GE9
Philosophy (from the Greek words,
“Philia” and “Sophia”, meaning “love of
Wisdom”)- is defined technically as the
science of being in their ultimate reasons,
causes and principles, acquired by human
reason alone. In brief, it is the field of
reason.
Philosophy is the Science and Art of all
things naturally knowable to man’s unaided
powers in so far as these things are studied
in their deepest causes and reasons
Pythagoras was said to have been the first
man to call himself a philosopher; in fact,
the word is indebted to him for the word
philosopher. It is said that when Leon, the
tyrant of Philius, asked him of who he was,
he said, “a Philosopher” and he likened the
Philosopher to spectators at ancient
games.
He coined the word philosopher, which he
defined as one who is attempting to find
out. According to him, men and women of
the world could be classified into 3 groups:
(1) those that love pleasure, (2) those
that love activity, and (3) those that love
wisdom.
Branches of Philosophy:
Education must teach Mental and Physical
Realities (Metaphysics), the Truth and
Knowledge as contained in the curriculum
(Epistemology), the good and morality
(Ethics) and the reasonable as to content
and processes (Logic).
METHAPHYSICS
• Metaphysics (ta meta ta physiká). The
title given to the work that comes meta
("after") Aristotle's books about the natural
world ("physics") in the catalog of his
works. The work includes Aristotle's
account of the history of philosophy, the
first of its kind.
kinds of things we call beliefs? ("Theories
of knowledge" such as: "correspondence",
"cohesion".)
• First Philosophy (Aristotle's own name for
metaphysics was "First Philosophy" or
"Theology"). Study of the first (or, ultimate)
causes (or, principles) of things (to know
the cause of a thing is to know the thing's
essence). What is real ("really real") versus
mere appearance? Ontology: the study of
"being" or "Being" as such (whatever that
is when it's at home).
•Questions of value or worth.
• Natural Theology. By 'theology' the
Greeks meant "talk about the gods". This
talk can be divided into Natural Theology,
which is the study of the gods or God
without reference to revelation; and Divine
Theology (which is not philosophy), which
is the study of the gods or God with
reference to revelation: demonstrations
based on revealed truths (i.e. religious
authority, e.g. sacred scripture, myths and
legends; in the Christian tradition: "faith
seeking understanding"), whereas Natural
Theology's demonstrations (e.g. of "the
existence of God") are based on naturally
known principles.
• "Why does anything at all exist rather than
nothing?" (Leibniz)
EPISTEMOLOGY
• Questions of knowledge, belief, certainty.
(Descartes: Is it possible to know anything
with absolute certainty? because is there
anything that cannot be doubted?) How is
it possible, if it is possible, to know
anything? And are there limits to what it is
possible to know? What are the various
AXIOLOGY
• Ethics: about right and wrong, good and
evil, about what we should do, how we
should live: questions of moral value.
• Aesthetics: about beauty and art.
• Social: about politics (i.e. life in the
community or state, from the Greek polis:
'city-state'; Aristotle thought that the ideal
democratic state would have 10,000
citizens, no more and no less.
LOGIC
• Logic (from the Greek logos: 'a
meaningful word'). (1) "The art of
reasoning" (dialectic): the study of sound
and unsound reasoning, of valid and
invalid argument: formal and informal logic.
(2) The study of the "logic of language":
of signs versus their meanings, of sense
versus nonsense, of definition, and clarity
and obscurity, -- not for its own sake but
only as it affects philosophical problems
(Logic is therefore different from the
Philosophy of Language). Logic can be
seen as both a branch and as an
instrument or tool of philosophy: (a) the
study of the question "What are the correct
rules for reasoning?" is logic as a branch of
philosophy, and (b) the application of the
rules
for
reasoning
to
particular
philosophical problems is logic as an
instrument of philosophy. (That Aristotle
did not acknowledge logic as branch of
philosophy is very strange.
NATURAL PHILOSOPHY
• Natural Philosophy (now called 'natural
science'). The question: "Is science a
philosophy?" is asked generally in
Philosophy and specifically in the
Philosophy of Science.
PHILOSOPHY OF X
•The Philosophy of X, where the value of
the variable X can be any subject. The
Philosophy of X asks: what is the nature of
X? what are the limits of its subject? What
are its foundations and aims?
EXAMPLE OF PHILOSOPHY OF X
Philosophy of Mathematics (Foundations
of Mathematics): what is a mathematical
proof? What is
mathematics about -- reality or marks on
paper or ...? What is a geometric point?
What are numbers?
• Philosophy of Science: what is a scientific
theory? Are facts "theory laden" (or
concept laden)? What is
scientific truth (if there is such a thing)?
Philosophy of the Social Sciences.
• Philosophy of Religion (the secular study
of religion: basically, What is religion, what
is it about?)
• Philosophy of Language
• Philosophy of Law (e.g. physis vs. nomos)
• Philosophy of Education
• Philosophy of Medicine (health and
illness -- by what criterion is something
classified as being one or the
other?)
• Philosophy of Economics (Is economics a
science?)
• Philosophy of History, both of (1) critical
philosophy of history, that is, an inquiry into
the nature
of historiography (i.e. the writing of history
by historians, including their selection of
facts and
epistemology and their invention of
"historical periods"); and (2) speculative
philosophy of history: (a) Is
there a pattern or cycle to historical events
(For Thucydides human history is an
eternal cycle, while for
Hegel history is progressing towards a
finality, developing in the pattern of "thesis
[an event], antithesis [its
contradiction], synthesis [a fusion of the
two]"), or (b) Is history "just one darn thing
after another"
Ethics, also called moral philosophy, the
discipline concerned with what is morally
good and bad and morally right and wrong
Ethics deals with such questions at all
levels. Its subject consists of the
fundamental issues of practical decision
making, and its major concerns include the
nature of ultimate value and the standards
by which human actions can be judged
right or wrong.
society has some form of myth to explain
the origin of morality.
There is some difficulty, already known to
Plato, with the view that morality was
created by a divine power. In his dialogue
Euthyphro,
Plato
considered
the
suggestion that it is divine approval that
makes an action good. Plato pointed out
that, if this were the case, one could not
say that the gods approve of such actions
because they are good.
It seems therefore that, even for those who
believe in the existence of God, it is
impossible to give a satisfactory account of
the origin of morality in terms of divine
creation.
Traditionally, a more important link
between religion and ethics was that
religious teachings were thought to provide
a reason for doing what is right. In its
crudest form, the reason was that those
who obey the moral law will be rewarded
by an eternity of bliss while everyone else
roasts in hell.
Pre-human Ethics
Social life, even for nonhuman animals,
requires constraints on behavior. No group
can stay together if its members make
frequent, unrestrained attacks on each
other.
Research in evolutionary theory applied to
social behavior, however, has shown that
evolution need not be so ruthless.
The Origins of Ethic:
The History of Western Ethics
Ethics began with the introduction of the
first moral codes. Virtually every human
The ancient Middle East and Asia • The
first ethical precepts must have been
passed down by word of mouth from
parents and elders, but as societies
learned to use the written word, they began
to set down their ethical beliefs. • These
records constitute the first historical
evidence of the origins of ethics.
The Middle East - There are, however,
several passages that recommend more
broadly based ideals of conduct, such as
the following: rulers should treat their
people justly and judge impartially between
their subjects; they should aim to make
their people prosperous; those who have
bread should share it with the hungry;
humble and lowly people must be treated
with kindness; one should not laugh at the
blind or at dwarfs.
The Hebrew people were at different times
captives of both the Egyptians and the
Babylonians. It is therefore not surprising
that the law of ancient Israel, which was put
into its definitive form during the
Babylonian Exile, shows the influence both
of the ancient Egyptian precepts and of the
Code of Hammurabi.
The Code of Hammurabi - It is often said
to have been based on the principle of “an
eye for an eye, a tooth for a tooth,” as if this
were some fundamental principle of
justice, elaborated and applied to all cases.
In fact, the code reflects no such consistent
principle.
The Ten Commandments - The content of
the Hebrew commandments differed from
other laws of the region mainly in its
emphasis on duties to God. This emphasis
persisted in the more detailed laws laid
down elsewhere; as much as half of such
legislation was concerned with crimes
against God and ceremonial and ritualistic
matters, though there may be other
explanations for some of these ostensibly
religious requirements concerning the
avoidance of certain foods and the need for
ceremonial cleansings.
