Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya

COLLEGE OF TEACHER EDUCATION

Name: _Michelle B. Amtalao____________ Score: ________

Course and Year: __BTLEd 4C________ Date: Jan. 29, 2022
Prof Ed 11
Episode 13

OBSERVE, ANALYZE, REFLECT

Activity 13.1 Aligning Assessment Task with the Learning Outcome
Resource Teacher: ____ Teacher’s Signature______ School: ___________
Grade/Year Level: ________Subject Area: __________________Date: 2022
TARGET YOUR INTENDED LEARNING OUTCOMES
 Determine the alignment of assessment task with the learning outcomes
 Formulate assessment task aligned with the learning outcome

REVISITS THE LEARNING ESSENTIALS

 In accordance with the Outcome – Based Teaching Learning, the learning outcome
determines assessment task.
 Therefore, the assessment task must necessarily 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 task Is the If not aligned

Outcome/s (How did teacher assessment improve on it.
assess the tool/task
learning aligned to the
outcome/s? learning
Specify) outcome/s?
PE/EPP/TLE To dance tango Written quiz – No Performance
enumerate the test – let
steps of tango in students dance
order tango.
SOCIAL SCIENCE. Maipaliwanag The teacher Yes There is
LITERATURE/PANITIKAN. ang pagkakba ng prepares the nothing to
ESP baway table consisting improve in this
sistemamg pang of economy task because it
ekonomiya The students is well
will compare it explained and
based on its the students
Characteristics, understand it.
strength and
weaknesses.
PHYSICAL/BIOLOGY Natutukoy ang The teacher gave Yes The teacher
SCIENCE/MATH/ tungkulin ng his students a delivered the
ENGLISH/FILIPINO Wika short quiz. lesson well
there no need to
improve.
ANALYZE
1. Are all the assessment tasks aligned to the learning outcome?
- Yes
2. What are possible consequences if teacher’s assessment tasks are not aligned to learning
outcome/s? Does this effect assessment results? How?
- The students may fail their exams or long quizzes sooner or later and their
knowledge about the topic will not aligned to the real meaning of it.

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

- All assessment tasks must be aligned with learning outcomes, as you will know
and recognize if you are an effective and efficient teacher when you meet your
teaching goals and the assessment score is high. The outcome of the assessment
is based on the learning and knowledge acquired. During your discussion.

REFLECT
 Reflect on the past assessments you have been through. Were they all aligned with what
your teacher taught (with learning outcomes).
- There are assessments that are not aligned on what the teacher taught or with the
learning outcomes but it is seldom to happen. There are many times that
assessments are aligned to what the teachers taught and to the learning outcomes.
Maybe because there are lessons that are very broad, so it is difficult for the
teacher to align it with the learning outcomes.
 How this affect your performance? As a future teacher, what lesson do you learn from
this past experience and from this observation?
- Assessments that aren’t aligned on what you taught have a high-quality effect to
your overall performance and to the students as it will create chaos in the thoughts
of the students on how it’s going to answer, and they’ll get decrease ratings in an
effort to mirror at the end result of evaluation you’ve got given. So, as a future
 teacher, this statement allows to manual me on what I must do in the future. I
found out that each evaluation venture must be aligned on what you’ve got taught
and at the getting to know consequences you’ve got. Always go to your getting to
know consequences and goals earlier than doing the educational substances and
the evaluation whether or not it’s miles exam, quiz, hobby or venture.

Activity 13.2 Observing the Use of Traditional Tools

Resource Teacher: ____ Teacher’s Signature______ School: ___________
Grade/Year Level: ________Subject Area: __________________Date: 2021
TARGET YOUR INTENDED LEARNING OUTCOMES
 Critique traditional assessment tools and tasks for learning in the context of established
guidelines on test construction

REVISITS 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 tests can be classified either as selected – response
tests 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.
 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 tool 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 Outcome Sample Test Item of Comments (is the
Assessment tool/ paper chec Assessed Resource Teacher assessment tool
and pencil test k constructed in
here accordance with
established
guidelines?) Explain
your answer.
Selected Response
Type
1. Alternate / Understanding Magkapareha ang The assessment is
Response kakapusan at constructed according
kakulangan to the established
guidelines because the
Sang-ayon students just pick
Hindi sang-ayon whether it is sang-ayon
or hindi sang-ayon.
2. Matching type Not observed Not observed Not observed

