FIELD

STUDY 5
Learning Assessment

Strategies

BRENDA B. CORPUZ, PH.D.

 FS 5

FIELD STUDY

Learning Episode

1
ASSESSMENT FOR LEARNING,

ASSESSMENT AS LEARNING and

ASSESSMENT OF LEARNING:

HOW ARE THEY PRACTICED?

 My Learning Activities

Observation Sheet # 1.1

Indicators of Assessment FOR, OF and AS Learning

Resource Teacher: Junel P. Maglipac Teacher’s Signature

Grade/ Year Level: IV Subject Area: Mathematics Date:

Assessment FOR Learning Assessment AS Learning Assessment OF Learning

Write observed teacher Write observed teacher and Write observed teacher
activities that manifest student activities that activities that manifest
assessment FOR learning. manifest assessment AS assessment OF learning.
learning. (Self-assessment) (Assessment at the end of
(Assessment while teacher
teaching)
teaches. Conduct of pretest
and posttest are include)

Conducted a group activity in

Let the students reflect on
the class about the topic.
what they have learn by an Had given a summative test,
oral recitation. or a quiz at the end of the
activities.

Observation Sheet # 1.2

Indicators of Assessment FOR, OF and AS Learning

Resource Teacher: Vicky Espinosa Teacher’s Signature:

Grade/ Year Level: I Subject Area: English Date:

Assessment FOR Learning Assessment AS Learning Assessment OF Learning

Write observed teacher Write observed teacher and Write observed teacher
activities that manifest student activities that activities that manifest
assessment FOR learning. manifest assessment AS assessment OF learning.
(Assessment while teacher learning. (Self-assessment) (Assessment at the end of
teaches. Conduct of pretest teaching)
and posttest are include)

Let the pupils say what they

Used different manipulatives
wanted to say about the
such as drawings, pictures
story. Let her students draw what
and real objects to
they have pictured out about
contextualized the story she
the events or characters of
had given to her students.
 the story.

My Analysis

1. Did you observe assessment practices for the three (3) forms of assessment? Explain
your answer.

Yes. I have observed assessment practices for the three forms of assessment. Most of
the teachers were really good especially in dealing with kids. There were some kids that
are slow learners and the teacher really gives assessment that is need by the pupils.

2. Are results of assessment OF learning affected by the observance/implementation of

assessment FOR learning? Explain your answer.

Yes. Really the teachers were keen observers. They really know what assessment should
be given and implemented in their classes and I saw its effectivity in the flow of the
discussions.

3. Based on your observations, to what extent is Assessment AS Learning (self-

assessment) practiced compared to Assessment FOR (formative) and OF Learning
(summative)?

Some of the teachers, I must say, they often forgot sometimes the Assessment as
learning compare to the assessment for and of, especially to those who were in the
lower grades.

4. Which phrase refers to assessment FOR learning? Assessment OF learning? Assessment

AS learning??

DepEd Order No. 8, s. 2015 states: “Assessment is a process that is used to keep track of
learners’ progress in relation to learning standards….., to promote self-reflection and personal
accountability among students about their own learning and to provide bases for the profiling of
students performance on the learning competencies and standards of the curriculum.”

Assessment AS learning.

My Reflections

1. As a student did you like assessment? Do students like assessment? Why or why not?

Yes. All of the categories on assessment were very helpful and important to teaching
and for learning. It makes the discussions easy. It helped the slow learners to cope up
with the lessons without sacrificing the knowledgeable ones. I like the assessment,
really.
 2. What can you do to eliminate students’ fear of assessment? Can frequent formative
assessment (Formative assessment) reduce if not eliminate fear of assessment?

Using the formative assessment often or even every discussion will help eliminate
students’ fear of assessment. Frequent using of the formative assessment in a
discussion will reduce if not eliminated the fear of the students towards assessment in
the class.

3. Do you like the idea and practice of self-assessment (assessment AS learning)? Why or
why not?

I like the idea of having and practicing self-assessment in the class as it helped the
pupils to boost their confidence and express their thoughts towards the given topics.

Integrating Theory and Practice

1. Teacher Emma gave a True-False pretest on social justice. Based on the pretest result,
she taught her class social justice by correcting whatever wrong concepts the students
have and affirming their correct answers, Teacher Emma gave the class a posttest.
Among the forms of assessment explained, which one/s did Teacher Emma do?
A. Assessment OF learning C. Assessment FOR learning
B. Assessment AS learning D. Assessment FOR and AS learning

2. The class was taught how to conduct an action research and was required an end-of-
the-term written research report. The class was taught how to do the research report
and was shown an Analytic Scoring Rubric for them to know how they will be graded.
The class took the Scoring Rubric as guide in the making of their research report. They
were all motivated to pass an excellent research report and as a group checked now and
then if they were true to the qualities of an excellent research report as seen in scoring
rubric. What form of assessment is described?
A. Assessment OF learning C. Assessment FOR learning
B. Assessment AS learning D. Assessment FOR and AS learning

3. Teacher Julie sees to it that she checks for
every student can follow the lesson. With
occupied with?
A. Assessment OF learning
B. Assessment AS learning
understanding as she teaches to ensure that
what form/s of assessment is Teacher Julie
C. Assessment FOR learning
D. Assessment FOR and AS learning

4. Teacher Grace is done with Unit 1. She wants to know how well her students could
demonstrate the knowledge and skills targeted at the beginning of the Unit. Into what
form of assessment is Grace?
A. Assessment OF learning C. Assessment FOR learning
B. Assessment AS learning D. Assessment FOR and AS learning

