LEARNING

EPISODE Assessment OF
Learning
13
Name of FS Justin Art A. Lamanilao Date December 15, 2023
Student: Submitted:
Year & Section: 4B Course: Social Studies

TARGET
At the end of this episode, I must be able to:

 Determine the alignment of assessment tools and tasks with intended learning
outcomes;
 Critique traditional and authentic assessment tools including scoring rubrics;
 Examine different types of rubrics used and relate them to assessment of student
learning;
 Explain the function of a Table of Specification;
 State the reason/s why grades must be reported to the parents; and
 Describe what must be done to make grade reporting meaningful.

ACTIVITY 13. 1 ALIGNING ASSESSMENT TASK WITH THE LEARNING OUTCOME

OBSERVE

Observe at least 3 classes- 1 Physical Science or Biological Science, English, Filipino or

Math; 1 Social Science or Literature/Panitikan, ESP and 1 PE/ Computer literacy/ EPP/TLE.
And accomplish the following table.

SUBJECTS LEARNING ASSESSMENT IS THE IF NOT

OUTCOMES TASKS ASSESSMENT ALIGNED,
TOOL/TASK IMPROVED
 ALIGNED TO ON IT.
THE
LEARNING
OUTCOME/S?
P.E./EPP/TLE

Social
Science/Literature/Panitikan

Physical/Biological
science/Math/
English/Filipino

Analyse

1. Are all assessment tasks aligned to the learning outcomes?

 Not Observed

2. Why should assessment tasks be aligned to the learning outcomes?

 To achieve the objectives of the lesson, the assessment tasks should be aligned
to the learning outcomes. It will also achieve only if the intended learning
outcomes are aligned in the assessment learning process.

ACTIVITY 13. 2 OBSERVING THE USE OF TRADITIONAL ASSESSMENT TOOLS

 OBSERVE

 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, given an
example.

Type Of Traditional Put a Learning Outcome Assessed Sample Test Item Comments (is the
assessment tool
Assessment Tool/ check of Resource constructed in
Paper And Pencil here Teacher accordance with
Test established guidelines)
Explain your answer
Selected Response Type
1. Alternate Not Observed Not Observed Not Observed
Response

2. Matching Type Not Observed Not Observed Not Observed

3. Multiple Choice Not Observed Not Observed Not Observed

4. others

Type Of Traditional Put a Learning Outcome Assessed Sample Test Item Comments (is the
assessment tool
Assessment Tool/ check of Resource constructed in
Paper And Pencil here Teacher accordance with
Test established guidelines)
Explain your answer
Constructed-Response
Type
1. Completion Not Observed Not Observed Not Observed
2. Short answer / Analyzing “What do we need Yes, it is
type to do to avoid constructed
stress?” according to the
guidelines
because the given
question is
allowing students
to give their
opinion about the
topic and connect
to their real-life
 experience

3. Problem Solving Not Observed Not Observed Not Observed

4. Essay-Restricted Not Observed Not Observed Not Observed

5. Essay-non- Not Observed Not Observed Not Observed
restricted
6. Others

Activity 12.3 Observing the Use of Non-Traditional Assessment Tools and Scoring
Rubrics

Observe

 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 How a product/ Comments

assessment/ Non- Outcome product/performanc performance (Is the
traditional/ Assesse e Assessed/ was assessed. scoring
Alternative d Learning Evidence (analytic/holisti rubric
c rubric) constructe
d
according
to
standards?
)
1. Product Not
Observe
d
 2. Performance Not
s Observe
d

Activity 13.4 Analysing a Table of Specification

Observed:

Ask a copy or sample of a Table of Specification from your Resource Teacher. And
paste a picture of it below.
 Analyse

1. What parts must a TOS contain to ensure test content validity?

 To ensure the test content validity, a TOS must contain the equal distribution of
questions in every item of cognitive level.

2. Why there is a need for number of items per cognitive level?

 To maintain the fairness of questions at each cognitive level, as well as to be fair

to all students.

3. Can a teacher have a test with content validity without making a TOS? Why? Why not?

 A Test Specification, or TOS, is like a plan for making a test. It tells the teacher
what things to include in the test, like specific topics, skills, and goals. When
teachers make a TOS, it helps make sure the test matches what they want
students to learn. Without a TOS, it's harder for a teacher to keep the test
focused on the right things. They might forget important stuff or put in things that
don't really matter. So, having a good TOS is like having a map that keeps
everything on track and makes sure the test is fair and useful for students.
 Activity 13.5- Computing Student’s Grade based on DepEd Grading System

Observe:

A. Sample of the Students’ Report Card from your Resource Teacher. Paste a picture
of it below.
B. Interview of A Resource Teacher
a. What are the new features of the latest grading system? What things are you
required to do with this new grading system which you are not asked before?

 Not given a chance to interview the CT due to calamities that we

experience.

b. Which do you prefer- the old or the new grading system? Why?

 Not given a chance to interview the CT due to calamities that we

experience.

c. How do you give feedback to your students regarding their performance? When
do you give feedback?

 Not given a chance to interview the CT due to calamities that we

experience.

d. How do you report student’s performance to parents? Does the school have a
regular way of reporting grades to parents?

 Not given a chance to interview the CT due to calamities that we

experience.

e. What problems on grade reporting did you encounter with parents? How did you
address it/them?

 Not given a chance to interview the CT due to calamities that we

experience.
 Reflect

1. Grades are often a source of misunderstanding. How should you do report so

that it will result to effective learning?

 To avoid misunderstandings, the teacher should explain the grading system to

the parents and show the factors that were considered in computing their grades.