FIELD STUDY 1

ASSESSMENT OF
LEARNING EPISODE

FS 1 13 LEARNING
(Summative Assessment)

SPARK Your Interest

Episode #12 dwelt on Assessment for Learning (formative assessment) and
Assessment as Learning (self-assessment). These refer to assessment that teachers do
while teaching and students’ assessing their own learning. Episode # 13 will be focused
on Assessment of Learning. When teachers have done everything they can to help
learners attain the intended learning outcome/s, teachers subject their students to
assessment for grading purposes. This is referred to as assessment of learning which is
also known as summative assessment.
Episode # 13 will be focused on 1) assessment of learning in the cognitive,
psychomotor and affective domains with the use of traditional and non-traditional
assessment tasks and tools, 2) assessment of learning outcomes in the different levels
of cognitive taxonomy; 3) construction of assessment items with content validity; 4)
Table of Specifications; 5) Portfolios, 6) Scoring Rubrics, 7) The K to 12 Grading System
and 8) Reporting Students’ Performance.
TARGET Your Intended Learning Outcomes
At the end of this Episode, I must be able to demonstrate understanding of the designs,
selection, organization and use of summative assessment strategies consistent with
curriculum requirements by being able to:
 Determine the alignment of assessment tools and tasks with intended learning
outcomes;
 Critique traditional and authentic assessment tools and tasks for learning in the
context of established guidelines on test construction;
 Evaluate non-traditional assessment tools including scoring rubrics;
 Examine different types of rubrics used and relate them to assessment of student
learning;
 Distinguish among the 3 types of learners’ portfolio;
 Evaluate a sample portfolio;
 Construct assessment questions for HOTS following Bloom’s Taxonomy as
revised by Anderson and Krathwohl and Kendall’s and Marzano’s taxonomy;
 Explain the function of a Table of Specifications;
 Distinguish among types of learners’ portfolio and their functions;
 Compute students’ grade based on DepEd’s grading policy;
 State the reason(s) why grades must be reported to parents; and
 Describe what must be done to make grade reporting meaningful.
OBSERVE, ANALYZE, REFLECT
Activity 13.1 Aligning Assessment Task with the Learning Outcome
Resource Teacher: _____________________________ Teacher’s Signature: ________
School: _____________________
Grade/Year Level: ______________ Subject Area: ____________ Date: ____________

TARGET Your Intended Learning Outcomes:

 Determine alignment of assessment task with learning outcome
 Formulate assessment task aligned with the learning outcome

REVISIT The Learning Essentials:

 In accordance with Outcome-Based Teaching-Learning, the learning outcome
determines assessment task.
 Therefore, the assessment task must necessarily be aligned to the learning
outcome.

OBSERVE (page 159)

 Observe at least 3 classes – 1 Physical or Biological Science or Math, English,
Filipino; 1 Social Science or Literature/Panitikan, EsP and 1 P.E / Computer
/EPP/ TLE.
Assessment Task Is the If not aligned,
(How did Teacher assessment improve on it.
Subjects Learning assess the tool/task
Outcome/s learning aligned to
outcome/s? the learning
Specify. outcome/s?
P.E/ EPP/ TLE To dance Written quiz – No Performance test
tango Enumerate the – Let students
steps of tango in dance tango.
order.

Social Science.
Literature/Panitikan.
EsP

Physical/Biological
Science/Math/
English/Filipino

ANALYZE (page 160)

1. Are all the assessment tasks aligned to the learning outcome?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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 (page 161)

