My Learning Activities

OBSERVATION SHEET # 3.2 – Levels of Learning Outcomes

Resource Teacher: Mrs. Evelyn R. Panganiban Teacher’s Signature: Date: February 17, 2017
School: New Buenavista Academy Grade/Year Level: Grade 8 - Humility Subject Area: Edukasyon
Pagpapaktao

(Choice of 1 from Edukasyon sa Pagpapakatao, English Literature, Panitikan)

Is the level of
assessment
aligned to the
Outcome-Cognitive

Assessment Task
Level of Learning

level of the
Learning Outcome/Lesson (Evaluation from objective? E.g.
objective is
Bloom

Objective from Teacher’s Lesson Teacher’s Lesson Plan “recall the

Plan (Write lesson objective in the (Write it in the names of “;
appropriate level outcome). appropriate level Assessment task
is “Distinguish
outcome). between animal
and plant cell” –
Not Aligned
YES NO
TAMA O MALI
1. Remembering

 Naiisa-isa ang mga biyayang Ang entitlement mentality ay

natatanggap mula sa kagandahang-
loob ng kapwa at ang mga paraan ng
pagpapakita ng pasasalamat.
2. Comprehending
isang paniniwala o pag-iisip
na anumang inaasam mo ay 
karapatan mo na dapat
bigyan ng dagliang pansin.

NA NA
3. Applying

 Naisasagawa ang mga angkop na Magsadula ng mga kilos na

nagpapakita ng pasasalamat 
kilos na nagpapakita ng pasasalamat.
 Hahatiin ang klase sa limang
Analysing
pangkat. Ipapakita ng bawat
 Nasusuri ang mga halimbawa o
pangkat ang mga halimbawa o
sitwasyon na nagpapakita ng sitwasyon ng kawalan ng 
pasasalamat o kawalan nito. pasasalamt sa pamamagitan ng
pagsasadula nito
4.

Magpapakita ang guro ng mga

“Puso ng Pasasalamat”. Sa loob ng
Evaluating

mga “Puso ng Pasasalamat”,

 Natutukoy ang mga biyayang mababasa ang mga kabutihan at
natatanggap mula sa kabutihang-loob kagandahang-loob na ipinakita ng
kapwa. Ibibigay ng mga mag-aaral 
ng kapwa at mga paraan ng
ang mga biyayang kanilang
pagpapakita ng pasasalamat. natatanggap at ang kanilang mga
5.

paraan ng pagpapakita ng
pasasalamat kaugnay dito.
Pagkatapos ng sitwasyong
nagpapakita ng kawalan ng
pasalamat, dudugtungan ito ng
Creating

 Naipapakita ang mga halimbawa o

mga mag-aaral sa pamamagitan ng
siywasyon ng kawalan ng pagpapakita ng mga solusyon o 
pasasalamat tamang pamamaraan ng
pagpapakita ng pasasalamat sa
6.

kabutihang-loob ng kapwa.
Kendall’s and Marzano’s New Taxonomy

Resource Teacher’s
Level of Learning Resource Teacher’s
Learning Outcome/ Lesson
Outcome Assessment Task
Objective
1. Retrieval- recalling,  TAMA O MALI
Naiisa-isa ang mga biyayang
recognizing Ang entitlement mentality ay
natatanggap mula sa
isang paniniwala o pag-iisip
kagandahang-loob ng kapwa
na anumang inaasam mo ay
at ang mga paraan ng
karapatan mo na dapat
pagpapakita ng pasasalamat.
bigyan ng dagliang pansin.

2. Comprehension NA NA
3. Analysis Hahatiin ang klase sa limang
 Nasusuri ang mga halimbawa pangkat. Ipapakita ng bawat
o sitwasyon na nagpapakita pangkat ang mga halimbawa o
ng pasasalamat o kawalan sitwasyon ng kawalan ng
pasasalamt sa pamamagitan ng
nito. pagsasadula nito
4. Knowledge Magpapakita ang guro ng mga
“Puso ng Pasasalamat”. Sa loob ng
utilization  Natutukoy ang mga biyayang mga “Puso ng Pasasalamat”,
( investigating, natatanggap mula sa mababasa ang mga kabutihan at
experimenting, kagandahang-loob na ipinakita ng
kabutihang-loob ng kapwa at kapwa. Ibibigay ng mga mag-aaral
problem solving, mga paraan ng pagpapakita ang mga biyayang kanilang
decision-making) ng pasasalamat. natatanggap at ang kanilang mga
paraan ng pagpapakita ng
pasasalamat kaugnay dito.
5. Metacognitive
System
(Students set
Students will make a self-reflection.
learning goals,
monitor their
learning)
6. Self-System
(Students examine
importance of
subject, examine Students will have a quiz.
self-motivation,
interest and
efficacy)
 My Learning Activities

