Episode # 12 dwelt on Assessment for Learning (formative assessment) and Assessment as
Learning (self-assessment). These refer to assessment that teachers do while still teaching and
students' assessing their own learning. Episode # 13 will be focused on Assessment of Learning. When
teachers have done everything, they can to help learners attain the intended learning outcome/s,
teachers subject their students to assessment for grading purposes. This is referred to as assessment
of learning which is also known as summative assessment.
Episode # 13 will be focused on •I) assessment of learning in the cognitive, psychomotor and
affective domains with the use of traditional and non-traditional assessment tasks and tools, 2)
assessment of learning outcomes in the different levels of cognitive taxonomy; 3) construction of
assessment items with content validity; 4) Table of Specifications; 5) Portfolio, 6) Scoring Rubrics, 6)
The K to 12 Grading System and 7) Reporting Students' Performance.
At the end of this Episode, I must be able to demonstrate understanding of the design, selection,
organization and use of summative assessment strategies consistent with curriculum requirements by
being able to:
determine the alignment of assessment tools and tasks with intended learning outcomes;
critique traditional and authentic assessment tools and tasks for leaming in the context of
established guidelines on test construction; evaluate non-traditional assessment tools including
scoring rubrics; examine different types of rubrics used and relate them to assessment of
student learning;
distinguish among the 3 types of learners' portfolio;
evaluate a sample
portfolio; construct assessment questions for HOTS following Bloom's Taxonomy as revised by
Anderson and Krathwohl and Kendall 's and Marzano's taxonpmy; explain the function of a
Table of Specifications; distinguish among types of learners' portfolios and their functions;
compute students' grade based on DepEd's grading policy; state the reason(s) why grades must
be reported to parents; and describe what must be done to make grade reporting meaningful
158
Field Study
C TARGET Your Intended Learning Outcomes
Determine alignment of assessment task with learning outcome
Formulate assessment task aligned with the learning outcome
In accordance with Outcome-Based Teaching-Learning,
the learning outcome determines the assessment task.
Therefore, the assessment task must necessarily be aligned to the learning outcome.
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.
Is the assessment If
Subjects
Learning
Assessment
not
aligned,
tool
Task
aligned
Outcome/s
Task
improve on it.
(How
did to the learning
Teacher assess outcome/s?
the
learning
outcome/s?
Specify.
RE/ Epp/TLE
To dance tango Written quizNo
Performance test Enumerate the
Let students dance
steps of tango in
tango.
order.
Episode 13: Assessment
Assessment)
of Learning (Summative
Field study
159
1.
Are all the assessment tasks aligned to the learning outcome?
Yes, all the assessment tasks aligned to the learning outcome
2.
What are possible consequences if teacher's assessment tasks are not aligned to learning
outcome/s? Does this affect assessment results? How?
The possible consequence if teacher’s assessment tasks are not aligned to learning outcome/s
is it may not be possible to be achieved the class. The effect of assessment results cannot be measure
what the studentss learned from the lesson because it was not aligned in the intended learning
outcome
3.
Why should assessment tasks be aligned to the learning outcomes?
The assessment tasks should be aligned to the learning outcomes to attain the objectives of the
lesson. And also to have an organized lesson and it will achieve only if the intended learning outcome
are aligned in assessment learning process.
REFLECT
Reflect on past assessments you have been through. Were they all aligned with what your
teacher taught (with learning outcomes)?
As I reflect on the pats assessment that I had been through, I remember that all assessment
that given to us is aligned in the learning outcomes of our teacher.
160
Field Study
How did this affect your performance? As a future teacher, what lesson do you learn from this past
experience and from this observation?


It did not affect my performance because as I remember all the assessment that I received was
aligned on the intended learning outcomes of our teacher.
I learned that it is important to know and applied the steps in making lesson plan. If we already
know the steps on how to make our lesson plan, then it will no longer be difficult for us to make a
good intended learning outcomes that aligned to our assessment learning.
of Learning (Summative
1. Here is a learning outcome: Describe a person by the use of a metaphor by way of a metaphor
Is the test item aligned to the learning outcome?
Here is the test item: Describe a classmate or teacher
A.
B.
No
Somewhat
C. Yes
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.
B.
No
Somewhat
C. Yes
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.
B.
No
C. Yes
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.
A.
B.
What is a mean?
Is mean a measure of variability?
C.
What is the mean of 50, 50, 50.
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.
I. Dogs (howl).
2. A cat (meow).
3. Birds (fly).
Is the test aligned to the learning outcome?
162
A. No
C. Yes
B. Somewhat
D. Yes, there are 3 items on subject-verb agreement
Field Study
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
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
any how"?
C. What is true in Nietzsche's statement "He who has a why to live for can bear with almost any
how"?
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 his students to
A. Set up and experiment 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 aerial 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
l. Identify the components of Physical Fitness
A. body composition
B. agility
C. under flexibility skill-related activity
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
13:
of Learning (Summative
Direction: Put a check (V) on the test which teacher used. From your teacher's test items, give an
example.
