FIELD STUDY 1 LEARNING EPISODE

Assessment OF Learning
FS 1 13 (Summative Assessment)

SPARK Your Interest

Episode # 12 dwelt on Assessment for Learning (Formative assessment) and Assessment as

Learning (self-assessment). These refer to assessment that teachers do while still teaching and
student’s assessing their own learning. Episode # 13 will be focused on assessment of Learning.
When teachers have done everything, they can to help learners attain the intended learning
outcome/s, teacher subject their students to assessment for grading purposes. This is referred to as
assessment of learning which is also known as summative assessment.

Episode # 13 will be focused on 1) assessment of learning in the cognitive, psychomotor and

affective domains with the use of traditional and non-traditional assessment tasks and tools, 2)
assessment of learning outcomes in the different levels of cognitive taxonomy; 3) construction of
assessment items with content validity; 4) Table of Specifications; 5) Portfolio, 6) Scoring
Rubrics, 6) The K to 12 Grading System and 7) Reporting Students' Performance.
TARGET Your Intended Learning Outcomes
At the end of this Episode, must be able to demonstrate understanding of the design, selection,
organization and use of summative assessment strategies consistent with curriculum
requirements by being able to:
 determine the alignment of assessment tools and tasks with intended learning outcomes;
 critique traditional and authentic assessment tools and tasks for learning in the context of
established guidelines on test construction;
 evaluate non-traditional assessment tools including scoring rubrics;
 examine different types of rubrics used and relate them to assessment of student learning;
 distinguish among the 3 types of learners' portfolio;
 evaluate a sample portfolio;
 construct assessment questions for HOTS following Bloom's Taxonomy as revised by
Anderson and Krathwohl and Kendall's and Marzano's taxonomy;
 explain the function of a Table of Specifications;
 distinguish among types of learners' portfolios and their functions;
 compute students' grade based on DepEd's grading policy;
 state the reason(s) why grades must be reported to parents; and
 describe what must be done to make grade reporting meaningful
 Activity 13.4 Scrutinizing the Types and Parts of a Portfolio
Name: _____________________________________
TARGET Your Intended Learning Outcomes
 Evaluate a sample portfolio
 Distinguish among the 3 types of portfolio

DISCOVER the Learning Essentials

• A portfolio is a purposeful collection of selective significant samples of student work

accompanied by clear criteria for performance which prove student effort, progress or
achievement in a given area or course.
• A portfolio of student's work is a direct evidence of learning. But it is not a mere collection of
student's work. The student's reflection must accompany each output or work.
• A portfolio is different from a work folder, which is simply a receptacle for all work, with no
purpose to the collection. A portfolio is an intentional collection of work guided by learning
objectives.
• Effective portfolio systems are characterized by a clear picture of the student skills to be
addressed, student involvement in selecting what goes into the portfolio, use of criteria to define
quality performance as a basis for communication, and self-reflection through which students
share what they think and feel about their work, their learning and about themselves.
• There are several types of portfolio depending on purpose. They are: 1) development or growth
portfolio, 2) best work or showcase or display portfolio, and 3) assessment / evaluation portfolio.

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 selection of pieces of evidence to show that
what the student was supposed to learn was learned?

This portfolio, which includes images, work examples, a skills checklist, and teacher comments,
is a continuous observation of each child's growth and will offer families with information on
their child's engagement and progress.

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

These elements fall under the developmental portfolio.

Elements of a Developmental 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 revision, i.e (first drafts and corrected/ revised
versions.)
6. Student’s Reflections

3. Where and when does the teacher make sure of each of the 3 types of portfolio?

Portfolios allow you to track your progress toward achieving your goals in both formative and
summative ways. This allows students to record aspects of their learning that aren't well-
represented in typical assessments. It's a good idea to highlight pupils' accomplishments on a
regular basis or at the end of the year, such as poetry, thoughts on progress, samples of
excellent work, and so on. Teachers utilize portfolios to keep track of their pupils' academic
progress.

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

Portfolios are customizable logs that document a pupil's mastery of course material over time.
Student reflections on their personal learning and progress in the direction of mastery of the
information contained in the portfolio are an important component of portfolios. As a result,
portfolios serve as windows into students' metacognition processes. Portfolios are long-term
recordings of a student's growth and success, and they may be used to evaluate programs,
courses, and projects. Although the aspect of long-term change in student content knowledge
and metacognition may not be marked when portfolios are used to assess courses, the process of
portfolio development tends to focus students on deciding what the essential elements of learning
are and what samples of their work best display these elements.