5. Which assessments is/are used to determine grade of students?

I. Formative assessment
II. Summative assessment
III. Assessment of learning
A. II and III C. I and II
B. I and III D. I only

6. Which assessment leads students to become self-directed and independent learners?

 A. Formative assessment C. Assessment AS learning
B. Summative assessment D. Assessment FOR learning

7. Complete this analogy.

Formative assessment: Assessment for learning
Summative assessment: __________________
A. Assessment of learning C. Assessment as learning
B. Assessment with learning D. Assessment in learning

My Learning Portfolio

1. Distinguish assessment FOR, OF and AS learning by way of a graphic organizer.

ASSESSMENT FOR LEARNING

OF

AS

2. Research on:
 3 innovative formative assessment activities and techniques to add to usual
teacher questioning and observation techniques
 2 innovative summative assessment tools that measure higher-order thinking
skill
 FS 5

FIELD STUDY

Learning Episode

2
GUIDING PRINCIPES in the

ASSESSMENT of LEARNING
My Learning Activities

OBSERVATION SHEET # 2.1

Resource Teacher: _________________ Teacher’s Signature: _________ School: _________

Grade/Year Level: __________________ Subject Area: ______________ Date: ___________

Which of the following principles were observed by the Resource Teacher?

Principles of Assessment Observations (Described observed behaviors

of the Resource Teacher that is/are aligned
to each principle).

1. Make use of varied tools for assessment Which assessment tool did Resource
data-gathering and multiple sources of Teacher use?
assessment data. It is not pedagogically
The teacher uses giving exam and
sound to rely on just one source of data
activities result.
gather by only one assessment tool.
Consider multiple intelligences and learning
styles.

2. Learners must be given feedback about Give examples of comment of teacher of

their performance. Feedback must be students’ work/answer.
specific. “Good work!” is a positive feedback
“Well done!”
and is welcome is not a very good feedback
since it is not specific. A more specific better “Well done!”
feedback is “You observed rules on subject-
verb agreement and variety of sentences.
Three of your commas were misplaced.”

3. Assessment should be on real-world How was this demonstrated?

application and not on out-of-context drills.
The objective of the assessment is
significant most especially in the real life
situation.

4. Emphasize of the assessment higher-order How was this done?

thinking.
The teacher asks divergent questions.

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

(Assessment as learning) self-assessment.

The teachers asked the students to create

their learning portfolio.
My Learning Activities

OBSERVATION SHEET # 2.2

Resource Teacher: _______________ Teacher’s Signature: _________ School: ____________

Grade/Year Level: __________ Subject Area: ___________________ Date: _______________

Which of the following principles were observed by the Resource Teacher?

Principles of assessment Observations (Describe observed

behaviors of the Resource Teacher that
is/are aligned to each principle).

1.Make use of varied tools for assessment Which assessment tools did Resource
data gathering and multiple source of Teacher us use?
assessment data. It is not pedagogically
sound to rely on just one source of data
gathered by only one assessment tool.
Consider multiple intelligences and learning
styles.

2. Learners must be given feedback about Give examples of comments of teacher on

their performance. Feedback must be student’s work / answer.
specific. “Good work!” is positive feedback
and is welcome but actually is not a very
good feedback since it is not specific. A more
specific better feedback is “You observed
rules on subject-verb agreement and variety
of sentences. Three of your commas were
misplaced.”

3. Assessment should be on real-world How was this demonstrated?

application and not on out-of-context drills.

4. Emphasize on the assessment of higher- How was this done?

order thinking.

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

(Assessment as learning self-assessment?
My Learning Activities

OBSERVATION SHEET # 2.3

Resource Teacher: _______________ Teacher’s Signature: _________ School: ____________

Grade/Year Level: ____________ Subject Area: _____________ Date: ___________________

Which of the following principles were observed by the Resource Teacher?

1.Make use of varied tools for assessment Which assessment tools did Resource
data gathering and multiple source of Teacher use?
assessment data. It is not pedagogically
The teacher uses every result of every
sound to rely on just one source of data
assessment she made quizzes and exams
gathered by only one assessment tool.
and more.
Consider multiple intelligences and learning
styles.

2. Learners must be given feedback about Give example of comments of teacher on

their performance. Feedback must be student’s work / answer.
specific. “Good work!” is positive feedback
“Very good!”
and is welcome but actually is not a very
good feedback since it is not specific. A more “Good job!”

specific better feedback is “You observed

rules on subject-verb agreement and variety
of sentences. Three of your commas were
misplaced.”

3. Assessment should be on real-world How was this demonstrated?

application and not on out-of-context drills.

The questions stick to what was being or

what the teacher just taught.

4. Emphasize on the assessment of higher- How was this done?

order thinking.

She the students to solve equations that

required the students to use multiple
methods.

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

(Assessment as learning) self-assessment.

Learners created portfolios

My Analysis

1. Which principles of assessment were observed to have been practiced?

The principle: learners must give feedbacks about their performance was being
practiced the most. Since it is the teachers’ way of motivation or encouragement to the learners
to participate in the class as a way of enriching the basic knowledge intitled in their minds.

2. Which principle/s was / were/ least observed / not observed?

The principle: Emphasize on the assessment of higher-order thinking was least

observed. Especially in math, it is quite hard for the teacher to formulate such questions (for
example in algebraic expressions)

My Reflection

What assess what we value and value what we assess. What should I do to make assessment
worthwhile?

