FS1 Episode-13

FIELD STUDY 1: LEARNING EPISODE 13
ASSESSMENT OF LEARNING
(SUMMATIVE ASSESSMENT)
TARGET YOUR INTENDED LEARNING OUTCOME
At the end of this Episode, I must be able to demonstrate understanding of the design,
selection, organization, and use of summative assessment strategies consistent with curriculum
requirements by being able to:
 Determine the alignment of assessment 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;
 Examine different types of rubrics used and relate them to assessment of student learning;
 Distinguish among the 4 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 reason(s) why grades must be reported to parents; and
 Describe what must be done to make grade reporting meaningful.
OBSERVE, ANALYZE, REFLECT
Activity 13.1 Aligning Assessment Task with the Learning Outcome
Resource Teacher: Maria Angelica Denia Teacher’s Signature: __________
School: Grace Mission College Grade/Year Level: 4-6/Elementary
Subject Area: Mathematics Date: January 11, 2023
TARGET YOUR INTENDED LEARNING OUTCOMES
 Determine alignment of assessment task with learning outcome

 Formulate assessment task aligned with the learning outcome
OBSERVE
 Observe at least 3 classes – 1 Physical or Biological Science or Math, English, Filipino; 1

Science or Literature/Panitikan, EsP and 1 P.E/Computer/EPP/T.L.E.
Subjects Learning Assessment Task Is the assessment If not aligned,

Outcome/s (how did the teacher tools/task improve on it.
assess the learning aligned to the
outcome/s?) Specify learning
outcome/s?
P.E/EPP/ To dance tango Written quiz – No Performance test –

TLE Enumerate the steps Let student dance
of tango in order tango
Social No opportunity to No opportunity to No opportunity No opportunity to

Science. observed observed to observed observed
Literature/
Panitikan.
EsP
Physical/ Mathematics
Biological
Science/ The student is able The teacher assesses Yes Performance Test –
Math to learn the learning Let students
English/ mathematics outcomes by answer orally the
Filipino terms. mathematics quiz activity.
bee.
ANALYZE
1. Are all the assessment task aligned to the learning outcome?

Yes, the assessment task aligned to the learning outcome.
2. What are possible consequences if teachers’ assessment tasks are not aligned to learning
outcome/s? Does this effect assessment results? How?
If assessments are misaligned with learning outcomes or instructional strategies, it
can undermine both student motivation and learning. For example, the assessment
measures students’ ability to compare and critique the arguments of different authors, but
the instructional strategies focus entirely on summarizing the arguments of different
authors. Consequently, students do not learn or practice the skills of comparison and
evaluation that will be assessed.
3. Why should assessment task be aligned to the learning outcomes?
Assessments should reveal how well students have learned what we want them to
learn while instruction ensures that they learn it. For this to occur, assessments, learning
objectives, and instructional strategies need to be closely aligned so that they reinforce
one another.
REFLECT
 Reflect on past assessment you have been through. Were they all aligned with your
teacher taught (with learning outcomes?)
 How these affect your performance? As a future teacher, what lesson do you learn from
this past experience and from this observation?
During my high school days, I remembered that there’s a time that my teacher gives us
assessment that is not aligned to the learning outcomes she had given to us. It made me think that
the activity is way too far from the outcomes and is not really related to our topic. It made me
force myself to do the task not to learn but just to comply. As a future teacher, I learnt that when I
am already in the field of teaching, I need to ensure that learning objectives, assessments, and my
instructional strategies are aligned. I then realized that I need to ask myself the following
questions: What do I want my students to know when they leave the room? What kinds of tasks
will help my students to achieve the learning objectives I have identified? What kinds of activities
in and out of class will reinforce my learning objectives and prepare students for assessments?
LINK THEORY TO PRACTICE
1. Here is a learning outcome: Describe a person by the use of a metaphor
Here is the test item: Describe a classmate or teacher by way of a metaphor
Is the test item aligned to the learning outcomes?

A. No C. Yes
B. Somewhat D. Yes, if teacher is not included
2. Learning Outcome: Conduct an investigation to prove that plans can manufacture their
own food.
Test item: Can plants manufacture their own food? Explain your
answer.
Is the test item aligned to the learning outcomes?
A. No C. Yes
B. Somewhat D. Yes, if explain your answer is dropped
3. Learning outcome: Demonstrate the inductive method of teaching.
Test: Outline the steps of inductive method of teaching.
A. No C. Yes
B. Somewhat D. Yes, if teacher is not included
4. Which assessment task is aligned to this learning outcome: Compute the mean if the
scores are 50,50,50,48,47,46,45,44,43,43,42,41,40.
A. What is a mean?
B. Is mean a measure of variability?
C. What is the mean of 50,50,50,48,47,46,45,44,43,43,42,41,40
D. Is mean the same as average?
5. Learning Outcome: To observe subject-verb agreement as one speaks.
Test: Give the correct form of the verb.
1. Dogs (howl).
2. A cat (meow)
3. Birds (fly)
Is the test aligned to the learning outcome?
A. No C. Yes
B. Somewhat D. Yes, there are 3 items on subject-verb agreement
6. Here is a lesson objective/intended learning outcome: illustrate how the law of supply and
demand with your original concrete example”. For content validity, which test item is
aligned?
A. Define the law of supply and demand and illustrate it with an example.
B. Illustrate the law of supply and demand with a drawing.
C. Illustrate the law of supply and demand with a concrete, original example.
D. Explain the law of supply and demand and illustrate it with a diagram.
E.
7. Teacher B wrote this learning outcome: “To interpret a given quotation.” For content
validity which should she ask?
A. Interpret Nietzsche’s statement: He who has a why to live for can bear with almost
any how.”
B. Do you believe in Nietzsche’s statement “He who has a why to live for can bear with
almost any how”?
C. What is true in Nietzsche’s statement “He who has a why to live for can bear with
almost any how”?
D. Nietzsche was an atheist. Do you believe that he can give this statement “He who has
a why to live for can bear with almost any how”?
8. After teaching them the process of experimenting, Teacher J wanted his students to be
able set up an experiment to find an answer to a scientific problem. Which will he ask his
students to do?
A. Set up and experiment to find out if aerial plants can also live on land.
B. Can aerial plants also live on land? Research on experiments already conducted.
Present your finding in class.
C. Observe if aerial plants can survive when planted in soil. Note your observations and
present them in class.
D. Research on the answers to this scientific problem: Can aerial plans survive when
transferred in soil?
9. Here is an intended learning outcome of a Health teacher: “Identify skill-related fitness

and activities suitable for the individual.” Does her test item measure this particular
outcome and therefore has content validity?
Question
1. Identify the components of Physical Fitness under the skill-relate activities.
A. body composition C. flexibility
B. agility D. organic vigor
A. Yes, very much.
B. Yes, because it asks something about skill-related activities.
C. No.
D. No, the options have nothing to do with skill-related activities.
EVALUATE PERFORMANCE TASK
Name of FS Student: Cherilyn Mae M. Lambon Date Submitted:
Year and Section: 4th Year/ Block C Course: Bachelor in Secondary Education Major in English
Learning Excellent Very Satisfactory Satisfactory Needs

