FIELD STUDY 1

FS Student: Roxas, Raymund A. Program/Year Level: BSED 4 MATH

Resource Teacher: Mr. Louie P. Marquez Teacher’s Signature: ________ School: MNHS-Malaya

Grade/Year Level: 9/11 Subject Area: Mathematics 9/Pre-Calculus Date: December 15, 2021

Field Study 1
Learning Episode 13
Assessment OF Learning (Summative Assessment)

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:
➢ A determine the alignment of assessment tools and tasks with intended learning outcomes;
➢ critique traditional and authentic assessment tools and tasks for learning in the context of
established guidelines on test construction;
➢ evaluate non-traditional assessment tools including scoring rubrics;
➢ examine different types of rubrics used and relate them to assessment of student learning;
➢ distinguish among the 3 types of learners' portfolio;
➢ evaluate a sample portfolio;
➢ construct assessment questions for HOTS following Bloom's Taxonomy as revised by
Anderson and Krathwohl and Kendall's and Marzano's taxonomy;
➢ explain the function of a Table of Specifications;
➢ distinguish among types of learners' portfolios and their functions;
➢ A compute students' grade based on DepEd's grading policy;
➢ state the reason(s) why grades must be reported to parents; and
➢ Describe what must be done to make grade reporting meaningful.
 Learning Episode 13 Activity 13.1
Aligning Assessment Task with the Learning Outcome

Resource Teacher: Mr. Louie P. Marquez Teacher’s Signature: ________ School: MNHS-Malaya

Grade/Year Level: 9/11 Subject: Mathematics 9/Pre-Calculus Date: December 15, 2021

Learning Essentials
• In accordance with Outcome-Based Teaching-Learning, the learning outcome determines
assessment task.
• Therefore, the assessment task must necessarily be aligned to the learning outcome.

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 Is the If aligned,
outcome/s task (how assessment improve on it
did teacher tool/task
assess the aligned to
learning the learning
outcome/s? outcome/s
Specify)

P.E/EPP/TLE To dance Written quiz- No Performance

tango enumerate test-let
the steps of students
tango in dance tango
order
Social Science.
Literature /Panitikan. Performance Written test –
EsP To perform test – Identify the
a poetry Students will Yes different
perform a types of
poetry poetry
 Physical/Biological Apply the Written quiz Performance
Science/Math/English/Filipino laws – Solve the test –
involving following Yes Students will
positive zero and do a games
integral negative involving
exponents to integral solving of
zero and exponents zero and
negative negative
integral integral
exponents exponents

ANALYZE
1. Are all the assessment tasks aligned to the learning outcome?
Yes, all the assessment task are 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?
Inconsistency between criteria and assessments will lead to dissatisfaction and a lack of
engagement if teacher assessment activities are not connected to learning outcomes. One of a
course's learning objectives, for example, is to be able to use analytical abilities. Students practice
this skill, but the exam solely assesses factual memory.
3. Why should assessment tasks be aligned to the learning outcomes?
To construct and provide a roadmap for students' learning progression, we should link
assessment activities with learning outcomes. It enables you to determine what information and
skills were necessary at the start of the course and what knowledge and skills will be gained as the
course develops.
REFLECT
• Reflect on past assessments you have been through. Were they all aligned with what your
teacher taught with learning outcomes?
I'd gone through a number of assessments. Some tests had learning objectives attached to
them, while others did not. I bring this up because some lecturers aren't as committed as others and
merely teach without respect for the goals. On the contrary, the vast majority of my teachers are
passionate about their profession and put in long hours. They also gave us grades based on what
they had taught us and the learning goals.
• How did this affect your performance? As a future teacher, what lesson do you learn from
this past experience and from this observation?
Because the assessment is matched with the learning goals, it has an impact on students'
performance, and they received a good score. As a future teacher, I will follow the right procedures
for assessing pupils and will base my decisions on the learning objectives.
 Learning Episode 13 Activity 13.2
Observing the Use of Traditional Assessment Tools

Learning Essentials
• Traditional assessment tools are also called paper-and-pencil tests.
• Traditional assessment tools usually measure learning in the cognitive domain.
• Traditional or paper-and-pencil tests can be classified either as selected-response tests
or constructed-response/supply type 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.

