EPISODE 1

Assessment FOR Learning, Assessment

AS Learning and Assessment OF
Learning:
How are they are practiced?

At the end of this

Episode, I must be
My Target: able to:
 distinguish
among the 3
forms of
assessment and
 draw concrete
examples of
these form of
assessment.
My Learning Activities

I will observe two classes, record my observations with the use of an

Observation Sheet.

OBSERVATION SHEET #

Indicators Of Assessment FOR, OF and AS Learning

Resource Teacher: Mr. Orlando J. Somera School: RMVIS

Grade/Year Level: Grade 10/11 Subject Area: Automotive

Technology

Assessment FOR Assessment AS Assessment OF

Learning Learning Learning
(Assessment while teacher (Self-Assessment) (Assessment at the end
teaches. Conduct of of teaching).
pretest and posttest are
included).

As the teacher The teacher

The teacher gives
recall the lesson, conducts a unit test
instruction on how
the students to her students.
they answer the
respond properly
test.
and she realized
that her students
understand or The teacher also
follow her lesson. conduct a game
The teacher
related to her topic.
motivates the
learners related to
The teacher let the
the topic in order to
students check their The teacher
catch their attention
own paper after she prepares a short
to listen very well.
administers the quiz right after the
test. discussion.
 OBSERVATION # 1.2

Indicators Of Assessment FOR, OF and AS Learning

Resource Teacher: Mr. Orlando J. Somera School: RMVIS

Grade/Year Level: Grade 10/11 Subject Area: Automotive

Technology

Assessment FOR Assessment AS Assessment OF

Learning Learning Learning
(Assessment while teacher (Self-Assessment) (Assessment at the end
teaches. Conduct of of teaching).
pretest and posttest are
included).

As the teacher The teacher

conducted a graded conducts a graded
The teacher recall
recitation and all recitation in order
her lesson if the
the students got the to assess if her
students learned
correct answer and students have
from the previous
she realized that learned or gained
lesson.
her objective is knowledge.
effective.

The teacher asked

her students to
relate the topic
from their
experience from
real life situation.
 My Analysis

1. Did you observe assessment practices for the three (3) forms of
assessment? Explain your answer.
Yes. Because Mr. Somera recall her lesson as well as motivate her
students before she proceed to the next lesson. He conducted a
graded recitation after the lesson in order to assess if the students are
really follow the lesson and he realized to herself that her objective is
quite effective.

2. Are the results of assessment OF learning affected by the

observance/implementation of assessment FOR learning? Explain your
answer.
The result of assessment OF learning is merely affected by the
implementation of assessment FOR learning. Yes because we if do not
instruct the students on how they solve or answer a certain test, they
will not be able to understand the test clearly. Assessment OF learning
depends on assessment FOR learning itself.

3. Based on your observations, to what extent is Assessment AS Learning

(self-assessment) practiced to compare to Assessment FOR (formative)
and OF Learning (summative)?
The teacher made her lesson more effective and interesting in
order to meet up the needs of the learners as what assessment AS
learning concern while assessment FOR, OF learning is the product of
her teaching to assess the level of competency of the learners.
 4. Which phrase refers to assessment FOR learning? Assessment OF
learning? Assessment AS learning?
DepEd Order No. 8, s. 2015 states: “Assessment is a process that is
used to keep track of learner’s progress in relation to learning
standards . . . , to promote self-reflection and personal accountability
among students about their own learning and to provide bases for the
profiling of student performance on the learning competencies and
standards of the curriculum.”
Assessment FOR learning refers to “to provide bases for the
profiling of student performance on the learning competencies and
standards of the curriculum.” Assessment AS learning is used “to keep
track of learner’s progress in relation to learning standards.”
Assessment AS learning is “to promote self-reflection and personal
accountability among students about their own learning.”

My Reflections

As a student, I really do like assessment in the reason of I want

to monitor and evaluate my own learning in a certain topic/lesson. And I
want to apply the knowledge that I have gained to ensure if it is really worth
or I have something to improve to make it better learning. I can eliminate
student’s fear of assessment by motivating them intrinsically to boost and
discover their personality to strive harder. Formative as assessment
(Formative Assessment) is simply reduced if not eliminate fear of
assessment. If the learners have fear of assessment, they will really become
passive when the teacher administers the test. Because their speculation in
a certain topic leave unanswered or they thought that the test is too crucial
or different from the lesson they’ve learned.
 I liked the idea and practice of self-assessment (Assessment AS
Learning). Because I want to know if I have really gained knowledge in a
certain topic/lesson and to distinguish my weaknesses and strength that
gives a motivation to strive for best.

My Learning Portfolio:

1. Distinguish assessment FOR, OF and AS learning by way of a

graphic organizer.

Establish Establish
Establish
where what needs
where
learners are to be done to
learners are
in their get them
going
learning there

2. Research on:
 3 innovative formative assessment activities and techniques
to add to the usual teacher questioning and observation
techniques.
 2 innovative summative assessment tools that measure
higher-order thinking skills.
 EPISODE 2

GUIDING PRINCIPLES in the ASSESSMENT

of LEARNING
 After this Episode, I must be
My Target: able to:
 determine
application of the
guiding
assessment
principles in given
situations and
 apply the basic
assessment
principles in the
teaching-learning
process.

My Learning Activities

OBSERVATION SHEET # 2.1

Resource Teacher: Mr. Orlando J. Somera School: RMVIS

Grade/Year Level: Grade 10/11 Subject Area: Automotive

Technology

Which of the following principles were observed by the Resource Teacher?

Principles of Assessment Observation (Describe observed behaviors

1. Make use of varied tools for
assessment data-gathering and
multiple resources of assessment
data. It is not pedagogically sound to
rely on just one source of data
gathered by only one assessment
tool. Consider multiple intelligences
of the Resource Teacher that is/are aligned
to each principle).
Which assessment tools did Resource
Teacher use?
 Oral questioning
 Paper and pencil test (True-False)
 and learning styles.
2. Learners must be given feedback
about their performance. Feedback
must be specific. “ Good work!” is
positive feedback and is welcome but
actually is not very good feedback
since it is not specific. A more
specific better feedback is “You
observed rules on subject-verb
agreement and variety of sentences.
Three commas were misplaced.”
3. Assessment should be on real-world
application and not on out-of-context
drills.
4. Emphasizes on the assessment of
higher-order thinking.
5. Emphasizes on self-assessment.
(Assessment as learning)
My Learning Activities
OBSERVATION SHEET # 2.2
Resource Teacher: Mr. Orlando J. Somera
Grade/Year Level: Grade 10/11
Technology
Which of the following principles were observed by the Resource Teacher?
Principles of Assessment
1. Make use of varied tools for
assessment data-gathering and
multiple resources of assessment
Give examples of comments of teacher on
student’s work / answer.
“Very Good!”
“Excellent!”
How was this demonstrated?
 Ask the students to relate the topic
from their experiences.
How was this done?
 Giving innovative activities
Were the students given the opportunity to
do self-assessment?
 Yes
School: RMVIS
Subject Area: Automotive
Observation (Describe observed behaviors
of the Resource Teacher that is/are aligned
to each principle).
Which assessment tools did Resource
Teacher use?
 data. It is not pedagogically sound to
rely on just one source of data
gathered by only one assessment
tool. Consider multiple intelligences
and learning styles.
2. Learners must be given feedback
about their performance. Feedback
must be specific. “ Good work!” is
positive feedback and is welcome but
actually is not very good feedback
since it is not specific. A more
specific better feedback is “You
observed rules on subject-verb
agreement and variety of sentences.
Three commas were misplaced.”
3. Assessment should be on real-world
application and not on out-of-context
drills.
4. Emphasizes on the assessment of
higher-order thinking.
5. Emphasizes on self-assessment.
(Assessment as learning)
My Learning Activities
OBSERVATION SHEET # 2.3
Resource Teacher: Mr. Orlando J. Somera
Grade/Year Level: Grade 10/11
Technology
Which of the following principles were observed by the Resource Teacher?
 Oral questioning
 Encourages self-assessment in
classroom setting activities.
Give examples of comments of teacher on
student’s work / answer.
“Wow”
“Good job!”
How was this demonstrated?
 Requires students to ask questions
about their learning in a certain topic.
How was this done?
 Engage students in paper works
(Reaction pa
Were the students given the opportunity to
do self-assessment?
 Yes
School: RMVIS
Subject Area: Automotive
 Principles of Assessment Observation (Describe observed behaviors
of the Resource Teacher that is/are aligned
to each principle).
1. Make use of varied tools for Which assessment tools did Resource
assessment data-gathering and Teacher use?
multiple resources of assessment
data. It is not pedagogically sound to  Group activities
rely on just one source of data  Self-report
gathered by only one assessment  Essays
tool. Consider multiple intelligences
and learning styles.

