FIELD LEARNING

EPISODE
Assessment OF Learning

FS 1 13
STUDY
(Summative Assessment)

SPARK Your Interest

Episode # 12 dwelt on Assessment for Learning (Formative assessment) and Assessment as

Learning (self-assessment). These refer to assessment that teachers do while still teaching and
student’s assessing their own learning. Episode # 13 will be focused on assessment of Learning.
When teachers have done everything they can to help learners attain the intended learning
outcome/s, teacher subject their students to assessment for grading purposes. This is referred to as
assessment of learning which is also known as summativeassessment.

Episode # 13 will be focused on 1) assessment of learning in the cognitive, psychomotor and

affective domains with the use of traditional and non-traditional assessment tasks and tools, 2)
assessment of learning outcomes in the different levels of cognitive taxonomy; 3) construction of
assessment items with content validity; 4) Table of Specifications; 5) Portfolio, 6) Scoring
Rubrics, 6) The K to 12 Grading System and 7) Reporting Students' Performance.

TARGET Your Intended Learning Outcomes

At the end of this Episode, must be able to demonstrate understanding of the design, selection,
organization and use of summative assessment strategies consistent with curriculum
requirements by being able to:
 determine the alignment of assessment tools and tasks with intended learning outcomes;
 critique traditional and authentic assessment tools and tasks for learning in the context of
established guidelines on test construction;
 evaluate non-traditional assessment tools including scoring rubrics;
 examine different types of rubrics used and relate them to assessment of student learning;
 distinguish among the 3 types of learners' portfolio;
 evaluate a sample portfolio;
 construct assessment questions for HOTS following Bloom's Taxonomy as revised by
Anderson and Krathwohl and Kendall's and Marzano's taxonomy;
 explain the function of a Table of Specifications;
 distinguish among types of learners' portfolios and their functions;
 compute students' grade based on DepEd's grading policy;
 state the reason(s) why grades must be reported to parents; and
 describe what must be done to make grade reporting meaningful

Learning Episode 13: Assessment of Learning (Summative Assessment) FieldStudy 1 1

 Activity 13.4 Scrutinizing the Types and Parts of a Portfolio
Name: _____________________________________

TARGET Your Intended Learning Outcomes

 Evaluate a sample portfolio
 Distinguish among the 3 types of portfolio

DISCOVER the Learning Essentials

• A portfolio is a purposeful collection of selective significant samples of student work
accompanied by clear criteria for performance which prove student effort, progress or
achievement in a given area or course.
• A portfolio of student's work is a direct evidence of learning. But it is not a mere
collection of student's work. The student's reflection must accompany each output or
work.
• A portfolio is different from a work folder, which is simply a receptacle for all work, with no
purpose to the collection. A portfolio is an intentional collection of work guided by learning
objectives.
• Effective portfolio systems are characterized by a clear picture of the student skills to be
addressed, student involvement in selecting what goes into the portfolio, use of criteria to
define quality performance as a basis for communication, and self-reflection through
which students share what they think and feel about their work, their learning and about
themselves.
• There are several types of portfolio depending on purpose. They are: 1) development or
growth portfolio, 2) best work or showcase or display portfolio, and 3) assessment /
evaluation portfolio.

OBSERVE
1. Ask your Resource Teacher for samples of portfolio, if any. If there are, select one best
portfolio from what you examined.
2. If none, research for a sample portfolio and include them in My Learning Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/researched by you' accomplish
Observation Sheet #
4. Put a check in the right column. What a Portfolio Includes

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 Elements of a Portfolio Present? Missing?
1. Clear objectives — The objectives of the
lesson/unit/course are clear which serve
as bases for selection

2. Explicit guidelines for selection - What,

when, where, how are
products/documented performances
selected?

3. Comprehensible criteria- the criteria

against which the portfolio is graded must
be understood by the learners.

4. Selective significant pieces - The portfolio

includes only the selected significant
materials.

5. Student's reflection - There is evidence

that students reflected on their learning.

6. Evidence of student participation in

selection of content of portfolio there is
proof that students took part in the
selection of the content of the portfolio.

