FS-5 Episode 1-9 - Combine

Learning Episode 1
ASSESSMENT FORLEARNING,
ASSESSMENT AS LEARNING and
ASSESSMENT OF LEARNING:
HOW ARE THEY PRACTICED?
My Map_____________________________________________________
Episode 1:
 Read My Learning Essentials.
 Observe 2 classes together with aartner, to see assessment

practices with the help of an Observation sheet.
 Analyze my Observation with the use of guide question.
 Reflect on my observation and analysis.
 Answer the LET-like test items.
 Come up with my portfolio.

My Learning Activities
I will observe two classes, record my observation with the use of an Observation Sheet.
OBSERVATION SHEET #1.1
Indicators of Assessment FOR, OF and AS Learning
Resource Teacher: _______________ Teacher’s Signature: _____________
School: ________________Grade/Year/Level: _______________
Subject Area: ________________ Date: ___________________
Assessment FOR Assessment AS Learning Assessment OF Learning

Learning
Write observed teacher Write observed teacher and Write observed teacher
activities that manifest student activities that activities that manifest
assessment FOR learning. manifest assessment AS assessment OF learning.
(Assessment while teacher learning. (Assessment at the end of
teaches. Conduct of pretest (Self-assessment) teaching)
and posttest are included).
Indicators of Assessment FOR, OF and AS Learning
Assessment FOR Assessment AS Learning Assessment OF Learning

Learning
Write observed teacher Write observed teacher and Write observed teacher
activities that manifest student that manifest activities that manifest
assessment FOR learning. assessment AS learning. assessment OF learning.
(Assessment while teacher (Self-assessment) (Assessment at the end of
teaches. Conduct of pretest teaching)
and posttest are included).
My Analysis
1. Did you observe assessment practices for the three (3) forms of assessment? Explain
your answer.
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2. Are results of assessment OF learning affected by the observance/implementation of

assessment FOR learning? Explain your answer.
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3. Based on your observations, to what extent is Assessment AS Learning (self-

assessment) practiced compared to Assessment FOR (formative) and OF Learning
(summative)?
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4. Which phrase refers to assessment FOR learning? Assessment OF learning?

Assessment AS learning??
DepEd Order No. 8, s. 2015 states: “Assessment is a process that is used to
keep track of learners’ progress in relation to learning standards…, to promote
self-reflection and personal accountability among students about their own
learning and to provide bases for the profiling of student performance on the
learning competencies and standards of the curriculum.”
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My Reflections
Write your reflections on the following:
1. As a student, did you like assessment? Do students like assessment? Why or why not?
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2. What can you do to eliminate students’ fear of assessment? Can frequent formative
assessment (Formative assessment) reduce if not eliminate fear of assessment?
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3. Do you like the idea and practice of self-assessment (assessment AS learning)? Why or
why not?
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My Learning Portfolio
1. Distinguish assessment FOR, OF and AS learning by way of a graphic organizer.

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2. Research on:
 3 innovative formative assessment activities and techniques to add to the usual
teacher questioning and observation techniques
 2 innovative summative assessment tools that measure higher-order thinking
skills
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My Learning Rubric
Field Study 5, Episode 1 – Assessment FOR Learning, Assessment AS Learning and

Assessment of Learning: How Are They Practiced?
Focused on: Distinguishing among the 3 forms of assessment and
Drawing concrete examples of these forms of assessment
Name of FS student: ____________________________ Date Submitted:________________

Year & Section: _____________________________ Course:_________________________
Learning Exemplary Superior Satisfactory Needs

Episodes 4 3 2 Improvement
1
All tasks were All or nearly Nearly all tasks Fewer than
done with all tasks were were done with half of tasks
Learning outstanding done with acceptable were done; or
Activities quality; work high quality quality. most
exceeds objectives
expectations were me but
need
improvement
4 3 2 1
All questions Analysis Analysis Analysis
were answered questions questions were questions
completely; in were not answered were not
depth answers; answered completely. answered.
Analysis of the thoroughly completely. Vaguely related Grammar and
Learning Episode grounded o Clear to the theories. spelling are
n theories, connection Grammar and unsatisfactory.
Exemplary with theories. spelling are
grammar and Grammar and acceptable
spelling spelling are
superior
4 3 2 1
Reflection Reflection Reflection Reflection
statements are statements statements are statements
Reflections/Insigh profound and are clear, but shallow; are unclear
ts clear; not clearly supported by and shallow
supported by supported by experiences and are not
experiences experiences from the supported by
from the from the learning experiences
learning learning episodes from the
episodes. episodes learning
episodes
4 3 2 1
Portfolio is Portfolio is Portfolio is Analysis
complete, complete, incomplete; questions
clear, well- clear, well- supporting were not
organized and organized; documentation answered
Learning Portfolio all supporting; most s are organized Grammar and
documentation supporting but are lacking spelling are
s are located in documentatio unsatisfactory
sections clearly ns are
designated available and
logical and
clearly
marked
locations.
4 3 2 1
Submission of Submitted Submitted on Submitted a Submitted two
Learning Episode before the the deadline. day after the days or more
deadline deadline after the
deadline
4 3 2 1
COMMENT/S
Over-all Score Rating:
(Based on transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING

SCORE 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 below
GRADE 1.0 1.2 1.5 1.7 2.00 2.25 2.5 2.75 3.00 3.5 5.00
5 5 0
99 96 93 90 87 84 81 78 75 72 71
below
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Signature of FS Teacher Date
above Printed Name
LEARNING EPISODE 2
GUIDING PRINCIPLES in the

ASSESSMENT of LEARNING
My Map _____________________________________________________
Episode 2:
Step 1. Read the Learning Essentials given above.
Step 2.Observe at least three (3) classes with a learning partner.

