FS 1 Learning Episode

13Assessment OF Learning

As Assessment for Learning and Assessment as Learning, teachers will

design teaching and learning activities utilized in the classroom for students to
assess their own learning. In this module, Assessment of Learning is
emphasized. When teachers have done everything they do to help learners
attain the intended learning outcomes, teachers subject their students to
assessment for grading purposes. This is referred to as assessment of learning,
which is also known as summative assessment.
In module, the following will be focused: (1) assessment of learning in
the cognitive, psychomotor and affective domains with the use of traditional
and non-traditional assessment tasks and tools, (2) assessment of learning
outcomes in the different levels of cognitive taxonomy, (3) construction of
assessment items with content validity, (4) Table of Specifications, (5)
Portfolio, (6) scoring rubrics, (7) the K-to-12 Grading System, and (7)
reporting students’ performance.

At the end of this episode, you must be able to:

✔ determine alignment of assessment tools and tasks with intended

learning outcomes;
✔ critique traditional and authentic assessment tools and tasks for learning
in the context of established guidelines on test construction;
✔ evaluate non-traditional assessment tools including scoring rubrics;

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 ✔ 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 three 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 function 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 reasons why grades must be reported to parents; and
✔ describe what must be done to make grade reporting meaningful.

Now, are you ready for your observation activity? I bet you are, so let’s begin.

Your Activity 13.1

Aligning Assessment Task
with the Learning Outcome

Resource Teacher: Ms. Melanie Musico Signature: ______________________

Grade/Year Level: Grade 12 Date: ______________________

✔ Determine alignment of assessment task with learning outcome

✔ Formulate assessment task aligned with the learning outcome

● In accordance with Outcome-Based Teaching-Learning, the learning outcome

determines assessment task.
● Therefore, the assessment task must necessarily be aligned to the learning
outcomes.

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 Observe at least 3 classes – 1 physical or biological science or Math,
English, Filipino; 1 social science or literature/panitikan, EsP and 1
P.E./Computer/EPP/TLE.

Subjects Learning Assessment Task Is the assessment If not aligned,

Outcomes (How did the told/task aligned improve on it.
teacher assess the to the learning
learning outcomes?
outcomes?
Specify.)
Sample
P.E./EPP/TLE To dance tango. Written Quiz – No. Performance test –
Enumerate the steps Let students dance
of tango in order. tango.
Science, Math, Introducing the Group Activity- Yes.
English, Filipino structure of the In identifying the
earth. Structure of Earth.

Social Science, Identify the figures Written Quiz Yes.

Literature,/Panitikan, of speech and other
EsP literary techniques
and devices in the
text.
P.E./EPP/TLE Explaining the use Hands On- Doing Yes.
of Hyperlink in PowerPoint
PowerPoint presentation with
presentation. hyperlink.

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

Answer: Yes, the assessment as created by the teacher is in line with the
alignment of the learning objectives. This will ensure that they learn about
the topic under discussion.
2. What are the possible consequences if the teacher’s assessment tasks are
not aligned to the learning outcomes? Does this affect the assessment results?
How?
Answer: Yes, it will affect the result. If the assessment and the learning

outcomes are not in line, the students might be confused. At the

end of the lesson, the teaching and learning process might not have

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been effective.

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3. Why should assessment tasks be aligned to the learning outcomes?
Answer: The main goal of alignment is to improve understanding of the topic.
The students can perform effectively and create excellent work through this.

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

Answer:
In terms of my assessment experience, the teacher did a great job of
preparation. Every topic we discuss is in line with the learning objectives.

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

Answer:
The idea that I learned this lesson and used it as a guide to improve my
performance in the future is very helpful. The need for the assessment and the
learning objectives to align at the end of each lesson is something I'll always
remember. As I observed from my CT, the key to creating a reliable assessment
is to concentrate on the learning outcomes. My future plans, if I'm hired by
DepEd, require that I submit a document in advance for assessment to stay in
line with my learning objectives.

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 Your Activity 13.2
Observing the Use of
Traditional Assessment Tools

Resource Teacher Ms. Melanie Musico Signature: ______________________

Grade/Year Level: _ Grade 12 Date: ______________________

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

● 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 of test.
● Common examples of constructed-response type of test are short answer,
problem solving and essay.

