Week 3

Topic 1: Standards-based Assessment

∙ Constructive alignment
∙ K-12 assessment guidelines (Content standards,
Performance standards, Assessment types)
Week 3
Topic 2:Appropriate Targets
∙ Competencies, objectives, outcomes
∙ Characteristics of objectives (SMARTER)
Learning domains and taxonomies – Cognitive
Bloom’s Taxonomy (Bloom, et al., 1964);
Revised Bloom’s Taxonomy (Anderson &
Krathwohl, 2001); Affective
Week 3
Topic 3: Unpacking the Standards

∙ Unpacking competencies using KUD

∙ ABCD of the Statement of Objectives
Writing objectives from competencies
It is a MUST for a teacher to comprehend the …

Goal in Nature of
teaching the subject
the subject
(discipline)

• Assessment
• Content
&
• assessment
evaluation

Designer of the
learning environment
Every teacher must design an …

Aligned Classroom Instruction Delivery Plan

Why teach?
* Goal in teaching
How to assess and evaluate?
the subject in the How to teach?
grade level
What to teach?
* Nature of the
subject
* Appropriate
assessment &
* Role of the subject evaluation
* Appropriate
in attaining the mechanism teaching
mission of the school strategies & * Scope and
techniques sequence of
topics
 As SHS curriculum is standards-based, i.e.,

◻ What is standards?
� Statements describing what students should know and be able to do
� Curriculum goals established at the national level that identify the
skills, knowledge, and disposition that students should demonstrate
 Learning standards are pre-defined

Content Performance Learning Competencies

Identify and set the Describe the abilities and skills that Refer to the knowledge,
essential knowledge learners are expected to understanding, skills, and
and understanding that demonstrate in relation to the attitudes that learners need to
should be learned content standards and integration of demonstrate in every lesson
21st-century skills and/or learning activity.

R - What should the U - What can learners do with what they What behaviour should learners
learners know? develop from their learning?
Know? Ap - How well must learners do their work?
An - How well do learners use their learning or
understanding in different situations?
E - How do learners apply their learning or
understanding in real-life context?
C - What tools and measures should learners
use to demonstrate what they know?
Learning standards are pre-defined
Curriculum Guide Code Legend
Thus, the re-arranged Alignment
Framework!

What to teach?
(Curriculum
Why teach?
Guide) * Goal in teaching
How to assess & evaluate?
* Learning the subject in the
grade level
How to teach?
Standards
- Content * Nature of the
subject * Appropriate
- Performance assessment & * Appropriate
* Role of the subject evaluation
- Competencies in attaining the teaching strategies
mechanism & techniques
mission of the school
 Alignment Framework: Operationalization of CHED’s SHS for
SHS
11
SHS Teachers’ Expected Utilization of Curriculum Implications
Deliverables Guide

SHS for SHS Content Standards

Saysay Mastery in Content: Why is this important
for students’ holistic development? #1
Meaning Content-knowledge

Performance
SHS
Standards
Pedagogical-
Learning Knowledge
on Traditional Competencie
Strategies in
Teaching: How will
Technological
-
Framewor and Authentic
Assessments
s
Assessment &
my students
understand the
knowledge
Husay k Sarili
Evaluation: What
can my students do
subject contents? #2 with their learning?
Mastery Ownership #3
Guide for Teachers

Effective Teaching
(TPCK)

Disciplinal
Approach in
Coaching
SHS
Teachers
Meaningful Assessing
Learning Learning
Learning Why teach? Standards
(PT & WW
(Active Learning) Assessment
Techniques)
 K to 12 Program in the Philippines
The K to 12 Philippine Basic Education Curriculum Framework
Context Features of the K to 12 Curriculum
*Philosophical & legal bases *Nature of the learner
Learner-centered, inclusive & Curriculum
*Needs of the learner *Needs of national & global community
research-based
Exits
Holistically-developed Filipino w/ 21st century skills Higher
Inclusive, culture-responsive,
*Being & becoming a whole person education
culture-sensitive, integrative &
Skill Learning Area contextualized, relevant &
responsive Employment
Learning & innovation Math & Science
Life & career Arts & Humanities
Standard & competence based, Entrepreneurship
Effective communication Language
seamless, decongested
Information, media, & Technology & Livelihood
technology Education Middle level
Flexible, ICT-based, & global skill devt
 21st Century Skills