Assessment
FieldStudy
13:
of Learning (Summative
165
166
Field study
1 Which assessment tools/tasks were most commonly used by teacher? Which ones
were rarely used? Why were they rarely used?
In my own opinion commonly assessment tool used by the teacher is essay because it easy
for the teacher to measure if his/her students learned from the lesson they discussed. While the
rarely used was the matching type because it is commonly used during exams.
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?
NOT OBSERVED
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, essay or other written requirements can be considered an authentic form of assessment
because we can easily monitor if the students learned from the lesson that discussed earlier.
How good are you at constructing traditional assessment tools? Which do you find most diffcult
to construct? Any lesson/s learned?
I cannot say if how I am good in constructing traditional assessment tools bu in my own
experience the most difficult was the constructing a multiple choice. It is difficult because you need to
think four choices in every items and it’s time consuming.
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.
l. 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
13:
3. Is this test item in accordance with rules on test construction?
Write everything you learned from this course.
A. No
B. Yes
C. Somewhat
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
B. Realistic
C. Plausible
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
168
Field study
Activity 13.3 Observing the Use of Non-traditional Assessment Tools
and Scoring Rubrics
Resource Teacher:
non-traditional
assessment tools including scoring rubrics

There are learning outcomes that cannot be assessed by traditional assessment tools.
•
Authentic/non-traditional /alternative assessment tools measure learning outcomes like
performance and product.
•
These performance task and product are assessed by the use of scoring rubric. A rubric is a
coherent set of criteria for student's work that includes descriptions of levels of performance
quality on the criteria. (Brookhart, 2013)
•
•
The main purpose of rubrics is to assess performances and products.
•
•
•
For diagnostic purposes, the analytic rubric is more appropriate.
There are two types of rubrics - analytic and holistic. Analytic rubrics describe work on each
criterion separately while a holistic rubric assesses a student work as a whole.
For a holistic view of a product or performance, the holistic rubric will do.
A good scoring rubric contains the criteria against which the product or performance is rated,
the rating scale and a description of the levels of performance.
Observe classes in at least 3 different subjects and pay particular attention to the
assessment tool used by the teacher.
•
•
•
•
With teacher's permission, secure a copy of the assessment tool.
Study the assessment tool then accomplish Observation Sheet.
Did your Resource Teacher explain the rubric to the students?
Which type of rubric did the Resource Teacher use - analytic or holistic?
170
Field study
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 measures 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 gives 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 monitor 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.
7. 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 1 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 I 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 a documented performance test
Samples of scoring rubrics used by Resource Teachers one rubric to assess a particular product
and another rubric to assess a particular performance together with your comment/s and
improved version/s, if necessary.
172
Field study
1. To pinpoint which part of the lesson needs more explanation. Which scoring rubric can help?
I. Analytic li.
Holistic
A. I only
C. 11 only
B. 1 and 11
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
B. Itemized
C. Holistic
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:
School:
Date:

A portfolio is a purposeful collection of selective significant samples of student work
accompanied by clear criteria for performance which prove student effort, progress or
achievement in a given area or course.
A portfolio of student's work is a direct evidence of learning. But it is not a mere
collection of student's work. The student's reflection must accompany each output or
work.
A portfolio is different from a work folder, which is simply a receptacle for all work, with
no purpose to the collection. A portfolio is an intentional collection of work guided by
learning objectives.
Effective portfolio systems are characterized by a clear picture of the student skills to
be addressed, student involvement in selecting what goes into the portfolio, use of
criteria to define quality performance as a basis for communication, and self-reflection
through which students share what they think and feel about their work, their learning
and about themselves.
There are several types of portfolio depending on purpose. They are: 1) development
or growth portfolio, 2) best work or showcase or display portfolio, and 3) assessment
/ evaluation portfolio.
174
Field study
1. Ask your Resource Teacher for samples of portfolio, if any. If there are, select one best
portfolio from what you examined.
2. If
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.
Summative Assessment
Learning Episode 13: Assessment of Leamlng
What a Portfolio Includes
Elements of a
Present?
Portfolio
1. Clear objectives — The
objectives
of
the
lesson/unit/course are clear which
serve as 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.
Field Study
175
Missing?
l. 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?
2. Scrutinize the elements of this portfolio. Based on the
this fall?
parts, under which
type of portfolio does
176
Field study
Elements of a
(Which type Of portfolio?)
Letter- "About
My
the Author" and "What Portfolio Shows About My Progress as a Learner"
l.
2.
cover
Table of Contents With numbered pages
3.
4.
5.
6.
3.
optional items (chosen by students).
Dates on all entries to facilitate proof of growth over time.
Drafts of aural/oral and written products and revised revisions, i.e. (first drafts and
corrected/revised versions.)
Student's Reflections
Where and when does the teacher make use of each of the 3 types of portfolio?
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 leamers'
metacognitive process that result from the use of portfolio?
13:
Sample/s of Improved Written Tests, both selected-response type and supply type.