To make my assessment worthwhile, I should consider the aspects and objectives that I
am going to assess. I should also apply every principle of assessment in balanced manner to
avoid any possible bias on the results.
Integrating Theory and Practice

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

A. Making her students check their own papers

B. Motivating her students to set their personal learning goals and track their progress
against that goal

C. Preparing her students for higher-order thinking questions

D. Requiring them scoring rubric as project

2. Assessment should be on real-world application and not on out-of-context drills. To apply this
principle, what should Teacher Nancy do?

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

simulation where each student has a speaking assignment

B. Gives a 20-point quiz asking students to determine whether or not the sound of “a” is
long or short

C. Gives students a matching type of test on vocabulary

D. Gives a 10-item quiz on adding dissimilar fractions which is the weakness of students

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

A. Avoid paper-and-pencil test.

B. Give students problem to solve.

C. Give Oral examinations.

D. Do less formative assessment

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

A. Learning outcome C. Developmental stage of learners

B. Learning content D. Learning resources

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

should match with the _____.

A. learning resources C. learning outcome

B. references D. content

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

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

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

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

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

B. No, she is not setting the standards. She is just explaining the meaning of a mastery
test.

C. Yes, it is. The standard is clear.

D. Yes, she sees to it that every student agrees.

8. Teacher Jocelyn considers the multiple-choice type of test the best among the written types
of test, so far assessment of learning she uses only multiple-choice type of test. Is thisin
accordance with the principle of assessment?

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

B. Yes, for as long as the multiple- choice test measure low and high level thinking skills.

C. No, she has only one source of data.

D. No, she should make use of varied tools for assessment data-gathering.

9. A professor does not give quiz at all. The students’ grades are based only on the summative
assessment results.

A. No, that is academic freedom.

B. No, he assesses learning and gives grades anyway.

C. Yes, assessment data to be reliable should come from multiple sources.

D. Yes, he does not consider multiple intelligences and learning styles.

My Learning Portfolio

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

GRASP of G. Wiggins and JayMcTighe. Construct a real-world performance assessment task.

Goal: The student’s goal is to find the equivalent of the two unknown variables.

Role: The student will be the one to solve the equation.

Audience: The audience will be his/her classmates and subject teacher.

Situation: The student was given two equations and he is going to use elimination method to
come up to a solution set.

Product, Performance, Purpose: To develop their logical and mathematical skills.

2. Here is an intended learning outcome: “the student must be able to apply the basic
assessment principles in the teaching-learning process.”

Assess the attainment of that objective learning outcome by way of 2 multiple choice test
items.

1. if 𝑖𝑓 𝑥 = 4, 𝑓𝑖𝑛𝑑 𝑦 𝑖𝑛 5𝑥 + 2𝑦 = 30

a. 3 b. 6 c. 5 d. 8

3. Research on how to asses higher-order thinking skills. Give 2 examples of test items that
measure applying and analyzing.

1. Compare and contrast measurement, assessment and evaluation.

2. Differentiate validity and reliability

 FS 5

FIELD STUDY

Learning Episode

3
USING DIFFERENT ASSESSMENT

METHODS, TOOLS and TASKS

My Learning Activities

I will observe 3 Resource Teachers and focus my observation on their assessment

practices with the help of observation sheet.

OBSERVATION SHEET # 2.1 – Traditional Assessment Practices*

Learning in the Cognitive Domain and Declarative Knowledge

Resource Teacher: ________________ Teacher’s Signature: ___________ School: _________

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

Paper-and-Pencil Tests Please put a check on the test which the teacher used and
give at least 2 test items as examples. You may ask for
samples of past tests that your Resource Teacher used in
the past to complete your matrix.

Selected-response type

1. Alternate-response

TRUE OR FALSE

1. 𝑖𝑓 𝑥 = 4, 𝑡ℎ𝑒𝑛 𝑦 = 5 𝑖𝑛 𝑡ℎ𝑒 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 5𝑥 + 2𝑦 = 30

 2. 𝑖𝑓 𝑥 = 0, 𝑡ℎ𝑒𝑛 𝑦 = 12 𝑖𝑛 𝑡ℎ𝑒 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 5𝑥 + 12𝑦 = 72

2. Matching type

3. Multiple choice

×
4. Others

×
* For Science, Math, English, Filipino, Mother Tongue

Constructed-Response type

1. Completion

×
2. Short answer type

×
3. Problem Solving

Given for x and y:

3x + 5y = 120

4x + 6y = 72

4. Essay

How can you relate Math in real life?

a) restricted

×
b) non-restricted

×
5. Others

OBSERVATION SHEET # 2.2 – Traditional Assessment Practices*

Learning in the cognitive domain and declarative knowledge

Resource Teacher: ________________ Teacher’s Signature: ___________ School: _________

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

Please put a check on the test which the teacher used and
give at least 2 test items as examples. You may ask for
samples of past tests that your Resource Teacher used in
Paper-and-Pencil Tests
the past to complete your matrix.

Selected-response type

1. Alternative-response

×
2. Matching type

×
3. Multiple choice

4. Others

Enumerate the steps and the fricatives

* For Literature, EdukasyonsaPagpapakatao, AralingPanlipunan

Constructed-Response type

1. Completion

×
2. Short answer type

×
3. Problem solving

×
4. Essay

×
a) restricted

×
b) non-restricted

×
5. Others

Draw the body parts that involved in speech.

OBSERVATION SHEET # 2.3 – Authentic Assessment Practices*

Learning in the psychomotor domain, procedural knowledge, product and performance

Authentic Assessment Describe how the product/performance was assessed?

1. Product Example/s of product/s assessed. How was it/were they
assessed?

 Ball service in volleyball

2. Performance (Psychomotor) Example/s of product/s assessed. How was it/were they

assessed?

