LEARNING EPISODE 4

Assessing Learning in
Different Levels

My Learning Episode Overview

In the previous Episode you met learning in different domains. In this Episode, you
will deal with the different levels in which these domains are processed, taught, learned.
You will also observe and reflect on how your Resource Teachers assess learning in these
domains in different levels. Theirs is the challenge to formulate appropriate exercise
questions and tasks that are aligned to the level of the learning outcomes.

My Map
To realize my Intended Learning Outcomes, I will work my way through these steps.

Observe one class from each of the different subject groups:

Grammar class in FIlipino, English, Mother Tounge, Math, Science - Cognitive;
Edukasyon sa Pagpapakatao; English Literature / Panitikan; - Affective
EPP or Technology and Livelihood Education, Physical Education, Music and Arts,
1 Computer class. - Psychomotor

Ask permission to copy the lesson objectives and evaluation of my Resource Teacher.
Identify its/their domain/s and level/s of learning.
2

With consent of my Resource Teacher, get a copy of her/his written test/s. Answer the
analysis questions based on these test items.
3

Observe my Resource teacher while he/she teaches. Determine the levels of learning
that he/she takes in teaching.
4

Identify examples of the different levels of learning outcomes drawn from the teacher's
lesson plan.
5

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

Analyze my observations with the use of guide questions.

Reflect on my observations and analysis.

8

Answer the LET-like test.

9

Come up with my portfolio.

10

My Learning Activities
OBSERVATION SHEET No. 4.1
Levels of Learning Outcomes (Araling Panlipunan)
Resource Teacher: Marivic School: Balogo National High School
Bringino
Grade/Year Level: 10 Subject Area: Filipino
Level of Learning Learning Assessment Task Is the level of
Outcome- Cognitive Outcome/Lesson (Evaluation from assessment aligned
(Bloom) Objective from Teacher’s Lesson to the level of the
Teacher’s lesson Plan( Write it in the objective? E.g.
Plan (Write lesson appropriate level objective is “recall
objective in the outcome) the names of ____”;
appropriate level Assessment task is
outcome “Distinguish
between animal and
plant cell”-Not
aligned.
1. Remembering Naisusulat ang Sumulat ng suring basa YES NO
suring basa ng tungkol sa Noli Me
nobelang binasa. Tangere √

2.Comprehending Nabibigyang Bigyang kahulugan ang √

kahulugan ang mga talasalitaan sa
mahihirap na salita. unang kabanata ng Noli
Me Tangere.

3. Applying Naisasabuhay ang Role playing. √

mga natutunan sa
nobelang nabasa.
4. Analyzing Naihahambing ang Anong akda ang √
tula sa iba pang maihahambing mo sa
katulad na genre Nobelang Noli Me
batay sa tiyak na Tangere.
mga element nito.
5. Evaluating Nasusuri ang Anong teoryang √
nobela bilang pampanitikan ang
akdang kinakatawan ng
pampanitikan sa nobelang Noli Me
pananaw realism o Tangere
alinmang angkop
na pananaw o
teoryang
pampanitikan.
6. Creating Naitatanghal ang Magtanghal ng √
pinaka madulang pinakamadulang bahagi
bahagi ng nobela. mula sa nobelang Noli
Me Tangere.
 Kendall’s and Marzano’s New Taxonomy
Level of Learning Outcome Resource Teacher’s Resource Teacher’s
Learning Outcome / Assessment Task
Lesson Objective
1. Retrieval-recalling, Naisusulat ang suring Sumulat ng suring
recognizing basa ng nobelang basa tungkol sa
nabasa. nobelang Noli Me
Tangere.
2. Comprehension Nabibigyang Bigyang kahulugan
kahulugan ang ang mga talasalitaan
mahihirap na salita sa unang kabanata
Noli Me Tangere.
3. Analysis Naihahambing ang Anong akda ang
akda sa iba pang maihahambing mo sa
katulad na genre batay nobelang Noli Me
sa kanilang mga Tangere?
pananalita.
4. Knowledge utilization Naisasalaysay ang Isulat ang mga
(investigating, experimenting, mga tunggalian sa tunggalian sa pagitan
problem solving, decision pagitan ng mga tauhan ng mga tauhan.
making) batay sa kanilang mga
pananalita.
5. Metacognitive System Nabibigyang kahulugan ang akdang nabasa
(Students set learning goals, batay sa totoong buhay.
monitor their learning)

6. Self-system Naihahambing ang akda sa iba pang katulad na

(Students examine Genre batay sa tiyak na mga element nito na
importance of subject, inyong napanood at nabasa
examine self-motivation,
interest and efficacy)

