UNIVERSITY OF MAKATI

J. P RIZAL EXT, WEST REMBO MAKATI

COLLEGE OF EDUCATION

F.S 1 Learning Episode 9.1: Assessment FOR

Learning and Assessment AS Learning
(Formative Assessment)
TARGET Your Intended Learning Outcome
At the end of the episode, I must be able to:

 Demonstrate knowledge of the design and use of formative assessment; and

 Explain the importance of formative assessment.

DISCOVER the Learning Essentials

 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.

 If we find out that the learners failed to understand prerequisite knowledge and skills, we
reteach until learners’ master them. This is FORMATIVE assessment, assessment while the
learners are formed or taught. It is assessment in the midst of instruction.

 Formative assessment is also referred to as assessment for learning. Assessment for

learning simply means we do assessment to ensure learning.

 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 learner 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 than 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 out

 Assessment for learning encourages peer assessment.

 OBSERVE, ANALYZE, REFLECT

Activity 12.1 Observing Assessment FOR Learning Practices (Formative Assessment)

Resource Teacher: Ms. Mary Payaoan Teacher’s Signature ___________ school: HSU

Grade/year level: Grade 11&12 subject Area: DISS and CPAR Date: __________

OBSERVE

1. Observe what teacher does or listen to what teacher says to find out If he students
understood the lesson while teaching-learning is in progress.

What teacher Said Tally Total

Did you understand the IIIII 5

lesson?

What did you feel about it? II 2

How did you find this topic? III 3

Anyone? IIIIIIII 8

Do you remember when... II 2

Any questions? IIIIII 6

2. Did the teacher ask the class “did you understand”? if she did, what was the class’
response?

Yes, the teacher is always asking them that question and the students is always
answering her that they understand what she said.

3. Did the students make the teacher feel or sense they did not understand the lesson or a
part of the lesson? How?

They didn't ask the teacher to repeat the discussion but they are always quiet so the
teacher sensed that there is a problem with the students because they didn't response
to the question.

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

The teacher repeat what he discussed and ask them again if they understand now.

5. Were the students given the opportunity to ask question for clarification? How was this
done?

Yes, the teaher is always encouraging them about asking her a question about the
lesson.

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 tutoring (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

✓ Teach did re-teaching

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

Yes and she also uses more easy words and more exsmples for the students to
understand her.

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

I didn't observe this one because Ms. Grace didn't do this.

If yes, how?

ANALYZE

1. 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?

The students are being asked if they understand what the teacher discussed and Ms.
Mary always ask them about their thoughts or how they see their discussion. It is also
better to do assessment and activities every after the lesson to measure the students
understanding.

2. Why is not enough for a teacher to ask “Did you understand, class?” when he/she
intends to check on learners’ progress?

It is not enough because they are not true on their answers or maybe they are shy to ask
questions about it.

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

Yes, because it is a proof of her students lesrning nd understanding on the lesson.

4. Based on your observations, what formative assessment practice worked?

The teacher didn't use formative assessment during my observation so I didn't observe it.

5. For formative assessment, why is peer tutoring in class sometimes seen to the more
effective than teacher himself/herself doing the re-teaching or tutoring?

Because the students are not afraid on asking her classmates during tutoring.

6. 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?

REFLECT

 Formative assessment is tasting the soup while cooking. Reflect on this and write your
reflections.

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

Formative assessment is tasting the soup while cooking, it means that the teacher needs to
test the students knowledge during the discussion or right away before concluding the test.
 Just like how we cook right? We are tasting first the dish if there is missing before turning
off the stove or concluding the dish. As a teacher we are assessing first the students
understanding before moving to the next topic. Yes, we should record the formative
assessments for us to compare it to the next assessents.

Activity 12.2 Observing Assessment AS Learning Practices (Self-Assessment)

Resource Teacher: __________________________Teacher’s Signature ___________ school: _________

Grade/year level: ___________________________subject Area: _________________Date: __________

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

 Assessment as learning means assessment is a way of learning.

 It is use of an ongoing self-assessment by the learners on order to monitor their own

learning.

 This is manifested when learners reflect on their own learning and make necessary
adjustments so that they achieve deeper understanding.

 It requires students to ask questions about their learning.

 It provides ways for students to use formal and informal feedback and self-assessment to
help them understand the next steps in learning.

 It encourages self-assessment and reflection.

OBSERVE

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 Yes, the teacher give the students an
learners to monitor and reflect on their oppurtunities when doing the activities.
own learning?