3. Multiple choice / Remembering Anong suliranin pang Yes it is established to

ekonomiya na the said guidelines
tinatawag na because the students
pansamantala o will just recall what
panandalian lamang they’ve discussed.
ang di kasapatan ng
mga produkto at
paglilingkod
A. Alokasyon
B. Kakapusan
C. Kagustuhan
D. Kakulangan

Type of traditional Put a Learning Outcome Sample Test Item of Comments (is the
Assessment tool/ paper check if Assessed Resource Teacher assessment tool
and pencil test the constructed in
resourc accordance with
e established
teacher guidelines?) Explain
used it. your answer.
Constructed -
Response Type
1. Completion Not observed Not observed Not observed

2. Short answer Analyzing Ang Pilipinas ay It was an open ended

type sumailalim sa question which will
quarantine noong make the students
Marso 2020 dahil sa analyze that’s why the
COVID-19, dahilan guidelines is
 ito upang ang mga tao followed.
ay magkaroon ng
panic buying sa
bansa. Ilan sa mga
laman ng balita
kaugnay sa panic
buying ay ang
“Hoarding” kung saan
inipit o binibili sa mas
murang halaga ng
ilang negosyante
angga
mahkakaubusang
produkto lalo yung
mga COVID-19
essentials at saka
lamang ilalabas sa
merkado Ang
nasaning produkto ng
may dobleng presyo.
Kahit pa mataas ang
presyo ng mga
produkto, binibili
padin ito sa merkado
sa takot na mahawa
ng nakamamatay na
sakit.
3. Problem Applying/evaluating Paano ibabahagi ng The students needed
solving pamahalaan ang mga to apply and evaluate
limitadong the situation why the
pinagkukunang guidelines is
yaman para sumapat followed.
sa kailangan ng
mamamayan ng
bansa.
4. Essay - Creating/evaluating Paano nakaapekto ang In here they will have
Restricted matalinong the chance to use their
pagkonsumo sa iyong experiences to answer
pang araw-araw na the given situation.
pamumuhay?
Panindigan.
ANALYZE
1. Which assessment tools/task were most commonly used by teacher? Which ones were
rarely used? Why were they rarely used?
- The assessment tool that teachers often use is multiple choice as it is more
reliable than the usual essay test in assessing knowledge. It is also time-saving
that students can reply in a short time. Match type because it’s like multiple
choice where there are statements under column a and students choose an answer
from the letters under column b.

2. Based on your answers found in the tables above in which type of assessment tools and
task were the resource teachers most skilled in test construction? Least skilled?
- Based at the table above, the most skilled test construction by my resource teacher
is problem solving and essay restriction due to the fact they built the statement
nicely and that they did it in each lesson in which the students tested their
evaluation and comprehension competencies on the way to react and respond to
the given situation. And the least skilled is the completion due to the fact I didn’t
look at it in her class that she uses this sort of assessment tool.

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.
- Yes, the paper and pencil test can be considered an authentic assessment because,
although it is a written assessment, it can also use the creative learning experience
to assess students’ skills and knowledge in a realistic situation.

