Brendalyn A.

Banaynal
4th year Block B

PROF ED 12/FS 1- Observations of Teaching-Learning in Actual School Environment

LEARNING EPISODE 13
Assessment Of Learning (Summative Assessment)

Activity 13.1 Aligning Assessment Task with the Learning Outcome

Resource Teacher: Mrs. Flordelyn E. Guianan. Teacher’s Signature: ___________ School:__RRCS ___
Grade/Year: ________Grade 4___________ Subject Area: _______EPP_______Date: 11-24-2022__

OBSERVE

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

Subjects Learning Assessment Task Is the assessment If not aligned,

Outcome/s (How did Teacher tool/task aligned improve on it.
assess the learning to the learning
outcome/s? Specify outcome/s?
P.E/EPP/TLE To dance tango Written quiz- No Performance
Enumerate the test - Let
steps of tango in students dance
order. tango.
Social Science. Naipapamalas Naisasagawa nang Yes
Literature/Panitikan ang pag unawa mapanuri ang tunay
. ESP na Hindi nag na kahalagahan ng
hihintay ng pakikipagkapwa
anumang kapalit
ang paggawa ng
mabuti
Physical/Biological Naipapamalas Nagagamit nang Yes
Science/Math/ ang kakayahan at wasto ang
English/Filipino tatas sa panghalip panao at
pagsasalita at mga anyo nito sa
pagpapahayag ng pagsasabi tungkol
ideya, sa sariling
kaisipan ,karanas karanasan
an, at damdami.
ANALYZE

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

-Yes
2. What are possible consequences if teacher’s assessment tasks are not aligned to learning outcome/s?
Does this affect assessment results? How?
-Yes, Because it will affect the assessment result because how you assess and achieve the learning
outcome and objectives of your lesson if the assessment tasks are not aligned. You will not have a
successful and effective teaching and leaming process because the assessment result will reflect your
performance.

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

Because all assessment tasks should be aligned to the learning outcomes because you will tell and
identify if you are an effective and efficient teacher when you achieve the goals of your lesson and the
assessment result is high. Assessment result will be based on the leaming and knowledge gained
during your discussion.

REFLECT

• Reflect on past assessments you have been through. Were they all aligned with what your teacher
taught with learning outcomes?

There are assessments that are not aligned on what the teacher taught or with the learning outcomes
but it is seldom to happen. There are many times that assessments are aligned to what the teachers
taught and to the learning outcomes. Maybe because there are lessons that are very broad. so it is
difficult for the teacher to align it with the learning outcomes.

• How did this affect your performance? As a future teacher, what lesson do you learn from this past
experience and from this observation?
Assessments that are all aligned on what you taught have a great impact on your performance and to
the students because it will create chaos in the mind of the students on how it will answer, and they
may get lower scores that will reflect on the result of assessment you have given. So, as a future
teacher, this observation helps to guide me on what should do in the future. I learned that every
assessment task should be aligned on what you have taught and on the learning outcomes you have.
Always visit your learning outcomes and objectives before doing the instructional materials and the
assessment whether it is exam, quiz, activity or task.
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?
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
anyhow?”
C. What is true in Nietzsche’s statement “He who has a why to live for can bear with almost
anyhow?”
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.
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: Mrs. Flordelyn E. Guianan Teacher’s Signature: ___________ School:

____RRCS________ Grade/Year: __________Grade 4_________ Subject Area: ____Araling Panlipunan
___Date: 11-28-2022_______

OBSERVE

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

Type of Traditional Put a Learning Sample Test Item of Comments (Is the
Assessment Chec Outcome Resource Teacher assessment tool
Tool/Paper and Pencil k (√) Assessed constructed in
Test Here accordance with
established guidelines?)
Explain your answer.
Selected Response
Type
1. Alternate response ✓ Understanding Magkapareha ang The assessment is
kakapusan at constructed according
kakulangan. to the established
 Sang ayon guidelines because the
 Hindi sang students just pick
ayon whether it is sang-
ayon or hindi sang-
ayon.
2. Matching Type ✓ Not observe Not observe Not observe
3. Multiple Choice ✓ Remembering Anong suliranin Yes it is established
pang-ekonomiya na according to the sid
tinatawag na guidelines because the
pansamantala o students will just recall
panandalian lamang what they discussed
ang di- kasapatan ng and learn to answer
mga produkto at the question.
paglilingkod?
 a. alokasyon
b. kakapusan
c. kagustuhan
d. kakulangan
4. Others

