FIELD STUDY 1 LEARNING

EPISODE
Assessment OF
6 Learning (Summative
Assessment)

SPARK Your Interest

Episode # 6 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 # 6 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) Reporting Students’
Performance.

TARGET Your Intended Learning Outcomes

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.

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OBSERVE, ANALYZE, REFLECT
Activity 6.1 Aligning Assessment Task with the Learning Outcome

Resource Teacher: Teacher’s Signature: _ School: _

Grade/Year Level: Subject Area: Date: _

TARGET Your Intended Learning Outcomes

 Determine alignment of assessment task with learning outcome

 Formulate assessment task aligned with the learning outcome

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
 Observe at least 3 classes – 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
assess the tool/task it.
learning aligned to
outcome/s? the
Specify.) learning
outcome/s?
TLE (ELECTRICAL) Students will be able The teacher asked Yes, the N\A
to demonstrate proper students to set up a assessment task
use of basic electrical simple circuit using a aligns with the
tools and equipment. learning outcome
multimeter to
since it requires
measure voltage and students to apply
resistance. practical skills
using tools as
specified in the
learning outcome.
SCIENCE Students will explain The teacher used a Yes, the N\A
the process of quiz with multiple- assessment is
photosynthesis and choice and open-ended aligned since it
identify its key questions about evaluates both
components. photosynthesis and understanding of
required students to the process and
label a diagram of a identification of
plant cell. components as
outlined in the
learning outcome.

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ENGLISH Students will construct The teacher asked Yes, the task N\A
grammatically correct students to write five aligns as it
sentences using subject- sentences directly assesses
verb agreement rules demonstrating proper the ability to
subject-verb construct
agreement, followed sentences with
by peer evaluation. correct subject-
verb agreement.

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 ANALYZE

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

Yes, all the assessment tasks are aligned to the learning outcomes. Each task specifically evaluated the skills or
knowledge stated in the learning objectives. This alignment ensured that students were assessed on what they were
expected to learn.

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

If assessment tasks are not aligned, students may be evaluated on skills or knowledge unrelated to the objectives,
leading to unfair or inaccurate results. This could confuse students and hinder their progress in learning. Misaligned
assessments also fail to show whether the learning goals were truly achieved.

3. Why should assessment tasks be aligned to the learning outcomes?

Assessment tasks should be aligned to ensure they measure the intended skills or knowledge. This helps students
focus on achieving the specific objectives and provides accurate feedback on their performance. Aligned
assessments support effective teaching and meaningful 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?

Reflecting on past assessments, I recall moments when some tasks aligned perfectly with what was taught,
while others seemed disconnected from the lessons. These experiences showed me the importance of aligning
assessments with learning outcomes to ensure fairness and accuracy in evaluating students. This reflection
highlights how such alignment affects performance and the lessons I can apply as a future teacher.

When assessments were aligned with the lessons, I felt more confident and prepared to perform well. I
could focus on studying the relevant concepts, knowing they directly reflected what I had learned. However, in
instances where assessments seemed unrelated to the lessons, I felt frustrated and uncertain. These experiences
negatively impacted my performance, as I struggled to understand the expectations. From this observation, I’ve
learned the importance of creating assessments that reflect the learning outcomes, ensuring they measure what
students are taught.

As a future teacher, I understand that aligning assessments with learning outcomes is essential for
meaningful learning and accurate evaluation. I’ve learned that students perform better and feel more motivated
when they see a clear connection between lessons and assessments. Moving forward, I will strive to design
assessments that are fair, relevant, and supportive of students’ growth.

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 LINK Theory to Practice

Directions: Encircle the letter of the correct answer.

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

A. No C. Yes
B. Somewhat D. Yes, if teacher is not included

2. Learning outcome: Conduct an investigation to prove that plants can manufacture their own food.

Test item: Can plants manufacture their own food? Explain your answer.

Is the test item aligned to the learning outcome?

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 the inductive method of teaching.

Is the test item aligned to the learning outcome?

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 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.

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”?