ANALYZE
1. With OBE in mind, which should be the basis for selection of pieces of evidence to show that
what the student was supposed to learn was learned?

I think it is the developmental because this portfolio is an ongoing observation of each child’s
development and comprises of photos, work samples, skills checklist and teacher comments that
will provide families with information on their child’s participation and progress.
Learning Episode 13: Assessment of Learning (Summative Assessment) FieldStudy 1 3

2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio
does this fall?
 This elements falls under the developmental portfolio.

Elements of a Developmental Portfolio (Which type of portfolio?)

1. Cover Letter. “About the Author” and “What My Portfolio Shows About My Progress as a Learner”.
2. Table of Contents with numbered pages.
3. Entries-both core (required 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 revision, i.e (first drafts and corrected/ revised versions.)
6. Student’s Reflections

3. Where and when does the teacher make sure of each of the 3 types of portfolio?

Portfolios provide both formative and summative opportunities for monitoring progress toward
reaching identified outcomes. This allow students to document aspects of their learning that do
not show up well in traditional assessment. It is useful to showcase periodic or end of the year
accomplishment of students such as in poetry, reflections on growth, samples of best works, etc.
Teachers uses portfolio to keep on tract on students performances at school.

R REFLECT
Have portfolio made the learning assessment process more inconvenient? Is the effort exerted on
portfolio assessment commensurate to the improvement of learning and development of learners’
metacognitive process that result from the use of portfolio?

Portfolios are customized log time period documentation of pupil mastery course material. An
essential element of portfolios is student reflections on their personal gaining knowledge of and
development in the direction of the mastery of the material documented in the portfolio. As such,
portfolios are windows on metacognition process of students. Portfolios are by their nature long
term records of student progress and achievement they can be used to assess programs, courses
or projects. Although the aspect of long term change in student content knowledge and
metacognition may not be marked when portfolios are used to assess courses, the process of
portfolio development tends to focus students on deciding what the essential elements of learning
are and what samples of their work best display these elements.
Learning Episode 13: Assessment of Learning (Summative Assessment) FieldStudy 1 4

SHOW Your Learning Artifacts

  Sample/s of Improved Written Tests, both selected-response type and supply type.
 Sample/s of product and performance assessed
 Sample/s of a rubric
 Sample/s of a students’ reflection on his/her portfolio

Activity 13.5 Determining the Level of Teacher’s Questions

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Name: ________________________________

TARGET Your Intended Learning Outcomes

 Construct assessment questions to measure HOTS following Bloom’s and
Anderson’s revised taxonomy and Kendall’s and Marzano’s taxonomy.
 REVISIT the Learning Essentials

Table: 1.4 Example of Cognitive Activities

Cognitive Processes Examples

Remembering — Produce the right information from memory
Recognizing
 Name three 19th -century women English authors.
Recalling  Write the multiplication facts.
 Reproduce the chemical formula for carbon ____
Understanding – Make meaning from educational materials or experiences
 Translate a story problem into an algebraic equation.
Interpreting  Draw a diagram of tbc digestive system.
 Paraphrase Jawaharlal Nehru’s tryst with destiny speech.
 Draw a parallelogram.
Exemplifying  Find an example of stream-of-consciousness style of writing.
 Name a mammal that lives in our area.
 Label numbers odd or even.
Classifying  List the events of the Sepoy Mutiny of 1857.
 Group native animals into their proper species.
Inferring
 Explain how the heart is like a pump.
 Compare Mahatma (Gandhi to a present day leader.
Comparing
 Use a Venn diagram to demonstrate how two books by Charles
Dickens arc similar and different.
 Draw a diagram explaining how air pressure affects the weather.
 Provide details that justify why the French Revolution happened when and
Explaining
how it did
 Describe how interest rates affect the economy.
Applying – Use procedure
 Add a column of two-digit numbers.
 Orally read a passage in a foreign language,
Executing
 Have a student open house discussion.

 Design an experiment to see how plants grow in different kinds of soil.

