Recognized Learner's Zone of Proximal Development (ZPD): A Learning Theory Adapted for SSP/SBM Project 555 of Bagbag National High School

Abstract

INTRODUCTION

The study focused on the issue of classroom assessment specifically, whether the teacher-made-test is appropriately developed based on standard protocol. The Department of Education order No. 8 s. 2015 Policy Guidelines on classroom assessment for the K to 12 Basic Education and the theoretical basis of Levs Vygotsky on Learners Zone of Proximal Development ZPD are hereby introduced to ensure appropriate assessment is established among learners in the classroom.

METHODS

The research design is descriptive focusing on the practical background, theoretical basis, and conceptual ideas, including its success and failures considering that this project was launched two (2) year ago. Now it is being shared as best practice to the partner school in the district during SSP program last school year. Fortunately, the said best practice on classroom assessment was also introduced in Grade 10 students in the five learning areas for the purpose of improving the LOA and by adaptation of SBM project 555.

RESULTS

The researcher explicitly reveals the two findings: first in SSP program that the adapted project, also known as Mathsulit, significantly affected and improved the academic performance of the student participants from 2nd quarter up to 4th quarter and assures that it must be practiced or employed to other discipline and grade levels; and second, for SBM project 555, the designed work plan are introduced to guide each participating teachers in 5 learning areas. The findings revealed success in the classroom thus the performance in the quarterly assessment proven significantly improved.

DISCUSSIONS

The study shows how helpful the Learning Theory of Levs Vygotsky significantly brought success in the classroom in terms of assessment process and results. Modification to meet the academic needs based on the stipulated guidelines on classroom assessment insofar the assessment intervention is structured, then the teachers can make necessary and appropriate based on the stipulated guidelines on classroom assessment.