● Observe classes and pay attention to the assessment tool used by the teacher.
● With teacher’s permission, secure a copy of the assessment tool.

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 Type of Traditional Put a Learning Outcome Sample Test Item of the Comments (Is the assessment
Assessment Tool Check Assessed Resource Teacher tool constructed in accordance
Here with established guidelines?
Explain your answer.)
Selected-Response Type
1. Alternate Not Observe Not Observe Not Observe
Reponses

2. Matching Type Not Observe Not Observe Not Observe

 Identify the basic A visual technique Yes, the

3. Multiple Choice
principles of that can help the assessment tool in
graphic Design. viewer navigate use conforms to
your work. the standards
since it gauges
a. Line students'
b. Hierarchy understanding of
c. Repetition how to use the
d. Emphasis resources.

4. Others

Constructed-Response Type
1. Completion Not Observe Not Observe Not Observe

 Analyze In the given The students will

2. Short Answer
Type
pictures what are examine the two
the difference picture if it is
between the two? belong to ICT or
not.
3. Problem Solving Not Observe Not Observe Not Observe

 Evaluate What is the The students

4. Essay-restricted
importance of create a solution
network that complies with
etiquette? the guidelines
while also
applying what
they have learnt to
the topic at hand.

 Recap What are the The students will

5. Essay non-
restricted
principles of remember the
design? past topic about
principles of
design.

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1. Which assessment tools/tasks were most used by teacher? Which ones were
rarely used? Why were they rarely used?

Answer:
My co-teacher uses multiple-choice assessments the most. This is a simple
but effective method for determining how well students understand the lesson.
The completion tool, on the other hand, is not usually used.

2. Based on your answers found in the tables above, which type of assessment
tools and tasks were the resource teachers most skilled in test construction?
least skilled?

Answer:
My co-teacher commonly uses the simple but effective method of
problem solving and multiple-choice testing. In all of my observations,
I haven't seen this kind of assessment.

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.

Answer:
Yes, the PPT or pen-and- paper test is a valid method of assessment. A
student may be able to answer a number of questions.

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How good are you at constructing traditional assessment tools? Which do you
find most difficult to construct? Any lessons learned?

Answer:

I was just creating traditional assessments for practice. Perhaps I'm still
learning. Keep on working on my assessment and learning about how to
build a reliable and effective assessment form. to assess the student's
abilities and level of knowledge. In my opinion, the essay is the most
challenging to create because it must take formative assessment into
account. With my overall experience, I must establish a suitable assessment
of each of my students and ensure that the learning objectives will be met.

146
 Your Activity 13.3
Aligning Assessment Task
with the Learning Outcome

Resource Teacher: Ms. Melanie Musico Signature: ______________________

Grade/Year Level: Grade 12 Date: ______________________

✔ Evaluate non-traditional assessment tools including scoring rubrics.

● 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.
● A rubric is a coherent set of criteria for student’s work that includes
descriptions 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, the holistic rubric will do.
● A good holistic rubric contains the criteria against which the product or
performance is rated, the rating scale and a description of the levels of
performance.

147
Open MS Word and create a
simple drawing of a scenery or
a person using
the available shapes in MS
Word.

● Observe classes in at least 3 different subjects and pay particular attention to

the assessment tool used by the teacher.
● With the 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 and holistic?
Authentic Learning Sample of How a product/performance Comments (Is the scoring
Assessment/Non- Outcome Product/Performance was assessed? rubric constructed according
Tradtional/Alternati Assessed Assessed to standards?)
ve Describe how the
One example of a product product/performance was
assessed. (Put a photo of assessed. Which used
the product/documented analytic or holistic rubric?
performance in My Teaching Include the rubric in My
Artifacts. Include the rubric in Teaching Artifacts.
My Teaching Artifacts.

O
1. Product Due to the fact that
it evaluates and
assesses the
students' reporting

pe
tasks, the scoring
rubrics are in
accordance with

n
standards.

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148
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151
 or
d.
Use
common
productivit
y tools
effectively
by
maximizin
g advanced
application
techniques
2. Performance Create a The performance
travelogue
of a favorite job that the teacher
place you has created is
have visited
currently or doable since they
in the past. provide a rubric
Provide
descriptions
that acts as a guide
of the places for accomplishing
you have the work. The
been to and
what is nice rubrics were
about the therefore
place.
developed in
accordance with
standards.

