FIELD STUDY 1

Activity 13.6 Analyzing a Table of Specifications

Resource Teacher: Mrs. Analyn T. Pernecita School: Libon Central School

Grade Level: Grade 1 Subject Area: All Subject Date: December 01, 2021

TARGET Your Intended Learning Outcome

 Explain the function of a table of specification;

Revisit the Learning Essentials

 A table of Specification (TOS) is a two-way chart which describes the topics to be
covered by a test and a number of items or points which will be associated with
each topic.
 Sometimes the types of items described in terms of cognitive level as well.

1. Study the Sample of Table of Specifications of Assessment.

Learning
Remember Understand Apply Analyze Evaluate Create
Outcomes
1.

2.

3.

4.

5.

6.

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ANALYZE

1. What parts must a TOS contain to ensure test content validity?

All parts of the TOS must have test content validity and the learning outcomes as
well as the test item placement must be aligned in the learning competency or
objectives of the lesson. The TOS should be appropriate to the learners to make sure
that the expected learning outcomes and mastery level will be achieved and effective.

2. Why is there a need for number of items per cognitive level?

There is a need for number of items per cognitive level to ensure that questions
are equally distributed to each other. This will be the basis for making test questions to
make it more valid, reliable, and aligned to the learning objectives of the lesson.

3. With OBE in mind, is it correct to put learning outcome note topic in the first
column? Why or why not?

It is correct to put the learning outcome note topic in the first column because it
will serves as the standards of what you wanted to measure based on the level of
understanding and the mastery level of the lesson. It also serves as the basis of the
teacher in constructing test question and number of items to be used in assessing the
cognitive level of the learners.

4. Can a teacher have a test with content validity even without making a TOS? Explain.

The teacher cannot have a test with content validity without making and
preparing a TOS. Table of Specification is also important tool in the teaching and
learning process and most especially in assessing the learning of the learners. It serves
as a guide in constructing test question and number of items that is equally distributed
per cognitive level to make it more relevant and reliable for learners as well as teachers.

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REFLECT

Reflect this conversation and reflect on teachers’ assessment practices. Write

your reflections here.

Student A: Saan naman pinulot ni Teacher and kaniyang tanong? Ni-

isang tanong sa tinuro, wala! (Where did the teacher get her test? Not one
of what she taught came out!)
Student B: Oo nga! Nakakainis! (You are right! How annoying!”)

Did you have a similar experience? Reflect on it. Will the required use of Table of
specifications as guide in test construction solve the problem of misaligned tests?

I have experience the same as the conversation of those students way back in
my Junior High School. That time it`s very difficult because we don’t know what we will
write as the answer because in the first place its far from the lesson that we studied
and we don’t have any background knowledge at all. Maybe because it will be the basis
of the teacher to begin or part of the lesson s/he will focused more or maybe because
the teacher is in hurry and forget the chapter of the lesson. Therefore, it is important
and required to prepare a Table of Specification in order to make sure that there is no
misalignment of the test and most importantly to avoid those incidents. Teacher should
also aware the learners on the coverage of the test for them to prepare and study the
lesson.

Activity 13.7 Computing Student’s Grades Based on DepEd Grading

Sheets

Resource Teacher: Mrs. Analyn T. Pernecita School: Libon Central School

Grade Level: Grade 1 Subject Area: All Subject Date: December 01, 2021

TARGET Your Intended Learning Outcome

 Compute student’s grade based on DepEd’s grading policy

 State the new feature of the latest grading system in basic education
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REVISIT the Learning Essentials

 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.
 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 task.

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 student 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?

According to my resource teacher the new features in the latest grading system
are written works and performance task. In the new grading system, this is the only
thing were not asked to her before is to pass all pupils. In addition, teachers are
required to make weekly modules and they are not allowed to fail a learner instead to
give them a passing grade. NO PUPIL MUST FAIL.

2. Which do you prefer- the old or the new grading system? Why?

My resource teacher prefers to use both old and new grading system because
according to her both of them are easy to comply and compute grades and as a result
no learner will be left behind.

C. Interview of 5 students

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

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  Pupil 1
The new grading system today is fair for all students.
 Pupil 2
The new grading system provides a room for improvement because learner can
monitor their own learning in different learning areas.
 Pupil 3
Every learner will received a fair grade based on their exerted effort in learning
and completion of their learning modules.
 Pupil 4
Like the new grading system every learner will received a passing grade because
the teacher won`t fail them.
 Pupil 5
Said that the new grading system doesn’t cause too much pressure on their part
and they can showcase their abilities through performing and accomplishing a
certain activities.

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

Based on the learners, they don’t see anything wrong or any problem with the
new grading system as long as it is fair and it provides a room for improvement. The
learners give reasons why they like it and see to it that they learn something whether it
could be written or performance task.