 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?
LINK Theory to Practice (page 162-163)
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 the 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:
Is the testCan
itemplants manufacture
aligned youroutcome?
to the learning own food? Explain your answer.
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 C. Yes
B. Somewhat 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 item 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 almost any how.”
C. What is true in Nietzsche’s statement “He who has a why to live for can
bear with almost any how.”
D. Nietzsche was an atheist. Do you believe that he can give this statement
“He who has a why to live for can bear with almost any how.”
8. After teaching them the process of experimenting, Teacher J wanted his
students to be able set up an experiment to find an answer to a scientific
problem. Which will he ask his students to do?
A. Set up and experiment to find out if aerial plants can also live on land.
B. Can aerial plants also live on land? Research on experiments already
conducted. Present your finding in class.
C. Observe if aerial plants can survive when planted in soil. Note your
observations and present them in class.
D. Research on the answer to this scientific problem: Can aerial plants
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 has content validity?
Question
1. Identify the components of Physical Fitness under the skill-related
activities.
A. body composition C. flexibility
B. agility D. organic vigor
A. Yes, very much.
B. Yes, because it asks something about skill-related activities.
C. No.
D. No, adoptions have nothing to do with skill-related activities

Activity 13.2 Observing the Use of Traditional Assessment Tools

Resource Teacher: _____________________________ Teacher’s Signature: ________
School: _______________________________________
Grade/Year Level: ______________ Subject Area: ____________ Date: ____________

TARGET Your Intended Learning Outcome:

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

REVISIT the Learning Essentials

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

OBSERVE (page 164-166)

 Observe classes and pay particular attention to the assessment tool used by the
teacher.
 With teacher’s permission, secure a copy of the assessment tool.
Direction: Put a check (/) on the test which teacher used. From your teacher’s
test items, give an example.
Type of Put a Learning Outcome Sample Test Item of Comments (Is the
Traditional Check Assessment Resource Teacher assessment tool constructed
Assessment (/) in accordance with
Tool / Paper- Here established guidelines?)
and Pencil Test Explain your answer.
Selected Response Type
1. Alternate
response

2. Matching
Type

3. Multiple
Choice

4. Others

Type of Put a Learning Outcome Sample Test Item of Comments (Is the
Traditional check (/) Assessment Resource Teacher assessment tool
Assessment Tool / if constructed in accordance
Paper-and Pencil Resource with established
Test Teacher guidelines?) Explain your
used it. answer.
Constructed-Response Type
1. Completion

2. Short answer
type

3. Problem solving

4. Essay -
restricted

5. Essay-non-
restricted

6. Others

ANALYZE (page 167)

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

2. Based on your answers found in the Tables above in which type of

assessment tools and tasks were the Resource Teachers most skilled in test
construction? least skilled?
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. Can an essay or other written requirements, even if it is a written paper-and-
pencil test, be considered an authentic form of assessment? Explain your
answer.
________________________________________________________________
________________________________________________________________
________________________________________________________________

REFLECT (page 167)

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

LINK Theory to Practice (page 168)

Here is the learning outcome of this Activity: Critique traditional tools and tasks
for learning in the context of established guidelines on test construction.
1. Which assessment task is aligned to the learning outcome given above?
A. True-False test – An assessment task must be aligned to the learning
outcome.
B. Column 1 presents the learning outcomes. Column 2 has the assessment
tasks. Determine alignment of assessment with learning outcome.
C. Here are 5 test items. Evaluate them on the basis of established
guidelines in test construction.
D. Is an essay more reliable than a multiple choice test?
2. What’s WRONG with this TRUE-FALSE test item?
Filipinos are sociable but lazy.
A. Opinionated C. Very short
B. Not fit for a T-F test D. Sweeping
3. Is this test item in accordance with rules on test construction?
Write everything you learned from this course.
A. No C. Somewhat
B. Yes D. No, opinionated
4. In a matching type of test, which should be found in the first column?
A. Options C. Distracters
B. Premises D. Jokers
5. In a multiple choice type test, one option among 4 was not chosen by any
examinee. What is TRUE of that option?
A. Implausible C. Plausible
B. Realistic D. Unattractive
6. The students were at a loss as to what answer to give in a completion type of test
since there were so many blanks. Which is TRUE of the test item?
A. Too complex C. Over mutilated
B. Unattractive D. Implausible
Activity 13.3 Observing the Use of Non-traditional Assessment Tools and
Scoring Rubrics
Resource Teacher: _____________________________ Teacher’s Signature: ________
School: ______________________________________
Grade/Year Level: ______________ Subject Area: ____________ Date: ____________

