Learning Episode 13:

Assessment of Learning (Summative Assessment)

Activity 13.1: Aligning Assessment Task with the learning Outcomes

Resource Teacher: _______________ Teacher’s Signature: ______________ School:_________
Grade/Year level: ________________ Subject Area: ___________________ Date: __________

OBSERVE
Observe at least 3 classes – 1 Physical or Biological Science or Math, English, Filipino, 1
Social Science or Literature/Panitikan, EsP and 1 P.E / Computer /EPP/ TLE.
Subjects Learning Assessment Is the If not aligned,
outcome/s Task (How did Assessment improve on it.
Teacher assess tool/task
the learning aligned to the
outcome/s? learning
outcome/s?
Specify.
P.E/ EPP/TLE Can perform Performance Yes No need to
task - Each improve.
basic exercise
group will be
routine given
opportunity to
watch a
demonstration
of the
basic and
fundamental
exercises,
which they
must
then recreate
with a twist.

Social Science. Differentiate Written Quiz: Yes No need to

Literature/Panitikan. supply and Compare and improve.
 EsP. demand Contrast Supply
and Demand
(Venn Diagram
Physical/Biological Show concern Written Quiz: Yes The assessment
and cooperation Identify the tool/task was
Science/Math/
in taking good type of related to the
English/Filipino care of the Ecological learning
environment relationship that outcome
is present in the because the
given statement. students were
able to identify
the type of
ecological
relationship.

ANALYZE
1. Are all the assessment tasks aligned to the learning outcome?
The exercises and methods of assessment that were used by the instructor were, indeed, all
connected to the aforementioned learning goals.

2. What are the possible consequences if a teacher's assessment tasks are not aligned to learning
outcome/s Does this affect assessment results? How?
There might be a variety of reasons why assessment activities are not tied to particular themes.
This can have an impact on students' learning results. Students may apply what they have learnt
in class by completing projects and exercises. It may aid in ensuring that the "correct" talents are
assessed using the proper techniques.
3. Why should assessment tasks be aligned to the learning outcomes?

If the assessment was matched with the planned course and intended learning goals, students
would realize how their successes would be assessed. Students are required to show what they
have learnt via learning outcomes. The assessment plan, on the other hand, describes how
students will be able to show their learning.

REFLECT
 ● Reflect on past assessments you have been through. Were they all aligned with what your
teacher taught (with learning outcomes)?
I experienced memories of examinations I had taken in high school and at this institution
while taking the exam.
performing this activity. There are two kinds of teachers: those who love to teach and
never get tired of it, and those who don't.
Those who participate fully in class and those who do not.
There's also one instructor who seldom interacts with the pupils. A teacher who teaches
every day will use this easy form of evaluation that is tied to the learning outcome. Non-
learning-related examinations are used by another sort of instructor who seldom instructs.

● How does this affect your performance? As a future teacher, what lesson do you learn
from this past experience and from this observation?
It inspires me to achieve better since it tests my ability to evaluate and react to activities.
It also allows me to assess my performance and discover areas for improvement. As a
prospective teacher, I've seen that aligning assessments and learning objectives influences
students' intrinsic motivation by focusing their attention on the substance of the lessons
and the links between the activities and the lesson.

Activity 13.2: Observing the Use of Traditional Assessment Tools

Resource Teacher: ______________ Teacher’s Signature: _____________ School: __________
Grade/Year Level: ______________ Subject Area: ___________________ Date: ____________

OBSERVE
● Observe classes and pay particular attention to the assessment tool used by the teacher
● With teacher’s permission, secure a copy of the assessment tool.
Direction: Put a check (✔) on the test which the teacher used. From your teacher’s test items,
give an example.
Type of Traditional Tool/ Put a Learning Outcome Sample Test Item of Comments (Is the
Paper and Pencil test chec Assessed Resource Teacher assessment tool
k constructed in
(✔) accordance with
Here established guidelines?)
Explain your answer.
Selected Response Type
1. Alternate response N/A N/A N/A N/A
2. Matching type N/A N/A N/A N/A
3. Multiple Choice ✔ For the Fable, 1. Evidence-based The learning
students select the educational research outcomes, assessments,
correct answers. suggests that children and subject matter,
who may be reluctant which is fable, are all
to display in sync with one other
underdeveloped motor in this lesson.
skills may repeatedly
opt out of group
physical activities
requiring motor
competence, which
creates a proficiency
barrier to their
participation in
complex movement
activities. According to
research, when this
type of behavior
persists in childhood, it
tends to result in:
A. a
progress
ion of
learned
helpless
ness
affecting
all
academi
c areas.
B. an
increase
d risk of
becomin
g
overwei
ght or
 obese.
C. a
reduced
receptiv
eness to
social
and
emotion
al
learning
approac
hes.
D. a limited
ability to
learn
tactical
strategie
s for
games.