Implementing  Proofread a piece of writing.
 Create a budget
Analyzing – Break a concept down into its parts and describe how the parts relate to the whole
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 List the important information in a mathematical word problem and cross out
Differentiating the unimportant information.
 Draw a diagram showing the major and minor characters in a novel.
 Place the books in the classroom library into categories.
 Make a chart of often-used figurative devices and explain their effect.
Organizing
 Make a diagram showing the ways plants and animals in your neighborhood
interact with each other.
 
Read letters to the editor to determine the authors’ point of view about a
local issue.
Attributing  Determine a character’s motivation in a novel or short story.
 Look at brochures of political candidates and hypothesize about their
perspectives on issues.
Evaluating – Make judgments based on criteria and syllabus guidelines
 Participate in a writing group, giving peers feedback on organization and
logic of arguments.
Checking  Listen to a political speech and make a list of any contradictions within the
speech.
 Review a project plan to see if all the necessary steps are included.
 Judge how well a project meets the criteria of a rubric.
Critiquing  Choose the best method for solving a complex mathematical problem.
 Judge the validity of arguments for and against astrology.
Creating – Put pieces together to form something new recognize components of a new structure.
 Given a list of criteria, list some options for improving race relations in the
school.
 Generate several scientific hypotheses to explain why plants need sunshine.
Generating
 Propose a set of alternatives for reducing dependence on fossil fuels that
address both economic and environmental concerns.
 Come up with alternative hypotheses based on criteria.
 Make a storyboard for a multimedia presentation on insects.
 Outline a research paper on Mark Twain’s views on religion.
Planning
 Design a scientific study to test the effect of different kinds of music on
hens’ egg production.
 Write a journal from the point of view of mountaineer.
Producing  Build a habitat for pigeons.
 Put on a play based on a chapter from a novel you’re reading.
(Source: Anderson, L.W and Krathwohl, D.R. 2001. A taxonomy for learning, teaching and assessing.
New York: Longmans)

The New Taxonomy (Marzano and Kendall, 2007)

Level of Difficulty Process Useful Verbs, Phrases, Definitions

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6 Examining The student can analyze how important specific knowledge is to them.
Self-System Thinking Importance
6
Examining The student can examine how much they believe they can improve their understanding of
Efficacy specific knowledge.
Self System Thinking
Examining The student can identify emotional responses associated with a piece of knowledge and
Emotional determine why those associations exist.
 Response
Examining The student can examine their own motivation to improve their understanding or competence
Motivation in specific knowledge.
5 Specifying Goals The student can set specific goals relative to knowledge and develop a plan for
Metacognition accomplishing the goals.
5 Process The student can self-monitor the process of achieving a goal.
Monitoring
Metacognition Monitoring The student can determine how well they understand knowledge.
Clarity
Monitoring The students can determine how accurate their understanding of knowledge is and defend
Accuracy their judgement.
Investigating investigate: research; find out about; take position on; what are the differing features of; how
& why did this happen; what would have happened if
The student generates a hypothesis and uses the assertions and opinions of others to test the
hypothesis.
4 Experimenting experiment; generate and test; test the idea that; what would happen if; how would you test
that; how would you determine if; how can this be explained; based on the experiment, what
Knowledge can be predicted
Utilization The student generates and tests a hypothesis by conducting an experiment and collecting
data.
Problem-Solving solve; how would you overcome; adapt; develop a strategy to; figure out a way to; how will
you reach your goal for which obstacles exist.
Decision-Making decide; select the best among the following alternatives; which among the following would
be the best; what is the best way; which of these is most suitable
The student can select among alternatives that initially appear to be equal and defend their
choice.
Specifying Make and defend; predict; judge; deduce; what would have to happen; develop an argument
3 for; under what conditions
The student can make and defend predictions about what might happen.
Generalizing what conclusions can be drawn; what inferences can be made; create a principle,
Analysis
generalization or rule; trace the development of; form conclusions
The student can infer new generalizations from knowledge.
Analyzing Errors identify errors or problems; identify issues or misunderstandings; assess; critique; diagnose;
evaluate; edit; revise
The student can identify and explain logical or factual errors in knowledge.
Classifying classify; organize; sort; identify a broader category; identify different types/categories
The student can identify super ordinate and subordinate categories to which information
belongs.
Symbolizing symbolize; depict; represent; illustrate; draw; show; use models; diagram chart
2 The student can depict critical aspects of knowledge in a pictorial of symbolic form.
Integrating describe how or why; describe the key parts of; describe the effects; describe the relationship
Comprehension between; explain ways in which; paraphrase; summarize
The student can identify the critical or essential elements of knowledge.
Executing use; demonstrate; show; make; complete; draft
The student can perform procedures without significant errors.
Recalling exemplify; name; list; label; state; describe; who; what; where; when
The student can produce information on demand.
Recognizing recognize (from a list); select from (a list); identify (from a list); determine if the following
Figure 10. The New Taxonomy in Detail
statements are true
The student can determine whether provided information is accurate, inaccurate or unknown.
Source: http://www.greatschoolspartnership.org/wp-content/uploads/2014/06/x3B_Marzano_New_Taxonomy_Chart_with_verbs_3.16.121.pdf
Name: _____________________________________
Video Link/s: https://www.youtube.com/watch?v=cSUH1n5aHp4