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 a students’ reflection on his/her portfolio
 Activity 13.5 Determining the Level of Teacher’s Questions
Name: ________________________________
TARGET Your Intended Learning Outcomes
 Construct assessment questions to measure HOTS following Bloom’s and
Anderson’s revised taxonomy and Kendall’s and Marzano’s taxonomy.
REVISIT the Learning Essentials

Table: 1.4 Example of Cognitive Activities

Cognitive Processes Examples

Remembering — Produce the right information from memory
Recognizing
 Name three 19th -century women English authors.
Recalling  Write the multiplication facts.
 Reproduce the chemical formula for carbon ____
Understanding – Make meaning from educational materials or experiences
 Translate a story problem into an algebraic equation.
Interpreting  Draw a diagram of tbc digestive system.
 Paraphrase Jawaharlal Nehru’s tryst with destiny speech.
 Draw a parallelogram.
Exemplifying  Find an example of stream-of-consciousness style of writing.
 Name a mammal that lives in our area.
 Label numbers odd or even.
Classifying  List the events of the Sepoy Mutiny of 1857.
 Group native animals into their proper species.
Inferring
 Explain how the heart is like a pump.
 Compare Mahatma (Gandhi to a present day leader.
Comparing
 Use a Venn diagram to demonstrate how two books by Charles
Dickens arc similar and different.
 Draw a diagram explaining how air pressure affects the weather.
 Provide details that justify why the French Revolution happened when
Explaining
and how it did
 Describe how interest rates affect the economy.
Applying – Use procedure
 Add a column of two-digit numbers.
Executing  Orally read a passage in a foreign language,
 Have a student open house discussion.
  Design an experiment to see how plants grow in different kinds of soil.
Implementing  Proofread a piece of writing.
 Create a budget
Analyzing – Break a concept down into its parts and describe how the parts relate to the whole
 List the important information in a mathematical word problem and
Differentiating cross out the unimportant information.
 Draw a diagram showing the major and minor characters in a novel.
 Place the books in the classroom library into categories.
 Make a chart of often-used figurative devices and explain their effect.
Organizing
 Make a diagram showing the ways plants and animals in your
neighborhood interact with each other.
 Read letters to the editor to determine the authors’ point of view about
a local issue.
Attributing  Determine a character’s motivation in a novel or short story.
 Look at brochures of political candidates and hypothesize about their
perspectives on issues.
Evaluating – Make judgments based on criteria and syllabus guidelines
 Participate in a writing group, giving peers feedback on organization
and logic of arguments.
Checking  Listen to a political speech and make a list of any contradictions
within the speech.
 Review a project plan to see if all the necessary steps are included.
 Judge how well a project meets the criteria of a rubric.
Critiquing  Choose the best method for solving a complex mathematical problem.
 Judge the validity of arguments for and against astrology.
Creating – Put pieces together to form something new recognize components of a new structure.
 Given a list of criteria, list some options for improving race relations
in the school.
 Generate several scientific hypotheses to explain why plants need
Generating sunshine.
 Propose a set of alternatives for reducing dependence on fossil fuels
that address both economic and environmental concerns.
 Come up with alternative hypotheses based on criteria.
 Make a storyboard for a multimedia presentation on insects.
 Outline a research paper on Mark Twain’s views on religion.
Planning
 Design a scientific study to test the effect of different kinds of music
on hens’ egg production.
 Write a journal from the point of view of mountaineer.
Producing  Build a habitat for pigeons.
 Put on a play based on a chapter from a novel you’re reading.
(Source: Anderson, L.W and Krathwohl, D.R. 2001. A taxonomy for learning, teaching and
assessing. New York: Longmans)
 The New Taxonomy (Marzano and Kendall, 2007)
Level of Difficulty Process Useful Verbs, Phrases,
C Definitions
6 Examining The student can analyze how important specific knowledge is to
Self-System
6 Importance them.
Thinking Examining The student can examine how much they believe they can improve
Self System Thinking Efficacy their understanding of specific knowledge.
Examining The student can identify emotional responses associated with a piece
Emotional of knowledge and determine why those associations exist.
Response
Examining The student can examine their own motivation to improve their
Motivation understanding or competence in specific knowledge.
5 Specifying The student can set specific goals relative to knowledge and develop
5 Metacognition Goals a plan for accomplishing the goals.
Process The student can self-monitor the process of achieving a goal.
acognition Monitoring
Monitoring The student can determine how well they understand knowledge.
Clarity
Monitoring The students can determine how accurate their understanding of
Accuracy knowledge is and defend their judgement.
Investigating investigate: research; find out about; take position on; what are the
differing features of; how & why did this happen; what would have
happened if
4
The student generates a hypothesis and uses the assertions and
Knowledge opinions of others to test the hypothesis.
Utilization Experimentin experiment; generate and test; test the idea that; what would happen
g if; how would you test that; how would you determine if; how can
this be explained; based on the experiment, what can be predicted
The student generates and tests a hypothesis by conducting an
experiment and collecting data.
Problem- solve; how would you overcome; adapt; develop a strategy to; figure
Solving out a way to; how will you reach your goal for which obstacles exist.
Decision- decide; select the best among the following alternatives; which
Making among the following would be the best; what is the best way; which
of these is most suitable
The student can select among alternatives that initially appear to be
equal and defend their choice.
Specifying Make and defend; predict; judge; deduce; what would have to
3 happen; develop an argument for; under what conditions
Analysis
The student can make and defend predictions about what might
happen.
Generalizing what conclusions can be drawn; what inferences can be made; create
a principle, generalization or rule; trace the development of; form
conclusions
The student can infer new generalizations from knowledge.
Analyzing identify errors or problems; identify issues or misunderstandings;
 Errors assess; critique; diagnose; evaluate; edit; revise
The student can identify and explain logical or factual errors in
knowledge.
Classifying classify; organize; sort; identify a broader category; identify different
types/categories
The student can identify super ordinate and subordinate categories to
2
which information belongs.
omprehension
Symbolizing symbolize; depict; represent; illustrate; draw; show; use models;
diagram chart
The student can depict critical aspects of knowledge in a pictorial of
symbolic form.
Integrating describe how or why; describe the key parts of; describe the effects;
describe the relationship between; explain ways in which;
paraphrase; summarize
The student can identify the critical or essential elements of
knowledge.
Executing use; demonstrate; show; make; complete; draft
The student can perform procedures without significant errors.
Recalling exemplify; name; list; label; state; describe; who; what; where; when
The student can produce information on demand.
Recognizing recognize (from a list); select from (a list); identify (from a list);
determine if the following statements are true
The student can determine whether provided information is accurate,
inaccurate or unknown.
Figure 10. The New Taxonomy in Detail

