FIELD LEARNING Assessment OF

Learning
STUDY 1 EPISODE (Summative
FS 13 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 student to assessment for grading
purposes. This is referred to as assessment of learning which is also known as summative
assessment.
Episode #13 will be focused on 1) assessment 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 Specialization; 5)
Portfolio, 6) Scoring Rubrics,7) The K to 12 Grading System and 8) Reporting Student’s
Performance.

TARGETS Your Intended Learning Outcomes

At the end of this episode, I 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 tool and tasks for learning in the context
of establish guidelines on test construction;
 evaluation non-traditional assessment tools during 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 Specializations;
 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.

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OBSERVE, ANALYZE, REFLECT
Activity 13.1 Aligning Assessment Task with the Learning Outcomes
Resource Teacher: Marilou Navarro Teacher’s Signature: School: UCV-SHS
Grade/Year Level: 12 Subject Area: PHILOSOPHY Date: October 2021

TARGET Your Intended Learning Outcomes

 Determine alignment of assessment task with learning outcome
 Formulate assessment task aligned with the learning outcome
REVISIT the Learning Essentials
 In accordance with Outcomes-Based Teaching-Learning, the learning outcomes
determines assessment task.
 Therefore, the assessment task must necessarily by aligned to the learning outcomes.
OBSERVE
 Observe at least 3 classes – 1 Physical or Biological Science or Math, English,
Filipino; 1 Social Science or Literature/Panitikan, EsP and 1 P.E /Computer/ EPP/
TLE.

Subjects Learning Assessment Task Is the assessment If not aligned,

Outcome/s (How did Teacher tool/task aligned improved on
assess the learning to the learning it.
outcome/s? Specify. outcome/s?
P.E/EPP/TLE To dance tango Written quiz- No Performance
Enumerate the steps of test – Let
tango in order. students dance
tango

Subjects Learning Assessment Task (How did Is the assessment If not

Outcome/s Teacher assess the learning tool/task aligned aligned,
outcome/s? Specify. to the learning improved
outcome/s? on it.
Social To exercise Show situations that demonstrate Yes
Studies prudence of freedom of choice and the
choices consequences of choices

ANALYZE

1. Are all assessment tasks aligned to the learning outcome?

Yes, it is must be aligned the teaching methods and the assessment are aligned
to the learning activities designed to achieve the learning outcomes. Aligning the
assessment with the learning outcomes means that students know how their
achievements will be measured.

2. What are possible consequences if teacher’s assessment tasks are not aligned to
learning outcome/s? Does this affect assessment results? How?
Inconsistency between criteria and assessments leads to frustration and lack of
engagement. For example: One learning goal for a course is to be able to apply
analytical skills. Students practice this skill but, on the evaluation, only factual recall
is measured.

2
 3. Why should assessment tasks be aligned to the learning outcomes?
Building alignment between assessment and learning outcomes also allows
you to develop and communicate the pathway for students' learning progression.
REFLECT

 Reflect on past assessment you have been through. Were they all aligned with what your
teacher taught (with learning outcomes?
Yes, it is important that the assessment is aligned in the learning outcomes means that
the students know how their achievements will be measured. If your goal is for students to
understand a concept, do you mean that they should be able to recall facts. You must
summarize the information, apply information or predict consequences then, analyze or
compare phenomena, generate models, evaluate and justify arguments. Perhaps you want
your students to be able to demonstrate their understanding by doing a combination of these
things. You should ask yourself whether or not your assessments are related to the goals of
the lesson by asking are the assessments measuring whether students have met the learning
goals.

 How is this affect your performance? As a future teacher, what lesson do you learn from this
past experience and from this observation?
As a future teacher, I have learned that is important as a teacher what I must used
teaching strategies, what should I do to learn the students and how to it this assessment and
result with alignment with the learning outcomes. Assessments should reveal how well
students have learned what we want them to learn while instruction ensures that they learn it
and allows us to develop and communicate the pathway for students' learning progression. It
is important that we know what should our student need to learn and must have aligned all
the outcomes to what we need to achieve.
LINK Theory to Practice

1. Here is a learning outcome: Describe a person by the use of a metaphor

Here is the test item: Describe a classmate or teacher by way of a metaphor.

Is the item aligned to the learning outcome?

A. No C. Yes
B. Somewhat D. Yes, if teacher is not included

2. Learning outcome: Conduct an investigation to prove that plants can manufacture their own
food.
Test item: Can plants manufacture their own food? Explain your answer.

Is the item aligned to the learning outcome?

A. No C. Yes
B. Somewhat D. Yes, if explain your answer is dropped

3. Learning outcome: Demonstrate the inductive method of teaching.

Test item: Outline the steps of the inductive method of teaching.

Is the item aligned to the learning outcome?

A. No C. Yes
B. Somewhat D. Yes, if teacher is not included

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 4. Which assessment task is aligned to this learning outcome: Compute the mean if the scores are
50, 50, 50, 48, 47, 46, 45, 44, 43, 43, 42, 41,40
A. What is a mean?
B. Is mean a measure of probability?
C. What is the mean of 50, 50, 50, 48, 47, 46, 45, 44, 43, 43, 42, 41,40
D. Is mean the same as average

5. Learning outcome: To observe subject-verb agreement as one speaks.

Test: Give the correct form of the verb.

1. Dogs (howl)
2. A cat (meow)
3. Birds (fly)
Is the item aligned to the learning outcome?
A. No C. Yes
B. Somewhat D. Yes, there are 3 items on subject-verb agreement
6. Here is a 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.

7. Teacher B wrote this learning outcome: “To interpret a given quotation.” For content validity
which should she ask?
A. Interpret Nietzsche’s statement: “He who has a why to live for can bear with almost any
how.”
B. Do you believe in Nietzsche’s statement: “He who has a why to live for can bear with
almost any how”?
C. What is true in Nietzsche’s statement: “He who has a why to live for can bear with
almost any how”?
D. Nietzsche was an atheist. Do you believe that he can give this statement: “He who has a
why to live for can bear with almost any how”?

8. After teaching them the process of experimenting. Teacher J wanted his students to be able 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 plans survive when
transferred in soil?
9. 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 outcome 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, option have nothing to do with skill-related activities.

