FIELD STUDY 1 LEARNING EPISODE

Assessment FOR Learning and

5.1 Assessment AS Learning
(Formative Assessment)

SPARK Your Interest

Assessment is an essential part of the instructional cycle. The instruction cycle consists of: 1) setting the intended
learning outcome/s, 2) selecting a teaching methodology, strategy and activity that are aligned to the learning outcome
and topic which are developmentally-appropriate to the learners and 3) assessment itself. Assessment is the part of the
instructional cycle that determines whether or not the intended learning outcome has been attained and so necessarily,
the assessment task must be aligned to the intended learning outcome.
In a lesson on assessment, we can speak of assessment for learning, assessment of learning and assessment as
learning.
This episode will dwell on assessment for learning and assessment as learning. Assessment for learning is
referred to as formative assessment while assessment as learning is referred to as self-assessment.

TARGET Your Intended Learning Outcome

 At the end of this Episode, I must be able to demonstrate knowledge of the design and use of formative
assessment; and explain the importance of formative assessment.

REVISIT the Learning Essentials

1. In Outcome-based Teaching-Learning/Competency-based Teaching/Teaching by Objective, we ensure that the
intended outcome/competency/objective is attained at the end of the lesson and so while we are still in the process
of teaching, we do check learners’ understanding and progress.
2. If we find out that the learners failed to understand prerequisite knowledge and skill s, we reteach until learners’
master them. This is called FORMATIVE assessment, assessment while the learners are being formed or taught. It
is assessment in the midst of instruction.
3. Formative assessment is also referred to as assessment for learning. Assessment for learning simply means we do
assessment to ensure learning.
4. We do not wait for the end of the lesson to find out if learners understood the lesson or not because if it is only at the
end of the lesson that we discover that the learners did not understand the lesson, we have wasted so much time and
energy teaching presuming that everything was clear, only to find out at the end of the lesson that the learners did
not understand the lesson at all. This means that we have to reteach from the very beginning, something that we
could have saved ourselves from doing had we given time to find out if the lesson was understood while still
teaching.
5. Assessment for learning encourages peer assessment.

OBSERVE, ANALYZE, REFLECT

Activity 5.1.a Observing Assessment FOR Learning Practices (Formative Assessment)
Resource Teacher 1: __ _______ ____ ___ _______ ____ School Affiliated: ___ ____ _______ ____ ____
Subject Area: ____ _______ ____ ___ _______ ____ Date: ________ ____ ___ _______ ____ ____
Resource Teacher 2: __ _______ ____ __________________ School Affiliated: ______________________________
Subject Area: ____ _______ ____ ___ _______ ____ Date: ________ ____ ___ _______ ____ ____

To realize the Intended Learning Outcome, work my way through these steps:
1. Review the recorded video of the classes conducted that are related to answering FS 1, LE 2: Virtual Synchronous
Learning Environment.
1
2. Conduct observation on what the teachers does and ways to determine students understanding of the lesson.
3. Analyze the data gathered thru the observation.
4. Reflect on how the formative assessment is used in the T-L process.
5. Present sample Formative Assessment used by the teacher in practice

OBSERVE
1 Observe what Teachers does or listen to what Teacher says to find out if the students understood the lesson while
teaching- learning is in progress.

What Teacher Said Tally Total

Resource Teacher 1:








Resource Teacher 2:









What Teacher Did Tally Total

Resource Teacher 1:










Resource Teacher 2:










2
2. Did the teacher ask the class “Did you understand?” If she did, what was the class’ response?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
__________________________________________________________________________ ___ _______ ___
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________________________________________ ____ ___ _______ ____ ___ _______ ___

3. Did the students make the teacher feel or sense they did not understand the lesson or a part of the lesson? How?
_____________________________________________________________________________________________
______________________________________________________ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________
_____________________________________________________________________________________________
____________________________ ____ ___ _______ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________

4. If they did, how did the teacher respond?

______________________________________________________ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________
_____________________________________________________________________________________________
__________________________________ ___ _______ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________

5. Were the students given the opportunity to ask questions for clarification? How was this done?
________ ____ ___ _______ ____ ___ _______ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________
__________________________________________________________________________ ___ _______ ___
_____________________________________________________________________________________________
_____________________________________________________________________________________________
______________________________________________________ ___ _______ ____ ___ _______ ___

6. If she found out that her/his lesson was not clearly understood, what did teacher do? Did you observe any of these
activities? Please check.
_________ Peer teaching (Tutors were assigned by teacher to teach one or two classmates)
_________ Each-one-teach-one (Students paired with one another)
_________ Teacher gave a Module for more exercises for lesson mastery
_________ Teacher did re-teaching
Others, please specify
________________________________________________ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________
_____________________________________________________________________________________________
____________________________ ____ ___ _______ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________

7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use the same teaching strategy? Describe.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
___________________ _______ ____ ___ _______ ____ ___ _______ ____ ___ _______ ___

