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Fs 5 Episode 4
Fs 5 Episode 4
Fs 5 Episode 4
FIELD STUDY
Learning Episode
4
My Learning Episode Overview
ASSESSING LEARNING in
DIFFERENT LEVELS
In the previous Episode you met learning in different domains. In this Episode
you will deal with different levels in which these domains are processed, taught,
learned. You will also observe and reflect on how your Resource Teachers assess
learning in these domains in different levels. Theirs is the challenge to formulate
appropriate exercise questions and tasks that are aligned to the level of the learning
outcomes.
My Performance Criteria
My Learning Essentials
The outcomes of the K to 12 Curriculum are spelled out in terms of standards and
competencies.
The content standards state what the learners should know and be able to do after
the teaching-learning process. The performance standards are what the learners are able
to do with what they know.
“DepEd Order No. 8 s. 2015 states: Performance standards answer the following
questions:
These standards are made more specific in the competencies. Competencies are
the specific knowledge, skills, values and attitudes that learners are supposed to
demonstrate after a teaching-learning process.
The K to 12 Curriculum is said to prepare the learner for the 21 st. The K to 12
learner is expected to acquire the 21 st Century skills-life and career skills, information,
media and technology skills and learning and innovation skills. Learning and innovation
skills include critical thinking, communication skills, collaboration skills, and creativity.
To prepare the learner for the 21 st century, then the teaching and learning process
in the K to 12 curriculums ought to go beyond simple recall and comprehension. It should
reach the level of applying, analyzing, evaluating and synthesizing which are basic to the
st
development of 21
Bloom’s revised Centuryshows
taxonomy skills.the six (6) levels of learning in the cognitive domain.
(See Figure 6).
Source: Marzano, R. J. and J. S. Kendall. The New Taxonomy of Education Objectives (2 nd ed.)
Source: http://www.gcssk12.net/fullpanel/uploads/files/revised-blooms-chart.pdf
1. Observe one class from each of the different subject groups. 1) Grammar class in
Filipino, English Mother Tongue, Math Science-Cognitive; 2) Edukasyon sa
Pagpapakatao, English Literature/Panitikan-Affective 3) EPP or Technology and
Livelihood Education, Physical Education, Music and Arts, Computer class.-
Psychomotor
3. With consent of my Resource Teacher, get a copy of her/his written test/s. Answer
the analysis questions based on these test items.
5. Identify examples of the different levels of learning outcomes drawn from the
teacher’s lesson plans.
6. Determine if the assessment tools/tasks are aligned to the level of the learning
outcomes.
2. Comprehending
3. Applying
4. Analyzing
5. Evaluating
6. Creating
3. Analysis
4. Knowledge utilization
(investigating,
experimenting, problem
solving, decision-making)
5. Metacognitive System Give proofs that the metacognitive and self-system were
(Students set learning touched in the teaching-learning
goals, monitor their
learning)
6. Self-System (Students
examine importance of
subject, examine self-
motivation, interest and
efficacy
My Learning Activities
2. Comprehending
3. Applying
4. Analyzing
5. Evaluating
6. Creating
2. Comprehension
3. Analysis
4. Knowledge utilization
(investigating,
experimenting, problem
solving, decision-making)
5. Metacognitive System Give proofs that the metacognitive and self-system were
(Students set learning touched in the teaching-learning
goals, monitor their
learning)
6. Self-System (Students
examine importance of
subject, examine self-
motivation, interest and
efficacy
My Learning Activities
3. Applying
4. Analyzing
5. Evaluating
6. Creating
3. Analysis
4. Knowledge utilization
(investigating,
experimenting, problem
solving, decision-making)
5. Metacognitive System Give proofs that the metacognitive and self-system were
(Students set learning touched in the teaching-learning
goals, monitor their
learning)
6. Self-System (Students
examine importance of
subject, examine self-
motivation, interest and
efficacy
My Analysis
1. What is the counterpart of Bloom’s recalling in Kendall’s and Marzano’s and DepEd’s
KPUP?
2. Are the levels of learning or processing of what is learned in Bloom’s, Kendall’s and
Marzano’s similar or entirely different? Diagram.
3. What did you discover about assessment tasks and learning outcomes? Are they
aligned? Explain.
My Reflections
Perhaps even without a scientific survey, you agree that most of the
assessments that take place in school are in the low levels of recalling, knowledge, and
retrieval. What can be some reasons behind this?
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We measure what we value and we value what we measure. Then we have to
assess what we value and value what we assess. What is one big message of Bloom’s
revised cognitive taxonomy, Kendall’s and Marzano’s new taxonomy of objectives to
teachers regarding the assessment process.
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A. Understanding C. Recalling
B. Applying D. Synthesizing
2. The students were expected to be able to develop a lesson plan following Outcomes-
Based Education (OBE) principles. Based on Kendall’s and Marzano’s taxonomy, in
which level is the intended learning outcome?
3. You have to remember the steps in opening a computer if you want to do it on your
own. In what level of assessment is remembering the steps?
A. Retrieval C. Comprehension
B. Analysis D. Knowledge utilization
4. Teacher Joji’s intended learning outcome is this: “interpret the given poem”. Which
assessment task is aligned? Teacher joji
A. gives the students a written test and asks them to paraphrase the poem.
B. gives an oral test and ass them to recite the poem with feelings
C. gives a written test and asks the students what the poem expresses.
D. makes them memorize the poem then recite it with feelings to prove
understanding.
5. Is the item “classify the given teaching methods” aligned to this intended learning
outcome “to select the appropriate teaching method”?
A. Yes.
B. No.
C. A little because classify and select are related
D. Yes, if you change “select” in the learning outcome changed to classify
My Learning Portfolio
1. Illustrate:
2. Comprehension
3. Analysis
4. Knowledge utilization
5. Matacognitive system
6. Self-system
My Learning Portfolio
2. Understanding
3. Applying
4. Analyzing
5. Evaluating
6. Creating
My Learning Portfolio
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Learning Episodes
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