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Activity 13.2 Observing the Use of Traditional Assessment Tools

Resource Teacher: Marilou Navarro Teacher’s Signature: School: UCV-SHS

Grade/Year Level: 12 Subject Area: PHILOSOPHY Date: October 2021

TARGET Your Intended Learning Outcome

 Critique traditional assessment tools and tasks for learning in the content of established
guidelines on test construction
REVIT the Learning Essentials

 Traditional assessment tools are also called paper-and-pencil tests.

 Traditional assessment tool usually measures learning in the cognitive domain.
 Traditional or paper-and-pencil tests can be classified either as selected -response tests or
constructed-response/supply types of tests.
 Common examples of selected-response type of tests are alternate response test (True-False,
yes-no), multiple choice and matching type of test.
 Common examples of constructed-response type of test are short answer, problem solving
and essay.
OBSERVE

 Observe classes and pay particular attention to the assessment tool used by the teacher.
 With teacher’s permission, secure a copy of the assessment tool.

5
Direction: Put a check () on the test which teacher used. From your teacher’s test items, give an
example.

Type of Traditional Put a Learning Sample Test Items of Resource Comments (Is the
Assessment Check Outcome Teacher assessment tool
Tool/Paper-and () Assessed constructed in
Pencil Test Here accordance with
established
guidelines?)
Explain your
answer.
Selected Response
Type
1.Alternative  Reflect on Direction: Write the letter T if Yes, because the
Response the meaning the statement is correct and F if test items are
of their own the statement is incorrect. aligned with
lives ____1. The temporal existence alternative
of means that his or her life is response.
temporary.
____2. Reflecting on the reality
of death enables us to think of
how we can best live a
meaningful life.
2.Matching Type None

3.Multiple Choice None

4.Others None

Type of Traditional Put a Learning Sample Test Items of Comments (Is the
Assessment Check Outcome Resource Teacher assessment tool
Tool/Paper-and () Assessed constructed in
Pencil Test If accordance with
Resourc established
e guidelines?) Explain
Teacher your answer.
used it
Constructed-
Response Type
1.Completion None

 Evaluate their Have you ever Yes, because it is

2.Short answer own encouraged other answered by yes and
type limitations persons to try and give a sample of their
and surpass their limits? If experiences.
possibilities so, relate your
for experiences. If not,
transcendence. describe how you will
try and encourage
other to surpass their
limits.
3.Problem Solving None
4.Essay-restricted None
5.Essay-non- None
restricted
6.Others None

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ANALYZE
1. Which assessment tool/tasks were most commonly used by teacher? Which ones were rarely
used? Why were they rarely used?
The most commonly used by our resource teacher is using alternative response at
short answer because the lesson is about human life. And rarely used are matching types
because they only choose on the other column.
2. Based on your answer found in the Tables above in which type of assessment tools and tasks
were the Resource Teachers most skilled in test construction? Least skilled?
The type of assessment tool that our resource teacher used is short answer type and in
the test construction she is most skilled on creating a short essay that will answer by yes or no
and giving an explanation.

3. Can an essay or other written requirements, even if it is a written paper-and-pencil test, he

considered an authentic form of assessment? Explain your answer.
Authentic assessment is where students thoughtfully apply their acquired skills to a
new situation or environment. Assessments are authentic if they are realistic, require
judgement and innovation and assess students' ability to effectively use their knowledge or
skills to complete a task.
REFLECT
How good are you at constructing traditional assessment tools? Which do you find most difficult to
construct? Any lesson/s learned?
In doing an assessment tool for my students, I find most difficult to construct is the multiple-
choice type of test because if we have a table of specification. We create a question like analyze,
difficult to create question and then the choices it must all correct and then choose only the best. In
creating a multiple-choice test don’t just question who, but also ask a question that make their mind
understand every choice and choose the best
LINK Theory to Practice
Here is the learning outcome of this Activity: Critique traditional tools and tasks for learning
in the context of establish guidelines on test construction.
1. Which assessment task is aligned to the learning outcomes give above?
A. True-False test – An assessment task must be aligned to the learning outcome.
B. Column 1 presents the learning outcomes. Column 2 has the assessment tasks. Determine
alignment of assessment with learning outcome.
C. Here are 5 test items. Evaluate them on the basis of establish guidelines in test
construction.
D. Is an essay more reliable than a multiple-choice test?

2. What’s WRONG with this TRUE-FALSE test item?

Filipinos are sociable but lazy.
A. Opinionated C. Very short
B. Not fit for a T-F test D. Sweeping

3. Is the test item in accordance with rules on test construction?

Write everything you learned from this course.
A. No C. Somewhat
B. Yes D. No, opinionated

4. In a matching type of test, which should be found in the first column?

A. Options C. Distracters
B. Premises D. Jokers

5. In a multiple-choice type of test, one option among 4 was not chosen by any examinee.
A. Implausible C. Plausible
B. Realistic D. Unattractive

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 6. The students were at a loss as to what answer to give in a completion type of test since there
were so many blanks. Which is TRUE of the test item?
A. Too complex C. Over mutilated
B. Unattractive D. Implausible

Activity 13.3 Observing the Use of Non-traditional Assessment Tools and Scoring Rubrics

Resource Teacher: Marilou Navarro Teacher’s Signature: School: UCV-SHS

Grade/Year Level: 12 Subject Area: PHILOSOPHY Date: October 2021
TARGET Your Intended Learning Outcome
 Evaluate non-traditional assessment tools including scoring rubrics

REVIT the Learning Essentials

 There are learning that cannot be assessed by traditional assessment tools.

 Authentic/non-traditional/alternative assessment tools measure learning outcomes like
performance and product.
 These performance task and product are assessed by the use of scoring rubrics.
 A rubric is a coherent set of criteria for student’s work that includes descriptions of levels of
performance quality on the criteria. (Brookhart, 2013)
 The main purpose of rubrics is to assess performances and products
 There are two types of rubrics – analytic and holistic. Analytic rubrics describe work on each
criterion separately while a holistic rubric assess a student work as a whole.
 For diagnostic purposes, the analytic rubric is more appropriate.
 For a holistic view of a product or performance, the holistic rubric will do.
 A good scoring rubric contains the criteria against which the product or performance is rated,
the rating scale and a description of the levels of performance.

