FS EP 13 - Alemania

Republic of the Philippines
CAMARINES NORTE STATE COLLEGE

F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines
FS1
Assessment OF Learning (Summative Assessment)
BEED/BSED
FIELD STUDY
THE K TO 12 GRADING SYSTEM
FS 1
Observations of
Teaching-Learning in
Actual School
Environment
FS1
Episode 13
FIELD STUDY THE K TO 12 GRADING SYSTEM
Assessment OF
Learning (Summative
Assessment)
FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 1

FS1
Episode 13
SPARK Your Interest
Episode # 12 dwelt on Assessment for Learing (formative assesssment)

and Assessment as Learning (self-assessment). These rfer to assessmnt 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 refered 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, 7) The K to 12 Grading system and 8) reporting Students’ Performance.
TARGET Your Intended Learning

Outcome
At the end of this Episode, I must be able to demonstrate understanding of the design,
selection, organization and use of summative strategies consistent with the
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 fr learning in the
context of established guidelines on test construction;
 Evaluate non-traditional assessment tools including scoring rubrics;
 Examine diferent types of rubrics used and relate them to assessment of student
learning;
 Distinguish among the 3 types of learners’ portfolio;
 Evaluate asmple portfolio;
 Construct assessment questions for HOTS following Bloom’s Taxonomy as revised
by Anderson and Krathwohl aand Kendall’s and Marzano’s Taxonomy;
 Explain the function of a Table of Specifications;
 Distiguish among types of learners’ portfolio and their functions;

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 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.
OBSERVE, ANALYZE, REFLECT
Activity 13.1 Aligning Assessment Task with the Learning Outcome
Resource Teacher: Maria Victoria P. Argayosa Teacher’s Signature: ____________
School: CNSC Grade/Year Level: Grade 7 Subject: Filpino

Outcome
 Determine alignment of assessment task with learning outcome.
 Formulate assessment task aligned with the learning outcome.
REVISIT the Learning

Essentials
 In accordance with Outcome-Based Teaching-Learnig, the learning outcome
determines assessment task.
 Therefore, the assessment task must necessarily be aligned to the learning
outcome.
OBSERVE
1. 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.
Subjects Learning Assessment Task Is the assessment If not aligned,
Outcome/s (How did Teacher tool/task aligned improve on it.
assess the learning to the learning
outcome/s? outcome/s?
Specify.
P.E/EPP/TLE To dance tango Written quiz- No Performance test
Enumerate the – Let students
step of tango in dance tango.

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order
Subjects Learning Assessment Task Is the assessment If not aligned,

Outcome/s (How did Teacher tool/task aligned improve on it.
assess the learning to the learning
outcome/s? outcome/s?
Specify.
Social Science. To write an Written quiz Yes, the The assesment
Literature/Panitkan essay and assesment task is good and
Esp
reflection is aligned with relevant
the LO
Physical/Biological To solve an Short quiz Yes, the The assesment

Science/Math/ equation in assesment task is good and
English/Filipino
binomial form is aligned with relevant
the LO
ANALYZE
1. Are all the assessment tasks aligned to the learning outcome?

One out of three assessment task are aligned with the learning outcome while the other
doesn’t connect with the learning objective.

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2. What are possible consequence if teacher’s assessment tasks are not aligned to learning
outcome/s? Does this affect assessment result? How?
The possible consequence if the teacher’s assessment task is not aligned to the learning
outcomes is it may not be possible to be achieve by the class. The effect of this to the
assessment is the skills and knowledge that needed to be measure is can’t be seen or measure
by the teacher and that is not possible to be achieve because the assessment and possible
outcome is not aligned.
3. Why should assessment tasks be aligned to the learning outcomes?

