Assessment For /as/of/ Learning, How Are They Practiced?

Republic of the Philippines
COMPOSTELA VALLEY STATE COLLEGE

Montevista, Davao de Oro
Name: Lovilla D. Vistal Section: BEED -4B

Course: FS 5 Assessment for Date: January 12, 2021
Student Learning
Assessment for /as/of/ Learning, How are they

practiced?
MODULE 1
Lesson 1
MODULE 1 LESSON 1
Assessment for/as/of Learning, How are they
practiced?
CTIVITY: “A Chart in a KWL Chart”
It’s time to reactivate what you have already known with this topic in your
previous subjects. Write your previous learnings in the K box by filling the
three boxes: Assessment for Learning, Assessment as Learning and
Assessment of Learning. Write your insights, ideas and expectations in
the W box. Leave the L box blank, just revisit this chart at the end of the
lesson and fill it out.
K: What I already know?
Assessment for Learning Assessment as Learning Assessment of Learning

Finish before instructions Self-assessment to assess Finish after the instructions
such as the formative test the process of their ability and review them I will
and practice whether they and for the individual review what I have learned.
have learned or mastered knowledge of the student.
the topics to measure
students' knowledge.
W: What I want to learn?
I want to know if .
assessment is important for
the implementation of the
teaching and learning
process. Is it used in
everyday teaching and does
it have examples and what
are its types?
L: What I learned?
MODULE 1 LESSON 1
ANALYSIS
1. Have you tried to employ these three kinds of assessment
practices in your classes such as in demo teaching or previous
field studies? In what ways?
Ans: Yes, it is important to use it in teaching students because it
provides guidance so that they can learn easily.
I will ask my students about my topic and I will do a lot of activities so
that they can easily get the topic discussed.
2. Is the result of formative assessment affected by the

observance/implementation of summative assessment? Explain
your answer.
Ans: For me yes, because the formative analysis was implemented
directly during the discussion
in class and it shows the importance to students how they can learn
well and use their individual abilities.
3. Based on your experience, to what extent is self-assessment

practiced compared to formative and summative assessment?
Ans: Performing self-assessment is done by students and they
continue to study until they become proficient. With the help of the
teacher, the students will be monitored until they progress.
4. Which do you think is the phrase that refers to assessment FOR

learning? Assessment OF learning? Assessment AS learning?
DepEd Order No. 8, states: “Assessment is a process that is used
to keep track of learner’s 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.”
Ans: Assessment is a process used to monitor students 'progress. It
refers to assessment for students' learning and to develop their personal
ability to maintain mental well-being and emotional.
Lesson 2
MODULE 1 LESSON 2
Guiding Principles in the Assessment of Learning

ACTIVIT Y
Study and analyze the comic strip below. Form an overall impression
and write your guiding principle of assessment that you can draw out
from this picture. Elaborate your answer.
ASSESSMENT
MODULE ASSESSMENT
=>
It is about an educational system where all students have tests that can be
passed so that they can achieve their goal in life. A picture shows that your size
and smallness are not barriers so that you do not pass the test given by your
teacher. We all have the individual ability to be strong in the challenge of lifting
and resisting the challenge we face in our study to be good one day.
Analysis
These are the key concepts that may help you in the next module.
Directions: Read each item carefully and choose the letter of the BEST
answer.
1.Teacher Emma gave a true-false pretest on social justice. Based on the pretest
results, she taught her class social justice by correcting whatever wrong
concepts the students have and affirmed and expounded on their correct
concepts. After a correcting their wrong concepts and affirming their correct
answers, Teacher Emma gave the class a posttest. Among the forms of
assessment explained, which one/s did Teacher Emma do?
A. Assessment OF Learning C. Assessment FOR Learning
B. Assessment AS Learning D. Assessment FOR and AS
Learning
2. The class we taught how to conduct an action research and was required an
end-of the term written research report. The class was taught how to do the
research report and was shown an analytic scoring Rubric for them to know how
they will be graded. The class took the scoring Rubric as guide in the making of
their research report and as a group checked now and then if they true to the
qualities of an excellent research report as seen in the scoring rubric. What form
of assessment is described?
Learning
3. Teacher Julie sees to it that she checks understanding as she teaches to
ensure that every student can follow the lesson. With what form/s of assessment
is Teacher Julie occupied with?
Learning
4. Teacher Grace is done with unit 1. She wants to know how well her could
demonstrate the knowledge and skills targeted at the beginning of the unit 1. Into
what form of assessment is teacher Grace?
Learning
5. Which assessment is/are used to determine grade of students?
I. Formative Assessment
II. Summative Assessment
III. Assessment of learning
A. II and III C. I and II
2. B. I and III D. I only
6. Which assessment leads students to become self-directed and independent
learners?
A. Formative assessment C. Assessment AS learning
B. Summative assessment D. Assessment FOR learning
7. Complete this analogy.

Formative assessment: Assessment for learning
Summative assessment: ____Assessment of learning
A. Assessment of learning C. Assessment as
learning
B. Assessment with learning D. Assessment in learning
8. Emphasize on-self assessment. Teacher Lyn applies this principle by______.
A. Making her students check their own papers
B.Motivating her students to set their personal learning goals and track their
progress against that goal
C.Preparing her students for higher-order thinking questions
D. Requiring them scoring rubric as project
9.Assessment should be on real-world application and not on out -of -context
drills. To apply this principle, what should teacher do?
A. Assesses students’ English oral communication skills on a graduation program
simulation where each student has a speaking assignment
B.Gives a 20-piont quiz asking student to determine whether or not the sound of
“a” is long or short
C.Gives students a matching type of test on vocabulary
D.Gives a 10-item quiz on adding dissimilar fraction which is the weakness of
students
10.If you emphasize on assessing higher-order thinking skills, which should you
do?
A. Avoid paper-and-pencil test.
B. Give students’ problems to solve.
C. Give oral examination.
D. DO less formative assessment.
11.On which should the teacher base his/her assessment?