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

Common (Is
the assessment
tool
Put a constructed in
Type of traditional check Learning
Sample Test Item of accordance
assessment Tool/ Paper Outcome
(✓) Resource Teacher with
and Pencil Test Assessed
here established
guidelines?)
Explain your
answer.
Selected Response Type
Yes, because it
only needs to
understand the
1. Alternate
✓ Understanding quadratic
Response
equation to
know the
answer.
 2. Matching Type
3. Multiple Choice
4. Others

Common (Is the

assessment tool
Put a constructed in
Type of traditional Learning
check Sample Test Item of accordance with
assessment Tool/ Paper Outcome
(✓) Resource Teacher established
and Pencil Test Assessed
here guidelines?)
Explain your
answer.
Constructed-Response Type
Yes, students
need to
1. Completion ✓ Understanding understand and
fill in the missing
blanks.
2. Short Answer
type
Yes, since
students must
examine and
answer worded
Applying/Un
3. Problem solving ✓ problems. This
derstanding
exam
demonstrates that
you have grasped
the concept.
4. Essay-restricted
5. Essay-non-
restricted
6. Others

ANALYZE
1. Which assessment tools/tasks were most commonly used by teacher? Which ones were
rarely used? Why were they rarely used?
I think the most commonly used by the teacher is problem-solving because it is a
Mathematics subject, it is more effective evaluation technique than typical multiple choice for
measuring learners' knowledge. When you put them on real-life word problems, you can be
confident that they will learn.
 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?
Because issues are prevalent, I feel my instructor is skilled at creating problem-solving
tests. Without a stated issue, math is incomplete, and while this one is challenging for me as a
Mathematics major, it is preferred in exam preparation. Before going on to the answer, you only
need to examine and grasp. On the other hand, I feel that Completion is the least skilled since
Mathematics is full of numbers and challenges, and I believe that focusing on numbers makes it
tough to develop one. This arrangement is superior when it comes to completing the meanings of
particular phrases.
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.
The authentic assessment generally consists of a task for students to complete and a rubric
to evaluate their performance on the activity. It includes essays and other writing obligations for
which a rubric will be used to assess them. However, a paper and pencil test is a typical evaluation.
REFLECT
How good are you at constructing traditional assessment tools? Which do you find most difficult
to construct? Any lesson/s learned?
I'm not yet proficient in creating traditional assessment tools, but I'm learning. Traditional
evaluation is challenging for me since developing a problem solution or assessment is difficult. As
a prospective teacher, I've recognized that a proper foundation is required for students to grasp an
issue and provide a solution.

Learning Episode 13 Activity 13.3

Observing the Use of Non-Traditional Assessment Tools and Scoring Rubrics

Resource Teacher: Mr. Louie P. Marquez Teacher’s Signature: ________ School: MNHS-Malaya

Grade/Year Level: 9/11 Subject: Mathematics 9/Pre-Calculus Date: December 15, 2021

Learning Essentials

• There are learning outcomes 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 rubric.

• 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 assesses 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?