are a set of abilities that students need to develop

t u ry in order to succeed in the information age
st c
en e
2 1 lleg
in g r c o of
par s fo eers
e r
Pr rne e ca
a
r 3 Types of Partnership for 21st Century
le d th ure
an fut Skills
the Learning Life Skills
Literacy Skills
Skills Information Literacy Flexibility
Critical Thinking Media Literacy Initiative
Creative Technology Literacy Social Skills
Thinking Productivity
Collaborating Leadership
Communicating
Knowledge about Technological Pedagogical Content An understanding of
certain ways of Knowledge the manner in which
thinking about, and
working with
technology and
technology, tools and content influence and
resources. and working constrain one another
with technology can
apply to all technology Teachers’ knowledge
tools and resources about the subject
An understanding of matter to be learned or
how teaching and taught
learning can change
when particular the notion of the
technologies are used transformation of the subject
in particular ways matter for teaching
(transformation occurs as the
Teachers’ deep teacher interprets the subject
knowledge about the matter, finds multiple ways to
represent it, and adapts and
processes and practices
tailors the instructional
or methods of teaching Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework
materials to alternative
for teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi: 10.1111/j.1467-
and learning 9620.2006.00684.x
conceptions and students’ prior
knowledge)
Technological Pedagogical Content Knowledge
(TPCK)

◻ attempts to identify the nature of knowledge required

by teachers for technology integration in their
teaching, while addressing the complex, multifaceted
and situated nature of teacher knowledge
◻ extends
Shulman’s idea of Pedagogical Content Knowledge.

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College
Record, 108(6), 1017-1054. doi: 10.1111/j.1467-9620.2006.00684.x.
Technological Pedagogical Content Knowledge
(TPCK)

◻ basis of effective teaching with technology

requiring
� an understanding of the representation of concepts using technologies;
� pedagogical techniques that use technologies in constructive ways to
teach content; knowledge of what makes concepts difficult or easy to
learn and how technology can help redress some of the problems that
students face;
� knowledge of students’ prior knowledge and theories of epistemology;
and
� knowledge of how technologies can be used to build on existing
knowledge to develop new epistemologies or strengthen old ones
Source: https://www.deped.gov.ph/wp-content/uploads/2019/08/
DO_s2019_021.pdf
Constructing an Alignment Map
◻ Material
� Curriculum Guide
◻ Reference items
� Learning Competencies
� Performance Standards
◻ Task to perform
� Classify
■ Learning Competencies
■ Knowing
■ Understanding
■ Doing
■ Performance Standards
■ Doing
� Identify highest
■ thinking skill to assess
■ enabling strategy to use in developing the highest thinking skill to assess
Re
c al
l
 l

Low Order Thinking Skills further Explained

al
c
Re

Levels The learner …

Applying makes use of Can you use the Implementing, carrying
information in a context information in another out, using, executing
different from the one familiar situation?
in which it was learned
Understanding grasps the meaning of Can you explain ideas Interpreting,
information by or concepts? exemplifying,
interpreting and summarizing, inferring,
translating what has paraphrasing,
been learned classifying, comparing,
explaining
Remembering recall, restate and Can you recall Recognizing, listing,
remember learned information? describing, identifying,
information. retrieving, naming,
locating, finding
 Higher Order Thinking Skills further Explained
l
c al
Re

Levels The learner…

Creating creates new ideas and Can you generate new Designing,
information using what products, ideas, or constructing, planning,
has been previously ways of viewing inventing, devising,
learned. things? making
Evaluating makes decisions Can you justify a Checking,
based on in-depth decision or course of hypothesizing,
reflection, criticism and action? critiquing,
assessment. experimenting, judging,
testing, detecting,
monitoring
Analyzing breaks learned Can you break Comparing, organizing,
information into its information into parts deconstructing,
parts to best to explore attributing, outlining,
understand that understanding and finding, structuring,
information relationships? integrating
 Generic List of Teaching Strategies
l
al
c
Re

◻ Problem Solving (Doing Chem, …)

◻ Reasoning and Proof (Making Sense)
◻ Communication (Discussing or Writing about one’s
thinking)
◻ Connections (to other mathematical ideas, to other
discipline)
◻ Representation (modelling, writing …)
 Parallelism of Terminologies
KUD Enabling General Strategy to
Thinking Skills (RBT)
Classification Develop Thinking Skills
Doing Creating (Can you generate new products, Problem Solving (Doing Math, doing
ideas, or ways of viewing things?) task)

Evaluating (Can you justify a decision or Reasoning and Proof (Making

course of action?) Sense)

Understanding Analyzing (Can you break information into Communication (Discussing or Writing
parts to explore understanding and about one’s thinking)
relationships?)

