Assessment SHS Common Topic On BRYANTenhanced

National
Educators
Academy of
the
Philippines
National Training of Trainers

for Grade 11 Teachers
Classroom Assessment for the
K to 12 Basic Education
Program (D.O. # 8, s. 2015)
Learning Objectives:
At the end of the session, the
participants will be able to :
 explain the general principles of
classroom assessment in the K to 12
Basic Education Program
 discuss the different types of
assessment and their uses
2 for Grade 11 Teachers
Learning Objectives:
 explain how learners are graded and how
their progress is reported and used for
decisions on instruction, promotion and
retention
 propose a mechanism for evaluating
his/her own knowledge and skills in
constructing a wide variety of
assessment instruments that s/he
uses in day to day classroom
teaching 3 National Training of Trainers
Picture Analysis
http://activelearner.ca/assessment-as-learning
1. What animals are in the picture?

2. What task is being given them to do?
3. Which animal will require less preparation
for the task?
Picture Analysis
4. Which animal will require more preparation for the task? Why?
5. Would (some) animals be able to do the task if they are
given the proper training and enough time? Why?
6. What do you think is being assessed here?
Picture Analysis
7. Is the goal of the assessment clear?

8. Are the criteria for assessment clear?
9. Is the assessment method chosen by the assessor
appropriate in this case? Who else can help determine
what assessment method or strategy can be
used?
Insights
1. Based on the discussion, what do we
mean by fair assessment? What are
our guiding principles in making
assessments fair?
2. In what way is assessment a tool to
help learners succeed?
Think about this picture!

Linking Assessment to Learning
Standards and Pedagogies
K to 12 Learning
Standards
The
Learner
Pedagogies Assessment
What is Classroom Assessment?
http://www.uen.org/k-2educator/assessment.shtml
What is Classroom Assessment?
It is an ongoing process of
identifying,g_______
i________ gathering,
organizing, & i_______
o_______ interpreting
information about what
the learners know
k____ ,
understand, and can
u_________ do .
c__ d__
DO #8,s.2015
Principles of Assessment
1. Assessment should be aligned with
objectives, learning standards, and
competencies.
2. Assessment should be more like
instruction.
3. Assessment should recognize the
diversity of learners, hence, varied
methods appropriate to the type
of learners are utilized.
Principles of Assessment
4. The Formative Assessment should
scaffold the learners in Summative
Assessment.
5. Assessment results should be
used by teachers to help students
learn better.
6. Assessment involves both
teachers and learners.
Principle 1. Assessment should be aligned with
objectives, learning standards and competencies
Content Learning
Standards
Standards
What to
Learning Performance
Competencies assess in the Standards
classroom?
Content
Development
Content
Standards
Content Standards (CSs) refer to the

What to
essential knowledge
Learning and understanding
assess in the
that
Performance
Competencies
should be learned.classroom? Standards
Content Standards answer

“What shouldContent
the learners know?
Development
Performance StandardsContent
Standards
(PSs) describes the
abilities and skills that
learners are
Learning expected
Whattoto
Performance
Competencies in assess
demonstrate in the
relation to Standards
classroom?
the CSs and integration of
21st-century skills
Content
Development
Content
Learning
Standards
Competencies (LCs)
refer to the knowledge,
understanding, skills, and
What to that students need to
attitudes
Learning Performance
assess in the
Competencies demonstrate
classroom? in every lesson
Standards
and/or learning activity
Content
Development
Progressions of Concept
Content Development are
Standards
reflected in the learning standards .These
progressions are operationalized using the
Cognitive
Learning
Processes Dimensions
What to (CPDs)
Performance
adapted assess in the
from Anderson and Krathwohl
Competencies Standards(2001),
classroom?
which provides a scheme for classifying
educational goals, objectives, and standards.
Content
Development
Cognitive
Processes Lesson Development
Dimensions
(CPDs) Formulation of Assessment
Tasks and Activities
• Creating
• Evaluating
• Analyzing
• Applying
• Understanding
• Remembering
Cognitive Process
Dimensions Descriptors
Recalling information and retrieving relevant