2. Learners must be given feedback Give examples of comments of teacher on

about their performance. Feedback student’s work / answer.
must be specific. “ Good work!” is
positive feedback and is welcome but “Great job!”
actually is not very good feedback “Keep it up!”
since it is not specific. A more
specific better feedback is “You
observed rules on subject-verb
agreement and variety of sentences.
Three commas were misplaced.”

3. Assessment should be on real-world How was this demonstrated?

application and not on out-of-context
drills.
4. Emphasizes on the assessment of
higher-order thinking.
5. Emphasizes on self-assessment.
(Assessment as learning)
 Bear the prior knowledge in a certain
topic.
How was this done?
 It can be done through developing the
learner’s critical thinking.
Were the students given the opportunity to
do self-assessment?

 Yes

My Analysis
 1. Which principles of assessment were observed to have been practice?

Learners must be given feedback about their performance;

assessment should be on real-world application and not on out-of-context
drills and make use of varied tools for assessment data-gathering and
multiple resources of assessment data. It is not pedagogically sound to rely
on just one source of data gathered by only one assessment tool. Consider
multiple intelligences and learning styles. These three assessment principles
have been practiced, and as I observed these principles has something to do
in developing the skills and abilities of the learners itself.

2. Which principle/s was / was least observed / not observed?

Emphasizes on self-assessment (Assessment as Learning) is least

observed or not often used by the teacher. Because not all the times let the
teacher checks their own papers and there is no principle that is not used by
the teacher.

My Reflections
 We assess what we value and value what we assess. I will
motivate the students in classroom setting activities to catch their attention
to listen well in a certain topic/lesson, so that they will get high score every
time I administer the test to them. I will make use of portfolio as a
compilation of all their works. Before the last grading period I will give all
their test paper, quizzes and activities that comes from their portfolio.
Through this, they may review and evaluate their own learning if they really
have gained something that benefits their academic performance. And I will
let them to write their reflection of what they did to assess their weaknesses
and strength and to improve their performance to the next level of learning
process. It may also help the teacher to show evidence to the student’s
parent questioning for their grades. As a teacher, we always appreciate the
works of our students despite on their differences and have fair to individual
especially in making grades to makes assessment worthwhile.

Integrating Theory and Practice

1. Emphasize on self-assessment. Teacher Lyn applies this principle by ________.

 a. Making her students check their own papers.
b. Motivating her students to set their personal learning goals and track
their progress against that goal.
c. Preparing her students for higher-order thinking questions.
d. Requiring them scoring rubric as project.

2. Assessment should be on real-world application and not on out-of-context

drills. To apply this principle, what should Teacher Nancy do?

a. Assess students’ English oral communication skills in a graduation

program simulation where each student has a speaking assignment.
b. Give a 20-point quiz asking students to determine whether the sound
of “a” is long or short.
c. Give students a matching type of test on vocabulary.
d. Give a 10-item quiz on adding similar fractions which is the weakness
of students.
3. If you emphasize on assessing higher-order thinking skills, which should you
do?

a. Avoid paper-pencil test.

b. Give students a problem to solve.
c. Give oral examination.
d. Do less formative assessment.

4. On which should a teacher base his/her assessment?

a. Learning outcome
b. Learning content
c. Developmental stage of Learners
d. Learning resources

5. In outcome-based education or outcome-based teaching-learning, the

assessment task should match with the _____________.

a. Learning resources
b. References
c. Learning outcome
d. Content

6. “Very good. You are doing very well Johann!”, Teacher Jona says. Teacher
was referring to Johann’s world problem-solving skill. Is this accordance with
giving specific feedback?

a. Yes.
b. No.
c. Very much, the feedback is clear enough.
d. No, it is exaggerated.
7. Teacher Annie explains to her class: “Each of you is expected to spell 10
words out of ten words correctly. This is a mastery test”. Is Teacher Annie’s
behavior in keeping with the principle to set acceptable standards of
success?

a. No, the standard she set is too high.

b. No, she is not setting the standards. She is just explaining the meaning
of a mastery test.
c. Yes, it is. The standard is clear.
d. Yes, she sees to it that every student agrees.

8. Teacher Jocelyn considers the multiple-choice type of test the best among the
written type of test, so for assessment of learning she uses only multiple
choice type of test. It this in accordance with the principle of assessment?

a. Yes, well-formulated multiple choice tests measures HOTS.

b. Yes, for as long as the multiple-choice tests measures low and high
level of thinking skills.
c. No, she has only one source of data.
d. No, she should make use of varied tools for assessment data-
gathering.

9. A professor does not give quiz at all. The students’ grades are based only on
the summative assessment results. Does he violate an assessment principle?

a. No, that is academic freedom.

b. No, he assesses learning and gives grade anyway.
c. Yes, assessment data to be reliable should come from multiple
sources.
d. Yes, he does not consider multiple intelligences and learning styles.
My Learning Portfolio

1. Assessment should be on real-world application and not on out-

of-context drill. Research on GRASP of G. Wiggins and Jay
McTighe. Construct a real-world performance assessment task.
2. Here is an intended learning outcome: “the student must be
able to apply the basic assessment principle in the teaching-
learning process.”
Assess the attainment of that objective learning outcome by
way of 2 multiple choice test items.
3. Research on how to assess higher-order thinking skills. Give 2
examples of test items that measure applying and analyzing.

GOAL: to determine the best solution to reduce, reuse and

recycle our waste.
ROLE: You are the good model of reducing waste.
AUDIENCE: Members of the barangay or in a society
SITUATION: You must plan to make a recycle bin that has a tag
of recyclable, non-biodegradable and hazardous.
PRODUCT: Identified recycle bin or compose pit in every
houses.

To assess a wide range of knowledge, skills, attitudes, and

abilities of the learners. When it done effectively, it allows a
deeper understanding of the context in relatively manner.

To assess the skill, knowledge and performance of the students

by giving set of motivation or questions in uniform manner.
 EPISODE 3

USING DIFFERENT ASSESSMENT

METHODS, TOOLS and TASKS

My Target:
At the end of this Episode, I
must be able to:
 identify different
assessment methods,
assessment tools and
assessment tasks and
 select the appropriate
assessment
method/tool/task for
different domains of
learning and for the 9
intelligences.
My Learning Activities

I will observe 3 Resource Teachers and focus my observation on their

assessment practices with the help of an Observation Sheet.

