LEARNING EPISODE

12
ASSESSMENT FOR LEARNING AND ASSESSMENT AS
LEARNING
(Formative Assessment)

ACTIVITY 12. 1 Observing Assessment FOR Learning Practices

(Formative Assessment)
OBSERVE
1. Observe what Teacher does or listen to what Teacher says to find
out if the students understood the lesson while teaching-learning
progress.

What Teacher Said Tally Total

 Did you understand class? IIIIII 6
 What else? III 3
 Any idea from the class? III 3
 Do you agree class? II 2
 Very good! IIIII 5

What Teacher Did Tally Total

 Give an activity to the class II 4
 Recitation IIIIII 6

2. Did the teacher ask the class “Did you understand class?” If she did,
what was the class’ response?
Yes during her discussion she always ask them if they understand what
she is discussing all about and the class’ response is “Yes ma’am.”
3. Did the students make the teacher feel or sense they did not
understand the lesson or a part of a lesson? How?
Sometimes yes, the students tend to ask more questions if they are not
satisfied to the answer of the teacher.
4. If they did, how did the teacher respond?
She answers the questions of the students but for those who repeating
the questions, she did not answering it anymore.
5. Were the students given the opportunity to ask questions for
clarifications? How was this done?
Yes, during and after the discussion she asks them if they have
clarifications about the topic.
6. If she found out that her/his lesson was not clearly understood,
what did the teacher do? Did you observe any of these activities?
Please check.
_/_ Peer tutoring (Tutors were assigned by teacher to teach one or two
classmates.
_/_ Each-one-teach-one (Students paired with one another)
_/_ Teacher gave a module for more exercises for lesson mastery.
_/_ Teacher did re-teaching
7. If she engaged himself/herself in re-teaching, how did she do it? Did
she/he use the same teaching strategy? Describe.
If the students especially in the other section still not understand the
topic, she re-teach it to them. She uses Filipino language to understand the topic
because she always use English as her medium of instruction that is why she re-
teach it to the students.
8. While re-teaching by himself/herself and/or with other students-
turned tutors, did the teacher check on students’ progress? If yes,
how?
Yes, after she re-teach it to the students she ask them a question
regarding to the topic and gave them an activity. By that, she can able to check
if the students understand the topic already.

ANALYZE
1. Why should a teacher find out if students understand the lesson
while teaching in progress? Is it not better to do a once-and-for-all
assessment at the completion of the entire lesson?
It is better to find out if the students understand the lesson in order for
them if they gained knowledge from you and to be able to answer their activity
by not questioning the teacher anymore. In addition, this will evaluate you as a
teacher if you are effective to teach them.
2. Why is not enough for a teacher to ask “Did you understand, class?”
when he/she intends to check on learners’ progress?
It is because you are not sure if they really understand the topic
and you can’t able to identify if they are progressing in academic.
3. Should a teacher record results of formative assessment for grading
purposes? Why or why not?
The teacher should record results of formative assessment in order for her
to identify if the learners are progressing in academic or not. With this situation,
she can able to monitor them if they are excelled and what she should for the
betterment of his/her students.
4. Based on your observations, what formative assessment practice
worked?
It is peer tutoring in class wherein the student who always achieve high
academic is assigned by the teacher to teach students who are in the low.
5. For formative assessment, why is peer tutoring in class sometimes
seen to be more effective than teacher himself/herself doing the re-
teaching or tutoring?
It is because some of the students are shy to their teacher when it comes
to tutoring that is why peer tutoring is more effective because some students
feel comfortable in asking questions to their classmates rather than to their
teacher.
6. Could an unreasonable number of failures at the end of the
term/grading period be attributed to the non-application of formative
assessment? Why or why not?
Yes, it is because the teacher can’t able to determine if the students are
gained knowledge from her.
REFLECT
Formative assessment is tasting the soup while cooking. Reflect on this
and write your reflections.
Formative assessment is tasting the soup while cooking means that you
should taste the soup while it is cooking to know what ingredients or spices we
need to add in order to make it tasteful and delicious. So in connecting it to the
learners, this means that during the teachers’ discussion she need to ask her
students if they understand the topic and gave them an opportunity to ask
questions to her in order to determine what should she do for the betterment of
her students. The spices or ingredients are serves as the formative assessment
practices.

