FS 5 Field Study

LEARNING
ASSESSMENT
STRATEGIES
Episode 4: ASSESSING LEARNING in DIFFERENT LEVELS

FS 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 Intended Learning Outcome

At the end of the Episode, I will be able to:

• Classify the level of learning outcomes based on
Bloom’s, Kendall and Marzano’s taxonomy.
• Determine if the assessment tools/tasks are aligned to the
level of the learning outcomes.

My Performance Criteria

I will be rated along the following:

 Quality of my observations and documentation,
 Completeness and depth of analysis,
 Depth and clarity of classroom observation – based
reflection,
 Completeness, organization, clarity of portfolio and
  Time of submission of portfolio.

My Learning Essentials

The following are the principles that should guide you in the conduct of
assessment.

The outcomes of the K to 12 Curriculum are spelled out in terms of standards and
competencies.

The content standards state what the learners should know and be able to do after the
teaching-learning process. The performance standards are what the learners are able to do
with what they know.

DepEd Oder No. 8 s. 2015 states:

“Performance standards answer the following questions:

1.What learners can know?
2. How well must learners do their work?
3. How well do learners use their learning or understanding in different situations?
4. How do learners apply their learning or understanding in real-life context?
5. What tools and measures should learners use to demonstrate what they know?”

(Source: DepEd Order No. 5, s. 2015)

These standards are made more specific in the competencies. Competencies are the
specific knowledge, skills, values and attitudes that learners are supposed to demonstrate after
a teaching-learning process.

The K to 12 Curriculum is said to prepare the learner for the 21 st century. The K to 12
learner is expected to acquire the 21st Century skills – life and career skills, information, media
and technology skills and learning and innovation skills. Learning and innovation skills include
critical thinking, communication skills, collaboration skills, and creativity.

To prepare the learner for the 21st century, then the teaching and learning process in
the K to 12 curriculum ought to go beyond simple recall and comprehension. It should reach
the level of applying, analyzing evaluating and synthesizing which are basic to the development
of 21st Century skills.
 Bloom’s revised taxonomy shows the six (6) levels of learning in the cognitive domain.

Creating
Generating new ideas, products, or ways of viewing things
Designing, Constructing, planning, producing, inventing

Evaluating
Justifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging

Analysis
Breaking information into parts to explore understanding and relationships
Comparing, organising, deconstructing, interrogating, finding

Applying
Using information in another familiar situation
Implementing carrying out, using, executing

Understanding
Explaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explaining

Remembering
Recalling Information
Recognizing listing, describing, retrieving, naming, finding

Figure 6. Revised Bloom’s Taxonomy

Source: http://inte.ed.qut.edu.au/oz-teachernet/training/bloom.html

Kendall and Marzano present 6 levels through which the 3 domains of knowledge are
processed..

Psychomotor Procedures

Level 6:
Mental Procedures

Self-system
Level 5:
Metacognitive System
Information

Level 4:
Knowledge Utilization (Cognitive System)
Level 3:
Analysis (Cognitive System)
Level 2:
Comprehension (Cognitive System)
Level 1:
Retrieval (Cognitive System)

Figure 7. Kendall’s and Marzano’s New Taxonomy

Source: Marzano, R.J. and J.S. Kendall. The New Taxonomy of Education objectives (2nd ed.)
 Source: http://www.gcssk12.net/fullpanel/uploads/files/revised-blooms-chart.pdf

The New Taxonomy (Marzano and Kendall, 2007)

Level of Difficulty Process Useful Verbs, Phrases, Definitions
6 Examining The student can analyze how important specific knowledge is to them.
Self System Thinking Importance
Examining Thestudent can examine how much they beleive they can improve their
Efficacy understanding of specific knowledge
Examining The student can identify emotional responses associated with a pice of knoweldege
Emotional and determine why those association exist.
Response
Examining The student can examine their own motivation to improve their understanding or
Motivation comptence in specific knowledge.
5 Specifying Guide The student can set specific goals relative to knowledge and develop a plan for
Metacognition accomplishing the goal.
Process The student can self-monitor the process of achieving a goal.
Monitoring
Monitoring The student can determine how well they understand knowledge.
Clarity
Monitoring The student can determine how accurate their understanding of knowledge is and
Accuracy defend their judgement.
4 Investigating Investigate; research; find out about; take a position on; what are the differing
Knowledge features of; how & why did this happen; what would have happened if
Utilization The student generates a hypothesis and uses the assertions and opinions of others to
test the hypothesis.
Experimenting Experiment; generate and test; test the idea that; what would happen if; how woulg
you test that; how would you determine if; how can this be explained; based on the
experiment, what can be predicted
The student generates and tests a hypothesis by conducting an experiment and
colelcting data.
Problem-Solving Solve, how would you overcome; adapt; develop a strategy to; figure out a way to:
how will you research your goal under these conditions
The student can accomplish a goal for which obstacles exist.
Decision-Making Decides; select the best among the following alternatives; which among the
following would be the best; what is the best; which of these is most suitable
The student can select among alternatives that initially appear to be equal and
defend their choice.
Cognitive SystemComplexity