152
1. Between analytic and holistic rubrics which one was more used? Why
do you think that type of rubric was used time?

Answer: For me, my co-teacher usually uses analytical rubrics. The

application of this type of rubric to the academic performances of the
students is clear, understandable, and simple.
2. Based on your answer in #1, what can you say about the scoring
rubrics made and used by the resource teacher?

Answer: As my observations it is standard kind of rubrics yet

effective.
The distributions of points are appropriate and direct to the point.

3. Will it make a difference in assessment of student work if teacher

would rate the product or performance without scoring rubrics?
Explain.

Answer: Yes, the reliability of the ratings, where the teacher gets the
scores,
differentiates using a scoring rubric from not using one. The students
will be
confused, and that is not fair. Because they serve as a guide, scoring
rubrics
enable teachers to give points or scores effectively.

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

Answer: In overall tasks, I will consider improving the creativity.

Through this the students will enhance their output to get a higher
point in this section of the rubrics.

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?

153
 Explain.

Answer: Yes, the PPT or pen-and-paper test is an authentic form of

assessment. It can be a combination of questions that a student able to
answer.

6. Can rubrics help make students to become self-directed or

independent learners? Do rubrics contribute to assessment AS
learning (self-assessment)? What is there were no rubrics in
assessment?

Answer: If there are no rubrics at all, it is difficult for students to identify

what type of learning they are participating in. Because of this, rubrics are
created to be used as a guide in either self-assessment or learning.

7. Does scoring rubric in this FS 1 help you come up with better output?
Why?

Answer: Yes, it is a big help for me. With rubrics, I will have a
chance to have a better output and enhances my capabilities how to
manage to answer in any task/activities given.

Are authentic assessment tools and tasks new? Reflect on your experience
of tests for all the years, as a student.

Answer:

In my opinion, the objective assessment tasks and techniques

are not new to me. About 4 years ago, I already encountered any form of
assessment. During the teaching-learning process, the objective is to acquire
new knowledge and abilities that may be applied in a variety of situations. I'll
be the first to admit that writing essays is one of my weaknesses in all
assessments. I'm hoping to keep learning so I can overcome this and perform
better.

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● Accomplished Observation Sheet

● Observation

155
 ● Reflection

● A photo of scoring rubrics used by Resource Teachers – one

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

Your Activity 13.4

Scrutinizing the Types and
Parts of a Portfolio

Resource Teacher: Ms. Melanie Musico Signature:

Grade/Year Level: Grade 12 Date: ______________________

156
✔ Evaluate a sample portfolio
✔ Distinguish among the three types of portfolio

● A portfolio is a purposeful collection of selective significant samples of

student work accompanied by clear criteria for performance which
prove student effort, progress, or achievement in a given area or course.
● A portfolio of student’s work is a direct evidence of learning. But, it is not
a mere collection of student’s work. The 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 the
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 portfolios depending on purpose. They are: 1)
development or growth portfolio, 2) best work of showcase portfolio,
and 3) assessment / evaluation portfolio.

157
● Ask your resource teacher for samples of portfolio, if any. If there are,
select one best portfolio from what you examined.
● If none, research for a sample portfolio and include them in My
Learning Artifacts.
● Based on the sample portfolio given by your resource
teacher/researched by you, accomplish the observation sheet.
● Put a check in the right column.

What a Portfolio Includes

Elements of a Portfolio Present? Missing?

1. Clear objectives – The objectives of the 

lesson/unit/course are clear which serve
as a bases for selection.
2. Explicit guidelines for selection – What, 
when, where, how are
products/documented performances
selected?
3. Comprehensible criteria – The criteria 
against which the portfolio is graded
must be understood by the learners.
4. Selective significant pieces – The 
portfolio includes only the selected
significant materials.
5. Student’s reflection – There is evidence 
that students reflected on their learning.
6. Evidence of student participation – In 
selection of content of portfolio, there is
proof that students took part in the
selection of the content of the portfolio.

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?
Answer:
The different components that will go into the teaching and
learning process are
what are really important to me. The objectives or learning
outcomes at the end of
the class are attained as a result of the strategies used and the
outcomes.

