THE NATIONAL TEACHERS COLLEGE

SCHOOL OF GRADUATE STUDIES AND RESEARCH

PLICKERS APPLICATION AND THE PEDAGOGICAL

PRACTICALITY OF

FAST FORMATIVE ASSESSMENT

In Partial Fulfillment
of the Requirements for the Course
Ged 109 Advance Technology

Submitted to:
Dr. Ferdinand Pitagan

Submitted by:
Renne Mae G. Radaza
I. PROFILE OF THE SCHOOL
HISTORY OF LAS PINAS NATIONAL HIGH SCHOOL-MAIN
 The establishment of Las Pinas National High School is the fruit of dedication of and

perseverance of men and women who offered their untiring efforts and talents for the education

of the youth in the municipality of Las Pinas.

The Las Pinas National High School , which was formerly, Las Pinas Municipal High

School, was the first municipal high school to be established in the Philippines. It was conceived

by the Municipal Council of Las Pinas, Rizal, held at the session hall, on June 4, 1965. Said

council was presided by the then Mayor Filimon C. Aguilar, Vice Mayor Pedro dela Cruz who

made the motion to establish a municipal high school ,Genaro Villanueva , Magno Ramirez,

Baldomero Miranda and Enrique Factor.The council passed resolution No. 46 providing for the

establishment of a comprehensive public high school in the municipality of Las Pinas and

authorizing the appropriation of funds thereof. This resolution was submitted to the director of

Public Schools, Manila on June 17, 1965 for favorable action. On July 6, 1965, the Division

Superintendent of Schools referring to the former aforesaid resolution No. 46, and requesting the

establishment of the high school , Resolution, no.46 and requesting the establishment of the high

school , Resolution No. 932 dated July 21, 1965 of the Povincial Board of Rizal approved the

opening of a comprehensive high schools in Las Pinas Rizal. The provincial Board was

composed pf Governor Isidro Rodriguez , Vice Governor Mario Bauza, Members Benecio

Eusebio, Ruperto Gaite and Casimiro Ynares. Municipal council Resolution No. 76 dated July

25, 1966 approved the annual Municipal budget for the Fiscal year 1966-1967. The municipal

treasurer , Mr. V Baltazar certified that the amount of Php 50, 277.00 has been provided for the

operation and maintenance of the municipal high school. A 10-room has been constructed to

accommodate the following units: Office for the personnel, H.e. , Library Guidance, shop and six

standard classrooms. The school buildings stands on a site with an area of 8,080 sq meters, in

the meantime with the proposed expansions of the area through reclamationof the adjoinint lot.

The school was opened with five classes in the first year with an enrollement of 272 students and
second year class with an enrollment of 53students making a comined total of 325 students for

the school year 1966-1967.

However, prior to the construction of the school building, classes were temporarily held

at the Las Pinas Elementary School with Mrs. Purificacion T. Aranda as the Teacher-In-Charge.

She was appointed by Mayor Filimon C.Aguilar.

The pioneer of the Las Pinas National High School were the following eight teachers:

Mrs. Irene dela Cruz, Carmencita Deseo, Herminia, Espiritu, now Mrs. Saltarin Head of English

Dept,(retired) Mercilia Fajardo, Aquilina Jimenez, Mr. Vivencio Q.Mendoza now Dr. Mendoza,

Assistant Superintendent of Palawan and Andres D. Pedro, now Officer- In-Chrage LPNHS

Annex at CAA.

Mrs. Purification T. Aranda became the first principal of Las Pinas Municipal High

School fro, 1966 up to 1990. She retired in 1990. She made many improvements for the school

before she retired. The pioneer teacher whoe were only eight then have increased as the number

of students increased. Dr. Isabelita Montesa took over the post left by Mrs. Aranda. She became

the second principal . When she was promoted as Principal IV in Makati High School, Miss

Estrella C. Aseron became the third Principal.

At present Las Pinas Municipal High School exists as one of the leading public schools in

the Philippines. It was nationalized SY 1989-1990 and since then known as the Las Pinas

National High School with two annexes –CAA Golden Acres.

PLICKERS APPLICATION AND THE PEDAGOGICAL PRACTICALITY OF FAST

FORMATIVE ASSESSMENT

INTRODUCTION:

Examination and test are part of evaluation and assessment that are carried

out to accomplish the academic requirement. They are systematic methods

in assessing individual change of behaviours, which are related to effective

teaching and learning activities

Assessments are implemented to fulfil important purpose and that is to

reflect students’ achievement and monitor students’ progress. This is useful

to classify students according to their skill and capability.

Martha L. A. Stassen (2001) define assessment as “the systematic collection and analysis of

information to improve student learning.” (Stassen et al., 2001, pg. 5) The stated definition

captures the vital task of student assessment in the teaching and learning process. Student

assessment enables instructors to measure the effectiveness of their teaching by linking student

performance to specific learning objectives. As a result, teachers are able to institutionalize

effective teaching choices and revise ineffective ones in their pedagogy.