Type of Traditional Tool/ Put a Learning Outcome Sample Test Item of Comments (Is the
Paper and Pencil test chec Assessed Resource Teacher assessment tool
k constructed in
(✔) accordance with
Here established guidelines?)
Explain your answer.
Selected Response Type
1. Competition N/A N/A N/A N/A

2. Short answer type ✔ Can write a Write the things that The learning materials
 reflection to express you can see in your provided by the teacher
his/her surroundings and what are appropriate for the
environmental comes into your mind students' evaluations
thoughts in a holistic when these things will and learning goals.
way. no longer be seen to the
next generation?

3. Problem Solving N/A N/A N/A N/A

4. Essay - restricted N/A N/A N/A N/A

5. Essay-non-restricted N/A N/A N/A N/A

ANALYZE
1. Which Assessment tools/tasks were most commonly used by teachers? Which ones were
rarely used? Why were they rarely used?
The varieties of questions that include multiple choice and those that need a brief response are
the ones that are used the most often since they are one of the most widespread and efficient
methods for students to grasp and comprehend the material.

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 the test construction? Least skilled?
In my view, the most significant types of questions are the short-answer and multiple-choice
varieties. Multiple choice because the instructor obtains factual information about the subject and
gives students with alternatives for proper replies, and essay kinds because the instructor applies
or incorporates them. views of students on the issues at hand. These will encourage students to
think critically and apply what they have learnt in class.

3. Can an essay or the other written requirements, even if it is a written paper-and-pencil test, be
considered an authentic form of assessment? Explain your answer.
Yes, since students still often write about their past experiences and future goals in essays and
other written assignments. Assume that students can successfully apply their knowledge in real-
world settings.
REFLECT
How good are you at constructing traditional assessment tools? Which do you find most difficult
to construct? Any lesson/s learned?

When compared to the instructors using the standard evaluation criteria, I would say that I fall
short. From my time spent in Assessment of Learning I and II, I have concluded that multiple-
choice questions are the most difficult to design. Because there are so many factors to think
about for this kind of test. There are other constraints and restrictions to be aware of, and the
item will be rendered useless if the stem or your selections are incorrect. Moreover, a substantial
amount of time and effort will be required to construct a test of this kind. A few of your pupils
will breeze through the test in a few minutes, while the others will have to use their best
judgment. In my experience with preparing for this kind of test, I've learned that a table of
requirements will prove to be an invaluable resource for us.
 Activity 13.3: Observing the use of Non-Traditional Assessment Tools and Scoring Rubric
Resource Teacher: ______________ Teacher’s Signature: _____________ School: __________
Grade/Year Level: ______________ Subject Area: ___________________ Date: ____________