Sample of
How a product/
product/performance
performance was
Assessed
assessed
Comment/s
One example of a (is the
Describe how the
product assessment. scoring
Authentic Learning product/performance
(put a photo of the rubric
assessment/non- Outcome was assessed. Which
product/documented constructed
traditional/alternative Assessed was used analytic
performance in My according
rubric or holistic
Teaching Artifacts. to
rubric? INCLUDE
INCLUDE THE standards?
THE RUBRIC IN
RUBRIC IN MY
MY TEACHING
TEACHING
ARTIFACTS
ARTIFACTS.)
1. Product Not observed
 Apply the
laws Aside from the
involving example given during
positive the class, the teacher
integral assigned them a topic
exponents There is no
integrating outputs that
2. Performance to zero formal
will be considered a
and rubric.
performance task
negative because they will not
integral be able to complete it
exponents. in this online session.
[M9AL-
IId-1].
ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you think that
type of rubric was used more?
Although no specific rubric is employed, I believe holistic is simple to implement because
it just involves assigning grades to the learner's performance.
2. Based on your answers in # 1, what can you say about the scoring rubrics made and used
by the Resource Teachers?
Unfortunately, because the exam involves particular answers, the instructor does not have
a rubric. However, we may examine the score independently and make suitable judgments based
on their performance using rubrics.
3. Will it make a difference in assessment of student work if teacher would rate the product
or performance without scoring rubrics? Explain.
Yes, some students who are unfamiliar with the teachers will be treated unfairly. It is
possible that it is biased, and pupils who are known to be quick learners would receive a high score
in their output. There will be a scoring foundation, rather than rubrics.
4. If you were to improve on one scoring rubric used, which one and how?
Rubrics can help students learn more by ensuring that teachers rate individual tasks
consistently and that different teachers grade the same assignments consistently. Rubrics can also
help students learn better by allowing them to peer and self-assess their work.
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 generally consists of a task for students to complete and a rubric to
evaluate their performance on the activity. It includes essay and other writing obligations for which
a rubric will be used to assess them. However, a paper and pencil test is a typical evaluation.
 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, since generating rubrics for a certain work or project gives them direction on how to
perform it. If you don't provide your children with a rubric, their activity or work will fall well
short of your expectations.
7. Does the Scoring Rubric in this FS Book 1 help you come up with better output?
Yes, it aids me in producing better results.
REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the years
as a student
While we can't call it an authentic assessment, it is a circumstance in which students use
their newly learned skills and knowledge to complete a task based on the authentic assessment
notion. Though I'm not sure what genuine assessment is or includes, we were given an activity and
job to complete that required us to use what we'd learned in class.
SHOW Your Learning Artifacts
• Accomplished Observation Sheet (Done)
• Observations (Done)
• Reflection (Done)
• A photo of a product assessed and a 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. (No rubrics)
 Learning Episode 13 Activity 13.4
Scrutinizing the Types and Parts of a Portfolio
Resource Teacher: Mr. Louie P. Marquez Teacher’s Signature: ________ School: MNHS-Malaya

Grade/Year Level: 9/11 Subject: Mathematics 9/Pre-Calculus Date: December 15, 2021

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

OBSERVE
1. Ask your Resource Teacher for samples of portfolio, if any. If there are, select one best portfolio
from what you examined.

2. If none, research for a sample portfolio and include them in My Learning Artifacts.

3. Based on the sample portfolio given by your Resource Teacher/researched by you, accomplish
Observation Sheet #
4. Put a check in the right column.

What a Portfolio Includes

Elements of a Portfolio Present Missing?

1. Clear objectives – The

objectives of the
lesson/unit/course are ✓
clear which serve as bases
for selection

2. Explicit guidelines for

selection – What, when,
where, how are ✓
products/documented
performances selected?

3. Comprehensible criteria
– the criteria against which
the portfolio is graded ✓
must be understood by the
learners
4. Selective significant
pieces – The portfolio
✓
includes only the selected
significant materials.

5. Student’s reflection –
There is evidence that
✓
students reflected on their
learning.

6. Evidence of student
participation in selection
of content of portfolio –
There is proof that
✓
students took part in the
selection of the content of
the portfolio.

ANALYZE
 1. With OBE in mind, which should be the basis for the selection of pieces of evidence
to show that what the student was supposed to learn was learned?
The reflection for the entire session serves as the foundation for selecting pieces of
evidence to demonstrate that what the student was expected to learn was learned.
2. Scrutinize the elements of this portfolio. Based on the parts, under which type of
portfolio does this fall?
This is aligned in the evaluation.
Elements of an Evaluation Portfolio (Which type of portfolio?)