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 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 plants 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-related 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

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Activity 6.2 Observing the Use of Traditional Assessment Tools

Resource Teacher: Teacher’s Signature: _ School: _

Grade/Year Level: Subject Area: Date: _

TARGET Your Intended Learning Outcomes

 Critique traditional assessment tools and tasks for learning in the context of established guidelines on
test construction

REVISIT the Learning Essentials

 Traditional assessment tools are also called paper-and-pencil tests.

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

OBSERVE
 Observe classes and pay particular attention to the assessment tool used by the teacher.
 With teacher’s permission, secure a copy of the assessment tool.

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 Differentiate conductors "Write 'C' for conductor and The tool is clear and simple
from insulators 'I' for insulator: Wood, for identifying knowledge
 Copper, Glass" of basic concepts.
However, it can be
improved by providing
context or examples.
2. Matching type Match electrical "Match the following: This is aligned with the
components to their Resistor - (A) Limits learning outcome and
 functions current, Capacitor - (B) encourages comprehension.
Stores charge, etc." The design is appropriate
for the level of learners.

3. Multiple Choice Identify the purpose of "Which tool is used for The assessment is well-
electrical tools measuring current? A) constructed and tests
 Multimeter B) Screwdriver students' understanding
C) Pliers D) Drill" effectively. Options are
clear, but more distractors
could make it more
challenging.
4. Others

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Constructed Response Type
1. Completion Identify key components "A __________ is used to This tool is simple and
of a circuit diagram measure voltage in a focuses on recall. However,
 circuit." adding a hint or example
might improve clarity for
struggling learners.

2. Short answer type Explain how a circuit "Briefly explain the purpose This encourages critical
breaker works of a circuit breaker in thinking and application of
 electrical safety." knowledge. The tool is
appropriate but could
include a word limit for
better structure.
3. Problem solving Solve for resistance using "If a circuit has a voltage of This is well-aligned with
Ohm's Law 10V and a current of 2A, the learning outcome and
 calculate the resistance." tests analytical skills. It
meets guidelines and
promotes applied learning.

4. Essay-restricted Describe the steps in "List and describe the basic The restricted word limit
installing an electrical steps for safely installing an ensures focused responses.
 outlet electrical outlet in 150 The task is well-aligned
words or less." and encourages synthesis of
information.

5. Essay- non-restricted

Others

ANALYZE

1. Which assessment tools/tasks were most commonly used by teacher? Which ones were rarely used? Why were
they rarely used?

The most commonly used assessment tools were multiple choice and matching type tests. These tools were used to
check students' basic understanding and knowledge quickly. The tools were effective because they provided clear and
concise ways to assess many students at once. On the other hand, essay-type assessments were rarely used. This could
be because essays take more time to evaluate.
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?

The resource teacher was most skilled in constructing multiple choice and matching type tests. These types of
assessments are structured, objective, and can test a wide range of content, which the teacher managed well. The least
skilled assessment type appeared to be the essay-based tests, where the teacher provided restricted and non-restricted
responses. The teacher may have found it challenging to create clear, focused essay questions that align with specific
learning outcomes.

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, essays or written requirements can be considered an authentic form of assessment if they require students to apply
knowledge and think critically. However, for them to be authentic, the essay questions should be connected to real-life
problems or scenarios related to the subject being taught. While paper-and-pencil tests can assess knowledge, they may
not always capture deeper understanding unless students are required to justify their answers or explain their thinking.
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 REFLECT
How good are you at constructing traditional assessment tools? Which do you find most difficult to construct? Any
lesson/s learned?

In this reflection, I will share my thoughts on constructing traditional assessment tools based on my analysis. As a
future teacher, understanding how to create effective assessments is essential for evaluating student learning. Through this
process, I have realized that while I am comfortable with some assessment types, others are more challenging to create.

In my experience, I find that I am more skilled at constructing multiple-choice and matching-type questions. These
types of assessments are straightforward and allow for a broad range of topics to be tested in a short amount of time.
However, I find essay-type questions to be more difficult. This is because creating clear and meaningful essay questions
that truly assess a student’s understanding requires careful thought and alignment with learning outcomes. I also need to
ensure that the questions encourage critical thinking and application of knowledge, which can be challenging.

