Field Study 5: Learning Episode 3: Assessing Learning in Different Level

My Learning Episode Overview

In the previous episodes, you met learning in different domains. In this episodes, you will deal
with the different levels in which these domains are processed, taught, learned. You will also observe
and reflect on how your resource teachers assess learning in these domains in different levels. Theirs is
the challenge to formulate appropriate exercise questions and tasks that are aligned to the level of the
learning outcome.

My Intended Learning Outcomes

At the end of this Episode, I must be able to:
1. Classify the level of learning outcomes based on Bloom’s, Kendall’s and Marzano’s
taxonomy
2. Determine if the assessment tools/tasks are aligned to the level of the learning
outcomes

My Performance Criteria
I will be rated along the following:
a. Quality of my observations and documentation
b. Completeness and depth of my analysis
c. Depth and clarity of my classroom observation – based reflections
d. Completeness, organization, clarity of my portfolio and
e. Time of submission of my portfolio

My Learning Essentials
1. The outcomes of the K to 12 Curriculum are spelled out in terms of standards and
competencies.
2. The content standards state what learners should know and be able to do after the
teaching-learning process. The performance standards are what learners are able to do with
what they know.
3. DepEd Order No.8 s.2015 states:

Performance standards answer the following questions:

1. What learners may know?
2. How well must learners do their work?
3. How well do learners use their learning or understanding in different situations?
4. How do learners apply their learning or understanding real life contexts?
5. What tools and measures should learners use to demonstrate what they know?

(Source: DepEd Order No. 5, s. 2015)

 4. These standards are made more specific in the competencies. Competencies are the specific
knowledge, skills, values and attitudes that learners are supposed to demonstrate after a
teaching-learning process.
5. The k to 12 Curriculum is said to prepare the learner of the 21st century. The k to 12 learner
is expected to acquire the 21st century skills-life and career skills, information, media and
technology skills. Learning and innovation skills include critical thinking, communication
skills, collaboration skills and creativity
6. To prepare the learner of the 21st century, then the teaching and learning process in the k to
12 curriculum ought to go beyond simple recall and comprehension. It should reach the
level of applying, analyzing, evaluating and synthesizing which are basic to the development
of the 21st century skills.

My Map
1. Observe one class from each of the different subject groups: 1) Grammar class in Filipino, English,
Mother tongue, Math, Science-Cognitive; 2) Edukasyon sa pagpapakatao, English
Literature/Panitikan; -Affective 3) EPP or Technology and Livelihood Education, Physical Education,
Music and Arts, Computer class-psychomotor
2. Ask permission to copy the lesson objectives and evaluation of my resource teacher. Identify
its/their domain/s and level/s of learning.
3. With consent of my resource teacher, get a copy of his/her written tests. Answer the analysis
questions based on these items.
4. Observe my Resource teacher while he/she teaches. Determine the levels of learning that he/she
takes in teaching.
5. Identify examples of the different levels of outcomes drawn from the teacher’s lesson plan
6. Determine if the assessment tool/tasks are aligned to the level of the learning outcomes
7. Analyze my observations with the use of guide question
8. Reflect on my observation and analysis
9. Answer the LET-like test items.
10. Come up with my portfolio
 My Learning Activities

I will observe 3 Resource Teachers and focus my observation on their assessment practices with
the help of an observation Sheet.

Observation Sheet #3.1 Levels of Learning Outcomes

Resource Teacher: _________________ Teacher’s Signature: __________ School:______________

Grade/Year Level: _______________ Subject Area: _______________ Date: ________

(Choice if 1 from Grammar class in Filipino/English/Mother Tongue, Math, Science)

Assessment task Is the level of assessment

Learning
outcome/lesson
Level of Learning Outcome objective from teacher’s
Cognitive (BLOOM) lesson plan(write lesson
objective in the
appropriate outcome)
1. Remembering
Lesson objective?
evaluation aligned to the level of
(evaluation from objective? E.g. objective is
teacher’s Lesson recall the names of___”,
plan) Assessment task is
Write in the “Distinguish between
appropriate level animal and plant cell”- not
outcome aligned
YES NO

2. Comprehending

3. Applying Solve this problem 1.

Your sister ate 1/3 of
To solve word problem the pizza. You ate
involving similar also 1/3 of pizza.
fractions What part of the

pizza did the two of
you eat?

