STATISTICS AND PROBABILITY – FLEXIBLE CLASSROOM ASSESSMENT ACTIVITIES MECHANISM (FCAAM)

HOW TO ASSESS? HOW TO TEACH? WHAT TO TEACH?

WHY TEACH? Learning Material
ASSESSMENT AND FEEDBACK MET
Preparation
Reviewing the FIDP of Statistics and Based on the What student
What
By using the Formativ
As implied by the Probability Standards & – centered
GRASPS e
Minimum Standards, Criteria for flexible
Based on the With the skills that shall characteristic Feedback Feedback Question
the teaching of every Success in teaching What Topic(s) ensure
Culminating be championed to by Improved PT of s of a PT, Mechanism Mechanism s shall
core subject shall completing the modality will
lead to the development of
Performance Statistics and Probability Statistics and Probability Identify the (Assessment FOR (Assessment AS lead towards
lead to the PT, what Enabling the the desired skills?
Standard of and together with the Standards & Learning) Learning) the
development of the Formative completi
Statistics and other skills implied by the Criteria for completion of
learners’ … Assessment on of
Probability Minimum Standards Success the EFAA?
Activities EFAA?
Transfer Goal: GOAL: To organize, present, EFAA 1:  Conduct  Parent
The learners in the long analyze, solve and interpret Worksheet: intervention Conference
run and on their own will relevant data sets to come up Organize a classes
1. Communication Organization
be able to demonstrate with a data-driven solution to the hypothetical data
Skills of Data
skills on how to organize, specific significant problem in your given to your  One to
present, interpret and school community group in a tabular  Tutorial One
2. Thinking Skills 1. Hypothesis Testing
analyze data to propose form. Class with the
(Critical and a data-driven plan of ROLE: As statistical consultant EFAA 2: student a) T-Test
Problem Solving) action or generalizations Worksheet: 2. Correlation &
Communication to address a certain AUDIENCE: To be presented to Analyze the data Regression Analyses
Data Analysis
3. Technology Skills and Technology prevailing problem/issue the school community given in a tabular
(Accuracy) a). Bivariate and
Skills in their own community form. Scatterplot
4. Communication to transcend towards SITUATION: There is a pressing
Thinking Skills insights and reflection. concern that needs to be b) Coefficient of
and Technology (Critical Correlation
Performance addressed in your school EFAA 3:
Skills (Creative & Thinking and
Scenario: community. As a result, the school Worksheet: c) Trend Line on a
Innovation) Problem
administrators will provide you
Solving) The students, as Data Interpret the data Scatterplot
statisticians, will be given with the necessary data to come Interpretation through tabular d) Regression
5. Problem Solving relevant data sets to up with a solution to this problem. form or graph. Analysis
Skills come up with data-driven
solution to the PRODUCT: Presentation of a EFAA 4:
6. Collaboration prevailing problem in portfolio, that is, a compilation of Worksheet:
Skills the school community. outputs which includes the Generate
Present the data
application of different statistical Conclusion/
and explain well .
tools (descriptive and inferential). Generalization
 STANDARD: The portfolio will be EFAA 5:
evaluated using the following Worksheet:
criteria: organization of data, data Predict and
Meaningful
analysis, data interpretation, forecast
insights
generation of conclusion/
generalization, and meaningful
insights.

RUBRIC
NEEDS
ADEQUATE EXCELLENT
CRITERIA IMPROVEMENT SCORE
(4) (6)
(2)

Exceptional
Poor design, Good design
design,
Organization of Data description or description,
description, and
implementation. execution.
execution.
Inappropriate
Explanation of
statistical tests Appropriate
Statistical tests is
conducted or not statistical tests
Data Analysis thorough,
conducted or are explained
articulate and
explained adequately.
precise.
correctly.
Value computed
Values not Interpretation of
correctly and
computed Values includes
interpreted
Data Interpretation correctly or not clear discussion
correctly with
interpreted of significance
respect to
correctly. level.
hypothesis.
 Adequate
discussion of Discussion of
Implication of
results and their results is
results not
practical insightful; adds
Generation of Conclusion/Generalization discussed; no
implications; meaning and
attempt to explain
reasonable significance to
findings.
explanation of the report.
findings offered,
Not enough
All expected All expected
statistical tests
analyses present analyses present
conducted or
Meaningful Insights and most details and most details
details missing for
of each analysis of each analysis
one ore more
provided. provided.
analyses

JEREMY ANCHETA TABORICO

Mathematics Teacher