A. Learning outcome C. Developmental stage of learners
B. Learning content D. learning resources
12.In Outcomes-Based education or Outcomes-Based Teaching Learning, the
assessment tasks should match with the_______.
A. Learning resources C. learning outcome
B. References D. content
13.“Very good. You are doing very well Johann!”, says teacher Jona. Teacher
was referring to Johann’s word problem-solving skills. Is this an accordance with
giving specific feedback?
A. Yes. C. Very much, the feedback is clear enough
B. No D. No, it is exaggerated
14.Teacher Annie explains to her class: ‘’ Each one expected to spell 10 words
out to ten words correctly. This is a mastery test”. Is teacher Annie’s behavior in
keeping with the principle to set acceptable standards of success?
A. No, the standard she set is too high
B. No, she is not setting the standard. She is just explaining the meaning of a
mastery test.
C. Yes, it is. The standard is clear
D. Yes, she sees to It that every student agrees.
15. Teacher Jocelyn considers the multiple-choice type of test the best among
the written types of test, so for assessment learning she uses only multiple-
choice type of test. Is this in accordance with the principle of assessments?
A. Yes, well-formulated multiple choices test measures HOTS.
B.Yes, for as long as the multiple-choice tests measure low- and high-level
thinking skills.
C. No, she has only one source of data.
D. No, she should she should make use of varied tools for assessment data
gathering.
16.A professor does not give quiz at all. The students’ grades are based only on
the summative assessment results. Does he violate an assessment principle?
A. No, that is academic freedom.
B.No, he assesses learning and gives grades anyway.
C.Yes, assessment to be reliable should come from multiple resources.
D.Yes, he does not consider multiples intelligences and learning styles
17.Teacher Adrian will construct an achievement test. Which of the following he
will accomplish first?
A. Construct relevant test items.
B. Prepare table of specification.
C. Determine the number of items to be constructed.
D. Identify the intended learning outcomes.
18. Which guidance functions of a test? I
A. Identifying pupils who need corrective teaching.
B. Predicting success in the future academic and vocational education.
C. Assigning marks for courses taken.
D. Grouping pupils for instruction within a class.
19.The whole value of any testing program would depend much on:
A. the use made of the test results
B. the objectivity of the test used
C. the success of the program
D. the interpretation of the test score
20.Why is it considered unfair to learners for teachers to use only traditional tools
for assessment?
A. Learners learn and demonstrate learning in multiple ways other than in written
form.
B. Traditional tools cannot measure higher order thinking skills.
C. Most teachers are not ready to use alternative assessment tools.
D. Traditional assessments is threatening.
MODULE 2
Lesson 1
USING DIFFERENT ASSESSMENT METHODS, TOOLS

AND TASKS
ACTIVITY: “Jeopardy”
You used to answer questions, perhaps in recitations, quizzes, and exams. This
time you are going to do the opposite. Create questions from the given answer
below. You decide what type of question you are going to create. It is better that
you include a variety of types of questions.
1. Signature
When signing a document you need to put your name and above it is
___________.
2. Happy
When you receive a gift from your parents how do you feel?
a. sad c. depressed
b. happy d. miserable
3. Love
- Match each word to its definition.

A. B.
1. surprised a. You cannot get out because of pandemia.
2. Sad b. Your boyfriend gave you a rose.
4.Field study
Make a reflection of what you have experienced in Field Study 5
5.Traditional
What methods of analysis do paper and pencil try?
6.Cognitive skill
Verbal reasoning questions test your ability to understand written
information and use critical analysis.
a. Psychomotor c. affective
b. Cognitive skill d. domain
7.Perfect
Question:
Arrange the ramble word to define the statement.
EREPEFCT
GOD is ________
ANALYSIS
1. What types of questions did you form out from the given answers?
Ans: The types of questions I create are usually traditional paper

and pencil test because it has many options.
2. In what subjects were these types of questions used most?

Ans: Those types of questions are often used in all topics. It aims
to help students expand their intellectual capacity.
3. Which among these questions or traditional assessment tools/tests
was/were used most?
Ans: They used traditional testing tools to use multiple options and the
matching and the importance of the size of their thinking.
4. How important is it to match the assessment with learning

objectives?
Ans: Matching assessment to learning objectives is very important
for students because they can easily identify targets.
Lesson 2
AUTHENTIC ASSESSMENT
ACTIVITY: “How am I?”
Even outside the classroom, students have constraints on their

performance. How does a teacher decide which conditions to impose
during an assessment? Reminisce your teaching experience in your
previous field studies or in-house demonstrations. Assess yourself using
the checklist below. Put a check and evaluate how far you considered the
following constraints in using authentic assessment and answer the
analysis questions.
CONSTRAINTS YES NO
1. Are the learners given enough time to prepare, think, √
revise, and finish the authentic assessment?
2. Are the learners allowed to consult dictionaries, √

textbooks, notes, etc? As they take a test?
3. Are learners allowed to ask help from previous √
teachers/experts, etc. as they complete a project?
4. Ar learners allowed to use gadgets like computers, √
calculators, etc. to help them solve problems/
perform experiments, and the like?
5. Are learners provided enough information in advance √
on what and how they will be assessed?
6. Do learners know the standard criterion by which the √
teacher will assess performance/output?
ANALYSIS
1. What are the common constraints/problems encountered by the

students/teachers in implementing authentic assessments?
Ans: What is important here is enough time for students to better
understand what the teacher is teaching.
2. What kind(s) of constraints tend to bring out the best or tend to

discourage the learners?
Ans: Students were asked to perform activities to make them more
enjoyable. Others find it difficult to make assumptions because of negative
thoughts.
3.What other factors(s) are necessary to be considered to avoid possible

constraints in using authentic assessments?
Ans : What should not be done for difficult analysis is to avoid how
complicated the situation is so that it becomes a difficult one.
Lesson 3
PROCESS- ORIENTED
ASSESSMENT
ACTIVITY: “Make Me”

Make a mini learning plan. Select a topic and make one learning outcome
aligned to it. Construct one appropriate process-oriented learning activity and
state how you are going to assess such activity.
Subject & Lesson/Topic: Biodegradable and Non-biodegradable
Process-oriented activity: SEGRAGATION OF BIODEGRADABLE AND NON-

BIODEGRADABLE WASTES
Mechanics/Procedure:
a) Prepare two bins with a name on it BIODEGRABLE and NON-
BIODEGRADABLE.
(b) Show different wastes in front of the class and let them decide where they
should put it either to the BIODEGRABLE BIN or NON-BIODEGRABLE BIN.
Process-oriented Assessment:
a) Let the students write all the things that they can see inside the classroom and
let them identify if it is BIODEGRDABLE or NON-BIODEGRADABLE.
ANALYSIS
1. Are your learning plan components from objectives to activity to an

assessment aligned with each other?
Ans: Yes, it is aligned with each other, I should ensure to align it so that I
will know if they meet my expected outcome.
2. Does your assessment seek to measure the objectives?