8. While re-teaching by himself/herself and/or with other students-turned tutors, did teacher check on students’
progress?
___________________________________________________________ _______ ____ ___ _______ ___
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_______________________________________ _______ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________
_____________________________________________________________________________________________

3
Write your summarized observation report here.
Analysis

The breaking down of informationa

seeing
patterns
organizat ion of parts
recogniti on of hidden meaning
identifica tion of compone nts

Question Cues: analyze, separate, o

ANALYZE
Why should a teacher find out if students understand the lesson while teaching is in progress?
It is not better to do a once-and-for-all assessment at the completion of the entire lesson?
____________________________________________________________________ ____ ___
_________________________________________________________________________________
_________________________________________________________________________________
_______________________________________________________________________________
_________________________________________________________________________________

Why is not enough for a teacher to ask, “Did you understand, class?” when he/she intends to check on
learners’ progress?
________________________________________________ ____ ___ _______ ____ ___
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Should teacher record results of formative assessment for grading purposes? Why or why not?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Based on your observations, what formative assessment practice worked?

_________________________________________________________________________________
_________________________________________________________________________________
__________________________________ ___ _______ ____ ___ _______ ____ ___
_________________________________________________________________________________
_________________________________________________________________________________

For formative assessment, why is peer tutoring in class sometimes seen to be more effective than
teacher himself/herself doing the re-teaching or tutoring?
_________________________________________________________________________________
___________________________________________________________ _______ ____ ___
_________________________________________________________________________________
_________________________________________________________________________________
____________________________________________________________________ ____ ___

Could an unreasonable number of failures at the end of the term/grading period be attributed to the
non-application of formative assessment? Why or why not?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
______________ ___ _______ ____ ___ _______ ____ ___ _______ ____ ___

4
 REFLECT
1. Formative assessment is tasting the soup while cooking. Reflect on this and write your reflections.
_______________________________________________________________________________ _______ ___
_______________________________________________________________________________ _______ ___
_______________________________________________________________________________ _______ ___
____________________________________________________________________ ____ ___ _______ ___
_______________________________________________________________________________ _______ ___

2. Should you record results of formative assessment? Why or why not?

____________________________________________________________________ ____ ___ _______ ___
_______________________________________________________________________________ _______ ___
_______________________________________________________________________________ _______ ___
_______________________________________________________________________________ _______ ___
_______________________________________________________________________________ _______ ___

SHOW Your Learning Artifacts

Sample Formative Assessment

Let your
Creativity Shine

Using the space

provided, attach
a sample of
Formative
Assessment
used by the
teacher in
practice and
create a short
description
about it.

5
OBSERVE, ANALYZE, REFLECT
Activity 5.1.b Observing Assessment AS Learning Practices (Self-Assessment)

TARGET Your Intended Learning Outcome

 At the end of this Episode, I must be able to demonstrate knowledge of the design and use of self-assessment;
and explain the importance of self-assessment.

REVISIT the Learning Essentials

1. Assessment as learning means assessment is a way of learning.
2. It is the use of an ongoing self-assessment by the learners to monitor their own learning.
3. This is manifested when learners reflect on their own learning and make necessary. adjustments so that they
achieve deeper understanding.
4. Assessment as learning encourages students to take responsibility for their own learning.
5. It requires students to ask questions about their learning.
6. It provides ways for students to use formal and informal feedback and self-assessment to help them understand the
next steps in learning.
7. It encourages self-assessment and reflection.

OBSERVE
1 Observe a class and find out practices that reflect assessment as learning. Record your observations.
Teacher My Observation
1. Did teacher provide opportunities for the learners Teacher 1:
to monitor and reflect on their own learning?

Teacher 2:

2. What are proofs that students were engaged in Teacher 1:

self-reflection, self-monitoring, and self-
adjustment?

Teacher 2:

3. Did students record and report their own learning? Teacher 1:

Teacher 2:

4. Did teacher create criteria with the students for Teacher 1:

tasks to be completed or skill to learned?

Teacher 2:

6
Write your summarized observation report here.
Analysis

The breaking down of informationa

seeing
patterns
organizat ion of parts
recogniti on of hidden meaning
identifica tion of compone nts

Question Cues: analyze, separate, o

ANALYZE
If the student is at the heart of all assessment, then all assessment should support student learning.
Do you agree? Why or why not?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
______________ ___ _______ ____ ___ _______ ____ ___ _______ ____ ___
_________________________________________________________________________________

If the student is at the heart of all assessment, then all assessment should support student learning.
Do you agree? Why or why not?
_________________________________________________________________________________
_________________________________________________________________________________
___________________________________________________________ _______ ____ ___
_________________________________________________________________________________
_________________________________________________________________________________

REFLECT
The primary purpose of assessment is not to measure but to further learning. Reflect on your
personal experiences of assessment in school. Were you given opportunities for self-assessment?
If yes, what was its impact on your learning?

7
 SHOW Your Learning Artifacts
Self-Assessment Tool

Let your
Creativity Shine

Using the space

provided, attach
a sample of
Self-Assessment
Tool (own
crafted and
downloaded
from the source.

