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DepED Order No. 73, s. 2012

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Jarah Javier

on 26 October 2013

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Transcript of DepED Order No. 73, s. 2012

Promotion or Retention
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.
Philosophy
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 basis for the profiling of student performance.
Nature and Purpose of Assessment
Assessment shall be 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.
Levels of Assessment
DepED Order No. 73, s. 2012
Guidelines on the Assessment and Rating of Learning Outcomes Under The K to 12 Basic Education Curriculum
Knowledge (15%)
The substantive content of the curriculum, the facts and information that the student acquires.
Process or Skills ( 25% )
Skills or cognitive operations that the student performs on facts and information for the purpose of constructing meanings or understandings.
Understanding ( 30% )
Enduring big ideas, principles and generalizations inherent to the discipline, which may be assessed using the facets of understanding or other indicators of understanding which may be specific to the discipline.
Products/Performances ( 30 % )
Real-life application of understanding as evidenced by the student's performance of authentic tasks.
Use of Multiple Measures
K
What do we want students to know?

How do we want them to express or provide evidence of what they know?
P/S
What do we want students to do with what they know?

How do we want them to provide evidence of what they can do with what they know
U
What do we want students to understand?

How do we want them to provide evidence of their understanding?
P/P
What product(s) or performance(s) do we want students to produce as evidence of their learning or understanding?

How do we want them to provide evidence that they can use or transfer their learning to real-life situations?
1
2
3
4
Use of Feedback
"When GOD measures man,
He puts the tape around his heart - not his head."
-Guideposts
Levels of Proficiency
The assessment of student performance does not specify such factors as quizzes, participation, projects, periodical tests, and homework, but considers these as tools or measures for the different levels of assessment.
Results of the assessment across levels should be fed back immediately to the students, consistent with the principle of assessment as learning. Students need to learn from the results of the assessment so they know what to improve further, and then they can plan strategically how they can address any learning deficiency.
Beginning ( 74% and below )
The student at this level struggles with his/her underestanding prerequisite and fundamental knowledge and/or skills have not been acquired or developed adequately to aid understanding
Developing (75 - 79% )
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 ( 80 - 84% )
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 ( 85 - 89% )
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 ( 90% and above )
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 task
Full transcript