MY REFLECTION
Formative Assessment is used to measure the students prior knowledge while on
the process or during the discussion. It is important to always measure our
students’ knowledge, in that case we can see how we will assess them and
create approach to effectively give them the knowledge and skills that they need
all throughout their study. Formative Assessment should not be recorded for
grading purposes. We have to bare in mind that formative assessment is used to
assess the prior knowledge and skills that our students already have
ACTIVITY 12.2 Observing Assessment AS Learning Practices (Self-Assessment)
OBSERVE
Observe a class and find out practices that reflect assessment as learning.
Record your observations.

Teacher My Observation
1. Did teacher provide opportunities Yes, the teacher let the students be
for the learners to monitor and able to monitor and reflect on their
reflect on their own learning? own understanding

2. What are the proofs that
students were engaged in self-
reflection, self-monitoring and self-
adjustment
3. Did students record and report
their own learning?
4. Did teacher create criteria with
the students for the tasks to be
completed or skill to learned?
Learners are given tasks to answer
questions after the discussion
No, the students were not tasks to
record and report their own
learning
Yes, the teacher have given
criteria/rubrics that will be followed
by the students during their
activities

ANALYZE
1. If the student is the heart of all assessment, then all assessment
should support student learning. Do you agree? Why or why not?
I agree to this statement. It is because assessment is a tool for the
learners in order to determine if they are learning form their respective teacher.
2. Does assessment as learning have the same ultimate purpose as
assessment for learning?
Yes that is to monitor their own learning.
REFLECT
The primary purpose of assessment is not to measure but for further learning.
Reflect on your personal experiences of assessment in school. Were you given
opportunities for self-assessment? If yes, what was its impact on your learning?
Yes, we were given the opportunities to assess our own self. This help me
a lot to determine what kind of learner I am. I have discovered my strength and
weaknesses, I discovered my learning style and meditated. Through Self-
assessment, I was able to know that the things I already have and where should
I focus on enhancing and also keep on working to acquire.

LINK Theory to Practice

1.The primary purpose of assessment is to ensure learning. Which assessments
are referred to?
I. Assessment as learning
II.Assessment for learning
III.Assessment of learning
C.I and II
A.I,II and III
D.II and III
B.I and III
2. Research shows that when students help develop questions for an
assessment, and have a deeper understanding of what they are expected to
learn before they take the assessment, they take a greater responsibility of their
own learning. Which assessment is referred to?
A. Assessment as Learning
C.Assessment for Learning
B. Assessment of Learning
D.Assessment in Learning
3. DepEd Order No. 8, s. 2015 states, “Assessment is a process that is used to
keep track of learners' progress in relation to learning standards..., to promote
self-reflection and personal accountability among students about their own
learning...
Which assessments are referred to by the DepEd memo?
I. Assesment as learning
II. Assessment for learning
III. Assessment of learning
A.I only
C.I and II
B II and III
D.I,II and III
4. You check for understanding in the midst of your lesson. In which form /s of
assessment are you engaged?
A.Assessment as learning
C.Assessment of learning
B.Assessment for learning
D.Assessment ofand for learning
5.Assessment FOR learning is ongoing assessment that allows teachers to
monitor students on a day-to-day basis and modify their teaching based on what
the students need to be succesful. Is this statement TRUE?
A.Yes
B.No
C.Somewhat
D.TRUE except the clause after and
6. It develops and supports students' metacognitive skills. Which is referred to?
A.Assessment as learning
C. Assessment of learning
B.Assessment for learning
D.Assessment in learning
7.Which form of assessment is crucial in helping students become lifelong
learners?
A. Assessment of learning
C. Assessment as learning
B. Assessment for learning
D.Assessment in learning
8. Which is characterized by students reflecting on their own learning and
making adjustments so that they achieve deeper understanding?
A. Assessment of learning
C.Assessment as learning
B.Assessment for learning
D.Assessment in learning
9. Which practices are required for assessment as learning to be effective?
I. Discuss the learning outcomes with the students.
II. Create criteria with the students for the various tasks that need to be
completed and/or skills that need to be learned or mastered.
III. Provide feedback to students as they learn and ask them guiding questions
to help them monitor their own learning.
IV. Help them set goals to extend or support their learning as needed in order to
meet or fully meet the expectations.
V. Provide reference points and examples for the learning outcomes.
A.I,II and III
C.III,IV and V
B.I III,IV and V
D.I,II,III,IV and V
10. In which type of assessment are students expected to go beyond completing
the tasks assigned to them by their teacher and so students move from the
passive learners to active owners of their own learning?
A. Assessment as learning
C.Assessment of learning
B. Assessment for learning
D.Assessment in learning
11. Which assessment is likened to tasting the soup while in the process of
cooking the soup?
A.Assessment of learning
C.Assessment in learning
B.Assessment for learning
D.Assessment as learning
LEARNING EPISODE