158
2. Scrutinize the elements of this portfolio. Based on the parts, under
which type of portfolio does this fall?
Elements of a Process Portfolio (Which type of portfolio?)
1. Cover Letter – “About the Author” and “What My portfolio Shows About My Progress as a
Learner”
2. Table of Contents with numbered pages
3. Entries-both core (required items) and optional items (chosen by students).
4. Dates on all entries to facilitate proof of growth over time.
5. Drafts of aural/oral and written products and revisions, i.e. (first drafts and corrected/revised
versions)
6. Student’s Reflections
Answer:
I think the "process" portfolio will be the best. The processes are
described in this table individually.
3. Where and when does the teacher make use of each of the 3 types of
portfolio?

Answer:
There is a particular way to use each of these three types of
portfolios. The showcase portfolio will be suitable if the teacher wants the
students' abilities to be demonstrated. If the teacher wants a
demonstration, the product portfolio might be helpful. Last but not least,
the process portfolio will exist if the teacher wants improvement.

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?

Answer:

For me, a portfolio is useful and part of the learning assessment. Yes, it is an
important factor to improve the learners' ability to conduct an analysis. 

159
● Sample/s of Improved Written Tests, both selected-response
type and supply type.

● Sample/s of product and performance assessed

● Sample/s of rubric

Your Activity 13.5

Determining the Level of
Teacher’s Questions

160
 Resource Teacher: Ms. Melanie Musico Signature: _________________
Grade/Year Level: Grade 12 Date: ______________________

✔ Construct assessment questions to measure HOTS following Bloom’s and

Anderson’s revised taxonomy and Kendall’s and Marzano’s taxonomy.

Cognitive Processes Examples

Remembering – Product the right information from memory
Recognizing ● Identify frogs in a diagram of different kins of amphibian.
● Find an isosceles triangle in your neighborhood.
● Answer any true-false or multiple-choice questions.
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.

161
 Cognitive Processes Examples
Classifying ● Label numbers odd or even.
● List the events of the Sepoy Mutiny of 1857.
● Group native animals into their proper species.
Inferring ● Read a passage of dialogue between two characters and make conclusions about
their past relationship.
● Figure out the meaning of an unfamiliar term from the context.
● Look at a series of numbers and predict what the next number will be.
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 author’s points of view about a local issue.
● Determine a character’s motivation in a novel or short story.
● Look at brochures of political candidates and hypothesize about their perspective on
issues.
Evaluating – Make judgement based on criteria and syllabus guidelines
Checking ● Participate in a writing group, giving peer feedback on organization and logic of
arguments.
● Listen to 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 an 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 option 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.
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
reproduction.

162
Cognitive Processes Examples
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 are reading.

163
 ● Observe a teacher in the classroom.
● Note his/her questions both oral and written.
● Score him/her according to the level of questions that he/she asks from
remembering to creating and metacognition and self-system thinking.
You may also refer to written tests for samples of questions in the
various levels.
● Make a tally, then get the total. Use Table 1 and Table 2 separately.

Table 1. Number of Questions per Level

Cognitive Processes Rank Cognitive Processes Rank Tally of Assessment Total
(Bloom as revised by (Kendall and Marzano) Tasks / Questions
Anderson & Krathwohl)
Self-system Thinking 4
Metacognition 7
Creating 6-Highest
Evaluating 5
Analyzing 4 Analysis 4 IIIII-IIIII 10
Applying 3 Knowledge Utilization 5 IIIII-III 8
Understanding 2 Comprehension 3 IIII 4
Remembering 1-Lowest Retrieval 4 IIIII-IIIII 10

Table 2. Examples of Assessment Questions / Assessment Tasks

Tally and Total Score of Rank Tally and Total Score of Rank Example of Assessment Rank
Cognitive Processes Cognitive Processes Tasks / Questions Given by Based
(Bloom as revised by (Kendall and Marzano) the Resource Teacher on
Anderson & Krathwohl) Use
Self-system Thinking 6-Highest Not Observed
Metacognition 5 Not Observed

164
Creating - lIII 6-Highest Not Observed
Evaluating - IIIII 5 What are the basic
steps in encoding 5
Microsoft Word using
Excel.
Analyzing - llI 4 Analysis 3 Advantages and
Disadvantages of 3
Microsoft Word.
Applying - III 3 Knowledge Utilization 4 The importance of
4
Microsoft Word as a
student.
Understanding - II 2 Comprehension Not Observed
Remembering - III 1-Lowest Retrieval 1-Lowest

(Note: Those highlighted in yellow are just sample, so consider deleting these including this statement.)