REFLECT
How good are you at constructing traditional assessment tools? Which do you find most difficult
to construct? Any lesson/s learned.
- I’m not yet good at constructing traditional assessment tools and I’m still learning
the proper construction. I find difficulty in creating problem solving types of
exams. It is critical to make because you need to have good construction of a
problem to understand well by the students and give their solution.
 Activity 13.3 Observing the use of non – traditional assessment tools and scoring rubrics
Resource Teacher: ____ Teacher’s Signature______ School: ___________
Grade/Year Level: ________Subject Area: __________________Date: 2022
TARGET YOUR INTENDED LEARNING OUTCOMES
 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/alternative assessment tools measure learning outcomes like
performance and product.
 These performance task and product are assessed by the sue of scoring rubrics.
 A rubric is a coherent set of criteria for student’s work that includes descriptions of levels
of performance quality on 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, the 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?
Authentic Learning Sample of product/ How a product Comment/s (Is
Assessment/ non – outcome performance performance was the scoring rubric
traditional/ assessed assessed assessed? constructed
alternative according to
One example of a Describe how the standards?
product assessed. product/
(put a photo of the performance was
product/ assessed. Which
documented was used analytic
performance in My rubrics or holistic
Teaching Artifacts. rubrics?
INCLUDE THE INCLUDE THE
RUBRICS IN MY RUBRIC IN MY
 TEACHNG TEACHING
ARTIFACTS.) ARTIFACTS.
1. Product -Nahalagahan The product was The rubrics used
ang sistemang assessed through were constructed
pangekonomiya rubrics and the according to
sa matalino at teacher used standards and it
maunlad na holistic rubrics will be easy to
pang araw- wherein it is a meet by the
araw na single criterion students.
pamumuhay rubric.
2. Performance Napatutunayan Just like in The rubric was
na ang assessing the made organized
pagtuklas at product, the and orderly
pagpapaunlad teacher also used wherein the
ng mga rubrics in grading students met its
angking talento and assessing the criteria on how
at kakayahan performance of the teacher will
ay mahalaga the students. She grade their
sapagkat ang also used a performance.
mga ito ay mga holistic type of
kaloob na kung rubrics which is
pauunlarin ay single criterion
makahuhubog rubric.
ng sarili tungo
sa pagkakaroon
ng tiwala sa
sarili,
paglampas sa
mga kahinaan,
pagtupad ng
mga tungkulin,
at paglilingkod
sa pamayanan.
 Which type of rubric did the resource teacher use – analytic or holistic?
ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you think that
type of rubric was used more?
- As I observed except on the output and performance rubric above, the rubrics that
are usually used was the analytic rubrics wherein the score scale was 1 to 5 and
each point had a description. It is more simple for the students to have a guide on
making their outputs or performance and it is easy to understand what grade you
can get based on your output or performance.
 2. Based on your answers in # 1, what can you say about the scoring rubrics made and used
by the resource teacher?
- The scoring rubrics created and used by my resource teacher were mostly holistic
rubrics that only have single criteria rubrics. But when explaining the activity, the
rubrics are also explained individually.

3. Will it make a difference in assessment of the student work if the teacher would rate the
product or performance without scoring rubrics?
- Yes, it has differences because rubrics serve as a guide on how they will make and
create their product or performance and it is the guide of the teacher in scoring
and grading the output and performance of the students. And, if there’s no rubrics
the students will be confused on how the teacher graded their performance and
output.

4. If you were to improve on one scoring rubric used, which one and how?
- If I’m going to improve one scoring rubric used, I will improve the holistic
rubrics. I will put a description in every criteria. For example in content,
creativity, etc, I will put a description on what should be the content on each one.

5. Can an essay or other written requirements, even if it is a written paper – and – pencil
test, be considered and authentic form of assessment? Explain your answer.
- Yes, even if it is an essay or written requirements, it is considered an authentic
assessment also because the students can still apply what they learned and
acquired from the previous lesson. It can also still assess the ability of the students
effectively if they really understand the lesson and use that knowledge and
learning to complete and finish the activity or essay.

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 help students learn in a self-directed and independent way, because
when you create rubrics about a specific activity or assignment, it serves as a
guide for how they will finish or what the content of their assignment or work
will be. If there isn’t a ready rubric, students will get confused or complete an
activity or assignment that isn’t up to the desired standard.

Does the scoring rubrics in this FS book 1 help you come up with better output?
- Yes, it enables to have higher output as it guides you on how you’ll end your work
and what ought to be the content of your work. You turns into organized and
prepared for the content and materials which might be needed to your task or
activity.
REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the
years as a student.
- No, it isn’t always new from my experience as a pupil due to the fact though we
aren’t capable of identify it as an authentic assessment, in line with its which
means it’s far in which the scholars can observe their obtained skills and
understanding to finish the undertaking. Though I failed to realize what genuine
evaluation and its which means was, due to the interest and task given to us in
which we observe what we found out from the lesson, it suits the meaning.
Activity 13.4 Scrutinizing the types and parts of a portfolio
Resource Teacher: ____ Teacher’s Signature______ School: ___________
Grade/Year Level: ________Subject Area: __________________Date: 2021
TARGET YOUR INTENDED LEARNING OUTCOMES
 Evaluate a sample portfolio
 Distinguish among the 3 types of 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 the
lesson/unit/course are
clear which serve as a
bases for selection.
2. Explicit guidelines for /
selection – what, when,
how, are the
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. Students reflection – there /
is evidence that students
reflected on their
learning.
6. Evidence of student /
participation in selection
of content of portfolio –
there is proof that
students took part in the
selection of the content of
the portfolio.

