Activity 13.

ANALYZE

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

2. Yes. All the assessment tasks prepared by my resource teacher are aligned to the
learning outcomes and objectives.
3. What are the possible consequences if teacher’s assessment are not aligned
to learning outcome/s? does this affect the assessment result? How?
The potential outcomes It's possible that you, as a teacher, won't assess
your students' knowledge to determine whether or not they are
competent, and your students might receive a poor grade because they
were guided by your learning objectives and you didn't match them to
the assessment you were to create. There is unquestionably a lack of a
teaching and learning process.
4. Why should assessment task be aligned to the learning outcomes?
simply to have a well-structured educational system. What happens if
you don't link the learning outcomes with the assessment? How will you
know whether you are a good teacher based on the assessment results?
Without a doubt, you won't be able to tell if your pupils are up to pace
with a certain course or skill.
Reflect
 Reflect on the past assessments you have been through. Were they all
aligned with what your teacher taught? (with learning outcomes)
 According to my experience, the majority of our professors gave
tests that were in line with their learning objectives.
 How did this affect your performance? As future teacher, what lesson
do you learn from this past experience and from this observation?
My performance hasn't been affected thus far because our teacher
gave us a clear image of success (learning outcomes) that is
connected to assessment. We were given objectives (learning
outcomes), same as I had before the test, which focused and guided
us on the lessons that were anticipated to be revealed in the
assessment. I discovered that matching the learning objectives to the
assessment is essential for a productive learning and teaching
process. To assess whether or not your pupils are competent, you will
need to know their level of knowledge as a teacher. This will allow
 you to intervene if necessary to ensure that any unmet learning
objectives are met.
Activity 13.2
1. Which assessment tool/task were most commonly used by teachers?
Which ones were rarely used? Why were they rarely used?
My resource teacher frequently uses multiple choice assessments,
but she also occasionally uses short answer tests. Perhaps the
instructor believes that the alternative evaluation method is more
useful for gauging pupils' levels of understanding.
2. Based on your answers found in the tables above in which type of
assessment tool and task were the resource teacher most skilled in test
construction? Least skilled?
3. According to what I've seen, my resource teacher is skilled at
creating multiple-choice assessment tools. To date, my resource
teacher has done a wonderful job of creating test papers. The
exam questions were connected to the cognitive domains,
guaranteeing that the students' knowledge would be accurately
tested.
4. Can an essay or other written paper-and-pencil test be considered an
authentic assessment? Explain your answer.
Yes, provided that the assessment is produced under standardized
settings and that the students have the opportunity to put their
knowledge and abilities to use in a practical setting. Reflect
 How good are you at constructing traditional assessment tasks? Which
do you find most difficult to construct? Any lesson\s learned?
To be completely honest, I'm not very skilled at creating exam
questions, and I'm still learning how to create a reliable
evaluation method that accurately assesses students' knowledge. It
is challenging for me to match test questions to cognitive domains,
and it is obvious that you must adhere to test creation procedures
in order to receive an evaluation result. Sort of. If you're a
prospective instructor, you should be ready for the test by
thinking about the setting in which it will take place and the time
allocated; you should think about and ask yourself, "Is the time
allotted for the assessment adequate for my planned
 examination?" The paraphernalia (materials to be prepared for
the exam) must also be taken into account.
Activity 13.3
Analyze
1. Between analytic and holistic rubrics, which one was more used? Why do
you think that type of was used more?
Based on my observation the more used rubric was holistic. It may be
because it is easy to understand by the students for them to be guided on
what to focus in improving their task.
2. Based on your answer in # 1, what can you say about scoring rubrics and
used by the resource teacher?
Mostly, my resource teacher uses holistic that has single criterion
wherein students can easily be guided.
3. Will it make difference in assessment of student work if the teacher would
rate the product without scoring rubrics? Explain.
Yes, there is a huge difference. First of all, students wouldn’t be able to
focus on what things to improve as they were not guided by rubrics they
will also be confused on how the teachers would grade them according
to the task they are to prepare.
4. If you were to improve on one scoring rubric used, which one and how?
5. I will be more detailed on how I might enhance the overall rubric. To
ensure that the student is informed and not confused, I would expressly
address presentation in a description, for instance, if it described
presentation—on how the student will receive the predicted score.
6. Can an essay or other written paper-and-pencil test be considered an
authentic assessment? Explain your answer.
Yes, depending if the assessment is generated under standardized condition
and if the students will be able to practice their skills/knowledge in a real-life
situation.
7. Can rubrics help make students become self-directed or independent
learners? Do rubrics contribute to assessment learning (self-assessment?)
what if there were no rubrics in assessment?
Yes, kids would develop their independence and self-direction. Consider
creating a rubric so that pupils will be led. Because a rubric acts as a roadmap
as they are developing their particular work, they can see how to better their
output. Students wouldn't understand how the teacher would score them
depending on their assignment if there were no rubrics.
Does the scoring rubric in this FS 1 book help you come up with better output?
Yes, it is extremely beneficial. Through the rubric, I was able to focus on areas
where I needed to improve in order to produce a better result.
Reflect
Are authentic assessment tools and task new? Reflect on your own experiences of
tests for all the years as a student?
The term is new, but the practices underlying authentic assessment are not.
We were able to experience what authentic assessment entailed back then, and
we were able to demonstrate and practice our skills in real-life situations
similar to how authentic assessment is being implemented now.
Activity 13.5
Analyze
1. Which cognitive skills had the highest number of assessment questions?
Lowest number?
2. Remembering, understanding, and analyzing are the cognitive skills
that receive the most assessment questions because with these cognitive
skills, the teacher can assess whether the students have remembered
and understood something and whether it is appropriate for the time
allotted to respond because it takes more time to respond and create
something to assess the students.
3. What do these (lowest and highest number of assessment questions) reveal
about the resource teacher’s level of questions?
4. Given that the majority of the questions depend on remembering and
understanding, and that the students will only be able to recall what
they have already discussed and learned, it is evident from the resource
teacher's lowest and highest number of assessments that the questions
are easy or low in difficulty.
5. 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 and self-system skill.
According to Kendall and Marzano's taxonomy, the highest levels of cognitive ability are
metacognitive and self-system skills thinking, in which the student explains the significance of
 learning while the teacher poses questions that reflect the student's knowledge and
understanding from the lesson. Why is learning important, for instance.