Note: Don’t
forget to cite the
source.

8
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 5.1 – Assessment FOR Learning and Assessment AS Learning (Formative Assessment)

Name of FS Student: Date Submitted: _

Year and Section: Course:

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation Sheet questions/tasks observation questions/tasks questions/tasks observation questions/ tasks
completely answered/ not answered/ not answered/ not
accomplished. accomplished. accomplished. answered/accomplished.

Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions were
answers are with depthand answers are clearly answers are not clearly not answered; answers not
are thoroughly grounded connected to theories; connected to theories; one connectedto theorie;s more
on theories; grammar and grammar and spelling are (1) to three (3) than four (4) grammatical/
spelling are free from error. free from errors. grammatical/spelling spelling errors.
errors.

Reflection Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow;
supported by what were supported by what were somewhat supported by rarely supported by what
observed and analyzed. observed and what were observed and were observed and
analyzed. analyzed. analyzed.

Learning Artifacts Portfolio is reflected Portfolio is reflected on in Portfolio is not reflected Portfolio is not reflectedon
on in the context of the context of the learning on in the context of the in the context of the
the learning outcomes. outcomes. Complete, well learning outcomes.. learning outcomes. Not
Complete, well- organized, very relevant to Complete, not organized, complete; not organized,
organized, highly the learningoutcome. relevant to the learning not relevant.
relevant to the outcome.
learning outcome
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2)
deadline deadline the deadline days or more after the
deadline

COMMENT/S Rating:
Over-all Score (Based on
transmutation)

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

9
 FIELD STUDY 1 LEARNING EPISODE

Assessment OF Learning
5.2 (Summative Assessment)
SPARK Your Interest
Episode # 5.1 dwelt on Assessment for Learning (formative assessment) and Assessment as Learning (self-
assessment). These refer to assessment that teachers do while still teaching and students assessing their own learning.
Episode # 13 will be focused on Assessment of Learning. When teachers have done everything, they can to help learners
attain the intended learning outcome/s, teachers subject their students to assessment for grading purposes. This is
referred to as assessment of learning which is also known as summative assessment.

Episode # 5.2 will be focused on 1) assessment of learning in the cognitive, psychomotor, and affective domains
with the use of traditional and non-traditional assessment tasks and tools, 2) assessment of learning outcomes in the
different levels of cognitive taxonomy; 3) construction of assessment items with content validity; 4) Table of
Specifications; 5) Portfolio, 6) Scoring Rubrics, 6) The K to 12 Grading System and 7) R eporting Students’
Performance.

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 3 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.

10
OBSERVE, ANALYZE, REFLECT
Activity 5.2.a Aligning Assessment Task with the Learning Outcome
Resource Teacher: ___ _______ ____ ___ _______ ____ School Affiliated: _____ __ _______ ____ ____
Subject Area: ____ _______ ____ ___ _______ ____ Date: ________ ____ ___ _______ ____ ____

TARGET Your Intended Learning Outcome

 At the end of this Episode, I must be able to determine alignment of assessment task with learning outcome and
formulate assessment task aligned with the learning outcome.

REVISIT the Learning Essentials

1. In accordance with Outcome-Based Teaching-Learning outcome determines assessment task.
2. Therefore, the assessment task must necessarily be aligned to the learning outcome.

OBSERVE
 Observe at least 3 classes of different subjects taught by the teacher using among of the following:
LL/DLP/WHLP/SLM used by the teacher – 1 Physical or Biological Science or Math, English, Filipino; 1 Social
Science or Literature/Panitikan, EsP and 1 PE/Computer/EPP/TLE.

Subjects Learning Assessment Task Is the If not aligned,

Outcome/s (How did Teacher assessment improve on it.
assess the learning tool/task
outcome/s? aligned to the
Specify.) learning
outcome/s?
PE/EPP/TLE To dance tango Written quiz - No Performance test -
Enumerate the steps Let students dance
of tango in order tango

Social Science,
Literature/Panitikan, EsP

Physical/Biological
Science/Math/English/Filipino

11
 ANALYZE
Are all the assessment tasks aligned to the learning outcome?

What are possible consequences if teacher’s assessment tasks are not aligned to learning outcome/s? Does this affect
assessment results? How?

Why should assessment tasks be aligned to the learning outcomes?

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

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

12
SHOW Your Learning Artifacts

WHLP/DLL/DLP/SLM

 Let your

Creativity Shine

Using the space

provided, attach
the copy of
WHLP/DLL/DLP
/SLM (used by
the teacher) you
utilized in the
observation phase
of this episode.

1
OBSERVE, ANALYZE, REFLECT
Activity 5.2.b Observing the Use of Traditional Assessment Tools
Resource Teacher: ___ _______ ____ ___ _______ ____ School Affiliated: _____ __ _______ ____ ____
Subject Area: ____ _______ ____ ___ _______ ____ Date: ________ ____ ___ _______ ____ ____

TARGET Your Intended Learning Outcome

 At the end of this Episode, I must be able to critique traditional assessment tools and tasks for learning in the
context of established guidelines on test construction.