The teacher asked the students to answer

2. What are roofs that students were questions that they can do a reflection on
engaged in self-reflection, self-monitoring what they did or what they have experiencing.
and self-adjustments?

No, the students didn't report it.

3. Did students record and report their own
learning?

4. Did teacher create criteria with the Yes, especially for the arts subject. Ms. Mary
students for tasks to be completed or is creating rubrics for the projects or
skill to learned? activities.

ANALYZE

1. If the students is at the heart of all assessment, then all assessment should support
student learning. Do you agree? Why or why not?

Yes, it should support the student learning because assessment is there not to just rank
all your students but it is there for us to know if our students learn from us or not.
Assessment is there to support, assist and evaluate our students learning.

2. Does assessment as learning have the same ultimate purpose as assessment for
learning?

Yes, Assessment for, as and of has the same ultimate purpose and that is to know if our
student really learn from us or understand the lesson. The students learning is the
primary or ultimate goal of our assessment.
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?

The primary purpose of assessment is not to measure but to further learning, it means that
assessment is there for us to know or improve our students learning. Because of assessment,
we can understand and find the things that we need to improve on our students. During
childhood, I always remember my cousin when he got lower score in examinations. His mother,
who happens to be a teacher is always punishing him during that time. I always got curious
because my mom never punished me when I got lower scores. And now when I grow older and
become pre-service teacher, I now understand why my mom never punished because of that,
because it's only a tool for the teacher to know if their students learn and understand the lesson.
Assessment is only their to know if the students need improvement and the parents shouldn't
be angry to the students because I believe that it is okay to have an improvement.

UNIVERSITY OF MAKATI
J. P RIZAL EXT, WEST REMBO MAKATI
COLLEGE OF EDUCATION

F.S 1 Learning Episode 9.2 Assessment of

Learning

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 assessments 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 Marzaro’s taxonomy;
 Explain the function of a tables of Specifications;
 Distinguish among types of learners’ portfolios and their functions;
 Compute students’ grade based on DepEd’s grading policy;
 State the reasons why grades must be reported to parents; and
 Describe what must be done to make grade reporting meaningful.

OBSERVE, ANALYZE, REFLECT

Activity 13.1 Aligning Assessment Task with the Learning Outcome

Resource Teacher: __________________________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 P. E / computer /EPP/ TLE.

Subjects Learning Assessment Is the If not aligned,

task (how did assessment improve on it.
teacher assess tool /task
the learning aligned to the
outcome/s? learning
specify. outcome/s/?
P.E/EPP/TLE To dance tango Written quiz- No Performance
enumerate the test-let students
steps of tango in dance tango.
order.
Subjects Learning Assessment Is the If not aligned,
task (how did assessment improve on it.
teacher assess tool /task
the learning aligned to the
outcome/s? learning
specify. outcome/s/?
Social science. To know the She made an Yes
Literature/panitikan. different activity about
EsP appraoches of rational choice
Social Science. theory that is
alligned with
the approaches.

Physical/biological
Science/math/
English/Filipino

ANALYZE

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

Yes, the teacher always make sure that all the assessment is alligned to the learning
outcome. She also make sure that all the things that she do in class is related or alligned
to the learning outcomes.

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

If the teacher's assessment is not alligned with the learning outcomes then there will be
no sense for the objectives of the lesson and why are the students studying it. The
learnings of the students is also not alligned with the test so expect it to be low.

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

Learning outcome is there for us to be guided and have an end point in mind. If our task
is not alligned with this, then we can't expect other things.
REFLECT

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

Sometimes, our teacher make an assessment that is alligned on the topics and on what the
teacher taught. We can see if the assessment is alligned, you will find the test easy for you if
you can answer the test quickly. You can answer it quickly if you listen to the discussion. It is
hard to answer questions if you didn't allign the tes to the lesson.

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

If the assessment is not alligned, then the students will not answer the questions and they
will find it hard. As a teacher, I learned to keep the discussion and assessment alligned to
the learning outcome so the students will understand it throughly.

Activity 13.2 Observing the Use of Traditional Assessment Tools

Resource Teacher: __________________________Teacher’s Signature ___________ school: _________

Grade/year level: ___________________________subject Area: _________________Date: __________

TARGET Your Intended Learning Outcome

 Critique assessment tools and tasks for learning in the context of

established guidelines on test construction

REVISIT the Learning Essentials

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

 Traditional assessment tools usually measure learning in the cognitive domain.