OBSERVE
1. Observe a teacher in the classroom.
 2. Note his/her questions both oral and written.
3. Score him/her according to the level of questions that he/she asks from remembering to
creating and metacognition and self-system thinking. You may also refer to written tests
for samples of questions in the various levels.
4. Make tally, then get the total. Use Table 1 and Table 2 separately.

Table 1. Number of Questions per Level

Cognitive Tally of
Processes (Bloom Cognitive Processes Assessment
as revised by Rank (and Kendall and Rank Tasks / Total
Anderson and Marzano) Questions
Krathwohl
Self-system Thinking 6 / 1

Metacognition 5 0

Creating 6-Highest / 1

Evaluating 5 /// 3

Analyzing /An 4 Analysis 3 /// 3

Applying 3 Knowledge Utilization 4 /// 3

Understanding / 2 Comprehension 2 // 2

Remembering / 1 -Lowest Retrieval 1 /// 3

Table 2 Examples of Assessment Questions/Assessment Tasks

Tally and Total Score Tally and Total

of Cognitive Processes Score of Cognitive Example of Assessment Rank
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(Bloom as revised by Rank Processes (and Rank Task / Questions Given by Based
Anderson and Kendall and Resource Teacher on Use
Krathwohl) Marzano)
 Self-system Thinking 6-Highest Teacher asked students: Why 1
is the lesson important to you?

Metacognition 5 0

Example: 6-Highest The teacher told the students 1

Creating=1 to imagine a home filled with
different things. What things
are present to that home?
(activity)
Evaluating = 1 5 The teacher asks the 3
students: Why is it important
to learn matter?
Analyzing / An - 1 4 Analysis 3 Teacher asked students: What 3
are the difference between
solid, liquid and gas?

The teacher gave a short quiz.

Applying = 0 3 Knowledge Utilization 4 The teacher asks the 3
students: What is matter?

Understanding = 3 2 Comprehension 2 The teacher asks the 2

students: To describe the
characteristics of matter.
Remembering =3 1-Lowest Retrieval = III 1-Lowest Teacher asked students to 3
I I recite the meaning of matter
and give examples of matter.

Rank Rank
ANALYZE
1. Which cognitive skill had the highest number of assessment questions? Lowest number?

The cognitive still that had the highest number of assessment questions is the remembering while
metacogniton is the lowest.

2. What do these (lowest and highest number of assessment questions) reveal about Resource
Teacher's level of questions?

It reveals that the teacher thinks that her students can handle higher-level thinking questions.
And I think challenging all students through higher-order questioning is one of the best ways to
Learning Episode stimulate learning
13: Assessment and
of Learning enhance
(Summative brain development—regardless of age.
Assessment) FieldStudy 1 10
 3. Based on Kendall's and Marzano's taxonomy, which are the highest cognitive skills? Give an
example of an assessment question for each of the two highest cognitive skills-
metacognitive skills and self-system thinking.

