NICHOL ADAN - Learning Episode 13 - Assessment OF Learning

Learning Episode 13: Assessment OF Learning
(Summative Assessment)
SPARK YOUR INTEREST

Episode # 12 dwelt on Assessment for Leaming (formative assessment)
and Assessment as Learning (self-assessment). These refer to assessments that
teachers do while still teaching and students' assessing their own learning. Episode #13
will be focused on Assessment of Learning. When teachers have done everything they
can to help learners attain the intended learning outcome/s, teachers subject their
students to assessment for grading purposes. This is referred to as assessment of
learning which is also known as a summative assessment.
Episode # 13 will be focused on 1) assessment of learning in the
cognitive, psychomotor, and affective domains with the use of traditional and non-
traditional assessment tasks and tools, 2) assessment of learning outcomes in the
different levels of cognitive taxonomy; 3) construction of assessment items with content
validity; 4) Table of Specifications; 5) Portfolio, 6) Scoring Rubrics. 6) The K to 12
Grading System and 7) Reporting Students’ Performance.
TARGET Your Intended Learning Outcome

At the end of this Episode, I must be able to demonstrate an understanding of the
design, selection, organization, and use of summative assessment strategies consistent
with curriculum requirements by being able to:
➢ determine the alignment of assessment tools and tasks with intended learning
outcomes;
➢ critique traditional and authentic assessment tools and tasks for learning in the
context of established guidelines on test construction;
➢ evaluate non-traditional assessment tools including scoring rubrics;
➢ examine different types of rubrics used and relate them to the assessment of
student learning;
➢ distinguish among the 3 types of learners' portfolio;
➢ evaluate a sample portfolio; construct assessment questions for HOTS following
Bloom's Taxonomy as revised by Anderson and Krathwohl and Kendall's and
Marzano's taxonomy;
➢ explain the function of a Table of Specifications;
➢ distinguish among types of learners' portfolios and their functions;
➢ compute students' grades based on DepEd's grading policy:
➢ state the reason(s) why grades must be reported to parents, and
➢ describe what must be done to make grade reporting meaningful.
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OBSERVE, ANALYZE, REFLECT
Activity 13.1 Aligning Assessment Task with the Learning Outcome
Resource Teacher: Mrs. Jhenine L. Ragaas Teacher’s SIgnature:
School: Batangas Eastern Colleges Grade/Year Level: Grade 9
Subject Area: Araling Panlipunan Date: October 15, 2021

➢ Determine alignment of assessment task with learning outcome
➢ Formulate assessment tasks aligned with the learning outcome
REVISIT the Learning Essentials

● In accordance with Outcome-Based Teaching-Learning, the learning outcome
determines the assessment task.
● Therefore, the assessment task must necessarily be aligned to the learning
outcome.
OBSERVE
● Observe at least 3 classes 1 Physical or Biological Science or Math, English,
Filipino; I Social Science or Literature/Panitikan, EsP and 1 P. E / Computer
/EPP/ TLE.
Assessment
Is the
Task
assessment
(how did the
Learning tool/task If not aligned,
Subjects Teacher assess
Outcome/s aligned to the improve on it.
the learning
learning
outcome/s?
outcome?
Specify.
PE/EPP/TLE To dance tango Written quiz No Performance

Enumerate the test-Let students
steps of tango in dance tango.
order.
2
Assessment
Is the
Task
assessment
(how did the
Learning tool/task If not aligned,
Subjects Teacher assess
Outcome/s aligned to the improve on it.
the learning
learning
outcome/s?
outcome?
Specify.
1. Maipalil The There is nothing

teacher
iwanag prepares to improve in this
the
ang assessment task
tables consisting
pagkak of the systems of because it is well
Social Science explained and
aiba ng economy. The
the system of
Literature/Panitikan bawat students will Yes
economy is
/EsP sistem compare each already given.
ang based on its
They just need to
pang- characteristics,
fill the table with
ekono strengths and
the information
weaknesses.
miya. needed.
Physical/Biological
Science/Math/
Not Observe Not Observe Not Observe Not Observe
English/Filipino
ANALYZE
1. Are all the assessment tasks aligned to the learning outcome?
● Yes, all the assessment tasks of my resources teacher are aligned on the
learning outcome and objective they have.
2. What are possible consequences if teacher's assessment tasks are not aligned
to learning outcome/s? Does this affect assessment results? How?
● Yes, it will affect the assessment result because how you assess and achieve the
learning outcome and objectives of your lesson if the assessment tasks are not
aligned. You will not have a successful and effective teaching and learning
process because the assessment result will reflect your performance.
3. Why should assessment tasks be aligned to the learning outcomes?
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● All assessment tasks should be aligned to the learning outcomes because you
will tell and identify if you are an effective and efficient teacher when you achieve
the goals of your lesson and the assessment result is high. Assessment result
will be based on the learning and knowledge gained during your discussion.
REFLECT
● Reflect on past assessments you have been through. Were they all aligned with
what your teacher taught (with learning outcomes?)
○ There are assessments that are not aligned on what the teacher taught or
with the learning outcomes but it is seldom to happen. There are many
times that assessments are aligned to what the teachers taught and to the
learning outcomes. Maybe because there are lessons that are very broad,
so it is difficult for the teacher to align it with the learning outcomes.
● How did this affect your performance? As a future teacher, what lesson do you
learn from this past experience and from this observation?
○ Assessments that are not aligned on what you taught have a great impact
on your performance and to the students because it will create chaos in
the mind of the students on how it will answer, and they may get lower
scores that will reflect on the result of assessment you have given. So, as
a future teacher, this observation helps to guide me on what I should do in
the future. I learned that every assessment task should be aligned on what
you have taught and on the learning outcomes you have. Always visit your
learning outcomes and objectives before doing the instructional materials
and the assessment whether it is exam, quiz, activity or task.
Activity 13.2 Observing the Use of Traditional Assessment Tools

➢ Critique traditional assessment tools and tasks for learning in the context of
established guidelines on test construction
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● Traditional assessment tools are also called paper-and-pencil tests.
● Traditional assessment tools usually measure learning in the cognitive domain.
● Traditional or paper-and-pencil tests can be classified either as selected-
response tests or constructed-response supply type of tests.
● Common examples of the selected-response types of tests are alternate
response tests (True-False, yes-no), multiple-choice and matching types of tests.
● Common examples of the constructed-response type of test are short answer,
problem-solving, and essay
OBSERVE
● Observe classes and pay particular attention to the assessment tool used by the
teacher
● With the teacher's permission, secure a copy of the assessment tool.
Direction: Put a check (✔) on the test which the teacher used. From your teacher’s test items,
give an example.
Comments (Is the

Put a assessment tool
Type of Traditional Check constructed in
Learning Outcome Sample Test Item of
Assessment Tool/Paper accordance with
(✔) Assessed Resource Teacher
and Pencil Test established
Here guidelines?) Explain
your answer.
Selected Response Type
1. Alternate Response ✔ Understanding Magkapareha The assessment is

constructed according
ang kakapusan to the established
guidelines because
at kakulangan. the students just pick
whether it is sang-
ayon or hindi sang-
● Sang-ayon ayon.
● Hindi-sang-
ayon
2. Matching Type Not Not Observed Not Observed Not Observed

