Assessment

1. Standards-Based Assessment
and Rating System
JOCELYN M. CONTA
Excerpts from the presentation of:
JOSEPH R. JACOB
Education Program Specialist II
National Coordinator of National S&T Fair
Lead Person of the Regional Science High School
Department of Education
Bureau of Secondary Education
10/26/2015 1

2. 2

3. Assessment & Rating of
Learning Outcomes
DepEd Order No. 73, s. 2012

4. What is assessment?
We use the general term assessment to refer to all
those activities undertaken by teachers -- and by
their students in assessing themselves -- that
provide information to be used as feedback to
modify teaching and learning activities.

5. Assessment and feedback are crucial for
helping people learn.
Assessment should mirror good instruction; happen
continuously as part of instruction; and provide
information about the levels of understanding that
students are reaching.
In order for learners to gain insight into their learning and
their understanding, frequent feedback is
critical: students need to monitor their learning and
actively evaluate their strategies and their current
levels of understanding.
(How People Learn by Bransford, Brown, and Cocking 1999)

6. Why do we assess?
• Assessment shall be used primarily as a quality
assurance tool to track student’s progress
 attainment of standards
 promote self-reflection and personal
accountability for one’s learning
 provide a basis for the profiling of student
performance.

7. 7

8. Features
• Holistic
o Diagnostic (assessment for learning)
o Formative/Developmental (assessment for and
assessment as learning)
o Summative/Evaluative (assessment of learning)
• Standards-based
o Content - what the student knows, can do, and
understands
o Performance - how the student transfers his/her
understanding to life situations

9. A recap on STANDARDS…..
The desired outcomes of grades 1 to 10 program are defined
in terms of expectancies as articulated in the
learning standards.
9

10. The general expectancies
Content Standards as Benchmarks
of Knowledge and Skills
Performance Standards as Benchmarks
of Transfer of Learning
11

11. Content Standards as Benchmarks of
Knowledge and Skills
The content standards define what students are expected to
know (knowledge: facts and information), what they
should be able to do (process or skills) with what they
know, and the meanings or understandings that they
construct or make as they process the facts and
information.
12

12. CONTENT STANDARDS answer the question:
“What do we want students to
know, be able to do, and
understand?”
13

13. These expectations are unpacked in the
Curriculum Guide in terms of
learning competencies which
can be adopted in the teaching-learning
plan as instructional objectives.
14

14. Performance Standards as Benchmarks of
Transfer of Learning
The performance standards define the expected proficiency
level which is expressed in two ways: students should be
able to use their learning or understanding in real-life
situations; and they should be able to do this on their
own.
15

15. The performance standards answer the
questions:
“What do we want students to do with their
learning or understanding?”
“How do we want them to use their learning or
understanding?”
16

16. Students are expected to produce
products and/or performances as
evidence that they can transfer or
use their learning in real-life situations.
17

17. 18

18. Assessment
of Learning
Nature of Assessment
Assessment
of Learning
Assessment
as Learning
Assessment
for Learning
Being summative, it measures
student’s attainment of standards.
The student reflects on results of
assessment, charts his/her own
progress, and plans next steps to
improve performance; builds
metacognition as it involves the
student in setting and monitoring
own learning goals.
Determines student’s
background knowledge
and skills; tracks
student’s progress in
understanding 19

19. 20

20. Diagnostic Assessment (Assessment for Learning)
• Find out students’ background knowledge and skills, and
misconceptions, if any, that might get in the way of new
understandings
• Provide information that assist teacher planning and
guide differentiated instruction
Examples ▪ Pre test ▪ K-W-L
▪ Survey ▪ Film/video analysis
▪ Skills check ▪ Misconception check

21. Identifying, diagnosing or eliciting prior knowledge
• Brainstorming / Focused listing / ABC Listing
• Situational analysis
• Picture/song/specimen analysis
• Film / video / document analysis
• Four corners
22

22. Check for the Prior Knowledge
EXAMPLE:
Write down every thing you know
about the Clean Air Act.
23

23. Debate Circles
Kinesthetic Assessment
24

24. K W H L
What do we
know?
What do we
want to find
out?
How can we
find out what
we want to
learn?
What did we
learn?
Attributes or Characteristics we expect to use:
25

25. 26

26. Song
After listening to the song “Kapaligiran”, ask the
students……
What are the Environmental Laws and
Policies that have been violated in the
song?
27

27. Analogies and Metaphors
Topic: Community
Directions:
• Show a drawing of a saltwater fish tank.
• Ask learners how a community is like a fish tank.
28

