Activity 13.

1
Aligning
OBSERVE Observe at least 3 classes- 1 Physical/Biological Science or
Math, English, Filipino; 1 Social Science or
Assessment Task Literature/Panitikan, EsP; 1 P.e. or Computer, EPP, TLE
with the Learning
Subjects Learning Assessment Task (How Is the If not aligned,
Outcome
Outcomes did the teacher assess the assessment improve on it.
learning outcomes? tool/task
Specify.) aligned with
the learning
outcomes?

PE To familiarize the The students performed the Yes It is aligned.

12 striking 12 striking techniques of
techniques of Arnis with partners.
Arnis.

SOCIAL Master the The teacher came up with Yes It is aligned.

SCIENCE difference between a situational analysis that
the Law of Demand differentiates the law of
and Supply. demand and supply.

FILIPINO Students replay the Selected students read and Quite Let all the
story. played the roles from the aligned. students
story while others served participate and
as the audience. act in groups.

Activity 13.2 Observing the Use of Traditional Assessment

Tools

OBSERVE
 Direction: Put a check (/) on the test that which teacher used. From your teacher’s test item, give
an example.

Type of Put a Check Learning Sample Test Item of Comments (Is

Traditional Here Outcome Resource Teacher the assessment
Assessment Assessed tool constructed
Tool/Paper- by established
and-Pencil Test guidelines?)
Explain your
answer.
Selected Response Type
1. Alternate Understanding Ayon sa BATAS NG The assessment is
Response / SUPPLY, ang presyo at constructed
quantity supplied ay according to the
may tuwirang relasyon. established
(Tama o Mali) guidelines
because the
students are just
to tell whether the
statement is
correct or not.
2. Matching Not Observed Not Observed Not Observed
Type
3. Multiple Remembering Ang pagtaas ng presyo Yes, it is
Choice / ng mga inputs ay established
makapagtataas sa according to the
kabuuang gastos ng said guidelines
produksiyon kaya because the
maaaring bumaba ang students will just
dami ng mga produkto o recall what has
serbisyo na handa at been discussed
kayang ibigay ng mga and select the
prodyuser. right answer.
a) Pagbabago sa
Teknolohiya
b) Pagbabago sa
Halaga ng mga
Salik
Produksiyon
c) Pagbabago sa
Bilang ng mga
Nagtitinda

4. Others
Constructed-Response Type
1. Completion / Remembering Ang ay The assessment
tumutukoy sa dami ng tool is
produkto o serbisyo na constructed by
handa at kayang ipagbili the guidelines
ng mga prodyuser. which is recalling
the terms
discussed earlier
by the teacher.

2. Short / Analyzing Isa kang manager sa The students

Answer pagawaan ng sapatos. can analyze and
Type Iba’t ibang istayl ang think of a short
kaya mong ipagbili na direct solution to
sapatos sa market. gauge the
Maaaring sapatos na situation
pang kaswal, pang immediately.
opisina, at sapatos
 tuwing taglamig.
Ngayoý biglang sumikat
ang larong basketbol sa
bayan at inaasahan ang
tuloy-tuloy na paglalaro
ng mga kalalakihan nito
hanggang sa katapusan
ng taon. Ano ang gusto
at kaya mong ipagbiling
uri ng sapatos upang
kumita ng maayos?

3. Problem- / Applying The students

solving are tasked to
solve
mathematically
the given problem
and supply the
missing numbers
in the table to
A. Supply make up a supply
Function schedule.
Qs = 0 + 5P
4. Essay- / Creating Sa loob ng isang The students’
restricted minuto. Ipagpalagay na reasoning skills is
isa kang negosyante. being exercised in
Ngayon ay tumataas ang accordance with
gastos sa produksiyon the guidelines
dulot ng pagtaas ng provided for the
halaga ng mga completion of the
materyales/inputs. Hindi task.
ka makapagtaas ng
presyo sapagkat baka
marami ang hindi na
bumili sa iyo. Ano ang
dapat mong gawin?
5. Essay non- / Ibigay ang Students are
restricted pagkakaiba ng batas ng free to plan how
supply at batas ng they opt to deliver
demand. their answers.

