Name: Course:

FIELD STUDY 1
Learning Assessment OF
Episode

11
Learning
(Summative
Assessment)
Completion of Obs. Sheet –
Quality of Analysis –
Spark your Interest Depth of Reflection –
Adherence to Instructions –
Timeliness of Submission –
Episode #10 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 #11 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.

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 is
assessment tools and tasks with intended learning outcomes and compute students’
grade based on Dep Ed’s grading policy.

Revisit the Learning Essentials

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

Observe, Analyze, Reflect

Activity 1 Aligning Assessment Task with the Learning Outcomes

Resource Teacher: Date:

Course, Year Level & Section: Subject Area:

OBSERVE
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 Watch a video on classroom teaching. (The link is sent by your FS 1 Instructor in the
google classroom.) Complete the table on the next page.

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 IS
ASSESSMENT
ASSESSME
TASK (HOW DID
NT
LEARNING TEACHER ASSESS IF NOT
SUBJECT TOOL/TASK
OUTCOME/ THE LEARNING ALIGNED,
ALIGNED
S OUTCOME/S? IMPROVE ON
TO THE
SPECIFY. IT.
LEARNING
OUTCOMES
?
Example:
(Written Quiz)
Performance Test
P.E. To dance tango. Enumerate the steps of No
Let students dance tango.
tango in order.
Answer:

ANALYZE
Why should assessment tasks be aligned to the learning outcomes?
Answer:

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 REFLECT
1. Reflect on past assessments you have been through. Were they all aligned with what
your teacher taught with learning outcomes?
Answer:

2. As a future teacher, what lesson do you learn from this past experience and from this
observation. Why?
Answer:

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Activity 2 Computing Student’s Grades based on Dep Ed Grading System

Resource Teacher: Date:

Course, Year Level & Section: Subject Area:

Target your Intended Learning Outcome

Compute student’s grade based on Dep Ed’s grading policy.

Revisit the Learning Essentials

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. 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. Review of Dep Ed Order #8, s. 2015
Read Dep Ed Order #8, s. 2015 (Policy Guidelines on Classroom Assessment for the
K to 12 Basic Education Program). A pdf copy of this can be downloaded in the google
classroom together with this episode. You may refer to the following questions as your
guide in the review.
1. What are the bases for grading?

___________________________________________________________________________________
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___________________________________________________________________________________

2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11 to
12? Give an example.
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 ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________

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

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_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

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?

Requirements Decision
For Grades 1. Final grade of at least 75 Promoted to the next grade level
1 to 3 in all learning areas.
Learners
2. Did not meet Must pass remedial classes for learning
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 expectations in not more areas with failing mark to be promoted to
than two learning areas the next grade level. Otherwise the
learner is retained in the same grade
level.

3. Did not meet Retained in the same grade level

expectations in three or
more learning areas

For Grades 1. Final grade of at least 75 Promoted to the next grade level
4 to 10 in all learning areas.
Learners
2. Did not meet Must pass remedial classes for learning
expectations in not more areas with failing mark to be promoted to
than two learning areas the next grade level. Otherwise the
learner is retained in the same grade
level.

3. Did not meet Retained in the same grade level

expectations in three or
more learning areas
4.
5. Must pass all learning 1. Earn the Elementary Certificate
areas in the Elementary 2. Promoted to Junior High Schooll
6.
7. Must pass all learning 1. Earn the Junior High school
areas in the Junior High Certificate
School 2. Promoted to Senior High School
8.
For Grades 1. Final grade of at least 75 Can proceed to the next semester
11 to 12 in all learning areas in a
Learners semester
2.
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 3. Did not meet Must pass remedial classes for failed
expectations in a competencies in the subject before being
prerequisite subject in a allowed to enrol in the higher-level
learning area subject
4.
5. Did not meet Must pass remedial classes for failed
expectations in any competencies in the subjects or learning
subject or learning area areas to be allowed to enrol in the next
at the end of the semester. Otherwise the learner must
semester retake the subjects failed.
6.
7. Must pass all subjects or Earn the Senior High School Certificate
learning areas in Senior
High School
8.

B. Grade Computation
In a subject and year level (Grade 7-10) of your choice in your area of specialization,
make a sample class record in the 1st Quarter with 20 learners (10 boys and 10 girls)
like the one shown on page 12 of the Dep Ed Order #8, s. 2015. Round off decimals to
the nearest hundredths.

Note:
1. Use a separate sheet, short bondpaper for your sample class record (landscape).
Font style: Tahoma; Font size: 11. Indicate what subject & year level you chose.
2. The names of students must be in alphabetical order; family name, first name,
middle initial; boys first then girls.
3. The weight of each component varies depending on the subject you chose.
4. There must be at least 8 entries for written works, at least 7 entries for
performance tasks, and only 1 entry for 1st quarter assessment.
5. Do not forget to transmute the initial grade using the transmutation table in Appendix
B.

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 ANALYZE
Did you like the experience of computing grades? Why or why not?
Answer:

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? Support your answer.
Answer:

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 Proof of Observation
You can paste here at least 3 pictures/screenshots with captions while observing
classes, watching the video and reading Dep Ed Order #8, s. 2015.
Class Observation with BEEd 2-1, 2-2, and 2-
3

Prayer and
Recapitulation

Discussion

Brainstorming
and Sharing

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