From this experience, I’ve learned that assessment construction requires a balance between clarity, relevance, and
depth. While objective questions like multiple-choice are useful for checking basic understanding, more complex
assessments like essays allow students to demonstrate deeper learning. As a future teacher, I will continue to work on
improving my ability to create well-balanced and meaningful assessments that align with the learning outcomes and
encourage students to think critically.

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 LINK 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 test items. Evaluate them on 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

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Activity 6.3 Observing the Use of Non-Traditional Assessment Tools and Scoring Rubrics

Resource Teacher: Teacher’s Signature: _ School: _

Grade/Year Level: Subject Area: Date: _

TARGET Your Intended Learning Outcomes

 Evaluate non-traditional assessment tools including scoring rubrics

REVISIT the Learning Essentials

 There are learning outcomes that cannot be assessed by traditional assessment tools.
 Authentic/non-traditional /alternative assessment tools measure learning outcomes like performance and product.
 These performance task and product are assessed by the use of scoring rubric.
 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)
 The main purpose of rubrics is to assess performances and products.
 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.
 For diagnostic purposes, the analytic rubric is more appropriate.
 For a holistic view of a product or performance, the holistic rubric will do.
 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
 Observe classes in at least 3 different subjects and pay particular attention to the assessment tool used by the
teacher.
 With teacher’s 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 Outcome Sample of How a Comment/s (Is the

Assessment/Non- Assessed Product/Performance product/performance scoring rubric
Traditional/Alterna Assessed was assessed constructed according
tive to standards?
One example of a product Describe how the
assessed. (Puta photo of the product/performance
product/documented was assessed. Which
performance in My was used analytic
Teaching rubric or holistic
Artifacts. rubric? INCLUDE
INCLUDE THE THE RUBRIC IN
RUBRIC IN MY MY TEACHING
TEACHING ARTIFACTS.
ARTIFACTS.
1. Product Connect wires correctly The teacher used an The scoring rubric was
to create a functional analytic rubric to well-constructed, clearly
circuit that lights up a evaluate the product. aligned with the
bulb. The rubric focused on learning outcomes. It
criteria such as the provided specific
correctness of wire feedback on each
connections, the criterion, ensuring
functionality of the students understood the
circuit (whether the bulb steps required for
lights up), and the success.
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 neatness of the setup.
2. Successfully connect The teacher used a The rubric aligned well
Performance wires to make a bulb holistic rubric to with the learning
light up, demonstrating evaluate the objectives, though
technical skills and performance. The including detailed
understanding of circuit assessment focused on analytic criteria (e.g.,
components. the overall process, troubleshooting process
including accuracy, or understanding of
safety measures, and circuit components)
effective might enhance feedback
troubleshooting. The for further learning.
rubric emphasized the
successful outcome and
efficiency in completing
the task.

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 ANALYZE

1. Between analytic and holistic rubrics which one was more used? Why do you think that type of rubric was
used more?
The analytic rubric was used more because it allows teachers to assess specific details and criteria in the product,
such as the accuracy of wire connections and functionality of the circuit. This type of rubric is more helpful when
giving detailed feedback to students about what they did well and what they need to improve.
2. Based on your answers in # 1, what can you say about the scoring rubrics made and used by the Resource Teachers?
The scoring rubrics used by the Resource Teachers were well-constructed and detailed. They provided clear
guidelines and criteria that helped students understand how their work would be evaluated. This made the assessment

fair and aligned with the learning objectives.

3. Will it make a difference in assessment of student work if teacher would rate the product or performance without
scoring rubrics? Explain.
Yes, it will make a big difference. Without a rubric, the assessment could become subjective, and students might not clearly
understand how their work is being evaluated. A rubric provides structure, fairness, and transparency, making the assessment
process more reliable and easier to understand.

