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    PCK 304 W2 Output 1.1 (Lyka)

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    Lyka Ladon
    The document provides a learning output from a student named Ladon Lyka P. regarding a plan to conduct classroom assessments based on core principles learned in their lesson. The student identifies six core principles of assessment and provides a plan for applying each principle in their own classroom assessments. For each principle, the student suggests an alternative assessment method, such as using group activities to assess process and product, providing open-ended questions to assess higher-order thinking, using rubrics to assess non-cognitive skills, implementing project-based assessments to reflect real-world contexts, communicating with co-teachers for comprehensive and holistic assessments, and gathering feedback to ensure assessments lead to student learning.

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    PCK 304 W2 Output 1.1 (Lyka)

    Uploaded by

    Lyka Ladon
    238 views2 pages
    The document provides a learning output from a student named Ladon Lyka P. regarding a plan to conduct classroom assessments based on core principles learned in their lesson. The student identifies six core principles of assessment and provides a plan for applying each principle in their own classroom assessments. For each principle, the student suggests an alternative assessment method, such as using group activities to assess process and product, providing open-ended questions to assess higher-order thinking, using rubrics to assess non-cognitive skills, implementing project-based assessments to reflect real-world contexts, communicating with co-teachers for comprehensive and holistic assessments, and gathering feedback to ensure assessments lead to student learning.

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    PCK 304 W2 OUTPUT 1.1 (LYKA)

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    The document provides a learning output from a student named Ladon Lyka P. regarding a plan to conduct classroom assessments based on core principles learned in their lesson. The student identifies six core principles of assessment and provides a plan for applying each principle in their own classroom assessments. For each principle, the student suggests an alternative assessment method, such as using group activities to assess process and product, providing open-ended questions to assess higher-order thinking, using rubrics to assess non-cognitive skills, implementing project-based assessments to reflect real-world contexts, communicating with co-teachers for comprehensive and holistic assessments, and gathering feedback to ensure assessments lead to student learning.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    238 views2 pages

    PCK 304 W2 Output 1.1 (Lyka)

    Uploaded by

    Lyka Ladon
    The document provides a learning output from a student named Ladon Lyka P. regarding a plan to conduct classroom assessments based on core principles learned in their lesson. The student identifies six core principles of assessment and provides a plan for applying each principle in their own classroom assessments. For each principle, the student suggests an alternative assessment method, such as using group activities to assess process and product, providing open-ended questions to assess higher-order thinking, using rubrics to assess non-cognitive skills, implementing project-based assessments to reflect real-world contexts, communicating with co-teachers for comprehensive and holistic assessments, and gathering feedback to ensure assessments lead to student learning.

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    Ladon Lyka P.

    BEED III-2

    Learning Output
    Prepare a .plan on how you will conduct assessment based on the core principles you
    learned in this lesson. You may also refer to the Kto12 Curriculum to identify the competencies
    targeted by instruction and how you intend to assess your future students following the principles
    in assessing learning using alternative methods. Use the matrix provided to write your ideas on
    how you should design and conduct assessment of students learning based on the core principles.
    Total POINTS (30 points) 5 points each core principles
    3 points relevance
    2 points organization

    PRINCIPLE PLAN IN APPLYING THE PRINCIPLES IN


    YOUR CLASSROOM ASSESSMENT
    Assessment is both process and product I will use group activities or collaborative and
    oriented. cooperative activities for a performance-based
    alternative assessment. Wherein the students
    can collaborate, share and create ideas while
    performing as a process in which I can
    monitor, assess and give some advice for
    them to improve their performance while they
    are working on the activity to produce good
    outcomes. Criteria should be given to them so
    that they will know what to do and will serve
    as a guide also that gives standards to the
    students on how they will do the task or
    activity that serves as a process and what
    should be the output or the produced product.
    Assessment should focus on higher order To improve their higher-order thinking skills I
    cognitive outcomes. can use some activities that their problem
    solving skills, creativity and decision making
    will be present so that my students will think
    deeply. Let’s say for example in recitation do
    not ask questions that is answerable by yes or
    no. I will provide questions that will enhance
    their thinking skills or the answers are related
    to decision making so that their creativity in
    answering questions will be present.
    Assessment can include a measure of The non cognitive learning outcome of the
    noncognitive learning outcome students can be improved and assess using
    rubrics in a group activity settings wherein
    their self-discipline, teamwork, focus on the
    task and so on can be used and can be
    assessed. In this manner their non cognitive
    learning will be enhanced and developed.
    Assessment should reflect real life or real I will use a project-based assessment that is
    world contexts. relevant and useful for them if ever they
    encounter the same situation in real life like
    gardening that we did with one of our
    subjects. This kind of activity can be of use in
    real life and some other environmental
    activities. Portfolios and documentations can
    be used to assess them. Because these type of
    assessment will show and serve as a proof
    that they completed the given task.
    Assessment must be comprehensive and As a teacher to monitor my student’s progress
    holistic in learning, I will communicate with my co-
    teachers regarding on the development or
    progress of my students. Especially for those
    students who really need my guidance.
    Gathering information and using a variety of
    tools to improve my teaching skills will be
    important in order to supply the needed
    knowledge and skills in teaching my students.
    Assessment should lead to student Assessment should lead to student learning,
    learning. not just knowing what they know and
    knowing what they can do. As their teacher I
    will gather or take note of what they did not
    understand after taking the assessment so that
    I can modify my teaching strategy and give
    feedback to my students so that they can also
    make self-regulation and judgements on what
    they should learn more and what they should
    change or modify. In order to achieve what is
    needed in the curriculum.
    *Add another sheets if needed.

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