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Ing Competencies With Appropriate Assessment Strategies

Learning competencies

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Danica Laila Baraobadao
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6 views3 pages

Ing Competencies With Appropriate Assessment Strategies

Learning competencies

Uploaded by

Danica Laila Baraobadao
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Technical Procedure for Determining the Terminal Intent of Learning Competencies with Appropriate

Assessment Strategies
Sample Learning Competency (Science 10):
"Compare the relative wavelengths of different forms of electromagnetic fields."

Step 1: Deconstruct the Learning Competency


1. Identify Key Components:
 Action Verb: Compare (requires higher-order thinking, aligned with Bloom’s Analyzing level).
 Content: Relative wavelengths of electromagnetic fields (e.g., radio waves, microwaves, infrared,
visible light, UV, X-rays, gamma rays).
 Context: Understanding and comparing properties of electromagnetic waves within the
spectrum.
2. Learning Domain:
 Cognitive: Focused on analysis and comprehension.

Step 2: Define the Terminal Intent


1. Clarify the Expected Outcome:
 Students will analyze and differentiate electromagnetic waves based on their relative
wavelengths.
 They will arrange electromagnetic waves correctly on the spectrum and explain the practical
applications and significance of these differences.
2. Set Measurable Criteria:
 Students will:
 Classify electromagnetic waves by wavelength in ascending or descending order.
 Provide real-world examples of where these waves are used and why wavelength
differences matter.
 Compare at least two forms of electromagnetic waves regarding their properties, uses,
and limitations.

Step 3: Align Instruction and Assessment with Bloom’s Taxonomy


1. Map the Competency to Bloom’s Levels: (Basis in sub tasking/creating learning objectives)
 Remembering: Recall the types of electromagnetic waves and their order on the spectrum.
 Understanding: Explain relationships between wavelength, frequency, and energy.
 Applying: Use this knowledge to solve problems or analyze practical applications.
 Analyzing: Compare different electromagnetic waves in terms of wavelength and uses.
 Evaluating: Assess the suitability of electromagnetic waves for various real-world applications.
 Creating: Design a project or representation that connects electromagnetic wave properties to
societal uses.
2. Design Apt Assessment Strategies:
 Ensure each Bloom’s level is addressed (see Step 6).

Step 4: Establish the Depth of Knowledge (DOK) Level


 Set the competency at DOK Level 3 (Strategic Thinking):
 Requires comparing properties, drawing conclusions about applications, and reasoning about
relationships between wavelength and energy.

RELEVANT NOTES:
The Depth of Knowledge (DOK) Levels are a framework developed by Norman Webb to assess the cognitive
complexity required for tasks, questions, or assessments. These levels are used to classify the depth of
understanding and skills needed to respond to or complete a given task. The DOK Levels range from 1 to 4, with
each level reflecting increasing complexity and cognitive demand. Here's an overview of each:
1. DOK Level 1: Recall and Reproduction
 Description: Tasks require students to recall facts, terms, or basic concepts.
 Skills: Memory recall, simple identification, or basic knowledge application.
 Examples:
 Identifying historical dates.
 Solving a basic math problem.
 Reciting a poem or formula.
2. DOK Level 2: Skills and Concepts
 Description: Tasks involve some mental processing beyond recalling information. Students apply skills or
concepts in straightforward ways.
 Skills: The ability to explain or summarize, make comparisons, or organize information.
 Examples:
 Summarizing a text.
 Solving a math problem with multiple steps.
 Explaining the causes and effects of an event.
3. DOK Level 3: Strategic Thinking
 Description: Tasks require reasoning, planning, and using evidence. Students must justify their thinking
and engage in higher-order thinking.
 Skills: Critical thinking, problem-solving, and applying concepts in novel contexts.
 Examples:
 Analyzing data to make predictions.
 Writing an argumentative essay with evidence.
 Solving complex real-world problems requiring multi-step solutions.
4. DOK Level 4: Extended Thinking
 Description: Tasks involve complex reasoning, planning, and extended periods of thinking. Students are
expected to integrate and synthesize multiple concepts and create original solutions.
 Skills: Synthesis, design, research, and drawing conclusions from multiple perspectives.
 Examples:
 Conducting independent research projects.
 Designing an experiment or study.
 Creating an original piece of art or a new model based on research.
These levels help educators ensure that assessments and tasks align with the expected depth of student
understanding and promote higher-level thinking.

Step 5: Plan Instructional Activities


1. Use Visual Tools:
 Provide diagrams of the electromagnetic spectrum for labeling and arrangement tasks.
2. Interactive Tasks:
 Hands-on activities like matching wave types with applications (e.g., microwaves for cooking, X-
rays for medical imaging).
3. Problem-Based Learning:
 Pose scenarios where students decide the most suitable wave type for a specific application.

Step 6: Craft Assessment Strategies Based on Bloom’s Taxonomy


A. Remembering
 Assessment Strategy:
Multiple Choice:
Which electromagnetic wave has the shortest wavelength?
a. Radio waves
b. Infrared rays
c. Gamma rays
d. Microwaves

B. Understanding
 Assessment Strategy:
Matching Type:
Match each electromagnetic wave with its approximate wavelength range:
 Radio waves
 Visible light
 X-rays
 Infrared rays
C. Applying
 Assessment Strategy:
Problem-Solving Task:
Why are radio waves suitable for communication, while gamma rays are not? Explain your answer
in terms of wavelength and frequency.
D. Analyzing
 Assessment Strategy:
Comparison Question:
Compare the wavelengths of ultraviolet rays and visible light. How do their differences affect their
applications in daily life?
E. Evaluating
 Assessment Strategy:
Case Study Analysis:
A hospital uses ultraviolet light for sterilization. Evaluate its effectiveness compared to infrared
light. Justify your evaluation based on scientific properties.
F. Creating
 Assessment Strategy:
Project-Based Task:
Design a visual infographic that explains the electromagnetic spectrum and highlights three
practical applications of different wave types.

Step 7: Validate and Iterate


1. Review for Alignment:
 Cross-check that instructional materials, assessments, and the terminal intent align with the
competency and Bloom’s levels.
2. Test the Framework:
 Pilot the activities and assessments with a small group to identify gaps or areas for refinement.

Output: Terminal Intent


Students will analyze the relative wavelengths of electromagnetic waves, correctly arrange them on a
spectrum, and explain their significance and applications using scientific reasoning.

Assessment Overview:
 Formative: Matching, multiple-choice, and comparison tasks.
 Summative: Case studies, problem-solving scenarios, and project creation.

This structured approach ensures that the competency is not only clearly defined but also effectively taught and
assessed.

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