6. Others: / Evaluating Sa mga The assessment

Assessment napakinggan… tool was
Evaluation a) Naunawaan ko constructed
ang nilalaman according to the
ng mga ito. guidelines set as
b) May mga it led to the
terminong hindi students’ self-
ko naunawaan. evaluation
c) Kaya kong throughout the
gumawa ng lesson.
sariling buod
(outline).

Activity 13.3
Authentic Learning Sample of Product/ How a product/ Comment/s (Is
Observing
Assessment/
the Use
outcome Performance Performance the scoring
of Non-traditional
Non-Traditional/ Assessed Assessed was Assessed? rubric
Assessment Tools
OBSERVE
and Scoring
Rubrics
 Alternative (What rubric constructed
was used?) according to
standards?)
PRODUCT Nabibigyang Ipagpalagay na isa Holistic Rubrics The scoring
kahulugan kang negosyante. varies on how
ang supply at Ngayon ay they were able
ang konsepto tumataas ang gastos to perform as a
sa produksiyon group from the
nito.
dulot ng pagtaas ng construction of
halaga ng mga ideas up to the
materyales/inputs. presentation.
Hindi ka
makapagtaas ng
presyo sapagkat
baka marami ang
hindi na bumili sa
iyo. Ano ang dapat
mong gawin?

PERFORMANCE Naisasabuhay Sitwasyon A – Holistic Rubrics The scoring

ang pagiging Bababa ang presyo Mastery 10 varies on how
Prodyuser. ng isang produkto Unity 10 they were able
sa susunod na Originality 10 to perform as a
buwan Stage group from the
. (Group 1&2) presence10 construction of
Sitwasyon B – Organization 10 ideas up to the
Tataas ang presyo TOTAL 50pts. presentation.
ng isang produkto
sa susunod na taon.
(Group 3 at 4)

Activity 13.4
Scrutinizing the
Types and Parts of
OBSERVE
a Portfolio What a Portfolio Includes

Elements of a Portfolio Present? Missing?

1. Clear Objectives-the objectives of the 
lesson/unit/course are clear and serve as a base
for selection
2. Explicit Guidelines for Selection- What, when, 
where, and how are products/documented
performances selected?
 3. Comprehensible Criteria- the criteria against 
which the portfolio is graded must be
understood by the learner
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 the 
Selection of Content of Portfolio- There is
proof that students took part in the selection of
the content of the portfolio.

Activity 13.5
Table 1: Number of Questions per Level
Determining
OBSERVE the
Level
Cognitive of Teacher’s
Processes Rank Cognitive Processes Rank Tally of Total
(Bloom as revised (Kendall and Assessment
Questions
by Anderson and Marzano) Tasks/Questions
Krathwohl)
Self-system 6 //
Thinking
Metacognition 5 //
Creating 6
Evaluating 5
Analyzing 4 Analysis 4 ///
Applying 3 Knowledge 3 ////
Utilization
Understanding 2 Comprehension 2 //
Remembering 1 Retrieval 1 /
Table 2: Examples of Assessment Questions/ Assessment Tasks

Tally & Total Rank Tally & Total Rank Example of Assessment Rank
Score of Score of Tasks/Questions Given Based
Cognitive Cognitive by Resource Teacher on Use
Processes (Bloom Processes
as revised by (Kendall and
Anderson and Marzano)
Krathwohl)
Self-system 6 Ano sa tingin mo kung 2
Thinking = bakit kinakailangan na
isaalang-alang ang
matalinong pagkonsumo?

Metacognition = 5 Magbahagi ng kaalaman

tungkol sa pagkonsyumo
at pagprodyus ng mga
produkto sa araw-araw na
basehan.

Creating = 6 Magbigay ng mga bagay 1

na lagging binibili sa
pang-ararw-araw na
pangangailanagan.

Evaluating = 5 Suriin ang mga substitute 6

goods mula sa larawanng
nasa harapan.

Analyzing = 4 Analysis = 4 Sa tingin mo, ano ang 4

pinakamahalagang bagay
na isaalang-alang bilang
matalinong consyumer?
Bakit mo nasabi?

Applying = 3 Knowledge 3 Bilang Pilipino, paano ka 5

Utilization = makakatulong sap ag
unlad ng ekonmiya ng
bansa?
Understanding = 2 Comprehension 2 Ano ang mahalagang 3
= natutunan mula sa aralin?