Episode 4 3 2 Improvement
1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation questions/tasks observation questions/tasks not observation
Sheet completely answered/ questions/tasks not answered / questions/tasks not
accomplished. answered/ accomplished. answered/
accomplished. accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with depth answers are clearly answers are not clearly were not answered;
and are thoroughly connected to the connected to theories; answers not
grounded on theories; theories; grammar and one (1) to three (3) connected to
grammar and spelling spelling are free from grammatical/ theories; more than
are free from error. errors. Spelling errors. four (4) grammatical /
spelling errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and swallow;
supported by what supported by what swallow; somewhat rarely supported by
were observed and were observed and supported by what what were observed
analyzed. analyzed. were observed and and analyzed.
analyzed.
Learning Portfolio is reflected on Portfolio is reflected on Portfolio is not Portfolio is not
Artifacts the context of learning in the context of the reflected on in the reflected on in the
outcomes; learning outcomes. context of the learning context of learning
Complete, well- Complete; well outcomes. Complete; outcomes; not
organized, highly organized, very not organized, relevant complete; not
relevant to the learning relevant to the learning to the learning organized, not
outcome. outcome. outcome. relevant.
Submission Submitted before Submitted on the Submitted a day after Submitted two (2)
deadline. deadline. the deadline. days or more after the
deadline.
COMMENT/S Rating:
(Based on
Transmutation)
Over-all Score
TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 -below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 -below
_______________________________________________ ____________________
Signature of FS Teacher above Printed Name Date

ACTIVITY 13.2 Observing the Use of Traditional Assessment Tools

 Critique traditional assessment tools and tasks for learning in the context of established
guidelines on test construction.
OBSERVE
 Observe classes and pay particular attention to the assessment tool used by the teacher.
 With teachers` permission, secure a copy of the assessment tool.
Direction: Put a check (/) on the test which teacher used. From your teachers` test items, given an
example.
Type of Put a Learning Outcome Sample Test item Comments (is the
Traditional check Assessed of Resource assessment tool
Assessment Tool/ (/) Teacher constructed in
Paper and here accordance with
Pencil Test established guidelines?)
Explain your answer.

Selected Response Type
1. Alternate No opportunity to
response observed
2. Matching No opportunity to
type observed
3. Multiple No opportunity to
choice observed
4. Others No opportunity to
observed
Type of Put a Learning Sample Test Item Comments (is the

Traditional check (/) Outcome of Resource assessment tool
Assessment Tool/ if Assessed Teacher constructed in
Paper-and-pencil Resourc accordance with
Test e established
Teacher guidelines?)
used it.
Explain your
answer.
Constructed-Response Type
1. Completion
2. Short / Nasusuri ang Gawain 1: Isulat The assessment
answer type kaibahan ng ang salitang tool constructed in
kagustuhan GUSTO KITA SIR AT accordance with
(wants) sa KAILANGAN KITA established
pangangailangan SIR guidelines as it
(needs) 1.___________ provides
pumunta sa party. enjoyment while
learning.
2.___________
kumain ng prutas
at gulay upang
manatiling
malakas ang aking
katawan.
3. Problem No opportunity
solving to observed
4. Essay - No opportunity
restricted to observed
5. Essay- / Nabibigyang Panuto: Sagutin ng The assessment
Non- halaga ang may tool constructed in
restricted pagkakaroon ng komprehensyon accordance with
matalinong ang sumusunod na established
pagpapasya sa tanong. guidelines as it
pagtugon sa mga 1. Alin sa provides holistic
pangangailangan mga salik na learning and
at kagustuhan nakaapekto sa assessment.
pangangailanagn
at sa kagustuhan
ang kadalasang
nakaiimpluwensiya
sa iyong
pagpapasiya?
Bakit?
6. Others No opportunity
to observed
ANALYZE
1. Which assessment tools/tasks were most commonly used by teacher? Which ones were
rarely used? Why were they rarely used?
The essay non-restricted tools were most commonly used by teacher. Multiple
choice were rarely used because I think there are other types of assessment can be better
assessed the students learning.
2. Based on your answers found on the table above in which type of assessment tools and
tasks were the Resource Teachers most skilled in the test construction? Least skilled?
The teacher was skilled on the test construction as his assessment are well
constructed assessing two or more skills of the learners.
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, I think written paper-and-pencil test can be considered an authentic form of
assessment because when we say authentic assessment it is where students thoughtfully
apply their acquired skills to a new situation or environment by letting the students
reflect.
REFLECT
How good are you at constructing traditional assessment tools? Which do you find most
difficult to construct? Any lesson/s learned?
Assessing myself, I am not that literate enough in constructing traditional assessment tool,
hence, I know how to construct one. I find multiple choice type of assessment most difficult to
construct as it should not be that easy nor very hard. The choices must not state the obvious. I
learned that multiple choice tests can be an effective and simple way to measure learning.
Multiple choice questions can be assessed quickly, providing students with prompt feedback. In
addition, well-written multiple-choice questions can go beyond testing rote facts and may
measure higher cognitive abilities.
LINK YOUR THEORY TO PRACTICE
Here is the learning outcome of this Activity: Critique traditional tools and tasks for
learning in the context of established guidelines on test construction.
1. Which assessment task is aligned to the learning outcome given above?

A. True-False test – An assessment task must be aligned to the learning outcome.
B. Column 1 presents the learning outcomes. Column 2 has the assessment tasks.
Determine alignment of assessment with learning outcome.
C. Here are 5 items. Evaluate them one the basis of established guidelines in test
construction.
D. Is an essay more reliable than a multiple-choice test?
2. What’s WRONG with this TRUE-FALSE test item?

Filipinos are sociable but lazy.
A. Opinionated C. Very short
B. Not fit for a T-F test D. Sweeping
3. Is this test item in accordance with rules on test construction?

Write everything you learned from this course.
A. No C. Somewhat
B. Yes D. No, opinionated
4. In a matching type of test, which should be found in the first column?

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


1
spelling errors.
analyzed.
deadline.
COMMENT/S Rating:
(Based on
Transmutation)
Over-all Score

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 -below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 -below
______________________________________________ ___________________

ACTIVITY 13.3 Observing the use of Non-traditional Assessment Tools and Scoring Rubrics

 Evaluate non-traditional assessment tools including scoring rubrics.
OBSERVE
 Observe classes in at least 3 different subjects and pay attention to the assessment tool
used by the teacher.
 With teachers’ permission, secure a copy of the assessment tool.
 Study the assessment tool then accomplish Observation Sheet.
 Did your Resource teacher explain the rubric to the students?
 Which type of rubric did the Resource Teacher use – analytic or holistic?
Authentic Learning Sample of How a Comment/s (is the

Assessment/ Outcome product / product/perf scoring rubric
Non- Assessed Performance ormance constructed according
Traditional/ Assessed was to standards?
Alternative One assessed.
example of a Describe
product how the
assessed. product/perf
(Put a photo ormance
of the was
produce/doc assessed.
umented Which was
performance used analytic
in my rubric or
teaching holistic
artifacts. rubric.
INCLUDE INCLUDE
THE RUBRIC THE RUBRIC
IN MY IN MY
TEACHER TEACHING
ARTIFACTS. ARTIFACTS.
1. Product
2. Performance Nabibigyang halaga The

ang pagkakaroon ng documented
matalinong performance
pagpapasya sa and copy of
pagtugon sa mga rubric are The rubric is aligned and
pangangailangan at attached in allows students to
kagustuhan. my learning The realize the learning
artifacts. assessment outcomes. It also guides
Nakapagsasagawa ng used analytic the students on the
isang maikling dula- rubric. performance they need
dulaan na to execute.
nagpapakita ng
mahusay na
pagpapasiya sa
pangangailangan at
kagustuhan.
ANALYZE
1. Between the analytic and holistic rubrics which one was more used? Why do you think
that type of rubric was used more?
Between the analytic and holistic rubrics, analytic was more used. This rubric was
two-dimensional rubrics with levels of achievement as columns and assessment criteria as
rows. Allows you to assess participants' achievements based on multiple criteria using a
single rubric.
2. Based on your answer in #1, what can you say about the scoring rubrics made and used by
the Resource Teacher?
I can say that the scoring rubrics made by the teacher was good where it explicitly
breaks down the activity into its constitutive skills and provides students with guidelines
for what each performance must be observed.
3. Will it make a difference in assessment of student work if teacher would rate the product
or performance without scoring rubrics? Explain
Yes, if teacher would rate the product or performance without scoring rubrics
there are possibilities that he/she can be bias.
4. If you were to improve on one scoring rubric used, which one and how?
If I were to improve on scoring rubric used, I will choose the first guideline. I will
make it more comprehensive by adding more component of the skills to be assessed.
5. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be