I will choose one class from each of the three groups.
Group 1 – Language / Science / Math
Group 2 – Physical Education, ICT, TLE
Group 3 – EdukasyonsaPagpapakatao / AralingPanlipunan
Step 3. Discuss my observation/answer to the question with my

partner.
Step 4.Write down my answer to the question.
Step 5. Reflect on my own observation.
Step 6.Answer the LET-like question.
Step 7.Come-up with my Portfolio
OBSERVATION SHEET # 2.1
Which of the following principles were observed by the Resource Teacher?
Principles of Assessment Observations (Describe observed

behaviors of the Resource Teacher that
is/are aligned to each principal).
1. Make use of varied tools for Which assessment tools did Resource
assessment data-gathering and Teacher use?
multiple sources of assessment
data. It is not pedagogically sound
to rely on just one source of data
gathered by only one assessment
tool. Consider multiple intelligences
and learning styles.
2. Learners must be given feedback Give examples of comments of teacher on

about their performance. Feedback students’ work/answer.
must be specific. “Good work!” is
positive feedback and is welcome
but actually is not a very good
feedback since it is not specific. A
more specific better feedback is
“You observed rules on subject-
verb agreement and variety of
sentences. Three of your commas
were misplaced.”
3. Assessment should be on real- How was this demonstrated?
world application and not on out-of-
context drills.
4. Emphasize on the assessment of How was this done?

higher-order thinking.
5. Emphasize on self-assessment. Were students given the opportunity to do

(Assessment as learning) self-assessment?
School: ________________________Grade/Year/Level: _______________


were misplaced.”
context drills.


School: ________________________Grade/Year/Level: _______________


were misplaced.”
context drills.


My Analysis
1. Which principles of assessment were observed to have practiced?
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2. Which principle/s was / were least observed / not observed?

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My Reflections
We assess what we value and value what we assess. What should I do to make
assessment worthwhile?
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1. Assessment should be on real-world application and not on out-of-context drill.
Research on GRASP of G. Wiggins and JayMcTighe. Construct a real-world
performance assessment task.
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2. Here is an intended learning outcome. “the student must be able to apply the basic
assessment principles in the teaching-learning process.”
Assess the attainment of that objective learning outcome by way of 2 multiple
choice test items.
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3. Research on how to assess higher-order thinking skills. Give 2 examples of test items
that measure applying and analyzing
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My Learning Rubric
Field Study 5, Episode 2 – Guiding Principles in the Assessment of Learning

Focused on: Determining application of the guiding assessment principles in given situations
Applying the basic assessment principles in the teaching-learning process
Name of FS student: _____________________________ Date Submitted: _______________

Year & Section: ________________________________ Course: _______________________
Learning Episodes Exemplary Superior Satisfactory Needs

Improvement
4 3 2 1
All tasks were All or nearly all Nearly all tasks Fewer than half
done with tasks were were done with of tasks were
Learning Activities outstanding done with high acceptable done; or most
quality; work quality quality. objectives were
exceeds me but need
expectations improvement
4 3 2 1
were answered questions were questions were questions were
completely; in answered not answered not answered.
depth answers; completely. completely. Grammar and
Analysis of the thoroughly Clear Vaguely related spelling are
Learning Episode grounded on connection with to the theories. unsatisfactory.
theories, theories. Grammar and
Exemplary Grammar and spelling are
grammar and spelling are acceptable
spelling superior
4 3 2 1
statements are statements are statements are statements are
Reflections/Insights profound and clear, but not shallow; unclear and
clear; clearly supported by shallow and are
supported by supported by experiences not supported
experiences experiences from the by experiences
from the from the learning from the
learning learning episodes learning
episodes. episodes episodes
4 3 2 1
complete, clear, complete, clear, incomplete; questions were
well-organized well-organized; supporting not answered
Learning Portfolio and all most documentations Grammar and
supporting; supporting are organized spelling are
documentations documentations but are lacking unsatisfactory
are located in are available
sections clearly and logical and
designated clearly marked
locations.
4 3 2 1
deadline
4 3 2 1
COMMENT/S
(Based on
transmutation)

SCORE 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 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
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above Printed Name
LEARNING EPISODE 3
USING DIFFERENT ASSESSMENT

METHODS TOOLS AND TASKS
My Map _____________________________________________________
Episode 3:
Step 1. Read the Learning Essentials given above.
Step 2.Observe at least three (3) classes with a learning partner.