 Ball service in volleyball --- each student was

called and tried to serve the ball to the other side
of the court. They’re scored according to each
faultless serve.

* For Physical Education, EPP/TLE, Music and Arts

My Analysis

1. In what subjects was traditional assessment method used most?

Traditional assessment is usually used in mathematics and AralingPanlipunan.

2. Which among the traditional assessment tools/tests was /were used most often?
 Most often, the oral, paper and pencil strategies were used.

3. In what subjects was authentic assessment method used most?

P.E., Music and Arts, TLE.

4. Which products or performance were assessed? Give examples.

Dance presentation, Dramatization.

5. What assessment tools and tasks were used to assess learning in the cognitive domain, and
declarative knowledge?

To assess learning in cognitive domain and declarative knowledge, the teachers uses
pencil and paper and oral strategies are best tools and tasks to asses learning in cognitive
domain and declarative knowledge

6. What assessment tools and tasks were used to assess the learning of psychomotor
skills/procedural knowledge?

Usually in assessing psychomotor and procedural knowledge, performance and

observation method or strategies were used.

7. Was there assessment of learning in affective domain? Explain your answer.

Yes, it is doable during enrichment activities, and/or projects, take home assignments or
even through essays.

8. To which multiple intelligences did the assessment tools and tasks respond? Come up with a
Table of the intelligence which are given attention and the corresponding assessment task
used.

MI Assessment
Logic smart Pencil and paper strategy

Picture smart Pencil and paper strategy

Body smart Observation strategy

Existential Essay tests

Interpersonal Oral strategy

Intrapersonal Observation, essay tests

Naturalist Experimentation

Musical Performance test

Linguistic Pencil and paper, oral test

 My Reflections

What happens when your assessment method and tool do not match with your domain
of learning?

The result would be invalid, biased or even prejudiced.

Have we been fair to learner whom we learned are equipped with multiple intelligences
when in the past we only used paper-and-pencil test which was most fit only for the linguistically
intelligent learners?

No, such that they would surely be forced to learn how the linguists learn. In their
situation they must have been given the chance to see how far they have learned by the use of
different assessment tools.

Integrating Theory and Practice

1. Which does NOT belong to the group?

A. Completion C. Matching type

B. Multiple Choice D. Alternate response

2. Which does NOT belong to the group?

A. Completion test C. Multiple choice

B. Problem solving D. Short answer

3. Which type of test measure student’s thinking, organizing and written communication skills?

A. Extemporaneous speech C. Short answer

B. Completion type D. Essay

4. Teacher Dada wants to test students’ acquisition of declarative knowledge. Which test is
appropriate?

A. Performance test C. Short answer test

B. Submission of a report D. Essay

5. Performance test: Psychomotor skills

Paper-and-Pencil test: ______________________________

A. Declarative knowledge C. Motor skills

B. Psychomotor procedures D. Procedural knowledge

6. Teacher Peter wants to know how well his students have imbibed the virtue of honesty.
Which tool is more appropriate?

A. Personality test C. Reflective journal on “How Honest Am I”

B. Student interview D. Written test

7. Which assessment task is most fit for logic-smart learners?

A. Solving a puzzle C. Describing the solution

B. Showing the steps through a diagram D. Composing a song

8. Which assessment task works best for language-smart learners?

A. Oral presentation C. Dance

B. By the use of graphic organizers D. By demonstration

My Learning Portfolio

1. refer to the K to 12 Curriculum Guide. Select at least one competency for each domain of
leaning and give an appropriate assessment tool/task.

Domains of Learning
Competency Assessment tool/task
(Bloom, Kendall And Marzano)

1. Cognitive/ Declarative Knowledge/ Science, Math, Filipino Pencil and paper, oral or
Process Linguistics. verbal

2. Psychomotor/ Motor Skills MAPEH Observation strategy

3. Affective Values Education, Oral or verbal

Psychology

2. Give the 9 Multiple Intelligences (MI) cited by Gardner. Give at least one example of
assessment tool/task to assess this particular intended learning outcome: “to explain the
meaning Pygmalion effect”

1. Visual - Create slideshow presentation to demonstrate understanding of a concept.

2. Logical - Solve a real community problem and come up with a method of solution
3. Musical - Identify the musical instruments used in your favorite songs

4. Kinaesthetic - Perform a movement needed in sports like basketball or football

5.Interpersonal - Attend a networking event and gain as many acquaintances as possible

6. Intrapersonal - Reflect on a thought and write down emotions and ideas on a journal

7. Naturalistic - Observe a natural habitat and record changes in the area

8. Existentialist - Think about your purpose as a child of your parents and as a citizen of your
country

9. Linguistic - Complete puzzles and vocabulary games

Language smart – In 3 sentences, explain the meaning of Pygmalion effect.

The Pygmalion Effect (or Rosenthal effect) is a self fulfilling prophecy. The Pygmalion
Effect – and counterpart Golem Effect – impact leadership performance. The Pygmalion
effect was first discovered in the classroom. Later, the Pygmalion effect in
management was scientifically proven as well.

Logic smart

Picture smart

Using the picture on the board describe how Pygmalion Effect affects student’s performance

Nature smart

Body smart

Choose one partner from class and have a simulation of Pygmalion effect. One will be a teacher
and the other will be the student. Show how Pygmalion effect happens.

Music smart

Select a song which you think brings idea to understand Pygmalion effect

Self smart

Give your insight about the Pygmalion Efffect

People smart

Form a group of 5 members and in 3-minutes discuss, how Pygmalion effect affects both
teacher and learner

Spirit smart

Explain how Pygmalion effect helps you in your future roles.

