ASSSESMENT OF LEARNING
(Summative Assessment)
Episode number 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 students’ assessing their own learning. Episode
number 13 will be focused on Assessment of Learning. When teachers have done
everything they can to help learners attain the intended learning outcome/s, teachers
subject their students to assessment for grading purposes. This is referred to as
assessment of learning which is also known as summative assessment.
Episode number 13 will be focused on (1) assessment of learning in the cognitive,
psychomotor and affective domains with the use of traditional and non-traditional
assessment tasks and tools; (2) assessment of learning outcomes in the different
levels of cognitive taxonomy; (3) construction of assessment items with content
validity; (4) Table of Specifications; (5) Portfolio; (6) Scoring Rubrics; (7) The K to 12
Grading system, and (8) Reporting Students’ Performance.
At the end of this activity, I should be able to:
• Determine the alignment of assessment tools and tasks with intended
learning outcomes;
• Critique traditional and authentic assessment tools and tasks for learning in
the context of established guidelines on test construction;
• Evaluate non-traditional assessment tools including scoring rubrics;
• Examine different types of rubrics used and relate them to assessment of
student learning;
• Distinguish among the three types of learners’ portfolio;
• Evaluate a sample portfolio;
• Construct assessment questions for HOTS following Bloom’s Taxonomy as
revised by Anderson and Krathwohl and Kendall’s and Marzano’s taxonomy;
• Explain the function of a Table of Specifications;
• Distinguish among types of learners’ portfolio and their functions;
• Compute students’ grade based on DepEd’s grading policy;
• State the reasons why grades must be reported to parents, and
• Describe what must be done to make grade reporting meaningful.
1. Observe three classes aside from your field of specialization, and pay particular attention to the
assessment tool used by the teacher.
2. Check on the availability, design, components of portfolio.
Given the chance to observe my Resource Teacher, I have to check on what he/she does and
what he/she says while teaching-learning is in progress.
1. For your Resource Teacher - 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?
2. Which do you prefer – the old one or the new grading system? Why?
3. For the Students (Interview five (5) Students)
3.a. What do you like in the new grading system?
3.b. What problem you have encountered with the new grading
system?
3.c. Does the new grading system give you a better picture of your
performance? Why or why not?
3.d. Which do you prefer – the old or the new grading system?
4. Based on DepEd Order #8, s. 2015 (For your Resource Teacher)
4.a. What are the bases for grading?
4.b. How do you compute grades per quarter for Grade ____
4.c. How do you compute grades at the end of the school year?
4.d. What descriptors and grading scale are used in reporting
progress of learners?
4.e. What are the basis for learners’ promotion and retention at the
end of the school year?
4.f. What is the report on learners’ observed values?
Proceedings in a Card Distribution Day
A. For FS Students
1. Describe how report cards of the learners are distributed.
2. Describe how the Resource Teacher communicated the learners’
assessment results and grades to parents.
3. Was there any parent’s concern/question raised? What is it?
4. How did the Resource Teacher handle the parents’
questions/concerns? What answers did he/she give?
For the Resource Teacher
1. When and how do you give feedback to your students regarding their
performance?
2. How do you report students’ performance to parents?
3. What problem/s on grade reporting did you encounter with the parent/s?
How did you address it/them?
For the Students
1. What is the meaning of your grades in the School Report Card?
2. How do you motivate yourself to strive for higher grade?
For the Parents
1. What can you about your child’s grades?
2. If you were to suggest, what should you like to add in the
School Report Card? Why?
3. How important is the Card Giving Day to you?
4. Do you have any suggestion on how you make Card Giving
Day more meaningful?
For the Resource Teacher
1. When and how do you give feedback to your students
regarding their performance?
2. How do you report students’ performance to parents?
3. What problem/s on grade reporting did you encounter with the
parent/s? How did you address it/them?
My Analysis
1. Are all the assessment tasks aligned to the learning outcome? Why should they be
aligned?
2. What are possible consequences if teacher’s assessment tasks are not aligned to learning
outcome/s? How does this affect to assessment results?
3. Which assessment tasks/tools were commonly used by the teacher? Which ones were
rarely used? Why were they rarely used?
4. Based on the selected response and constructed response type, which type of assessment
tools were the Resource Teacher most skilled and less skilled in test construction?
5. Can an essay or other written requirements, even if it is written pencil-and-paper test, be
considered an authentic form of assessment? Explain.
My Analysis
6. What if there were no rubrics in assessment? How can rubrics help make to become
self-directed or independent learners?
7. 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?
8. Based on the parts of portfolio, which type does this fall?
9. Which cognitive skill had the highest and lowest number of assessment questions?
What do these reveal about the Resource Teacher’s level of questions?
10. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive skills?
Provide assessment question for metacognition skills and self-system thinking.
My Analysis
11. In the Table of Specifications (TOS), which parts must ensure test validity?
Can a teacher have a test with content validity even without making a TOS?
12. Why is there a need for number of items per cognitive level?
13. With OBE, in mind, is it correct to put learning outcome not topic in the first
column? Why or why not?
14. Based on the interviews I have conducted, what are the good and bad points of
the new grading system according to teachers? to students?
15. What are teachers challenged to do by the new grading system?
My Analysis
16. Do I favor the distribution of percentages of written work,
performance tasks and quarterly assessment? Why?
17. What were the common issues raised on students’ performance?
18. Based on my observations and findings, what practices must be
(a.) maintained, and
(b.) improved to make grades and reporting meaningful?
1. For the past assessments I have been through, were they all aligned with what my
Resource Teacher taught? What assessment lesson did I learn from my experience and
observation?
2. How good I must be at constructing traditional assessment tools? Which do I find the most
difficult to construct? What lesson did I learn?
3. Does the effort exerted on portfolio assessment is appropriate to the improvement of
learning and development of learners’ metacognitive process that result from the use of
portfolio?
4. Rating myself on higher order thinking skills (HOTS), 5 as the highest and 1 as the lowest,
why did I say so? As a future teacher, how will I contribute to the development of learners’
HOTS.
5. Reflect on this:
Student A: Saan naman pinulot ni Teacher ang kanyang tanong?
Ni isang taong sa itinuro, wala!
Student B: OO nga! Nakakainis!
6. Will the required use of Table of Specifications (TOS) as guide in test construction solve the
problem of misaligned tests? Why?
7. In an era where the emphasis is self-directed learning and demonstration of competencies
–knowledge, skills and values learned – do grades really matter?
8. Grades are often a source of misunderstanding.
How should I do reporting so that it will result to effective learning?
Present proofs of leaning that you were able to gain in this Episode such
as:
1. A photo of a product assessed and a documented performance test.
2. Samples of scoring rubrics used by the Resource Teacher
3. Sample of Improved Written Tests – selected-response type and
supply type
4. Sample of students’ reflection on his/her portfolio
5. Completed sample TOS
(Note:
❑ Organize your documentation in an orderly and presentable photos
with short caption.
❑ Caption is just a phrase)
Please consider
Your journey of this episode
Lucas, Maria Rita D., Borabo, Milagros L, Bilbao, Purita P., and Corpuz,
Brenda B.
Field Study
1. Observations of Teaching-Learning in Actual School Environment.
OBE-Based and PPST Based. LORIMAR PUBLISHING INC. Quezon City, Metro
Manila. 2020