REVISIT the Learning Essentials

1. Traditional assessment tools are also called paper-and-pencil tests.
2. Traditional assessment tools usually measure learning in the cognitive domain.
3. Traditional or paper-and-pencil tests can be classified either as selected-response tests or constructed-
response/supply type of tests.
4. Common examples of selected-response type of tests are alternate response test (True-False, yes-no), multiple
choice and matching type of test.
5. Common examples of constructed-response type of test are short answer, problem solving and essay.

OBSERVE
 With teacher’s permission, secure a copy of the assessment tools used during the classes
Direction: Put a check ( ) on the test which teacher used. From your teacher’s test items, give an example.

Type of Traditional Put a Learning Outcome Sample Test Item of Comments (Is the
Assessment Tool/Paper- check Assessed Resource Teacher assessment tool
and-Pencil Test ( ) constructed in
here accordance with
established guidelines?)
Explain your answer.
Selected Response Type
1. Alternate response

2. Matching type

3. Multiple Choice

4. Others

Constructed Response Type

1. Completion

1
 2. Short answer type

3. Problem solving

4. Essay – restricted

5. Essay – non-
restricted

6. Others

ANALYZE

1. Which assessment tools/tasks were most commonly used by teacher? Which ones were rarely used? Why were they
rarely used?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
__________________________________ ___ _______ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________
_____________________________________________________________________________________________

2. Based on your answers found in the Tables above in which type of assessment tools and tasks were the Resource
Teachers most skilled in test construction? least skilled?

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.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
__________________________________________________________________________ ___ _______ ___
_____________________________________________________________________________________________

1
 _____________________________________________________________________________________________
________________________________________________ ____ ___ _______ ____ ___ _______ ___
REFLECT
How good are you at constructing traditional assessment tools? Which do you find most difficult to construct? Any
lesson/s learned?

____________________________________________________________________ ____ ___ _______ ____ ___

___________________________________________________________________________________________________
___________________________________________________________________________________________________
____________________________ ____ ___ _______ ____ ___ _______ ____ ___ _______ ____ ___
___________________________________________________________________________________________________
________________________________________________________________________________________ ____ ___
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________

SHOW Your Learning Artifacts

Assessment Tools

Let your
Creativity Shine

Using the space

provided, attach
the copy of
assessment tools.

1
OBSERVE, ANALYZE, REFLECT
Activity 5.2.c Observing the Use of Non-Traditional Assessment Tools and Scoring Rubrics
Resource Teacher: ___ _______ ____ ___ _______ ____ School Affiliated: _____ __ _______ ____ ____
Subject Area: ____ _______ ____ ___ _______ ____ Date: ________ ____ ___ _______ ____ ____

TARGET Your Intended Learning Outcome

 At the end of this Episode, I must be able to evaluate non-traditional assessment tools including scoring rubrics

REVISIT the Learning Essentials

1. There are learning outcomes that cannot be assessed by traditional assessment tools.
2. Authentic/non-traditional /alternative assessment tools measure learning outcomes like performance and product.
3. These performance task and product are assessed by the use of scoring rubric.
4. A rubric is a coherent set of criteria for student’s work that includes descriptions of levels of performance quality
on the criteria. (Brookhart, 2013)
5. The main purpose of rubrics is to assess performances and products.
6. There are two types of rubrics - analytic and holistic. Analytic rubrics describe work on each criterion separately
while a holistic rubric assesses a student work as a whole.
7. For diagnostic purposes, the analytic rubric is more appropriate.
8. For a holistic view of a product or performance, the holistic rubric will do.
9. A good scoring rubric contains the criteria against which the product or performance is rated, the rating scale and a
description of the levels of performance.

OBSERVE
 With teacher’s permission, secure a copy of the assessment tools used in the different subjects taught by the
resource teacher.
 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

Assessment/ Outcome Product/Performance Assessed product/performance was the scoring
Non Traditional/ Assessed assessed rubric
Alternative One example of a product constructed
assessed. (Put a photo of the Describe how the according to
product/documented product/performance was standards?
performance in My Teaching assessed. Which was used
Artifacts. INCLUDE THE analytic rubric or holistic
RUBRIC IN MY TEACHING rubric? INCLUDE THE
ARTIFACTS. RUBRIC IN MY
TEACHING
ARTIFACTS.
1. Product

2. Performance

1
 ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you think that type of rubric was used
more?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
__________________________________________________________________________ ___ _______ ___
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_______________________________________________________________________________ _______ ___

2. Based on your answers in # 1, what can you say about the scoring rubrics made and used by the Resource Teachers?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
__________________________________________________________________________ ___ _______ ___

3. Will it make a difference in assessment of student work if teacher would rate the product or performance without
scoring rubrics? Explain.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
__________________________________________________________________________ ___ _______ ___
_____________________________________________________________________________________________
________ ____ ___ _______ ____ ___ _______ ____ ___ _______ ____ ___ _______ ___
________ ____ ___ _______ ____ ___ _______ ____ ___ _______ ____ ___ _______ ___

