8.

12
Conducting
Parent–
Teacher
Conferences
Guidelines for a
good conference
Six Hints to a Successful Conference
Make plans
 Review your goals
 Organize the information to
present
 Make list of points to cover and
questions to ask
 If bringing portfolios, select and
review carefully

3
Start positive and
maintain a
positive focus
 Present students strong points first
 Be helpful to have example of
work to show strengths and needs
 Compare early vs. later work to
show improvement

4
Encourage parents
to participate and
share information
 Be willing to listen
 Be willing to answer questions

5
actions
cooperat
ively
 What steps you can each take?
 Summarize at the end

6
End with a
positive
comment
 Should not be a vague generality
 Should be true

7
Use good
human
relations
skills

8
 8.13 Policy
Guidelines on
Classroom
Assessment for the
K to 12 Basic
Education, DepEd
Order No. 8, s. 2015
 K to 12 Basic
Education
Grading System
Implemented: SY 2015 – 2016
Components of
Summative Assessment
Written Work (WW)
Performance Tasks (PT)
Quarterly Assessment (QA)

11
 Written Work (WW)
Purpose When Given
• Understanding of • At end of the topic or
concepts and application unit
of skills in written form
• Preparation for Quarterly
Assessment

12
Written
Works
Quizzes
Unit or Long Tests
Assignments
Essays
Journals
Reaction/Reflective Paper
Written Report
Other Written Outputs

13
 Performance Tasks (PT)
Purpose When Given
• Student involvement in the • At the end of the lesson focusing
learning process on a topic/ skill lesson
• Opportunities to demonstrate • Several times during the quarter
and integrate knowledge in a
specific real-life situation
• Freedom to express learning
• Integration of knowledge and
skills beyond the assessment
period
14
Performanc
e Tasks
Skills Demonstration
Group presentations
Oral Work
Multimedia
Presentations
Research Projects

15
Written outputs may also be
considered as performance
tasks.

16
 Quarterly Assessment
(QA)
Purpose When Given
• Synthesize all learned • Once, at the end of the
skills, concepts, and quarter
values learned in an
entire quarter

17
Quarterly
Assessment
Objective Tests
Performance-based
Assessment
A combination thereof

18
 Weights of the
Components for
the Different
Grade Levels
and Subjects
Weight of the Components for Grades 1 -10
20
Weight of the Components for SHS
21
 Why does the largest
percentage go to
Performance Tasks?
Rationale: Performance tasks describe the
abilities and skills that learners are expected
to demonstrate in relation to the content
standards and integration of 21st-century
skills.
22
It answers the following
questions…
• What can learners do with what they know?
• How well must learners do their work?
• How well do learners use their learning or
understanding in different situations?
• How do learners apply their learning or
understanding in real-life contexts?
• What tools and measures should the learners use to
demonstrate what they know?

23
8.14 Promotion
and Retention
at the End of
the School Year
 t

For Grades 1 to 3 Learners

25
 t

For Grades 4 to 10 Learners

26
For Grades 11 to 12
27
Arguments for retention
Rationale: To keep children in a
grade if they haven’t completed its
requirements or if they’ve not learnt
the previous year’s material, they will
be very unlikely to succeed in the
subsequent grade.
28
Grade retention is the practice of retaining a
student in the same grade for an additional
year. It is typically implemented as a
response to students' underachievement,
social difficulties, emotional and/or physical
immaturity, and/or behavioral difficulties.

29
 The Philippine Association of
Psychologists and Counselors in a study
noted that retention is emotionally
devastating for children. All students need
to learn to be accountable. However,
retention seems to lead them to believe they
are incompetent and incapable.

30
Schools have two options when dealing with a
child who has not learned the needed material by
the end of the year. The student can either:

• Stay in the same class for

another year (“grade
retention”)
• Be moved up a year (“social 31
Arguments for
promotion
Rationale: Teachers and principals
don’t want to hold students back for
fear of causing humiliation and
disillusionment, that may also be the
reason for significant drop in schools’
graduation rates.
32
Retention or Promotion
33
INTERV
ENTION
34
Thanks
!BEED 3B
Group 1
- End
35