3 Specifying Make and defend; predict; judge; deduce; what would have to happen; develop an
Analysis argument for; under what conditions.
The student can make and defend predictions about what might happen.
Generalizing What conclusions can be drawn; what inferences cna be made; create a principle,
generalization or rule; trace the development of; from conclusions
The student can infer new generalizations form known knowledge.
Analyzing Errors Identify errors or problems; identifying issues or misunderstandings; assess;
critique; diagnose; evaluate; edit; revise
The student can identify and explain logical or factual errors in knowledge.
Classifying Classify; organize; sort; identify a broader category; identify different types /
categories
The student can identify super ordinate and subordinate categories to which
information belongs.
Matching Categorize; compare & contrast; differentiate; discriminate; distinguish; sort; create
an analogy or methapor
The student can identify similarities and differences in knowledge.
2 Symbolizing Symbolize; depict; represent; illustrate; draw; show; use models; diagram chart
Comprehension The student can depict critical aspects of knowledge in a particular of symbolic
form.
Integrating Describe how or why; describe the key parts of; describe the effects; describe the
relationship between; explain ways in which; paraphrase; summarize
The student can identify the critical or essential elements of knowledge
1 Executing Use; demonstrate; show; make; complete; draft
Retrieval The student can perform procedures without significant errors.
Recalling Exemplify; name; list; label; state; describe; who; what; where; when
The student can produce information on demand.
Recognizing Recognize (from a list); select from (a lis); identify (from a list); determine if the
following statements are true
The student can determine whether provided information is accurate, inaccurate or
unknown.
 My Map

Observe one class from each of the different subject groups: 1) Grammar class in

1.
Filipino, English, Mother Tongue, Math, Science – Cognitive; 2) Edukasyon sa
Pagpapakatao, English Literature / Panitikan; - Affective 3) EPP or Technology and
Livelihood Education, Physical Education, Music and Arts, Computer class-
Psychomotor.

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

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

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

Identify examples of the different levels of learning outcomes drawn from the
5. teacher’s lesson plans.

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

7. Analyze my observations with the use of guide questions.

8. Reflect on my observations and analysis.

9. Answer the LET-like test items.

10. Come up with my portfolio.

 My Learning Activities

I will observe two classes, record my

observations with the use of an Observation Sheet.

OBSERVATION SHEET # 2.1

Resource Teacher:
School:
Grade/Year Level:
Subject Area:
Date:

Which of the following principles were observed by the Resource

Teacher?

Principles of Assessment Observations (Describe observed behaviors of

the Resource Teacher that is/are aligned to
each principle).
1. Make use of varied for assessment data- Which assessment tools and Resource Teacher
gathering and multiple sources of use?
assessment data. It is not pedagogically 
sound to rely on just one source of data
gathered by only one assessment tool.
Consider multiple intelligences and
learning styles.
2. Learners must be given feedback about Give examples of comments of teacher on
their performance. Feedback must be students work / answer.
specific. “Good work!” is positive
feedback and is welcome but actually is 
not a very good feedback since it is not
specific. A more specific better feedback
is “You observed rules on subject-verb
agreement and variety of sentences.
 Three of your commas were misplaced.”
3. Assessment should be on real-world How was this demonstrated?
application and not on out-of-context 
drills.
4. Emphasize on the assessment of higher- How was this done?
order thinking. 

5. Emphasize on self-assessment. Were students given the opportunity to do self-

(Assessment as learning) assessment?


My Analysis
 1. What is the counterpart of Bloom’s recalling in Kendall’s and Marzano’s and DepEd’s
KPUP?

2. Are the levels of learning or processing of what is learned in Bloom’s, Kendall’s and
Marzano’s similar or entirely different? Diagram.

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

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

My Reflections/Insights

My Reflections

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

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

1. Emphasize on self-assessment. Teacher Lyn applies this principle by _________.

A. Making her students check theor own paper.

B. Motivating her students to set their personal learning goals and track their
progress against that goal.
C. Prepaing her students for higher-order thinking questions.
D. Requiring them scoring rubric as project.