Applying (Can you use the information in Connections (to other mathematical
another familiar situation?) ideas, to other discipline)

Understanding (Can you explain ideas or

Knowing concepts?) Representation (Modelling, writing …)
Remembering (Can you recall information?)
Navigating Through The Dep-Ed Curricula

Where are the KUDs?

Doing Knowing and Understanding

Unpacking the KUDs From The Standards

• When you design the syllabus, you

will base it on the learning
Understanding competencies presented in the Dep Ed
Curriculum Guides.
• If the learning competency can be
knowledge or understanding, you will
Understanding
then decide whether you will aim for
Knowing/ understanding or will you aim for
Understanding knowledge.
Knowing • All learning competencies must be
taught by the end of the semester.
Understanding
Unpacking the KUD’s From The Standards

Knowing Knowing/
Understanding
Knowing/
Understanding
Knowing

Understanding
Knowing

Understanding Understanding
Unpacking the KUD’s From The Standards

Knowing/
Understanding
Knowing

Understanding Understanding

Knowing
Knowing
Knowing

Understanding
Understanding

Understanding
 Activity: Alignment
Grade: ________________________________________________ Semester: _______________________________________
Core Subject Title: _____________________________________________ No. of Hours/Semester: ____________________________
Prerequisites (If needed):___________________________
Core Subject Description: __________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_
First Quarter    

Learning Competencies Highest Thinking Skill Highest Enabling

to Assess Strategy to Use in
K U D Classification
Developing the
Content Content Standards Performance Standards Highest Thinking Skill
 
to Assess

1. 1. 1. 1. ?
2. 2. ?
3. 3. ? ? ?

1. 1. ?
2. 2. ? ? ?

1. 1. ?
A 2. ?
2.
3. 3. ? ? ?
4. 4. ?

2.           
3.          
 Classroom Instruction Delivery Alignment Map
Grade: ________________________________________________ Semester: _______________________________________
Core Subject Title: _____________________________________________ No. of Hours/Semester: ____________________________
Prerequisites (If needed):___________________________
Core Subject Description: __________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_

First Quarter    

Learning Competencies Highest Thinking Skill Highest Enabling

to Assess Strategy to Use in
K U D Classification
Developing the
Content Content Standards Performance Standards Highest Thinking Skill
 
to Assess

The learner demonstrates The learner is able to... The learner...

understanding of...   1. represents real-life situations
    using functions, including piece-
e

Understanding Applying Communication

pl

    wise functions.
   
m

   
Sa

1. key concepts of   2. evaluates a function.

functions. 1. accurately construct Understanding Evaluating Reasoning & Proof
mathematical models to
represent real-life 3. performs addition, subtraction,
Functions and
situations using functions. multiplication, division,
Their Graphs
and composition of functions
Knowing Understanding Representation

4. solves problems involving

functions. Understanding Evaluating Problem solving

           
           
Write ABCD of the Statement
of Objectives
DepEd O R D E R No. 8 s. 2015 Policy Guidelines on Classroom Assessment for the
K to 12 Basic Education Program

DEPED ORDER NO. 8, S.

2015
Policy Guidelines on Classroom
Assessment for the K to 12 Basic
Education Program
DepEd O R D E R No. 8 s. 2015 Policy Guidelines on Classroom Assessment for the K to
12 Basic Education Program

Classroom Assessment
-an ongoing process of identifying,
gathering, organizing, and interpreting
quantitative and qualitative information
about what learners know and can do.

