Assessment Final
Assessment Final
Assessment Final
RESOURCES, AND
INSTRUCTIONAL (INPUT)
ACCOMMODATIONS
Assessment – in education, the
term assessment refers to the
wide variety of methods
or tools that educators use
to evaluate, measure, and
document the academic
readiness, learning progress,
skill acquisition, or educational
needs of students.
Definition of Assessment
according to its use
ASSESSMENT, LEARNING RESOURCES, AND INSTRUCTIONAL (INPUT)ACCOMMODATIONS
I. ASSESSMENT – in education, the term assessment refers to the wide variety of methods or tools
that educators use to evaluate, measure, and document the academic readiness, learning
progress, skill acquisition, or educational needs of students.
Assessment for learning provides immediate feedback to both the learner and adults on developing
knowledge, skills, and dispositions while learning is happening.
Assessment as learning focuses on the development of metacognition, which is the understanding of how
learners learn and who the learners know themselves to be.
These assessments are crucial for understanding student progress and ensuring that educational needs are being
met effectively.
Learning Resources – are any resource – including print and non-print materials and online/open-access
resources which supports and enhances, directly or indirectly, learning and teaching.
Impact of learning resources – it helps the student to understand and enjoy the lesson which the teacher
teaches them. It helps students understand the object of the lesson the teacher is conveying.
Textbooks Wikipedia
Encyclopedia YouTube
Charts Quizlet
Wikipedia IXL
Flash Cards
Instructional Accommodation - Accommodations are changes in the way a student accesses learning, without
changing the actual standards a student is working toward.
Using accommodations can be complicated - the goal is to find a balance that gives students equal access to
learning without "watering down" the content
Large-print materials
Braille materia
Text-to-speech software
WHAT IS AN
OBSERVATION
CHECKLIST?
AN OBSERVATION
CHECKLIST IS A SET OF
QUESTIONS THAT ASSIST
AN OBSERVER
EVALUATE THE
PERFORMANCE AND
BEHAVIOR OF AN
INDIVIDUAL'S SKILLS. A
TEACHER AND
CLASSROOM
OBSERVATION
CHECKLIST HELPS AN
OBSERVER TO IDENTIFY
SKILL GAPS AND
PROBLEM AREAS TO
FURTHER IMPROVE
TEACHING STRATEGIES,
CLASSROOM SETTINGS,
AND STUDENT LEARNING
DEVELOPMENT.
TEACHER OBSERVATION
CHECKLISTS
A TEACHER OBSERVATION
CHECKLIST IS USED BY
SCHOOL
ADMINISTRATORS TO
EVALUATE THE OVERALL
PERFORMANCE AND
TEACHING STRATEGY
OF THE EDUCATOR.
COMMON OBSERVATION
CHECKLIST
ITEMS INCLUDE
1. OBSERVATION CHECKLIST
An observation checklist is a set of questions that assist an observer evaluate the
performance and behavior of an individual's skills. A teacher and classroom observation
checklist helps an observer to identify skill gaps and problem areas to further improve
teaching strategies, classroom settings, and student learning development.
Teacher Observation Checklists - is used by school administrators to evaluate the overall performance
and teaching strategy of the educator
2. ANECDOTAL RECORD
An anecdotal record (or anecdote) is like a short story that educators use to record a significant
incident that they have observed.
An anecdotal record is descriptive of incidents or events that are important to the person
observing Informal device used by the teacher to record the behavior of students as observed
by him from time to time.
The first part of an Anecdotal Record should be factual, simple and clear Name of the students
Unit/ward/department
Easy to develop.
Limited application
3. PORTFOLIO ASSESSMENT
A portfolio assessment is a collection of student works that are associated with standards you
are required to learn. This collection of work is often gathered over a long period of time to
reflect what you have been taught as well as what you have learned.
Each piece in the portfolio is selected because it is an authentic representation of what you have
learned and is meant to demonstrate your current knowledge and skills. A portfolio by nature is
a storybook capturing a student's progression of learning as they move through the year.
A portfolio assessment requires a great level of individual interaction between the student and
teacher wherein they are always collaborating about the requirements and components going
into the portfolio.
. LEARNING RESOURCES
AND INSTRUCTIONAL
ACCOMODATIONS
1. Special Education Programs
Special education, also called
special needs education, the
education of children who
differ socially, mentally, or
physically from the average
to such an extent that they
require modifications of usual
school practices. Special
education serves children with
emotional, behavioral, or
cognitive impairments or
intellectual, hearing, vision,
speech,
or learning disabilities; gifted
children with advanced
academic abilities; and children
with orthopedic or neurological
impairments.