4. If you were to improve on one scoring rubric used, which one and how?
_____________________________________________________________________________________________
________________________________________________ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________
_____________________________________________________________________________________________
____________________________ ____ ___ _______ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________
_____________________________________________________________________________________________

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.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
__________________________________________________________________________ ___ _______ ___
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________________________________________ ____ ___ _______ ____ ___ _______ ___

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?
___________________ _______ ____ ___ _______ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________
________________________________________________________________________________________ ___
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

7. Does the Scoring Rubric is this FS Book 1 help you come up with better output?
_____________________________________________________________________________________________
______________________________________________________ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________

1
 _____________________________________________________________________________________________
____________________________ ____ ___ _______ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________
REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the years as a student.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
_______________________________________________________________________________ _______ ____ ___
___________________________________________________________________________________________________
___________________________________________________________________________________________________
_______________________________________ _______ ____ ___ _______ ____ ___ _______ ____ ___
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________

SHOW Your Learning Artifacts

Assessment Tools

Let your
Creativity Shine

Using the space

provided, attach
the following:
 A photo of a
product
assessed and
a
documented
performance
test
 Samples of
scoring
rubrics used
by Resource
Teachers –
one rubric to
assess a
particular
product and
another rubric
to assess a
particular
performance
together with
your
comment/s
and improved
version/s, if
necessary.

1
OBSERVE, ANALYZE, REFLECT
Activity 5.2.d Scrutinizing the Types and Parts of Portfolio
Resource Teacher: ___ _______ ____ ___ _______ ____ School Affiliated: _____ __ _______ ____ ____
Subject Area: ____ _______ ____ ___ _______ ____ Date: ________ ____ ___ _______ ____ ____

TARGET Your Intended Learning Outcome

 At the end of this Episode, I must be able to evaluate a sample portfolio and distinguish among the 3 types of
portfolio

REVISIT the Learning Essentials

1. A portfolio is a purposeful collection of selective significant samples of student work accompanied by clear criteria
for performance which prove student effort, progress or achievement in a given area or course.
2. A portfolio of student’s work is a direct evidence of learning. But it is not a mere collection of student’s work. The
student’s reflection must accompany each output or work.
3. A portfolio is different from a work folder, which is simply a receptacle for all work, with no purpose to the
collection. A portfolio is an intentional collection of work guided by learning objectives.
4. Effective portfolio systems are characterized by a clear picture of the student skills to be addressed, student
involvement in selecting what goes into the portfolio, use of criteria to define quality performance as a basis for
communication, and self-reflection through which students share what they think and feel about their work, their
learning and about themselves.
5. There are several types of portfolio depending on purpose. They are: 1) development or growth portfolio, 2) best
work or showcase or display portfolio, and 3) assessment/evaluation portfolio.

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 a 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 in the right column.

What a Portfolio Includes

Elements of a Portfolio Present? Missing?

1. Clear objectives - The objectives of the
lesson/unit/course are clear which serve
as bases for selection
2. Explicit guidelines for selection —
What, when, where, how are
products/documented performances
selected?
3. Comprehensible criteria - the criteria
against which the portfolio is graded
must be understood by the learners

4. Selective significant pieces - The

portfolio includes only the selected
significant materials.

5. Student’s reflection - There is evidence

that students reflected on their learning.

2
 6. Evidence of student participation in
selection of content of portfolio - There
is proof that students took part in the
selection of the content of the portfolio.
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?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
__________________________________________________________________________ ___ _______ ___
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________________________________________ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________

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 My Progress as a Learner”
2. Table of Contents with numbered pages
3. Entries-both core (required items) and optional items (chosen by students).
4. Dates on all entries to facilitate proof of growth over time.
5. Drafts of aural/oral and written products and revised revisions, i.e. (first drafts and corrected/revised versions.)
6. Student's Reflections

3. Where and when does the teacher make use of each of the 3 types of portfolio?
________________________________________________ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________
_____________________________________________________________________________________________
____________________________ ____ ___ _______ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

REFLECT
Have portfolios made the learning assessment process more inconvenient? Is the effort exerted on portfolio
assessment commensurate to the improvement of learning and development of learners’ metacognitive process that result
from the use of portfolio?
___________________________________________________________________________________________________
________________________________________________ ____ ___ _______ ____ ___ _______ ____ ___
___________________________________________________________________________________________________
___________________________________________________________________________________________________
________ ____ ___ _______ ____ ___ _______ ____ ___ _______ ____ ___ _______ ____ ___
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________ _______ ____ ___ _______ ____ ___ _______ ____ ___ _______ ____ ___
___________________________________________________________________________________________________

2
_______________________________________________________________________________ _______ ____ ___
___________________________________________________________________________________________________
___________________________________________________________________________________________________
_______________________________________ _______ ____ ___ _______ ____ ___ _______ ____ ___
SHOW Your Learning Artifacts

