FIELD STUDY 1 LEARNING

EPISODE Assessment OF Learning

FS 1 13 (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 students’ assessing their own learning. Episode # 13 will be
focused on Assessment of Learning. When teachers have done everything they can do
to help learners attain the intended learning outcome/s, teachers 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 Outcome

At the end of this Episode, I 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 tool and tasks with intended
learning outcomes;
 critique traditional and authentic assessment tools and tasks for learning
in the context of established guidelines on test constructions;
 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 functions 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.

OBSERVE, ANALYZE, REFLECT

Aligning Assessment Task with the Learning Outcome

ACTIVITY 13.1

TARGET Your Intended Learning 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-Learning, the

learning outcome determines assessment task.
 Therefore, the assessment task must necessary be aligned to the learning
outcome.

OBSERVE
 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 Is the If not

Outcome/s Task (How did assessment aligned,
Teacher assess tool aligned improve on
the learning to the it.
outcome/s? learning
Specify. outcome/s?
P.E/ EPP/ TLE To dance Written quiz- No Performance
tango Enumerate the test- Let
steps of tango students
in order. dance
tango.

Social science.
Literature/Panitikan.
EsP

Physical/Biological
Science/Math/English/Filipino

Physical Education

ANALYZE

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

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

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

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

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

LINK Theory to Practice

1. Here is a learning outcome: Describe a person by the use of a metaphor

Here is the test item: Describe a classmate or teacher by way of a metaphor

Is the test item aligned to the learning outcome?

A. No C. Yes
B. Somewhat D. Yes, if teacher is not included
2. Learning outcome: Conduct an investigation to prove that plants can manufacture
their own food.
Test item: Can plants manufacture their own food? Explain your answer.
Is the test item aligned to the learning outcome?
A. No C. Yes
B. Somewhat D. Yes, if explain your answer is dropped
3. Learning outcome: Demonstrate the inductive method of teaching
Test: Outline the steps of the inductive method of teaching.
Is the test item aligned to the learning outcome?
A. No C. Yes
B. Somewhat D. Yes, if teacher is not included
4. Which assessment task is aligned to this learning outcome: Compute the mean if the
scores are 50, 50, 50, 48, 47, 46, 45, 44, 43, 42, 41, 40.
A. What is a mean?
B. Is mean a measure of variability?
C. What is the mean of 50, 50, 50, 48, 47, 46, 45, 44, 43, 42, 41, 40
D.Is mean the same as average?

5. To observe subject-verb agreement as one speaks.

Test: Give the correct form of the verb.
1. Dogs (howl).
2. A cat (meow).
3. Birds (fly).
Is the test item aligned to the learning outcome?
A. No C. Yes
B. Somewhat D. Yes, there are 3 items on
subject-verb agreement
6. Here is a lesson objective/intended learning outcome: “illustrate the law of supply
and demand with your original concrete example”. For content validity, which test item
is aligned?
A. Define the law of supply and demand and illustrate it with an example.
B. Illustrate the law of supply and demand with a drawing.
C. Illustrate the law of supply and demand with a concrete, original example.
D. Explain the law of supply and demand and illustrate it with a diagram.
7. Teacher B wrote this learning outcome: “To interpret a given quotation.” For content
validity what should she ask?
A. Interpret Nietzsche’s statement: “He who has a why to live for can bear
with almost any how.”
B. Do you believe in Nietzsche’s statement “He who has a why to live for can
bear with almost any how”?
C. What is true in Nietzsche’s statement ”He who has a why to live for can bear
with almost any how?”
D. Nietzsche was an atheist. Do you believe that he can give this statement “He
who has a why to live for can bear with almost any how”?
8. After teaching them the process of experimenting, Teacher J wanted his students to
be able set up an experiment to find an answer to a scientific problem. Which will he
ask his students to do?
A. Set up and experiment to find out if aerial plants can also live on land.
B. Can aerial plants also live on land? Research on experiments already
conducted. Present you findings in the class.
C. Observe if aerial plants can survive when planted in soil. Note your
observations and present them in class.
 D. Research on the answers to this scientific problem: Can aerial plants survive
when transferred in soil?
9. Here is an intended learning outcome of a Health teacher: “Identify skill-related
fitness and activities suitable for the individual”. Does her test item measure this
particular outcome and therefore has content validity.
Question
1. Identify the components of Physical Fitness under the skill-related activities.
A. body composition C. flexibility
B. agility D. organic vigor
A. Yes, very much.
B. Yes because it asks something about skill-related activities.
C. No.
D. No, the options have nothing to do with skill-related activities

ACTIVITY 13.2 Observing the Use of Traditional Assessment Tool

TARGET Your Intended Learning Outcome

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

REVISIT the Learning Essentials

 Traditional assessment tools are also called paper-and-pencil tests.

