A HID­DEN NEME­SIS

Sun.Star Pampanga - - PERSPECTIVE! -

ABI­GAIL A. MANALANSAN

The right to ed­u­ca­tion is ab­so­lute by law. Every sin­gle Filipino or any cit­i­zen of this coun­try de­serves to be sent to school. A typ­i­cal Filipino stu­dent now a day is usu­ally en­gaged in so many things. It could be in sports, aca­demic or sim­ply do­ing triv­ial things in­side the school. Group or solo par­tic­i­pa­tion and per­for­mances in­side the class is such a beau­ti­ful sight.

But a silent me­nace is lurk­ing along these sce­nar­ios men­tioned, TRUANCY! *“Truancy is any in­ten­tional unau­tho­rized or il­le­gal ab­sence from com­pul­sory ed­u­ca­tion. It is AB­SENCES caused by stu­dents of their OWN FREE WILL, and usu­ally does not re­fer to le­git­i­mate “excused” ab­sences, such as ones re­lated to med­i­cal con­di­tions”. Truancy is usu­ally ex­plic­itly de­fined in the school’s hand­book of poli­cies and pro­ce­dures. An­other term for truancy is play­ing hooky.

In lay­man’s term, Truancy is at­tend­ing school, but NOT GO­ING TO CLASS or sim­ply SKIP­PING CLASS/ LES­SON. Our school is not ex­cuse on this. Every year our school guid­ance coun­selor is quite busy in list­ing names of late com­ers and ab­sen­tees. Class­room ad­vis­ers are even ad­vised to pay each AB­SEN­TEES a visit to gather nec­es­sary in­for­ma­tion from the par­ents/ guardians.

But this is just the first step. Surely there are many a fac­tor for the stu­dents to fail to at­tend their classes. My rec­om­men­da­tion is for the school’s master teach­ers to take the up­per hand in dis­cov­er­ing the REAL CUL­PRIT be­hind these ab­sences be­fore it’s too late. *(https:/ / en.wikipedia.org/ wiki/ Truancy

— oOo—

The author is SST I at San Pablo 2nd Na­tional High School

BABY AILEEN M. ROMERO

For­ma­tive as­sess­ment is a crit­i­cal part of the learn­ing stage. For­ma­tive as­sess­ment pro­vides im­por­tant pointer for teach­ers on how well learn­ers are mak­ing de­vel­op­ment, how they may need to ad­just their daily les­son plans and to con­cen­trate on ob­jec­tives that needs most at­ten­tion so that the learn­ers would surely ben­e­fit from it. For­ma­tive as­sess­ment re­sults also pro­vide con­crete in­for­ma­tion for the learn­ers on what they must fo­cus on.

For­ma­tive as­sess­ment is used as ba­sis to en­sure that learn­ers are well pre­pared to take the ex­ter­nal as­sess­ments. They should have es­tab­lished con­fi­dence with the nec­es­sary knowl­edge, un­der­stand­ing and skills of the qual­i­fi­ca­tion to al­low them to be suc­cess­ful in their for­mal, sum­ma­tive end as­sess­ments.

Dur­ing the learn­ing stage, teach­ers are able to pro­vide de­tailed and sup­port­ive re­sults dur­ing and af­ter for­ma­tive and prac­tice as­sess­ment that is ben­e­fi­cial to im­prove out­comes and learn­ing. Learn­ers are en­cour­aged to re­flect on the re­sults to iden­tify strong ac­tions that will help them to im­prove their per­for­mance.

— oOo—

The author is SST III at Pampanga High School

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