OBSERVATION SHEET # 2.1 – Traditional Assessment

Practices*
Learning in the Cognitive and Declarative Knowledge

Resource Teacher: Mr. Orlando J. Somera School: RMVIS

Grade/Year Level: Grade 10/11 Subject Area: Automotive
Technology

Paper-and-pencil Please put a check (√) on the test which the teacher used
Tests and give at least 2 items as examples. You may ask for
samples of past tests that your Resource Teacher used in
the past to complete your matrix

Selected- response
type

1.Alternative- Write T if the statement is TRUE and F if the statement is

response FALSE.
___1. Automatic Transmission consist of Planetary gears
and Sun gears
___2. Differential allows the wheels to spin at different
speeds
2.Matching type A. B.
___1. U-joint, Slip joint, shafting a.
Differential
___2. Spider gear, ring gear, pinion gear b.
Propeller Shaft
3.Multiple choice 1. A highly combustible liquid material that runs the engine
a. Fuel b. water c. coolant d. lubricant
2. Component of automobile that provides the torque
needed in varying road conditions.
a. differential b. propeller shaft c. engine d. transmission
4.Others None

*For Science, Math, English, Mother Tongue

Constructed-
Response
1.Completion None
2.Short answer type Write at least two examples of tools needed in change oil.
3.Problem solving If the engine will not start, what are the possible causes?
Give at least 3.

4.Essay What is the importance of safety precautions in doing

change oil services?

a) restricted Write at least 5 sentences about Power train Unit.

b) non-restricted What will you do if your vehicle will not start?

5.Others None

OBSERVATION SHEET # 2.2 (Note: We are only required to observe a class based
in our special fields which is SCIENCE-Physics)

OBSERVATION SHEET # 2.3 – Traditional Assessment

Practices*
Learning in the Psychomotor Domain, Procedural Knowledge, Product and
Performance

Resource Teacher: Mr. Orlando J. Somera School: RMVIS

Grade/Year Level: Grade 10/11 Subject Area: Automotive
Technology

Authentic Assessment Describe how a product/performance was

assessed?
1.Product Example/s of product/s assessed. How was it/ were
they assessed?

Giving an oral presentation and engaging them

in activities which the student demonstrate
their knowledge and skills in a certain task.

2.Performance Example/s of product/s assessed. How was it/ were

(psychomotor) they assessed?

Engaging them in innovative learning such as

games and creating and designing a certain
project.
 My Analysis

1. In what subjects was traditional assessment method used most?

- Automotive Servicing used traditional assessment method which the learners
are reported to recognize that there is only one or best answer in every
question to be asked.

2. Which among the traditional assessment tools/tests was/were used most

often?
- The individual test is administered by the teacher.

3. In what subjects was authentic assessment method used most?

- Automotive Servicing is always used authentic assessment method because
all the concepts in science are based in facts and conceptual ideas that
require investigatory project, experimentation and performance-based task.

4. Which products or performance were assessed? Give examples.

- Oral Questioning, e.g., “What is the usage of this tool?”

5. What assessment tools and tasks were used to assess learning in the
cognitive domain, and declarative knowledge?
- The learner’s let them expressed their ideas and concepts in Filipino
(Tagalog) which helps them easily understand the topic/lesson.

6. What assessment tools and tasks ere used to assess the learning of
psychomotor skills/procedural knowledge?
- Project-based task, demonstration and activities.
 7. Was there assessment of learning in the affective domain? Explain your
answer.
- Yes. Affective domain was also observed in assessment of learning we need
to fulfill the needs of the learners and study their behavior for better learning.

8. To which multiple intelligences did the assessment tools and tasks respond?
Come up with a table of the intelligences which were given attention and the
corresponding assessment task used.

MI Assessment
Verbal Linguistic The multiple intelligences focus on the
Logical-Mathematical development and utilization of
Spatial assessment tools to improve teaching
Bodily-Kinesthetic learning process. It emphasize on the
Musical use of measuring knowledge,
Intrapersonal comprehension, and other thinking
Interpersonal skills.
Naturalist
Existentialist

My Reflections

We need specifically to find out if the learners are actually learning as result
of teaching. As a good teacher, we must to think best assessment method and tool
to assess the knowledge, process, performance and understanding (KPUP) of the
learners. If our assessment method and tool did not match with our domain of
learning, the result of our intended learning outcomes would not be converted to
achieved learning outcomes. Every learner has a unique learning style or those who
are equipped of multiple intelligences in order to learn better in the teaching
learning process. Hence, we are giving equal learning that implies the essence of
fairness to our students who are equipped with multiple intelligences. We must
engage them in innovative learning or unique activities that enhance their
knowledge, skills, and affective domain and must not stick to paper-and-pencil test.

As a good teacher, we must always consider our learners despite on their

differences to have a fruitful and better learning.

Integrating Theory and Practice

1. Which does NOT belong to the group?

a. Completion test
b. Multiple choice
c. Matching type
d. Alternate Response

2. Which does NOT belong to the group?

a. Completion test
b. Problem solving
c. Multiple choice
d. Short answer

3. Which type of test measures student’s thinking, organizing and written

communication skills?

a. Extemporaneous speech
b. Completion type
c. Short answer
d. Essay
4. Teacher Dada wants to test students’ acquisition of declarative knowledge.
Which test is appropriate?

a. Performance test
b. Submission of a report
c. Short answer test
d. Essay

5. Performance test: Psychomotor skills

Paper-and-pencil test: ______________________

a. Declarative knowledge
b. Psychomotor procedures
c. Motor skills
d. Procedural knowledge

6. Teacher Peter wants to know how well his students have imbibed the virtue
of honesty. Which tool is most appropriate?

a. Personality test view

b. Student interview
c. Reflective journal on “How honest I am”
d. Written test

7. Which assessment task is most fir for logic-smart learners?

a. Solving a puzzle
b. Showing the steps though diagram
c. Describing the solution
d. Composing a song

8. Which assessment task works best for language-smart learners?

a. Oral presentation
b. By the use of graphic organizer
c. Dance
d. By demonstration
My Learning Portfolio

1.Refer to the K to 12 Curriculum Guide. Select at least one competency of

each domain of learning and give an appropriate assessment tool/task.

Domains of Competency Assessment

learning Tool/Task
(Bloom, Kendall
and Marzano)
1.Cognitive/Declarativ Reading Mental Activities
e Knowledge/ Process Comprehension
Memorization
2.Psychomotor/ Motor Experimentation Degree of acceptance
skills Demonstration
3.Affective Cooperation Mastery of physical
skills

2. Give the nine multiple Intelligences (MI) cited by Gardner. Give at least one
example of assessment tool/task to assess this particular intended learning
outcome: “to explain the meaning of Pygmalion effect”
Language smart- in 3 sentences, explain the Pygmalion effect.
Logic smart- Numbers, numerical data, cause and effect and quantitative
reasoning.

Picture smart- Color, shape, visual puzzles, symmetric lines and ranges.
 EPISODE 4

ASSESSING LEARNING in DIFFERENT

LEVELS
 My Target:
At the end of this Episode,
I will be able to:
 classify the level of
learning outcomes
based on Bloom’s,
Kendall’s and
Marzano’s taxonomy.
 determine if the
assessment
tools/tasks are
aligned to the level of
the learning
outcomes.

My Learning Activities

OBSERVATION SHEET # 3.1 – Levels of Learning

Outcomes
Resource Teacher: School:
Grade level: Subject Area:

(Choose of 1 from Grammar class in Filipino/English/Mother Tongue, Math, Science)

Level of Learning Learning Assessment Is the level of assessment
Outcome (Bloom) Outcome/Lesson Task aligned to the level of the
Objective from (evaluation objective? E.g. objective is
Teacher’s Lesson from “recall the names of ___”;
Plan (Write Teacher’s Assessment task is
lesson objective Lesson Plan ‘’Distinguish between
in the (Write it in the animal and plant cell’’-
appropriate level appropriate Not aligned.
outcome) level outcome)
1.Remembering Lesson What kind of YES NO
 objective? materials
-To define the involve in √
Newton’s Law of Newton’s Law
Inertia. of Motion?
2.Comprehendin
g
3.Applying To solve word Solve this
problem problem. 1.
involving similar Your sister ate
fractions 1/3 of the √
pizza. You ate
also 1/3 of the
pizza. What
part of the
pizza did the
two of you
eat?
4.Analyzing None None
5.Evaluating To give the 3 Enumerate √
types of motion the 3 types of
Newton’s law
of motion.
6.Creating None None

*Kendall’s and Marzano’s New Taxonomy

Level of Learning Resource Teacher’s Resource Teacher’s

outcome Learning Outcome/Lesson Assessment Task
Objective
1.Retrieval-recalling, To recognize two Why do we need to study
recognizing instruments used to earthquake?
detect earthquakes.
2.comprehension None
3.Analysis None
4.Knowledge utilization None
(investigating,
experimenting, problem
solving, decision- making)
5.Metacognitive System Give proofs that the metacognitive and self-systems
(Students set learning were touched in the teaching-learning.
goals, monitor their - Making our students conscious of their ideas or
learning) thought.
6. Self-system (Students - Having a failure in employing a methods or
examine importance of strategy.
subject; examine self-
motivation, interest and
efficacy.)