Sample/s of product and performance assessed
Sample/s of a rubric

Sample/s of students' reflection on his/her portfolio
Episode 13: Assessment of
Learning
Episode
Accomplished
Observation
Sheet
Analysis
Reflection
Learning
Artifacts
Submission
Course: Excellent
All
Very Satisfactory
observation
questionsltasks
completely
One (1) to two
answered/
(2) observation
accomplished.
questions/ tasks
not answered I
All
questions
accomplished.
were answered
All questions
completely;
were answered
answers are with
completely;
depth and are
answers are
thoroughly
clearly connected
grounded
on
to theories;
theories;
grammar and
grammar
and
spelling are free
spelling are free
from errors.
from error.
Profound
and
clear; supported
by what were
observed
and
analyzed
Portfolio
is
reflected on in
the context of the
learning
outcomes;
Complete,
wellorganized,
highly relevant to
the
learning
outcome
Submitted before
the deadline
COMMENT/S
Field Study
Clear butlacks
depth;
supported
by
what
were
observed and
analyzed
Portfolio
is
reflected on in
the context of the
learning
outcomes.
Complete; well
organized, very
relevant to the
learning
outcome
Submitted on the
deadline
Over-all
Score
Satisfactory
Needs Improvement
Three
(3)
observation
questions/tasks
not answered I
accomplished.
Questions were not
answered
completely;
answers are not
clearly
connectedto
theories; one (1)
to
three
(3)
grammatical
I
spelling errors.
Four (4) or more
observation
questions/ tasks
•not answered I
accomplished.
Not so clear
and
shallow;
somewhat
supported by
what
were
observed and
analyzed
Unclear
and
shallow;
rarely
supported
by
what
were
observed
and
analyzed
Portfolio is not
reflected on in the
context of the
learning
outcomes.
Complete;
not
organized.
relevant to the
learning outcome
Four (4) or more
observation
questions were not
answered;
answers
not
connected
to
theories;
more
than
four
(4)
grammatical/
spelling errors.
Portfolio is not
reflected on in the
context
of
the
learning outcomes;
not complete; not
organized,
not
relevant
Submitted a day Submitted two (2)
after the deadline days or more after
the deadline
Rating:
(Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/kATlNG
Score
20
19-18
Grade
1.0
| .25
99
17
16
15
14
13-12
11
10
9-8
7-below
1.5
1.75
2.00
2.25
2.50
2.75
3.00
3.5
5.00
93
90
87
84
81
78
75
72
71Below
96
Date Submitted:
EVALUATE Performance Task
Date
Signature of FS
above Printed
Assessment)
Field study
leaning
arning (Summative
I. 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
Episode 13: Assessment of
179
Teacher
Name
3. I need to prove that I have fully developed the skill at writing a research report. Which 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 p am I
concerns?
A. Showcase portfolio B. Development portfolio C. Assessment
portfolio
revised taxonomy
D. Process portfolio
and Kendall's and
Marzano's taxonomy.
480
School:
Date:
Field Study
Cognitive Processes
Remembering — Producethe right information from memory
Recognizing
•
•
Recalling
Understanding Make
Name three 19th-century women English authors.
Write the multiplication facts.
Reproduce the chemiqal formula for carbon tetrachloride.
meaning from educational materials or experiences
•
Interpreting
Exemplifying
Classifying
Translate a story problem into an algebraic equation. Draw a
diagram of the digestive system.
• Paraphrase Jawaharlal Nehru's tryst with destiny speech.
Draw a parallelogram.
Find an example of stream-of-consciousness style of writing.
Name a mammal that lives in our area.
Label numbers odd or even.
• List the events of the Sepoy Mutiny of 1857.
Group native animals into their proper species.
Inferring
• Explain how the heart is like a pump.
• Compare Mahatma Gandhi to a present day leader.
• Use a Venn diagram to demonstrate how two books by Charles
Comparing
Explaining
Executing
Dickens are similar and different.
• Draw a diagram explaining how air pressure affects the weather.
• provide details that justify why the French Revolution happened when
and how it did.
e Describe how interest rates affect the economy.
• Add a column of two-digit numbers.
e Orally read a passage in a foreign language.
• Have a student
house discussion.
open
Table: 1.4 Example of Cognitive Activities
Field Study
181
Learning (Summative Assessme
Episode 13: Assessment of
Implementing
• Design an experiment to see how plants grow in different kinds of soil.
• Proofread a piece of writing.
• Create a budget.
Differentiating
• List the important information in a mathematical word problem and
cross out
•
•
•
•
Draw a diagram showing the major and minor characters in a novel.
Place the books in the classroom library into categories.
Make a chart of often-used figurative devices and explain their effect.
Make a diagram showing the ways plants and animals in your
neighborhood interact with each other.
• Read letters to the editor to determine the authors' points of view about
a local issue.
• Determine a character's motivation in a novel or short story.
Look at brochures of political candidates and hypothesize about their
perspectives on issues.
Organizing
Attributing
• Participate in a writing group, giving peers feedback on organization
and logic of arguments.
• Listen to a political speech and make a list of any contradictions within
the speech.
Checking
Critiquing
• Review a project plan to see if all the necessary steps are included.
• Judge how well a project meets the criteria of a rubric.