I will choose one class from each of the three groups.
Group 1 – Language / Science / Math
Group 2 – Physical Education, EPP/TLE, Music and arts
Group 3 – EdukasyonsaPagpapakatao / AralingPanlipunan
Step 3.Analyze my observations with the use of guide questions.
Step 4. Reflect on my observations and analysis.
Step 5.Answer the LET-like question.
Step 6. Come-up with my Portfolio.

Traditional Assessment Practice
Resource Teacher: _______________ Teacher’s Signature: _____________ School:

________________
Grade/Year/Level: _______________ Subject Area: ________________ Date:
___________________
Paper and Pencil Please put a check () on the test which the teacher used and
Tests give at least 2 test items as examples. You may ask for samples
of past test that your Resource Teacher used in the past to
complete your matrix
Selected-response
type
1, Alternate response
2. Matching type
3. Multiple Choice
4. Others
*For Science, Math, English, Filipino, Mother Tounge
Concentrated-type
Response
1. Completion
2. Short answer
type
3. Problem Solving
4. Essay
a.) Restricted
b.) Non-
Restricted
5. Others
School: __________________________Grade/Year/Level: ____________
Subject Area: ____________________ Date: ___________________
Paper and Pencil Please put a check () on the test which the teacher used and
Tests give at least 2 test items as examples. You may ask for samples
of past test that your Resource Teacher used in the past to
complete your matrix
Selected-response
type
1, Alternate response
2. Matching type
3. Multiple Choice
4. Others
*For Literature, Edukasyon sa Pagpapakatao, Araling Panlipunan
Concentrated-type
Response
1. Completion
2. Short answer
type
3. Problem Solving
4. Essay
a.) Restricted
b.) Non-
Restricted
5. Others

School: __________________________Grade/Year/Level: _____________
*For Physical Education, EPP/TLE, Music and Arts
My Analysis
1. In what subjects was traditional assessment method used for?
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2. Which among the traditional assessment tool/s test was/were used most often?
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3. In what subjects was authentic assessment method used most?
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4. Which Products or performance were assessed? Give examples.
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5. What assessment tools and tasks were used to assess learning in the cognitive domain, and
declarative knowledge?
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6. What assessment tools and tasks were used to assess the learning of psychomotor
skills/process knowledge?
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7.Was there assessment of learning in the affective domain? Explain your answer.
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8. To which multiple intelligence did the assessment tools and tasks respond? Come up with a
Table of intelligences which were given attention and corresponding assessment task used.
MI Assessment
My Reflections
What happens when your assessment method and tool do not match with your domain
of learning?______________________________________________________
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Have we been fair to learners whom when learned are equipped with multiple
intelligence when in the past we only used paper-and-pencil test which was most fit only for the
linguistically intelligent earner?________________________________________
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1. Refer to the K to 12 Curriculum Guide. Select atleast one competency for each domain of
learning and give an appropriate assessment tool/task.
Domain of Learning
(Bloom, Kendall and Competency Assessment Tool/Task
Manzano
1. Cognitive / Declarative
Knowledge / Process
2. Psychomotor / Motor skills
3. Affective
2.Give the 9 multiple intelligence (MI) cited by Gardner. Give at least 1 example of
assessment tool task to assess a particular intended learning outcome: ‘to explain the meaning
of Pygmalion effect’_______________________________________________
Language smart – In 3 sentences explain the meaning of Pygmalion effect. .
Logic smart____________________________________________________________
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Picture smart___________________________________________________________
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smart___________________________________________________________
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smart_____________________________________________________________
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Music smart____________________________________________________________
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Self smart______________________________________________________________
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People smart ___________________________________________________________
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Spirit smart_____________________________________________________________
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__________________________________________________3. Research on 2 assessment
tools/tasks for learning in the affective domain.________
Present the here. Cite your references.__ ___________________________________
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My Learning Rubric
Field Study 5, Episode 3 – Using different Methods, Tools and Tasks
Focused on: Identifying different assessment methods and assessment tools and
assessment tasks and
Selecting the appropriate method tool/task for different domains of
learning and for the 9 intelligences
Name of FS student: ____________________________ Date Submitted: ___________
Year & Section: _______________________________ Course: __________________

Improvement
4 3 2 1
All tasks were All or nearly all Nearly all tasks Fewer than
done with tasks were were done with half of tasks
Learning Activities outstanding done with high acceptable were done; or
quality; work quality quality. most
exceeds objectives
need
improvement
4 3 2 1
were answered questions were questions were questions
completely; in answered not answered were not
depth answers; completely. completely. answered.
Analysis of the thoroughly Clear Vaguely related Grammar and
Learning Episode grounded on connection to the theories. spelling are
theories, with theories. Grammar and unsatisfactory.
spelling superior
4 3 2
1
statements are statements are statements are statements
Reflections/Insight profound and clear, but not shallow; are unclear
s clear; clearly supported by and shallow
episodes
4 3 2 1
Learning Portfolio organized and organized; documentation answered
all supporting; most s are organized Grammar and
s are located in documentation unsatisfactory
sections s are available
clearly and logical and
locations.
2
4 3 1
deadline
4 3 2 1
COMMENT/S

