My learning activities
1. The
teachers mostly used a scoring rubrics for the students activities such as role
playing, interviews, reporting’s, dancing, singing drawing or other actual
performances and they also use rubrics for students work like projects one
example is a student portfolio about their life or a portfolio in English
subject or maybe a planets made in styrofoam to be displayed on a science
laboratory.
2. Scoring
rubrics is significant because it helps teacher to evaluate student’s works
easier. It also forces the teacher to clarify criteria in detail. It has a
useful feedback for the effectiveness of instruction. Motivates students to
reach the standards specified. It is a flexible tool, having uses across many
contexts, in many grade levels and for a wide range of abilities. Before
without scoring rubrics teacher uses the Criteria more likely criteria for
judging.
3. Difficulties
I found on scoring rubrics is that it can also restrict the students mind power
in that they will feel that they need to complete the assignment strictly to
the rubric instead of taking the initiative to explore their learning. If the
criteria that is in the rubric is too complex, students may feel overwhelmed
with the assignment, and little success may be imminent. For the teacher
creating the rubric, they may find the task of developing, testing, evaluating,
and updating time consuming.
4. Yes,
they differ in holistic scoring rubrics it gives students a single or overall
assessment score for the paper as a whole. On the other hand analytic scoring
provides students with at least a rating score for each criterion, though often
the rubric for analytic scoring offers teachers enough room to provide some
feedback on each criterion.
5. It
is much easier to use the holistic scoring rubric since you do not need to
check each criteria for the student work because the thing is, holistic rubric
is use to evaluate the whole work itself.
6. Yes
I got involved on making a both scoring rubrics but if I had to choose I would
choose to make a holistic scoring rubric, it’s easier to make as what I had
mention on number 5.
My
Analysis
1. Rubrics
can enhance student learning and it makes easier for a teacher to inform the
students how did they get they grades. When students are made aware of the
rubrics prior to instruction, they know the level of performance that is
expected and can become more motivated to learn and reach those standards.
Rubrics can make the targets of instruction clear, especially for problem
solving, group process skills, and writing.
2. Portfolios
are a kind of authentic assessment and because authentic assessments cannot be
graded like traditional assessments, scoring rubrics is just one way to assess
portfolios in order to increase the reliability of scores based on human
judgment.
3. In
making and using score rubrics. First you must have objectives included in the
rubrics for a specific activity. A rubric must be definitive, quantitative and
objective in nature. The scoring rubric is a device that guides you to keep
track the corresponding score or credits that you may give to a particular
task.
My Reflections
Learners
can use rubrics to assess their own effort and performance, and make
adjustments to work before submitting it. When students participate in
designing rubrics, they are empowered to become self-directed learners. Rubrics
help teachers assess work based on consistent, agreed upon, and objective
criteria.
Rubrics
can be a powerful self-assessment tool, if teachers disconnect them from grades
and give students time and support to revise their work. A key element of
formative assessment is feedback. Under the right conditions, student
self-assessment can provide accurate, useful information to promote learning.
My Analysis
1. Yes
the teachers like the new based 0%, grading system. This helps the students to
enhance more of their knowledge and will let them focus and work harder on
academics to reach not only the passing rate but the top/highest grades they
could ever have.
2. The
new grading system in education is a system that is used to assess the educational
performance of a child which is entirely based upon points alone. The purpose
of grading is to describe how well students have achieved the learning
objectives or goals established for a class or course of study. But
still, this method is widely regarded in many of the schools across the world
and is kept as a strong and a viable medium to adjudge a child’s grasping and
reciprocating ability by grading them.
3. Teachers
are more challenged on motivating their students to strive harder on academics
since it is based 0%. Letting the lazy students not to rely on the attendance
itself, or seatwork’s but students are motivated to attend school and study
harder in order to develop their knowledge, characters, and skills.
4. Yes,
It is evident that the highest weighted percentage allotment is for the
Performance Tasks, which includes different outputs and projects. This is also
the application of the knowledge portrayed on different room activities,
outputs and projects and it is based more on interaction. As this new
curriculum produces a lot of work and loads for the students. Written Work and
Quarterly Assessment on the other hand, focuses more on the reflection of the
gained knowledge.
5. 
Yes,
Yes,
6. Yes
I like having the experience of computing grades. I am a teacher and I must
like it for my students. Most especially when get to see the improvement of
their grades since the 1st quarter results. It would be the best
part of my teaching profession.
My Reflections
Grading
generally hinders learning. It may motivate students to succeed at school by
passing tests and so on, but it's often harmful to true learning. Succeeding at
school is not necessarily the same thing as learning the subjects taught at
school.
The
most successful learning strategy is trial-and-error. It's the strategy that's
built into us: it's how we learn to walk and talk. It's how we learn to stack
blocks on top of each other to build towers that don't fall. When blocks fall,
we learn our last stacking strategy won't work in the future, so we try
something else. In a deeply visceral way, we learn what works and what doesn't.
Meanwhile,
in the core values of the students in the report card I believe it is okay, for
the guardians or parents would know if their child is doing great or if there
are any problems. Because our problem without the comment section on the report
card this days, the parents are not able to know or to monitor their child
properly in some way that they cannot go the school and ask the teachers why
and due to some students would alibi when they were ask by their guardians. So
I believed it’s okay to have the core values in the report card.
My learning activities
Activity
1
1. Traditional
grading and SBG also use different grading scales. In traditional grading,
students are primarily measured by the percentage of work successfully
completed. The assumption is that higher completion rates reflect greater mastery,
and earn higher grades. In SBG, grading is based on demonstration of mastery.
2. Grade
1-10
Grade
11 – 12
3. Multiply
the percentage assigned to each category by your average grade in that
category. For example, if your average grade in quizzes is 86, multiply 86 by
15 percent (86 X 15 = 12.9). Add these results together (22.5+40+12.9+9.2 =
84.6). The sum is 84.6, or 85, which is a B.
4. Legions
of grade-conscious students and parents may be surprised when the first report
cards under the new K+12 education program come out. Instead of numerical
values, grades will be letters under a system that may not at first appear
logical. According to DepEd Assistant Secretary Toni Umali, the new grading
system this year will apply only to grades one and seven, the two grades most
affected by K+12 policies. As expected, A is the highest. But B is the lowest.
And the second highest is P. The letters actually represent levels of
proficiency, abbreviated as follows:
A
for Advanced (90 percent and above)
P
for Proficient (85-89 percent)
AP
for Approaching Proficiency (80-84 percent)
D
for Developing (75-79 percent)
B
for Beginning (74 percent and below)
5. A
student is promoted from one grade to the next on the basis of academic
achievement or demonstrated proficiency in the subject matter of the course or
grade level and attendance. To earn credit in a course, a junior high student
must have an overall average of 70 or above, based on course-level or
grade-level standards. Parents of students who do not perform satisfactorily on
their exams will be notified that their child will participate in special
instructional programs designed to improve performance. These students will
also have two additional opportunities to take the test.
6. 
Activity
2
1. I
like it because it would help me to focus more on my academics. –Grade 3
student (army sachico sagusay)
I
like it because my parents would be proud of me when I got a high grades.
–Grade 5 student (yvan moriji sagusay)
2. None,
because schools would like us students to improved and to be a better person in
the future for our country. – Grade 6 ( Mia Osh)
3. Yes
it does, because of having a based 0% grading system having the knowledge,
character and skills to pass, I may also be a good example for the other
students. My Parents would really be proud of me. –Grade 6 (Charlene
Villaflor).
