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DO 8, s2015.pptx
- 1. POLICY GUIDELINES ON CLASSROOM ASSESSMENTFOR THE K TO 12 BASIC EDUCATION PROGRAM DUJALI NATIONAL HIGH SCHOOL DepEd Order No. 8, s. 2015
- 2. DepEd Order No.8, s. 2015 1. In line with the implementation of the Enhanced Basic Education Act of 2013 (Republic Act No. 10533), the Department of Education is adopting the enclosed Policy Guidelines on Classroom Assessment for the K to 12 Basic Education program. 2. Classroom Assessment is an integral part of curriculum implementation. It allows the teachers to track and measure learners’ progress and to adjust instruction accordingly. Classroom assessment informs the learners, as well as their parents and guardians, of their progress. 3. Effective School Year (SY) 2015-2016, the Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program shall be implemented in public elementary and secondary schools nationwide. 4. Non-DepEd schools are urged to implement these policy guidelines as well. Non-DepEd schools are permitted to modify these policy guidelines according to their school’s Philosophy, Vision and Mission with the approval of the appropriate DepEd Regional Office. 5. Special programs may further issue supplementary guidelines in relation to the program’s specific assessment concerns. 6. These guidelines will remain in force and in effect for the duration of the program, unless sooner repealed, amended or rescinded. All existing Orders and Memoranda that are inconsistent with this Order are rescinded. 7. Immediate dissemination of and strict compliance with this Order is directed.
- 3. I. Theoretical Basis -Classroom Assessment is a joint process that involves both teachers and learners. It is an integral part of teaching and learning. Teachers provide appropriate assessment when they aim to holistically measure learners’ current and developing abilities while enabling them to take responsibility in the process. DepEd Order No. 8, s. 2015 II. What is Classroom Assessment? - Classroom Assessment is an ongoing process of identifying, gathering, organizing, and interpreting quantitative and qualitative information about what learners know and can do.
- 4. Formative Assessment - may beseen as Assessment for learning so teachers can make adjustments in their instruction. It is also assessment as learning wherein students reflect on their own progress. - May be given at any time during the teaching and learning process. It is also a way to check the effectiveness of instruction. - It must also provide students with immediate feedback on how well they are learning throughout the teaching-learning process. Summative Assessment - may be seen as Assessment of learning, which occurs at the end of a particular unit. This form of assessment usually occurs toward the end of a period of learning in order to describe the standard reached by the learner. - it measures whether learners have met the content and performance standards. - the results of summative assessments are recorded and used to report on the learners’ achievement.
- 5. III. What isassessed in the classroom? Assessment in the classroom is aimed at helping students perform well in relation to the learning standards. Learning standards comprise content standards, performance standards, and learning competencies in the curriculum.
- 6. A. Content Standards -Identify and set the essential knowledge and understanding that should be learned. They cover a specified scope of sequential topics within each learning strand, domain, theme, or component. Content standards answer the question, “What should learners know?”. B. Performance Standards - Describe the abilities and skills that learners are expected to demonstrate in relation to the content standards and integration of 21st-century skills. The integration of knowledge, understanding and skills is expressed through creation, innovation, and adding value to products/performance during independent work or in collaboration with others. C. Learning Competencies - Refer to the knowledge, understanding, skills and attitudes that students need to demonstrate in every lesson and/or learning activity.
- 7. D. Concept Development -The learning standards in the curriculum reflect progressions of concept development. The Cognitive Process Dimensions adapted from Anderson and Krathwohl (2001) may be a good way to operationalize these progressions. It provides a scheme for classifying educational goals, objectives and standards. It also defines a broad range of cognitive processes from basic to complex as follows: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Each dimension is described in Table 1.
- 9. How are learners assessed inthe classroom?
- 10. Individual formative assessment - Enablesthe learner to demonstrate independently what has been learned or mastered through a range of activities such as check-up quizzes, written exercises, performances, models and even electronic presentations. Collaborative formative assessment - Or peer assessment allows students to support each other’s learning. Discussions, role playing, games and other group activities may also be used as performance-based formative assessment wherein learners support and extend each other’s learning
- 11. Formative Assessment in DifferentParts of the Lesson - Formative assessment may be integrated in all parts of the lesson. Basically, every lesson has three parts: before the lesson, the lesson proper, and after the lesson. Formative assessment conducted in each part serves a different purpose.
- 12. Jim Marous Financial institutionsmust be able to deliver an easy to navigate, a seamless digital platform that goes far beyond a miniaturized online banking offering. Quarterly Assessment - Measures students learning at the end of the quarter . These may be in the form of objective tests, performance-based assessment, or a combination thereof. - Table 3 shows the components of summative assessment, their purposes, and when they are given. The lists of sample summative assessment tools per learning area are found in appendix A.
- 14. What is theGrading System? - The K to 12 Basic Education Program uses a standards and competency-based grading system. These are found in the curriculum guides. - All grades will be based on the weighted raw score of the learners’ summative assessments. - Minimum grade: 60 – Transmuted to 75 in the report card. The lowest mark that can appear on the report card is 60 for Quarterly and Final grades
- 22. 1950 Diner's Club released the firstuniversal credit card. 1838 The electric telegraph was introduced for the first time. 1982 The world was introduced to TradePlus, the online brokerage platform. 2009 The first version of Bitcoin was released. 2013 Google Pay was first launched, followed by Apple Pay in 2014. Arner, Douglas. “The Evolution of Fintech: A New Post-Crisis Paradigm? By Douglas W. Arner, Janos Nathan Barberis, Ross P. Buckley :: SSRN.” Social Science Research Network, 1 Oct. 2015, papers.ssrn.com/sol3/papers.cfm?abstract_id=2676553. Accessed 5 Apr 2021. A brief history of FinTech
- 23. FinTech segments according to transactionvalue Digital payments are leading the way followed by personal finance, alternative lending, and alternative financing. As of January 2021 Item 1 Item 2 Item 3 Item 4 Item 5 25 20 15 10 5 0
- 24. Top Trending FinTechRisks Dangers posed by FinTech to consumers Digital identity risks Security codes and passwords could be easily accessed. Money laundering risk Regulations are yet to be improved. Online hacking Hackers can gain access to your accounts.
- 25. Rewards of FinTech- driven payments Benefits ofFinTech-powered payments Greater speed Instant transfer of funds Enhanced transparency There's a clear trail of where money goes Better security You can rest assured that your money will not go astray
- 26. What's next for FinTech? Artificialintelligence and machine learning will further infiltrate and improve FinTech. Looking forward to the future
- 27. FinTech has transformed the banking industryfor the better.
- 28. Security best practices of successful FinTech projects Next-leveldata protection and encryption Secure code and architecture Secure authentication Good mobile encryption Compliance
- 29. Jim Marous Financial institutionsmust be able to deliver an easy to navigate, a seamless digital platform that goes far beyond a miniaturized online banking offering.
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