1. Which cognitive skill had the highest number of assessment questions?

lowest number?

Answer:
The highest number assessment questions is evaluating and the
lowest understanding

2. What do these (lowest and highest number of assessment questions)

reveal about the resource teacher’s level of questions?

Answer:
The results for the teachers' level of questioning showed a few
differences. The teacher practices evaluating more than the other levels.

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.

Answer:
Self-system skills - What life lessons have you learned that you won't

165
 easily forget?
Metacognitive skills - what is the important methods in problem solving?

● If you were to rate yourself on HOTS. Where will you be from a scale
of 1 to 5 (5 as highest)? Why?

Answer:
Maybe I'm on the 3, but I just need to practice creating HOTS
questions to improve.

● As a future teacher, reflect on how will you contribute to the

development of learners’ HOTS?

Answer:
In order to fully understand how to develop questions with the
appropriate level of difficulty, as part of my contribution to the
development of the learners' HOTS, I will use the bloom taxonomy.

166
 Your Activity 13.6
Analyzing a Table of
Specifications

Resource Teacher: Ms. Melanie Musico Signature: _______________

Grade/Year Level: Grade 12 Date: ______________________

✔ Explain the function of Table of Specifications

● A Table of Specifications (TOS) is a two-way chart which describes the

topics to be covered by a test and the number of items 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 Specifications on Assessment.

Learning Outcome No. of Cognitive Level Total

Class Rem Und App Ana Eva Cre
Hours
1. Advance techniques in Word Processor 5 8 5 15

WH
3.5 5 2 7

AT’S
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NEW
Mail
Merge
and
Label
Generati
on
2. Mail Merge and label Generation
3. Apply web design principles and 6 2 8 10
elements using online creation
tools, platforms, and applications to
communicate a message for a specific
purpose in specific professional tracks
4. Create an original or derivative 4.5 3 5 8
ICT content using online creation
tools, platforms, and applications to
effectively communicate messages
related to specific professional track.
5. Create an original or derivative 2 5 5
ICT content to effectively
communicate visual message in an
online environment related to
specific professional tracks.

Evaluate
4 5 5

the
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quality,
value,
and
appropriat
eness of
peer’s
existing
or
previously
developed
ICT
content
in
relation
to the
169
theme or
intended
audience/
viewer of
an ICT
project.
6. Evaluate the quality, value, and
appropriateness of peer’s existing
or previously developed ICT content
in relation to the theme or
intended audience/ viewer of an ICT
project.
Total 25 50

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

Answer: I think the cognitive level must be equally distributed to
ensure the validity of test content.

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

Answer: To continue to maintain that every part of the TOS is acceptable

on a cognitive level.

3. With OBE in mind, is it correct to put learning outcome, not topic, in

the first column? Why or why not?

Answer: For me its yes. It is important to state first the learning

outcome before the topic.

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4. Can a teacher have a test with content validity even without making a
TOS?

Answer: Yes but may be the teacher will have difficulty in

assessing the learner’s where they have a weaknesses and strength on
that particular level.

5. Complete the TOS using your chosen competency/ies.

Learning Outcome No. of Cognitive Level Total

Class Rem Und App Ana Eva Cre
Hours
1. Utilize appropriate kitchen tools, 1.5 5 2 7
equipment, and paraphernalia.
2. Maintain appropriate kitchen tools, 2.5 7 1 8
equipment, and paraphernalia.
3. Store and stock kitchen tools and 6 3 5 8
equipment.
4. Carry out measurements and 5.5 2 5 7
calculations in a required task.
5. Calculate cost of production 5 3 7 10
6.
7. Read and interpret kitchen plan 5 5 5 10
Total 25.5 50

Read the conversation and reflect on teachers’ assessment practices. Write your
reflections here.

Student A: Saan naman pinuloy ni Teacher and kanyang tanong? Ni-isang tanong sa tinuro, wala! (Where
did Teacher get her test? Not even one of what she taught came out!)
Student B: Oon 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?