28. Graphic Organizers
Ask each student to work with a partner to
construct graphic organizer that shows
the sources of toxins in the environment.
29

29. Jerry was tasked by a political think-tank company to gather pictures
about politics. Jerry submitted all the pictures in this slide.
Do you think the company accepted all of his pictures? Why do you say
so? If not, which pictures do you think do not illustrate politics? Explain
your answer.
30

30. Mind Map/ Picture Analysis
SITUATION:
Delia was advised by her physical trainer to load
up only on fruits as part of his diet. Following
his trainer’s instruction, which of the above
items in will she take? What information will
you use to answer the question? 31

31. SITUATION:
Delia was advised by her physical trainer to load up only on fruits as
part of his diet. In every corner of this room are pictures of the
choices available to Delia. Stand in the corner of the room which
has the picture of the item that you think Delia can take as part
of her diet.
32

32. 33

33. Formative Assessment (Assessment as Learning)
• Provide information to guide teaching and learning for
improving learning performance
Examples:
 Quiz
 Questioning: “Does this make sense to you?”
 A way of checking whether students
understand
 Observation
 Portfolio

34. Elements of formative assessment:
The key elements that have emerged form the case studies and related
research are:
1. Establishment of a classroom culture that
encourages interaction and the use of
assessment tools
2. Establishment of learning goals, and tracking of
individual student progress towards those
goals
3. Use of varied instruction methods to meet
diverse student needs
35

35. Cont.
4. Use of varied approaches to assessing
student understanding
5. Feedback on student performance and
adaptation of instruction to meet identified
needs
6. Active involvement of students in the
learning process
OECD. 2005. Formative Assessment: Improving Learning in Secondary
Classrooms, OECD publishing
36

36. 3-2-1 Chart
3
THINGS YOU FOUND OUT
2
INTERESTING THINGS
1
QUESTION YOU STILL HAVE
37

37. FOCUSED LISTING
List 5-7 words or short phrases which describe or explain
the major concepts of today’s class:
1
2
3
4
5
6
7
38

38. 39

39. 40

40. Opinion-Proof
OPINION PROOF
President Truman was
justified in resorting to
the use of the atomic
bomb in the final days
of World War II.
 The Japanese government and military had committed
to fight to the last man.
 The alternative to atomic bombing was an invasion of
Japan, which would have resulted in enormous
numbers of casualties among U.S. troops.
 The United States was in a race to develop atomic
weapons and had no idea whether or if the Japanese
were also developing their own weapons of mass
destruction.
 A continuation of the war indefinitely would cost
untold thousands of military and civilian deaths on
both sides of the fighting.
 A continuation of the war indefinitely would continue
to drain the resources of the United States and the
other Allied Powers.
 A continuation of the war indefinitely would further
delay efforts to rebuild the war-torn nations.
41

41. 42

42. 43

43. Summative Assessment (Assessment of Learning)
• Determine the degree of mastery or proficiency
according to identified achievement targets
Examples:
 Test
 Performance task
 Culminating project or performance
 Work portfolio

44. UNDERSTANDING(S)
(30%)
KNOWLEDGE
(15%)
PROCESS(SKILLS)
(25%)
PRODUCTS/
PERFORMANCES
(30%)
LEVELSOFASSESSMENT
L E V E L S OF P R O F I C I E N C Y
UnderstandingPerformance
Performance Standard
Content Standard
BEGINNING
DEVELOPING
APPROACHINGPROFICIENCY
PROFICIENT
ADVANCED
45

45. 46

46. 47

47. Level of Proficiency
Equivalent Numerical
Value
Beginning 74% and below
Developing 75-79%
Approaching Proficiency 80-84%
Proficient 85-89%
Advanced 90% and above
48

48. (75-79%)
Beginning
Developing
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.
The student at this level possesses the
minimum knowledge and skills and core
understandings, but needs help
throughout the performance of authentic
tasks.
Levels of Proficiency
(74% & below)
(75-79%)
49

49. Approaching
Proficiency
Proficient
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.
The student at this level has developed the
fundamental knowledge and skills and core
understandings, and can transfer them
independently through authentic performance tasks.
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 tasks.
Advanced
(85-89%)
(80-84%)
(90% & above)
50

50. Factors for Rating
51

51. UNDERSTANDING(S)
(30%)
KNOWLEDGE
(15%)
PROCESS(SKILLS)
(25%)
PRODUCTS/
PERFORMANCES
(30%)
LEVELSOFASSESSMENT
L E V E L S OF P R O F I C I E N C Y
UnderstandingPerformance
Performance Standard
Content Standard
BEGINNING
DEVELOPING
APPROACHINGPROFICIENCY
PROFICIENT
ADVANCED
52

