FIELD LEARNING

EPISODE
Assessment OF Learning

FS 1 13
STUDY
(Summative Assessment)

SPARK Your Interest

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
student’s 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, teacher 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 1) 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.

TARGET Your Intended Learning Outcomes

At the end of this Episode, 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 learning 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 taxonomy;
 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

Learning Episode 13: Assessment of Learning (Summative Assessment) Field

Study 1 1
 Activity 13.4 Scrutinizing the Types and Parts of a
Portfolio
Name: Cesario Jr. G. Orongan
Video Link/s:

TARGET Your Intended Learning Outcomes

 Evaluate a sample portfolio
 Distinguish among the 3 types of portfolio

DISCOVER the Learning Essentials

• 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.

OBSERVE
1. Ask your Resource Teacher for samples of portfolio, if any. If there are, select one best
portfolio from what you examined.

2. If none, 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 #
 What a Portfolio Includes
Elements of a Portfolio Present? Missing?
1. Clear objectives — The objectives of the 
lesson/unit/course are clear which serve
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.

ANALYZE
1. With OBE in mind, which should be the basis for selection of pieces of evidence to show that
what the student was supposed to learn was learned?
The criteria and documentation of student performance should be the basis for the selection of
evidence because the criteria will be the guide for evaluating the student performance.

2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio
does this fall?
As I scrutinize the elements of portfolio that was given to me based on the parts this portfolio
falls under best work or showcase or display portfolio, and assessment / evaluation portfolio.
Elements of a _______________development __________________ Portfolio (Which type of portfolio?)
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 revision, i.e (first drafts and corrected/ revised versions.)
6. Student’s Reflections

3. Where and when does the teacher make sure of each of the 3 types of portfolio?

A portfolio can demonstrate everybody’s development. The teacher makes sure of the 3 types of
portfolio depending on the task that was performed by the student. There will be an specification
of portfolio base on what types of portfolio does it fall.

Have portfolio made the learning assessment process more inconvenient? Is the effort
exerted on portfolio assessment commensurate to the improvement of learning and development
of learners’ metacognitive process that result from the use of portfolio?
No, it is not inconvenient to the learning process, if portfolio are included in the learning
assessment process it would be convenient but it needs an extra time and effort to create
portfolio. It helps the teacher to evaluate the learning and development of the learners. Portfolio
should be included in learning assessment because it is an integral part of student’s learning.
The effort exerted on portfolio does not commensurate to the improvement of learning
development of the learners because this is part of the learning development of the learners, if
teacher take it seriously and honestly then it will not result to commensurate to the improvement
of learning of the learners but if the teacher did not take it seriously then there will be a chance
that the effort exerted on portfolio will result to commensurate the learning process of the
learners.
SHOW Your Learning Artifacts
 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 a students’ reflection on his/her portfolio
 Activity 13.5 Determining the Level of Teacher’s
Questions
Name: ________________________________
Video Link/s: www.pinterest.ph

TARGET Your Intended Learning Outcomes

 Construct assessment questions to measure HOTS following Bloom’s and
Anderson’s revised taxonomy and Kendall’s and Marzano’s taxonomy.

REVISIT the Learning Essentials

Table: 1.4 Example of Cognitive Activities

Cognitive Processes Examples

Remembering — Produce the right information from memory
Recognizing
 Name three 19th -century women English authors.
Recalling  Write the multiplication facts.
 Reproduce the chemical formula for carbon ____
Understanding – Make meaning from educational materials or experiences
 Translate a story problem into an algebraic equation.
Interpreting  Draw a diagram of tbc digestive system.
 Paraphrase Jawaharlal Nehru’s tryst with destiny speech.
 Draw a parallelogram.
Exemplifying  Find an example of stream-of-consciousness style of writing.
 Name a mammal that lives in our area.
 Label numbers odd or even.
Classifying  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.
Comparing
 Use a Venn diagram to demonstrate how two books by Charles
Dickens arc similar and different.
 Draw a diagram explaining how air pressure affects the weather.
 Provide details that justify why the French Revolution happened when and
Explaining
how it did
 Describe how interest rates affect the economy.
Applying – Use procedure
 Add a column of two-digit numbers.
 Orally read a passage in a foreign language,
Executing
 Have a student open house discussion.

Implementing  Design an experiment to see how plants grow in different kinds of soil.