II. LEARNING RESOURCES AND INSTRUCTIONAL ACCOMODATIONS
1. SPECIAL EDUCATION PROGRAMS
Special education, also called special needs education, the education of children who differ
socially, mentally, or physically from the average to such an extent that they require
modifications of usual school practices. Special education serves children with emotional,
behavioral, or cognitive impairments or intellectual, hearing, vision, speech, or learning
disabilities; gifted children with advanced academic abilities; and children with orthopedic or
neurological impairments.
2. INCLUSION PROGRAM
INCLUSION - Inclusion is seen as a universal human right. The aim of inclusion is to embrace all
people irrespective of race, gender, disability, medical, or other need. It is about giving equal
access and opportunities and getting rid of discrimination and intolerance (removal
of barriers).
Inclusion in education refers to a model wherein students with special needs spend
most or all their time with non-special needs students. Inclusion education program is
defined as a learning environment that promotes the full personal, academic and professional
development of all learners irrespective of race, class, colour, gender, disability, sexual
preferences, learning styles and language.
Individual differences between students are a source of richness and diversity, and not a
problem.
Self-reliant.
COMPARISON
The degree of contextualization may be described and distinguished into the following:
A. Localization - refers to the process of relating learning content specified in the curriculum to
local information and materials in the learners’ community.
EXAMPLES OF LOCALIZATION
1. Examples used in lessons start with those in the locality
2. Names, situations, setting needed to give context to test questions or problem-solving
exercises are those of the immediate community
3. Local stories are used as often as possible in making instructional materials.
4. Local stories are used in the language learning areas.
5. Translating a story written in another language to the language of one’s learners
for use in MTB-MLE
Localization
Use local information and materials while maintaining the suggested structure,
themes and activities in the NKCG
Indigenization
Enhancing the themes and activities of the NKCG by modifying, reorganizing, or highlighting
certain aspects in relation to the community context.
Competency; visualize the ration of two given numbers (M5NS-llh-22)
Localization
Use easily observable examples of ratio in the community Indigenization Community activities
or cultural practices that inherently use the concept of racurr
LEARNING RESOURCES
WHAT IS ALTERNATIVE
LEARNING SYSTEM OR
ALS?
It is a parallel learning system
in the Philippines that provides
a practical option to the
existing formal instruction.
WHO ARE THE TEACHERS
IN ALS?
As defined in the new ALS Act,
these are:
ALS teachers - DepEd-
employed teachers who
implement the ALS programs
Community ALS
implementors - persons
engaged either by DepEd
or any local
government unit (LGU) to
deliver ALS programs to out-of-
school children and adults
Learning facilitators -
teachers financed by the
private sector (NGOs, CSOs,
or
individuals) who implement
ALS programs
WHAT LEARNING
MATERIALS ARE USED?
The ALS primarily uses
learning modules for its
learners. Each module
contains
learning activities, and pre- and
post-assessments. Modules for
basic levels include a
facilitator’s guide, while
modules for advanced levels
are designed for self- or
independent learning. These are
provided by the ALS teacher to
the learners.
Supplementary materials like
text and non-text modules,
self-learning instructional
materials, learning activity
packages, online or digital
modules, textbooks, e-modules,
or
blended technology learning
materials from the home or
other sources may also be
4. ALTERNATIVE LEARNING SYSTEM OR ALS
It is a parallel learning system in the Philippines that provides a practical option to the existing
formal instruction.
It is another project launched by DepEd that brought light to out-of-school youth. It is a parallel
learning system that boosts learning chances not only for out-of-school youth, but also for
adults and children. Since many Filipinos do not have the privilege to attend and complete basic
education, ALS is a powerful option for them.
How does it work?
DepEd through BALS provides two major programs: Basic Literacy Program and the Continuing
Education Program. Both programs are modular and flexible, which means learners can take
them up anytime and anywhere.
WHO ARE THE TEACHERS IN ALS?As defined in the new ALS Act, these are: ALS teachers -
DepEd-employed teachers who implement the ALS programs
Many Filipinos do not have a chance to attend and finish formal basic education
(Grades 1-6 and Year 1-4) due to many reasons. Some drop out from schools while some do not
have schools in their communities. Since every Filipino has a right to free basic education, the
Government establishes ALS to provide all Filipinos the chance to have access to and complete
basic education in a mode that fits their distinct situations and needs.