OBSERVATION SHEET # 3.3 – Levels of Learning Outcomes

Resource Teacher: Mrs. Dulce Fajardo Teacher’s Signature: Date: Febuary 24, 2017
School: New Buenavista Academy Grade/Year Level: Grade 10 - Love Subject Area: ICT

(Choice of 1 from EPP or TLE, P.E., Music and Arts, Computer)

Is the level of
assessment
Learning aligned to the
Assessment Task level of the
Outcome/Lesson
(Evaluation from objective? E.g.
Level of Learning Objective from objective is
Teacher’s Lesson
Outcome- Teacher’s Lesson Plan “recall the
Plan (Write it in the names of “;
Cognitive Bloom (Write lesson objective
appropriate level Assessment task
in the appropriate level is “Distinguish
outcome).
outcome). between animal
and plant cell” –
Not Aligned
YES NO
Pictures of the parts will
The students must be able flash on the screen and
1. Remembering to identify the basic parts of they will write the name 
computer. of the parts

2. Comprehending NA NA
3. Applying NA NA
TRUE OR FLASE.
The students must be able
Write true if the function
4. Analyzing to give the functions of the
is true and False if the 
parts of the computer,
function is false.

5. Evaluating NA NA

The Students must be able

In your bondpaper, draw
to draw the parts of the
6. Creating the 5 parts of the 
computer. computer.
 My Learning Portfolio

Bloom’s Revised Taxonomy

(Note: Referring to Figure 6 will be of great help).

Level of Processing Competency from the K Assessment Task

to 12 Curriculum Guide (Test item, etc.)
1. Remembering Describe, Define, and Label. Recitation
2. Understanding
3. Applying
4. Analyzing Identify, Survey, and Compare Quiz
& Contrast.
5. Evaluating
6. Creating Criticize, Appraise, and Convince.Group Activity
 My Learning Activities

Checklist

Classify the portfolios examine. Use the checklist below:

Type of Portfolio Tally (How many did you Frequency

see?)
Development/ Process
1 1
Portfolio/ Growth-Portfolio
Display Showcase/ Best Work
0 0
Portfolio/ Showcase Portfolio
Evaluation/ Assessment
0 0
Portfolio

Observation Checklist

Select three (3) best portfolios from what you examined. Which element/s is/are present in each?
Please check.

Elements of Portfolio Put your check ( ) here.

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. Reflections 
 My Analysis

1. Did I see samples of the three different types of portfolio?

 I only see one of the types of portfolio, the Documentation Portfolio.

2. What did I observe to be the most commonly used portfolio?

 I think Documentation Portfolio is the most commonly used since that is the only one I
able to see.

3. As I examined three selected portfolios, did I see all the elements of a portfolio?
 In Documentation Portfolio, I don’t see all the elements of portfolio because there are
no Table of Contents.

4. Is it necessary for a teacher to use varied types of portfolio? Why?

 For me, the teacher should use the varied types of portfolio that is only needed. He/
She must use the types of portfolio that should better consider the availability, efficient,
easier to use and the affordability of the said portfolio.

5. If one element or two elements of a portfolio are missing will this have any impact on the
assessment process? Explain your answer.
 Yes, because portfolio is helping the teacher to measure the grades of the students. If
there is one missing I think that the grade of the students cannot measure properly.
 My Reflections

1. Have portfolios made the learning assessment process

inconvenient? Is the effort exerted on portfolio assessment
commensurate to the improvement of learning that results from the
use of portfolio?
 Portfolios did not made the learning assessment inconvenient.
Because portfolio is part of the learning of the student and thru
portfolio teachers can measure the grade of the students.
 Yes, the effort that is exerted on portfolio is absolutely
commensurate because in compiling the learning of the students,
the teacher and also the students will know what the things that
they need to improve are.

2. Can showcase portfolios be assessment portfolios as well?

 Yes, since showcase portfolio is made by the learner to showcase
their best qualities, it can be tool for the teacher to easily assess
their students, to know where their students good at.

3. Can development or growth portfolios be assessment portfolios?

 Yes, because development or growth portfolio helps the teachers
to know what is the development of his/her student.
My Learning Portfolio

Present what you learned on types, functions and elements of a portfolio

by means of 3 separate graphic organizers.

Types
Types Since Documentation portfolios is the one that
Of
Of
I able to observe. I learned that this portfolio is
Portfolio focusing to the learners finished works or
Portfolio
outputs
.