1. Cover Letter-"About the Author" and "What My Portfolio Shows About My Progress as a
Learner"
• It shows the project or task that the student accomplished.
2. Table of Contents with numbered pages
Page
Title Cover Page 1
KRA 1 Content Knowledge and Pedagogy 2
Objective 1-3 3-7
KRA 2 Learning Environment and Diversity of
8
Learners
Objective 4-6 9-11
KRA 3 Curriculum and Planning 12
Objective 7-8 13-14
KRA 4 Community Linkages and Professional
15
Engagement and Professional Development
Objective 9-11 16-25
Plus Factor 26
Objective 12 27-30
3. Entries-both core (required items) and optional items (chosen by students).
• None
4. Dates on all entries to facilitate proof of growth over time
• Need to accomplish on or before December 17, 2021
5. Drafts of aural/oral and written products and revised revisions, i.e.(first drafts and
corrected/revised versions.
• None
6. Student's Reflections
• The reflection for the entire session serves as the foundation for selecting pieces of
evidence to demonstrate that what the student was expected to learn was learned.
3. Where and when does the teacher make use of each of the 3 types of portfolio?
A growth portfolio is used to track students' development during the teaching and learning
process. A showcase portfolio's goal is to emphasize a student's greatest qualities and talents. The
purpose of the evaluation portfolio is to show a student's weak and strong domains while also
tracking their progress throughout the learning process. It also encourages pupils to be responsible
for their own education.
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?
Yes, since various types of portfolios can assist you in determining whether or not a student
is improving and progressing. Because there are so many ways to assess students' progress and
development, particularly the metacognitive process that occurs while creating and completing the
portfolio, the time and effort spent on portfolio assessment is directly proportional to the
improvement in learning and development of learners who use portfolios. Students are asked to
reflect on their own learning, which is included in the portfolio.
SHOW your Learning Artifacts
• Sample/s of Improved Written Tests, both selected-response type and supply type.
Supply Type

Selected-response Type

• Sample/s of product and performance assessed

 • Sample/s of a rubric (Not observed)
• Sample/s of students' reflection on his/her portfolio. (Not observed)

Learning Episode 13 Activity 13.5

Determining The Level of Teacher’s Questions
Resource Teacher: Mr. Louie P. Marquez Teacher’s Signature: ________ School: MNHS-Malaya

Grade/Year Level: 9/11 Subject: Mathematics 9/Pre-Calculus Date: December 15, 2021

Learning Essentials
Table: 1.4 Examples of Cognitive Activities
Cognitive Processes Examples
Remembering- produce the right information from memory
Recognizing
Recalling • Name three 19th-century women English authors.
• Write the multiplication facts.
• Reproduce the chemical formula for carbon tetrachloride.
Understanding – make meaning from educational materials 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.
• List the events of the Sepoy Mutiny of 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
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 a
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 authors' points 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 perspectives on issues.
Evaluating- make judgments 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 a new

structure.
Generating • Given a list of criteria, list some options for improving race
relations in the school
• Generate several scientific hypotheses to explain why plants
need sunshine
• Propose a set of alternatives for reducing dependence on
fossil fuels that address both economic and environmental
concerns.
• Come up with alternative hypotheses based on criteria.
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 hens' egg production.
Producing • Build a habitat for pigeons.
• Write a journal from the point of view of mountaineer.
• Put on a play based on a chapter from a novel you're reading.
(Source:Anderson,L.W and Krathwohl, D.R. 2001. A taxonomy for learning, teaching and
assessing, New York: longmans)

Figure 10. The New Taxonomy in Detail

Source: http://www.greatschoolspartnership.org/wp-
content/uploads/2014/06/x3B_Marzano_New_Taxonomy_Chart_with_verbs_3.16.121.pdf
Resource Teacher: Mr. Louie P. Marquez Teacher’s Signature: ________ School: MNHS-Malaya

