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FS 1-Episode 13 - ENJOY!

Bsed Math (Isabela State University)

Studocu is not sponsored or endorsed by any college or university

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Learning
Episode
13 Assessment OF Learning

OBJECT, ANALYZE, REFLECT

Activity 13.1
Aligning Assessment Task with the Learning Outcome

Resource Teacher:____________________Teacher’s Signature:__________School:________________

Grade/Year Level:_________________ Subject Area:________________Date:____________________

OBSERVE

 Observe at least 3 classes - 1 Physical or Biological Science or Math, English, Filipino; 1 Social
Science or Literature/Panitikan, EsP and 1/Computer/EPP/TLE.

Subjects Learning Assessment Task Is the assessment If not aligned,

Outcome/s (How did Teacher tool/task aligned Improve on it.
assess the learning to the learning
outcome/s? outcome/s?
Specify.
PE/EPP/TLE To dance tango Written quiz- No Performance test
Enumerate the steps - Let students
of tango in order. dance tango.
Filipino Students perform Students make Yes. It is aligned
a news casting Concept-clusterabout
their topic.

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ANALYZE

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

 Yes, all the assessment tasks aligned to the learning outcome
2. What are possible consequences if teacher’s assessment tasks are not aligned to learning outcome/s?
Does this affect assessment results? How?
 The possible consequences if teacher’s assessment tasks are not aligned to learning outcome/s is it may
not be possible to be achieved the class. The effect of assessment results cannot be measure what the
students learned from the lesson because it was not aligned in the intended learning outcome.

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

 The assessment tasks should be aligned to the learning outcomes to attain the objectives of the lesson.
And also to have an organized lesson and it will achieve only if the intended learning outcome are
aligned in assessment learning process.

REFLECT

 Reflect on past assessments you have been through. Were they all aligned with what your teacher
taught(with learning outcomes)?
 As I reflect on the pats assessment that I had been through, I remember that all assessment that given to
us is aligned in the learning outcomes of our teacher.

 How did this affect your performance? As a future teacher, what lesson do you learn from this past
experience and from this observation?
 It did not affect my performance because as I remember all the assessment that I received was aligned on
the intended learning outcomes of our teacher.
 I learned that it is important to know and applied the steps in making lesson plan. If we already know the
steps on how to make our lesson plan then it will no longer be difficult for us to make a good intended
learning outcomes that aligned to our assessment learning.

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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 test 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 test 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: Outline the steps of the inductive method of teaching.
Is the test item aligned to the learning outcome?
A. No C. Yes
B. Somewhat D. Yes, if teacher is not included

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 variability?
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 test aligned to the learning outcome?

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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 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 students to do?
A. Set up and experience 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 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.

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

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

Activity 13.2
Observing the Use of Traditional Assessment Tools

Resource Teacher:______________________Teacher’s Signature:__________School:________________

Grade/Year Level:__________________Subject Area:________________Date:______________________

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.

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 Outcome Sample Test Item of Comments(Is the
Assessment Check Assessed Resource Teacher assessment tool
Tool/Paper and (√) constructed in
Pencil Test Here accordance with
established guidelines?)
Explain your answer.
Selected Response Type
1. Alternate NOT OBSERVED NOT OBSERVED NOT OBSERVED
response
2. Matching Type NOT OBSERVED NOT OBSERVED NOT OBSERVED
3. Multiple Choice NOT OBSERVED NOT OBSERVED NOT OBSERVED
4. Others
Constructed-Response Type
1. Completion NOT OBSERVED NOT OBSERVED NOT OBSERVED
2. Short answer type /  Analyzing  Ano ang epekto ng  Yes, it is
internet sa buhay ng constructed
isang tao? according to the

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guidelines because
the given question is
allow students to
give their opinion
about the topic and
connect to their real-
life experience.
3. Problem solving NOT OBSERVED NOT OBSERVED NOT OBSERVED
4. Essay-restricted NOT OBSERVED NOT OBSERVED NOT OBSERVED
5. Essay-non- NOT OBSERVED NOT OBSERVED NOT OBSERVED
restricted
6. Others NOT OBSERVED NOT OBSERVED NOT OBSERVED