52. Record Keeping …….
53

53. Knowledge
(15%)
Skills (25%) Understanding
(30%)
Product /
Preformance
(30%)
Grade
54

54. Level of Assessment Percentage Weight
Knowledge 15%
Process or skills 25%
Understanding(s) 30%
Products/Performances 30%
100%
The assessment shall be done at four levels
and shall be weighted as follows:
55

55. The levels are defined as follows:
• “Knowledge” refers to the substantive content of the
curriculum, the facts and information that the student
acquires.
• “Process” refers to cognitive operations that the student
performs on facts and information for the purpose of
constructing meanings and understandings.
• “Understandings” refers to enduring big ideas, principles
and generalizations inherent to the discipline, which may be
assessed using the facets of understanding.
• “Products/Performances” refers to real-life application of
understanding as evidenced by the student’s performance
of authentic tasks. 56

56. KNOWLEDGE
What do we want the
students to know?
How do we want them to
express or provide
evidence of what they
know?
•Facts
•Dates
•Definitions
•Rules
•People
•Places
•Vocabulary
•Information
•concepts
57

57. PROCESS / SKILLS
Include basic skills in
What do we want
students to do with
what they know?
• Communication
• Thinking
• Analytical
• Critical
• Creative
• Planning
• Working
• Evaluating
58

58. UNDERSTANDING
What do we want
students to
understand?
• Big Ideas
• Essential understandings
• Important
generalizations
• Principles
• Theories
• The “point” of the
discipline or the topic
59

59. PRODUCT / PERFORMANCE
What products of performances do we want our students
to produce as evidence of learning or understanding?
60

60. • (8%) Relevance of
data/information to the
development of
understanding
• (7%) Adequacy of
data/information to
firm up and deepen
understanding
Knowledge
(15%) -
acquisition
of
information
as
evidenced
by the
following:
61

61. TESTING FOR KNOWLEDGE
A tour company plans to rent five buses for a group of 137
tourists. If the company plans to do an equal distribution
of tourists in five buses, about how many tourists will be
there per bus?
According to the problem, what will you have to do ?
a. Add the number of buses to the number of tourists
b. Subtract the number of buses from the number of
tourists
c. Multiply the number of buses times the number of
tourists
d. Divide the number of tourists by the number of buses
62

62. •(10%)
Understanding
of Content
•(15%) Critical
Thinking
Skills (25%) -
meaning
making as
evidenced by
the student’s
ability to
process and
make sense of
information,
and is assessed
based on the
following
criteria:
63

63. TESTING FOR SKILLS
Based on your answer from the previous question, which is
the correct answer?
a. 142
b. 132
c. 685
d. 27.4
e. 27
64

65. COMPARING: to identify
similarities and differences
Ex.
Compare the arrangement and
movement of the particles of solids
and liquids
66

66. Steps for comparing
1. Select items you want to compare
2. Select the characteristics of the items
3. Explain how items are similar / different with respect to the
characteristics
67

67. You may let students use Venn diagram
68

68. Or comparison matrix -Basic measures
Items to be compared
Characteris
tics
1 –cm
square
2-cm
square
Rectangle:
width 4 cm
length 6 cm
Rectangle:
width 3 cm
length 7 cm
Rectangle:
width 3 cm
length 8 cm
Perimeter 4 cm 8 cm 20 cm 20 cm 22 cm
Area 1 sq. cm 4 sq. cm 24 sq. cm 21 sq. cm 24 sq. cm
Conclusion Two rectangles can have the same perimeter, but different areas.
That also means that a square and a rectangle could have the same
perimeter, but different areas. Also, two rectangles can have the
same area, but different perimeters. If you double the size of a
square, the perimeter doubles , but the area increases four times.
69

69. compare
Elephant vs shark
In terms of :
• External body features
• Habitat
• Sources of energy
70

70. You may also ask the students to CLASSIFY
Example:
Classify the following as:
• Natural resources
• Human resources
• Capital resources
Land, forest, bricks, hammer, bus, teacher, accountant, coal, teacher,
sunlight, computer, mineral deposits
71

71. Students may also
CREATE METAPHORS
Advantage:
-identify general or basic pattern in a specific topic and then find
another topic that seems quite different at literal level but has the
same general pattern
72