ANALYZE
1. With OBE in mind, which should be the basis for the selection of pieces of evidence to
show that what the student was supposed to learn was learned?
- The basis for selecting evidence that shows that what the student should learn are
the activities or tasks that fit the objectives and the objectives must be achieved in
the activities or tasks included in the portfolio being assessed are included.
Whether the students have learned what they should learn.

2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio
does this fall?
- From the factors available above, I suppose this falls at the improvement or
growth portfolio due to the fact there are pieces of evidence that students reflect
themselves about the learning they earned from the lesson.

Elements of DEVELOPMENT/GROWTH Portfolio (Which type of portfolio?)

1. Cover the 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 the 3 types of portfolio?
- There are specific times when the teacher uses the portfolio as there are important
traits and specific traits for each type. The first is development/growth
development when the teacher wants to assess if there is change and growth in
their students. .The second is the presentation/presentation portfolio where
students showcase their skills and talents at a given point. It is a habitual product
or a performance task. And the other is the evaluation-evaluation portfolio when
the teacher evaluates or evaluates the above. Students learn and at the end they get
the same activity and they will see if there is any progress in their work or study.
It is also used to determine if your goals are being met.

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?
- The portfolio assessment makes the learning assessment process more convenient
because you will identify if there is certain progress and development happening
among your students through different kinds of portfolios. Yes, the effort exerted
on portfolio assessment commensurate with the improvement of learning and
development of learners’ metacognitive process that result from the use of
portfolio because there are set of activities that can assessment the progress and
development of the students especially there metacognitive process happened in
making and accomplishing the portfolio. There are reflections happening in the
portfolio which the students have to reflect their own learning.
SHOW YOUR 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
- There is no rubrics in the sample portfolio
https://sway.com/s/eyUK3oONnDkkn45t/embed?accessible=true
 Sample/s of students’ reflection on his/her portfolio

LINK THEORY TO PRACTICE

1-5
Activity 13. 5 Determining the Level of Teacher’s Questions
Resource Teacher: ____ Teacher’s Signature______ School: ___________
Grade/Year Level: ________Subject Area: __________________Date: 2022
TARGET YOUR INTENDED LEARNING OUTCOMES
 Construct assessment questions to measure HOTS following Bloom’s and Anderson’s
revised taxonomy and Kendall’s and Marzano’s taxonomy.

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 from remembering to
creating and metacognition and self-system thinking. You may also refer to written test
for sample of questions in the various levels.
4. Make tally, then get the total. Use table 1 and 2 separately.

Table 1. Number of Questions per Level

Cognitive Rank Cognitive Rank Tally of Total
Processes Processes (and Assessment
(Bloom as Kendall and task/
revised by Marzano) questions
Anderson
and
krathwohl
Self-system 6
thinking
Metacognition 5
Creating 6- highest
Evaluating 5 IIIII 5
Analyzing/A 4 Analysis 3 IIIII-IIIII 10
N
Applying 3 Knowledge 4 IIIII 5
Utilization
Understandin 2 Comprehensio 2 IIIII-IIIII 10
g n
Remembering 1 Retrieval 1 IIIII-IIIII 5

Table 2. Examples of Assessment Questions/Assessment tasks

Tally and Total Rank Tally and Rank Examples of Rank
Score of Total Scores of Assessment tasks or Based on
Cognitive cognitive questions given by Use
Processes processes resource teacher
Self-system 5
thinking
Metacognition
Example: 6-
Creating =I highes
 t
Evaluating = I 5 Dahil sa suliranin sa 5
kakulangan ng
ekonomiya, tama ba
na ang pamahalaan
ay umangkat ng mga
pangunahing
produkto sa ibang
bansa upang
mapunan ang
pangangailangan ng
tao sa lipunan
Analyzing = II 4 Analysis 3 Batas ng 3
Pagkonsumo
Applying = III 3 Knowledge 4 Paano nakakaapekto 4
Utilization ang matalinong
pagkonsumo sa iyong
pang araw-araw na
pamumuhay?
Panindigan.
Understanding 2 Comprehensio 2 Tumutukoy sa mga 2
= II n mamimili na bumibili
ng produkto na
ginagamit ng kapatid,
kaibigan o maging
kapitbahay.
Remembering = 1- Retrieval 1 Anong suliranin 1
IIIII lowest pang-ekonomiya na
tinatawag na
pansamantala o
panandalian lamang
ang dikasapatan ng
mga produkto at
paglilingkod? *

Alokasyon
Kakapusan
kagustuhan
kakulangan
Rank Rank

ANALYZE
1. Which cognitive skill had the highest number of assessment questions? Lowest number?
- The cognitive skills had the highest number of evaluation questions are
remembering, understanding, and analyzing due to the fact in those cognitive
 skills, the teacher will pick out if there’s some thing this is recalled and
understood through the students and it is applicable to the time allocated to
answer the evaluation questions. While the lower number is the creating as it
desires extra time to answer and create some thing to evaluate the students.