Sample Formative Assessment

 Let your

Creativity Shine

Using the space

provided, attach a
sample /s of the
following:
 Improved
Written Tests,
both selected-
response type
and supply
type.
 Product and
performance
assessed
 Rubric
 Students’
reflection on
his/her
portfolio

2
OBSERVE, ANALYZE, REFLECT
Activity 5.2.e Determining the Level of Teacher’s Questions
Resource Teacher: ___ _______ ____ ___ _______ ____ School Affiliated: _____ __ _______ ____ ____
Subject Area: ____ _______ ____ ___ _______ ____ Date: ________ ____ ___ _______ ____ ____

TARGET Your Intended Learning Outcome

 At the end of this Episode, I must be able to construct questions to measure HOTS following Bloom’s and
Anderson’s revised taxonomy and Kendall’s and Marzano’s taxonomy.

REVISIT the Learning Essentials

Table: 1.4 Example of Cognitive Activities

Cognitive Processes Examples
Remembering – Produce the right information from memory
Recognizing
Recalling  Name three 19th-century women English authors.
 Write the multiplication facts.
 Reproduce the chemical formula for carbon tetrachloride.
Understanding – Make meaning from educational materials or experiences
Interpreting  Translate a story problem into an algebraic equation.
 Draw a diagram of the digestive system.
 Paraphrase Jawaharlal Nehru’s tryst with destiny speech.
Exemplifying  Draw a parallelogram.
 Find an example of stream-of-consciousness style of writing.
 Name a mammal that lives in our area.
Classifying  Label numbers odd or even.
 List the events of the Sepoy Mutiny of 1857.
 Group native animals into their proper series.
Inferring
Comparing  Explain how the heart is like a pump.
 Compare Mahatma Gandhi to a present day leader.
 Use a Venn diagram to demonstrate how two books by Charles Dickens are similar and different.
Explaining  Draw a diagram explaining how air pressure affects the weather.
 Provide details that justify why the French Revolution happened when and how it did.
 Describe how interest rates affect the economy.
Applying – Use a procedure
Executing  Add a column of two-digit numbers.
 Orally read a passage in a foreign language.
 Have a student open house discussion.
Implementing  Design an experiment to see how plants grow in different kinds of soil.
 Proofread a piece of writing.
 Create a budget.
Analyzing – Break a concept down into its parts and describe how the parts relate to the whole
Differentiating  List the important information in a mathematical word problem and cross out the unimportant information.
 Draw a diagram showing the major and minor characters in a novel.
Organizing  Place the books in the classroom library into categories
 Make a chart of often-used figurative devices and explain their effect.
 Make a diagram showing the ways plants and animals in your neighborhood interact with each other.
Attributing  Read letters to the editor to determine the authors’ points of view about a local issue.
 Determine a character’s motivation in a novel or short story.
 Look at brochures of political candidates and hypothesize about their perspectives on issues.
Evaluating – Make judgements based on criteria and syllabus guidelines
Checking  Participate in a writing group, giving peers feedback on organization and logic of arguments.
 Listen to a political speech and make a list of any contradictions within the speech.
 Review a project plan to see if all the necessary steps are included.
Critiquing  Judge how well a project meets the criteria of a rubric.
 Choose the best method for solving a complex mathematical problem.
 Judge the validity of arguments for and against astrology.

2
Creating – Put pieces together to form something new or recognize components of a new structure.
Generating  Given a list of criteria, list some options for improving race relations in the school.
 Generate several scientific hypotheses to explain why plants need sunshine.
 Propose a set of alternatives for reducing dependence on fossil fuels that address both economic and
environmental concerns.
 Come up with alternative hypotheses based on criteria.
Planning  Make a storyboard for a multimedia presentation on insects.
 Outline a research paper on Mark Twain’s views on religion.
 Design a scientific study to test the effect of different kinds of music on hens’ egg production.
 Write a journal from the point of view of mountaineer.
 Build a habitat for pigeons.
 Put on a play based on a chapter from a novel you’re reading.
(Source: Anderson, L.W and Krathwohl, D.R. 2001. A taxonomy for learning, teaching and assessing, New York: longmans)

2
 Figure 10. The New Taxonomy in Detail
Source: https://www.greathtschoolspartnership.org/wp-content/uploads/2014/06/x3B_Marzano_New_Taxonomy_Chart_with_verbs_3.16.121.pdf
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 he/she asks from remembering to creating and metacognition
and self-system thinking. You may also refer to written tests for samples of questions in the various levels.
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 Assessment Total

(Bloom as revised by (and Kendall and Tasks/Questions
Anderson and Marzano)
Krathwohl)
Self-system Thinking 6
Metacognition 5
Creating 6-Highest

