FS 1 Episode 13 Assessment of Learning

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 students'
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, teachers 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, I 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.
OBSERVE, ANALYZE, REFLECT

Activity 11.1 Visiting the Learning Resource Center

Resource Teacher: __________________ Teacher’s Signature _________________ School: ___________

Grade/Year Level: __________________ Subject: __________________________ Date: ____________

TARGET Your Intended Learning Outcomes

 Determine alignment of assessment task with learning outcome

 Formulate assessment task aligned with the learning outcome

REVISIT the Learning Essentials

 In accordance with Outcome-Based Teaching-Learning, the learning outcome determines

assessment task.
 Therefore, the assessment task must necessarily be aligned to the learning outcome.

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

Subject Learning Assessment Task Is the assessment If not aligned,

Outcome/s (How did Teacher tool/task aligned improve on it.
assess the to the learning
Learning outcome/s?
outcome/s?
Specify
P.E/EPP/TLE To dance tango Written quiz- No Performance test
Enumerate the – Let students
steps of tango in dance tango
order

Social Science
Literature/Panitikan
ESP

Physical/Biological/
Science/Math/
English/Filipino
ANALYZE

1. Are all the assessment task aligned to the learning outcome?

_____________________________________________________________________________________
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_____________________________________________________________________________________
_____________________________________________________________________________________
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_____________________________________________________________________________________

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

_____________________________________________________________________________________
_____________________________________________________________________________________
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_____________________________________________________________________________________
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_____________________________________________________________________________________

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

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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REFLECT

 Reflect on past assessments you have been through. Were they all aligned with what your
teacher taught (with learning outcomes?
 How dis this affect your performance? As a future teacher, what lesson do you learn from this
past experience and from this observation?
LINK Theory to Practice

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. Dogs (howl).
2. A cat (meow).
3. Birds (fly).

Is the test 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 plans survive when
transferred in soil?
9. Here is an intended learning outcome of a Health teacher: "Identify skill-related fitness and
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
Activity 13.2 OBSERVE, ANALYZE, REFLECT

Activity 11.2 Observing Technology Integration in the Classroom

Resource Teacher: __________________ Teacher’s Signature _________________ School: ___________

Grade/Year Level: __________________ Subject: __________________________ Date: ____________

TARGET Your Intended Learning Outcome

 Critique traditional assessment tools and tasks for learning in the context of established
guidelines on test construction

REVISIT the Learning Essentials

 Traditional assessment tools are also called paper-and-pencil tests.

 Traditional assessment tools usually measure learning in the cognitive domain.
 Traditional or paper-and-pencil tests can be classified either as selected-response tests or
constructed-response/supply type of tests.
 Common examples of selected –response type of tests are alternate response test (True-False,
yes-no), multiple choice and matching type of test.
 Common examples of constructed-response type of test are short answer, problem solving and
essay.

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 Traditional Put a Learning Sample Test Item of Comment (Is the assessment tool
Assessment Check Outcome Resource Teacher constructed in accordance with
Tool/Paper and (/) Assessed established guidelines?) Explain
Pencil Test Here your answer.
Selected Response Type
1. Alternate response

2. Matching Type

3. Multiple Choice

4. Others
 Type of Traditional Put a Learning Sample Test Item of Comment (Is the assessment tool
Assessment Check Outcome Resource Teacher constructed in accordance with
Tool/Paper and (/) Assessed established guidelines?) Explain
Pencil Test Here your answer.
Constructed-Response
Type
1. Completion

2. Short answer Type

3. Problem answer
Type

4. Essay – restricted

5. Essay-non-
restricted

6. Others
ANALYZE
1. Which assessment tools/tasks were most commonly used by teacher? Which ones were rarely used?
Why were they rarely used?

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?

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.