Type of Traditional Put a Learning Sample Test Item Comments (Is the
Assessment Tool/Paper and Check Outcome of Resource assessment tool
Pencil Test (√) if Assessed Teacher constructed in
Resourc accordance with
e established
Teacher guidelines?)
used it. Explain your answer.
Constructed-Response Type
1. Completion Not Not observe Not observe Not observe
observe
2. Short answer type ✓ Analyzing Ang Pilipinas ay Yes, it was
sumailalim sa constructed in
Quarantine accordance with the
noong Marso, guidelines because it
2020 dahil sa is an open ended
COVID-19,dahilan question wherein
upang ang mga the students will
tao ito ay analyze the given
magkaroon ng situation and give
panic buying sa the answer needed.
bansa. Ilan sa
mga laman ng
balita kaugnay ng
"panic buying" ay
ang "hoarding",
kung saan iniipit
o binibili sa mas
murang halaga ng
negosyante ang
mga ilang
nagkakaubusang
produkto lalo
yung mga Covid-
19 balita kaugnay
ng "panic buying"
 ay ang
"hoarding", kung
saan iniipit o
binibili sa mas
murang halaga
ng ilang
negosyante ang
mga
nagkakaubusang
produkto lalo
yung
mgaCovid-19
Essentials at
saka lamang

ilalabas merkado
ang nasabing
produkto ng may
dobleng
presyo.Kahit pa
mataas ang
presyo ng mga
produkto,
binibili pa din ito
sa merkado sa
takot mahawa ng
nakamamatay
3. Problem solving ✓ Applying/ Paano ibabahagi Yes, it is constructed
Evaluation ng pamahalan in accordance with.
ang mga Guidelines because
limitadong the students need to
pinagkukunang apply and evaluate
yaman para their learning to
sumapat sa solve the given
kailangan ng problem.
mamamayanbng
bansa.
4. Essay - restricted Not Not observe Not observe Not observe
observe
5. Essay-non-restricted Not Not observe Not observe Not observe
observe
6. Others

ANALYZE

1. Which assessment tools/tasks were most commonly used by teacher? Which ones were rarely used?
Why were they rarely used?
⚫The assessment tool that teachers commonly use is the multiple choice because it is more reliable in
testing the knowledge rather than the usual essay type of test. It is also time efficient that students
can answer it in a short period of time. The rare one is matching type because it is just like multiple
choice wherein there are statements written under column a and students choose an answer from the
letters under column b.
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?
⚫ Based on the table above, the most skilled test construction by my resource teacher is problem
solving and essay restriction because they constructed the statement well and they did it in every
lesson wherein the students tested their analysis and comprehension skills on how to react and
respond to the given situation. And the least skilled is the completion because i didn't observe it in her
class that she uses this kind of assessment tool.
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, the paper and pencil test can be considered as authentic assessment because though it is a
written assessment, it can also use the creative learning and experience to test students' skills and
knowledge in a realistic situation.

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 good at constructing traditional assessment tools and I'm still learning the proper
construction. find difficulty in creating problem solving types of exams. It is critical to make because
you need to have good construction of a problem to understand well by the students and give their
solution.