Division of Misamis Oriental

DepEd O R D E R No. 8 s. 2015 Policy Guidelines on Classroom Assessment for the K to
12 Basic Education Program

How is Learner Progress Recorded and

Computed?
⚫For Kindergarten
◦ Issued in a different Memorandum or Order
⚫For Grades 1 to 12
◦ In a grading period:
- One (1) Quarter Assessment
- Written Work
- Performance Tasks.
DepEd O R D E R No. 8 s. 2015 Policy Guidelines on Classroom Assessment for the K to
12 Basic Education Program

Steps in computing for the Final Grades

Step 1. Get the Raw Score (total score) for
each component (Written Work, Performance
Tasks and Quarterly Assessment).

Step 2. Get the Percentage Score.

Divide the total Raw Score by the Highest
Possible Score (HPS) then multiply the
Quotient by 100%. (PS=RS/HPSx100)
DepEd O R D E R No. 8 s. 2015 Policy Guidelines on Classroom Assessment for the K to
12 Basic Education Program

Steps in computing for the Final Grades

◻ Step 3. Convert the Percentage Score to Weighted
Score by multiplying the Percentage Score by the
Weight of the Component (WS= PS x WC) (pls. see
Table 4, page 10 of DO 8, s. 2015)
◻ Step 4. Add the Weighted Scores of each Component.
The result is the Initial Grade.
◻ Step 5. Get the equivalent Final Grade using the given
transmutation table (see Appendix B of DO 8, s. 2015)
Step 6. Write the Final Grade in the Report Card
DepEd O R D E R No. 8 s. 2015 Policy Guidelines on Classroom Assessment for the K to
12 Basic Education Program

Weight of the Components G 1 to 10

Language MAPE EPP/T
Component AP EsP Science Math
s H LE

Written 30% 40% 20%

Work
Performance 50% 40% 60%
Tasks
Quarterly 20% 20% 20%
Assessment
DepEd O R D E R No. 8 s. 2015 Policy Guidelines on Classroom Assessment for the K to
12 Basic Education Program

Weight
Component of the Components
Cores Academic Track for SHS and
Technical-vocational
Subjects Academic Track Livelihood (TVL)/
Sports/
Arts and Design
All Other Work All other Work
Subject Immersion/ Subjects Immersion/
Research/ Research
Exhibit Exhibit

Written 25% 25% 35% 20% 20%

Work
Performanc 50% 45% 40% 60% 60%
e
Tasks
Quarterly 25% 30% 25% 20% 20%
Assessment
DepEd O R D E R No. 8 s. 2015 Policy Guidelines on Classroom Assessment for the K to
12 Basic Education Program

How are grades computed at the end of the school

year?
For Kindergarten.
- No numerical grades. Only descriptions of the learners’
progress using the checklist
For Grades 1 to 10
- The average of the Quarterly Grades (QG) produces the
Final Grades (FG) per learning area.
- The General Average is computed by dividing the sum of all
Final Grades by the total number of learning areas.
For Grades 11 and 12
- The two quarters determine the Final Grade in a Semester.
DepEd O R D E R No. 8 s. 2015 Policy Guidelines on Classroom Assessment for the K to
12 Basic Education Program

How are the learners’ Progress

reported?
Descriptors, Grading Scale, and Remarks
Descriptor Grading Scale Remarks
Outstanding 90 – 100 Passed
Very Satisfactory 85 – 89 Passed
Satisfactory 80 – 84 Passed
Fairly Satisfactory 75 – 79 Passed
Did Not Meet Below 75 Failed
Expectations

Division of Misamis Oriental

DepEd O R D E R No. 8 s. 2015 Policy Guidelines on Classroom Assessment for the K to
12 Basic Education Program

How are learners’ promoted or retained at the end

of the school year?
Learner Promotion and Retention
Requirements Decision
1. Final Grade of at Promoted to the next grade
least 75 in all learning level
areas
2. Did Not Meet Must pass remedial classes
Expectations in not for learning areas with
more than two learning failing mark to be promoted
For Grades 1 areas to the next grade level.
to 3 Learners Otherwise the learner is
retained in the same grade
level.
3. Did Not Meet Retained in the same grade
Expectations in three or level
more learning areas
DepEd O R D E R No. 8 s. 2015 Policy Guidelines on Classroom Assessment for the K to
12 Basic Education Program
Requirements Decision
1. Final Grade of at least Promoted to the next grade level
75 in all learning areas
2. Did Not Meet Must pass remedial classes for
Expectations in not more learning areas with failing mark
than two learning areas to be promoted to the next
grade level. Otherwise the
learner is retained in the same
grade level.
For Grades
3. Did Not Meet Retained in the same grade
4 to 10 Expectations in three or level
Learners more areas
4. Must Pass all learning 1. Earn the Elementary
areas in the Elementary Certificate
2. Promote to junior
5. Must pass all learning 1. Earn the junior High School
areas in the Junior High 2. Promote to the senior high
School school