Based on Kendall's and Marzano's taxonomy, creating and self-system thinking are the highest
cognitive skills. Example question for self-system thinking is “Why is the lesson important to
you?” while in metacognitive is “Did I understand the pattern of the lesson?”

R REFLECT
If you were to rate yourself on HOTS - where will you be from a scale of I to 5 (5 as highest)
where will you be?
I will rate myself 4.

As a future teacher, reflect on how will you contribute to the development of learners' HOTS?

As a future teacher, I can contribute to the development of learner’s HOTS, by helping them to
determine and understand their own strengths and challenges. You can do this by showing them
how they can ask themselves good questions. That leads us to the next strategy. I will also lead
the students through the process of how to connect one concept to another. By doing this, I am
teaching them to connect what they already know with what they are learning. This level of
thinking will help students learn to make connections whenever it is possible, which will help
them gain even more understanding. I will teach students to make inferences by giving them
“real-world” examples. I will encourage students to ask questions, and if for some reason you
can’t get to their question during class time, show them how they can answer it themselves or
have them save the question until the following day.

Activity 13.6Analyzing a Table of Specifications

Name:
Learning Episode 13: _____________________________________
Assessment of Learning (Summative Assessment) FieldStudy 1 11

TARGET Your Intended Learning Outcomes

  Explain the function of a Table of Specifications

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 the number of items or points which will be associated with each
topic.
 Sometimes the types of items are described in terms of cognitive level as well.

1. Study the sample of Table of Specifications on Assessment.

No. of Cognitive Level Total
Learning Outcome Class Rem Un Ap An Ev Cr
Hours
1.

2.

3.

4.

5.

6.

Total

ANALYZE
1. What parts must a TOS contain to ensure test content validity?
Learning Episode 13: Assessment of Learning (Summative Assessment) FieldStudy 1 12
These parts of the Table of Specification ensures content validity of a test:
  topic
 number of items
 number of hours

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

There is a need for number of items per cognitive level because it tells how many items or
questions each topic should have base on the number of hours spent in discussing the
particular topic.

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

I think yes because the learning outcome of the students is the top priority in every lesson
that a teacher discussed.

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

Yes, because there are teacher who do not use TOSs but still they have evidence because
they have lesson plan and results of the assessment is recorded although it may not be
detailed. Aside from that, it is fine as long as the lessons objective is achieved at the end of
the lesson.

5. Complete the given TOS.

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R REFLECT
 Read this conversation and reflect on teachers' assessment practices. Write your reflections here.

Student A:Saannamanpinulotni Teacher angkanyangtanong? Ni-isangtanongsatinuro, wala!

(Where did Teacher get her test? Not of what she taught came out!)
Student B:Oonga!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?

Yes, very lots similar, I even have had many skilled like that before.There are clearly
teachers who use to trick their students.They will talk a subject for the complete week and
unexpectedly withinside the assessments, you'll simply amazed that every one of the subject she
placed on the assessments are very some distance from what she discussed. Students gets
confuse. In effects they will fail withinside the topics in any other case were given one hundred
withinside the assessments due to the fact it's far very easy, like it's far taken from the
assessments of decrease grades school. Teachers should avoid doing that because it is not proper
anymore. Students will lost trust and might not respect that kind of teacher. They will also think ,
the teacher is lazy or he/she does not master the subject matter. He is not good in his chosen
field.Also it will be unfair on the part of students because there will be no learning happen.It is a
waste of time and energy. On my part, I will never do that to my students because I know how it
feels and Idon’t want mystudents to hate me because when teacher practice that kind of habits,
they also make biased grades to students . I want my students to remember me in unforgetable
good memories with them not in a way that they will remember me because of the badexperience
they have with me.

SHOW Your Learning Artifacts

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  Accomplished Observation Sheet
 Analysis
 Reflection
 Completed Sample TOS

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 Activity 13.7Computing Student’s Grades based on DepEd Grading
System
Name: _____________________________________
 Video Link/Compute student's grade based on DepEd's grading policy
 State the new features of the latest grading system in basic education

REVISIT the Learning Essentials

s:

TARGET Your Intended Learning Outcomes

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

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
group students regarding the new grading system.