OBSERVE

 Observe classes in at least 3 different subjects and pay particular attention to the assessment
tool used by the teacher.
 With teacher’s permission, secure a copy of the assessment tool.
 Study the assessment tool then accomplish Observation Sheet.
 Did your Resource Teacher explain the rubric to the students?
 Which type of rubric did the Resource Teacher use – analytic or holistic?

8
Authentic Learning Sample of Product/ How a Comment/s (Is
Assessment/ Non- Outcome Performance Assessed product / the scoring
Traditional/Alternati Assessed performance rubric
ve was assessed constructed
One example of a according to
product assessed. (Put a Describe how standards?
photo of the the product/
product/documented performance
performance in My was assessed.
Teaching Artifacts. Which was
INCLUDE THE used analytic
RUBRIC IN MY rubric or
TEACHING holistic
ARTIFACTS. rubric?
INCLUDE
THE RUBRIC
IN MY
TEACHING
ARTIFACTS.
1. Product – The product that was Holistic Yes
assessed is a Philosophy
class in the lesson of
What is Philosophy was
making a poster. It was
assessed through a
checklist.

2. Performance The performance that Holistic Yes

was assessed in
Philosophy is poster with
a creative visualization
that will show your life in
its totality and how your
various experiences
contributed to give
meaning to your life.

ANALYZE
1. Between analytic and holistic rubric which one was more used? Why do you think that type
of rubric was used more?
I think the most used rubric is holistic rubrics provide a single score based on an
overall impression of a student's performance on a task. In this rubric there is no correct
answer or response to ask a task.

2. Based on your answer in #1, what can you say about the scoring rubrics made and used by the
Resource Teachers?
It will help to determine if their works is good in the eye of the teacher. Most of the
assessment of the teacher is she create an activity that her students rate the by no correct
answer because the student always learns by sharing most about their life.

3. Will it make a difference in assessment of student work if teacher would rate the product or
performance without scoring rubrics? Explain.

9
 Rubrics can be used to provide feedback regarding various assignments such as case
studies, group projects, papers, reflections, participation expectations, presentations, and
performances. Students can use rubrics as a guide to completing an assignment. They help
students with the learning process and can increase the quality of student work. Non-scoring
rubrics can encourage students to self-assess performance.

4. If you were to improve on one scoring rubric used, which one and how?
Rubrics can enhance student learning by having consistency in the way teachers
score individual assignments as well as keeping consistency between the ways different
teachers score the same assignments. Rubrics can also improve student learning by allowing
students to peer-assess and self-assess assignments.

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

considered an authentic form of assessment? Explain your answer.
Authentic assessment is where students thoughtfully apply their acquired skills to a
new situation or environment. Assessments are authentic if they are realistic, require
judgement and innovation and assess students' ability to effectively use their knowledge or
skills to complete a task.

6. 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?
Yes, the rubrics can help students become self-directed through the clear and detailed
expectations communicated through the rubrics especially when shared with the students
early into the project and rubrics also foster independent learning as they give learners
options on how to approach their path to success since the descriptors and criteria highlight
product or performance standards. Yes, rubrics used for self- and peer-assessment help
learners develop their ability to judge quality in their own and others' work. When there was
no scoring rubric, she gives scores directly to students without basis in giving the score.

Does the Scoring Rubrics in this FS Book 1 help you come up with better output?
Yes, because our output and activities we do must have fairly giving a grade every
activity.

REFLECT

Are authentic assessment tool and tasks new? Reflect on your experiences of tests for all the
years as a student.
The concept of authentic assessment is not new, in fact it has been adopted since the
early 20s, mostly within the face-to-face classroom. As online education becomes the new
normal, it is even more important to implement this assessment practice to create an engaging
and fruitful learning experience.

10
SHOW Your Learning Artifacts

 Accomplished Observation Sheet

 Observations
 Reflection
 A photo of a product assessed and a documented performance test
 Samples of scoring rubrics used by Resource Teachers – one rubrics to assess a
particular product and another rubric to assess a particular performance together with
your comment/s and improved version/s, if necessary.

11
LINK Theory to Practice

1. To pinpoint which part of the lesson needs more explanation, which scoring rubric can help?
I. Analytic
II. Holistic
A. I only C. II only
B. I and II D. No need for rubric

2. I want to know how skilled the students have become in research report. Which assessment
task will be valid?
A. Make students defend research report before a panel.
B. Make students write the research report.
C. Group the students for research report writing.
D. Make students conduct action research.

3. I want to get a global view of a student’s performance. Which rubric is most fit?
A. Analytic C. Holistic
B. Itemized D. Analytic and holistic

4. Which can prove that students are now capable of sewing after a 200-hour course?
A. Presentation of a product they have sewn
B. Operation of the sewing machine
C. Drawing a pattern for a set of pajamas
D. Labeling the parts of a sewing machine

5. Which is the most reliable way of determining whether or not the student can now dance
tango?
A. Performance test
B. Oral test
C. Written test on steps of tango
D. Written test illustrating the steps

12
Activity 13.4 Scrutinizing the Types and Parts of a Portfolio

Resource Teacher: Marilou Navarro Teacher’s Signature: School: UCV-SHS

Grade/Year Level: 12 Subject Area: PHILOSOPHY Date: October 2021

TARGET Your Intended Learning Outcomes

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

DISCOVER the Learning Essentials

 A portfolio is 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 direct evidence of learning. But it is not a mere collection of
student’s works. 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 portfolios 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 sample 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

Elements of a Portfolio Present? Missing?