WHAT IS THE DIFFERENCE BETWEEN THE FORMAL EDUCATION SYSTEM ANDTHE ALTERNATIVE
LEARNING SYSTEM (ALS) NON-FORMAL EDUCATION?
Formal Education system is classroom-based, managed by trained formal school
teachers.
ALS Non-formal Education happens outside the classroom, community-based, usually conducted
at community learning centers, barangay multi-purpose hall, libraries or at home, managed by
ALS learning facilitators, such as mobile teachers, district ALS Coordinators, instructional
managers at an agreed schedule and venue between the learners and facilitators.
(OSY) OUT-OF-SCHOOL YOUTH – refers to members of the population who are 15 to30 years old,
who are not in school, not gainfully employed, and have not finished college or a post-secondary
course.
The rate of out-of-school children and youth in the Philippines is growing. In fact, the Department
of Education stated that this rate has reach four million in number this 2021 due to the pandemic.
Apart from COVID-19, the most common reasons among youth for not attending school were
the following:
•Poverty
•Family issues
•Natural disasters
•Lack of interest
•Financial problem
•Work
•Illness
•Bad peer pressure
•Bad vices
•Child labor
•Child marriage
•Pregnancy
•Violence
This upward trend of out of school is detrimental to these youth. Some of its effects are:
• Increase in child maltreatment
• Crime rate
• Pregnancy; and
• Exposure to illegal drugs.
Thankfully, the government provides solutions for out-of-school youth in the country. And that
is:
Opportunity 2.0: Second-chance Opportunities for Out-of-school Youth - A project that
launched by the United States Agency for International Development (USAID). It is their
first collaboration with government efforts that aims to help at least 180,000 out-of-school
youth across the country, providing schooling, work, and business assistance. This tie-up
between USAID, DepEd, and TESDA is called the Opportunity 2.0: Second-chance Opportunities
for Out-of-school Youth project. Through this five-year project that costs PhP1.9 billion, they
believe to bring hope and future to the youth.
As chairman of the Senate Committee on Youth, Senator Angara is pushing for the
establishment of a Magna Carta of the OSYs as proposed in his Senate Bill1090. The bill seeks to
strengthen the State’s mandate of instituting policies and programs for the development of
OSYs in the country and to encourage them to seek out the various opportunities available to
them. Of course, the whole-of-government approach will be needed to effectively
address the needs and concerns of OSYs, with the DepEd, TESDA, CHED, DOH, DSWD, DOLE,
and DTI as the agencies leading the charge. Apart from ensuring OSYs get a proper education,
the government will also see to it that they receive all health benefits under the law, as well as
the appropriate social services. The government will also be tasked to help OSYs get employed
or find a viable source of livelihood by providing them with the skills or livelihood support.
DISADVANTAGED CHILDREN
Are those whose family, social, or economic circumstances hinder their ability to learn at
school.
Are those who have hindrances to excelling in school because of detrimental circumstances
beyond their control The term “ Disadvantage” mean children, who come from socioeconomic
background section of the community who cannot profit from school because of deprivation of
one sort or another, and student who are seen in interior tribal and rural areas of country where
educational facilities have not reached in the way we find.
WHAT WE CAN DO:1. Treat children equally; disadvantaged children can perform to the same
standard as their advantaged counterparts and progress to university.
4. Offer counselling
5. MADRASAH ALIVE
What is Madrasah?
It functions as a privately-owned school where a religious teacher instills his pupils with
the basic tenets of Islam and the Arabic language
Hadith ( The Hadith is the collected traditions of the Prophet Muhammad, based on his sayings
and actions)
In the Spanish period of colonization, Madrasah was the only form of education available to
the Bangsa Moro.
During the American period, the Western system of secular education was
introduced in Mindanao, Sulu, and Palawan. However, the Moro Muslims rejected the
Western concept of education, thinking that it would “Christianize” their children.
During the period of Moro resistance against the colonizers ( Spain and U.S.A.)Madrasah
Education was the single institution that made the survival of Islam possible in the Philippines.