72. Metaphors may give readers strong images
Life’s but a walking shadow, a poor player
That struts and frets his hour upon the stage
And then is heard no more: it is a tale
Told by an idiot, full of sound and fury,
Signifying nothing.
(Shakespeare, W. Macbeth, Act V Scene V)
73

73. A science teacher may say…..
Cell is a factory.
A DNA molecule is a ladder.
74

74. A health teacher may say…..
Eye is a camera.
75

75. Metaphor Organizer
Literal Pattern Literal Pattern
Abstract
Relationship
Element Element
76

76. Guide the students
Disease is_____________________.
The brain is_____________________.
The Great Wall of China is______________.
Sedimentary rock is ___________________.
77

77. • Breadth of
understanding
(connection to a wide
range of contexts)
• Depth of
understanding (use of
insights, reflection)
Understanding(s)
(30%)- as
expressed using
the six facets of
understanding:
Explanation,
Interpretation,
Application,
Empathy,
Perspective, and
Self-knowledge,
and are assessed
based on the
following criteria:
78

78. Six Facets of Understanding
79

79. Six Facets of Understanding
– explain
Provide thorough and justifiable accounts of
phenomena, facts, and data.
80

80. 1. EXPLAIN
Demonstrate
Derive
Describe
Design
Exhibit
Express
Induce
Instruct
Justify
Model
Predict
Prove
Show
Synthesize
teach
Performance Verbs Based on the Six
Facets of Understanding
81

81. Link everyday actions and facts to the laws of
Physics, concentrating on easily misunderstood
aspects (e.g. mass compared to weight)
82

82. – interpret
Tell meaningful stories, offer apt translations,
provide a revealing historical or personal
dimension to ideas and events; make subjects
personal or accessible through images,
anecdotes, analogies, and models.
83

83. 2. INTERPRET
Analogies
Critique
Document
Evaluate
Illustrate
Judge
Make meaning of
Make sense of
Metaphors
Read between the lines
Represent
Tell a story
translate
84

84. Take readings of pond water to determine whether
the algae problem is serious.
85

85. – apply
Effectively use and adapt what they know in
diverse contexts.
86

86. 3. APPLY
Adapt
Build
Create
De-bug
Decide
Design
Exhibit
Invent
Perform
Produce
Propose
Solve
Test use
87

87. Perform a chemical analysis of local stream water
to monitor Water Quality compliance, and
present findings.
88

88. – have perspective
See and hear points of view through
critical eyes and ears; see the big picture.
89

89. 4. PERSPECTIVE
Analyze
Argue
Compare
Contrast
Criticize
Infer
90

90. Argue on the advantages and
disadvantages of mining
91

91. – empathize
Find value in what others might find odd,
alien, or implausible; perceive sensitively
on the basis of prior indirect experience.
92

92. 5. EMPHATY
Assume role of
Believe
Be like
Be open to
Consider
Imagine
Relate
Role-play
93

93. – have self-knowledge
Perceive the personal style, prejudices,
projections, and habits of mind that both
shape and impede our own understanding;
they are aware of what they do not
understand and why understanding is so
hard.
94

94. 6. SELF-KNOWLEDGE
Be aware of
Realize
Recognize
Reflect
Self-assess
95

95. TESTING FOR UNDERSTANDING
(using 3 of 6 facets)
Roy was given the following set of
materials: baking soda, a thermometer, a
bottle of vinegar, and a cup of water.
What experiment can Roy design with
these materials? What kind of
investigations can he undertake? How
can he check his experiment?
96

96. 97

97. • Products- outputs which are
reflective of learner’s creative
application of understanding;
and
• Performances-skillful
exhibition or creative
execution of a process,
reflective of masterful
application of learning or
understanding
Transfer of
understanding
to life
situations(30%)
as
demonstrated
through
98

98. • GOAL
• ROLE
• AUDIENCE
• SITUATION
• PRODUCT,
PERFORMANCE, &
PURPOSE
• STANDARDS AND
CRITERIA FOR SUCCESS
99

101. Constructing a Performance Task Scenario Using
GRASPS

102. /

103. 104

104. • Goal
o Your task is
o The goal is to
o The problem/challenge is
o The obstac
• Role
• Audience
• Situation
105