2. What do these (lowest and highest number of assessment questions) reveal about
Resource Teacher’s Level of questions?
- Based on the lowest and highest number of assessments made by the resource
teacher, it reveals that the level of questions are easy or low because most of the
questions rely on remembering and understanding wherein the students will only
recall what they discussed and learned.

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.
- According to the Kendall and Marzano taxonomy, the highest cognitive skills are
metacognitive skills and self-system thinking, in which the teacher asks questions
that reflect the knowledge gained and learning of the lesson. And the students
will say why it is important to learn. The example is why is it important to know
or learn?
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?
- If I am going to rate myself on HOTS. I will rate myself on a scale of 3. Only in
the middle because I’m not fully trained and aware of using HOTS and I’m still
working to make it 5.
As a future teacher, reflect on how will you contribute to the development of learner’s HOTS?
- As a future teacher, I will contribute to the development of students’ HOTS by
giving them real-life questions or examples in which they relate their lives to the
questions or examples. It will not only improve your thinking skills but also your
decision making. Do to respond to the situation.

Activity 13. 6 Analyzing a Table of Specifications

Resource Teacher: ____ Teacher’s Signature______ School: ___________
Grade/Year Level: ________Subject Area: __________________Date: 2022
 TARGET YOUR INTENDED LEARNING OUTCOMES
 Explain the function of a Table of Specifications

REVISIT THE LEARNING ESSENTIALS

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

1. Study the sample of Table of Specification

Learning Outcome No. Cognitive Level Total
of
Class Rem Un Ap An Ev Cr
Hour
1. Nasusuri ang sistema 2 I I II I 5
ng edukasyon sa
bansa.
2. Nasusuri ang mga 2 I I II I 5
programa ng
pamahalaan na
nagsusulong ng
pagkakapantay-
pantay sa edukasyon.
3. Nasusuri ang kalidad 2 I I II I 5
ng edukasyon sa
bansa.
4. Natatalakay ang mga 2 III I I 5
suliraning
kinakaharap ng
sektor ng edukasyon
sa bansa.
5. Nakapagmumungkah 1 I II 3
i ng mga
pamamaraan na
makakatulong sa
pagpapataas ng
kalidad ng edukasyon
sa pamayanan at
bansa.
Total 3 6 1 7 4 2 23
ANALYZE
1. What parts must a TOS contain to ensure test content validity?
- All components of the TOS are important in creating exams or inquiries to make
certain test content validity as it could be used as a manual on making an
evaluation or question.

2. Why is there a need for number of items per cognitive level?

- There are a number of items per cognitive level to determine how much level is
being measured in each cognitive ability. This number also indicates which
number fits those goals.

3. With OBE in mind, is it correct to put learning outcome not topic in the first column?
Why or why not?
- Yes , it is correct that we put the learning outcome on the first column instead of
the topic to identify what our goal is at the end of the lesson. It is to identify if our
activity or assessment will be suited to the outcome that we have.

4. Can a teacher have a test with content validity even without making a TOS?
- No, becauseTOS serves as a guide on making the test to have its content validity.
This is the reason why we need to create our TOS first before making the test
questions. If there’s no TOS first, maybe the content of the questionsarenot valid
to the lessonwe discussed and the formation of the questions are not organized.