 Traditional assessment tools usually measure learning in the cognitive
domain.
 Traditional or paper-and-pencil test can be classified either as selected-
response test or constructed-response/supply type of tests.
 Common examples of selected-response type of tests are alternate
response test (True-False, yes-no), multiple choice and matching type of
test.
 Common examples of constructed-response type of test are short answer,
problem solving and essay.
 OBSERVE

 Observe classes and pay particular attention to the assessment tools used
by the teacher.
 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 Learning Sample Test Item of Resource Teacher Comments (Is the
Assessment Check Outcome assessment tool
Tool/Paper-and- () Assessed constructed in
Pencil Test Here accordance with
established
guidelines?)
Explain your
answer.
Selected Response
Type
1. Alternate
Response

2. Matching Type

3. Multiple Choice

Type of Traditional Put a Learning Outcome Sample Test Comments (Is the
Assessment Check Assessed Item of Resource assessment tool
Tool/Paper-and- () if Teacher constructed in
Pencil Test Resource accordance with
Teacher established
used it. guidelines?) Explain
 your answer.
Constructed-
Response Type
1. Completion 

2. SHORT answer
type

3. Problem solving

4. Essay -
restricted

5. Essay- non-
restricted
6. Others

ANALYZE

1. Which assessment tools/tasks were most commonly used by teacher? Which ones
were rarely used? Why were they rarely used?
 .
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 a written paper-and-pencil
test, be considered an authentic form of assessment? Explain your answer.
How good are you at constructing traditional assessment tools? Which do you find most
difficult to construct? Any lesson/s learned?

LINK Theory to Practice

Here is the learning outcome of this Activity. Critique traditional tools and tasks
for learning in the context of established guidelines on test construction.
1. Which assessment task is aligned to the learning outcome given above?
A. True-False test- An assessment task must be aligned to the learning
outcome given above?
B. Column 1 presents the learning outcomes. Column 2 has the
assessment tasks. Determine the alignment of assessment with learning
outcome.
C. Here are 5 test items. Evaluate them on the basis of established
guidelines in test construction.
D. Is an essay more reliable than a multiple choice test?
2. What’s WRONG with this TRUE-FALSE test item?
Filipinos are sociable but lazy.
A. Opinionated C. Very short
B. Not fit for a T-F test D. Sweeping
3. Is this test item in accordance with rules on test construction?
Write everything you learned from this course.
A. No C. Somewhat
B. Yes D. No, opinionated
4. In a matching type of test, which should be found in the first column?
A. Options C. Distracters
B. Premises D. Jokers

5. In a multiple choice type of test, one option among 4 was not chosen by any
examinee. What is TRUE of that option?
A. Implausible C. Plausible
C. Realistic D. Unattractive
6. The students were at a loss as to what answer to give in a completion type of
test since there were so many blanks. Which is TRUE of the test item?
A. Too complex C. Over mutilated
 B. Unattractive D. Implausible

Observing the Use of Non-traditional Assessmen

ACTIVITY 13.3 Tools and Scoring Rubrics

TARGET Your Intended Learning Outcome

 Evaluate non-traditional assessment tools including scoring rubrics

REVISIT the Learning Essentials

 There are learning outcomes that cannot be assessed by traditional

assessment tools.
 Authentic/non-traditional/alternate assessment tools measure learning
outcomes like performance and product.
 These performance task and product are assessed by the use of scoring
rubric.
 A rubric is a coherent set of criteria for student’s work that includes
description of levels of performance quality on the criteria. (Brookhart,
2013)
 The main purpose of rubrics is to assess performances and products.
 There are two types of rubrics- analytic and holistic. Analytic rubrics
describe work on each criterion separately while a holistic rubric assesses
a student work as a whole.
 For diagnostic purposes, the analytic rubric is more appropriate.
 For a holistic view of a product or performance, a holistic rubric will do.
 A good scoring rubric contains the criteria against which the product or
performance is rated, the rating scale and a description of the levels of
performance.
 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 Comment/s (Is

Assessment/ Outcome Product/Performance product/performance the scoring
non- Assessed Assessed was assessed rubric
traditional/ constructed
Alternative One example of a Describe how the according to
product assessed. product/performanc standards?
(Put a photo of the e was assessed.
product/documented Which was used
performance in My analytic rubric or
Teaching Artifacts. holistic? Include the
INCLUDE THE rubrics. Encode THE
RUBRIC IN MY RUBRIC in My
TEACHING Teaching Artifacts.
ARTIFACTS.
Product

Performance

ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you think
the type of rubric was more used?
2. Based on your answer in # 1, what can you say about the scoring rubrics made and
used by the Resource Teachers?
.
3. Will it make 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 rubrics 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 assessment?
Does the Scoring Rubric in this FS Book 1 help you come up with better output?

