Episode

13 ASSESSMENT (SUMMATIVE
ASSESSMENT OF LEARNING )
3 HOURS
3 HOURS
Activity 13.1 Aligning Assessment Task with the Learning Outcomes
Resource Teacher: Billy Ann L. Sales Teacher’s Signature __________
School: Sagay National High School Grade /Year Level: Grade 10
Subject Area: ______________________ Date: _______

• Observe at least 3 classes – 1 Physical or Biological Science or Math,

English, Filipino, 1 Social Science or Literature/ Panitikan, ESP and 1 PE/
Computer/ EPP/ TLE.

Subjects Learning Assessment task Is the If not aligned,

Outcome/s (How did the assessment improve on it.
teacher assess the tool/task aligned
learning to the learning
outcome/s? outcome/s
Specify)
PE/EPP/TLE To dance tango Written quiz- No Performance test-
Enumerate the Let students dance
steps of tango in tango.
order
Social Science,
Literature/Panitikan,
ESP
Physical/Biological
Science/Math/
English/Filipino
 1. Are all the assessment tasks aligned to the learning outcomes?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________________

2. What are possible consequences if teacher’s assessment tasks are not

aligned to learning outcome/s? Does this affect assessment results? How?
_________________________________________________________________
_________________________________________________________________
__________________________________
3. Why should assessment tasks be aligned to the learning outcomes?
_________________________________________________________________
_________________________________________________________________
________________________________

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

Activity 13.2 Observing the Use of Traditional Assessment Tools

Resource Teacher: Billy Ann L. Sales Teacher’s Signature __________

School: Sagay National High School Grade /Year Level: Grade 10
Subject Area: ______________________ Date: _______

• 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 the teacher used. From your
teacher’s test items, give an example.
Type of Traditional Put a Learning Sample Test Comments (Is the
Assessment Check Outcome Item of assessment tool
Tool/Paperand-Pencil Test (✓) Assessed Resource constructed in
Teacher accordance with
Here
established
guidelines?) Explain
your answer.
Selected Response Type
1. Alternate Response
2. Matching type
3. Multiple Choice
4. Others
Constructed-Response
Test
1. Completion
2. Short answer type
3. Problem solving
4. Essay-restricted
5. Essay-non-restricted
6. Others

1. Which assessment tools/tasks were most commonly used by a

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.

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

Activity 13.3 Observing the Use of Non Traditional Assessment Tools and
Scoring Rubrics

Resource Teacher: Billy Ann L. Sales Teacher’s Signature __________

School: Sagay National High School Grade /Year Level: Grade 10
Subject Area: ______________________ Date: _______

• Observe classes in at least 3 different subjects and pay particular attention to the
assessment tool used by a 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 How a Comment/ s (Is the
Product/Performan ce product/performan ce scoring
Assessment/Non Outcome
Assessed One was assessed
Assesse rubric constructe d
Traditional/Alternativ example of a product Describe how the
e d assessed. (Put a photo product/performan ce
 of the was assessed.
product/documente d Which was used according to
performance in My analytic rubric
standards ?
Teaching analytic rubric or
holistic rubric?
Artifacts. INCLUDE
INCLUDE THE
THE RUBRIC IN
RUBRIC IN MY
MY TEACHING
TEACHING
ARTIFACTS
ARTIFACTS.
1. Product
2. Performance

1. Between analytic and holistic rubrics which one was more used? Why do you think that type
of rubric was used more?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Based on your answers in # 1, what can you say about the scoring rubrics made and used by
the Resource Teacher?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Will it make a difference in assessment of student work if teacher would rate the product or
performance without scoring rubrics? Explain.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. If you were to improve on one scoring rubric used, which one and how?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
7. Does the Scoring Rubric in this FS 1 help you come up with better output?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the
years as a student.

• Accomplished Observation Sheet

• Observations
• Reflection
• A photo of a product assessed by Resource Teachers – one rubric to assess a
particular product and another rubric to assess a particular performance together with
your comments/s and improved version/s, if necessary.
 Activity 13.4 Scrutinizing the Types and Parts of a Portfolio
Resource Teacher: Billy Ann L. Sales Teacher’s Signature __________
School: Sagay National High School Grade /Year Level: Grade 10
Subject Area: ______________________ Date: _______

1. Ask your Resource Teacher for samples of portfolio, if any. If there are select one
best portfolio form 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 a
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 places – 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.

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, 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?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

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.

• 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 13 – Assessment of Learning (Summative
Assessment)

Learning Outcome: *determine the alignment of assessment tools and tasks with intended
learning outcomes;
*critique traditional and authentic assessment tools and tasks for learning in the content of
established guidelines on test construction; *evaluate non-traditional assessment tools including
scoring rubrics; *evaluate a sample portfolio; *distinguish among 3 types of portfolio; *construct
 assessments for HOTS following Bloom’s Taxonomy as revised by Anderson and Kendall’s and
Marzano’s taxonomy; *explain the function of a Table of Specifications; *distinguish among
types of learners’ portfolios and their functions; *examine different types of rubrics used and
relate them to assessment of student learning; *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
Name of FS Student___________________________________ Date Submitted: ________
Course: ___________________________ Major: ___________________________________

Learning Episode Excellent 4 Very satisfactory Satisfactory 2 Needs Improvements

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

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 1.5 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 over Printed name Date