TARGET Your Intended Learning Outcome

 Evaluate non-traditional assessment tools including scoring rubrics

REVISIT the Learning Essential

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

OBSERVE (page 169-170)

 Observe classes in at least 3 different subjects and pay particular attention to the
assessment tool used by the teacher.
 With teacher’s permission, secure a copy of the assessment tool.
 Study the assessment tool then accomplish Observation Sheet.
 Did your Resource Teacher explain the rubric to the students?
 Which type of rubric did the Resource Teacher use – analytic or holistic?
Authentic Learning Sample of Product/ How a product / Comment/s
Assessment/Non- Outcome Performance performance was (Is the
Traditional / Assessed Assessed assessed scoring
Alternative rubric
One example of a Describe how the constructed
product assessed. product/performanc according
(Put a photo of the e was assessed. to
product/documented Which was used standards?
performance in My analytic rubric or
Teaching Artifacts. holistic rubric?
INCLUDE THE INCLUDE THE
RUBRIC IN MY RUBRIC IN MY
TEACHING TEACHING
ARTIFACTS ARTIFACTS.
1. Product -
 2. Performance

ANALYZE (page 171-172)

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

REFLECT (page 172)

Are authentic assessment tools and tasks new? Reflect on your experiences of tests for
all the years as a student.
SHOW Your Learning Artifacts (page 173)
 Accomplished Observation Sheet
 Observations
 Reflection
 A photo of a product assessed and a documented performance test
 Samples of scoring rubrics used by Resource Teacher – one rubric to assess a
particular product and another rubric to assess a particular performance together
with your comment/s and improved version/s, if necessary.

LINK Theory to Practice (page 174)

1. To pinpoint which part of the lesson needs more explanation, which scoring
rubric can help?
I. Analytic
II. Holistic
A. I only C. II only
B. I and II 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
Resource Teacher: ______________________________ Teacher’s Signature: _______
School: _______________________________________
Grade/Year Level: ______________ Subject Area: ____________ Date: ____________

TARGET Your Intended Learning Outcomes:

 Evaluate a sample portfolio.
 Distinguish among the 3 types of portfolios.

DISCOVER the Learning Essential:

 A portfolio is a purposeful collection of selective significant samples of student
work accompanied by clear criteria for performance which prove student effort,
progress or achievement in a given area or course.
 A portfolio of student’s work is direct evidence of learning. But it is not a mere
collection of student’s work. The student’s reflection must accompany each
output or work.
 A portfolio is different from a work folder, which is simply a receptacle for all
work, with no purpose to the collection. A portfolio is an intentional collection of
work guided by learning objectives.
 Effective portfolio systems are characterized by a clear picture of the student
skills to be addressed, student involvement in selecting what goes into the
portfolio, use of criteria to define quality performance as a basis for
communication, and self-reflection through which students share what they think
and feel about their work, their learning and about themselves.
 There are several types of portfolio depending on purpose. They are: 1)
development or growth portfolio, 2) best work or showcase or display portfolio,
and 3) assessment/evaluation portfolio.

OBSERVE (page 175-176)

1. Ask your Resource Teacher for samples of portfolio, if any. If there are, select
one best portfolio from what you examined.
2. If none, research for a sample portfolio and include them in My Learning
Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/researched by
you, accomplish Observation Sheet #
4. Put a check in the right column.

What a Portfolio Includes

Elements of a Portfolio Present? Missing?
1. Clear objectives – The
objectives of the
lesson/unit/course are clear
which serve as 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 pieces –
The portfolio includes only the
selected significant materials.

5. Student’s reflection – There

is evidence that students
reflected on their learning.

6. Evidence of student
participation in selection of
content of portfolio – There is
proof that students took part in
the selection of the content of
the portfolio.

ANALYZE (page 176-177)

1. With OBE in mind, which should be the basis for the selection of pieces of evidence
to show that what the student was supposed to learn was learned?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. Scrutinize the elements of this portfolio. Based on the parts, under which type of
portfolio does this fall?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Elements of a ___________ Portfolio (Which type of portfolio?)

