This document provides an overview of informal classroom assessments using the ECCD checklist and Phil-IRI reading assessment tool for grades K-3. It discusses that assessment is essential for understanding student learning and planning instruction. Informal assessments like observation, oral presentations, journaling, and games are described as casual, non-graded tools to identify student strengths, weaknesses and guide lesson planning. The ECCD checklist and Phil-IRI assess child development and reading in 7 domains and are designed to identify learning delays or difficulties among young students.
New K12 assessment in the k to 12 basic education programRogelio Arcelon
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the Philippine K to 12 Basic Education Program. It defines formative and summative assessment. Formative assessment is informal and ongoing, while summative assessment occurs at the end of a learning period. Assessment is aligned with curriculum standards and cognitive process dimensions. Student performance is evaluated based on content mastery, skills, and understanding as demonstrated through various components. Results are used to monitor progress, determine promotion, and report to parents. The policy aims to implement valid, reliable and equitable assessment practices.
Objective
To equip participants with an insight of School-Based Management (SBM) to support schools in their journey to improve School Performance and Student Achievement.
Methodology
explore 21st Century era Learning and to improve and align school resources to provide for it.
Methodology
to explore 21st Century era Learning and to improve and align school resources to provide for it.
to model School-Based Management(SBM) strategies to improve School Performance and,
to apply SBM techniques to improve Student Achievements
School Based Management Contents
Overview of Resource Management-School Based (SBM)
21st Century Teaching & Learning
SBM Assessment Instrument-Six Dimension of SBM
Strategies to improve School Performance & Student Achievement
Workshop Activity
This document outlines the supervisory plan and report for the MAPEH (Music, Arts, Physical Education, and Health) Department of the SDO Pangasinan II for the calendar year 2022. It details the focus of supervision for each week in March which includes lesson planning, classroom observations, checking school forms, conducting monitoring and evaluations, and mid-year instructional supervision and evaluation. The plan is intended to facilitate the professional growth of teachers through feedback to help make teaching and learning more effective. Supervisory reports are submitted monthly and used as the basis for providing technical assistance and for evaluating individual performance.
The document outlines guidelines and processes for providing technical assistance to schools. It describes technical assistance as a process aimed at professional help and guidance for improvement. The objectives are to describe technical assistance, analyze processes for providing it, demonstrate readiness in applying guidelines, and appreciate adherence to standards. The technical assistance mechanism involves assessing needs, planning, implementation, monitoring, evaluation, and adjustment. Key steps include organizing provider teams, assessing school needs, designing plans relevant to recipients, implementing plans, and verifying the process with documents. Crucial technical assistance areas for strengthening school-based management are also listed.
The K to 12 curriculum is standard and competency-based. It is inclusive and built around the needs of the learners and the community. The K to 12 program was carefully studied and designed based on research from other countries and our own local successes and failures in education. The curriculum is available on DepED website. It is the first time in history that the entire curriculum is digitized and made accessible to the public.
1. The Department of Education in the Philippines issued interim guidelines for assessment and grading in light of distance learning during the COVID-19 pandemic. The guidelines emphasize formative over summative assessment and flexibility in assessment methods. They also provide guidance on conducting remote assessment, providing feedback, and determining grades.
2. Key points of the guidelines include prioritizing formative assessment to inform teaching and support student growth, designing various assessment methods suitable for distance learning, and establishing clear roles and responsibilities for teachers, students, and parents in the assessment process. Feedback and remediation are emphasized to benefit learning.
3. Grading seeks to balance leniency due to pandemic challenges with integrity of assessment. Performance tasks and written
Deped Order No 11, s.2018 "Guidelines on the Preparation and Checking of Scho...Sire Bryan Lancelot
The Department of Education (DepEd) issues the enclosed Guidelines on the Preparation and Checking of School Forms. DepEd Order No. 11, s.2018 dated March 7, 2018. The implementation of this Order is effective School Year 2017-2018.
School Level Orientation
The document summarizes the Basic Education Information System (BEIS) used by the Philippines Department of Education to collect and analyze school data. BEIS has three modules: the BEIS Quick Counts module collects enrollment, teacher, classroom, and furniture data and produces analysis reports; the BEIS School Statistics module collects additional school details; and the BEIS Performance Indicators module calculates education indicators. BEIS processes data throughout the school year to inform budget planning and resource allocation.