1. Clear objectives- the objectives of the lesson/unit/course are clear 
which serve as a bases for selection
2.Explicit guidelines for selection – What, when, where, how are 
products/documented performances selected?
3.Comprehensive 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 
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 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 the selection of pieces of evidence to show
that what the student was supposed to learn was learned?
With a clear sense of what needs to be accomplish, instructors will be able to
structure their lessons around the students’ needs. OBE does not specify a specific method of
instruction, leaving instructors free to teach their students using any methods. Instructors will
also be able to recognize diversity among students by using various teaching and assessment
techniques during their class. OBE is meant to be a student-center learning model. Teachers
are meant to guide and help the students understand the material in any way necessary study
guides and group work are some of the methods instructors can use to facilitate students
learning. Teachers must help their students to understand. What they have to learn, why they
should learn it and how will they know that they have learned it. And we teachers must
provide students enough opportunities to use the new knowledge and skills that they gain.
When students do this, they can explore with new learning, correct errors and just their
thinking.

2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio
does this fall?
As I observed, the used portfolio is the Documentation Portfolio. I did not see all the
elements of a portfolio especially the dates on all entries and drafts of oral and written
products and revised versions of entries.

Elements of a _______________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 use of each of the 3 types of portfolios?
It is necessary for the teacher to use varied types of portfolios in order to meet the
learning needs of the students. In order to expand the students’ creativity, develop their sense
of independence to the fullest, and learn the new competencies set for holistic learning.
REFLECT
Have portfolios 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?
In my opinion, no! not all, because when the portfolio is included in the learning assessment
process then it would be convenient but it needs an efforts and extra time effort in assessing. When
the portfolio is removed or not included is not inconvenient. We know that portfolio is an integral part
of students’ learning and it is a collection of works and products of students. The portfolio is very
essential.
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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 students’ reflection on his/her portfolio

15
EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 13 – Assessment OF Learning (Summative Assessment)
Name of FS Student: MIKEE GALLA Date Submitted:
Year &Section: SS4 Course: BSED

Learning Excellent Very Satisfactory Needs

Episode 4 Satisfactory 2 Improvement
3 1
Accomplished All observation One (1) to two Three (3) Four (4)
Observation questions/tasks (2) observation observation observation
Sheet completely questions/ tasks questions/tasks questions/tasks not
answered/accom not answered/ not answered/ answered/
plished accomplished. accomplished. accomplished
Analysis All questions All questions Questions were Four (4) or more
were answered were answered not answered observation
completely, completely, completely; questions were not
answers are with answers are answers are not answered; answers
depth and are clearly connected clearly connected not connected to
thoroughly to theories; to theories; one theories; more
grounded on grammar and (1) to three (3) than four (4)
theories; spelling are free grammatical/ grammatical/spelli
grammar and from errors. spelling errors. ng errors.
spelling are free
from error.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supposed shallow; shallow; rarely
by what were by what were somewhat supported by what
observed and observed and supported by were observed and
analyzed analyzed what were analyzed
observed and
analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in reflected on in reflected on in the
the context of the context of the the context of the context of the
the learning learning learning learning
outcomes; outcomes. outcomes. outcomes. not
Complete, well- Complete; well Complete; not complete; not
organized, organized, very organized, organized, not
highly relevant relevant to the relevant to the relevant
to the learning learning outcome learning outcome
outcome
Submission Submitted Submitted on the Submitted a day Submitted two (2)
before the deadline after the deadline days or more after
deadline the deadline

16
 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 2.00 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 87 84 84 81 78 75 72 71-below

____________________________________ _____________
Signature of FS Teacher above Printed Name Date

LINK Theory to Practice

1. A portfolio is synonymous to a folder of files. Is this CORRECT?

A. No C. Yes
B. Somewhat D. Sometimes

2. Which is an essential part of a portfolio?

A. Student’s reflection on his portfolio
B. Display portfolio for everyone to see student development
C. Artistic design to show student’s artistic talent
D. Student’s self-rating

3. I need to prove that I have fully developed the skill at writing a research report. Which type of
portfolio is MOST APPROPRIATE?
A. Showcase portfolio C. Development portfolio
B. Assessment portfolio D. Process portfolio

4. Which portfolio can prove that an improvement has taken place in the way students pronounce
words?
A. Showcase portfolio C. Assessment portfolio
B. Development portfolio D. Process portfolio

5. I want to know if my students can now focus the microscope properly. With which portfolio am
I concern?
A. Showcase portfolio C. Assessment portfolio
B. Development portfolio D. Process portfolio

17
Activity 13.5 Determining the Level of Teacher’s Questions

Resource Teacher: Marilou Navarro Teacher’s Signature: School: UCV-SHS

Grade/Year Level: 12 Subject Area: PHILOSOPHY Date: October 2021

TARGET Your Intended Learning Outcome

 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 Example

Remembering – Produce the right information from memory
Recognizing
Recalling A. Name three 19th-century women English authors.
B. Write the multiplication facts.
C. Reproduce the chemical formula for carbon tetrachloride.
Understanding – Make meaning from educational material or experiences
Interpreting  Translate a story problem into an algebraic equation
 Draw a diagram of the digestive system.
 Paraphrase Jawaharlal Nehru’s tryst with destiny speech.
Exemplifying  Draw a parallelogram.
 Find an example of stream-of-consciousness style of writing.
 Name a mammal that lives in our area.
Classifying  Label numbers odd or even.
 Lists the events of the Sepoy Munity in 1857.
 Group native animals into their proper species.
Inferring
Comparing  Explain how the heart is like a pump
 Compare Mahatma Gandhi to a present-day leader.
 Use a Venn diagram to demonstrate how two books by Charles
Dickens are similar and different.
Explaining  Draw a diagram explaining how air pressure affects the weather.
 Provide details that justify why the French Revolution happened
when and how it did.
 Describe how interest rates affect the economy.
Applying – Use a Procedure
Executing  Add a column of two-digit numbers
 Orally read a passage in a foreign language
 Have a student open house discussion.
18
 Implementing  Design an experiment to see how plants grow in different kinds of
soil.
 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
Differentiating  List the important information in a mathematical word problem
and cross out the unimportant information.
 Draw a diagram showing the major and minor characters in novel.
Organizing  Place the books in the classroom library into categories.
 Make a chart of often-used figurative devices and explain their
effect.
 Make a diagram showing the ways plants and animals in your
neighborhood interact with each other.
Attributing  Read letters to the editor to determine the author’s point of view
about a local issue.
 Determine a character’s motivation in a novel or short story.
 Look at brochures of political candidates and hypothesize about
their perspective on issues.
Evaluating – Make judgements based on criteria and syllabus guidelines
Checking  Participate in a writing group, giving peers feedback on
organization and logic of arguments.
 Listen to a political speech and make a list of any contradictions
within the speech.
 Review a project plan to see if all the necessary steps are included.
Critiquing  Judge how well a project meets the criteria of a rubric.
 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 or recognize components of new
structure.
Generating  Given a list of criteria, list some options for improving race
relations in the school.
 General several scientific hypotheses to explain why plants need
sunshine.
 Propose a set of alternatives for reducing dependence on fossil
fuels that address both economic and environment concerns.
 Come up with alternative hypotheses based on criteria.
Planning  Make a storyboard for a multimedia presentation on insects.
 Outline a research paper on Mark Twain’s views on religion.
 Design a scientific study to test the effect of different kinds of
music on hen’s egg production.
Producing  Write a journal from the point of view of mountaineer.
 Build a habitat for pigeons
 Put on a play based on 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)