Division of Misamis Oriental

DepEd O R D E R No. 8 s. 2015 Policy Guidelines on Classroom Assessment for the K to
12 Basic Education Program
Requirements
1. Final Grade of at least 75 in
all learning areas in a
semester
2. Did not Meet Expectations
in a prerequisite subject in a
learning area
For Grades
11 to 12 3. Did Not Meet Expectations
learners in any subject or learning area
at the end of the semester
4. Must pass all subjects or
learning areas in Senior High
School
Decision
Can proceed to the next
semester
Must pass remedial classes
for failed competencies in
the subject before being
allowed to enroll in the
higher-level subject
Must pass remedial classes
for failed competencies in
the subjects or learning
areas to be allowed to enroll
in the next semester.
Otherwise the learner must
retake the subjects failed.
Earn the Senior High school
Certificate
DepEd O R D E R No. 8 s. 2015 Policy Guidelines on Classroom Assessment for the K to
12 Basic Education Program

Remedial Class
◻For Grade 11-12, leaners who fail a unit/set of
competencies must be immediately given
remedial classes. They should pass the
summative assessments during remediation to
avoid a failing grade in a learning area/subject.

◻If the learner still fails remedial classes, s/he

must retake the subject/s failed during the
summer or as a back subject.
DepEd O R D E R No. 8 s. 2015 Policy Guidelines on Classroom Assessment for the K to
12 Basic Education Program
Remedial
Class
◻For Grades 1 – 10, a learner who Did Not Meet
Expectations in at most two learning areas must
take remedial classes.
◻Remedial class are conducted after the Final
Grade have been computed.
◻The teacher should ensure that learners receive
remediation when they earn raw scores which
are consistently below expectation in WW and
PT by the fifth week of any quarter.
DepEd O R D E R No. 8 s. 2015 Policy Guidelines on Classroom Assessment for the K to
12 Basic Education Program

Recomputed Final Grade

◻Summative Assessments are also given during
remedial classes. These are recorded, computed,
weighted, and transmuted in the same way as the
Quarter Grade.
◻The equivalent of the Final Grade for remedial
classes is the Remedial Class Mark (RCM).
◻The Final Grade at the end of the school year and
the RCM are averaged. This results in the
Recomputed Final Grade
DepEd O R D E R No. 8 s. 2015 Policy Guidelines on Classroom Assessment for the K to
12 Basic Education Program

How are the Core Values of the

Filipino child reflected in the
Report Card?
DepEd O R D E R No. 8 s. 2015 Policy Guidelines on Classroom Assessment for the K to
Maka-
12 Basic Education Program

Diyos
Behavior Statements Indicators
Express one’s spiritual 1. Engages oneself in worthwhile spiritual
beliefs while activities
respecting the spiritual 2. Respect sacred places
beliefs of others 3. Respect religious beliefs of others
4. Demonstrates curiosity and willingness to
learn about other ways to express spiritual
life
Shows adherence to 1. Tells the truth
ethical principles by 2. Returns borrowed things in good condition
upholding truth 3. Demonstrates intellectual honesty
4. Expects honesty from others
5. Aspires to be fair and kind to all
6. Identifies personal biases
7. Recognizes and respects one’s feelings and
those of others
DepEd O R D E R No. 8 s. 2015 Policy Guidelines on Classroom Assessment for the K to
12 Basic Education Program