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

The new grading system gives them a better picture of their performance
because they can monitor their own learning through the help of their teacher who
evaluate their learning progress. Teacher provides feedback whether they excelled or
needs some improvements toward their learning`s. The learners given the time to
accomplish the requirements needed for the mastery of knowledge and development of
essential skills in different areas.

4. Which do you prefer- the old or the new grading system? Why?

They prefer the new grading system since it provides a clearer picture of their
own learning and it provides a room for their improvement, to have a good grade and
meaningful learning experience.
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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, s. 2015, answer the following:

1. What are the basis for grading?

The grading will be based on the weighted raw score of the learner summative
assessments. Learners from Grades 1 to 12 are graded on Written Work, performance
Task, and Quarterly assessment every quarter. These three are given specific
percentage weights that vary according to the nature of the learning area.

2. How do you compute grades per quarter for Grades 1 to 10 Grades 11 to 12.
Give an example.

In DepEd order # 8 s. 2015 there are five (5) steps for computing the Grades of
the learners from Grades 1 to 12. In which follows;
1. Get the total score for each component
2. Divide the total raw score by the highest possible score then multiply the
quotient by 100%
3. Convert percentage Scores to Weighted Scores. Multiple the percentage Score by
the weight component.
4. Add the Weighted Scores of each component. The result will be the initial Grade.
5. Transmute the Initial Grade using the transmutation Table.

Example: Class Record and Computation of Grades in English 4

Written Work Performance Task Quarterly Initial Quarterly

(30%) (50% ) Assessment (20%) Grade Grade

1 2 3 Total PS WS 1 2 3 Total PS WS 1 PS WS

Highest
Possible 20 30 25 75 100 30 20 25 20 65 100 50 50 100 20 100 100
Score

A 18 28 20 66 88 26. 19 22 17 58 89.23 44.62 45 90 18 89.02 93

40

B 19 29 24 72 96 28. 16 20 15 51 78.46 39.23 40 80 16 84.03 90

80

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

To compute grades at the end of the school year: the average of the Quarterly
Grades (QC) produces the final grade. For the final grade, you are going to sum up the
4 quarterly grades and divided it into four since there are 4 quarters in a school year
which is the first quarter, second quarter, third quarter and fourth quarter. Lastly, the
General Average is computed by dividing the sum of all final grades by the total number
of learning area.

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

The descriptors and grading scale are used in reporting the progress of the
learner is given below:

Descriptors Grading Scale Remarks

Outstanding 90-100 Passed
Very Satisfactory 85-89 Passed
Satisfactory 80-84 Passed
Fairly Satisfactory 75-79 Passed
Did Not Meet Expectations Below 75 Failed

5. What are the bases for learners’ promotion and retention at the end of the
school year?

The bases for learners’ promotion and retention at the end of the school year are
given below:
Requirements Decision
1. Final Grade of at least 75 in Promoted to the next grade
all learning areas level.
2. Did not meet Expectations in Must pass remedial classes for
For Grades not more than two learning learning areas with failing mark
1 to 3 areas. to be promoted to the next grade
Learners level. Otherwise the learner is
retained in the same grade level.
3. Did not meet Expectations in Retained in the same grade level
three or more learning areas
1. Final Grade of at least 75 in Promoted to the next grade
all learning areas level.
2. Did not meet Expectations in Must pass remedial classes for
not more than two learning learning areas with failing mark
areas. to be promoted to the next grade
level. Otherwise the learner is

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Learning Episode 13-B: Assessment OF Learning (Summative Assessment)
 retained in the same grade level.
3. Did not meet Expectations in Retained in the same grade level
three or more learning areas
For Grades 4. Must pass all learning areas in 1. Earn the Elementary
the Elementary 2. Promoted to junior High
4 to 10
School
Learners 5. Must pass all learning areas in 1. Earn the Junior High School
the Junior High School Certificate
2. Promoted to Senior High
School
1. Final Grade of at least 75 in Can proceed to the next
all learning areas in a semester
semester
2. Did not Meet Expectations in Must pass remedial classes or
a prerequisite subject in a failed competencies in the
learning area subject before being allowed to
For Grades enrol in the higher-level-subject
11 to 12 3. Did not Meet expectations in Must pass remedial classes for
Learners any subject or learning area failed competencies in the
at the end of semester subjects or learning areas to be
allowed to enrol in the next
semester. Otherwise the learner
must retake the subject failed
4. Must pass all subjects or Earn the Senior High School
learning areas in Senior High Certificate
School

6. What is the report learners’ observed values?

The report learners’ observed values are Maka-Diyos, Makatao, Makakalikasan,
at Makabansa.