19
 Level of Difficulty Process Useful Verbs, Phrases, Definitions
6 Examining The student can analyze how important specific knowledge is
Self-System Thinking Importance to them.
Examining The student can examine how much they believe they can
Efficiency improve their understanding of specific knowledge.
Examining The student can identify emotional responses associated with a
Emotional piece of knowledge and determine why those associations
Response exists.
Examining The student can examine their own motivation to improve their
Motivation understanding or competence in specific knowledge.
5 Specifying The student can set specific goals relative to knowledge and
Metacognition Goals develop a plan for accomplishing the goal.
Process The student can self-monitor the process of achieving a goal.
Monitoring
Monitoring The student can determine how well they understand
Clarity knowledge.
Monitoring The student can determine how well they understand
Accuracy knowledge.
4 Investigating Investigate; research; find out about; take a position on; what
Knowledge are the differing features of; how & why did this happen; what
Utilization would have happened if
The student generates a hypothesis and opinions of others to
test the hypothesis.
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
can be predicted
The student generates and tests a hypothesis by conducting an
experiment and collecting data.
Problem- Solve; how would you overcome; adapt; develop a strategy to;
Solving figure out a way to; how will you reach your goal under these
conditions
The student can accomplish a goal for which obstacles exit.
Cognitive System 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.
3 Specifying Make and defend; predict; judge; deduce; what would have to
Analysis happen; develop an argument 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, generalization or rule; trace the development
of; form conclusions
The student can infer new generalizations from known
knowledge.
Analyzing Identify errors or problems; identify issues or
Errors misunderstanding; 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.

20
 Matching Categorize; compare and contrast; differentiate; discriminate;
distinguish; sort; create an analogy or metaphor
2 Symbolizing Symbolize; depict; represent; illustrate; draw; show; use
Comprehensive models; diagram; chart
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 between; explain ways in
which; paraphrase; summarize
The student can identify the critical or essential elements of
knowledge.
1 Executing Use; demonstrate; show; make; complete; draft
Retrieval 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 form (a list); identify (from a
list); determine if the following statement are true
The student can determine whether provided information is
accurate, inaccurate or unknown.
[- The New Taxonomy (Marzano and Kendall, 2007)

Resource Teacher: Marilou Navarro Teacher’s Signature: School: UCV-SHS

Grade/Year Level: 12 Subject Area: PHILOSOPHY Date: October 2021

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 Cognitive Processes Tally of Total

Processes Rank (and Kendall and Rank Assessment Tasks/
(Bloom as Marzano) Questions
revised by
Anderson and
Complexity
Krathwohl
Self-system Thinking 6 / 1
Metacognition 5 / 1
Creating 6-Highest
Evaluating 5
Analyzing/ An 4 Analysis 3 // 2
Applying 3 Knowledge 4 /// 3
Utilization
Understanding / 2 Comprehension 2 // 2

Remembering / 1-Lowest Retrieval 1 ////-Example 4

Table 2. Examples of Assessment Questions / Assessment Tasks

Tally and Total Tally and Example of Assessment Rank

Score of Rank Total Score of Rank Tasks/ Questions Given by Based
Cognitive Cognitive Resource Teacher on
Processes Processes (and Use
(Bloom as Kendall and
revised by Marzano)
Anderson and
21
 Krathwohl
Self-system 6- e.g., Teacher asked
Thinking Highest students: Why is the lesson
important to you?
Metacognition 5 Teacher asked students:
How do you think this is
true?
Example: 6-Highest
Creating = 1
Evaluating = l 5
Analyzing/ An = 4 Analysis 3 Teacher asked students:
ll How might you show the
differences and similarities?
Applying = lll 3 Knowledge 4 Teacher asked students:
Utilization Which among the following
would be the best?
Understanding= 2 Comprehension 2 Teacher asked students:
ll Describe the key parts of?
Remembering = 1-Lowest Retrieval =lll 1- Teacher asked students:
llll 1 Lowest When this event happened?
1 What is the date?
Rank
ANALYZE
1. Which cognitive skill had the highest number of assessment questions? Lowest number?
The highest number of assessment questions is creating under self-thinking skills and
the lowest is remembering which is under retrieval.

2. What do these (lowest and highest number of assessment questions) reveal about Resource
Teacher’s level of questions?
The question asked by our resource teacher with lowest number is when this
happened and what is the date. And then the question asked under highest number is why is
the lesson important to you.

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.
The example metacognition which the second highest cognitive skills is what
evidence can present for/against ____? And the example of assessment question in self-
system thinking is why? what else?
REFLECT
If you were to rate yourself on HOTS - where will you be from a scale of l to 5 (5 as highest)
where will you be?
As a future teacher, reflect on how will you contribute to the development of learners' НOTS?
If I rate myself on HOTS, I will be from the 4 scale because I’m not intelligence person I
know thinking skills ability. As a future teacher, I want my students trained to think demonstrate a
positive impact on the development of their education.

