(Observations of Teaching-Learning in Actual

School Environment)

(Assessment OF Learning
Summative Assessment)

Submitted by:
SHEINA O. GREGORI BEED 4-A

Submitted to:
MRS. LOVELY D. BACOLOD
 OBSERVE, ANALYZE, REFLECT
ACTIVITY 13.1
Aligning Assessment Task with the Learning Outcome

Resource Teacher: Mrs. Judith Espenilla Teacher’s Signature: ____________

School: Talave Elementary School Grade/Year Level: Grade 6
Subject Area: Filipino & English Date: November 9, 2021

OBSERVE
 Observe at least 3 classes – 1 Physical or Biological Science or Math, English,
Filipino; 1 Social Science or Literature/Panitikan, EsP and 1 P.E/
Computer/EPP/TLE.

Subjects Learning Assessment Task Is the If not aligned,

Outcome/s (How did teacher assessment improve on it.
assess the tool/task
learning aligned to
outcome/s? the learning
Specify. outcome/s?
P.E/EPP/ At the end of the The teacher Yes No need to improve
TLE class, students will divides the class since the
be able to perform into 5 groups. assessment task is
the basic exercise Each group will be already given and
routines. given time to successfully done by
observe the the students in a
demonstration of form of
the basic and performance. They
fundamental just need to follow
exercises and must the instructions and
follow it with a perform the task
twist. confidently with
effort and
enjoyment.
Social Sa katapusan ng The teacher Yes There is nothing to
Science. aralin, ang mga prepares the improve in this
Literature/ mag-aaral ay tables consisting of assessment task
Panitikan. inaasahang the systems of since it is well
EsP maipaliliwanag economy. The explained by the
ang pagkakaiba students will teacher and the
ng bawat compare each system of economy
 sistemang pang based on its is already given.
ekonomiya. characteristics, Students just need
strengths and to fill the table with
weaknesses. the information
needed.
Physical/ At the end of the The teacher Yes There is nothing to
Biological class, students will provides two improve in this
Science/Ma be able to solve exercises. For the assessment task
th/ and follow the first exercise, the since the steps in
English/ steps in dividing 2 students will dividing 2 digit
Filipino digit numbers by a answer the 5 given numbers by a one
one digit number equations by digit number
without remainder finding its without remainder
and the steps in quotient. For the and the steps in
problem solving. second exercise, problem solving are
they need to well explained by
analyze and the teacher.
answer the given Students also got
word problem and high scores during
follow the steps in their assessment
solving a problem. because they easily
understand the
lesson.
 ANALYZE
1. Are all the assessment tasks aligned to the learning outcome?

Yes, all the assessment tasks of my resource teacher are linked to the learning outcomes
or objectives.

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

The possible consequences if the teacher's assessment tasks are not aligned to the
learning outcomes is that, it can undermine both student's motivation and learning. For
instance, if the teacher's objective is for students to learn to apply analytical skills, but
his or her assessment measures only factual recall. Then, students hone their analytical
skills and are frustrated that the exam does not measure what they learned. And because
the learning objectives and assessment does not relate to each other, it will have an
impact on the assessment findings. Meaning, you will not have a successful and effective
teaching and learning process because the assessment result will reflect on your
performance.

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

Assessment tasks should be aligned to the learning outcomes because it will allow the
teacher to develop and communicate the pathway for students’ learning progression or
performance. It enables them to explain what knowledge and skills were expected on
entry to the subject and the knowledge and skills that will be developed throughout the
subject. This only means that the expected output of the students will be successfully
met.
 REFLECT
Reflect on this question.

 Reflect on past assessments you have been through. Were they

all aligned with what your teacher taught (with learning
outcomes?

In my previous experiences, there are assessments that are not aligned on what our
teachers taught or with the learning outcomes maybe because there are some
lessons that are very broad to explain that is why, it is hard for them to align it with
the learning outcomes. However, this is not always happen because there are also
some instances that it was linked with the objectives in which it takes the form of
answering questions and participating in a variety of activities in order to improve
our cognitive, psychomotor, and emotional abilities.

 How did this affect your performance? As a future teacher,

what lesson do you learn from this past experience and from
this observation?

It motivates me to function better since it only tests my ability to evaluate and to

provide the best possible responses to the activities and assessment tasks. It also
assists me in evaluating my performance and allowing me to see where I need to
improve. As a prospective teacher, I've learned that aligning assessments and
learning goals really influences the students' intrinsic motivation since it directs
them on what the lessons are about and the links between the activities and the
lessons.
 LINK Theory to Practice
Directions: Read the items given below and encircle the correct answer.
1. Here is a learning outcome: Describe a person by the use of a metaphor
Here is the test item: Describe a classmate or teacher by way of a metaphor.
Is the test item aligned to the learning outcome?

A. No
B. Somewhat
C. Yes
D. Yes, if teacher is not included
2. Learning Outcome: Conduct an investigation to prove that plants can manufacture
their own food.
Test item: Can plants manufacture their own food? Explain your answer.
Is the test item aligned to the learning outcome?

A. No
B. Somewhat
C. Yes
D. Yes, if explain your answer is dropped

3. Learning Outcome: Demonstrate the inductive method of teaching

Test: Outline the steps of the inductive method of teaching.
Is the test item aligned to the learning outcome?

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

4. Which assessment task is aligned to this learning outcome: Compute the mean if the
scores are 50, 50, 50. 48,47,46,45,44,43,43,42,41,40.

A. What is a mean?
B. Is mean a measure of variability?
C. What is the mean of 50, 50, 50. 48,47,46,45,44,43,43,42,41,40
D. Is mean the same as average?

5. Learning Outcome: To observe subject-verb agreement as one speaks.

Test: Give the correct form of the verb.
1. Dog (howl)
2. A cat (meow)
3. Birds (fly)
Is the test item aligned to the learning outcome?
 A. No
B. Somewhat
C. Yes
D. Yes, there are 3 items on subject-verb agreement

6. Here is a lesson objective/intended learning outcome: “illustrate the law of supply

and demand with your original concrete example”. For content validity, which test
item is aligned?

A. Define the law of supply and demand and illustrate it with an example.
B. Illustrate the law of supply and demand with a drawing.
C. Illustrate the law of supply and demand with a concrete, original example.
D. Explain the law of supply and demand and illustrate it with a diagram.

7. Teacher B wrote this learning outcome: “To interpret a given quotation.” For content
validity which should she ask?

A. Interpret Nietzsche’s statement: “He who has a why to live for can bear with almost any
how.”
B. Do you believe in Nietzsche’s statement “He who has a why to live for can bear with
almost any how”?
C. What is true in Nietzsche’s statement “He who has a why to live for can bear with almost
any how”?
D. Nietzsche was an atheist. Do you believe that he can give this statement “He who has a
why to live for can bear with almost any how”?

8. After teaching them the process of experimenting, Teacher J wanted his students to
be able set up an experiment to find an answer to a scientific problem. Which will he
ask his students to do?

A. Set up and experiment to find out if aerial plants can also live on land.
B. Can aerial plants also live on land? Research on experiments already conducted. Present
your finding in class.
C. Observe if aerial plants can survive when planted in soil. Note your observations and
present them in class.
D. Research on the answers to this scientific problem: Can aerial plants survive when
transferred in soil?

9. Here is an intended learning outcome of a Health teacher: “Identify skill-related

fitness and activities suitable for the individual”. Does her test item measure this
particular outcome and therefore has content validity?
Question:
1. Identify the components of Physical Fitness under the skill-related activities.
a. Body composition C. Flexibility
b. Agility D. Organic vigor

A. Yes, very much.

 B. Yes because it asks something about skill-related activities.
C. No
D. No, the options have nothing to do with skill-related activities

10.In which type of assessment are students expected to go beyond completing

the tasks assigned to them by their teacher and so students move from the
passive learners to active owners of their own learning?

A. Assessment as learning
B. Assessment for learning
C. Assessment of learning
D. Assessment in learning
11.Which assessment is likened to tasting the soup while in the process of
cooking the soup?