13
ASSESSMENT OF LEARNING
(Summative Assessment)

REFLECT
Reflect on past assessments you have been through. Where they all
aligned with what your teacher taught (with learning outcomes)
As I look back on my previous assessments, I can say that every single
one of them is in line with what my teacher has taught because they are all
related to the lesson and are meant to help us fully understand it. This is their
way of ensuring that we do so without encountering any difficulties or having to
work particularly hard. For instance, during my time in high school, the topic of
our biology class was cells. Prior to the discussion, we had an assessment task
that required us to create a scenario about the functions of cells in our bodies.
By doing this, the assessment task was in line with the learning objectives, which
correspond to the topic or lesson that the teacher had previously taught.
How does this affect your performance? As a future teacher, what
lesson do you learn from this past experience and from this
observation?
Because of the assessment task that was assigned to us prior to the
discussion, we already have a general understanding of the topic, which helps us
pay more attention and comprehend the discussion of the subject matter better.
This experience has taught me that if assessment tasks are not related to
learning objectives, they are useless and will only confuse students in the future.
It will only mislead the students rather than broaden their knowledge of a
particular subject.
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. C. Yes
B. Somewhat 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 C. Yes
B. Somewhat 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 C. Yes
B. Somewhat 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 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 findings 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 activities suitable for the individual". Does her test item
measure this particular outcome and therefore content validity?
Question
1. Identify the components of Physical Fitness under the skill-related activities.
A body composition B. agility
C. flexibility 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 Observing the Use of Traditional Assessment Tools

Type of Put a Learning Sample Test Comments (Is

Traditional check Outcomes Item of the assessment
Assessment here Assessed Resource tools
Tool/ Paper Teacher constructed in
and Pencil accordance
Test with
established
guidelines?)
Explain your
answer.

1. Alternate
Response

2. Matching
Types

3. Multiple / to let the Examinations Yes, the

Choice students assessment
not to be tool was
familiarized created in
only but accordance
also to be with
more predetermined
specific in guidelines since
having an multiple choice
answer to a questions are
question frequently used
on traditional
tests and
assessments.
In fact, they
are also used
on board
exams, teacher
licensure
exams, and
other exams
Type of Traditional Put a Learning Sample Test Comments (Is
Assessment Tool/ check Outcomes Item of the assessment
Paper and Pencil here Assessed Resource tools constructed
Test Teacher in accordance
with established
guidelines?)
Explain you
answer.

Constructed-
Response Type

1. Completion

2. Short The ability to Reflection Yes, it is because

answer Type / communicate it is frequently
clearly and used to learn
concisely about students'
without using a opinions,
lot of words is particularly their
beneficial to reflections on a
students. subject or
generally in a
movie or video
that their teacher
required them to
watch.