22
EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 13 – Assessment OF Learning (Summative Assessment)
Name of FS Student: MIKEE GALLA Date Submitted:
Year &Section: SS4 Course: BSED

Learning Excellent Very Satisfactory Needs

Episode 4 Satisfactory 2 Improvement
3 1
Accomplished All observation One (1) to two Three (3) Four (4)
Observation questions/tasks (2) observation observation observation
Sheet completely questions/ tasks questions/tasks questions/tasks not
answered/accom not answered/ not answered/ answered/
plished accomplished. accomplished. accomplished
Analysis All questions All questions Questions were Four (4) or more
were answered were answered not answered observation
completely, completely, completely; questions were not
answers are with answers are answers are not answered; answers
depth and are clearly connected clearly connected not connected to
thoroughly to theories; to theories; one theories; more
grounded on grammar and (1) to three (3) than four (4)
theories; spelling are free grammatical/ grammatical/spelli
grammar and from errors. spelling errors. ng errors.
spelling are free
from error.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supposed shallow; shallow; rarely
by what were by what were somewhat supported by what
observed and observed and supported by were observed and
analyzed analyzed what were analyzed
observed and
analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in reflected on in reflected on in the
the context of the context of the the context of the context of the
the learning learning learning learning
outcomes; outcomes. outcomes. outcomes. not
Complete, well- Complete; well Complete; not complete; not
organized, organized, very organized, organized, not

23
 highly relevant relevant to the relevant to the relevant
to the learning learning outcome learning outcome
outcome
Submission Submitted Submitted on the Submitted a day Submitted two (2)
before the deadline after the deadline days or more after
deadline the deadline

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 2.00 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 87 84 84 81 78 75 72 71-below

____________________________________ _____________
Signature of FS Teacher above Printed Name Date
LINK Theory to Practice
1. "Is my thinking CORRECT?" asks a student to himself.
In which level of cognitive process is he?
A. Self-system C. Metacognition
B. Analysis D. Application
2. Formulate a 5 -item imperfect matching type of test, is a test item in the level of which
cognitive process?
A. Creating C. Self-system thinking
B. Analyzing D. Evaluating
3. Which one demonstrates self-system thinking?
A. Ask the question "What has this lesson to do with me?
B. Critic your thinking process. ·
C. Come up with a solution to the given problem.
D. Relate your present lesson to past lessons.
4. Paraphrase the first stanza of Rizal's "My Last Farewell" calls for
A. analyzing
B. understanding
C. evaluating
D. applying
5. How would you rate students' ability to reason out logically is a question to test students'
ability to?
A. engage in metacognition
B. analyze
C. do self-system thinking
D. evaluate

24
Activity 13.6 Analyzing a Table of Specifications
Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:

TARGET Your Intended Learning Outcome

 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. Cognitive Level

Learning Outcome of Total
Class
Hour Rem Un Ap An Ev Cr
s

1.

2.

3.

4.

5.

25
 6.

Total

ANALYZE
1. What parts must a TOS contain to ensure test content validity? To ensure test content
validity, the part of it must have a complete levels and skills so that you can assure that you
attain the specific objectives that you’ve made for the class.

2. Why is there a need for number of items per cognitive level? To distribute the number of test
item to each learning outcomes reliably. So the other learning outcomes or specific topic
should not be ignored, and to distribute the number of items fairly depending on the number
of hours the topic has been taught.

3. With OBE in mind, is it correct to put learning outcome not topic in the first column? Why or
why not? Yes, in OBE learning outcomes should be put in first column and not the topic, it
gives specific targeted goals, from the word outcome -based it we can say that learning
outcomes should be put there.

4. Can a teacher have a test with content validity even without making a TOS? No, the test can
be valid if it is based on the prepared Table of specification. TOS is the blueprint of the test.
For me, TOS is very important and a teacher can’t have a test with content validity without
making those one. TOS serves as a test blueprint that will guide the teacher in making
examination or any assessment. A test may valid but TOS will surely a great help for teacher.

5. Complete the given TOS.

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

Student A: Saan naman pinulot ni Teacher ang kaniyang tanong? Ni-isang tanong sa
tinuro, wala! (Where did Teacher get her test? Not one of what she taught came out!)
Student B: Oo nga.! Nakakaiinis! (You are right! How annoying!’’)

26
 Did you have a similar experience? Reflect on it. Will the required use of Table of
Specification as guide in test construction solve the problem of misaligned tests? From the
conversation it ca be seen that the test is not parallel to what they have learned or discussed in class. I
have the same experience like that during my high school years, wherein in one particular subject we
take the examination that contains test items we were not yet studied. It is really disappointing that
your effort and hard work studying and analyzing your lessons will be wasted at the end. . I know that
teachers are just human. They are not perfect. They commit mistakes. Actually, when I study
something, I really read and really focused to study based on what my teacher had taught to us. But
then, when the exam had started, my very first reaction was really shocked. I was shock because the
questions were very far from what I have studied and sometimes, the questions were not tackled yet.
For me, this kind of assessment is not effective and the content really don’t measure the ability of the
students based on what they had thought. We still have to follow and make questions based on what
we have thought to our students because we only making our own students to be confused on the
question. In this kind of situation, a teacher should always prepare their TOS because it will guide
them a more valid questions and more valid content. We should not be like that. We must firm in our
words and actions. From that situation, it can be fixed with the use of Table of specification, because
it will be the teacher’s guide in how he/she will construct the test questions.

SHOW Your Learning Artifacts

 Accomplished Observation Sheet

 Analysis
 Reflection
 Completed Sample TOS

27
LINK Theory to Practice

1. In Teacher R’s Table of Specification (TOS), 60 percent of the grading 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 ________________.
A. Content validity of a test C. Reasonable length of a test
B. Predictive validity of a test D. predictive validity of a test

28
 3. A TOS ensures alignment of test with learning outcomes. Is the statement TRUE?
A. Very true C. False
B. Sometimes true 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 the CORRECT?
A. No C. Not always
B. Yes D. Depends on the level of the questions asked

5. The following are found in a 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
6.
“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?

What does the conversation imply about the kind of test they took?
A. Lacks content validity
B. Has content validity
C. Lacks reliability
D. Lacks construct validity

ACITVITY 13.7 Computing Student’s based on DepEd Grading System

Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:

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.
29
  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 ask before?
2. Which do you prefer – the old or the new grading system which you were not asked
before?