Ans: Yes, because if you want to achieved your objectives or goals and
evaluate progress you must measure the objectives.
3. How can you say that an activity is process-oriented? What do you
think is its primary characteristic? Is it present in the activity and
assessment you created previously in the activity?
Ans: You will know if an activity is a process oriented when you let your
learners do the task and reflect it into real life situation.
Lesson 4
PRODUCT- ORIENTED
ASSESSMENT
ACTIVITY: “Do you remember?”
Do you still remember the many times you have submitted actual physical
projects to your teachers such as scrapbooks, 3D modaels, planetariums, and
the likes? Cite at least one and give brief details of it. Write your experience
below and answer the following questions in the analysis part.
Title of the Project: My masterpiece

Subject: Humanities
Topic/Lesson: Painting
DETAILS
Materials: Paintbrush, watercolour, sketchbooks (cardboard), paint thinner

Describe the output: Theme was all about a ‘’happy family’’ the output
that I have made or paint was all about a happy face of all members of the
family. A father, son and mother
ANALYSIS
1. Do you think product assessment can appropriately assess the

teacher’s learning objective? Why? Why not?
Ans: Definitely Yes, because students know what is expected of them and
teachers know what to look for students performance.
2. Why do teachers need to give attention to the students’ product-
oriented tasks? Why do they need to assess them?
Ans: Teachers will assess the students based on the skill acquired.
3. In what conditions do you think can the product-oriented

performance assessment be need more appropriately?
Ans: The product oriented performance assessment is a measure
of assessment based on the authentic tasks such as activities,
exercises or problems that require students to show what they can
do.
MODULE ASSESSMENT
These are the key concepts that may help you in the next module.
Directions: Read each item carefully and choose the letter of the BEST answer.
1. Which does NOT belong to the group?
A. Completion test C. matching type
B. Multiple choice D. Alternate response
2. Which does NOT belong to the group?
A. Completion test C. multiple choice
B. Problem-solving D. Short answer
3. Which types of test measure student’s thinking, and written communication
skills?
A. Performance test C. short answer
B. Completion type D. Essay
4. Teacher data wants to test students’ acquisition of declarative knowledge.

Which test is appropriate?
A. Performance test C. Short answer test
B. Submission of a report D. Essay
5. Performance test: Psychomotor skills paper-and-pencil test:
________________.
A. Declarative knowledge C. Motor skills
B. Psychomotor procedures D. Procedural knowledge
6. Teacher Peter wants to know how well his students have imbibed the virtue of
honesty. Which tool is most appropriate?
A. Personality test
B. Student interview
C. Reflective journal on” how honest Am I “
D. Written test
7. Which assessment task is most fit for logic-smart learners?
A. Solving a puzzle
B. Showing the steps through a diagram
C. Describing the solution
D. Composing a song
8. Which assessment task works best for language-smart learners?
C. Solving a puzzle
D. By the use of graphic organizer
E. Dance
F. By demonstration
9. In evaluating a finished project in home economics or in a shop work,
which of the following would be most useful?
a. Completion-type test
b. Recognition-type test
c. Oral test
d. Checklist
10. A test consist of two columns in which proper pairing relationship is strictly
observed.
a. multiple-choice C. matching
b. analogy D. rearrangement
11. A test consists of series of items where it admits only one correct answer
from two or three constant options.
a. multiple-choice C. completion
b. alternative-response D. matching
12. Which of the following does not belong to the group?

a. matching type C. multiple-choice
b. alternative-response D. simple-recall
13. A test in which pairing relationship of the first group is closely related to
the second group.
a. matching C. multiple-choice
b. analogy D. rearrangement
14. Mr. Cuamag wants to test student’s knowledge of different places in the
Philippines, their capital and their products. He gave his students an
essay test. Is the type of test appropriate?
a. No, giving objective test is more appropriate than giving essay.
b. No, such method of assessment is inappropriate because essay
is difficult.
c. Yes, essay test could measure more than what others test could
measure.
d. Yes, essay test is the best in measuring any type of knowledge.
15. Which applies to authentic assessment?

a. Indirect Assessment
b. Teaching to the test
c. Performing real-world task
d. Paper-and-pencil test

a. Product assessment
b. Indirect assessment
c. Traditional test
d. Teaching to the test
A. Application of knowledge and skills learned
B. Teaching to the test
C. Indirect assessment
D. Traditional
18. Between a driver who passed the written test but failed the driving test and
one who passed the driving test but failed the written test, the latter is
generally preferred. But most preferred is one who passed preferred is one
who passed both written and driving test. What does this imply about
assessment practice?
A. Traditional and authentic assessments cannot adequately measure
what is intended to be measured.
B. Authentic assessment complements traditional assessments.
C. Authentic assessment can be relied upon.
D. Traditional assessment when done well can function as authentic
assessment.
19. On what philosophy is authentic assessment anchored?
Schools must help students:
A. become proficient at performing tasks they will encounter when
they graduate.
B. Master knowledge and skills.
C. Pass tests on knowledge and skills acquired.
D. Acquire written and communication skills.
20. Which one shows that authentic assessments encourage integration of
teaching, learning and assessing?
A. Student are asked to give back information they were taught.
B. Student are asked to apply what they were taught.
C. Student learn when they solve real-world problem, assess their
own solution to the problem with a teacher facilitating
D. Teacher present a word problem in math, gives formula to solve the
problem and asks students to check on their answer
MODULE 3
LESSON 1
ASSESSING LEARNING IN DIFFERENT LEVEL
ACTIVITY: “Black List!”
Below are two charts with different ladders. Fill each ladder with the level
of learning outcomes on Bloom’s revised taxonomy and Kendall’s and Marzano’s
new taxonomy and list at least three action verbs on each ladder, the top most as
being highest and the bottom-most as the lowest.
Revised Bloom’s Taxonomy Kendall’s and Marzano’ New Taxonomy

Level: Creating Level: Recovery
Action Verbs: constructing Action Verbs: demonstrate
Level: Evaluating Level: Comprehension
Action Verbs: critiquing Action Verbs: draw
Level: Analyzing Level: Analysis
Action Verbs: comparing, organizing Action Verbs: predict
Level: Applying Level: use of knowledge

Action Verbs: _implementing Action Verbs: investigate
Level: Understanding Level: Metacognitive
Action Verbs: interpreting Action Verbs: can determine
Level: Remembering Level: Internal system

Action Verbs: listing, recognizing Action Verbs: identify
A NALYSIS
.
1. What is the counterpart of Bloom’s recalling in Kendall’s and

Marzano’s and DepEd’s KPUP?
Ans: Teachers assess students learning in cognitive, psycho-motor

and affective domains in various levels using the knowledge, process,
understanding, product and performance (KPUP) of the Department of
Education, the revised Bloom’s taxonomy as well as Kendal’s and
Marzano’s new taxonomy.
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.
Blooms Kendall’s and Marzano’s
Evaluation Self- synthesizing