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 an Observation Sheet.
● Did your Resource Teacher explain the rubric to the students?
● Which type of rubric did the Resource Teacher use – analytic or holistic?
Authentic Learning Sample of Product/ How product/ Comment/s (Is the
Assessment/ Non- Outcome Performance Assessed performance was scoring rubric
Traditional/ Assessed assessed constructed
Alternative according to
standards?
Describe how the
One example of a
product/
product assessed. (Put
performance was
a photo of the
assessed. Which was
product/documented
used analytic rubric
performance in My
or holistic rubric?
Teaching artifacts.
INCLUDE THE
INCLUDE TH4E
RUBRIC IN MY
RUBRIC IN MY
TEACHING
TEACHING
ARTIFACTS.
ARTIFACTS.
1. Product - Create a MAPEH (P.E.) Quarter It was assessed based Yes, it is constructed
poster about 2 – Module 2 Social on a set of criteria. in accordance with
the Dance (pg. 9) holistic rubric
etiquettes of criteria.
dancing.
2. Performance - Create your MAPEH (P.E.) Quarter It was assessed based Yes, it is constructed
own routine 2 – Module 2 Social on a set of criteria. in accordance with
using the Dance (pg. 10) holistic rubric
basic steps criteria.
of cha-cha-
cha dance.
ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you think that type
of rubric was used more?
According to my observations, holistic rubrics were more widely utilized than analytic rubrics
since they were simpler to create and simplified assessments. Holistic rubrics examine the whole
result.
2. Based on your answer in # 1, what can you say about the scoring rubrics made and used by the
Resource Teachers?
The grading rubrics that were employed were suitable for the product/performance under
consideration. It was both correct and equitable.
3. Will it make a difference in assessment of student work if the teacher would rate the product
or performance without scoring rubrics? Explain.
Yes, since when assessing a product or performance, criteria or rubrics should always be
employed; if they aren't, we may assume that the marks or scores aren't trustworthy or reliable.
Without this, there may be bias in grading since the student does not comprehend the basis for
the conclusions.
4. If you were to improve on one scoring rubric used, which one and show?
If I have to improve one of the rubrics, it will be the poster rubrics. Simply alter the format to
something more suited.
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.
Yes, an essay may be considered a legitimate evaluation, despite the fact that it is visibly written
on paper and pencil. Rather than just picking replies from a list of possibilities, it asks students to
build, construct, and arrange ideas based on what they have learned and used in real-world
issues.
6. Can rubric 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?
Students may self-direct using rubrics since they can assess their own work based on the set
criteria. Students are encouraged to reflect on their own output and learnings to determine
whether they have genuinely attained the targeted objectives, hence facilitating assessment as
learning.
Does the Scoring Rubric in this FS Book 1 help you come up with better output?
The FS Book 1 grading rubric assisted me in producing a better product. This rubric guides and
assists me in analyzing my work to decide if it should be improved, altered, or left unchanged.
The rubrics provide me with importantl considerations for producing quality work.

REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the
years as a student.
I recall seeing similar evaluation tools in high school, but maybe a fresh development is in the
works that will help more pupils learn. Evaluation is an integral part of the learning process; old
assessment techniques have been replaced with genuine assessment. It has been used for years,
and performance assignments are utilized routinely in the classroom. In my learning trajectory
over the years, we are actually evaluated. Authentic outputs, group projects, and other sorts of
performance evaluations are just a few of the engaging and challenging assessments that enable
us to apply what we're learning or have learned in the real world.

Show Your Learning Artifacts

Accomplished ObservaTION sHEET

Observations
Teachers may also use rubrics to monitor student achievement and build and revise lesson plans.
They enable students and instructors to evaluate the quality of a body of work. When a student's
evaluation of his or her work varies from the teacher's, a conference may be arranged so that the
student can explain his or her understanding of the issue and defend the presenting technique.
Reflection
The first step in authentic evaluation is informing pupils of clear and exact performance
standards. It requires pupils to use a range of higher-order thinking abilities to come up with their
own solutions as opposed to picking from a list of possibilities, as is the case with multiple-
choice questions (HOTS). This style of assessment encourages a learner-centered classroom in
which the major objective of the instructor is to help students assume responsibility for their own
learning and develop self-evaluation abilities. The instructor designs activities and evaluates the
results, which gives the data necessary to monitor the growth of pupils and evaluate the teacher's
teaching tactics. In true assessment rubrics, however, they are essential since they educate both
the instructor and the students about what is being evaluated. Not only do rubrics boost
uniformity in scoring, but they also encourage validity by elucidating the accomplishment
criteria that the instructor will use to evaluate pupils.
A photo of a product assessed and a documented performance test

Sample 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
The primary objective of a rubric is to evaluate the performance or work of students. Rubrics
may be modified to each assignment or course in order to measure learning goals more
accurately. Rubrics may be utilized for almost every project and course since they are adaptable
and customizable; in essence, rubrics are a one-size-fits-all tool.