 Traditional or paper-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 type of test are short answer, problem

Solving and easy.

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 which teacher used. From your teacher’s test items, give an
example.
Type of Traditional Put a Learning Outcome Sample test item of Comments (assessment
Assessment Tool/paper- Check Assessed Resource Teacher tool constructed in
and pencil test (√) accordance with established
here guidelines?) Explain your
answer.
Selected Response type
1.Alternate response

2.Matching type

3.Multiple Choice

4.Others ✓ Discuss the state What are the state Yes, the assessment
(Essay) of reproductive of reproductive tool is constructed
health in different health in different based on the
countries. countries? learning outcome.

Type of Traditional Put a Learning Outcome Sample Test Item of Common (is the
Assessment Tool/Paper- check (√) Assessment Resource Teacher assessment tool
and Pencil Test if constructed in accordance
Resource with established
Teacher guidelines?)
 used it Explain your answer.
Constructed-Response
Type
1.Completion

2.Short answer type ✓ Discuss the women What are the women Yes, the
issues in the Philippines. issues in the Philippines?
assessment tool is
constructed based
on the learning
outcome.
3.Problem solving

4.Essay-restricted

5.Essay-non-restricted

6.Others

ANALYZE

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

The most common is the multiple choice type of test because we can always see it and
it is one of the easy tyoe of assessment we can make. Problem solving assessment is
the one that is rarely used because it is difficult to make. They are being used to test the
knowledge and skills of the students.

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 only gave me an essay type of test because it is the only
assessment that has an objective.
 3. Can an essay or other written requirements, even if it is a written paper-and-pencil test,
be considered an authentic from of assessment? Explain your answer.

Yes, I remember that Prof. Garcia really like to do an authentic assessment during
midterm and finals. All of the test items are essay. It can be an authentic form of
assessment because it test the critical thinking skills of the students.

REFLECT

How good are you at constructing traditional assessment tools? Which do you find most
difficult to construct? Any lesson/s learned?

I can't say that I'm good in constructing an assessment tool because I'm still learning but I
know the do's and don'ts of writing an assessment. Its difficult to compose a higher order
thinking kills questions because it is not just a question but it also measure the critical skills of
the student. I learned that it is not easy to make a question and you can't make a good question
if it is rushed.

Activity 13.3 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 Outcome

 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 – 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, 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 Sample of product/ How a Comment/s (is the

Assessment/ non- Outcome Performance Assessed product/performance scoring rubric
traditional/alternative Assessment was assessed constructed
according to
One example of a standards?
product assessed.
(put a photo of the
product/documented
performance in My
Teaching Artifacts.
INCLUDE THE
RUBRIC IN MY
TEACHING
ARTIFACTS.

1.Product- Integrated Arts Using a rubrics Yes and it is

(Arts) easy to grade
the students.

2.Performance Integrated Arts Using a rubrics Yes and it is

(Music Video) easy to grade
the students
 ANALYZE

1. Between analytic and holistic rubrics which one was more used? Why do you think that
type of rubric was used more?

Analytic rubrics is the one being most used because it is very easy to grade or assessed
the student. This rubric is gave us specific and detailed feedback.

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

It is analytic rubric so it is easy to used and it makes her grading time easier. It can
provide detailed feedback that can be used by the students in improving.

3. Will take a difference in assessment of student work if teacher would rate the product or
performance without scoring rubrics? Explain.

Yes, because when the teacher is using a scoring rubrics, she can give more detailed
feedback. You can rate the studentsbwithout rubrics but the students will not
understand why they got that score.

4. If you were to improve on one scoring rubric used, which one and how?

I will not improve it because I dont find anything wrong.

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

considered an authentic from of assessment? Explain your answer.

Yes, paper and pencil test can be considered as authentic assessment if the test is on
higher order examinations. In this kind of test, we can consider having a situational
question.

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 np
rubrics in assessment?

Yes, when we gave a rubrics, the children will be guided on what are we expecting to see
on them. Rubrics contribute in assessment by knowing where they got wrong or
mistakes. If there were no rubrics then the students will have a hard time in making or
having the assessment.

Does the scoring rubric in this FS Book 1 help you come up with better output?
 REFLECT

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

For me, authentic assessment is not new but when I became college student that's when I
know the word authentic assessment. During highschool and senior highschool I exprience
taking up this kind of assessments. This kind of assessment really test our critical thinking
skills nd mostly on an essay part. It can also test if you really understand the topic or
discussions that happens while you take the course of subject. It can also be a test where we
apply the discussion on real life experiences and I think, performances about us is considered
as authentic assessment. I emeber that I really hate this kind of assessment because it is very
'madugo' type of assessment.