(Based on transmutation)

SCORE 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 belo
w
GRADE 1.0 1.2 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.00
5 0
99 96 93 90 87 84 81 78 75 72 71-
belo
w
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above Printed Name
LEARNING EPISODE 4
ASSESSING LEARNING
IN
DIFFERENT LEVELS
Map _____________________________________________________
Episode 4:
1. Observe one class from each of the different subject groups 1) grammar
class in Filipino, English, Mother Tongue, Math, Science – Cognitive, 2)
EdukasyonsaPagpapakatao, English Literature/ Panitikan – Affective 3) EPP
or Technology and Livelihood Education, Music andarts , Computer class –
psychomotor.
2. Ask permision to copy the lesson objecties and evaluation of my resource

Teacher. Identify domains/ level/s of learning
3. With the consent of my resource Teacher, get a copy of her/his written test.
Answer the analysis questions based on the test items.
4. Observe my Resource Teacher while he/she teaches. Determine the levels

of learning that he/she take in teaching.
5. Identify examples of the different levels of learning outcomes drawn from the
teacher’s lesson plans.
6. Determine if the assessment tools/tasks are aligned to the level of the

learning outcomes.
7. Analyze my observation with the use of guide question.
8. Reflect on my observations and analyze.
9. Answer the LET-like test items.
10. Come up with my portfolio.

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Levels of Learning Outcomes

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(Choice of 1 from Grammar class in Filipino/English/Mother Tounge, Math, Science)
Level of Learning Assessment Is the Level of assessment

Learning outcome/ Lesson Task Evaluation aligned to the level of the
outcome- Objective from from Teacher`s objective?e.g. objective is
Cognitive(Bloo teacher`s Lesson Lesson recall the names of
m) Plan (Write Plan(Write if in ______*;Assessment task is
lesson objective the approptiate ‘Distinguish between animal
in the appropriate level outcome) and plant cell’ – Not aligned.
level outcome)
1.Rememberin Lesson objective Yes No
g
2.Comprehemd
ing
3.Applying To solve problem Solve this

involving similar problem. 1. Your
fractions sister ate 1/3 of 
the pizza. You
ate also 1/3
4.Analyzing
5.Evaluating

Cognitive teacher`s Lesson Lesson recall the names of
(Bloom) Plan (Write Plan(Write if in ______*;Assessment task is
level outcome)
6. Creating
Kendall`s and Manzano`s New Taxonomy
Level of Learning Outcome Resource Teacher`s Resource Teacher`s

Learning Outcomes/ Assessments
Lesson Objectives
1. Retrieval – recalling ,
recognizing
2.Comprehension
3.Analysis
4. Knowledge utilization
(investigating, experimenting,
problem solving, decision
making)
5. Metacognitive System Give proofs that metacognitve and self systems were
(Students set learning goals, touched in the teaching-learning.
monitor their learning)
6. Self-system
(Students examine
importance of subject,
examine self-motivation,
interest and efficacy)
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(Choice of 1 from Edukasyon sa Pagpapakatao, English, Literature, Panitikan)

level outcome)
g
2.Comprehemd
ing
3.Applying Interpret the Recite the poem

poem written by with feelings
… 
4.Analyzing
5.Evaluating

level outcome)
6. Creating

Lesson Objectives
recognizing
2.Comprehension
3.Analysis
making)
6. Self-system
(Students examine
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(Choice of 1 from EPP or TLE, P.E., Music, Arts, Computer)

outcome- Objective from from Teacher`s objective? e.g. objective is
lesson objective the appropriate ‘Distinguish between animal
level outcome)
g
2.Comprehemd
ing
3.Applying
4.Analyzing
5.Evaluating

level outcome)
6. Creating

Lesson Objectives
recognizing
2.Comprehension
3.Analysis
making)
6. Self-system
(Students examine
My Analysis
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1. What is the counterpart of Bloom`s recalling in Kendall`s and Manzano`s and DepEd`s
KPUP?
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2. Are the levels of learning or processing of what is learned in Bloom`s, Kendall`s and
Manzano`s similar or entirely different? Diagram.
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3. What did you discover about assessment tasks and learning outcomes? Are they aligned?
Explain.
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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 teachers use more?
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My Reflections
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Perhaps even without a scientific survey, you agree that most of the assessment that take
place in the low levels of recalling knowledge, retrieval.What can be some reasons behind
this ?
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___________________________________________________ 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 message of Bloom`s revised cognitive taxonomy, Kendall`s and
Manzano`s new taxonomy of objectives to teachers regarding the assessment process?
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(Note: Referring to Figure 10 will be of great help)
Level of Processing Competency from the K to Assessment task (Test

12 Curriculum Guide item, etc.)
1. Retrieval
2.Comprehension
3. Analysis
4.Knowledge utilization
5.Metacognitive system
6. Self-system
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Bloom`s Revised Taxonomy