3. Problem
solving

4. Essay- / to encourage Yes, without a

restricted students to Quiz and last doubt, because,
think broadly part of the as with my other
and to express examination responses,
their ideas in teachers
essays. primarily use it
to determine
whether or not
their students
have actually
learned from
them.
 5. Essay non-
restricted

6. Others

Analyze

1. Which assessment tool/tasks were most commonly used by

teachers? Which ones were rarely used? Why were they rarely used?
The assessment tool or task that the teacher uses the most frequently is
multiple choice because, of course, the majority of the quizzes and exams that
the students take are MCQ. Since her subject area and area of specialization is
English, she uses problem-solving assessments more rarely.

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?
The type of assessment tools and tasks where my resource teacher is
most skilled in test construction is essay because she is aware of how to align it
in the lesson she had taught to the students before deciding to let the students
have their assessment, which is essay type questions. Problem solving, on the
other hand, is where she is least skilled because, in her subject, it is uncommon
to find a topic that is aligned to have a problem-solving as an assessment tool.

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.
I believe that essays or other written requirements are not considered to
be authentic forms of assessment because they are a type of conventional
assessment tool, especially if they are part of a written paper and pencil test.
REFLECT
How good are you at constructing traditional assessment tools? Which
do you find the most difficult to construct? Any lessons learned?
I am more skilled in using traditional assessment tools rather than
authentic assessment tools, especially after observing my Cooperating Teacher
perform her sample test and how she did it, what techniques she used, and
other ways she performs assessments for students. I can honestly say that I
learned a lot from her, and it has greatly aided me in developing ideas for an
assessment tool. I believe that the most difficult assessment to construct for me
is problem solving because, aside from constructing questions, you really need to
think about it very carefully, especially for the answers to those problems, and
you need to be wise in doing so that your students are not confused and out of
the way. I've learned a lot, one of which is that when creating an assessment
tool, you must be careful because it has a significant impact on your students'
learning.

ANALYZE
1. Between analytic and holistic rubrics which one was more used?
Why do you think that type of rubric was used more?
Analytic rubrics were more commonly used than holistic rubrics because
most teachers only set rubrics for performance tasks and it is used to measure
the different aspects of the performer's or learner's performance.

2. Based on your answers in #1, what can you say about the scoring
rubrics made and used by the Resource Teacher?
I can honestly say that the scoring rubrics created and used by the
resource teacher are a huge help to the learners or performers because they
already have a guide or map on how to improve and do better.
3. Will it make a difference in assessment of student work if the
teacher would rate the product or performance without scoring
rubrics? Explain.
As I previously stated, rubrics are the students' road map to completing
their performance correctly; if there are no scoring rubrics, it is difficult for them
to complete their performance successfully.

4. If you were to improve on one scoring rubric used, which one and
how?
I want to improve holistic rubrics and make the rubric clearer, as well as
have those qualities that I know the learners will retain and use in their daily
lives, particularly in their work in the near future.
5. Can an essay and other written requirements, even if it is a written
paper-and-pencil test, be considered an authentic form of assessment?
Explain your answer.
Yes, those are authentic forms of assessment because they all use
creative learning experiences to test their skills, knowledge, and realistic
situations.
6. Can rubrics help students to become self-directed or independent
learners? Do rubrics contribute to assessment AS learning (self-
assessment?) What if there were no rubrics in an assessment?
The primary tool for students to become self-directed or independent
learners is the rubric. Rubrics contribute to assessment AS learning because they
allow students to be more creative and flexible; if there is no rubric, there are no
guidelines that students/learners must follow.
7. Does the scoring rubric in this FS book 1 help you come up with
better output?
Yes, it assists us in becoming more guided as student teachers and in
flourishing our Field Study as our first step in Teaching Internship.
REFLECT
Are authentic assessment tools and tasks new? Reflect on you
experiences of tests for all the years as a student.
Based on my student experience, the authentic assessment tools and
tasks are all new because we are the second batch of the K-12 curriculum, which
means the curriculum is also new. The test they gave us focused more on
performance tasks such as debates, role-playing, speech choir, and so on. Which
allows us to put our skills and knowledge to the test in realistic situations, which
really helps us to apply it, especially in our field studies and soon when we face
the real world, which is our job as teachers.