4. If you were to improve on one scoring rubric used, which one and how?
I would improve the holistic rubric used for assessing performance by including more detailed criteria. For example, I
would add points for troubleshooting skills, safety measures, and overall process execution. This would ensure that
students are not only judged on the outcome but also on their effort and understanding.

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, an essay or written requirement can be an authentic assessment if it allows students to apply what they have learned
to real-world scenarios. For example, essays that require critical thinking, analysis, or problem-solving can reflect a
student's understanding and ability to connect concepts to practical situations.

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 definitely help students become self-directed learners because they provide clear expectations and allow
students to assess their work independently. Rubrics contribute to assessment as learning by guiding students to

reflect on their strengths and weaknesses. Without rubrics, students might feel lost or uncertain about how to meet
the teacher’s expectations, which could hinder their growth.

Does the Scoring Rubric is this FS Book 1 help you come up with better output?
Yes, the scoring rubric in the FS Book helps create better outputs because it gives a clear structure and specific
criteria to follow. It ensures that the assessment is fair and aligned with the goals of the task, making it easier to

understand how to perform well and improve in the future.

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REFLECT

Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the years as a student.

Authentic assessment tools and tasks focus on real-world applications of knowledge and skills. While they might seem
new to some, they have always been present in education, even if not labeled as "authentic." Reflecting on my years as a
student, I have experienced both traditional and authentic assessments, and they each shaped my learning differently.

As a student, most of my assessments were traditional, like multiple-choice tests and written exams. However, I also
encountered authentic tasks, such as projects, experiments, and group presentations. For example, building models in
science or solving real-life problems in math felt more engaging and practical than just answering questions on paper.
These activities helped me understand how what I learned could be applied outside the classroom. Although I didn't
realize it at the time, these were examples of authentic assessments. Looking back, I see that authentic tasks made me
more excited about learning because they felt meaningful. Traditional tests were useful for recalling facts, but they
sometimes felt disconnected from real life. Authentic assessments, on the other hand, encouraged creativity, problem-
solving, and collaboration—skills that are important in daily life and future careers.

Authentic assessments may not be entirely new, but they are gaining more attention now because they prepare students
better for the real world. My experiences as a student showed me the value of these tools in making learning relevant and
practical. As a future teacher, I aim to balance both traditional and authentic assessments to help students learn deeply
and apply their knowledge effectively.

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 SHOW Your Learning Artifacts
 Accomplished Observation Sheet

15
  Observations

Product Assessment:
 Students were tasked with connecting wires to light up a bulb, showcasing their ability to apply theoretical knowledge in a
hands-on task.
 Teachers used scoring rubrics to assess the final product, focusing on the functionality and accuracy of the connections.
 The rubric was constructed to evaluate specific criteria, such as neatness, correctness, and completion of the task.
Performance Assessment:
 The teacher closely monitored the process of students connecting wires, evaluating their problem-solving and practical skills.
 A holistic rubric was often used to assess the overall quality of the performance, emphasizing the outcome and process.
Use of Scoring Rubrics:
 Holistic rubrics were more frequently used because they are quicker and easier to apply during performance-based tasks.
 Analytic rubrics, while detailed, were less common due to the time required for detailed scoring.
 Teachers demonstrated skill in constructing rubrics, but some lacked specificity in describing criteria.
Impact of Rubrics:
 Rubrics provided clear guidelines for students, helping them understand expectations and how their work would be evaluated.
 Without rubrics, the assessment process could become subjective, potentially leading to inconsistent or unclear feedback for
students.
Student Engagement:
 Authentic tasks, like wiring projects, were highly engaging for students, as they connected classroom learning with real-world
applications.
 Students appeared more motivated to complete tasks that felt meaningful and relevant to their lives.
Teacher Feedback:
 Teachers used the rubric results to provide feedback, emphasizing strengths and areas for improvement in students' work.
Connection to Self-Directed Learning:
 Rubrics encouraged students to assess their work and improve independently, fostering skills for lifelong learning.
 Without rubrics, students might struggle to identify specific areas for self-improvement.
Overall Observation:
 Authentic assessments, combined with well-constructed rubrics, enhance learning by making tasks relevant and encouraging
deeper engagement.
 Teachers need to balance the use of holistic and analytic rubrics based on the nature of the task for effective evaluation.