3. Research on 2 assessment tool/tasks for learning in the affective domain.

Present them here. Cite your references.

The affective domain focuses on the emotions, attitude and values being acquired by the
students while lessons are being implemented in the classroom. Here are some assessment
tools/tasks that can be used.

1. Reflection Paper

In a reflection task, the student can illustrate what he/she feels toward a specific idea/event by
using words and statements. The teacher can gauge the extent of effect or impact of a certain
idea/event to the student.

2. Group Work

In a group work, the student can demonstrate values learned in class. The teacher will be able
to observe changes in behavior, specially, when working with others in a group.

3. Individual Projects

In an individual project, the student can showcase self-efficacy and independence. The project
and the effort of the student will convey his/her attitude towards creating the project.

4. Self-report

In a self-report, the teacher can assess the student's account of emotions toward a learning
event/incident.

5. Scales

The teacher can assess how much a student favors or not favor a certain idea.

CikguMaria9 Ambitious

Read more on Brainly.ph - https://brainly.ph/question/1408810#readmore

 FS 5

FIELD STUDY

Learning Episode

4
ASSESSING LEARNIG in

DIFFERENT LEVELS
 My Learning Activities

Observation Sheet # 3.1 -Level of Learning Outcomes

Resource Teacher: _______________ Teacher’s Signature:____________ School:_________

Grade/Year Level:_______________ Subject Area:______________ Date: _______________

(Choice of 1 from Grammar class in Filipino/English/Mother Tongue, Math, Science)

Level of Learning Learning Assessment Task Is the level of assessment

Outcome – Outcome (Evaluation from aligned to the level of the
Cognitive (Bloom) /Lesson Teacher’s Lesson objective? e.g. objective is “recall
Objective from Plan (Write it in the names of _____”;
Teacher’s the appropriate Assessment task is “Distinguish
Lesson Plan level outcome). between animal and plant cell” –
(Write lesson Not Aligned
objective in the
appropriate level
outcome)

1. Remembering Lesson YES NO

Objective?
Explaining the
To recognize, use of
list down the microscope.
parts of 
microscope.

2. Comprehending

Explain the Pencil and paper

importance of test
microscope in
different 
scientific
studies.

3. Applying To solve word Solve this 

problem problem. 1. Your
involving similar sister ate 1/3 of
fractions the pizza. You ate
also 1/3 of the 
pizza. What part
of the pizza did
 the two of you
eat?

4. Analyzing

NOT APPLIED

×
5. Evaluating

NOT APPLIED

6. Creating

None None
×

Kendall’s and Manzano’s New Taxonomy

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

Outcome /Lesson Objective Assessment Task

1. Retrieval – recalling,
recognizing
To be informed of the Identification of the parts of
different parts of microscope microscope.

2. Comprehension

Draw and level the parts.

3. Analysis

not applied

4. Knowledge Utilization
(Investigating, experimenting,
not applied
problem solving, decision
making)

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

The teacher focused mostly on cognitive domain.

6. Self-system The teacher focused mostly on cognitive domain.

(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 EdukasyonsaPagpapakatao, English Literature, Panitikan)

Level of Learning Learning Assessment Task Is the level of assessment

Outcome - Outcome (Evaluation from aligned to the level of the
Cognitive (Bloom) /Lesson Teacher’s Lesson objective? e.g. objective is “recall
Objective from Plan (Write it in the names of _____”;
Teacher’s the appropriate Assessment task is “Distinguish
Lesson Plan level outcome). between animal and plant cell” –
(Write lesson Not Aligned
objective in the
appropriate level
outcome)

1. Remembering Lesson TAMA O MALI YES NO

Objective?
Ang entitlement

Naiisa-isa ang mentality ay isang
 mga biyayang paniniwala o pag-
natatanggap iisip na anumang
mula sa inaasam mo ay
kagandahang- karapatan mo na
loob ng kapwa dapat bigyan ng
at ng mga dakilang pansin.
paraan ng
pagpapakita ng
pasasalamat

2. Comprehending N/A N/A

3. Applying Naisasawaga Magsadula ng


ang mga mga kilos na
angkop na kilos nagpapakita ng
na nagpapakita pasasalamat
ng pasasalamat.

4. Analyzing Nasusuri ang Hahatiin nag


mga halimbawa klase sa limang
o sitwasyon na pangkat.
nagpapakita ng Ipapakita ng
pasasalamat o bawat pangkat
kawalan nito ang mga
halimbawa o
sitwasyon ng
kawalan ng
pasasalamat sa
pamamagitan ng
pagsasadula nito.

5. Evaluating Natutukoy ang Magpapakita ang


mga biyayang guro ng mga
natatanggap “Puso ng
mula sa Pasasalamat” sa
kabutihang-loob loob ng mga
ng kapwa at “Puso ng
mga paraan ng Pasasalamat”,
pagpapakita ng mababasa ang
 pasasalamat. mga kabutihan at
kagandahang-
loob na ipinakita
ng kapwa.
Ibbigay ng mga
mag-aaral ang
mga biyayang
kanilang
natatanggap at
ang kanilang mga
paraan ng
pagpapakita ng
pasasalamat
kaugnay dito.

6. Creating Naipapakita ang Pagkatapos ng


mga halimbawa sitwasyon
o sitwasyon ng nagpapakita ng
kawalan ng kawalan ng
pasasalamat. pasalamt,
dudugtungan ito
ng mga mag-
aaral sa
pamamagitan ng
pagpapakita ng
mga solusyon o
tamang
pamamaraan ng
pagpapakita ng
pasasalamat sa
kabutihang-loob
ng kapwa.