The assessment should be aligned to the outcome to measure the learning of the assessment
and look if the students understand what are needed to be achieve. The teacher’s ability to
teach can also be measure, the teacher are effective teacher if the students achieve the
outcomes.
REFLECT
 Reflect on past assessment you have been through. Were they all aligned with
what your teacher taught (with learning outcomes)?
I had received tasks that are aligned with the learning outcomes but I also
received task that are not. Some of my teachers gave a written quiz instead of
performance task.
 How did this affect your performance? As a future teacher, what lesson do you
learn from this past experience and from this observation?
That made me focus on the objectives that are needed to be achieve. I learned that your
objectives should be realistic to be achieve by the students, and as a teacher you need to be
creative to catch the attention of the students or your objectives to be possible to be achieve.
Activity 13.2 Observing the use of Traditional Assessment Tools

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School: CNSC Laboratory School Grade/Year Level: Grade 7 Subject: Filipino

Outcome
 Critique traditional assessment tools and tasks for learning in the context of
established guidelines on test construction.

Essentials
 Traditonal assessment tools are also called paper-and-pencile tests.
 Traditional assessment tools usually measure learning in the cognitive
domain.
 Traditional or paper-and-pencil tests can be classified either as selected-
response tests or constructed-response/suppy type of tests.
 Common examples of slected-response type of tests are alternate response
test (True-False, yes-no), multiple choice and matchng type of test.
 Common examples of constructed-response type of test are short answer,
problem solving and essay.
OBSERVE
1. Observe classes and pay particular attention to the assessment tool used by the
teacher.
2. With teacher’s permission, secure a copy of the assessment tool.
Direction: Put a check (/) on the test which teacher used. From your teacher’s test items, give an
example.
Type of Traditional Put a check (/) Here Learning Outcome Sample Test Item of Comments (Is the
Assessment Assessed Resource Teacher assessment tool
Tool/Paper-and- constructed in
Pencil Test accordance with

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established
guidelines?) Explain
your answer.
Selected Response
Type
1. Alternate response Nasa g
classrooommmmmmmmmm
2. Matching type
3. Multiple Choice check
4. Others
Type of Traditional Put a check (/) if Resource Learning Outcome Sample Test Item of Comments (Is the
Assessment Teacher used it. Assessed Resource Teacher assessment tool
Tool/Paper-and- constructed in
Pencil Test accordance with
established
guidelines?) Explain
your answer.

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Constructed-Response
Type
1. Completion
2. Short answer type
3. Problem solving
4. Essay-restricted
5. Essay-non-
restricted
6. Others
ANALYZE

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1. Which assessment tools/tasks were most commonly used by teacher? Which ones were rarely used?
Why were they rarely used?
The assessment tools that are commonly used by teacher I think is the essay because that are the type
of assessment that is easy to make and you can monitor the learnings of the students. The rarely used
type is the matching type. The matching type is commonly seen in the exam.
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?
3. Can an essay or other written requirements, even if it is written paper-and-pencil test, be considered
an authentic form of assessment? Explain your answer.
Yes, for me the written requirements can be considered an authentic assessment because we can
monitor the answer of the students if they are authentic. We can easily track if the students learned
something from the lesson.
ANALYZE
How good are you at constructing traditional assessment tools? Which do you find most difficult to
construct? Any lesson/s learned?
I am not that good in making traditional assessment or and other assessment tools. For me the most
difficult to construct is the multiple-choice type of assessment because it is hard to make the choices for
every item and it is time consuming.
Observing the use of Non-traditional Assessment Tools

Activity 13.3 and Scoring Rubrics
Resource Teacher: ___________________________________________________Teacher’s Signature: ____________

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School: _________________ Grade/Year Level: __________________Subject: _______________Date: ____________

Outcome
 Evaluate non-traditional assessment tools including scoring rubrics.

Essentials
 There are learning outcomes that cannot be assess by traditional assessment
tools.
 Authentic/nontraditional/alternative assessment tools measure learning
outcomes like performance and product.
 These performance task and product are assesse by the use of scoring rubric.
 A rubric is a coherent set of creteria for student’s work that includes
descriptions of levels of performance quality on the creteria. (Brookhart,
2013)
 The main purpose of rubrics is to assess performances and products.
 There are two types of reubrics – analytic and holistic. Analytic rubrics
describe work on each criterion separately while a holistic rubric assesses a
students work as a whole.
 For diagnostic purposes, the analytic rubric is more appropriate.
 For holistic view of a product or performance, the holistic rubric will do.
 A good scoring rubric contains the cretiria agaisnt which the product or
perfomance is rated, the rating scale and a sdescription of the leb=vels of
performance.
OBSERVE
3. Observe classes in at least 3 different subjects and pay particular attention to the
assessment tool used by the teacher.
4. With teacher’s permission, secure a copy of the assessment tool.