Name: _____________________________________
Video Link/s: https://www.youtube.com/watch?v=cSUH1n5aHp4

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 Tally of
Processes Cognitive Processes Assessment
(Bloom as Rank (and Kendall and Rank Tasks / Total
revised by Marzano) Questions
Anderson and
Krathwohl
Self-system Thinking 6 / 1

Metacognition 5 0

Creating 6-Highest / 1

Evaluating 5 /// 3

Analyzing /An 4 Analysis 3 /// 3

Applying 3 Knowledge Utilization 4 /// 3

Understanding / 2 Comprehension 2 // 2

Remembering / 1 -Lowest Retrieval 1 ///-Example 4

Table 2 Examples of Assessment Questions/Assessment Tasks

Tally and Total Tally and Total
Score of Cognitive Score of Example of Assessment Rank
Processes (Bloom Rank Cognitive Rank Task / Questions Given Based
as revised by Processes (and by Resource Teacher on Use
Anderson and Kendall and
Krathwohl) Marzano)
Self-system 6- Teacher asked students: 1
Thinking Highest Why is the lesson
important to you?
Metacognition 5 0

Example: 6- The teacher told the 1

Creating=1 Highest students to imagine a
home filled with different
things. What things are
present to that home?
(activity)
Evaluating = 1 5 The teacher asks the 3
students: Why is it
 important to learn
matter?
Analyzing / An - 1 4 Analysis 3 Teacher asked students: 3
What is the difference
between solid, liquid and
gas?

The teacher gave a short

quiz.
Applying = 0 3 Knowledge 4 The teacher asks the 3
Utilization students: What is
matter?
Understanding = 3 2 Comprehension 2 The teacher asks the 2
students: To describe the
characteristics of matter.
Remembering =3 1- Retrieval = III 1- Teacher asked students 3
Lowest Lowest to recite the meaning of
I I matter and give
examples of matter.
Rank Rank

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

The cognitive still that had the highest number of assessment questions is the remembering while
metacogniton is the lowest.

2. What do these (lowest and highest number of assessment questions) reveal about Resource
Teacher's level of questions?

It shows that the teacher believes her pupils are capable of answering higher-level thinking
questions. And, regardless of age, I believe that pushing all learners through higher-order
questions is one of the most effective strategies to increase learning and enhance brain growth.

