IV.

Assessments, Learning Resources and Instructional (INPUT)

Accommodation
What is Assessment?

 Assessments 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
student

There are three (3) main purposes of Assessments (For, Of, As)

 Assessments For Learning (AFL)

- teachers use assessment as an investigable tool to find out as much as they can
about what their students know and can do, and what confusions, preconceptions, or
gaps they might have. (Summative)

 To inform his/her teaching

 Occurs throughout sequence

Example:

 Seatwork
 Q&A
 Quizzes

 Assessments of Learning (AOL)

- refers to strategies designed to confirm what students know, demonstrate whether

they have met curriculum outcomes or the goals of their individualized programs, or
to certify proficiency and make decisions about students' future programs or
placements. (Summative)

 What the students have learned

 Certify the students’ competence
Example:

 Mastery Test
 Periodic Test
 Prelim/ Midterm/ Semi- final/ Finals
 Assessments as Learning (ESL)

- It considers how pupils self-regulate their own learning, and in so doing make
complex decisions about how they use feedback and engage with the learning
priorities of the classroom. (Self- Assessments)
  Self- Assessment
 Assess students own learning
 Self- Directed
Example:
 Reflections
 Insights

Types of Assessments

 Pre-assessments or Diagnostic Assessment – are administered before students

begin a lesson, unit, course, or academic program. Students are not necessarily
expected to know most, or even any, of the material evaluated by pre-assessments.
 Formative Assessment - are in-process evaluations of student learning that are
typically administered multiple times during a unit, course, or academic program.
 Summative Assessment - are used to evaluate student learning at the conclusion of
a specific instructional period—typically at the end of a unit, course, semester,
program, or school year.
 Placement Assessment - are used to “place” students into a course, course level,
or academic program
 Screening Assessment - are used to determine whether students may need
specialized assistance or services, or whether they are ready to begin a course,
grade level, or academic program.

There are many types of assessments; however, we will be focusing on the three (3)
types which are the Observation Checklist, Anecdotal Report, Portfolio Assessments.
Observation Checklist

 An observation checklist is a list of things that an observer is going to look at when

observing a class. This list may have been prepared by the observer or the teacher
or both.

 Teachers use this checklist to identify the gaps in learning, what teaching
approaches they should be executing, evaluate the students’ participation and
behaviour in class, individually.
 In figure 1.0, we can see an example of observation checklist.

Figure 1.0
Anecdotal Report

 Anecdotal records are brief notes teachers take as they observe children. The
notes document a range of behaviours in areas such as literacy, mathematics, social

studies, science, the arts, social and emotional development, and physical
development.

 An anecdotal record is a detailed descriptive narrative recorded after a specific

behaviour or interaction occurs. Anecdotal records inform teachers as they plan
learning experiences, provide information to families, and give insights into identifying
possible developmental delays.
Portfolio Assessment

 A portfolio assessment is a collection of students’ works that are associated with

standards they are required to learn. This collection of works typically or frequently
gathered over long period of time to reflect what the students have learned and what
the teacher have taught them.
 The portfolio might include the collection of the students’ essays, laboratory works,
reports, and the such.
What are the advantages of portfolio assessment?
 Students are actively involved in self-reflection and self-evaluation.
 Ongoing process where students demonstrate performance, evaluation,
revise, and produce quality works.
 Students become more engaged in the activity because both instruction and
assessment shift from teacher.

What are the disadvantages?

 Scoring might be low due to reliability.
 Students may not use good material to create the activity.
 Time consuming creating criteria or rubrics for grading.
Summary
Assessments in education pertains to the wide variety of techniques or tools
teacher employs to assess, record, and evaluate the learners’ academic preparedness,
learning progress, skill development, or educational requirements.
There are three (3) purposes of assessments.
Assessments For Learning (AFL)
- This is a formative type of assessment that is used by the teacher to determine the
learning progress and gaps. This may occur before and after the sequence of
learning in order to see the progress of the students.

Assessments of Learning (AOL)

- It is a summative type of assessments that is used by the teacher to determine what
the students have learned in a specific unit or chapter. It occurs at the end of every
unit or chapter in order to certify the students’ competence.

Assessments as Learning (ESL)

- It is also a formative in nature and what we also call self-assessment wherein the
students are given an opportunity to reflect their own learning and prepare the
necessary adjustments for their learning.

Observation Checklist
- An observation checklist is a set of questions that assist an observer evaluate the
performance and behaviour 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.

Anecdotal Report
- Anecdotal records are brief notes teachers take as they observe children. It is a
detailed descriptive narrative recorded after a specific behaviour or interaction
occurs. Anecdotal records inform teachers as they plan learning experiences, provide
information to families, and give insights into identifying possible developmental
delays.