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5. Study the assessment tool then accomplish Observation Sheet.
6. Did your Resource Teacher explain the rubric to the students.
7. Which type of rubric did the Resource Teacher use - analytic or holistic?
Authentic Assessment/Non- Learning Sample of How a Comment/s
Traditional/Alternative Outcome Product/Performance product/performance was (Is the
Assessed Assessed assessed scoring
rubric
One example of a Describe how the constructed
product assessed. (Put a product/performance according
photo of the was assessed. Which was to
product/documented used analytic rubric or standards?
performance in My holistic rubric? INCLUDE
Teaching Artifacts. THE RUBRIC IN MY
INCLUDE THE RUBRIC IN TEACHING ARTIFACTS.
MY TEACHING
ARTIFACTS
1. Product-
2. Performance
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 analytic is more used rubric because it measures different aspect of performance or paper of the
students. It is the type of the rubric that is more used because we can see if the students meets the
criteria we have set, and we can see if they are achieving our objectives.

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2. Based on your answers in # 1, what can you say about the scoring rubrics made and used by
the Resource Teachers?
The scoring rubric that used by the resource teacher is appropriate to the lesson as long the
teacher can explain the criteria that needed to be achieve, and as long as the rubric is aligned to
the lesson and to the learning objectives.
3. Will it make a difference in assessment of student work if teacher would rate the product or
performance without scoring rubrics? Explain.
Yes, I think it will make a difference in assessment if there is no rubrics. The rating of the
product might be affected with the emotion and relationship of the teacher to the students. And
maybe some students will not make any effort in making their projects or performance if there
is no rubric or criteria.
4. If you were to improve on one scoring rubric used, which one and how?
I think there is no part of the rubric that I will improve because I think that the rubric used is
appropriate and well explained and easy to understand for the students
5. Can an essay or tother written requirements, even if it is written paper-and-pencil test, be

considered and authentic form of assessment? Explain your answer.
For me yes, essay and written requirements even it is paper and pencil test can be considered
as an authentic assessment because we can see with that assessment the learnings of the
students. We can also see their perspective about the lesson based on their own experience.
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 can help students to be independent learners because the rubrics help the students
to be directed, because it offers directions and criteria for the students to achieve. For me
rubrics contribute to assessment as learning because students can check themselves if they are
achieving the criteria, if there is no rubrics in assessment students don’t have criteria to be
followed and the students can’t reflect on their learning.
7. Does the Scoring Rubric in this FS Book 1 help you come up with better output?
The rubric helps me a lot to come up with better output.
REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the years
as a student.
Yes, I think the authentic assessment and tools are new. When I was in elementary and junior high
school years students tend to write more and memorize the lesson rather than having experience in
learning. We have experienced the new and old assessment tool because we are the first batch of the k-

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12 curriculum, but we experience authentic assessment when we are in senior high because the
assessment tools used is by learning and reflecting on our own experience in the learning process. Now
that we are in the new normal I think the assessment tool that used by the teacher is changing too to
cope up with the changing needs of the students.
SHOW your Learning Artifacts
 Accomplished Observation Sheet

 Observations
 Reflection
 A photo of a product assessed and a document performance test
 Samples of scoring rubrics used by Resource Teacher – one rubrics to assess a particular
product and another rubric to asses a particular performance together with your comment/s
and improved version/s, if necessary
Activity 13.4 Scrutinizing the Types and Parts of a Portfolio
Resource Teacher:Maria Victoria P. Argayosa Teacher’s Signature: ______
School: CNSC LABORATORY SCHOOLGrade/Year Level: _Grade 7 Subject Area:FILIPINO