considered an authentic form of assessment? Explain your answer.
Yes, authentic assessment is an evaluation method where the students apply their
knowledge to unique real-life contexts or situations. The written assessment can let the
students to perform real-world tasks that demonstrate meaningful application of essential
knowledge and skills even they are written.
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?
Rubrics can help students to become independent learners and it contribute to
assessment AS learning because this serves as their guide on what and how to do the
tasks.
Does the Scoring Rubric in this FS Book 1 help you come up with better output?
Yes, the scoring rubric in this FS1 book help me to come up with a better output as
it helps me on what to and guide me on how to answer each episode effectively and
efficiently.
REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the
years as a student.
The authentic assessment tools are not new to me because I am able to encounter them
during my high school days. All the years of being a student, I realized that these tools really help
me to perform in class well. It brings out the best of my knowledge and skills encouraging me to
learn independently as well as learn in group.
SHOW YOUR LEARNING ARTIFACTS
 Accomplished Observation sheet

 Observation
 Reflection
 A photo of product assesses and a documented performance test.
 Sample of scoring rubric to assess a particular performance together with your comment/s
and improved version/s, if necessary.
Sample Rubric of an activity assessing particular performance during discussion of my Resource
Teacher.
Lubhang
Kasiyasiya Hindi Kabuuang
Kraytirya Kasiyasiya
3 Kasiyasiya 2 marka
4
Mahusay na
nailahad ang
Hindi gaanong
dayalogo ng
Maayos na nailahad ang nailahad ang
Kasanayan tauhan.
dayalogo ng tauhan. dayalogo ng
Gumagamit ng
tauhan.
angkop na
ekpresyon.
Ipinapakita ang Hindi gaanong
Mahusay ang pagpapakita
buong husay ng malinaw ang
ng
Script pagkakagawa ng script sa dula-
Script sa dula-dulaan subalit
Script sa dula- dulaan.
may kaunting kalinangan.
dulaan.
Kasama lahat ng kasapi ng May mga kasapi
Kasama lahat ng
Teamwork at pangkat sa dula-dulaan sa pangkat na
kasapi ng pangkat
Partisipasyon subalit may kalituhan ang hindi nakitaan
sa dula-dulaan.
ilan sa kanilang pagganap. ng pagganap.
Makatotohanan at
Hindi
kapani-paniwala
makatotohanan
ang pagkakaganap
Hindi gaaanong at
ng mga tauhan
makatotohanan at kapani-paniwala
mula sa
pananalita, galaw kapani-paniwala ang ang
Pagkakaganap pagkakaganap
at ekspresyon ng pagkakaganap ng mga
ng Tauhan mukha. ng mga tauhan
tauhan mula sa pananalita,
Mahusay na mula sa
galaw at ekspresyon ng
paglalarawan ang pananalita,
mukha. galaw at
realidad na
ekspresyon ng
sitwasyon sa dula-
mukha.
dulaan.
Kabuuang
marka
1. To pinpoint which part of the lesson needs more explanation, which scoring rubric can
help?
I. Analytic
II. Holistic
A. I only C. II only
B. I and II D. No need for rubric
2. I want to know how skilled the students have become in research report. Which
assessment task will be valid?
A. Make students defend research report before a panel.
B. Make students write the research report.
C. Group the students for research report writing.
D. Make students conduct action research.
3. I want to get a global view of a student’s performance. Which rubric is most fit?
A. Analytic C. Holistic
B. Itemized D. Analytic and Holistic
4. Which can prove that students are now capable of sewing after a 200-hour course?
A. Presentation of a product they have sewn
B. Operation of the sewing machine
C. Drawing a pattern for a set of pajamas
D. Labelling the parts of a sewing machine
5. Which is the most reliable way of determining whether or not the students can now dance
tango?
A. Performance test
B. Oral test
C. Written test on steps of tango
D. Written test illustrating the steps

1
spelling errors.
analyzed.
deadline.
COMMENT/S Rating:
(Based on
Transmutation)
Over-all Score

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 -below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 -below
_______________________________________________ ____________________

ACTIVY 13.4 Scrutinizing the Types and Parts of a Portfolio
Subject Area: Trends, Network and Critical Thinking in the 21st Century Culture
TARGET YOUR INTEDED LEARNING OUTCOMES

 Evaluate a sample portfolio
 Distinguish among the 3 types of portfolios
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 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 on 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 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. Students` reflection- there is evidence

that students reflected on their
learning.
6. Evidence of student’s participation in

selection of content of portfolio – there
is a 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 learners’ performances and written output should be the basis of pieces of evidence
where students realized the learning objectives and learned the learnings they supposed to learn.
2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio
does this fall?
Elements of a ________________ portfolio (Which type of portfolio?)
1. Cover letter – “About the Author” and “What my portfolio shows about as a learner”
2. Table of contents with numbered pages
3. Entries-both core (required items) and optional items (chosen by the students)
4. Dates on all entries to facilitate proof of growth over time
5. Drafts on aural/oral and written products and revised revisions. i.e (first drafts and
corrected/revised versions.)
6. Students` reflection
3. Where and where does the teacher make use of each of the 3 types of portfolios?
REFLECT
Have portfolios made the learning assessment process more convenient? 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?
Portfolios made the learning assessment process more convenient as it offers several
benefits. Portfolios are a rich source of information about student learnings, it is versatile, it can
build students’ self-confidence and self-appraisal skills through the opportunity they provide for
students to reflect on and celebrate their accomplishments. However, portfolio assessments also
come with challenges where it can be time-consuming to design and score in a consistent and
unbiased manner and it also involve a great deal of logistical planning and organization.
 Sample/s Improved Written Tests, both selected-response type and supply type.
 Sample/s of product and performance assessed.
 Sample/s of rubric
 Samples/s of student reflection on his/her portfolio.
NO OPPORTUNITY TO OBSERVE
1. A portfolio is synonymous to a folder of files. Is this CORRECT?

A. No C. Yes
B. Somewhat D. Sometimes
2. Which is an essential part of a portfolio?

A. Student’s reflection on his portfolio
B. Display portfolio for everyone to see student development
C. Artistic design to show student’s artistic talent
D. Student’s self-rating
3. I need to prove that I have fully developed the skill at writing a research report. Which
type of portfolio is MOST APPROPRIATE?
A. Showcase portfolio C. Development portfolio
B. Assessment portfolio D. Process portfolio
4. Which portfolio can prove that an improvement has taken place in the way students
pronounce words?
B. Development portfolio D. Process portfolio
5. I want to know if my students can now focus the microscope. With which portfolio am I
concerns?
B. Development portfolio D. Process portfolio

1
spelling errors.
analyzed.
deadline.
COMMENT/S Rating:
(Based on
Transmutation)
Over-all Score

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 -below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 -below
_______________________________________________ ____________________

ACTIVITY 13.5 Determining the Level of Teacher’s Question
TARGET YOUR LEARNING OUTCOME

 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 she/he asks from remembering to
creating and metacognitive and self-system thinking. You may also refer to written tests
for samples of questions in the various levels.
4. Make tally, then get the total. Use table 1 and table 2 separately.
Table 1. Number of questions per Level