Answer:

I encountered this sometimes when I was a high school student. Even if

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 they didn't use TOS, I believe the teachers might have misinterpreted the
questions. If the same questions are asked repeatedly, the learning objectives
will not be accomplished.

● Accomplished Observation Sheet

● Analysis
● Reflection
● Completed Sample TOS

Your Activity 13.7

Computing Student’s Grades
based on DepEd Grading System

Resource Teacher: Ms. Melanie Musico Signature:

______________________
Grade/Year Level: Grade 12 Date: ______________________

✔ Compute student’s grade based on DepEd’s grading policy.

✔ State the new features of the latest grading system in basic education.

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● With the implementation of the Enhanced Basic Education Program of
2013, more popularly known as the K-12 Curriculum, came a new grading
system of the Department of education. Look for the DepEd Order No. 8, s.
2015 for the Weight of Components for both Junior and Senior High
School, the Components of Summative Assessment, and how grades are
reported with corresponding descriptors.
● 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.

A. Sample Students’ Report Card

● Secure a sample of a Students’ Report Card from your Resource
Teacher.
● Study a sample of an unused Students’ Report Card. Observe its
contents.
● Ask permission from your Resource Teacher for an interview
with him/her and group students regarding the new grading
system.

B. Interview of Resource Teacher

1. What are the new features of the latest grading system? What

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 things are you required to do with this new grading system
which you were not asked before?

Answer:
"One of the most recent grading systems was generated by a
computer."
If the lowest mark they received was 75, it would increase to 80 after
encoding as long as the performance task remains the priority basis for their
grades.

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

Answer:
New grading system is simpler to use than the old one.
2.

3. Do students perform well in this grading system? Why?

Answer:
Improvement will be based on their performance task. In
this grading system, the students that perform well become their
strength and the tendency they will have better outputs.

C. Review of the DepEd Order No. 8, s. 2015

Read the DepEd Order No. 8, s. 2015. Based on that, answer the
following:
1. What are the bases for grading?
Answer:
Students' summative assessment results will be based on a
combination of their Written Tasks, Performance Tasks, and
Quarterly Assessment (WW-PT-QA) scores from Grades 1 to
12.

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

Grades 11 to 12? Give an example.
Answer:
The steps for computing grades for Grades 1 to 10 are as
follows: The first step is to calculate the total score for each
component. Then multiply the percentage by 100% after
dividing the total raw score by the highest score possible. will
multiply the percentage score by the component's weight in
order to convert percentage scores to weighted scores. Add the

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 weighted scores for each component, then finalize.
While the grading system of Senior High School follows a
different set of weights for each components.

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

Answer:
Computing grades after school year based on quarterly grading
reports. It will automatically compute for the final grade.

4. What descriptions and grading scale are used in reporting

progress of learners?

Answer:
In the descriptions, the indicator will be label as follows.
 O (Outstanding) 90 - 100
 VS (Very Satisfactory) 85 - 89
 S (Satisfactory) 80 - 84
 FS (Fairy Satisfactory) 75 - 79
 D (Did not meet expectations) Below 75 Failed

This will be the practical grading scale.

5. What are the bases for learners’ promotion and retention at

the end of the school year?

Answer:
To avoid retention, students must pass every subject and
get no final grade that is lower than a 75.

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

Answer: This will be the report on the observed values of the

students. where it is marked as "Always observe," "Sometimes
observe," "Rarely observe," and "Never observe."

D. Grade Computation
Show sample computations of a grade:
● in a subject of your choice from Grades 7-10, or Grade 11-
12 (depending on your assigned grade level)

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 Analyze the data and information gathered from the interview and
from your review of unused Student’s Report Card and the DepEd grading
system.

1. Do teachers and students like the new grading system? Why or

why not?
Answer:
My cooperating teacher says the newly generated grading
system is effective and simple to use and will be able to
communicate the grades' comments to the students.

2. What are the good points of the new grading system according to
the teachers?
Answer:
The assurance of the student’s that guaranteed to pass, this is
the advantage of this new grading system.
3. What are teachers challenged to do by this new grading system?
Answer:
To generate final grades, teachers must give a specific grade
for each aspect of the grading system.
4. Do you favor the distribution of percentages of written work,
performance tasks, and quarterly assessment?