Activity 13.4 Scrutinizing the types and parts of a portfolio

Resource Teacher: __________________________Teacher’s Signature ___________ school: _________

Grade/year level: ___________________________subject Area: _________________Date: __________

TARGET Your Intended Learning Outcome

 Evaluate a sample portfolio

 Distinguish among the 3 types of portfolio

DISCOVER 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 s 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 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.

OBSEVE

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 portfolio Includes

Element 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 students ✓
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 was supposed to learn was learned?

The content should be the basis to show that she learned what supposed to be learned.
We can analyze if the student really lesrn or understand the discussion when she or he
puts a lot of ideas and her knowledge on the portfolio

2. Scrutinize the elements of this portfolio. Based on the parts, under which type of
portfolio dies this fall?

This portfolio is like a compilation where they are given a topics and the students is the
one who will attach examples and other things that they can put in the portfolio. It is like
a collection of lessons and discussion in one book.

Elements of a____________ Portfolio (Which type 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 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 which does the teacher make sure each of the 3 types of portfolio?

The teacher is focusing on the entries and reflection of the students. It is important to
focus on this two because it will show if the students learn from the teacher or not. It
also shows the learning of the student in the topic.

REFLECT

Have portfolio 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?
No, the portfolio is a very good way of showing what the students learn from the discusions and
the entire year. It is very convenient to us to know about tgeir understanding on what we teach.
Yes, if you exerted effort on the content of your portfolio and when your portfolio is 'malaman',
we can see that the students learn. Portfolio can be a tool for them when the time comes.

Activity 13.5 Determining the level of Teacher’s Questions

Resource Teacher: __________________________Teacher’s Signature ___________ school: _________

Grade/year level: ___________________________subject Area: _________________Date: __________

 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 Examples
Process
Remembering – Produce the right information from memory
Recognizing
 Name three 19th –century women English authors.
Recalling  Write the multiplication facts.
 Reproduce the chemical formula for carbon tetrachloride.
Understanding – Make meaning from educational materials or experiences
 Translate a story problem into an algebraic equation.
Interpreting  Draw a diagram of the digestive system.
 Paraphrase Jawaharlal Nehru’s tryst with destiny speech.
 Draw a parallelogram.
Exemplifying  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 species.
Inferring
 Explain how the heart is like a pump.
Comparing  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.
 Design an experiment to see how plants grow in different kinds of soil.
Implementing  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
  List the important information in a mathematical word problem and cross out the
Differentiating unimportant information.
 Draw a diagram showing the major and minor characters in a novel.
 Place the books in the classroom library into categories.
Organizing  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 brochure’s motivation in an novel or short story. 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.
 Judge how well a project meets the criteria of a rubric.
Critiquing  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 the 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 economic and environmental concern.
 Come up with alternative hypotheses based on criteria.
 Make a storyboard for a multimedia presentation on insects.
Planning  Outline a research paper on Mark Twain’s views on religion.
 Design a scientific study to test the effect of different kind of music on hens’ egg
production.
 Write a journal from the point of view of mountaineer.
Producing  Build a journal for pigeons.
 Put on a play based on a chapter from a novel you’re reading.

Resource Teacher: __________________________Teacher’s Signature ___________ school: _________

Grade/year level: ___________________________subject Area: _________________Date: __________

OBSERVE

1. Observe a teacher in the classroom.

2. Note hi/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 test
 for samples of questions in the various levels.

4. Make tally, then get the total. Use table 1 and 2 separately.

Table 1. Number of questions per level

Cognitive Cognitive Processes Tally of Total
processes(Bloom are Rank (and Kendall and Rank Assessment
revised by Anderson and Marzano) task/Questions
krathwohl
Self-system thinking 6

Metacognition 5

Creating 6-highest

Evaluating 5

Analyzing /An 4 Analysis 3 /

Applying 3 Knowledge Utilization 4

Understanding / 2 Comprehension 2 /

Remembering / 1-lowest Retrieval 1 ///-Example 4

Table 1. Number of questions per level

Tally and total score of Tally and Total score Example of Rank
Cognitive Rank of Cognitive Processes Rank Assessment Based on
processes(Bloom are (and Kendall and task/Questions Use
revised by Anderson and Marzano) given by Resource
krathwohl Teacher