Synthesis Metacognition
Analysis Knowledge utilization
Application Analysis
Comprehension Comprehension
Knowledge Retrieval
3. What is it important to align assessment tasks and learning

objectives?
Ans: It is so much important to align assessment task and learning
objectives in order to have congruency of the lesson. If the assessment
are align with the objectives the teacher can ensure that he/she had
reached the targets or goals of the lesson.
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?
Ans: It should reach the level of applying, analysing, evaluating

and synthesizing or engage student in an activity that could
enhance their learnings. The teacher’s role is to focus on how the
learners reflect and review the results of their student’s
performance.
LESSON 2
CONTENT VALIDITY AND OUTCOMES- TABLE
OF SPECIFICATIONS (TOS)- BASED EDUCATION(OBE)
ACTIVITY“:TOStudy
!”
LLLL Study the sample Table of Specifications below and answeranalysis

the
questions that follow.
A NALYSIS
1. For a TOS to ensure validity, what part must it have?
Ans: A Table of specification is very important in the content for

validity of test as if puts the one who gave the test and the
candidate on the same footing. This means that both are thinking of
the same question, item and other details.
2. Review the TOS you have done with your previous subjects,
and the TOS above, which is better? Why?
Ans: The TOS above, I have done before but these TOS above
have validity because it seen that it measures knowledge of the
skills focusing each frequency.
3. Can a teacher have a test with content validity even without

making a TOS?
Ans: A Teacher itself cannot have a test with content validity
without making TOS. The teacher must provide evidences that to
be covered by test and the number of items or points which will be
associated with each topic.
4. Explain why the use of a TOS enhances content validity?

- TOS can help students at all ability levels learn better. It also
identify the achievement domains being measured and to ensure
that a fair and representative sample of questions appear on the
test. Table of specification allows the teacher to construct a test
which focuses on the key areas and weights those different areas.
It provides the teacher with evidence that a test has content validity,
that it covers what should be covered.
LESSON 3
ON PORTFOLIOS
ACTIVITY: “Picture, Paste and Post!”
You enjoyed doing your portfolio, perhaps in your high school days or
present college days. Don’t you? Scan your folders and file cabinets and
look for one portfolio you had crafted. Take a picture of the portfolio and
its main components such as the cover page, table of contents, reflective
journals, etc. Lastly, paste the pictures in the box below and answer the
analysis questions.
MY PORTFOLIO
A NALYSIS
1. What type of portfolio you have posted? Give details.

Ans: The Portfolio that I have posted is all about Field Study 3, this
is the journey were I’ve been experiencing actual demonstration in
reality.
2. 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?
Ans: Yes, it is, making a portfolio doesn’t easy it personalized and

it can trigger the mind of the students on how they manage their
time making this outcome. It can address and support progress
toward achieving academic goals, including student efficacy.
3. Can showcase portfolios be assessment portfolios as well?

What do you think?
Ans: The Showcase portfolio this type of portfolio is a professional

way of showcasing your best work, whether it be for your teachers, or
school. It considered this assessment portfolios because it their time
were they can present their work and allows students to reflect and
speak about their work and why they chose it.
4. Can development or growth portfolios be assessment

portfolios?
Ans: Yes, because growth portfolio demonstrates an individual’s

development and growth over time.
MODULE ASSESSMENT
Directions: Read each item carefully and choose the letter of the BEST answer.
ASSESSMENT
MODULE ASESSMENT
1. In which level is identifying the authors of given literary pieces?
A. Understanding C. Recalling
B. Applying D. Synthesizing
2. The students were expected to be able to develop a lesson a plan following
outcome – based education (OBE) principles. Based on Kendall’s and Marzano’s
taxonomy, on which level is the intended learning outcome?
A. Analysis C. Knowledge Utilization
B. Retrieval D. Metacognitive System
3. You have to remember the steps in opening a computer if you want to do it on
your own. In what level of assessment is remembering the steps?
C. Retrieval C. Comprehension
D. Analysis D. Knowledge Utilization
4. Teacher Joji’s intended learning outcome is this: “interpret the given poem”.
Which assessment is aligned? Teacher Joji
a gives the students a written test and asks them to paraphrase the
poem.
b gives the oral test and ask them to recite the poem with feelings.
c gives a written test and ask the students what the poem expresses.
d makes them memorize the poem then recite it with feelings to
improve understanding.
5. Is the test item “classify the given teaching methods” aligned to this intended
learning outcome “to select the appropriate teaching method”?
a. Yes.
b. No.
c. A little because classify and select are related
d. Yes, if you change “select” in the learning outcome changed to
classify.
6. Here is lesson objective/intended learning outcome: “illustrate the law of
supply and demand with your original concrete example”. For content validity,
which test item is aligned?
a. Define the law of supply and demand and illustrate it with
an example.
b. Illustrate the law of supply and demand with a drawing.
c. Illustrate the law of supply and demand with a concrete
original example.
d. Explain the law of supply and demand and illustrate it with
a diagram.
7. Teacher Joji wrote this learning outcome: “to interpret a given quotation” for
content validity which should she ask?
A. Interpret Nietsche’s statement “He who has a why to leave for can beer
with almost any how.”
B.Do you believe in Nietsche’s statement “He who has a why to leave for
can beer with almost any how”?
C. What is true in Nietsche’s statement “He who has a why to leave for
can
beer with almost any how”?
D. Nietsche was an atheist. Do you believe that he can give this statement
“He who has a why to leave for can beer with almost any how”?
5. After teaching them the process of experimenting, Teacher Joe wanted
his students to be able to set up an experiment to find an answer to a
scientific problem. Which will he ask his students to do?
A. Set up an experiment to find out if aerial plants can also live on
land.
B. Can aerial plants also live on land? Research on experiments
already conducted. Present your findings in class.
C. Observe if aerial plants can survive when planted in soil. Note your
observations and present them in class.
D. Research on the answers to this scientific problem: Can aerial
plants survive when transferred in soil?
6. Here is an intended learning outcome of a Health teacher: “Identify

skill-related fitness and activities suitable for the individual”. Does her
test item measure this particular outcome and therefore has content
validity?
Question:
Identify the components of Physical Fitness under the skill-related
activities.
A. Body composition C. Flexibility
B. Agility D. organic vigor
A. Yes, very much.
B. Yes, because it asks something about skill-related
activities.
C. No.
D. No, the options have nothing to do with skill-related
activities.
7. In Teacher Lea’s Table of Specifications (TOS), 60 percent of the 1st

grading items are applying questions based on Bloom’s taxonomy. A
review of her test shows that 50% are remembering items, 20% are
analyzing questions and 30% are applying questions.
Does Teacher’s test coincide with her TOS?
A. No.
B. No, her analyzing questions is supposed to be 60%.
C. Yes.
D. Yes, her applying questions are also analyzing questions, too.
8. Teacher Parah asked her pupils to display their penmanship work in
the beginning, middle, and near the end of the school year. Which type
of portfolio is displayed?
A. Development Portfolio C. Showcase Portfolio
B. Evaluation Portfolio D. Assessment Portfolio
9. You are applying for a teaching job. Which type of portfolio should
accompany your application letter?
10. I have to checked if my students were able to produce the excepted
output as stated in my intended learning outcome. Which type of
portfolio am I interested to see?
11. Teacher Alex wants his pupils to display their favorite poem among the
poems each one composed. What type of portfolio is Teacher Alex
expecting to see?
12. Which portfolios enable you to determine if you realized your intended
learning outcome?
13. Kind of portfolio where daily activities of the student in particular

learning area is performed.
A. documentary portfolio C. showcase portfolio
B. evaluation portfolio D. working portfolio
14. Steps of portfolio process where the domains of behavior must be

stated in the portfolio in relation to the goal set.
A. data gathering C. reflecting
B. evaluating D. goal setting
15. Which are TRUE of portfolio assessments