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.

The greatest cognitive skills, according to Kendall and Marzano's taxonomy, are creating and
self-system thinking. "Why is the lesson important to you?" is an example of a self-system

R
thinking inquiry. "Did I understand the pattern of the lesson?" is a metacognitive question.
REFLECT
If you were to rate yourself on HOTS - where will you be from a scale of I to 5 (5 as highest)
where will you be?
I will rate myself 4.

As a future teacher, reflect on how will you contribute to the development of learners' HOTS?
As a future teacher, I may help learners improve their HOTS by assisting them in identifying and
understanding their own strengths and weaknesses. You may accomplish this by showing them
how to ask excellent questions to themselves. This brings us to the following strategy. In
addition, I will guide the students through the process of connecting one notion to the next. This
teaches students to make connections between what they already know and what they are
learning. This level of thinking will assist pupils in learning to establish connections wherever
possible, allowing them to get a greater knowledge. I'll show pupils how to form conclusions
using "real-world" examples. I'll encourage kids to ask questions, and if you can't answer them
during class, show them how to answer it themselves or have them reserve the question for the
next day.

Activity 13.6 Analyzing a Table of Specifications

Name: _____________________________________
TARGET Your Intended Learning Outcomes
 Explain the function of a Table of Specifications

REVISIT the Learning Essentials

 A Table of Specification (TOS) is a two-way chart which describes the topics to be
covered by a test and the number of items or points which will be associated with each
topic.
 Sometimes the types of items are described in terms of cognitive level as well.

1. Study the sample of Table of Specifications on Assessment.

No. of Cognitive Level Total
Learning Outcome Class Rem Un Ap An Ev Cr
Hours
1.
 2.

3.

4.

5.

6.

Total

ANALYZE
1. What parts must a TOS contain to ensure test content validity?

These parts of the Table of Specification ensure content validity of a test:

 topic
 number of items
 number of hours

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

The number of items per cognitive level is important since it indicates how many items or
questions each topic should have based on the number of hours spent discussing it.

3. With OBE in mind, is it correct to put learning outcome not topic in the first column? Why or
why not?

Yes, I believe, because every lesson that a teacher discusses prioritizes the pupils' learning
outcomes.
 4. Can a teacher have a test with content validity even without making a TOS?

Yes, since even if a teacher does not utilize TOSs, they have proof because they have a lesson
plan and the assessment results are documented, even if they are not thorough. Aside from
that, as long as the lesson's target is achieved at the end of the class, it's acceptable.

5. Complete the given TOS.

R REFLECT
Read this conversation and reflect on teachers' assessment practices. Write your reflections here.

Student A:Saannamanpinulotni Teacher angkanyangtanong? Ni-isangtanongsatinuro, wala!

(Where did Teacher get her test? Not of what she taught came out!)
Student B:Oonga!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?
 Yes, it's a lot like that, and I've had a lot of people with skills like that previously. There
are teachers that plainly utilize deception to fool their students. They'll speak about a topic for a
week, and then you'll be surprised to see that every subject she put on the evaluations is entirely
different from what she discussed. Students become confused. In effect, they will fail within the
topics if they are not given a hundred within the tests because it is much too simple, as it is far
taken from the assessments of lower grades school. It is no longer appropriate for teachers to do
so. Students will lose confidence in such type of teacher and may not respect him or her. They
may also believe that the teacher is uninterested in the subject or that he or she lacks knowledge
of the material. In his chosen field, he is a failure. In addition, learners will be treated unfairly
because no learning will take place. It's a complete waste of money and effort. I, for one, will
never do such a thing to my students since I understand how it feels and I don't want my pupils
to hate me because when teachers practice such practices, they also give them unfair scores. Not
in a manner that they will remember me, but in a way that they will remember me in
unforgettable pleasant experiences with them want my students to remember me in unforgettable
good memories with them not in a way that they will remember me because of the bad
experience they have with me.

SHOW Your Learning Artifacts

 Accomplished Observation Sheet
 Analysis
 Reflection
 Completed Sample TOS
Activity 13.7 Computing Student’s Grades based on DepEd Grading
System
Name: _____________________________________
 Video Link/Compute student's grade based on DepEd's grading policy
 State the new features of the latest grading system in basic education
TARGET Your Intended Learning Outcomes
 Compute student's grade based on DepEd's grading policy
 State the new features of the latest grading system in basic education
REVISIT the Learning Essentials
 With the implementation of the Enhanced Basic Education Program of 2013, more
popularly known as the K to 12 Curriculum, came a new grading system of the
Department of Education. Refer to Appendix A for more details.
 The latest grading system in basic education includes students’ performance in written
tests and performance tasks, with emphasis on the latter. The quarterly exam may be a
combination of written test and performance task.

