CORNELL NOTES Name: JEANELYN BENEDA

Class: BSE-ENGLISH A2020

SHEET Date: JANUARY 8, 2022
Topic: ASSESSMENT, LEARNING RESOURCES AND
INSTRUCTIONAL (INPUT) ACCOMODATION

QUESTIONS
1. What is assessment in
inclusive education?
➢ Formative assessment
➢ Summative assessment
ACTIVITY 4
NOTES
➢ Pre-assessment or diagnostic assessment
Before creating the instruction, it’s necessary to know for what kind of students
you’re creating the instruction. Your goal is to get to know your student’s
strengths, weaknesses and the skills and knowledge the possess before taking
the instruction. Based on the data you’ve collected; you can create your
instruction.
Formative assessment is used in the first attempt of developing instruction. The
goal is to monitor student learning to provide feedback. It helps identifying the
first gaps in your instruction. Based on this feedback you’ll know what to focus
on for further expansion for your instruction.
Summative assessment is aimed at assessing the extent to which the most
important outcomes at the end of the instruction have been reached.
➢ Confirmative assessment
When your instruction has been implemented in your classroom, it’s still
necessary to take assessment. Your goal with confirmative assessments is to find
out if the instruction is still a success after a year, for example, and if the way
you're teaching is still on point. You could say that a confirmative assessment is
an extensive form of a summative assessment.
➢ Norm-referenced assessment
This compares a student’s performance against an average norm. This could be
the average national norm for the subject History, for example. Other example is
when the teacher compares the average grade of his or her students against the
average grade of the entire school.
➢ Criterion-referenced assessment
It measures student’s performances against a fixed set of predetermined criteria
or learning standards. It checks what students are expected to know and be able
to do at a specific stage of their education.
➢ Ipsative assessment
It measures the performance of a student against previous performances from
that student. With this method you’re trying to improve yourself by comparing
previous results. You’re not comparing yourself against other students, which
may be not so good for your self-confidence.