LINK Theory to Practice

Here is the learning outcome of this Activity: Critique traditional tools 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

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

Resource Teacher: Mrs. Flordelyn E. Guianan. Teacher’s Signature: ___________ School: RRCS__
Grade/Year:Grade 4. Subject Area: Filipino__Date: 11-28-2022

OBSERVE

Authentic Learning Sample of Product/ How a product/ Comment/s (is

Assessment/ Outcome Performance performance was the scoring rubric
Non- Traditional/ Assessed Assessed assessed constructed
Alternative according to
One example of a Describe how the standards?
product assessed. product/performanc
(Put a photo of the e was assessed.
product/document Which was used
ed performance in analytic rubric or
My Teaching holistic rubric?
Artifacts. INCLUDE INCLUDE THE
THE RUBRIC IN MY RUBRIC IN MY
TEACHING TEACHING
ARTIFACTS. ARTIFACTS.
 1. Product - Naipapamalas The product was The rubrics used
ang kakayahan assessed through were
at tatas sa pag rubrics and teachers constructed
salita at pag use a holistic where according to
papahayag ng in it is a by column standards and it
sariling ideya , criterion rubrics. will be easy to
kaisipan, meet by student.
karanasan,at
damdamin .
2. Performance Nagagamit Just like in assessing The rubric made
nang wasto the product the organized and
ang pang uri Teacher used rubrics orderly wherein
sa in grading and the student met
paglalarawan assessing the its criteria on
ng performance of the how the teacher
tao,bagay,luga students. will grade their
r at performance.
pangyayari sa
sarili o Ibang
katulong sa
pamayanan
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.
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.

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 I 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 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.
  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.

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
Activity 13.4 Scrutinizing the Types and Parts of a Portfolio

Resource Teacher: Mrs. Flordelyn E. Echalas Teacher’s Signature: ___________ School: RRCS__

Grade/Year: Grade 4 Subject Area: Filipino Date: 11-28-2022__

OBSERVE

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 basis for the selection of pieces of evidence to show that what the student was supposed
to learn was learned are the activities or the works that suited for the objectives and the
objectives should meet on those activities or works that are included in the portfolio to assess
if the students learned what they were supposed to learn.

2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio does this
fall?
 From the elements available above, I think this falls on the development or growth portfolio
because there are pieces of evidence that students reflect themselves about the learning they
earned from the lesson.

Elements of a Development/ Growth 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. (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?
 There are specific times when and where the teacher will use the portfolio because there are
specific important and characteristic features of each type. First is the development/growth
development it is when the teacher wants to assess if there are changes and development
happening in their students. Second one is the showcase/display portfolio where students
show their skills and talents on a certain point. It is a usual product or performance task. And
the other one is the assessment evaluation portfolio, it is when the teacher assesses or
evaluates the prior learning of the students and at the end it will give the same activity and
they will identify if there are developments in their works or learning. It is also used to
identify if their objectives are met.

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?
 The portfolio assessment makes the leaming assessment process more convenient because
you will identify if there is certain progress and development happening among your students
through different kinds of portfolios. Yes, the effort exerted on portfolio assessment
commensurate with the improvement of learning and development of learners' metacognitive
 process that result from the use of portfolio because there are set of activities that can
assessment the progress and development of the students especially there metacognitive
process happened in making and accomplishing the portfolio. There are reflections happening
in the portfolio which the students have to reflect their own learning.

SHOW Your Learning Artifacts

• Sample/s of Improved Written Tests, both selected-response type and supply type.
• Sample/s of product and performance assessed

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

Activity 13.5 Determining the Level of Teacher’s Questions

Resource Teacher: Mrs. Flordelyn E. Guianan Teacher’s Signature: ___________ School: RRCS

Grade/Year: Grade 4 Subject Area: Filipino Date: 11-28-2022

OBSERVE

Table 1. number of Questions per Level

Cognitive Rank Cognitive Processes Rank Tally of Total

Processes (Bloom (and Kendall and Assessment
as revised by Marzano) Tasks/
Anderson and Questions
Krathwohl
Self-system Thinking 6 ////-//// -//// 20
-////
Metacognition
Creating 6-Highest
Evaluating 5
Analyzing/An 4 Analysis 3 ////-////-////-/ 16
Applying 3 Knowledge Utilization 4 ////-////-//// 6
Understanding / 2 Comprehension 2 ////-////-////-// 23
/-///
Remembering / 1-Lowest Retrieval 1 //// - Example 4