Evaluating 5

Analyzing 4 Analysis 3 I

Applying 3 Knowledge Utilization 4

Understanding 2 Comprehension 2 I

Remembering 1-Lowest Retrieval 1 IIII - Example 4

Table 2. Examples of Assessment Questions/Assessment Tasks

Tally and Total Score Rank Tally and Total Score Rank Example of Rank Based
of Cognitive Processes of Cognitive Assessment on Use
(Bloom as revised by Processes (and Tasks/Questions
Anderson and Kendall and Given by Resource
Krathwohl) Marzano) Teacher
Self-system Thinking 6-Highest e.g. Teacher asked
students: Why is the
lesson important to
you?
Metacognition 5

Example: 6-Highest
Creating = I
Evaluating = I 5

Analyzing = II 4 Analysis 3

Applying = III 3 Knowledge Utilization 4

Understanding = II 2 Comprehension 2

Remembering = IIII 1-Lowest Retrieval = III 1-Lowest

I I

Rank Rank

2
 ANALYZE
1. Which cognitive skill had the highest number of assessment questions? lowest number?
_____________________________________________________________________________________________
________________________________________________________________________________________ ___
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

2. What do these (lowest and highest number of assessment questions) reveal about Resource Teacher’s level of
questions?
_____________________________________________________________________________________________
__________________________________________________________________________ ___ _______ ___
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________________________________________ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________
_____________________________________________________________________________________________

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.
_____________________________________________________________________________________________
______________ ___ _______ ____ ___ _______ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
___________________________________________________________ _______ ____ ___ _______ ___

REFLECT
If you were to rate yourself on HOTS – where will you be from a scale of 1 to 5 (5 as highest) where will you be?
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________ _______ ____ ___ _______ ____ ___
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________ _______ ____ ___ _______ ____ ___ _______ ____ ___ _______ ____ ___
___________________________________________________________________________________________________
_______________________________________________________________________________ _______ ____ ___
___________________________________________________________________________________________________
___________________________________________________________________________________________________
__________________________________ ___ _______ ____ ___ _______ ____ ___ _______ ____ ___

As a future teacher, reflect on how will you contribute to the development of learners’ HOTS?
______________________________________________________________________________________________ ___
___________________________________________________________________________________________________
___________________________________________________________________________________________________
______________________________________________________ ___ _______ ____ ___ _______ ____ ___
___________________________________________________________________________________________________
___________________________________________________________________________________________________
______________ ___ _______ ____ ___ _______ ____ ___ _______ ____ ___ _______ ____ ___

2
___________________________________________________________________________________________________
__________________________________________________________________________ ___ _______ ____ ___
___________________________________________________________________________________________________
___________________________________________________________________________________________________
OBSERVE, ANALYZE, REFLECT
Activity 5.2.f Analyzing a Table of Specifications
Resource Teacher: ___ _______ ____ ___ _______ ____ School Affiliated: _____ __ _______ ____ ____
Subject Area: ____ _______ ____ ___ _______ ____ Date: ________ ____ ___ _______ ____ ____

TARGET Your Intended Learning Outcome

 At the end of this Episode, I must be able to explain the function of a Table of Specifications

REVISIT the Learning Essentials

1. A Table of Specification (TOS) is a two-way chart which describes the topics to be covered by a test and the number
of items or points which will be associated with each topic.
2. Sometimes the types of items are described in terms of cognitive level as well.

OBSERVE
1. Ask your Resource Teacher for sample/s of Table of Specifications (either One-Way or Two-Way)
3. Study the parts of the TOS.

No. of Cognitive Level

Learning
Class Remembering Understanding Applying Analyzing Evaluating Creating Total
Outcome
Hours

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

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

_____________________________________________________________________________________________
_____________________________________________________________________________________________
__________________________________________________________________________ ___ _______ ___
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________________________________________ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________

3. With OBE in mind, is it correct to put learning outcome not topic in the first column? Why or why not?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
__________________________________________________________________________ ___ _______ ___

2
 _____________________________________________________________________________________________
_____________________________________________________________________________________________
________________________________________________ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________
4. Can a teacher have a test with content validity even without making a TOS?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
__________________________________________________________________________ ___ _______ ___
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________________________________________ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________

REFLECT
Read this conversation and reflect on teacher’s assessment practices. Write your reflections here?

Student A: Saan naman pinulot ni Teacher ang kaniyang tanong? Ni-isang tanong sa
tinuro, wala! (Where did the 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 a similar experience? Reflect on it. Will the required use of Table of Specifications as guide in test
construction solve the problem of misaligned tests?

___________________________________________________________________________________________________
________ ____ ___ _______ ____ ___ _______ ____ ___ _______ ____ ___ _______ ____ ___
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
_______________________________________________________________________________ _______ ____ ___
___________________________________________________________________________________________________
___________________________________________________________________________________________________
_______________________________________ _______ ____ ___ _______ ____ ___ _______ ____ ___
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________

2
 SHOW Your Learning Artifacts
Sample Developed Table of Specifications

 Let your

Creativity Shine

Using the space

provided, attach a
sample developed
Table of
Specification.