Indian belief on Ethics - The Buddha lived
and taught in India, and so Buddhism is
properly classified as an Indian moral
philosophy. Yet Buddhism did not
permanently take hold in the land of its
origin. Instead, it spread in different forms
south into Sri Lanka and Southeast Asia
and north through Tibet to China, Korea,
and Japan. In the process, Buddhism
suffered the same fate as the Vedic
philosophy against which it had rebelled: it
became a religion, often rigid, with its own
sects, ceremonies, and superstitions.
Other moral duties are also derived from
the notion of nonviolence. To tell someone
a lie, for example, is regarded as inflicting
a mental injury on that person. Stealing, of
course, is another form of injury, but
because of the absence of a distinction
between acts and omissions, even the
possession of wealth is seen as depriving
the poor and hungry of the means to satisfy
their wants. Thus, nonviolence leads to a
principle of no possession of property.
Chinese Belief and Ethics - The Dao is
based on the traditional Chinese virtues of
simplicity and sincerity. To follow the Dao
is a matter not of observing any set of
duties or prohibitions but rather of living in
a simple and honest manner, being true to
oneself, and avoiding the distractions of
ordinary living.
Greek Ethics:
Protagoras, Thrasymachus, Socrates,
Plato & Aristotle.
MORAL STANDARDS • A moral standard
refers to the norms which we have about
the types of actions which we believe to be
morally
acceptable
and
morally
unacceptable.
Specifically,
moral
standards deal with matters which can
either seriously harm or seriously benefit
human beings.
according to a universal law, it is the one
sole original, inborn right belonging to
every man in virtue of his humanity. This is
a right to be independent and of being
coerced by external force.
Some moral acts may be legal but it may
be also illegal. The legality of an action
does not guarantee that the action is
morally right. Many issues in life that
cannot be resolved by appeal to law alone.
According to Robert Nozick (1974) argued
that property rights is considered
sacrosanct. It grows out of one’s basic
moral right. Such right is either reflecting
ones’ initial creation or appropriation of the
product, some sort of exchange or transfer
between consenting individuals or a
combination of the two.
COMMON GOOD • Common good
principle would argue that certain act may
be considered good if it promotes the
interest of the majority over individual
interest. • This principle is originated from
the utilitarianism theory. Utilitarianism
emphasizes that the ethical action is the
one that produces best for the greatest
majority interest and does the least harm
for all who are affected. One should not act
if it does not bring good to the majority of
the society, though it might violate to one’s
individual interest.
NATURAL
LAW
AND
VIRTUE
DOCTRINE • Humans are born good and
have
innate
morality.
This
idea
emphasizes humans' rationality and
morality. Everybody does this. According
to Peter Singer, humans have unique
moral advantage due to their greater
reasoning
skills
(Arneson,
1998).
Regardless of the debate, all humans are
moral. Reason commands all actions,
distinguishing humans from animals.
Reason-driven actions are moral. It
distinguishes animals.
THE RIGHT DOCTRINE • Immanuel Kant
classified rights as natural and positive
rights. • Natural right is inborn right while
positive or statutory right is what proceeds
from the will of a legislator. From the two
classifications of rights, thus we have
innate rights and acquired rights. Innate
right is that right which belongs to everyone
by nature, independent of all juridical acts
of experience. Acquired right is that right
which is founded upon such juridical acts.
MORAL RESPONSIBILITY • When
someone breaks one or more of those
moral
norms,
they
should
bear
accountability. Responsibility is being
liable, responsive, or accountable for
something within one's power, control, or
management. accountability means taking
accountability for our actions.
For Kant, freedom is independence of the
compulsory will of another; and in so far as
it can coexist with the freedom of all
ELEMENT OF MORAL RESPONSIBILITY
- If the act showed expertise and choice,
how much? This matters because it
determines morality. Our main goal is to
determine if a company can be morally
accountable for its actions. If the act was
done fully and openly, it can be judged.
Thus, the person can be blamed if he acts
knowingly and freely. The person acts
knowingly and freely, knowing that it will
harm the common good, people's rights,
justice, his faith, and others' honor.
CONCEPT OF MORAL DILEMMAS •
Conflict unites the famous cases. Each
actor believes she has moral reasons to do
both actions, but she cannot. Ethicists term
these moral problems. A moral problem
occurs when the actor must perform two or
more actions, can perform each action, but
cannot perform both or all actions.
MORAL RESIDUE AND DILEMMAS •
One well-known argument for the reality of
moral dilemmas has not been discussed
yet. This argument might be called
“phenomenological.” It appeals to the
emotions that agents facing conflicts
experience and our assessment of those
emotions.
Ethnic Diversity - Boundaries between
ethnic groups are blurred, and there are
differences between self-interpretation and
ethnic classifications imposed by others.
Filipino Virtue Ethics
Loób - The literal translation of the word
loób is ‘inside’. The word loób can mean
the inside of physical objects like houses or
pots. But the literal translation can easily
confuse when we talk about the loób of
persons.
Kapwa - My preferred translation of kapwa
is ‘together with the person’. I prefer this
over the definitions of Enriquez and De
Guia which mention a ‘self’. They have the
right idea, but their starting point is one
where the self and other have already been
opposed, it is the ‘modern’ starting point so
to speak, and they wish to retrieve kapwa
from such conditions.
The Filipino Virtues - What we aim to
do—besides expounding the Filipino
virtues themselves—is to roughly compare
the Filipino virtues with the Western
cardinal virtues (prudence, justice,
temperance and fortitude) and at least one
theological virtue (charity).
Kagandahang-loób - Kagandahang-loób
is literally translated as ‘beauty-of-will’ and
is synonymous with another term
kabutihang-loób or ‘goodness-of-will’.
Consider the act of giving money to
someone because her father is in the
hospital and they can’t pay the bills. The
act of buying a take-out meal and giving it
to a beggar sleeping on a sidewalk.
Utang-na-loób
Kagandahang-loób
inspires the reverse current of this dynamic
which is called utangna-loób. Utang means
‘debt’, and so utang-na-loób means a ‘debt
of will (loób)’. It can be understood once
more by the parent–child relationship, most
especially the relationship with the mother.
The mother has given the child his very
existence, carried him in her womb for 9
months, and nourished and protected him
into adulthood.
Hiya - is often translated as ‘shame’ or
‘embarrassment’, but this translation does
not make a distinction between the hiya
that is suffered (let’s call this the ‘passion’
of hiya, from the Latin pati, to have
something done unto you) and the hiya that
is a virtue. The virtue of hiya is a kind of
‘self-control’ that prevents someone from
making another person suffer the passion
of hiya.
Lakas-Ng-Loób/Bahala - Bahala na,
taken in its own right, is quite simply a
positive confrontation of uncertainty. But it
has been given a negative reputation
because it can also be said in cases of
indifference or irresponsibility. It can
become similar to the English expressions
‘whatever’ or ‘who cares’.
PROFED5
Internet connection and round the clock
connectivity - The internet has grown in
importance by many folds, over the
process of decade. Its importance in the
education world can now never be
undermined.
Using projectors and visuals - Visual
images always have a strong appeal
compared to words. Using projectors and
visuals to aid in learning is another form of
great technological use.
Digital footprint in the education sector
- If we talk about digital and education, then
the penetration of digital media within the
education sector has now grown. This
penetration has resulted in round the clock
connectivity with students and different
forums that are available for different kinds
of assignments or help.
Digital footprint in the education sector
- If we talk about digital and education, then
the penetration of digital media within the
education sector has now grown. This
penetration has resulted in round the clock
connectivity with students and different
forums that are available for different kinds
of assignments or help.
Importance of technology in education The role of technology in the field of
education is fourfold: it is included as a part
of the curriculum, as an instructional
delivery system, as a means of aiding
instructions and also as a tool to enhance
the entire learning process. Thanks to
technology; education has gone from
passive and reactive to interactive and
aggressive. Education is geared towards
creating curiosity in the minds of students.
In either case, the use of technology can
help students understand and retain
concepts better.