A. Assessment of learning
B. Assessment for learning
C. Assessment in learning
D. Assessment as learning
 ACTIVITY 13.2 Observing the Use of Traditional Assessment Tools

Resource Teacher: Mrs. Judith Espenilla Teacher’s Signature: ____________

School: Talave Elementary School Grade/Year Level: Grade 6
Subject Area: Filipino & English Date: November 9, 2021

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

Direction: Put a check (/) on the test which teacher used. From your teacher’s test items, give an
example.

Type of Put a Learning Sample test item of Comments (Is the

Traditional check outcome Resource Teacher assessment tool
Assessment (/) here assessed constructed in
Tool/Paper - accordance with
and-Pencil established
Test guidelines?)
Explain your
answer.
Selected Response Type
 Alternate /  To identify Sample Test Item of  In
Response the Resource Teacher accordance
correctness Direction: Identify the with the
of each statement whether it established
statements is real or fantasy. guidelines
according to Write R if it is real and and
the F it is fantasy. assessment
difference of tool used by
real and 1. The mice play the teacher,
fantasy. Bingo. _____ it is well
2. The cat runs after constructed
the mouse. _____ and aligned
3. The water froze and to each
turned to diamonds. other
_____ because it
4. The dog laughed as consists of
he chased the cat. _____ declarative
5. The sun winked at statements
me as the day ended. where
_____ students can
easily
 choose the
best answer
for the
question
given.

 Matching /  To identify Panuto: Gumuhit ng  The lesson's

Type the tuwid na linya upang learning
relationship itambal ang dalawang outcomes,
or salitang assessments
association magkasalungat sa , and subject
between the hanay A at hanay B. matter,
similar items which are
of the Hanay A 'Mga
magkasalung 1. Tama Salitang
at na mga 2. Mabango Magkasalun
salita. 3. Masaya gat' are all
4. Mabilis in sync.
5. Malinis

Hanay B
a. Mabaho
b. Mali
c. Mabagal
d. Madumi
e. Malungkot

 Multiple /  To measures Direction: Read the  The assessment

Choice the following questions tools used by
comprehensi carefully and choose the teacher are
on of the the letter that best aligned to the
students to describes the answer. learning
choose the outcomes of the
best possible 1. The central idea or lesson.
answer out of meaning of the story. Questions are
the choices a. Theme very clear and
from the b. Plot straightforward
given c. Setting where students
questions d. Conflict can easily
which is choose the best
about the 5 2. The one that acts answer.
elements of a the story.
story. a Plot
b. Character
c. Setting
d. Conflict
 3. The place and the
time of the story.
a Theme
b. Plot
c. Setting
d. Conflict

4. The series of events

in the story.
a Theme
b. Plot
c. Setting
d. Conflict

5. The struggles in the

plot, the problems or
crimes in the story.
a Theme
b. Plot
c. Setting
d. Conflict

 Others
Constructed- Response Type
1. Completi /  To measure Panuto: Punan ang  The assessment
on the lower patlang sa tools used by
levels of pamamagitan ng the teacher are
cognitive pagpili ng tamang completely
ability of the sagot gamit ang aligned to the
students to salitang dahil at learning
finish an habang. outcomes of the
incomplete lesson which is
statement by 1. Mag-aral ng mabuti 'Pangatnig'.
filling in the _____ bata pa. Students just
blank with 2. Nagkaroon siya ng need to supply
the correct kanser sa baga _____ the missing
word or labis na paninigarilyo. conjunction for
phrase. 3. Ako ay kumakain each statement
_____ nagpiprito ako ng to make it
isda. become a
4. Dapat magsikap complete
_____ nabubuhay. thought.
5. Siya ay
nagtagumpay _____
kaniyang pagsisikap.
2. Short /  To Direction: Read the  Questions are
answer demonstrate story of "Cake for well
type higher level Kate" and answer the constructed and
skills and following questions. completely
knowledge aligned to the
wherein 1. Who bake the cake? established
students 2. Who eat the cake? guidelines and
need to 3. What did Kate see assessment tool
elaborate on one afternoon? that is used by
responses in 4. Where did Kate the teacher.
a limited way found the box? Students can
and to assess 5. What did she do easily response
their writing with the box? with a short
ability as well answer since
about the of the question
'Cake for used by the
Kate'. teacher is a
close-ended
type of
question.

3. Problem /  Students will Panuto: Sagutin ang  Questions are

solving be able to mga sumusunod at not difficult to
add three ipakita ang understand.
single-digit kumpletong solusyon Students can
numbers ng inyong sagot. easily grasp the
together and given problem
know how to 1. Kung buwan ng and can
solve basic Hulyo nakapag ipon si formulate a
addition Ana ng Php 157 mula solution right
problems. sa kanyang allowance away. Overall,
at Php 118 naman ang the assessment
naipon ng kaniyang tools and
ate, magkano ang learning
kanyang pera? outcomes are
highly achieved
2. Lingo-lingo and
binibigyan si Roy ng successfully
kanyang lola ng Php aligned with
105 at binibigayn din each other.
siya ng kaniyang lolo
ng Php 105. Ilan lahat
ng pera ni Roy?

4. Essay- /  Students will Direction: In one  It provides

 restricte be able to sentence, answer the students with
d analyse essay following question. an opportunity
questions to explain their
effectively 1. What happens to own
and express the bottle that has an understanding
their own ice inside when it put and
ideas to the table for a demonstrate
completely couple of time? creativity by
and clearly in writing it down
paragraphs. 2. What happen to the with no
wax when it put in the restrictions.
flour? Questions are
clearly
construct and is
easy to
understand by
the students.
Overall,
assessment
tools and
established
guidelines are
all sync with
the used of
criteria as well.

5. Essay- /  Students will Direction: Answer the  The teacher's

non- be able to following questions. learning
restricte recall proper materials are
d information, 1. Describe the appropriate for
organize it in different types of the student's
a suitable gases. evaluation since
manner, 2. Explain the liquid? she used a
derive a criteria for
defensible judging their
conclusion, essays.
and express Students have
it within the the chance to
limits of the use their
posed learnings and
problem put their
through opinions on the
writing an given situation
essay. however, in a
limited way.
 Learning
outcomes and
assessment
tools used by
the teacher are
completely met
to each other.

6. Others
 ANALYZE
1. Which assessment tools/tasks were most commonly used by teacher? Which ones
were rarely used? Why were they rarely used?
 The assessment tool that is commonly used by the teacher is the multiple choice
because it usually tests the readiness of the students in answering a specific
question. Since all the possible answers are given, it does not take much time
calculating and devising a new answer wherein students can answer it in a
short period of time. While on the other hand, the ones were rarely used by the
teacher is the problem solving because this test require several type of
calculations on the basis of the conceptual framework and learning of the
student. And a lot of students really had a hard time answering this kind of test
since they need to comprehend and analyze the given problem.

2. Based on your answers found in the Tables above in which type of assessment tools
and tasks were the Resource Teachers most skilled in test construction? least skilled?
 Based on my observation, the most skilled test constructed by the teacher are all
type of assessment tools and tasks because she constructed every statement in a
way that the students can easily understand it. These will also assist them with
using their critical thinking abilities, as well as remembering and applying the
ideals gained throughout the class according to its subject content. She receives
factual knowledge about the topic and offers her students an alternative on the
right responses. She also uses or integrates their experiences, analysis and
comprehension skills on how to react and respond to the given situation. While
the least skilled is the enumeration because I didn't observe that she uses this
kind of assessment tool in her class.

3. Can an essay or other written requirements, even if it is a written paper-and-pencil

test, be considered an authentic form of assessment? Explain your answer.
 Yes, the paper and pencil test can still be considered as an authentic assessment
because though it is a written assessment, it can also use as creative learning
experiences of the students to test their skills and knowledge in a realistic
situation.
 REFLECT
How good are you at constructing traditional assessment tools? Which do you find
most difficult to construct? Any lesson/'s learned?