Outcome
DISCOVER the
Learning Essentials
 Evaluate a sample portfolio
 Distiguish among the 3 types of portfolio.
 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 students’s reflection must accompany each output
or work.
 FIELDfrom
A portfolio is different STUDYa1work
– Observations on Teaching-Learning
folder, which is simply a in Actual School
receptacle for all work, 13
Environment|
with no purpose to the collection. A portfolio is an intentinal collection of work

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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 #
4. Put a check in the right column.
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 a 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 the students took

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part in the selection of the content of
the portfolio.
ANALYZE
1. 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 parts, under which type of portfolio does this
fall?
Elements of a ___________________________________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 revisions, i.e. (first drafts and
corrected/revised versions.)
6. Student’s Reflections
3. Where and when does the teacher make use of each of the 3 types of portfolio?
By end of a quarter or end of grading period/semester they can showcase their learning progress
throughout the whole school year.
REFLECT
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 learner’s
metacognitive process that result from the use of portfolio?

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 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
EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 7 -Physical and Personal Aspects of Classroom Management
Learning Outcome: Identify the two (2) aspectsof classroom management and determine the classroom management
strategies that the Resource Teacher employed in his/her class.
Name of FS Student: _______________________________________________________________________ Date Submitted: ___________________________

Year&Section: _____________________________________________________Course:_______________________________________________________________
NEEDS
LEARNING EXCELLENT VERY SATISFACTORY SATISFACTORY
IMPROVEMENT
EPISODES 4 3 2
1
All observation One (1) or two (2)
Three (3) observation Four (4) or more
ACCOMPLISHED questions/tasks observation
questions/tasks not observation questions/
OBSERVATION completely answered/ questions/tasks not
answered/ tasks not answered/
SHEET accomplished. answered/
accomplished accomplished.
accomplished
All questions were All questions were Four (4) or more
answered completely; answered completely; Questions were not observation were not
ANALYSIS answers are in depth answers are clearly answered completely; answered; answers not
and are thoroughly connected to theories; answers are not clearly connected to theories;
grounded on theories; grammar and spelling connected to theories; more than four (4)

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one (1) to three (3)
grammar and spelling grammatical/spelling
are free from errors. grammatical spelling
are free from error. errors.
errors.
Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what supported by what shallow; somewhat rarely supported by what
REFLECTIONS
were observed and were observed and supported by what were observed and
analyzed analyzed were observed and analyzed
analyzed
Portfolio is reflected Portfolio is reflected
Portfolio is not
on the context of the on the context of the Portfolio is not reflected
reflected on in the
learning outcomes; learning outcomes. on in the context of the
LEARNING context of the learning
Complete, well- Complete; well- learning outcomes; not
ARTIFACTS outcomes. Complete;
organized, highly organized, very complete; not organized,
not organized, relevant
relevant to the relevant to the not relevant
to the learning outcome
learning outcome learning outcome
Submitted two (2) days
Submitted before the Submitted a day after
SUBMISSION Submitted on deadline or more after the
deadline the deadline
deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
71-
99 96 93 90 87 84 81 78 75 72
Below
_________________________________________ __________________________________
Signature of FS Teacher above Printed Name Date

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Activity 13.5 Determining the Level of Teacher’s Questions
Resource Teacher:Maria Victoria P. Argayosa Teacher’s Signature: ____________
School: CNSC Grade/Year Level: Grade 7 Subject Area: Filipino

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

Essentials
Table: 1.4 Example of Cognitive Activities
Cognitive Process Examples

Remembering – Produce the right information from memory
Recognizing
Recalling 
Name three 19th -century women English
authors.
 Write the multiplication facts.
 Reproduce the chemical formula for
carbon tetrachloride.
Understanding – Make meaning from educational materials or experiences
Interpreting  Translate a story problem into an
algebraic equation.
 Draw a diagram of the digestive system.
 Paraphrase Jawaharlal Nehru’s tryst with
destiny speech.
Exemplifying  Draw a parallelogram.
 Find an example of stream-of-
consciousness style of writing.
 Name a mammal that lives in our area.
Classifying  Label numbers odd or even.
 List the events of the Sepoy Mutiny of
1857.
 Group native animals into their proper
species.
Inferring
Comparing  Explain how the heart is like a pump.