2. Assessment should be on real-world application and not on out-of-context drills. To

apply this principle, what should Teacher Nancy do?-

A. Assess students’ English oral communication skills in a graduation program

simulation where each student has a speaking assignment.
B. Gives a 20-point quiz asking students to determine whether or not the sound
of “a” is long or short.
C. Gives studetns a matching type of test on vocabulary.
D. Gives a 10-item quiz on adding dissimilar fractions which is the weakness of
students

3. If you emphasize a assessing higher-order thinking skills, which should you do?

A. Avoid paper-and-pencil test.

B. Give studnets problem to solve.
C. Give oral examinations.
D. Do less formative assessment.

4. On which should a teacher base his/her assessment?

A. Learning outcome C. Developmental stage of learners

B. Learning content D. Learning resources

5. In Outcome-Based Education or Outcomes-Based Teaching-Learning the assessment

task should match with the ____.

A. Learning resources C. learning oucome

 B. references D. content

6. “Very good. Your are doing very well, Johann!”, says Teacher Jona. Teacher was
referring to Johann’s word problem-solving skills. It is accordance with giving specific
feedback?

A. Yes. C. Very much, the feedback is clear

enough.
B. No. D. No, it is exaggerated.

7. Teacher Annie explains to her class: “Each one is expected to spell 10 words out of
ten words correctly. This is a mastery test”. I Teacher Annie’s behavior in keeping
with thr principle to set acceptable standards og success?

A. No, the standard she set is too high.

B. No, she is not setting the standards. She is just explaining the meaning of a
mastery test.
C. Yes, it is. The standard is clear
D. Yes, she sees to it that every studetn agrees.

8. Teacher Jovelyn considers the multi-choice type of test the best among the written
types of test, so for assessment of learning she uses only multiple choice type of test.
Is this in accordance with the principle of assessment?

A. Yes, well-formulated multiple choice tests measure HOTS.

B. Yes, for as long as the multiple choice tests measure low and high level
thinking skills.
C. No, she has only one source of data.
D. No, she should make use of varied tools for assessment data-gathering.

9. A professor does not give quiz at all. The students’ grades are based only on the
summative assessment results. Does he vioolate an assessment principle?

A. No, that is academic freedom.

B. No, he assesses learning and gives grades anyway.
C. Yes, assessment data to be reliable should come from multiple sources.
D. Yes, he does not consider multiple intelligence and learning styles
 My Learning Portfolio

1. Assessment should be on real-world application and not on out-of-context drill. Research on

GRASP of G. Wiggins and JayMctighe. Construct a real-world performance assessment task.
2. Research on how to assess high-order thinking skills. Give 2 examples
of test items that measure applying and analyzing.
3.Here is an intended learning outcome: “the student must be able to apply the basic assessment
principles in the teaching-learning process.”
Assess the attainment of that objective learning outcome by way of 2 multiple choice test
items.
 My Learning Rubric
Field Study 5, Episode 4– ASSESSING LEARNING in DIFFERENT LEVELS

Name of the Student: _________________________Date Submitted: __________

Year and Section : ___ Course: ______________________________________________

EXEMPLARY SUPERIOR SATISFACTORY NEEDS IMPROVEMENT

LEARNING EPISODES
4 3 2 1
Fewer than half of tasks were
done; or most objectives were
All task were done with met but need improvement
LEARNING ACTIVITIES outstanding quality; work All or nearly all tasks were Nearly all tasks were done 1
exceeds expectations done with high quality with acceptable quality
4 3 2
All questions were answered Analysis questions were Analysis questions were Analysis questions were not
completely; in depth answers; answered completely. not answered completely answered
thoroughly grounded on Clear connections with Vaguely related to the Grammar and spelling
ANALYSIS OF THE
theories, Exemplary grammar theories theories unsatisfactory
LEARNING EPISODES
and spelling Grammar and spelling are Grammar and spelling
superior acceptable 1
4 3 2
Reflection statements are Reflection statements are Reflection statements are Reflection statements are unclear
profound and clear; clear; but not clearly shallow; supported by and shallow and are not
REFLECTIONS/ supported by experiences supported by experiences experience from the supported by experiences from
INSIGHTS from the learning episode from the learning episodes learning episodes the learning episodes
4 3 2 1
Portfolio is complete, clear, Portfolio is complete, clear, Portfolio is incomplete; Analysis questions were not
well-organized and all well-organize most supporting documentations answered
supporting documentations supporting documentations are organized but are Grammar and spelling
LEARNING PORTFOLIO are located in sections clearly are available and logical lacking unsatisfactory
designated and clearly marked 1
4 locations 2
3
Submitted before the Submitted on the deadline Submitted a day after the Submitted two days or more after
SUBMISSION OF deadline 3 deadline the deadline
LEARNING EPISODES 4 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
Date: _________________