2
OBSERVE, ANALYZE, REFLECT
Activity 5.2.g Computing Student’s Grades based on DepEd Grading System
Resource Teacher: ___ _______ ____ ___ _______ ____ School Affiliated: _____ __ _______ ____ ____
Subject Area: ____ _______ ____ ___ _______ ____ Date: ________ ____ ___ _______ ____ ____

TARGET Your Intended Learning Outcome

 At the end of this Episode, I must be able to compute student’s grade based on DepEd’s grading policy and
state the new features of the latest grading system in basic education

REVISIT the Learning Essentials

1. With the implementation of the Enhanced Basic Education Program of 2013, more popularly known as the K to 12
Curriculum, came a new grading system of the Department of Education. Refer to Appendix A for more details.
2. The latest grading system in basic education includes students’ performance in written tests and performance tasks,
with emphasis on the latter. The quarterly exam may be a combination of written test and performance task.

OBSERVE
A Sample Students’ 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 contents.
3. Ask permission from your Resource Teacher for an interview with him/her and with a group of students regarding
the new 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?
_____________________________________________________________________________________________
__________________________________ ___ _______ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________
_____________________________________________________________________________________________

2. Which do you prefer – the old or the new grading system? Why?
_____________________________________________________________________________________________
__________________________________ ___ _______ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________
_____________________________________________________________________________________________

C. Interview of 5 Students
1. What do you like in the new grading system?
_____________________________________________________________________________________________
__________________________________ ___ _______ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________
________ ____ ___ _______ ____ ___ _______ ____ ___ _______ ____ ___ _______ ___

2. Do you have problems with the new grading system? If there is, what?
_____________________________________________________________________________________________
__________________________________ ___ _______ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________
_____________________________________________________________________________________________

3
3. Does the new grading system give you a better picture of your performance? Why or why not?
_____________________________________________________________________________________________
__________________________________ ___ _______ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________
4. Which do you prefer – the old or the new grading system? Why?
_____________________________________________________________________________________________
__________________________________ ___ _______ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________

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

Read the DepEd Order # 8, s. 2015. You may refer to Appendix A.

Based on the DepEd Order # 8, s. 2015, answer the following:

1. What are the bases for grading?
_____________________________________________________________________________________________
________________________________________________ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________

2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11 to 12? Give an example.
_____________________________________________________________________________________________
________________________________________________ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________

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

_____________________________________________________________________________________________
________________________________________________ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________

4. What descriptors and grading scale are used in reporting progress of learners?
_____________________________________________________________________________________________
________________________________________________ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________

5. What are the bases for learners’ promotion and retention at the end of the school year?
_____________________________________________________________________________________________
________________________________________________ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________

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

_____________________________________________________________________________________________
________________________________________________ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________

E. Grade Computation
Seek permission to ask sample computations of a grade from the teacher
1. Show the percentage contributions of written work, performance tasks and quarterly assessment. Then give the
descriptor. Refer to DepEd Order # 8, s. 2015.
_____________________________________________________________________________________________
________________________________________________ ____ ___ _______ ____ ___ _______ ___
_____________________________________________________________________________________________

ANALYZE
1. Do teachers and students like the new grading system? Why or why not?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

3
 2. What are the good points of the new grading system according to teachers? According to students?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
3. What are the teachers challenged to do by this new grading system?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

4. Do you favor the distribution of percentages of written work, performance tasks, and quarterly assessment?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

5. Did you like the experience of computing grades? Why or why not?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

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?

SHOW Your Learning Artifacts

Sample Report Card

Let your
Creativity Shine

Using the space

provided, attach a
copy of Report
Card.

3
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 5.2 – Assessment OF Learning (Summative Assessment)

Name of FS Student: Date Submitted: _

Year and Section: Course:

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation Sheet questions/tasks observation questions/tasks questions/tasks observation questions/ tasks
completely answered/ not answered/ not answered/ not
accomplished. accomplished. accomplished. answered/accomplished.

Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions were
answers are with depthand answers are clearly answers are not clearly not answered; answers not
are thoroughly grounded connected to theories; connected to theories; one connectedto theorie;s more
on theories; grammar and grammar and spelling are (1) to three (3) than four (4) grammatical/
spelling are free from error. free from errors. grammatical/spelling spelling errors.
errors.

Reflection Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow;
supported by what were supported by what were somewhat supported by rarely supported by what
observed and analyzed. observed and what were observed and were observed and
analyzed. analyzed. analyzed.

Learning Artifacts Portfolio is reflected Portfolio is reflected on in Portfolio is not reflected Portfolio is not reflectedon
on in the context of the context of the learning on in the context of the in the context of the
the learning outcomes. outcomes. Complete, well learning outcomes.. learning outcomes. Not
Complete, well- organized, very relevant to Complete, not organized, complete; not organized,
organized, highly the learningoutcome. relevant to the learning not relevant.
relevant to the outcome.
learning outcome
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2)
deadline deadline the deadline days or more after the
deadline

COMMENT/S Rating:
Over-all Score (Based on
transmutation)

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

3
Signature of FS Teacher above Printed Name Date