MIDTERM EXAMINATIONS IN ASSESSMENT OF LEARNING

Bloom's taxonomy is a powerful tool to help develop learning objectives because it explains the process of learning: Before you
can understand a concept, you must remember it. To apply a concept, you must first understand it. In order to evaluate a process,
you must have analyzed it.

Instructions:

1. Think about what Learning activities would best address the different levels of Blooms Taxonomy and set your students up for
developing them to become 21st Century Learners. For example, would you like students to answer questions with a peer, or
on their own?

2. Choose a specific Subject area and grade level for you to work with.

Subject Area: _____________________

Grade Level: ______________________

3. Complete the template below based on the above example. Save this file in a PDF format using a filename format
Surname_Course-Section_MidtermExam.pdf (e.g. Ramilo_BSE3A_MidtermExam.pdf) and then submit it as an
attachment in the Link Provided.
4. Submission is until October 17, 2023 , 11:59PM

H
Actions Outcome/Product Learning Activities (quizzes, exams, in- and out-of-class
i
activities)
g
Brainstorm
h Creating Constructing Advertisement
Decision making tasks
e Designing Film
Develop and describe new solutions or plans
r Putting together ideas or Devising Media product
Performances
- elements to develop an Inventing New game
Presentation
o original idea or engage in Making Painting
Research projects
r creative thinking Planning Plan
Written assignment
d Producing Portfolio
e Project
r Song
t Story
 h Debates
Evaluating Checking Conclusion
i Compare and contrast with charts, tables Venn diagrams.
Critiquing Debate
n Concept map
Judging the value of ideas, Detecting Evaluation
k Journal
materials and methods by Experimenting Investigation
i Pros and cons list
developing and applying Hypothesizing Panel
n Mind map
standards and criteria Judging Persuasive
g Review paper
Monitoring speech
Testing Quiz/Test
Report
Portfolio
Verdict
Case studies
Analyzing Attributing Abstract
Debates
Comparing Chart
Discussion
Breaking information down Deconstructing Checklist
Flowchart
into its component Integrating Database
Graph
elements Organizing Graph
Group investigation
Outlining Mobile
Mind map
Structuring Outline
Questionnaire
Quiz/Test
Report/survey
Report
Think pair share
Spreadsheet
Survey

L
Actions Outcome/Product Learning Activities (quizzes, exams, in- and out-of-class
o
activities)
w
Calculate
e Applying Carrying out Demonstration
Case studies
r Executing Diary
Concept map
sing - Implementing Illustration
Creating examples
o Using Interview
Demonstration
r Journal
Flipped classrooms
d Performance
Gallery walk
e Presentation
Gamification
r Quiz/Test
Group work
t Sculpture
Lab experiences
h Simulation
Map
i
Prezi
n Lightboard
Understanding Classifying Collection
k Mind map
Comparing Example
i Matrix activity
Understanding of given Exemplifying Explanation
n Play sketches
information Explaining Label
g Summarize
Inferring List
Think pair share
Interpreting Outline
Paraphrasing Quiz/Test
Summarizing Recitation
Show and tell
Summary
Flashcards
Remembering Describing Definition
Highlight key words
Finding Fact
List
Recall or recognition of Identifying Label
Memory activities
specific information Listing List
Reading materials
Locating Quiz/Test
Watching presentation and videos
Naming Reproduction
Recognizing Test
Retrieving Workbook
Worksheet

PART II

I. Answer the following questions briefly.

1. Why assessment is considered a joint process that involves both learners and teachers?
• It should be in unity with instruction, it is used to track learner progress in relation to learner standards and development of
21st century skills.
2. Explain the quotation, “When the cook tastes the soup, that is formative assessment; when the guest tastes the soup, that is summative
assessment”.
• As the cook, or teacher, we need to stop and taste the soup before we move forward with instruction so students can press
the reset button and go back to learn what they missed the first time. We can use many techniques to assess student’s
achievement and understanding. With each tastes she is assessing her soup, and using that feedback to change or improve it
In other word, the cook is engaging in formative assessment, once the soup is served to the customer tastes it and makes a
final soup judgement about the quality of the otherwise known as summative assessment.
3. How can the principles of assessment be applied in this picture? Explain briefly.
• I think in this pictures shows that individual student’s needs are considered in the assessment process. Where appropriate ,
reasonable adjustment are applied by the training provider to consider the individual student’s needs.