Cumulative testing

Media

Part of The Philippine Educator

Title: Cumulative testing
Language: English
Year: 1947
Rights
Fulltext: ... ,.·: .CUMULATIVE TESTIN-G By TOMAS B. TRINIDAD ··Paoay Elementary School, Docos Norte Division Me.morandUm · No 8, series of 194 7, bf the Superintendent of Schools for Iiocos Nort~. advocates the use this st hool year, of the cum;;.lative system of rating pupi:s .:1roug.1 the six grading periods into whic?.l the syhcol year is divided. Alongside of the cumulative system of gradi::g is the cumulative system of testing. The periodic test should be a cumulative total· of the golden texts of all the daily recitations within the grading period. An easy way to do this is to state the golden text of th ~ lesson as a clinching summary in the form of a -·principle, ru.le, generaliBticm, statement or question-depending upon the nature of the 'lesson':.-at the end of every daily lesson plan. For example, the lesson today in language is the formation of the plurals of nouns ending in y preceded by co:lwnants . The golden text of t:, ~ 1£.>.>son which ultimately will be an item in the t:el·iodic test may be stated in the form of a qu~stion, as follows: Golden text (test): How do nouns ending in y preceded by a consonant form their plurals? It may also be stated as a rule with the keyword (which ultimately will be an item for simple · recall) underlined, as follows: Golden text (test): Nouns ending in y preceded by a consonant rorm their plurals by changing y to i and adding es. It may also be stated as group o! exercises, as follows: Golden text(test): Form the plurals of the following nouns: lady, city, · cou_nt!"Y, duty. Different subjects Va!:Y in the form of expres~ing the golden text or gist oi -.;he daily recitatio:1, !:1 arithmetic the main essential of the lesson may be · .stated as a rule, principle, typepro~lem, example or exercise with a s_,..ccif.c difficulty involv=<l. In reading, it may be a seriE's or v::Jcabulary ·or a bit of ge!leral information gained from reading. Much depends upon the individual judgment o~ the professionally trained teacner. These golde:-~ texts will become Ll)e test' items but not necessarily worded in the forms in _which they will be in , the periodic .test. At the close of the grading period the teacher will draw l-is "table of c;pecifications" for hlz his test in order t<>- decide on how many items to allot to each phase o! tr.e ~t::bject . rr:atter covered by th~ test, the number to depend upon the relative _ importance and degne o! difficulty of each phase. By this time, if the teacher had been regularly writing down his golden texts daily, be has already th~ first draft of his 11eriodic test in his daily lesson plans the num_per of items which accord with !tis "tr,ble of specificatir-ns" and r:: word or edit those items into the type of questions (judgment, recall, recognition, essay) which best suits them respectively and individually. Thus the penodic test is an accumulation of the main essentials of the daily lessons. Operating under the same principle, the last grading period test at any time of the year, should be cumulative. Fifty percent of the test items should be taken from the new phase of subFOR MbDERN OPTICAL NEEDS SEE KEEPSAKE OPTICAL-SO Escolta 41 PHILIPPINE EDUCATOR ject matter covered during the last grading period so !ar,. and the other 50% of the test items should be review question~the proportional number of review items from each precedTEST II Specifications 1st I Percentage of I new items 100% Percentage of review item decreasing proportionally further backward 0%10 ---I I ing grading period to decrease further backward . Examine the fo1lcwing· table which explains the above principle in tenns of figures. GRADING PERIOD 2nd I 3rd I 4th I 5th I 6th I I I I 90% I 80% 70% 60% 50% 10% I 20% I 40% 1 30% so% 1 I I I GRADING PERIOD I 1 2nd 1 3rd 1 4th 1 5th 1 6th 1 ___________ ..:.__ __ __:_ ___ ...:.._ __ ___.:_ ___ ..:__ - - - _ ___. 1st New Items Review Items For further analysis, let us take the sixth grading period as an example. According to the above table the following exists: 50% of the items for the sixth grading period is based upon the new lessons covered during the sixth grading period; 60% o! the items are review items taken from the 4th, 3rd, 2nd, and 1st grading periods. Presumably, the review items must be the most essential items which should be mastered or items which should point to the pupils the most important phases of subject matter for further study, and/or these review items are the remaining difficulties of the pupils revealed in the previous I I I 50% 1 5o% periodic tests. This implies that our periodic tests should be a~hievement as well as diagnostic in nature. They must motivate leai-ning and embody main essentials to lead pupils in their study or re\•iew !or mastery. It must be clearly understood that tests are not to be presented again in the s~me form as when they were originally presented at first, but should be reworded and presented in a new form. The reason for this is: The answer to an item reviewed verbatim may be correctly memorized, but · ·ill this way the item loses its power as a test of knowledge or ability. Going back to a further analysis of the sixth grading period test in the table above, examine the following figures: The 50% review items may be distributed as follows: 25 % from the 5th grading period . . . . . . . . . . . . . . 