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 Compare Mahatma Gandhi to a present-
day leader.
 Use a Venn diagram to demonstrate how
two books by Charles Dickens are similar
and different.
Explaining  Draw a diagram explaining how air
pressure affects the weather.
 Provide details that justify why the
French Revolution happened when and
how it did.
 Describe how interest rates affect the
economy.
Applying – Use a procedure
Executing 
Add a column of two-digit numbers.

Orally read a passage in foreign language.

Have a student open house discussion.
Implementing 
Design an experiment to see how plants
grow in different kinds of soil.
 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
Differentiating  List the important information in a
mathematical word problem and cross
out the
Organizing  Place the books in the classroom library
into categories.
 Make a chart of often-used figurative
devices and explain their effect.
 Make diagram showing the ways plants
and animals in your neighborhood
interact with each other.
Attributing  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 perspective
on issues.
Evaluating – Make judgments based on criteria and syllabus guidelines
Checking  Participate in writing group, giving peers
feedback on organization and logic or
arguments.
 Listen to a political speech and make a
list of any contradictions within the
speech.

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
Review a project plan to see if all the
necessary steps are included.
Critiquing  Judge how ell 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 form something new or recognize components of a new
structure
Generating  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.
 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.
Planning  Make a storyboard for a multimedia
presentation on insects.
 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.
Producing  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 you’re reading.

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School:CNSC LABORATORY SCHOOL Grade/Year Level: Grade 7 Subject:Filipino
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 Rank Cognitive Rank Tally of Total

Processes Processes Assessment
(Bloom as (and Kendall Task/Questions
revised by and Marzano)
Anderson and
Krathwohl)
Self-system 6
Thinking
Metacognition 5
Creating 6-Highest
Evaluating 5
Analyzing/An 4 Analysis 3 /
Applying 3 Knowledge 4
Utilization
Understanding 2 Comprehensio 2 /
/ n
Remembering? 1-Lowest Retrieval 1 ////-Example 4

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Table 2. Examples of Assessment Questions/Assessment Tasks
Cognitive Rank Tally and Rank Example of Rank Based

Processes Total Score Assessment on Use
(Bloom as of Cognitive Tasks/Question
revised by Processes s Given by
Anderson (Kendall and Resource
and Marzano) Teacher
Krathwohl)
Self-system 6-Highest e.g. Teacher asked
Thinking students: Why is
the lesson
important to you? 4
Metacognition 5
Examples: 6-Highest Write a clear

Creating = IIIII letter that uses a 6
right format of
writing or letter?
Evaluating = II 5 3 Why do you think
it is important to 1
have a cover
letter?
Analyzing/An 4 4 What do you
= III think will happen 3
if there were no
dates?
Applying = II 3 2 If you were able
to choose
between a formal 7
and informal
letter? What
would you apply?
Understanding 2 1-Lowest Why is it
= II necessary to have 5
a letter instead of
verbal only

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Remembering 1-Lowest Rank What is the type
=I of letter where it 8
is commonly uses
for educational
purposes?
Rank
ANALYZE
1. Which cognitive skills had the highest number of assessment questions? Lowest number?
The cognitive skills that has the highest is the creating and the lowest is the remembering.
2. What do these (lowest and highest number of assessment questions) reveal about Resource
Teacher’s level of questions?
The teacher shows limited questions relating to review or recall of the previous lesson “let’s
have a quick recap on our previous lesson”.
3. Based on Kendall’s and Marzon’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.
As a students how will you able to help if there is a situation or calamity that will occur.
REFLECT
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?
As a future teacher, reflect on how will you contribute to the development of learners’ HOTS?
I will developed or contribute well on the development of the learners by being an effective teacher
creating an activities that will develop the learners holistically and creating an assessment that are
reliable to measure the learners performance by doing written and outcome base activities that will
cater there Higher Ordered Thinking Skills (HOTS).