REFLECT

How good are you at constructing traditional assessment tools? Which do you find most difficult to
construct? Any lesson/s learned?
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 and Scoring Rubrics

Resource Teacher: __________________ Teacher’s Signature _________________ School: ___________

Grade/Year Level: __________________ Subject: __________________________ Date: ____________

TARGET Your Intended Learning Outcome

 Evaluate non-traditional assessment tools including scoring rubrics

REVISIT the Learning Essentials

• There are learning outcomes that cannot be assessed by traditional assessment tools.
• Authentic/non-traditional /alternative assessment tools measure learning outcomes like performance
and product.
• These performance task and product are assessed by the use of scoring rubric.
• A rubric is a coherent set of criteria for student's work that includes descriptions of levels of
performance quality on the criteria. (Brookhart, 2013)
• The main purpose of rubrics is to assess performances and products.
• There are two types of rubrics - analytic and holistic. Analytic rubrics describe work on each criterion
separately while a holistic rubric assesses a student work as a whole.
• For diagnostic purposes, the analytic rubric is more appropriate.
• For a holistic view of a product or performance, the holistic rubric will do.
• A good scoring rubric contains the criteria against which the product or performance is rated, the
rating scale and a description of the levels of performance.

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?
• Which type of rubric did the Resource Teacher use - analytic or holistic?
Authentic Learning Sample of Product Sample Test Item of Comment (Is the
Assessment/Non- Outcome Performance Assessed Resource Teacher scoring rubric
Traditional/Alter Assessed constructed
native One examples of a product Describe how the according to
assessed. (Put a photo of product/performance was standards?)
the product/documented assessed. Which was used
performance in My analytic rubric or holistic
Teaching Artifacts rubric? INCLUDE THE
INCLUEDE THE RUBRIC IN RUBRIC IN MY TEACHING
MY TEACHING ARTIFACTS ARTIFACTS
1 Product -

2. Performance
ANALYZE

1. Between analytic and holistic rubrics which one was more used? Why do you think that type of rubric
was used more?
_____________________________________________________________________________________
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_____________________________________________________________________________________

2. Based on your answers in # 1, what can you say about the scoring rubrics made and used by the
Resource Teachers?
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_____________________________________________________________________________________

3. Will it make a difference in assessment of student work if teacher would rate the product or
performance without scoring rubrics? Explain.
_____________________________________________________________________________________
_____________________________________________________________________________________
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_____________________________________________________________________________________

4. If you were to improve on one scoring rubric used, which one and how?
_____________________________________________________________________________________
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_____________________________________________________________________________________

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.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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?
_____________________________________________________________________________________
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Does the Scoring Rubric in this FS Book 1 help you come up with better output?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

REFLECT

Are authentic assessment tools and task new? Reflect on your experiences of test for all the years as a
student.
SHOW Your Learning Artifacts

 Accomplished Observation Sheet

 Observations
 Reflection
 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 version/s, if necessary.
LINK Theory to Practice

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. Itemized
C. Holistic
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: __________________ Teacher’s Signature _________________ School: ___________

Grade/Year Level: __________________ Subject: __________________________ Date: ____________

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

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

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

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?
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
Evaluate Your Work Task Field Study 1, Episode 6 – Classroom Management and Classroom Routines
Learning Outcome: Identify the classroom routines set by the teacher; and Observe how the students execute the various classroom routines.

Name of FS Student: ____________________________________________________ Date Submitted: ______________________________

Year & Section: ___________________________________________________ Course: __________________________________________

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3
Accomplished All observation
Observation Sheet questions/tasks/completel
y answered/accomplished.
Analysis All questions were
answered completely;
answers were with depth
and are thoroughly
grounded theories;
grammar and spelling are
free from error.
Reflection Profound and clear;
supported by what were
observed and analyzed.
Learning Artifacts Portfolio is reflected on in
the context of the learning
outcomes; Complete, well-
organized, highly relevant
to the learning outcome
Submission Submitted before the
deadline
COMMENT/S:
One (1) to two (2)
observation
questions/tasks not
answered /
accomplished.
All questions were
answered completely;
answers are clearly
connected to theories;
grammar and spelling
are free from errors.
Clear but lacks depth;
supported by what were
observed and analyzed.
Portfolio is reflected on
in the context of the
learning outcomes.
Complete; well
organized, very relevant
to the learning outcome
Submitted on the
deadline
Over-all Score
2 1
Three (3) observation Four (4) or more
questions/tasks not observation
answered / questions/tasks not
accomplished. answered /
accomplished.
Questions were not Four (4) or more
answered completely; observation questions
answers are not clearly were not answered;
connected to theories; answers not connected
one (1) to three (3) to theories; more than
grammatical / spelling four (4)
errors. grammatical/spelling
errors.
Not so clear and Unclear and shallow;
shallow; somewhat rarely supported by what
supported by what were were observed and
observed and analyzed analyzed
Portfolio is not reflected Portfolio is not reflected
on in context of the on in context of the
learning outcomes. learning outcomes; not
Complete; not complete; not organized,
organized, relevant to not relevant
the learning outcome
Submitted a day after Submitted two (2) days
the deadline after the deadline
Rating:
(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below