Learning Episode 13: Assessment of Learning (Summative Assessment) Field

Study 1 6
  Proofread a piece of writing.
 Create a budget
Analyzing – Break a concept down into its parts and describe how the parts relate to the whole
 List the important information in a mathematical word problem and cross out
Differentiating the unimportant information.
 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.
Organizing
 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’ point of view about a local
issue.
Attributing  Determine a character’s motivation in a novel or short story.
 Look at brochures of political candidates and hypothesize about their
perspectives on issues.
Evaluating – Make judgments based on criteria and syllabus guidelines
 Participate in a writing group, giving peers feedback on organization and
logic of arguments.
Checking  Listen to a political speech and make a list of any contradictions within the
speech.
 Review a project plan to see if all the necessary steps are included.
 Judge how well a project meets the criteria of a rubric.
Critiquing  Choose the best method for solving a complex mathematical problem.
 Judge the validity of arguments for and against astrology.
Creating – Put pieces together to form something new recognize components of a new structure.
 Given a list of criteria, list some options for improving race relations in the
school.
 Generate several scientific hypotheses to explain why plants need sunshine.
Generating
 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.
 Outline a research paper on Mark Twain’s views on religion.
Planning
 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.
Producing  Build a habitat for pigeons.
 Put on a play based on a chapter from a novel you’re reading.
(Source: Anderson, L.W and Krathwohl, D.R. 2001. A taxonomy for learning, teaching and assessing.
New York: Longmans)

The New Taxonomy (Marzano and Kendall, 2007)

Learning Episode 13: Assessment of Learning (Summative Assessment) Field

Study 1 7

Learning Episode 13: Assessment of LearningCognitive

(SummativeSystem
Assessment) Field
Study 1 8
 Level of Difficulty Process Useful Verbs, Phrases, Definitions
6 Examining The student can analyze how important specific knowledge is to them.
Self-System Thinking Importance
6
Examining The student can examine how much they believe they can improve their understanding of
Efficacy specific knowledge.
Self System Thinking
Examining The student can identify emotional responses associated with a piece of knowledge and
Emotional determine why those associations exist.
Response
Examining The student can examine their own motivation to improve their understanding or competence
Motivation in specific knowledge.
5 Specifying Goals The student can set specific goals relative to knowledge and develop a plan for
Metacognition accomplishing the goals.
5 Process The student can self-monitor the process of achieving a goal.
Monitoring
Metacognition Monitoring The student can determine how well they understand knowledge.
Clarity
Monitoring The students can determine how accurate their understanding of knowledge is and defend
Accuracy their judgement.
Investigating
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
hypothesis.
4 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
Knowledge can be predicted
Utilization The student generates and tests a hypothesis by conducting an experiment and collecting
data.
Problem-Solving solve; how would you overcome; adapt; develop a strategy to; figure out a way to; how will
you reach your goal for which obstacles exist.
Decision-Making decide; select the best among the following alternatives; which 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.
Specifying Make and defend; predict; judge; deduce; what would have to happen; develop an argument
3 for; under what conditions
The student can make and defend predictions about what might happen.
Generalizing what conclusions can be drawn; what inferences can be made; create a principle,
Analysis
generalization or rule; trace the development of; form conclusions
The student can infer new generalizations from knowledge.
Analyzing Errors identify errors or problems; identify issues or misunderstandings; assess; critique; diagnose;
evaluate; edit; revise
The student can identify and explain logical or factual errors in knowledge.
Classifying classify; organize; sort; identify a broader category; identify different types/categories
The student can identify super ordinate and subordinate categories to which information
belongs.
Symbolizing symbolize; depict; represent; illustrate; draw; show; use models; diagram chart
2 The student can depict critical aspects of knowledge in a pictorial of symbolic form.
Integrating describe how or why; describe the key parts of; describe the effects; describe the relationship
Comprehension between; explain ways in which; paraphrase; summarize
The student can identify the critical or essential elements of knowledge.
Executing use; demonstrate; show; make; complete; draft
The student can perform procedures without significant errors.
Recalling exemplify; name; list; label; state; describe; who; what; where; when
The student can produce information on demand.
Recognizing recognize (from a list); select from (a list); identify (from a list); determine if the following
statements are true
The student can determine whether provided information is accurate, inaccurate or unknown.
Name: Figure 10. The New Taxonomy in Detail
_____________________________________
Source: http://www.greatschoolspartnership.org/wp-content/uploads/2014/06/x3B_Marzano_New_Taxonomy_Chart_with_verbs_3.16.121.pdf
Video Link/s:

OBSERVE
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 Tally of
Processes (Bloom Cognitive Processes Assessment
as revised by Rank (and Kendall and Rank Tasks / Total
Anderson and Marzano) Questions
Krathwohl
Self-system Thinking 6

Metacognition 5

Creating 6-Highest

Evaluating 5

Analyzing /An 4 Analysis 3 /

Applying 3 Knowledge Utilization 4

Understanding / 2 Comprehension 2 /

Remembering / 1 -Lowest Retrieval 1 //// - Example 4

Table 2 Examples of Assessment Questions/Assessment Tasks

Tally and Total Score Tally and Total

 of Cognitive Score of Cognitive Example of Assessment Rank
Processes (Bloom as Rank Processes (and Rank Task / Questions Given by Based
revised by Anderson Kendall and Resource Teacher on Use
and Krathwohl) Marzano)
Self-system Thinking 6-Highest e.g. Teacher asked students:
Why is the lesson important to
you?