(Note: Referring to Figure 10 will be of great help)
Level of Processing Competency from the K to Assessment task (Test

12 Curriculum Guide item, etc.)
1. Remembering
2.Understanding
3. Applying
4.Analyzing
5.Evaluating
6. Creating
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2. Select an appropriate competency from K to 12 Curriculum Choose and construct a

performance assessment task following GRASPS of Wiggins and Mctighe.
My Learning Rubric
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Field Study 5, Episode 4 – Assessing Learning in Different Levels
Focused on: Classifying the level of learning outcomes based on Bloom`s, Kendall`s and
Manzano`s taxonomy and DepEd KPUP
Determining if the assessment tools/tasks are aligned to the level of the learning
outcomes.
Name of FS student: __________________________ Date Submitted: _____________

Year & Section: _____________________________ Course: ____________________

Improvement
4 3 2 1
All tasks were All or nearly all Nearly all tasks Fewer than
done with tasks were were done with half of tasks
Learning Activities outstanding done with high acceptable were done; or
quality; work quality quality. most
exceeds objectives
need
improvement
4 3 2 1
were answered questions were questions were questions
completely; in answered not answered were not
depth answers; completely. completely. answered.
Analysis of the thoroughly Clear Vaguely related Grammar and
Learning Episode grounded on connection to the theories. spelling are
theories, with theories. Grammar and unsatisfactory.
spelling superior
4 3 2
1
statements are statements are statements are statements
Reflections/Insight profound and clear, but not shallow; are unclear
s clear; clearly supported by and shallow
episodes
4 3 2 1
Learning Portfolio clear, well- clear, well- supporting were not
all supporting; most s are organized Grammar and
Learning Portfolio documentation supporting but are lacking spelling are
s are located in documentation unsatisfactory
sections s are available
clearly and logical and
locations.
2
4 3 1
deadline
4 3 2 1
COMMENT/S
(Based on
transmutation)

SCORE 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 belo
w
GRADE 1.0 1.2 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.00
5 0
99 96 93 90 87 84 81 78 75 72 71-
belo
w
_____________________ __________________
above Printed Name
LEARNING EPISODE 5
TABLE OF SPECIFICATIONS (TOS)

CONTENT VALIDITY AND
OUTCOMES-BASED EDUCATION
(OBE)
My Map _____________________________________________________
Episode 5:
1. Read My Learning Essentials.
2. Ask my Resource Teacher for a copy of her TOS.
3. Surf the internet for more samples.
4. Study these sample TOS.

1. Study Sample TOS
I will study the sample of TOS below.
2nd Semester SY 20__ - 20__
EDUC 11 FINAL
Course Catalog Number Periodical Examination
Table of Specification
Assessment of Student Learning 2

Course Title
. LEVELS/SKILLS Total
Remembering Understanding Thinking
Declarative (Comprehending/ (Analyzing/ Evaluating/
Applying Creating) # %
# % Item # % Item # % Item #
# #
Authentic 20 33.3 1- 20 33%
Assesssment: % 4,7-
Basic Concepts 15,2
0-26
Aunthentic 10 17% 5,5,16 10 17%
Assessment: -
Advance 19,27-
Application 30
Discussion of 10 17 31 10 17%
Behavioral
Objectives/
Intended
Learning
Outcomes
Portfolio on 20 33% 32-35 20 33%
Authentic
Assessment
TOTAL 20 33% 10 17% 30 50% 60 100
.0%
Prepared by:
_____________________
Instructor
2. Comparison of given TOS with other TOS that I researched on.

I will compare the given TOS with other TOS that I researched on.
My Analysis
1. For a TOS to ensure test content validity, what parts must it have?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Among the TOSs that you researched on, which is better TOS? Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Can a teacher have a test with content validity even without making a TOS?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. Explain why the use of a TOS enhances the content validity?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
My Reflections
Read this conversation and reflect on teacher’s assessment practices. Write your reflection
here.
But we only talked about Puerto Prinsesa
For – like 2 seconds last week. Why would she put that on the exam?
You know how teachers are… they’re always trying to trick you.
Yes, they find most nit-picky little details to put on their texts and don’t even care if
the information is important
It’s just not fair. I studied everything we discussed in class about the Philippines and
the things made a big deal about, like comparing the Philippines
And to think all she asked why “What is the capital of Singapore”
Really?Grrr.
Did you have similar experience? Reflect on it.
___________________________________________________________________________
______________________________________________________________________
Give an example of TOS that reflects levels of learning either by Bloom or by Kendall.
Which TOS is better? Why?
___________________________________________________________________________
______________________________________________________________________
My Learning Rubric
Field Study 5, Episode 5 – Table of Specifications (TOS) Content Validity and Outcome-Based
Education
Focused on: Constructing Table of Specifications

Applying OBE by formulating text items with content validity
Name of FS student: ________________________________ Date Submitted: ____________