OBSERVE
A. Sample Students’ Report Card

1. Secure a sample of a Students' Report Card from your Resource Teacher.

2. Study a sample of an unused Student's Report Card. Observe its contents.
3. Ask permission from your Resource Teacher for an interview with him/her and with
group students 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?

Written and performance tasks are still used to assess the content and performance
standards that describe what learners are expected to demonstrate, just as they were
before. The only new characteristics that I see in the most recent grading system are that
our learners are expected to complete a minimum of four written works and four
performance assignments during a quarter, preferably combining two or more skills. All
proof of learning must be documented in a student's portfolio. Quarterly assessments are
no longer given, but they are divided equally to WW and PT in the new normal.
 2. Which do you prefer — the old or the new grading system? Why?

The new grading system is advantageous to teachers since it has minimal requirements
for grading pupils unlike the old grading system.

C. Interview of 5 Students

1. What do you like in the new grading system?

What the students like about the new grading period is that it focused more on their
performance towards the lessons.

2. Do you have problem with the new grading system? If there is, what?

No, they don’t have problems in the new grading system.

3. Does the new grading system give you a better picture of your performance? Why or why
not?

Yes, it does. As a student I became more focused on learning and doing the performance
task well. I exert most of my efforts making sure that I did the performance task right.

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

As a student I prefer the new grading system because it focuses more on activities and
performances rather than quizzes and test. And I think we students can learn more
through hands on activities.

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?

These are found in the curriculum guides. All grades will be based on the weighted raw
score of the learners’ summative assessments. Grades will be based on standards-
competency grading system.
2. How do you compute grades per quarter for Grades I to 10 and Grades Il to 12. Give an
example.

STEP 1: Add all of the learners' grades together. The overall score for each component,
namely Written Works, Performance Tasks, and Quarterly Assessment, is calculated as a
result of this.

Each component's raw scores must be translated to a Percentage Score. This is done to
guarantee that the values are in line with one another.

STEP 2: Each component's total is transformed to a percentage score. Divide the raw
score by the greatest possible score, then multiply the quotient by 100 percent to get the
percentage score (PS).

Percentage Score (PS)= Learners total score/Highest possible score X 100%

STEP 3: Percentage score are then converted to Weighted Scores to show the importance
of each components in promoting learning in the different subjects.

Weighted Score (WS) = Percentage Score x Weight of component

3. How do you compute grades at the end of the school year?

4. What descriptors and grading scale are used in reporting progress of learners?

Grading
Descriptor Remarks
Scale

Outstanding 90-100 Passed

Very Satisfactory 85-89 Passed

Satisfactory 80-84 Passed

 Fairly Satisfactory 75-79 Passed

Did Not Meet

Below 75 Failed
Expectations

5. What are the bases for learners' 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.

6. What is the report on learners' observed values?

E. Grade Computation
Show sample computations of a grade:
 in a subject of your choice from Grades I to 6 (if you are a future elementary teacher)
 in your specialization if you are a high school teacher)
 Show the percentage contributions of written work, performance tasks and quarterly
assessment. Then give the descriptor. Refer to DepEd Order # 8, s. 2015.
 ANALYZE
Analyze data and information gathered from the interview and from your review of an unused
Student's Report Card and the DepEd grading system.
1. Do teachers and students like the new grading system? Why or why not?

Teachers and students each have their own peculiarities and preferences. As a result,
some will agree with the grading system while others would disagree. Some instructors
and students may be comfortable with the new arrangement, while others may find it
inconvenient. What, in the opinion of instructors, are the advantages of the new grading
system? What do students think?

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

Based on the new curriculum and grading system, teachers are 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.

3. Do you favor the distribution of percentages of written work, performance tasks and
quarterly assessment?

4. Did you like the experience of computing grades? Why or why not?

Yes, I do like the experience the idea of computing grades because I became excited to
know the average grades of the students.

R 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?
Learning is usually hindered by grading. It may encourage children to achieve in school by
passing examinations and other activities, but it is generally harmful to actual learning. But,
certainly, grades matter in school since they determine the institution you will go when you are
older.