1. Cover Letter – “About the Author” and “What My Portfolio Shows About My
Progress as a Learner”
2. Table of Contents with numbered pages
3. Entries-both core (required items) and optional items (chosen by students).
4. Dates on all entries to facilitate proof of growth over time.
5. Drafts of aural/oral and written products and revised revisions, i.e. (first drafts and
corrected/revised versions.)
6. Student’s Reflections
3. Where and when does the teacher make use of each of the 3 types of portfolio?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

REFLECT (page 177)

Have portfolio made the learning assessment process more inconvenient? Is the
effort exerted on portfolio assessment commensurate to the improvement of learning
and development of learners’ metacognitive process that result from the use of portfolio?
SHOW Your Learning Artifacts (page 178)
 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 Performance Task (page 145)

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 context of established guidelines on test construction; • evaluate non-traditional
assessment tools including scoring rubrics; • evaluate a sample portfolio; • distinguish among the 3 types of portfolio; • construct
assessment questions for HOTS following Bloom’s Taxonomy as revised by Anderson and Krathwohl and Kendall’s and Marzano’s
taxonomy; • explain the function of a Table of Specifications; • distinguish among types of learners’ portfolios and their functions; • 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: _______________
Year & Section: Course:
Learning Excellent Very Satisfactory Satisfactory Needs Improvement
Episode 4 3 2 1
Accomplishe All observation One (1) to two (2) Three (3) observation Four (4) or more
d Observation questions/tasks observation questions/tasks not observation
Sheet completely answered/ questions/tasks not answered/ questions/tasks not
accomplished. answered/ accomplished. answered/
accomplished. accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with answers are clearly answers are not clearly were not answered;
depth and are connected to connected to theories; answers not connected
thoroughly grounded theories; grammar one (1) to three (3) to theories; more than
on theories; grammar and spelling are free grammatical/spelling four (4)
and spelling are free from errors. errors. grammatical/spelling
from error. errors.
Reflection Profound and clear; Clears but lacks Not so clear and Unclear and shallow;
supported by what depth; supported by shallow; somewhat rarely supported by
were observed and what were observed supported by what what were observed
analyzed. and analyzed were observed and and analyzed
analyzed
Learning Portfolio is reflected Portfolio is reflected Portfolio is not Portfolio is not reflected
Artifacts on in the context of on in the context of reflected on in the on in the context of the
the learning the learning context of the learning learning outcomes; not
outcomes; Complete, outcomes. Complete; outcomes. Complete; complete; not
well-organized, highly well-organized, very not organized, relevant organized, not relevant
relevant to the relevant to the to the learning
learning outcome. learning outcome outcome
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days
deadline deadline the deadline or more after the
deadline

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
Grad 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e
99 96 93 90 87 84 81 78 75 72 71-below

________________________________________ _________________
 Signature of FS Teacher above Printed Name Date

LINK Theory to Practice (page 180)

1. A portfolio is synonymous to a folder of files. Is this CORRECT?

A. No C. Yes
B. Somewhat D. Sometimes

2. Which is an essential part of a portfolio?

A. Student’s reflection on his portfolio

B. Display portfolio for everyone to see student development
C. Artistic design to show student’s artistic talent
D. Student’s self-rating

3. I need to prove that I have fully developed the skill at writing a research report.
Which type of portfolio is MOST APPROPRIATE?

A. Showcase portfolio C. Development portfolio

B. Assessment 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 concerns?

A. Showcase portfolio C. Assessment portfolio

B. Development portfolio D. Process portfolio
Activity 13.5 Determining the Level of Teacher’s Questions
Resource Teacher: _____________________________ Teacher’s Signature: ________
School: ______________________________________
Grade/Year Level: ______________ Subject Area: ____________ Date: ____________

TARGET Your Intended Learning Outcome

 Construct assessment questions to measure HOTS following Bloom’s and
Anderson’s revised taxonomy and Kendall’s and Marzano’s taxonomy.