C. Interview of 5 Students

1. What do you like in the new grading system? In the new grading system, What I like is it’s
easier to compute the grades and it only has 3 competencies the written, performance and
quarterly assessment. Also, the distribution of percentage is fair.

2. Do you have problems with the new grading system? If there is, what? No, I don’t have
problems with the new grading system.

3. Does the new grading system give you a better picture of your performance? Why or why
not?
Yes, because you can see if what competencies you excel and you need to improve.

4. Which do you prefer- the old or the new grading system? Why? Both the old and new grading
system has its strength and weakness, but I prefer this new grading system as it consolidate
all the students works in one specific competency and give an equitable distribution of
percentage, and gives the students a clear picture of theirperformance.

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? component, namely written work, performance task, and
quarterly assessment
2. How do you compute grades per quarter for Grade 1 to 10 and Grades 11 to 12? Give an
example.
3. How do you compute grades at the end of the school year?
At the end of the school year the general average or the final grades are computed by
dividing the sum of all final grades by the total number of learning areas. Each learning
area has equal weight,
30
 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 the
expectations
Below 75 Failed

5. what are the bases for learners' promotion and retention at the end of the school year?
Meeting the expectation is the bases for learner’s promotion and retention. 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? A non-numerical rating scale will be
used to report on learners’ observed behavior on demonstrating the Core Values which is
Maka-Diyos, Makatao, Makakalikasan, Makabansa.
E. Grade Computation
Show sample computations of a grade:

 in a subject of your choice from Grades 1 to 6 (if you are a

 in your specialization if you are a high school teacher)
 Show the percentage contributions of written work, performance assessment. Then
give the descriptor. Refer to DepEd Order #8, s. 2015.

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 student like the new grading system? Why or why not? Based from the
teacher that I interview whether they like the new grading system or not, They like it
because it is only composed of three components, unlike before. And the distribution of
percentage per competencies,

2. What are the good points of the new grading system according to teachers? according to
students? Good point of new grading system is it is easier to compute, and gives a better
31
 picture for students and teacher if in what competencies needed improvement.

3. What are teachers challenged to do by this new grading system? In the new grading
system, it is challenging for teachers when computing grades because it has to be
transmuted,

4. Do you favor the distribution of percentages of written work, performance tasks and
quarterly assessment? Yes.
5. Did you like to experience of computing grades? Why or why not? Yes, because
computing grades was an exciting experience as you will become knowledgeable on
how your grades resulted to that when you were high school, how teachers give you the
grades.

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?

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? In this
education era, grades matter, but the most important thing is the outcome of the learning process.
What matter the most is the learning gained and the skills developed and enhanced through the
process. Having lower grades doesn’t define what will you become in the future, if you will use what
you have learned and apply the skills then you can have a bright future ahead. Learners must have a
self-reflection, they must assess themselves and must apply it in real life situation where they will be
benefitted in the future. OBE really focused on outcomes.

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 13 – Assessment OF Learning (Summative Assessment)
Name of FS Student: Date Submitted:
Year &Section: Course:

Learning Excellent Very Satisfactory Needs

Episode 4 Satisfactory 2 Improvement
3 1

32
 Accomplished All observation One (1) to two Three (3) Four (4)
Observation questions/tasks (2) observation observation observation
Sheet completely questions/ tasks questions/tasks questions/tasks not
answered/accom not answered/ not answered/ answered/
plished accomplished. accomplished. accomplished
Analysis All questions All questions Questions were Four (4) or more
were answered were answered not answered observation
completely, completely, completely; questions were not
answers are with answers are answers are not answered; answers
depth and are clearly connected clearly connected not connected to
thoroughly to theories; to theories; one theories; more
grounded on grammar and (1) to three (3) than four (4)
theories; spelling are free grammatical/ grammatical/spelli
grammar and from errors. spelling errors. ng errors.
spelling are free
from error.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supposed shallow; shallow; rarely
by what were by what were somewhat supported by what
observed and observed and supported by were observed and
analyzed analyzed what were analyzed
observed and
analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in reflected on in reflected on in the
the context of the context of the the context of the context of the
the learning learning learning learning
outcomes; outcomes. outcomes. outcomes. not
Complete, well- Complete; well Complete; not complete; not
organized, organized, very organized, organized, not
highly relevant relevant to the relevant to the relevant
to the learning learning outcome learning outcome
outcome
Submission Submitted Submitted on the Submitted a day Submitted two (2)
before the deadline after the deadline days or more after
deadline the deadline

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 2.00 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 87 84 84 81 78 75 72 71-below

____________________________________ _____________
Signature of FS Teacher above Printed Name Date
LINK Theory to Practice

1. Which is the percentage contribution of quarterly assessment to the grade of the student from
Grades 1 to 10?
A. 15% C. 25%
B. 20% D. 30%

2. Does quarterly assessment have the same percentage weights for all the subjects, for all the
tracks in Grades 11-12?
A. Yes C. Yes, only for the academic track
B. No D. It depends on schools.

33
3. Which is the percentage contribution of written work to the grade of the Grade 1-10 Student
in Science and Math?
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 Grades 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. Did not meet expectations

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

A. Very satisfactory C. Advanced
B. Beginning D. Outstanding

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 Grades Il and 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.II and III
B. II and II D. II only

12. Which is TRUE of Kindergarten grades?

A. Grades are computed like the grades in Grade l.
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?

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 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
A. II and III D. I, II and III

14. Who is retained in the same grade level for Grades I 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 grade 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 enrollment in the school

ACTIVITY 13.8 Reporting Students’ Performance

Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:

