FS 5

FIELD STUDY

Learning Episode
4
My Learning Episode Overview
ASSESSING LEARNING in
DIFFERENT LEVELS

In the previous Episode you met learning in different domains. In this Episode
you will deal with 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 Outcomes

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

 classify the level of learning outcomes based on Bloom’s, Kendall’s and
Marzano’s taxonomy.
 determine if the assessment tool/tasks are aligned to the level of the learning
outcomes

My Performance Criteria

I will be rated along the following:

a. quality of my observations and documentaries,
b. completeness and depth of my analysis,
c. depth and clarity of my classroom observation-based reflections,
d. completeness, organization, clarity of my portfolio and
e. time of submission of my portfolio.

My Learning Essentials

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 Order No. 8 s. 2015 states: Performance standards answer the following
questions:

1. What learner’s can know?

2. How well must learners do their work?

 , values,

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. The K to 12
learner is expected to acquire the 21 st 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 21 st century, then the teaching and learning process
in the K to 12 curriculums ought to go beyond simple recall and comprehension. It should
reach the level of applying, analyzing, evaluating and synthesizing which are basic to the
st
development of 21
Bloom’s revised Centuryshows
taxonomy skills.the six (6) levels of learning in the cognitive domain.
(See Figure 6).

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. (See Figure 7). For more details study Figure 8.
 Level 6:
Self-system
Level 5:
Metacognitive system
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 (2 nd ed.)
Source: http://www.gcssk12.net/fullpanel/uploads/files/revised-blooms-chart.pdf

The New Taxonomy (Marzano and Kendall, 2007)

6 Examining The student can analyze how

Self-system Importance important specific knowledge is to
Thinking them.
Examining The student can examine how much
Efficacy they can improve their
understanding of specific
knowledge.
Examining The student can identify emotional
Emotional responses associated with a piece
Response of knowledge and determine why
those associations exist.
Examining The student can examine their own
Motivation motivation to improve their
understanding or competence in
specific knowledge.
5 Specifying Goals The student can set specific goals
Metacognition relative to knowledge and develop a
plan for accomplishing the goal
Process The student can self monitor the
Monitoring process of achieving a goal.
Monitoring Clarity The student can determine how well
they understand knowledge.

Monitoring The student can determine how

 Accuracy accurate their understanding of
knowledge is and defend their
judgment.
4 Investigating Investigate; research; find out about;
Knowledge take a position on; what are the
Utilization differing features of; how & why did
this happen; what would have
happened if
The students generate a hypothesis
and use the assertions and opinions
of others to test the hypothesis.
Experimenting Experiment; generate and test; test
the idea that; that would happen 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 collecting data.
Problem-Solving solve how would you overcome;
adapt; develop a strategy to; figure
out way to; how will you reach your
goal under these conditions
The student can accomplish a goal
for which obstacles exist.
Decision Making decide; select the best among the
following alternatives; which among
the following would be the best;
what is the best way which of these
is most suitable
The student can select among
alternatives that initially appear to be
equal and defend their choice.
3 Specifying make and defend; predict; judge;
Analysis deduce; what would have to
happen; develop an argument for;
under what conditions
The student can make and defend
predictions about what might
happen.
Generalizing what conclusions can be drawn;
what inferences can be made;
create a principle, generalization or
rule, trace the development of;
conclusions
The student can infer new
generalizations from known
knowledge.