25% 15% from the 4th gdg. pd. . . . . . . . . . . . . 15% 5% from 3rd gdg. pd. . . . . . . . . . . 5% 3% from 2nd pd. 3% 2% from 1st. . . 2% --- -~ Total .. . ... . .... . ........... . .. . . 2 & 3 & 5 & 15 & 25 are 50% 42 (Continued on page 50) SCHOOL NOTEBOOK 1. "While this O.f,fice apprec1ates the spirit of the local parent-'-teacher association which paid the high school teachers their bonuses, it cannot overlook the disadvantages derived from this system. In tl~'e first place. it is not democratic to concentrate the burden of educational support upon the sh~uldf;!rs of the parents of the direct recipients of education. In the final analysis it is sodety in general that profits from the education of any single individual. In the second place, the system hurts the feeling of teachers. for ~ .som.e cases some of the parents who hel"p pay their bonuses are heard to say unkind w~rds wlienever . they ~~e teachers wearing new shoes .. 9r ~hirts. "There ·goes · the bonus we paid," some of them have ·be'en heard to s~y: and no self-resp~tin<g individual can continue to enjoy any privilege so dearly acquired.· The High School and the Intermediate School; as a result, continue to lose many of their experienced personnel who are receiving more attractive offers from private schools. This would serve as a timely warning against a 'proposed plan to denationalize the intermediate classes." ' - 'From a Superintendent's Annual Report. Editor's Nc>~: Ceuld thls be a general condition? 2. "The administrative machinery o! the division and the attitude and the work of the teachers are of such a high degree of excellence that it can be attributed only to the educational leadership of a long and splendid line of predecessors, both American and Filipino. It is very seldom that such a leadership leaves a high educational tradition that even devastations of war could not destroy. It is my earnest hope that I shall be able to maintain the tradition and strengthen it and FOR MOl >ERN OPTICAL NEEDS add to it. To thfS end I am bringing to the superivsors and principals a !ul...: ler realization of education for democracy encouraging them further to adopt principles and practices consistent with the democratic philosophy. Toward this end, I have also taken steps to reorganize the PTA's in the barrios and in the central schools by providing them with a new vision of relationship with the schools"-From the Annual Report of the Divisic:l Superintendent of Schools for Pampanga. Editor's Note: It is not often that one says such gracious things about one's predecessors in Office. 3. "The Arellano (Manila North) High School Alumni Association, al-· ready a big organization, has enthusiastically endorsed the administrative program to encourage creativity by doing the following: a. Created yearly awards to encour:age student all-around leadership ·Juan de la Cruz award ( a statuette of Juan de la Cruz) for the outstanding boy student leader of the graduating class and the Tandang Sora award (a statuette of Tandang Sora) for the outstanding girl student lead~r of the graduatj.ng class. These awards have bec9me highly desirable to the student body and have done much to encourage all-around participation in extracurricular activities and social service work. b. Created special awards given to five teachers who have rendered twenty-five years of continuous and faithful service. The five teachers who received the awards in September, 1946 were greatly touched by the loving recognition of their services and considered the awards enough recompense for seemingly fruitless and poorly compensated years o! service. SEE KEEPSAKE OPTICAL-SO Escolta 4.3 c. Created the pins of mer~t award to the valedictorian and the ' salutatorian· of each graduating class. d. Created alumni sponsorship of indigent students so that outstanding but poor students receive not only financial assistance from well-to-do alumni but also personal inspiration and guidance. To date fourteen such sponsorships have been secured, ready to be made use of in July 1947. Class 1922 has d~cided to create one such sponsorship every year