Remembering
knowledge from long-term memory
Constructing meaning from oral, written, and
Understanding
graphic messages
Using information to undertake a procedure in
Applying
familiar situations or in a new way
Distinguishing between parts and determine how
Analyzing they relate to one another, and to the overall
structure and purpose
Evaluating Making judgments and justifying decisions
Putting elements together to form a
Creating functional whole, create a new product
or point of view
Cognitive Process
Dimensions Sample Objectives
Identify, retrieve, recognize, duplicate, list,
Remembering
memorize, repeat, reproduce
Interpret, exemplify, classify, summarize, infer,
Understanding
compare, explain, paraphrase, discuss
Execute, implement, discover, demonstrate,
Applying
dramatize, convert, interpret, solve, use, illustrate,
Differentiate, distinguish, compare, contrast,
Analyzing
organize, outline, attribute. deconstruct
Coordinate, measure, detect, defend, judge, argue,
Evaluating
debate, critique, appraise, evaluate
Generate, hypothesize, plan, design, develop,
Creating produce, construct, formulate, assemble,
design, devise
Principle 2: Assessment should be more
like instruction
Unity of instruction and assessment
ZONE OF PROXIMAL
DEVELOPMENT
What is Skills too difficult to master What is
known for a child on his or her not
own, but can be done known
with guidance and
encouragement from a
knowledgeable person
LEARNING
Source: Magno, 2015 22 for Grade 11 Teachers
Some Assessment Practices to be avoided
• A tendency for teachers to assess quantity
and presentation of work rather than
quality of learning.
• Greater attention given to marking and
grading, much of it tending to lower self
esteem of students, rather than providing
advice for improvement.
www.govwentworth.k12.nh.us/ASSESSMENT.ppt

Some Assessment Practices to be avoided
• A strong emphasis on
comparing students with each
other, which demoralizes the
less successful learners.

Principle 3: Assessment should recognize diversity of learners
Self-evaluation
Where would you place your assessment practice
on the following continuum?
What is your main focus?
Quantity of work
Quality of learning
/Presentation
Advice for improvement
Marking/Grading
Comparing Identifying individual
students progress
Principle 4: The Formative Assessment should
scaffold the learners in Summative Assessment
Balanced Assessment
Summative Assessment
Formative Assessment Provides achievement evidence to
Formal and informal certify student competence or
processes teachers program effectiveness
and students use to Formative uses of summative data:
gather evidence to Use of summative evidence to
inform what comes next for
directly improve the individuals or groups of
learning of students. students
The Garden Analogy
If we think of our learners as plants …

How do
Summative we call the
Assessment plants of simply measuring
of theprocess
the plants? This process might be interesting to
compare and analyze measurements but these DO
NOT affect the growth of the plants.
How do weAssessment
Formative call the process that
of the plants
is equivalent of feeding and watering
the plants appropriate to their
needs—directly affecting their growth?
DEPARTMENT OF EDUCATION 27 for Grade 11 Teachers
Easy distinction between formative and
summative assessment
TYPE PURPOSE
Assessment FOR Learning

Formative Provides feedback that helps ensure quality
=
assessment future achievement by improving teaching
and learning
Assessment OF Learning
Summative Used to measure, record and report on a
=
assessment student's level of achievement in regards to
specific learning expectations

Interconnectedness of Formative and
Summative assessment
Formative Summative
 Formative  Summative assessment

assessment prepares assesses the outcomes of
learners for teaching and learning that had
been strengthened by careful
summative formative assessment.
assessment.
How are learners assessed in the classroom?
Formative Assessment
Individual Collaborative
Check-up quizzes Discussions
Written Exercises Role Playing
Performances Games
Models Other Group Activities
Electronic presentations

Before the Lesson During the Lesson After the Lesson
Agree/Disagree Multi-media
Checklists
activities Presentations
Games Observations Discussions
Interviews Quizzes Games
Inventories/ Checklists Recitations Practice
KWL Activities
(What I know, want to Simulation activities Performance Tasks
know, and learned)
Open-ended Questions Short quizzes
Practice Exercises Written Work
Principle 4: The Formative Assessment should scaffold the
learners in Summative Assessment
Balanced Assessment
Assessment as Assessment for

learning learning
Use to help students Use to inform
assess and adjust their teacher’s decisions
own learning

Formative assessment = assessment FOR learning
Summative assessment = assessment OF learning
What is assessment AS learning?
Assessment AS Learning is assessment as a

process of developing and supporting students’
active participation in their own learning.
Self-assessment! 33 National Training of Trainers
Purpose of Before the Lesson
For the Learner For the Teacher
Get info about what the learner
Know what s/he knows about the
already knows and can do about
topic/lesson
the new lesson
Understand the purpose of the
Share learning intentions and
lesson and how to do well in the
success criteria to the learners
lesson
Identify ideas or concepts s/he
Determine misconceptions
misunderstands
Identify barriers to learning Identify what hinders learning