I. Promotes student self- evaluation reflection, and critical
thinking
II. Measure performance base on genuine sample of
student work
III. Provide flexibility in measure how student accomplish
their learning goals
IV. Enable teacher and student to share the responsibility
for setting learning goals and for evaluating progress
toward meeting those goals
A. I and II C. II and III
B. I and IV D. I, II, III and IV
16. Which statement/s apply/ies to portfolio?

I. They clearly reflect state learner outcomes identified in the
core or essential curriculum that students are expected to
study.
II. They contain samples of work that stretch over an entire
marking period rather than single points in time.
III. They contain works that represent a variety of different
assessment tools.
IV. They contain a variety of work samples and evaluations of
that works by the student, peers, and teacher, possible
event parent’s reactions
A. I and II C. II and III
B. I and IV D. I, II, III, and IV
17. Which of the following actions contributes to the improvement of the

test reliability?
A. Increase the number of item and score point on the test
B. Decrease the number of differences or decisions based on the
results.
C. Increase the number of objectives measured by the test.
D. Decrease the number of different types of item formats used
MODULE 4
RATING, GRADING AND REPORTING
LESSON 1 ON SCORING RUBRICS
ACTIVITY: “So Rubric!”
Choose your favorite topic and construct one learning outcome with it.
Choose an authentic assessment aligned to this learning outcome and
construct one analytic rubric with the format below. Don’t forget to answer
the analysis questions.
Subject: ___English VI
Topic/Lesson: figurative
Learning Outcome: The student will be able to write a short poem using methapor.
Learning Assessment: Rubrics
ANALYTIC RUBRIC
Criteria 4 3 2 1
Simple and
Clear
Relevance of
poem to the
topic
Well- organized
ideas
ANALYSIS
1. What benefits have scoring rubrics brought to the

teaching-learning process?
Ans: The benefits of having scoring rubrics brought to learning
process is that it helps teacher to be easier to their part because
it can only be found through the rubrics were the student needs
improvement or in progress.
2. How are scoring rubrics related to portfolio assessment?
Ans: Scoring rubrics are related to portfolio assessment for it is
a descriptive scoring to assess student performance and
evaluate to identify their strength and weaknesses so that
teacher will teach more effectively.
3. To get the most from scoring rubrics, what should be
observed in the making and use of scoring rubrics?
Ans: To get the most form scoring rubrics, teachers must
observe proper usage of scoring rubrics like in grading essays, oral
presentation, and other activities, observe proper decision in which
criteria to be included in the scoring rubrics.
LESSON 2
THE K12 GRADING SYSTEM
Let’s get interviewed!”
Interview one resource teacher and at least 5 students on the present grading
system of the Department of Education (not necessarily face to face). Ask the
following guide questions and record their responses. Analyze your observation
and answer the analysis questions that follow.
INTERVIEW GUIDE QUESTIONS FOR RESOURCE TEACHER

1. What are the bases for grading?
The bases for grading learners may be assessed individually or collaboratively. Summative assessment are
written work classified into three components, namely written work(WW), Performance task (PT) and
quarterly assessment (QA). Grades will be based on the weighted raw score of the learners’ summative
assessments. The minimum grade needed to pass a specific learning area is 60, which is transmuted to 75 in
the report card.
2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11 to 12? Give an example.
Step 1: Grades from all student work are added up. This results in the total score for each component,
namely Written Work, Performance Tasks and Quarterly Assessment. Raw score from each component have
to be converted to a percentage score. This is to ensure that values are parallel to each other.
Step 2: The sum for each component is converted to percentage score. To compute the percentage score
(PS), divide the raw score by the highest possible score then multiply the quotient by 100%. This is shown
below:
Percentage Score = Learner’s Total Raw Score * 100%
Highest Possible Score

Step 3. Percentage Scores are then converted to Weighted Scores to show the importance of each
component in promoting learning in the different subjects. To do this, the Percentage Score is multiplied by
the weight of the component found in Table 1 for Grades 1 to 10. The product is known as the Weighted
Score (WS).
Step 4. The sum ofGrading
Descriptor the Weighted
Scale Scores in each component is the Initial Grade. This Initial Grade will be
Remarks
transmuted
Outstanding using the given
90-100 transmutation table to get the Quarterly Grade (QG).
Passed
Very Satisfactory 85-89 Passed
Step 5.
Satisfactory The Quarterly Grade
80-84 for each learning area is written in the report card of the student. For a better
Passed
understanding
Fairly of how
75-79to record summative assessments,
Passed table of sample class record showing three
Did learners
not Meetfor first quarter
Below of75Grade 4 English will serve
Failedas an example. On the basis of this class record, table
of step-by-step
Expectations process on how to compute for the Quarterly Grade will also serve as an example.
3. How do you compute grades at the end of the school year?

For Grades 1-10
The average of the Quarterly Grades (QG) produces the Final Grade.
Final Grade by Learning Area= Ist –quarter grade+ 2nd quarter grade+ 3rd quarter grade+ 4th quarter grade
4
The General Average is computed by dividing the sum of all final grades by the total number of learning
areas. Each learning area has equal weight.
Genera average= Sum of Final Grades of All Learning Areas

Total Number of Learning Areas in a Grade Level
Example
For Grades 11- 12

Learners from Grades 11 to 12 are graded on Written Work, Performance Tasks,
and Quarterly Assessment every quarter. These three are given specific
percentage weights that vary according to the nature of the learning area. For
Grades 11 and 12, the two quarters determine the Final Grade in a semester
4. What descriptors and grading scales are used in reporting progress of learners?
Table for Descriptors, Grading Scale, and Remarks
5. What are the bases for learner’s promotion and retention at the end of the school year?
Decisions of promoting or retaining a learner at the end of the school year must be applied based on
evidence and judiciously. Example is a final grade of 75 or higher in all learning areas allows the student to
be promoted to the next grade level.
Table for Learner Promotion and Retention
Requirements Decision
1. Final Grade of at least 75 Promoted to the next grade

in all learning areas level

6. What is the report on the learner’s observed values? Must pass remedial classes for
learning areas with failing mark
of the K to 12 curriculum
The goal 2. isDid
to not meet develop Filipinos with 21st-century skills. The
holistically to be promoted to the next
development expectations
of learners’ in not more than
cognitive competencies and skillsgrade
mustlevel.
be complemented
Otherwise the by the formation
two learning
of their values and attitudes anchored areas
on the Vision, Mission, and Core Values ofsame
the Department of
learner is retained in the