B. Interview of Resource Teacher

1. What are the new features of the latest grading system? What things are you
required to do with this new grading system which you were not asked before?

The same as before written and performance tasks are still administered to assess the
content and performance standards that describe what learners are expected to
demonstrate. The only new features that I observe in the latest grading system is
minimum of four written works and four performance tasks is expected from our pupils
within a quarter preferably integrating two or more competencies. Pupil’s portfolio is

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 required to document all the evidence of learning. For the new normal, quarterly
assessments are not administered but it is distributed equally to WW and PT.

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

The new grading system is advantageous to teachers since it has minimal requirements
for grading pupils unlike the old grading system.

C. Interview of 5 Students

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

What the students like about the new grading period is that it focused more on their
performance towards the lessons.

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

No, They don’t have problems in the new grading system.

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

Yes it does. As a student I became more focused on learning and doing the performance
task well. I exert most of my efforts making sure that I did the performance task right.

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

As a student I prefer the new grading system because it focuses more on activities and
performances rather than quizzes and test. And I think we students can learn more
through hands on activities.

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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 bases for grading?

These are found in the curriculum guides. All grades will be based on the weighted raw
score of the learners’ summative assessments. Grades will be based on standards-
competency grading system.

2. How do you compute grades per quarter for Grades I to 10 and Grades Il to 12. Give an
example.

STEP 1: Grades from all student grades are added up. This results in the total score for
each component, namely Written Works, Performance Tasks and Quarterly Assessment.

Raw scores from each component have to be converted to a Percentage Score. This is to
ensure that values are parallel to each other.

STEP 2: The sum of each component is converted to percentage score. To compute the
percentage score (PS), divide the raw score by the highest possible score then multiply
the quotient by 100%.

Percentage Score (PS)= Learners total score/Highest posibble score X 100%

STEP 3: Percentage score are then converted to Weighted Scores to show the importance
of each components in promoting learning in the different subjects.

Weighted Score (WS) = Percentage Score x Weight of component

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

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

Descriptor 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?

Decisions of promoting or retaining a learner at the end of the school year must be applied
based on evidence and judiciously. Example is a final grade of 75 or higher in all learning
areas allows the student to be promoted to the next grade level.

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

 E. Grade Computation
Show sample computations of a grade:
 in a subject of your choice from Grades I to 6 (if you are a future elementary teacher)
 in your specialization if you are a high school teacher)
 Show the percentage contributions of written work, performance tasks and quarterly
assessment. Then give the descriptor. Refer to DepEd Order # 8, s. 2015.

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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?

Teachers and students have different peculiarities and preference. Hence, some of them
will agree with the grading system and some of them will not agree. Maybe, some
teachers and students are comfortable with the new system and it might be hassle for
others.What is the good points of the new grading system according to teachers?
According to students?

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

Based on the new curriculum and grading system, teachers are challenged to be the
facilitators of learning and they are tasked to assist the learners by giving them the right
knowledge about a certain topic, as well as making them understand of their common
objectives. Do you favor the distribution of percentages of written work, performance
tasks and quarterly assessment?

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

Yes, I do like the experience the idea of computing grades because I became excited to
know the average grades of the students.

R 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?

Grading generally hinders learning. It may motivate students to succeed at school by passing
tests and so on, but it's often harmful to true learning. (Succeeding at school is not necessarily the
same thing as learning the subjects taught at school.) But yes, grades are important at school as
they decide which university you will go when you grow up.

Activity 13.8Reporting Students’ Performance

Name: _____________________________________

TARGET Your Intended Learning Outcomes

 State the reason(s) why grades must be reported to parents
 Describe what must be done to make grade reporting meaningful
REVISIT the Learning Essentials
 Grades fulfill their function if reported meaningfully to students and most of all to
parents, our partners in the education of children.
 Grades are a measure of achievement, not necessarily IQ. A student may have high IQ
but not necessarily achieving or performing because of lack of motivation or other
factors.
OBSERVE
Proceedings in a Card Distribution Day

1. Observe how cards are distributed on Card Distribution Day. Describe how cards are
distributed.

It is done at the end of every quarter where the learners’ performance was reported to parents
and then the teacher gives comments to the student’s performance at school.