Grade/Year Level: 9/11 Subject: Mathematics 9/Pre-Calculus Date: December 15, 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
Processes Cognitive
Tally Of
(Bloom As Processes(And
Rank Rank Assessment Totals
Revised By Kendell And
Task/Questions
Anderson And Marzano)
Krathwohl)
Self-system
6
Thinking
Metacognition 5
6-
Creating
Highest
Evaluating 5 IIII 4

Analyzing/An 4 Analysis 3 IIII 4

Knowledge
Applying 3 4 IIIII-III 8
Utilization

Understanding/ 2 Comprehension 2 IIIII 5

Remembering 1-lowest Retrieval 1 IIII 4

 Table 2. Examples of Assessment Questions/Assessment Tasks
Tally And Total
Score Of Tally And Total Example Of
Cognitive Score Of Cognitive Assessment Rank
Processes (Bloom Rank Processes(And Rank Tasks/Questions Based
As Revised By Kendell And Given By On Use
Anderson And Marzano) Resource Teacher
Krathwohl)

e.g. teacher asked

Self-system 6- students: why is
thinking Highest the lesson
important to you?

Metacognition 5

Example:
Creating = | 6-
6
Highest

Did you
Evaluating=| 5 understand the 5
lesson?

How can you solve

Analyzing/An=|| 4 Analysis 3 4
the equations?

How can you apply

Knowledge
Applying=||| 3 4 it in a real life 3
Utilization
situation?
Did you
Understanding =|| 2 Comprehension 2 understand the 2
lesson?
Did you still
1- 1-
remember how
Remembering=|||| lowest Retrieval Lowest 1
solve that
| |
equation?
Rank Rank
ANALYZE
1. Which cognitive skill had the highest number of assessment questions? Lowest number?
In the observed sample for the number of assessments, it is remembering that gets the
number of assessment questions. On the other hand, creating and evaluating get the lowest.
2. What do these (lowest and highest number of assessment questions) reveal about Resource
Teacher's level of questions?
When teachers fail to consider students’ needs during the drafting of test items reveal that
they have undermined the understanding of what kind of teaching-learning works for the students.
In the set of questions given where the majority is on the remembering level, the teacher shows
his/her carelessness, if not, incompetence or lack of sound knowledge on the importance and the
internalization of Bloom’s Taxonomy of Educational Objectives. Awareness of the use of these
objectives is paramount for any teacher to be able to make fair and high-quality test items and
other classroom assessment materials.
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.
Obviously, Self-system thinking and Metacognition are the two highest cognitive skills
Based on Kendal’s and Marzano’s taxonomy. Below are the examples set for these two authorities:

Metacognitive: As a future mathematics teacher, how do you plan to instill the beauty of learning
it among the students who perceive math as a difficult subject.

Self-system thinking: Mathematics is a difficult subject, which many students struggle to deal
with. How do you plan to deal with this problem?

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?
Modesty aside, I go for 5, the highest on HOTS. This only proves that the training and the
kind of education I received from my school are on the excellent/outstanding level.
As a future teacher, reflect on how will you contribute to the development of learners' HOTS?
Student achievements and learning outcomes are not just about grades but also their skills
and ability to think critically in solving various problems individually, cooperatively, and
creatively. This is where I involve myself for the development of my students. Since my
responsibility is to conform to the standards and goals of the HOTS, I see the importance of helping
my students increase their critical thinking skills. One way to do it is by planning the strategies to
promote and incorporate the essential skills needed to analyze and evaluate into my instruction.
 Learning Episode13 Activity 13.6
ANALYZING A TABLE OF SPECIFICATIONS

Resource Teacher: Mr. Louie P. Marquez Teacher’s Signature: ________ School: MNHS-Malaya

Grade/Year Level: 9/11 Subject: Mathematics 9/Pre-Calculus Date: December 15, 2021

Learning Essentials
• A Table of Specification (TOS) is a two-way chart which describes the topics to be
covered by a test and the number of items or points which will be associated with each
topic.

• Sometimes the types of items are described in terms of cognitive level as well.
1. Study the sample of Table of Specifications on Assessment.