Authentic 13.4: Scrutinizing the Types and Parts of a Portfolio

Resource Teacher: ____________ Teacher’s Signature: _____________ School: ____________
Grade/Year Level: ____________ Subject Area: ___________________ Date: ______________

OBSERVE
1. Ask your Resource Teacher for samples of Portfolio, if any. If there are, select one best
portfolio from what you examined.
2. If none, research for a sample portfolio and include them in My Learning Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/researched by you accomplish
Observation Sheet #
4. Put a check in the right column.
 What a Portfolio Includes
Elements of a Portfolio Present? Missing?
1. Clear objectives – The /
objectives of the
lesson/unit/course are clear which
serve as bases for selection
2. Explicit guidelines for selection /
- What, when, where, how are
products/documented
performances selected?
3. Comprehensible criteria- the /
criteria against which the portfolio
is graded must be understood by
the learners
4. Selective significant pieces – /
The portfolio includes only the
selected significant materials.
5. Student’s reflection – There is /
evidence that students reflected on
their learning.
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?
In light of the OBE, I think that the actions and output of the students should guide the selection
of evidence to indicate that the students have acquired the intended knowledge. They should be
included in the portfolio so that the instructor may evaluate the students' progress throughout the
course of a specific class term. Also included should be any written or creative replies to what
they've learnt from the pupils.
 2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio
does this fall?
Based on the aforementioned qualities, this portfolio may be classed as a development or growth
portfolio since there is evidence that the students have reflected on the knowledge they have
gained from the session.

Elements of a _________ Portfolio (Which type of portfolio?)

1. Cover Letter- “About the Author” and “What My Portfolio Shows About My Progress as a Learner”
2. Table of Contents with numbered pages
3. Entries-both core (required items) and optional items (chosen by students).
4. Dates on all entries to facilitate proof of growth over time.
5. Drafts of aural/oral and written products and revised revisions, i.e. (first drafts and corrected/revised versions.)
6. Student’s Reflections.

3. Where and when does the teacher make use of each of the 3 types of portfolio?
Use the development or growth portfolio to evaluate student progress, assist students acquire
process skills like self-evaluation and goal-setting, identify students' strengths and shortcomings,
and track the creation of new products/performances. Showcase Portfolios were used to show
end-of-year/semester successes, produce a sample of best work for a job or college application,
explain student opinions of favorite, greatest, or most significant work, and show potential
teachers a student's aptitudes. When a teacher must assess student progress, grade, and place
students.
The teacher will utilize the portfolio at different times and places since each variety has its own
distinctive qualities. Instructors utilize development/growth to assess student progress. The
showcase/display portfolio is the next step, when students demonstrate their expertise. Product or
service work is prevalent. The teacher evaluates or assesses the students' prior learning and then
gives the same work to check whether their objectives have been reached in the assessment
evaluation portfolio.
REFLECT
Have portfolios made the learning assessment process more inconvenient? Is 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?
I think the portfolio simplified learning assessment. because one portfolio can measure student
progress quickly. The portfolio also shows each lesson's learning. Portfolio utilization improves
learners' metacognitive processes, which increases the time spent analyzing portfolios. To
improve their learning tactics and knowledge, students evaluated themselves and submitted
comments.

Show your Learning Artifacts

Sample/s of improved Written Tests, both selected response type and supply type.

Sample/s of product and performance assessed

Sample/s of rubric
Sample/s of student’s on his/her portfolio
Activity 13.5: Determining the Level of Teacher’s Questions
Resource Teacher: _____________ Teacher’s Signature: ____________ School: ____________
Grade/Year Level: _____________ Subject Area: __________________ Date: ______________

OBSERVE
1. Observe a teacher in the classroom.
2. Note his/her questions both oral and written.
3. Score him/her according to the level 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 a tally, then get the total. Use Table 1 and Table 2 separately.