OBSERVATION SHEET # 3.2 – Levels of Learning

Outcomes
Resource Teacher: Mr. Orlando J. Somera School: RMVIS
Grade/Year Level: Grade 10/11 Subject Area: Automotive
Technology

(Choose of 1 from Grammar class in Filipino/English/Mother Tongue, Math, Science)

Level of Learning Learning Assessment Is the level of assessment
Outcome (Bloom) Outcome/Lesson Task aligned to the level of the
Objective from (evaluation objective? E.g. objective is
Teacher’s Lesson from “recall the names of ___”;
Plan (Write Teacher’s Assessment task is
lesson objective Lesson Plan ‘’Distinguish between
in the (Write it in the animal and plant cell’’-
appropriate level appropriate Not aligned.
outcome) level outcome)
1.Remembering Lesson objective Identify the YES NO
To label the parts of a
parts of microscope √
microscope
2.Comprehendin Interpret the Recite the X
g poem written poem with
by… feelings.
3.Applying To apply the Ask the
concepts of students to √
Galileo in draw and label
telescope the parts of a
telescope.
4.Analyzing None None
5.Evaluating To explain the Ask the
importance of students to √
microscope and write an essay
telescope about
telescope and
microscope
6.Creating None None

*Kendall’s and Marzano’s New Taxonomy

Level of Learning Resource Teacher’s Resource Teacher’s
outcome Learning Outcome/Lesson Assessment Task
Objective
1.Retrieval-recalling, Recall the Newton’s Law Recite the 3 types of
recognizing of Motion Newton’s Law of Motion
2.comprehension The students ask to
describe the relationship
oh microscope and
telescope
3.Analysis Analyze the 3 laws of Differentiate the 3 laws of
motion motion
4.Knowledge utilization None
(investigating,
experimenting, problem
solving, decision- making)
5.Metacognitive System Give proofs that the metacognitive and self-systems
(Students set learning were touched in the teaching-learning.
goals, monitor their - It shows our student to develop their critical
learning) thinking ability
6. Self-system (Students - Significant of self-learning events.
examine importance of
subject; examine self-
motivation, interest and
efficacy.)

OBSERVATION SHEET # 3.3 – Levels of Learning

Outcomes

Resource Teacher: Mr. Orlando J. Somera School: RMVIS

Grade/Year Level: Grade 10/11 Subject Area: Automotive
Technology

(Choose of 1 from Grammar class in Filipino/English/Mother Tongue, Math, and

Science)
Level of Learning Learning Assessment Is the level of assessment
Outcome (Bloom) Outcome/Lesson Task aligned to the level of the
Objective from (evaluation objective? E.g. objective is
Teacher’s Lesson from “recall the names of ___”;
Plan (Write Teacher’s Assessment task is
lesson objective Lesson Plan ‘’Distinguish between
in the (Write it in the animal and plant cell’’-
appropriate level appropriate Not aligned.
outcome) level outcome)
1.Remembering Lesson Matrix YES NO
objective? √
To recall the
Human Eye vs.
Camera
2.Comprehendin None
g
3.Applying To identify the Ask the
parts of human students to √
eye and the draw and label
camera the parts of
camera
4.Analyzing To compare the Ask the √
functions of students to
human eye vs. make a matrix
camera
5.Evaluating To explain the Make an essay √
importance of about light
light
6.Creating None

Kendall’s and Marzano’s New Taxonomy

Level of Learning Resource Teacher’s Resource Teacher’s

outcome Learning Outcome/Lesson Assessment Task
Objective
1.Retrieval-recalling, To recall the importance Perform the activities
recognizing of light about light
2.comprehension Explain the relationship Interpret the meaning
between human eye and
camera
3.Analysis None
4.Knowledge utilization None
(investigating,
experimenting, problem
solving, decision- making)
5.Metacognitive System Give proofs that the metacognitive and self-systems
(Students set learning were touched in the teaching-learning.
goals, monitor their - It has something to do with motivating our
learning) students which affects their cognitive
processes.

6. Self-system (Students - Writing their own perspective which helps

examine importance of them in analyzing a certain topic/lesson.
subject; examine self-
motivation, interest and
efficacy.)
 My Analysis
1. What is the counterpart of Bloom’s in recalling in Kendall’s and Marzano’s
and DepEds’s KPUP?
- The counterpart of Bloom’s recalling, Kendall’s and Marzano’s and DepEd’s
KPUP was the arrangement of order of the domain of learning that caters
learning of the learners.

2. Are the levels of learning or processing of what is learned in Bloom’s,

Kendall’s and Marzano’s similar or entirely different? Diagram.
- Yes, it is entirely different in knowledge and remembering of the learners
itself.

3. What did you discover about assessment tasks and learning outcomes? Are
they aligned? Explain.
- The result of good learning outcomes depends on the implementation
assessment tasks. Yes, they are align to each other, appropriate method of
assessment will be converted to achieved learning outcomes.

4. Students study based on how they are tested. To avoid “teaching-to-the-test”

(teaching something because it will be tested or covered in the test) or
superficial testing, what levels of knowledge processing should teachers use
more?
 - There is no such as best, the teacher itself must think about unique
innovative learning product that caters the capability of the learners to learn.
He/she must use all the levels of knowledge processing for tracking the
learning of the learners for better outcome.

My Reflections

Most of the assessment that takes place in the school are in the low levels
of recalling, knowledge and retrieval in the reason of to get easily the feedback of
the learners. We must not always expose them in higher order thinking skills as a
tool to assess the knowledge, skills and performance of the learners. We cannot
deny the fact that in classroom setting activities, we encountered different kinds of
learners, but our objectives can be our guidance to assess the learner’s
performance. We measure what we value and we value what we measure. Students
have to reflect on their progress and the quality of their work towards their
advocacy and goals in life. And should be actively participate in the development of
learning outcomes as a message of Bloom’s revise cognitive taxonomy, Kendall’s
and Marzano’s new taxonomy of objectives to teachers regarding the assessment
process.

My Learning Portfolio

1. Illustrate:
a. Kendall’s and Marzano’s new taxonomy and
b. Bloom’s revised taxonomy
By giving examples of assessment tasks for competency
lifted from K to 12
Curriculum Guide.

Note: Use the matrix on the

next page.

A. Kendall’s and Marzano’s B. Bloom’s

Revised Taxonomy

 Retrieval • Remembering
- It involves the cognitive and - recognizing, listing,
describing,
recall information. identifying, retrieving
and defining

 Comprehension • Understanding
- It involves the integration and - comparing, explaining,
classifying
symbolization of knowledge. and summarizing

 Analysis • Applying
 EPISODE 5

TABLE OF SPECIFICATIONS (TOS) CONTENT

VALIDITY and OUTCOMES-BASED EDUCATION
(OBE)

At the end of this

Episode, you must be
able to:
 My Target:

My Learning Activities

1. Study Sample TOS

I will study the sample of TOS below.