Purpose of During the Lesson
Identify one’s strengths and Provide immediate feedback to

weaknesses learners
Identify barriers to his/her learning Identify what hinders learning
Identify factors that help in learning Identify what facilitates learning
Knows what s/he knows and does Track learner progress re FA result
not know given beforehand
Monitor his/her own progress Identify learning gaps
Decision making: proceed to next lesson, reteach using new strategy

Purpose of After the Lesson
Have I met learning objectives and Are the learning ojectives met for
success criteria? a specified duration?
Do I seek support in the form of Do I have to reteach with a new
remediation, enrichment or other strategy? remediate? or give
strategies? enrichment?
Are learning intentions and and
success criteria met?

• Teachers ( as well as students) should know

where students are in terms of their learning,
where they want to be, and what next teaching
(learning) steps can help them to achieve their
goals.
• Instructional steps must not be too hard to
frustrate the learners and not too easy to bore
and disengage them from the learning process.

• Assessment should boost student motivation to

want to make the effort and be willing to keep
on engaging, even when they find learning
difficult.
• To sustain motivation for learning, progress

and achievement should be emphasized, not
failure.

Effective assessment for learning requires teachers

to
 have deep knowledge of the content to be
taught and how students learn it
 understand the curriculum, its goals and how
students can progress towards them
 have the capability to interpret their
observations and act on those interpretations
to enhance learning

Thus, when the majority of the

students failed to acquire the
desired knowledge or develop
the skills, this is a clear indication
of a teaching problem.

Teachers can prevent learning gaps!
 The teacher should analyze what went wrong

and address it accordingly.
 Ignoring the results of formative assessment
will lead to learning gaps.
 It will be futile for the teacher to continue
teaching unless the learning deficiencies are
remedied.

Teachers should evaluate for judgment only when
formative assessment results are satisfactory
• When the teacher decides to take action on the
results of the assessment by modifying or changing
his/her strategies, the teacher shall continue to track
the students’ progress until he/she is satisfied with
the results.
• The outcome of instruction is then evaluated and
judgment is made on the performance of students.
This judgment is often expressed in the form of
grades.
Components of Summative Assessment
At the end of a
quarter
Quarterly
Assessment (QA)
At the end of a lesson At the end of topic

focusing on a
e Basis for or unit
nc Wr
topic or skill a
m T) Grad-
Wo itte
or
e rf s (P ing rk
(W
n
P ask
T W)

Summative
Individual Individual/Collaborative
• Unit Test • Performance Task

• Quarterly Assessment • Transfer Task
• What document do you design

beforehand to prepare for a Lesson
conduct of instruction? Plan
• How about if you prepare for a
Assessment
conduct of summative
assessment?
Matrix
Assessment Matrix (Summative Test))
How will I assess? Multiple Choice Test
What will I assess? How will I score? One point each
COMPETENCY Nos. POST-TEST ITEMS BY COGNITIVE PROCESSES
Remembering Understanding Applying Analyzing Evaluating Creating
Represent point, line, and plane

13, 14, 15 8, 25
using concrete and pictorial models
Illustrate subsets of a line 2 6, 7 12, 16
Use a compass and straightedge to
37, 38, 39, 40
bisect line segments
Classify the different kinds of
1
angles
Derive relationships of angle pairs
using measurements and by
inductive reasoning
3, 18, 19, 20, 23,
(supplementary angles, 4, 17
complementary angles, congruent 24
angles, vertical angles, adjacent
angles, linear pairs)
Use a compass and straightedge to
11 30, 31 26, 27, 28, 29,
bisect angles
Derive relationships of
perpendicular and parallel lines
using measurements and by
9
inductive reasoning
Derive relationships among angles 36
formed by parallel lines cut by a
transversal using measurement and
10, 21, 22
by inductive reasoning
Use a compass and straightedge to 32, 33, 34, 35,
construct perpendiculars and
parallels