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 Reflection

Authentic assessment tools and scoring rubrics have opened my eyes to the importance of making learning meaningful
and practical. Observing how teachers use hands-on tasks like connecting wires to light a bulb shows how assessments
can go beyond traditional paper-and-pencil tests. These tasks not only test knowledge but also allow students to
demonstrate their understanding and skills in real-world applications. I realized that authentic assessments help bridge
the gap between theory and practice, making learning more relevant for students.

From my analysis, I saw how rubrics play a vital role in making assessments fair and clear. When teachers use scoring
rubrics, they provide students with a roadmap of expectations, guiding them toward better performance. Holistic rubrics
allow teachers to evaluate the overall outcome quickly, while analytic rubrics provide detailed feedback on specific
criteria. Both have their strengths, and their proper use can significantly impact how students learn and grow. I also
understood how rubrics can empower students to assess themselves, encouraging independence and self-directed
learning.

This experience taught me that as a future teacher, I need to carefully design assessments that reflect both the learning
outcomes and real-life applications. Using well-constructed rubrics can ensure fairness and provide meaningful feedback
for students. Most importantly, I learned that assessments should not just measure what students know but also inspire
them to apply their learning in ways that prepare them for the challenges of the real world

 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.

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 LINK Theory to Practice

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 an 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. Labeling the parts of a sewing machine

5. Which is the most reliable way of determining whether or not the student can now dance tango?
A. Performance test
B. Oral test
C. Written test on steps of tango
D. Written test illustrating the steps

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Activity 6.4 Scrutinizing the Types and Parts of a Portfolio

Resource Teacher: Teacher’s Signature: _ School: _

Grade/Year Level: Subject Area: Date: _

TARGET Your Intended Learning Outcomes

 Evaluate a sample portfolio

 Distinguish among the 3 types of portfolio

REVISIT the Learning Essentials

 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.
 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.
 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.
 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.
 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.
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.

19
 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?

20
 SHOW Your Learning Artifacts
 Sample/s of Improved Written Tests, both selected-response type and supply type.

21
 Sample/s of product and performance assessed

22
 Sample/s of a rubric

23
 Sample/s of students’ reflection on his/her portfolio

24
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 6 – Assessment OF Learning (Summative Assessment)
Learning Outcomes: 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.

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; 1
are thoroughly grounded connected to theories; connected to theories; one answers not connected to
on theories; grammar grammar and spelling (1) to three (3) theories; more than four
and spelling are free from are free from errors. grammatical/spelling (4) grammatical/
error. errors. spelling errors.

Reflection Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow; rarely
supported by what supported by what somewhat supported supported by what
were observed and were observed and by what were observed were observed and
analyzed. analyzed. and 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 th;econtext of the learning
the learning outcomes; outcomes. Complete; well learning outcomes.. outcomes; not complete;
Complete, well- organized, very relevant to Complete; not organized. not organized, not relevant.
organized, highly the learningoutcome. Relevant to the
relevant to the learning outcome.
learning outcome
Submission Submitted before Submitted on the Submitted a day after Submitted two (2) days
the deadline deadline the deadline 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

25
 LINK Theory to Practice

Directions: Encircle the letter of the correct answer.

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?
A. Showcase portfolio C. Assessment portfolio
B. Development portfolio D. Process portfolio

5. I want to know if my students can now focus the microscope properly. With which portfolio am I concern?
A. Showcase portfolio C. Assessment portfolio
B. Development portfolio D. Process portfolio

26
Activity 6.5 Scrutinizing the Types and Parts of a Portfolio

Resource Teacher: Teacher’s Signature: _ School: _

Grade/Year Level: Subject Area: Date: _

TARGET Your Intended Learning Outcomes

 Construct assessment 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.