105. Goal To convince the LGU to support your science investigatory project
addressing an environmental problem in the community
Role You are an environmentalist advocating LGU support for a science
investigatory project on an environmental problem in the community
Audience LGU officials
Situation The LGU is conducting a search of investigatory project that can best
address any of the following problems in the community:
1. Fish kill in the river
2. Snail infestation in rice fields
3. Increasing incidence of pulmonary infections among children
Product A proposed science investigatory project applying the scientific method
and addressing an environmental problem in the community
Standard Your proposal will be judged based on the following:
1. Understanding of the problem
2. Application of the scientific method
3. Cost effectiveness of the solution to the problem

106. 4 3 2 1
Understanding
of Task
I/we demonstrated an
in-depth understanding
of the content,
processes, and demands
of the task.
I/we demonstrated
substantial
understanding of the
content and task,
even though some
supporting ideas or
details may be
overlooked or
misunderstood.
I/we demonstrated
gaps in our
understanding of the
content and task.
I/we demonstrated
minimal
understanding of the
content.
Completion of
Task
I/we fully achieved the
purpose of the task,
including thoughtful,
insightful interpretations
and conjectures.
I/we accomplished
the task.
I/we completed most
of the assignment.
I/we attempted to
accomplish the task,
but with little or no
success.
Communication
of Findings
I/we communicated our
ideas and findings
effectively, raised
interesting and
provocative questions,
and went beyond what
was expected.
I/we communicated
our findings
effectively.
I/we communicated
our ideas and
findings.
I/we did not finish
the investigation
and/or were not able
to communicate our
ideas very well.
Group Process We used all of our time
productively. Everyone
was involved and
contributed to the group
process and product.
We worked well
together most of the
time. We usually
listened to each other
and used each
other's ideas.
We worked together
some of the time.
Not everyone
contributed equal
efforts to the task.
We really did not pull
together or work
very productively as
a group. Not
everyone contributed
to the group effort.
Group Task Rubric
107

107. 108

108. Levels of
Assessment
What will I
assess?
How will I
assess?
How will I
score?
Knowledge
(15%)
Process/ Skills
(25%)
Understanding
(30%)
Product /
Performance
(30%)

109. Sample Assessment
110

110. Level of Assessment Percentage Weight
Knowledge 15%
Process or skills 25%
Understanding(s) 30%
Products/Performances 30%
100%
The assessment shall be done at four levels
and shall be weighted as follows:
111

111. KNOWLEDGE
Written Test
Sandra bought a litro pack of powdered juice drink. According to
the directions, the juice can be prepared by mixing the litro pack
powdered juice with a liter of water. What kind of solution will
Sandra make if she will follow the ratios below?
112

112. Computation:
total points = 15 (5 points for each correct answer)
Score (total number of correct answers)/ total points x 100
x.15
Example:
13 / 15 x 100 x .15 = 13
113

113. PROCESS/ SKILL
Performance Task: Laboratory Activity
Activity 1: Juice It Up !
• Objective : Prepare juice drink in varied concentration.
• Materials
• 3 transparent cups
• 3 spoons
• Drinkable water
• Powdered juice
• Procedure
1. Have the group member meeting and plan out the role of each member in the activity.
2. Label each cup as A, B and C.
3. Pour 250 mL water in each cup.
4. Add unequal amount of powdered juice in each cup. Make sure that you measure the amount
of powdered juice you put into the water.
5. Stir the mixtures then observe what happens to the juice particles.
6. Describe each set up. Which of the following set up do
you think is the saturated solution? Why?
7. Validate your answer by asking a classmate to taste the prepared juices.
8. Let a representative present the group findings to the class. 114

114. Standard Excellent (5) Good (3) Fair (1)
Ability to analyze The analysis of the
difference of the
concentration of
solutions is well-
organized and
understandable.
The analysis of
the difference of
the concentration
of solutions is
generally-
organized but
needs more
details for better
understanding.
The analysis done
is difficult to
understand. The
learner has little
idea on the
analysis of
concentration of
solution.
Correctness of
analysis
The analysis done
is free from
errors.
The analysis done
is almost free
from errors.
There are several
errors in the
analysis.
Content knowledge The information
given is precise
and accurate.
The information
given is
appropriate but
needs more
elaboration.
The information
given is unclear.
115

115. • Computation:
• total points = 15
• Score (total number of correct answers)/ total points x
100 x.15
• Example:
• 13 / 15 x 100 x .25 = 21.66
•
116

