What is meant by the term Assessment as used in education?

It is a purposeful, systematic and continuous process of gathering information from multiple sources; for making decisions on what learners knows, needs to learn, has learned and can do.

What is meant by the term Competency Based Assessment (CBA) as used in education?

The process of determining the capability of a learner to apply a set of related Knowledge, Skills, Values and Attitudes required to successfully perform a task.

Name the types of assessment you use in your college?

1. Formative Assessment 2. Summative Assessment 3. Assessment of learning 4. Assessment for learning 5. Assessment as learning

What do you assess in your subject area?

Competencies: knowledge, skills, values and attitude.

i. Before teaching ii. During teaching and learning (formative) iii At the end of teaching and learning (summative)

1. To find out prior competencies/ pre-concepts of a learner. 2. To identify learning needs. 3. To gather evidence on learners for appropriate intervention such as differentiated learning. 4. To enhance learners’ motivation and commitment to learning. 5. To monitor progress and provide immediate feedback on learning and teaching process. 6. To inform parents on learner’s specific educational needs for support. 7. to provide feedback on acquisition of competences to the learners, teacher, parent/guardian and other stakeholders. 8. For informing policy formulation processes.

What is formative assessment as used in education?

Formative assessment is a systematic, progressive process of documenting the Knowledge, Skills, Attitudes and Values acquired by a learner during the teaching and learning process for purposes of making decisions.

What is meant by summative assessment as used in education?

Summative assessment is a purposeful process of determining the learner’s attainment of Knowledge, Skills, Attitudes and Values at the end of a learning area, year or tier. It focuses more on the end product.

What is assessment for learning?

Process where the teacher uses the assessment results to modify and improve the teaching learning process.

What is assessment of learning?

It’s undertaken at the end of a learning period or session to determine what a learner knows and can do with respect to the specified learning outcomes.

What is assessment as learning?

Involves continuous self and peer assessment for purposes of monitoring and reflecting on their own learning.

What is meant by the term authentic assessment?

Is a process of examining a learner’s performance and understanding on significant tasks that have relevance to the student's life both inside and outside the classroom.

Give five characteristics of authentic assessment.

1. Learners demonstrate competencies by applying what they have learnt; 2. Provides an opportunity for the teacher to assess the learner on real time basis; 3. Stipulates the criteria and standards required to achieve reliability and validity; 4. Provides an opportunity for the learner to construct new knowledge out of learning experiences; 5. Focuses more on the process towards completing a given task; 6. Involves real life tasks to demonstrate a learner's competencies; 7. Authentic tasks are based on day-to-day experiences.

Distinguish between traditional assessment and authentic assessment.

Traditional Assessment (TA) Vs Authentic Assessment (AA) 1. TA evaluates if the students have learned the content; to determine whether or not the students are successful in acquiring knowledge; to ascribe a grade for them; to rank and compare them against standards or other learners AA measures students’ proficiency by asking them to perform real life-tasks; to provide students many avenues to learn and demonstrate best what they have learned; to guide instruction; to provide feedback and help students manage their own learning; to also evaluate students’ competency 2. TA Provides teachers a snapshot of what the students know AA Provides teachers a more complete picture of what the students know and what they can do with what they know 3. TA Measures students’ knowledge of the content AA Measures students’ ability to apply knowledge of the content in real life situations; ability to use/apply what they have learned in meaningful ways 4. TA Requires students to demonstrate knowledge by selecting a response/giving correct answers; usually tests students’ proficiency through paper and pencil tests AA Students are asked to choose an answer from a set of questions (True or False; multiple choice) to test knowledge of what has been taught. 5. TA Provides indirect evidence of learning AA Requires students to demonstrate proficiency by performing relevant tasks showing application of what has been learned 6. TA Requires students to practice cognitive ability to recall/recognize/reconstruct body of knowledge that has been taught AA Provides direct evidence of learning/competency; direct demonstration of knowledge and skills by performing relevant tasks.

What are the benefits of authentic assessment?

Advantages of authentic assessment over Traditional Assessment 1. Provides teachers with the true picture of how and where their students are in their learning; gives more information about their students’ strengths, weaknesses, needs and preferences that aid them in adjusting instruction towards enhanced teaching and learning 2. Provides students many alternatives/ways to demonstrate best what they have learned; offers a wide array of interesting and challenging assessment activities Assessment is integrated with instruction. 3. Reveals and enriches the students’ high level cognitive skills: from knowledge and comprehension to analysis, synthesis, application and evaluation 4. Enhances students’ ability to apply skills and knowledge to real life situations; taps high order cognitive and problem solving skills 5. Teaches the test 6. Student-structured: students are more engaged in their learning; assessment results guide instruction 7. Oftentimes involves students working in groups hence promotes team work, collaborative and interpersonal skills

How is an authentic task developed?