Obser
ved
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3. Multiple Choice ✔ Remembering Anong suliranin Yes it is established
according to the sid
pang-ekonomiya guidelines because
na tinatawag na the students will just
pansamantala o recall what they
discussed and learn
panandalian to answer the
lamang ang di- question.
kasapatan ng
mga produkto at
paglilingkod?
a. alokasyon
b. kakapusan
c. kagustuhan
d. kakulangan
Comments (Is the

Put a assessment tool
Type of Traditional Check constructed in
Learning Outcome Sample Test Item of
Assessment Tool/Paper accordance with
(✔) Assessed Resource Teacher
and Pencil Test established
Here guidelines?) Explain
your answer.
Constructed-Response Type
1. Completion Not Not Observed Not Observed Not Observed

Obser
ved
2. Short Answer Type ✔ Analyzing Ang Pilipinas ay Yes, it was

sumailalim sa constructed in
accordance with the
Quarantine guidelines because it
noong Marso, is an open ended
2020 dahil sa question wherein the
COVID-19, students will analyze
dahilan ito the given situation
and give the answer
upang ang mga needed.
tao ay
magkaroon ng
panic buying sa
bansa. Ilan sa
mga laman ng
6
balita kaugnay
ng "panic
buying" ay ang
"hoarding", kung
saan iniipit o
binibili sa mas
murang halaga
ng ilang
negosyante ang
mga
nagkakaubusan
g produkto lalo
yung mga
Covid-19
Essentials at
saka lamang
ilalabas sa
merkado ang
nasabing
produkto ng may
dobleng presyo.
Kahit pa mataas
ang presyo ng
mga produkto,
binibili pa din ito
sa merkado sa
takot na
mahawa ng
nakamamatay
na sakit.
3. Problem Solving ✔ Applying/Evaluatin Paano ibabahagi Yes, it is constructed
g ng pamahalaan in accordance with
the guidelines
ang mga because the students
limitadong need to apply and
pinagkukunang evaluate their learning
yaman para to solve the given
sumapat sa problem.
kailangan ng
mamamayan ng
bansa?
4. Essay - restricted ✔ Creating/Evaluatin Paano Yes, it is constructed

g nakakaapekto in accordance with
the guidelines
ang matalinong because the students
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pagkonsumo sa will have the chance
iyong pang- to use their learnings
and put their opinions
araw-araw na about the situation.
pamumuhay?
Panindigan.
5. Enumeration ✔ Remembering Ibigay ang iba’t- Yes, it is constructed
ibang uri ng in accordance with
the guidelines
pagkonsumo. because the students
will just remember the
“uri ng pagkonsumo”
which they discussed.
6. Identification ✔ Remembering/Un Tumutukoy sa Yes it is constructed

derstanding mga mamimili in accordance with
the guidelines
na bumibili ng because the students
produkto na need to understand
ginagamit ng first the situation then
kapatid, kaibigan remember what they
o maging discussed that is
related to it.
kapitbahay.
ANALYZE
1. Which assessment tools/tasks were most commonly used by teachers? Which
ones were rarely used? Why were they rarely used?
● The assessment tool that teachers commonly use is the multiple choice because
it is more reliable in testing the knowledge rather than the usual essay type of
test. It is also time efficient that students can answer it in a short period of time.
The rare one is matching type because it is just like multiple choice wherein there
are statements written under column a and students choose an answer from the
letters under column b.
2. Based on your answers found in the Tables above in which type of assessment
tools and tasks were the Resource Teachers most skilled in test construction?
least skilled?
● Based on the table above, the most skilled test construction by my resource
teacher is problem solving and essay restriction because they constructed the
statement well and they did it in every lesson wherein the students tested their
analysis and comprehension skills on how to react and respond to the given
situation. And the least skilled is the completion because i didn’t observe it in her
class that she uses this kind of assessment tool.
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3. Can an essay or other written requirements, even if it is a written paper-and-
pencil test, be considered an authentic form of assessment? Explain your
answer.
● Yes, the paper and pencil test can be considered as authentic assessment
because though it is a written assessment, it can also use the creative learning
experience to test students’ skills and knowledge in a realistic situation.
REFLECT
How good are you at constructing traditional assessment tools? Which do you find most
difficult to construct? Any lesson/s learned?
● I’m not yet good at constructing traditional assessment tools and I’m still learning
the proper construction. I find difficulty in creating problem solving types of
exams. It is critical to make because you need to have good construction of a
problem to understand well by the students and give their solution.
Activity 13.3 Observing the Use of Traditional Assessment Tools and Scoring
Rubrics

➢ Evaluate non-traditional assessment tools including scoring rubrics

● There are learning outcomes that cannot be assessed by traditional assessment
tools.
● Authentic/non-traditional /alternative assessment tools measure learning
outcomes like performance and product.
● These performance tasks and products are assessed by the use of a scoring
rubric.
● A rubric is a coherent set of criteria for student's work that includes descriptions
of levels of performance quality on the criteria. (Brookhart, 2013)
● The main purpose of rubrics is to assess performances and products.
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● There are two types of rubrics- analytic and holistic. Analytic rubrics describe
work on each criterion separately while a holistic rubric assesses a student’s
work as a whole.
● For diagnostic purposes, the analytic rubric is more appropriate.
● For a holistic view of a product or performance, the holistic rubric will do.
● A good scoring rubric contains the criteria against which the product or
performance is rated, the rating scale, and a description of the levels of
performance.
OBSERVE
● Observe classes in at least 3 different subjects and pay particular attention to the
assessment tool used by the teacher.
● Study the assessment tool then accomplish the Observation Sheet.
● Did your Resource Teacher explain the rubric to the students?
● Which type of rubric did the Resource Teacher use - analytic or holistic?
Authentic Learning Sample of How a Comment/s (Is