Cited barriers are: lack of time; lack of
access; lack of resources; lack of expertise
and lack of support.
Reliability included hardware failures,
incompatible software between home and
school, poor or slow internet connectivity
and out of date software which are
available mostly at school while the
students/educators are having more up-todate software at home.
Active learning - ICT tools help for the
calculation and analysis of information
obtained for examination and also
students' performance report is all being
computerized and made easily available
for inquiry.
Collaborative and Cooperative learning
- ICT encourages interaction and
cooperation among students, teachers
regardless of distance which is between
them.
Creative Learning - ICT promotes the
manipulation of existing information and to
create one's own knowledge to produce a
tangible product or a given instructional
purpose.
Integrative learning - ICT promotes an
integrative approach to teaching and
learning, by eliminating the synthetic
separation between theory and practice
unlike in the traditional classroom where
emphasis encloses just a particular aspect.
Evaluative learning - ICT allow students
to discover and learn through new ways of
teaching and learning which are sustained
by constructivist theories of learning rather
than students do memorization and rote
learning.
Enhanced Teaching and Learning Technological developments like digital
cameras,
projectors,
mind
training
software,
computers,
Power
point
presentations, 3D visualization tools; It has
to be understood that visual explanation of
concepts makes learning fun and
enjoyable for students.
Globalization - When school in different
parts of the state, students can “meet” their
counterparts through video conferencing
without leaving the classroom; some sites,
such as www.glovico.com are used to help
students learn foreign languages online by
pairing a group of students with a teacher
from another country.
No Geographical Limitations - With the
introduction of online degree programs
there is hardly any need of being present
physically in the classroom; Distance
learning and online education have
become very important part of the
education system now a day.
Declining Writing Skills - These days,
children are relying more and more on
digital communication that they have totally
forgot about improving their writing skills.
Increasing Incidents of Cheating Technological developments like graphical
calculators, high tech watches, mini
cameras and similar equipment have
become great sources to cheat in exams; It
is easier for students to write formulas and
notes on graphing calculators, with least
chances of being caught.
Lack of Focus - SMS or text messaging
has become a favorite pastime of many
students. Students are seen playing with
their cell phone, iPhones day and night or
driving and very often even between
lectures.
Advantages  It makes students more
excited to learn.  Help students with busy
schedules, freedom to work at home on
their own time.  Train students to learn
new technology skills they can use later in
the work place.  Decrease paper and
photocopying costs, promoting concept of
“green revolution”
Disadvantages  Many experts and
experienced people say that, due to such
technology
in
education,
students
imagination is affected, their thinking ability
is reduced.  Sometime it’s also timeconsuming from teacher’s point of view. 
It is costly to install such technology. 
There can be health issues too when used
over limit.  Some students can’t afford
modern computer technologies.
Digital Citizenship - it adheres to
guidelines that govern the ethical and
responsible use of technology and acts
responsibly in all relationships and
interactions in the digital world.
Personal Responsibility - Includes
demonstrating how we manage ourselves
in matters such as personal finance, ethical
and moral boundaries, personal health and
wellness, and relationships of every kind,
both online or offline.
GLOBAL CITIZENSHIP - The Global
Citizen understands that technology has
dissolved boundaries between all the
world’s people. We now communicate,
collaborate, and celebrate across all levels
of society.
DIGITAL
CITIZENSHIP
covers
appropriate and exemplary behavior in our
online environments. It’s about working
towards making our transparent digital
world safe for ourselves and others.
Altruistic Service - •defined as “having a
selfless concern for the well-being of
others.” •The Global Digital Citizens
acknowledge that they share this world
with many different people. •Include
embracing the opportunity to exercise
charity and goodwill for the benefit of
others.
ENVIRONMENTAL STEWARDSHIP - •
This practice is all about common-sense
values and an appreciation for the beauty
and majesty that surround us every day.
DIGITAL ACCESS - • Equal digital rights
and electronic access is the starting point
of digital citizenship. • Digital access is
supposed to be available to all in the same
manner that education is made sure by the
Philippines government to be available to
all citizens.
DIGITAL COMMERCE - • Technology
users need to understand that a large
share of markets is being done
electronically. • Nowadays people shop
through different websites and even do
online transaction for banking.
DIGITAL COMMUNICATION - •Digital
communication is the electronic exchange
of communication which includes emailing,
texting, instant messaging, utilizing
cellphones, etc.
DIGITAL LITERACY - • As digital citizens,
it is our responsibilities to develop and
continually enhance our technological
knowledge.
DIGITAL ETIQUETTE: • This refers to the
electronic standards of conduct or
procedure. • This is often seen as one of
the most pressing problems when dealing
with Digital Citizenship.
DIGITAL LAW: • Digital law refers to the
electronic responsibility for actions and
deeds. • The digital world is so huge that
there should be order, discipline, and
ethical use.
DIGITAL
RIGHTS
AND
RESPONSIBILITIES - Just as the
Philippines constitution protects us with
rights of being Filipino citizens such as the
right to privacy, we also have the
responsibility to be cautious in our online
activities such as posting our photos and
videos online.
DIGITAL HEALTH AND WELLNESS: •
Our physical and psychological wellbeing
in a digital technology world should be a
priority. • Many illnesses have become
associated with technology use such as
carpal tunnel syndrome, eyestrain and
childhood obesity as an effect of children's
prolonged sitting in front of the computer
screen.
DIGITAL SECURITY • self-secure in any
community is a major concern. • If we keep
our homes safe with gates and locks, we
also need to protect the information that we
provide online with privacy setting and
strong passwords.
NETIZENSHIP: •is an active participant in
the online community of the internet.
(Merriam dictionary) • an internet citizen
who uses networked resources, which
connotes
civic
responsibility
and
participation. (Medical dictionary). Thus,
Netizenship means citizenship in the
internet or in the virtual world.
COPYRIGHT: Copyright refers to the legal
right given to the owner of the original work
or intellectual property.
COPYRIGHT INFRINGEMENT • is the use
of works without permission where the
copyright holder has the exclusive right to
reproduce, distribute, display or perform
the protected work, or to make derivative
works. Proper citations should be used
when including them in our output.
Plagiarism, according to plagiarism,org, is
not an act of fraud; it involves both stealing
someone else’s work and lying about it
afterward.
Copyright infringement is a violation of
the right of the copyright holder while
plagiarism is a violation of the right of the
author.
Domain 1:
Education
Understanding
ICT
in
1.1 Demonstrate awareness of policies
affecting ICT in education
1.2 Comply with ICT policies as they affect
teaching-learning
1.3 Contextualize ICT policies to the
learning environment
Domain 2: Curriculum and Assessment
2.1 Demonstrate understanding of
concepts, principles and theories of ICT
systems as they apply to teaching-learning
2.2 Evaluate digital and non-digital
learning resources in response to student’s
diverse needs
2.3 Develop digital learning resources to
enhance teaching-learning
2.4 Use ICT tools to develop 21st century
skills: information media and technology
skills, learning and innovation skills, career
skills and effective communication skills
Domain 3: Pedagogy
I.1 Apply relevant technology tools for
classroom activities
I.2 Use ICT knowledge to solve complex
problems
and
support
student
collaborative activities
I.3
Model
collaborative
knowledge
construction in face to face and virtual
environments
Domain 4: Technology Tools
a.1 Demonstrate competence in the
technical operations of technology tools
and systems as they apply to teaching and
learning
statesman. It is any course of action
adopted as expedient or advantageous.
a.2 Use technology tools to create new
learning
opportunities
to
support
community of learners
Information Technology Includes the use
of computers, which has become
indispensable in modern societies to
process data and save time and effort.
a.3 Demonstrate proficiency in the use of
technology tools to support teaching and
learning
Domain
5:
Administration
Organization
and
1.1
manage
technology-assisted
instruction in an inclusive classroom
environment
1.2 Exhibit leadership in shared decisionmaking using technology tools
Domain 6:
Learning
Teacher
Professional
6.1 Explore existing and emerging
technology to acquire additional content
and pedagogical knowledge
6.2 Utilize technology tools in creating
communities of practice
6.3 Collaborate with peers, colleagues
and stakeholders to access information in
support of professional learning
Domain 7: Teacher Disposition
7.1 Demonstrate social, ethical, and legal
responsibility in the use of technology tools
and resources
7.2 Show positive attitude towards the use
of technology tools
“policy” as a course of action, adopted
and pursued by a government, party, ruler,
Telecommunication
Technologies
include telephones (with fax) and the
broadcasting of radio and television often
through satellites. Telephone system, radio
and TV broadcasting are needed in this
category.