Remembering = 1 Retrieval = 1 Isagawa ang napag-aralan 7

sa araw-araw at
magkakaroon ako ng
ebalwasyon sa susunod
na lingo.

Rank Rank

1. Which cognitive skill had the highest

ANALYZE
number of assessment questions? Lowest
number? The cognitive skill having the highest number of assessment
questions is remembering because the type of questions used by the teacher
is effective to evaluate how well the students have learned and understood
the lesson.
 2. The cognitive skill
had the highest number
of assessment
questions is
remembering because
3. the type of those
questions are the way
to checked the teacher
if his/her students has
recall
4. their lessons that they
discussed
2. What do these (lowest and highest number of assessment questions) reveal about
The Resource Teacher’s level of Questions? The teacher is efficient when laying out
the set of questions to suffice the needed type of assessment for student learning
whereas, creating allows her to develop the topic, evaluate is weighing the things
being discussed, analyze them lead to examinations and differentiations, and so on.

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. The metacognitive
skills and self-system thinking in which the teacher gives questions reflecting the
knowledge gained by the students from the lesson are the two highest cognitive skills
in Kendall’s and Manzano’s taxonomy. The question of why is it important to learn is
an example of the latter.

If you were to rate yourself

REFLECT
on HOTS- where will you be
on a scale of 1 to 5 (5 as the highest) where will you be? If I
were to rate myself, I’ll go for 3, not because I lack the
 knowledge but because I can say I am still in the process of
making it to 5. And yes, I am learning day by day!

As a future teacher, reflect on how you will contribute to the development of learners’
HOTS. As a teacher in the future, the development of questions that students can relate to
real-life situations will be my part. It is my duty to exercise my students’ ability to think
outside the box, as it is what society that we are in is expecting of us. With that, I can
help my students broaden their critical and practical thinking skills which will be
beneficial to learning.

Activity 13.7 Computing Student’s Grades Based on

A.
OBSERVE DepEd Grading System
A. Sample Student’s Report Card
1. Secure a sample of a Student’s Report Card from your Resource Teacher
2. Study a sample of an unused Student’s Report Card. Observe its content
3. Ask permission from your RT for an interview with him/her and with a
group of 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?
The grading system was changed from a 60:40 ratio to a 40:60 where 40 percent
is based on the written outputs of the students and 60 percent is a performance-based
assessment. As learning has now been changed into a student-centered approach,
students serve as the primary concern while teachers facilitate the learning process.

C. Interview of 5 Students
1. What do you like about the new grading system?
What I like most about the new grading system is that students are not
measured by the knowledge they have in books of topics but by their abilities to
react to societal problems and issues are being measured, since we individuals
are expected to be action takers and what we do at present will define our future.

2. Do you have problems with the new grading system? If there is, what? The problem
would either be on the student or the teacher there is. One thing I consider a problem
is the fair judgment of the teacher especially when the student excels more in
academics than the actual performance demanded by the subject. The downside is
that it will put the person at a disadvantage which will affect his/her performance
academically. It is then required for every learner to balance their learning and
performance skills to comply with the new curricula.

3. Does the new grading system give you a better picture of your performance? Why
or why not? It’s a big yes for me. Aside from the knowledge of the specific area of
discipline one has, it is the skills and ability to perform in real-life scenarios that are
highly recognized. The students are then rated not on written-based assessments but
on how well they perform as citizens who in one way, or another, give light to this
shrinking world.
 4. Which do you prefer- the old or new grading system? Why? The old grading system
is contrary to the new system and if I were to choose between the two, I prefer the
new one where performance weighs greater than the paper-pencil tasks. Though it is
good to put weight on the knowledge one has, what the world needs today is the
individual’s intrinsic feature on the ability to perform in the society he/she is in. With
that, one’s capability to adapt and survive is crafted, which will contribute to the
betterment of the community and the nation as a whole.

D. Review of the DepEd Order #8, s. 2015

Read DepEd Order # 8, s. 2015.
1. What are the bases for grading? The bases for grading according to the DepEd
Order mentioned are the Components of Summative Assessments which are
classified into three components namely: Written Work (WW), Performance Tasks
(PT), and Quarterly Assessment (QA).