Assessment/Non Outcome Product/performance product/performa the scoring rubric
-Traditional/ Assessed Assessed nce was constructed
Alternative assessed according to
standards?
One example of a
product assessed. Describe how
(Put a photo of the the
product/documented product/perfor
performance in My mance was
Teaching Artifacts. assessed.
Which was
INCLUDE THE
used analytic
RUBRIC IN MY rubric or
TEACHING holistic rubric?
ARTIFACTS INCLUDE THE
RUBRIC IN MY
TEACHING
ARTIFACTS
1. Product - ● Napah The product The rubrics

ahalagahan was assessed used were
ang through constructed
sistemang rubrics and according to
pang- the teacher standards and
ekonomiya used holistic it will be easy
sa matalino rubrics to meet by the
at mauland wherein it is a students.
10
na pang- single
araw-araw criterion
na rubric.
pamumuhay.
2. Performan Napatutunay Just like in The rubric

ce - an na ang assessing the was made
pagtuklas at product, the organized and
pagpapaunla teacher also orderly
d ng mga used rubrics wherein the
angking in grading and students met
talento at assessing the its criteria on
kakayahan performance how the
ay mahalaga of the teacher will
sapagkat students. She grade their
ang mga ito also used a performance.
ay mga holistic type of
kaloob na rubrics which
kung is single
pauunlarin criterion
ay rubric.
makahuhubo
g ng sarili
tungo sa
pagkakaroon
ng tiwala sa
sarili,
paglampas
sa mga
kahinaan,
pagtupad ng
mga
tungkulin, at
paglilingkod
sa
pamayanan.
ANALYZE
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1. Between analytic and holistic rubrics which one was more used? Why do you
think that type of rubric was used more?
● As I observed except on the output and performance rubric above, the
rubrics that are usually used was the analytic rubrics wherein the score
scale was 1 to 5 and each point had a description. It is more simple for the
students to have a guide on making their outputs or performance and it is
easy to understand what grade you can get based on your output or
performance.
2. Based on your answers in # 1, what can you say about the scoring rubrics made
and used by the Resource Teachers?
● The scoring rubrics made and used by my resource teacher were mostly
holistic rubrics which only have single criterion rubrics. But, in explaining
the activity, she also explains the rubrics one by one.
3. Will it make a difference in assessment of student work if the teacher would rate
the product or performance without scoring rubrics? Explain.
● Yes, it has differences because rubrics serve as a guide on how they will
make and create their product or performance and it is the guide of the
teacher in scoring and grading the output and performance of the
students. And, if there’s no rubrics the students will be confused on how
the teacher graded their performance and output.
4. If you were to improve on one scoring rubric used, which one and how?
● If I’m going to improve one scoring rubric used, I will improve the holistic
rubrics. I will put a description in every criteria. For example in content,
creativity, etc, I will put a description on what should be the content on
each one.
5. Can an essay or other written requirements, even if it is a written paper-and-

pencil test, be considered an authentic form of assessment? Explain your
answer.
● Yes, even if it is an essay or written requirements, it is considered an
authentic assessment also because the students can still apply what they
learned and acquired from the previous lesson. It can also still assess the
ability of the students effectively if they really understand the lesson and
use that knowledge and learning to complete and finish the activity or
essay.
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6. Can rubrics help make students become self-directed or independent learners?
Do rubrics contribute to assessment AS learning (self-assessment?) What if
there were no rubrics in assessment?
● Yes, rubrics help the students to become self-directed and independent
learners because if you prepare rubrics in a specific activity or task, it
serves as their guide on how they will finish or what will be the content of
their task or work. If there’s no rubric prepared, the students will become
confused or they will make an activity or task that is not suited to the
standard that you want.
Does the Scoring Rubric in this FS Book 1 help you come up with better output?
● Yes, it helps to have better output because it guides you on how you will finish
your work and what should be the content of your work. You will become
prepared and ready for the content and materials that are needed to your task or
activity.
REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of
tests for all the years as a student.
● No, it is not new from my experience as a student because though we are not
able to identify it as an authentic assessment, according to its meaning it is
where the students can apply their acquired skills and knowledge to complete the
task. Though I didn’t know what authentic assessment and its meaning was,
because of the activity and task given to us where we apply what we learned
from the lesson, it suits the meaning.
SHOW Your Learning Artifacts
● Accomplished Observation Sheet

OBSERVE
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standards?
One example of a
Which was
INCLUDE THE
used analytic
RUBRIC IN MY
TEACHING
ARTIFACTS

ahala was assessed used were
gahan through constructed
ang rubrics and according to
sistem the teacher standards and
ang used holistic it will be easy
pang- rubrics to meet by the
ekono wherein it is a students.
miya single
sa criterion
matali rubric.
no at
maula
nd na
pang-
araw-
araw
na
pamu
muha
y.
14
kung is single
ay rubric.
makahuhubo
g ng sarili
tungo sa
pagkakaroon
ng tiwala sa
sarili,
paglampas
sa mga
kahinaan,
pagtupad ng
mga
tungkulin, at
paglilingkod
sa
pamayanan.
● Observations
OBSERVE

15
standards?
One example of a
Which was
INCLUDE THE
used analytic
RUBRIC IN MY
TEACHING
ARTIFACTS

ahala was assessed used were
gahan through constructed
ang rubrics and according to
sistem the teacher standards and
ang used holistic it will be easy
pang- rubrics to meet by the
ekono wherein it is a students.
miya single
sa criterion
matali rubric.
no at
maula
nd na
pang-
araw-
araw
na
pamu
muha
y.
16
kung is single
ay rubric.
makahuhubo
g ng sarili
tungo sa
pagkakaroon
ng tiwala sa
sarili,
paglampas
sa mga
kahinaan,
pagtupad ng
mga
tungkulin, at
paglilingkod
sa
pamayanan.
● Reflection
REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of
tests for all the years as a student.
● No, it is not new from my experience as a student because though we are not
able to identify it as an authentic assessment, according to its meaning it is
where the students can apply their acquired skills and knowledge to complete the
task. Though I didn’t know what authentic assessment and its meaning was,
because of the activity and task given to us where we apply what we learned
from the lesson, it suits the meaning.
● A photo of a product assessed and a documented performance test
17
● Samples of scoring rubrics used by Resource Teachers one rubric to assess a
particular product and another rubric to assess a particular performance together
with your comment/s and improved version/s, if necessary.
These are the rubrics of my resource teacher in terms of product and

performance tasks. From these rubrics, I don’t have any comments or improved
versions because it is well planned and made. In addition, before the activity
started, the teacher explained it first with the rubrics to be understood by the
students easily.
Activity 13.4 Scrutinizing the Types and Parts of a Portfolio
18

➢ Evaluate a sample portfolio
➢ Distinguish among the 3 types of portfolio
DISCOVER the Learning Essentials

● A portfolio is a purposeful collection of selective significant samples of student
work accompanied by clear criteria for performance which prove student effort,
progress or achievement in a given area or course.
● A portfolio of a student's work is direct evidence of learning. But it is not a mere
collection of student's work. The student's reflection must accompany each
output or work.
● A portfolio is different from a work folder, which is simply a receptacle for all
work, with no purpose to the collection. A portfolio is an intentional collection of
work guided by learning objectives.
● Effective portfolio systems are characterized by a clear picture of the student
skills to be addressed, student involvement in selecting what goes into the
portfolio, use of criteria to define quality performance as a basis for
communication, and self-reflection through which students share what they think
and feel about their work, their learning and about themselves.
● There are several types of portfolio depending on purpose. They are: 1)
development or growth portfolio, 2) best work or showcase or display portfolio,
and 3) assessment evaluation portfolio.
OBSERVE
● Ask your Resource Teacher for samples of portfolio, if any. If there are, select
one best portfolio from what you examined.
● If none, research for a sample portfolio and include them in My Learning Artifacts
● Based on the sample portfolio given by your Resource Teacher researched by
you, accomplish Observation Sheet #
● Put a check in the right column.
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What a Portfolio Includes
Elements of a Portfolio Present? Missing?