Analyzing Errors identify errors or problems; Identify

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; indentify; a
broader category; identify different
types 7category
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 metaphor
The student can identify similarities
and differences in knowledge.
2 Symbolizing symbolize; depict; represent;
Comprehension illustrate; draw; show; use models;
diagram chart
The student can depict critical
aspects of knowledge in a pictorial
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;
Retrieval complete; draft
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 list); identify (from a list);
determine if the following statements
is are true The student can
determine whether provided
information is accurate, inaccurate
or unknown.
My Map

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

5. Identify examples of the different levels of learning outcomes drawn from the
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

Observation Sheet # 3.1-Levels of Learning Outcomes

Resource Teacher: ________________ Teacher’s Signature: _______

School: _______________

Grade/Year Level: ________________ Subject Area: __________ Date:

____________

(Choiceof 1 from Grammar class in

Filipino/English/Mother Tongue, Math, Science)
Level Learning Learning Assessment Task Is the level of
Outcome- Outcome/Lesson (Evaluation from assessment aligned to
Cognitive (Bloom) Plan (Write lesson Teacher’s Lesson Plan the level of the
objective in the (Write it in the objective? E.g. objective
is “recall the names of
appropriate level appropriate level
____”; Assessment task
outcome). outcome). is “Distinguish between
animal and plant cell”-
Not aligned
1. Remembering Lesson Objective? YES NO

2. Comprehending

3. Applying
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/Lesson Assessment Task
Objective
1. Retrieval-recalling,
recognizing
2. Comprehension

3. Analysis

4. Knowledge utilization
(investigating,
experimenting, problem
solving, decision-making)

5. Metacognitive System Give proofs that the metacognitive and self-system were
(Students set learning touched in the teaching-learning
goals, monitor their
learning)

6. Self-System (Students
examine importance of
subject, examine self-
motivation, interest and
efficacy
My Learning Activities

Observation Sheet # 3.2-Levels of Learning Outcomes

Resource Teacher: ________________ Teacher’s Signature: _______

School: _______________

Grade/Year Level: ________________ Subject Area: __________ Date:

____________

(Choice of 1 from Edukasyon sa Pagpapakatao, English

Literature, Panitikan)
Level Learning Learning Assessment Task Is the level of
Outcome- Outcome/Lesson (Evaluation from assessment aligned to
Cognitive (Bloom) Plan (Write lesson Teacher’s Lesson Plan the level of the
objective in the (Write it in the objective? E.g. objective
is “recall the names of
appropriate level appropriate level
____”; Assessment task
outcome). outcome). is “Distinguish between
animal and plant cell”-
Not aligned
1. Remembering Lesson Objective? YES NO

2. Comprehending
3. Applying

4. Analyzing

5. Evaluating

6. Creating

Kendall’s and Marzano’s New Taxonomy

Level of Learning Outcome Resource Teacher’s Learning Resource Teacher’s

Outcome/Lesson Objective Assessment Task
1. Retrieval-recalling,
recognizing

2. Comprehension
3. Analysis

4. Knowledge utilization
(investigating,
experimenting, problem
solving, decision-making)

5. Metacognitive System Give proofs that the metacognitive and self-system were
(Students set learning touched in the teaching-learning
goals, monitor their
learning)

6. Self-System (Students
examine importance of
subject, examine self-
motivation, interest and
efficacy
My Learning Activities

Observation Sheet # 3.3-Levels of Learning Outcomes

Resource Teacher: ________________ Teacher’s Signature: _______

School: _______________

Grade/Year Level: ________________ Subject Area: __________ Date:

____________

(Choice of 1 from EPP or TLE, P.E, Music and Arts,

Computer
Level Learning Learning Assessment Task Is the level of
Outcome- Outcome/Lesson (Evaluation from assessment aligned to
Cognitive (Bloom) Plan (Write lesson Teacher’s Lesson the level of the
objective in the Plan (Write it in the objective? E.g. objective
is “recall the names of
appropriate level appropriate level
____”; Assessment task
outcome). outcome). is “Distinguish between
animal and plant cell”-
Not aligned
1. Remembering Lesson Objective? YES NO
 2. Comprehending

3. Applying

4. Analyzing

5. Evaluating

6. Creating

Kendall’s and Marzano’s New Taxonomy

Level of Learning Outcome Resource Teacher’s Learning Resource Teacher’s

Outcome/Lesson Objective Assessment Task
1. Retrieval-recalling,
recognizing
2. Comprehension

3. Analysis

4. Knowledge utilization
(investigating,
experimenting, problem
solving, decision-making)

5. Metacognitive System Give proofs that the metacognitive and self-system were
(Students set learning touched in the teaching-learning
goals, monitor their
learning)

6. Self-System (Students
examine importance of
subject, 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?

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 something because it will be tested or covered in the test) or superficial
factual testing, what levels of knowledge processing should teachers use more?