Year & Section: _____________________________ Course: __________________________

Improvement
4 3 2 1
exceeds me but need
4 3 2 1
spelling superior
4 3 2 1
4 3 2 1
locations.
4 3 2 1
deadline
4 3 2 1
COMMENT/S
(Based on
transmutation)

SCORE 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 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
_____________________ _____________________
above Printed Name
LEARNING EPISODE 6
ON PORTFOLIOS
My Map _____________________________________________________
Episode 6:
2. Talk with at least 2 Resource Teachers and ask permission to go

over available learner’s portfolios.
3. Classify the portfolio.
4. Examine the elements and content of each portfolio.
5. Analyze my observations.
6. Reflect on my experience.
Checklist
Classify the portfolios examine. Use the checklist below.
Type of Portfolio Tally (How many did you see?) Frequency
Development/Process
Portfolio/ Growth Portfolio
Display Showcase/ Best

work Portfolio
Evaluation/Assessment
Portfolio
Observation Checklist
Select three (3) best portfolios from what you examined. Which element/s is/are present in
each? Please check.
Elements of portfolio Put your check(/) here
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 aura/oral and writte products an
6. Reflections
My Analysis
1. Did I see samples of the three different types of portfolio?
2. What did I observe to be the most commonly used portfolio?
3. As I examined three selected portfolios, did I see the elements of a portfolio?
4. Is it necessary for a teacher to use varied types of portfolio? Why?
5. If one element or two elements of a portfolio are missing will this have any impact on the
assessment process? Explain your answer.
My Reflections
1. Have portfolios made the learning assessment process inconvenient? Is the effort exerted
on portfolio assessment commensurate to the improvement of learning that results from the
use of portfolio?
2. Can showcase portfolios be assessment portfolio as well?
3. Can development or growth portfolios be assessment portfolios?

Present what you learned on types, functions and elements of a portfolio by means of 3
separate graphic organizers.
Types of Portfolio
Functions of Portfolio
Elements of Portfolio
My Learning Rubric
___________________________________________________________________________
Field Study 5, Episode 6 – On Portfolios
Focused on: Describing the various types of learner’s portfolio and their functions
Name of FS student: ______________________________ Date Submitted: ______________

Year & Section: ______________________________ Course: _________________________

Improvement
4 3 2 1
exceeds me but need
4 3 2 1
spelling superior
4 3 2 1
4 3 2 1
locations.
4 3 2 1
deadline
4 3 2 1
COMMENT/S
(Based on
transmutation)

SCORE 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 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
_____________________ _____________________
above Printed Name
LEARNING EPISODE 7
ON SCORING RUBRICS
My Map _____________________________________________________
Episode 7:
2. Interview at least 2 Resource Teacher on their use of scoring

rubrics in assessing learning.
3. Request my Resource Teacher for a copy (for to photocopy) of

the scoring rubrics that the school uses for group projects,
student papers, cooperative learning activities.
4. If there are no scoring rubrics available, I will research on

samples of scoring rubrics for student papers, cooperative
learning activities, group projects, performances, and the like.
5. I will analyze information gathered from my interview and

research.
6. I will reflect on all information gathered.

Interview
Interview of my Resource Teachers
I will ask the following questions.
1. Where do you use the scoring rubrics? (student outputs or products and student activities)
2. What help have scoring rubrics given you? When there were no scoring rubrics yet, what did
you use?
3. What difficulties have you met in the use of scoring rubrics?
4. Do you make of holistic and analytic rubrics? How do they differ?
5. Which is easier to use- analytic or holistic?
6. Were you involved in the making of the scoring rubrics? How do you make one? Which is
easier to construct – analytic or holistic?
My Analysis
1. What benefits have scoring rubrics brought to the teaching-learning process?
2. How are scoring rubrics related to portfolio assessment?
3. To get the most from scoring rubrics, what should be observed in the making and use of
scoring rubrics?
My Reflections
Can rubrics help make the 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?
Go over the K to 12 Curriculum Guide and look for at least one competency that needs
to be assessed by the use of rubrics. Make a scoring rubric- one analytic and the other holistic.
Remember to focus on assessing the intended learning outcome.
My Learning Rubric
___________________________________________________________________________
Field Study 5, Episode 7 – On Scoring Rubrics
Focused on: Examining different types of rubrics used by any Resource Teaching and relating
them to assessment of student learning.
Name of FS student: ______________________________ Date Submitted: ______________

Year & Section: ______________________________ Course: _________________________

Improvement
4 3 2 1
exceeds me but need
4 3 2 1
spelling superior
4 3 2 1
4 3 2 1
locations.
4 3 2 1
deadline
4 3 2 1
COMMENT/S
(Based on
transmutation)

SCORE 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 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
_____________________ _____________________
above Printed Name
LEARNING EPISODE 8
THE K TO 12 GRADING SYSTEM

My Map
Episode 8:
1. I will interview one Resource Teacher and 5 Students.
2. I will write answers of my informants, my Resource Teacher and 5 students.
3. I will analyze and reflect on their responses and on my observations.
4. I will offer my help to my Resource Teacher for the computation of student’s

grades.
5. Together with my learning partner, I will ask her/him and 5 students the
interview questions.
6. Analyze my observation with the use of guide questions.
7. Reflect on my observations and analysis.