Answer:
Yes, I think that the distribution is strictly restricted. And
since the performance task will be used to evaluate the student's

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 progress, I preferred that this really acquire a greater
percentage.
5. Did you like the experience of computing grades? Why or why not?

Answer:
Yes, I think I need to practice more because I think it will
help me complete my teaching demo with less work.

In an era where the emphasis is self-directed learning and

demonstration of competencies – knowledge, skills, and values learned
Your Activity 13.8
(outcomes-based education) – do grades really matter?
Reporting Students’
Answer:
Performance
Yes, everything that happens in the teaching-learning process
—including getting good grades— In order to achieve my goal of
becoming a successful professional in the near future, I will need
to put a lot of effort into improving my knowledge and skills in the
teaching field.
Throughout the process, I must comply with and pass all
assessments. Through this, I can assess whether my learning
outputs are helpful or if I still need to work on them to perform
well or receive a high grade.

Resource Teacher: Ms. Melanie Musico Signature:

______________________
Grade/Year Level: Grade 12 Date: ______________________

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✔ State the reasons why grades must be reported to parents.
✔ Describe what must be done to make grade reporting meaningful.

● Grades fulfill their function if reported meaningfully to students and

most of all, to parents, our partners in the education of children.
● Grades are a measure of achievement, not necessarily IQ. A student may
have high IQ but not necessarily achieving or performing because of lack
of motivation or other factors.

(Attach proof of interview.)

Proceedings in a Card Distribution Day

(If this was not yet observed, include the items for interview with resource
teacher, students, and parents.)
1. Observe how cards are distributed on Card Distribution Day.
Describe how cards are distributed.
Answer: Not yet observed.

2. Describe how the resource teachers communicated learners’

assessment results and grades to parents.
Answer: Not yet observed.
3. Did parents raise questions or concerns? If yes, what were their
questions/concerns?
Answer: Not yet observed.

4. How did the resource teacher handle their questions and

concerns? What answers did he/she give?
Answer: Not yet observed.

Interview With Resource Teacher

1. How did you give feedback to your students regarding their
performance? When do you give feedback?

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 Answer: After the preliminary activities, my cooperating teacher
evaluates their prior performance. This is to let the students who
received low grades know that they need to improve their
performance on the upcoming task.

2. How do you report students’ performance to parents? Does the

school have a regular way of reporting grades to parents?
Answer: The report card can only be accepted by the parents or
guardians at the end of every grading period. Some of the parents
directly ask about their children's status with the teacher at that
time.

3. What problems on grade reporting did you encounter with

parents? How did you address them?
Answer: My cooperating teacher says that the parents have no
concerns for grading purposes, but my CT is already set up with all
files in case the parents disagree.

Interview with Students

1. Do you see the meaning of your grades in the school report card?
Answer:
Yes, only 2 subjects I got a low grade. Earth and Life Science
and
Oral Communication.

2. Does knowing your grade motivate you to work?

Answer:
I can manage the areas where I put my best efforts to become
better

Interview with Parents

1. Does your child’s report card give you a clear picture of how your
child is performing?
Answer:
According to her report card, my child really does perform
well.

2. If you were asked what else should be found in the report card,
which one? Why?
Answer:
For me, I was really just satisfied and happy with every aspect

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 of the report card.

3. Do you find the Card Distribution Day important? Why or why

not?
Answer:
Yes, to keep track with my child ’s growth and development.

4. Any suggestion on how to make the Card Distribution Day more

meaningful?
Answer:
The day of card distribution must begin early.

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

performance?

Answer:
Some of the students got poor marks for their performance
tasks. This is the usual issues and concerns.

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

a. maintained and
b. improved to make grades and reporting meaningful?

Answer:
- Consistently avoid delayed submission of grades.
- As well as enhance grades and deadlines for reporting.

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Grades are often a source of misunderstanding. How should you do
reporting so that it will result to effective learning?

Answer:

There is an assembly for parents and teachers to start off of the

school year. The grading system will be discussed in detail this time.
This meeting is important since there will be a follow-up meeting by
sections. in order to inform the parents or guardians of the type of
grading system that will be used. The parents/guardians who are
absent during the assembly/meetings are the ones who complain the
most.

They already know that if they ever have a concern, it must be

answered in the rules. This will either avoid conflict between teachers
and parents/guardians or immediately clarify any misunderstandings.

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