Table 1. Number of Questions per Level

Cognitive Cognitive Processes Tally of Total
Processes (and Kendall Assessment
(Bloom as Marzano) task /
revised by Rank Questions
Anderson and
Krathwohl Rank

Self-system thinking 6
Metacognition 5
Creating 6-Highest
Evaluating 5
Analyzing /An 4 Analysis 3 /
 Applying 3 Knowledge Utilization 4
Understanding / 2 Comprehension 2 /
Remembering / 1-Lowest Retrieval 1 //// - Example 4

Table 2. Examples of Assessment Questions / Assessment Tasks

Tally and Total Score Tally and Total Score of Example of Rank
of Cognitive Processes Cognitive Processes (and Assessment Tasks / Based
(Bloom as a revised by Kendall and Marzano) Questions Given by on Use
Anderson and Rank Resource Teacher
Krathwohl

Rank
Self-system Thinking 6- e.g Teacher asked
Highest students Why is the
lesson important to
you?
Metacognition 5
Example: 6-
Highest
Creating = 1
5
4 Analysis 3
3 Knowledge of Utilization 4
2 Comprehension 2
1- Retrieval = III 1-Lowest
 Lowest I
I
Rank Rank

ANALYZE
1. Which cognitive skill had the highest number of assessment questions? lowest number?
Among cognitive skills, creating ranks is the highest, while remembering and placing is the
lowest.
2. What do these (lowest and highest number of assessment questions) reveal about a Resource
Teacher’s level of questions?
In the taxonomy of learning, the teacher places a greater emphasis on the highest level of
cognitive skills.
3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive skills? Give an
example of an assessment for each of the two highest cognitive skills- metacognitive skills and
self-system thinking.
Self-system thinking and metacognitive capabilities are the two greatest cognitive abilities.
Example of self-system thinking (Bakit mahalaga para sa iyo na matutunan ang tamang
pagbigkas ng mga salita?), metacognitive capabilities. (Ibahagi ang iyong mga natutunan sa ating
naging aralin).
REFLECT
If you were to rate yourself on HOTS – where you will be from a scale of 1 to 5 (5 as highest)
where will you be?
I would rate my higher order thinking abilities as a four since I am conscious that I can always
develop them, but I am able to think creatively and react rationally to problems.

As a future teacher, reflect on how you will contribute to the development of learners’ HOTS?
As a future educator, I should incorporate activities that match to higher and highest cognitive
thinking abilities in order to aid students in building their HOTS. Methods of questioning and the
sorts of evaluation questions and assignments are other significant factors to consider. It should
aid in the development of critical thinking and the application of information and skills to real-
world circumstances.

EVALUATE Performance Task

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

Name of FS Student: ______________________________Date Submitted:____________

Year & Section:__________________________Course:____________

Learning Excellent Very Satisfactory Needs

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

TRANSMUTATION OF SCORE TO GRADE/RATING

19- 17 16 15 1 13- 11 10 9-8 7-
18 4 12 belo
Score 20 w
1.25 1.5 1.75 2.00 2. 2.50 2.75 3.00 3.5 5.00
Grade 1.0 25 .
99 96 9 90 87 84 81 78 75 72 71-
3 Belo
w

Signature of FS Teacher above Printed Name

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

TARGET Your Intended Learning Outcome

⮚ Explain the function of a Table of Specifications

REVISIT the Learning Essentials

● A table of a 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
Class
Learning Outcome Cognitive Level Total
Hours
Rem Un Ap An Ev Cr
1. Baking tools in Breads 10 A 10
and Pastry mins.
1-10

2. Maintaining tools and 5 B 5

equipment mins.
11-15
 3. Types in uses of 3 C 5
cleaning materials and mins.
16-20
disinfectant