Core Values Behavior Statement Quarter

1 2 3 4
1. Maka-Diyos Expresses one`s spiritual beliefs while
respecting the spiritual beliefs of others
2. Makatao Show adherence to ethical principles by
upholding the truth
3. Makakalikasan Cares for environment and utilizes
resources wisely, judiciously, and
economically
4. Makabansa Demonstrate pride in being a Filipino;
exercises the rights and responsibilities of
a Filipino Citizen
Demonstrates appropriate behavior in
carrying out activities in the school,
community, and country.
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E. Grade Computation

Show sample computations of 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
 Show the percentage contributors of written work, performance tasks and quarterly
assessment. Then give the descriptor. Refer to DepEd Order # 8, s. 2015.

Written Work Performance Task Quarterly Initial Quarterly

(40%) (40%) Assessment Grade Grade
(20%)
1 2 3 Total PS WS 1 2 3 Total PS WS 1 PS WS

Highest
Possible 20 30 25 75 100 40 20 25 20 65 100 40 50 100 20 100 100
Score

Learner A 15 25 20 60 80 32 15 18 17 50 76.92 38.46 30 60 12 80.46 88

Learner B 16 25 20 61 81.33 32.53 18 22 18 58 89.23 35.69 40 80 16 84.22 90

Learner C 14 22 21 57 76 30.40 19 20 15 54 83.07 33.22 25 50 10 73.62 83

 Based on the given computations of the Quarterly Grade, Learner A received an

initial Grade of 80. 46, which when transmuted to a Grade of 88 is equivalent to
Very Satisfactory while,
 Learner B received an initial Grade of 84. 22, which when transmuted to a Grade
of 90 is equivalent to Outstanding and;
 Learner C received an initial Grade of 73.62, which when transmuted to a Grade
of 83 is equivalent to Satisfactory.

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?

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 Teachers and learners both like the new grading system because it`s more
convenient on their part. Teachers can compute the grades easily and it doesn’t cause
too much pressure on the learners. Through performance task, they can showcase their
talents, abilities, as well as to develop their skills. The new grading system helps the
learners to monitor their own learning in different subject areas and to have a
meaningful learning.

2. What are the good points of the new grading system according to teachers?
According to students?

According to my Resource Teacher the good points of the new grading system it
highlights and gives emphasis on the performance task of the learners rather than the
written work. In which it helps the learners to boost their talents and skills in
accomplishing the requirements needed for their learning. Teacher can monitor the
learning progress of the learners through their performance and written works while on
the part of the learners it gives them the opportunity to learn meaningfully and most
importantly it doesn’t cause too much pressure on their studies because its more on the
performance based.

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

Teachers challenged to do this new grading system and they need a lot of
adjustments in the computation of the grades of the learners due to incomplete
outputs. Since all learners must receive a passing grade the teacher provides activities
and worksheets to help the learners accomplish their requirements needed for their
learning.

4. Do you favor the distribution of percentages of written work, performance tasks and
quarterly assessment?

It highlights and gives more emphasis on the performance task rather than the
written work, and quarterly assessment. Since it is a performance based, learners are
expected to demonstrate, plan, perform and apply what they have learned and at the
end of the day this will be the basis to know if the learners really learned the lesson. It
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Learning Episode 13-B: Assessment OF Learning (Summative Assessment)
will be more meaningful and interesting because learners are able to practice and
develop their skills.

5. Did you like the experience of computing grades? Why or why not?

Yes, I like computing grades because I can monitor the learning progress and
improvements of the learners. Through this, we can see the exerted efforts towards
their learning. Teacher should be fair on giving grades and provide positive feedback
that will motivate the learners to give their best.

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?

I think we have our own point of view, ideas, as well as opinions about grades
and the common is that “grade is just a number”. But today, in the era where the
emphasis is self-directed and demonstration of competencies-knowledge, skills and
values learned (outcomes – based education) grades is really matter. The grades are
rewards despite of the hardship and challenges we experience it will motivate us to give
our best. Grades are the evidences for excellences and achievement. It needs to exert
some efforts and through this it prepares for a bright future success.

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SHOW Your Learning Artifacts

Show evidences during your interview with your Cooperating Teachers.

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LINK Theory of Practice
Directions: Read the items given below and encircle the correct answer.

1. In teacher R’S Table of Specification (TOS) 60 percent of the 1st test items are
applying questions based on Bloom’s taxonomy. A review of her test shows that
50% are remembering items, 20% are analyzing questions and 30% are
applying questions.
Is Teacher’s test aligned with her TOS?
a. No.
b. No, her analyzing questions is supposed to be 60%.
c. Yes.
d. Yes, her applying questions are also analyzing questions, too.