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 C. Holistic
B. Itemized D. Analytic and holistic
4. Which can prove that students are now capable of sewing after a 200-hour
course?
A. Presentation of a product they have sewn
B. Operation of the sewing machine
C. Drawing a pattern for a set of pajamas
D. Labeling the parts of a sewing machine

5. Which is the most reliable way of determining whether or not the student can
now dance tango?
A. Performance test
B. Oral test
C. Written test on steps of tango
D. Written test illustrating the steps
 Activity 13.4 Scrutinizing the Types and Parts of a Portfolio

What a Portfolio Includes

Elements of 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 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 look 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?
Of course, the basis for presenting pieces of evidence on what the student
was supposed to learn is related to the student's lesson.
2. Scrutinize the elements of this portfolio. Based on the parts, under
which type of portfolio does this fall?
 The portfolio is classified as a development or growth portfolio because the
content of the portfolio is all about the stages of development of the students in the
class; this demonstrates the growth that occurs to the students throughout the
school year. The portfolio also includes the methods and strategies used by teachers
to help students grow and improve in the classroom.

3. Where and when does the teacher make use of each of the 3 types
of portfolio?
Teachers use three types of portfolios based on the needs of their students in
order to help them grow and develop, showcase their work, and assess and
evaluate them.

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
learner’s metacognitive process that result from the use of portfolio?
Portfolio evaluation aids the learning assessment process by allowing you
to determine whether your students are improving and growing through various
types of portfolios. True, the effort put into portfolio assessment is proportional
to the improvement in learning and development of learners' metacognitive
processes as a result of the students' progress and development, particularly the
metacognitive processes that occur during the process of creating and
completing the portfolio.
SHOW your Learning Artifacts
Sample of a Rubic

Vocal Unison - 5%

Emotions – 20%

Facial Expression – 10%

Stage Poise – 10%

Pronunciation – 10%

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 is the portfolio 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 C. Assessment portfolio
 B. Development portfolio D.. Process portfolio

5. I want to know if my students can now focus the microscope properly. With which
portfolio
Am I concerned?
A. Showcase portfolio C. Assessment portfolio
B. Development portfolio D. Process portfolio

Activity 13.5 Determining the Level of the Teacher’s Questions

Table 1. Number of Questions per Level

Cognitive Rank Cognitive Rank Total

Tally of
Processes (Bloom Processes (and
Assessment
as revised by Kendall and
Tasks/
Anderson and Marzano)
Questions
Krathwohl)

Self-system 6 ///////////////// 17
Thinking

Metacognition 5 //////////// 12

Creating 6

Evaluating 5 0

Analyzing 4 Analysis 4 //////// 8

Applying 3 Knowledge 3 ////////// 10

Utilization

Understanding 2 Comprehension 2 ///// 5

Remembering 1 Retrieval 1 //// 4

 ANALYZE

1. What cognitive skill had the highest number of assessment questions? Lowest
number?
The cognitive skill with the highest number of assessments is self-system
thinking because the questions are about the learners' own knowledge of the lesson,
while the lowest number is 0.
2. What do these (lowest and highest number of assessment questions) reveal
about Resource Teacher’s level of questions?
The lowest and highest number of assessment questions reveals the Resource
teacher's creativity and flexibility in assisting students in using higher order thinking skills
through these questions and how they level it to the learners HOTS.

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.
According to Kendall and Marzano's taxonomy, self-system thinking is the
highest cognitive skill; it can analyze how important specific knowledge is to them.