Portfolio Assessment
- A portfolio assessment is a collection of students’ works that are associated with
standards they are required to learn. This collection of works typically or frequently
gathered over long period of time to reflect what the students have learned and what
the teacher have taught them.
-
B. LEARNING RESOURCES AND INSTRUCTIONAL ACCOMMODATION
Learning Resources- are those resources that the teachers use to help learners to meet
the expectations for learning which are defined by the curriculum. They can also be
defined as materials used by a teacher to add value to the instructions given by the
teacher and to stimulate the interest of the learners present.
More than ever, school personnel are responsible for providing high-quality instruction to all
students. Together, the Every Student Succeeds Act (ESSA) and the Individuals with
Disabilities Education Improvement Act (IDEA) have increased the expectation that students
with disabilities will participate in the general education classroom as well as in state and
district testing to the greatest extent possible. Unfortunately, students with disabilities often
experience challenges or barriers that interfere with their ability to access and demonstrate
learning. Barriers to learning can be associated with:

 The way information is presented (e.g., text, lecture)

 The way the student is required to respond (e.g., writing, speech)
 The characteristics of the setting (e.g., noise, lighting)
 The timing and scheduling of instruction (e.g., time of day, length of assignment)
 Instructional accommodations - are changes to the delivery of classroom
instruction or the accompanying materials. Instructional accommodations change
how students learn but do not change what they learn. - In other words, they do not
change the scope or range of the grade-level content standards, nor do they alter the
complexity of the knowledge students are expected to learn
 Testing accommodations - are changes to the format of a test or its administration
procedures. Testing accommodations change how students are tested but do not
change what a test measure. Commonly used testing accommodations include
having the test read aloud, allowing for extended time, permitting scribes or dictation,
and giving the test in a small group setting.

Accommodations provide support that allows students with disabilities to achieve the same
instructional goals as students without disabilities. It’s important to note that
accommodations:

 Do not change the expectations for learning

 Do not reduce the requirements of the task
 Do not change what the student is required to learn

1. SPECIAL EDUCATION PROGRAM

• 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, an act providing for the
rehabilitation, self-development and self-reliance of disabled persons and their integration
into the mainstream of society. In support of this legislation, the Department of
Education has directed all school divisions in the country to establish Special Education
Centers to help provide effective delivery of special education services nationwide. Although
special education in the country started 94 years ago, in many respects, the demands and
needs of this program have not changed.

• The advent of the 21st century requires new perspectives and directions in special
education to meet the needs of the disadvantaged children against the persistent challenges
and demands of the new millennium.

• To help enhance participation rate among children with special needs, inclusive education
has become the main thrust in the education of children with special needs in the
Philippines. This is implemented through the organization of SPED Center as resource
center in special needs education. At present there are already 133 SPED Centers
throughout the country.

2. INCLUSION PROGRAMS

• Inclusion in special education programs is an important part of the continuum of

special education placements required by the Individuals with Disabilities Education
Act. Inclusion refers to the practice of educating children with learning disabilities and other
types of disabilities in the regular education classroom.

• The practice of including children with special needs in a general education classroom is
not new. The most common approach is called "mainstreaming." When a child is
"mainstreamed, “the assumption is usually that either the child will be successful without
supports, or that the child will come to the classroom with supports (usually a 1:1 aide) who
will help him to keep up with the rest of the class.

*The philosophy behind inclusion is distinct from mainstreaming. A truly inclusive classroom
is designed to accommodate the needs of all learners, by providing "differentiated"
instruction. In theory, with the right training and resources, a general education teacher can
provide such a broad range of instructional approaches that all children can successfully
learn in her classroom. Depending on the situation, grade, and other factors, the teacher
might have the support of an "inclusion specialist" to ensure that each child receives an
individualized, inclusive learning experience.

The philosophy behind inclusion is distinct from mainstreaming. A truly inclusive classroom
is
designed to accommodate the needs of all learners, by providing "differentiated" instruction.
In
theory, with the right training and resources, a general education teacher can provide such
a
broad range of instructional approaches that all children can successfully learn in her
classroom.
Depending on the situation, grade, and other factors, the teacher might have the support of
an
"inclusion specialist" to ensure that each child receives an individualized, inclusive
learning
experiencThe philosophy behind inclusion is distinct from mainstreaming. A truly inclusive
classroom is designed to accommodate the needs of all learners, by providing
"differentiated" instruction. In theory, with the right training and resources, a general
education teacher can provide such a broad range of instructional approaches that all
children can successfully learn in her classroom. Depending on the situation, grade, and
other factors, the teacher might have the support of an "inclusion specialist" to ensure that
each child receives an individualized, inclusive learning experience.