Cognitive Processes Rank Cognitive Processes Rank Tally of Total
(Bloom as revised (and Kendall and Assessment
by Anderson and Marzano) Task /
Krathwohl) Questions
Self-system thinking
Metacognitive
Creating 6 – highest 5 // 2
Evaluating 5 3.5 / 1
Analyzing/An 4 Analysis 3.5 / 1
Applying 3 Knowledge utilization 6 /// 3
Understanding 2 Comprehension 2 / 1
Remembering 1-lowest Retrieval 1 /// 3
Table 2. Examples of Assessment Questions / Assessment Tasks

Tally and Total Rank Tally and Total Rank Example of Assessment Rank
Score of Cognitive Of Cognitive Tasks / Questions given by
Processes (Bloom Processes (and Resource Teacher
as revised by Kendall and
Anderson and Marzano)
Krathwohl)
Self-system thinking 6- e.g., teacher asked
highest students: Why is the
lesson important to you?
Metacognitive 5
Example: 5 - Ipaglaban at bigyan ng 6
Creating = I Create 12 husay sa pagdepensa ang
katanungang, “Ano ang
kailangang bigyan ng
pagpapahalaga? Mahahati
ang klase sa dalawang
grupo at magkakaroon ng
debate.
- Makalilikha ng maikling
dula-dulaan patungkol sa 6
mahusay na pagpapasiya
sa pangangailangan at
kagustuhan.
Evaluating = I 3.5 Evaluate 5 Tuklasin, surain at alamin 5

ang nakatagong salita sa
bawat larawan. Katumbas
ng mga ito ang mga salik
na nakaaapekto sa
pangangailangan at
kagustuhan.
Analyzing / An = II 3.5 Analysis 5 Batay sa sariling opinion, 5

isulat sa bawat baiting ng
pyramid ang mga batayan
ng pangangailangan ng tao
ayos sa teorya ni Abraham
Harold Maslow. Lagyan
din ito ng Halimbawa.
Applying = III 6 Knowledge 16 - Pumili ng limang aytem 4

Utilization na nais at sagutin ang
sumusunod na
pamprosesong
katanungan.
- Alin sa mga salik na

nakaaapekto sa 6
pangangailangan at sa
kagustuhan ang
kadalasang
nakaiimpluwensya sa
iyong pagpapasiya? Bakit?
- Kung ikaw ang pangulo

ng bansa, paano mo
hihikayatin ang mga 6
mamamayan na maging
mahusay sa kanilang
pagpapasya upang
makamit ang kaunlaran?
Understanding = II 2 Comprehension 2 Suriin ang mga halimbawa 2

at alamin ang kailangan at
hindi kailangan batay sa
pansariling pag unawa.
Remembering = III 1 Retrieval = III 1 Ano ang sinabi ko kanina? 1
Rank Rank
ANALYZE
1. Which cognitive skill had the highest number of assessment questions? Lowest number?
The cognitive skills that had the highest number of assessment question is
applying and the lowest is remembering.
2. What do these (lowest and highest number of assessment questions) reveal about
Resource Teacher`s level of questions?
The lowest and highest number of assessment questions reveal that my Resource
Teacher questions focuses on application rather than remembering the concepts of the
lesson.
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.
Based on Kendall’s and Marzano’s taxonomy, the highest cognitive skills are self-
thinking and metacognitive skills.
Here are the sample of assessment questions for self-system thinking;
- Alin sa mga salik na nakaaapekto sa pangangailangan at sa kagustuhan ang kadalasang
nakaiimpluwensya sa iyong pagpapasiya? Bakit?
- Kung ikaw ang pangulo ng bansa, paano mo hihikayatin ang mga mamamayan na maging
mahusay sa kanilang pagpapasya upang makamit ang kaunlaran?
Sample of assessment questions for metacognitive skills
- Makalilikha ng maikling dula-dulaan patungkol sa mahusay na pagpapasiya sa
pangangailangan at kagustuhan.
REFLECT
If you were to rate yourself to HOTS – where you will be from a scale of 1 to 5 (5 as
highest) where you will be? As a future teacher, reflect on how you contribute to the development
of learners` HOTS?
If I’m going to rate myself to HOTS, I will be on a scale of 3 because I know to myself that I
need to develop my HOTS. For now, I’m working on it to achieve the highest scale for it will be
very beneficial to me as a future teacher. As a future teacher I will contribute to the development
of my learner’s HOTS by giving them fair questions in their exams or quizzes. I will always use the
cognitive skills of Bloom’s Taxonomy to distribute properly the questions. And also, I’m going to
allow my students to share their knowledge and connect it to real-life situation during our
discussion so that they will develop their skills in problem solving.
1. “Is my thinking CORRECT?” asks a student to himself.

In which level of cognitive process is he?
A. Self-system C. Metacognitive
B. Analysis D. Application
2. Formulate a 5-item imperfect matching type of test, is a test item in the level of which
cognitive process?
A. Creating C. Self-system thinking
B. Analyzing d. Evaluating
3. Which one demonstrates self-system thinking?
A. Ask the question “What has this lesson to do with me?
B. Critic your thinking process.
C. Come up with a solution to the given problem.
D. Relate your present lesson to past lessons.
4. Paraphrase the first stanza of Rizal’s “My Last Farewell” calls for ______________.
A. Analyzing B. Understanding
C. Evaluating D. Applying
5. How would you rate student’s ability to reason out logically is a question to test student’s
ability to _____________________.
A. Engage in metacognition B. Analyze
C. Do self-system thinking D. Evaluate


1
spelling errors.
analyzed.
deadline.
COMMENT/S Rating:
(Based on
Transmutation)
Over-all Score

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 -below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 -below
_______________________________________________ ____________________

ACTIVITY 13.6 Analyzing a Table of Specifications

 Explain the function of a Table of Specifications
ANALYZE
1. What parts must a TOS contain to ensure test content validity?
When constructing a test, teachers need to be concerned that the test measures
an adequate sampling of the class content at the cognitive level that the material was
taught. The TOS can help teachers map the amount of class time spent on each objective
with the cognitive level at which each objective was taught thereby helping teachers to
identify the types of items they need to include on their tests.
2. Why is there a need for number or items per cognitive level?
For a more precise assessment, there should be a greater number of items per
each specific domain and cognitive level where the use of separate assessment measures,
which continually progress in cognitive levels, would assess knowledge at different
learning points.
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 to put learning outcome in the first column rather than the topic
to identify the lesson’s aim at the end. It will assist in determining whether the activity or
evaluation will be appropriate for the outcome that the teacher have in mind.
4. Can a teacher have a test with content validity even without making a TOS?
In my opinion, teacher can have a test without making TOS but it does not have
content validity because TOS serves as a reference for creating test questions. If there’s no
TOS, the substance of the questions may not be well-organized, in effective, and
inappropriate.
5. Complete the given TOS.
Learning Outcome No. of Cognitive Level Total