Grade 1.0 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

_____________________________________ _________________________

Signature of FS Teacher above Printed Name Date

LINK Theory to Practice

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 Questions

Resource Teacher: __________________ Teacher’s Signature _________________ School: ___________

Grade/Year Level: __________________ Subject: __________________________ Date: ____________

TARGET Your Intended Learning Outcome

 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 Examples
Remembering – Procedure the right information from memory
Recognizing
 Name three 19th-century women English authors.
Recalling  Write the multiplication facts.
 Reproduce the chemical formula for carbon tetrachloride.
Understanding – Make meaning from Educational materials
 Translate a story problem into an algebraic equation.
Interpreting  Draw a diagram of the 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 are
similar and different
 Draw a diagram explaining how air pressure affects the weather.
 Provide details that justify why the French Revolution happened when and
Explaining
how it did.
 Describe how interest rates affect the economy.
Applying – Use a 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 cross
Differentiating 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' points 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 do form something new or 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 sunshine.
Generating
 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)
Resource Teacher: __________ Teacher’s Signature _________________ School: ___________
Grade/Year Level: ___________ Subject: __________________________ Date: ____________

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 test for
samples of questions in the various levels
4. Make tally, then get total. Use Table 1 and Table 2 separately.

Table 1. Number of Questions per Level

Cognitive Processes Rank Cognitive Processes Rank Tally of Total

(Bloom as revised by (and Kendall and Assessment
Anderson and Marzano) Task/Questions
Krathwohl)
Self-System Thinking 6
Metacognition 5
Creating 6-Highest
Evaluating 5
Analyze /An 4 Analysis 3 /
Applying 3 Knowledge Utilization 4
Understanding / 2 Comprehension 2 /
Remembering 1-Lowest Retrieval 1 //// - Example 4
Table 2. Examples of Assessment Questions/Assessment Tasks

Tally and Total Score of Rank Tally and Total Score of Rank Example of Rank
Cognitive Processes Cognitive Processes Assessment Based
(Bloom as revised by (and Kendall and Task/Questions On Use
Anderson and Marzano) Given by
Krathwohl) Resource
Teacher
Self-System Thinking 6-Highest e.g. Teacher
asked students:
Why is the
lesson
important to
you?
Metacognition 5
Example: 6-Highest
Creating = 1
Evaluating = 1 5
Analyze /An = II 4 Analysis 3
Applying = III 3 Knowledge Utilization 4
Understanding = II 2 Comprehension 2
Remembering = IIII 1-Lowest Retrieval = III 1-Lowest
|
Rank Rank
ANALYZE

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

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

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive skills? Give an example
of an assessment questions for each of the two highest cognitive skills-metacognitive skills and self-
system thinking.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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?

As a future teacher, reflect on how will you contribute to the development of learners’ HOTS
Evaluate Your Work Task Field Study 1, Episode 6 – Classroom Management and Classroom Routines
Learning Outcome: Identify the classroom routines set by the teacher; and Observe how the students execute the various classroom routines.