116. 117

117. Standard Excellent (5) Good (3) Fair (1)
Explanation Clearly describes
different
concentration of
solution.
Partly describes the
different
concentrations of
solution.
Has difficulty
describing the
different
concentration of
solution.
Interpretation Creates analogies to
express
understanding on
different
concentration of
solution.
Use familiar
examples to express
understanding on
different
concentration of
solution.
Has difficulty
interpreting the
illustration.
Self-knowledge Superior level of
recognition on the
usefulness of
preparing varied
concentrations of
solutions in life.
Appropriate amount
of recognition on the
usefulness of
preparing varied
concentrations of
solutions in life.
Needs a significant
effort in recognizing
the usefulness of
preparing varied
concentrations of
solutions in life.
118

118. Computation:
Perfect score: 15
Total Score / perfect score x 100 x .30
Example:
12 / 15 x 100 x .30 = 24
119

119. PRODUCT / PERFORMANCE
Performance Task: Preparation of useful solutions (e.g. natural fruit juice
drink, pesticide, health drink/supplement etc.)
Performance Task
Barangay Luntian is celebrating its 50th anniversary with the
theme “Kalikasan Ko, Mahal Ko’’. The barangay captain
called for a council meeting to discuss the preparations for
the program. As a councilor, you are asked to take charge of
the preparation of “Natural Beverage” for the guests. This
healthful drink should promote your locally produced fruits
or vegetables as well as health and wellness. On your next
council meeting, you will present your plan for the
preparation of the drink and let the council members do the
taste testing. The council members will rate your drink based
on the following criteria:
 Practicality
 Preparation
 Availability of materials
 Composition of solution (drink) 120

120. Criteria
Score
Weight Rating4
(25)
3
(18.75)
2
(12.50)
1
(6.25)
Practicality The solution
can be used
most of the
time
The solution
can be used
from time to
time
The solution
can be used
occasionally
The solution
can be used
rarely.
25%
Preparation Easy to
prepare.
The
preparation is
moderately
easy.
Difficult to
prepare.
Very difficult
to prepare.
25%
Availability
of materials/
ingredients
Materials are
available in
the locality
whole year
round.
Materials are
available in
the locality
most of the
time.
Materials are
seasonal in
the locality.
Materials
available in
some
provinces
only.
25%
Component
of the
solutions
The solution
is tasty and
he amount of
solute and
solvent
complement
each other.
The solution
is tasty but
the amount of
solute is a bit
more than
what is
needed.
The solution
is good
enough but
solvent used
has exceeded
the solute
dissolved.
The solution
needs more
planning in
terms of the
amount of
solute and
solvent to be
used.
25%
Total Score
121

121. Computation:
Perfect Score = 100
Score / total points x 100 x .30
Example:
75/100 x 100 x .30 = 22.5
122

122. 123

127. How often do we assess?
• Knowledge, skills, understanding and transfer shall be
assessed formatively (daily; weekly; scored and
recorded, but NOT GRADED) and summatively
(scored, recorded and graded) at the end of the unit,
quarter, or school year.
130

128. Learning Gaps?
D.O. No. 39, s. 2012

129. GUIDING PRINCIPLES IN ADDRESSING
LEARNING GAPS
• Every student should have a learning profile
-maintained and updated at least on a quarterly basis by
the class adviser in collaboration with other subject area
teachers
-The profile should be passed on to the next class
adviser as the student moves up the grade level.

130. • subject area teacher should require individual students
to maintain a portfolio
• the teacher should continuously assess for learning in
order to ensure that students are making progress in
relation to the standards
• interventions that may have to be provided should be
tailored to individual learning needs

131. guide to a tiered model of bridging
Advanced (90% and above)
Proficient (85-89%)
• 20-30 mins of in-school remediation every other day
Approaching Proficiency
(80-84%)
• 30-45 mins of in-school remediation daily
Developing
(75-79%)
• 1 hr of in-school remediation daily + extra time for off-school
practice
Beginning
(74% and below)
Tiered Response to Learning Gaps by Level of Performance

132. The interventions may come in various forms, such
as the following:
o Cross-age tutorials (i.e., students in the higher
grades coaching those in the lower grades)
o Teacher modeling followed by guided practice
and independent practice
o Summer class/summer camp
o Use of Strategic Intervention Materials (SIMs),
which are worksheets prepared by teachers
targeting the least mastered competencies
135

133. A one-time remediation is often not enough to
bridge gaps in learning.
• Trained professionals may have to be engaged
to provide a scientific and systematic approach
to intervention.
• For students with huge learning gaps, the school
head should adopt a more directive approach by
mandating the placement of such students in
appropriate intervention programs.
136

134. The best teachers constantly monitor
what is happening to students as they set
about learning and investigate when things
do not proceed as planned or expected.
They also enquire their own practice so
they might get better at ensuring that their
students learn successfully.
137