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 Sheet

 Observations

 Reflection

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

 Samples of scoring rubrics used by the Resource Teachers-one rubric to assess a
particular product and another rubric to assess a particular performance together
with your comment/s and improved version/s, if necessary.

LINK Theory to Practice

1. To pinpoint which part of the lesson needs more explanation, which scoring rubric
can help?
I. Analytic
II. Holistic
A. I only C. II only
B. I and II D. No need for rubric
2. I want to know how skilled the students have become in research report. Which
assessment task will be valid?
A. Make students defend research report before a panel.
B. Make students write the research report.
C. Group the students for research report writing.
D. make students conduct an action research.
3. I want to get a global view of a student’s performance. Which rubric is most fit?
A. Analytic C. Holistic
B. Itemized D. Analytic and holistic

1. Which can prove that students are now capable of sewing after 200-hour course?
A. Presentation of a product they have sewn
B. Operation of the sewing machine
C. Drawing a pattern for a set of pajamas
D. Labeling the parts of a sewing machine
5. Which is the most reliable way of determining whether or not the student can now
dance tango?
A. Performance test
B. Oral test
C. Written test on steps of tango
D. Written test illustrating the step

ACTIVITY 13.4
Scrutinizing the Types and the Parts of
the Portfolio

TARGET Your Intended Learning Outcome

 Evaluate the 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 a
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# #
4. Put a check in the right column.

What a Portfolio Includes

Elements of a Portfolio Present? Missing?
1. Clear objectives- the objectives of a 
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 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
no 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 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?
 This type of portfolio is Assessment or Evaluation Portfolio.
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 proud 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?
 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 learners’ 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

 LINK Theory to Practice

1. A portfolio is synonymous to a folder of files. Is this correct?

A. No C. Yes
B. Somewhat D. Sometimes
2. Which is an essential part of a portfolio?
A. Students’ reflection on his portfolio
B. Display portfolio for everyone to see student development
C. Artistic design to show student’s artistic talent
D. Student’s self-rating
3. I need to prove that I have fully developed the skill at writing a research report.
Which type of portfolio is MOST APPROPRIATE?
A. Showcase portfolio C. Development portfolio
B. Assessment portfolio D. Process portfolio
4. Which portfolio can prove that an improvement has taken place in the way students
pronounce words?
A. Showcase portfolio C. Development portfolio
B. Assessment portfolio D. Process portfolio
5. I want to know if my students can now focus the microscope properly. With which
portfolio am I concerns?
 A. Showcase portfolio C. Assessment portfolio
B. Development portfolio D. Process portfolio

Determining the Level of Teacher’s Questions

ACTIVITY 13.5

TARGET Your Intended Learning Outcome

 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 Examples of Cognitive Activities

Cognitive Processes 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.
•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 a 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 unimportant information.
•Draw a diagram showing the major and minor characters in a
novel.
Organizing •Place the books in the classroom library into categories.
•Make a chart of often-used figurative devices and explain their
effect.
•Make a 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 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 judgements based on criteria and syllabus guidelines
Checking •Participate in a writing group, giving peers feedback on
organization and logic of arguments.
•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.
Critiquing • Judge how well 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.
(Source: Anderson, L.W and Krathwohl, D. R. 2001. A taxonomy for learning, teaching
and assessing, New York: longsmans)

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
 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-esteem 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 Questions per Level

Cognitive Cognitive Tally of Total

Processes (Bloom Processes (and Assessment
as revised by Kendall and Task/
Anderson and Rank Marzano) Rank Questions
Krathwohl

Self-system 6
Thinking
Metacognition 5
Creating 6-Highest
Evaluating 5
Analyzing/An 4 Analysis 3 /
Applying 3 Knowledge 4
Utilization
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 Example of
of Cognitive Rank Score of Rank Assessment Rank
Processes (Bloom as Cognitive Task/ Questions Based on
revised by Anderson Processes (and Given by Use
and Krathwohl) Kendall and Resource
Marzano) Teacher
Self-system 6-Highest e.g Teacher asked
Thinking students: Why is
the lesson
important to you?

Metacognition 5

Example: 6-Highest
Creating= l

Evaluating= l 5

Analyzing/ An=ll 4 Analysis 3 /

Applying= lll 3 Knowledge 4

Utilization

Understanding=lll 2 Comprehension 2 /

Remembering= lllll 1-Lowest Retrieval=lll 1-Lowest ////-example 4

L

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

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?