4. . Competencies in Breads 3 D 5
and Pastry mins.
21-25

5. Definition of terms 4 E 5
mins.
26-30

6. Perform Mensuration and 5 F 10

Calculation mins.
31-40

Total 30 25 5 10 40
mins.
ANALYZE
1. What parts must a TOS contain to ensure test content validity?
To guarantee test content validity, each component must have all levels and abilities required to
ensure that you fulfill the course's set goals.
2. Why is there a need for a number of items per cognitive level?
To assign the appropriate number of test items to each learning outcome. As a consequence,
additional learning goals or particular subjects should not be disregarded, and the amount of
items should be fairly divided based on the number of hours the topic has been taught.
3. With OBE in mind, is it correct to put learning outcomes not topic in the first column?
Why or why not?
Yes, learning outcomes should be placed in the first column of the OBE, not the topic; it
provides precise targeted goals, and we may conclude that learning outcomes should be placed
there from the word outcome-based
 4. Can a teacher have a test with content validity even without making a TOS?
No, the examination may be legitimate if it is based on the supplied requirements table. The TOS
is the plan for the exam. TOS is really essential to me, and a teacher cannot design a legitimate
exam without it. The TOS serves as a test template for instructors to utilize when designing
exams and other forms of assessment. Even if an exam is genuine, instructors will find TOS to
be quite useful.
5. Complete the given TOS.
Done!

REFLECT
Read the conversation and reflect on teachers’ assessment practices. Write your

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!)

reflections here.
Did you have a similar experience? Reflect on it. Will the required use of Table Specifications
as guide in test construction solve the problem of misaligned tests?
The conversation makes it clear that the exam has nothing to do with anything they've studied or
discussed in class. In high school, we encountered a similar circumstance in which we had to
take an examination in one subject that included test questions that we had not previously
studied. It's disheartening to realize that all of your hard work studying and comprehending your
lessons has been in vain. I recognize that instructors are merely human. They are not flawless.
They make errors. Actually, when I study, I make an effort to read and pay attention to what my
instructor has taught us. However, once the test started, my first impression was a surprise. I was
surprised since the questions were so different from what I had learnt, and some of them had not
yet been addressed. In my view, this sort of test is unproductive since the material does not truly
represent the students' ability based on prior knowledge. We must continue to follow and
develop questions based on what we have said to our pupils, otherwise we will merely confuse
them. In this situation, a teacher should always prepare his TOS since it will lead to more
relevant questions and information. That is not how we should conduct ourselves. Our words and
actions must be unwavering. A Table of Specifications may then be utilized to fix the problem,
since it will act as the teacher's guide in developing the test questions.
SHOW Your Learning Artifacts
● Accomplished Observation Sheet

● Analysis
Assessment is a crucial part of the teaching and learning process, yet instructors make
errors and students are not always evaluated in line with what is taught. The
specifications table will assist instructors in selecting how they will prepare for their
examinations. The TOS serves as a framework for testing. It will make it simpler for
instructors to prepare the exam and link it with the learning goals and hours spent
presenting the lesson.

● Reflection
TOS guarantees the validity and dependability of the test or assessment. Students are
more inclined to study harder and improve the abilities they have learnt if they believe
their efforts are not in vain. Even if you generate simpler questions, if they are not
included in all conversations and classes within that time period of learning, students will
be irritated and dissatisfied.

● Completed Sample TOS

Activity 13.7 Computing Student’s Grades based on DepEd Grading System
Resource Teacher: Teacher’s Signature School:
Grade/Year Level: Subject Area: Date:

TARGET Your Intended Learning Outcomes

⮚ Compute student’s grade based on DepEd’s grading policy
⮚ State the new features of the latest grading system in basic education.

REVISIT the Learning Essentials

● With the implementation of the Enhanced Basic Education Program of 2013, more
popularly known as the K to 12 Curriculum, came a new grading system of the
Department of Education. Refer to Appendix A for more details.
● 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 Student’s Report Card
1. Secure a sample of Students’ Report Cards from your Resource Teacher.
2. Study a sample of an unused Student’s Report Card. Observe its contents.
3. Ask permission from your Resource Teacher for an interview with him/her and with a
group of students regarding the new grading system.

B. Interview of Resource Teacher

1. What are the new features of the latest grading system? What things are you required
to do with this new grading system which you were not asked before?

As previously, written and performance assignments are used to evaluate the content
and performance standards that outline what learners are expected to exhibit. The
only new characteristics I see in the most recent marking system are that our students
are required to complete four written works and four performance assignments within
a quarter, ideally combining two or more skills. All proof of learning must be
documented in the student's portfolio. Quarterly evaluations are no longer conducted
in the new normal, but they are divided equally between WW and PT.