27
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.
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)

28
 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

29
Resource Teacher: Teacher’s Signature: _ School: _
Grade/Year Level: Subject Area: Date: _

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 (and Kendall and Tasks/Questions
by Anderson and Marzano)
Krathwohl)
Self-system Thinking 6 I 1
Metacognition 5 II 2
Creating 6-Highest I 1

Evaluating 5 I 1

Analyzing 4 Analysis 3 III 3

Applying 3 Knowledge Utilization 4 III 3

Understanding 2 Comprehension 2 I 1

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 of Cognitive Processes Assessment on Use
Processes (Bloom as (and Kendall and Tasks/Questions
revised by Marzano) Given by
Anderson and Resource Teacher
Krathwohl)
Self-system Thinking 6-Highest e.g. Teacher asked
students: Why is the 1
lesson important
to you?
Metacognition 5 Teacher asked: "Can you
reflect on the strategies 2
you used to solve the
problem?"
Example: 6-Highest Teacher asked students
Creating = to design a poster
I summarizing their 3
understanding of the
topic.
Evaluating = I 5 Teacher asked: "How
would you assess the 4
effectiveness of this
process?"
Analyzing = II 4 Analysis 3 Teacher asked: "Can you
break down the steps 5
involved in solving this
30
 problem?"
Applying = III 3 Knowledge Utilization 4 Teacher asked students
to solve a real-life 6
problem using the
concepts learned.
Understanding = II 2 Comprehension 2 Teacher asked: "Can you
explain the concept in 7
your own words?"
Remembering = IIII 1-Lowest Retrieval = III 1-Lowest Teacher asked: "What
I I are the steps in the 8
process we just
discussed?"
Rank Rank

31
 ANALYZE

1. Which cognitive skill had the highest number of assessment questions? lowest number?
 The highest number of assessment questions was at the Remembering (Retrieval) level with four questions.
 The lowest number of assessment questions was at the Self-system Thinking level with only one question.

2. What do these (lowest and highest number of assessment questions) reveal about Resource Teacher’s level of
questions?
 The high number of questions at the remembering level shows that the teacher focuses more on basic recall of facts.
This means the teacher might prioritize ensuring students understand and memorize foundational knowledge.
 The low number of questions in higher-level thinking skills, like Self-system Thinking, shows that the teacher might
not ask enough deep or reflective questions. This could mean there is less emphasis on advanced or critical thinking
tasks.
3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive skills? Give an example of an
assessment question for each of the two highest cognitive skills – metacognitive skills and self-system thinking.

The two highest cognitive skills are Metacognition and Self-system Thinking.
 Metacognitive Example: "Can you reflect on why your approach to solving this problem worked or didn’t
work?"
 Self-system Thinking Example: "Why is learning this topic important for your goals or real-life decisions?"

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

Higher Order Thinking Skills (HOTS) are essential in helping learners think critically, analyze situations, and solve
complex problems. As I reflect on my own skills and abilities, I realize the importance of developing these skills, not just
for myself but for my future students as well.

On a scale of 1 to 5, I would rate myself a 4 in terms of HOTS. I am capable of analyzing situations, evaluating
options, and creating innovative solutions. However, there is always room for improvement, especially in consistently
applying these skills in diverse and challenging scenarios. As a future teacher, my goal is to contribute to the development
of my students' HOTS by asking open-ended and thought-provoking questions, designing projects that require analysis
and creativity, and encouraging reflection on their own learning processes. By fostering a classroom environment where
students feel confident to think critically and share their insights, I can help them become independent and self-directed
learners.

HOTS are not just skills for academic success but tools for lifelong learning. By continuously improving my own
HOTS and actively creating learning opportunities for my students to develop theirs, I can prepare them to face real-world
challenges with confidence and creativity. Reflecting on this motivates me to always strive for growth as a learner and as
a teacher.

32
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 6 – Assessment OF Learning (Summative Assessment)
Learning Outcomes: 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.

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; 1
are thoroughly grounded connected to theories; connected to theories; one answers not connected
on theories; grammar grammar and spelling (1) to three (3) to theorie;s more than
and spelling are free from are free from errors. grammatical/spelling four (4) grammatical/
error. errors. spelling errors.