3. INDIGENIZATION AND CONTEXTUALIZATION OF THE CURRICULUM

•CONTEXTUALIZATION -Refers to educational processes of relating the curriculum to a
particular setting, situation or area of application to make the competencies relevant,
meaningful and useful to all learners.
DEGREES OF CONTEXTUALIZATION
1.LOCALIZATION -Refers to educational processes of relating learning content specified in
the curriculum to local information and materials in the learner’s community.
EXAMPLES OF LOCALIZATION
•Lessons start with those in the locality.
•Names, situations ,setting needed to give context to test questions or problem-solving
exercises are those of immediate community.
•Local materials are used as often as possible on making instructional materials.
•Local stories are used in the language learning areas.
•Translating a story written in one another language to the language of one’s learners.
2.INDIGENIZATION -Refers to the processes of enhancing curriculum competencies,
education resources and teaching learning processes. -The traditional learning systems,
philosophies, and methodologies, that have ensured the transmission of indigenous
knowledge and practices from generation to generation.
WAYS OF CONTEXTUALIZING AND INDIGENIZING
RELATE-Linking the concept to be learned with something the student already knows.
EXPERIENCE-Hands-on activities and teacher explanation allow students to discover new
knowledge.
APPLY-Students apply knowledge to real-world situation.
COOPERATE-Students solve problems as a team to reinforce knowledge and develop
collaborative skills.
TRANSFER-Students take what they have learned and apply it to new situations and
contexts.

4. ALTERNATIVE LEARNING SYSTEM (ALS)

 It is a parallel learning system in the Philippines that provides a practical option to the
existing formal instruction. When one does not have or cannot access formal
 education in schools, ALS is an alternate or substitute. ALS includes both the non-
formal and informal sources of knowledge and skills.
Difference of formal education system and Alternative Learning System
Formal Education is classroom-based, managed by trained formal schoolteachers.
Meanwhile, ALS 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.
Why is there a need for Als?
Many Filipinos do not have the chance to attend school or finish formal basic
education for various reasons. Thus, this learning system aims to provide all Filipinos the
chance to have access to and complete basic education in a mode that fits their distinct
situations and needs.

B. OSY(OUT-OF-SCHOOL YOUTH)
 OSY(OUT-OF-SCHOOL YOUTH)-refers to members of the population who are 15-30
years old who are not in school not gainfully employed, and have-not finished college
or a post-secondary course.
 Post-secondary course –refers to any education that takes place after a student has
completed high school. It includes programs at colleges, universities, and other
institutions of higher education.
 The rate of out-of-school youth in the Philippines is 4 million in number this 2021 due
to the pandemic.
This are 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 this effects
are:
 Increase in child maltreatment
 Crime rate
 Pregnancy and;
 Exposure to illegal drugs
Thankfully the government provides solution 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 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.

C. 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 'Disadvantaged' mean children, who come from socio- economical backward
section of the community who cannot profit from school because of deprivation of one sort or
another, and children who are seen in interior tribal and rural areas of country where
educational facilities have not reached in the way we find them in a metropolitan area.
TYPES OF DISADVANTAGED CHILDREN:
1.Socially Deprived Children

 Poor
 Bad condition of Family
 Lack of Facilities
 Side effect of Neighbor and Peers
2.Economically Deprived Children

 Poverty and economically inequality

 Lack of meals and accommodation
 Unable to go to School and pay fees.
 High desire in the absence of money
3.Educationally Deprived Children

 Low Educational achievement

 Unable to solve problems
 Suffering from the feeling of insecurity
 Lack of books and school material
 Unable to learn due to lack of money and interest
 Fall in bad habits
4. Physically Disabled Children

 Blind children
 Speech handicapped
 Hearing handicapped
 Unhealthy
 Paralyzed
 Defaced disable
WHAT WE CAN DO:
1. Treat children equally; disadvantaged children can perform to the same standard as
their advantaged counterparts and progress to university.
2. Make sure students are signed up to get free meals.
3. Encourage all students to get enough sleep.
4. Offer counselling.
5. Set up mentoring for students and teachers.