Networking Technologies The best
known of networking technologies is
internet, but has extended to mobile phone
technology, Voice Over Internet Protocol
(VOIP) satellite communications and other
forms of communications are still in their
infancy.
The DICT Roadmap, in our country, the
Department
of
Information
and
Communication Technology (DICT) has
formulated a roadmap to guide all agencies
in
the
utilization
regulation
and
enhancement of ICT.
ICT for Education (ICT4E) is a program
under the DICT that supports all the efforts
of the education sector in incorporating the
use of ICT as well as in determining and
gaining access to the infrastructure
(hardware, software, telecommunications
facilities and others) which are necessary
to use and deploy learning technologies at
all levels of education.
Global Issues - Access and Civil Liberties
are two sets of issues in ICT Policy which
are crucial to the modern society. The other
concern is civil liberties which refer to
human rights and freedom. These include
freedom of expression, the right to privacy,
the right to communicate and intellectual
property rights.
Freedom of Expression and Censorship
• Under international human rights
convention, all people are guaranteed the
rights for free expression. However, with
the shift from communicating through
letter, newspapers and public meetings to
electronic communications and on-line
networking, a need to look into how these
new means modifies the understanding of
freedom of expression and censorship.
human teacher. •There are rules and
regulations that govern the use of
technology. All the issues and many more
shall be part of the teaching content as
each teacher will be encouraged to use
technology in teaching
For the Learners and Learning • The
learners of the 21st Century are even more
advanced than some of the teachers.
Technology • refers to a mix of process
and product use in the application of
knowledge.
Privacy and Security • Privacy policies
are an issue. Most commercial sites have
a privacy policy. When someone uses a
site and clicks “I agree”, it is as if you have
turned over private information to any
authority that may access it.
Information
and
Communication
Technology Literacy or ICT Literacy •is
the
use
of
digital
technology,
communication tools and/ or networks to
access, manage, integrate, evaluate,
create, and communicate information to
function in a knowledge society (Guro,
2011).
Surveillance and Data Retention • The
use of electronic communications has
enhanced the development of indirect
surveillance, there is no direct contact
between the agent and the subject of
surveillance but evidence of activities can
be traced.
Educational Technology • refers to the
use of technology in teaching and learning.
educational technology includes both the
non-digital (flip charts, pictures, models,
realia, etc.) and digital (electronic tools:
hardware, software, & collections, etc.)
E-pollutants from E-waste • Large
amount of e-waste is generated by ICT.
These are particular, terminal equipment's
used for computing (PCs, laptops),
broadcasting (television and radio sets),
telephony (fixed and mobile phones) and
peripherals (fax machines, printers, and
scanners).
Digital Literacy •is the ability to find,
evaluate, utilize, share, and create
contents using information technologies
and the internet (Cornell University).
For the Teachers and Teaching •Guide
the teachers on what they should teach
that relate to ICT, and how to teach it.
•Technology should never replace any
Online Digital Tools and Apps •used an
internet connection to access the
information needed.
Digital Learning •is any type of learning
that is accompanied by technology or by
instructional practice that makes effective
use of technology.
Offline Digital Tools and Apps • can still
be used even if there is no internet access.
you accomplish your goal with the use of
technology.
Instructional Technology •is the theory
and practice of design, development,
utilization, management, and evaluation of
the processes and resources for learning.
WebQuest • is a teacher structured
research experience for the students that is
primarily based on use of the world wide
web and typically takes one or more
instructional periods (Bender & Waller,
2011)
Software • refers to program control
instructions
and
accompanying
documentation; turn on disc or tapes when
not being used in the computer.
Multimedia
•is
a
sequential
or
simultaneous use of a variety of media
formats in each presentation or self-study
program (Smaldino, 2005).
Internet •is a massive network
networks, networking infrastructure.
of
World Wide Web (www) • is also called
the web which is a graphical environment
on computer networks that allows you to
access, view and maintain documentations
that can include text, data, sound, and
videos.
Web Access • is the ability of the learner
to access the internet at any point during
the lesson to take advantage of the array
of available educational resources.
WebQuest • is an inquiry-oriented lesson
format in which most or all information that
learners work with comes from the web.
Productivity Tools • refers to any type of
software associated with computers and
related technologies that can be used as
tools for personal, professional or
classroom productivity.
Technology Tool • is an instrument used
for doing work. it can be anything that help
Blog •is an online journal where posted
information from both teachers and
students are arranged.
Wiki • an editable website usually with
limited access, allows students to
collaboratively create and post written work
or digital files, such as digital photos or
videos.
Flipped Classroom •utilizes reverse
instructional delivery, where the teachers
required to use the web resources as
homework or out of class activity as initial
instruction of the lesson which will be
discussed during class time.
Podcast •is a video or audio multimedia
clip about a single topic typically in the
format of the radio talk show.
Google Apps •is a cloud-based teaching
tool which is stored in the google server
and is available for students both at home
and in school period.
Vlog •is a video Blog where each entry is
posted as a video instead of the text.
Facebook •is a popular social networking
site used by students and adults worldwide
to present information on themselves and
to the world.
VOIP (Voice Over Internet Protocol) •is a
category of hardware and software that
enables people to use the internet as
transmission medium for telephone calls
by sending voice data and pockets using IP
rather than traditional circuit transmission.
Roles of Technology Traditional
Constructivist •Technology helps the
learner build more meaningful personal
interpretations of life and his/her world.
Traditional •The learners learn the content
presented by the technology in the same
way that the learner learns knowledge
presented by the teacher.
Technology serves as a source and
presenter of knowledge •Technology
serves as a source and presenter of
knowledge.
Constructivist • Technology is a learning
tool to learn with, not from. It makes the
learner gather, think, analyze, synthesize
information and construct meaning with
what technology presents.
Risks in the use of digital technology:
• Exposure to inappropriate content,
including on- line pornography, extremism
(exposure to violence associated with
racist language); • Lifestyle websites like
self-harms and suicide sites, and hate
sites; • Cyber-bullying in all forms,
receiving sexually explicit images or
messages; • Privacy issues including
disclosure of personal information; • Health
and well-being (amount of time spent online, internet gaming and many more; •
Prolonged
exposure
to
on-line
technologies, particularly at an early age; •
Addiction to gambling and gaming; •Theft
and fraud from activities such as phishing;
• Viruses, Trojans, spyware and other
malware; and • Social pressure to maintain
online networks via texting and social
networking sites.
Minor Misuse of ICT: (In school, some
minor misuses made by learners) •
Copying information into assignment and
failing to acknowledge the source
(plagiarism and copyright infringement) •
Downloading materials not relevant to their
studies • Misconduct associated with
subject logins, such as using someone
else’s password • Leaving a mobile phone
turned on during class period •
Unauthorized taking of pictures or images
with mobile phone camera, still or moving.
E-SAFETY • e-safety takes care not only of
internet technologies but also of electronic
communications via mobile phones,
games consoles and wireless technology.
1. Safety in the Use of Network in
Schools • Make clear that no one
should log on as another user. •
Require all users to always log off
when they have finished working. •
Maintain equipment to ensure
health and safety. • Provide
students with access to content and
resources through guided elearning. • Set up a clear disaster
recovery system in place for critical
data that include secure, remote
back up of critical data.
2. Password Policy: Only authorized
users
will
have
individual
passwords. Users are not permitted
to disclose their passwords unless
they got permission from the owner
or from the management.
3. Personal Mobile Phones and
Mobile Devices: ✓ All mobile
phones shall be kept away in a box
away from the children or ✓
Learners and access is only
allowed at break time or at the end
of classes or when needed during
the class period.
4. Cameras: ➢Taking pictures only
from parents or caregivers and not
from any other family member or
friend while the child attends class.
➢Any picture taken of children
shall be on cameras solely for the
purpose.