STEPS •Develop the Standard •Develop the Authentic Task •Determine the Criteria •Create a scoring Guide

How are assessment standards developed from the curriculum design?

STEPS 1.Identify the target sub strand in the curriculum design 2. Identify the target specific learning outcomes to be assessed 3. Turn the specific learning outcomes into assessment standards Specific learning outcome By the end of the sub strand the trainee should be able to listen attentively during a conversation. Assessment standard The learner can listen attentively during a conversation.

Speclisten attentively during a conversation. Thelearner can: a)maintain eye contact and correct sitting posture;

Name the item formats that are appropriate for authentic assessment

•constructed-response questions that involve critical thinking & application of skills •creating a product •performance tasks

What is meant by the term integrated assessment as used in education?

-Integrated assessmentis the simultaneous assessment of two or more related competencies. -A form of assessment which permits the learner to demonstrate applied competence. -It is an authentic evidence gathering method, because it more closely reflects the real nature of work.

What are the benefits of integrated assessment?

1. To demonstrate applied competence and evidence of achievement of the intended outcomes. 2. To rerate assessment to the defined purpose (learning outcomes). 3. To provide appropriate context to add meaning to the assessment. 4. To make the assessment practical and efficient. 5. To "add value to student learning” 6. To link the underpinning theory with practice to make the assessment authentic and coherent method to evaluate learning 7. It makes use of a variety of assessment instruments and more than one mode of learning is assessed 8. It assesses in an appropriate manner, the extent to which learners can “integrate concepts, ideas and actions” 9. It assesses knowledge, skills and values

COMPETENCY BASED ASSESSMENT (CBA)

1 What is the Australian Qualifications Framework (AQF)? 2 Describe three nationally accredited training products. 3 Define CBA. How is CBA different from other types of assessment? Briefly describe how the four (4) principles of assessment impact the CBA process. 4 Briefly describe how the rules of evidence impact the collection of evidence. 5 Describe different methods of gathering evidence for CBA . Describe the three main assessment methods. Describe the two different assessment pathways. What is recognition of prior learning (RPL), and what are the benefits? 6 What are the three endorsed components of training packages? 7 Briefly describe the components of a unit of competency (UofC). 8 What is the ACSF? Identify the five core skills. 9 How do the dimensions of competency guide assessment practices? 10 What is the purpose and context of assessment? How can you contextualise an assessment while maintaining the integrity of the Unit of Competency? 11 What is the difference between assessment tools and assessment instruments? What are the essential parts of an assessment tool? 13 What is the purpose of mapping against units of competency? 14 Describe reasonable adjustment in competency-based assessment. What are the limitations? 15 What would you do if a candidate provided you with evidence that was not authentic? 16 How does the marker’s guide support you in objective assessment judgement? 17 Give an example of inclusive language when giving assessment instructions. 18 What are the key WHS instructions that are required prior to commencing assessment? 19 What do you look for when clustering units of competency for an assessment tool? 20 What are the key characteristics of a cohort of learners that need to be considered in the planning an assessment tool?

Pretend that you are a secondary teacher. Make me 5 HOTS-SOLO or PISA-like assessment test items or multiple choice test questions with answers and stimuli for grade 11 students. Start your questions with why, how, what, and which, align with this learning competency - Do self- and/or peer-assessment of the creative adaptation of a literary text, based on rationalized criteria, prior to presentation