REVISIT the
Learning
Essentials
Table: 1.4 Example of
Cognitive
Activities
OBSERVE (page 184)
1. Observe a teacher in the classroom.
2. Note his/her questions both oral and written.
3. Score him/her according to the level of questions that he/she asks from
remembering to creating and metacognition and self-system thinking. You may
also refer to written test for samples of questions in the various levels.
4. Make tally, then get the total. Use Table 1 and Table 2 separately.
Table 1. Number of Questions per Level
Cognitive Processes Cognitive Processes Tally of Assessment Total
(Bloom as revised by (and Kendall and Tasks / Questions
Anderson and Rank Marzano)
Krathwohl) Rank
Self-system Thinking 6

Creating 6-
Highest

Evaluating 5

Analyzing / An 4 Analysis 3 /

Applying 3 Knowledge 4
Utilization

Understanding / 2 Comprehension 2 /
 Remembering / 1- Retrieval 1 //// - Example 4
Lowest

Table 2. Examples of Assessment Questions / Assessment Tasks

Tally and Total Score Tally and Total Score Example of Assessment Rank
of Cognitive of Cognitive Tasks / Questions Given Based
Processes (Bloom as Rank Processes (and Rank by Resource Teacher on Use
revised by Anderson Kendall and Marzano)
and Krathwohl)
Self-system Thinking 6- e.g. Teacher asked
Highest students: Why is the
lesson important to you?
Metacognition 5

Example:
Creating = I

Evaluating = I

Analyzing / An= II Analysis 3

Applying = III Knowledge 4

Utilization

Understanding = II Comprehension 2

Remembering = IIII Retrieval 1-

Lowest

Rank Rank

ANALYZE (page 186)

1. Which cognitive skill had the highest number of assessment questions? Lowest
number?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. What do these (lowest and highest number of assessment questions) reveal about
Resource Teacher’s level of questions?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive skills?
Give an example of an assessment question for each of the two highest cognitive
skills-metacognitive skills and self-system thinking.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

REFLECT (page 186)

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 Performance Task (page 187)
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 context of established guidelines on test construction; • evaluate non-traditional
assessment tools including scoring rubrics; • evaluate a sample portfolio; • distinguish among the 3 types of portfolio; • construct
assessment questions for HOTS following Bloom’s Taxonomy as revised by Anderson and Krathwohl and Kendall’s and Marzano’s
taxonomy; • explain the function of a Table of Specifications; • distinguish among types of learners’ portfolios and their functions; • 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: ___________
Year & Section: Course:
Learning Excellent Very Satisfactory Satisfactory Needs Improvement
Episode 4 3 2 1
Accomplishe All observation One (1) to two (2) Three (3) observation Four (4) or more
d Observation questions/tasks observation questions/tasks not observation
Sheet completely questions/tasks not answered/ questions/tasks not
answered/ answered/ accomplished. answered/ accomplished.
accomplished. accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered answered completely; answered completely; observation questions
completely; answers answers are clearly answers are not were not answered;
are with depth and connected to clearly connected to answers not connected to
are thoroughly theories; grammar theories; one (1) to theories; more than four
grounded on and spelling are free three (3) (4) grammatical/spelling
theories; grammar from errors. grammatical/spelling errors.
and spelling are free errors.
from error.
Reflection Profound and clear; Clears but lacks Not so clear and Unclear and shallow;
supported by what depth; supported by shallow; somewhat rarely supported by what
were observed and what were observed supported by what were observed and
analyzed. and analyzed were observed and analyzed
analyzed
Learning Portfolio is reflected Portfolio is reflected Portfolio is not Portfolio is not reflected
Artifacts on in the context of on in the context of reflected on in the on in the context of the
the learning the learning context of the learning outcomes; not
outcomes; outcomes. Complete; learning outcomes. complete; not organized,
Complete, well- well-organized, very Complete; not not relevant
organized, highly relevant to the organized, relevant to
relevant to the learning outcome the learning outcome
learning outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days or
deadline deadline the deadline more after the deadline

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
Grad 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e
99 96 93 90 87 84 81 78 75 72 71-below
________________________________________ _________________
Signature of FS Teacher above Printed Name Date

LINK Theory to Practice (page 188)