Reflect

If you were to rate yourself in HOTS – where will you be from scale of 1-5 (5 as highest) where will you
be?

I would give myself a rating of three. Simply because I'm still learning how to use HOTS and am not yet
proficient or fully trained in doing so.

As a future teacher, reflect on how you will contribute to the development of learner’s HOTS?

By giving learners questions or examples that are drawn from real-world situations, I will help them
develop their HOTS as a teacher by encouraging them to make connections between the questions
and their own experiences. Their ability to think critically as well as make decisions in response to
situations will both be improved.

Activity 13.6

Analyze

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

Because it will be utilized as a guide when generating assessments and questions, all sections
of the TOS are crucial for ensuring the validity of test content.
2. Why is there a need for number of items per cognitive level?
It is essential to take into account every part when establishing the authenticity of test
content because the TOS will be utilized as a guide for creating assessments and questions.
3. With OBE in mind, is it correct to put learning outcome not in the first column? Why or why not?
Yes, it is right that the learning outcome—rather than the topic—is listed in the first column to
indicate what our objective is for the lesson's conclusion. It is to determine whether our action
or evaluation will be appropriate for the result that we have.
4. Can a teacher have a test with content validity even without making a TOS?
The TOS serves as a guide for developing the exam and assuring the validity of its material,
hence the answer is no. We must therefore first create a draft of our TOS before creating the
test questions. The questions' arrangement and content may not be appropriate to the
subject matter we studied if there isn't a TOS beforehand.

Reflect

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

I've also been in the situation when an exam has several questions on it that we are unsure of
or for which we are unable to figure out the right answer because the teacher hasn't discussed
them. As a result, we don't verify the validity of the exam questions before answering them;
instead, we just apply our general knowledge. There might not have been a TOS established
beforehand in that circumstance. TOS is essential for test design since it offers content validity
 and arranges the questions. All of the objectives from that lesson are listed in the TOS, which
can be used to decide which questions should be on the test.

Activity 13.7
Analyze

B
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?
My resource teacher claims that the new marking system's 60:40 grading scale has been
modified to 40:60, where 40% of the grade is made up of performance activities and 60%
of the grade is made up of written outputs like quizzes.
2. Which do you prefer – the old new grading system? Why?
My resource teacher claims that the new grading system, which gives performance tasks
the highest rating because not all students are good writers and test takers, was chosen
for this reason. With the use of this scale, students' grades are balanced, and if their
written output grade is low but their performance task grade is high and good, they can
make up for their failing written output grade.

C. Interview of 5 students

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

The five students I spoke with preferred the new grading scheme because they weren't all strong
writers and couldn't do well on quizzes and tests, so the performance task helped them make up for
their poor ratings. As a result, their grades are balanced or improve.
2. do you have problems with the new grading system? If there is, what?
They didn't have a problem with the new grading scheme; their problem was how they were going to
submit it on time.
3. does the new grading system give you a better picture of your performance?
They say "yes," since it's now more crucial than ever for others to appreciate your skills, talents, and
abilities over your knowledge and IQ. Even if you don't have academic aptitude, you can still achieve
at performance-based job by using your skills and abilities.
4. which do you prefer, the old or the new grading system? Why?
They assert that the new grading system, which does not only prioritize brains and knowledge, is to
their liking. People can succeed in the classroom and get high marks despite their subpar academic
skills because of their talents.
(skipped d, e,..)
Analyze

1. do teachers and students like the new grading system according to teachers?
Yes, they prefer the new grading system because it places more emphasis on performance and skills,
which have a higher-grade scale.
2. what are the good points of the new grading system according to teachers?
The same beneficial features were cited by both of them, including the performance task scale's
higher scale in the grading scheme.
3. do you favor the distribution of percentages of written work, performance tasks and quarterly
assessment?
Yes, I agree with the% allocation because talents are highly valued in today's society. We need to
develop their skills rather than increase their knowledge.
4. did you like the experience of computing grades? Why or why not?
Because we are still learning how to calculate grades, we have no experience doing so. We are only
observing our resource teacher as she goes about her duties.

Reflect
In an era where the emphasis is self-directed learning and demonstration of competencies – knowledge,
skills, and values learned (outcome-based education)- do grades really matter?
Yes, grades still matter, but since we can monitor our children's grades, we are now emphasizing self-
direction and competency demonstration more than grades. We may keep note of the areas or
elements they still need to work on, even if it's simply a number and we know their genuine skills and
aptitudes.

Activity 13.8
(NOT OBSERVED)