• Choose the best method for solving a complex mathematical problem.
•
Judge the validity of arguments for and against astrology.
Creating — Put pieces together to forni something new or recognize components of a new
structure.
• Given a list of criteria, list some options for improving race relations in
the school.
Generating
• Generate several scientific hypotheses to explain why plants need
sunshine.
• Propose a set of alternatives for reducing dependence on fossil fuels
that address both economic and environmental concerns.
• Come up with alternative hypotheses based on criteria.
• Make a storyboard for a multimedia presentation on insects.
Planning
• Outline a research paper on Mark Twain's views on religion.
• Design a scientific study to test the effect .of different kinds of music on
hens' egg production.
• Write a journal from the point of view of mountaineer.
• Build a habitat for pigeons.
• Put on a play based on a chapter from a novel ou're reading.
(Source: Anderson, L.W and Krathwohl, D.R. 2001. A taxonomy for learning, teaching and
assessing, New York: longmans)
Producing
182
Field Study
The New Taxonomy (Marzano and Kendall, 2007)
6
Self System
Thinking
Metacognition
4
Knowledge
Utilization
3
Analysis
o
Episode 13: Assessment of
The student can analyze how important specific
knowledge is to them.
The student can examine how much they believe
they can improve their understandin ors eific
Examining
knowled e.
EfficExaminingnee The student can identify emotional, associated with a
piece 0
responses
Examining
knowledge and' determine why
Emotional
those associations exist.
Examining
The student Can examine their own motivation to
Motivation
improve their understanding or
SpeciWing Goals
The Student can set specific goals relative to
Process
knowledge und develop a plan for accom lishin the oal.
Monitorin
The student can self-monitor the process Of
Mon itoring Clari
achieving a goal.
Monitoring
The Student can determine how well they understand
Accurac
knowledge.
Investigating
The student can determine how accurate
their•understanding of knowledge and defend their ud
nent.
investigate; research: find out about; take position on;
what are the differing features Of: how & Why did this
happen; What would have happened if
The student generates a hypothesis and uses the
assertions and opinions of Others to test the h thesis.
Experimenting
experiment', generate and test; test the idea that;
what would happen if; how would you test that;
how would you determine if; how can this be
explained; based on the experiment,' what can be
predicted
The.student generates pnd tests a hypothesis by
conducting an experiment and collectin data.
Problem-Solv ing solve; how would you overcome; adapt: develop a
strategy to; figui•e out a way to; hOW will you reach
your goal under these conditions
The student can accom lish a oal for which obstacles
exist.
Decision-Making decide: select the best gmong the following
alternatives; whicb among the following would be the
best: what is the best way; which of these is most
suitable The student can select among alternatives
that initially appear to be equal and defend their
choice.
make and detund; predict; judge; deduce; what would
Specifying
have to happen; develop an argument for; under what
conditions
The student can make and defend redictions about
what mi t ha n.
Generalizing
Analyzing
Errors
Classifying
Matching
2
Symbolizing
Comprehension
Integrating
Retrieval
Execuving
Recalling
Recognizing
Figure
what conclusions can be drawn; what inferences can
be made; create a principle. generalization or rule;
trace the development of; form conclusions
The student can infer new eneralizations from known
knowled e.
identity errors or problems; identify issues or
misunderstandings; assess; critique; diagnose;
evaluate; edit; revise student can identi arid ex
Iain 10 •cal or factual errors in knowled e.
classity; organize; sort: identify a broader categoly;
identify different types (categories
The student can identify super ordinate and
subordinate categories to which information belon
categorize: compare & contrast; differentiate;
discriminate: distinguish; sort; create an analogy or
metaphor
The student can identi similarities and differences in
knowled
symbolize: depict; represent; illustrate; draw;
show; use models; diagram chart
The student can depict critical aspects of knowledge in
a pictorial of symbolic form.
describe how or why; describe the key parts of;
describe the effects; describe the relationship
between; explain ways in which; paraphrase;
summarize The student can identi the critical or
essential elements of knowled
use; demonstrate; show; make; complete; draft
The student can (formdures without si ificant errors.
exemplify; name; list; label; state; describe;
who; what; where; when The student can uce
information on demand:
recognize (from a list); select from (a list); identity
(from a list); determine if the following Statements are
true
The student can determine whether provided
information is accurate, inaccurate or unknown.
10. The
New
Taxonomy
in Detail
.pdf
learning
184
Field Study
Resource
Teacher:
Grade/Year Level:
1. Observe a teacher in the classroom.
2. Note his/her questions both oral and written.
3. Score him/her according to the level of questions that he/she asks from remembering
to creating and metacognition and self-system thinking. You may also refer to written
tests for samples of questions in the various levels.