5. Complete the given TOS.

Learning Outcome No. Cognitive Level Total

of
Class Rem Un Ap An Ev Cr
Hour
6. Nasusuri ang sistema 2 I I II I 5
ng edukasyon sa
bansa.
7. Nasusuri ang mga 2 I I II I 5
programa ng
pamahalaan na
nagsusulong ng
pagkakapantay-
pantay sa edukasyon.
8. Nasusuri ang kalidad 2 I I II I 5
ng edukasyon sa
bansa.
 9. Natatalakay ang mga 2 III I I 5
suliraning
kinakaharap ng
sektor ng edukasyon
sa bansa.
10. Nakapagmumungkah 1 I II 3
i ng mga
pamamaraan na
makakatulong sa
pagpapataas ng
kalidad ng edukasyon
sa pamayanan at
bansa.
Total 3 6 1 7 4 2 23

REFLECT
Read this conversation and reflect on teachers’ assessment practices. Write your reflections here.
Student A: Saan naman pinulot ni teacher ang kanyang tanong? Ni – isang tanong sa tinuro
niya 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 similar experience? Reflect on it. Will the required use of Table of Specifications
as guide in test construction solve the problem of misaligned test?
- I have also experienced this situation where there are several questions on the
exam that we are not familiar with or the answer to which we do not know
because they are not discussed by the teacher. To end this review, we only vouch
for our knowledge of the shares. Don’t know if it’s right or not. Perhaps in this
case a TOS is not first created before the test is created. The TOS are very
important in test design as they validate the content and organize the test
questions. All of the objectives of this lesson are included in the Terms of Service
so that we can see which questions need to be created in the test.

SHOW YOUR LEARNING ARTIFACTS

 Completed Sample TOS
 Learning Outcome No. Cognitive Level Total
of
Class Rem Un Ap An Ev Cr
Hour
11. Nasusuri ang sistema 2 I I II I 5
ng edukasyon sa
bansa.
12. Nasusuri ang mga 2 I I II I 5
programa ng
pamahalaan na
nagsusulong ng
pagkakapantay-
pantay sa edukasyon.
13. Nasusuri ang kalidad 2 I I II I 5
ng edukasyon sa
bansa.
14. Natatalakay ang mga 2 III I I 5
suliraning
kinakaharap ng
sektor ng edukasyon
sa bansa.
15. Nakapagmumungkah 1 I II 3
i ng mga
pamamaraan na
makakatulong sa
pagpapataas ng
kalidad ng edukasyon
sa pamayanan at
bansa.
Total 3 6 1 7 4 2 23
Activity 13. 7 Computing Student’s Grades based on DepEd Grading System
Resource Teacher: ____ Teacher’s Signature______ School: ___________
Grade/Year Level: ________Subject Area: __________________Date: 2021
TARGET YOUR INTENDED LEARNING OUTCOMES
 Compute student’s grade based on Dep Ed’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
test and performance tasks, with emphasis on the letter. The quarterly exam may be a
combination of written test and performance task.

OBSERVE
A. Sample of a 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. Observed its contents.
3. Ask permission from your resource teacher for an interview with him/her and with a
group students regarding the new grading system.

B. Interview of Resource Teacher

1. What are the new features of the latest grading system? What things are you required
to do with this new grading system which you were not asked before?
- As according to my resource teacher, in the new feature of grading system the
grading scale modified from 60:40 is the ratio of grading system that’s 60% are
the written outputs like quizzes and activities and 40% is the performance task
turn out to be 40:60 in which the 40% is the written outputs at the same time as
60% is the performance task.
 2. Which do you prefer – the old or the new grading system? Why?
- According to my resource teacher, because not all students are good at writing
and taking tests, she chose the new grading system where performance tasks have
the highest scale. This scale compensates for student ratings when they have poor
writing performance. But their grades on the performance tasks are high and
good, they make up their grades, and they can catch up on their failing grades on
the written products.

C. Interview of 5 students

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

- From the 5 students I interviewed, they favor the new grading system because
they are not all good in written activities and they can’t have high results in
quizzes and examinations so the performance task makes their recovery on their
failing grades. This makes their grades balance or get higher.

2. Do you have problems with the new grading system?

- For them, there was no problem with the new grading system, the mentioned
problem was the way they were going to submit it on time because since we are in
virtual class all activities are passed through online. But, because of the poor
internet connection they didn’t pass it on time or sometimes technical problems
happened.

3. Does the new grading system give you a better picture of your performance? Why or
why not?
- Their answer is yes, because it is not about how knowledgeable and smart you
are, it is now about the talents, ability and skills you have. Though you are not
good academically but you have talents and abilities that you will use in
performance tasks you can get high grades also.

4. Which do you prefer – the old or the new grading system? Why?
- According to them, they prefer the new grading system wherein it is not all about
how smarter and knowledgeable you are. Though they are not good academically
but because of their talents they can also excel on the class and they can get high
grades also.