ANALYZE

1. What assessment tools/tasks were most commonly used by teacher? Which ones were rarely used?
Why were they rarely used?
 In my own opinion commonly assessment tool used by the teacher is essay because it easy for the teacher
to measure if his/her students learned from the lesson they discussed. While the rarely used was the
matching type because it is commonly used during exams.
2. Based on your answers found in the Tables above in which type of assessment tools and tasks were
the Resource Teachers most skilled in test construction? Least skilled?
 NOT OBSERVED
3. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be
considered an authentic form of assessment? Explain your answer.
 Yes, essay or other written requirements can be considered an authentic form of assessment because we
can easily monitored if the students learned from the lesson that discussed earlier.

REFLECT

How good are you at constructing traditional assessment tools? Which do you find most difficult to
construct? Any lesson/s learned?
 I cannot say if how I am good in constructing traditional assessment tools bu in my own experience the
most difficult was the constructing a multiple choice. It is difficult because you need to think four choices
in every items and it’s time consuming.

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LINK Theory to Practice

Here is the learning outcome of this Activity: Critique traditional tolls and tasks for learning in
the context of established guidelines on test construction.

1. Which assessment task is aligned to the learning outcome given 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 established 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 this 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. What is
TRUE of that option?
A. Implausible C. Plausible
B. Realistic D. Unattractive

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

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

Resource Teacher:______________________Teacher’s Signature:__________School:________________

Grade/Year Level:______________________Subject Area:________________Date:_________________

OBSERVE

 Observe classes in at least 3 different subjects and pat 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?

Authentic Learning Sample of How a Comment/s(is

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

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2. Performance Nakaguguhit Based on my As I observed

ng isa sa mga observation, the the scoring
tauhan sa akda performance was rubric
o isang hayop assessed by the constructed
na holistic rubrics which according to the
nagrerepresenta is the teacher used a standard
sa inyong criterion rubric. because of the
pagkatao. Isulat PAMANTAYAN criterion rubric
ang positibo at it easy for the
negatibo ng Nilalaman------------------50% students to do
Presentasyon--------------30%
hayop at Kalinisan-------------------20%
the activity
iugnay ito sa KABUUAN-------------100% because the
tunay na buhay teacher gave a
ng isang tao. rubrics for the
activity that
they will do.

ANALYZE

1. Between analytic and holistic rubrics which one was more used? Why do you think that type of
rubric was used more?
 I think the more used rubrics was the analytic because it’s measure the different aspects of the
performance in every performer/learner.
2. Based on your answers in #1, what can you say about the scoring rubrics made and used by the
Resource Teachers?
 The scoring rubrics made and used by the Resource Teachers was appropriate to the lesson that they
discussed in the class. The teacher explained to her students what is needed to be achieve in their
activities.
3. Will it make a difference in assessment of student work if teacher would rate the product or
performance without scoring rubrics? Explain.
 Yes, it will make difference in assessment of student work if there is no rubrics. Because if the teacher
give a performance task without any rubric then the students are didn’t know what they were going to do
their project. Maybe they can just make a performance task for the sake of grade not to get a high grades.
4. If you were to improve on one scoring rubric used, which one and how?
 For me, there is no need to improve of the scoring rubric because I saw that it is aligned to the given
performance by the teacher.

MAMACLAY, MARIEL A. 9

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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 answer.
 Yes, essay or other written requirements can be considered an authentic form of assessment because we
can easily monitored if the students learned from the lesson that discussed earlier.
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, rubrics make students to become an independent learners because it help them to recognize their
goal in making performance task. In the other hand, rubrics also had contribute to assessment AS learning
because students can checked themselves if they already achieved the criteria given by their teacher.
7. Does the Scoring Rubric in this FS Book 1 help you come up with better output?
 Yes, the scoring rubrics in FS 1 help me to come up with a better output because I always consider this
rubric while answering the activities in my FS 1 book.

REFLECT

Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the years as a
student.
 In my own experience the assessment tools and task are new because we are the product of K-12. We all
know that K-12 curriculum are very different from the old. As I recall when I was in my elementary and
high school all the test that they gave to us is more on memorization but now when I was senior high
school the test that given to us is required an higher order thinking because it’s more on application and
not only remembering.