4. Make tally, then get the total. Use Table 1 and Table 2 separately.
Table 1. Number of Questions per Level
Cognitive
Ran
Cognitive Processes
Processes k
(and Kendall and
(Bloom as
Marzano)
revised by
Anderson
and
Krathwohl
Self-system Thinking
Tally of
Assessm
ent
Tasks I
Ran
k
Questions
6
Metacognition
5
Creating
6Highe
st
Evaluating 5
Analyzing
/An
4
Analysis
3
Applying
3
Knowledge Utilization
4
Understandi 2
ng /
Comprehension
Episode 13: Assessment of
2
Tot
al
Rememberin1 g/
Lowest
186
Field Study
1
Exampl 4
e
2. Examples ofAssessment Questions / Assessment Tasks
rally and Total score Rank
of
Cognitive
Tally and Total Score
Example of Assessment
Rank
processes (Bloom
of
Cognitive
Tasks I Questions Given by Based on
Processes
(and
as
revised
by
Resource Teacher
Use
Kendall
and
Rank
Anderson
Marzano)
and Krathwohl)
Self-system Thinking
6e.g.Teacher asked students .
Highest Why is the lesson important
to you?
Metacognition
Example:
Creating = I
5
6Highest
Evaluating = I
5
Analyzing / An = Il
4
Analysis
3
Applying = Ill
3
Knowledge Utilization
4
UnderStanding = Il
2
Remembering =
Comprehension
IRetrieval = Ill
Lowest
Rank
E
2
ILowest
Rank
Learning (Summattve Assessment
185
Episode 13: Assessment of
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 reveals 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 skillsmetacognitive 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.
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 myself on a scale of 3 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.
As 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 question 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.
188
EVALUATE Performance Task
Your Work Task Field study 1, Episode 13 - Assessment OF Learning (Summative
Assessment)
Taxonomy
•
Of • assessment
questions
• describe what must be done
to make grade
Name of FS
reporting
Of Student learning; • co;npute students' grade based on
Student
DepEd's grading boficy•, • state reason(s) grades must be
reported b
Year & Section:
Date
Submitted:
Learning
Episode
Accomplished
Observation
Sheet
Excellent
4
All observation
questions/tasks
completely
answered/
accomplished.
Analysis
All questions
were
answered
completely;
answers are with
depth
and are
thoroughly
grounded on
theories;
grammar
and
spelling are free
from error.
Reflection
Profound and
clear;
supported by what
were
observed
and
analyzed
Learning Artifacts Portfolio is
reflected
on in the context
of
the learning
outcomes;
Complete, wellorganized, highly
Episode 13: Assessmentof
Course:
Very
Satisfactory
Satisfactory
One (1) to two
(2)
observation
questions/ tasks
not answered
I
Three (3)
observation
questions/tasks
accomplished.
accomplished.
All questions
were
answered
completely;
answers are
clearly
connected to
theories;
grammar and
spelling
are free from
errors.
Questions were not
Clear but lacks
depth;
supported by
what
were observed
and
analyzed
not answered I
Needs
Improvement
Four (4) or more
observation
questions/
tasks not answered
/
accomplished.
Four (4) or more
answered
completely;
answers are not
observation
questions were not
answered;
clearly connected answers
not
to
connected
to theories; more
theories; one (1) to than
three (3)
four (4) grammatical/
grammatical /
spelling errors.
Not so clear and
spelling errors.
Unclear and
shallow;
shallow; somewhat
rarely supported by
supported by what what were observed
were observed and and analyzed
analyzed
Portfolio is
Portfolio is not
Portfolio
is
not
reflected
reflected
on in the context reflected on in the on in the context of
of the learning
outcomes.
Complete;
well organized,
very
context of the
learning
outcomes.
Complete;
not organized.
relevant
the learning
outcomes;
not complete; not
organized, not
relevant
Submission
COMMENT/S
relevant to the
leaming
outcome
Submitted before
the
deadline
relevant to the to the•leaming
leaming
outcome
outcome
Submitted on the Submitted a day
after
deadline
the deadline
Over-all Score
Score
Grade
Submitted two (2)
days or more after
the
deadline
Rating:
(Based on
transmutation)
TRANSMUTATION OF SCORE TO
GRADE/UTING
16
15
14
13-12
10
20 19-18 17
3.00
2.00
2.25
2.50
2.75
1.0 1.25 1.5 1.75
84
81
78 96 93
75
90
87
99
9-8
3.5
72
7-below
5.00
71Below
Date
Signature of FS Teacher above Printed Name
Field Study
'cring
-187
(Summative Assessment
1.
"Is my thinking CORRECT?" asks a student to himself. In which level of cognitive process is
he?
A. Self-system
B. Analysis
2.
D. Evaluating
Which one demonstrates self-system thinking?
A.
B.
C.
D.
190
D. Application
Formulate a 5 —item imperfect matching type of test, is a test item in the level of which
cognitive process?
A. Creating
C. Self-system thinking
B. Analyzing
3.
C. Metacognition
Field Study
Ask the question "What has this lesson to do with me?
Critic your thinking process.
Come up with a solution to the given problem.
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
Episode 13: Assessmentof
192
Field Study
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?
To maintain the fairness of questions in every cognitive level and also to be fair in every student.
3. With OBE in mind, 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 a TOS?
Yes, the teacher can have a test question with content validity even without making TOS but it is not reliable.
Episode 13: Assessmentof
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 I 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.