Setting
Up
an
Educational.
Instructional Materials - defined as print
and non-print items that are rested to
impact information to students in the
educational process.
Examples: Drawings, Kits, Textbooks,
Posters,
Magazines,
Flip
charts,
Newspapers,
Diorama,
Pictures,
Recording, Videos.
ROLES OF IMS IN TEACHING AND
LEARNING:
✓Promote
meaningful
communication and effective learning;
✓Ensure better retention, thus making
learning more permanent; ✓Help to
overcome the limited classroom by making
the inaccessible accessible ✓Provide a
common experience upon which late
learning can be developed ✓Encourage
participation especially if students are
allowed to manipulate materials used.
SEVERAL FACTORS IN DEVELOPING
IMS: ✓Develop a story board and working
outline based on the subject goals and
objectives. ✓Identify existing institutional
resources
including
materials
and
teachers’ capability. ✓The teacher may
research off the shelf materials that have
been developed by others to determine if
their approach could be useful. ✓Explore
the possibility of adapting concepts of other
teachers without infringing on anyone’s
copy protected design. ✓Modify existing
materials based on the objectives of the
lesson. ✓If the instructional materials are
effective, you can share them with other
teachers. ✓The teacher developer can also
sell her/his materials available.
rope. Visual aids such as posters can be
pinned to the rope.
Ways of working - Communication and
collaboration
GUIDELINES
WHEN
DESIGNING
CONVENTIONAL
INSTRUCTIONAL
MATERIALS
Tools for working - Information and
communications technology (ICT), and
information literacy
UNITY ✓Use only one idea for each visual
aid and include a headline.
Living in the world - Citizenship, life and
career, and personal and social
responsibility
DIORAMA • It will make the classroom to
be creative and innovative. It is fun way to
build an exciting scene in a small scenes
created of layers of materials, all depicting
a similar concept or theme.
LEGIBILITY ✓make letters big
readable for all in the audience.
NATURE TABLE - This is a table that
contains objects and/or scenes related to
the current season, or upcoming festival or
a symbol of an ecosystem.
CLARITY ✓Avoid type that is too small to
read; avoid all caps.
WRITING BOARD • A writing board can
display information written with chalk
(chalkboard or blackboard) or special pens
(whiteboard).
FLIP CHART - It is a large tablet or pad of
paper, usually on a tripod or stand.
ZIGZAG BOARD - It is a multi-board series
of three or four rectangular boards. They
are joined together along the sides by
hinges so that they can be easily folded up
and carried.
ROPE AND POLE DISPLAY BOARD This board consists of two parallel,
horizontal poles tied loosely together with
SIMPLICITY
✓Make
ideas
and
relationships simple and easy to recall.
Avoid cluttering a visual with too many
words, numbers, or graphics. The
audience should be able to grasp the
concept in 10 to 15 seconds.
and
CONSISTENCY ✓Use the same type style
and art style.
QUALITY ✓Make it neat and professional,
and remember to proofread.
PROFED6
In 2008, Cisco, Intel and Microsoft, three
leading technology companies raised
some concerns regarding the skills of the
graduates from schools and universities.
They pointed out that these graduates
enter the workforce unprepared with skills
for employment in a digital age.
The KSAVE Model
Ways of thinking Creativity - critical
thinking, problem solving, decisionmaking, learning, and innovation.
The P21 Framework
The P21 Framework is a model developed
by the Partnership for 21st Century
Learning originally composed of the US
Department
of
Education,
leading
technology corporations such as Apple,
AOL, Microsoft, Cisco, and SAP, and
education
organizations
aimed
on
integrating the 21st century skills into the
educational system and processes.
Key subjects include the core academic
subjects like:  English, reading or
language arts, World languages, Arts,
Mathematics,
Economics,
Science,
Geography, History, Government and
Civics.
21st Century Themes
Global Awareness - Learning from and
working collaboratively with individuals
representing diverse cultures, religions and
lifestyles in a spirit of mutual respect and
open dialogue in personal, work and
community contexts.
Financial, Economic, Business and
Entrepreneurial Literacy  Knowing how
to make appropriate personal economic
choices  Understanding the role of the
economy
in
society

Using
entrepreneurial
skills
to
enhance
workplace productivity and career options.
Civic Literacy - Exercising the rights and
obligations of citizenship at local, state,
national and global levels.
Health Literacy - Obtaining, interpreting
and
understanding
basic
health
information and services and using such
information and services in ways that
enhance health.
Environmental Literacy - Demonstrate
knowledge and understanding of society's
impact on the natural world (e.g.,
population
growth,
population
development, resource consumption rate,
etc.)
The 21st Century Competencies and
Skills
Learning and Innovation Skills (4Cs) –
These are skills that can be applied in
complex work environments.
CREATIVITY AND INNOVATION –
Thinking creatively, working creatively with
others, and implementing innovations.
CRITICAL THINKING AND PROBLEM
SOLVING – Reasoning effectively, using
systems thinking, making judgments and
decisions, and solving problems.
COMMUNICATION - Communicating
clearly, articulating thoughts and ideas
effectively, listening effectively, using
communication for a range of purposes,
utilizing different media and technologies,
and
communicating
in
diverse
environment.
COLLABORATION – working effectively
and respectfully with diverse teams,
exercising flexibility and willingness to help
in accomplishing a common goal, taking
shared responsibility for collaborative
work, and valuing the contributions of each
member of the team.
Information, Media, and Technology
Skills – 21st century citizens and workers
should develop an array of functional and
critical thinking skills related to information,
media and technology.
INFORMATION LITERACY – Skills in
efficiently
accessing
and
critically
evaluating information.
MEDIA LITERACY – The ability to analyze
media, understand how, why, and for what
purpose media messages are made and
the ability to examine how persons
interpret messages differently and how
media influence beliefs and behaviors
including the application of the basic
knowledge of the ethical and legal issues
related to the access and use of media.
ICT (Information, Communications and
Technology) LITERACY – The ability to
effectively apply technology tools in
researching, organizing, evaluating and
communicating information and the ability
to apply understanding of ethical and legal
issues surrounding the use and access of
information technologies.
Life and Career Skills – These are habits
and mindsets that are internal, or based on
interaction with others which include
accepting feedback, working in teams, and
adapting well to change.
FLEXIBILITY AND ADAPTABILITY –
Flexibility is the ability to incorporate
feedback, deal positively with praise,
setbacks and criticism, and balance
diverse views and beliefs in reaching
workable solutions especially in multicultural environments. Adaptability is the
ability to adjust to varied job responsibilities
and effectively work in ambiguous
situations and changing priorities.
includes attributes related with producing
high quality outputs while working
positively and ethically, managing time and
projects effectively, and multi-tasking.
Accountability includes the capability to
manage projects by setting and meeting
goals even in the face of obstacles and
competing pressures, prioritizing, planning
and managing work to achieve the
intended results.
INITIATIVE AND SELF-DIRECTION –
Initiative is the ability to manage goals,
utilize time, manage workload efficiently
and work independently without direct
oversight. Self-direction means going
beyond basic mastery of skills and
curriculum to explore and expand one's
own learning and gain expertise,
demonstrating commitment to learning as
a lifelong process, and reflecting on past
experiences in order to inform future
progress.
LEADERSHIP AND RESPONSIBILITY –
Leadership is the ability to influence,
guide, inspire, and leverage the strengths
of others accomplish a common goal.
Responsibility is the capacity to act
conscientiously with the interest of the
larger community in mind, and to exhibit
integrity and ethical behavior in using
influence and power.
SOCIAL
AND
CROSS-CULTURAL
SKILLS – Social skills is the facility to
interact effectively with others such as
knowing when to appropriately listen and to
speak and conducting themselves in a
respectable, professional manner. Crosscultural skills is the capacity to work
effectively in diverse teams, such as
respecting cultural differences, working
effectively with others coming from varied
social
and
cultural
backgrounds,
responding open-mindedly to different
ideas and values, and leveraging social
and cultural differences to generate new
ideas and increase innovation and work
quality.