2nd Semester SY 20__ - 20__

EDUC 11 FINAL

Course Catalog Number Periodical

Examination

Tables of Specifications

Assessment of Student Learning 2

Course Title

TOPICS LEVELS / SKILLS TOTAL

Remembering Understanding Thinking
Declarative (Comprehending (Analyzing/ # %
/ Applying) Evaluating /
Creating)
# % Item # % Item # Item
# #
Authentic 2 33.3 1-4, 2 33%
Assessment: 0 % 7- 0
Basic Concepts 15,
 20-
26
Authentic 1 17 5,6,16- 1 17%
Assessment: 0 % 19,27- 0
Advance 30
Application
Discussion of 1 17 31 1 17%
Behavior 0 % 0
Objectives
Intended
Learning
Outcomes
Portfolio on 2 33 32- 2 33%
Authentic 0 % 35 0
Assessment

TOTAL 2 33% 1 17 3 50 6 100.0

0 0 % 0 % 0 %

Prepared by

__________

Instructor

My Analysis

. 1. For a TOS to ensure test content validity, what parts must it have?
- Consist of number of items to prepare for each instructional objective,
it also ensures validity of the test.

2. Among the TOSs that you researched on, which is a better TOS? Why?
- For me there is no such best TOS, because the two TOS is unique and
has its own structure and displays the test validity.

3. Can a teacher have a test with content validity even without making a
TOS?
 - No, because TOS serves as an instrument to assess the intended
learning outcomes and as a basis of your behavioural objectives.

4. Explain why the use of a TOS enhances that content validity?

- Because TOS examines the level of competency of the learner’s and
the test items to ensure validity of the test.

My Reflections

Read this conversation and reflect on teachers’ assessment practices. Write your reflection
here.

But we only talked about Puerto Princesa

for – like 2 seconds last week. Why would she put that on the exam?”

“You know how teachers are… they’re always trying to trick you.”

“Yes, they find the most nit-picky little details to put on their

Test and don’t even care if the information is important.”

“It’s just not fair. I studied everything we discussed in class about the Philippines and the

things she made a big deal about, like comparing the Philippines

And to think all she asked was ‘What’s the capital of Singapore?

Really? Grrr,” (Adapted from Practical Assessment, Research and Evaluation, Vol. 18 No. 3,
February 2013).

Did you have similar experience? Reflect on it.

Yes, I experienced it. There are sometimes when we took the exam, we
encountered such scenarios that there are test items that we didn’t discuss
in our class. As a student, we are quite bit distracted by those unfamiliar
lesson/topic that included in the test. As a good teacher, we must always
align our intended learning outcomes or behavioural objectives in assessing
or evaluating our students. The validity of the test should be based on the
tables of specifications (TOS) to identify the learning outcomes to be
assessed.

We must not always make our students impassionate by converting

our lesson into more crucial one that would astray them, instead we must
specifically direct to the main idea to substantial information for better
learning.

Integrating Theory and Practice

1. Here is lesson objective / intended learning outcome: “illustrate the law of supply
and demand with your original concrete example”. For content validity, which test
item is aligned?

a. Define the law of supply and demand and illustrate it with an example.

b. Illustrate the law of supply and demand with a drawing.

c. Illustrate the law of supply and demand with a concrete, original example.

d. Explain the law of supply and demand and illustrate it with a diagram.
2. Teacher Joji wrote this learning outcome: “To interpret a given quotation.” For
content validity which should she ask?

a. Interpret Nietsche’s statement: “He who has a way to live for can bear with
anyhow.”

b. Did you believe in Nietsche’s statement “He who has a way to live for can with
almost any how”?

c. What is true in Nietsche’s statement “He who has a why tp live for can bear with
almost any how”?

d. Nitsche was an atheist. Do you believe that he can give this statement “HE who
has a way to live for can bear with almost any how”?

3. After teaching them the process of experimenting, Teacher Joe wanted his
students to be able to set up an experiment to find an answer to a scientific
problem. Which will he ask his students to do?

a. Set up and experiment to find out if aerial plants can also live on land.

b. Can aerial plants also live on land? Research on experiments already conducted.
Present your finding in class.

c. Observe if aerial plants can survive when planted in soil. Note your observations
and present them in class.

d. Research on the answers to this scientific problem: Can aerial plants survive
when transferred I soil?

4. Here is an intended learning outcome of a Health teacher: “Identify skill-related

fitness and activities suitable for the individual”. Does her test item measure this
particular outcoe and therefore has content validity?

Question

1. Identify the components of Physical Fitness under the skill-related activities.

A. Body Composition C. Flexibility

B. Agility D. Organic Vigor

a. Yes, very much.

b. Yes because it asks something about skill-related activities.

c. No.

d. No, the options have nothing to do with skill-related activities.

5. In Teacher Lea’s Table of Specifications (TOS), 60 percent of the 1 st grading test

items are applying questions based on Bloom’s taxonomy. A review of her test
shows that 50% are remembering items, 20% are analysing questions and 30% are
applying questions.

Does Teacher’s test consist with her TOS?

a. No.

b. No, her analysing questions is supposed to be 60%

c. Yes.

d. Yes, her applying questions are also analysing questions, too.

My Learning Rubric

Field Study 5, Episode 5 – Table of Specification (TOS) Content Validity and

Outcome-Based Education (OBE)

Focused on:

 Constructing a Table of Specification

 Applying OBE by formulating test items with content validity.

Name of FS Student: Ian Kenneth B. Josue Date Submitted:

Year and section: IV-A Course: BTTE- major in

Automotive Technology

Learning Episodes Exemplary Superior Satisfactory Needs Improvement

Learning Activities
Analysis of the Learning
Episode
Reflections/Insights
Learning Portfolio
Submission of Learning
Episode
COMMENT/S
4 3 2 1
All task were done with All or nearly all tasks Nearly all tasks were Fewer than half of
outstanding quality; work were done with high done with acceptable tasks were done, or
exceeds expectations quality. quality. most objectives
4 3 2 were met but need
improvement
1
All questions/episodes Analysis questions were Analysis questions Analysis questions
were answered answered completely. were not answered were not answered.
completely; in depth completely.
answers; thoroughly Clear connection with Grammar and
grounded on theories. theories Vaguely related to spelling
Exemplary grammar and the theories unsatisfactory.
spelling Grammar and spelling
4 are superior Grammar and spelling
acceptable
3 2
1
Reflection statements are Reflection statements Reflection statements Reflection
profound and clear; are clear, but not clearly are shallow; statements are
supported by experiences supported by supported by unclear and shallow
from the learning episodes experiences from the experiences from the and are not
learning episodes learning episodes supported by
4 experiences from
3 2 the learning
episodes
1
Portfolio is complete, Portfolio is complete, Portfolio is Analysis questions
clear, well-organized and clear, well-organized; incomplete; were not answered
all supporting; most supporting supporting
documentations are documentations are documentations are Grammar and
located in sections clearly available and logical and organized but are spelling
designated clearly marked locations lacking unsatisfactory
4 3
1
2
Submitted before the Submitted on the Submitted a day after Submitted two days
deadline deadline the deadline or more after the
deadline
4 3 2 1
Rating:
Over-all score (Based on transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
___________________ ___________________

Signature of FS Teacher Date

Above Printed Name

EPISODE 6

ON PORTFOLIOS

My Target:
After this Episode, I
should able
describe the
various types of
learner’s portfolios
and their functions.
My Learning Activities

Checklist

Classify the portfolios examine. Use the checklist below:

Type of Portfolio Tally (How many did Frequency

you see?)
Development / Process IIII- III 8
Portfolio / Growth-
Portfolio

Display Showcase / IIII 4

Best Work Portfolio /
Showcase Portfolio

Evaluation / III 3
Assessment Portfolio

Observation Checklist

Select three (#) best portfolios from what you examined. Which element/s
present in each? Please check.