4. Analyzing

5. Evaluating

6. Creating
Kendall’s and Marzano’s New Taxonomy

Resource teacher’s learning Resource teacher’s assessment

Level of learning outcome
outcome/lesson objective tak

1. Retrieval- recalling,
recognizing

2. Comprehension

3. Analysis

4. Knowledge utilization
(investigating,
experimenting, problem-
solving, decision making)

Give proofs that metacognitive and self- systems were touched in

5. Metacognitive system the teaching-learnng
(students set learning
goals, monitor their
learning)

6. Self-system (students
examine importance of
subject, examine self-
motivation, interest and
efficacy
 Observation Sheet #3.2 Levels of Learning Outcome

Resource Teacher: _________________ Teacher’s Signature: __________ School:______________

Grade/Year Level: _______________ Subject Area: _______________ Date: ________

(Choice of 1 from Edukasyon sa Pagpapakatao, English Literature, Panitikan)

Assessment task Is the level of assessment

Learning
outcome/lesson
Level of Learning Outcome objective from teacher’s
Cognitive (BLOOM) lesson plan(write lesson
objective in the
appropriate outcome)
1. Remembering
Lesson objective?
evaluation aligned to the level of
(evaluation from objective? E.g. objective is
teacher’s Lesson recall the names of___”,
plan) Assessment task is
Write in the “Distinguish between
appropriate level animal and plant cell”- not
outcome aligned
YES NO

2. Comprehending

3. Applying Solve this problem 1.

Your sister ate 1/3 of
To solve word problem the pizza. You ate
involving similar also 1/3 of pizza.
fractions What part of the

pizza did the two of
you eat?

4. Analyzing

5. Evaluating

6. Creating
Kendall’s and Marzano’s New Taxonomy

Resource teacher’s learning Resource teacher’s assessment

Level of learning outcome
outcome/lesson objective tak

1. Retrieval- recalling,
recognizing

2. Comprehension

3. Analysis

4. Knowledge utilization
(investigating,
experimenting, problem-
solving, decision making)

Give proofs that metacognitive and self- systems were touched in

5. Metacognitive system the teaching-learnng
(students set learning
goals, monitor their
learning)

6. Self-system (students
examine importance of
subject, examine self-
motivation, interest and
efficacy
 Observation Sheet #3.3 Levels of Learning Outcomes

Resource Teacher: _________________ Teacher’s Signature: __________ School:______________

Grade/Year Level: _______________ Subject Area: _______________ Date: ________

(Choice of 1 from EPP or TLE,PE, Music and Arts, Computer)

Assessment task Is the level of assessment

Learning
outcome/lesson
Level of Learning Outcome objective from teacher’s
Cognitive (BLOOM) lesson plan(write lesson
objective in the
appropriate outcome)
1. Remembering
Lesson objective?
evaluation aligned to the level of
(evaluation from objective? E.g. objective is
teacher’s Lesson recall the names of___”,
plan) Assessment task is
Write in the “Distinguish between
appropriate level animal and plant cell”- not
outcome aligned
YES NO

2. Comprehending

3. Applying Solve this problem 1.

Your sister ate 1/3 of
To solve word problem the pizza. You ate
involving similar also 1/3 of pizza.
fractions What part of the

pizza did the two of
you eat?

4. Analyzing

5. Evaluating

6. Creating
Kendall’s and Marzano’s New Taxonomy

Resource teacher’s learning Resource teacher’s assessment

Level of learning outcome
outcome/lesson objective tak

1. Retrieval- recalling,
recognizing

2. Comprehension

3. Analysis

4. Knowledge utilization
(investigating,
experimenting, problem-
solving, decision making)

Give proofs that metacognitive and self- systems were touched in

5. Metacognitive system the teaching-learnng
(students set learning
goals, monitor their
learning)

6. Self-system (students
examine importance of
subject, examine self-
motivation, interest and
efficacy
My Analysis

1. What is the counterpart of Bloom’s recalling in Kendall’s and Marzano’s and DepEd’s KPUP?

2. Are the levels of learning or processing of what is learned in bloom’s Kendall’s and Marzano’s
similar or entirely different? Diagram

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

4. Students study based on how they are tested. To avoid “teaching-to-the-test” (teaching
something because it will be tested or covered in the test) or superficial factual testing, what
levels of knowledge processing should teacher use more?

My Reflections

Perhaps even without a scientific survey, you agree the most of the assessment that take place
in school are in the low levels of recalling, knowledge, and retrieval. What can be some reasons behind
this?

We measure what we value and we value what we measure. Then we have to assess what we
value and value what we assess. What is one big measure of Bloom’s revised cognitive taxonomy,
Kendall’s and Marzano’s new taxonomy of objectives to teachers regarding the assessment process?
Integrating Theory and Practice

1. In which level is identifying the authors of given literary pieces?

A. Understanding C. Recalling
B. Applying D. Sythesizing
My Learning Portfolio

1. Illustrate:
a.) Kendall’s and Marzano’s new taxonomy and
b.) Bloom’s revised taxonomy
By giving examples of assessment tasks for competency lifted from the K to 12
Curriculum Guide

Kendall’s and Marzano’s New Taxonomy

(Note: Referring to figure 10 will be great help)

Competency from K to 12 curriculum

Level of Processing Assessment Task (test items
Guide
etc.)

1. Retrieval

2. Comprehension

3. Analysis

4. Knowledge utilization

5. Metacognitive system

6. Self-system

Bloom’s Revised Taxonomy

(Note: Referring to figure 6 will be help)

Level of processing Competency from the K to 12 Assessment Task

curriculum guide

1. Remembering

2. Understanding

3. Applying

4. Analyzing

5. Evaluating

6. Creating