According to Black and William (1998) assessment has something to do with all the activities

that teachers utilize to help the students to learn. It is a tool that enables instructors to determine

their prior knowledge before instruction and to gauge students’ learning (Nelson and Price,

2007).
In order to attain the desirable result in assessment, teachers must provide opportunities that will

motivate students to learn. In the 21st century, student learns best when the technology is being

incorporated in the instruction.

In line with this, linking knowledge with the real world is an important component in the 21st

century teaching model. This achieves the goal of authentic learning. In this approach, teachers

make the classroom more interesting by increasing student participation in class activities and

applying the knowledge in real time.

As we made an innovation in executing teaching strategies in the classroom, there must be a

parallelism with the learning assessment.

CONTENT AND RATIONALE:

Pursuant to Article XIV, Sec 1 of the Philippine Constitution and Sections 10 and 12 of Republic

Act 10650, otherwise known as the Open Distance Learning Act, and in response to the 2012

Paris OER Declaration, the Department Of Education (DepEd), the Technical Education And

Skills Development Authority (TESDA), the Commission on Higher Education (CHED), and the

University of the Philippines Open University (UPOU) jointly issue this Open Educational

Resources (OER) policy in the Philippines.

It is the policy of the State to promote and support the development and use of high- quality OER

to ensure inclusiveness and access to equitable learning opportunities, in both formal and non-

formal education, from a perspective of lifelong learning, towards an appropriate and efficient

system of delivering quality education and the attainment of sustainable development in the

country

DepEd aims to holistically develop Filipino learners with 21st century skills whose values and

competencies enable them to realize their full potential and contribute meaningfully to building

the nation.
The goals of DepEd is to produce 21 st century learners by building 21st century classrooms and

well-equipped 21st century teachers. To materialize the said goals, we must lessen too much

paper works for teachers and students and maximize the use of technology in classroom.

This project will help to determine the effectiveness of mobile application in students learning.

Also, this project aims to help teachers to facilitate and accommodate large numbers of students

in the most convenient way.

PROJECT DESCRIPTION:

Plicker is a technological assessment tool that is utilized by a teacher who was looking for a

quick and simple way to check student understanding.  This assessment tool allows teachers to

collect on-the-spot formative assessment data without the need to have students use devices or

paper and pencil. Teachers can use this tool with previous planning or on the go as needed.  This

tool provides teachers with the data needed to inform their instruction. .It provides students with

the opportunity to participate and engage in learning without feeling self-conscious.” It’s a data

collection tool that’s helpful for teachers and fun for the students.

It is a tool used by the teacher or instructor who has aimed to create an environment

where participants earn confidence to answer questions and at the end of each participation

the teacher uses the system to register the percentage of correct answers of each student at the

end of each session with Plicker, the master against each of the students and measured how

much participation has been carried out during the week. Weekly, teacher can measure levels of

participating with each student's knowledge.

It is very easy to use these cards Plicker, just visit the website and tighten card free printing

button. Each card has letters and 60 cards are which you can distribute to 60 students. The only

thing you have to do is questions and your students to take their cards and the will on the side of

letters (A, B, C, D) to answer the question. The teacher uses his cell phone, IPHONE or Android
download App to your mobile will be a tool that won the attention of students in a way

interactive and the result percentage ranges is: Low: 0 to 50% of shares,High level: 51% to 100%

of shares

The most amazing thing of this application class will make anything better assimilated and in

addition to class time pass quickly and the use of PLICKER can be supplied individually or in a

group.

Plickers & the SAMR Model

Dr. Ruben Puentedura’s SAMR model offers a lens for examining how technology is adopted in

a classroom. As you strive to incorporate online tools into your classroom, teachers are

encourage to use this model as an analytic tool.

Substitution: Students use Plickers as a formative assessment instead of a paper and pencil

formative assessment. Teachers also use Plickers as a formative assessment tool instead of

asking students to raise their hands to answer a question.

Augmentation: Teacher can be made aware of instantly if a student hasn’t answered a question.

Modification: Teacher can instantly see who has the correct answer and have the student revise

their answer. Teachers can share how other students have answered without giving away the

correct answer so that students can re-think their answer and change it instantly.

Redefinition: Students can all be part of a formative assessment versus calling on different

students at a time or not having some students participate at all. Teachers can ask a question mid-

way through a lesson to check for student understanding in real time, in order to inform

instruction instantly.
OBJECTIVES:

The objective of this project are the following:

 To save time in checking and recording students’ formative assessment

 To provide a paperless assessment for the students.

 To create a positive outlook towards assessment.

 To provide students an engaging assessment tools.