PRODUCTIVITY
ACCOUNTABILITY
–
AND
Productivity
According to the P21 Framework, there
are key elements that are crucial in
supporting and ensuring the mastery of the
21st century skills, namely: 21st century
standards and assessment of 21st century
skills, 21st century curriculum and
instruction, 21st century professional
development, and learning environments
that should be aligned to produce 21st
century outcomes for today’s students.
Characteristics
Standards
of
21st
Century
 Focus. They should focus on 21st
century skills, content knowledge and
expertise.
 Interdisciplinary. They should build
understanding across and among key
subjects as well as 21st century
interdisciplinary themes.
 Depth. They should put more
emphasis on deeper conceptual
understanding rather than shallow
knowledge acquisition.
 Engaging. They should engage
learners with the real world data, tools
and experts that they will encounter in
college, on the job, and in life. This is
based on the precept that students
learn best when actively engaged in
solving meaningful problems.
 Multiple measures. They should allow
for multiple measures of mastery.
Characteristics of Assessment of 21st
Century Skills
 Balanced. They support a balance of
assessments
incorporating
highquality standardized testing together
with effective formative, summative
and authentic assessments.
 Integrated. They emphasize useful
feedback on student performance that
is embedded into everyday learning.
 Technology-enhanced. They require
a balance of technology-enhanced,
formative and summative assessments
that measure the mastery of the 21st
century skills.
 Authentic. They enable development
of portfolios of student work that
demonstrate mastery of 21st century
skills to educators and prospective
employers.
 Responsive. They emphasize the use
of timely feedback by the teacher and
peers informing students about their
progress relative to the learning goals
and objectives.
They provide
opportunities to improve on their
learning outcomes building from
constructive criticism on past mistakes
or weaknesses.
 Flexible. They are adaptable to the
students' needs, contexts and settings.
They should be versatile and
appropriate for the demands of the
current learning environment of the
students.
 Informative. They generate data that
can be used to inform students,
teachers, school leaders and policy
makers and enable them to improve
learning strategies, adjust instructional
practices, modify programs and
improve educational resources to cater
to the current needs of the school
communities.
 Diverse. They include a variety of
strategies wherein the processes and
products of learning are recognized
and appreciated by allowing students
to demonstrate knowledge and skills
through relevant tasks, projects, and
performances.
 Inclusive. They are designed to
support inclusive and equitable
development of all students at all levels
with varied skills, abilities, and
interests.
Outcomes-Based Education (OBE)
The basic principles of OBE were
introduced by William Spady, an American
sociologist. He defined outcomes as "clear
learning results that we want students
to demonstrate at the end of significant
learning experiences. They are tangible
application of what has been learned or
actions and performances that embody
and reflect learners' competence in
using content, information, ideas, and
tools successfully."
Driscoll and Wood (2007) described OBE
as an educational model in which the
curriculum, pedagogy and assessment are
all focused on what students can actually
do after the teaching and learning
processes.
The Commission on Higher Education
(CHED) defined OBE as "an approach that
focuses and organizes the educational
system around what is essential for all
learners to know, value and do to achieve
a desired level of competence at the time
of graduation."
OBE's “Power” Principles (Spady, 1994)
CLARITY OF FOCUS - on Culminating
Exit Outcomes of Significance. Clarity of
focus helps in establishing a clear picture
of what students should exhibit in a
performance demonstration. The success
of the student on these demonstrations
becomes the top priority in instructional
planning and assessment.
EXPANDED OPPORTUNITY and Support
for Learning Success. Students should be
given more than one chance to learn
important things and to demonstrate what
they learned. There are five key
dimensions of opportunity:
 Time – This include the teaching
time, the learning time, and
eligibility (the window of time the
system allows for students to learn
specific curriculum components).
 Methods and Modalities – this
involves
the
methods
and
modalities of instruction taking into
consideration the broad range of
student interests and capabilities
and providing opportunities for a
more successful learning.
 Operational
principles
–
Opportunity for learning will be
greatly expanded if teachers apply
the principles of clarity of focus,
high expectations, and design
down consistently, systematically
creatively, and simultaneously in
their classrooms.
 Performance standards – This is
embedded in how performance
standards
are
defined
and
implemented.
 Curriculum
access
and
structuring – This is related to
student access to significant
curriculum and resources and to
how those curricular experiences
are structured
HIGH EXPECTATIONS - for all to
Succeed. High expectations mean
increasing the level of challenge to which
students are exposed and raising the
standard of acceptable performance that
they much attain to be considered
“finished” or “successful.”
DESIGN DOWN from Your Ultimate
Culminating Outcomes. Design down
means teachers should begin their
curriculum and instructional planning
where they want students to ultimately end
up and build back from there. This process
takes into consideration three broad
categories of outcomes:
enough to carry out the performance under
the conditions defined.
 Culminating outcomes – they
define what the system wants all
students to be able to do when their
learning
experiences
are
completed. They are synonymous
with “exit outcomes” in fully
developed OBE systems, or
“program and course outcomes” in
less fully developed systems.
According to Palomba and Banta (2014),
there are basically two types of gathering
evidences of learning among the learners.
 Enabling outcomes – they are the
key building blocks on which the
culminating outcomes depend and
are essential to the students’
ultimate performance success.
 Discrete outcomes – they are
curriculum details that are “nice to
know” but are not essential to a
student’s culminating outcomes.
Spady defined outcomes as the learning
results we desire from students that leads
to demonstrations of what they are capable
of doing at or after the end of a significant
learning experience. He stressed that they
are not a collection or average of previous
learning experiences, but a manifestation
of what learners can do once they
completed all of those experiences.
A successful performance entails that the
learners 1. have to KNOW something or
have something to perform; 2. Be able to
DO something with what they know or be
able to carry out a performance process;
and 3. BE LIKE a confident, successful
performer, willing, motivated, and confident
Measurement Methods in OBE
Direct methods - of gathering information
require learners to showcase their
knowledge and skills.
Indirect methods - involve asking the
students or another person to reflect on the
student learning rather than requiring them
to demonstrate it.
DepEd Order No. 8, s. 2015:
• Highlights the use of formative and
summative assessment as part of
everyday practice with learners.
• Reinforces the links between teaching,
learning, and assessment through a
stronger focus on formative assessment.
• Supports teachers in tracking and
measuring learners’ progress and in
adjusting their instruction accordingly.
• Highlights the value of using self- and
peer assessment, giving learners greater
responsibility over their own learning.
• Provides information about the cognitive
process dimensions to support learning
and assessment at all levels, from basic to
complex.
specific assessment criteria drawn from
the
curriculum
standards
and
competencies to evaluate a learner’s
individual performance.
given enough time to process new
knowledge and skills. Assessments should
be developed and implemented at
appropriate times in the learning process.
1. Assessment must align with the
curriculum and relate directly to the
content and performance standards
and competencies. Assessment should
focus on tracking learners’ progress in
relation to the content and performance
standards in the curriculum, along with
development of twenty-first-century skills.
6. Assessment must give learners a
range of ways to demonstrate their
achievements. Teachers must use a
range of assessment methods and
activities
to
give
learners
many
opportunities to demonstrate their learning
on the knowledge, understanding, skills,
and values defined in the curriculum.
2.
Assessment must
be valid.
Assessment should assess what the
learners actually learn in the classroom.
Validity ensures that the assessment
activities
and
assessment
criteria
accurately measure the extent to which
learners
develop
the
required
competencies and meet the standards for
their grade level.
7. Assessment must be part of a
transparent ongoing process where
learners’ progress is monitored over
time. Teachers use assessment criteria
that are based on the curriculum standards
and competencies to gather evidence of
learners’ achievements over time.
3. Assessment must be reliable and
consistent. Reliable assessment requires
that clear and consistent processes be
followed in developing assessment
activities. This is to ensure that if you
repeat an assessment activity with the
same learners, or conduct it at another
time, or if another teacher conducts the
same activity with different learners, you
should still get the same result.
• Clarifies concepts and processes related
to summative assessment for the key
stages of schooling.
4. Assessment must be fair and
inclusive. Assessment activities should
consider the learners’ race, gender,
learning needs, learning style, language of
learning,
abilities/disabilities,
cultural
background, and socioeconomic status.
criterion- referenced assessment - the
approach where teachers develop and use
5. Assessment must be manageable for
both learners and teachers. Students are
8. Teachers and learners must use
feedback effectively to improve learning
and reflect on the teaching and learning
process. Teachers give ongoing and
explicit feedback to learners throughout the
learning and assessment process, telling
them what they have done well, where they
need to improve, and how to improve.