SHOW Your Learning Artifacts

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

PAMANTAYAN

Nilalaman------------------50%
Presentasyon--------------30%
Kalinisan-------------------20%
KABUUAN-------------100%

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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 an 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

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Activity 13.4
Scrutinizing the Types and Parts of a Portfolio

Resource Teacher:_____________________Teacher’s Signature:__________School:________________

Grade/Year Level:__________________Subject Area:________________Date:______________________

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

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.

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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?

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

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 (require items) and optional items (chosen by students).
4. Dates on all entries to facilitate prof of growth over time.
5. Drafts of aural/oral and written products and revised revisions. 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 portfolio?

REFLECT

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Have portfolios made the learning assessment process more convenient? 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?

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

EVALUATE Performance Task

Name of FS Student: Mariel A. Mamaclay Date Submitted: 02-02-22

Year & Section: BSEd IV Course: Filipino Major
Learning Excellent Very Satisfactory Satisfactory Needs Improvement
Episode 4 3 2 1
Accomplished All observation One(1) to two(2) Three(3) Four
Observation questions/tasks observation observation (4) Or more
Sheet completely question/tasks not questions/tasks not observation
answered/ answered/ answered/ questions/tasks not
accomplished. accomplished. accomplished. answered/
accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered answered answered observation
completely; completely; completely; answers questions were not
answers are with answers are are not clearly answered; answers
depth and are clearly connected connected to not connected to
thoroughly to theories; theories; one(1) to theories; more than
grounded on grammar and three(3) four(4)
theories; grammar spelling are free grammatical grammatical/spellin
and spelling are from error. spelling errors. g errors.
free from error.

MAMACLAY, MARIEL A. 14

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Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported by depth; supported shallow; somewhat shallow; rarely
what were by what were supported by what supported by what
observed and observed and were observed and were observed and
analyzed analyzed analyzed analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in the reflected on in the reflected on in the reflected on in the
context of the context of the context of the context of the
learning outcomes; learning learning outcomes; learning outcomes;
Complete, well- outcomes; Complete, not not complete, not
organized, highly Complete, well- organized, relevant organized, not
relevant to the organized, very to the learning relevant
learning outcome relevant to the outcome
learning outcome
Submission Submitted before Submitted on the Submitted a day Submitted two(2)
the deadline deadline after the deadline days or more after
the deadline
COMMENT/S Rating: (Based
Over-all Score On transmutations

TRANSMUTATION OF SCORE TO GRADE/RATING

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

Signature of FS Teacher above Printed Name Date

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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
concerns?
A. Showcase portfolio C. Assessment portfolio
B. Development portfolio D. Process portfolio

MAMACLAY, MARIEL A. 16

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Activity 13.5
Determining the level of Teacher’s Questions

Resource Teacher:_____________________Teacher’s Signature:__________School:________________

Grade/Year Level:__________________Subject Area:________________Date:______________________

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 questions that he/she asks from remembering to creating
and metacognition and self-system thinking. You may also refer to written tests for sample of
questions in the various levels.
4. Make tally, then get the total. Use Table 1 and Table 2 separately.

Cognitive Rank Cognitive Rank Tally of Assessment Total

Processes Processes(and Tasks/Questions
(Bloom as Kendall and
revised by Marzano)
Anderson and
Krathwohl)
Self-system Thinking 5
Metacognition 4
Creating 6-Highest
Evaluating 5
Analyzing/An 4 Analysis 3 IIIII-IIIII-IIIII-I 16
Applying 3 Knowledge 0
Utilization
Understanding/ 2 Comprehension 1 IIIII-IIIII-IIIII-IIIII- 26
IIIII=I
Remembering/ 1-Lowest Retrieval 2 IIIII-IIIII-IIIII-IIIII- 23
III

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Table 1. Number of Questions per Level