Metacognition 5

Example: 6-Highest
Creating = I

Evaluating = I 5

Analyzing / An - II 4 Analysis 3

Applying = III 3 Knowledge Utilization 4

Understanding = II 2 Comprehension 2

Remembering =III 1-Lowest Retrieval = III 1-Lowest

I I

Rank Rank
ANALYZE
1. Which cognitive skill had the highest number of assessment questions? Lowest number?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. What do these (lowest and highest number of assessment questions) reveal about Resource
Teacher's level of questions?
______________________________________________________________________________
Learning Episode 13: Assessment of Learning (Summative Assessment) Field
Study 1 10 ______________________________________________________________________________
 ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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 skills-
metacognitive skills and self-system thinking.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

R REFLECT
If you were to rate yourself on HOTS - where will you be from a scale of I to 5 (5 as
highest) where will you be?
As a future teacher, reflect on how will you contribute to the development of learners'
HOTS?

Activity 13.6 Analyzing a Table of Specifications

Name: _____________________________________
Learning Episode 13: Assessment of Learning (Summative Assessment) Field
Study 1 11 Video Link/s:
 TARGET Your Intended Learning Outcomes
 Explain the function of a Table of Specifications

REVISIT the Learning Essentials

 A Table of Specification (TOS) is a two-way chart which describes the topics to be
covered by a test and the number of items or points which will be associated with each
topic.
 Sometimes the types of items are described in terms of cognitive level as well.

1. Study the sample of Table of Specifications on Assessment.

No. of Cognitive Level Total
Learning Outcome Class Rem Un Ap An Ev Cr
Hours
1.

2.

3.

4.

5.

6.

Total

ANALYZE
1. What parts must a TOS contain to ensure test content validity?
Learning Episode 13: Assessment of Learning (Summative Assessment) Field
Study 1 12
 2. Why is there a need for number of items per cognitive level?

3. With OBE in mind, is it correct to put learning outcome not topic in the first column? Why or
why not?

4. Can a teacher have a test with content validity even without making a TOS?

5. Complete the given TOS.

R REFLECT
Read this conversation and reflect on teachers' assessment practices. Write your reflections here.
 Student A: Saan naman pinulot ni Teacher ang kanyang tanong? Ni-isang tanong sa
tinuro, wala! (Where did Teacher get her test? Not 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 have similar experience because I don’t know yet what will be the teacher basis to
make questions that to be answered by the students. It is natural for the student to ask this kind of
question especially when the teacher does not follow the table of specification when making
questions. For me it’s a Yes, the required use of table of specification as guide in test construction
will solve the problem, because through the table of specification teacher will ask of make
question regarding to what he/she taught to the class that is why it is important to have table of
specification when making questions.
SHOW Your Learning Artifacts
 Accomplished Observation Sheet
 Analysis
 Reflection
 Completed Sample TOS
Activity 13.7 Computing Student’s Grades based on
DepEd Grading
System
Name: _____________________________________
 Video Link/ Compute student's grade based on DepEd's grading policy
 State the new features of the latest grading system in basic education

REVISIT the Learning Essentials

s:

TARGET Your Intended Learning Outcomes

 Compute student's grade based on DepEd's grading policy
 State the new features of the latest grading system in basic education

REVISIT the Learning Essentials

 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
Department 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.

OBSERVE
A. Sample Students’ Report Card

1. 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?
2. Which do you prefer — the old or the new grading system? Why?
C. Interview of 5 Students

1. What do you like in the new grading system?

In this new grading system written works and quarterly assessment is very important and
there is no need to have performance task for me as student.

For Kindergarten.
- No numerical grades. Only
2. Do you have problem with the new grading system. If there is, what?

No descriptions
I don’t have any problemsof aboutthe learners’
the new grading system. progress

3. Does using the system

the new grading checklist
give you a better picture of your performance? Why or why
not?
ForYes, Grades
this new grading 1 to 10
system gives me a better picture of my performance because
through this I can see my efforts in my written works and my study that will results to my
-quarterly
Theassessments.
average of the Quarterly Grades
4. Which(QG) do youproduces the
prefer - the old or the Finalsystem?
new grading GradesWhy? (FG)
per learning area.
In this time of new normal I prefer the new one because all the lesson now is modular
teacher can’t actually rate the performance task of the learners.
- The General Average is computed by
Review of DepEd Order #8, s. 2015
dividing the sum of all Final Grades by
Read DepEd Order # 8 s. 2015. You may refer to Appendix A.
the total number of learning areas.
Based on DepEd Order 8, s. 2015, answer the following
For Grades 11 and 12
1. What are the bases for grading?
- The
The bases two quarters
for grading in DepEd order determine the competency-based
#8 s. 2015 is standard-and Final
grading system. These are found in the curriculum guides. All grades will be based on the
Grade
weighted rawinscore
a Semester.
of the learners the written works, performance task and quarterly
assessments. These are given percentage that will be the basis in computing the grades.
 2. How do you compute grades per quarter for Grades I to 10 and Grades Il to 12. Give an
example.

