Liceo de Cagayan University

SCHOOL OF TEACHER EDUCATION

LEVEL 4 Accredited by PACU-COA

Name: Hannah Enanod Course and Year: BSED-ENGLISH4

ASSESSING LEARNING

● Classify the level of learning outcomes based on Bloom’s taxonomy.

● Determine if the assessment tools/tasks are aligned to the level of the learning
outcomes.

1. Observe a class.
2. Identify the lesson objectives and evaluation. Determine their domains and levels of
learning.
3. Answer the analysis questions based on the test items presented in class.
4. Identify examples of the different levels of learning outcomes drawn from the class.
5. Determine if the assessment tools/tasks are aligned to the level of the learning
outcomes.
6. Analyze my observations with the use of guide questions.
7. Reflect on my observations and analysis.
Resource Teacher: Santos Ombay
Grade Level/Year: Grade 11
Level of Learning Outcome-
Cognitive (Bloom)
1. Remembering
2. Comprehending
3. Applying
4. Analyzing
5. Evaluating
School : Bulua National High School
Subject Area : Mathematics
Learning Outcome/Lesson Assessment Task (write Is the level of
Objective (write lesson it in the appropriate assessment aligned?
objective in the appropriate level outcome).
level outcome).
Define the difference Recite in the class the YES
between rational and meaning and difference
irrational equations. & give examples.
Identify the following Put R if the equation is YES
equations if it’s rational or a rational equation, and
irrational equation IR if it is an irrational
equation.
Relate rational equations Problem YES
in real life cases.
Myra takes 2 hours to
plant 50 flower bulbs.
Francis takes 3 hours
to plant 45 flower bulbs.
Working together, how
long should it take them
to plant 150 bulbs?
Distinguish irrational from Solve a given problem YES
rational equations. and write whether it is
rational or irrational
equations
Evaluating the product of Evaluate: YES
Rational Numbers in
0.4 x 5/4, giving your as
different forms
decimal.
 6. Creating Craft a chart containing Design a creative chart YES
rational and irrational that has irrational and
numbers. rational equations in it.

1.

1. What did you discover about assessment tasks and learning outcomes? Are they
aligned? Explain.
- The assessment of the teacher's lesson plan, which implies the students' learning, is
accomplished through the use of assessment activities. On the other hand, learning
outcomes are the planned aims or outcomes that are expected to be achieved by the
students by the time the session has come to a conclusion.

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

- In order to steer clear of "teaching to the test" and other forms of shallow factual testing,
one useful knowledge technique that instructors need to employ more often is "discovery
learning," which was developed by Jerome Bruner. This is to let students experience the
learning process in order for them to realize and retain the information and knowledge
well.

Perhaps even without a scientific survey, you agree that most of the assessments that take
place in school are in the low levels of recalling, knowledge, and retrieval. What can be the
reasons
 - Individuals are in agreement that the majority of the assessments that are administered
in schools are at low levels of recalling, knowledge, and retrieval. This is due to the fact
that the assessments did not require higher-order thinking skills from the students, which
indicates that the students' thinking abilities are varied.

We measure what we value, and we value what we measure. Then we have to assess what
we value and value what we assess. What is one big message of Bloom’s revised cognitive
taxonomy to teachers regarding the assessment process?

- As someone who aspires to become an educator, we need to focus our attention on the
education of children. When doing an assessment, there should be a progression of six
stages for the learners' degree of critical thinking. We should evaluate the learning of the
students so that we can determine whether or not the students are learning from their
instructors.

Attach the pieces of evidence: pictures/screenshots with captions/documents