D. ADULT LEARNERS
 an adult learner or, more commonly, a mature student, is a person who is older and
is involved in forms of learning. Adult learners fall in a specific criterion of being
experienced, and do not always have a high school diploma. Many of the adult
learners go back to school to finish a degree or earn a new one.
 adult learning is learning geared towards and/or participated in by adults (people
twenty-five years old or older). Adults come to learning process with experience and
outside responsibilities and approach learning situations with their own strengths and
challenges.
Malcolm Knowles
 Malcolm Knowles's work distinguished adult learners as distinct from adolescent and
child learners in his principle of andragogy.
 He established 6 assumptions about the adult learner. This included Need to know,
self-concept, adult learner experience, readiness to learn, orientation to learning and
motivation to learn.
The Adult Learning Theory of Malcolm Knowles looks at andragogy, or the practice and
study of teaching adults. His five assumptions about how adult learners differ from
learners who are younger include that adult learners are geared more towards learning
experiences that are independent and applicable and that they have experience to draw
on during the learning process. The characteristics of adult learners include the idea that
adult learners are self- directed during the learning process. Adult learners do not
necessarily take in what they are taught without questioning why they are learning what
they are learning and how what they are learning will be beneficial, but rather have high
expectations and a practical need for applicable results.
SEVERAL BARRIERS CAN PREVENT ADULT LEARNERS FROM TAKING
ADVANTAGE OF ADULT EDUCATION:
• Family and work obligation - can be major obstacles, as individuals may struggle to
balance these responsibilities with learning. For example, childcare.
• Financial – particularly for those who need to pay for their own training.
• Lack of time – can make it challenging to ensure adult participation and commit to a
training program, especially if they already have a full schedule.
5. MADRASAH ALIVE
Madrasah
● Arabic term for schools
● privately-owned school where a religious teacher instils his pupils with the basic
tenets of Islam and the Arabic language.
Main Subjects in Muslim Education
1. The Qur’an
2. Hadith
3. Fiqh
ALIVE MEANS
A- Arabic
L- Language
I- Islamic
V- Values
E- Education
It 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.

Madrasah in the Philippines

Spanish Period of Colonisation
- Madrasah was the only form of education available to the Bangsa Moro
American Period
- Western system of secular education was introduced in Mindanao, Sulu and Palawan
Period of Moro
- During this period, Moro resistance against colonisers (Spanish and USA)

Types of Madrasah in the Philippines

Traditional or Weekend Madrasah
- Instruction is basically religious. It is considered a non-formal education due to its
characteristics. Classes are only held on Saturday and Sunday and are non-grade because
it doesn’t have a formal curriculum.

Development or Formal Madrasah

- This type offers hierarchically structured education and sequential learning generally
attuned with the formal education system.

Standard Private or Integrated Madrasah

- This type of madrasah has been harmonised, upgraded, and modified to become a
component of the Philippine education system through the issuance of DepEd Order No. 51,
s. 2004

6. Special Interest Program

What is Special Interest Program?

- Special program aims to provide high school learner with a foundation for a career
pathway that is aligned with their interests and aptitudes.
- It is designed to enable students to understand their strengths, pursue their interest,
and develop their multiple intelligences (DepEd Memorandum No. 149, s.2011)

A special interest school or special program has activities that:

- Are a key factors focus in the school and meet an identified need.
- are sustainable by the school over an extended period of time.
- provide students learning opportunities (that aren’t usually available in school)

Different Types of Program offered by DepED

1. The Special Program for Sports (SPS) is a special program which shall lay the
foundation for a career and/or support to a career for learners with interest, skills and
aptitude in Sports. The policies and guidelines to be used in the program are stipulated in
DepEd Order No. 25, s.2015.

SPS is offered to learners who want to develop their talents in different sports disciplines.
SPS provides training for athletes to be able to compete in national and international sports
competitions. Schools that offer SPS should have a minimum of five individual/dual sports
(Archery, Arnis, Badminton, Chess, Gymnastics, Table Tennis, Taekwondo, Tennis, and
Dance sports) and three team sports (Baseball, Basketball, Football, Sepak Takraw, Softball
or Volleyball).