D. Review of Dep Ed order #8, s. 2015

Read Dep Ed order #8, s. 2015. You may refer to Appendix A.

Based on Dep Ed order #8, s. 2015, answer the following:

1. What are the bases for grading?
- The K to 12 Basic Education Program uses a standards- and competency-based
grading system. These are found in the curriculum guides. All grades will be
based on the weighted raw score of the learners’ summative assessments. The
minimum grade needed to pass a specific learning area is 60, which is transmuted
to 75 in the report card. The lowest mark that can appear on the report card is 60
for Quarterly Grades and Final Grades.
For these guidelines, the Department will use a floor grade considered as the
lowest possible grade that will appear in a learner’s report card.
Learners from Grades 1 to 12 are graded on Written Work, Performance Tasks,
and Quarterly Assessment every quarter. These three are given specific percentage
weights that vary according to the nature of the learning area.
2. How do you compute grades per quarter for grades 1 to 10 and grades 11 to 12? Give
an example.

 Get the total score for each component.

 Divide the total raw score by the highest possible score then multiply the
quotient by 100%.
 Convert Percentage Scores to Weighted Scores. Multiply the Percentage Score
by the weight of the component.
 Add the Weighted Scores of each component.
 The result will be the Initial Grade.
 Transmute the Initial Grade using the Transmutation Table.

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

- For Kindergarten - There are no numerical grades in Kindergarten. Descriptions
of the learners’ progress in the various learning areas are represented using
checklists and student portfolios. These are presented to the parents at the end of
each quarter for discussion. Additional guidelines on the Kindergarten program
will be issued.
- For Grades 1-10 o The average of the Quarterly Grades (QG) produces the Final
Grade. The General Average is computed by dividing the sum of all final grades
by the total number of learning areas. Each learning area has equal weight. The
final grade in each learning area and the general average are reported as whole
numbers.
 - For Grade 11 & 12- the 2 quarters determine the final grade in a semester.

4. What descriptors and grading scale are used in reporting progress of learners?
- The summary of learner progress is shown quarterly to parents and guardians
through a parent-teacher conference, in which the report card is discussed. When
a learner’s raw scores are consistently below expectations in Written Work and
Performance Tasks, the learner’s parents or guardians must be informed not later
than the fifth week of that quarter. This will enable them to help and guide their
child to improve and prepare for the Quarterly Assessment. A learner who
receives a grade below 75 in any subject in a quarter must be given intervention
through remediation and extra lessons from the teacher/s of that subject.

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

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

 E. Grade Computation
Show sample computations of a grade:
 In a subjects 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
- It is not available we don’t have experience to compute quarter grades for our
students.

 Show the percentage contributions of written work, performance tasks and

quarterly assessment. Then give the descriptor. Refer to Dep Ed Order #8, S.
2015
- Written Work (30%) – this are written activities and quizzes.
- Performance Task (50%)- it is the activity showing performances and skills of the
students such as dancing, singing, role playing and also the product outputs are
included here.
- Quarterly assessment (20%) – this is the examination at the end of every quarter
to assess the students to the lesson they discussed in the whole quarter.
ANALYZE
Analyze data and information gathered from the interview and from your interview of an unused
Student’s Report Card and the Dep Ed grading system.
1. Do teachers and students like the new grading system? Why or why not?
- Yes, they prefer the new grading system because it is not only about the
knowledge because the performance and skills have a higher grading scale.

2. What are the good points of the new grading system according to teachers? According to
students?
- They mentioned the same good points which is the scale of performance tasks
which have a higher scale on the grading system.
 3. What are teachers challenged to do by this new grading system?
- The challenge of the new grading system since we are in virtual class also, is the
response of the students on the activity because they considered the internet
connection, they allowed the students to pass their activity late so there was a
delay in computing the grades of the students.

4. Do you favor the distribution of percentages of written work, performance tasks and
quarterly assessment?
- I agree on the distribution of percentage because skills are very important
nowadays. We need to enhance their skills rather than their knowledge.

5. Did you like the experience of computing grades? Why or why not?
- As of now, we don’t have any experience in computing grades because we are not
allowed yet. We are just observing the duty of our resource teacher.

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?
- Grades still really matter though we are now emphasizing the self-directed and
demonstration of competencies because we can monitor our students through
grades. Though it is just a number and we can identify their real abilities and
capabilities, we can monitor what aspects or parts that they need to develop more.