Kendall’s and Manzano’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
(Students set learning goals,
monitor their learning)
Naiisa-isa ang mga biyayang
natatanggap mula sa
kagandahang-loob ng kapwa
at ng mga paraan ng
pagpapakita ng pasasalamat
N/A
Nasusuri ang mga halimbawa
o sitwasyon na nagpapakita
ng pasasalamat o kawalan
nito
Natutukoy ang mga biyayang
natatanggap mula sa
kabutihang-loob ng kapwa at
mga paraan ng pagpapakita
ng pasasalamat.
Students will make a self-reflection.
TAMA O MALI
Ang entitlement mentality ay
isang paniniwala o pag-iisip
na anumang inaasam mo ay
karapatan mo na dapat
bigyan ng dakilang pansin.
N/A
Hahatiin nag klase sa limang
pangkat. Ipapakita ng bawat
pangkat ang mga halimbawa
o sitwasyon ng kawalan ng
pasasalamat sa
pamamagitan ng
pagsasadula nito.
Magpapakita ang guro ng
mga “Puso ng Pasasalamat”
sa loob ng mga “Puso ng
Pasasalamat”, mababasa
ang mga kabutihan at
kagandahang-loob na
ipinakita ng kapwa. Ibbigay
ng mga mag-aaral ang mga
biyayang kanilang
natatanggap at ang kanilang
mga paraan ng pagpapakita
ng pasasalamat kaugnay
dito.
6. Self-system Students will have a quiz.

(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 of Learning Learning Assessment Task Is the level of assessment

Outcome - Outcome (Evaluation from aligned to the level of the
Cognitive (Bloom) /Lesson Teacher’s Lesson objective? e.g. objective is “recall
Objective from Plan (Write it in the names of _____”;
Teacher’s the appropriate Assessment task is “Distinguish
Lesson Plan level outcome). between animal and plant cell” –
(Write lesson Not Aligned
objective in the
appropriate level
outcome)

1. Remembering Lesson YES NO

Objective?
Pictures of the

The students parts will flash on
must be able to the screen and
identify the they will write the
basic parts of name of the parts
computer.
2. Comprehending N/A N/A

3. Applying N/A N/A

4. Analyzing The students TRUE OR FALSE


must be able to
Write true if the
give the function
function is true
of the parts of
and False if the
the computer
function is false.

5. Evaluating N/A N/A

6. Creating The students In your bond


must be able to paper, draw the 5
draw the parts parts of the
of the computer. computer.

Kendall’s and Manzano’s New Taxonomy

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

Learning Outcome /Lesson Assessment Task
Objective

1. Retrieval – recalling, The students must be able to Pictures of the parts will flash
recognizing identify the basic parts of on the screen and they will
computer. write the name of the parts
2. Comprehension N/.A N/A

3. Analysis The students must be able to TRUE OR FALSE

give the function of the parts
Write true if the function is
of the computer
true and False if the function
is false.

4. Knowledge Utilization N/A N/A

(Investigating, experimenting,
problem solving, decision
making)

5. Metacognitive System Students will be able draw the parts of computer.

(Students set learning goals,

monitor their learning)

6. Self-system Students will have a quiz.

(Students examine
importance of subject,
examine self-motivation,
interest and efficacy
My Analysis

1. What is the counter of Bloom’s recalling in Kendall’s and Manzano’s andDepEd’s KPUP?

The counterpart of Bloom’s recalling Kendall and Marzano’ and DepEd’s KPUP.

Bloom Kendall and Marzano KPUP

Recalling Retrieval Knowledge

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.

They might be similar in some ways but there are some difference with regardsto their
domains. For more clear illustration here;

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

Yes, they are aligned. It is really evident as for illustrated above. It is thenclearly stated
the objectives to be achieved and the assessment how. Differencesmay be seen from
how it is to Bloom and to Kendall and Marzano. But, similarlythe learning outcomes
suited learning outcomes.

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?

I think this teaching-to-the test only measures and assess memory and simplerecall, I
think it is best to have comprehension, analysis, application andsynthesis for students
will be able to use whatever they’ve learned, not only inschool but even whenever they
are out in the learning environment. It is alsobetter to have a real life context or authentic
learning task.
 My Reflections

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

Schools more often uses the assessment in the low levels of recalling, knowledge
andretrieving because these three are the basic and the fundamental aspect of
assessment.Every assessment or levels of domain begin with these. This is because
these three arepart of the beginning where it goals is to develop first students mastery in
knowledgebefore moving into the complex ones. On the other hand these three are the
basis whether the students have learned well ornot before they moveon to the next task.
This is also the easiest way of scoring student’slearning.

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 Manzano’s new taxonomy of objectives to teachers regarding
the assessment process?

Bloom’s revised cognitive taxonomy, Kendall’s and Marzano’s taxonomy of objectives

greatly implies that there are lots of domains and competencies which need to be
developed among students, and so does a lot of ways to assess them. This is also an
implication that there are changes which continue to occur in the teaching and learning
process. This further helps teachers to frameworks and build effective and organized
systematized plan of learning tasks. This also depicts that in assessment process a
competency and domain may vary as it specifically detailed to smaller chunks of
knowledge and skills.
 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 Manzano’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 ask them to paraphrase the poem.

B. gives an oral test and asks 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 test 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 Manzano’s new taxonomy and

b) Bloom’s revised taxonomy

by giving examples of assessment tasks for competency lifted from the K to 12

Curriculum Guide.

NOTE: Use the matrix on the next page.