Activity 13.8 Reporting Students’ Performance

Name: _____________________________________
TARGET Your Intended Learning Outcomes
 State the reason(s) why grades must be reported to parents
 Describe what must be done to make grade reporting meaningful
REVISIT the Learning Essentials
Grades fulfill their function if reported meaningfully to students and most of all to
parents, our partners in the education of children.
 Grades are a measure of achievement, not necessarily IQ. A student may have high IQ
but not necessarily achieving or performing because of lack of motivation or other
factors.
OBSERVE
Proceedings in a Card Distribution Day

1. Observe how cards are distributed on Card Distribution Day. Describe how cards are
distributed.

It is done at the end of every quarter where the learners’ performance was reported to
parents and then the teacher gives comments to the student’s performance at school.

2. Describe how the Resource Teachers communicated learners' assessment results and
grades to parents.

Parent-teacher meetings are used to communicate with the resource teacher. This was
the moment when the teacher could report each student's performance to their parents at
school. Parents are also free to ask the teacher anything about their child's academic
achievement.
 3. Did parents raise questions or concerns? If yes, what were their questions/concerns?

Some parents have worries and questions for the teacher, such as what recommendations
the teacher may make to assist their children improve their school performance.

4. How did the Resource Teacher handle their questions and concerns? What answers did
he/ she give?

The teacher responds to the parents' comments and worries by offering recommendations
and guidance on how to assist their children improve their grades at school.
Interview with Resource Teacher

1. How do you give feedback to your students regarding their performance? When do you
give feedback?

I give feedbacks to my student when they are reciting even if their answer is correct or
incorrect to motivate them. I’m giving feedbacks by saying Very good, excellent and etc.
whenever they answer.

2. How do you report students' performance to parents? Does the school have a regular way
of reporting grades to parents?

I am reporting the grades of my students thru Parents and Teachers Conference Meeting
(PTC Meeting). 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?

One of the problems I've faced is when a father is concerned about his son's poor
academic performance. I addressed it gently; I showed them his son's exam results,
performance ratings, and other grades so they could understand why he had a low grade.

Interview with Students

1. Do you see the meaning of your grades in the School Report Card?

Yes I do see the meaning of my grades in my school report card.

2. Does knowing your grade motivate you to work harder?

 Yes, knowing my grade drives me to work harder in the following grading period to
better it.

Interview with Parents

1. Does your child's Report Card give you a clear picture of how your child is performing?

It certainly does. It enables me to observe how much effort she puts into each of their
activities.

2. If you were asked what else should be found in the Report Card, which one? Why?

None. Because I think everything I need to know about my child’s performance at school
are already indicated on their school report card.

3. Do you find the Card Distribution Day important? Why or why not?

Yes. Because I am able to talk to the teacher about my concern regarding with my child’s
performance at school.

4. Any suggestion on how to make Card Distribution more meaningful?

There should be a giving of awards like ribbons and certificates to the students who did
great in class to inspire them more.

ANALYZE
1. What were the most common issues raised on students' performance?

It is the student's classroom conduct. Parents are more concerned about their children's
behavior in class.

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

a) maintained and
b) improved to make grades and reporting meaningful?

Students should be able to tell teachers and/or parents what grade they have gotten even
before the teacher calculates it. Supportive: Students receive timely feedback so that they
may improve their exam, project, and assignment scores.

R REFLECT
 1. Grades are often a source of misunderstanding. How should I do reporting so that it will
result to effective learning?

The easiest approach to report grades to parents, in my opinion, is to first explain the
grading system to them. You should also show them how to calculate it so that they are
aware of the process. Then describe and display the learner's performance and how they
engage in their regular school life. In my opinion, you should honestly describe the
student's true performance, not in a straightforward manner, but in such a way that the
parents are aware of the student's performance. In this approach, parents may assist the
teacher in encouraging their children to participate in class and to put up extra effort.
EVALUATE Performance Task
Name of FS Student:_____________________________Date Submitted:
_______________________
Year & Set: IV-Set-A-MT (8:30AM-11:30AM)___________ Course: Bachelor of Elementary
Education__
Learning Episode Excellent Very Satisfactory Needs
4 Satisfactory 2 Improvement
3 1
Accomplished
Observation Sheet

Analysis

Reflection

Learning Artifacts

Submission

COMMENT/S Rating
(Based on
Overall Score Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

 Score 20 19- 17 16 15 14 13- 11 10 9-8 7-below
18 12
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-below

__________________________________________ _________________________
Signature of FS Teacher above Printed Name Date