Class Re Un Ap An E Cr
Hours m v
1. nasusuri ang kaibahan ng kagustuhan 8 mins. / / 2
(wants) sa pangangailangan (needs)
2. naiisa-isa ang hirarkiya ng 8 mins. / 1
pangangailangan;
3. nalalaman ang mga salik na nakaaapekto 9 mins. / 1
sa pangangailangan at kagustuhan sa
pamamagitan ng larawan
4. nabibigyang halaga ang pagkakaroon ng 10 mins. / / / 3
matalinong pagpapasya sa pagtugon sa mga
pangangailangan at kagustuhan
5. nakapagsasagawa ng isang maikling dula- 15 mins. / / 2
dulaan na nagpapakita ng mahusay na
pagpapasiya sa pangangailangan at
kagustuhan
Total 50 mins. 1 3 1 1 2
REFLECT
Reflect this conversation and reflect on teachers` assessment practices. Write your reflections
here.
Student A: Saan naman pinulot ni Teacher ang kaniyang tanong? Ni-isang tanong sa tinuro, wala!
(where did Teacher get her test? Not one of what she taught came out!)
Student B: Oo nga! Nakakainis! (You are right! How annoying!)
Did you have similar experience? Reflect on it. Will the required use of Table of Specifications as
guide in test construction solve the problem of misaligned tests?
I have the similar experience on the given scenario and it puzzled me up on how my
teacher ended up giving us that type of assessment which is far away on the topic we had. TOS can
solve the problem of misaligned tests as its primary purpose of a TOS is to ensure alignment
between the items or elements of an assessment and the content, skills, or constructs that the
assessment intends to assess. That is, a TOS helps teachers to focus on issue of response content,
ensuring that the test or assessment measures what it intends to measure.
 Accomplished Observation Sheet

 Analysis
 Reflection
 Completed Sample TOS

1. In teacher R’s Table of Specification (ITOS), 60 percent of the 1 st grading test items are
applying questions based on Bloom’s taxonomy. A review of her test shows that 50% are
remembering items, 20% are analyzing questions and 30% are applying questions.
Is Teacher’s test aligned with her TOS?
A. No
B. No, her analyzing questions is supposed to be 60%.
C. Yes
D. Yes, her applying questions are also analyzing questions, too.
2. What is a function of a TOS?

To ensure the ______________________________.
A. Content validity of a test C. reasonable length of a test
B. Predictive validity of a test D. predictive validity of a test
3. In a TOS, ensures alignment of test with learning outcomes. Is the statement TRUE?
A. Very true C. False
B. Sometimes true D. Sometimes true, sometimes false
4. In a TOS, the number of hours spent on a learning outcome determines the number of test
items to be asked. Is this CORRECT?
A. No C. Not always
B. Yes D. Depends on the level of the questions asked
5. The following are found in a TOS EXCEPT _____________.

A. Teaching-learning activities
B. Number of hours devoted to a topic
C. Cognitive level of test item
D. Number of test items
6.
“It’s just not fair. I studied everything we discussed in class about Philippines and the
things she made a big deal about, like comparing the Philippines
And to think all she asked was ‘What’s the capital of Singapore?
What does the conversation imply about the kind pf test they took?
A. Lacks content validity
B. Has content validity
C. Lack of reliability
D. Lacks construct validity

1
spelling errors.
analyzed.
deadline.
COMMENT/S Rating:
(Based on
Transmutation)
Over-all Score

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 -below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 -below
_______________________________________________ ____________________

ACTIVITY 13.7 Computing Student`s Grades based on DepEd Grading System

TARGET YOUR INTENDED LEARNING OUTCOMES
 Compute student`s grade based on DepEd`s grading policy
 State the new features of the latest grading system in basic education
OBSERVE
A. Sample student`s report card
1. Secure a sample of a Student’s Report Card from your Resource Teacher.
2. Study a sample or an unused Student`s Report Card. Observe its contents.
3. Ask permission from your Resource Teacher for an interview with him/her and with a
group student regarding the new grading system.
There is no opportunity to observed students report card.
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 K to 12 Basic Education Program uses a standards- and competency-based grading
system and it is found in the curriculum recommended curriculum. All grades will be based on the
weighted raw score of the learners' summative assessments and 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. Thus, we used ICT
to record data like electronic computed grades.
C. Interview of 5 Students
1. What do you like in the new grading system?
2. Do you have problem with the new grading system. If there is, what?
3. Does the new grading system give you a better picture of your performance? Why or
why not? s
4. Which do you prefer – the old or the new grading system? Why?
“I like that our grades are automatically computed and I do not have problems with the new
grading system. Yes, it provides a better picture of my performance as it reports the level of
performance I have. I think I prefer the new grading system because it is systematic and easy.”
Student 1
“New grading focuses on performance rather that written. It is good that application is given a
“
focus but written work and quarter test must be given the same attention as we, students do
not the same where there are good in written than performance.” Student 2
“I prefer the new grading than the old one but extra curriculum must be given also a grade for
the students who are participating extra. Thus, I like in the new grading system that we are able
to practice things that are very useful in real-life situation.” Student 3
“It is just okay for me. Whether grading system is changed or not, I am good with it.” – Student
4
“The new grading system is good as it gives emphasis on performances where it is very helpful
in applying in our day-to-day life but the way the grade is being transmuted is what I am not in
favor of, really. Because it set the standard lower, for me, because if you have a lower grade
and transmuted then you will have a much higher grade than the actual grade you got.” –
Student 5
D. Review of DepEd Order #8, s. 2015

Read DepEd order #8 s. 2015. You may refer to appendix A.
Based on DepEd Order #8, s. 2015, answer the following:
1. What are the bases for grading?

In the K to 12 curriculum, a student’s grade is based on his/her written work, performance
task and quarterly assessment.
2. How do you compute grades per quarter from Grades 1 to 10 and Grades 11 to 12? Give an
example.
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. For Grades 1 to 12 in a grading period, there is one Quarterly
Assessment but there should be instances for students to produce Written Work and to
demonstrate what they know and can do through Performance Tasks. There is no required
number of Written Work and Performance Tasks, but these must be spread out over the quarter
and used to assess learners' skills after each unit has been taught.
The following are the steps in computing for the Final Grades.
Step 1: Grades from all student work are added up. This results in the total score for each
component, namely Written Work, Performance Tasks, and Quarterly Assessment. Raw scores
from each component have to be converted to a Percentage Score. This is to ensure that values
are parallel to each other.
Step 2: The sum for each component is converted to the Percentage Score. To compute the
Percentage Score (PS), divide the raw score by the highest possible score then multiply the
quotient by 100%.
Percentage Score( PS)=

( HighestStudent
Possible Score(HPS ) )
Raw Score
∗100 %
Step 3: Percentage Scores are then converted to Weighted Scores to show the importance of
each component in promoting learning in the different subjects. To do this, the Percentage Score is
multiplied by the weight of the component found in Table 4 for Grades 1 to 10 and Table 5 for
Senior High School. The product is known as the Weighted Score (WS).
Weighted Score ( WS )=Percentage Score∗Weight of Component
Table 4. Weight of the Components for Grades 1 to 10

Components Languages AP EsP Science Math MAPEH EPP/TLE
Written Work 30% 40% 20%
1 to Performance Tasks 50% 40% 60%
10 Quarterly Assessment 20% 20% 20%
The grading system for Senior High School (SHS) follows a different set of weights for each
component. Table 5 presents the weights for the core and track subjects.
Table 5. Weight of the Components for SHS
Academic Track Technical-Vocational and

Livelihood (TVL)/
Sports/ Arts and Design
Track
Work Work
Immersion/ Immersion/
Research/ Research/
Business Exhibit/
Core All other Enterprise All other Performance
Subjects subjects Simulation/ subjects
Exhibit/
Performance
Written Work 25% 25% 35% 20%
Performance 50% 45% 40% 60%
11 to 12 Tasks
Quarterly 25% 30% 25% 20%
Assessment
Step 4: The sum of the Weighted Scores in each component is the Initial Grade. This Initial Grade
will be transmuted using the given transmutation table (see Appendix B) to get the Quarterly
Grade (QG).
Step 5: The Quarterly Grade for each learning area is written in the report card of the student.
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
The average of the Quarterly Grades (QG) produces the Final Grade.
¿ 1 st Quarter +2 nd Quarter +3 rd Quarter + 4 th Quarter