1. Clear Objectives - The objectives of ✔
the lesson/unit/course are clear which
serve as a bases for selection
2. Explicit guidelines for selection - What, ✔

when, where, how are
products/documented performances
selected?
3. Comprehensible criteria - the criteria ✔

against which the portfolio is graded
must be understood by the learners
4. Selective significant pieces - The ✔

portfolio includes only the selected
significant materials
5. Student’s reflection - There is ✔

evidence that students reflected on
their learning
6. Evidence of student partici[pation in ✔

selection of content of portfolio - There
is proof that students took part in the
selection of the content of the portfolio
ANALYZE
1. With OBE in mind, which should be the basis for the selection of pieces of
evidence to show that what the student was supposed to learn was learned?
● The basis for the selection of pieces of evidence to show that what the
student was supposed to learn was learned are the activities or the works
that suited for the objectives and the objectives should meet on those
activities or works that are included in the portfolio to assess if the
students learned what they were supposed to learn.
2. Scrutinize the elements of this portfolio. Based on the parts, under which type of
portfolio does this fall?
● From the elements available above, I think this falls on the development
or growth portfolio because there are pieces of evidence that students
reflect themselves about the learning they earned from the lesson.
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Elements of a DEVELOPMENT/GROWTH Portfolio (Which type of portfolio)
1. Cover Letter-About the Author and "What My Portfolio Shows About My Progress as a Learner"
2. Table of Contents with numbered pages
3. Entries-both cone (required items) and optional items (chosen by students)
4. Dates on all entries to facilitate proat of growth over time.
5. Drats of auraioral and written products and revised revisions, Le (first drafts and corrected/revised
versions)
6. Student's Reflections
3. Where and when does the teacher make use of each of the 3 types of portfolio?
● There are specific times when and where the teacher will use the portfolio
because there are specific important and characteristic features of each
type. First is the development/growth development it is when the teacher
wants to assess if there are changes and development happening in their
students. Second one is the showcase/display portfolio where students
show their skills and talents on a certain point. It is a usual product or
performance task. And the other one is the assessment evaluation
portfolio, it is when the teacher assesses or evaluates the prior learning of
the students and at the end it will give the same activity and they will
identify if there are developments in their works or learning. It is also used
to identify if their objectives are met.
REFLECT
Have portfolios made the learning assessment process more
inconvenient? Is the effort exerted on portfolio assessment commensurate with the
improvement of learning and development of learners’ metacognitive process that result
from the use of portfolio?
● The portfolio assessment makes the learning assessment process more
convenient because you will identify if there is certain progress and development
happening among your students through different kinds of portfolios. Yes, the
effort exerted on portfolio assessment commensurate with the improvement of
learning and development of learners’ metacognitive process that result from the
use of portfolio because there are set of activities that can assessment the
progress and development of the students especially there metacognitive
process happened in making and accomplishing the portfolio. There are
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reflections happening in the portfolio which the students have to reflect their own
learning.

● Sample/s of Improved Written Tests, both selected-response type and supply
type.
● Sample/s of product and performance assessed
● Sample/s of a rubric
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○ From the rubric I get on the internet, here the link
https://sway.com/s/eyUK3oONnDkkn45t/embed?accessible=true, there is
no available rubric on the performance or output task.
● Sample/s of students' reflection on his/her portfolio
Activity 13.5 Determining the Level of Teacher’s Questions
Resource Teacher: ____________ Teacher’s SIgnature: ________ School: _______
Grade/Year Level: ____________ Subject Area: ____________ Date: _____________

➢ Construct assessment questions to measure HOTS following Bloom's and
Anderson's revised taxonomy and Kendall's and Marzano's taxonomy.

Table: 1.4. Example of Cognitive Activities
Cognitive Processes Examples

Remembering - Produce the right information from memory.
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Recognizing
● Name three 19th-century women English authors.

Recalling ● Write the multiplication facts.
● Reproduce the chemical formula for carbon tetrachloride.
Understanding - Make meaning from educational materials or experiences
● Translate a story problem into an algebraic equation.

Interpreting ● Draw a diagram of the digestive system.
● Paraphrase Jawaharlal Nehru's tryst with destiny speech
● Draw a parallelogram
Exemplifying ● Find an example of stream-of-consciousness style of writing.
● Name a mammal that lives in our area.
● Label numbers odd or even.

Classifying ● List the events of the Sepoy Mutiny of 1857.
● Group native animals into their proper species.
Inferring
● Explain how the heart is like a pump.

● Compare Mahatma Gandhi to a present day leader.
Comparing
● Use a Venn diagram to demonstrate how two books by Charles
Dickens are similar and different.
● Draw a diagram explaining how air pressure affects the weather

● Provide details that justify why the French Revolution happened
Explaining
how it did.
● Describe how interest rates affect the economy.
Applying - Use a procedure
● Add a column of two-digit numbers

Executing ● Orally read a passage in a foreign language.
● Have a student open house discussion.
● Design an experiment to see how plants grow in different kinds of

soil.
Implementing
● Proofread a piece of writing.
● Create a budget.
Analyzing - Break a concept down into its parts and describe how the parts relate to the whole
● List the important information in a mathematical word problem

and cross out the unimportant information.
Differentiating
● Draw a diagram showing the major and minor characters in a
novel.
Organizing ● Place the books in the classroom library into categories.

● Make a chart of often used figurative devices and explain their
24
effect.
● Make a diagram showing the ways plants and animals in your
neighborhood interact with each other.
● Read letters to the editor to determine the authors’ points of view

about a local issue.
Attributing ● Determine a character's motivation in a novel or short story.
● Look at brochures of political candidates and hypothesize about
their perspectives on issues.
Evaluating - Make judgments based on criteria and syllabus guidelines
● Participate in a writing group, giving peers feedback on

organization and logic of arguments.
● Listen to a political speech and make a list of any contradictions
Checking
within speech.
● Review a project plan to see if all the necessary steps are
included.
● Judge how well a project meets the criteria of a rubric.

● Choose the best method for solving a complex mathematical
Critiquing
problem.
● Judge the validity of arguments for and against astrology.
Creating - Put pieces together to form something new or recognize components of a new structure
● Given a list of criteria, list some options for improving race

relations in the school.
● Generate several scientific hypotheses to explain why plants
Generating need sunshine.
● Propose a set of alternatives for reducing dependence on fossil
fuels that address both economic and environmental concerns
● Come up with alternative hypotheses based on criteria.
● Make a storyboard for a multimedia presentation on insects.

● Outline a research paper on Mark Twain's views on religion.
Planning
● Design a scientific study to test the effect of different kinds of
music on hens’ egg production.
● Write a journal from the point of view of a mountaineer.

