EPISODE 13: ASSESSMENT OF LEARNING (Summative

Assessment)
ACTIVITY 13.1 ALIGNING ASSESSMENT TASK WITH THE LEARNING OUTCOME

OBSERVE
Observe three classes – Physical or Biological Science or Math, English, Filipino; 1 Social
Science or Literature/Panitikan, EsP and 1 PE/ Computer /EPP/TLE.

Subject Learning Outcome/s Assessment Task Is the If not aligned,

assessment improve on it.
tool/task
aligned to the
learning
outcomes?

PE/EPP/TLE To dance tango Written quiz No Performance

test-Let students
Enumerate the
dance tango.
steps of tango in
order.

Social Science, Maipaliliwanag ang Inihahanda ng guro Yes Walang anuman

Literature/Panitikan, pagkakaiba ng bawat ang tsart na upang mapabuti
EsP sistemang pang- binubuo ng mga ang gawaing ito
ekonomiya sistema ng dahil ito ay
ekonomiya. mahusay na
Ihahambing ng ipinaliwanag at
mga estudyante ang ang sistema ng
bawat isa batay sa ekonomiya ay
mga katangian nito, ibinigay na.
kalakasan at Kailangan lang
kahinaan. nilang punan
ang mesa gamit
ang
impormasyong
 kailangan.

Physical/Biological
Science/Math/
English/Filipino

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

2. What are possible consequences if teacher’s assessment tasks are not aligned to
learning outcome/s? does this affect assessment results? How?

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

REFLECT
 Reflect on past assessment you have been through. Were they all aligned
with what your teacher taught (with learning outcomes)?

 How did this affect your performance? As a future teacher, what lesson do
you learn from this past experience and from this observation?

ACTIVITY 13.2 OBSERVING THE USE OF TRADITIONAL

ASSESSMENT TOOLS
 OBSERVE
 Observe classes and pay particular attention to the assessment tool used by
the teacher.
 With teacher’s permission, secure a copy of the assessment tool.

Type of traditional assessment Put a Learning outcome Sample Test Item of Components
Tool/paper-pencil test Check Assessed Resource Teacher (Is the
here assessment
tool
constructed in
accordance
with establish
guideline?)
Explain your
answer

Selected Response Type:

Alternate Response Tagalog ang tinatawag Ang assessment

nating wikang Pambansa. ay itinatayo
ayon sa itinatag
 Sang-ayon
na mga
 Hindi sang-ayon
patnubay dahil
ang mga mag-
/ Understanding aaral ay pipili
lamang kung ito
ay sang-ayon o
hindi sang-ayon.

Matching Type HANAY A. Ang assessment,

na itinatag ayon
1. Ayon sa kanya
ang sa mga
/ Remembering Linggwistikong patnubay dahil
Komunidad ay maaalala lang
isang istilo at
ng mga
layunin.
HANAY B. estudyante ang
kanilang huling
lesson para
sagutin ang
 a. Ottenheimer tamang tanong.
b. Labor (1972)
c. Hymes
d. Aristotle
e. Plato

Multiple Choice Barayti ng wika na Oo, itinatag ito

karaniwang sinasalita sa ayon sa sinabi
loob ng bahay. ng mga
/ Remembering patnubay dahil
a. Dayalek
b. Idyolek aalalahanin lang
c. Ekolek nila ang
d. Creole tinalakay nila at
matututong
sagutin ang
tanong.

True or False Sa panahon ng Espanyol Opo, ang

unang nakilala ang nasabing
baybayin bilang “assessment” ay
pinakaunang Sistema ng binuo ayon sa
pagsulat ng mga Pilipino. guidelines nito
/ Analyzing dahil ang mag-
aaral ay
inaanalisang
Mabuti ang
bawat
pangungusap
upang matukoy
kung ito’y tama
o mali.