Activity 13.5 Determining the Level of Teacher’s Questions

Resource Teacher: Billy Ann L. Sales Teacher’s Signature __________
School: Sagay National High School Grade /Year Level: Grade 10
Subject Area: ______________________ Date: _______
 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 Rank Cognitive Rank Tally of Total
Processes (Bloom as revised Processes assessment
by
(Kendall and Tasks/Questions
Anderson and Krathwohl Marzano)
Self-system 6
Thinking
Metacognition 5
Creating 6- highest
Evaluating 5
Analyzing 4 3 /
Applying 3 4
Understanding 2 2 /
Remembering 1 - Lowest 1 //// - example 4

Table 2. Examples of Assessment Questions/Assessment Tasks

Tally and Total Rank Tally and Total Rank Example of Rank
Score of Cognitive Score of Assessment Based
 Processes (Bloom as Cognitive Tasks/Questions on Use
revised by
Processes Given by the
Anderson and
(Kendall and Resource
Krathwohl
Marzano)
Teacher
Self-system 6- e.g. Teacher
Thinking Highest asked students: Why is
the lesson important to
you?
Metacognition 5
Example: 6- highest
Creating = l
Evaluating = l 5
Analyzing - ll 4 Analysis 3
Applying = lll 3 Knowledge 4
Utilization
Understanding = ll 2 Comprehension 2
Remembering = 1 - Lowest Retrieval = lll 1
Rank Rank

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
the 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 question for each of the two highest
cognitive skills – metacognitive skills and self-system thinking.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

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 13 – Assessment of Learning (Summative
Assessment)

Learning Outcome: *determine the alignment of assessment tools and tasks with intended
learning outcomes;
*critique traditional and authentic assessment tools and tasks for learning in the content of
established guidelines on test construction; *evaluate non-traditional assessment tools including
scoring rubrics; *evaluate a sample portfolio; *distinguish among 3 types of portfolio; *construct
assessments for HOTS following Bloom’s Taxonomy as revised by Anderson and Kendall’s and
Marzano’s taxonomy; *explain the function of a Table of Specifications; *distinguish among
 types of learners’ portfolios and their functions; *examine different types of rubrics used and
relate them to assessment of student learning; *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

Name of FS Student___________________________________ Date Submitted: ________

Course: ___________________________ Major: ___________________________________

Learning Episode Excellent 4 Very satisfactory Satisfactory 2 Needs Improvements

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

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 1.5 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 over Printed name Date

Activity 13.6 Analyzing a Table of Specifications

Resource Teacher: Billy Ann L. Sales Teacher’s Signature __________
School: Sagay National High School Grade /Year Level: Grade 10
Subject Area: ______________________ Date: _______

• 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.
• Sometime 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

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 column?
Why or why not?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
 4 Can a teacher have a test with content validity even without making a TOS?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Read this conversation and reflect on teachers’ assessment practices. Write your reflections here.

Student A: Saan namn pinulot ni Teacher ang kaniyang tanong? Ni-isang tanong sa
tinuro, wala! (Where did Teacher get her test? Not one of what she taught came out!)
Student B: Oo nga! Nakakainis! (You are right! How annoying!)

Did you have a similar experience? Reflect on it. Will the required use of Table of Specifications
as guide in test construction solve the problem of misaligned tests?

• Accomplished Observation Sheet

• Analysis
• Reflection
• Completed Sample TOS
Activity 13.7 Computing Student’s Grades based on DepEd Grading System
Resource Teacher: Billy Ann L. Sales Teacher’s Signature __________
School: Sagay National High School Grade /Year Level: Grade 10
Subject Area: ______________________ Date: _______

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 content.
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 a 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, s. 2015

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 computation 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 tasks and
quarterly assessment. Then give the descriptor. Refer to DepEd Order #*, s.
2015.
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?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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 favour 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?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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 13 – Assessment of Learning (Summative
Assessment)

Learning Outcome: *determine the alignment of assessment tools and tasks with intended
learning outcomes;
*critique traditional and authentic assessment tools and tasks for learning in the content of
established guidelines on test construction; *evaluate non-traditional assessment tools including
scoring rubrics; *evaluate a sample portfolio; *distinguish among 3 types of portfolio; *construct
assessments for HOTS following Bloom’s Taxonomy as revised by Anderson and Kendall’s and
Marzano’s taxonomy; *explain the function of a Table of Specifications; *distinguish among
types of learners’ portfolios and their functions; *examine different types of rubrics used and
relate them to assessment of student learning; *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
Name of FS Student___________________________________ Date Submitted: ________
Course: ___________________________ Major: ___________________________________

Learning Excellent 4 Very satisfactory Satisfactory 2 Needs Improvements

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

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 1.5 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 over Printed name Date

Activity 13.8 Reporting Students’ Performance

Resource Teacher: Billy Ann L. Sales Teacher’s Signature __________
School: Sagay National High School Grade /Year Level: Grade 10
Subject Area: ______________________ Date: _______

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 do
you 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?

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

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

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

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 13 – Assessment of Learning (Summative
Assessment)

Learning Outcome: *determine the alignment of assessment tools and tasks with intended
learning outcomes;
*critique traditional and authentic assessment tools and tasks for learning in the content of
established guidelines on test construction; *evaluate non-traditional assessment tools including
scoring rubrics; *evaluate a sample portfolio; *distinguish among 3 types of portfolio; *construct
assessments for HOTS following Bloom’s Taxonomy as revised by Anderson and Kendall’s and
Marzano’s taxonomy; *explain the function of a Table of Specifications; *distinguish among
types of learners’ portfolios and their functions; *examine different types of rubrics used and
relate them to assessment of student learning; *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

Name of FS Student___________________________________ Date Submitted: ________

Course: ___________________________ Major: ___________________________________

Learning Excellent 4 Very satisfactory Satisfactory 2 Needs Improvements

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

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 1.5 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 over Printed name Date