Name of FS Student: ____________________________________________________ Date Submitted: ______________________________

Year & Section: ___________________________________________________ Course: __________________________________________

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3
Accomplished All observation
Observation Sheet questions/tasks/completel
y answered/accomplished.
Analysis All questions were
answered completely;
answers were with depth
and are thoroughly
grounded theories;
grammar and spelling are
free from error.
Reflection Profound and clear;
supported by what were
observed and analyzed.
Learning Artifacts Portfolio is reflected on in
the context of the learning
outcomes; Complete, well-
organized, highly relevant
to the learning outcome
Submission Submitted before the
deadline
COMMENT/S:
One (1) to two (2)
observation
questions/tasks not
answered /
accomplished.
All questions were
answered completely;
answers are clearly
connected to theories;
grammar and spelling
are free from errors.
Clear but lacks depth;
supported by what were
observed and analyzed.
Portfolio is reflected on
in the context of the
learning outcomes.
Complete; well
organized, very relevant
to the learning outcome
Submitted on the
deadline
Over-all Score
2 1
Three (3) observation Four (4) or more
questions/tasks not observation
answered / questions/tasks not
accomplished. answered /
accomplished.
Questions were not Four (4) or more
answered completely; observation questions
answers are not clearly were not answered;
connected to theories; answers not connected
one (1) to three (3) to theories; more than
grammatical / spelling four (4)
errors. grammatical/spelling
errors.
Not so clear and Unclear and shallow;
shallow; somewhat rarely supported by what
supported by what were were observed and
observed and analyzed analyzed
Portfolio is not reflected Portfolio is not reflected
on in context of the on in context of the
learning outcomes. learning outcomes; not
Complete; not complete; not organized,
organized, relevant to not relevant
the learning outcome
Submitted a day after Submitted two (2) days
the deadline after the deadline
Rating:
(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below

Grade 1.0 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

_____________________________________ _________________________

Signature of FS Teacher above Printed Name Date

LINK Theory to Practice

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 a Table of Specifications

Resource Teacher: __________________ Teacher’s Signature _________________ School: ___________

Grade/Year Level: __________________ Subject: __________________________ Date: ____________

TARGET Your Intended Learning Outcome

 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 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?

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

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

4. Can a teacher have a test with content validity even without making a TOS?

5. Complete the given TOS.

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 gets 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?

SHOW Your Learning Artifacts

 Accomplished Observation Sheet

 Analysis
 Reflection
 Completed Sample TOS
LINK Theory to Practice

1. In Teacher R's Table of Specifications (TOS), 60 percent of the 1st 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
6. "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 Student’s Grades based on DepEd Grading System

Resource Teacher: __________________ Teacher’s Signature _________________ School: ___________

Grade/Year Level: __________________ Subject: __________________________ Date: ____________

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 a group of
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?

2. Which do you prefer -- the old or the new grading system? Why?
C. Interview of 5 Students

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

___________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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

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

4. Which do you prefer – the old or the new grading system? Why?
___________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

D. Review of DepEd Order # 8, 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?

2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11 to 12. Give an example

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

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

5. What are the bases for learners’ promotion and retention at the end of the school year?

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 1 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 task 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 Student's Report Card and the
DepEd grading system.

1. Do teachers and students like the new grading system? Why or why not?

___________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

2. What are the good points of the new grading system according to teachers? According to
students?
___________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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

___________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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

5. Did you like the experience of computing grades? Why or why not? __________________________
___________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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?
Evaluate Your Work Task Field Study 1, Episode 6 – Classroom Management and Classroom Routines
Learning Outcome: Identify the classroom routines set by the teacher; and Observe how the students execute the various classroom routines.

Name of FS Student: ____________________________________________________ Date Submitted: ______________________________

Year & Section: ___________________________________________________ Course: __________________________________________