2. What is a function of a TOS? To ensure the ______ of a test.

a. Content Validity
b. Predictive Validity
c. Reasonable Length
d. Predictive Validity

3. A TOS ensures alignment of test with learning outcomes. Is the statement TRUE?
a. Very true
b. Sometimes true
c. False
d. Sometimes true, sometimes false

4. In a TOS, the number of hours spent on a learning outcome determines the number
of test items to be asked. Is this CORRECT?
a. No
b. Yes
c. Not always
d. Depends on the level of the questions asked

5. The following are found in TOS EXCEPT ______________.

a. Teaching-learning activities
b. Number of hours devoted to a topic
c. Cognitive level of test item
d. Number of test items

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6. Which is the percentage contribution of quarterly assessment to the grade of the
student from Grade 1-10?
a. 15%
b. 20%
c. 25%
d. 30%

7. Does quarterly assessment have the same percentage weights for all the subjects,
for all the tracks in Grade 11-12?
a. Yes
b. No
c. Yes, only for the academic track
d. It depends on the schools.

8. Which is the percentage contribution of written work to the Grade 1-10 student in
Science and Math?
a. 50%
b. 20%
c. 40%
d. 30%

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

a. Performance tasks
b. Written work
c. Quarterly assessment
d. Quarterly assessment and performance tasks

10. 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 Grades 1-10 subjects is on performance tasks.
d. The emphasis is on quarterly assessment.

11. A student gets a numerical grade of 80. What is his descriptor for his level of
proficiency?
a. Satisfactory
b. Fairly Satisfactory
c. Very Satisfactory
d. Did not meet expectations

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12. I get a grade of 90. What its descriptor?
a. Very Satisfactory
b. Beginning
c. Advanced
d. Outstanding

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

a. Below 75%
b. Below 76%
c. Below 74%
d. Below 72%

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

a. Developing
b. Beginning
c. Poor
d. Did not meet expectations

15. How is the final grade per subject for Grade 11 and 12 obtained?
a. Get the average of the grades for the two quarters.
b. Get the average of the grades for the four quarters.
c. Get the average of the grades of all subjects for the two semesters.
d. Get the average of the grades of all subjects for the four semesters.

16. Which is/are TRUE in MAPEH when it comes to grade computation?

I. The quarterly grade is the average of the quarterly grades in the four areas.
II. Individual grades are given to each area.
III. There is one grade for all of the components because they are related.
a. I only
b. I and II
c. I and III
d. II only

17. 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 liked Passed and Failed are used.

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18. At the end of the school year, which is are TRU 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
b. II and III
c. I and III
d. I, II and III

19. 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 two learning areas
c. In four learning areas
d. As shown in the general average

20. What happens when a student in Grade 1 to 10 did not meet expectations in two
learning areas?
a. Retained in the same grade level
b. Promoted to the next 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 enrollment in the school

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EVALUATE Performance Task
Evaluate your work TASK Field Study 1, Episode 13-B – Assessment OF Learning

Learning Outcomes: Explain the functions of a Table of Specifications; Compute student’s grade based
on DepEd’s grading policy; and State the new features of the latest grading system in basic education.

Name of FS Student: GELACIO E. PAYNO JR. Date Submitted: December 04, 2021

Year & Section: FOURTH YEAR- B Course: BACHELOR OF ELEMENTARY EDUCATION

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episode 4 3 2 1

Accomplished All observation One (1) to two (2) Three (3) observation Four (4) observation
Observation questions/tasks observation questions/tasks not questions/tasks not
Sheet completely questions/tasks not answered/accomplished. answered/accomplished.
answered/accomplished. answered/accomplished.
Analysis All questions were All questions were Questions were not Four or more
answered completely; answered completely; answered completely; observations were not
answers are with depth answers are clearly answers are not clearly answered; answers not
and are thoroughly connected to theories; connected to the connected to theories;
grounded on theories; grammar and spelling are theories; one (1) to three more than (4)
grammar and spelling free from errors. (3) grammatical/ spelling grammatical /spelling
are free from errors. errors. errors
Reflection
Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow;
supported by what were supported by what were somewhat supported by rarely supported by what
observed and analyzed. observed what were observed and were observed and
analyzed analyzed

Learning Portfolio is reflected on Portfolio is reflected on in Portfolio is not reflected Portfolio is not reflected
Artifacts in the text of the the text of the learning on in the text of the on in the context of the
learning outcomes; outcomes; Complete, learning outcomes; learning outcomes; not
Complete, well well organized, highly Complete, well complete; not organized,
organized, highly relevant to the learning organized, highly not relevant
relevant to the learning outcome relevant to the learning
outcome outcome
Submission Submitted before the Submitted on the Submitted after the Submitted two (2) days
deadline deadline deadline or more after the
deadline
COMMENT/S Overall Score Rating:
(Based
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

BERNARD S. PANTONILLA, Ph.D. _________________

Signature of FS Teacher above Printed Name Date

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