The document summarizes the program for a retirement and Christmas party event being held on December 16, 2022 at 1:00 PM. The event will include an opening prayer, community singing, welcome address, presentations from teachers, recognition of retirees with gifts and plaques, messages from district supervisors and local government officials, games, raffle drawings, and closing remarks. The event is being organized by the Sta. Cruz District Teachers Association to honor retiring teachers from schools in the district.
The Public Schools District Supervisor Samoore S. Ladjahali issues designation orders appointing four teachers as Teacher-In-Charges of various primary schools in Indanan South District. Faijal I. Andan is appointed TIC of Sapah Malawm PS and Sapie PS. Nagdar U. Sasapan is appointed TIC of Panglima Misuari PS and Cmdr. Bara Jalaidi PS. Delda J. Amdan is appointed TIC of Dayuan PS and Lugmah PS. Kauzar I. Jawang is appointed TIC of Manilop Primary School. The teachers are instructed to clear responsibilities at their former
This document contains an RPMS (Results-Based Performance Management System) tool for teachers in the Philippines for the 2021-2022 school year during the COVID-19 pandemic. It includes the position and competency profile, duties and responsibilities, and performance indicators for Key Result Areas related to content knowledge and pedagogy, and learning environment. Teachers are evaluated based on classroom observations, lesson plans, and other means of verification to determine their level of performance in establishing effective learning environments and demonstrating strong content knowledge and teaching skills.
The monitoring and coaching form from Mamaanun Primary School documents challenges encountered by teacher Solaica A. Orintar, including identifying struggling learners and monitoring their progress. Technical assistance given includes monitoring learner performance monthly and scheduling home visits for struggling grade 1 learners. The agreement includes providing printed learning activity sheets to support struggling learners, conducting home visits for them, and holding parent-teacher consultation meetings.
The document discusses the rationale for implementing a K to 12 curriculum for basic education in the Philippines. It notes that international test scores have consistently ranked Philippine students low in math and science. With a congested 10-year pre-university program, graduates lack preparation for employment, entrepreneurship or higher education. The K to 12 curriculum aims to enhance quality, implement a decongested curriculum, and better prepare students for their futures through a 6-4-2 system with additional skills development.
This certificate from the Eastern Samar State University awards Amado M. Cadiong completion of 280 hours of student teaching at the Sta. Fe Elementary School in Borongan City during the second semester of the 2012-2013 school year. The certificate recognizes his satisfactory completion of student teaching requirements and is signed by the adviser, program head, dean, and university president.
This document outlines the Annual Implementation Plan (AIP) for a school in Mabalacat City, Pampanga, Philippines for the 2021-2022 school year. The AIP details projects and objectives across 5 domains: 1) Leading Strategically, 2) Managing School Operations & Resources, 3) Focusing on Teaching & Learning, 4) Developing Self & Others, and 5) Community Engagement. Each project lists activities, timelines, and personnel responsible for achieving objectives aligned with the DepEd vision, developing school plans, managing resources, improving teaching and learning, developing school personnel, and strengthening community partnerships.
The document outlines an action plan for a one-week remedial reading program at San Matias High School for struggling readers during the 2014-2015 school year. The plan has three phases: pre-implementation, implementation, and post-implementation. In the pre-implementation phase, students will be selected for the program and oriented through testing and parent meetings. During the implementation phase, students will participate in reading activities and interventions to improve their skills over four days. A pre-test will assess their starting level. Post-implementation will evaluate the students' progress with a post-test to determine the program's effectiveness. The goal is for struggling readers to become proficient through this intensive, short-term program.
This document outlines DepEd's Pillar 4 on resiliency and well-being. It provides historical data on relevant metrics from 2017-2022 and monitoring targets for 2022-2028. It also describes the flagship "SHINE SHARP" program which aims to standardize and harmonize activities to build resiliency and promote well-being, with goals of certifying all schools as child-friendly and achieving 98% on various health and safety metrics. The document discusses challenges and strategies for various programs and activities, and identifies responsible personnel.