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NEEDS
IMPROVEMENT
EPISODES 4 3 2
1
accomplished
All questions were Questions were not Four (4) or more

All questions were
answered completely; answered completely; observation were not
answered completely;
answers are in depth answered; answers not
answers are clearly answers are not clearly
ANALYSIS and are thoroughly connected to theories;
connected to theories; connected to theories;
grounded on theories; more than four (4)
grammar and spelling one (1) to three (3)
errors.
REFLECTIONS
analyzed
Portfolio is not
reflected on in the
deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
71-
99 96 93 90 87 84 81 78 75 72
Below
_________________________________________ __________________________________

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Episode 13
Activity 13.6 Analyzing a Table of Specifications
School: CNSC Grade/Year Level: Grade 7 Subject: FILIPINO

Outcome
 Explain the function of a Table of Specifications

Essentials
 Table of Specifications (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 topic of items are described in terms of cognitive level as well.
1. Study the sample Table of Specifications on Assessment
Learning No. of Cognitive Level Total

Outcome Class
Hours
Rem Un Ap An Ev Cr
1.
2.
3.
4.
5.
6.
Total
ANALYZE

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Episode 13
1. What parts must a TOS contain to ensure test content validity?

In order to ensure the test content validity, a TOS must contain a fair and equal test distribution of each
item in cognitive level.
2. Why is there a need for a number of items per cognitive level?
To ensure and to become fair to the students that there are number of test items per cognitive level.
3. With OBE in mind, is it correct to put learning outcomes not topic in the first column? Why or why
not?
It is now correct to put first the learning outcomes because you have to consider the output of the
learners since it is OBE.
4. Can a teacher have test with content validity even without making a TOS?
Yes, it can be valid for a teacher to create an exam without TOS but it is not reliable.
5. Complete the given TOS?
REFLECT
Read this conversation and reflect on teachers’ assessment practices. Write your 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!”)

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Episode 13

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 do, I have encountered the similar situation. I think yes, the TOS can help to solve the
problem of misaligned tests. The TOS can serve as the basis of the teacher on how she made the test,
with that she can follow the lesson on making questions on the test paper, that means her questions will
be aligned to the lesson she had taught.
 Accomplished Observation Sheet

 Analysis
 Reflection
 Completed Sample TOS
Computing Student’s Grades based on DepEd Grading

Activity 13.7 System
Resource Teacher: Maria Victoria P. Argayosa Teacher’s Signature: ___________
School: CNSC Laboratory School Grade/Year Level:Grade 7 Subject:Filipino

Outcome
 Compute student’s grade based on DepEd’s grading policy.
 State the new feature of the latest grading system in basic education

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.

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Episode 13
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
student 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 g system?
1. What do you like in the new grading system?
Yes, we like the new grading system because it is not zero based, even if we have a zero
for example from quiz that will not be equivalent to zero. With that we can have a higher
chance to pass.
2. Do you have problems with the new grading system. If there is, what?
We don’t have any problems regarding the new grading system.

3. Does the new grading system give you a better picture of your performance? Why or why not?
Yes, the new grading system gives us to have better performance because the new
grading system and because of the outcome based learning meaning we are the one that
making our own grades.
4. Which do you prefer - the old or the new grading system? Why?
I prefer the new grading system because we can make our grades higher depending o
the output we made not only to the result of our exams.

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Episode 13
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, 8. 2015, answer the following:
1, What are the bases for grading?
The basis for grading is the classroom assessment of the teacher for the students for them to
track the progress of learners and adjust the instruction.
2. How do you compute grades per quarter for Grades 1 to 10 and Grades "11 to 12. Give an
example.
The grading system from grades 1 to 10 are based on the subjects. For the senior high it is based
on track and strand.
3. How do you compute grades at the end of the school year?
The teacher will sum up the quarterly grades from first to fourth grading to compute the final
grades or rating of the learners per subjects.
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 final rating if it is 74 and below it means the students failed and not qualified for promotion,
if it 75 above the students are Bonafede for promotion.
6. What is the report on learners’ observed values?
It depends on the student’s attitudes and behaviors inside the classroom or school premises.
E. Grade Computation
Show sample computations of a grade:
 In a subject of your 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 and quarterly
assessment. Then give the descriptor. Refer to DepEd Order # 8, s. 2015.