To be honest, I'm not yet good at constructing traditional assessment

tools and I'm still learning the proper construction. But for me, multiple
choices are the hardest to create because before you construct a sentence,
you need to make a table of specification first. This will ensure that a test
or assessment measures the content and thinking skills that the test
intends to measure. So, I have to consider which questions and
alternatives to include so that the students are not confused when they
read it.
 LINK Theory to Practice
Here is the learning outcome of this activity: Critique traditional tools and tasks for learning in the
context of established guidelines on test construction.
1. Which assessment task is aligned to the learning outcome given above?

A. True-False test- An assessment task must be aligned to the learning outcome.

B. Column 1 presents the learning outcomes. Column 2 has the assessment tasks.
Determine alignment of assessment with learning outcome.
C. Here are 5 test items. Evaluate them on the basis of established guidelines in test
construction.
D. Is an essay more reliable than a multiple choice test?

2. What’s WRONG with this TRUE-FALSE test item? Filipinos are sociable but lazy.

A. Opinionated
B. Not fit for a T-F Test
C. Very short
D. Sweeping

3. Is this test item in accordance with rules on test construction? Write

everything you learned from this course.

A. No
B. Yes
C. Somewhat
D. No, opinionated

4. In a matching type of test, which should be found in the first column?

A. Options
B. Premises
C. Distracters
D. Jokers

5. In a multiple choice type of test, one option among 4 was not chosen by any
examinee. What is TRUE of that option?

A. Implausible
B. Realistic
C. Plausible
D. Unattractive

6. The students were at a loss as to what answer to give in a completion type of

test since there were so many blanks. Which is TRUE of the test item?

A. Too complex
B. Unattractive
C. Over mutilated
D. Implausible
 ACTIVITY 13.3 Observing the Use of Non-traditional Assessment
Tools as Scoring Rubrics
Resource Teacher: Mrs. Judith Espenilla Teacher’s Signature: ____________
School: Talave Elementary School Grade/Year Level: Grade 6
Subject Area: Filipino & English Date: November 9, 2021

OBSERVE
 Observe classes in at least 3 different subjects and pay particular attention to the
assessment tool used by the teacher.
 With teacher’s permission, secure a copy of the assessment tool.
 Study the assessment tool then accomplish Observation Sheet.
 Did your Resource Teacher explain the rubric to the students?
Yes, the teacher explains the rubric to the students so that they will know and
aware of what the scoring guide will be.
 Which type of rubric did the Resource Teacher use- analytic or holistic?
The type of rubric that the teacher used is both analytic and holistic rubric.

Authentic Learning Sample of How a Comment/s

Assessment/ Outcome Product/Perform product/performa (Is the
Non- Assessed ance Assessed nce was assessed scoring
Traditional/ rubric
Alternative One example of a Describe how the constructed
product assessed. product/performa according to
(Put a photo of the nce was assessed. standards?
product/documen Which was used
ted performance analytic rubric or
in My Teaching holistic rubric?
Artifacts. INCLUDE INCLUDE THE
THE RUBRIC IN RUBRIC IN MY
MY TEACHING TEACHING
ARTIFACTS. ARTIFACTS.
1. Product Construct a 3D The teacher assists The teacher used The scoring
craft necklace her students in rubric in grading rubric
paper beads creating their own and assessing the constructed is
using paper 3D necklace paper performance of the according to
magazines beads made out of students. She used the standards
paper magazines. analytic type of and it is also
rubric which is two- based on the
dimensional rubric. lesson that
they have
discussed.
2. Performa Sing the basic The teacher divides Just like in assessing The rubric
nce tune and right the class into two the product, the was made
melody of a groups and asked teacher also used organized and
song entitled the students to sing rubrics in grading orderly
'Do-re-mi the right tune and and assessing the wherein the
Song' melody of a song, performance of the students met
'Do-re-mi song'. students. She used a its criteria on
holistic type of how the
rubric which is teacher will
single criterion grade their
rubric. singing
performance.
 ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you think that
type of rubric was used more?
 I think the one that is most used is the holistic rubrics because it takes less
time than the analytic, and the grading with one is faster too. You just look
over an activity or an output performance and give one holistic score to the
whole thing. It is also much easier to construct the analytic, which takes more
effort and it emphasizes the student's abilities rather than its limitations.

2. Based on your answers found in the Tables above in which type of assessment tools and
tasks were the Resource Teachers most skilled in test construction? least skilled?
 Depending on whatever activity she implements, our resource teacher utilized
both rubrics because she wants to provide useful feedback on areas of
strength and weakness showed by her students through a performance and at
the same time, she wants them to judge their own work and accept more
responsibility of their final output. She knows what type of rubrics she will
going to used when she gave an activity performance to them in order to
coordinate instruction and assessment as well as, it help her to easily explain
to her students why they got the grade that they received.

3. Will it make a difference in assessment of student work if teacher would rate the product
or performance without scoring rubrics? Explain.
 Yes, it has differences because rubrics serve as a guide or a basis to direct the
teacher in determining what to evaluate and what grade to assign to the
student's output and performance. Without rubrics for evaluating their
actions, students will unable to determine whether portion of the criteria
receives a low or high score, and so, it will not be able to improve that aspect.
Teacher will also have a tough time evaluating his or her students.

4. If you were to improve on one scoring rubric used, which one and how?
 If I'm going to improve one scoring rubric used, I will improve the holistic
rubrics through putting a description in every criterion. For example in
creativity, I will put a description on what should be the content on each one
so that it will be more precise and concrete among student's performance.

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

be considered an authentic form of assessment? Explain your answer.
 Yes, even if it is an essay or other written requirements, it is still considered as
an authentic assessment because the students can still apply what they have
 learned and acquired from the previous lesson. It can also still assess the
ability of the students effectively if they really understand the lesson and use
that knowledge and learning to complete and finish the activity or essay. They
are still showing a concept which is understood by exhibiting some form of
application of the concept to a product, action or behavior, for example.

6. Can rubrics help make students to become self-directed or independent learners'? Do

rubrics contribute to assessment AS learning (self-assessment?) What if there were no
rubrics in assessment?
 Yes, rubrics help the students to become self-directed and independent
learners because it serves as their basis on how they will finish the task or
what will be the content of their work. Rubrics are important to students
because they allow them to analyze their learning and performance and then
come up with ideas for how they may improve. Students would be unable to
evaluate their understandings without rubrics, leaving them perplexed as to
why they received such a low grade. When it comes to performance or other
activity, it should be essential to provide rubrics to assist students in assessing
their learning.

Does the Scoring Rubric in this FS Book 1 help you come up with better output?
 Yes, it helps me to come up with better output because it guides me on how I will finish
my work and what should be the content of my work. It gives me an instruction to
become prepared and ready for the content and materials that are needed for my task
or activity.
 REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests
for all the years as a student.

No, authentic assessment tools and activities have been

around for a long time. It's merely a reform of assessment to
meet the demands of learners' 21st-century abilities, which is
also the new curriculum or should I say, the K-12 curriculum.

During my previous experiences in basic education years,

when the K-12 system was not yet in place, we relied more on
conventional evaluations like paper-pencil test, which were
oriented by our teachers. During my elementary years, when
the K-12 was already completed and implemented, our
evaluations moved from traditional to genuine assessments.
 SHOW Your Learning Artifacts
 Accomplished Observation Sheet

Authentic Learning Sample of How a Comment/s

Assessment/ Outcome Product/Perform product/performa (Is the
Non- Assessed ance Assessed nce was assessed scoring
Traditional/ rubric
Alternative One example of a Describe how the constructed
product assessed. product/performa according to
(Put a photo of the nce was assessed. standards?
product/documen Which was used
ted performance analytic rubric or
in My Teaching holistic rubric?
Artifacts. INCLUDE INCLUDE THE
THE RUBRIC IN RUBRIC IN MY
MY TEACHING TEACHING
ARTIFACTS. ARTIFACTS.
1. Product Construct a 3D The teacher assists The teacher used The scoring
craft necklace her students in rubric in grading rubric
paper beads creating their own and assessing the constructed is
using paper 3D necklace paper performance of the according to
magazines beads made out of students. She used the standards
paper magazines. analytic type of and it is also
rubric which is two- based on the
dimensional rubric. lesson that
they have
discussed.

