Assessment and Rating of Learning Outcomes
The assessment process is 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. The assessment shall be done at four levels and shall be weighted as follows: Level Of Assessment
Process or Skills
The levels are defined as follows:
1.1. “Knowledge” refers to the substantive content of the curriculum, the facts and information that the student acquires. 1.2. “Process” refers to cognitive operations that the student performs on facts and information for the purpose of constructing meanings and understandings. 1.3. “Understanding” refers to enduring big ideas, principles and generalizations inherent to the discipline, which may be assessed using the facets of understanding. 1.4. “Products/Performances” refers to real-life application of understanding as evidenced by the student’s performance of authentic tasks. Levels of Proficiency
At the end of the quarter, the performance of students shall be described in the report card, based on the following levels of proficiency: Beginning- The student at this level struggles with his/her understanding; prerequisite and fundamental knowledge and/or skills have not been acquired or developed adequately to aid understanding. Developing- 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- 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...
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