Education (DepEd Order No. 36, s. 2013) as shown on the next page. grade level.
Non-DepEd schools may modify
or adapt these guidelines
For Grades 1 to 3 Learners as appropriate to the philosophy, vision, mission, and core values of their
3. Did not meet
schools. Retained in the same grade
expectations in three or more
Schools may craft additional indicators level must ensure that these
learningfor the behavior statements. Schools
areas
are child-centered, gender-fair, and age- and culture-appropriate. To support the development of
1. Final Grade of at least 75 Promoted to the next grade
these Core Values, schools must make sure that their homeroom guidance program promotes them.
in all learning areas level

Additional opportunities may be integrated into class discussions in all learning areas.
Must pass remedial classes for
Marking learning areas with failing mark
for the Observed Values
2. Did not meet
to be promoted to the next
expectations in not more than
grade level. Otherwise the
two learning areas
Marking Non-Numerical Rating learner is retained in the same
For Grades 4 to 10 grade level.
AO Learners Always
3. Observed
Did not meet
Retained in the same grade
expectations in three or more
level
learning areas
SO Sometimes Observed
RO Rarely Observed
NO Not Observed
INTERVIEW GUIDE QUESTIONS FOR 5 STUDENTS

1. What do you like on the new grading system?
2. Do you have problems with the new grading system? If there is, what?
3. Does the new grading system give you a better picture of your performance?
ANALYSIS
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 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 Krathwohl’s cognitive process dimensions
include Kendall’s and Marzano’s (retrieval, understanding,
analysis, and knowledge utilization)
-
LESSON 3
REPORTING STUDENTS’ PERFORMANCE
ACTIVITY: “Comic-Strip Analysis”

Here is a comic-strip thattalks aboutthe thenand nowsituations in reporting
student performance.Form an overall impression of the comic-strip and answer the
analysis questions that follow.
ANALYSIS
1. What is your overall impression of the idea that the comic-strip

depicts?
Ans: My overall impression of the comic-strip depicts was
interesting. This is to design to read as a narrative or chronological
sequence. Words may be introduced within near each image.
2. If you were the teacher in this scenario, how will you handle such
a situation?
Ans: If I were the teacher of this scenario, I will just simply talk the
students in a proper way even if they shouted at me. I will explain
them appropriately so that we can avoid bad scene.
3. How will you make grade reporting meaningful to parents and
students?
Ans: Effective grading system communicate information about
learning to help students be proactive, overcome failures and excel.
In equitable schools and classrooms, grades will never be used as
rewards, punishments or tools to force compliance.
ASSESSMENT
MODULE ASESSMENT
These are the key concepts of this module.

Directions: Read each item carefully and choose the letter of the BEST
answer.
1. For diagnostic purposes which type of rubric is more appropriate?

A. Analytic Rubric C. Holistic Rubric
B. General Rubric D. Developmental Rubric
2. Which rubric CANNOT provide specific feedback for improvement?

B. General Rubric D. Developmental Rubric
3. Which advantage does a holistic rubric over that of an analytic rubric?

A. Takes less time to create C. More direct
B. Shorter in content D. More detailed
4. Because of its nature, which can be of greater help for student self-directed
learning?
B. Developmental D. Combination of holistic and
analytic
5. Which is the percentage contribution of quarterly assessment to the grade

of the student from Grades 1 to 10?
A. 15% C. 25%
B. 20% D. 30%
6. Does a quarterly assessment have the same percentage weights for all the
subjects, for all the tracks in Grades 11-12?
A. Yes C. Yes, only for the academic
track
B. No D. It depends on schools
7. Which is the percentage contribution of written work to the grade of the

Grades 1-10 student in Science and Math?
A. 50% C. 40%
B. 20% D. 30%
8. In MAPEH and TLE, which contribute/s heaviest to the student grade?
A. Performance tasks C. Quarterly Assessment
B. Written Work D. Quarterly Assessment and performance
tasks
9. Based on percentage contribution to the grade, what can be inferred from

the
DepEd’s emphasis on learning and assessment?
A. The emphasis depends on the grade level of the subjects.
B. All components are being emphasized.
C. The emphasis for all Grades 1-10 subjects is on performance tasks.
D. The emphasis is on quarterly assessment.
10. A student gets a numerical grade of 80. What is his descriptor for his level
of proficiency?
A. Satisfactory C. Very Satisfactory
B. Fairly Satisfactory D. Did not meet expectations
11. I get a grade of 90. What is its descriptor?

A. Very Satisfactory C. Advanced
B. Beginning D. Outstanding
12. Which is described as “did not meet expectations”?

A. Below 75% C. Below 74%
B. Below 76% D. Below 72%
13. If a student failed to meet standards, which descriptor applies?

A. Developing C. Poor
B. Beginning D. Did not meet expectations
14. How is the final grade per subject for Grades 11 and 12 obtained?
A. Get the average of the grades for the second for the 2 Quarters
B. Get the average of the grades for the 4 Quarters
C. Get the average of the grades of all subjects for the 2 semesters D.
Get the average of the grades of all subjects for the 4 semesters
15. Which is/are TRUE of MAPEH when it comes to grade computation?

I. The quarterly grade is the average of the quarterly grades in the
four areas
– Music, Arts, Physical Education and Health
(MAPEH) II. Individual grades are given to each
area (MAPEH)
III. Individual grades are given to each area (MAPEH)
IV. There is one grade for Music and Arts, PE and Health because they are
related.
A. I only C. I and III
B. I and II D. II only
16. Which is TRUE of Kindergarten grades?

A. Grades are computed like the grades in Grade 1.
B. There are numerical grades with descriptions.
C. There are no numerical grades.
D. Remarks like Passed and Failed are used.
17. At the end of the school year, which is/are TRUE of grades?
I. The General Average is computed by dividing the sum of all
final grades by the total number of learning areas.
II. Each learning area has equal weight in computing for the
General Average.
III. The Final Grade per learning area and the General Average are
reported as whole numbers.
A. I and II C. I and III
B. II and III D. I, II and III
18. Who is retained in the same grade level for Grades 1 to 10? Any students
who did not meet expectations _________________.
A. in the three or more learning areas
B. in 2 learning areas
C. in four learning areas
D. as shown in the general average
19. What happens when a student in Grade 1 to 10 did not meet expectations
in two learning areas?
A. Retained in the same grade level
B. Promoted to the next grade level after passing remedial classes for
learning areas with failing mark
C. Promoted in the next grade level but has to back subjects in the
lower grade level D. Is not accepted for enrolment in the school
20. Why must grades be reported to parents?