Purpose of Summative Assessment
Quarterly
Written Work Performance Task
Assessment
• Assess • Students’ being involved in • Synthesize
learners’ the learning process all the
understanding • Demonstration and learning
of concepts and integration of knowledge, skills,
applications of understanding, and skills in concepts,
skills in written real-life situation by and values
form performing/producing learned in an
• Prepares evidence of learning entire quarter
learners for • Freedom to express
quarterly learning in appropriate and
assessments diverse ways
• Encouraging student inquiry 46 National Training of Trainers
Principle 5: Assessment results should be used by
teachers to help students learn better
Think about these...
 Are our current approaches to
assessment improving student
learning?
 How can we use assessment to help all
our students want to learn?
Principle 5: Assessment results should be used by
teachers to help students learn better
Think about these...
 How can we help them feel that they
are able to learn?
 How can we be sure that our
assessment instruments, procedures,
and scores serve to help learners
want to learn and feel able to learn?
Principle 6: Assessment is a joint process that
involves both teacher and learners
Think about this:

Do my learners and I share
agreements about how success
is determined and measured?
What is the Grading System?
• Standards and competency-

based
• Based on the learner’s
weighted score on
summative assessments
5050 National Training of Trainers

Learners from Grades 1 to 12 are

graded on:
• Written Work
• Performance Tasks
• Quarterly
Assessment

How is learner’s progress recorded and computed?
• For Grades 1 to 12
– No required number of written work and
performance task but these must be
spread out over the Quarter and used to
assess learner’s skills after each unit has
been taught

How to compute students’
Quarterly Grades (QG)?
Step 1: Get the Total Score (TS) for Written Works and Performance Tasks. For
Quarterly Assessment, record the Raw Score (RS).
Step 2: Solve the Percentage Score (PS) by dividing the TS or RS by the highest
possible TS or RS, then multiply the result by 100.
Step 3: Convert Percentage Score (PS) to Weighted Scores (WS) by multiplying
the PS by the decimal form of the percent weight equivalent.

Weights of the Components for SHS
Multiply the Percentage Score by the weights of the components

How to compute students’
Quarterly Grades (QG)?
Step 1: Get the Total Score (TS) for Written Works and Performance Tasks. For Quarterly
Assessment, record the Raw Score (RS).
Step 2: Solve the Percentage Score (PS) by dividing the TS or RS by the highest possible
TS or RS, then multiply the result by 100.
Step 3: Convert Percentage Score (PS) to Weighted Scores (WS) by multiplying the PS
by the decimal form of the percent weight equivalent.
Step 4: Compute for the Initial Grade (IG) by adding the Weighted Scores(WS) in
all components.
Step 5: Determine the Quarterly Grade (QG) by transmuting the IG using
Transmutation Table. QG will be reflected in the Report Card. National Training of Trainers
Initial Grade Transmuted Initial Grade Transmuted Initial Grade Transmuted
Grade Grade Grade
100 100 52.00 – 55.99 73
98.40 - 99.99 99 77.60 – 79.19 86 48.00 – 51.99 72
96.80 – 98.39 98 76.00 – 77.59 85 44.00 – 47.99 71
95.20 – 96.79 97 74.40 – 75.99 84 40.00 – 43.99 70
93.60 – 95.19 96 72.80 – 74.39 83 36.00 – 39.99 69
92.00 – 93.59 95 71.20 – 72.79 82 32.00 – 35.99 68
90.40 – 91.99 94 69.60 – 71.19 81 28.00 – 31.99 67
88.80 – 90.39 93 68.00 – 69.59 80 24.00 – 27.99 66
87.20 – 88.79 92 66.40 – 67.99 79 20.00 – 23.99 65
85.60 – 87.19 91 64.80 – 66.39 78 16.00 – 19.99 64
84.00 – 85.59 90 63.20 – 64.79 77 12.00 – 15.99 63
82.40 – 83.99 89 61.60 – 63.19 76 8.00 – 11.99 62
80.80 – 82.39 88 60.00 – 61.59 75 4.00 – 7.99 61
79.20 – 80.79 87 56.00 – 59.99 74 0 – 3.99 60

• Minimum initial grade to pass a

learning area is 60, which is
transmuted to 75 in the Report card
• The lowest quarterly grade that can
appear in the Report Card is 60,
which is a non-passing mark.

How is the learner’s progress reported?
• The summary of learner progress is shown

quarterly to parents and guardians through a
parent-teacher conference, in which the
Report Card is discussed. Remarks are given
at the end of the grade level.

How are grades computed at the end
of the school year?
• For SHS:
The two quarters determine the
Final Grade in a semester.