Final Grade by Learning Area 4
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.
¿ ∑ of the FinalGrade
General Total number of Learning Areas∈a grade level
Average
The Final Grade in each learning area and the General Average are reported as whole numbers.
For Grades 11 and 12
The two 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. The grading scale, with its corresponding
descriptors.
Descriptor Grading Scale Marks

Outstanding 90-100 Passed
Very Satisfactory 85-89 Passed
Satisfactory 80-84 Passed
Fairly Satisfactory 75-79 Passed
Did Not Meet Expectations Below 75 Failed
5. What are the bases for learners` promotion and retention at the end of the school year?
A Final Grade of 75 or higher in all learning areas allows the student to be promoted to the next
grade level.
1. Final Grade of at least 75 in all learning Promoted to the next grade level
areas
Must pass remedial classes for
learning areas with failing mark
For Grades 1 2. Did Not Meet Expectations in not more to be promoted to the next
to 3
than two learning areas grade level. Otherwise the
Learners
learner is retained in the same
grade level.
3. Did Not Meet Expectations in three or Retained in the same grade level
more learning areas
1. Final Grade of at least 75 in all learning Promoted to the next grade level
areas

learning areas with failing mark
For Grades
2. Did Not Meet Expectations in not more to be promoted to the next grade
4 to 10
than two learning areas level. Otherwise the learner is
Learners
retained in the same grade level.
3. Did Not Meet Expectations in three or Retained in the same grade level
more learning areas
4. Must pass all learning areas in the 1. Earn the Elementary

Elementary Certificate
2. Promoted to Junior High
School
1. Earn the Junior High

5. Must pass all learning areas in the Junior School Certificate
High School 2. Promoted to Senior High
School
1. Final Grade of at least 75 in all learning Can proceed to the next

areas in a semester semester
failed competencies in the
2. Did not Meet Expectations in a subject before being allowed to
prerequisite subject in a learning area enroll in the higher-level
subject
For Grades Must pass remedial classes for
11 to 12 failed competencies in the
3. Did Not Meet Expectations in any subjects or learning areas to be
Learners
subject or learning area at the end of allowed to enroll in the next
the semester semester. Otherwise the
learner must retake the
subjects failed.
4. Must pass all subjects or learning areas in Earn the Senior High School
Senior High School Certificate
For Grades 1—10, a learner who Did Not Meet Expectations in at most two learning areas
must take remedial classes. Remedial classes are conducted after the Final Grades have been
computed. The learner must pass the remedial classes to be promoted to the next grade level.
However, teachers should ensure that learners receive remediation when they earn raw scores
which are consistently below expectations in Written Work and Performance Tasks by the fifth
week of any quarter. This will prevent a student from failing in any learning area at the end of the
year.
For Grade 1 1—12, learners who fail a unit/ set of competencies must be immediately
given remedial classes. They should pass the summative assessments during remediation to avoid
a failing grade in a learning area/ subject. This will prevent students from having back subjects in
Senior High School (SHS). However, if the learner still fails remedial classes, s/he must retake the
subject/ s failed during the summer or as a back subject. Guidance teachers/career advocates
must provide support to the SHS student for his/her choices in SHS tracks.
Summative Assessments are also given during remedial classes. These are recorded,
computed, weighted, and transmuted in the same way as the Quarterly Grade. The equivalent of
the Final Grade for remedial classes is the Remedial Class Mark (RCM). The Final Grade at the end
of the school year and the Remedial Class Mark are averaged. This results in the Recomputed Final
Grade. If the Recomputed Final Grade is 75 or higher, the student is promoted to the next grade
level. However, students will be retained in the grade level if their Recomputed Final Grade is
below 75.
The teacher of the remedial class issues the Certificate of Recomputed Final Grade, which is noted
by the school principal. This is submitted to the division office and must be attached to both Form
137 and School Form Number 5.
6. What is the report on learners` observed values?
The goal of the K to 12 curriculum is to holistically develop Filipinos with 21stcentury skills.
The development of learners' cognitive competencies and skills must be complemented by the
formation of their values and attitudes anchored on the Vision, Mission, and Core Values of the
Department of Education (DepEd Order No. 36, s.2013) as shown on the next page. Non-DepEd
schools may modify or adapt these guidelines as appropriate to the philosophy, vision, mission,
and core values of their schools.
VISION: We dream of Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potential and contribute meaningfully to building
the nation.
As a learner-centered public institution, the Department of Education continuously improves itself

to better serve its stakeholders
MISSION: To protect and promote the right of every Filipino to quality, equitable, culture based,
and complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and motivating environment
Teachers facilitate learning and constantly nurture every learner
Administrators and staff, as stewards of the institution, ensure an enabling and supportive
environment for effective learning to happen
Family, community, and other stakeholders are actively engaged and share responsibility for
developing life-long learners.
CORE VALUES
Maka-Diyos
Makatao
Makakalikasan
Makabansa
The Core Values have been translated into behavior statements. In addition, indicators have been
formulated for each behavior statement.
Core Values Behavior Statements
1. Engages oneself in worthwhile

spiritual activities Respects sacred
places
expresses one's spiritual 2.
Respects religious beliefs of others
beliefs while expecting the 3.
spiritual beliefs of others 4. Demonstrates curiosity and willingness to
learn about other ways to express spiritual
life
Shows adherence to 1. Tells the truth

Maka-Diyos
ethical principles by 2. Returns borrowed things in good condition
upholding truth Demonstrates intellectual honesty
Expects honesty from others
Aspires to be fair and kind to all
5. Identifies personal biases
6. Recognizes and respects one's feelings and
7. those of others
s sensitive to 1. Shows respect for all

•individual, social, and 2. Waits for one's turn
cultural differences 3. Takes good care of borrowed things Views
mistakes as learning opportunities
Upholds and respects the dignity and
5. equality of all including those with special
needs
Volunteers to assist others in times of need
Recognizes and respects people from
6.
different economic, social, and cultural
7. backgrounds
Makatao
1. Cooperates during activities Recognizes

2. and accepts the contribution of others
toward a goal Considers diverse views
3. Communicates respectfully
Accepts defeat and celebrates others' success
Demonstrates contributions
5. Enables others to succeed
toward solidarity
Speaks out against and prevents bullying
6.
7.
Core Values Behavior Statements Indicators

Makakalikasan 1. Shows a caring attitude toward the
environment
2. Practices waste management
Cares for the environment 3. Conserves energy, and resources
and utilizes resources, Takes care of school materials,
judiciously, and facilities, and equipment
economically 5. Keeps work area in order during and after
work
Keeps one's work neat and orderly
1. Identifies oneself as a Filipino
Respects the flag and national anthem Takes
pride in diverse Filipino cultural expressions,
demonstrates pride in practices, and traditions Promotes the
being a Filipino; exercises appreciation and enhancement of Filipino
the rights and languages Abides by the rules of the school,
esponsibilities of a Flipino community, and country
citizen Enables others to develop interest and pride
Makabansa in being a Filipino
demonstrates 1. Manages time and personal resources

appropriate behavior in efficiently and effectively
carrying out activities the Perseveres to achieve goals despite difficult
school, ommunity, and circumstances
country 3. Conducts oneself appropriately in various
situations
Schools may craft additional indicators for the behavior statements. Schools must ensure that
these are child-centered, gender-fair, and age- and culture-appropriate. To support the
development of these Core Values, schools must make sure that their homeroom guidance
program promotes them. Additional opportunities may be integrated into class discussions in all
learning areas.
A non-numerical rating scale will be used to report on learners' behavior demonstrating the
Core Values. The Class Adviser and other teachers shall agree on how to conduct these
observations. They will also discuss how each child will be rated.
Marking Non-Numerical Rating