194
Field Study
Sheet
Analysis
Reflection
Completed Sample TOS
1. In Teacher R's Table of •Specifications (TOS), 60 percent of the 1st grading test items are
applying questions based on Bloom's taxonomy. A review of her test shows that 5()% 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.
2. What is a function of a TOS?
To ensure the
of a test
A. content validity of a test
C. reasonable length
B. predictive validity of a test
D. predictive validity of a test
3. A TOS ensures alignment of test with learning outcomes. Is the statement TRUE?
A. Very true
C. False
B. Sometimes trueD. Sometimes hue, sometimes false
4. 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
Episode 13:
D. Depends on the level of the questions asked
5. 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 item
D. Number of test items
6.
What does the conversation imply about the kind of test they took?
A.
B.
C.
D.
Lacks content validity
Has content validity
Lacks reliability
Lacks construct validity
Activity 13.7 Computing Student's Grades based on DepEd Grading System
Resource Teacher.
gradeNear
School:
Date:
> Compute student's grade based on DepEd's grading policy
> State the new features of the latest grading system in basic education
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 Departrnent 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.
196
Field Study
A. Sample Students' Report Card
l. Secure a sample of a Students' Report Card from your Resource Teacher.
2. Study a sample of an unused Student's Report Card. Observe its contents.
3 Ask permission from your Resource Teacher for an interview with him/her and with a group 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?
According to my resource teacher, the new grading system is favor to the students because
it is no longer zero based while the teacher it’s favor too because they were able to come up with
the grades that are suitable in every students performance
2.
Which do you prefer - the old or the new grading system? Why?
According to my resource teacher, she preferred the new grading system because it is not
hassle for them because they use an electronic grading system
C. Interview of 5 Students
1. What do you like in the new grading system?
The most they like in the new grading system is that no longer zero based. Because of that
there is no chance that they get a failing grade as long as they will study as they can.
2. Do you have problems with the new grading system. If there is, what?
They have no problems in the new grading system because it is favor to all of them.
3. Does the new grading system give you a better picture of your performance? Why or why
not?
According to them it’s a yes, the new grading system gives a better picture of their
performance because they are not worrying about failing grades because as they mentioned it is
no longer zero based.
4. Which do you prefer - the old or the new grading system? Why?
They preferred the new grading system because it give them a chance to get higher grades
than before.
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 .
Episode 13: Assessment of
l. What are the bases for grading?
All grades will be based on the weighted raw score of the learners' summative assessments.
The minimum grade needed to pass a specific learning area is 60, which is transmuted to 75 in the
report card. The lowest mark that can appear on the report card is 60 for Quarterly Grades and Final
Grades
2. How do you compute grades per quarter for Grades 1 to 10 and Grades Il to 12? Give an
example.
In a grading period, there is one Quarterly Assessment but there should be instances for
students to produce Written Work and to demonstrate what they know and can do through
Performance Tasks. There is no required number of Written Work and Performance Tasks, but these
must be spread out over the quarter and used to assess learners’ skills after each unit has been
taught.
3. How do you compute grades at the end of the school year?
According to my resource teacher, she will going to sum up the quarterly grades of her students
from first to fourth grading to compute the final grades of every students in different subject.
4. What descriptors and grading scale are used in reporting progress of learners?
The learners report card
5. What are the bases for learners’ promotion and retention at the end of the school year?
The bases for learners’ promotion is when the students gets a higher grades after computing the
overall of her grades from 1st to last quarter but if he/she got a below 74 grade then he’s/she’s not
going to promote.
6. What is the report on learners’ observed values?
The report on learners’ observed values will depend on the behavior of every students inside or outside
of the classroom.
E. Grade Computation Show sample computations of a grade:



198
In a subject of you 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 an
quarterly assessment. Then give the descriptor. Refer to DepEd Order #8 s.
2015.
Field Study
Spmg
Analyze data and information gathered from the interview and from your review of an
Student's Report Card and the DepEd grading system.
1. Do teachers and students like the new grading system? Why or why not?
As I interviewed both students and teachers is look like they want the new grading system because for the
teacher it is easy to them in computing their grades because they used an electronic grading system. While the
students, it is favor to them because it easy to them to achieve their goals which is getting a high grades.
2. What are the good points of the new grading system according to teachers? According to students?
For the teacher, he/she don’t have any reason to failed the students that have low performance and for the
students they had a small chance to get failed grades because of the new grading system.
3. What are teachers challenged to do by this new grading system?
The teacher challenges by giving a corresponding point to his/her students even the answer is not really
connected to the question given by the teacher. Because of the new grading system is when the student got 60 grade
that will be equal to 75.
4. Do you favor the distribution of percentages of written work, performance tasks and quarterly assessment?
Yes I am favor on the distribution of percentages of written work, performance tasks and quarterly assessment
but it depends on the subjects.
5. Did you like the experience of computing grades? Why or why not?
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?
yar & Section:
Course:
#isode 13: Assessment of
(Summative Assessment)
Learning
Episode
Excellent
4
Accomplished
Observation
Sheet
Analysis
Reflection
Leaming
Artifacts
All
observation
questions/tasks
completely
answered/
accomplished.