Reflection Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow; rarely
supported by what supported by what somewhat supported supported by what
were observed and were observed and by what were observed were observed and
analyzed. analyzed. and 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 th;econtext of the learning
the learning outcomes; outcomes. Complete; well learning outcomes.. outcomes; not complete;
Complete, well- organized, very relevant to Complete; not organized. not organized, not relevant.
organized, highly the learningoutcome. Relevant to the
relevant to the learning outcome.
learning outcome
Submission Submitted before Submitted on the Submitted a day after Submitted two (2) days
the deadline deadline the deadline 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

33
 LINK Theory to Practice

Directions: Encircle the letter of the correct answer.

1. “Is my thinking CORRECT?” asks a student to

himself. In which level of cognitive process is he?
A. Self-system C. Metacognition
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 students’ ability to reason out logically is a question to test students’ ability to .
A. engage in metacognition
B. analyze
C. do self-system thinking
D. evaluate

34
Activity 6.6 Analyzing a Table of Specifications

Resource Teacher: Teacher’s Signature: _ School: _

Grade/Year Level: Subject Area: Date: _

TARGET Your Intended Learning Outcomes

 Explain the function of a Table of Specifications

REVISIT the Learning Essentials

 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.
 Sometimes the types of items are described in terms of cognitive level as well.

1. Study the sample of Table of Specifications on Assessment.

Learning Outcome No. of Cognitive Level Total

Class Rem Un Ap An Ev Cr
Hours
1. Identify common tools and 1 3 2 5
materials in electrical work
2. Explain the safety precautions in 1 2 2 4
handling electrical circuits
3. Demonstrate how to connect a 1.5 3 2 5
basic circuit
4. Troubleshoot common electrical 1 3 2 5
circuit problems
5. Evaluate the efficiency and safety 1 2 1 3
of simple circuits
6. Design a small electrical circuit for 0.5 2 2
a specific purpose
Total

ANALYZE

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

- A TOS must include the learning outcomes, number of class hours, cognitive levels (e.g., Remembering,
Understanding, Applying), and the total number of items per level. These parts help ensure the test covers the topics
taught and aligns with the objectives.

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

- The number of items per cognitive level ensures the test balances easy, moderate, and difficult questions. This
ensures fair assessment of both basic knowledge and higher-order thinking skills.

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 because OBE (Outcome-Based Education) focuses on what students should achieve after learning.
Using learning outcomes ensures that assessments measure what students can do, not just what they know.

4. Can a teacher have a test with content validity even without making a TOS?
- It’s possible, but harder. A TOS ensures alignment between objectives and test items, so without it, the teacher may
unintentionally miss important content or focus too much on one area.

5. Complete the given TOS.

35
 REFLECT

Read this conversation and reflect on teachers’ assessment practices. Write your reflections here.

Student A: Saan naman pinulot ni Teacher ang kanyang 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! Nakakaiinis! (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?

As a student, I’ve experienced similar frustrations where test questions didn’t match the lessons taught in
class. It was discouraging because the effort I put into studying felt wasted, and it seemed unfair. This kind of
situation reflects poor alignment between teaching and assessment, which affects both student performance
and motivation.
The required use of a Table of Specifications (TOS) can address this issue. A TOS ensures that test questions
are aligned with the learning outcomes and the content taught in class. It serves as a guide to ensure fairness
and accuracy in assessments, making them a true reflection of what students learned. Teachers can use this
tool to build valid tests and avoid confusion or dissatisfaction among students. In the future, I would ensure
that assessments match the lessons to create a positive learning environment.

SHOW Your Learning Artifacts

 Accomplished Observation Sheet

36
 Analysis

 Reflection

 Completed Sample TOS

37
 LINK Theory to Practice

Directions: Encircle the letter of the correct answer.