The document provides guidance on administering the electronic Self-Assessment Tool (e-SAT) for teachers. It explains that the e-SAT is an electronic version of the Self-Assessment Tool used in the RPMS. It then outlines the steps teachers, ICT personnel, and school heads should take to complete, export, collect, and generate summary results from the e-SAT data in order to assess teacher performance and development needs.
This document outlines the LAC (Learning Action Cell) Implementation Plan for the 2022-2023 school year at Kabasalan Science and Technology High School. It includes a schedule of monthly workshops and sessions from November 2022 to June 2023. The workshops will cover topics such as utilizing assessment data to modify teaching practices, the RPMS performance evaluation cycle, developing PISA-style assessments, integrating values in lessons, and characteristics of learner-centered teaching. Each session lists the activity, topic, involved persons, expected outputs, and resources. The implementation plan aims to improve teaching quality and student learning outcomes through teacher collaboration and professional development.
Children with development delays & the associated behaviours [Autosaved].pptxShyielathy Arumugam
1. The document discusses topics related to child development including the triune brain model, developmental domains and milestones, developmental monitoring tools, and building core skills.
2. It describes the triune brain model consisting of the lizard brain, mammal brain, and human brain and their primary functions.
3. Methods for monitoring child development include using developmental checklists to identify age-appropriate milestones and determine a child's mental age.
Here are two steps I will take towards my goal of becoming a knowledgeable and caring early childhood educator:
1. I will carefully read and take notes on each weekly reading assignment to gain a deeper understanding of child development and best practices in early education.
2. I will observe and record interactions with children to practice objective observation skills and gain insight into how to meet the individual needs of each child.
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The document describes the development of a typical 6-year-old child. Physically, cognitively, emotionally, and socially they are gaining more independence but still learning. They can count to 10, understand time concepts, and express themselves well through language. Socially, they enjoy friendships and team activities. Their fine motor skills allow them to dress themselves and write letters and numbers. They enjoy reading, drawing, games, and collecting things.
The document discusses formative assessment and how it helps teachers and students. It helps teachers see if students are understanding lessons or need different teaching strategies. It helps students see their progress, which can motivate them. Formative assessment data can also show student improvement over time and be used to inform future lesson planning. The assessment process provides information on individual student and class strengths and weaknesses.
Teachers Training at EY - MLT March 2023 (1).pptxAayKhugyani
This document discusses a professional development session for early childhood educators. The session aims to: 1) explore the significance of early childhood education; 2) enhance understanding of holistic child development; and 3) discuss the importance of play in children's learning. It covers topics like early childhood care and education, holistic development, the My Learning Train preschool series, Howard Gardner's theory of multiple intelligences, and the importance of play. Activities include group presentations on developing healthy attitudes, physical activities, and responsibility; a multiple intelligences activity; and a discussion on supporting children's play.
Authentic Assessment MethodsIn this chapter, you will encounter .docxrock73
Authentic Assessment Methods
In this chapter, you will encounter several alternative, or authentic, methods of assessment and will experience firsthand their teacher-friendly attributes. Before beginning, however, it is important to note that just as with standardized tests, there are precautions to take and shortcomings to guard against. Thus, when you engage in any of these authentic methods, you should keep the following points in mind:
Avoid making assumptions about the child or children you observe. Do your best to keep your mind neutral during observational and other methods.
Take care when using descriptive words. They can be biased, just when you should be neutral.
Do not label children, either in a positive or negative way. It is not helpful to think of a child as "the good one" or "the rowdy one."
Take time to examine your own biases before, during, and after your observation. Avoid favoritism. Do you prefer some children over others? Again, stay neutral.
Do not let background information keep you from being objective. There is information you possibly need to know, but it may have little to do with the upcoming assessment.
Realize your own limitations as a beginning assessor, or even as a more experienced one evaluating a new child. If possible, get a second opinion from another professional to determine if you understand situations the same way (Clark and McDowel, n.d.).
Following are some of the major early childhood authentic assessment methods. They are presented in alphabetical order, beginning with anecdotal records.