OBSERVATION SHEET No. 4.2

Levels of Learning Outcomes (Araling Panlipunan)
Resource Teacher: Myla Manuel School: Balogo National High School
Grade/Year Level: 9 Subject Area: TLE
Level of Learning Learning Assessment Task Is the level of
Outcome- Outcome/Lesson (Evaluation from assessment aligned
Cognitive (Bloom) Objective from Teacher’s Lesson to the level of the
Teacher’s lesson Plan( Write it in objective? E.g.
Plan (Write lesson the appropriate objective is “recall
objective in the level outcome) the names of ____”;
appropriate level Assessment task is
 “Distinguish between
animal and plant
outcome cell”-Not aligned.
Identifying the YES NO
parts of the
Computer
Hardware and Performance
1. Remembering equipment’s Assessment √
Locating the
Determining and location of the
classifying the parts in the
tools and computer
2.Comprehending equipment’s hardware √
To place the parts
in the right Performance
location in the assessment
computer learning 
3. Applying hardware outcomes √
4. Analyzing
5. Evaluating
6. Creating

Kendall’s and Marzano’s New Taxonomy

Level of Learning Outcome Resource Teacher’s Resource Teacher’s
Learning Outcome / Assessment Task
Lesson Objective
1. Retrieval-recalling, Identifying the parts of Performance
recognizing the Computer Assessment
Hardware and
equipment’s
2. Comprehension Determining and Locating the location of
classifying the tools the parts in the
and equipment’s computer hardware
3. Analysis
4. Knowledge utilization
(investigating, experimenting,
problem solving, decision
making)
5. Metacognitive System Learners were sometimes bored. But when the
(Students set learning goals, evaluation comes they answer it intently.
monitor their learning)

6. Self-system Most of the learners were interested if there’s

(Students examine more illustration the teacher was showing,
importance of subject, especially if the topic was out of country.
examine self-motivation,
interest and efficacy)

My Analysis

1. What is the counterpart of Bloom’s recalling in Kendall’s and Marzano’s

and DepEd’s KPUP?

 Bloom’s Recalling or Remembering Level of Learning Outcome

counterpart to Kendall’s and Marzano’s Retrieval –recalling and
recognizing while in DepEd KPUP it was the knowledge (K).

2. Are the levels of learning or processing of what is learned in Bloom’s ,

Kendall’s and Marzano’s similar or entirely different?

3. What did you did you discover about assessment task and learning
outcomes? Are they aligned? Explain.

 Yes they are aligned; assessment tasks were based on the learning
outcomes or the learning objectives of the teacher.

My Reflections/Insights

Perhaps even without a scientific survey, you agree the most of the
assessments that take place in the school are in the low levels of recalling,
knowledge, and retrieval. What can be the reason behind this?

As for me the reason why we have a low levels of recalling,

knowledge and retrieval is we focus on things that was real than
imaginary one. Assessment in school was more on spoon feeding, why?
As I observed most of the examination was multiple choice and matching
type. The answer was a given already so most of the learners will just
choose what best answer would it be.
 We measure what we value and we value what we measure. Then we
have to assess what we value and we value what we assess. What is one big
message of Bloom’s revised cognitive taxonomy. Kendall’s and Marzano’s
new taxonomy of objectives / to teachers regarding the assessment process.

The message of the cognitive taxonomy of Bloom, Kendall and

Marzano’s new taxonomy was for the teachers not only to focus on one
or two or three types of assessment strategy. They want us to make our
assessment more challenging and different type of strategies must be
used.

Integrating Theory and Practice

Directions: Read the items given below and choose the correct answer.

1. In which level is identifying the author of given literary pieces?

A. Understanding C. Recalling
B. Applying D. Synthesizing

2. The students were expected to be able to develop a lesson plan following

Outcomes-Based Education (OBE) principles. Based on Kendall’s and
Marzano’s taxonomy, in which level is the intended learning outcomes.

A. Analysis C. Knowledge utilization

B. Retrieval D. Metacognitive system

3. You have to remember the steps in opening the computer if you want to
do it on your own. In what level of assessment is remembering the steps?

A. Retrieval C. Comprehension
 B. Analysis D. Metacognitive system

4. Teacher Joji’s intended learning outcome is this: “interpret the given

poem”.Which assessment task is aligned? Teacher Joji

A. gives the students a written test and asks them to paraphrase the poem.
B. give an oral test and ask them to recite the poem with feelings
C. gives a written test and asks the students what the poem expresses.
D. marks them memorize the poem then recite it with feelings to prove
understanding.

5. Is the test item “classify the given teaching methods” aligned to this
intended learning outcome “to select the appropriate teaching method?”

A. Yes.
B. No.
C. A little because classify and select are related
D. Yes, if you change “select” in the learning outcome change to classify

My Learning Portfolio

Kendall’s and Marzano’s New Taxonomy

Level of Competency from the K to Assessment Task

Processing 12 Curriculum (Test item, etc.)

1. Retrieval Prepare tools and Match column A with column

equipment for specific tools B.
purpose. 1.a memory storage
programs
i. motherboard

2. Prepare tools and Read the given instructions

Comprehension equipment for specific tools carefully and list down all the
purpose. tools that you need to
prepare in order to finish the
activity.
3. Analysis Analyze the location of tools Show the Proper assembling
accurately. of the parts of computer into
the CPU

4. Knowledge Check condition of tools and List down at least five safety
Utilization equipment. measures in assembling
tools and equipment.