Madrasah ( pl. Madaris)Generally refers to Muslim private schools with care emphasis on Islamic
and Arabic literacy. It is a privately-operated school which relies on the support of
the local community or foreign donors, particularly form Islamic or Muslim countries
2. The Standard Curriculum for Private Madaris Arabic Language and Islamic Values Education
(ALIVE) is a program implemented in public schools which aims to provide additional
subjects on Arabic Language and Islamic Values in the regular basic education curriculum.
d. Arabic Emergent Reading (AER) is a training program for asatidz to enhance their skills in
teaching Arabic Language focused on reading. This is usually conducted a day after the LEaP
training.
e. Arabic Emergent Reading and Culture Awareness (AERCA) is a capacity building program for
implementer to acquire basic knowledge on Arabic Language and Culture that are essential for
instructional supervision as well as in the promotion of respect and understanding of Muslim
culture.f. Asatidz is the plural form of the Arabic word “ustadz”, a term that refers to male
teacher and “ustadzah”, a term that refers to female teacher. This is the general Arabic term for
teachers historically or traditionally used in most Filipino Muslim communities.
k. Private madaris refers to private schools or providers of Madrasah education. These can be
categorized as: (1) traditional Madrasah that conducts ALIVE and Islamic studies, and
(2) private Madrasah that conducts regular K to 12 classes and implements a Madrasah
curriculum recognized by DepEd.
All government schools provide a consistent core curriculum for their students. Some schools
also focus on a specific interest or talent.
Purpose: A special interest school or special program has activities that: are a key focus in the
school and meet an identified need. are sustainable by the school over an extended
period of time. provide students extra learning opportunities (that aren't usually available in
schools).
-Learning Areas
-General Capabilities
-Cross-Curriculum priorities
-Parent Information
-Student Diversity
-Resources
provide students extra learning opportunities (that aren’t usually available in schools).
The Bright Programs encompass 2 strands for curriculum delivery; Think Bright and
Company Bright. The STEM Bright program will no longer be offered at Brighton Secondary
School as STEM now forms part of the curriculum learning in mainstream classrooms.
Each program seeks to develop successful learners, confident individuals and active and
informed citizens. The curricula and pedagogical approaches intend to fascinate, inspire and
motivate students through challenge based learning, and creative and critical thinking.
Additional information:
Special Interest Program provides educational services for all students including those with
special needs. These programs serve all children in the regular classroom on a full-time basis.
If a student requires extra services such as speech therapy, these services are brought into the
classroom.
The growth of special education in the Philippines has been given a relatively good support all
these years both by the government, non-government organizations and stakeholders in
response to the needs and challenges of the times. The level of awareness of both
the government and the private sector in providing equal opportunities to children with
special needs have considerably increased. One positive development in special education is the
implementation of Republic Act 7277, otherwise known as the Magna Carta for Disabled
Persons
Deped Issuances on the Different Special Interest Programs, Senior High School and Alternative
Delivery Modes
Special Program in Journalism (SPJ),Special Program in the Arts (SPA), Special Program
in Foreign Language (SPFL),Special Program in Sports (SPS); Special Science Program (SSP)
like Special Science Elementary School (SSES) and Science, Technology and Engineering
(STE) and Special Education Program (SPED).
On the other hand, the ADM covers programs like the open high school, night high school, home
education program and the rural farm school. Supporting the SPED Centers are other programs,
namely:
● Residential Schools
In pursuance of our goals to the cause of inclusive education in the 21st century some
alternative models in the delivery of educational services for children with special needs
7. DIFFERENTIATED INSTRUCTION
Differentiating instruction may mean teaching the same material to all students using avariety of
instructional strategies, or it may require the teacher to deliver lessons atvarying levels of
difficulty based on the ability of each student.
The roots of differentiated instruction go all the way back to the days of the one-room
School house, where one teacher had students of all ages in one classroom. As the educational
system transitioned to grading schools, it was assumed that children of the same age learned
similarly. However in 1912, achievement tests were introduced, and the scores revealed the
gaps in student’s abilities within grade levels. In 1975, Congress passed the Individuals
with Disabilities Education Act (IDEA),ensuring that children with disabilities had equal
access to public education. To reach this student population, many educators used
differentiated instruction strategies. Then came the passage of No Child Left Behind in
2000, which further encouraged differentiated and skill-based instruction—and that’s
because it works.
Research by educator Leslie Owen Wilson supports differentiating instruction within the
classroom, finding that lecture is the least effective instructional strategy, with only 5 to 10
percent retention after 24 hours. Engaging in a discussion, practicing after exposure to content,
and teaching others are much more effective ways to ensure learning retention.