2. Which do you prefer – the old or the new grading system? Why?
For me, teachers will benefit from the new grading system because it has fewer
criteria for grading students than the old grading system

C. Interview of 5 Students
1. What do you like in the new grading system?

What I enjoy about the new grading system is that it simplifies grade computation and
simply needs three competencies: written performance and quarterly evaluation.
Furthermore, the percentage distribution is reasonable.

2. Do you have problems with the new grading system? If there is, what?

No, I don’t have problems in the new grading system.

3. Does the new grading system give a better picture of your performance? Why or why
not?

It most certainly does. I became more focused on studying and doing well as a
student. I focused the bulk of my efforts on completing the performance challenge
successfully.

4. Which do you prefer – the old or the new grading system? Why?
 As a student, I like the new marking system since it emphasizes activities and
performances rather than quizzes and examinations. I also feel that hands-on activities
may help us students study more effectively.

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 is/are the basis for grading?

This information is available in the curriculum guides. All grades will be determined
using the weighted raw score of the learners' summative assessments. A competency-
based grading system will be used for the grading system.

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

The first step is to total up all of the student grades. The sum of the scores for each
component—Written Work, Performance Task, and Quarterly Assessment—is the
consequence of this. A percentage score must be created by converting the raw scores
from each component. By doing this, values will be parallel to one another.

STEP 2: A percentage score is derived from the total of each component. Divide the
raw score by the greatest possible score, then multiply the quotient by 100% to get the
percentage score (PS). Total Learner Score/Highest Score X 100% Equals Percentage
Score (PS).

STEP 3: To demonstrate the significance of each component in fostering learning in

the various areas, percentage scores are then transformed to weighted scores.
Percentage Score x Weight of Component = Weighted Score (WS)

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

At the conclusion of the academic year, the general average or final grades are
determined by dividing the total number of learning areas by the sum of all final
grades. Equal weight is given to each area of study.

4. What descriptors and grading scales are used in reporting progress of learners?
 5. What are the bases for learners’ promotion and retention at the end of the school
year?

The capacity to satisfy expectations is the cornerstone for a learner's advancement and
retention. If a student has a final grade of 75 or above in all subject areas, they are
promoted to the next grade level.

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

Using a non-numerical rating scale, learners' observed conduct in demonstrating the

Core Values of Maka-Diyos, Makatao, Makakalikasan, and Makabansa will be
recorded.

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)
● 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 the data and information gathered from the interview and from your interview of
an unused Student’s Report Card and the DepEd grading system.

1. Do students and teachers like the new grading system? Why or why not?

The instructors I speak with either like or despise the new grading system, but they like
that there are only three parts to it now, unlike the old method. also included was the
percentage distribution by competencies.

2. What are the good points of the new grading system according to teachers? According to
students?
The new grading system has the benefit of being easier to compute and giving students
and instructors a better idea of which skills need to be improved.

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

Teachers will struggle to calculate grades under the new grading system since they must
be transmuted.

4. Do you favor the distribution of written work, performance tasks and quarterly
assessment?
Yes, I support the allocation of written work percentages, performance assignments, and
quarterly evaluations.
 5. Did you like the experience of computing grades? Why or why not?
Absolutely, I loved the experience of calculating grades since it piqued my curiosity in
knowing about the kids' average grades.
REFLECT
In an era where the emphasis is self-directed learning and demonstration of competencies
– knowledge, skills and values learned (outcomes-based education) – do grades really matter?
In today's educational environment, grades are crucial, but the most important component is the
result of the learning process. What is most important is the information gained, as well as the
abilities created and enhanced as a consequence of the experience. Lower grades do not
determine who you will become in the future; if you use what you have learned and master new
abilities, you will have a successful future. Learners must be able to reflect on, assess, and apply
what they have learned in real-life circumstances where they will benefit in the future. OBE
places a heavy emphasis on results.