All questions were
answered
completely; answers
are with depth and
are thoroughly
grounded on
theories; grammar
and spelling are free
from error.
Profound and clear;
supported by what
were observed and
analyzed
Portfolio is
reflected on in the
context of the
leaming outcomes;
Complete, well
organized, highly
relevant to the
learning outcome
Submission
Submitted before the
deadline
Very
Satisfactory
One (1) to two
(2) observatiön
questions/ tasks
not answered /
accomplished.
All
questions
were answered
completely;
answers
are
clearly
connected
to
theories;
grammar
and
spelling are free
from errors.
Clear but lacks
depth;
supported
by
what
were
observed and
analyzed
Grade
20
Questions were
not answered
completely;
answers are not
clearly connected
to theories; one (1)
to
three
(3)
grammatical
/
spelling errors.
Not so clear
and
shallow;
somewhat
supported
by
what
were
observed and
analyzed
Portfolio is not
reflected on in the
context
of
the
leaming outcomes.
Complete;
not
organized. relevant
to the leaming
outcome
Portfolio
is
reflected on in
the context of the
learning
outcomes.
Complete; we}
organized, very
relevant to the
leaming
outcome
Submitted on the Submitted a day
deadline
after the deadline
COMMENTIS
Score
Satisfactory
2
Three (3)
observation
questions/tasks
not answered /
accomplished.
Over-all
Score
1.0
1918
1.25
99
96
Needs
Improvement
1
Four (4) or more
observation
questions/ tasks
not answered /
accomplished.
Four (4) or more
observation
questions were not
answered; answers
not connected to
theories; more than
four
(4)
grammatical/
spelling errors.
Unclear
and
shallow;
rarely
supported
by
what
were
observed
and
analyzed
Portfolio
is
not
reflected on in the
context
of
the
leaming outcomes;
not complete; not
organized,
not
relevant
Submitted two (2)
days or more after
the deadline
Rating:
(Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
17
16
15
14 13-12
11
10
1.5
1.75
2.00
2.25
2.50
2.75
3.00
93
90
87
84
81
78
75
9-8
7-below
3.5
72
5.00
71-Below
Signature of FS Teacher above Printed Name
Field study197
200
Field Study
LINK Theory to Practice
I. Which is the percentage contribution of quarterly assessment to the grade of the student from
Grades I 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
i Science and Math?
A. 50%
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 subjeets 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?
AE 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
10.
D. Did not meet expectations
How is the final grade per subject for Grades 11
A. Get the average of the grades for the 2
B. Get the average of the grades for the 4
Episode 13: Assessment of Learning (Summa%ve Assessment
C. Get the average of the grades of all
D. Get the average of the grades of all
Which is/are TRUE of MAPEH when it comes l. The quarterly grade is the average ofthe Physical
Education and Health (MAPEH)
11.
Individual grades are given to each area
Ill. There is one grade for Music and Arts, PE
C. 1 and
B. l and 11
D. 11
12.
Which is TRUE of Kindergarten grades?
A. Grades are computed like the grades in B. There are numerical grades with
C. There are no numerical grades.
D. Remarks like Passed and Failed are
202
Field Study
13.
At the end of the school year, which is/are I. The General Average is computed by number
of learning areas.
Il. Each learning area has equal weight in Ill.
The Final Grade per learning area and the
numbers.
A. 1 and 11
C. 1
B. 11 and 111
D. 1,
14. Who is retained in the same grade level for 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 I to areas?
A. Retained in the same grade level
B. Promoted to the next grade level after
C. Promoted in the next grade level but
D. Is not accepted for enrollment in the
Activity 13.8
Reporting Students'
Performance
Resource Teacher:
Signature
Episode 13: Assessment of Learning (Summa%ve Assessment
Teacher's
School:
Grade/Year Level:
Subject Area:
Date:
State the reason(s) why grades must be reported to parents
to
Describe what must
make grade reporting
meaningful
Grades fulfill their function if reported meaningfully to students and most of all to
parents, our partners in the education of children.
Grades are a measure of achievement, not necessarily IQ. A student may have high
IQ but not necessarily achieving or performing because of lack of motivation or other
factors.
Proceedings in a Card Distribution Day
1. Observe how cards are distributed on Card Distribution Day. Describe how cards are
distributed.
Not Observed.
2.
Describe how the Resource Teachers communicated learners' assessment results
and grades to parents.
Not Observed.
3.
Did parents raise questions or concerns? If yes, what were their questions/concerns?
Not Observed.
4.
How did the Resource Teacher handle their questions and concerns? What answers
did he/ she give?
Not Observed.
Interview with Resource Teacher
1. How do you give feedback to your students regarding their performance? When do you
give feedback?
The resource teacher give feedback to the learner about their performance before she
going to compute their grade so that the students will be aware if they have missed quizzes of
projects incomplete. Teachers always remind those students because it will affect their grades if
they did not complete all their misses in their academic performance.