Type of traditional assessment Put a Learning outcome Sample Test Item of Components
Tool/paper-pencil test Check Assessed Resource Teacher (Is the
here if assessment
 Resource tool
Teacher constructed in
used it accordance
with establish
guideline?)
Explain your
answer

Constructed-Response Type:

Completion

Not Not observe Not observe Not observe

observe

Short answer type Pumutok ang balita sa Oo, itinayo ito

bansa ang isyu tungkol alinsunod sa
sa pag-alis ng mga patnubay
asignaturang Filipino dahil ito ay
sa kolehiyo dahilan isang bukas-
upang maraming hindi palad na
/ Analyzing sumang-ayon sa tanong kung
pasyang ito ng saan susuriin
nakatataas. Maraming ng mga
nagtatanong, bakit estudyante ang
kailangan itong alisin ibinigay na
kung ito’y sariling atin sitwasyon at
na dapat ay mas lalo ibibigay ang
pang-ikalat at sagot na
pagyabungin. Hindi kailangan.
maikakaila na ang
Filipino ang ating
wikang Pambansa
noon hanggang sa
kasalukuyan na siyang
nagbubuklod at
kumikilala sa atin
 bilang mga Pilipino.
Walang ibang gagamit
o magpapatuloy sa
paggamit ng wikang
Filipino kung hindi
tayo ring mga Pilipino.

Problem solving Oo, itinatayo

ito alinsunod
sa mga
patnubay dahil
kailangang
ipamuhay at
suriin ng mga
estudyante ang
kanilang
pagkatutong
/ Applying/
lutasin ang
evaluating ibinigay na
problema.

Essay-Restricted Paano mo Yes, it is

pinahahalagahan ang constructed in
ating wikang accordance
Pambansa, ang Filipino with the
bilang isang kabataan? guidelines
because the
students will
have the
chance to use
their learnings
/ Creating/
and put their
Evaluating
opinions about
the situation.

Essay-non-Restricted Ibigay ang iba’t ibang Oo, ito ay

Barayti at Baryasyon itinayo
ng wika. alinsunod sa
mga patnubay
dahil ang mga
 mag-aaral ay
lamang
/ Remembering
tandaan ang
"iba't-ibang
Barayti " na
tinalakay nila.

Identification Ito ang tawag sa Oo, itinatayo

pinakaunang Sistema ito alinsunod
ng pagsulat ng mga sa mga
Pilipino. patnubay dahil
kailangang
maunawaan ng
/ Remembering/ mga
estudyante ang
understanding unang
sitwasyon
pagkatapos ay
alalahanin ang
tinalakay nila
na may
kaugnayan
dito.

ANALYZE
1. Which assessment tools/task were most commonly used by teacher? Which one were
rarely used? Why were they rarely used?

2. Based on your answers found in the table 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.

REFLECT
  How good are you at constructing traditional assessment tools? Which do you find
most difficult to construct? Any lesson/s learned?

ACTIVITY 13.3 OBSERVING THE USE OF NON-

TRADITIONAL ASSESSMENT TOOLS AND SCORING
RUBRICS

OBSERVE
 Observe classes in at least 3 different subjects and pay particular attention to the
assessment tool used by the teacher.
 With teacher’s permission, secure a copy of the assessment tool.
 Study the assessment tool then accomplish Observation Sheet.
 Did your Resource Teacher explain the rubric to the students?
 Which type of rubric did the Resource Teacher use – analytic or holistic?

Authentic Learning Sample of How a Product/ Comments

Assessment/Non- Outcome Product/Performanc (Is the
performance was
traditional/ Assessed e Assessed scoring
assessed
rubric
Alternative
constructed
according to
standards?)

Product Ang resulta ay Ang mga

sinusukat sa pamantayan
pamamagitan ng na ginamit ay
mga pamantayan at itinayo ayon
ang guro ginamit sa mga
ang holistic rubrics pamantayan
kung saan ito ay at madaling
isang solong matugunan
criterion rubric. ng mga
estudyante.
Performance Tulad ng Ang rubrik
pagsusukat ng ay ginawa
resulta, ginamit din inorganisa at
ng guro ang mga maayos kung
rubrics sa grading saan
at pagtatasa ng natugunan ng
pagtatanghal ng mga
mga estudyante. estudyante
Ginamit din niya ang mga
ang isang holistic pamantayan
uri ng mga nito sa kung
kuskusin na kung paano grade
saan ay solong ng guro ang
criterion rubrics. kanilang
pagtatanghal.

ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you think
that type of rubric was used more?