EVALUATE Performance Task

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

Name of FS Student: ______________________________Date Submitted:____________

Year & Section:__________________________Course:____________

Learning Excellent Very Satisfactory Needs

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

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19- 17 16 15 1 13- 11 10 9-8 7-
18 4 12 belo
 w
1.25 1.5 1.75 2.00 2. 2.50 2.75 3.00 3.5 5.00
Grade 1.0 25 .
99 96 9 90 87 84 81 78 75 72 71-
3 Belo
w

Signature of FS Teacher above Printed Name

Date

Activity 13.8 Reporting Students’ Performance

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

TARGET Your Intended Learning Outcomes

⮚ State the reason(s) why grades must be reported to parents
⮚ Describe what must be done to make grade reporting meaningful

REVISIT the Learning Essentials

● Grades fulfill their function if reported meaningfully to students and most of all to
parents, our partners in the education of children.
● Grades are a measure of achievement, not necessarily IQ. A student may have high IQ
but not necessarily achieve or perform 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.
 It takes place at the conclusion of each quarter, when parents are informed of their
children's development and the instructor offers comments on the student's academic
achievement.

2. Describe how the Resource Teachers learners’ assessment results and grades to parents.
The resource teacher interacts with parents at the parent-teacher conference. This was the time
when the instructor could notify the parents of each student's academic achievement. Parents are
also permitted to query the instructor about their child's academic achievement.
3. Do parents raise questions or concerns? If yes, what were their questions/concerns?

Some parents have concerns and questions for the teacher, such as what
recommendations the teacher may make to help their children improve their school
performance.

4. How did the resource teacher handle their questions and concerns? What answers did
he/she give?

The teacher responds to the parents' questions and concerns by offering

recommendations and guidance on how to help their children improve their grades at
school

Interview with Resource Teacher

1. How do you give feedback to your students regarding their performance? When do you
give feedback?

To stimulate my pupils, I offer them feedback on whether their response is accurate or

wrong as they are reciting. When they react, I make remarks like "very nice," "great," and
so on.

2. How do you report students’ performance to parents? Does the school have a regular way
of reporting grades to parents?

I disclose my students' grades in the Parents and Teachers Conference Meeting (PTC
Meeting). It occurs at the end of each grading period

3. What problems on grade reporting did you encounter with parents? How did you address
it/them?
One issue I've seen is when a father is worried about his son's low academic performance.
I handled it gently, showing them his son's test scores, performance ratings, and other
grades so they could understand why he got a poor grade.
Interview with Students
1. Do you see the meaning of your grades in the School Report Card?
Yes, I understand what my grades imply on my school report card.

2. Does knowing your grade motivate you to work harder?

Yes, being aware of my grade encourages me to put in more effort during the subsequent
grading period in order to raise it.

Interview with Parents

1. Does your child’s Report Card give you a clear picture of how your child is performing?
That is certainly the case. I find that keeping track of how much effort she puts into each of their
activities is helpful to me.
2. If you were asked what else should be found in the Report Card, which one? Why?

None. Because I feel that all I need to know about my child's academic performance is
already on their report card.
3. Do you find Card Distribution Day important? Why or why not?
Yes. Because I am able to discuss my worries regarding my child's academic performance with
the instructor.
4. Any suggestions on how to make Card distribution more meaningful?
Students that succeeded in class should be given honors such as ribbons and diplomas to
stimulate them.

ANALYZE
1. What were the most common issues raised on students’ performance?
A common worry regarding a student's performance is mastery of information and abilities.
When an evaluation is near, learners may study more, but they lack mastery when it is not.

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

a.) maintained and
b.) improved to make grades and reporting meaningful?
Students should be allowed to tell instructors and/or parents of their grades before the teacher
computes them. Students are given immediate feedback to help them improve their exam,
project, and assignment results.

REFLECT
1. Grades are often a source of misunderstanding. How should I do reporting so that it will
result in effective learning?
They argue that knowing your grades or the consequence of your performance is critical. It will
provide you a clear picture of how well you maintain and improve your performance, but kids
and parents sometimes misinterpret how things ended up, pushing them to ask inquiries.
As a teacher, you must report and discuss the findings in a straightforward and impartial way in
order to free your mind of anything that is bugging you. You should give constructive comments
in a non-offensive manners. Students should be encouraged to work harder, and parents should
support their children.
Showing and discussing the reports, as well as offering comments, enhances the learners' self-
evaluation, and learning happens as a consequence. Self-evaluation is also a strategy used to
determine how well students will learn and behave in order to develop.