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Episode 13
ANALYZE
Analyze data and information gathered from the interview and from your interview of an
unused Student’s Report Card and the DepEd grading system.
1. Do teachers and students like the new grading system? Why or why not?
The new grading system is in favor of the learners since it is no longer zero based for the
teacher were able to come up with the grades that are suitable to the learners performance.
2. What are the good points of the new grading system according to teachers? according to students?
Both the students and teachers has a small chance for the learners to failed and the teacher to
failed a students because of the new grading system.
3. What are teachers challenged to do by this new grading system?
The challenge for the teacher’s id to always give a corresponding points to the outputs of the learners
even though the answers on the outputs are quite far from the question.
4. Do you favor the distribution of percentages of written work, performance tasks and | quarterly
assessment?
Yes, I am in favor but it also depend on the subjects

5. Did you like the experience of computing grades? Why or why not?
Yes, because as of now the computation of grades is easier compared to the traditional way of
computation of grades because as of now we are using electronic grading sheet.
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?
Not necessarily all the times grades matter because as of now we consider the so called multiple
intelligences in which the learners shows different interests that make a student excel on one of the
things or skills that we consider as part of multiple intelligences.

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Episode 13

NEEDS
IMPROVEMENT
EPISODES 4 3 2
1
accomplished

All questions were
errors.
REFLECTIONS
analyzed
Portfolio is not
reflected on in the
deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below

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Episode 13

GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
71-
99 96 93 90 87 84 81 78 75 72
Below
_________________________________________ __________________________________

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Episode 13
Activity 13.8 Reporting Students’ Performance
School:CNSC Laboratory School Grade/Year Level: Grade 7 Subject Area: _Filipino

Outcome
 State the reason(s) why grades must be reported to parents.

 Describe what must be done to make grade reporting meaningful.

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 1Q 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.
The cards are given to the parents without problems related to the grades.
2. Describe how the Resource Teachers communicated learners’ assessment results and grades
to parents.
The teachers discusses the important points and matters related to the computation of the grades
especially to those learners with low or failed grades.

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Episode 13
3. Did parents raise questions or concerns? If yes, what were their questions/concerns?
Yes there are some questions raised by the parents that is related to the grades or the grading system.
4. How did the Resource Teacher handle their questions and concerns? What answers did he/
she give?
The teacher handle the question and address it properly and on point.
Interview with Resource Teacher

1. How do you give feedback to your students regarding their performance? When do you give
feedback?
She gave feedback to the learners usually before the computation of the grades so that the students are
aware or will be aware if he/she has incomplete output or activities that will affects the learner’s grade.
If there’s a chance for the learners to cope up to those incomplete activities she will give chance to
submit.
2. How do you report students’ performance to parents? Does the school have a regular way of
reporting grades to parents?
By the giving the report cards to the parents.
3. What problems on grade reporting did you encounter with parents? How did you address
it/them?
So far there is no problems with the parents with the grades of the learners.
Interview with Students
1. Do you see the meaning of your grades in the School Report Card?
Yes, for self-monitoring.To improve my performance especially to those subjects with low grades
2. Does knowing your grade motivate you to work harder?
Unfortunately Yes
Interview with Parents

1. Does your child’s Report Card give you a clear picture of how your child ss performing?
Yes

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Episode 13
2. If you were asked what else should be found in the Report Card, which one? Why?
For me as a parent I think there is nothing more to add on the report card of the students because I am
satisfied already.
3. Do you find the Card Distribution Day important? Why or why not?
Yes, to monitor the performance of my children.
4. Any suggestion on how to make Card Distribution more meaningful?
To make it more meaningful as much as possible the students and their parents are together while
getting the report cards for them to see the result of the performance the students so that if they have
any questions related to the grades the teacher will able to address those questions.
ANALYZE
1. What were the most common issues raised on students’ performance?