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?
I will give myself a 3 out of 5 because I know I still have a lot of room for
improvement and I am working hard to achieve the highest scale because I believe there
is always room for improvement.
As a future teacher, reflect on how will you contribute to the development of
learner’s HOTS?
As a future teacher, I can contribute to the development of learners' HOTS by
first determining my level of questions, which is the first major step. I will always use
Bloom's Taxonomy cognitive skills to distribute the questions properly, but I will also do
my best to teach them all the lessons that they require in order for me to help them
develop their HOTS.
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 C. Metacognition
B. Analysis 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 students'
ability to

A engage in metacognition
B. analyze
C. do self-system thinking
D. evaluate
 Activity 13.6 Analyzing a Table of Specifications

Analyze
1. What part must a TOS contain and ensure test content validity?
To ensure the test content validity, a TOS must include an equal number of questions
from each area of the cognitive level.
2. Why is there a need for a number of items per cognitive level?
Naturally, to ensure fairness to all cognitive level questions and to be fair to all
students/learners.

3. With OBE in mind, is it correct to put learning outcomes not topic in the first
column? Why or why not?
Yes, so that you can recognize it without getting confused and so that the
teacher can quickly list the other parts of the TOS.
4. Can a teacher have a test with content validity even without making TOS?
Even without TOS, a teacher can always administer a test with content validity,
but it is unreliable.

REFLECT

Student A: Saan naman pinulot ni Teacher ang kaniyang tanong? Ni-isang

tanong sa tinuro, wala!

Student B: Oo nga! Nakakainis!

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

- Yes, I do recall that during my senior year of high school, we frequently

encountered these issues, particularly during our math exams. The questions
were frequently unrelated to the lessons he had previously discussed with us,
and we had difficulty responding to them because we only had knowledge of the
lessons he had previously taught us. The majority of the time, the scenario
represents how my classmates and I would react. As I think about it, I believe
that most students experience this because there is no Table of Specifications
(TOS). A TOS should always be present in order to ensure the validity of test
content and to specify the topics that will be covered by a test as well as the
number of items or points that will be assigned to each topic.

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
 OBSERVE
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 are not asked before?
According to my cooperating teacher, the new grading system is advantageous
for students because it has a new feature—it is not already zero based—while it is
advantageous for teachers because it allows them to assign students the grades that are
appropriate to their in-class performances.
2. Which do you prefer - the old or the new grading system? Why?
My cooperating teacher says she prefers the new grading system because
it is easier and more convenient for her to compute the grades of the students,
which she also did inside the classroom using the electronic grading system.
Compared to the previous system, where they had to compute it on their own, it
is currently simpler for them to compute the grades of the students.

Interview of 5 Students
1. What do you like in the new grading system?
The new grading system is well-liked by the students, who say that as
long as they fulfill their obligations as students and learn as much as they can,
they won't receive failing grades any longer.
2. Do you have problems with the new grading system? If there is, what?
The students claim that the new grading system is beneficial to them and
that they have no issues with it.
3. Does the new grading system give you a better picture of your performance?
Why or why not?
According to the students, the new grading system provides them with the
clearest picture of their performance because grades are determined by how well
they perform in class rather than by the teacher, so it is in fact a reflection of their
work.
4. Which do you prefer – the old or the new grading system? Why? The reason why
students prefer the new grading system is because they stand to gain from it
 because they no longer have to worry about failing their classes since it is no
longer zero based.
Review of 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?
The K–12 curriculum bases the student's grade on his or her written work,
performance task, and quarterly assessment.
2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11 to 12?
Give an example.
The calculations for grades 1 through 10 are written assignments, with 20%
of the grade being allocated to MAPEH, 40% to science, and 40% to math. The
percentages for their performance task are as follows: 50% for
Languages/AP/EsP, 40% for Science/Math, 60% for MAPEH/EPP/TLE, and 20%
for Languages/AP/EsP, 20% for Science/Math, and 20% for MAPEH/EPP/TLE on
the quarterly assessment. While the computation of grades for students in grades
11 and 12 is based on the percentage they received in their core subjects, all other
subjects, work immersion, and their performance in class are also taken into
consideration.
3. How do you compute grades at the end of the school year?
In order to determine the students' final grades at the end of the school
year, the teacher will, of course, compute and add up the quarterly assessments
of the students from the first to the fourth quarter.
4. What descriptors and grading scales are used in reporting progress of the
learners?
The student's report card
5. What are the bases for learner’s promotion and retention at the end of the school
year?
At the end of the academic year, a student's final grade, or what is known
as the General Weighted Average (GWA), which determines whether the student
passed or failed, serves as the basis for their promotion and retention.
6. What is the report on learner’s observed values
Form 137 is the report on the learner's observed values.
 ANALYZE

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

They contend that the new grading scheme is advantageous for students due to
its novel feature—that it is not already zero-based—while it is advantageous for teachers
because it allows them to assign grades in accordance with students' in-class
performances.