2. Performa Sing the basic The teacher divides Just like in assessing The rubric
nce tune and right the class into two the product, the was made
melody of a groups and asked teacher also used organized and
song entitled the students to sing rubrics in grading orderly
'Do-re-mi the right tune and and assessing the wherein the
Song' melody of a song, performance of the students met
'Do-re-mi song'. students. She used a its criteria on
holistic type of how the
rubric which is teacher will
single criterion grade their
rubric. singing
performance.
 Observation
 Based on my observation, the strength of the teacher is that, she prepared
the lesson very well, she is also confident upon delivering her lesson and at
the same time, her teaching style is different from the other teachers I had
observe from the previous weeks. My suggestion for improvement is the
seating arrangements of the students wherein she need to place those taller
students at the back so that, those smaller students can see the text in the
board. Furthermore, it was the perfect lesson delivering by Mrs. in which
most of the student understands the theme of her lessons in Math, Music,
Arts, English and Science subjects. She also provides criteria for product and
performance assessments in her every lesson.

 Reflection
 I have learned that rubrics make the grading process more transparent by
acting as a kind of road map or a basis for both teachers and students. It
provides clearer expectation of performance, well-guided and objective
grading. Communication of student's performance also becomes easier due
to tangible evidence and the feedbacks will be given right away
appropriately. These are also powerful tools for both teaching and
assessment. It can improve student performance, as well as monitor it, by
making teachers' expectations clear and by showing students how to meet
these expectations. The result is often marked improvements in the quality of
student work and in learning.

 A photo of a product assessed and a documented performance test

 Samples of scoring rubrics used by Resource Teachers - one rubric to assess a
particular product and another rubric to assess a particular performance together
with your comment/s and improved versions, if necessary.

The purpose of these two is to assess a particular product and to assess a particular performance. All I
can say is that, these rubrics is very detailed and it is good so that they will be rated very well and it
was well prepared and planned by the resource teacher.
 LINK Theory to Practice
Directions: Read the items given below and encircle the correct answer.
1. To pinpoint which part of the lesson needs more explanation, which scoring
rubric can help?
I. Analytic
II. Holistic

A. I only
B. I and II
C. II only
D. No need for rubric

2. I want to know how skilled the students have become in research report.
Which assessment task will be valid?

A. Make students defend research report before a panel.

B. Make students write the research report.
C. Group the students for research report writing.
D. Make students conduct an action research.

3. I want to get a global view of a student's performance. Which rubric is most fit?

A. Analytic
B. Holistic
C. Itemized
D. Analytic and holistic

4. Which can prove that students are now capable of sewing after a 200-hour
course?

A. Presentation of a product they have sewn.

B. Operation of the sewing machine
C. Drawing a pattern for a set of pajamas
D. Labeling the parts of a sewing machine

5. Which is the most reliable way of determining whether or not the student can
now dance tango?

A. Performance test
B. Oral test
C. Written test on steps of tango
D. Written test illustrating the steps

ACTIVITY 13.4 Scrutinizing the Types and Parts of a Portfolio

Resource Teacher: Mrs. Judith Espenilla Teacher’s Signature: ____________
School: Talave Elementary School Grade/Year Level: Grade 6
Subject Area: Filipino & English Date: November 9, 2021

OBSERVE
1. Ask your Resource Teacher for samples of portfolio, if any. If there are, select one best
portfolio from what you examined.
2. If none, research for a sample portfolio and include them in My Learning Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/researched by you,
accomplish Observation Sheet #.
4. Put a check in the right column.

What a Portfolio Includes

Elements of a Portfolio Present? Missing?
1. Clear Objectives- The
objectives of the /
lesson/unit/course are
clear which serve as bases
for selection.
2. Explicit Guidelines for
selection
- what, when, where, how /
are products/documented
performances selected?
3. Comprehensible
criteria- the criteria
against which the portfolio /
is graded must be
understood by the
learners
4. Selective significant
pieces- the portfolio /
includes only the selected
significant materials
5. Student’s reflection-
there is evidence that /
students reflected on their
learning.
6. Evidence of student
participation in selection
of content of portfolio- /
there is proof that
students took part in the
selection of the content of
the portfolio.
 ANALYZE
1. With OBE in mind, which should be the basis for the selection of pieces of
evidence to show that what the student was supposed to learn was learned?
With OBE in mind, the basis for the selection of pieces of evidence to show that what the
student was supposed to learn was learned are the activities or the outputs that suited for the
objectives. Those objectives should meet those activities or outputs that are included in the
portfolio and must assess if the students learned what they were supposed to learn.

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

Elements of a DEVELOPMENT or GROWTH Portfolio (Which type of portfolio?)

1. Cover Letter- “About the Author” and “What my Portfolio shows about my Progress as
a learner”
2. Table of Contents with numbered pages
3. Entries- both core (required items) and optional items (chosen by students)
4. Dates on all entries to facilitate proof of growth over time
5. Drafts of aural/oral and written products and revised revisions, i.e. (first drafts and
corrected/revised versions.)
6. Student’s Reflections

From the elements available above, I think this falls on the student's reflection portfolio in
which it tackles about the development or growth of the child because based on my
observation, there are pieces of evidence that the students reflect themselves about the
learning they earned from the lesson.

3. Where and when does the teacher make use of each of the 3 types of portfolio?
There are specific times when and where the teacher will use the portfolio because there are
specific important and characteristic features of each type. First is the growth development, it
is when the teacher wants to assess if there are changes or development happening in their
students. Second is the showcase or display portfolio in which students shows their skills,
talents, best and most representative works or performance. It encourages self-assessment
and builds self-esteem to students in which the pride and sense of accomplishment that they
feel make the effort well worthwhile. And lastly is the assessment or evaluation portfolio, it is
when the teacher assesses or evaluates the prior learning of the students. It was used to show
students weak and strong domains as well as to observe student's progress during the
learning process, and encourages them to take responsibilities for their own learning.

REFLECT
Have portfolios made the learning assessment process more inconvenient? Is the effort
exerted on portfolio assessment commensurate to the improvement of learning and
development of learners' metacognitive process that result from the use of portfolio?

I think the portfolios make the learning assessment process more

convenient and not inconvenient because you will identify if there
is certain progress and development happening among your
students through different kinds of portfolios.

Yes, the effort exerted on portfolio assessment commensurate with

the improvement of learning and development of learners'
metacognitive process that result from the use of portfolio
because there are set of activities that can assess the progress and
development of the students especially their metacognitive
process which happened in making and accomplishing the
portfolio. There are also reflections happening in the portfolio
which the students have to reflect their own learning.
 SHOW Your Learning Artifacts
 Sample/s of Improved Written Tests, both selected-response type and supply type

 Sample/s of product and performance assessed

 Sample/s of a rubric
 Sample/s of students' reflection on his/her portfolio
 LINK Theory to Practice
Directions: Read the items given below and encircle the correct answer.
1. A portfolio is synonymous to a folder of files. Is this CORRECT?

A. No
B. Somewhat
C. Yes
D. Sometimes

2. Which is an essential part of a portfolio?

A. Student's reflection on his portfolio

B. Display portfolio for everyone to see student development
C. Artistic design to show student's artistic talent
D. Student's self-rating

3. I need to prove that I have fully developed the skill at writing a research
report. Which type of portfolio is MOST APPROPRIATE?