AO Always Observed
SO Sometimes Observed
RO Rarely Observed
NO Not Observe
Learners who demonstrate behaviors that are not consistent with or do not reflect the core
values may need additional psychosocial support from the school. The class adviser should discuss
these observations with the parents/ guardians to promote the child's affective development.
Further probing may be needed to better understand the learner's situation and context.
E. Grade Computation
Show sample computations of a grade:
 In a subject of your choice from grades 1 to 6 (if you are a future elementary teacher)
 In your specialization (if you are a high school teacher)
 Show the percentage contributions of written work, performance tasks and quarterly
assessment. Then give the descriptor. Refer to DepEd Order #8, s. 2015.
ENGLISH 9
Name of the Students Written Work Performance Task Quarterly
25% (45%) Assessment
(30%)
HPS 20 10 10 10 15 15 10 50
Juanito M. Dela Cruz 20 7 10 9 15 13 8 48
Formula in getting Percentage Score:
Percentage Score( PS)=

( HighestStudent
Possible Score(HPS ) )
Raw Score
∗100 %
Formula in getting Weighted Score:
Written Work (WW ) Weighted Score=Total of PS∗.25 %
Performace task ( PT ) Weighted Score=Total PS∗45 %
Quarterly Assesment ( QA ) Weighted Score=Total of PS∗30 %

To compute Initial Grade, add the weighted scores of written work, performance task, and quarterly assessment. Then, transmute the initial
Juanito M. Dela Cruz
PS of WW = ( )
37
40
∗100 % PS of PT= ( )
45
50
∗100 % PS of QA= ( 4850 )∗100 %
¿ 0.925∗100 % ¿ 0.9∗100 % ¿ 0.96∗100 %
¿ 92.5 ¿ 90
Weighted Score of WW =92.5∗25 Weighted
% Score of PT=90∗45 % Weighted Score of QA=96∗30 %
¿ 23.125 ¿ 40.5 ¿ 28.8
Initial Grade=23.125+40.5+28.8 FinalGrade OUTSTANDING
¿ 92.425 95 PASSED
ANALYZE
Analyze data and information gathered from the interview and from your review of an
unused Student’s Report Card and the DepEd grading system.
1. Do teachers and students like the new grading system? Why or why not?
Teachers and students like the new grading system but not entirely as there are components
of the system that they find good but not necessary.
2. What are the good points of the new grading system according to teachers? According to
students?
Teacher finds the new grading system more conducive and easier. However, students find it
not good but not that good.
3. What are teachers challenged to do by this new grading system?

The new grading system challenge the teachers to craft their lesson more appropriate such
activities and assessment.
4. Do you favour the distribution of percentages of written work, performance tasks and
quarterly assessment?
Personally, I do not favor the distribution of percentages of the three components. It is
because there are learners who can’t express themselves when performing but really good in
written. It must be all fair and balance.
5. Did you like the experience of computing grades? Why or why not?
Yes, Iike the experience of computing grades it enables me to provide new experience and
allow me to acquire new knowledge that grades are not just a grade that when you look up in the
sky you can give a grade to the students. As a teacher, it is a must that you know the components
and knowledgeable enough to compute grade as it is one of the aspects that contributes to
learners’ progress.
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?
In an era where the emphasis is self-directed learning and demonstration of competencies –

knowledge, skills and values learned (outcomes-based education) still grades do matter. As the
sayings goes, “Grades do not define who you are” is true, however, grades do matter as it reflects
you as a student. As the matter of fact there are students who have low grades yet became
successful. There are students who has promising grades yet they are unsuccessful. It is how you
act and your diskarte in life but before you succeed, you need to be educated not basically
attending school but through experiences. Too formal for others as there are people succeed
without having formal education. Thus, when you are inside the classroom you are assessed and
graded to ensure learning. Competencies are utilized where learning objectives must be met.
Grades do matter as there are grading system being followed, hence, it must be done just and
fairly.
LINK Theory to Practice
1. Which is the percentage contribution of quarterly assessment to the grade of the student
from Grades 1 to 10?
A. 15% C. 25%
B. 20% D. 30%
2. Does quarterly assessment have the same percentage weights for all the subjects, for all
the tracks in Grades 11-12?
A. Yes C. Yes, only for academic track
B. No D. It depends on the schools.
3. Which is the percentage contribution of written work to the grade of the Grade 1-10
student in Science and Math?
A. 50% C. 40%
B. 20% D. 30%
4. In MAPEH and TLE, which contribute/s heaviest to the student grade?

A. Performance Tasks C. Quarterly assessment
B. Written work D. Quarterly assessment and performance tasks
C.
5. Based on percentage contribution to the grade, what can be inferred from the DepEd’s
emphasis on learning and assessment?
A. The emphasis depends on the grade level of the subjects.
B. All components are being emphasized.
C. The emphasis for all Grades 1-10 subjects is on performance tasks.
D. The emphasis is on quarterly assessment.
6. A student gets a numerical grade 80. What is his descriptor for his level of proficiency?
A. Satisfactory C. Very Satisfactory
B. Fairly Satisfactory D. Did not meet expectations
7. I get a grade of 90. What is its descriptor?

A. Very Satisfactory C. Advanced
B. Beginning D. Outstanding
C.
8. Which is describe as “did not meet expectations”?
A. Below 75% C. Below 74%
B. Below 76% D. Below 72%
9. If a student failed to meet standards, which descriptor applies?

A. Developing C. Poor
B. Beginning D. Did not meet expectations
10. How is the final grade subject for Grades 11 and 12 obtained?
A. Get the average of the grades for the 2 Quarters
B. Get the average of the grades for the 4 Quarters
C. Get the average of the grades of all subjects for the 2 semesters
D. Get the average of the grades of all subjects for the 4 semesters
11. Which is/are TRUE of MAPEH when it comes to grade computation?

I. The quarterly grade is the average of the quarterly grades in the four areas -Music,
Arts, Physical Education and Health [MAPEH]
II. Individual grades are given to each area [MAPEH]
III. There is one grade for Music and Arts, PE, and Health because they are related.
A. I only C. I and III

B. I and II D. II only
12. Which is true of Kindergarten grades?
A. Grades are computed like the grades in Grade 1.
B. There are numerical grades with descriptions.
C. There are no numerical grades.
D. Remarks like Passed and Failed are used.
13. At the end of the school year, which is/are TRUE of grades?
I. The General Average is computed by dividing the sum of all final grades by the
total number of learning areas.
II. Each learning area has equal weight in computing for the General Average.
III. The Final Grade per learning area and the General Average are reported as whole
numbers.
A. I and II C. I and III

B. II and III D. I, II, III
14. Who is retained in the same grade levels for Grades 1 to 10? Any students who did not
meet expectations _________.
A. In three or more learning areas
B. In 2 learning areas
C. In four learning areas
D. As shown in the general average
15. What happens when a student in Grade 1 to 10 did not meet expectations in two learning
areas?
A. Retained in the same grade level
B. Promoted to the next grade level after passing remedial classes for learning areas
with failing mark
C. Promoted in the next grade level but has back subjects in the lower grade level
D. Is not accepted for enrolment in the school

1
spelling errors.
analyzed.
deadline.
COMMENT/S Rating:
(Based on
Transmutation)
Over-all Score

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 -below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 -below
_______________________________________________ ___________________