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 C. Self-system thinking
B. Analyzing D. Evaluating
3. Which one demonstrates self-system thinking?
A. Ask the question “What has this lesson to do with me?”
B. Critic your thinking process.
C. Come up with a solution to the given problem.
D. Relate your present lesson to past lessons.
4. Paraphrase the first stanza of Rizal’s “My Last Farewell” calls for ____________>
A. analyzing
B. understanding
C. evaluating
D. applying
5. How would you rate students’ ability to reason out logically is a question to test
students’ ability to __________.
A. engage in metacognition
B. analyze
C. do self-system thinking
D. evaluate

Activity 13.6 Analyzing a Table of Specifications

Resource Teacher: _____________________________ Teacher’s Signature: ________
School: ______________________________________
Grade/Year Level: ______________ Subject Area: ____________ Date: ____________

TARGET Your Intended Learning Outcome

 Explain the function of a Table of Specifications

REVISIT the Learning Essentials

 A Table of Specification (TOS) is a two-way chart which describes the topics to
be covered by a test and the number of items or points which will be associated
with each topic.
 Sometimes the type of items are described in terms of cognitive level as well.

1. Study the sample of Table of Specifications on Assessment

Cognitive Level Total
Learning Outcome No. of Class Hours
Rem Un Ap An Ev Cr
1.
2.
3.
4.
 5.
6.
TOTAL

ANALYZE (page 190)

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?

5. Complete the given TOS.

REFLECT (page 191)

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

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

tanong sa tinuro, wala! (Where did Teacher get her test? Not one of what she taught
came out!)
Student B: Oo mga! Nakakaiinis! (You are right! How annoying!”)

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

SHOW Your Learning Artifacts (page 191)

 Accomplished Observation Sheet
  Analysis
 Reflection
 Completed Sample TOS
LINK Theory to Practice (page 192)
1. In Teacher R’s Table of Specifications (TOS), 60 percent of the 1 st 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 C. reasonable length of a test
B. predictive validity 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 C. Not always
B. Sometimes true 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 C. False
B. Yes D. Sometimes true, sometimes false
5. The following are found in a TOS EXCEPT __________.
A. Teaching-learning activities
B. Number of hours devoted to a topic
C. Cognitive level of test item
D. Number of test items
6.
“It’s just not fair. I studied everything we discussed in class about the Philippines
and the things she made a big deal about, like comparing the Philippines
And to think all she asked was ‘What’s the capital of Singapore?

What does the conversation imply about the kind of test they took?
A. Lacks content validity
B. Has content validity
C. Lacks reliability
D. Lacks construct validity

Activity 13.7 Computing Student’s Grades based on DepEd Grading

System
Resource Teacher: _____________________________ Teacher’s Signature: ________
School: ______________________________________
Grade/Year Level: ______________ Subject Area: ____________ Date: ____________

TARGET Your Intended Learning Outcomes

 Compute student’s grade based on DepEd’s grading policy
 State the new features of the latest grading system in basic education

REVISIT the Learning Essentials:

  With the implementation of the Enhanced Basic Education Program of 2013,
more popularly known as the K to 12 Curriculum, came a new grading system of
the Department of Education. Refer to Appendix A for more details.
 The latest grading system in basic education includes student’s performance in
written tests and performance tasks, with emphasis on the latter. The quarterly
exam may be a combination of written test and performance taks.

OBSERVE (page 193)

A. Sample Students’ Report Card
1. Secure a sample of a Students’ Report Card from your Resource Teacher.
2. Study a sample of an unused Student’s Report Card. Observe its contents.
3. Ask permission from your Resource Teacher for an interview with him/her
and with a group 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
Read DepEd Order # 8, s. 2015. You may refer to Appendix A.
Based on DepEd Order # 8, s. 2015, answer the following:
1. What are the bases for grading?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. How do you compute grades per quarter for Grades 1 to 10 and Grades
11 to 12. Give an example.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. How do you compute grades at the end of the school year?
 _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
4. What descriptors and grading scale are used in reporting progress of
learners?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
5. What are the bases for learners’ promotion and retention at the end of the
school year?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
6. What is the report on learners’ observed values?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
E. Grade Computation
Show sample computations of a grade:
 in a subject of your choice from Grades 1 to 6 (if you are a future
elementary teacher)
 in your specialization if you are a high school teacher)
 Show the percentage contributions of written work, performance tasks
and quarterly assessment. Then give the descriptor. Refer to DepEd
Order # 8, s. 2015.