The most common issues raised on students’ performance are the low grades and failing grades.
2. Based on your observations and findings, what practices must be
a) maintained and
the practice that must be maintained is the communication between the teacher, parents, and the
students.
b) improved to make grades and reporting meaningful?
I think one of the best practice that should acquired or observed is for the students and parents to be
together when the scheduled date of the card distribution for their monitoring.
REFLECT
1. Grades are often a source of misunderstanding. How should I do reporting so that it will result to
effective learning?

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Episode 13

Explain the grading system to the parents and students for them to be aware of the things to
consider on the grade making.

NEEDS
IMPROVEMENT
EPISODES 4 3 2
1
accomplished

All questions were
errors.
REFLECTIONS
analyzed
Portfolio is not
reflected on in the
deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
71-
99 96 93 90 87 84 81 78 75 72
Below

FS1
Episode 13
_________________________________________ __________________________________

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Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

FIELD STUDY THE K TO 12 GRADING SYSTEM

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 1

FIELD STUDY THE K TO 12 GRADING SYSTEM

SPARK Your Interest

Episode # 12 dwelt on Assessment for Learing (formative assesssment)

Episode # 13 will be focused on 1) assessment of learning in the

TARGET Your Intended Learning

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 2

FIELD STUDY THE K TO 12 GRADING SYSTEM

OBSERVE, ANALYZE, REFLECT

Activity 13.1 Aligning Assessment Task with the Learning Outcome

Resource Teacher: Maria Victoria P. Argayosa Teacher’s Signature: ____________

School: CNSC Grade/Year Level: Grade 7 Subject: Filpino

TARGET Your Intended Learning

REVISIT the Learning

1. Observe at least 3 classes - 1 Physical or Biological Science or Math, English,

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 3

FIELD STUDY THE K TO 12 GRADING SYSTEM

Subjects Learning Assessment Task Is the assessment If not aligned,

Physical/Biological To solve an Short quiz Yes, the The assesment

1. Are all the assessment tasks aligned to the learning outcome?

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 4

FIELD STUDY THE K TO 12 GRADING SYSTEM

3. Why should assessment tasks be aligned to the learning outcomes?

Activity 13.2 Observing the use of Traditional Assessment Tools

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 5

FIELD STUDY THE K TO 12 GRADING SYSTEM

School: CNSC Laboratory School Grade/Year Level: Grade 7 Subject: Filipino

TARGET Your Intended Learning

REVISIT the Learning

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 6

FIELD STUDY THE K TO 12 GRADING SYSTEM

3. Multiple Choice check

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 7

FIELD STUDY THE K TO 12 GRADING SYSTEM

2. Short answer type

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 8

FIELD STUDY THE K TO 12 GRADING SYSTEM

Observing the use of Non-traditional Assessment Tools

Resource Teacher: ___________________________________________________Teacher’s Signature: ____________

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 9

FIELD STUDY THE K TO 12 GRADING SYSTEM

School: _________________ Grade/Year Level: __________________Subject: _______________Date: ____________

TARGET Your Intended Learning

REVISIT the Learning

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 10

FIELD STUDY THE K TO 12 GRADING SYSTEM

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 11

FIELD STUDY THE K TO 12 GRADING SYSTEM

5. Can an essay or tother written requirements, even if it is written paper-and-pencil test, be

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 12

FIELD STUDY THE K TO 12 GRADING SYSTEM

SHOW your Learning Artifacts

 Accomplished Observation Sheet

Activity 13.4 Scrutinizing the Types and Parts of a Portfolio

Resource Teacher:Maria Victoria P. Argayosa Teacher’s Signature: ______

School: CNSC LABORATORY SCHOOLGrade/Year Level: _Grade 7 Subject Area:FILIPINO

TARGET Your Intended Learning

 A portfolio is a purposeful collection of selective significant samples of student

with no purpose to the collection. A portfolio is an intentinal collection of work

Resource Teacher: _______________________________________Teacher’s Signature:

School: _______ Grade/Year Level: Subject: _Date: ______

Name of FS Student: _____________________________________________ Date Submitted: _

Name of FS Student: _____________________________________________ Date Submitted: _