5. Metacognitive Identify hazards and risks. Match column A with B

System It is the chance or the
probability that a person
will be harmed
d.risks

6. Self-system Control hazards and risks Check the equipment where

the FPC Clean Air Act
applies.
____1. Cars
____2. Tunnels
____3. Oil fryers

Bloom’s Revised Taxonomy

Level of Competency from the K Assessment Task

Processing to 12 Curriculum (Test item, etc.)
1. Remembering Prepare tools and equipment Match column A with column B.
for specific baking purpose. 1.Used for baking loaf bread
i. loaf pan

2. Understanding Prepare tools and equipment Read the given recipe carefully
for specific baking purpose. and list down all the tools that you
need to prepare in order to finish
the activity.
 3. Applying Apply basic mathematical
operations in calculating
weights and measures.
Computation
Convert degrees Centigrade to
degrees Fahrenheit and degrees
Fahrenheit to degrees
Centigrade. Show your
computation.
C = F – 32 x 5 / 9
F = C x 9 / 5 + 32
1. 100 degrees Centigrade to
degrees Fahrenheit.
2. 320 degrees Fahrenheit to
degrees Centigrade.

4. Analyzing Measure dry and liquid Show the Proper measuring of

ingredients accurately. the ffg. 1. Oil 2. White sugar 3.
Milk 4. Flour 5. Margarine

5. Evaluating Check condition of tools and List down at least five safety
equipment. measures in the use of baking
tools and equipment.
Cake Recipe here.

6. Creating Perform basic preventive Identify what is referred in each

measure. number.
1. leaning product made by
mixing vinegar, lemon and baking
soda.
Paste

Select an appropriate competency from the K to 12 Curriculum. Choose

and construct a performance assessment task following GRASPS of
Wiggins and McTighe.

Learning Competency: Illustrates quadratic equations.

Make a simple presentation of world famous parabolic arches.

Task:

1. Begin the activity by forming a group of 5 members. Choose

someone you can depend on to work diligently and to do his fair
share of work.

2. In your free time, start surfing the net for world famous parabolic
arches. As you search, keep a record of where you go, and what
 you find on the site.

3. Complete the project by organizing the data you collected,

including the name of the architect and the purpose of creating
the design.

4. Once you have completed the data, present it to the class in a

creative manner. You can use any of the following but not limited
to them.

 Multimedia presentation
 Webpages
 Posters

Goal:

Your task is __________________

The goal is to _________________
The problem or challenge is _____________
The obstacles to overcome are ___________

Role:

You are ________________

You have been asked to __________________
Your job is ______________________________

5.
Audience: You will be assessed based on the rubric for this activity.

Your clients are __________________________

The target audience is _____________________
You need to convince ______________________

Situation:

The context you find yourself in is ________________

The challenge involves dealing with ________________

Product, Performance and Purpose:

You will create a __________ in order to __________________

You need to develop ____________ so that _________________

Standards and Criteria for Success:

Your performance needs to ____________________________

Your work will be judged by ______________________________
 My Learning Rubric
FIELD STUDY 5, EPISODE 4 – ASSESSING LEARNING IN DIFFERENT LEVELS
Focused on: Classifying the level of learning outcomes based on Bloom’s, Kendall’s and
Marzano’s taxonomy and Determining if the assessment tools/tasks are aligned to the level of
the learning outcomes.

Name of FS Student: Mariefe C. Relano Date Submitted:

Year & Section: Filipino - 4 Course: BSED
Learning Episodes Exemplary Superior Satisfactory Needs Improvement
4 3 2 1
Learning Activities All episodes were done All or nearly all Nearly all episodes Fewer than half of
with outstanding episodes were done were done with episodes were done; or
quality; work exceeds with high quality. acceptable quality. most objectives were
expectations met but need
4 3 2 improvement
1
Analysis of the All questions/ episodes Analysis questions Analysis questions Analysis questions
Learning Episode were answered were answered were not answered were not answered.
completely; in depth completely. completely.
 answers; thoroughly Clear connection with Vaguely related to the Grammar and spelling
grounded on theories. theories. theories. unsatisfactory.
Exemplary grammar Grammar and spelling Grammar and spelling
and spelling. are superior. acceptable.
4 2 1
3
Reflections/ Reflection statements Reflection statements Reflection statements Reflection statements
Insights are profound and clear; are clear, but not are shallow; supported are unclear and shallow
supported by clearly supported by by experiences from and are not supported
experiences from the experiences from the the learning episodes. by experiences from the
learning episodes. learning episodes. learning episodes.
4 3 2 1
Learning Portfolio Portfolio is complete, Portfolio is complete, Portfolio is incomplete; Analysis questions
clear, well-organized clear, well-organized; supporting were not answered
and all supporting; most supporting documentations are
documentations are documentations are organized but are Grammar and spelling
located in sections available and logical lacking unsatisfactory
clearly designated and clearly marked
4 locations 1
3 2
Submission of Submitted before the Submitted on the Submitted a day after Submitted two days or
Learning Episode deadline deadline the deadline more after the deadline
4 3 2 1
COMMENT/S
Over-all Score 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 1.5 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 above Printed Name Date