for ten years. Other graduating classes are expected to follow. e. By their special interest in school activities and the spirit of big-brother friendliness toward the students, the alumni have created an atmosphere highly favorable to the development of all-around lea.Ciership and extracurricular participation. f. Plans are being made for more service to the school next year. The alumni· association is now initiating a move to form a Supreme· Coordinating Council to tie up lhe activities of the Paren~-Teacher Association. the Student Council, and the Alumni Association ·. so as to achieve ·coordination in the extens'ibn of service to the schooL., - From the Annual Report ot the Principal of the Arellano High School, Manila. Editor's Note: The Alumni Association .of Arellano High is unique in its whole-hearted cooperation with the administration m-- the promotion of student activity. 4. "One way to improve the holding power of the school is for the national government to give aid in the form of salaries for teachers. For the present, besides the principal, not one of the present teachers is national. The bankruptcy in finance and the inability of the province to offer good salaries place this high school at a great disadavantage in regards to securing · good ··teachers:.·· It -is · therefore· impera44 ;· t1ve ' that national teacher::;, two or . three, be assi~ed to tliis school ~s a p·art of ' the aid it·· i-eceives from''the ' national '· government. This province1" • being special in kind, should be treat.:' ed and helped differently from the' regular and rich provinces whicli, as far as finance is concerned need no help from the national government. It stands to reason tliat a great majority of big provincial high schools have national teacliers among their faculty. The Palawan High Scliool should' be given national teachers aside from the Principal."-Annual Report of the Palawan High S'chool, 1946-1947.' Editor's Note: It is sad but true that the eq'ualization of educational opportunity is far from being realized in this country. In such remote places, higher salaries should be offered to indaee teachers to ~o there. This can be done b:r more liberal national aid. 5. "Davao City High School has been quite lucky during the year in being able t~ employ teachers who are mostly eligibles. Some of them- were already in this school before the war and have come back at sonle sacrifice. They have denied themselves the at.: traction of better jobs which are offering higher pay because they were hoping that the teachers' lot would be improved. With the present high cost o! living, they find-if imp.ossi:Dle to 'make both ends meet' with the meager salaries that they are receiving. The family needs of each teacher are such that the call of the outside becomes more attractive. Wljen- they must prevail, it is feared that we may lose some of our best teachers, especially those rece1vmg less than P130 per month. The call of the private schools offering living wages is gradually taking away our most capable and efficient teachers. Something must be done, if we must keep those teachers with us." - Report from the School last year 1946-1947. ., ,' . ' PHILIPPINE F,!DUCATOR Editor's Note: There ba.<> been a report that these teachers "struck" re- . cently. Too bad that authorities could not see the handwriting on the wall. 6. "WHEN AN EMP;LOYEE OF THE GOVERNMENT IS I. TRANSFER' RED FROM ONE PLACE TO ANOTHER, IN THE INTEREST OF THE SERVICE, HIS OFFICIAL TRANSPORTATION SHOULD INCLUDE NOT ONLY HIMSELF AND PERSONAL EFFECTS BUT ALSO HIS FAM' ILY. The family of an employee is more important than his personal effects. It is strange that his wife and children are not entitled to the same privilege as his personal effects enjoy." -Annual Report of the Academic-Industrial Arts Supervisor, Divi.sion ot Mountain Province, 1946-1947. Editor's Note: We agree! How much money is being spent by the government on "junkets"? And no transporttation expenses for a school ·official's family! Would-be supervisors, take heed; after this, limit the size of your brood. 