2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11 to 12?
Give an example.
Percentage Score (PS) = (learner’s new total raw
score/highest possible score) x 100%
Weighted Score (WS) = Percentage Score x Weight of
Component
a) Get the total score for each component.
b) Divide the total raw score by the highest possible score then multiply the
quotient by 100%.
c) Convert percentage scores to Weighted Scores then Multiply the Percentage
Score by the weight of the component.
d) Add the Weighted Scores of each component. The results will be the Initial
Grade
e) Transmute the initial grade using the transmutation table.

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

 For grades 1-10
o The Quarterly Grades (QG) average produces the Final Grade.
o The General Average is computed by dividing the sum of all final grades
by the total number of learning areas, having equal weight.
o The general average in every learning area is reported as whole numbers.

 For grades 11-12

o In each semester, the two quarters determine the final grade.

4. What descriptors and grading scales are used in reporting the progress of
learners? Through a parent-teacher conference, the summary of learner progress is
shown quarterly to parents and guardians. Every learner having below 75 grades in
any subject will be intervened through remedial lessons in the subject.

5. What are the bases for learner promotion and retention at the end of the school
year? Having a final grade of at least 75 and above allows the student to get to the
next year’s level.
 6. What is the report on learners’ observed values? All observations are based on the
DepEd’s Mission, Vision, and Core Values.

E. Grade Computation
Show sample computations of a grade:
 In your specialization if you are a high school teacher
 Show the percentage contributions of written work, performance tasks and
quarterly assessment. Then give the descriptor. Refer to DepEd Order #8, s.
2015.
--not observed--

Activity 13.8
Reporting
Students’
OBSERVE Proceedings in a Card Distribution Day

Performance 1. Observe how cards are distributed on Card

Distribution Day. Describe how cards are
distributed.
2. Describe how the Resource Teachers communicated the learner’s assessment results and
grades to parents.
3. Did parents raise questions or concerns? If yes, what were their questions/concerns?
4. How did the Resource Teacher handle their questions and concerns? What answers did
he/she give?
Interview with Resource Teacher
1. How do you give feedback to your students regarding their performance? When do you
give feedback? I give feedback according to their academic performances such as
written, oral, etc. I am also observing their behaviors and traits as this is crucial to one’s
performance in school and society.

2. How do you report students’ performance to parents? Does the school have a regular
way of reporting grades to parents? I often write a letter addressing the parents
concerned and have a one-on-one meeting. On the other hand, I see all parents during the
conduct of the school’s general meeting.

3. What problems with grade reporting did you encounter with parents? How did you
address it/them? They are concerned with their child’s blank grades which are
supposedly felt by the learners themselves. They try their best to address the gap but
oftentimes the students are not willing, which causes delays on their schooling.

Interview with students

1. Do you see the meaning of your grades in the School Report Card?
Yes, and it pushes me to do better in the next grading.

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

Seeing my improvement, I want to perform better than before as I exert more
effort and sacrifices to achieve better grades in order to make my parents proud.

Interview with Parents

1. Does your child’s report card give you a clear picture of how your child is performing? Yes, it
is overwhelming on my part to see her achievement.

2. If you were asked what else should be found in the report card, which one, and why? The
recommendation part should appear so that I will have more background on what I need to tackle
with my child for better improvement.

3. Do you find the Card Distribution Day Important? Why or why not? Yes, it keeps us updated
on the children’s performance.

4. Any suggestion on how to make Card Distribution more meaningful? Simple tokens should be
presented to the deserving students along with the giving of their certificates of appreciation,
which could inspire others as well to excel in their studies.

ANALYZE
1. What were the most common issues raised on students’ performance? So far, so good. I
did not see any issues during the meeting. In short, it went smoothly.

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

a. Maintained? An organized flow of agendum.
b. Improved to make grades and reporting meaningful? A printed copy of their grades
to avoid unnecessary marks/dirt on the report card itself.

Grades are often a source of misunderstanding. How should

REFLECT
I do a report so that it will result in effective learning? I
would emphasize the scaling of grades to the learners and the parents. I will review the rules to
abide with, the things which should be done and what must not. Only then will they understand
how I crafted and where I got their grades from.