Table 2. Examples of Assessment Questions/Assessment Tasks

Tally and Total Rank Tally and Total Rank Example of Rank
Score of Cognitive Score of Cognitive Assessment Tasks/ Based on
 Processes (Bloom Processes (and Questions Given Use
as revised by Kendall and by Resource
Anderson and Marzano) Teacher
Krathwohl)
Self-system Thinking 6-Highest e.g. Teacher asked
students: Why is
the lesson
important to you?
Metacognition 5 Not observe
Example: 6-Highest
Creating = I
Evaluating = I 5 6 1. Ang elepante ay
______
Malaki
Mapait

2.kinakailangan
nating
Kumain_______mg
a prutas

Masustansiya
Marumi
Analyzing/An = II 4 Analysis 3 Bakit nag dulot ng
kalungkutan sa
bawat pilipino ang
bagyong Yolanda?
Applying = III 3 Knowledge 4
Utilization
Understanding = II 2 Comprehension 2 Paano naipakita ng
mga tao ang pag
tutulungan sa gitna
ng kalamidad?
Remembering = 1-Lowest Retrieval = III 1-Lowest Sa gitna ng mga
IIII I I problemang ating
kinakaharap,anong
magagandang
katangian ang
taglay ng mga
pilipinas?
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.

3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive skills? Give an example
of an assessment question for each of the two highest cognitive skills-metacognitive skills and self-
system thinking.

 Based on Kendall's and Marzano's taxonomy, the highest cognitive skills is retrieval wherein it
is all about recalling the lesson from permanent memory.

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 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 a 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.

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

Activity 13.6 Analyzing a Table of Specifications

Resource Teacher:Mrs. Flordelyn E. Echalas Teacher’s Signature: ___________ School:

_______RRCS________ Grade/Year: ________Grade 4___________ Subject Area: __Filipino/ ESP
______Date: 11-28-2022____

OBSERVE

Learning Outcome No. of Cognitive Level Total

Class
Rem Un Ap An Ev Cr
Hours
1.Naipapamalas ang kakayahan 1-2 8 10 6 25
at tatas sa pag salita at pag
papahayag ng sariling
ideya,kasiipan,karanasan, at
damdamin.
2.Nagagamit nang wasto ang 1-2 8 9 7 2
pang-uri sa pag lalarawan ng
tao,bagay,lugar,at pangyayari
sa sarili o sa ibang katulong sa
pamayanan.
3.Pag gamit nang wasto ang 1-2 7 10 9 29
pang uri sa pag lalarawan ng
 tao ,bagay ,lugar,at pangyayari
sa sarili o sa ibang pamayanan
Total 9

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?
 In my opinion, it is important to put first the learning outcomes because it is need to consider
the output of students
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 1 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.

SHOW Your Learning Artifacts

• Accomplished Observation Sheet

• Analysis

• Reflection
• Completed Sample TOS
LINK Theory to Practice

A1. In Teacher R’s Table of Specifications (TOS), 60 percent of the 1 st

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.

A2. What is a function of a TOS?

To ensure the __________.
A. content validity of a test C. reasonable length of a test
B. predictive validity of a test D. predictive validity of a test

B3. 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

A4. 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

A5. 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 items
D. Number of test items

A6. “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:Mrs. Flordelyn E. Guianan Teacher’s Signature: ___________ School: RRCS

Grade/Year: Grade 4. Subject Area: Filipino & Araling Panlipunan Date: 11-28-2022

OBSERVE
A. Sample Students’ Report Card
1. Secure a sample of a Students’ Report Card from your Resource Teacher.
 Not observe
2. Study a sample of an unused Student’s Report Card. Observe its contents.
 Not observe
3. Ask permission from your Resource Teacher for an interview with him/her and with a group
student
regarding the new grading system.
 Not observe