In learned that portfolio is helping the

Functions students to be motivated and allowing them
Of
Of to showcase their ability. Thru the help of
Portfolio
Portfolio portfolios, the students are active and
interested to make the acitivties.

I learned that elements of portfolio is

Elements important. Because if there is missing in the
Of element, even if it is only one, the portfolio is
Portfolio still unorganized.
 My Learning Activities

Interview

Interview of my Resource Teachers

I will ask the following questions:

1. Where do you use the scoring rubrics? (student outputs or products and student
activities)
2. What help have scoring rubrics given you? When there were no scoring rubrics
yet, what did you use?
3. What difficulties have you met in the use of scoring rubrics?
4. Do you make use of holistic and analytic rubrics? How do they differ?
5. Which is easier to use- analytic or holistic?
6. Were you involved in the making of the scoring rubrics? How do you make one?
Which is easier to construct- analytic or holistic?

Resource Teacher: Mrs. Dulce Fajardo

ICT Teacher
New Buenavista Academy

1. Where do you use the scoring rubrics? (student outputs or products and student activities)
Answer:
 “I use scoring rubrics in group activities and also in student’s project”

2. What help have scoring rubrics given you? When there were no scoring rubrics yet, what
did you use?
Answer:
 “Scoring rubrics has big help for me, because it is helping me to determine the grades
of my students on their output. When there were no scoring rubrics yet, I use the
numerical grades.

3. What difficulties have you met in the use of scoring rubrics?

Answer:
 “Sometimes scoring rubrics do not measure the target learning output of the students”
4. Do you make use of holistic and analytic rubrics? How do they differ?
Answer:
 “Yes, Analytic rubrics is use to know the analytical ability or skill of the student while
Holistic rubrics is use after the analytic rubrics for generalization.

5. Which is easier to use- analytic or holistic?

Answer:
 “For me, it is easy to use Holistic rubrics because it is assessing the students work as a
whole.”

6. Were you involved in the making of the scoring rubrics? How do you make one? Which is
easier to construct- analytic or holistic?
Answer:
 “Yes, I made a scoring rubrics to determine the score of my students on their outputs. I
think that both of them (analytic and holistic rubrics) are hard to construct, because
both of them need to be careful to make.”
 My Learning Activities

Activity 3: Grade Computation

Show sample computations of a grade in a subject of your choice either from Grades 1
to 10 or from Grades 11 and 12. Show the percentage contributions of written work,
performance tasks and quarterly assessment. Then give the descriptor. (Ask your Resource
Teacher for his/her help).

Subject: ICT Grade: Grade 10

Steps
1. Get the total score for each component.

Learner’s Raw Score Highest Possible Score

Written Work 1 18/20 20
2 22/25 25
3 13/15 15
4 20/20 20
5 14/15 15
Performance Task 1 20/20 20
2 20/20 20
3 20/20 20
4 20/20 20
Quarterly Assessment (Test) 55/70 60

2. Obtain the Percentage Score for each of the Percentage Score of Written Work 73.33 %
component by dividing the total raw score by Percentage Score of Performance Task 100 %
then multiply the quotient by 100%. Percentage Score of Quarterly Assessment 78.57 %

3. Convert Percentage Scores to weighted score The Weighted Score of Written Work 29.33 %
By multiplying the percentage score by the The Weighted Score of Performance Task 40%
Weight of the component. The Weighted Score of Quarterly Assessment 15.71%
Refer to Tables on weights of Components per
Subject for Grades 1 to 10 and for Grades 11
To 12 on pp. 91-92.
4. Add the weighted Scores of each component. This will give you the initial grade.
5. Transmute the Initial Grade using the Transmutation Table in Appendix G.
6. Give the descriptor of the computed final grade of the subject. Refer to Table of Descriptors on
p. 92.
 My Learning Activities

Activity 1- Interview

Interview
Questions:

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

 “I give feedbacks to my student when they are reciting even if their

answer is correct or incorrect to motivate them. I’m giving feedbacks by
saying Very good, excellent and etc. whenever they answer.”

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

 “I am reporting the grades of my students thru Parents and Teachers

Conference Meeting (PTC Meeting). It is held every end of the grading
period. “

2. What problems on grade reporting did you encounter with parents? How did you
address it/them?

 “One of the problem that I encountered is when there is a parents that is

questioning the low grades of his son. I handled it calmly, I let them saw
the exam grades, performance grades etc. of his son, so they will know
why his son got a low grades.”

1. Was it easy for you to report students’ performance to parents? What were your
challenges?

 For me, it is easy to report the students’ performance to parents if you

have a complete files to show.