Episode Title: Assessing Students Holistically Duration: 3 hours Resources Needed: PowerPoint Presentation DepEd Order No. 3! s. "#$" %as& 'ards (anila paper (ar&ers Objectives: )n this session! the participants are e*pected to+ ,ain a clear and functional understanding of the theories! principles! philosophy! policies! features of assessment as stipulated in DepEd Order No. 3! s. "#$" Distinguish -etween and among assessment of! as! and for learning De.elop prototype performance tas&s and assessment tools Articulate the importance of .iewing assessment as a means to inform instruction and impro.e teaching Overview: Assessment is one critical part of curriculum implementation! of teaching and learning processes. %his is the true test of a relia-le! resilient! and /uality0assured education system. Hence! assessment should -e .iewed as one holistic approach to diagnosing instructional deli.ery! forming and summing up teaching! gi.ing feed-ac&! and e.entually impro.ing teaching. )n this session! we shall ha.e a clearer and -etter understanding of how assessment is done in the 1 to $" 2asic Education Program. PRIMING ATI!IT" E.eryone understands the meaning of north. Now! do this+ 'lose your eyes . . . point to the north. (aintain your position . . . now open your eyes and loo& around. Are you pointing to the same direction3 4hy3 Process this acti.ity -y saying+ People .iew one thing in different ways. )t is important that whate.er those ways are! all of us would -e pointing at the same right direction when we tal& a-out the 1 to $" 2EP. ATI!IT" # $. ,roup pa* into 5. ". As& each group to come up with a list of acti.ities that would assess students along+ A 6 1nowledge 2 6 Process7S&ills ' 6 8nderstanding D 6 Product7Performance 3. Let participants present their outputs. 1 2014 Training of Trainers/Teachers ANA$"SIS # $. How did you find the tas& gi.en you3 ". 4hat classroom acti.ities can -e gi.en under 1nowledge! Process7S&ills! 8nderstanding! and Product7Performance3 3. 4hich of these acti.ities can -e considered in each category3 5. 4hich of these acti.ities can -e classified as diagnostic! formati.e! or summati.e in nature3 9. 4hy is it necessary to assess students -efore! during! and after the lesson3 :. 4hat ma&es a holistic assessment3 . 4hat ha.e you reali;ed a-out assessment of learning outcome3 ATI!IT" % 4or&ing as a group! prepare a performance tas& guided -y the ,<ASPS (odel. Prepare a ru-ric to rate the performance of the students. )dentify a specific competency from the %eacher=s ,uide. , >goal? < >roles? A >audience? S >situation? P >product7performance? S >standard? Present your output. ANA$"SIS % $. How did you find the acti.ity3 ". 4hat helped you in doing the tas&3 3. 4hat -loc&ed you from doing it3 5. 4hat did you consider in coming up with a performance tas&3 <u-rics3 9. 4hat insights did you gain from this acti.ity3 A&STRATION ,i.e a lecturette on Assessment of Learning Outcome -ased on DepEd Order No. 3! s. "#$". Emphasi;e the alignment7congruency of the assessment tool with the learning competencies! program standard and performance standard. Learners who o-tain a rating of 2 >-eginning? should undergo remediation as soon as possi-le. As a matter of policy! e.ery learning deficiency should -e -ridged e.en for those students whose le.el of proficiency is a-o.e the 2eginning Le.el. Appropriate inter.ention should -e pro.ided until the students reach Proficiency Le.el. ,i.e emphasis on the use of authentic assessment tools. <u-rics should go with product7performance assessment. APP$IATION 2 2014 Training of Trainers/Teachers REVISED AS OF MARCH 12, 2014 )ndi.idually! thin& of a performance tas& that would assess the &nowledge! s&ills! and attitude of your students at the end of the unit and prepare a ru-ric to rate them o-@ecti.ely. >Note+ %his can -e gi.en as an assignment.? $IN'ER (A teac)er is a ver* special person w)o uses )is or )er creativit* and in+uirin, -ind to develop t)e rare talent o. encoura,in, ot)ers to think, to dream, to learn, to try, to do! !e"er#$ Con%#in & 2014 Training of Trainers/Teachers REVISED AS OF MARCH 12, 2014
I. OBJECTIVES • Identifying appropriate hand tools • Selecting appropriate hand tools II. SUBJECT MATTER Topic: USE OF HANDTOOLS Reference: CONSUMER ELECTRONICS SERVICING LM pp.4-14 CONSUMER ELECTRONICS SERVICING TG p. 12 III. PROCEDURE A. Pre-Activities Motivation: The teacher will show the students a video presentation of the concept of hand tools Presentation: The teacher will present the lesson for today: Use of Hand tools B. Activity Proper: The class will be divided into six groups .The groups will be given tools, discuss the tools in the group and identify them if the tool belongs to Driving Tools, Soldering Tools, Splicing Tools, Boring Tools, Cutting Tools, Auxiliary Tools. . Then, a representative from each group will explain why the given tool belongs to the kind of basic tools. C. Analysis: Let the students draw/illustrate the different tools with their functions. D. Abstraction: The teacher will show again a tool and ask the students to e