Interventions
When a learner’s raw scores are consistently below
expectations in Written Work and Performance Tasks,
the learner’s parents or guardians must be informed
not later than the fifth week of that quarter.
This will enable them to help and guide their child to

improve and prepare for the Quarterly Assessment.
A learner who receives a grade below 75 in any

subject in a quarter must be given intervention
through remediation and extra lessons from the
teacher/s of that subject.
ANECDOTAL RECORD
Logbook 66 National Training of Trainers
How are Grade 11 or 12 learners
promoted or retained?
Final Grade of at
least 75 in all
Can proceed
learning areas to the next
in a semester semester
Must pass remedial
Did not Meet
classes for failed
Expectations
in a prerequisite competencies in the
subject in a learning subject before being
area allowed to enroll in the
higher level subject
DEPARTMENT OF EDUCATION 67
How are Grade 11 or 12 learners
Did not Meet

Expectations in Must pass remedial classes for failed
any subject or competencies in the subject s or
learning area at learning areas to be allowed to enroll in
the end of the the next semester. Otherwise the
semester learner must retake the subjects failed.
Must pass all
subjects or
learning areas Earn the Senior High School
in Senior Certificate
High School
How are Grades 11 or 12 learners
If the Recomputed Final Grade
is 75 or better:
For subjects that Student is able to
are pre-requisites enroll in the higher
for other subjects level learning area

How are Grades 11 or 12 learners
If the Recomputed Final Grade
is below 75:
For subjects that Student will not be
are pre-requisites allowed to enroll in
for other subjects the higher level
learning area

For Grades 11-12
• Learners who fail a unit/set of
competencies must be immediately
given remedial classes.
• They should pass the summative

assessments during remediation to
avoid a failing grade in a learning
area/subject.

Summative Assessments
• Summative assessments are also
given during remedial classes.
• These are recorded, computed,
weighted, and transmuted in the
same way as the Quarterly Grade.
• The equivalent of the Final Grade for
the remedial classes is the Remedial
Class Mark (RCM).
Summative Assessments
• The Final Grade at the end of the school year
and Remedial Class Mark are averaged. This
results in the Recomputed Final Grade.
• If the Recomputed Final Grade is 75 or higher,
the student is promoted to the next level.
However, students will be retained in the grade
level if their Recomputed Final Grade is below
75..
• . 73 National Training of Trainers

How are Core Values of the Filipino
child reflected in the report card?

How are Core Values of the Filipino child
reflected in the report card?
• Schools may craft additional

indicators for the behavior
statements.
• Schools must ensure that these are
child-centered, gender-fair, and
age- and culture-appropriate.

How are Core Values of the Filipino
child reflected in the report card?
• A non-numerical rating scale will be used to
report on learners’ behavior demonstrating the
Core Values. The Class Adviser and other teachers
shall agree on how to conduct these observations.
They will also discuss how each child will be
rated.

Sample Class Record for English
WRITTEN WORK (30%) PERFORMANCE TASKS (50%)
1 2 3 4 5 6 7 Total PS WS 1 2 3 4 5 6 Total PS WS
Highest 20 25 20 20 25 30 20 160 100 30% 15 15 25 20 20 25 120 100 50%

Possible
Score
Learner A 18 22 20 17 23 26 19 145 90.63 27.19 12 13 19 15 16 25 100 83.33 41.67
Learner B 19 15 15 9 13 14 9 94 58.75 17.63 15 15 23 15 18 23 109 90.83 45.42
Learner C 9 11 5 8 8 9 4 54 33.75 10.13 10 6 7 12 10 18 63 52.50 26.25
Quarterly
QUARTERLY
Assessment INITIAL GRADE
(20%) GRADE
1 PS WS
Highest 50 100 20% 100 100

Possible
Score
Learner A 40 80 16 84.86 90
Learner B 48 96 19.20 82.25 88
Learner C 29 58 11.60 47.98 71

Sample Certificate of Recomputed Final Grade
Certificate of Recomputed Final Grade
Name of Student: ____________________

Grade Level: ________________________
School Year: ________________________
Learning Final Grade Remedial Recomputed Final

Area Class Mark Grade
Prepared by: ________________________ Date: _____________

Remedial Class Teacher
Noted by: __________________________ Date: _____________
School Principal
Received by: ________________________ Date: _____________
Division Office