B. Interview of Resource Teacher

1. What are the new features of the latest grading system? What things are you required to do with
this new grading system which you were not asked before?
 The features of the grading system are the following.
 A. All grades will be based on the weighted score of the learners summative assessment.
 B. The learners from grades 1 to 1- 2 are graded on written work , performance tasks and
quarterly assessment . This are given specific percentage weights that vary according to the
nature of the learning area.
 C. Written works assess the knowledge + understandings of the learners through quizzes .
Performance test assess learners through skill demonstrations , group presentation , oral work
and projects. Quarterly assessment is given at the end of the quarter to measure student
learnings.
 D. There's no required number of written works and performance but this must be spread out
over the quarter and used to assess students skills after each unit has been thought.
 E. In k to 12 grading system , the initial grade will be transmitted to get the quarterly grade
using the new transmutation table.
2. Which do you prefer – the old or the new grading system? Why?

The old grading systems because it easy to compute the grade of the students

C. Interview of 5 Students
1. What do you like in the new grading system?
 From the 5 students I interviewed, they favor the new grading system because they are not
all good in written activities and they can't have high results in quizzes and examinations so
the performance task makes their recovery on their failing grades. This makes their grades
balance or get higher.

2. Do you have problems with the new grading system? If there is, what?
 For them, there was no problem with the new grading system, the mentioned problem was
the way they were going to submit it on time because since we are in virtual class all activities
are passed through online. But, because of the poor internet connection they didn't pass it on
time or sometimes technical problems happened.
3. Does the new grading system give you a better picture of your performance? Why or why not?
  Their answer is yes, because it is not about how knowledgeable and smart you are, it is now
about the talents, ability and skills you have. Though you are not good academically but you
have talents and abilities that you will use in performance tasks you can get high grades also.
4. Which do you prefer- the old or the new grading system? Why?

 According to them, they prefer the new grading system wherein it is not all about how
smarter and knowledgeable you are. Though they are not good academically but because of
their talents they can also excel on the class and they can get high grades also.
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?
E. Grade Computation
Show sample computations of a grade:
• in a subject of your choice from grade 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 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?
 Yes, they prefer the new grading system because it is not only about the knowledge because the
performance and skills have a higher grading scale.
What are the good points of the new grading system according to teachers? according to
students?

2. What are the good points of the new grading system according to teachers? according to students?

⚫ They mentioned the same good points which is the scale of performance tasks which have a higher
scale on the grading system.

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

⚫ The challenge of the new grading system since we are in virtual class also, is the response of the
students on the activity. Because they considered the internet connection, they allowed the students to
pass their activity late so there was a delay in computing the grades of the students.

4. Do you favor the distribution of percentages of written work, performance tasks

and quarterly assessment?
Yes, I agree on the distribution of percentage because skills are very important nowadays. We need to
enhance their skills rather than their knowledge.

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

• As of now, we don't have any experience in computing grades because we are not allowed yet. We are
just observing the duty of our resource teacher.

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?

LINK Theory to Practice

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

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

3. Which is the percentage contribution of written work to the grade of the Grade 1-10 student in
Science and Math?
A. 50% C. 40%
B. 20% D. 30%

4. In MAPEH and TLE, which contribute/s heaviest to the student grade?

A. Performance tasks C. Quarterly assessment
B. Written work D. Quarterly assessment and performance tasks

5. Based on percentage contribution to the grade, what can be inferred from the DepEd’s emphasis on
learning and assessment?
A. The emphasis depends on the grade level of the subjects.
B. All components are being emphasized.
C. The emphasis for all Grades 1-10 subjects is on performance tasks.
D. The emphasis is on quarterly assessment.

6. A student gets a numerical grade of 80. What is his descriptor for his level of proficiency?
A. Satisfactory C. Very Satisfactory
B. Fairly Satisfactory D. Did not meet expectations

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

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

8. Which is described as “did not meet expectations”?

A. Below 75% C. Below 74%
B. Below 76% D. Below 72%

9. If a student failed to meet standards, which descriptor applies?

A. Developing C. Poor
B. Beginning D. Did not meet expectations

10. How is the final grade per subject for Grades 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 of all subjects for the 2 semesters
D. Get the average of the grades of all subjects for the 4 semesters.