Kendall’s and Manzano’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 Describe, Define, and Label Recitation

2. Comprehension

3. Analysis Identify, survey, and compare Quiz

& contrast.

4. Knowledge utilization

5. Metacognitive system set learning goals, monitor Self- reflection

their learning

6. Self-system examine importance of Quiz

subject, examine self-
motivation, interest and
efficacy

Bloom’s Revised Taxonomy

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

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

12 Curriculum Guide item,etc.)

1. Remembering Describe, Define, and Label Recitation

2. Understanding
3. Applying

4. Analyzing Identify, survey, and compare Quiz

& contrast.

5. Evaluating

6. Creating Criticize, Appraise, and Group Activity

convince

3. Select an appropriate competency from the K to 12 Curriculum Choose and construct a

performance assessment task following GRASPS of Wiggins and McTighe.

G.R.A.S.P.S.
Goal:
• Your goal is to make an original jingle/song that inspires people to take care of the
environment.
Role:
• You are singer/composer like Ogie Alcasid and you make your own original composition that
composes of inspiring lyrics about how to take care of the environment.
Audience:
• The audience is a group of students from a specific school of your choice.
Situation:
• You have been asked to compose lyrics of a song that showcases how to take care of the
environment, including its melodies and beats. Plan your concert/performance with the students
as your audience.
Product/Performance and Purpose:
• You need to prepare written composed song lyrics (tagalong/English), an instrument like guitar
or any of a kind for its tone/melodies, set up for a place where a mini concert/performance be
established.
Standards & Criteria for Success:
• Your proposed mini concert/performance needs to include:
- an instruments for the melody of the song/jingle
- the written piece, lyrics of the song/jingle
-good set up for the mini concert/performance
- a clear rationale
- accurate and complete budget figure.
 FS 5

FIELD STUDY

Learning Episode

5
TABLE OF SPECIFICATIONS (TOS)

CONTENT VALIDITY and OUTCOMES-

BASED EDUCATION (OBE)

My Learning Activities
1. Study Sample TOs
I will study the sample of TOS below.

__________________ 2nd Semester SY 20 18___ - 20___19 ____________________

Couse Catalog Number Periodical
Examination
Table of Specification
_________________BEED_____________________
Course Title

Learning Competency Hours % Knowledge Skills Application Total

items
60% 30% 10%

1. Gives the place value 1 15 5 2 1 8

of a digit in numbers
up to 100,000
(1, 2, 3, 4, 5) ( 6, 7) (8)

2. Reads and writes 1 1/2 25 6 3 1 10

numbers up to
hundred thousand in
symbols and words
(9, 10, 11, 12, 14, 15) (13, (18)
16, 17)

3. Rounds number to 1 15 5 3 8
the nearest thousand
and ten thousand
(35, 36, 37, 38, 39) (40,
41, 42)

4. Compares numbers 1 15 5 3 8
up to 100 000 using
relation symbols
(19, 20, 21, 23, 26) (22,
24, 25)

5. Orders numbers up to 1 15 5 3 8
100 000 in increasing
or decreasing order
(27, 30, 31, 32, 34) (28,
29, 33)

6. Represent and 1 15 5 3 8
explains
Multiplication,
Division, Addition,
(43,44,45,46,47) (48,
Subtraction (MDAS)
49, 50)
correctly
Total 6 1/2 100 31 13 6 50
My Analysis

1. For a TOS to ensure test content validity, what parts must it have?

To ensure test content validity, the parts must it have is the objectives in the hierarchy of
educational objectives are well represented in the test. Such like the resulting test that
will be constructed by the teacher will be more or less comprehensive that there is a
balance between items that test lower level thinking skills in the test.

2. Among the TOSs that you researched on, which is a better TOS? Why?

As I analyze the given TOS and the other TOS that I have searched, I can say that the
one that I have searched is better. Because the given TOS is not accurate and lacks
details like the items while the other that I searched on is more accurate, organize and it
gives all the details like every the number of item has content that of each level of "looms
Taxonomy. Each level in the control have equal number of items.

3. Can a Teacher have a test with content validity even without making a TOS?

A teacher cannot have a test with content validity without making TOS. It is because
when there is no table of specification, the tendency for the test maker tofocus too much
on facts and concepts at the knowledge level. If possible all the levels of Blooms
Taxonomy or in Kendal and Marzano must have a question to solve.

4. Explain why the use of a TOS enhances that content validity?

TOS is a test map that guides the teacher in constructing a test. As stated on the
learning essentials. A test for that matter possesses content validity only when that
assessment tool or task measures or assesses what it is supposed to measure or
assess. TOS is valid if the conten are aligned to the objectives and assessment. These
will make the learner to draw a conclusion. Content validity refers to the content and
format of the instrument. How appropriate is the content? How comprehensive? The
quality of assessment instrument and method used is very important since evaluation
and judgment that the teacher gives on a student are base on the information obtain
using these instruments.
 My Reflections

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

But we only talked about Puerto Princesa

For – like 2 seconds last week. Why would she put that on the exam?”

“You know how teachers are…they’re always trying to trick you.”

“Yes, they find the nit-pickiest little details to put on their

Tests and don’t even care if the information are important.’

“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?

Really? Grrr.’(Adapted from practical assessment, research and evaluation, vol. 18 no. 3, February 2013)

Did you have a similar experience? Reflect on it.

Yes, because the teacher did not based on what she/he taught to the class. Her/his test is not
measurable which not validity of the test. For an example if the teacher discusses about the
Puerto Princesa the test should refer to the topic given to have the validity and reliability of the
intended learning outcome.
Integrating Theory and Practice

1. 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.

