Learning Episode 4: ASSESSING LEARNING in DIFFERENT LEVELS

My Intended Learning Outcomes

At the end of this Episode, I must be able to:
 classify the level of learning outcomes based on Bloom`s, Kendall`s and Marzano`s
taxonomy
 determine if the assessment tools/tasks are aligned to the level of the learning outcomes
My Performance Criteria
I will be rated along the following:
a. quality of my observations and documentation,
b. completeness and depth of my analysis,
c. depth and clarity of my classroom observation-based reflections,
d. completeness organization, clarity of my portfolio and
e. time of submission of my portfolio
My Learning Activities
Observation Sheet No. 4.1
Resource Teacher: ________________ Teacher`s Signature __________ School: ____________
Grade/Year Level: __________ Subject Area: ______________ Date: __________
(Observe the class in accordance to your line of specialization)
Level of Learning Learning Assessment Task Is the level of assessment aligned
Outcome – Cognitive Outcome/Lesson (Evaluation from to the level of the objective? e.g.
(Bloom) Objectives from the Teacher`s Lesson Plan) objective is “recall the name of
Teacher`s Lesson Plan _______” ;Assessment task is
(Write lesson objective in (Write it in the “Distinguish between animal and
the appropriate level appropriate level plant cell” – Not aligned
outcome). outcome).

1. Remembering Lesson objective? YES NO

To identify the rules of Match two students
mixed properties of work and identify the
exponent. rules of exponent
properties.
Column 1 (Kevin’s
Work)
Column 2 (Lacy’s
Work)
2. Comprehending To determine and classify Interpret the students
the applied rules of mixed work (Kevin and Lacy)
properties of exponents in misconceptions and
students work. make corrections when
necessary.
3. Applying To illustrate the right Performance task: 
applied exponent
properties to students Solve the students
work. work on question no. 2,
4, and 6.
 Question 6:
Evaluate r -2 + s3 + y4,
when r = 2 and y = 4?
4. Analyzing To analyze the students Performance task:
work on mixed properties
of exponent. Present and distinguish
the misconceptions of
the students work
(Kevin and Lacy).

5. Evaluating To evaluate the rules of Performance task:

exponent properties.
Present and
recommend the
correct process of
mixed properties of
exponent on students
work (Kevin and
Lacy).
6. Creating To write a feedback to Write a parent email on
students work . students work
misconception and
make some tips and
tricks that can be used.

Kendall`s and Marzano`s New Taxonomy

Level of Learning Outcome Resource Teacher`s Learning Resource Teacher`s

Outcome/Lesson Objective Assessment Task
1. Retrieval – recalling, recognizing
Identifying the rules of mixed
properties of exponent. Match two students work and
identify the rules of mixed
properties of exponent.
Column 1 (Kevin’s Work)
Column 2 (Lacy’s Work)
2. Comprehension
Determining the applied Interpret the students work
rules of mixed properties of (Kevin and Lacy)
exponents in students work. misconceptions and
categorize the rule of
exponent.
3. Analysis
Analyzing and classifying the Performance task:
students work on mixed
properties of exponent. Present and distinguish the
misconceptions of the
students work (Kevin and
 Lacy).

4. Knowledge utilization
(investigating, experimenting, To solve the misconception
problem solving, decision-making) on mixed properties of Solve the test question no. 2,
exponent. 4, and 6. Show the process.
Question 6:
Evaluate r -2 + s3 + y4, when
r = 2 and y = 4?

5. Metacognitive System (Students set Give proofs that the metacognitive and self systems were
learning goals, monitor their touched in the teaching-learning.
learning)

When students do the solo time to analyze the problem and

have peer discussion. During this activity, the teacher guide
the students and monitor how they analyze the problem.

6. Self-system (Students examine

importance of subject, examine self- Student’s present their analysis and illustrate the process on
motivation, interest and efficacy) how they obtained the answer.

My Analysis
1. What is the counterpart of Bloom`s recalling in Kendall`s and Marzano`s?

 Bloom’s recalling or remembering level of learning outcome counterpart to Kendall’s

and Marzano’s is retrieval –recalling and recognizing.