No. of Cognitive levels Total

Learning
Class
Outcomes
Hours Rem Un Ap An Ev Cr
1.

2.

3.

4.

5.

6.

Total
 ANALYZE
1. What parts must a TOS contain to ensure test content validity?
To guarantee test content validity, the components must effectively represent the objectives
in the hierarchy of educational objectives in the exam. For instance, the teacher's subsequent test
will be more or less complete, with a balance of items evaluating lower-level thinking abilities in
the examination.
2. Why is there a need for number of items per cognitive level?
It's to figure out how much of each cognitive talent will be measured. Each number
indicates which portion is most suited to the objectives.
3. With OBE in mind, is it correct to put learning outcome not topic in the first
column? Why or why not?
Yes, we should write the learning result in the first column instead of the subject to
emphasize what our aim is after the course. It's to see if the activity or assessment we've chosen is
appropriate for the goal.
4. Can a teacher have a test with content validity even without making a TOS?
No, because the TOS serves as a blueprint for creating a content-validated test. This is why,
before generating exam questions, we must first establish our TOS. The themes of the questions
may be unconnected to the lesson we just covered if there is no TOS, and they may be chaotic.
There is now no TOS in place because the new grading system consists of 50% written work and
50% performance assignments, with no quarterly examination. Furthermore, the online classes
have resulted in the absence of a quarterly examination.
5. Complete the given TOS.

No. of Cognitive levels Total

Learning Outcomes Class
Hours Rem Un Ap An Ev Cr
1. The learner
determines the
conditions that make a 1 || ||| 5
quadrilateral a
parallelogram.
2. The learner uses
properties to find
measures of angles,
1 ||| || 5
sides, and other
quantities involving
parallelograms.
 3. The learner proves
theorems on the
different kinds of a
1 ||| || 5
parallelogram
(rectangle, rhombus,
square).
4. The learner proves the
1 ||| || 5
Midline Theorem.
5. The learner proves
theorems on 1 ||| || 5
trapezoids and kites.
6. The learner solves
problems involving
1 ||| || 5
parallelograms,
trapezoids, and kites.

Total 6 25

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!")

Did you have a similar experience? Reflect on it. Will the required use of Table of
Specifications as guide in test construction solve the problem of misaligned tests?
I've done that before; I took an exam that I wasn't prepared for since the teacher didn't teach
us that particular topic but put it in the exam. We were puzzled as to where he got such questions,
but after a week, he eventually taught us. He then allowed us to retake the exam after he finished
teaching the subject. When I become a teacher, I will make sure that the assessments are in line
with the learning goals.
SHOW Your Learning Artifacts
• Accomplished Observation Sheet (Done)
• Analysis (Done)
• Reflection (Done)
• Completed Sample TOS (Done)
 Learning Episode 13 Activity 13.7
COMPUTING STUDENT’S GRADES BASED ON DepEd GRADING SYSTEM

Resource Teacher: Mr. Louie P. Marquez Teacher’s Signature: ________ School: MNHS-Malaya

Grade/Year Level: 9/11 Subject: Mathematics 9/Pre-Calculus Date: December 15, 2021

Learning Essentials

• With the implementation of the Enhanced Basic Education Program of 2013, more
popularly known as the K to 12 Curriculum, came a new grading system of the Department
of Education. Refer to Appendix A for more details.

• The latest grading system in basic education includes students' performance in written tests
and performance tasks, with emphasis on the latter. The quarterly exam may be a
combination of written test and performance task.

OBSERVE
A. Sample Students' Report Card

1. Secure a sample of a Students' Report Card from your Resource Teacher.

2. Study a sample of an unused Student's Report Card. Observe its contents.
3. Ask permission from your Resource Teacher for an interview with him/her and with a
group student regarding the new grading system.
Note: The name and LRN on the report card is removed due to Data Privacy Act of 2012.
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?

When they are in a face-to-face class, according to DepEd Order #8, s. 2015. There are
three components of summative assessment like Written Work (WW), Performance Task (PT),
and Quarterly Assessment (QA). Since it is Modular Distance Learning/Blended Learning the
quarterly Assessment is forfeited and the components now are only two.