I. Promote ongoing formative feedback to students
II. Ensure alignment of curriculum, instruction, and assessment
III. Promote, to parents and students, credible and useful feedback
A. I only C. II only
B. I and III D. I, II and III
21. What must be done to make grade reporting meaningful?

I.The grading system must be clear to all concerned.
II. II. The standards and competencies are known and
understood by all. III. The grading system must be numerical.
A. I and II C. I, II and III
B. II only D. III only
22. To make grade reporting meaningful, which must be done?

A. Announce names of students who need to help
B. Rank the Report Cards from highest to lowest then distribute the
same according to rank.
C. Explain how the grades were computed.
D. Console parents whose children are non-performing by telling them
that nobody fails.
23. What is an essential step in reporting to parents?

I. Explain that grades give a picture of student’s performance.
II. Explain that grades compare student’s performance against the
established standards.
III. Explain that grades compare student’s performance against
other students’ performance.
A. I and II C. I, II and III
B. II only D. III only
24. Factor in planning a testing program wherein it is adaptable to all types of

person regardless of their status in life.
A. comprehensive C. progressive
B. flexible D. cooperative
25. Assessment is integral to the teaching-learning process. What defined

differentiate levels of performance?
A. Portfolios C. Test
B. Researches D. Rubrics
APPLICATION
A. Principles and Variety of Assessment
Focus: Observation of Cooperating Teacher’s Assessment Tools Tasks:
1. Collect two samples of assessment tools from your cooperating
teacher (CT).
2. Discuss the samples with your cooperating teacher. It may be done
virtually such as through video chat/teleconferencing platforms or
electronically such as through texts, emails and chats. Record in your
notebook the following:
a. principles of assessment
b. purpose of the assessment
c. method of administering assessment
d. methods for evaluating the assessment results
e. ways by which results will be used
3. List the range of assessment strategies used by the teacher.
Identify and classify these into conventional, authentic and alternative forms
of assessment such as process- and product-oriented assessment.
4. Record your observation and write your insights through a reflective
journal. See Journal 1: Principles and Variety of Assessment.
B. Test Preparation and Construction

Focus: Observation of CT’s or self-made Table of Specification and Written
Test Tasks:
1. Collect a sample table of specifications (TOS) and corresponding
written test from your CT.
2. If it is not available, collect three samples of consecutive lesson
plans from your CT and ask permission to copy the lesson objectives. Then,
make a corresponding table of specifications.
3. Study your self-made TOS and make a written test (pen-and-paper
test) out from the TOS.
4. Reflect on your experience or observation by answering reflective
journal 2. See Journal 2: Test Preparation and Construction.
C. Checking, Marking and Interpreting Test Result

Focus: Observation on Item Analysis Tasks:
1. Ask your CT for a sample document of an item analysis.
2. If it is not available, ask permission to administer your self-made
test. Administer the test to the class for which test is designed. Then check
the student’s scores.
COURSE APPLICATION
3. If the second option is not feasible, surf the internet for a sample
item analysis. Be careful to acknowledge and cite the rightful owners or
sources.
4. Analyze the document carefully.
5. Determine the discrimination and difficulty indices of the test items.
6. Interpret the test items and what actions should be taken (eg.
discard, retain, revise). 7. If revision is needed, then do so (for successfully
administered self-made test). Record what you have revised and why.
8. Write your experiences and observations in your reflective journal 3. See
Journal 3: Checking, Marking and Interpreting Result.
D. Evaluation
Focus: Observation on CT’s different evaluation tools and strategies Tasks:
1. Interview your CT about his/her experiences in the use of a range
of assessment strategies. Ask them to identify the type(s) of assessment
that are frequently used in assessing student learning.
2. Collect and annotate an example of assessment that is:
i. authentic assessment
ii. performance-based assessment
3. Gather information from the CT’s about the benefits and challenges
that they experience in the use of different assessment strategies.
4. Ask the CT’s what they think “Authentic Assessment” is.
5. Write your beliefs about assessment of learning in your reflective
journal. See Journal 4: Evaluation
E. Portfolio Assessment and Rubrics

Focus: Observation on the use of rubrics and portfolio in assessing student
learning Tasks:
1. Consult your CT about the accessibility of student portfolios. If so,
ask permission to go over with the learners’ portfolios.
2. If it is not available, then you may surf the internet for different
samples.
3. Classify the portfolios and examine the element and content of
each.
4. Further, request your CT for a copy of the scoring rubrics that the
school uses for group projects, student papers, cooperative learning
activities.
5. Discuss with your CT the importance of rubrics in assessing
student learning. This may be done virtually such as through video
chat/teleconferencing platforms or electronically such as through texts,
emails and chats.
6. Again, if no scoring rubrics are available, research on samples of
scoring rubrics.
7. Analyze and reflect on the information gathered through a reflective
journal entry. See Journal 5: Portfolio Assessment and Rubrics
JOURNAL 1: PRINCIPLES OF ASSESSMENT
Write your reflection by answering the guide questions below.
Name: _____________________________________________________________
Course/Major Field: __________________________________________________
Cooperating Teacher: _________________________________________________ School:
___________________________________________________________
Date: ______________________________________________________________
GUIDE QUESTIONS
1. What basic principle of assessment is evident on the assessment tools you have
obtained from your CT? How can you say so?
The basic principle of assessment is evident on the assessment tools that I
have obtained from my CT was we did make assessment by giving summative,
formative as well as performance assessment. Through this we will know their
strong and weaknesses.
________________________________________________________________
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2. Was there a variety of variety of assessment methods used assessment methods used
by the teacher? How teacher? How relevant was/were the assessment method/s
used?
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3. Do you think the expected students’ learning behaviors indicated in the objectives
were properly and appropriately assessed through those assessment methods?
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JOURNAL 2: TEST PREPARATION AND CONSTRUCTION

Name: _____________________________________________________________
___________________________________________________________
Date: ______________________________________________________________
GUIDE QUESTIONS
1. How important is to have a blueprint, the TOS, in designing any written test?
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2. What measures have you taken to assure yourself that your test items were clear,
accurate and well-focused on the objectives?
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3. What problems have you encountered? How did you respond to them? How could you
avoid them next time?
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4. Do your test items provide for a wide range of student learning abilities? Describe
how this has been catered for.
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JJJJ
JOURNAL 3: CHECKING, MARKING AND INTERPRETING TEST RESULT

Name: _____________________________________________________________
___________________________________________________________
Date: ______________________________________________________________
GUIDE QUESTIONS
1. What types of information about pupil’s/student’s progress can be obtained by
correcting your student tests?
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2. If the test result shows that 50% or more of the learners get low marks, what does this
tell you?
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3. If there are a lot of learners who do poorly in one subject area, what will you do to
respond to this?
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4. How else could you have assessed your learners’ abilities?