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

4. Which portfolio can prove that an improvement has taken place in the way
students pronounce words?

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

5. I want to know if my students can now focus the microscope properly. With
which portfolio am I concerns?

A. Showcase portfolio
B. Development portfolio
C. Assessment portfolio
D. Process portfolio
 ACTIVITY 13.5 Determining the level of Teacher’s Question

Resource Teacher: Mrs. Judith Espenilla Teacher’s Signature: ____________

School: Talave Elementary School Grade/Year Level: Grade 6
Subject Area: Filipino & English Date: November 9, 2021

OBSERVE
1. Observe a teacher in the classroom.
2. Note his/her questions both oral and written.
3. Score him/her according to the level of questions that he/she asks from remembering
to creating and metacognition and self-system thinking. You may also refer to written
tests for samples of questions in the various levels.
4. Make tally, then get the total. Use Table 1 and Table 2 separately.
Table 1. Number of Questions per Level

Cognitive Cognitive Tally of Total

Processes Processes Assessment
(Bloom as Rank (and Kendall Rank Tasks/
revised by and Marzano) Questions
Anderson and
Krathwohl
Self-system 6 / 1
Thinking
Metacognition 5 / 1
Creating 6-Highest / 1
Evaluating 5- //// 4
Analyzing/An 4- Analysis 3 /////-/ 6
Applying 3- Knowledge 4 /////-///// 10
Utilization
Understanding/ 2- Comprehension 2 ///// 5
Remembering/ 1-Lowest Retrieval 1 /////-/// 8

Table 2. Examples of Assessment Questions/ Assessment Tasks

Tally and Tally and Example of Rank

Total Score of Total Score of Assessment Based on
Cognitive Rank Cognitive Rank Tasks/Question Use
Processes Processes s Given by
(Bloom as (and Kendall Resource
revised by and Marzano) Teacher
Anderson and
 Krathwohl)
Self-system 6-Highest  Why is our 8
Thinking topic
important to
you?
Metacognition 5  What is the 7
connection to
our today's
lesson to our
previous
discussion?
Example: 6-Highest  What would 6
Creating= I happen if Kate
didn't return
the box of
Pasalubong to
Mrs. Salas?
Evaluating= I 5  How would 5
you feel if
someone
returned your
lost personal
belongings to
you? Would
you all be glad
or mad?
Analyzing/ 4 Analysis 3  What have 4
An= II you notice to
the
underlined
words in the
story?
 What is moral
lesson in the
story?
Applying= III 3 Knowledge 4  If you were 3
Utilization Kate, what
would you do
with the box?
 How can you
apply the
lesson in the
story we just
read a while
ago into your
 life?
Understanding 2 Comprehensio 2  What is the 2
= III n main idea of
the story?
 Can you
explain why
did Kate sell
rice cakes?
 What can you
say about the
character of
Kate in the
story? Is she a
good girl?
Explain.
Remembering 1-Lowest Retrieval 1-Lowest  What 1
= IIII l l happened
after Kate
returns the
box of
Pasalubong to
Mrs. Salas?
 How many
things did
Kate saw
inside the
box?
 What are
those things?
Can you name
it?
 Can you recall
the story?
Rank Rank
 ANALYZE
1. Which cognitive skill had the highest number of assessment questions? lowest
number?
The cognitive skills had the highest number of assessment questions are remembering,
understanding, applying and analyzing because the teacher wants to identify if the students
really understand the lesson and recall the story. These cognitive skills also suited to the time
allotted for the students to answer the assessment questions in a short period of time. While
the lower number are creating, evaluating, self-system thinking and metacognition because it
needs more time to construct or create an idea or answers although it is opinionated type of
questions in order to assess the critical thinking skills of the students.

2. What do these (lowest and highest number of assessment questions) reveal about
Resource Teacher's level of questions?
Based on the lowest and highest number of assessments made by the teacher, it reveals that
the level of questions are easy or low because most of the questions rely on remembering and
understanding wherein the students will only recall what they had tackled, what are the
learnings they have acquired all throughout the discussion and how they can apply those
learnings to their lives.

3. Based on Kendall's and Marzano's taxonomy, which are the highest cognitive
skills? Give an example of an assessment question for each of the two highest
cognitive skills- metacognitive skills and self-system thinking.
Based on Kendall's and Marzano's taxonomy, the highest cognitive skills are metacognitive
skills and self-system thinking wherein the teacher will give questions that will reflect to the
knowledge and learnings that the students gained from the lesson. Most of the questions in
this level is about self-reflection. One example for self-system thinking is this, "Why is our topic
important to you" and for the metacognition is this, "What is the connection to our today's
lesson to our previous discussion".
 REFLECT
If you were to rate yourself on HOTS- where will you be from a scale of 1 to 5 (5 as highest)
where will you be?

If I am going to rate myself on HOTS, I will rate myself on a

scale of 3 because I'm not yet fully mindful or expert about
using HOTS. I'm still working on it to make it 5 through
observing and studying.

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

As a future teacher, I will contribute to the development of learners'

HOTS by giving them divergent questions to think critically. I will also
teach them a problem solving strategies because uing a step-by-step
method to solve problems is a strategy that is applied to everything in
adult life. Their HOTS will become activated when they encounter
unfamiliar problems, uncertainties, questions, or dilemmas. So, by
applying the skills attained by their higher-order thinking, they have
the ability to solve problems faster and more efficiently. Lastly, I will
provide examples associated with real life situations or scenarios so
that they have something to reflect on to their daily lives. Through with
this, it will not only enhance their thinking skills but also their decision
making on how they will go to respond to the situations.
 LINK Theory to Practice
Directions: Read the items given below and encircle the correct answer.
1. “Is my thinking CORRECT?” asks a student to himself. In which level of cognitive
process is he?

A. Self-system
B. Analysis
C. Metacognition
D. Application

2. Formulate a 5-item imperfect matching type of test, is a test item in the level of
which cognitive process?

A. Creating
B. Analyzing
C. Self-system thinking
D. Evaluating

3. Which one demonstrates self-system thinking?

A. Ask the question "What has this lesson to do with me?

B. Critic your thinking process.
C. Come up with a solution to the given problem.
D. Relate your present lesson to past lessons.

4. Paraphrase the first stanza of Rizal’s “My Last Farewell” calls for __________.

A. analyzing
B. understanding
C. evaluating
D. applying

5. How would you rate students’ ability to reason out logically is a question to test
students’ ability to __________.

A. engage in metacognition
B. analyze
C. do self-system thinking
D. evaluate
 ACTIVITY 13.6 Analyzing the Table of Specification

Resource Teacher: Mrs. Judith Espenilla Teacher’s Signature: ____________

School: Talave Elementary School Grade/Year Level: Grade 6
Subject Area: Filipino & English Date: November 9, 2021

OBSERVE
No. of
Learning Outcome class Cognitive Level Total
hours
Rem Un Ap An Ev Cr
1. Students will
demonstrate the ability
to solve problems 1 II I I I 5
collaboratively
2.Students will apply
their learnings about
sense organs 1 II II I 5

3.Students will
demonstrate knowledge
2 I I I I I
of artificial intelligence 5
concepts
4.Students will be able to
describe course concepts
1 II I I I
of multiple levels of 5
abstraction
5.Students will be able to
identify applications of
1 I II II
all concepts 5

6.Students will
demonstrate curiosity
2 I I I I
about course material 4

Total 8 6 6 2 9 6 1 29
 ANALYZE
1. What parts must a TOS contain to ensure test content validity?
I think all parts of the TOS are important in creating assessments or questions in order to
ensure the test content validity because this will be used as a guide on making assessments
or questions. It also helps teachers frame the decision making process of test construction
and improve the validity of teachers’ evaluations based on tests constructed for classroom
use.

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

The number of items per topic or cognitive level is very important because it tells how
many items or questions each topic should have base on the number of hours spent in
discussing the particular topic. Say for example, a 2 hour class discussion about adjectives
must have more items in the test compared to the 1 hour discussion about nouns.

3. With OBE in mind, is it correct to put learning outcome not topic in the first
column? Why or why not?
Yes, it is right that we put the learning outcome on the first column instead of the topic
simply because this will help us to identify what is our objective at the end of the lesson
and to know if our assessment or activity is suited to the outcome we like to achieve. So, we
must put in mind that in everything a teacher does in the classroom should ultimately lead
the student toward the outcomes of the course.