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

I think I prefer the new grading system because it has a transmutation table. Example if the
initial grade is 60 it will be transmuted into 75.

C. Interview of 5 Students
1. What do you like in the new grading system?
They stated that they prefer the new grading system since they received greater grades than
in the previous one.
2. Do you have problems with the new grading system? If there is, what?
Students' grades are now less important on their transcripts because they are receiving
excellent grades. Students may take it easy in one quarter knowing that they will still receive an A
for the semester and won't have to prepare for a final test.
3. Does the new grading system give you a better picture of your performance? Why or Why
not?
I think I’m agree on the new grading system because it gave them a better picture of their
performance especially the transmutation grade is higher than the previous grading system.
4. Which do you prefer - the old or the new grading system? Why?
Three of the five students I questioned said they like the new grading system because it
makes grades easier for them, while the other two said they prefer the old one because it makes it
easier for them to achieve good scores.
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?

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

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

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

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

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

• The values observed by the student are based on the Department of Education's
Vision, Mission, and Core Values.
 • Additional indicators for the behavior statements may be created by schools. These
must be child-centered, gender-neutral, and age- and culture-appropriate. Schools must
ensure that their homeroom guidance program promotes these Core Values in order to
encourage their growth. Additional opportunities in all learning areas may be incorporated
into class discussions.
• Learners' conduct showing the Core Values will be reported using a non-numerical
rating system. The class advisor and other instructors must agree on how these observations
will be conducted. They'll also talk about how each student will be evaluated.
• Learners who exhibit behaviors that are inconsistent with or do not represent the
school's basic principles may require further psychological help. To encourage the child's
emotive development, the class advisors should communicate these observations with the
parents/guardians. To gain a greater understanding of the learner's circumstances and
context, further questioning may be required.

E. Grade Computation
Show sample computations of a grade:
• in a subject of your choice from Grades 1 to 6 (if you are a future elementary
teacher)
• in your specialization if you are a high school teacher)
Note: Their names on e-class record are removed due to Data Privacy Act of 2012.
• Show the percentage contributions of written work, performance tasks and
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 review of an
unused.
Student's Report Card and the DepEd grading system.
1. Do teachers and students like the new grading system? Why or why not?
The new grading system is well received by both students and teachers. Students report
that the new method has aided them in improving their marks. Because the instructor does not
want his students to fail his class, it appeals to him. He also mentioned that he can quickly compute
grades utilizing the new grading approach by combining the three components of grading.
2. What are the good points of the new grading system according to teachers? According to
students?
Performance activities are graded on a higher scale in the grading system. According to
pupils, it helps them boost their self-esteem to some extent, allows them to set a goal and work
hard to attain it, and educates parents about their children's school performance and standards. This
enables parents to give the necessary time and attention to their children while also allowing pupils
to be more objective.
3. What are teachers challenged to do by this new grading system?
Under the new curriculum and grading system, teachers are pushed to be learning
facilitators, and they are entrusted with supporting learners by providing them with the essential
knowledge about a topic and ensuring that they grasp their shared goals. This new curriculum aims
to improve students' abilities by allowing them to participate in a range of tasks and activities that
will help them grow and mold their leadership potential. The actual and only challenge for their
teachers is to encourage each student's learning and bring out the best in them.
4. Do you favor the distribution of percentages of written work, performance tasks and quarterly
assessment?
Yes, I agree with the percentage distribution since skills are more essential than knowledge
nowadays, and synchronous classes make connecting difficult.
5. Did you like the experience of computing grades? Why or why not?
Actually, I haven't had much experience with calculating grades, but I'm looking forward
to it.
REFLECT
In an era where the emphasis is self-directed learning and demonstration of competencies -
knowledge, skills and values learned (outcomes-based education) - do grades really matter?
I think grades do really matter because it is a validation of our academic success. As a
result, it emphasizes students' positive achievements and compares their present output to their
previous performance, allowing students to keep track of their process and choose if it is
appropriate for them.
Learning Episode 13 Activity 13.8
REPORTING STUDENTS’ PERFORMANCE