Anecdotal Records
Narrative descriptions, or what might be thought of as stories about children's behaviors, are called anecdotal records. As with most stories, they are typically written in the past tense. Anecdotal records are usually fairly brief, but longer accounts can be useful as well. They are probably at their most accurate when written in the moment, but of course, teachers frequently do not find time to write the story until later. In such a case, it is most helpful to write a few quick reminder notes to be used when sufficient time becomes available.
Anecdotal records are especially helpful for teachers when descriptions of children's behaviors can be better understood by knowing exactly where and when they happened. Anecdotal records are useful when a child engages in a behavior previously unobserved, such as taking first steps or speaking in a complete sentence; they are equally useful for recording behaviors that set a child apart from others, whether the experience demonstrates giftedness or is a cause for concern. Communication with children's families about their children's behaviors can be helped through anecdotal records, particularly if they are well done. What constitutes a high-quality anecdotal record has itself been the subject of much research and commentary. The following observations and suggestions are adapted from Fleege (1997), Gullo (2005), and Wortham (2006):
Anecdotes should ...
Early Childhood AssessmentInformation for Earl.docxmadlynplamondon
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Early Childhood Assessment:
Information for Early Childhood Program Administrators
Welcome and thank you for participating in this presentation on early childhood assessment designed specifically for early childhood administrators. The intended audience for this presentation is child care center directors, family child care system staff, Principals, and all other related administrators in early childhood programs. Throughout the presentation you will be taken through a series of narrated, informational slides. This presentation is approximately 30 minutes and can be paused at any time. If you need to take a break and return later, you may do so by returning to the presentation and clicking on the slide that you were on to resume the presentation.
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Overview
What and why it is important
Early Childhood vs. K-12 assessment
Types of child assessment systems
Support to staff
Use of data
Equipment, materials, resources
Parent Involvement
Role of Massachusetts Department of Early Education and Care
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We know that high-quality early education can have many lasting benefits. Many people are asking important questions about how young children are progressing and learning. The goal of this presentation is to help you better understand how early childhood assessment contributes to high-quality early childhood education.
This presentation will inform you about early childhood assessment by explaining what it is and why it is important. We will explain the difference between early childhood assessment and K-12 assessment. We will discuss the different types of child assessment systems, ways to support your staff in implementing a child assessment system, and how to use assessment data for program improvement. We will highlight the types of equipment, materials and resources that are needed, how to involve parents in the assessment process, and the role of the MA Dept. of Early Education and Care.
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What is Early Childhood Assessment?
Process of observing, recording, and documenting work of children
Allows educators to make the best decisions for the child
Methods can include standardized tests observations, child portfolios, teacher and parent checklists and child and parent interviews
Child screening vs. assessment
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What is early childhood assessment? The National Association for the Education of Young Children defines early childhood assessment as the process of observing, recording and otherwise documenting the work that children do and how they do it. The data produced from child assessments helps you to better understand the development of a child and therefore make more informed decisions about how to work with that child.
Early childhood assessment includes a variety of methods for assessing a child’s growth and development. Including standardized tests where all children are assessed exactly the same, under controlled conditions.Or child observations, individual child portfolios, teacher or parent checklists, and child ...
This document is a self-learning module that guides students in self-analysis and identifying their strengths and weaknesses. It includes several interactive tasks for students to complete, including mirroring therapy to observe their emotional reactions, developing personal goals by identifying behaviors to stop/minimize/continue/improve, and considering their development across physical, mental, emotional, social, and spiritual dimensions. The module emphasizes creating a pledge of commitment and developing a personal development plan to enhance strengths and overcome weaknesses.
This document discusses school-based assessment (SBA) and the importance of assessing learning in a holistic manner. It provides examples of exercises from an EVS textbook that aim to relate classroom learning to students' real-life experiences. Some exercises can be used for written, oral, or school-based assessments, while others that assess skills like creating art from local materials may require alternative assessment strategies. The document emphasizes that assessing students based on their own experiences allows for multiple responses and deeper understanding compared to questions that can be answered through rote memorization. Overall, SBA is presented as a more effective approach than centralized exams for obtaining a comprehensive view of each child's learning.