Elements of Portfolio Put you ( ) here.

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 core (requires items) 
and optional items (chosen by
students)
4. Dates on all entries to facilitate 
proof of growth over time.
5. Drafts of aural/oral and written 
products and revised revisions, i.e.
(first drafts and corrected/revised
versions.)
6. Reflections 

My Analysis

1. Did I see samples of the three different types of portfolio?

- Yes, the three types of portfolio were used in the classroom.

2. What did I observe to be the most commonly used portfolio?

- Documentation portfolio because it includes the activities of the
learners in the whole grading period which drafts a finished product.

3. As I examined three selected portfolios, did I see all the elements of a

portfolio?
- Yes, the six elements of portfolio were selected.

4. Is it necessary for a teacher to use varied types of portfolio? Why?

- Yes, because varied types of portfolio may result for better learning
which provides summative and
formative progress of the learners.

5. If one element or two elements of a portfolio are missing will this have
any impact on the assessment process? Explain your answer.
- Yes, because if one element is missing in the portfolio it may trigger
the effectiveness and competency of the other element which every
element is indeed necessary.
 My Reflections
1. Have portfolios made the learning assessment process inconvenient? Is
the effort exerted on portfolio assessment commensurate to the
improvement of learning that results from the use of portfolio?

2. Can showcase portfolios be assessment portfolio as well?

3. Can development or growth portfolios be assessment portfolios?

Portfolio is a documentation of student’s activity or performance of a

child in a certain task. Having portfolio made the learning assessment
process convenient because of it manifest the student’s efforts, progress,
and achievement in various aspects. Portfolios also showcase the learning
product or outputs of the students that will directly benefit their academic
performance. It is meaningful when all the activity sheets is being given to
the child and let them make a reflection on it to distinguish their strength
and weaknesses in one or more areas for portfolio assessment.

As a good teacher, we always value what we assess and assess what

we value for better and meaningful learning.
Integrating Theory and Practice

1. Teacher Parah asked her pupils to display their penmanship work in the
beginning, middle and near the end of the school year. Which type of
portfolio is displayed?

a. Development portfolio c. Showcase portfolio

b. Evaluation portfolio d. Assessment portfolio

2. You are applying for a teaching job. Which type of portfolio should
accompany your application letter?

a. Development portfolio c. Showcase portfolio

b. Evaluation portfolio d. Assessment portfolio

3. I have to check if my students were able to produce the expected output

as stated in my intended learning outcome. Which types of portfolio am I
interested to use?

a. Development portfolio c. Showcase portfolio

b. Evaluation portfolio d. Assessment portfolio

4. Teacher Alex wants his pupils to display their favourite poem among the
poems each one composed. What type of portfolio is Teacher Alex expecting
to see?

a. Development portfolio c. Showcase portfolio

b. Evaluation portfolio d. Assessment portfolio

5. Which portfolios enable you to determine if you realize your intended
learning outcome?

a. Development portfolio c. Showcase portfolio

b. Evaluation portfolio d. Assessment portfolio

My Learning Portfolio

Present what you learned on types, functions and elements of a

portfolio by means of 3 separate graphic organizers.

Types of Portfolio

 Documentation Portfolio
 Process Portfolio
 Showcase Portfolio

Functions of Portfolio

 Identifying teaching goals to assess through portfolio.

 Introducing the idea of portfolio, assessment to your class.
 Specification of portfolio content.
 Giving clear and detailed for portfolio presentation.
 Informing key school officials, present and other school
stakeholders.

Elements of Portfolio

 Cover letter
 Table of contents with numbered pages
 Entries
 Dotes on all entries
 Drafts of oral and written products
 Reflections
My Learning Rubric

Field Study 5, Episode 6 –On Portfolio

Focused on:

Describing the various types of learner’s portfolios and their functions

Name of FS Student: Ian Kenneth B. Josue Date Submitted:

Year and section: IV-A Course: BTTE- major in

Automotive Technology

Learning Episodes Exemplary Superior Satisfactory Needs Improvement

4 3 2 1
Learning Activities All task were done with All or nearly all tasks Nearly all tasks were Fewer than half of
outstanding quality; work were done with high done with acceptable tasks were done, or
exceeds expectations quality. quality. most objectives
4 3 2 were met but need
improvement
1
Analysis of the Learning All questions/episodes Analysis questions were Analysis questions Analysis questions
Episode were answered answered completely. were not answered were not answered.
completely; in depth completely.
answers; thoroughly Clear connection with Grammar and
grounded on theories. theories Vaguely related to spelling
Exemplary grammar and the theories unsatisfactory.
spelling Grammar and spelling
4 are superior Grammar and spelling
acceptable
3 2
1
Reflections/Insights Reflection statements are Reflection statements Reflection statements Reflection
profound and clear; are clear, but not clearly are shallow; statements are
supported by experiences supported by supported by unclear and shallow
from the learning episodes experiences from the experiences from the and are not
learning episodes learning episodes supported by
4 experiences from
3 2 the learning
episodes
1
Learning Portfolio Portfolio is complete, Portfolio is complete, Portfolio is Analysis questions
clear, well-organized and clear, well-organized; incomplete; were not answered
all supporting; most supporting supporting
documentations are documentations are documentations are Grammar and
located in sections clearly available and logical and organized but are spelling
designated clearly marked locations lacking unsatisfactory
4 3
1
2
Submission of Learning Submitted before the Submitted on the Submitted a day after Submitted two days
Episode deadline deadline the deadline or more after the
deadline
4 3 2 1
COMMENT/S
Rating:
Over-all score (Based on transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
___________________ ___________________

Signature of FS Teacher Date

Above Printed Name

EPISODE 7

ON SCORING RUBRICS

My Target:
At the end of this
Episode, I must be able
to examine different
types of rubrics used by
my Resource Teachers
and relate them to
assessment of students
learning.
My Learning Activities

Interview

Interview of my Resource Teachers

I will ask the following questions:

1. Where do you use the scoring rubrics? (Student outputs or products

and student activities)
- I usually used scoring rubrics to my student’s performance that has
specific set of task of criteria in a certain task.

2. What help have scoring rubrics given you? When there were no scoring
rubrics yet, what did you use?
- We used to get the score of our student’s from lowest to highest to
grade them.

3. What difficulties have you met in the use of scoring rubrics?

- The constructing of the criteria and the level of competency of the
learners.

4. Do you make sure of holistic and analytic rubrics? How do they differ?
- Analytic rubrics provide feedback along several dimensions while
holistic rubric provide a single based on over-all impression of student
performance in a certain task.

5. Which is easier to use-analytic or holistic?

- Analytic rubric is much easier to use for me because it requires a short
period of time to assess the performance of the learner’s.

6. Were you involved in the making of the scoring rubrics? How do you
make one? Which is easier to construct – analytic or holistic?
- Yes. When it done, it will help me easily assess the whole performance
of child’s competency. Holistic rubric is easily to construct for me
because you just disseminate the level of performance of the student’s
in a certain task.
 My Analysis

1. What benefits have scoring rubrics brought to the teaching-learning

process?
- Scoring rubrics plays a vital role in assessing student’s performance
and benefits the teaching-learning process by guiding the analysis or
processes of student’s works.

2. How are scoring rubrics related to portfolio assessment?

- Scoring rubrics is mere related to portfolio assessment because when
we grading or evaluate the competency of a portfolio, we used the
scoring rubrics as a grading system.

3. To get the most from scoring rubrics, what should be observed in the
making and use of scoring rubrics?
- The essential components of scoring rubrics which are the qualities
and criteria standards for excellence scale of numerical data values
should be observed in making use of scoring rubrics.
 My Reflections

Can rubrics help make students to become self-directed or independent

learners? Do rubrics contribute to assessment AS learning (self-assessment?)
What if there were no rubrics in assessment?