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

I. The quarterly grade is the average of the quarterly grades in the four areas – Music, Arts,
Physical Education and Health (MAPEH)
II. Individual grades are given to each area (MAPEH)
III. There is one grade for Music and Arts, PE and Health because they are related.
A. I only C. 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
D. Is not accepted for enrollment in the school

Activity 13.8 Reporting Students’ Performance

Resource Teacher: Mrs. Flordelyn E. Guianan Teacher’s Signature: ___________ School: _____RRCS
_________ Grade/Year: Grade 4_ Subject Area: _____ESP & Filipino______________Date: 11- 29- 2022

OBSERVE

Proceedings in a Card Distribution Day

1. Observe how cards are distributed on Card Distribution Day. Describe how cards are distributed.
2. Describe how the Resource Teachers communicated learners’ assessment results and grades to
parents.
3. Did parents raise questions or concerns? If yes, what were their questions/concerns?
4. How did the Resource Teacher handle their questions and concerns? What answers did he/she give?

Interview with Resource Teacher

1. How do you give feedback to your students regarding their performance? When do you give
feedback?
Usually i give feedback every after the learners performance in order for them to connect my
feedback with their performance . It is more relevant to give feedbacks immediately so that learners
will respond and remember the experience what is being learn more positively , they will also
improve their performance immediately and adjust their learning.
2.
2. How do you report student’s performance to parents? Does the school have a regular wayof reporting
grades to parents?
I reported students performance to the parents every after the grading period during homeroom
pta meeting , sometimes i also and inform the parents about the learners performance through our
group chat or chatting the parents.
3. What problems on grade reporting did you encounter with parents? How did you address
it/them?

As of now , i don't have any problems encountered on grade reporting with a parents . But if ever i
will encounter such problem maybe i will show to the parents the computation of the grade in the
class record . So that , the parents will see how the learners grade is being computed.
Interview with Students
1. Do you see the meaning of your grades in the School Report Card?
 Yes.
2. Does knowing your grade motivate you to work harder?
 Yes
Interview with Parents
1. Does your child’s Report Card give you a clear picture of your child is performing?
 Yes

2. If you were asked what else should be found in the Report Card, which one? Why?
  Yes
3. Do you find the Card Distribution Day important? Why or why not?
 Yes

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

As what they experienced nowadays because of the new way of distributing the grades or cards
of their children, they don't have any suggestions yet because the distribution makes sense even
if it is online.

ANALYZE

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

The attentiveness and participation in the class because it is done online, the teacher finds difficulty to
monitor always. They need to have more engaging activities and games to catch their attention and to
motivate them to participate in the class.

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

a) Maintained and
b) Improved to make grades and reporting meaningful?
 Based on the observation, the practices that teachers must maintain is the transparency
between teacher and parents because it is very important to the teacher that they are
transparent most especially when it comes to the grading system. And in terms of the
practices that need to be improved, according to the observations, as of now there are no
other issues or need to improve because the grades and reporting are meaningful and well
planned.


 REFLECT

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

I agree that grades lead to misunderstanding so to avoid it be transparent and honey to the parents.
Parents need an honest report from the teacher. Though it is not a good report it will be understood
by the parents because it is based on the performance and effort of their children within the quarter.
Report all the grades and performances and explain it well how the grades are computed. And if there
are still misunderstanding or violent reactions about the grades of their children, let them compute.
Give the data of their children and let them compute the grade of them to let them know how to get
that grade.

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.
A. I and II C. I, II and III
B. I 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 is an essential step in reporting grades to parents?

I. Explain that grades give a picture of students’ performance.
II. Explain that grades compare students’ performance against the established standards.
III. Explain that grades compare students’ performance against other students’ performance.
A. 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.