Producing ● Build a habitat for pigeons.
● Put on a play based on a chapter from a novel you're reading.
(Source: Anderson, L.W and Krathwohl, D.R. 2001. A taxonomy for learning, teaching and
assessing, New York:longmans)
25
Figure 10. The New Taxonomy in Detail
Source: http://www.greatschoolspartnership.org/wp-content/uploads/2014/06/x3B_Marzano_New_Taxonomy_Chart_with_verbs_3.16.121.pdf
26
OBSERVE
1. Observe a teacher in the classroom.
2. Note his/her questions both oral and written.
3. Score him/her according to the level of questions that he/she asks from
remembering to creating and metacognition and self-system thinking. You may
also refer to written tests for samples of questions in the various levels.
4. Make a tally, then get the total. Use Table 1 and Table 2 separately.
Table 1. Number of Questions per Level
Cognitive
Processes Tally of
Cognitive
(Bloom as Assessment
Rank Processes (Kendall Rank Total
revised by Task/Question
and Marzano)
Anderson and s
Krathwohl)
Self-system Thinking 6
Metacognition 5
Creating 6-
Highe
st
Evaluating 5 3 IIIII 5
Analyzing/An 4 Analysis 4 IIIII-IIIII 10
Applying 3 Knowledge Utilization 2 IIIII 5
Understanding/ 2 Comprehension 1 IIIII-IIIII 10
Remembering/ 1- Retrieval IIIII-IIIII 10

Lowe
st
27
Table 2. Examples of Assessment Questions/Assessment Tasks
Tally and Total Rank Tally and Total Score Rank Example of Rank
Score of Cognitive of Cognitive Processes Assessment Based
Processes (Bloom (Kendall and Marzano) Tasks/Question on Use
as revised by s Given by
Anderson and Resource
Krathwohl) Teacher
Self-system Thinking 6 - Highest e.g.Teacher asked
students Why is the
lesson important to
you?
Metacognition 5
NOT OBSERVED
Example: 6-Highest
Creating = I NOT OBSERVED
Evaluating = I 5
Dahil sa suliranin 5
sa kakulangan
ng ekonomiya,
tama ba na ang
pamahalaan ay
umangkat ng
mga
pangunahing
produkto sa
ibang bansa
upang mapunan
ang
pangangailangan
ng tao sa lipunan
Analyzing/An = II 4 Analysis 3
Batas ng 3
Pagkonsumo
Applying = III 3 Knowledge Utilization 4
Paano 4
nakakaapekto
ang matalinong
pagkonsumo sa
iyong pang-
28
araw-araw na
pamumuhay?
Panindigan.
Understanding = II 2 Comprehension 2 2
Tumutukoy sa
mga mamimili na
bumibili ng
produkto na
ginagamit ng
kapatid, kaibigan
o maging
kapitbahay.
Remembering = IIIII 1-Lowest Retrieval - III 1 - Lowest
Anong suliranin 1
I I
pang-ekonomiya
na tinatawag na
pansamantala o
panandalian
lamang ang di-
kasapatan ng
mga produkto at
paglilingkod? *
a. Alokasyon
b. Kakapusan
c. kagustuhan
d. kakulangan
Rank Rank
ANALYZE
1. Which cognitive skill had the highest number of assessment questions? lowest
number?
● The cognitive skills had the highest number of assessment questions are
remembering, understanding, and analysing because in these cognitive
skills, the teacher will identify if there is something that is recalled and
understood by the students and it is suited to the time allotted to answer
the assessment questions. While the lower number is the creating
because it needs more time to answer and create something to assess the
students.
2. What do these (lowest and highest number of assessment questions) reveal
about the Resource Teacher's level of questions?
29
● Based on the lowest and highest number of assessments made by the
resource teacher, it reveals that the level of questions are easy or low
because most of the questions rely on remembering and understanding
wherein the students will only recall what they discussed and learned.
3. Based on Kendall's and Marzano's taxonomy, which are the highest cognitive
skills? Give an example of an assessment question for each of the two highest
cognitive skills- metacognitive skills and self-system thinking.
● Based on Kendall's and Marzano's taxonomy, the highest cognitive skills
are metacognitive skills and self-system thinking wherein the teacher will
give questions that will reflect their gained knowledge and learning from
the lesson. And the students will tell why it is important to learn. Example
is why is it important to know or learn?
REFLECT
If you were to rate yourself on HOTS - where will you be from a scale of 1 to 5 (5
as highest) where will you be?
● If I am going to rate myself on HOTS. I will rate myself on a scale of 3. Only in
the middle because I’m not fully trained and aware of using HOTS and I’m still
working to make it 5.
As a future teacher, reflect on how will you contribute to the development of

learners' HOTS?
● As a future teacher, I will contribute to the development of learners' HOTS by
giving them questions or examples that are real life situations wherein they will
relate their life to the questions or examples. It will not only enhance their thinking
skills but also their decision making to respond to the situation.
Activity 13.6 Analyzing a Table of Specifications

➢ Explain the function of a Table of Specifications
30
● A Table of Specification (TOS) is a two-way chart that describes the topics to be
covered by a test and the number of items or points which will be associated with
each topic.
● Sometimes the types of items are described in terms of cognitive level as well
1. Study the sample of Table of Specifications on Assessment
No. of Cognitive Level Total

Learning Outcome Class
Hours Rem Un Ap An Ev Cr
1. Nasusuri ang sistema ng 2 I I II I 5

edukasyon sa bansa.
2. Nasusuri ang mga 2 I I II I 5

programa ng pamahalaan
na nagsusulong ng
pagkakapantay-pantay sa
edukasyon.
3. Nasusuri ang kalidad ng 2 I I II I 5

edukasyon sa bansa.
4. Natatalakay ang mga 2 III I I 5

suliraning kinakaharap ng
sektor ng edukasyon sa
bansa.
5. Nakapagmumungkahi ng 1 I II 3
mga pamamaraan na
makakatulong sa
pagpapataas ng kalidad
ng edukasyon sa
pamayanan at bansa.
Total 5 3 6 1 7 4 2 23
ANALYZE
31
1. What parts must a TOS contain to ensure test content validity?
● All parts of the TOS are important in creating assessments or questions to
ensure test content validity because it will be used as a guide on making
an assessment or question.
2. Why is there a need for a number of items per cognitive level?

● There is a number of items per cognitive level to identify how much level
will be measured in each cognitive skill. This number also tells what
number suits those objectives.
3. With OBE in mind, is it correct to put learning outcome not a topic in the first
column? Why or why not?
● Yes , it is correct that we put the learning outcome on the first column
instead of the topic to identify what our goal is at the end of the lesson. It
is to identify if our activity or assessment will be suited to the outcome that
we have.
4. Can a teacher have a test with content validity even without making a TOS?
● No, because TOS serves as a guide on making the test to have its content
validity. This is the reason why we need to create our TOS first before
making the test questions. If there’s no TOS first, maybe the content of the
questions are not valid to the lesson we discussed and the formation of
the questions are not organized.
5. Complete the given TOS.


edukasyon sa bansa.

na nagsusulong ng
edukasyon.

edukasyon sa bansa.
32
bansa.
mga pamamaraan na
makakatulong sa
ng edukasyon sa
pamayanan at bansa.
Total 5 3 6 1 7 4 2 23
REFLECT
Read this conversation and reflect on teachers' assessment practices.