Scoring rubrics is quite essential in grading student’s performance in a

certain task. And help students to become more competent and agile
individual against another in a healthy manner. A rubric is a primary tool to
make every student to become self-directed or independent learners to
perform a necessary task in classroom setting activities. Scoring rubrics
contribute to self-assessment because they make themselves competent
and creative enough in making their projects. If there is no rubric in
assessment, there would be no guide lines in assessing student’s work
because a rubric helps the teacher to evaluate the learner’s performance.

As a good teacher we must make ourselves genuine and competent

enough in assessing student’s performance with help of a rubric to validate
the level of competency of the students.
Integrating Theory and Practice

1. For diagnostic purposes which type of rubric is more appropriate?

a. Analytic rubric c. Holistic

b. General rubric d. Developmental rubric

2. Which rubric CANNOT provide specific feedback for improvement?

a. Analytic rubric c. Holistic

b. General rubric d. Developmental rubric

3. Which advantage does a holistic rubric over that of an analytic rubric?

a. Takes less time to create c. More direct

b. Shorter in content d. More detailed

4. Because of its nature, which can be of greater help for self-directed

learning?

a. Analytic rubric c. Holistic

b. Developmental d. Combination of holistic and analytic

My Learning Portfolio

Go over the K to 12 Curriculum Guide and look for at least one

competency that needs to be assessed by the use of rubrics. Make a
scoring rubric – one analytic and the other holistic. Remember to focus
on assessing the intended outcome.

One of the competencies that need to be answered by the use of rubrics is the
designing scoring rubric that takes place in classroom. The information for
three procedures was mere compiled from various sources which called
samples of student’s work that exemplify each level.

*HOLISTIC RUBRIC (Reciting a Poem)

Criteria 3 2 1
Hand Gestures Execute 10-12 Execute 5-9 Execute 1-4
changes in hand changes in hand changes in hand
gestures gestures gestures
Facial No apparent Few Loss of
Expression inappropriate inappropriate inappropriate
facial expression facial expression facial expression
Diction (Voice Utilizes proper Have more Uses monotone
Quality) voice inflection inappropriate voice
voice inflection
changes
 EPISODE 8

The K to 12 GRADING SYSTEM

My Target:
At the end of this
Episode, I will able to:

 compute students’
grade based on
DepEd’s grading
policy
 give the descriptor
of a numerical
grade
My Learning Activities 2.1

Activity 1: Interview of Resource Teacher

Interview Guide Questions for Resource Teacher

Based on DepEd Order 8, s. 2015:

1. What are the bases for grading?

- All grades will be based on the weighted raw score of the learners
(Summative Assessment)

2. How do you compute grades per quarter for Grades 1 to 10 and Grades
11 to 12. Give an
Example.
- By adding all their grades that result total score of each component.
The sum of each component will be converted to the percentage score
and dividing the raw score to the highest possible score then multiply
it to 100. Get the entire sum then add it, then the results will be the
initial grade of the student.

3. How do you compute grades at the end of the school year?

Final grade= 1st quarter, 2nd quarter, 3rd quarter and 4th quarter

4
General Average= sum of final grades of learning areas
Total no. of learning areas in grade level

4. What descriptors and grading scale are used in reporting progress of

learners?
- The summary of learner’s progress is show quarterly to parents and
guardians through parent-teacher conference in which the report card
is being discussed.

5. What are the bases for leaners’ promotion and retention at the end of
the school year?
- Portfolio and report card of the learners.

6. What is the report on learners’ observed values?

- They were satisfied to their grades as shown on their report cards and
some are motivated to improve their weaknesses in a certain subject.
Activity 2: Interview of 5 Students

Interview Guide Questions for 5 Students

1. What do you like in the new grading system?

Student 1: The way they compute the grade

Student 2: The new subject that should compute with the new formula
Student 3: The new variations of subjects
Student 4: None
Student 5: It makes us to strive harder

2. Do you have problems with the new grading system? If there is, what?

Student 1: No
Student 2: No
Student 3: No
Student 4: No
Student 5: No

3. Does the new grading system give you a better picture of your performance?
Why or why not?

Student 1: No
Student 2: Yes
Student 3: No
Student 4: No
Student 5: Yes, because we are exposed in striking for the best in a certain
subject.
My Learning Activities 2.2

Activity 3: Grade Computation

Show sample computations of a grade in a subject of your choice

either from Grade 1 to 10 or from Grades 11 to 12. Show the percentage
contributions of written work, performance tasks and quarterly assessment.
Then give the descriptor. (Ask you Resource Teacher for his/her help).

Subject: Automotive Technology Grade: 10

Steps

1. Get the total score for each component.

Learner’s Raw Score Highest Possible Score

Written Work 1 26 30
2 17 20
3 32 40
4 28 35
5 32 35
Learner’s Raw Score Highest Possible Score
Performance Task 1 12 15
2 18 20
3 23 25
4 25 25
Quarterly Assessment Learner’s Raw Score Highest Possible Score
(Test)

3. Obtain the Percentage Score for each of the component by dividing the total raw
score by the highest possible score then multiply the quotient by 100%.

Percentage Score of Written Work: 84.37x.40= 33.75

Percentage Score of Performance Task: 91.76x.40= 36.70
Percentage Score of Quarterly Assessment: 85x.20= 17
87.45

4. Convert Percentage Score to weighted scores by multiplying the percentage score

by the weight of the component. Refer to Tables on weights of Components per
subject for Grade 1

The Weighted Score of Written Work: 84.37x.40= 33.75

The Weighted Score of Performance Task: 91.76x.40= 36.70
The Weighted Score of Quarterly Assessment: 85x.20= 17
87.45
 My Analysis

Analyse data and information gathered from the interview.

1. Do teachers/students like the new grading system? Why or Why not?

- Most are agree to the new grading system and some are not, because
of the new curriculum implementation that it will be taken to a big
adjustment in the teaching learning process.

2. What are the good points of the new grading system?

- The varied subjects that will be taken by the students for more
interesting learning.

3. What are teachers challenged to do by this new grading system?

- The teacher is being challenged by computing the grades of the
student to new formulas to use.

4. Do you favour the distribution of percentages of written work,

performance tasks and quarterly assessment?
- Yes, because the weight of the components are necessary and
desirable in the percentages that are given on several list of subjects.

5. Do Anderson’s and Krathwohl’s cognitive process dimensions include

Kendall’s and Marzano’s (retrieval, understanding, analysis and
knowledge utilization)?
- Yes, because it explicates the student’s ability, knowledge, skills as
well as their cultural background on how the teacher assess or
evaluate his/her learners.

6. Did you like the experience of computing grades? Why or why not?
Yes, because it ready for us student-teacher for the future.
 My Reflections

In an era where the emphasis is self-directed learning, demonstration of

knowledge, skills and values learned (outcomes-based education) do grades
really matter?

1. What are your thoughts about the reflection of core values of the
Filipino child in the Report Card?
2. Points for improvement

Grades measure the intelligence of a child in a certain task

that will be the way of ranking them in the class that emphasize self-directed
learning, demonstration of knowledge, skills and values learned as well. The
essence of the core values of the Filipino child in report card is to convey a
big message to the parents of what their child must do or have something to
improve for better teaching-learning process. The teacher and student must
have a deep collaborative and cooperative to each other in order to make
learning more meaningful. Grades is just a number, sometimes it is not
measures the knowledge of one’s child performance, because there are
some student that is greedy for their grades. They do what they want just to
have a strong relationship to the teacher. Grades is powerful indeed, it
makes learners depressed, happy and even greedy sometimes. “Honesty is
the best policy” As a good teacher, we must free from biases and have fair in
making grades of our student.
Integrating Theory and Practice

1. Which is the percentage contribution of quarterly assessment to the grade

of the student from Grade 1 to 10?