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 of recalling, knowledge, and
retrieval. What can be some reasons behind this?
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 We measure what we value and we value what we measure. Then we have to
assess what we value and 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.
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Integrating Theory and Practice

1. In which level is identifying the authors 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 outcome?

A. Analysis C. Knowledge utilization

B. Retrieval D. Metacognitive system

3. You have to remember the steps in opening a 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. Knowledge utilization

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. gives an oral test and ass them to recite the poem with feelings
C. gives a written test and asks the students what the poem expresses.
D. makes them memorize the poem then recite it with feelings to prove
understanding.

5. Is the 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 changed to classify

My Learning Portfolio

1. Illustrate:

a.) Kendall’s and Marzano’s new taxonomy and

b.) Bloom’s revised taxonomy

Note: Use the matrix on the next page
by giving examples of assessment tasks for competency lifted from
the K to 12 Curriculum Guide.
My Learning Portfolio

Kendalls’ and Marzano’s New Taxonomy

(Note: Referring to Figure 10 will be of great help).

Level of Processing Competency from the K to Assessment task (Test

12 Curriculum Guide Item, etc.)
1. Retrieval

2. Comprehension
3. Analysis

4. Knowledge utilization

5. Matacognitive system

6. Self-system

My Learning Portfolio

Bloom’s and Marzano’s New Taxonomy

(Note: Referring to Figure 6 will be of great help).

Competency from the K to Assessment task (Test

Level of Processing
12 Curriculum Guide Item, etc.)
1. Remembering

2. Understanding
3. Applying

4. Analyzing

5. Evaluating

6. Creating

My Learning Portfolio

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

construct a performance assessment task following GRASPS of Wiggins and
McTighe.
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 DepEd KPUP
 Determining if the assessment tools/tasks are aligned to the level of learning
outcomes

Name of FS Student Date Submitted

Year & Section Course

Exemplary Superior Satisfactory Needs

Learning Episodes 4 3 2 Improvement
1
All episodes were All or nearly all Nearly all episodes Fewer than half of
Learning activities done with episodes were were done with episodes were doe;
outstanding done with high acceptable quality. or most objectives
quality; work quality. were met but need
exceeds improvement.
 expectations
2 1
4 3
All questions or Analysis questions Analysis questions Analysis questions
Analysis of the episodes were were answered were not were not answered.
answered completely. answered
Learning Episode completely; in completely. Grammar and
depth answers; Clear connection spelling
thoroughly with theories. Vaguely related to unsatisfactory.
grounded on the theories.
theories. Exemplary Grammar and
grammar and spelling are Grammar and
spelling. superior. spelling
acceptable.
4 3 2 1
Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
profound and clear, clear, but not shallow; unclear and shallow
supported by clearly supported supported by and are not
Reflections/Insight experiences form by experiences experiences from supported by
the learning from the learning the learning experiences from
s episodes. episodes. episodes. the learning
episodes.
4 3 2 1

Portfolio is Portfolio is Portfolio is Analysis questions

complete, clear, complete, clear, incomplete; were not answered.
well-organized; all well-organized; supporting
Learning Portfolio supporting most supporting documentations Grammar and
documentations documentations are organized but spelling
are located in are available and are lacking. unsatisfactory.
sections clearly logical and clearly
designated. marked locations.

4 3 2 1
Submitted before Submitted on the Submitted a day Submitted two days
Submission of the deadline. deadline. after the deadline or more after the
deadline.
Learning Episodes
4 3 2 1

COMMENTS 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