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

They claim that the benefits of the new grading system for teachers include
making it simpler for them to compute their students' grades using a new, systematic
method, making it more convenient for them when they have a lot of paperwork to
complete, and making it simple to calculate the learners' grades fairly. The benefits of
the new grading system for students, on the other hand, include the fact that since it is
zero-based, there won't be any failing grades as long as they are doing their best.

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

According to her, applying the new features of the new grading system is the
most difficult aspect of having it because people are more accustomed to and familiar
with the old grading system.

4. Do you favor the distribution of percentage of written work, performance tasks,

and quarterly assessment?

She gave the affirmative response because she believes that the performance
task, which received the highest percentage, is important because it enables students to
demonstrate their knowledge and skills in a variety of settings in addition to in written
works.

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

She claimed that she enjoyed the process of calculating grades because it
allowed her to monitor what she should change and what she would improve so that her
students would also be able to see improvements in the classroom.
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?

Grades are important in any era because they determine how well you perform in
class and whether you can advance to the next year level. However, I recall that once my
cooperating teacher said that a student who only strives for a high grade without striving
to learn from the lessons in class is useless. This statement makes a lot of sense because
high grades are useless if you have not learned and gained knowledge that you can carry
and apply when you are out in the world.As a result, I come to the conclusion that grades
do matter when trying to learn a lot of lessons.
 LINK Theory to Practice
1. Which is the percentage contribution of quarterly assessment to the grade of the
student from Grades 1 to 107
A. 15%
B. 20%
C. 25%
D. 30%
2. Does quarterly assessment have the same percentage weights for all the subjects, for
all the tracks in Grades 11-12?
A. Yes
B. No
C. Yes, only for the academic track
D. It depends on schools.
3. Which is the percentage contribution of written work to the grade of the Grade 1-10
student in Science and Math?
A. 50% C. 40%
B. 20% D. 30%
4. In MAPEH and TLE, which contribute/s heaviest to the student grade?
A. Performance tasks C. Quarterly assessment
B. Written work 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 C. Advanced
B. Beginning D. Outstanding
8. Which is described as "did not meet expectations"?
A. Below 75% C. Below 74%
B. Below 76% D. Below 72%
9. If a student failed to meet standards, which descriptor applies?
A. Developing C. Poor
B. Beginning 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 subjects for the 2 semesters
D. Get the average of the grades of all subjects for the 4 semesters.
11. Which is/are TRUE of MAPEH when it comes to grade computation?
I. The quarterly grade is the average of the quarterly grades Physical Education
and Health (MAPEH) in the four areas - Music, Arts,
II. Individual grades are given to each area (MAPEH) III. There is one grade for
Music and Arts, PE and Health because they are related.
A. I only
B. I and II
C. I and III
D. II only
12. Which is TRUE of Kindergarten grades?
A. Grades are computed like the grades in Grade 1.
B. There are numerical grades with descriptions.
C. There are no numerical grades.
D. Remarks like Passed and Failed are used.
13. At the end of the school year, which is/are TRUE of grades?
I. The General Average is computed by dividing the sum of all final grades by the
total number of learning areas.
II. Each learning area has equal weight in computing for the General Average. III.
The Final Grade per learning area and the General Average are reported as
whole numbers.
 A. I and II C. I and III
B. II 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
C. Promoted in the next grade level but has back subjects in the lower grade
level failing mark
D. Is not accepted for enrollment in the school
 13.8 Reporting Student’s Performance
OBSERVE:

Proceedings in a Card Distribution Day

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

 The teacher did not hand out the report cards to the students or the parents;
instead, she simply allowed them to view their child's report card because it might
be dirty and crumpled, which would make it unpleasant to view.