2. Describe how the Resource Teachers communicated learners' assessment results and
grades to parents.

The resource teacher communicates through parent-teacher conference. This is the time
in where the teacher was able to report the performance of every student to their parents
at school. And the parents are free to ask questions to the teacher regarding with their
child’s school performances.
 3. Did parents raise questions or concerns? If yes, what were their questions/concerns?

Some of the parents raise questions and concerns to the teacher like what
recommendation can the teacher give to the parents that will help their children improve
their school performances.

4. How did the Resource Teacher handle their questions and concerns? What answers did
he/ofshe
Learning Episode 13: Assessment give?(Summative Assessment)
Learning FieldStudy 1 20

The teacher handles their questions and concerns by giving the parents tips and advices that
can help their children get better grades at school.

Interview with Resource Teacher

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

I give feedbacks to my student when they are reciting even if their answer is correct or
incorrect to motivate them. I’m giving feedbacks by saying Very good, excellent and etc.
whenever they answer.

2. How do you report students' performance to parents? Does the school have a regular way
of reporting grades to parents?

I am reporting the grades of my students thru Parents and Teachers Conference Meeting
(PTC Meeting). It is held every end of the grading period.

3. What problems on grade reporting did you encounter with parents? How did you address
it/them?

One of the problems that I encountered is when there is a parents that is questioning the low
grades of his son. I handled it calmly; I let them saw the exam grades, performance grades
etc. of his son, so they will know why his son got a low grade

Interview with Students

 1. Do you see the meaning of your grades in the School Report Card?

Yes I do see the meaning of my grades in my school report card.

2. Does knowing your grade motivate you to work harder?

Learning Episode 13: Assessment of Learning (Summative Assessment) FieldStudy 1 21
Yes, knowing my grade motivates me to work harder to improve it on the next grading
period.

Interview with Parents

1. Does your child's Report Card give you a clear picture of how your child is performing?

Yes it does. It allows me to see how much effort she puts on every activities they do.

2. If you were asked what else should be found in the Report Card, which one? Why?

None. Because I think everything I need to know about my child’s performance at school are
already indicated on their school report card.

3. Do you find the Card Distribution Day important? Why or why not?

Yes. Because I am able to talk to the teacher about my concern regarding with my child’s
performance at school.

4. Any suggestion on how to make Card Distribution more meaningful?

There should be a giving of awards like ribbons and certificates to the students who did great
in class to inspire them more.

ANALYZE
1. What were the most common issues raised on students' performance?
 It is the student’s behavior in class. Parents are most interested in knowing how their children
behave in class.

2. Based on your observations and findings, what practices must be

a) maintained and
b) improved to make grades and reporting meaningful?

Grading practices should be so clear that students should be able to tell teachers and/or parents
what grade they have received, even before the teacher calculates it. Supportive: Feedback to
students is timely so that students can improve their performance on tests, projects and
assignments.

R REFLECT
1. Grades are often a source of misunderstanding. How should I do reporting so that it will
result to effective learning?

For me, the best way to report the grades tothe parents is you must first introduce to
theparents the grading system. You should also presentto them how to compute it and so
they are nowaware of it. Then explain and present theperformance of the learner and how
they interact intheir daily lives in school. For me, you shouldhonestly report the real
performance of the student,not in a frank way, but in a way that the parents willknow the
performance of the student. In that way,parents will help the teacher to encourage
theirlearner to participate and encourage them to giveextra effort especially in the class.
 EVALUATE Performance Task
Name of FS Student:_____________________________Date Submitted: _______________________
Learning Episode 13: Assessment of Learning (Summative Assessment) FieldStudy 1 21
Year & Set: IV-Set-A-MT (8:30AM-11:30AM)___________ Course: Bachelor of Elementary Education__
Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement
4 3 2 1
Accomplished
Observation Sheet

Analysis

Reflection

Learning Artifacts

Submission

COMMENT/S Rating
(Based on
Overall Score 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 2.0 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-below

__________________________________________ _________________________
Signature of FS Teacher above Printed Name Date