Write your reflections here.
Student A: Saan naman pinulot ni Teacher ang kaniyang tanong? Ni-isang

tanong sa tinuro, wala! (Where did Teacher get her test? Not one of what she taught
came out!)
Student B: Oo nga.! Nakakaiinis! (You are right! How annoying!")
Did you have a similar experience? Reflect on it. Will the required use of the
Table of Specifications as a guide in test construction solve the problem of misaligned
tests?
● I also experienced that situation where there are several questions in the exam
that we are not familiar with or we don’t know the answer because it is not being
discussed by the teacher. So to finish that exam we just answer it by our stock
knowledge without knowing if it is correct or not. Maybe, in that case, there is no
TOS created first before constructing the test. TOS is very important in test
construction because it will give content validity and it makes the test questions
organized. All the objectives in that lesson are included in the TOS so we can
identify what questions should be created in the test.
33
● Accomplished Observation Sheet
DONE!!
● Analysis
34
● Reflection
● Completed Sample TOS


edukasyon sa bansa.
35
na nagsusulong ng
edukasyon.

edukasyon sa bansa.

bansa.
mga pamamaraan na
makakatulong sa
ng edukasyon sa
pamayanan at bansa.
Total 5 3 6 1 7 4 2 23
Activity 13.7 Computing Student’s Grades based on DepEd Grading System

➢ Compute student's grades based on DepEd's grading policy
➢ State the new features of the latest grading system in basic education

● With the implementation of the Enhanced Basic Education Program of 2013, more
popularly known as the K to 12 Curriculum, came a new grading system of the
Department of Education. Refer to Appendix A for more details.
36
● The latest grading system in basic education includes students' performance in written
tests and performance tasks, with emphasis on the latter. The quarterly exam may be a
combination of written test and performance tasks.
OBSERVE
A. Sample Students' Report Card
1. Secure a sample of a Students' Report Card from your Resource Teacher.

2. Study a sample of an unused Student's Report Card. Observe its contents.
3. Ask permission from your Resource Teacher for an interview with him/her and
with a group of students regarding the new grading system.
B. Interview of Resource Teacher
1. What are the new features of the latest grading system? What things are you
required to do with this new grading system which you were not asked before?
● As per my resource teacher, in the new feature of grading system the
grading scale changed from 60:40 is the ratio of grading system which is
60% are the written outputs like quizzes and and activities and 40% is the
performance task become 40:60 wherein the 40% is the written outputs
while 60% is the performance task.
2. Which do you prefer - the old or the new grading system? Why?
● According to my resource teacher, she chose the new grading system
wherein the performance tasks have the highest scale because not all the
students are good in writing and in examinations. This scale makes the
grade of the students balanced, if they are low in written output but their
grades in performance tasks are high and good they make their grades
balance and they can recover their failing grades on the written outputs.
C. Interview of 5 Students
1. What do you like in the new grading system?

● From the 5 students I interviewed, they favor the new grading system
because they are not all good in written activities and they can’t have high
results in quizzes and examinations so the performance task makes their
37
recovery on their failing grades. This makes their grades balance or get
higher.
2. Do you have problems with the new grading system? If there is, what?
● For them, there was no problem with the new grading system, the
mentioned problem was the way they were going to submit it on time
because since we are in virtual class all activities are passed through
online. But, because of the poor internet connection they didn’t pass it on
time or sometimes technical problems happened.
3. Does the new grading system give you a better picture of your performance?
Why or why not?
● Their answer is yes, because it is not about how knowledgeable and smart
you are, it is now about the talents, ability and skills you have. Though you
are not good academically but you have talents and abilities that you will
use in performance tasks you can get high grades also.
4. Which do you prefer, the old or the new grading system? Why?
● According to them, they prefer the new grading system wherein it is not all
about how smarter and knowledgeable you are. Though they are not good
academically but because of their talents they can also excel on the class
and they can get high grades also.
D. Review of DepEd Order #8, s. 2015
Read DepEd Order = 8 s. 2015. You may refer to Appendix A

Based on DepEd Order 8, 2015, answer the following:
1. What are the bases for grading?
● According to DO 8, s.2015, the bases for grading are the Components of
Summative Assessment Summative assessments are classified into three
components, namely, Written Work (WW), Performance Tasks (PT), and
Quarterly Assessment (QA).
2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11 to 12.
Give an example.
38
● Get the total score for each component.
● Divide the total raw score by the highest possible score then multiply the quotient
by 100%.
● Convert Percentage Scores to Weighted Scores. Multiply the Percentage Score
by the weight of the component.
● Add the Weighted Scores of each component.
● The result will be the Initial Grade.
● Transmute the Initial Grade using the Transmutation Table.
3. How do you compute grades at the end of the school year?

● For Kindergarten
○ There are no numerical grades in Kindergarten. Descriptions of the
learners’ progress in the various learning areas are represented
using checklists and student portfolios. These are presented to the
parents at the end of each quarter for discussion. Additional
guidelines on the Kindergarten program will be issued.
● For Grades 1-10
○ The average of the Quarterly Grades (QG) produces the Final Grade.
○ The General Average is computed by dividing the sum of all final grades
by the total number of learning areas. Each learning area has equal
weight.
39
○ The Final Grade in each learning area and the General Average are
reported as whole numbers.
● For Grades 11 and 12
○ The two quarters determine the Final Grade in a semester.
4. What descriptors and grading scale are used in reporting progress of learners?
● The summary of learner progress is shown quarterly to parents and
guardians through a parent-teacher conference, in which the report
card is discussed. When a learner’s raw scores are consistently
below expectations in Written Work and Performance Tasks, the
learner’s parents or guardians must be informed not later than the
fifth week of that quarter. This will enable them to help and guide
their child to improve and prepare for the Quarterly Assessment. A
learner who receives a grade below 75 in any subject in a quarter
must be given intervention through remediation and extra lessons
from the teacher/s of that subject.
5. What are the bases for learners' promotion and retention at the end of the school
year?
● A Final Grade of 75 or higher in all learning areas allows the student to be
promoted to the next grade level.
For Grades 1 to 3 Learners Promotion and Retention
Requirements Decision
Final Grade of at least Promoted to the next grade level

75 in all learning areas
Did Not Meet Must pass remedial classes for learning areas with failing
Expectations in not more mark to be promoted to the next grade level. Otherwise
than two learning areas the learner is retained in the same grade level.
Did Not Meet Retained in the same grade level

Expectations in three or
more learning areas
40
Final Grade of at least Promoted to the next grade level

75 in all learning areas
Did Not Meet Must pass remedial classes for learning areas with failing
Expectations in not more mark to be promoted to the next grade level. Otherwise
than two learning areas the learner is retained in the same grade level.
Did Not Meet Retained in the same grade level