1. Content
As you already know, fundamental lesson content should cover the standards of
learning set by the school district or state educational standards. But some students in your
class may be completely unfamiliar with the concepts in a lesson, some students may have
partial mastery, and some students may already be familiar with the content before the lesson
begins. What you could do is differentiate the content by designing activities for groups
of students that cover various levels of Bloom’s Taxonomy (a classification of levels of
intellectual behavior going from lower-order thinking skills to higher-order thinking skills).
The six levels are: remembering, understanding, applying, analyzing, evaluating, and creating.
Students who are unfamiliar with a lesson could be required to complete tasks on the lower
levels: remembering and understanding. Students with some mastery could be asked to apply
and analyze the content, and students who have high levels of mastery could be asked to
complete tasks in the areas of evaluating and creating.
Think of a situation that happened to a character in the story and a different outcome.
2.Process
Each student has a preferred learning style, and successful differentiation includes
delivering the material to each style: visual, auditory and kinesthetic, and through words.
This process-related method also addresses the fact that not all students require the same
amount of support from the teacher, and students could choose to work in pairs, small groups,
or individually. And while some students may benefit from one-on-one interaction with you
or the classroom aide, others may be able to progress by themselves. Teachers can
enhance student learning by offering support based on individual needs.
3. Product
The product is what the student creates at the end of the lesson to demonstrate the mastery of
the content. This can be in the form of tests, projects, reports, or other activities. You could
assign students to complete activities that show mastery of an educational concept in a way
the student prefers, based on learning style.
4. Learning environment
The conditions for optimal learning include both physical and psychological elements. A flexible
classroom layout is key, incorporating various types of furniture and arrangements to
support both individual and group work. Psychologically speaking, teachers should use
classroom management techniques that support a safe and supportive learning
environment.
The benefits of differentiation in the classroom are often accompanied by the drawback
of an ever-increasing workload. Here are a few factors to keep in mind:
Pros
When students are given more options on how they can learn material, they take on more
responsibility for their own learning.
Students appear to be more engaged in learning, and there are reportedly fewer discipline
problems in classrooms where teachers provide differentiated lessons.
Cons
Differentiated instruction requires more work during lesson planning, and many teachers
struggle to find the extra time in their schedule.
The learning curve can be steep and some schools lack professional
development resources.
Critics argue there isn’t enough research to support the benefits of differentiated instruction
outweighing the added prep time.
8. HOMESCHOOLING
Homeschooling, also called home education, is an educational method situated in the home
rather than in an institution designed for that purpose.
ADVANTAGES
Flexibility
•The timing can be adjusted to suit your kid’s needs. Even the sequence of the lessons can be
altered. They can be taught when you and your kid are ready for it.
Freedom
•You are free to choose the entire teaching and learning experience. That means you can travel,
teach religious principles, and include whichever subjects you like, such as science, sewing, or
sailing, in the curriculum. Practical skills, traditional trades, volunteering, and artistic
pursuits can all be included in homeschooling.
Personalized Education
•Every child is unique. In homeschooling, the teaching style and the lessons can be tailored
according to each child’s needs and interests. For example, suppose your son is interested in
outer space. In that case, you can include a lesson on astronomy or if he is having trouble
comprehending fractions, give him some extra time to understand them.
Strong Relationships
•You have the opportunity to spend more time with your children and develop closer bonds.
DISADVANTAGES
•Now you are not only a parent but a teacher, too. So you have to do the house work and also
run a school. Deciding the curriculum, the lessons according to the children’s needs, keeping
them occupied, and grading their academic performance involves a lot of effort and time.
•You may not have enough time left to look after your personal needs or do your favorite
exercises. Excessive Interaction
•Spending too much time with
your kids may make them feel
confined, and you may get
frustrated.
Not Able to go to Work
•Homeschooling may take up
all your time, and you may not
be in a position to pursue a
job and earn an income.
Missing Some Opportunities
•You may not be able to
provide all the educational
facilities at home. Your child
may
miss the opportunity to socialize
with others
. LEARNING RESOURCES
AND INSTRUCTIONAL
ACCOMODATIONS
1. Special Education Programs
Special education, also called
special needs education, the
education of children who
differ socially, mentally, or
physically from the average
to such an extent that they
require modifications of usual
school practices. Special
education serves children with
emotional, behavioral, or
cognitive impairments or
intellectual, hearing, vision,
speech,
or learning disabilities; gifted
children with advanced
academic abilities; and children
with orthopedic or neurological
impairments.
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