204
Field Study
2. How do you report students’ performance to parents? Does the school have their regular
way of reporting grades to parents?
According to my resource teacher, she report her student’s performance by having a short
meeting their parents.
3. What problems on grade reporting did you encounter with parents? How did you address
it/them?
Not observed
Interview with Students
I. Do you see the meaning of your grades in the School Report Card?
Yes, if it is high then I conclude that I study hard to get high grades but if it is low maybe I
have something missed projects
2. Does knowing your grade motivate you to work harder?
Yes, because the higher the grades I got it will motivate me to study hard.
Interview with Parents
Does your child's Report Card give you a clear picture of how your child is performing?
Yes, if I saw the report card of my children I already know how her performance in the
school
2• If you were asked what else should be found in the Report Card, which one? Why?
For me, there is no need to added on the report card because its all enough to see the
performance of every students.
3• DO you find the Card Distribution Day important? Why or why not?
Yes, card distribution is important because this is the only way to monitor the performance
of my children.
4• Any suggestion on how to make card Distribution more meaningful?
I don’t have any suggestion about the distribution of card because teachers did it in a
proper way.
I. What were the most common issues raised on students' performance?
The most common issues raised on students’ performance was the low grades or failing grades.
Episode 13: Assessment of Learning (Summa%ve Assessment
2. Based on your observations and findings, what practices must be
a. maintained and
b. improved to make grades and reporting meaningful?
In my own opinion, I think to make it more meaningful the distribution of report card is that
students should also there in order to see their grades together with their parents. And if there is a
problem on the grade they may give some advice their children to make better their grades.
1. Grades are often a source of misunderstanding. How should I do reporting so that it
will result to effective learning?
To prevent misunderstanding the teacher should explain the grading system to the
parents and also, he/she should show the things that they considered in computing their
grades.
206
Field Study
ng
de
Course:
Excellent
4
mplished All observation
vation
questions/tasks
completely
answered/
accomplished.
ing
cts
All questions were
answered
completely;
answers are with
depth
and
are
thoroughly
grounded
on
theories; grammar
and spelling are free
from error.
Profound
and
clear; supported by
what
were
observed
and
analyzed
Very Satisfactory
One (1) to two (2)
observation
questions/ tasks
not answered I
accomplished.
All
questions
were answered
completely;
answers
are
clearly
connected
to
theories;
grammar
and
spelling are free
from errors.
Clear but lacks
depth; supported
by what were
observed and
analyzed
Satisfactory
Three
(3)
observation
questions/tasks
not answered /
accomplished.
Needs Improvement
Four (4) or more
observation
questions/
tasks
not answered /
accomplished.
Questions were not
answered
Four (4) or more
completely;
observation
answers are not
questions were not
answered; answers
clearly connected not connected to
to theories; one theories; more than
(1) to three (3) four
(4)
grammatical
I grammatical/
spelling errors.
spelling errors.
and
Not so clear and Unclear
shallow;
rarely
shallow;
supported by what
somewhat
were
observed
and analyzed
supported by what
were
observed
and
analyzed
Portfolio
is
reflected on in the
context of the
leaming
outcomes;
Complete,
wellorganized,
highly relevant to
Portfolio
is
reflected on in
the context of
the
learning
outcomes.
Complete;
Portfolio is not
reflected on in the
context of the
learning
outcomes.
Complete;
not
organized.
well
organized, relevant to the
very relevant to the learning outcome
learning outcome
Episode 13: Assessment Learning Summative
Portfolio
is
not
reflected on in the
context
of
the
learning Outcomes;
not complete; not
organized,
not
relevant
the
learning
outcome
mission
Submitted before
the deadline
Submitted on the
deadfine
MENT/S
Submitted a day
after the deadline
Over-all
Score
re
20
19-18
de
1.0
99
1.25
96
Rating:
(Based on
transmutation)
TRANSMUTATION OF SCORE TO
GRADEIRATING
17
16
15
14
13-12
11
1.5
93
1.75
2.00
90
87
2.25
84
2.50
81
Submitted two (2)
days or more after
the deadline
2.75
78
10
9-8
7-below
3.00
75
3.5
72
5.00
71Below
Signature of FS Teacher above printed Name
l. Why must grades be reported to parents?
I. Promote ongoing formative feedback to students
Il. Ensure alignment of curriculum, instruction, and assessment
Ill. Promote, to parents and students, credible and useful feedback
A. I only C. 11 only
B. 1 an 111
D. 1, 11 and 111
1. What must be done to make grade reporting meaningful?
I. The grading system must be clear to all concerned.
Il. The standards and competencies are known and understood by all.
Ill. The grading system must be numerical.
A. 1 and 11
C. 1, 11 and 111 B. 11 only
D.
111 only
2. 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.
3. What is an essential step in reporting grades to parents?
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Field Study
I. Explain that grades give a picture of students' performance.
Il. Explain that grades compare students' performance against the established standards.
Ill. Explain that grades compare students' performance against other students' performance.
A. 1 and 11 C. 1, 11 and 111 B. 11 only
D. lll only
4. 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.
Episode 13: Assessment Learning Summative