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

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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.
The cards are distributed through a parent-teacher conference wherein the summary of progress is
shown quarterly to the parents and guardian, in which the report card is discussed
2. Describe how the Resource Teachers communicated learners' assessment results and grades to
parents. Teachers communicates with the parents and guardians about the students assessment result
and their grades during the quarterly meeting or the card distribution day, wherein teachers explain
and discussed on how the learners are graded and how they come up with such result.
3. Did parents raise questions or concerns? If yes, what were their questions/concerns? Yes, during
the meeting parents asked questions and clarifications regarding their specific concerns, like why the
student’s have that specific project or what are the payments for.
Interview with Resource Teacher
1. How do you give feedback to your students regarding their performance? The teacher
gives his feedback through one on one session or calling them and talking to them
privately regarding their performance and how they come up with that results. He gives
his feedback after the quarterly assessment.
2. How do you report students' performance to parents? Does the school have a regular way
of reporting grades to parents? The school conducts a regular parent-teacher conference
quarterly, it is normally the day where cards are distributed or shown to the
parents/guardians, and discussed some school or class matter
3. What problems on grade reporting did you encounter with parents? How did you address
it/them?, Some parents clarify why their child received such grades sometimes, especially
parents with high expectations with the learner. Teacher’s addressed this kind of situation
by showing all the proofs or evidences of the learner’s record, and explaining it clearly
Interview with Students
1. Do you see the meaning of your grades in the School Report Card? Most of the students
said that their grades in the report cards reflects on their performance in class. But
sometimes there are teachers that have a high standards in terms of giving grades.
2. Does knowing your grade motivate you to work harder? Students tend to strive harder
when they see their grades both for those who have a high grades and lower grades. They become
motivated to study more, but there are students who wanted to stay where they are, they are not
bothered by what grades they have they just want to study and finish.

Interview with Parents

1. Does your child's Report Card give you a clear picture of how your child is performing?
Most parents said that yes, the learners report cards give them an idea on how their child
performs in class, however some of them does not see it that way, they say that grades do
not define how good or better their child is, there is an instance that their children excel in
other way that you cannot see or reflects in cards

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 2. If you were asked what else should be found in the Report Card, which one? Why? The
extra-curricular, this is to see how their child performs in other way, either in academic or
non-academic matters.

3. Do you find the Card Distribution Day important? Why or why not? Yes, because this is
the day where parents will be able to see the result of their child’s efforts in everyday
they go to school. They can know if how they can help their children in school.

4. Any suggestion on how to make Card Distribution more meaningful? During Card
Distribution Day, Teachers should not make the parents sign the report card it can be
meaningful when the results are discussed with parents together with the learners and
give feedbacks positively or negatively in a good manner or approach.
ANALYZE
1. What were the most common issues raised on students' performance? The common issue
raised regarding the student’s performance is the mastery knowledge and skills. Learners
sometimes tend to study when the assessment is coming but when it is not they do not
have mastery
2. Based on your observations and findings, what practices must be and to make grades and
reporting meaningful?
a) Maintained and
Practice that must be maintained is how the teacher’s communicates with parents
regarding the learner’s progress and how they give feedback.
b) Improved to make grades and reporting meaningful?
Things to improve to make grades and reporting meaningful are how the teachers
involved the students and teachers in the process of giving grades and reporting it
to them.
REFLECT
1. Grades are often a source of misunderstanding. How should I do reporting so that it will
result to effective learning?
As teacher you should report and discussed the results clearly and objectively, in order to
clear everything that’s going through their mind. You should give reasonable feedback in
a way that they will not be offended. You should motivate the learners to strive harder
and the parents to support their child as well. Showing and discussing the reports and
giving feedbacks helps the learners to assess themselves and through that learning
happens. Assessing themselves is also a way of how will they will learn and do things to
make improvements

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 13 – Assessment OF Learning (Summative Assessment)
Name of FS Student: MIKEE GALLA Date Submitted:

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Year &Section: SS4 Course: BSED

Learning Excellent Very Satisfactory Needs

Episode 4 Satisfactory 2 Improvement
3 1
Accomplished All observation One (1) to two Three (3) Four (4)
Observation questions/tasks (2) observation observation observation
Sheet completely questions/ tasks questions/tasks questions/tasks not
answered/accom not answered/ not answered/ answered/
plished accomplished. accomplished. accomplished
Analysis All questions All questions Questions were Four (4) or more
were answered were answered not answered observation
completely, completely, completely; questions were not
answers are with answers are answers are not answered; answers
depth and are clearly connected clearly connected not connected to
thoroughly to theories; to theories; one theories; more
grounded on grammar and (1) to three (3) than four (4)
theories; spelling are free grammatical/ grammatical/spelli
grammar and from errors. spelling errors. ng errors.
spelling are free
from error.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supposed shallow; shallow; rarely
by what were by what were somewhat supported by what
observed and observed and supported by were observed and
analyzed analyzed what were analyzed
observed and
analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in reflected on in reflected on in the
the context of the context of the the context of the context of the
the learning learning learning learning
outcomes; outcomes. outcomes. outcomes. not
Complete, well- Complete; well Complete; not complete; not
organized, organized, very organized, organized, not
highly relevant relevant to the relevant to the relevant
to the learning learning outcome learning outcome
outcome
Submission Submitted Submitted on the Submitted a day Submitted two (2)
before the deadline after the deadline days or more after
deadline the deadline

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 2.00 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 87 84 84 81 78 75 72 71-below

____________________________________ _____________
Signature of FS Teacher above Printed Name Date
LINK Theory to Practice
1. Why must grades be reported to parents?
I. Promote ongoing formative feedback to students
II. Ensure alignment of curriculum, instruction, and assessment
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 III. Promote, 10 parents and students, credible and useful feedback
A. I only C. II only
B. I and III D. I, II and III
2. What must be done to make grade reporting meaningful?
I. The grading system must be clear to all concerned.
Il. The standards and competencies are known and understood by all.
Ill. The grading system must be numerical.
A. 1 and 11 C. 1, 11 and 111
B. 11 only D. 111 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 grades compare students' performance against the established
standards.
III. Explain that grades compare students' performance against other students'
performance.
A. 1 and 11 C. 1, 11 and 111
B. Il only D. 111 only
5. What does criterion -referenced grading mean?
A. Grading on the curve
B. Grading against standards
C. Comparing grades with average grade
D. Interpreting grades based on Mean

6. What must be done to make grades meaningful?

A. Interpret grades against standards.
B. Compute grades accurately.
C. Compare individual grades against mean.
D. Compare grades of boys and girls.

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