Assessment to Lesson 3, AIL 1

Name: Jembert C. Bajan Course&Year&Section: BEED II-A Score:

Subject: Educ 206 (Assessment in Learning 1) SLSU Main Campus (DTE)
Schedule: MTH (8:30 A.M-10:00 A.M) Second Semester: 2023-2024
Task 1. Taxonomic Classification. Using Anderson’s Taxonomy, fill out the matrix below by
determining which domain (write only C for cognitive, P for psychomotor, and A for
affective) and level (write only 1, 2, 3, 4, 5, or 6) of learning are targeted by the following
learning competencies. Perfect score for this task is 20 points.
Learning Competencies Domain Level
1. Listen perceptively to selected environmental songs. A 2
2. Summarize the final episode of a selected TV drama. C 3
3. Recognize the ecological value of insects to human and C 4
ecosystem by situational examples.
4. Use appropriate graphs to represent organized data. C 4
5. Makakapag guhit upang mailarawan ang mga saloobin hinggil sa A 5
paggunita ng Araw ng mga Puso
6. Label parts of the ordinary microscope. P 3
7. Execute proper warm up and cool down exercises. P 2
8. Paghambingin ang sinaunang teknolohiya sa paghatid ng C 5
mensahe sa makabagong pamamaraan.
9. Infer that body structures help animals adapt and survive in C 6
their particular habitat.
10. Solve problems on linear inequalities in two variables and linear C 6
equations in two variables.

Task 2. SEQUENCING. Arrange the learning competencies using the hierarchy of the
taxonomy in learning from highest to lowest. Use number as your answers (example: 3 a.).
Perfect score for this output is 30 points (15 x 2 points).
A. Domain: Cognitive Topic: Mechanical Energy
__4__ a. Decide whether the total mechanical energy remains the same during a certain
process.
__6__ b. Create a device that shows conservation of mechanical energy.
__1__ c. State the law of conservation of energy.
__3__ d. Explain energy transformation in various activities or events.
__5__ e. Perform activities to demonstrate conservation of mechanical energy.
__2__ f. Determine the relationship among the kinetic, gravitational potential and the
mechanical energies of a mass at any point between maximum potential energy and
maximum kinetic energy.

B. Domain: Psychomotor Topic: Basic Sketching

__3__ a. Watch how tools are selected and used in sketching.
__2__ b. Create a design using combinations of lines, curves and shapes.
__1__ c. Draw various lines, curves and shapes.
__4__ d. Set the initial drawing position.

C. Domain: Affective Topic: Short Story

__2__ a. Write down important details of the short story pertaining to characters, setting
and events.
__3__ b. Share inferences, thoughts and feelings based on the short story.
__5__ c. Relate story events to personal experience.
__1__ d. Read carefully the short story.
__4__ e. Examine thoughts on the issues raised in the short story.

Task 3. Using the indicated topic or subject matter shown in the matrix below, write one
(1) learning outcome for each of the three (3) domains arranged from the simplest to the
most complex level or category. Perfect score for this task is 30 points (15 x 2 points).

Topic: Kinds of Speeches

1. Cognitive Learning Outcome
At the end of the lesson, the learners should be able to:
1.1. Remembering List all of kinds of Speech.
 1.2. Describe each kind of Speech.
Understanding
1.3. Applying Use the kinds of speech in a paragraph.
1.4. Analyzing Examine the kinds of speech in a paragraph.
5. Evaluating Critique the use of kinds of speech in a story.
1.6 Creating Construct your own real-life story using the kinds of Speech
Topic: Recycling Non-biodegradable Solid Wastes
2. Psychomotor Learning Outcome
After the lesson has been presented, the students should have:
(use past participle of the action verbs)
2.1. Observing Observed the importance of non-biodegradable solid wastes in the
environment.
2.2. Imitating Imitated a recyclable trash bin for a non-biodegradable solid
waste
2.3. Practicing Practiced on their own home on how to separate non-
biodegradable solid wastes
2.4. Adapting Formulated an idea on how to recycle the non-biodegradable solid
wastes.
Topic: Mga Katutubong Laro
3. Affective Learning Outcome
Pagkatapos ng talakayan ng paksa, ang mga mag-aaral ay
inaasahang:
3.1. Receiving Nakakapagtanggap ng impormasyon base sa kahalagahan sa ibat-
ibang mga katutubong larong pinoy.
3.2. Responding Nakakapagtalakay ng ibat-ibang uri ng katutubong larong pinoy
ayon sa kanilang sariling depinasyon.
3.3. Valuing Nakakapagpahalaga sa ibat-ibang uri ng katutubong larong pinoy
3.4. Organizing Nakakapagkumpara ng mga katutubong larong pinoy batay sa
kagustohan ng manlalaro.
3.5 Internalizing Makakaganap ng mga katutubong larong pinoy ayon sa
 kagustohan ng isang estudyante

Task 4. Research. Using the diagram of Kendall and Marzano’s New Taxonomy as guide,
select learning competencies from K to 12 Curriculum Guide to illustrate levels of difficulty
found in the new taxonomy with at least two (2) learning competencies for every level of
difficulty. If the diagram provided in the discussions of the lessons/topics is not sufficient
for you, you can then search on the matrix of Kendall and Marzano’s new taxonomy (2007)
for more understanding of this task. Your answers will be presented following the format
similar to the one shown in task 1. Perfect score for this task is 30 points.
Below the matrix, write a short generalization, not more than fifty (50) words, on the
relevance of K and M’s New Taxonomy to the OBE implementation in classroom instruction.

Learning Competencies Level of Difficulty Level

1. Summarize the simple Comprehension 2
literary elements of text
such as character’s rule,
plot and setting
2. Identify the characters, Retrieval 1
their individual traits and
qualities from their taughts,
words and behaviour
3. Make out Striking Knowledge Utilization 4
message and provide an
explanation or rationale
behind occurrences in the
story
4. Recognize Literary Retrieval 1
devices and figure of speech
that make writing
interesting and appealing.
5. Interpret the meaning Analysis 3
suggested in visual media
through focus on visual
elements, for example, line,
symbols, colour, gaze,
framing and social distance
6. Describe the evaluative Comprehension 2
word of choices to detect
biases and propaganda
devices used by speakers
7. Analyze how visual and Analysis 3
 multimedia elements
contribute to the meaning
of a text.
8. Determining a paragraph Metacognition 5
showing: cause and effect,
comparison and contrast
and problem-solution
relationships.
9. Research the contribution Knowledge Utilization 4
of the canonical Filipino
writers to the development
of National Literature.
10. Explain the relationship Metacognition 5
of Context with text’s
meaning
11. Know all materials or 6
energy input or output the Self- System Thinking
system that be created from
existing material or energy
12. Identify their strength Self- System Thinking 6
and weaknesses from
solving real-life problem.

The relevance of K and M’s New Taxonomy to OBE implementation of the classroom
is that the learnings of the learners are made by their own way, the teacher are only
facilitating the learners to achieve critical thinking skills. They have relevance in terms of
how the learners acquired learning from their discussions.