2. Based on your answers in #1, what can you say about the scoring rubrics made and
used by the Resource Teacher?

3. Will it make a difference in assessment of student work if teacher would rate the
product or performance without scoring rubrics? Explain.

4. If you were to improve on one scoring rubric used, which one and how?

5. Can an essay or other written requirements, even if it is a written paper-and-pencil

test, be considered an authentic form of assessment? Explain your answer.

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 assessments?

 Does the Scoring Rubric in this FS Book 1 help you 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.

SHOW YOUR LEARNING ARTIFACTS

 Accomplished observation report

 Observations
 Reflection

 A photo of a product assessed and a documented performance test

 Samples of scoring rubrics used by Resource Teachers – one rubric to assess a

particular product and another rubric to assess a particular performance together with
your comments and improved version/s, if necessary.

ACTIVITY 13.4 SCRUTINIZING THE TYPES OF A

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 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 checked in the right column.

WHAT A PORTFOLIO INCLUDES

ELEMENTS OF 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 students took part in the
selection of the content of the portfolio.

ANALYZE

1. Scrutinize the elements of this portfolio. Based on the parts, under which type of
portfolio does this fall.

Elements of a DEVELOPMENT/GROWTH Portfolio (which type of portfolio)

Cover Letter – Tungkol sa May-akda at "Ang Ipinapakita ng aking Portfolio tungkol sa Aking
Pag-unlad bilang Mag-aaral"

Talahanayan ng mga Nilalaman na may numerong mga pahina.

Entry-parehong cone (kailangang mga item) at optional item (pinili ng mga estudyante)

Mga petsa sa lahat ng mga entry upang mapadali ang paglago sa paglipas ng panahon.

Mga draft ng Aurai oral at nakasulat na mga produkto at binagong mga rebisyon, Le (unang
 mga draft at naitama/ binagong bersyon)

Mga Pagninilay ng mga Estudyante

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

REFLECT
Have portfolios made the learning assessment process more inconvenient? Is the effort
exerted on portfolio assessment commensurate to improvement of learning and development
of learner’s metacognitive process that result from the use of portfolio?

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 students’ reflection on his/her portfolio.

ACTIVITY 13.5 DETERMINING THE LEVEL OF

TEACHER’S QUESTIONS

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 Processes (Bloom Cognitive Tally of
as revised by Anderson and Processes (and Assessment
Krathwohl) Kendall and Tasks/Questions
Rank Marzano) Rank Total

Self-system 6 / /
Thinking

Metacognition 5 Not Observed

Creating 6-Highest // 2

Evaluating 5- //// 4

Analyzing/An 4 Analysis 3 /////-///// 10

Applying 3 Knowledge 4 /// 3

Utilization

Understanding 2 Comprehension 2 /////-///// 10

Remembering 1-Lowest Retrieval 1 /////-///// 10

Table 2. Examples of Assessment Questions / Assessment Tasks

Tally and Total Score of Tally and Total Example of

Cognitive Processes (Bloom Score of Assessment
Rank
as revised by Anderson and Cognitive Tasks/Questions
Based
Krathwohl) Rank Processes (and Rank given by Resource
on
Kendall and
 Marzano) Teacher Use

Self-system 6-Highest e.g. Teacher asked

Thinking students: why is the
lesson important to
you?

Metacognition 5 Not Observe

Example: 6-Highest Paano mo 6

pinahahalagahan
Creating = I
ang ating wikang
Pambansa, ang
Filipino bilang isang
kabataan?

Evaluating = I 5- Dahil sa paglaganap 5

ng iba’t ibang wika
sa ating bansa tama
ba na mas
pinauunlad ng ating
lipunan ang mga
banyagang wika
kumpara sa sariling
wika natin.

Analyzing/An = II 4 Analysis 3 Ang pinagmulan ng 3

wika.

Applying =III 3 Knowledge 4 Paano nakakaapekto 4

Utilization sa iyong araw-araw
na pakikisalamuha
ang patuloy na
pagbabago ng wika?

Understanding = II 2 Comprehension 2 Ito ang tawag sa 2

pinakaunang
Sistema ng pagsulat
 ng mga Pilipino.