Activity 1: Interview of Resource Teacher
Interview Guide Questions for Resource Teacher
Based on DepEd Order 8, s. 2015:
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 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’ promotions and retention at the end of the
school year?
6. What is the report of learners’ observed values?
Activity 2: Interview of 5 Students
Interview Guide Questions for 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 grading system give you a better picture of your performance?
Why or why not?

Activity 3: Grade Computation
Show sample computations of a grade in a subject of your choice either from Grades 1
to 10 or from Grades 11 and 12. Show the percentage contributions of written work,
performance tasks and quarterly assessment. Then give the descriptor. (Ask your Resource
Teacher for his/ her help).
Subject: Grade .
Steps
1. Get the total score for each component.
Learner’s Raw Score Highest Possible Score
Written Work 1
2
3
4
5
Learner’s Raw Score Highest Possible Score

Performance Task 1
Quarterly Assessment (Test) Learner’s Raw Score Highest Possible Score

2. Obtain the percentage Score for each of Percentage Score of Written Work .
the component by dividing the total raw Percentage Score of Performance Task .
score by the highest possible score then
multiply the quotient by 100%.
3. Convert Percentage Scores to weighted

The Weighted Score of Written Work .
scores by multiplying the percentage score The Weighted Score of Performance Task .
by the weight of the component.
Refer to Tables on weights of
Components per subject for Grades 1 to 10
and for Grades 11 to 12 on pp. 91-92.
4. Add the weighted Scores of each component. This will give you the initial grade.
5. Transmute the Initial Grade using the Transmutation Table in Appendix G.
6. Give the descriptor of the computed final grade of the subject. Refer to Table of
Descriptors on p. 92.
My Analysis
Analyze data and information gathered from the interview.
1. Do teachers/students like the new grading system? Why or why not?
2. What are the good points of the new grading system?
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. Do Anderson’s and Kratwohl’s cognitive process dimensions include Kendall’s

and Marzano’s (retrieval, understanding, analysis and knowledge utilization)?
6. Did you like the experience of computing grades? Why or why not?
My Reflections
In an era where the emphasis is self-directed learning,demonstration
of knowledge, skills and values learned (outcomes-based education) do
really matter?
What are your thoughts about the reflection of core values of the Filipino
child
in the Report Card?
2. Points for improvement

Show sample computations of a grade and a subject of your choice different from what
you gave in Activity 3. Show the percentage contribution of written work, performance task and
quarterly assessment.
My Learning Rubric
Field Study 5, Episode 8 – The K to 12 Grading System
Focused on: ● Compute students’ grade based on DepEds’s grading policy
● Give the descriptor of a numerical grade
Name of FS student: __________________________ Date Submitted:_____________
Year & Section: ___________________________ Course:_______________________

Episodes Improvement
4 3 2 1
exceeds objectives
need
improvement
4 3 2 1
superior
4 3 2 1
Reflections/ profound and are clear, but shallow; are unclear
Insights clear; not clearly supported by and shallow
episodes
4 3 2 1
logical and
clearly
marked
locations.
4 3 2 1
deadline
4 3 2 1
COMMENT/S
(Based on
transmutation)

SCORE 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 below
GRADE 1.0 1.2 1.5 1.7 2.00 2.25 2.5 2.75 3.00 3.5 5.00
5 5 0
99 96 93 90 87 84 81 78 75 72 71
below
_____________________ _____________________
above Printed Name
LEARNING EPISODE 9
REPORTING STUDENTS’
PERFORMANCE
My Map
Episode 9:
1. I will read My Learning Essentials.
2. With my learning partner, I will interview at least two (2) Resource

Teachers in different schools on classroom and school practice in
giving feedback to students and reporting children’s performance
to parent’s.
3. I will observe a Homeroom meeting.
4. I will research on best practices on the reporting of grades.
5. I will analyzeand reflect on infrmation gathered.
6. I will come up with my learning portfolio.

Activity 1 - Interview
Interview Questions:
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?
4. Was it easy for you to report students’ performance to parents? What
were your challenges?

Activity 2 – Attendance in Homeroom Meeting
If it is possible, attend a Homeroom meeting on Card-Getting Day.
Outline the parts of the meeting. Describe how the Resource Teachers
communicated learners’ assessment results and grade parents.
1. What are the parts of Homeroom meeting?
2. How did the Resource Teachers communication learners’ assessment and
grades to parents?
My Analysis
1. In the Homeroom meeting, did the teachers reporting and communicating of grades
take place smoothly? Or where there instances when discussion became heated
because of the way reporting was handled? Describe your observations.
My Reflections
1. Grades are often a source of misunderstanding. How should I do

reporting so that it will result to effective learning?
My Learning Rubric
Field Study 5, Episode 8 – Reporting Students’ Performance