Table 2. Examples of Assessment Questions/Assessment Tasks

Tally and Total Rank Tally and Total Rank Example of Rank Based
Score of Score of Cognitive Assessment on Use
Cognitive Processes (and Tasks/Questions
Processes(Bloom Kendall and Given by Resource
as revised by Marzano) Teacher
Anderson and
Krathwohl)
Self-system 6-Highest e. g. Teacher asked
Thinking students:Why is
the lesson
important to you?
Metacognition 5 NOT OBSERVED
Example: NOT OBSERVED
Creating = I 6-Highest
Evaluating = I 5
NOT OBSERVED
Analyzing/An=II 4 Analysis 3 44. Alin ang may
diptonggo?
A. Duyan
B. Bughaw
C. Watawat
D. Sayawan

Applying=III 3 Knowledge 4
Utilization
Understanding=II 2 Comprehension 2 Itinuro ni Gng. Cruz
sa kanyang mga
estudyante ang
pagbigkas ng mga
tunog o letra, ang
paggamit ng mga
sangkap sa
pananalita ng mga
ito upang lubos na
mapag-aralan ang
tama at wastong
pagbigkas. Alin sa
mga sumusunod
ang isinagawa ni

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Gng. Cruz sa pag-

aaral ng mga
estudyante?

A. Ponolohiya
B. Morpolohiya
C. Semantiks
D. Sintaksis

Remembering 1-Lowest Retrieval=III 1- Lowest Bukod sa mga

IIII I I ponemang
suprasegmental ay
nakatutulong din sa
mabisang
pagpapahayag ang
mga ____.
A. Di berbal na
palatandaan
B. Berbal na
palatandaan

C. Ponema
D. Ponemang
Segmental

Rank Rank

ANALYZE

1. Which cognitive skill had the highest number of assessment questions? Lowest number?
 The cognitive skill had the highest number of assessment questions is remembering because the type of
those questions are the way to checked the teacher if his/her students has recall their lessons that they
discussed. The lowest number is sixteen.

2. What do these(lowest and highest number of assessment questions) reveal about Resource Teacher’s
level of questions?
 Base on the lowest and highest number of assessment questions that made by the Resource Teacher, it
reveal the level of questions balance because it’s based on remembering and analyzing. Remembering,
where the students will recall only on what they discussed on their past lesson and analyzing because
students required to use their higher order thinking skills just to analyze the correct answer.

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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 highest cognitive skills-metacognitive skills and self-
system thinking.
 Based on Kendall’s and Marzano’s taxonomy, the highest cognitive skills is retrieval wherein it is all
about recalling the lesson from permanent memory.
 Bukod sa mga ponemang suprasegmental ay nakatutulong din sa mabisang pagpapahayag ang mga ____.
A. Di berbal na palatandaan
B. Berbal na palatandaan
C. Ponema
D. Ponemang Segmental

REFLECT

If you were to rate yourself on HOTS - where will you be from a scale of 1 to 5 (5 as highest)
where will you be?
 If I’m going to rate my HOTS, I will rate my self on a scale of 3 because I know myself that I need to
learn more to develop my HOTS. For now, I’m working on it to achieve the highest scale of HOTS
because as a future teacher someday it will help me if achieved it.
As future teacher, reflect on how will you contribute to the development of learners’ HOTS?
 As a future teacher I will contribute to the development of my learner’s HOTS by giving them a fair
questions in their exams or quizzes. I will always use the cognitive skills of Bloom’s Taxonomy to
distribute properly the questions. And also I’m going to allow my students to share their knowledge and
connect it to real-life situation during our discussion so that they will develop their skills in problem
solving.

EVALUATE Performance Task

Name of FS Student:Mariel A. Mamaclay Date Submitted:02-02-22

Year & Section: BSEd IV Course: Filipino Major
Learning Excellent Very Satisfactory Satisfactory Needs Improvement
Episode 4 3 2 1
Accomplished All observation One(1) to two(2) Three(3) Four
Observation questions/tasks observation observation (4 )or more
Sheet completely question/tasks not questions/tasks not observation
answered/ answered/ answered/ questions/tasks not
accomplished. accomplished. accomplished. answered/
accomplished.