ANALYZE (page 196)

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 favor the distribution of percentages of written work, performance tasks
and quarterly assessment?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. Did you like the experience of computing grades? Why or why not?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

REFLECT (page 196)

 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 Performance Task (page 197)

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 context of established guidelines on test construction; • evaluate non-traditional
assessment tools including scoring rubrics; • evaluate a sample portfolio; • distinguish among the 3 types of portfolio; • construct
assessment questions for HOTS following Bloom’s Taxonomy as revised by Anderson and Krathwohl and Kendall’s and Marzano’s
taxonomy; • explain the function of a Table of Specifications; • distinguish among types of learners’ portfolios and their functions; • 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: _______________
Year & Section: Course:
Learning Excellent Very Satisfactory Satisfactory Needs Improvement
Episode 4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation questions/tasks observation questions/tasks not observation
Sheet completely questions/tasks not answered/ questions/tasks not
answered/ answered/ accomplished. answered/
accomplished. accomplished. accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered answered completely; answered completely; observation questions
completely; answers are clearly answers are not were not answered;
answers are with connected to theories; clearly connected to answers not connected
depth and are grammar and spelling theories; one (1) to to theories; more than
thoroughly are free from errors. three (3) four (4)
grounded on grammatical/spelling grammatical/spelling
theories; grammar errors. errors.
and spelling are
free from error.
Reflection Profound and clear; Clears but lacks depth; Not so clear and Unclear and shallow;
supported by what supported by what shallow; somewhat rarely supported by
were observed and were observed and supported by what what were observed
analyzed. analyzed were observed and and analyzed
analyzed
Learning Portfolio is Portfolio is reflected on Portfolio is not Portfolio is not reflected
Artifacts reflected on in the in the context of the reflected on in the on in the context of the
context of the learning outcomes. context of the learning outcomes; not
learning outcomes; Complete; well- learning outcomes. complete; not
Complete, well- organized, very Complete; not organized, not relevant
organized, highly relevant to the learning organized, relevant to
relevant to the outcome the learning outcome
learning outcome.
Submission Submitted before Submitted on the Submitted a day after Submitted two (2) days
the deadline deadline the deadline or more after the
deadline

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
Grad 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e
99 96 93 90 87 84 81 78 75 72 71-below
________________________________________ _________________
Signature of FS Teacher above Printed Name Date

LINK Theory to Practice (page 198-199)

1. Which is the percentage contribution of quarterly assessment to the grade of the student from
Grades 1 to 10?
A. 15% B. 20 % C. 25% D. 30%
2. Does quarterly assessment have the same percentage weights for all the subjects, for all the
tracks in Grades 11-12?
A. Yes C. Yes, only for the academic track
B. No D. It depends on schools.
3. Which is the percentage contribution of written work to the grade Grade1-10 student in
Science and Math?
A. 50% B. 20% C. 40% D. 30%
4. In MAPEH and TLE, which contribute/s heaviest to the student grade?
A. Performance tasks 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 C. Very Satisfactory
B. Fairly Satisfactory D. Did not meet expectations
7. I get a grade of 90. What is its descriptor?
A. Very Satisfactory C. Very Satisfactory
B. Beginning D. Did not meet expectations
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 all subjects for the 2 semesters
D. Get the average of the grades of all subjects for the 4 semesters.
11. Which is/are TRUE of MAPEH when it comes to grade computation?
I. The quarterly grade is the average of the quarterly grades in the four areas – Music,
Arts, Physical Education and Health (MAPEH)
II. Individual grades are given to each area (MAPEH)
III. There is one grade for Music and Arts, PE and Health because they are 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 B. II and III C. I and III D. I, II and III
14. Who is retained in the same grade level for Grades 1 to 10? Any students who did not meet
expectations ____________.
A. in three or more learning areas
B. in 2 learning areas
C. in four learning areas
D. as shown in the general average
15. What happens when a student in Grade 1 to 10 did not meet expectations in two learning
areas?
A. Retained in the same grade level
B. Promoted to the next grade level after passing remedial classes for learning
areas with failing mark
C. Promoted in the next grade level but has back subjects in the lower grade level
D. Is not accepted for enrollment in the school
Activity 13.8 Reporting Students’ Performance
Resource Teacher: _____________________________ Teacher’s Signature: ________
School: ______________________________________
Grade/Year Level: ______________ Subject Area: ____________ Date: ____________