Focused on: ● Stating the reason(s) why grades must be reported to parents
● Describing what must be done to make grade reporting meaningful0
Name of FS student: __________________________ Date Submitted:_____________
Year & Section: ___________________________ Course:_______________________

Episodes Improvement
4 3 2 1
exceeds objectives
need
improvement
4 3 2 1
superior
4 3 2 1
Reflections/ profound and are clear, but shallow; are unclear
Insights clear; not clearly supported by and shallow
episodes
4 3 2 1
logical and
clearly
marked
locations.
4 3 2 1
deadline
4 3 2 1
COMMENT/S
(Based on
transmutation)

SCORE 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 below
GRADE 1.0 1.2 1.5 1.7 2.00 2.25 2.5 2.75 3.00 3.5 5.00
5 5 0
99 96 93 90 87 84 81 78 75 72 71
below
_____________________ _____________________
above Printed Name

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Learning Episode 1

 Read My Learning Essentials.

 Observe 2 classes together with aartner, to see assessment

 Analyze my Observation with the use of guide question.

 Reflect on my observation and analysis.

 Answer the LET-like test items.

 Come up with my portfolio.

OBSERVATION SHEET #1.1

Indicators of Assessment FOR, OF and AS Learning

Resource Teacher: _______________ Teacher’s Signature: _____________

School: ________________Grade/Year/Level: _______________

Subject Area: ________________ Date: ___________________

Assessment FOR Assessment AS Learning Assessment OF Learning

Indicators of Assessment FOR, OF and AS Learning

Resource Teacher: _______________ Teacher’s Signature: _____________

School: ________________Grade/Year/Level: _______________

Subject Area: ________________ Date: ___________________

Assessment FOR Assessment AS Learning Assessment OF Learning

2. Are results of assessment OF learning affected by the observance/implementation of

3. Based on your observations, to what extent is Assessment AS Learning (self-

4. Which phrase refers to assessment FOR learning? Assessment OF learning?

Write your reflections on the following:

1. Distinguish assessment FOR, OF and AS learning by way of a graphic organizer.

Field Study 5, Episode 1 – Assessment FOR Learning, Assessment AS Learning and

Focused on: Distinguishing among the 3 forms of assessment and

Drawing concrete examples of these forms of assessment

Name of FS student: ____________________________ Date Submitted:________________

Learning Exemplary Superior Satisfactory Needs

TRANSMUTATION OF SCORE TO GRADE/RATING

GUIDING PRINCIPLES in the

Step 1. Read the Learning Essentials given above.

Step 2.Observe at least three (3) classes with a learning partner.

Group 1 – Language / Science / Math

Group 2 – Physical Education, ICT, TLE

Group 3 – EdukasyonsaPagpapakatao / AralingPanlipunan

Step 3. Discuss my observation/answer to the question with my

Step 4.Write down my answer to the question.

Step 5. Reflect on my own observation.

Step 6.Answer the LET-like question.

Step 7.Come-up with my Portfolio

Resource Teacher: _______________ Teacher’s Signature: _____________

School: ________________Grade/Year/Level: _______________

Subject Area: ________________ Date: ___________________

Which of the following principles were observed by the Resource Teacher?

Principles of Assessment Observations (Describe observed

2. Learners must be given feedback Give examples of comments of teacher on

4. Emphasize on the assessment of How was this done?

5. Emphasize on self-assessment. Were students given the opportunity to do

Resource Teacher: _______________ Teacher’s Signature: _____________

School: ________________________Grade/Year/Level: _______________

Subject Area: ________________ Date: ___________________

Which of the following principles were observed by the Resource Teacher?

Principles of Assessment Observations (Describe observed

2. Learners must be given feedback Give examples of comments of teacher on

4. Emphasize on the assessment of How was this done?

5. Emphasize on self-assessment. Were students given the opportunity to do

Resource Teacher: _______________ Teacher’s Signature: _____________

School: ________________________Grade/Year/Level: _______________

Subject Area: ________________ Date: ___________________

Which of the following principles were observed by the Resource Teacher?

Principles of Assessment Observations (Describe observed

2. Learners must be given feedback Give examples of comments of teacher on

Resource Teacher: ___ Teacher’s Signature: _

School: __Grade/Year/Level: _

Subject Area: Date: ___

Resource Teacher: ___ Teacher’s Signature: _

School: __Grade/Year/Level: _

Subject Area: Date: ___

Name of FS student: ____________ Date Submitted:

Resource Teacher: ___ Teacher’s Signature: _

School: __Grade/Year/Level: _

Subject Area: Date: ___

Resource Teacher: ___ Teacher’s Signature: _

School: __________Grade/Year/Level: _

Subject Area: Date: ___

Resource Teacher: ___ Teacher’s Signature: _

School: __________Grade/Year/Level: _

Subject Area: Date: ___

Name of FS student: _______________ Date Submitted: _

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

Resource Teacher: ___ Teacher’s Signature: _

School: ______________Grade/Year/Level:

Subject Area: __ Date: _

Resource Teacher: ___ Teacher’s Signature: _

School: ______________Grade/Year/Level: _

Subject Area: Date: ___

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

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

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