Self-system thinking 6-highest e.g. Teacher Asked

students: why is the
lesson important to
 you?
Metacognition 5

6-highest Ano pa ang 2

Creating = I maibibigay mong
solusyon sa
problemang ito.
Evaluating = 5 1

Analyzing /An = II 4 Analysis-II 3 Ano ang magiging 4

consequences
kapag pinili mo ang
choice na ito.
Applying = I 3 Knowledge Utilization- I 4 Ano ang magiging 3
epekto nito kapag
ginawa mo ang
bagay na ito.
Understanding = II 2 Comprehension-II 2 Paano mo nasasabi 5
na mas pipiliin mo
ito
Remembering = IIII 1-lowest Retrieval= IIII 1-Lowest Ano ang pipiliin mo 6
I I between ukay at
uniqlo
Rank Rank

ANALYZE

1. Which cognitive skill had the highest number of assessment questions? Lowest
number?

The cognitive skills that has a higher number is the remembering. It is the highest
number because it is the easy type of questions that can be made. The teacher focused
on the lower order questions in discussion but she focused on higher order wuestions in
written outputs. The lowest is the higher order questions.

2. What do these (lowest and highest number of assessment questions) reveal about
resource Teacher’s Level of questions?

The resource teacher focused on lower order thinking skills because it makes the
student understand the basics of the lesson the rest will be learned by the students by
having critical thinking skills and by relating the lessons on their own.
 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?

I can say that I am in the 4.5 scale. I can answer HOTS question but I am not confident and I
can only answer short but precise answers. I can't elaborate my answers that much. But I'm
trying my best in answering the questions.

As a future teacher, reflect on how will you contribute to the development of learners HOTS?

As future teacher, we can train our students by making more HOTS questionaires on their
examinations. We can also ask them during discussions about their experience and they
connect it to the discussion. Applying the students experience in HOTS questions can make the
students understand their topic.

Activity 13.6 Analyzing a Table of Specifications

Resource Teacher: __________________________Teacher’s Signature ___________ school: _________

Grade/year level: ___________________________subject Area: _________________Date: __________

TARGET Your Intended Learning Outcome

 A table 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.

 No. of Cognitive Level Total
Learning outcome class
Hours
Rem Un Ap An Ev Cr

1.

2.

3.

4.

5.

6.

7.

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 column? Why or
why not?

4. Can a teacher have a test with content validity even without making a TOS?

5. Complete the given TOS.

REFLECT

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

Did you have similar experience? Reflect on it. Will the required use of table of specifications as

STUDENT A: Saan naman pinulot ni Teacher and 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.! Nakakainis! (You are right How annoying!”)

guide in test construction solve construction solve the problem of misaligned tests?
Activity 13.6 Analyzing a Table of Specifications

Resource Teacher: __________________________Teacher’s Signature ___________ school: _________

Grade/year level: ___________________________subject Area: _________________Date: __________

TARGET Your Intended Learning Outcome

 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 popularity
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 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 students’ 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 system.

B. Interview of Resource Teacher

1. What are the features of the latest grading system? What things are you required to do
with 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 think new grading system? _____________________________________________

 _______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________________________________

2. Do you think 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
not?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________________________________

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

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________________________________

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

Read DepEd Order # 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 Grade 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 recitation at the end of the school year?

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

E. Grade Computation

Show sample computations of a grade:

 In a subject of your choice from Grade 1 to 6 (if you are a future elementary teacher)

 In your specialization if you are a high school teacher)

 Show the percentage contrubutions of written work, performance tasks and quarterly
assessment. Then give the descriptor. Refer to DepEd Order # 8, s. 2015.

ANALYZE

Analyze data and information gathered from the interview and from your review of an unused
Students’ 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 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?
_______________________

_______________________________________________________________________________________
_______________________________________________________________________________________
____________________________________________________________

Activity 13.6 Analyzing a Table of Specifications

Resource Teacher: __________________________Teacher’s Signature ___________ school: _________
Grade/year level: ___________________________subject Area: _________________Date: __________

TARGET Your Intended Learning Outcome

 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 aprents,
our partners in the education of children.

 Grades are 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 card are distribution Day. Describe how cards are distributed.

2. Describe how the resource teachers communicated learners’ assessment result and
grades to parents.

3. Did parents raise questions or concerns? If yes, what their questions/concerns?

4. How did 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?

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 issue 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 a source of misunderstanding. How should I do reporting so

that it will result to effective learning?