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Analysis All questions were All questions were Questions were not Four (4) or more
answered answered answered observation
completely; completely; completely; answers questions were not
answers are with answers are are not clearly answered; answers
depth and are clearly connected connected to not connected to
thoroughly to theories; theories; one(1) to theories; more than
grounded on grammar and three(3) four(4)
theories; grammar spelling are free grammatical grammatical/spellin
and spelling are from error. spelling errors. g errors.
free from error.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported by depth; supported shallow; somewhat shallow; rarely
what were by what were supported by what supported by what
observed and observed and were observed and were observed and
analyzed analyzed analyzed analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in the reflected on in the reflected on in the reflected on in the
context of the context of the context of the context of the
learning outcomes; learning learning outcomes; learning outcomes;
Complete, well- outcomes; Complete, not not complete, not
organized, highly Complete, well- organized, relevant organized, not
relevant to the organized, very to the learning relevant
learning outcome relevant to the outcome
learning outcome
Submission Submitted before Submitted on the Submitted a day Submitted two(2)
the deadline deadline after the deadline days or more after
the deadline
COMMENT/S Rating: (Based
Over-all Score On transmutations

TRANSMUTATION OF SCORE TO GRADE/RATING

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

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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 on 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 up with a solution to the given problem.
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

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Activity 13.6
Analyzing a Table of Specifications

Resource Teacher:_____________________Teacher’s Signature:__________School:________________

Grade/Year Level:_____________________Subject Area:________________Date:__________________

REVIST the Learning Essentials

1. Study the sample of Table of Specifications on Assessment

Learning Outcome No. Of Cognitive Level
Class Rem Un Ap An Ev Cr Total
Hours
Yunit III. Mga Ponema ng 5.5 8 7 6 21
Filipino: Mga Segmental
Yunit IV. Ang Daloy ng 5 7 9 4 20
Pananalita: Mga
Suprasegmenta
Yunit V. Ang 6 8 10 6 24
Makabuluhang Yunit ng
Isang Wika
Total 16.5 65

ANALYZE

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

 To ensure the test content validity, a TOS must contain the equal distribution of questions in every item
of cognitive level.
2. Why is there a need for number of items per cognitive level?
 To maintain the fairness of questions in every cognitive level and also to be fair in every students.

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3. With OBE in mine, is it correct to put learning outcome not topic in the first column? Why or why
not?
 In my opinion, it is important to put first the learning outcomes because it is need to consider the output
of students.
4. Can a teacher have a test with content validity even without making TOS?
 Yes, the teacher can have a test question with content validity even without making TOS but it is not
reliable.

REFLECT

Read this conversation and reflect on teachers’ assessment practices. Write you 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! 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 I had the same experience, during my high school days I experienced during exams that there are
some questions that are not connected to the lesson which teacher discussed. So to finish the exam I just
answered it by my stock knowledge without knowing if it is correct or not. In this case, maybe the
teacher did not make a TOS for the basis of making his/her test questions.

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SHOW Your Learning Artifacts

 Accomplished Observation Sheet

 Analysis
 Reflection
 Completed Sample TOS

TALAHANAYAN NG ISPESIPIKASIYON
PANGGITNANG PAGSUSULIT

Kasanayan

Bahagd
Oras ng an ng Bilang
Lokasyon
Mga Paksa Pagtutu Oras ng Puntos ng
ro Pagtutu Aytem ng Aytem
ro Pag Pang
- -
alal una Aplikasiy Pagsus Ebalwasy Pagb
a wa on uri on uo
Yunit III. Mga
Ponema ng
Filipino: Mga 5.5 33.33 21 21 8 7 6 #1-21
Segmental
Yunit IV. Ang
Daloy ng
5 30.30 20 20 7 9 4 #22-41
Pananalita: Mga
Suprasegmental
Yunit V. Ang
Makabuluhang
Yunit ng Isang 6 36.36 24 24 8 10 6 #42-65
Wika

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100.0
16.5 65 65
0

SHOW Your Learning Artifacts

1. In Teacher R’s Table of specifications(TOS), 60 percent of the 1st 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. productive validity of a test

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 this CORRECT?
A. No C. Not always
B. Yes D. Depends on the level of the questions asked

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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

Activity 13.7
Computing Student’s Grades based on DepED Grading System

Resource Teacher: Mary Jane Esteban Teacher’s Signature:___School: Mabbayad Elementary School
Grade/Year Level: Grade 4 Subject Area: General Date: 02-01-22

OBSERVE

A. Sample Students’ Report Card

1. Secure a sample of a Students’ Report Card from your Resource Teacher.
2. Study a sample of an unused Student’s Report Card. Observe its contents.
3. Ask permission from your Resource Teacher for an interview with him/her and with a group of
students regarding the new grading system.