4. Can a teacher have a test with content validity even without making a TOS?
No, if a teacher issues a test without consulting the TOS, then there would be conflict on
whether the content validity is covered for that specific subject and class. Because TOS
serves as a guide on making the test in order to make the questions become valid and
organize. It also ensures that a fair representative sample of questions will appear on the
test. So, it is important to refer to standardize per conceptualized program which was
constructed prior to instruction and before a test is written.

5. Complete the given TOS.

No. of
Learning Outcome class Cognitive Level Total
hours
Rem Un Ap An Ev Cr
1. Students will
demonstrate the ability to 1 II I I I 5
solve problems
collaboratively
2.Students will apply their
learnings about sense 1 II II I 5
organs

3.Students will 2 I I I I I
demonstrate knowledge of
artificial intelligence 5
concepts
4.Students will be able to 1 II I I I
describe course concepts 5
of multiple levels of
abstraction
5.Students will be able to 1 I II II
identify applications of all 5
concepts

6.Students will 2 I I I I
demonstrate curiosity 4
about course material

Total 8 6 6 2 9 6 1 29
 REFLECT
Read this conversation and reflect on teachers' assessment practices. Write your
reflections here.
Student A: Saan naman pinulot ni Teacher ang kaniyang tanong? Ni-isang tanong sa
tinuro, wala! (Where did Teacher get her test? Not one of what she taught came out!)
Student B: Oo nga.! Nakakainis! (You are right! How annoying!")
Did you have a similar experience? Reflect on it. Will the required use of Table of
Specifications as guide in test construction solve the problem of misaligned tests?

I've also been in a position when there are multiple

questions on the exam that we are unfamiliar with or for
which we do not know the solution because the teacher
does not discuss it. So, in order to complete the exam, we
just answer it based on our existing knowledge, without
knowing whether or not our answers are correct. Maybe,
our teacher didn't used TOS as her guide upon
constructing test questions. The TOS is essential in test
construction since it ensures content validity and
organizes the exam questions. It contains all of the
objectives from that lesson, allowing us to determine
which questions should be included in the test.
 SHOW Your Learning Artifacts
 Accomplished Observation Sheet

No. of
Learning Outcome class Cognitive Level Total
hours
Rem Un Ap An Ev Cr
1. Students will
demonstrate the ability
to solve problems 1 II I I I 5
collaboratively
2.Students will apply
their learnings about
sense organs 1 II II I 5

3.Students will
demonstrate knowledge
2 I I I I I
of artificial intelligence 5
concepts
4.Students will be able to
describe course concepts
1 II I I I
of multiple levels of 5
abstraction
5.Students will be able to
identify applications of
1 I II II
all concepts 5

6.Students will
demonstrate curiosity
2 I I I I
about course material 4

Total 8 6 6 2 9 6 1 29

 Analysis
My analysis for TOS is that, it a test map that guides the teacher in constructing a test.
As stated on the learning essentials, a test for that matter possesses content validity
only when that assessment tool or task measures or assesses what it is supposed to
measure or assess. TOS is valid if the content are aligned to the objectives and
assessment. These will make the learner to draw a conclusion. Content validity refers to
the content and format of the instrument. How appropriate is the content? How
comprehensive? The quality of assessment instrument and method used is very
 important since evaluation and judgement that the teacher gives on a student are based
on the information obtain using these instruments.

 Reflection
I have learned that the table of specification (TOS) is very important in creating an
assessment because it helps teachers frame the decision making process of test
construction and improve the validity of their evaluations based on tests constructed
for classroom use.
Looking back to my previous learning in my Prof. Ed subject, our instructor taught us on
how to construct a test questions using TOS. And he said that as a future teacher, we
need to have a basis such as TOS in making a questionnaire in order to validate,
organize and not be criticize by our students.

 Completed Sample TOS

No. of
Learning Outcome class Cognitive Level Total
hours
Rem Un Ap An Ev Cr
1. Students will
demonstrate the ability
to solve problems 1 II I I I 5
collaboratively
2.Students will apply
their learnings about
sense organs 1 II II I 5

3.Students will
demonstrate knowledge
2 I I I I I
of artificial intelligence 5
concepts
4.Students will be able to
describe course concepts
1 II I I I
of multiple levels of 5
abstraction
5.Students will be able to
identify applications of
1 I II II
all concepts 5

6.Students will
demonstrate curiosity
2 I I I I
about course material 4

Total 8 6 6 2 9 6 1 29
 LINK Theory to Practice
Directions: Read the items given below and encircle the correct answer.
1. In Teacher R’s Table of Specifications (TOS), 60 percent of the 1 st grading test
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.
Is Teacher’s test aligned with her TOS?

A. No
B. No, her analyzing questions is supposed to be 60%
C. Yes
D. Yes, her applying questions are also analyzing questions, too

2. What is a function of a TOS?

To ensure the _____________.

A. content validity of a test

B. predictive validity of a test
C. reasonable length of a test
D. predictive validity of a test

3. A TOS ensures alignment of test with learning outcomes. Is the statement TRUE?

A. Very true
B. Sometimes true
C. False
D. Sometimes true, sometimes false

4. In a TOS, the number of hours spent on a learning outcome determines the

number of test items to be asked. Is this CORRECT?

A. No
B. Yes
C. Not always
D. Depends on the level of the questions asked

5. The following are found in a TOS EXCEPT __________.

A. Teaching-learning activities
B. Number of hours devoted to a topic
C. Cognitive level of test item
D. Number of test items

“it’s just not fair. I studied everything we discussed in class about the Philippines and the
things she made a big deal about, like comparing the Philippines
And to think all she asked was “What’s the capital of Singapore?
What does the conversation imply about the kind of test they took?

A. Lacks content validity

B. Has content validity
C. Lacks reliability
D. Lacks construct validity
 ACTIVITY 13.7 Computing a Student’s Grades based on DepEd
Grading System
Resource Teacher: Mrs. Judith Espenilla Teacher’s Signature: ____________
School: Talave Elementary School Grade/Year Level: Grade 6
Subject Area: Filipino & English Date: November 9, 2021

OBSERVE
A. Sample Students’ Report Card
1. Secure a sample of a students’ report card from your resource teacher.

2. Study a sample of an unused student’s report card. Observe its contents

3. Ask permission from your resource teacher for an interview with him/her and with a
group student regarding the new grading system.

B. Interview of Resource Teacher

1. What are the new features of the latest grading system? What things are you
required to do with this new grading system which you were not asked before?
 In the new features of the latest grading system, the grading scale has 60 as
minimum grade but will have a converted rating of 75 in the report card.
The lowest grade a student can get is rather 60 for the quarterly and final
grades. Since the new grading system also used fewer components and
launched a new transmutation table, it makes it simpler for teachers to
compute the grades. Also, 60:40 is the ratio of grading system which is 60%
are the written outputs like quizzes and and activities and 40% is the
performance task become 40:60 wherein the 40% is the written outputs
while 60% is the performance task.

2. Which do you prefer- the old or the new grading system? Why?
She prefer to chose the new grading system because the performance tasks
in this system have the highest scale and she knows that not all the
students are good in written examinations. And since the education system
is following the 21st century curriculum, performance is important among
students in order to expose their talents and skills. This scale makes their
grade balanced because if they get a low score in written output and high in
performance tasks then, they make their grades balance and they can
recover their failing grades on the written outputs.

C. Interview of 5 students
1. What do you like in the new grading system?
From the 5 students I interviewed, they prefer the new grading system
because they said that they are not good in written activities and they can't
get high scores in quizzes and examinations so the performance task
makes their recovery on their failing grades. This makes their grades
balance or get higher and of course, to showcase their skills, abilities and
talents as well on a particular subject.

2. Do you have problems with the new grading system. If there is, what?
No, they have no problem with the new grading system because it is fair for
all of them. And the teacher has no bias upon giving their grades since they
can provide evidences according to the task given to them.