LINK Theory to Practice

1. Is my thinking CORRECT?” asks a student to himself. In which level of cognitive
process is he?
A. Self-system C. Metacognition
B. Analysis D. Application
2. Formulate a 5- item imperfect matching type of test, is a test item in the level of
which cognitive process.
A. Creating C. Self-system thinking
B. Analyzing D. Evaluating
3. Which one demonstrates self-system thinking?
A. Ask the question “What has this lesson to do with me?
B. Critic your thinking process.
C. Come up with a solution to the given problem.
D. Relate your present lesson to past lessons.
4. Paraphrase the first stanza of Rizal’s “My Last Farewell” calls for __________.
A. analyzing C. evaluating
B. understanding D. applying
5. How would you rate students’ ability to reason out logically is a question to test
students’ ability to ________.
A. engage in metacognition
B. analyze
C. do self-system thinking
D. evaluate

ACTIVITY 13.6 Analyzing a Table of Specifications

 TARGET Your Intended Learning Outcome

 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 type of item are described in terms of cognitive level as
well.

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

Learning Outcome No. of Cognitive Level Total

Class Rem Un Ap An Ev Cr
Hours
1.
2.
3.
Total

ANALYZE

1. What parts must a TOS contain to ensure test convent 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 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.

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 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 it. 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 Sheet

 Analysis
  Reflection

LINK Theory to Practice

1. In Teacher R’s Table of Specifications (TOS), 60 percent of the 1st grading test items
are applying questions based on Bloom’s taxonomy. A review of test shows that 50%
are remembering items, 20% are analyzing questions and 30% are applying
questions. Is Teacher’s test aligned with her TOS?
A. No.
B. No, her analyzing questions is supposed to be 60%
C. Yes.
D. Yes, her applying questions are also analyzing questions, too.
2. What is a function of a TOS?
To ensure the ______.
A. content validity of a test C. reasonable length of a test
B. predictive validity of a test D. predictive validity of a test
3. A TOS ensures alignment of a test with learning outcomes. Is the statement TRUE?
A. Very true C. False
B. Sometimes true D. Sometimes true, sometimes false
4. In a TOS, the number of hours spent on learning outcome determines the number of
test items to be asked. Is this CORRECT?
A. No
B. Yes
C. Not always
D. Depends on the level of the questions asked

5. The following are found in a TOS EXCEPT ______.

A. Teaching-learning
B. Number of hours devoted to a topic
C. Cognitive level of test items
D. Number of test items

6. “It’s just not fair. I studied everything we discussed in class about the Philippines and
the things she made a big deal about, like comparing the Philippines
And to think all she asked was ‘What’s the capital of Singapore?

What does the conversation imply about the kind of test they took?
A. Lacks content validity
B. Has content validity
 C. Lacks reliability
D. Lacks construct validity

ACTIVITY 13.7 Computing Student’s Grades based on Deped Grading system

TARGET Your Intended Learning Outcome

 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 unused Student’s Report Card. Observe its contents.
3. Ask permission from your Resource Teacher for an interview with him/her and with
this new grading system which you were not asked before?

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 the new grading system? Why?

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, s. 2015, answer the following:

1. What are the bases for grading?

2. How do you compute grades per quarter for Grades 1 to 10 and

Grades 11 and 12. Give an example.
3. How do you compute grades at the end of the school year?

4. What descriptors and grading scale are used in reporting progress of learners?

Academic Excellence Award

Academic Excellence Award Average Grade per Quarter

1.      With Highest Honors 98-100

2.      With High Honors 95-97

3.      With Honors 90-94

5. What are the bases for learners’ promotion and retention at the end of the
school year?
 6. What is the report or learners’ observed values?
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 gives the descriptor. Refer to DepEd
Order # 8, s. 2015.

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?
1. What are the good points of the new grading system according to teachers?
according to students?

3. What are the teachers challenged to do by this new grading system?

4. Do you favor the distribution of percentages written work, performance tasks
and quarterly assessment?
5. Did you like the experience of computing grades? Why or why not?