2. Describe how the Resource Teachers communicated learner’s assessment

results and grades to parents.

 After that, she carefully and softly explained that she was only calculating the
students' outputs and performances inside the classroom, avoiding any potential
misunderstandings and using no offensive language toward the parents.

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

questions/concerns?

 In one instance, a parent asked my cooperating teacher why her child received
poor marks in one of her classes. My CT then gave her an honest response and
explained how the grades were calculated to the parent.

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

 My resource teacher provided them with honest responses to all of their queries
and worries. In regards to the grade-related query, she gave an explanation of
why she computed just that one grade based on the students' in-class
performance.
Interview with Resource Teacher
1. How do you give feedback to your students regarding their
performance? When do you give feedback?
According to my Cooperating Teacher, when she notices something
wrong with a student's performance in class, she immediately calls it out in order
to solve the minor issue. She provides feedback at the end of each quarter after
calculating the students' grades.
2. How do you report students’ performance to parents? Does the school
have a regular way of reporting grades to parents?
My resource teacher stated that every Card Day Distribution is also a
way of reporting students' grades as well as their student's performances inside
the classroom; she reports to them if she notices any changes in their child's
performances, whether they are good or bad, so that parents can be informed on
their child's performance and even behaviors inside the classroom.
3. What problems on grade reporting did you encounter with parents?
How did you address it/them?
According to her, she hasn't had any major issues with grade reporting
with parents.

Interview with Students

1. Do you see the meaning of your grades in the School Report Card?
According to the students, they can see the significance of their grades in
their School Report Card; they see it as the result of their hard work as students,
and it appears to be their guide and path in continuing their studies.
2. Does knowing your grade motivate you to work harder?
They answered yes, it is a motivation for them to work harder, it gives
them the inspiration they need to keep doing what they are doing, and being on
the honor list is a big factor and motivation for them to give their best in the
classroom, according to them.
 Interview with Parents
1. Does your child’s Report Card give you a clear picture of how your
child is performing?
Yes, the parents said, they can see a clear picture of their child's
performance through their Report Card because they all believe that their grades
show how well or poorly they perform in class. They also believe that grades
define their child and that having good grades is important.

2. If you were asked, what else should be found in the Report Card, which
one? Why?
According to the parents, a rating of the child's behavior inside the
classroom should also be found in the Report Card in order for them to monitor
how their child behaves inside the classroom, especially since they spend more
time inside the classroom than at home. They want to know their child's behavior
in order for them to take action while it is still early to avoid major problems
amongst their child.

ANALYZE

1. What were the most common issues raised on a student's performance?

I don't think it's entirely an issue with student performance, but the competition
that's going on between the students is one of the problems that's arising inside the
classroom because, instead of having a healthy competition, it's raising a buff between
the students, which sometimes leads to having personal issues and ruining the student's
friendship and relationship towards each other, which sometimes leads to major
problems involving problems between each other's parents.

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

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

Being fair in grading students should maintain especially that students are doing
their best inside the class and also that they need to improve in following the grading
system to avoid unfairness to the students and also to have misunderstandings and
 confusions in computing the grades of the students to make grades and reporting
meaningful for students and their parents.

REFLECT

1. Grades are often a source of misunderstanding. How should I do reporting so

that it will result in effective learning?

 The most important thing to do to avoid source misunderstanding and allow it to

result in effective learning is to practice fairness in computing the students'
grades, based on how they perform inside the classroom rather than because
they are your favorite, you are close to them, and you are related to them. A lot of
that has happened in the past, based on my experience as a student. That is why
many students have lost interest in doing their best to get a high grade or, more
specifically, an honor because they have experienced injustice in the grading
system. It is our responsibility as teachers to be fair to our students and give
them the grades that they truly deserve, not just because you favor them and are
close to them. Know how to separate your professional and personal lives.
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 C. I, II and III
B. II only 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.