3. Does the new grading system give you a better picture of your performance? Why or
why not?
For them, it is yes, because it is not about how knowledgeable and smart
you are but it knows that you have a skills about that matter. Because of
the new grading system, it boosted their self-esteem, improved their skills
and talents and lastly, it makes them fully equipped.
 4. Which do you prefer- the old or the new grading system? Why?
According to them, they prefer the new grading system because they can
showcase their hidden talents and skills on a specific area. Like for
example, they didn't even know that they are good in sewing a dress or in
computers.

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

• Read DepEd Order # 8 s. 2015. You may refer to Appendix A.
• Based on DepEd Order 8, s. 2015, answer the following:
1. What are the bases for grading?
According to DO 8, s.2015, the bases for grading are the Components of
Summative Assessment that are classified into three components, namely,
Written Work (WW), Performance Tasks (PT), and Quarterly Assessment
(QA).
2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11 to 12. Give
an example.
To compute the grades:
1. Get the total score for each component.
2. Divide the total raw score by the highest possible score then multiply the
quotient by 100%.
3. Convert Percentage Scores to Weighted Scores. Multiply the Percentage Score
by the weight of the component.
4. Add the Weighted Scores of each component.
5. The result will be the Initial Grade.
6. Transmute the Initial Grade using the Transmutation Table.
3. How do you compute grades at the end of the school year?
 For Kindergarten
There are no numerical grades in Kindergarten. Descriptions of the learners'
progress in the various learning areas are represented using checklists and
student portfolios. These are presented to the parents at the end of each quarter
for discussion. Additional guidelines on the Kindergarten program will be issued.
• For Grades 1-10
The average of the Quarterly Grades (QG) produces the Final Grade. 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. The Final Grade in each
learning area and the General Average are reported as whole numbers.

• For Grades 11 and 12

The two quarters determine the Final Grade in a semester.
4. What descriptors and grading scale are used in reporting progress of learners?
The descriptors and grading scale used in reporting progress of learners is
this:

5. What are the bases for learners' promotion and retention at the end of the school
year?
A Final Grade of 75 or higher in all learning areas allows the student to be
promoted to the next grade level.
6. What is the report on learners' observed values?
 The learners' observed values are based on the DepEd Mission, Vision and
core Values.
 Schools may craft additional indicators for the behavior statements.
Schools must ensure that these are child-centered, gender-fair, and age
and culture-appropriate. To support the development of these Core Values,
schools must make sure that their homeroom guidance program promotes
them. Additional opportunities may be integrated into class discussions in
all learning areas.
 A non-numerical rating scale will be used to report on learners' behavior
demonstrating the Core Values. The Class Adviser and other teachers shall
 agree on how to conduct these observations. They will also discuss how
each child will be rated.

Learners who demonstrate behaviors that are not consistent with or do not
reflect. The core values may need additional psychosocial support from the
school. The class adviser should discuss these observations with the
parents/guardians to promote the child's affective development. Further
probing may be needed to better understand the learner’s situation and
context.

E. Grade Computation
Show sample computations of a grade:
• in a subject of your choice from Grades 1 to 6 (if you are a future elementary
teacher)
For MAPEH, individual grades are given to each area, namely, Music, Arts, Physical
Education, and Health. The quarterly grade for MAPEH is the average of the quarterly
grades in the four areas.

• Show the percentage contributions of written work, performance tasks and

quarterly assessment. Then give the descriptor. Refer to DepEd Order # 8, s.
2015.
o Written work (30%) - these are the activities which are written and quizzes
o Performance tasks (50%) - it is the activity showing performances and skills
of the students such as dancing, singing, role playing and also the product
outputs are included here.
o Quarterly assessment (20%) - this is the examination at the end of every
quarter to assess the students to the lesson they discussed in the whole
quarter.
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:
 ANALYZE
1. Do teachers and students like the new grading system? Why or why not?
 Yes, both of them like the new grading system because students do their best to become
one of the top of the class or to get an average of 90% above and teachers have the basis
on giving their grades on students without biases.

2. What are the good points of the new grading system according to teachers? According to
students?
 Most of the reason why teachers like the grading system is that it is easy to encode the
outputs of the students and it is also focusing on the performance of the students. On the
other hand, students gave their good points about the new grading system it is because of
the scale of performance tasks which have a higher scale on the grading system. Even
though they are not good in academics, but because they have talents and skills, then they
can still get higher grades.

3. What are teachers challenged to do by this new grading system?

 Teachers challenged to be the facilitators of learning and they are tasked to assist the
learners by giving them the right knowledge about a certain topic, as well as making them
understand of their common objectives.

4. Do you favor the distribution of percentages of written work, performance tasks and
quarterly assessment?
 Yes, I agree on the distribution of percentage because I understand that DepEd try to meet
the needs of the younger generation of students most especially, they are now called as a
21st century learners where they need to be fully equipped to compete globally and to
have a better future.

5. Did you like the experience of computing grades? Why or why not?
 Yes, because it gives me an insight or idea on how I will going to use it when I will become
a teacher someday.
 REFLECT
In an era where the emphasis is self-directed learning and demonstration of competencies -
knowledge, skills and values learned (outcomes-based education)- do grades really matter?

Yes, grades really matter because it is the summation of

our performance in the class. It emphasizes the
recognition of student's positive achievement and
comparing their current performance to the previous as
well as tracks their progress. Though grades is just a
number according to many but, through with it, we can
show off their real abilities and we can also monitor what
aspects they need to develop more.
 LINK Theory to Practice
Directions: Read the items given below and encircle the correct answer.
1. Which is the percentage contribution of quarterly assessment to the grade of the
student from Grades 1 to 107?

A. 15%
B. 20%
C. 25%
D. 30%

2. Does quarterly assessment have the same percentage weights for all the subjects,
for all the tracks in Grades 11-12?

A. Yes
B. No
C. Yes, only for the academic track
D. It depends on schools.

3. Which is the percentage contribution of written work to the grade of the Grade 1-
10 student Science and Math?

A. 50%
B. 20%
C. 40%
D. 30%

4. In MAPEH and TLE, which contribute's heaviest to the student grade?

A. Performance tasks
B. Written work
C. Quarterly assessment
D. Quarterly assessment and performance tasks

5. Based on percentage contribution to the grade, what can be inferred from the
DepEd's emphasis on learning and assessment?

A. The emphasis depends on the grade level of the subjects.

B. All components are being emphasized.
C. The emphasis for all Grades 1-10 subjects is on performance tasks.
D. The emphasis is on quarterly assessment.

6. A student gets a numerical grade of 80. What is his descriptor for his level of
proficiency?
 A. Satisfactory
B. Fairly Satisfactory
C. Very Satisfactory
D. Did not meet expectations

7. I get a grade of 90. What is its descriptor?

A. Very satisfactory
B. Beginning
C. Advanced
D. Outstanding

8. Which is described as "did not meet expectations"?

A. Below 75%
B. Below 76%
C. Below 74%
D. Below 72%

9. If a student failed to meet standards, which descriptor applies?

A. Developing
B. Beginning
C. Poor
D. Did not meet expectations

10. How is the final grade per subject for Grades 11 and 12 obtained?

A. Get the average of the grades for the 2 Quarters

B. Get the average of the grades for the 4 Quarters
C. Get the average of the grades of all subjects for the 2 semesters
D. Get the average of the grades of all subjects for the 4 semesters.

11. Which is/are TRUE of MAPEH when it comes to grade computation?

I. The quarterly grade is the average of the quarterly grades in the four areas -
Music, Arts. Physical Education and Health (MAPEH)
II. Individual grades are given to each area (MAPEH)
III. There is one grade for Music and Arts, PE and Health because they are
related.

A. I only
B. I and II
C. I and III
D. II only

12. Which is TRUE of Kindergarten grades?

 A. Grades are computed like the grades in Grade 1.
B. There are numerical grades with descriptions.
C. There are no numerical grades.
D. Remarks like Passed and Failed are used.

13. At the end of the school year, which is/are TRUE of grades?
I. The General Average is computed by dividing the sum of all final grades by
the total number of learning areas.
II. Each learning area has equal weight in computing for the General Average.
III. The Final Grade per learning area and the General Average are reported as
whole numbers.