Remembering = IIIII 1-Lowest Retrieval = III 1-Lowest Barayti ng wika na 1

karaniwang
I
sinasalita sa loob ng
bahay.

a. Dayalek
b. Idyolek
c. Ekolek
d. Creole
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?

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 two highest cognitive skills-
metacognitive skills and self-system thinking.

REFLECT
 If you were to rate yourself on HOTS – where will you be from a scale of 1 to 5 (5 as
the highest) where will you be?

 As a future teacher, reflect on how will you contribute to the development of learners’
ACTIVITY 13.6 ANALYZING A TABLE OF
SPECIFICATIONS

ANALYZE

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

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 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.

Learning Outcome No. of Cognitive Level Total

class
hours Rem Un Ap An Ev Cr
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!”)

Did you have a similar experience? Reflect on t. will the required use of Table of
Specifications as guide in test construction solve the problem of misaligned tests?

SHOW YOUR LEARNING ARTIFACTS

 Accomplished Observation
 Analysis
 Reflection

 Completed Sample TOS

ACTIVITY 13.7 COMPUTING STUDENT’S GRADES BASED

ON DEPED GRADING SYSTEM

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

2. Do you have problems with the new grading system? If there is, what?

3. Does the new grading system give you a better picture of your performance? Why
or why not?

4. Which do you prefer – the old or new grading system? Why?

D. REVIEW OF DEPED ORDER #8, S. 2015

1. What are the bases for grading?

2. How do you compute grades per quarter for grades 1 to 10 and grades 11 to 12?
Give an example.

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

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

For Grades 1 to 3 Learners Promotion and Retention

Requirements Decision

Final grade of at least 75 in all Itaguyod sa susunod na antas

learning areas.

Did not meet expectations is not Kailangang pumasa sa mga “remedial class” para sa pag-aaral
more than two learning areas ng mga lugar na may hindi nakuhang marka para maitaguyod sa
 susunod na grado. Kung hindi ay pinananatili ang mag-aaral sa
parehong antas ng grado.

Did not meet expectations in three Panatilihin sa parehong antas ng grado.

or more learning areas.

For Grades 4 to 10 Learners Promotion and Retention

Requirements Decision

Final grade of at least 75 in all Itaguyod sa susunod na antas

learning areas.

Did not meet expectations is not Kailangang pumasa sa mga remedial class para sa pag-aaral ng
more than two learning areas mga lugar na may hindi nakuhang marka para maitaguyod sa
susunod na grado. Kung hindi ay pinananatili ang mag-aaral sa
parehong antas ng grado.

Did not meet expectations in three Panatilihin sa parehong antas ng grado.

or more learning areas.

Must pass all learning areas in the Makalikom ng Sertipiko ng Elementarya

Elementary
Itaguyod sa Junior High School

Must pass all learning areas in the makalikom ng Sertipiko ng Junior High School
Junior High School
Itinaguyod sa Senior High School

For Grades 4 to 10 Learners Promotion and Retention

Requirements Decision

Final grade of at least 75 in all Maaaring magpatuloy sa susunod na semestre

learning areas in a semester.

Did not meet expectations in a Kailangang pumasa sa mga remedial class para sa nabigong mga
prerequisite subject in a learning kakumpetensya sa paksa bago pinapayagan na mag-enrol sa mas
area mataas na antas ng paksa.

Did not meet expectations in any Kailangang pumasa sa mga remedial class para sa nabigong mga
subject or learning area at the end kakumpetensya sa paksa o pag-aaral ng mga lugar na papayagan
of the semester. na mag-enrol sa susunod na semestre. Kung hindi, dapat kunin
ng mag-aaral ang mga paksang nabigo.

Must pass all learning areas in the Makalikom ng Sertipiko ng High School
Senior High School

5. What is the report on learners’ observed values?

Marking Non-Numerical Rating

AO Always Observed

SO Sometimes Observed

RO Rarely Observed

NO Not Observed

E. GRADE COMPUTATION
 Show sample computations of a grade:

ANALYZE
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?

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

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?

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 a Card Distribution more meaningful?

ANALYZE

1. What were the most common issues raised on students’ performance?

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

a. Maintained and
b. Improved to make grades and reporting meaningful?

REFLECT
1. Grades are often a source of misunderstanding. How should I do report so that it will
result to effective learning?