ACTIVITY 13.8 Reporting Students’ Performance
TARGET YOUR LEARNING OUTCOMES

 States the reason/s why grades must be reported to parents.
 Describe what must be done to make grade reporting meaningful.
OBSERVE
Proceedings in a Card Distribution Day
1. Observe how cards are distributed on Card Distribution Day. Describe how cards are
distributed.
2. Describe how the Resource Teachers communicated learners’ assessment results and
grades to parents.
3. Did parents raise questions or concerns? If yes, what were their questions/concerns?
4. How did the Resource Teacher handle their questions and concerns? What answers did
she/he give?
5.
There is no opportunity to observe Card Distribution
Interview with Resource Teacher
1. How do you give feedback to your students regarding their performance? When do you
give feedback?
2. How do you report students’ performance to parents? Does the school have regular way
of reporting grades to parents?
3. What problems on grade reporting did you encounter with parents? How did you address
it/them?
I give feedback to my students regarding their performance every quarter

specifically during PTA meeting and card distribution. I report student’s performance
to their parents by showing students report card. I rarely encounter problems on
reporting grade of the students to their parents however, there are parents who are
asking why and how come their child get that grade. Thus, I explained why and show
the record of the students.
Interview with the students

1. Do you see the meaning of your grades in the School Report Card?
2. Does knowing your grade motivate you to work harder?
“Yes, I see meaning of my grades in my card because it shows my performance and reminds
me to do more.” – Student 1
“Of course, because that is the fruit of my labor.” - Student 2
“I makes me happy if my grades are high and it also makes me sad if it is low but I do not let
it define me.” - Student 3
“Knowing my grade motivate me to do good in exams and activities.” – Student 4
“Yes, seeing passed on my card makes me happy. It motivates me to go to school every day.”
– Student 5
Interview with parents
1. Does your child’s Report Card give you clear picture of how your child is performing?
2. If you were asked, what else should be found in the Report Card, which one? Why?
3. Do you find the Card Distribution Day important? Why or why not?
4. Any suggestion on how to make Card Distribution more meaningful?
5.
My child report card informs me on how my child perform in different

subjects. For me how the grade is being computed should be found in the card
because for us to see why they get that grade. Yes, I find that distribution of card is
important because it enable us to be updated and informed how our child perform in
their studies. I suggest that in card distribution, student is right in front of the
parents so the students, parents, and teacher are facing each other to address
concerns, if there is any.
ANALYZE
1. What were the most common issues raised on students’ performance?
I think the most common issues raised on students’ performance is how the grades is being
computed. Parents are wondering how their child get the grade and how they are being graded.
2. Based on your observations and findings, what practices must be

a) Maintained and
b) Improved to make grades and reporting meaningful?
I am sad that I am not able to observe actual card distribution however, I think the way
that parents are gathered and learners are present in card distribution shall be maintained. It is a
good practice for the further concerns can be addressed right away.
REFLECT
1. Grades are often source of misunderstanding. How should I do reporting so that it will
result to effective learning?
Grades are often source of misunderstanding like inggitan and sometimes demotivates
learners. I should do reporting of grades transparently showing how the grade is being
computed and what are the scores of each learner on each component. Hence, I will encourage
students to do more and motivate them that they can improve and get higher than the last time.
I will provide a positive atmosphere by knowing my learner’s strength and weaknesses with the
use of report card and adjust my teaching process producing effective learning.
LINK Theory to Practice

1. Why must grades be reported to parents?
I. Promote ongoing formative feedback to students
II. Ensure alignment of curriculum, instruction, and assessment
III. Promote, to parents and students, credible and useful feedback
A. I only C. II only
B. I and III D. I, II, and III
2. What must be done to make grade reporting meaningful?

I. The grading system must be clear to all concerned/
II. The standards and competencies are known and understood by all.
III. The grading system must be numerical.
A. I and II C. I, II, and III
B. II only D. III only
3. To make grade reporting meaningful, which must be done?

A. Announce names of students who need to help.
B. Rank the Report Cards from highest to lowest then distribute the same
according to rank.
C. Explain how the grades were computed.
D. Console parents whose children are non-performing by telling them that
nobody fails.
4. What is an essential step in reporting grades to parents?

I. Explain that grades give a picture of students’ performance.
II. Explain that grades compare students’ performance against the established
standards.
III. Explain that grades compare students’ performance against other students’
performance.
A. I and II C. I, II, and III
B. II only D. III only
5. What does criterion –referenced grading mean?

A. Grading on the curve
B. Grading against standard
C. Comparing grades with average grade
D. Interpreting grades based on Mean
6. What must be done to make grades meaningful?

A. Interpret grades against standards.
B. Compute grades accurately.
C. Compare individual grades against mean.
D. Compare grades of boys and girls.

1
spelling errors.
analyzed.
deadline.
COMMENT/S Rating:
(Based on
Transmutation)
Over-all Score

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 -below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 -below
_______________________________________________ ____________________

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FIELD STUDY 1: LEARNING EPISODE 13

OBSERVE, ANALYZE, REFLECT

Activity 13.1 Aligning Assessment Task with the Learning Outcome

Resource Teacher: Maria Angelica Denia Teacher’s Signature: __________

School: Grace Mission College Grade/Year Level: 4-6/Elementary

Subject Area: Mathematics Date: January 11, 2023

TARGET YOUR INTENDED LEARNING OUTCOMES

 Determine alignment of assessment task with learning outcome

 Observe at least 3 classes – 1 Physical or Biological Science or Math, English, Filipino; 1

Subjects Learning Assessment Task Is the assessment If not aligned,

P.E/EPP/ To dance tango Written quiz – No Performance test –

Social No opportunity to No opportunity to No opportunity No opportunity to

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

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

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

Is the test item aligned to the learning outcomes?

3. Learning outcome: Demonstrate the inductive method of teaching.

Test: Outline the steps of inductive method of teaching.

5. Learning Outcome: To observe subject-verb agreement as one speaks.

Test: Give the correct form of the verb.

9. Here is an intended learning outcome of a Health teacher: “Identify skill-related fitness

Name of FS Student: Cherilyn Mae M. Lambon Date Submitted:

Learning Excellent Very Satisfactory Satisfactory Needs

TRANSMUTATION OF SCORE TO GRADE/RATING

Signature of FS Teacher above Printed Name Date

ACTIVITY 13.2 Observing the Use of Traditional Assessment Tools

Explain your answer.

Type of Put a Learning Sample Test Item Comments (is the

3. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be

LINK YOUR THEORY TO PRACTICE

1. Which assessment task is aligned to the learning outcome given above?

2. What’s WRONG with this TRUE-FALSE test item?

3. Is this test item in accordance with rules on test construction?

4. In a matching type of test, which should be found in the first column?

EVALUATE PERFORMANCE TASK

Learning Excellent Very Satisfactory Satisfactory Needs

TRANSMUTATION OF SCORE TO GRADE/RATING

Signature of FS Teacher above Printed Name Date

TARGET YOUR INTENDED LEARNING OUTCOME

Authentic Learning Sample of How a Comment/s (is the

2. Performance Nabibigyang halaga The

5. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be

6. Can rubrics help make students to become self-directed or independent learners? Do

SHOW YOUR LEARNING ARTIFACTS

 Accomplished Observation sheet

Name of FS Student: Cherilyn Mae M. Lambon Date Submitted:

Learning Excellent Very Satisfactory Satisfactory Needs

TRANSMUTATION OF SCORE TO GRADE/RATING

Signature of FS Teacher above Printed Name Date

ACTIVY 13.4 Scrutinizing the Types and Parts of a Portfolio

TARGET YOUR INTEDED LEARNING OUTCOMES

What a portfolio includes

2. Explicit guidelines for selection –

3. Comprehensible criteria – the criteria

4. Selective significant pieces – the

5. Students` reflection- there is evidence

6. Evidence of student’s participation in

Elements of a ________________ portfolio (Which type of portfolio?)

2. Table of contents with numbered pages

4. Dates on all entries to facilitate proof of growth over time

SHOW YOUR LEARNING ARTIFACTS

LINK THEORY TO PRACTICE