7. "A cursory examination of the preceding table and chart shows that only 48% of the teachers employed ln the division as of March 24, 1947, were fully qualified for the job of teaching. This figure was deplorably low. With such low educational attainment of those handling the educational work of the government we can not expect high-grade instruction. Rivers can not rise above their sources. "The reasons we can not. attract better trained teachers is fhe insufficiency of the salary given them. It the government is in earnest about raising the educational qualification of our teachers, we have to raise their salaries. Of course the bonus was a boon to the teachers but as soon as this bonus is withdrawn dissatisfaction will prevaiL There is no shelter from that truth. "One important point we should not forget is this: We have not yet reached a point in our educational aevelopment in which our teachers will be willing to sacrifice for the teachlng profession. The truth is that the rank and file of our teachers are in we· teaching service now because they can not find any job that will• give them higher renumeration. We shou1d·-not be deluded into thinking that they are in the service for some patriotic reasons. They are not. We should view the situation in a most realistic manner. As leaders in the profession weshould know tl:le truth about the attitude of our cla~ooni teachers toward teaching as a life work. We are still very far from our goal to give· teaching an element of apostleship. Money is still the main, and in some· cases, the only considera~on. And In view of this attitude of majority of oureducational workers teaching Can bardly be called a profession. It is, at least. for the ?resent time, more of a trade. "Going back to the teachers' qualifications. Speaking of the teachers in Bataan I wish to state that many of' them want to take summer courses but their present salaries -do not allow them to do so. It is. believed that theDirector of Education should authorize division superintendents of schools to· open such professional courses as are· included in normal schools o1 the collegiate level on Saturaays ana mesummer vacations in order to enable teachers to raise their educational qualFOR MODERN OPTICAL NEEDS SEE KEEPSAKE . OPTICAL-SO Eseolta 4S PHILIPPIN:E; ~EPU!SP,..~OR · 1 ' • } 'I ' • • ·~ I ' 1 ·, .1 ' ..... -" ili~ations.' . This is of 'course .on" ~- the . titude is rroore-unoticeable .in .,, ,1_ ~ • • \,.-;, • ' • • ,, ~ ~ . , ··l ,,, . . i i i'~~·~· aslruinpUon that in the .divisionstwhere ademic".odasses. - The .UJild•ers:igl1e(i11~il .. ;.; ,.. . - ' " . tri ' 'but~'s .·su "c .h ~b ' ehaviour .. t~ . "·· · such · courses are to be offered ' there · are 'available qualified instructors who SOI:J.~: · (n. The weather .is· too can handle such courses. I am cbnfi- foru;bly ' hot t~ concentrat~ on dent that such a system can be work- kind of -a~tivity. (2~ The idea 'that ed out. Here in Bataan that is possi- the other students 'from ble."-Excerpt from the Anriual Re- schools are vacationing made the~ port of the Division Superintendent of like going' home 1<) join them. -1:'.0)(·-:..c:<.l Schools of Bataan for the School Year cerpt 'from the ' N~rrative Report . I 1946-1947. the Acting Principal of an :AgriculEditor's Note; High quality goods are costly; perhaps our people cannot afford io pay the cost of producing high qtUlity citizenshl~. . Saturday elasl!es h3ve been authoriz~d where normal schools are located. 8. "To keep a good attendance dtir. ing the summer sessions seems to l:>e a common problem of ~ agricultural schools in the Philippines. T~ere is a strong tendency on the part of the . students to minimize the importance of the summer classes. Many get the · .. habit of escaping from the work. Others stop attending their classes wtib some ailments as alibis. Still others go home pretending to get proVlstons. But the fact is, they do it to follow the line o! least resistance. Not only that the students are generally indifferent toward the work; their mental sets are not geared to work. Such attutal High Schpol for th_ e month ·of May. Edit9r's - ~ote: Perhaps these dents are- in th~ wtong school i!! a little ~Uficult to make people what they have not been cut for. better motivation of school work, or a chang~ oi environment, may be?: - The .,ob.servanc~ of the r L_ an!nlage ,W~k ga,ve impEltU~ to the popularization o! 'the language and an· added zeal to p'ush through the ~am p~ign started last March requiring students to use the National Language or English withm the school grounds and in the neighborhood of the school. Students caught using the local dialect were fined and the money collected was used by the home-room 'organizations for class projects. 'Letters o{. _award were given students who excelled in the use of the National Language.-From the Annual Report of the Principal of a High School for 1946-1947 . Editor's Note: The prohibition against the use or the native language is reminiscent or the pre-Commonwealth regime when· we were nominated by the American !)Oint of view. It does not SEem Consistent with OUr ideals of na11Dnalism to make Filipino students ashamed of their native t01igue. We should encourage the use of English and the Filipino National Language, by all means, but let us not punish young people for speaking the language in which they were born. This is a part of their national' heritage of which they should be !)roud. 'I ' ' I I . ,