B. Interview of Resource Teacher

1. What are the new features of the latest grading system? What things are you required to do with
this new grading system which you were not asked before?
 According to my resource teacher, the new grading system is favor to the students because it is no
longer zero based while the teacher it’s favor too because they were able to come up with the grades
that are suitable in every students performance.

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2. Which do you prefer - the old or the new grading system? Why?
 According to my resource teacher, she preferred the new grading system because it is not hassle for
them because they use an electronic grading system
C. Interview 5 Students
1. What do you like in the new grading system?
 The most they like in the new grading system is that no longer zero based. Because of that there is no
chance that they get a failing grade as long as they will study as they can.
2. Do you have problems with the new grading system. If there is, what?
 They have no problems in the new grading system because it is favor to all of them.
3. Does the new grading system give you a better picture of your performance? Why or why not?
 According to them its a yes, the new grading system gives a better picture of their performance
because they are not worrying about the failing grades because as they mentioned it is not longer
zero based.
4. Which do you prefer - the old or the new grading system? Why?
 They preferred the new grading system because it give them a chance to get higher grades than
before.
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?
 All grades will be based on the weighted raw score of the learners' summative assessments. The
minimum grade needed to pass a specific learning area is 60, which is transmuted to 75 in the report
card. The lowest mark that can appear on the report card is 60 for Quarterly Grades and Final Grades.
2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11 to 12. Give an
example.
 In a grading period, there is one Quarterly Assessment but there should be instances for students to
produce Written Work and to demonstrate what they know and can do through Performance Tasks.
There is no required number of Written Work and Performance Tasks, but these must be spread out
over the quarter and used to assess learners’ skills after each unit has been taught.
3. How do you compute grades at the end of the school year?
 According to my resource teacher, she will going to sum up the quarterly grades of her students from
first to fourth grading to compute the final grades of every students in different subject.
4. What descriptors and grading scale are used in reporting progress of learners?
 The learners report card
5. What are the bases for learners’ promotion and retention at the end of the school year?

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 The bases for learners’ promotion is when the students gets a higher grades after computing the
overall of her grades from 1st to last quarter but if he/she got a below 74 grade then he’s/she’s not
going to promote.
6. What is the report on learners’ observed values?
 The report on learners’ observed values will depend on the behavior of every students inside or
outside of the classroom.
E. Grade Computation
Show sample computations of a grade:
 In a subject of you choice from Grades 1 to 6 (if you are a future elementary teacher)
 In your specialization (if you are a high school teacher)
 Show the percentage contributions of written work, performance tasks an quarterly
assessment. Then give the descriptor. Refer to DepEd Order #8 s. 2015.

ANALYZE

Analyze data and information gathered from the interview and from your interview 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?
 As I interviewed both students and teachers is look like they want the new grading system because
for the teacher it is easy to them in computing their grades because they used an electronic grading
system. While the students, it is favor to them because it easy to them to achieve their goals which is
getting a high grades.
2. What are the good points of the new grading system according to teachers? According to
students?
 For the teacher, he/she don’t have any reason to failed the students that have low performance and
for the students they had a small chance to get failed grades because of the new grading system.
3. What are teachers challenged to do by this new grading system?
 The teacher challenged by giving a corresponding point to his/her students even the answer is not
really connected to the question given by the teacher. Because of the new grading system is when
the student got 60 grade that will be equal to 75.
4. Do you favor the distribution of percentages of written work, performance tasks and
quarterly assessment?
 Yes I am favor on the distribution of percentages of written work, performance tasks and quarterly
assessment but it depends on the subjects.
5. Did you like the experience of computing grades? Why or why not?