Sample of e-class record
Grade 10 Science
ASSESSMENT
G10-EINSTEIN
QUARTERLY
Initial Grade
Quarterly Grade
TOTAL
TOTAL
WRITTEN PERFORMANCE
(1st)
BOYS PS WS PS WS PS WS
WORK TASKS
1 2 3 4 100.00 40% 1 2 3 4 5 6 7 100.00 40% PT 100.00 20% 100.00 100

10 10 10 10 200 100.00 40.00 10 10 10 10 10 10 10 200 100.00 40.00 60 100.00 20.00 100.00 100
1 0 0.00 0.00 0 0.00 0.00 0.00 0.00 0.00 60
2 0 0.00 0.00 0 0.00 0.00 0.00 0.00 0.00 60
3 0 0.00 0.00 0 0.00 0.00 0.00 0.00 0.00 60
4 0 0.00 0.00 0 0.00 0.00 0.00 0.00 0.00 60
5 0 0.00 0.00 0 0.00 0.00 0.00 0.00 0.00 60
6 0 0.00 0.00 0 0.00 0.00 0.00 0.00 0.00 60

Sample of e-Grading Sheet
Grading Sheet
Subject Teacher:
Grade and Section
Subject:
NAMES 1st 2nd 3rd 4th FINAL
QUARTER QUARTER QUARTER QUARTER GRADE
BOYS
1 0 60.00 60.00 60.00 60.00 60.00
2 0 60.00 60.00 60.00 60.00 60.00
3 0 60.00 60.00 60.00 60.00 60.00
4 0 60.00 60.00 60.00 60.00 60.00
5 0 60.00 60.00 60.00 60.00 60.00
6 0 60.00 60.00 60.00 60.00 60.00
7 0 60.00 60.00 60.00 60.00 60.00

Formative or Summative?
profiling learner Pointing out learner
A H
performance strengths
B Identifying learning I Basis for remedial and
needs enrichment programs
C Self-assessment J Finding out the best
T-L strategies
Personal
D Basis for grading M
accountability
Adjustment of track student progress in
E
T-L strategies
N the attainment of standards
Judging
F O Self-reflection
performance
Post-assessment
G Pre-assessment P 83 National Training of Trainers
Journal
From the CG of a Grade 11 subject that you will be
handling, choose a learning competency and list down
appropriate assessment strategies and tools. Use the
worksheet provided.
Before the Lesson During the Lesson After the Lesson
Individual Collaborative

“When a teacher teaches, no matter how
well he or she might design a lesson, what a
child learns is unpredictable. Children do not
always learn what we teach. That is why the
most important assessment does not
happen at the end of the learning-it
happens during the learning when there is
still time to do something with the
information”. – Dylan William, 2011

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National

National Training of Trainers

1. What animals are in the picture?

7. Is the goal of the assessment clear?

National Training of Trainers

Content Standards (CSs) refer to the

Content Standards answer

Recalling information and retrieving relevant

Unity of instruction and assessment

National Training of Trainers

National Training of Trainers

If we think of our learners as plants …

Assessment FOR Learning

National Training of Trainers

 Formative  Summative assessment

National Training of Trainers

Assessment as Assessment for

National Training of Trainers

Summative assessment = assessment OF learning

What is assessment AS learning?

Assessment AS Learning is assessment as a

National Training of Trainers

Identify one’s strengths and Provide immediate feedback to

National Training of Trainers

National Training of Trainers

• Teachers ( as well as students) should know

National Training of Trainers

• Assessment should boost student motivation to

• To sustain motivation for learning, progress

National Training of Trainers

Effective assessment for learning requires teachers

National Training of Trainers

Thus, when the majority of the

National Training of Trainers

 The teacher should analyze what went wrong

National Training of Trainers

At the end of a lesson At the end of topic

National Training of Trainers

• Unit Test • Performance Task

• What document do you design

Represent point, line, and plane

National Training of Trainers

Think about this:

• Standards and competency-

5050 National Training of Trainers

Learners from Grades 1 to 12 are

5151 National Training of Trainers

5252 National Training of Trainers

National Training of Trainers

6060 National Training of Trainers

National Training of Trainers

• Minimum initial grade to pass a

6363 National Training of Trainers

• The summary of learner progress is shown

National Training of Trainers

National Training of Trainers

This will enable them to help and guide their child to

A learner who receives a grade below 75 in any

Prepared by: ____________ Date: _