TARGET Your Intended Learning Outcomes:

 State the reason(s) why grades must be reported to parents
 Describe what must be done to make grade reporting meaningful

REVISIT the Learning Essentials

 Grades fulfill their function if reported meaningfully to students and most of all to
parents, our partners in the education of children.
 Grades are a measure of achievement, not necessarily IQ. A student may have
high IQ but not necessarily achieving or performing because of lack of motivation
or other factors.

OBSERVE (page 200)

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 the 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?

ANALYZE (page 202)

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

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

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

REFLECT (page 202)

1. Grades are often a source of misunderstanding. How should I do reporting so
that it will result to effective learning?
EVALUATE Performance Task (page 203)
Evaluate Your Work Task Field Study 1, Episode 13 – Assessment OF Learning (Summative
Assessment)
Learning Outcomes: • determine the alignment of assessment tools and tasks with intended learning outcomes; •critique traditional and
authentic assessment tools and tasks for learning in the context of established guidelines on test construction; • evaluate non-traditional
assessment tools including scoring rubrics; evaluate a sample portfolio; • distinguish among the 3 types of portfolio; •construct assessment
questions for HOTS following Bloom’s Taxonomy as revised by Anderson and Krathwohl and Kendall’s and Marzano’s taxonomy; explain
the function of a Table of Specifications; • distinguish among types of learners’ portfolios and their functions; • examine different types of
rubrics used and relate them to assessment of student learning; • compute student’s 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:
_____________
Year & Section: Course:
Learning Excellent Very Satisfactory Satisfactory Needs Improvement
Episode 4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation questions/tasks observation questions/tasks not observation
Sheet completely questions/tasks not answered/ questions/tasks not
answered/ answered/ accomplished. answered/
accomplished. accomplished. accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered answered completely; answered completely; observation questions
completely; answers are clearly answers are not were not answered;
answers are with connected to theories; clearly connected to answers not connected
depth and are grammar and spelling theories; one (1) to to theories; more than
thoroughly are free from errors. three (3) four (4)
grounded on grammatical/spelling grammatical/spelling
theories; grammar errors. errors.
and spelling are
free from error.
Reflection Profound and clear; Clears but lacks depth; Not so clear and Unclear and shallow;
supported by what supported by what shallow; somewhat rarely supported by
were observed and were observed and supported by what what were observed
analyzed. analyzed were observed and and analyzed
analyzed
Learning Portfolio is Portfolio is reflected on Portfolio is not Portfolio is not reflected
Artifacts reflected on in the in the context of the reflected on in the on in the context of the
context of the learning outcomes. context of the learning outcomes; not
learning outcomes; Complete; well- learning outcomes. complete; not
Complete, well- organized, very Complete; not organized, not relevant
organized, highly relevant to the learning organized, relevant to
relevant to the outcome the learning outcome
learning outcome.
Submission Submitted before Submitted on the Submitted a day after Submitted two (2) days
the deadline deadline the deadline or more after the
deadline

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
Grad 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e
99 96 93 90 87 84 81 78 75 72 71-below

________________________________________ _________________
Signature of FS Teacher above Printed Name Date

LINK Theory to Practice (page 204)

1. Why must grades be reported to parents?
I. Promote on going 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 C. II only
B. I and III D. I, II, and III
2. What must be done to make grade reporting meaningful?
I. Promote on going 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 C. II only
B. I and III D. I, II, and III
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 C. I, II, and III
B. II only 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