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LINK Theory to Practice

Evaluate Your Work Task Field Study 1 Episode 13 - Assessment OF Learning (Summative Assessment)
Name of FS Student:Mariel A.Mamaclay Date Submitted:02-01-22
Year & Section: BSEd IV Course: Filipino Major
Learning Excellent Very Satisfactory Satisfactory Needs Improvement
Episode 4 3 2 1
Accomplished All observation One(1) to two(2) Three(3) Four
Observation questions/tasks observation observation (4) Or more
Sheet completely question/tasks not questions/tasks not observation
answered/ answered/ answered/ questions/tasks not
accomplished. accomplished. accomplished. answered/
accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered answered answered observation
completely; completely; completely; answers questions were not
answers are with answers are are not clearly answered; answers
depth and are clearly connected connected to not connected to
thoroughly to theories; theories; one(1) to theories; more than
grounded on grammar and three(3) four(4)
theories; grammar spelling are free grammatical grammatical/spellin
and spelling are from error. spelling errors. g errors.
free from error.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported by depth; supported shallow; somewhat shallow; rarely
what were by what were supported by what supported by what
observed and observed and were observed and were observed and
analyzed analyzed analyzed analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in the reflected on in the reflected on in the reflected on in the
context of the context of the context of the context of the
learning outcomes; learning learning outcomes; learning outcomes;
Complete, well- outcomes; Complete, not not complete, not

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organized, highly Complete, well- organized, relevant organized, not

relevant to the organized, very to the learning relevant
learning outcome relevant to the outcome
learning outcome
Submission Submitted before Submitted on the Submitted a day Submitted two(2)
the deadline deadline after the deadline days or more after
the deadline
COMMENT/S Rating: (Based
Over-all Score On transmutations

TRANSMUTATION OF SCORE TO GRADE/RATING

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

Signature of FS Teacher above Printed Name Date

LINK Theory to Practice

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

3. Which is the percentage contribution of written work to the grade of the Grade 1-10 students in
Science and Math?

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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 the 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 11 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 for all subjects for the 2 semesters
D. Get the average of the grades for all subjects for the 4 semesters

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

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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 is one grade for Music and Arts, PE and Health because they are related.
A. I only C. I and III
B. I and II D. II only

12. Which is TRUE of Kindergarten grades?

A. Grades are computed like the grades in Grade 1.
B. There are numerical grades with descriptions.
C. There are no numerical grades.
D. Remarks like Passed and Failed are used.

13. At the end of the school year, which is/are TRUE of grades?
I. The General Average is computed by dividing the sum of all final grades by the total number of
learning areas.
II. Each learning area has equal weight in computing for the General Average.
III. The Final Grade per learning area and the General Average are reported as whole numbers.
A. I and II C. I and III
B. II and III D. I, II, and III

14. Who is retained in the same grade level for Grades 1 to 10? Any students who did not meet
expectations _________________.
A. In three or more learning areas
B. In 2 learning areas
C. In four learning areas
D. As shown in the general average

15. What happens when a student in Grade 1 to 10 did not meet expectations in two learning areas?
A. Retained in the same 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\is not accepted
for enrollment in the school

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Activity 13.8
Reporting Students’ Performance

Resource Teacher:______________________Teacher’s Signature:__________School:________________

Grade/Year Level:______________________Subject Area:________________Date:_________________

OBSERVE

Proceedings in a Card Distribution Day

1. Observe how cards are distributed on Card Distribution Day. Describe how cards are distributed.
 Not Observed
2. Describe how the Resource Teachers communicated learners’ assessment results and grades to
parents.
 Not Observed
3. Did parents raise questions or concerns? If yes, what were their questions/concerns?
 Not Observed
4. How did the Resource Teacher handle their questions and concerns? What answers did he/she give?
 Not Observed
Interview with Resource Teacher
1. How do you give feedback to your students regarding their performance? When do you give
feedback?
 The resource teacher give feedback to the learner about their performance before she going to
compute their grade so that the students will be aware if they have missed quizzes of projects
incomplete. Teacher always remind those students because it will affect their grades if they did not
complete all their misses in their academic performance.
2. How do you report students’ performance to parents? Does the school have their regular way
of reporting grades to parents?
 According to my resource teacher, she report her students performance by having a short meeting to
their parents.
3. What problems on grade reporting did you encounter with parents? How did you address
it/them?
 Not observed