Expectations in three or
more learning areas
Must pass all learning Earn the Elementary Certificate

areas in the Elementary
Promoted to Junior High School
Must pass all learning Earn the Junior High School Certificate
areas in the Junior High
School
Promoted to Senior High School
Final Grade of at least 75 in Can proceed to the next semester

all learning areas in a
semester
41
Did not Meet Expectations Must pass remedial classes for failed competencies in
in a prerequisite subject in the subject before being allowed to enroll in the higher-
a learning area level subject
Did Not Meet Expectations Must pass remedial classes for failed competencies in
in any subject or learning the subjects or learning areas to be allowed to enroll in
area at the end of the the next semester. Otherwise the learner must retake
semester the subjects failed.
Must pass all subjects or Earn the Senior High School Certificate
learning areas in Senior
High School
For Grades 1-10, a learner who Did Not Meet Expectations in at most two
learning areas must take remedial classes. Remedial classes are conducted after the
Final Grades have been computed. The learner must pass the remedial classes to be
promoted to the next grade level. However, teachers should ensure that learners
receive remediation when they earn raw scores which are consistently below
expectations in Written Work and Performance Tasks by the fifth week of any quarter.
This will prevent a student from failing in any learning area at the end of the year.
For Grade 11-12, learners who fail a unit/set of competencies must be immediately
given remedial classes. They should pass the summative assessments during
remediation to avoid a failing grade in a learning area/subject. This will prevent students
from having back subjects in Senior High School (SHS). However, if the learner still fails
remedial classes, s/he must retake the subject/s failed during the summer or as a back
subject. Guidance teachers/career advocates must provide support to the SHS student
for his/her choices in SHS Tracks.
6. What is the report on learners' observed values?

● The learners’ observed values are based on the DepEd Mission, Vision
and core Values.
● Schools may craft additional indicators for the behavior statements.
Schools must ensure that these are child-centered, gender-fair, and age-
and culture-appropriate. To support the development of these Core
Values, schools must make sure that their homeroom guidance program
promotes them. Additional opportunities may be integrated into class
discussions in all learning areas.
● A non-numerical rating scale will be used to report on learners’ behavior
demonstrating the Core Values. The Class Adviser and other teachers
42
shall agree on how to conduct these observations. They will also discuss
how each child will be rated.
Marking Non-Numerical Rating
AO Always Observed
SO Sometimes Observed
RO Rarely Observed
NO Not Observed
Learners who demonstrate behaviors that are not consistent with or do not reflect
the core values may need additional psychosocial support from the school. The class
adviser should discuss these observations with the parents/guardians to promote the
child’s affective development. Further probing may be needed to better understand the
learner’s situation and context.
E. Grade Computation
Show sample computations of a grade:
● in a subject of your choice from Grades 1 to 6 (if you are a future
elementary teacher)
● in your specialization, if you are a high school teacher
○ It is not available because we don’t have experience to compute
quarter grades of our students.
● Show the percentage contributions of written work, performance tasks and

quarterly assessment. Then give the descriptor. Refer to DepEd Order #
8, s. 2015.
○ Written work (30%) - these are the activities which are written and
quizzes.
○ Performance task (50%) - it is the activity showing performances
and skills of the students such as dancing, singing, role playing and
also the product outputs are included here.
43
○ Quarterly assessment (20%) - this is the examination at the end of
every quarter to assess the students to the lesson they discussed
in the whole quarter.
ANALYZE
Analyze data and information gathered from the interview and from your review
of an unused Student's Report Card and the DepEd grading system.
1. Do teachers and students like the new grading system? Why or why not?
● Yes, they prefer the new grading system because it is not only about the
knowledge because the performance and skills have a higher grading
scale.
2. What are the good points of the new grading system according to teachers?
according to students?
● They mentioned the same good points which is the scale of performance
tasks which have a higher scale on the grading system.
3. What are teachers challenged to do by this new grading system?

● The challenge of the new grading system since we are in virtual class
also, is the response of the students on the activity. Because they
considered the internet connection, they allowed the students to pass their
activity late so there was a delay in computing the grades of the students.
4. Do you favor the distribution of percentages of written work, performance tasks

and quarterly assessment?
● Yes, I agree on the distribution of percentage because skills are very
important nowadays. We need to enhance their skills rather than their
knowledge.
5. Did you like the experience of computing grades? Why or why not?
● As of now, we don’t have any experience in computing grades because
we are not allowed yet. We are just observing the duty of our resource
teacher.
REFLECT
In an era where the emphasis is self-directed learning and demonstration of

competencies - knowledge, skills, and values learned (outcomes-based education)- do
grades really matter?
44
● Yes, grades still really matter though we are now emphasizing the self-directed
and demonstration of competencies because we can monitor our students
through grades. Though it is just a number and we can identify their real abilities
and capabilities, we can monitor what aspects or parts that they need to develop
more.
Activity 13.8 Reporting Students’ Performance

➢ State the reason(s) why grades must be reported to parents
➢ Describe what must be done to make grade reporting meaningful

● Grades fulfill their function if reported meaningfully to students and most of all to
parents, our partners in the education of children.
● Grades are a measure of achievement, not necessarily IQ. A student may have a
high IQ but not necessarily achieving or performing because of a lack of
motivation or other factors.
OBSERVE
Proceedings in a Card Distribution Day
1. Observe how cards are distributed on Card Distribution Day. Describe how cards
are distributed.
● Because of the pandemic, distribution of cards is done online also. The
parents and teachers have meetings first through google meet to report
the progress and performance of every student. The grades are
distributed to their google accounts/portal. Each student has an account in
school where their teachers put their grades one by one.
2. Describe how the Resource Teachers communicated learners' assessment

results and grades to parents.
45
● My resource teacher explained first the percentage of the written works,
performance task and quarterly assessment then she will explain how to
compute and get the grades of their children.
3. Did parents raise questions or concerns? If yes, what were their

questions/concerns?
● As my resource teacher said, there’s no other questions because she
explained all the details of how to compute the grades of their children.
4. How did the Resource Teacher handle their questions and concerns? What
answers did he/ she give?
● If there are questions, she approaches them politely and answers them as
best that she can. She is very transparent in computing the grades of the
students and she explained it one by one.
Interview with Resource Teacher
1. How do you give feedback to your students regarding their performance? When
do you give feedback?
● According to her, she gave feedback after their class. She will message
the student and she will talk about it privately. Or if there are activities, she
will give feedback on the work if it needs some improvement or job well
done.
2. How do you report students' performance to parents? Does the school have a
regular way of reporting grades to parents?
● The school has a regular way of reporting the students’ performance after
getting and completing the grades of the students. The head principal will
schedule the date when they will meet the parents of the students and
report the development and progress.
3. What problems on grade reporting did you encounter with parents? How did you
address it/them?
● As per to her, she didn’t encounter the problem regarding reporting the
grades because she is very transparent. She will explain it one by one to
avoid any misunderstanding.
Interview with Students
1. Do you see the meaning of your grades in the School Report Card?
46
● According to the student I interviewed, she saw the meaning of their
grades in their School Report Card because they can visit and see it every
time they want. It is available on their portal that they are the one who can
see and visit it.
2. Does knowing your grade motivate you to work harder?

