Embedded Files
Amber Maxine Beatrice Alabia
This artifact was given to us primarily so that we would be able to familiarize ourselves with the DepEd order No. 8 s. 2015. The task required us to study and understand what the DepEd order contained and how it is continually shaping the future of the learners of our country. The development of our artifact started with our individual scanning of the Order, we had to understand it so that we could be able to provide our group mates with our insights. I must admit that it was a bit tiring and I had a lot of times when I stopped and divested my attention to something else because reading a paper that long was draining. Eventually, I came up with a tactic; to just look for the parts that were needed. A little help from google was also sought. Eventually, we were able to combine all our findings and understandings and so we were able to come up with our artifact. At the end of our artifact making, we had a little bump because of time constraints but we were able to surpass it. After the artifact was done, I realized that we really need to change and improve our education system. We cannot keep on producing students that are not prepared to be out there. Education was meant to teach kids to be better, not tolerate their poor learning habits and academic incompetence. As a future educator, this artifact was an eye opener because it showed me that in order to go against the adverse effects that this order imposed, I must be a good educator, I must teach my students well.
analysis.alabia,belarma,cuadra.pdfGabrielle Valerie Belarma
The DepEd Order No.8 s.2015 was tasked to us to review and analyze its content. Determining its different salient points, weaknesses, and strengths in terms of classroom assessments, grading system, report card’s context, transmutation table, retention and promotion of a student, etc. The readings I had touched upon addressed the necessary information that must be understood by every teacher. Assessing the DepEd Order brought me into realization that even though the established guidelines was made for what is apt to be nonetheless it still has drawbacks that must be noted. In order for the guidelines to improve, these concerns must be upheld and solutions must be achieved. We had also made suggestions which are part of the activity and I find it uplifting that we future teachers impart the necessary resolutions in order for our system to be amended.
Rieden Denielle Cuadra
Beyond what we’ve put in our presentation and the exams, taking a deeper look into the specific legal documents that DepEd created through its Order No. 8, S. 2015 allowed me to realize that these kinds of memorandums, by virtue of its rigid specificity, limits, rather than empowers, the teachers because we now have to follow (public teachers at least) guidelines do not even serve the purpose of Social Studies education. For example, if we want our students to be critical in thought, then it would be logical for the written works to be higher in the grading system. But since Dep Ed strongly pushes the public teachers to adhere to their standards, then we have lost the purpose of studying society by downgrading how much we value critical thought and coherence by promoting the entertainment of performance tasks.
DOCTO - DepEd Order #8 Series of 2015.pdfJomiel Docto
Reading and analyzing the Deped Order #8 s2015, was actually very helpful to understand the practices in basic education, particularly in public schools. I learned about its purpose and the policy guidelines in evaluating classroom assessment. The order has salient points that are necessary not just for teachers, but also for students and parents in order for them to be knowledgeable of how things work in schools. On the other hand, while doing this activity, I discovered some of the policy guidelines to be so inappropriate and unfair, especially to learners. I believe that the transmutation of grades should be further examined and needed to be revised, for it to be fair for both the learners and for it to improve the level of education in our country. In addition, the guidelines has over emphasis on the development of the cognitive domain of the learners, which should not be and has to be corrected. There should be a balance between the three domains, to ensure holistic development and acquisition of skills and knowledge. We are now in the 21st century, hence, our standards and competencies should be level up and this must start in crafting assessment policy guidelines that will support curriculum development that will uphold high level standards of education to compete with the global demands.
Philip Jeusch Jiminez
Analyzing the DepEd Order No. 8, s. 2015 has been an experience, as it has provided me with a deeper understanding of the assessment practices in the Philippine basic education system. This policy document represents a significant shift towards a more holistic and inclusive approach to student evaluation, moving beyond the traditional focus on solely cognitive skills. Furthermore, As I dig deeper into this activity, this experience was actually fun, there are a lot of debates within that actually helps me to understand it further in this Order, and also insights that are maybe going to help me in the near future. I really appreciate this activity. It makes me push myself to study, and analyze DepEd Order No. 8, s. 2015, it has a lot of valuable learning insights that I hope will help me, shaping my understanding of the importance of assessment in the classroom.
JImenez, and friends.pdfLiam Nino Nala-onan
Analyzing DepEd Order No. 8, s. 2015, I see that it introduces significant changes to the assessment system in basic education. The order emphasizes a more holistic approach, incorporating both cognitive and non-cognitive aspects of student development. It shifts from purely numerical grades to a standards-based assessment, aiming to provide a more comprehensive picture of student learning. This approach helps in recognizing diverse talents and skills among students, rather than just academic prowess. I appreciate how it includes various forms of assessments, such as written work, performance tasks, and quarterly exams, ensuring a balanced evaluation. Furthermore, the order underscores the importance of formative assessments in guiding both teaching and learning processes. Overall, this policy represents a progressive step towards a more inclusive and equitable educational system.
Trisha Ann Palma
We were tasked to study the DEPED ORDER NO.8 S.2015, we found out the salient points, weaknesses, and strengths of this document. This document holds the future of our nation, wherein it’s the basis of our country’s basic education system. It’s a really sad story to discover today’s reality that the government forgot about the purpose of education; to learn and with learning means showing up and putting in hard work that someday will pay off. The students who proceed and graduate without proper education and experiences will think it’s their win that despite all their absences and shortcomings they managed to survive— will suffer in the end. Ironically, teachers who choose to let that system sink in lose their dignity but practice the code of ethics for teachers. I just hope one day we, the teachers, will be able to do better than this.
Karl Louies Loloy
Analyzing DepEd Order No. 8, Series of 2015, allows us to learn about the way in which schools assess their students. Clear guidelines for grading to decide if a student improves to a different level or continues in their current one make it useful. However, there are situations when it could be unreasonable to ignore individual preferences. To ensure that every student achieves success, it's important that they strike a balance between having clear rules and being flexible.
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