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?
 LINK Theory to Practice

1. Which is the percentage distribution of quarterly assessment to the grade of the

student from Grades 1 to 10?
A. 15% C. 25%
 B. 20% D. 30%
2. Does quarterly assessment have the same percentage weights for all the subjects,
for all the tracks in Grade 11-12?
A. Yes C. Yes, only for the academic track
B. No D. It depends on school
3. Which is the percentage contribution of written work to the grade of the Grade 1-10
student in Science and Math?
A. 50% C. 40%
B. 20% D. 30%
4. In MAPEH and TLE, which contribute/s heaviest to the student grade?
A. Performance tasks
B. Written work
C. Quarterly assessment
D. Quarterly assessment and performance tasks
5. Based on percentage contribution to the grade, what can be inferred from the
DepEd’s emphasis on learning and assessment?
A. The emphasis depends on the grade level of the subjects.
B. All the components are being emphasized.
C. The emphasis for all Grade 1-10 subjects is on performance tasks.
D. The emphasis is on quarterly assessment.
6. A student gets a numerical grade of 80. What is his descriptor for his level of
proficiency?
A. Satisfactory C. Very Satisfactory
B. Fairly Satisfactory D. Did not meet expectations
7. I get a grade of 90. What is its descriptor?
A. Very Satisfactory C. Advanced
B. Beginning D. Outstanding
8. Which is described as “did not meet expectations”?
A. Below 75% C. Below 74%
B. Below 76% D. Below 72%
9. If a student failed to meet standards, which descriptors applies?
A. Developing C. Poor
B. Beginning D. Did not meet expectations
10. How is the final grade per subject for Grades 11 and 12 obtained?
A. Get the average of the grades for the 2 Quarters
B. Get the average of the grades for the 4 Quarters
C. Get the average of the grades of all subjects for the 2 semesters
D. Get the average of the grades of all subjects for the 4 semesters
11. Which is/are TRUE of MAPEH when it comes to grade computation?
I. The quarterly grade is the average of the quarterly grades in the four areas-
Music, Arts, Physical Education and Health (MAPEH)
II. Individual grades are given to each area (MAPEH)
III. There is one grade for Music and Arts, PE and Health because they are
related.
 A. I only C. I and III
B. I and II D. II only
12. Which is TRUE for Kindergarten grades?
A. Grades are computed like the grades in Grade 1.
B. There are numerical grades with description.
C. There are no numerical grades with description.
D. Remarks like PASSED and FAILED are used.
13. At the end of the school year, which is/are TRUE of grades?
I. The General Average is computed by dividing the sum of all final grades by the
total number of learning areas.
II. Each learning area has equal weight in computing for the General Average.
III. The Final Grade per learning area and the General Average are reported as a
whole numbers.
A. I and II C. I and III
B. II and III D. I, II and III
14. Who is retained in the same grade level for Grades 1-10? Any students who did not
meet expectations __________.
A. in three or more learning areas
B. in 2 learning areas
C. in four learning areas
D. as shown in the general average
15. What happens when a student in Grade 1 to 10 did not meet expectations in two
learning areas?
A. Retained in the same grade level
B. Promoted to the next grade level after passing remedial classes for
learning areas with failing mark
C. Promoted in the next grade level but has back subjects in the lower grade
level
D. Is not accepted for enrollment in the school

Reporting Students’ Performance

ACTIVITY 13.8

TARGET Your Intended Learning Outcome

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

 Describe what must be done to make grade reporting
 REVISIT the Learning Essentials

 Grades fulfill their function if reported meaningfully to students and most

of all parents, our parents in the education of children.
 Grades are a measure to achievement, not necessary 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?
2. How do you report students’ performance to parents? Does the school have
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 issue 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?
 .

1. Grades are often a source of misunderstanding. How should I do reporting, so that it

will result to effective learning?

1. Why must grades be reported to parents?

I. Promote ongoing formative feedback to students
II. Ensure alignment of the curriculum, instruction and assessment.
III. Promote to parents and students, incredible and useful feedbacks
A. I only C. II only
B. I and III D. I, II and III
2. What must be done to make grade reporting meaningful?
I. The grading system must be clear to all concerned.
II. The standards and competencies are known and understood by all.
 III. The grading system must be numerical.
A. I and II C. I, II and III
B. II only D. III only
3. To make grade reporting meaningful, which must be done?
A. Announce names of students who need help.
B. Rank the Report Cards from highest to lowest then distribute the
same according to rank.
C. Explain how the grades were computed.
D. Console parents whose children are non-performing by telling them that
nobody fails.
4. What is an essential step in reporting grades to parents?
I. Explain that grades give a picture of students’ performance
II. Explain that grades compare students’ performance against the
established standards
III. Explain that grades compare students’ performance against other students’
performance standards
A. I and II C. I, II and III
B. II only D. III only
5. What does criterion-referenced mean?
A. Grading on the curve
B. Grading against standards
C. Comparing grades with average grade
D. Interpreting grades based on Mean
6. What must be done to make the grades meaningful?
A. Interpret grades against standards.
B. Compute grades accurately.
C. Compare individual grades against mean.
D. Compare