Resource Teacher: Mr. Louie P. Marquez Teacher’s Signature: ________ School: MNHS-Malaya

Grade/Year Level: 9/11 Subject: Mathematics 9/Pre-Calculus Date: December 15, 2021

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.
I think the cards are distributed by visiting the school by their respective parents/guardians
during Parent and Teacher Conference by quarter.
2. Describe how the Resource Teachers communicated learners' assessment results and
grades to parents.
 The teacher makes no unfavorable remarks. If pupils receive poor marks, they will advise
parents to guide their children and give attention to the low-graded topic.
3. Did parents raise questions or concerns? If yes, what were their questions/concerns?
Yes, parents may inquire about their child's performance in class provided he/she is
attentive and cooperative.
4. How did the Resource Teacher handle their questions and concerns? What answers did
he/she give?
"Yes, your child is attentive and even if they are quiet at times, they are engaging in other
class activities," the instructor constantly says.

Interview with Resource Teacher

1. How do you give feedback to your students regarding their performance? When do you
give feedback?
Teacher stated that he consistently compliments students on their accomplishments,
whether small or large, such as "excellent work!" ", "superb!" ", "excellent!" " and so forth.
2. How do you report students' performance to parents? Does the school have a regular way
of reporting grades to parents?
Teachers get the opportunity to meet their students' parents on card-giving days. It is their
opportunity to discuss the pupils' progress and what parents should do to help their children.
3. What problems on grade reporting did you encounter with parents? How did you address
it/them?
Parents may inquire as to why their child received poor grades, but the instructor will
demonstrate the learners' performance, demonstrating to parents what their child missed and for
which they received a bad grade.
Interview with Students
1. Do you see the meaning of your grades in the School Report Card?
Yes, they see the meaning of their grades on their School Report Card, according to the
children.
2. Does knowing your grade motivate you to work harder?
Yes, based on the interview, since it will encourage students to put out more effort and
strive harder in school.
Interview with Parents
1. Does your child's Report Card give you a clear picture of how your child is performing?
The parents said yes since they can witness their child's growth and improvement.
2. If you were asked what else should be found in the Report Card, which one? Why?
Perhaps the teacher's remarks or critiques, which will aid children and parents in selecting
what should be prioritized and remedied.
3. Do you find the Card Distribution Day important? Why or why not?
Yes, in order to assess your child's academic success. As parents, they will benefit from
the distribution of cards since it will allow them to judge whether or not their children are learning.
It is also a result of their children's efforts, and they will have to pick between educating and
overseeing them.
4. Any suggestion on how to make Card Distribution more meaningful?
I propose that you give the awardees of the students a small token of your appreciation in
order to encourage them to keep up the outstanding work.

ANALYZE
1. What were the most common issues raised on students' performance?
The most prevalent concern about students' performance is grade comparison since they
put out effort in their work yet receive different grades. The reason for this is because we must
adhere to the rubrics.
2. Based on your observations and findings, what practices must be
a. maintained and
b. Improved to make grades and reporting meaningful?
Because it is critical for the instructor to be honest, especially when it comes to the grading
system, transparency between the teacher and the parents is necessary. Because the grading and
reporting are relevant and well-planned, there are no additional enhancements or processes that
need to be implemented.

REFLECT
1. Grades are often a source of misunderstanding. How should I do reporting so that it will
result to effective learning?
Grades, in my opinion, might lead to misunderstandings, therefore talk to your parents
openly and honestly. The teacher must present the parents with an accurate report. Regardless
matter how horrible the report is, parents will accept it since it is based on their children's
performance and effort during the quarter. All grades and performances, as well as an explanation
of how they were computed, should be made public. Allow them to figure out whether or not they
are parents. Give their children their data and show them how to compute their grades so that they
may demonstrate how to get the desired result.