RPMS Quiz: Quality vs. Efficiency 1. A teacher spends five hours creating a highly interactive digital game for a single 40-minute lesson. This is an example of prioritizing: • A) Quality over Efficiency • B) Efficiency over Quality • C) Administrative Competence • D) Resource Management • Hint: The focus is on high-level engagement, but the time investment is very high. 2. Which of the following best describes "Efficiency" in the context of the RPMS? • A) Submitting all MOVs and reports on or before the deadline with minimal errors. • B) Ensuring 100% of students pass the quarterly examination. • C) Creating the most aesthetically pleasing portfolio in the department. • D) Conducting home visits for every single student in a class of 50. • Hint: Look for the option that emphasizes timeliness and resource use. 3. Using a "template" or a "reusable slide deck" for lesson planning is a strategy to improve: • A) Efficiency • B) Instructional Diversity • C) Subject Matter Mastery • D) Classroom Discipline • Hint: Templates reduce the time spent on repetitive formatting. 4. If a teacher provides detailed, personalized feedback to every student but submits the grades two weeks late, they have achieved: • A) High Quality, Low Efficiency • B) Low Quality, High Efficiency • C) High Quality, High Efficiency • D) Low Quality, Low Efficiency • Hint: The work itself is excellent, but the timing is poor. 5. Which tool improves Efficiency without sacrificing the Quality of assessment data? • A) Automated Google Forms for multiple-choice quizzes. • B) Giving everyone a passing grade to save time on checking. • C) Writing long paragraphs of feedback on 200 paper-based essays. • D) Skipping assessments entirely to finish the syllabus faster. • Hint: Look for a balance where technology handles the "busy work." 6. When discussing Quality in your RPMS portfolio, which "Means of Verification" (MOV) is most appropriate? • A) Sample of student work with constructive teacher comments. • B) A logbook showing you arrived at school at 7:00 AM daily. • C) A certificate for attending a 1-hour webinar. • D) A photo of your organized teacher's cabinet. • Hint: Quality is evidenced by the impact on student learning. 7. The concept of "Doing the right things" (Effectiveness) represents: • A) Quality • B) Efficiency • C) Speed • D) Compliance • Hint: "Doing the right things" is about results; "Doing things right" is about process. 8. How does "Efficiency" help a teacher maintain "Quality" in the long run? • A) It prevents burnout by optimizing workload, leaving energy for creative teaching. • B) It allows the teacher to take more side jobs. • C) It ensures the teacher never has to talk to parents. • D) It proves that the teacher is smarter than their peers. • Hint: Consider the relationship between teacher well-being and performance. 9. If a teacher's RPMS rating for Quality is 5 (Outstanding) but Efficiency is 2 (Fair), what is the most likely reason? • A) The teacher produces excellent work but often misses deadlines. • B) The teacher is very fast but makes many mistakes in their reports. • C) The teacher is both slow and produces poor results. • D) The students are failing despite the teacher being very organized. • Hint: Check the gap between the high-standard output and the slow delivery. 10. What is the ultimate goal of balancing Quality and Efficiency in the PPST-RPMS? • A) To achieve sustainable professional excellence that benefits the learners. • B) To get a higher salary increase only. • C) To impress the School Head during the observation. • D) To finish the school year with the least amount of work possible. • Hint: It's about long-term growth for both teacher and student. ________________________________________ Answer Key: 1. A | 2. A | 3. A | 4. A | 5. A | 6. A | 7. A | 8. A | 9. A | 10. A ________________________________________

8A) understands schools as organizations within the larger community context; 7 8B) understands the collaborative process and the skills necessary to initiate and carry out that process; 8C) collaborates with others in the use of data to design and implement effective school interventions that benefit all students; 8D) understands the benefits, barriers, and techniques involved in parent and family collaborations; 8E) understands school- and work-based learning environments and the need for collaboration with all organizations (e.g., businesses, community agencies, nonprofit organizations) to enhance student learning; 8F) understands the importance of participating on collaborative and problem-solving teams to create effective academic and behavioral interventions for all students; 8G) understands the various models of co-teaching and the procedures for implementing them across the curriculum; 8H) understands concerns of families of students with disabilities and knows appropriate strategies to collaborate with students and their families in addressing these concerns; and 8I) understands the roles and the importance of including students with disabilities, as appropriate, and all team members in planning individualized education programs (i.e, IEP, IFSP, Section 504 plan) for students with disabilities. Performance Indicators – The competent teacher: 8J) works with all school personnel (e.g., support staff, teachers, paraprofessionals) to develop learning climates for the school that encourage unity, support a sense of shared purpose, show trust in one another, and value individuals; 8K) participates in collaborative decision-making and problem-solving with colleagues and other professionals to achieve success for all students; 8L) initiates collaboration with others to create opportunities that enhance student learning; 8M) uses digital tools and resources to promote collaborative interactions; 8N) uses effective co-planning and co-teaching techniques to deliver instruction to each student; 8O) collaborates with school personnel in the implementation of appropriate assessment and instruction for designated students; 8P) develops professional relationships with parents and guardians that result in fair and equitable treatment of each student to support growth and learning; 8Q) establishes respectful and productive relationships with parents or guardians and seeks to develop cooperative partnerships to promote student learning and well-being; 8R) uses conflict resolution skills to enhance the effectiveness of collaboration and teamwork; 8S) participates in the design and implementation of individualized instruction for students with special needs (i.e., IEPs, IFSP, transition plans, Section 504 plans), ELLs, and students who are gifted; and 8T) identifies and utilizes community resources to enhance student learning and to provide opportunities for students to explore career opportunities. Standard 9 - Professionalism, Leadership, and Advocacy – The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession. Knowledge Indicators – The competent teacher:

Competency Based Technology and Livelihood Curriculum in the Junior and Senior High School- Philippines

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