Assessment Method - are the ways you
gather evidence of a learner’s progress
overtime. The four assessment methods
commonly used to find out what learners
know and understand (knowledge) and
what they can do (skills) are:
Observation: Teachers make formal and
informal observations of the learners’
performance or behaviors based on
assessment criteria.
Talking to learners: Teachers talk to and
question learners to gain insights on their
understanding and progress and to clarify
their thinking; often referred to as
conferencing.
Analyses
of
learners’
products:
Teachers judge the quality of products
created by learners according to agreedupon criteria.
Tests: Teachers set quizzes to determine
learners’ ability to demonstrate
mastery of a skill or knowledge and
understanding of content.
RECORDING METHOD - The teacher or
aide observe the students directly and
records how long or how often a certain
behavior occurs. Using this method, you
can compare the degree of occurrence of
the behavior with the degree to which it is
exhibited by other students.
Class checklists - These outline the
assessment activity and criteria and list all
the learners’ names. Use simple coding
systems to record how well each learner
performs on each criterion. Leave spaces
in the checklists for comments.
Class grids - These allow you to record
evidence over time. To make a class grid,
simply divide a large sheet of paper into
rectangles to make boxes. Write the
assessment activity and criteria in the top
left box. Allocate one box for each learner.
Formal and informal anecdotal records
- These are objective narrative records of
learners’ performance, strengths, needs,
progress, and behavior. In a notebook or
journal, assign a page for each learner in
your class. Write the narratives about a
learner on his/her page.
Portfolios - These are collections of
learners’ works that show their efforts,
achievements, and progress. Learners can
use large scrapbooks as portfolios in which
to paste their work. They may also use
plastic clear books in which to insert their
work.
Visual and audio records - Audio
recordings, photographs, and video
footages record details that can be seen
and heard and provide a reliable and
lasting
record
of
achievements.
Photographs can be included in portfolios
or stored electronically.
Class records - These are collections of
marks or percentages recorded for each
learner to indicate the extent of the
learners' performance in a class.
FEEDBACK
Research shows that one of the most
influential factors in improving learning is
for learners to receive clear and specific
feedback while they are learning.
Traditional assessments, as stated by
Bailey (1998), are indirect and inauthentic
types of testing that are one-shot, speedbased, and norm-referenced.
Traditional or conventional assessment
is limited to standardized paper-and
pencil/pen tests, which emphasize
objective measurement.
Advantages of Traditional Assessment
 Easy to administer
 Uses a checking key




Quick and easy grading
Requires a short answer
Uses paper-pencil test
Relies entirely on quantifiable
responses
 Students’ results are comparable
overtime
Disadvantages
Assessment
of
Traditional
 It lacks real-world context.
 Students answer questions one by
one without the need to apply longterm critical reasoning skills.
 Students
lacks
chances
to
demonstrate their reasoning skills.
 Provides teachers with just a
snapshots of what the students
have truly learned.
 Assesses only the lower level
thinking/cognitive skills: focuses
only on the students’ ability to
memorize and recall information
Authentic assessment is a “form of
assessment in which students are asked to
perform real-world tasks that demonstrate
meaningful application of essential
knowledge and skills.”
Assessment is authentic when it measures
performance or products which have
realistic meaning that can be attributed to
the success in school.
Examples
tools:
of
authentic
Demonstrations
Hands-on experiments
Portfolios
assessment
Projects
Recitals
Role plays
Three broad categories:
THE CONTEXT OF ASSESSMENT Realistic activity or context; • The task is
performance-based; and • The task is
cognitively complex.
THE ROLE OF THE STUDENT - A
defense of the answer or product is
required. • The assessment is formative. •
Students collaborate with each or with the
teacher.
THE SCORING - The scoring criteria are
known or studentdeveloped. • Multiple
indicators or portfolios are used for scoring.
• The performance expectation is mastery.
AUTHENTIC ASSESSMENT HAS FOUR
BASIC CHARACTERISTICS
1. The task should be representative
of performance in the field.
2. Attention should be paid to
teaching and learning the criteria
for assessment.
3. Self-assessment should play a
great role. When possible, students
should present their work publicly
and defend it.
4. When possible, students should
present their work publicly and
defend it.
Formative assessment refers to the ongoing forms of assessment that are closely
linked to the learning process.
Three points of Instruction in Formative
Assessment:
1. Before the lesson - Informs
teachers about the student’s
understanding Helps teachers
understand where the students
stand.
2. During the lesson proper Informs teachers of the progress of
the students Helps to determine
whether the instructional strategies
are effective.
3. After the lesson - Assess whether
the learning objectives were
achieved Allows the teacher to
evaluate the effectiveness of
instruction
2 Types of Formative Assessment
Individual formative assessment enables the learner to demonstrate
independently what has been learned or
mastered through a range of activities.
Collaborative formative assessment
(peer assessment) allows students to
support each other’s learning.
Summative assessment is known as
assessment of learning as it summarizes
learning that has occurred over a period of
time for all learners. It is administered at
the end of a block of learning to measure
the extent learners have mastered the
content and performance standards; the
results of summative assessment are used
as the basis for computing grades.
2 Types of Summative Assessment
Learners may be assessed individually
through
unit
tests
and
quarterly
assessment.
Collaboratively, learners may participate
in group activities in which they cooperate
to produce evidence of their learning.
Assess students' ability to effectively use
their knowledge and skills to complete a
task.
Components
Assessment
EXAMPLES:
of
Summative
WRITTEN WORKS - The Written Work
component ensures that students are able
to express skills and concepts in written
form. Written Work, which may include long
quizzes, and unit or long tests, help
strengthen test-taking skills among the
learners.
PERFORMANCE
TASK
The
Performance Task component allows
learners to show what they know and are
able to do in diverse ways. They may
create or innovate products or do
performance-based tasks.
QUARTERLY ASSESSMENT - Quarterly
Assessment measures student learning at
the end of the quarter. These may be in the
form of objective tests, performance-based
assessment, or a combination thereof.
CONTEXTUALIZATION It is a way of
making learning and the assessment of
what has been learned relevant to the
students' experience and knowledge incurrent
or
anticipated
situation.
Assessment that focus is on the students'
construction of functioning knowledge and
the students' performance in application of
knowledge in the real work context of the
discipline area.
Assessment are authentic;


Realistic
Require judgement and innovations








Observation
Portfolios
Essay
Journals
Interviews
Performance task
Exhibition and
Demonstration
DECONTEXTUALIZED ASSESSMENT It does not involve the product. It tends to
focus more on abstract and conceptual
areas. It focuses on declarative knowledge
and/or procedural knowledge in artificial
situations detached from the real work
context.
DECLARATIVE KNOWLEDGE (verbal
knowledge or factual knowledge) Is
referred as any piece of information that
can only be learned through memorization.
Examples: Summative assessment that
involves; Standardized test Midterm
Examination & Final exam
ANALYTIC ASSESSMENT - Analytic
assessment refers to specific approach in
the assessment of learning outcomes. It
involves assessing different aspects of
student performance, such as mechanics,
grammar, style, organization, and voice in
student writing.
HOLISTIC ASSESSMENT - Hornby
(2000) defines "holism" as: "Considering a
whole thing or being to be more than a
collection of parts". (p. 620). Thus, the term
"holism" refers to the whole of anything.
Holistic assessment aims at looking at the
overall performance under testing. In this
type of assessment, the skill that is tested
is considered as a unified whole, where
there is no possibility of assessing each
part independently of the other.
Analytic - Better for judging complex
artifacts. Allow for separate evaluations of
artifacts with multiple facets Provide more
detailed feedback • Take more time to
create and use Bottom line: Better for
providing formative feedback
Holistic - Better for simple artifacts with
few facets Good for getting a "snapshot" of
quality • Provide only limited feedback • Do
not
offer
detailed
analysis
of
strengths/weaknesses Bottom line: Better
for giving summative scores
When to use?