Makatao
Behavior Indicators
Statements
Is sensitive to 1. Shows respect for all
individual, 2. Waits for one’s turn
social, and 3. Takes good care of borrowed things
cultural 4. Views mistakes as learning opportunities
differences 5. Upholds and respects the dignity and equality of all including
those with special needs
6. Volunteers to assist others in times of need
7. Recognizes and respects people from different economic,
social, and cultural backgrounds
Demonstrates 1. Cooperates during activities
contributions 2. Recognizes and accepts the contribution of others towards a
towards goal
solidarity 3. Considers diverse views
4. Communicates respectfully
5. Accepts defeats and celebrates others’ success
6. Enables others to succeed
7. Speakers out against and prevents bullying
DepEd O R D E R No. 8 s. 2015 Policy Guidelines on Classroom Assessment for the K to
12 Basic Education Program

Makakalikasan
Behavior Statements Indicators
Cares for the environment and 1. Shows a caring attitude towards
utilizes resources wisely, judiciously, the environment
and economically 2. Practices waste management
3. Conserves energy and resources
4. Takes care of school materials,
facilitates, and equipment
5. Keeps work area in order during
and after work
6. Keeps one’s work neat and
orderly
 Makabans
DepEd O R D E R No. 8 s. 2015 Policy Guidelines on Classroom Assessment for the K to
12 Basic Education Program

a
Behavior Statements Indicators
Demonstrates pride in 1. Identifies oneself as a Filipino
being a Filipino; 2. Respects the flag and national anthem
exercises the rights 3. Takes pride in diverse Filipino cultural
and responsibilities of a expressions, practices, and traditions
Filipino citizen 4. Promotes the appreciation and
enhancement of Filipino languages
5. Abides by the rules of the school,
community, and country
6. Enables others to develop interest and pride
in being a Filipino

Demonstrates 1. Manages time and personal resources

appropriate behavior in efficiently and effectively
carrying out activities in 2. Perseveres to achieve goals despite difficult
the school, community, circumstances
and country 3. Conducts oneself appropriately in various
situations
DepEd O R D E R No. 8 s. 2015 Policy Guidelines on Classroom Assessment for the K to
12 Basic Education Program

Marking for the Observed Values

Marking Non – Numerical Rating
AO Always Observed
SO Sometimes Observed
RO Rarely Observed
NO Not Observed
ABCD Method of Writing of Objectives
https://www.slideshare.net/heatherdowd
/writing-objectives-using-abcd-method-
presentation
Learning Objectives Made Easy:
The ABCD Method
◻ Writing objectives
� In the ABCD method of writing learning objectives,
each objective contains these four elements:
A Audience (who the learners are)
B Behavior (what they do)
C Condition (what they use to do it)
D Degree (how well they do it)

54
Learning Objectives Made Easy:
Sample
◻ Teaching Goal
� The successful student will be able to differentiate
between a primary source and a secondary source.
◻ Learning Objective—A, B, C, D.
� Given two actual primary sources and two actual
secondary sources on a particular topic, students
working in small groups will correctly distinguish
between the primary and secondary sources 90% of the
time.

55
Learning Objectives Made Easy:
Try this method yourself

“Given access to the Chemical Abstracts database,

undergraduate students will be able to locate three
articles on a given topic with 80% accuracy.”

◻ Identify A, B, C, and D.

56
Learning Objectives Made Easy:
Identify A, B, C, & D

Given access to EBSCOhost Academic Search

Complete, students will use faceted searching
techniques to identify and cite three peer-reviewed
articles published within the past five years with
100% accuracy. *

◻ Identify A, B, C, and D.

* Matthew Borders and Marie Day,

VSU MLIS 7430 Information Literacy
Instruction 57
Learning Objectives Made Easy:
Identify A, B, C, & D

Given an MLA Stylesheet Handout and the data for

three sources, incoming undergraduate students
will format citations with 80% accuracy.*

◻ Identify A, B, C, and D.

*Jason Mailman and Molly Nickerson,

VSU MLIS 7430 Information Literacy
Instruction 58
Learning Objectives Made Easy

◻ Do you have any examples you’d like try with the

ABCD method?

59
Learning Objectives Made Easy:
The ABCD Method Reminder
◻ Writing objectives
� In the ABCD method of writing learning objectives,
each objective contains these four elements:
A Audience (who the learners are)
B Behavior (what they do)
C Condition (what they use to do it)
D Degree (how well they do it)

60
Bloom's Taxonomy: The Affective
Domain
http://www.nwlink.com/~donclark/hrd/Bloom/af
fective_domain.html