● Yes, they are really motivated especially when they see that their grades
are good and high. They are motivated to study hard and do their very
best to make it higher next time.
Interview with Parents
1. Does your child's Report Card give you a clear picture of how your child is
performing?
● According to them, yes, because it will reflect on the performance of their
children in the class they attended.
2. If you were asked what else should be found in the Report Card, which one?
Why?
● Maybe the comments or feedback of the teacher because it will help the
students and them as a mother to identify what should focus more and
what needs to improve.
3. Do you find Card Distribution Day important? Why or why not?

● Yes, Card Distribution Day is very important for them as a parent because
they will know if their children really learn or not. It is also the result of the
effort of their children and they will also identify if they need to focus on
teaching or monitoring them.
4. Any suggestion on how to make Card Distribution more meaningful?

● As what they experienced nowadays because of the new way of
distributing the grades or cards of their children, they don’t have any
suggestions yet because the distribution makes sense even if it is online.
ANALYZE
1. What were the most common issues raised on students' performance?

● The attentiveness and participation in the class because it is done online, the
teacher finds difficulty to monitor always. They need to have more engaging
47
activities and games to catch their attention and to motivate them to participate in
the class.
2. Based on your observations and findings, what practices must be

a) maintained and
b) improved to make grades and reporting meaningful?
● Based on the observation, the practices that teachers must maintain is the
transparency between teacher and parents because it is very important to
the teacher that they are transparent most especially when it comes to the
grading system. And in terms of the practices that need to be improved,
according to the observations, as of now there are no other issues or need
to improve because the grades and reporting are meaningful and well
planned.
REFLECT
Grades are often a source of misunderstanding. How should I do reporting so

that it will result in effective learning?
I agree that grades lead to misunderstanding so to avoid it be transparent and
honey to the parents. Parents need an honest report from the teacher. Though it is not a
good report it will be understood by the parents because it is based on the performance
and effort of their children within the quarter. Report all the grades and performances
and explain it well how the grades are computed. And if there are still misunderstanding
or violent reactions about the grades of their children, let them compute. Give the data
of their children and let them compute the grade of them to let them know how to get
that grade.
48

NICHOL ADAN - Learning Episode 13 - Assessment OF Learning

Uploaded by

NICHOL ADAN - Learning Episode 13 - Assessment OF Learning

Uploaded by

Learning Episode 13: Assessment OF Learning

SPARK YOUR INTEREST

TARGET Your Intended Learning Outcome

Activity 13.1 Aligning Assessment Task with the Learning Outcome

Resource Teacher: Mrs. Jhenine L. Ragaas Teacher’s SIgnature:

School: Batangas Eastern Colleges Grade/Year Level: Grade 9

Subject Area: Araling Panlipunan Date: October 15, 2021

TARGET Your Intended Learning Outcome

REVISIT the Learning Essentials

PE/EPP/TLE To dance tango Written quiz No Performance

1. Maipalil The There is nothing

3. Why should assessment tasks be aligned to the learning outcomes?

Activity 13.2 Observing the Use of Traditional Assessment Tools

Resource Teacher: Mrs. Jhenine L. Ragaas Teacher’s SIgnature:

School: Batangas Eastern Colleges Grade/Year Level: Grade 9

Subject Area: Araling Panlipunan Date: October 15, 2021

TARGET Your Intended Learning Outcome

Comments (Is the

Selected Response Type

1. Alternate Response ✔ Understanding Magkapareha The assessment is

2. Matching Type Not Not Observed Not Observed Not Observed

Comments (Is the

1. Completion Not Not Observed Not Observed Not Observed

2. Short Answer Type ✔ Analyzing Ang Pilipinas ay Yes, it was

4. Essay - restricted ✔ Creating/Evaluatin Paano Yes, it is constructed

6. Identification ✔ Remembering/Un Tumutukoy sa Yes it is constructed

Resource Teacher: Mrs. Jhenine L. Ragaas Teacher’s SIgnature:

School: Batangas Eastern Colleges Grade/Year Level: Grade 9

Subject Area: Araling Panlipunan Date: October 15, 2021

TARGET Your Intended Learning Outcome

REVISIT the Learning Essentials

Authentic Learning Sample of How a Comment/s (Is

1. Product - ● Napah The product The rubrics

2. Performan Napatutunay Just like in The rubric

5. Can an essay or other written requirements, even if it is a written paper-and-

SHOW Your Learning Artifacts

● Accomplished Observation Sheet

3. Product - ● Napah The product The rubrics

Authentic Learning Sample of How a Comment/s (Is

5. Product - ● Napah The product The rubrics

● A photo of a product assessed and a documented performance test

These are the rubrics of my resource teacher in terms of product and

Activity 13.4 Scrutinizing the Types and Parts of a Portfolio

School: Batangas Eastern Colleges Grade/Year Level: Grade 9

Subject Area: Araling Panlipunan Date: October 15, 2021

TARGET Your Intended Learning Outcome

DISCOVER the Learning Essentials

Elements of a Portfolio Present? Missing?

2. Explicit guidelines for selection - What, ✔

3. Comprehensible criteria - the criteria ✔

4. Selective significant pieces - The ✔

5. Student’s reflection - There is ✔

6. Evidence of student partici[pation in ✔

2. Table of Contents with numbered pages

3. Entries-both cone (required items) and optional items (chosen by students)

4. Dates on all entries to facilitate proat of growth over time.

SHOW Your Learning Artifacts

● Sample/s of product and performance assessed

● Sample/s of students' reflection on his/her portfolio

Activity 13.5 Determining the Level of Teacher’s Questions

Resource Teacher: ____________ Teacher’s SIgnature: ________ School: _______

Grade/Year Level: ____________ Subject Area: ____________ Date: _____________

TARGET Your Intended Learning Outcome

REVISIT the Learning Essentials

Cognitive Processes Examples

● Name three 19th-century women English authors.

Understanding - Make meaning from educational materials or experiences

● Translate a story problem into an algebraic equation.

● Label numbers odd or even.

● Explain how the heart is like a pump.

● Draw a diagram explaining how air pressure affects the weather

Applying - Use a procedure

● Add a column of two-digit numbers

● Design an experiment to see how plants grow in different kinds of

● List the important information in a mathematical word problem

Organizing ● Place the books in the classroom library into categories.

Resource Teacher: ______ Teacher’s SIgnature: School: _

Grade/Year Level: Subject Area: Date: _

Grade/Year Level: Subject Area: Date: _

Resource Teacher: ______ Teacher’s SIgnature: School: _

Grade/Year Level: Subject Area: Date: _

Resource Teacher: ______ Teacher’s SIgnature: School: _

Grade/Year Level: Subject Area: Date: _

Resource Teacher: ______ Teacher’s SIgnature: School: _

Grade/Year Level: Subject Area: Date: _