Analytic Rubric - are more common
because teachers typically want to assess
each criterion separately, particularly for
assignments that involve a larger number
of criteria. It becomes more and more
difficult to assign a level of performance in
a holistic rubric as the number of criteria
increases.
Holistic Rubric - tends to be used when a
quick or gross judgement needs to be
made. If the assessment is a minor one,
such as a brief homework assignment, it
may be sufficient to apply a holistic
judgement (good, very good) to quickly
review student work.
Criterion-referenced tests - compare a
student's knowledge and skills against a
predetermined standard, cut score, or
other criterion. In criterion-referenced
tests, the performance of other students
does not affect a student's score.
Norm-referenced - measures compare a
person's knowledge or skills to the
knowledge or skills of the norm group. The
composition of the norm group depends on
the assessment.
COMPARING
CRITERIONREFERENCED
AND
NORMREFERENCED SCORES
Some assessments provide both criterionreferenced and norm-referenced results,
which can often be a source of confusion.
For example, you might have a student
who has a high percentile rank, but doesn't
meet the criterion for proficiency. Is that
student doing well, because they are
outperforming their peers, or are they doing
poorly, because they haven't achieved
proficiency?
Performance
Assessment
A
performance assessment involves a
student's demonstration of a skill or
competency in creating a product,
constructing a response, or making a
presentation (Lane, 2010).
DepEd's Emphasis on Performance
Assessment DepEd Order No. 8, s. 2015
includes
three
components
of
summative assessment:
1) written work,
2) performance task, and
3) quarterly assessment. The quarterly
assessment consists of objective tests
(written),
performance-based
assessment or a combination thereof.
Product - completed paper, project, or
video
Process singing, playing the piano, or performing gymnastics
Characteristics
of
performance assessment
effective
Performance Assessment






Students explain, justify, and
defend
Students
perform,
create,
construct,
produce,
or
do
something
Students use reasoning skills
Use clear criteria and rubrics for
scoring
Uses engaging ideas of importance
and substance
Requires sustained work
Alternative assessment any method
that differs from conventional paperand-pencil tests, most particularly objective
tests. Observations Exhibitions Oral
Presentations Experiments Portfolios
Interviews Projects.
Strengths
Integrates assessment with instruction.
Learning occurs during assessment.
Provides opportunities for formative
assessment. Tends to be more authentic
than other types of assessments. More
engaging; active involvement of students.
Provides additional way for students to
show what they know and can do.
Weaknesses
Reliability/precision may be difficult to
establish. Measurement error due to
subjective nature of the scoring may be
significant.
Inconsistent
student
performance across time may result in
inaccurate conclusions. Few samples of
student
achievement.
Requires
considerable teacher time to prepare and
student time to complete. Difficult to plan
for amount of time needed.
Learning Targets
Assessments
for
Performance
Deep Understanding - Focuses on the
use of knowledge and skills. Students are
asked to demonstrate what they
understand through the application of
knowledge and skills.
Reasoning - Typically, students are given
a problem to solve or are asked to make a
decision or other outcome, in the process,
they use cognitive processes such as
analysis, synthesis, critical thinking,
inference, prediction, generalizing, and
hypothesis testing as they perform the
task.
SKILLS - In addition to reasoning skills,
students are required to demonstrate
communication,
presentation,
and/or
psychomotor skills. These targets are
ideally suited to performance assessment.
PRODUCTS - Performance assessment
products are completed works.
Designing Meaningful
Based Assessment
Performance-
Once learning targets have been identified
and you have decided that a performance
assessment is the method you want to use,
the following steps will guide you in
constructing the complete performance
task.
Step 1: Deciding What to Test - The first
step in developing a performance test is to
create a list of objectives that specifies the
knowledge, skills, habits of mind, and
indicators of the outcomes that will be the
focus of your instruction.
Performance
Objectives
Cognitive Domain
in
the
• What kinds of essential tasks,
achievements,
or
other
valued
competencies am I missing with paperand-pencil tests?
• What accomplishments of those who
practice my discipline (historians, writers,
scientists.
mathematicians)
are
unmeasured by conventional tests?
Two categories of performance skills
are typically identified from such
questions:


Skills related to acquiring
information.
Skills related to organizing and
using information.
Performance Objectives in the Affective
and Social Domain
Performance
assessments
require
curriculum not only to teach thinking
skills but also to develop positive
dispositions and "habits of mind."
Habits of mind include such behaviors
as constructive criticism, tolerance of
ambiguity. respect for reason, and
appreciation for the significance of the
past.
Step 2: Designing the Assessment
Context - The purpose of Step 2 is to
create a task, simulation, or situation that
will allow learners to demonstrate the
knowledge, skills, and attitudes that they
have acquired. Ideas for these tasks may
come from newspapers, popular books, or
interviews with professionals as reported in
the media.
Restricted-type tasks - target a narrowly
defined skill and require relatively brief
responses. The task is structured and
specific. These tasks may look similar to
short essay questions and interpretive
exercises that have open-ended items.
Extended-type tasks - are more complex.
elaborate, and time consuming. Extendedtype tasks often include collaborative work
with small groups of students. The
assignment usually requires that students
use a variety of sources of information (eg.
observations, library, interviews).
Four types of accomplishments
Products: Poems, essays, charts, graphs,
exhibits, drawings, maps, etc.
Complex cognitive processes: Skills in
acquiring,
organizing,
and
using
information
Observable
performance:
Physical
movements as in dance, gymnastics, or
typing: oral presentations; use of
specialized equipment as in focusing a
microscope; following a set of procedures
as when dissecting a frog. bisecting an
angle, or following a recipe. Mental and
behavioral habits, (such as persistence
and cooperation) and recognition skills.
Habits of mind and social skills: Poems,
essays, charts, graphs, exhibits, drawings,
maps, etc.
Rubric - is a "coherent set of criteria for
students' work that includes descriptions of
levels of performance quality on the
criteria." (Brookhart, 2013) "scoring guide
that uses criteria to differentiate between
levels of student proficiency." (McMillan,
2007)
Criteria - refers to the descriptions or
standards by which something may be
judged or decided.
Two major parts of a rubric:


Criteria
Descriptions of the levels of
performance
Aside from holistic and analytic rubric,
another types of rubrics are: General and
Task-Specific Rubrics
GENERAL RUBRIC - As the name implies,
general rubrics are particularly useful for
fundamental skills such as writing,
mathematics problem solving and general
traits like creativity. They contain criteria
that are general across task that's why they
can be re-used.
TASK- SPECIFIC RUBRIC - Is unique to a
specific task. You can use a task-specific
rubric as a reliable assessment of
performance on a specific task. However,
a task-specific rubric is time consuming
and difficult to create for all the different
tasks you'd like to assess, however, it
makes scoring easier.
Checklists - contain lists of behaviors,
traits, KLIST or characteristics that can be
scored as either present or absent. They
are best suited for complex behaviors or
performances that can be divided into a
series of clearly defined, specific actions.
It is a "list of specific characteristics with a
place
for
marking
whether
that
characteristic is present or absent".
(Brookhart, 2013). It is used when learning
outcomes are defined by the existence of
an attribute.
Rating scales - are typically used for those
aspects of a complex performance that do
not lend themselves to yes/no or
present/absent type judgments. The most
common form of a rating scale is one that
assigns numbers to categories of
performance. It is a "list of specific
characteristics with a place for marking the
degree to which each characteristic is
displayed." (Brookhart, 2013).
STEP
4:
SPECIFYING
TEST
CONSTRAINTS - Performance tests
confront the designer with the following
dilemma: If performance tests are
designed to confront learners with realworld challenges, why shouldn't they be
allowed to tackle these challenges as realworld people do?
Forms of test constraints:
Time. How much time should a learner
have to prepare, rethink, revise, and finish
a test?
Reference material. Should learners be
able to consult dictionaries, textbooks,
notes, and other material, as they take a
test?
Other people. May learners ask for help
from peers, teachers, or experts as they
take a test or complete a project?
Equipment. May learners use computers,
calculators, and other devices to help them
solve problems?
• Prior knowledge of the task. How much
information on what they will be tested
should learners receive in advance?
Scoring criteria. Should learners know
the standards by which the teacher will
score the assessment?