A. 15% C. 25%

B. 20% D. 30%

2. Does quarterly assessment have the same percentage weights for all the
subject, for all the tracks in Grade 11-12?

A. Yes C. Yes, only for the academic track

B. No D. It depends on schools.

3. Which is the percentage contribution of written work to the grade of the

Grade 1-10?

A. 50% C. 40%

B. 20% D. 30%

4. In MAPEH and TLE, which contribute/s heaviest to the student grade?

A. Performance tasks C. Quarterly assessment

B. Written work D. Quarterly assessment and

performance tasks

5. Based on percentage contribution to the grade, what can be inferred from

the DepEd’s emphasis on learning and assessment?

A. The emphasis depends on the grade level of the subjects.

B. All components are being emphasized.

C. The emphasis for all Grade 1-10 subjects is on performance tasks.

D. The emphasis is on quarterly assessment.

6. A student gets a numerical grade of 80. What is his descriptor for his level
of proficiency?

A. Satisfactory C. Very Satisfactory

B. Fairly Satisfactory D. Dis not meet expectations

7. I get a grade of 90. What is its descriptor?

A. Satisfactory C. Very Satisfactory

B. Fairly Satisfactory D. Did not meet expectations

8. Which is described as “did not meet expectations”?

A. Below 75% C. Below 74%

B. Below 76% D. Below 72%

9. If a student failed to meet standards, which descriptor applies?

A. Developing C. Poor

B. Beginning D. Did not meet expectations

10. How is the final grade per subject for Grade 11 to 12 obtained?

A. Get the average of the grades for the 2 quarters

B. Get the average of the grades for the 4 quarters

C. Get the average of the grades of all subjects for the 2 semesters.

D. Get the average of the grades of all subjects for the 4 semesters.

11. Which is/are TRUE of MAPEH when it comes to grade computation?

I. The quarterly grade is the average of the quarterly grades in the four
areas – Music Arts, Physical Education and Health (MAPEH)

II. Individual grades are given to each area (MAPEH)

III. There is one grade for Music and Arts, PE and Health because they
are related.

A. I only C. I and II
B. I and II D. II only

12. Which is TRUE of Kindergarten grades?

A. Grades are computed like the grades in Grade 1.

B. There are numerical grades with descriptions

C. There are no numerical grades.

D. Remarks like Passed and Failed are used.

13. At the end of the school year, which is/are TRUE of grades?

I. The General Average is computed by dividing the sum of all final

grades by the total number of learning areas.

II. Each learning area has equal weight in computing for the General
Average.

III. The Final Grade per learning area and the General Average are
reported as whole numbers.

A. I and II C. I and III

B. II and III D. I, II and III

14. Who is retained in the same grade level for Grades 1 to 10? Any students
who did not meet expectations ______.

A. in three or more learning areas

B. in 2 learning areas

C. in four learning areas

D. as shown in the general average

15. What happens when a student in Grade 1 to 10 did not meet

expectations in two learning areas?

A. Retained in the same level

B. Promoted to the next grade level after passing remedial classes for
learning areas with failing mark
C. Promoted in the next grade level but has back subjects in the lower grade
level

D. Is not accepted for enrolment in the school

My Learning Portfolio

Show sample computations of a grade and a subject of your choice

different from what you gave in Activity 3. Show the percentage
contribution of written work, performance task and quarterly
assessment.

*Automotive Technology

Written Learner’s Raw Highest Possible

Work Score Score
1 25 30
2 24 30
3 24 30
4 20 25
5 19 20

Performance Learner’s Raw Highest Possible

Task Score Score
1 11 20
2 19 20
3 24 30
4 18 25

Percentage Score of Written Work: 86.5

Percentage Score of Performance Task: 89.5
Percentage Score of Quarterly Assessment: 94.44

The Weighted Score of Written Work: 86x.25 = 21.5

The Weighted Score of Performance Task: 89.5x.45= 39.34
The Weighted Score of Quarterly Assessment: 94.44x.30=28.33
Initial Grade: 89.19
 EPISODE 9

REPORTING STUDENTS’
PERFORMANCE

My Target:
At the end of this
Episode, I must be able
to:

 state the reason(s)

why grades must
be reported to
parents
 describe what must
be done to make
My Learning Activities

Activity 1 – Interview

Interview Questions:

1. How do you give feedback to your students regarding their performance?

When do you give feedback?
- I give feedback to my student’s performance by acknowledge them in a class
and when they manifest good and outstanding performance.

2. How do you report students’ performance to parents? Does the school have a
regular way of reporting grades to parents?
- By reporting their child’s class cards and I used it as an opportunity to discuss
their child’s performance. Yes, disseminating their class cards every grading
period ends.

3. What problems on grade reporting did you encounter with parents? How do
you address it/ them?
- I don’t have yet encountered any problem regarding on child’s performance.

4. Was it east for you to report students’ performance to parents? What were
challenges?
-

Activity 2 – Attendance in Homeroom Meeting

If it is possible, attend a Homeroom meeting on Card-Getting Day. Outline the

parts of the meeting. Describe how the Resource Teachers communicated learners’
assessment results and grades to parents.

1. What are the parts of Homeroom meeting?

- Grading system
- Room facilities
- Election of Officers (PTA)

2. How did the Resource Teachers communicate learners’ assessment and

grades to parents?
- The teacher acknowledges the students who are excelling in the class to their
parents and give recommendations and motivation to those students that
need improvement.
 My Analysis

1. In the Homeroom meeting, did the teachers reporting and

communicating of grades take place smoothly? Or were there
instances when discussions became heated because of the way
reporting was handled? Describe your observations.

- The teacher discussed about grading system well during

homeroom meeting and the parents seems to be enlightened of what
the teacher is being explicate. The communicating of grades take
place smoothly because the parents are being satisfied on their
children’s performance as well and there is no misunderstanding
occurs.
 My Reflections

Grades measure the knowledge, skills and performance of a child in a

certain task. They say “Grades is just a number” but for me, grades is a
numerical value that measures the ability or the intelligence of a child to do
so. Making grades is in depth process or crucial part of a teacher, because
this is the start of parent-teacher misunderstanding about their child’s
performance. When it done, we must show our proof that we have as a
teacher or what we called “portfolio” which is the documentation of a child’s
over-all performance. As good teacher, I will explain very well to my
student’s about the grading system. I will teach them how it done and I will
let them compute their initial grades as a basis of their grading system. As a
good teacher, we must be careful and knowledgeable enough in making
grades of our student’s performance for better and effective learning.
Integrating Theory and Practice

1. Why must grades be reported to parents?

I. Promote on-going formative feedback to students

II. Ensure alignment of curriculum, instruction, and assessment

III. Promote, to parents and students, credible and useful feedback

A. I only C. II only

B. I and II D. I, II, and III

2. What must be done to make grade meaningful?

I. The grading system must clear to all concerned.

II. The standards and competencies are known and understood by all.

III. The grading system must be numerical.

A. I and II C. I, II, and III

B. II only D. III only

3. To make grade reporting meaningful, which must be done?

A. Announce names of students who need to help.

B. Rank the Report Cards from highest to lowest then distribute the same
according to rank.

C. Explain how the grades were computed.

D. Console parents whose children are non-performing by telling them that

nobody fails.

4. What is an essential step in reporting grades to parents?

I. Explain that grades give a picture of students’ performance.

II. Explain that grads compare students’ performance against the

established standards.

III. Explain that grades compare students’ performance against other

students’ performance.
A. I and II C. I, II, and III

B. II only D. III only

My Learning Portfolio

Research on Best Practices of schools on effective learning, grading and reporting. Write
your findings and reflections here.

Traditional letter grade system which focus on student’s performance that are
summarized by means of letters.

a. Excellent
b. Very satisfactory
c. Average
d. Need Improvement