2. What does SPED mean in
education?
➢ special education, also called special needs education,
the education of children who differ socially, mentally, or physically from the
average to such an extent that they require modifications of usual school
practices. Special education serves children with emotional, behavioral,
or cognitive impairments or with intellectual, hearing, vision, speech, or
learning disabilities; gifted children with advanced academic abilities; and
children with orthopedic or neurological impairments.
➢ Inclusive education programs provide educational services for all students
including those with special needs. These programs serve all children in the
regular classroom on a full-time basis. If a student requires extra services such
as speech therapy, these services are brought into the classroom. This program
allows the student to remain in the regular education classroom setting at all
times. This program is intended to meet the objectives of IDEA by educating
students in the regular classroom while still providing for their unique needs.
3. What are the importance of
indigenization in the field of
curriculum and education?
4. What is the purpose of ALS
program?
➢ Indigenization refers to the process of enhancing curriculum competencies,
education resources, and teaching-learning processes in relation to the bio-
geographical, historical, and socio-cultural context of the learners ‘community.
➢ The difference between contextualization and indigenization
is that contextualization is the act or process of putting information into context;
making sense of information from the situation or location in which the
information was found while indigenization is the fact of making something
more native; transformation of some service, idea etc. to suit a local culture,
especially through the use of more indigenous people in administration
➢ What is Alternative Learning System or ALS? It is a parallel learning system
in the Philippines that provides a practical option to the existing formal
instruction. When one does not have or cannot access formal education in
schools, ALS is an alternate or substitute.
➢ As a second chance education program, it aims to empower OSYA learners to
continue learning in a manner, time and place suitable to their preference and
circumstances, and for them to achieve their goals of improving their quality of
life and becoming productive contributors to society.
➢ Migrant students under the age of twenty-two who have not graduated from high
school and are not in school pursuing a high school diploma are entitled to
receive MEP services as Out-of-School Youth (OSY). OSY generally fall into
two categories.
➢ OSY generally fall into two categories. One is school dropouts (migrant youths
who have attended U.S. high schools and dropped out); and the second is OSY
"here to work" (migrant youth who have never attended high school or migrant
youth who attended high schools in their country of origin and are in the United
States to work).
➢ Meaning of Socially Disadvantaged Children:
Educators categorise them somewhat arbitrarily into one or more of the
following areas of deprivation: economic, racial, geographic, social, cultural,
cognitive, and/or emotional. Historically one can identify the roots of this
population in terms of their educational needs, but it was not until the mid-
1960s that writers such as Reissman and Havighurst and their turns at defining
the characteristics that constitute this deprived, educationally deprived,
underprivileged, disadvantaged, lower class, and lower social-economic group,
could all be used interchangeably. This is reflected in his class’s book. The
culturally deprived child. These children have some strength not only
deficiencies.
➢ Adult learners are a diverse group – typically age 25 and older – with a wide
range of educational and cultural backgrounds, adult responsibilities and job
experiences. They typically do not follow the traditional pattern of enrolling in
postsecondary education immediately after high school.
➢ Implementation of the Basic Education Madrasah Programs for Muslim
Out-of-School Youth and Adults
➢ DepED is implementing the Madrasah Education Program, as a response to the
call for global commitment on Education for All. It is guided by the Roadmap
for Upgrading Muslim Basic Education. There are three major components
under the Roadmap: (1) Arabic Language and Islamic Values Education
(ALIVE) in public schools, (2) Standard Madrasah Curriculum in Private
Madaris (Islamic educational institutions), and (3) Arabic Language and Islamic
Values Education (ALIVE) for Muslim Out-of-School Youth and Adults.
➢ Aside from the formal sector, the Madrasah Education Program also aims to
bring assistance to the non-formal sector. Over the years, the number of Muslim
out-of-school youth and adults in the country has increased. Different studies
show that the rate of school drop-out is highest in Muslim areas. This is a cause
for serious concern – not only for their education but also the peace and order
issues in these areas, since Muslim OSY without the necessary skills for
employment are at risk of recruitment to radical extremist groups.
➢ Special Interest Programs include the following: Special Program in
Journalism (SPJ), Special Program in the Arts (SPA), Special Program in
Foreign Language (SPFL), Special Program in Sports (SPS); Special Science
Program (SSP) like Special Science Elementary School (SSES) and Science,
Technology and Engineering (STE) and Special Education Program (SPED). On
the other hand, the ADM covers programs like the open high school, night high
school, home education program and the rural farm school.
➢ Differentiated instruction is based on modification of four elements: content,
process, product, and affect/learning environment. This modification is guided
by the teacher‟s understanding of student needs—the students‟ readiness,
interests, and learning profile.
➢ The main difference between home schooling and distance education is
that, in home schooling, the curriculum is created by parents while in distance
education, the curriculum is designed by an established school or university.
➢ Both home schooling and distance education allow students to
acquire knowledge outside of a traditional school structure. Although these two
 options have many similarities, they are not the same. There is a difference
between home schooling and distance education, mainly in terms of the nature
of instructors and curriculum followed.
➢

SUMMARY: Write 4 or more sentences describing specific learning from these notes.
Like it or not, inclusive education is here. Inclusive education is the name for the educational movement to
include all children, regardless of academic abilities or academic disabilities into regular classrooms. Typically,
inclusion refers to the integration of special education students into regular classrooms. The inclusive education
movement has been supported by most parents, especially parents of special education students. These parents
make the point that their children have the right to be educated in a "regular" classroom. Many people, including
some teachers, believe that mainstreaming means to bring special needs students into "regular" classrooms with
"normal" children. But there are some problems with this perspective. The first is that there is no "regular"
classroom with "normal" children. Children are never "normal." All children are unique. Because they are unique,
they all have individual strengths and individual weaknesses. In our experience, all children can perform well at
some tasks. But schools are a unique culture with a unique set of rules. Most of us take this culture for granted
because we are accustomed to it. In fact, those of you who are reading this paper are probably especially adept
living in this culture. If you were not, it is unlikely you would have made the choice to become a teacher. Schools
have their own criteria for success and for failure. Given the criteria used to evaluate success in schools, some
students are very "successful;" some are not so "successful." This does not mean, however, that those students
who are not successful in school will not eventually find a place in life where they will be successful.