiple stakeholders and understand where they are coming from, what they need, and how to meet their needs.
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