Interview with Students

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

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 Yes, if it is high then I conclude that I study hard to get high grades but if it is low maybe I have
something missed projects.
2. Does knowing your grade motivate you to work harder?
 Yes, because the the higher the grades I got it will motivate me to study hard.
Interview with Parents
1. Does your child’s Report Card give you a clear picture of how your child is performing?
 Yes , if I saw the report card of my children I already know how her performance in the school.
2. If you were asked what else should be found in the Report Card, which one? Why?
 For me, there is no need to added on the report card because its all enough to see the performance of
every students.
3. Do you find the Card Distribution Day important? Why or why not?
 Yes, card distribution is important because this is the only way to monitor the performance of my
children.
4. Any suggestion on how to make Card Distribution more meaningful?
 I don’t have any suggestion about the distribution of card because teachers did it in a proper way.

ANALYZE

1. What were the most common issues raised on students’ performance?

 The most common issues raised on students’ performance was the low grades or failing grades.
2. Based on your observations and findings, what practices must be
a) Maintained and
b) Improved to make grades and reporting meaningful?
 In my own opinion, I think to make it more meaningful the distribution of report card is that students
should also there in order to see their grades together with their parents. And if there is a problem on the
grade they may give some advice their children to make better their grades.

REFLECT

1. Grades are often a source of misunderstanding. How should I do reporting so that it will result to
effective learning?
 To prevent misunderstanding the teacher should explain the grading system to the parents and also he/she
should show the things that they considered in computing their grades.

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EVALUATE Performance Task

Evaluate Your Work Task Field Study 1 Episode 13 - Assessment OF Learning (Summative Assessment)

Name of FS Student:Mariel A. Mamaclay Date Submitted:02-01-22

Year & Section: BSEd IV Course: Filipino Major
Learning Excellent Very Satisfactory Satisfactory Needs Improvement
Episode 4 3 2 1
Accomplished All observation One(1) to two(2) Three(3) Four
Observation questions/tasks observation observation (4) Or more
Sheet completely question/tasks not questions/tasks not observation
answered/ answered/ answered/ questions/tasks not
accomplished. accomplished. accomplished. answered/
accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered answered answered observation
completely; completely; completely; answers questions were not
answers are with answers are are not clearly answered; answers
depth and are clearly connected connected to not connected to
thoroughly to theories; theories; one(1) to theories; more than
grounded on grammar and three(3) four(4)
theories; grammar spelling are free grammatical grammatical/spellin
and spelling are from error. spelling errors. g errors.
free from error.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported by depth; supported shallow; somewhat shallow; rarely
what were by what were supported by what supported by what
observed and observed and were observed and were observed and
analyzed analyzed analyzed analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in the reflected on in the reflected on in the reflected on in the
context of the context of the context of the context of the
learning outcomes; learning learning outcomes; learning outcomes;
Complete, well- outcomes; Complete, not not complete, not
organized, highly Complete, well- organized, relevant organized, not

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relevant to the organized, very to the learning relevant

learning outcome relevant to the outcome
learning outcome
Submission Submitted before Submitted on the Submitted a day Submitted two(2)
the deadline deadline after the deadline days or more after
the deadline
COMMENT/S Rating: (Based
Over-all Score On transmutations

TRANSMUTATION OF SCORE TO GRADE/RATING

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

Signature of FS Teacher 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
III. Promote, to 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.
II. The standards and competencies are known and understood by all.
III. The grading system must be numerical.

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

B. II only D. III only

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

A. Announce names of students who need to help.
B. Rank the Report Cards from highest to lowest then distribute the same according to rank.
C. Explain how the grades were computed.
D. Console parents whose children are non-performing by telling them that nobody fails.

4. What essential step in reporting grades to parents?

I. Explain that grades give 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. I and II C. I, II, and III
B. II only D. III 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.

MAMACLAY, MARIEL A. 38

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