2. In 2000, the Department of Education launched in the Special Program in the Arts. This
nationwide program aims to foster the potentials of artistically-inclined students. Public high
schools that offer this program are selected based on the criteria established by the
Department of Education. The Special Program in the Arts implements a secondary
education curriculum with an additional subject that is centered in the arts. With the K-12
curriculum, the Special Program for the Arts remains as part of the Philippine Education
System under “Programs for the Gifted and the Talented” according to the Implementing
Guidelines for the Enhanced Basic Education Act of 2013. However, the said implementing
guidelines did not include specific provisions on how the program is to be carried out.
3. Special Program in Foreign Language (SPFL) - SPFL provides learners with
educational opportunities to learn a foreign language. SPFL aims to develop students’ skills
in listening, reading, writing, speaking, and viewing in a foreign language; develop their
understanding of and appreciation for other peoples’ cultures; and prepare them for
meaningful interaction in a linguistically and culturally diverse workplace. Schools with SPFL
offer at least one of the following languages: Spanish, Japanese, French, German, Chinese
(Mandarin), and Korean.
4. Special Program in Journalism (SPJ) - SPJ develops learners with a talent in writing
and broadcasting. The program aims to enrich the experiences, hone the journalistic skills
and competencies of student writers, and strengthen free and responsible journalism. SPJ is
designed to develop learners’ skills in mass communication, print, online, and broadcast
media.
5. Science, Technology, and Engineering (STE) Program - STE, formerly known as
Engineering and Science Education Program (ESEP), offers learners with an enriched
science and technology-oriented curriculum that will prepare them for higher education or
work in the areas of science, technology, and engineering.
6. Special Program in Technical-Vocational Education (SPTVE) - SPTVE is a special
curricular program that provides the complete development of the individual as a total person
equipped with technical-vocational and academic competencies, proper work ethic and
desirable values that will make the learner economically stable, responsible, law-abiding,
productive and competitive in the world of work. It provides opportunities for Junior High
School students to acquire the necessary skills and
competencies, and qualifications to empower them for further specialization in Technical-
Vocational-Livelihood (TVL) courses in Senior High School.
7. Special Science Elementary Schools (SSES) - The SSES Project aims to develop
Filipino children equipped with scientific and technological knowledge, skills, and values. Its
mission is to provide a learning environment to science-inclined children through a special
curriculum that recognizes the multiple intelligences of the learners; promote the development
of lifelong learning skills and foster the holistic development of the learners.
Special Science Elementary Schools (SSES) Project The Special Science Elementary
Schools (SSES) Project is in pursuance to DepEd Order No. 73 s. 2008, and DepEd Order
No. 51 S 2010. This project started in June 2007 with 57 identified elementary.

7. Quality Differentiated Instruction:

It is teaching the same material to all students using many types of instructional
strategies.

History of Quality Differentiated Instruction:

 One-Room School Day – one teacher has students of all ages.
 Then transitioned to grading schools, where it is assumed that all children
with the similar age can learn similarly.
  1912 – Achievement test were introduced and the scores revealed the gaps
in student’s abilities within grade level.
 1975 – the congress passed the Individuals with Disabilities Education
Act (IDEA) ensuring that children with disabilities had equal access to public
education.
 2000 – The passage “No Child Left Behind” which further encouraged
differentiated and skill-based instruction because it works to every student.

Ways of Quality Differentiated Instruction

 Carol Ann Tomlinson – an American Educator, Author, and Speaker. She is
known of her work with differentiated instruction, a means of meeting
students’ individual need in education. According to her, teachers can
differentiate instruction in four ways;

o Content – It talks about how they will present or how will you teach THE TOPIC
with different types of instruction. We can differentiate the content or the topic by
designing activities through the Bloom’s Taxonomy – it is the classification of
levels of intellectual behavior going lower-order thinking skills to higher-order
thinking skills.
 Stage 1 / Remember – Recall facts and basic concepts.
 Stage 2 / Understand – Explain ideas or concepts
 Stage 3 / Apply – Use information in new situations
 Stage 4 / Analyze – Draw connections among ideas
 Stage 5 / Evaluate – Justify a stand or decision.
 Stage 6 / Create – Produce new or original work.
o Process – it is the preferred learning style of the children or it is delivering the
material to each style; visual, auditory and kinesthetic, and through words.
o Product – It is also called as the result wherein the students create the product
at the end of the lesson to demonstrate the mastery of content.
o Learning Environment – The conditions for optimal learning include both
physical and psychological elements.

8. Homeschool/Distance Learning
HOMESCHOOL
Homeshooling is a progressive movement around the country and the world, in which
parents choose to educate their children at home instead of sending them to a traditional
public or private school.
DISTANCE LEARNING
Distance learning, also called distance education, e-learning, and online learning,
form of education in which the main elements include physical separation of teachers and
students during instruction the use of various technologies to facilitate student-teacher and
student-student communication.
MAIN REASON FOR HOMESCHOOLING

Social Advantages And Disadvantage

PUBLIC SCHOOL HOMESCHOOL

SOCIAL ADVANTAGES SOCIAL ADVANTAGES

Interaction with students the same age Avoid social disadvantages of schools
Group projects & team work More choices/greater personal freedom
Navigating large building Increased personal responsibility
May increase time management (on Less time restrictions
time)

SOCIAL DISADVANTAGES SOCIAL DISADVANTAGES

Negative peer pressure Miss the social advantages of schools
Bullying/ostracizing
Drug abuse
Violence
Pop culture which violences disrespect
and lack or responsibility