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JOURNAL 4: EVALUATION
Name: _____________________________________________________________
___________________________________________________________
Date: ______________________________________________________________
GUIDE QUESTIONS: A. ON EVALUATION OF THE ASSESSMENTS
1. How do you evaluate the performance of your learners? Do you reflect on their
responses and review their achievements? How?
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2. Do you use varied forms of assessment for the lessons? Which of these forms were
most useful? Why?
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3. How have you used formative and summative assessment strategies? Provide an
example of each.
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4. How do you use assessment results as a guide in further planning of your lessons?
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GUIDE QUESTIONS: B. ON PERSONAL EVALUATION
1. How and where do you reflect on your own teaching style and techniques? How often
do you do this? What evidences will show that you gain progress in your teaching
performance? What constraints/ difficulties hinder in my progress?
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2. To what extent do you discuss your teaching performance willingly with others and
respond positively to constructive criticisms? What should you do to successfully
improve your teaching performance?
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JOURNAL 5: PORTFOLIO ASSESSMENT AND RUBRICS

Name: _____________________________________________________________
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Date: ______________________________________________________________
GUIDE QUESTIONS
1. Have portfolio made the learning assessment process inconvenient? Is the effort
extended on portfolio assessment commensurate to the improvement learning that
results from the use of portfolio?
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2. Can showcase portfolio be showcase portfolio as well?

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3. How crucial are rubrics in assessing various student performance? What if there were
no rubrics?
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4. Can rubrics help make students to become self-directed or independent learners? Do rubrics
contribute to assessment AS learning (self-assessment).
Legend:
1 – Needs Improvement (75-79)

2 – Developing (80-84)
3 – Satisfactory (85-89)
4 – Proficient (90-94)
5 – Excellent (95-100)
APPENDICES
APPENDIX B
RUBRICS FOR PSTS’ STUDENT TEACHING PORTFOLIO
Performance 5 3 1
Criteria (Good) (Fair) (Poor)
1. Components All components Some of the Many of the include
cover are included and preliminary components are page (with name,
clearly marked. components are missing. title of unit, dates missing.
taught) table of
contents, reference,
list of appendices.
2. Organization Organization Organization Organization does not follows the
follows the slightly follows follow the instructions instructions for instructions for the
instructions for the portfolio.
the portfolio. the portfolio for the portfolio.
correctly and completely.
3. Word Words Words processed Words processed but processed; processed,
with few with many
grammatically edited and grammatical and grammatical and and
mechanically obviously mechanical mechanical errors. correct proofread.
errors.
4. Neatness and Presentation Presentation Presentation is neither creativity
demonstrates slightly neat nor creative.
neatness and demonstrates
creativity in all neatness and
areas and pages creativity to of
the portfolio some extent.
5. Completeness Contents are all Some contents Most of the contents
of contents completely filed are missing and are missing and/or and
submitted. are disarranged. disarranged.
6. Promptness Student Student portfolio Student portfolio
(Working Days) portfolio is submitted no submitted a week or submitted on
more than one more after the time. day after the deadline of
deadline. submission.
Total
Score:
Rated by:
Designation:

Assessment For /as/of/ Learning, How Are They Practiced?

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Republic of the Philippines

COMPOSTELA VALLEY STATE COLLEGE

Name: Lovilla D. Vistal Section: BEED -4B

Assessment for /as/of/ Learning, How are they

CTIVITY: “A Chart in a KWL Chart”

K: What I already know?

Assessment for Learning Assessment as Learning Assessment of Learning

W: What I want to learn?

2. Is the result of formative assessment affected by the

3. Based on your experience, to what extent is self-assessment

4. Which do you think is the phrase that refers to assessment FOR

Guiding Principles in the Assessment of Learning

7. Complete this analogy.

11.On which should the teacher base his/her assessment?

USING DIFFERENT ASSESSMENT METHODS, TOOLS

- Match each word to its definition.

Ans: The types of questions I create are usually traditional paper

2. In what subjects were these types of questions used most?

4. How important is it to match the assessment with learning

ACTIVITY: “How am I?”

Even outside the classroom, students have constraints on their

2. Are the learners allowed to consult dictionaries, √

1. What are the common constraints/problems encountered by the

2. What kind(s) of constraints tend to bring out the best or tend to

3.What other factors(s) are necessary to be considered to avoid possible

ACTIVITY: “Make Me”

Subject & Lesson/Topic: Biodegradable and Non-biodegradable

Process-oriented activity: SEGRAGATION OF BIODEGRADABLE AND NON-

1. Are your learning plan components from objectives to activity to an

2. Does your assessment seek to measure the objectives?

ACTIVITY: “Do you remember?”

Title of the Project: My masterpiece

Materials: Paintbrush, watercolour, sketchbooks (cardboard), paint thinner

1. Do you think product assessment can appropriately assess the

3. In what conditions do you think can the product-oriented

4. Teacher data wants to test students’ acquisition of declarative knowledge.

12. Which of the following does not belong to the group?

15. Which applies to authentic assessment?

16. Which applies to authentic assessment?

ASSESSING LEARNING IN DIFFERENT LEVEL

ACTIVITY: “Black List!”

Revised Bloom’s Taxonomy Kendall’s and Marzano’ New Taxonomy

Level: Applying Level: use of knowledge

Level: Remembering Level: Internal system

1. What is the counterpart of Bloom’s recalling in Kendall’s and

Ans: Teachers assess students learning in cognitive, psycho-motor

2. Are the levels of learning or processing of what is learned in

Evaluation Self- synthesizing

3. What is it important to align assessment tasks and learning

4. Students study based on how they are tested. To avoid “teaching-

Ans: It should reach the level of applying, analysing, evaluating

LLLL Study the sample Table of Specifications below and answeranalysis

1. For a TOS to ensure validity, what part must it have?

Ans: A Table of specification is very important in the content for

3. Can a teacher have a test with content validity even without

4. Explain why the use of a TOS enhances content validity?

1. What type of portfolio you have posted? Give details.

Ans: Yes, it is, making a portfolio doesn’t easy it personalized and

3. Can showcase portfolios be assessment portfolios as well?

Ans: The Showcase portfolio this type of portfolio is a professional

4. Can development or growth portfolios be assessment

Ans: Yes, because growth portfolio demonstrates an individual’s