2. Are the levels of learning or processing of what is learned in Bloom`s, and Kendall`s and
Marzano`s taxonomy similar or entirely different? Diagram.

 Bloom’s and Kendall’s and Marzano’s are entirely different. Bloom’s framework focus on
higher order thinking while Kendall’s and Marzano’s provides a more research-based
theory to help teachers improve their students’ thinking.

Bloom’s and Kendall’s and Marzano’s Taxonomy

 Bloom’s
Kendall’s and
Taxonomy
Marzano’s Taxonomy

CREATING SELF SYSTEM

METACOGNITIVE
EVALUATING
SYSTEM

KNOWLEDGE
ANALYZING
UTILIZATION
CO
CO
GN APPLYING ANALYSIS
GNI
ITI
TIV
VE
UNDERSTANDING COMPREHENSION E
LE
LEV
VE
EL
L
REMEMBERING RETRIEVAL

3. What did you discover about assessment tasks and learning outcomes? Are they aligned?
Explain.

 Assessments task and learning outcomes are aligned. The assessment task gives the student
the opportunity to demonstrate what they have learned and assessed. By matching your
assessment task and learning outcomes you would be able to see the effectiveness of your
instruction and acquire conducive evidence of learning.

4. Students study based on how they are tested. To avoid “teaching-to-the-test” (means: giving
the answer before test/practice work is part of test) (teaching something because it will be
tested or covered in the test) or superficial factual testing, what levels of knowledge
processing should teachers use more?

The level of knowledge processing the teacher should use more is evaluating.
The teacher should always evaluate the students learning/ knowledge before, during,
and after the instruction.THE TEACHER SHOULD USE HOTS
My Reflections
1. Perhaps even without a scientific survey, you agree that most of the assessments that take
place in school are in the low levels of recalling, knowledge, retrieval. What can be some reasons
behind this?
 As for me, the reason why assessment that take place in school are in low levels of
recalling, knowledge and retrieval because of traditional assessment. Traditional assessment
is more often observed by the teacher. For example, the teacher would give a test and the
 answer is already given or reviewed to the students were they would just have to write the
correct answer.HOTS IS TIME CONSUMING

2. We measure what we value and we value what we measure. Then we have to assess what we
value and value what we assess. What is one big message of Bloom`s revised cognitive
taxonomy, and Kendall`s and Marzano`s new taxonomy of objectives to teachers regarding the
assessment process.

The big message of Bloom’s revised cognitive taxonomy,and Kendall and Marzano’s
new taxonomy is for the teachers make the assessment more challenging and relevant to
utilize students higher order thinking skills. This would also help/guide the teacher to design
an effective assessment task aligned to learning outcomes.WHEN USE BOTH U
CANDETERMINE WHICH LEVEL YOU ARE VALUING MORE EITHER HOTS OR
TOS

My Learning Portfolio
1. Illustrate:
a) Bloom`s revised taxonomy
by giving examples of assessment tasks for competency lifted from the K
to 12 Curriculum Guide.
Bloom`s Revised Taxonomy

Level of Processing Competency from K to 12 Assessment Task

Curriculum Guide (Test item,etc)
1. Remembering Identify the basic parts of Picture will be presented and
computer students will identify the
parts.
2. Understanding Describe the the parts of Label the diagram indicating
computer hardware the parts of computer
hardware.
3. Analysis Distinguish the functions of Matching type
computer parts. Column A
CPU
Column B
Device that powers all
other mechanisms of the PC
4. Applying To differentiate the Show the the parts of
difference of software and computer hardware and
hardware software
5. Evaluating To evaluate the condition of Assemble the parts of
computer parts computer

6. Creating Draw the parts of computer In short size bond paper,

draw 2 parts of computer
2. Select an appropriate competency from the K to 12 Curriculum. Choose and construct a
performance assessment task.

Learning Competency: Identifies the speaker’s purpose(s).

Task: Watch a short video and identify the speaker’s purpose

1. Form a group of 5 members. Choose a presenter and writer.

2. Search for short video on the internet. Download the video.
3. Watch the video and analyze the content. Identify the speaker purpose.
4. Analysis of data should be encoded in Microsoft Word.
5. Once your done, make a powerpoint presentation. Present it to the class in a creative
manner.