Under DepEd Order #8, s.2015, in computing grades per quarter for grades 1 to 10 and grades 11
to 12 were the same in process but differ on the weight of the components. To compute the
grades first grades from all student works are added up, this results in the total score for each
component, namely written work, performance task and quarterly assessment. Raw scores from
each component have to be converted to a percentage score. This is to ensure that values are
parallel to each other. Second the sum for each component is converted to the percentage score.
To compute the percentage score (PS), divide the raw score by the highest possible score then
multiply the quotient by 100%. The percentage scores are then converted to weighted scores.
The percentage score is multiplied by the weight of the component.

3. How do you compute grades at the end of the school year?

For kindergarten there are no numerical grades descriptions of the learner’s progress in the
various learning areas are represented using checklist and student portfolios. For grades1-10 the
average of the quarterly grades produce the final grade.

4. What descriptors and grading scale are used in reporting progress of learners?
The descriptors are Outstanding, very satisfactory, satisfactory, fairly satisfactory, did not meet
expectations. And the grading scales are: 90-100, 85-89, 80-84, and 75-79, below 75.

5. What are the bases for learners' promotion and retention at the end of the school year?

6. What is the report on learners' observed values?

D. Grade Computation
Show sample computations of a grade:
 in a subject of your choice from Grades I 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 and quarterly
assessment. Then give the descriptor. Refer to DepEd Order # 8, s. 2015.
 ANALYZE
Learning Episode 13:Analyze dataofand
Assessment information
Learning gathered
(Summative from the interview
Assessment) and from your review of an Field
Study 1 18 unused Student's Report Card and the DepEd grading system.
1. Do teachers and students like the new grading system? Why or why not?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What are the good points of the new grading system according to teachers? According to
students?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. What are teachers challenged to do by this new grading system?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. Do you favor the distribution of percentages of written work, performance tasks and
quarterly assessment?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. Did you like the experience of computing grades? Why or why not?
________________________________________________________________________
________________________________________________________________________
 ________________________________________________________________________
________________________________________________________________________

R REFLECT
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?

Activity 13.8 Reporting Students’ Performance

Learning Episode 13:_____________________________________
Assessment of Learning (Summative Assessment) Field
Name:
Study 1 19

Video Link/s:

TARGET Your Intended Learning Outcomes

 State the reason(s) why grades must be reported to parents
 Describe what must be done to make grade reporting meaningful
REVISIT the Learning Essentials
 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.
OBSERVE
Proceedings in a Card Distribution Day
1. Observe how cards are distributed on Card Distribution Day. Describe how cards are
distributed.

2. Describe how the Resource Teachers communicated learners' assessment results and
grades to parents.
 3. Did parents raise questions or concerns? If yes, what were their questions/concerns?

4. How did the Resource Teacher handle their questions and concerns? What answers did
he/ she give?

Interview with Resource Teacher

1. How do you give feedback to your students regarding their performance? When do you
give feedback?
Learning Episode 13: Assessment of Learning (Summative Assessment) Field
Study 1 20

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

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

Interview with Students

1. Do you see the meaning of your grades in the School Report Card?

2. Does knowing your grade motivate you to work harder?

Interview with Parents

1. Does your child's Report Card give you a clear picture of how your child is performing?
 2. If you were asked what else should be found in the Report Card, which one? Why?

3. Do you find the Card Distribution Day important? Why or why not?

4. Any suggestion on how to make Card Distribution more meaningful?

ANALYZE
1. What were the most common issues raised on students' performance?
Learning Episode 13: Assessment of Learning (Summative Assessment) Field
Study 1 20

2. Based on your observations and findings, what practices must be

a) maintained and
b) improved to make grades and reporting meaningful?

R REFLECT
1. Grades are often a source of misunderstanding. How should I do reporting so that it will
result to effective learning?
 EVALUATE Performance Task
Name of FS Student: _____________________________ Date Submitted: _______________________
Learning Episode 13: Assessment of Learning (Summative Assessment) Field
Study 1 21 Year & Set: IV-Set-A-MT (8:30AM-11:30AM)___________ Course: Bachelor of Elementary Education__

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 2 1
Accomplished
Observation Sheet

Analysis

Reflection

Learning Artifacts

Submission

COMMENT/S Rating
(Based on
Overall Score Transmutation)
 TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-below

__________________________________________ _________________________
Signature of FS Teacher above Printed Name Date