Addresses the needs of CWSN, This modules highlights the need to identify the concept of equity and equality to help Children with special needs to develop holistically. Anybody interested in studying the needs of CWSN shall go through this module for his orientation and capacity building.
The document provides tips for parents to help their children prepare for and do well on board examinations. It discusses 12 tips, including helping children manage their time, being emotionally supportive, using encouraging words, discussing exam strategy, avoiding distractions, monitoring progress through mock tests, maintaining a balanced routine, watching for signs of stress, and listening without judgment. The overall message is that supportive and engaged parenting can help reduce student stress and improve exam performance.
The document provides information about quality improvement initiatives for early childhood programs in New Mexico. It announces that the current quality rating and improvement system, called AIM HIGH, is being phased out and replaced by a new system called FOCUS by January 1, 2018. Programs have until this deadline to transition to the new criteria under FOCUS. It also notes that 5-star accredited programs' accrediting agencies may no longer be recognized after this date, so they must transition to a new accrediting body or apply to participate in FOCUS. The document provides contact information for programs to learn more about FOCUS and apply. It also lists upcoming trainings on FOCUS and other topics to support programs in strengthening quality.
This magazine reaches over 300 Schools and over 15000 people online that include School Leaders, Principals, Teachers, Parents, Students and other professionals.
This document is from a presentation on assessment given to teachers. It discusses how assessment drives instruction and the teaching/learning cycle. It emphasizes the importance of collecting reliable and valid data through standardized assessments in order to effectively plan instruction and monitor student progress. Several specific assessments are described, including screening tools for early literacy skills, measures of language and literacy abilities, and progress monitoring tools. The use of data to understand class and student performance is also covered.
This document provides guidance for a self-learning module on making decisions. It discusses how decisions affect one's life and activities. The module aims to help students appreciate how to improve their lives through their own decisions. It outlines the learning objectives, which are to describe right and wrong decisions, demonstrate awareness of indicators of each, and appreciate appropriate responses to decisions. The module contains activities for students to explore experiences with right and wrong decisions in the past, and provides tips to help determine if a decision may be right or wrong, such as considering facts, weighing pros and cons, consulting others, and taking responsibility for one's decisions.
This document is a module on decision making for 11th grade students. It contains guidance for students on making right and wrong decisions. The module explains that decisions affect one's life and activities. It provides exercises for students to reflect on past decisions they made and how those decisions impacted their lives. The module also lists several ways for students to determine if a decision may be right or wrong, such as considering facts, weighing pros and cons, consulting others, taking responsibility, and learning from mistakes. The overall goal is to help students improve their decision making skills.
This document is a self-learning module that aims to help grade 11 students develop self-worth. It contains activities for students to identify their positive traits, appreciate their feelings and thoughts, and understand the difference between self-worth and self-esteem. The module encourages students to explore themselves, engage in learning activities to demonstrate self-worth, and use positive self-talk. It provides templates for students to remember times they felt valued by others and made others feel valued. Students are also instructed to talk to themselves in a mirror and answer processing questions to discover more about themselves.
Angel Winslow
January 28, 2020
Walden University
EP002: Plans Developmentally Appropriate Curriculum
Assessment: Work Product
Part One
Early Childhood Work Product
Effective learning especially for early childhood is one of the most vital component when comes to children development. From the assessment done, there are fundamental component which comes to be of much concern when comes to teaching young children. I understand that it is hard for managing 3-4year-old kids. But I can say the experience was good starting from the interaction of the kids and also the mode of teaching. It is one of delicate stage of development and therefore more attention are required. I can also say it is one of the craziest stage and more active. Stage of ready to learn since they are more of emulating what is being done. From the assessment, I can say that the following are indicators of effective curriculum. First is the children were active and also engaged. This was evident from the areas; literacy, maths, science, and arts. And this were evident domain such as cognitive, social, physical and empirical involvement. Secondly is that the goals which were set have been achieved. Thirdly the curriculum is evidence-based and lastly valued content especially in the learning investigation are focused and also intentional learning.
