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📰 Getting Information from Print Media: Exploring the Newspaper’s Power in the Digital Age

In a world increasingly dominated by digital platforms, print media —especially the traditional newspaper —remains a resilient and trusted source of information. While digital news offers speed, newspapers offer depth, verified facts, and structured storytelling that help readers better understand events and opinions. This blog explores the many components of a newspaper , and how each part delivers a different kind of value for readers looking to stay informed. 🗞️ News Stories/Current News : The Pulse of the Present At the heart of every newspaper lies the news story , also known as current news . These are the reports of events happening locally , nationally , or internationally . Whether it’s a political shift, a natural disaster, or a community event, current news provides factual and timely updates. They are typically placed on the front pages and inside sections dedicated to specific regions or topics. These stories are written in an inverted pyramid style —leading with t...
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Enhancing Education: A Look at D.O. No. 8, s. 2015

Empowering Educators, Enhancing Education: A Look at D.O. No. 8, s. 2015

The Philippines' Department of Education (DepEd) issued DepEd Order No. 8, series of 2015, also known as the "Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program," in line with the implementation of the Enhanced Basic Education Act of 2013 (Republic Act No. 10533). This policy aimed to transform classroom assessment practices in the country's K to 12 program, making them more meaningful, effective, and student-centered.

A Look at D.O. No. 8, s. 2015

Key Features of D.O. No. 8, s. 2015

  • Focus on learning competencies: The policy emphasizes assessing students' mastery of learning competencies outlined in the K to 12 curriculum guides. This shift from content-based assessment to competency-based assessment ensures that students are developing the skills and knowledge they need to be successful in life.
  • Multiple and varied assessment tools: The policy encourages teachers to use a variety of assessment tools and strategies, such as performance tasks, portfolios, rubrics, and self-assessment, to gather information about students' learning progress. This helps to provide a more comprehensive picture of each student's strengths and weaknesses.
  • Formative and summative assessment: The policy recognizes the importance of both formative and summative assessment. Formative assessment is used to monitor students' learning progress and provide feedback to help them improve, while summative assessment is used to measure students' achievement at the end of a learning period.
  • Student involvement in assessment: The policy encourages student involvement in the assessment process, such as through self-assessment and peer assessment. This helps students to develop metacognitive skills and take ownership of their learning.

Benefits of D.O. No. 8, s. 2015

The implementation of D.O. No. 8, s. 2015 has had several positive benefits for Philippine education, including:

  • Improved student learning: By focusing on assessing students' mastery of learning competencies, the policy has helped to improve student learning outcomes.
  • More engaging learning experiences: The use of a variety of assessment tools and strategies has made learning more engaging and enjoyable for students.
  • Better feedback for teachers: The policy has helped teachers to provide more effective feedback to students by giving them a clearer understanding of their strengths and weaknesses.
  • Increased student ownership of learning: Student involvement in the assessment process has helped students to take more ownership of their learning and become more self-directed learners.

Challenges and Opportunities

While D.O. No. 8, s. 2015 has had a positive impact on Philippine education, there are still some challenges to be addressed. These include:

  • The need for professional development: Teachers need ongoing professional development to effectively implement the policy's new assessment practices.
  • The lack of resources: Some schools may lack the resources, such as technology and materials, to fully implement the policy.
  • Standardized testing: The continued use of standardized tests can create pressure on teachers to teach to the test rather than focusing on students' holistic development.

Despite these challenges, D.O. No. 8, s. 2015 represents a significant step forward in transforming classroom assessment practices in the Philippines. By continuing to address the challenges and capitalize on the opportunities, the policy can help to ensure that all students have the opportunity to reach their full potential.

Conclusion

D.O. No. 8, s. 2015 is a landmark policy that has had a significant impact on Philippine education. By emphasizing competency-based assessment, using a variety of assessment tools, and involving students in the assessment process, the policy has helped to make learning more meaningful, effective, and student-centered. While there are still challenges to be addressed, the policy represents a positive step forward in ensuring that all students have the opportunity to succeed.

I hope this blog post has been informative. Please feel free to share your thoughts and experiences with D.O. No. 8, s. 2015 in the comments below.

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