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3
Accomplished All observation
Observation Sheet questions/tasks/completel
y answered/accomplished.
Analysis All questions were
answered completely;
answers were with depth
and are thoroughly
grounded theories;
grammar and spelling are
free from error.
Reflection Profound and clear;
supported by what were
observed and analyzed.
Learning Artifacts Portfolio is reflected on in
the context of the learning
outcomes; Complete, well-
organized, highly relevant
to the learning outcome
Submission Submitted before the
deadline
COMMENT/S:
One (1) to two (2)
observation
questions/tasks not
answered /
accomplished.
All questions were
answered completely;
answers are clearly
connected to theories;
grammar and spelling
are free from errors.
Clear but lacks depth;
supported by what were
observed and analyzed.
Portfolio is reflected on
in the context of the
learning outcomes.
Complete; well
organized, very relevant
to the learning outcome
Submitted on the
deadline
Over-all Score
2 1
Three (3) observation Four (4) or more
questions/tasks not observation
answered / questions/tasks not
accomplished. answered /
accomplished.
Questions were not Four (4) or more
answered completely; observation questions
answers are not clearly were not answered;
connected to theories; answers not connected
one (1) to three (3) to theories; more than
grammatical / spelling four (4)
errors. grammatical/spelling
errors.
Not so clear and Unclear and shallow;
shallow; somewhat rarely supported by what
supported by what were were observed and
observed and analyzed analyzed
Portfolio is not reflected Portfolio is not reflected
on in context of the on in context of the
learning outcomes. learning outcomes; not
Complete; not complete; not organized,
organized, relevant to not relevant
the learning outcome
Submitted a day after Submitted two (2) days
the deadline after the deadline
Rating:
(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below

Grade 1.0 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

_____________________________________ _________________________

Signature of FS Teacher above Printed Name Date

LINK Theory to Practice
1. Which is the percentage contribution of quarterly assessment to the grade of the student from
Grades 1 to 10?

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 in
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?

1. 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

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 Students' Performance

Resource Teacher: __________________ Teacher’s Signature _________________ School: ___________

Grade/Year Level: __________________ Subject: __________________________ Date: ____________

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

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

3. Did parents raise questions or concerns? If yes, what were their questions/concerns?

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

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

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

3. What problems on grade reporting did you encounter with parents? How did you address it/them?

Interview with Students

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

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

Interview with Parents

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

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

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

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

ANALYZE

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

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

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

REFLECT

1. Grades are often a source of misunderstanding. How should I do reporting so that it will result to
effective learning?
Evaluate Your Work Task Field Study 1, Episode 6 – Classroom Management and Classroom Routines
Learning Outcome: Identify the classroom routines set by the teacher; and Observe how the students execute the various classroom routines.

Name of FS Student: ____________________________________________________ Date Submitted: ______________________________

Year & Section: ___________________________________________________ Course: __________________________________________

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3
Accomplished All observation
Observation Sheet questions/tasks/completel
y answered/accomplished.
Analysis All questions were
answered completely;
answers were with depth
and are thoroughly
grounded theories;
grammar and spelling are
free from error.
Reflection Profound and clear;
supported by what were
observed and analyzed.
Learning Artifacts Portfolio is reflected on in
the context of the learning
outcomes; Complete, well-
organized, highly relevant
to the learning outcome
Submission Submitted before the
deadline
COMMENT/S:
One (1) to two (2)
observation
questions/tasks not
answered /
accomplished.
All questions were
answered completely;
answers are clearly
connected to theories;
grammar and spelling
are free from errors.
Clear but lacks depth;
supported by what were
observed and analyzed.
Portfolio is reflected on
in the context of the
learning outcomes.
Complete; well
organized, very relevant
to the learning outcome
Submitted on the
deadline
Over-all Score
2 1
Three (3) observation Four (4) or more
questions/tasks not observation
answered / questions/tasks not
accomplished. answered /
accomplished.
Questions were not Four (4) or more
answered completely; observation questions
answers are not clearly were not answered;
connected to theories; answers not connected
one (1) to three (3) to theories; more than
grammatical / spelling four (4)
errors. grammatical/spelling
errors.
Not so clear and Unclear and shallow;
shallow; somewhat rarely supported by what
supported by what were were observed and
observed and analyzed analyzed
Portfolio is not reflected Portfolio is not reflected
on in context of the on in context of the
learning outcomes. learning outcomes; not
Complete; not complete; not organized,
organized, relevant to not relevant
the learning outcome
Submitted a day after Submitted two (2) days
the deadline after the deadline
Rating:
(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below

Grade 1.0 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

_____________________________________ _________________________

Signature of FS Teacher above Printed Name Date

LINK Theory to Practice

1. Why must grades be reported to parents?

I. Promote ongoing formative feedback to students

II. Ensure alignment of curriculum, instruction, and assessment
III. Promote, to parents and students, credible and useful feedback

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

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.