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    Assessing Learner'S Progress of Learning in A Flexible Class

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    Johnmark Dayaday
    The document presents a Flexible Class Assessment Activities Map (FCAAM) that outlines different types of assessment for learning, of learning, and as learning. It describes minimum standards for communication, thinking, technology, and other skills. The map provides examples of formative and performance-based assessment activities that can be used to evaluate students' progress on these skills and support their learning.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd

    Assessing Learner'S Progress of Learning in A Flexible Class

    Uploaded by

    Johnmark Dayaday
    232 views26 pages
    The document presents a Flexible Class Assessment Activities Map (FCAAM) that outlines different types of assessment for learning, of learning, and as learning. It describes minimum standards for communication, thinking, technology, and other skills. The map provides examples of formative and performance-based assessment activities that can be used to evaluate students' progress on these skills and support their learning.

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    FCAAM

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    The document presents a Flexible Class Assessment Activities Map (FCAAM) that outlines different types of assessment for learning, of learning, and as learning. It describes minimum standards for communication, thinking, technology, and other skills. The map provides examples of formative and performance-based assessment activities that can be used to evaluate students' progress on these skills and support their learning.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    232 views26 pages

    Assessing Learner'S Progress of Learning in A Flexible Class

    Uploaded by

    Johnmark Dayaday
    The document presents a Flexible Class Assessment Activities Map (FCAAM) that outlines different types of assessment for learning, of learning, and as learning. It describes minimum standards for communication, thinking, technology, and other skills. The map provides examples of formative and performance-based assessment activities that can be used to evaluate students' progress on these skills and support their learning.

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    © All Rights Reserved
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    ASSESSING LEARNER’S

    PROGRESS
    OF LEARNING IN A
    FLEXIBLE CLASS
    FLEXIBLE CLASS ASSESSMENT
    ACTIVITIES MAP (FCAAM)
    Learning Experience through Assessment Activities
    Minimum Standards
    1. Communication Skills “What in the long
    2. Thinking Skills run after completing
    (Critical and Problem Solving) the course can
    3. Technology Skills learners do on their
    4. Communication and Technology own with what they
    Skills ( Creative & Innovation) learned?”
    5. Problem Solving Skills
    6. Collaboration Skills “What in real life
    situation can
    learners put
    themselves in
    Which of these shall be where they can
    championed by the core perform the
    transfer goal?”
    subject?
    Which of these skills do you
    think we should prioritize in our
    core subject? Why?
    Combined K-12 Outcomes and 21st Century Skills

     Communication Skills

     Technology Skills

     Communication and technology Skills (Creativity and Innovation)

     Critical Thinking Skills

     Problem Solving Skills

     Collaboration Skills
    Learning Experience through Assessment Activities
    P Doing Understanding
    E “What in the long
    R run after completing Evaluating Applying
    Performance Analyzing Understanding
    F the course can Checks Remembering
    O learners do on their
    R own with what they
    M learned?” Enabling formative
    A assessment activities Knowing
    N That ensure the Written Works
    C “What in real life successful completion
    E situation can of the Performance
    Task Formative questions
    learners put
    T That lead to the
    themselves in
    A completion of
    where they can
    S performance checks
    perform the
    K transfer goal?”
    Assessment Feedback of Learning in a Flexible Class

    Types of Flexible Class ASSESSMENT OF ASSESSMENT FOR


    Assessment LEARNING LEARNING
    Typically administered at the Typically administered during the learning and teaching process
    end of subject or unit/grading
    period.
    Facilitating the Learner’s Progress of Learning in a Flexible Class
    Types of Flexible Class ASSESSMENT OF ASSESSMENT FOR ASSESSMENT AS
    Assessment LEARNING LEARNING LEARNING
    Typically administered at the Typically administered during the learning and teaching process
    end of subject or unit/grading
    period.
    Evaluate learner’s Provides teachers with Focuses on teaching learners
    achievement against the ongoing feedback and allows the metacognitive processes to
    subject standards (Target them to: evaluate their own learning
    Subject Learning Outcomes) 1. Identify at-risk learners and make adjustments.
    early
    2. Adjust instruction
    accordingly and
    immediately
    3. Monitor learners progress
    Why assess? To certify learner’s proficiency To enable teachers to To guide and provide
    determine next steps in opportunities for each learner
    advancing learner’s learning. to monitor and critically
    reflect on his/her learning and
    identify next steps.
    ASSESSMENT OF LEARNING ASSESSMENT FOR ASSESSMENT AS LEARNING
    LEARNING
    Typically administered at the end of Typically administered during the learning and teaching process
    subject or unit/grading period.
    Types of Evaluate learner’s achievement against Provides teachers with ongoing 1. Focuses on teaching learners the
    Flexible Class the subject standards (Target Subject feedback and allows them to: metacognitive processes to evaluate
    Assessment Learning Outcomes) 1. Identify at-risk learners early their own learning and make
    2. Adjust instruction accordingly and adjustments.
    immediately
    3. Monitor learners progress

    Why assess? To certify learner’s proficiency To enable teachers to determine next To guide and provide opportunities for
    steps in advancing learner’s learning. each learner to monitor and critically
    reflect on his/her learning and identify
    next steps.
    Actions to take Learner The Teacher The teacher guides the learner to:
    with the • Competencies Checklist with 1. Reminds the student 1. Identify the difficulties and
    Learner metrics 2. Points out the competencies expectations of the learner
    • Quantitative Equivalence 3. Provides recommendation 2. Define the response mechanism to
    (Learner’s
    improve progress of learning
    Guardian) 3. Appropriateness of the response
    mechanism
    4. Implement the response mechanism
    5. Effect of the response mechanism
    Activities without Digital Tools
    How to make a Flexible
    Class Assessment
    Activities Map?

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