LINK THEORY TO PRACTICE

1-15
Activity 13. 8 Reporting Students’ Performance
Resource Teacher: ____ Teacher’s Signature______ School: ___________
Grade/Year Level: ________Subject Area: __________________Date: 2021
TARGET YOUR INTENDED LEARNING OUTCOMES
 State the reasons why grades must be reported to parents
 Describe what must be done to make grade reporting meaningful

REVISITS THE LEARNING ESSENTIALS

 Grades fulfill their function if reported meaningfully to students and most of all to
parents, our partners in education of children.
 Grades are a measure of achievement, not necessarily IQ. A student may have high IQ but
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.
- Due of the pandemic, distribution of cards is done online also. The parents and
teachers have meetings first through google meet to report the progress and
performance of every student. The grades are distributed to their google
 accounts/portal. Each student has an account in school where their teachers put
their grades one by one.

2. Describe how the resource teachers communicated learners’ assessment results and
grades to parents.
- The teacher explained first the percentage of the written works, performance task
and quarterly assessment then she will explain how to compute and get the grades
of their children.

3. Did parents raised questions or concerns? If yes, what were their questions/concerns?
- There’s no other questions because she explained all the details of how to
compute the grades of their children.

4. How did the resource teacher handle their questions and concerns? What answers did
she/he give?
- If there are questions, she approaches them politely and answers them as best that
she can. She is very transparent in computing the grades of the students and she
explained it one by one.

Interview with the resource teacher

1. How do you give feedback to your students regarding their performance? When do you
give feedback?
- According to her, she gave feedback after their class. She will message the student
and she will talk about it privately. Or if there are activities, she will give
feedback on the work if it needs some improvement or job well done.

2. How do you report students’ performance to parents? Does the school have a regular way
of reporting grades to parents?
- The school has a regular way of reporting the students’ performance after getting
and completing the grades of the students. The head principal will schedule the
date when they will meet the parents of the students and report the development
and progress.

3. What problems on grade reporting did you encounter with parents? How did you address
it/them?
- As per to her, she didn’t encounter the problem regarding reporting the grades
because she is very transparent. She will explain it one by one to avoid any
misunderstanding.

Interview with students

 1. Do you see the meaning of your grades in the School Report Card?
- According to the student I interviewed, she saw the meaning of their grades in
their School Report Card because they can visit and see it every time they want. It
is available on their portal that they are the one who can see and visit it.

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

- They are really motivated especially when they see that their grades are good and
high. They are motivated to study hard and do their very best to make it higher
next time.

Interview with parents

1. Does your child’s Report Card give you a clear picture of how your child is performing?
- According to them, yes, because it will reflect on the performance of their
children in the class they attended.

2. If you were asked what else should be found in the Report Card, which one? Why?
- Maybe the comments or feedback of the teacher because it will help the students
and them as a mother to identify what should focus more and what needs to
improve.

3. Do you find the Card Distribution Day important? Why or why not?
- Card Distribution Day is very important for them as a parent because they will
know if their children really learn or not. It is also the result of the effort of their
children and they will also identify if they need to focus on teaching or
monitoring them.

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

- As what they experienced nowadays because of the new way of distributing the
grades or cards of their children, they don’t have any suggestions yet because the
distribution makes sense even if it is online.

ANALYZE
1. What were the most common issues raised on students’ performance?
- The attentiveness and participation in the class because it is done online, the
teacher finds difficulty to monitor always. They need to have more engaging
activities and games to catch their attention and to motivate them to participate in
the class.

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

a) Maintained and
b) Improved to make grades and reporting meaningful?
 - On the basis of the observation, the practices that teachers have to maintain
transparency between teachers and parents, as it is very important for the teacher
who is more transparent, especially when it comes to the rating system.

REFLECT
1. Grades are often a source of misunderstanding. How should I do reporting so that it will
result to effective learning?
- I agree that grades lead to misunderstandings. To avoid this, be transparent and
loving with the parents. Parents need an honest report from the teacher. Although
this is not a good report, parents will understand it as it is based on their child’s
trimester performance and effort. Report all grades and achievements and explain
in detail how grades are calculated. And if there are still misunderstandings or
backlash regarding your children’s grades. Allow you to calculate the data of your
children, and let them know that you know how to get this specific mark

LINK THEORY TO PRACTICE

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