1. In Teacher R’s Table of Specifications (TOS), 60 percent of the 1 st grading test items 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. 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. Ina 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 the 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 of test they took?
A. Lacks content validity
B. Has content validity
C. Lacks reliability
D. Lacks construct validity

38
Activity 6.7 Computing Student's Grades based on DepEd Grading System

Resource Teacher: Teacher’s Signature: _ School: _

Grade/Year Level: Subject Area: Date: _

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

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. Refer to Appendix A for more
details.
 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 Students’ 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 students
regarding the new grading system.

B. Interview of Resource Teacher

1. What are the new features of the latest grading system? What things are you required to do with this
new grading system which you were not asked before?

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. Does the new grading system give you a better picture of your performance? Why or why 2 not?

39
 4. Which do you prefer - the old or the new grading system? Why?

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?

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
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.

40
 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?

2. What are the good points of the new grading system according to teachers? according to students?

3. What are 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?

41
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 6 – Assessment OF Learning (Summative Assessment)
Learning Outcomes: 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.

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; 1
are thoroughly grounded connected to theories; connected to theories; one answers not connected
on theories; grammar grammar and spelling (1) to three (3) to theorie;s more than
and spelling are free from are free from errors. grammatical/spelling four (4) grammatical/
error. errors. spelling errors.

Reflection Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow; rarely
supported by what supported by what somewhat supported supported by what
were observed and were observed and by what were observed were observed and
analyzed. analyzed. and 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 th;econtext of the learning
the learning outcomes; outcomes. Complete; well learning outcomes.. outcomes; not complete;
Complete, well- organized, very relevant to Complete; not organized. not organized, not relevant.
organized, highly the learningoutcome. Relevant to the
relevant to the learning outcome.
learning outcome
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days
deadline deadline the deadline 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

42
 LINK Theory to Practice

Directions: Encircle the letter of the correct answer.

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 the academic track
B. No. D. It depends on 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

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 of 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

8. Which is described 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 per 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.

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 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 and III

14. Who is retained in the same grade level 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 enrollment in the school

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45
Activity 6.8 Reporting Students’ Performance

Resource Teacher: Teacher’s Signature: _ School: _

Grade/Year Level: Subject Area: Date: _

TARGET Your Intended Learning Outcomes

 State the reason(s) why grades must be reported to parents

 Describe what must be done to make grade reporting meaningful

REVISIT the Learning Essentials

 Grades fulfill their function if reported meaningfully to students and most of all to parents, our partners in the
education of children.
 Grades are a measure of achievement, not necessarily IQ. A student may have high IQ but not necessarily
achieving or performing because of lack of motivation or other factors.

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 he/she give?

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 a regular way of reporting grades to
parents?

3. What problems on grade reporting did you encounter with parents? How did you address it/them?

Interview with 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?

46
Interview with Parents
1. Does your child’s Report Card give you a 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?

ANALYZE

1. What were the most common issues raised on students’ performance?

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

a) maintained and
b) improved to make grades and reporting meaningful?

REFLECT

1. Grades are often a source of misunderstanding. How should I do reporting so that it will result to effective learning?

47
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 6 – Assessment OF Learning (Summative Assessment)
Learning Outcomes: 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.

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; 1
are thoroughly grounded connected to theories; connected to theories; one answers not connected
on theories; grammar grammar and spelling (1) to three (3) to theorie;s more than
and spelling are free from are free from errors. grammatical/spelling four (4) grammatical/
error. errors. spelling errors.

Reflection Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow; rarely
supported by what supported by what somewhat supported supported by what
were observed and were observed and by what were observed were observed and
analyzed. analyzed. and 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 th;econtext of the learning
the learning outcomes; outcomes. Complete; well learning outcomes.. outcomes; not complete;
Complete, well- organized, very relevant to Complete; not organized. not organized, not relevant.
organized, highly the learningoutcome. Relevant to the
relevant to the learning outcome.
learning outcome
Submission Submitted before Submitted on the Submitted a day after Submitted two (2) days
the deadline deadline the deadline 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

48
 LINK Theory to Practice

Directions: Encircle the letter of the correct answer.

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 II 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 standards
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.

49