Learning standards are defined as the written and concise description of what the student are expected to know and also able to do at a specific stage of their education. In respect to learning experience in this case study. They are correlated for instance, it concludes with the goals which were earlier identified by the childhood teacher. Learning experience therefore elaborates on the following themes; subject areas which in this scenario are basic maths, art, literacy, science, arts and technology which are also appropriate learning standards to children. Secondly is the learning progress upon which each subject area is organized in accordance with grade level. Third it also take care of the education goals in which many set learning standards such as overarching and long-term education goals are able to describe the knowledge, skills and character. Lastly content whereby the set learning standards are unique and commonality from the system to system as described in the childhood teacher goals.
The language used by adults affects cognitive growth and learning in children in many subtle ways. Labeling is a powerful way to foster conceptual development. Development and early learning can be supported continuously as a child develops, and early knowledge and skills inform and influence future learning. This is important for the development of a child as it help them master things and therefore able to distinguish them effectively.
Taking competencies and oral language improvement have a sturdy effect on analyzing fulfillment. Almost all youngsters examine to talk through practice and use through the years, with li ...
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In Odoo 17, confirmed and uninvoiced sales orders are now factored into a partner's total receivables. As a result, the credit limit warning system now considers this updated calculation, leading to more accurate and effective credit management.
Still I Rise by Maya Angelou
-Table of Contents
● Questions to be Addressed
● Introduction
● About the Author
● Analysis
● Key Literary Devices Used in the Poem
1. Simile
2. Metaphor
3. Repetition
4. Rhetorical Question
5. Structure and Form
6. Imagery
7. Symbolism
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● References
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2. How do similes and metaphors enhance the imagery in "Still I Rise"?
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4. How does Maya Angelou use symbolism to convey her message of resilience and empowerment?
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Principles of Rood’s Approach
Treatment technique used in physiotherapy for neurological patients which aids them to recover and improve quality of life
Facilitatory techniques
Inhibitory techniques
3. OBJECTIVES:
1.To gain knowledge on what is assessment
2. To acquire knowledge on Informal Assessments
like ECCD and Phil IRI
3. To. realize the importance of ECCD and Phil-IRI
on the development and learning improvement
of a learner
3. To gain insights on how to administer the ECCD
and Phil IRI
5. To prepare an informal assessment material
4. Assessment is a process of
collecting information. Assessing each
child’s development and learnings are
essential processes for educators and
programs to plan, implement, and
evaluate the effectiveness of the
experiences they provide to children.
What is Assessment?
5. Assessment in a classroom
helps teachers know important
information about how your child is
learning or how instruction could
change to match your child’s
learning needs.
What is Assessment?
6. It also helps you understand what
your child knows, how much is known,
and what still needs to be learned. As a
parent, caregiver, or teacher, you are
likely aware that there are a lot of
different types of assessments.
What is Assessment?
7. .
Assessment includes both formal and
informal measures as tools for monitoring
children’s progress toward a program’s desired
goals. Educators can be intentional about helping
children to progress when they know where each
child is with respect to learning goals.
10. Informal assessments are more casual,
observation-based tools. With little advance
preparation and no need to grade the
results, these assessments allow teachers to get
a feel for student progress and identify areas in
which they might need more instruction.
These can help teachers pinpoint students’
strengths and weaknesses and guide
planning for upcoming lessons.
11. Informal assessments
The word ‘informal’ conjures up the vision of
something easy, relaxed, fun, and friendly unlike its
opposite term ‘formal’.
12. .
Why is Informal Assessment
Important?
In the classroom, informal assessments
are important because
they can help identify potential
problem areas and allow for course
correction before students are required
to demonstrate understanding at a
formal evaluation.
13. Informal assessments can also
provide vital student
feedback without the stress of
tests and quizzes.
14. Following are just a few examples
of creative informal assessments for
your classroom or homeschool.
15. 1. Observation
Observation is the heart of any
informal assessment, but it is also a key
stand-alone method. Simply watch your
student throughout the day. Look for
signs of excitement, frustration,
boredom, and engagement. Make notes
about the tasks and activities that elicit
these emotions.
16. Observation is the heart of any
informal assessment, but it is also a key
stand-alone method. Simply watch your
student throughout the day. Look for
signs of excitement, frustration,
boredom, and engagement. Make notes
about the tasks and activities that elicit
these emotions.