2. Teacher Joji wrote this learning outcome: “To interpret a given quotation.” For content validity
which should she ask?

A. Interpret Nietsche’s statement: “He who has a why to live for can bear with almost any
how.”

B. Di you believe in Nietsche’s statement “He who has a why to live for can bear with
almost any how”?

C. What is the true in Nietsche’s statement “He who has a why to live for can bear with
almost any how”?

D. Nietsche 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”?

3. After teaching them the process of experimenting.Teacher Joe wanted this student 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 answers to this scientific problem: Can aerial plans survive when
transferred in soil?

4. Here is an intended learning outcome of a Health teacher: “Identify skill-related fitness and
activities suitable for the individual”. Does he 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, the options have nothing to do with skill-related activities

5. In Teacher Lea’s Table of Specifications (TOS), 60 percent of the 1st 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.

Does Teacher’s test coincide 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.

My Learning Portfolio

Give an example of TOS that reflects levels of learning either by Bloom or by Kendall
and Manzano.

Which TOS is better? Why?

For example, you want to make a question for your students that will be used during their
examination. First, you have to decide at what level of learning your question should fall. The
level of learning should be based on Bloom's Taxonomy.

The following are examples of questions under all levels of learning.

1. Knowledge - What happened after iodine is added to the iodine solution?

2. Comprehension - What do you think could happen after the iodine was added to the starch
solution?

3. Application- Could this have happened if you did not add iodine to the starch solution?

4. Analysis- Can you explain the result after the iodine solution was added to the starch
solution?

5. Synthesis- What would have happened if you have used a mashed potato instead of a
solution of starch?

6. Evaluation- How effective could iodine be as a reactant?

Documentations
Group 3
Constructing a Performance Task Scenario
G.R.A.S.P.S.
Goal:
• Your goal is to make an original jingle/song that inspires people to take care of the
environment.
Role:
• You are singer/composer like Ogie Alcasid and you make your own original composition that
composes of inspiring lyrics about how to take care of the environment.
Audience:
• The audience is a group of students from a specific school of your choice.
Situation:
• You have been asked to compose lyrics of a song that showcases how to take care of the
environment, including its melodies and beats. Plan your concert/performance with the students
as your audience.
Product/Performance and Purpose:
• You need to prepare written composed song lyrics (tagalong/English), an instrument like guitar
or any of a kind for its tone/melodies, set up for a place where a mini concert/performance be
established.
Standards & Criteria for Success:
• Your proposed mini concert/performance needs to include:
- an instruments for the melody of the song/jingle
- the written piece, lyrics of the song/jingle
-good set up for the mini concert/performance
- a clear rationale
- accurate and complete budget figure.

Tilawan, Pepsi Claire Labitad, Leslie Niere, Wendell

Avellano, Edgar L. Reyes, Ma. Eleonor Bete, Rowela
Ebin, Criselda Rebajo, Angelica
RUBRICS FOR MUSIC COMPOSITION (JINGLE MAKING)

Group 3 to Group 2 (40Points)

SCORE
CATEGORY 10 8 5 3
Harmony Each measure 85% of the 70% of the Half of the
contains at least measures include measures measures are
one triad. The at least one triad contain at least missing a triad.
triads are written and the triads are one triad. The Composition 8
in a variety of written in a variety triads are written needs to be edited
formats including: of formats in only the root and resubmitted.
root, 1st, and 2nd including: root, position.
inversions. 1st, and 2nd
inversions.

Music Notation All notes are Most notes are Notes are Notes are written
written neatly written clearly written clearly, in a sloppy and
using proper using the proper but barline illegible manner.
barline placement. barline placement. placement is Barline placement 8
often incorrect. is not correct.
Needs to be
resubmitted.

Meter and All measures have 85% of measures 70% of the Under half of the
Rhythm the correct # of have the correct # measures have measure have the
beats and a of beats and a the correct # of correct # of beats.
variety of rhythms variety of rhythms beats. Rhythms Composition 8
are used. are used. are very basic needs to be edited
Including the use Including the use and do not and resubmitted.
of Whole, Half, of Whole, Half, expand beyond
Quarter, eighth. Quarter, and quarter ntoes.
and sixteenth eighth notes.
notes.

Overal The composition The composition The composition The composition

Performance was creative, was somewhat was very basic was not complete,
clean/easy to creative and and somewhat and very difficult
read, and included legible. Most of legible to read. to read. Under 8
all required the required At least half of half of the
elements. elements were the required required elements
included. elements were were included.
included. Project will needs
to be revised.

TOTAL 32
Received from Group 4 for our Task
Reaction:
Learning Assessment Strategies whole discussions were good, especially when the
instructor let us do the job. Somehow, given activities with a limited time helped us think
critically and enhances our how we strategized things to pursue the activity. A short review that
was included in the class discussion was in great help for the students to have knowledge
especially on what will be the possible questions in LET. In total, the whole thing in Educ 104
was amazing and the discussions had been delivered even for the fact of having a short
expansion of time.

Reflection:
In Educ 104 (Learning Assessment Strategies) class, I have been very happy. Why? It is
because; I have gain lots of information from our instructor, Ma’am Janice. The whole
experience, especially in activities that were given to us, was of great help to me, to work under
time pressure. I could not say that the whole thing was that perfect, but I know for sure, there
was something learned from that whole experience. Tasks, reports, activities, were just there,
initiated by the instructor in order to test our performance skills and to test out strategies. I can
say, I am lucky enough, having these experiences, with my classmates, and with Ma’am Janice.