A. I and II
B. II and III
C. I and III
D. I, II and III

14. Who is retained in the same grade level for Grades 1 to 10? Any students who did
not meet expectations _____.

A. in three or more learning areas

B. in 2 learning areas
C. in four learning areas
D. as shown in the general average

15. What happens when a student in Grade 1 to 10 did not meet expectations in two
learning areas?

A. Retained in the same grade level

B. Promoted to the next grade level after passing remedial classes for learning
areas with failing mark
C. Promoted in the next grade level but has back subjects in the lower grade level
D. Is not accepted for enrollment in the school
 ACTIVITY 13.8 Reporting Student’s Performance

Resource Teacher: Mrs. Judith Espenilla Teacher’s Signature: ____________

School: Talave Elementary School Grade/Year Level: Grade 6
Subject Area: Filipino & English Date: November 9, 2021

OBSERVE
Proceedings in a Card Distribution Day
1. Observe how cards are distributed on Card Distribution Day. Describe how cards
are distributed.
During the Card Distribution Day, my resource teacher ensures that the
parents are all present. If it's not possible, she gave allotment time for other
parents to claim the cards personally. I observed that the teacher is discussing
the outline or agenda first about the students' behavioral and social
development, peer relationships, classroom behavior, motivation and work
habits, as well as their strengths and challenges so that the parents know what
to expect. After that, she then distributing the cards of her students by calling
their surnames alphabetically and announce the top achievers on that grading
period.
2. Describe how the Resource Teachers communicated learners' assessment results
and grades to parents.
The teacher explained the percentage of the written works, performance task,
quarterly assessment, attendance and punctuality why the child get a grade
like that. She also explains which areas their child improved and the areas
which they need to give enough time to focus. She then explain to the parents
how she computed the grades of the students in order for the parents to know
that she is following the proper grade computation.
3. Did parents raise questions or concerns?
Yes. Commonly, parents ask about their child's behavior in classes such as
class discussion, submission of requirements, as well as their attitude towards
other students.
4. How did the Resource Teacher handle their questions and concerns? What answers
did he she give?
The teacher explained to the parents in a detailed way about what are the
things their children do inside the classroom. She answers parents' inquiries
with honesty. She informs the parents of positive traits but focus more on the
negative traits that hinders the students to perform well. In this case, she can
provide possible and best ways for the student’s improvement.
Interview with Resource Teacher
 1. How do you give feedback to your students regarding their performance? When do
you give feedback?
According to my resource teacher, she gave feedbacks to her students by
talking to them in a good manner for them to be motivated. She is recognizing
which has done well by her students and identifies what has been
misunderstood or not understood. She offers advice about future steps for
improvements to keep them encouraged. She always gave her feedbacks at the
end of a test or activity and of the grading period.
2. How do have a regular way you report students' performance to parents? Does the
school of reporting grades to parents?
According to my resource teacher, she reported the grades of her students
through a Parent-Teacher Association Meeting (PTA Meeting) where it is held
every end of the grading period.
3. What problems on grade reporting did you encounter with parents? How did you
address it/them?
According to my resource teacher, she had encountered one problem when
there is a parent who is questioning the low grades of his son. But she handled
it calmly. She explain and provide some evidences such as the exam scores and
performance grades of the student in order for the parent to know why his son
got a low grades.

Interview with Students

1. Do you see the meaning of your grades in the School Report Card?
According to them, they saw the meaning of their grades in their School Report
Card once their teacher distributed it to them. That is why, knowing their
grades will help them to take various steps to keep and improve their grades.
2. Does knowing your grade motivate you to work harder?
Yes, knowing about their grades are good and high really keeps them
motivated to study hard and do their best especially when they got 90+ grade.
But, even if they also got low grades in other subjects, it doesn't change the fact
that they still need to strive hard in order for them to improve on that subject
and to prove to their parents that they are learning and improving.

Interview with Parents

1. Does your child's Report Card give you a clear picture of how your child is
performing?
Some parents are not satisfied about what they see in their child's Report
Card. According to them, it is much better if they can also examine at their
child's work and assessments to help them gain more insightful picture.
2. If you were asked what else should be found in the Report Card, which one? Why?
For them, one of the most important to identify child's progression is the
comments or feedbacks of the teacher because it will help them as a parent to
know what are the things their child needs to improve on or to focus more.
3. Do you find the Card Distribution Day important? Why or why not?
Yes, Card Distribution Day is important for them as a parent because they
easily determine if their children really learn or not by consulting to their
teacher. It is the time that they can raise their concerns according to the
progression of their children and a time that they can witness the results of
the effort of their children.
4. Any suggestion on how to make Card Distribution more meaningful?
The suggestion of the parents is to have a recognition for those students who
excelled in the class as well as to the others who deserve to be given special
awards.
 ANALYZE
1. What were the most common issues raised on students' performance?
 Commonly, students' performance is associated with the issues of lack of
motivational support and guidance from their parents. Children who live with both
parents, on average get better grades than children who don’t. Family conflicts and
disruption is one of the reasons why students have poorer academic performance.
Another reason is peer relationship because as they grow older, the influence peers
have upon them increases as well. So, conflicts with peers or bullying to be exact,
can make them feel less secure about their social status among peers, increase their
stress levels, and lower motivation in education.

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

a) maintained and
b) improved to make grades and reporting meaningful?
 MAINTAINED
o Use common rubrics or scoring guide
o Inform the necessary areas for improvement
o Encourage students parents for inquiries
o Polite ways of communicating the problem/issues
o Accept feedbacks suggestions from the parents

 IMPROVED
o Collaboration between teachers and parents
o Ensuring parents' attendance Keep records of students' scores
o Recognize students achievements
o Provide best ways in overcoming the issues
 REFLECT
1. Grades are often a source of misunderstanding. How should I do reporting so that
it will result to effective learning?

I agree that grades lead to misunderstanding so to avoid it, I should

be transparent and honest to the parents. The first step that I will
take is to require my students to have their own records of their
scores in all of the tasks that we have. It will be helpful especially if
their parents want to monitor or check their performances. On the
day of reporting cards, I tend to present to the parents the grading
system of the school including how to compute the students' grades.
Then, I'll give a general observation (both positive and negative) of
all of the students' performances as well as their behavior in the
class. The cards will be distributed alphabetically (one at a time) to
each of the parents so that I can personally identify to them the
specific areas which are commendable and need more attention.
This collaboration between the parents and the teacher will give
opportunities for addressing the needs of the students, thus the
higher the chance of giving them the best education that they
deserve.
 LINK Theory to Practice
Directions: Read the items given below and encircle the correct answer.
1. Why must grades be reported to parents?
I. Promote ongoing formative feedback
II. Ensure alignment of curriculum, instruction, and assessment to students
III. Promete, to parents and students, credible and useful feedback

A. I only
B. I and III
C. II only
D. I, II and II II.

2. What must be done to make grade reporting meaningful?

I. The grading system must be clear to all concerned.
II. The standards and competencies are known and understood by all.
III. The grading system must be numerical.

A. I and II
B. II only
C. I, II and III
D. III only

3. To make grade reporting meaningful, which must be done?

A. Announce names of students who need to help.

B. Rank the Report Cards from highest to lowest then distribute the same according
to rank
C. Explain how the grades were computed.
D. Console parents whose children are non-performing by telling them that nobody
fails.

4. What is an essential step in reporting grades to parents?

I. Explain that grades give a picture of students' performance.
II. Explain that grades compare students' performance against the established
standards.
III. Explain that grades compare students' performance against other students'
performance.

A. I and II
B. II only
C. I, II and III
D. III only

5. What does criterion-referenced grading mean?

 A. Grading on the curve
B. Grading against standards
C. Comparing grades with average grade
D. Interpreting grades based on Mean

6. What must be done to make grades meaningful?

A. Interpret grades against standards.

B. Compute grades accurately.
C. Compare individual grades against mean.
D. Compare grades of boys and girls.