17. .
Example :
The Philippine Early Childhood
Development (Phil. ECD) Checklist is
designed for service providers like
teachers, rural health midwives, child
development and day care workers,
parents/caregivers who can easily
administer after a brief training period.
18. .
By using the checklist, they will be
able to determine if a child is developing
adequately,or is at risk for developmental
delays. This Checklist is NOT intended
to be used to:1) make a medical
diagnosis;
2) determine a child’s
intelligence
quotient or IQ; or
19. .
achievement. It is only the first of
several steps in a comprehensive
assessment process that a child at
risk is expected to go through so he
can get the help he needs as early as
possible.
20. .
The Checklist consists of a Child’s Record, divided
into two parts: Child’s Record 1 for children aged 0
months to 3.0 years; Child Record 2 is for children
aged 3 years and 1 month to 5 years and 11 months.
The items in the Checklist are grouped into seven
domains:
1) gross motor, 2) fine motor, 3) self-help, 4) receptive
language, 5) expressive language, 6) cognitive, and
7) social-emotional. The Child Record 2 will be
utilized for the kindergarten learners of the
Department of Education.
21. .
into two parts: Child’s Record 1 for children aged 0
months to 3.0 years; Child Record 2 is for children
aged 3 years and 1 month to 5 years and 11 months.
The items in the Checklist are grouped into seven
domains:
1) gross motor, 2) fine motor, 3) self-help, 4)
receptive language, 5) expressive language, 6)
cognitive, and
7) social-emotional.
The Child Record 2 will be utilized for the
kindergarten learners of the Department of
Education.
24. .
By using the checklist, they will be
able to determine if a child is developing
adequately, or is at risk for
developmental delays. This Checklist is
NOT intended to be used to:1) make a
medical diagnosis;
2) determine a child’s
intelligence
quotient or IQ; or
25. The Checklist consists of a Child’s Record, divided
into two parts: Child’s Record 1 for children aged 0
months to 3.0 years; Child Record 2 is for children
aged 3 years and 1 month to 5 years and 11 months.
The items in the Checklist are grouped into seven
domains: 1) gross motor, 2) fine motor, 3) self-help, 4)
receptive language, 5) expressive language, 6)
cognitive, and 7) social-emotional. The Child Record
2 will be utilized for the kindergarten learners of the
Department of Education.
26. 2. Oral Presentations
We often think of oral presentations as a
type of formal assessment, but they can be a
fantastic informal assessment tool, as well.
For example, if you are learning about
parts of speech, you could ask your students
to name as many prepositions as they can in
30 seconds while you write them on the
whiteboard.
27. 3. Journaling
Give your students one to three
minutes at the end of each day to
journal about what they learned.
Vary the daily journaling
experience by asking students to:
List 5-10 facts they’ve learned
about a topic
28. •write about the most exciting thing they
learned that day
•list one or two things they’d like to know
more about
•note something that they’re having trouble
understanding
•list ways that you could help them
understand a topic better
29. 4. Paper Toss
Let your students write
questions for each other on a piece of
paper. Instruct students to crumple
their paper. Let them have an epic
paper wad toss. Then, have all the
students pick up one of the paper
balls, read the question aloud, and
answer it.
30. 5. Four Corners
Four Corners is another fantastic activity for
getting kids up and moving while also assessing
their knowledge. Label each corner of the room
with a different option such as strongly agree,
agree, disagree, strongly disagree, or A, B, C, and D.
Read a question or statement and have students go
to the corner of the room that represents their
answer.
32. 6. Matching Concentration
Let your students play matching (also
known as concentration) in groups or
pairs. Write questions on one set of cards
and answers on the other. Shuffle the
cards and lay them, one by one, face
down on a table. Students take turns
turning over two cards trying to match a
question card with the correct answer
card.
33. If a student makes a match, he gets
another turn. If he does not, it’s the next
players turn. The student with the most
matches wins.
Concentration is an extremely
versatile game. You can use math facts
and their answers, vocabulary words
and their definitions, or historical figures
or events with their dates or details.