Field Study 5

Learning Assessment Strategies

Name: Mayenne M. Pongase BEED-3

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:______________________________ Teacher’s Signature_____________

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

Assessment FOR Learning Assessment AS Learning Assessment OF Learning

Write observed teacher activities Write observed teacher and Write observed teacher activities
that manifest assessment FOR student activities that manifest that manifest assessment OF
learning. assessment AS learning. (Self- learning. (Assessment at the
(Assessment while teacher assessment) end of teaching)
teaches. Conduct of pretest and  Teacher gave students  Test were given by the
posttest are include) tasked to the learners teacher after the
 A certain questions were and they apply what discussion based on the
asked by the teachers to they have learned. topic of what they have
the learners with a discussed.
certain knowledge about
the topic.

Observation Sheet # 1.2

Indicators of Assessment FOR, OF and AS Learning

Resource Teacher: ______________________________ Teacher’s Signature_____________

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

Assessment FOR Learning Assessment AS Learning Assessment OF Learning

Write observed teacher activities Write observed teacher and Write observed teacher activities
that manifest assessment FOR student activities that manifest that manifest assessment OF
learning. (Assessment while assessment AS learning. (Self- learning. (Assessment at the
end of teaching)
teacher teaches. Conduct of assessment)
pretest and posttest are include)
  A certain questions were
asked by the teachers to
the learners with a
certain knowledge about
the topic.

My Anaysis

1. Did you observe assessment practices for the three (3) forms of assessment? Explain your
answer.
 Yes, I observe assessment practice in the three forms of assessment in the way that the teacher
conduct a pretest and posttest to the students but students apply what they had learn.

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

FOR learning? Explain your answer.
 Yes, because as what I observed, assessment of learning will usually apply of what the students
learn from the teacher.

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

practiced compared to Assessment FOR (formative) and OF Learning (summative)?
 Assessment AS learning is not a practiced but Assessment FOR learning and Assessment OF
learning is applied or practiced. As what I observed, Formative and summative assessment is
usedin assessing the learning.

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

learning?
 FOR –provide students performance in the learning competencies and standards of the
curriculum.
OF -progress in relation to the learning standard.
AS –promote self -reflection and personal accountability among student about their own
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 promoteself-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.”
My Reflections

1. As a student did you like assessment? Do students like assessment? Why or why not?
 As a student, I do like assessment. It is where student know their weaknesses and strengths on
a certain field. Through assessment, we will be motivated because we know what our standing
through assessing our learners. As a future teacher, we really need to use different types of
assessment in assessing students our learners because student will like assessment in a different
way. Some are like assessment because it will motivate them and helps to evaluate their selves.
Some may be too hard for them to understand for the essence of having assessment.

2. What can you do to eliminate students’ fear of assessment? Can frequent formative assessment
(Formative assessment) reduce if not eliminate fear of assessment?
 Help students become comfortable. One of our tasks as future teacher is to help our students
become more comfortable with the idea of assessment. Making students understand that
assessmentis actually beneficial them to make the whole process easier.

3. Do you like the idea and practice of self-assessment (assessment AS learning)? Why or why not?
 Yes, assessment AS learning helps the learner to know if he or she is improving. Through self-
assessment or self- reflection, the learner will be able to motivate his/herself because he/she will
be able to know or what things he/she not good with and with this kind of assessment.

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 understanding as she teaches to ensure that every
student can follow the lesson. With what form/s of assessment is Teacher Julie occupied with?
 A .Assessment OF learning C. Assessment FOR learning

B .Assessment AS 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 OFlearning assist teachers to use evidence of the student learning to assess student
achievement against learning goals and standard.
 Assessment FOR learning standards are encouraged to more active in their learning and
associate assessment.
 Assessment AS learning it is used of a task or an activity to allow students the opportunity to use
assessment to further their own learning.

2. Research on:
  3 innovative formative assessment activities and techniques to add to usual teacher
questioning and observation techniques
Formative Assessment Activities and Techniques
1. Write it down Have the students write down an
explanation of what they have understood.
Read these explanation to help inform
your instruction and write comments on
them.
2. My favorite NO Assign students a warm up problem or
two. Used index card .Sort the index into
yes/no piles. Choose your favorite no
question response and analyze it in a
class.
3. Text rendering Students read an informative text. Then
discuss if the words /phrases and
sentences they choose sum up the main
idea.

 2 innovative summative assessment tools that measure higher-order thinking skill

Summative Assessment Tools
1. Performance Task Students are asked to complete a task
that will test a specific set of skills and or
abilities to determine what the students
knows and capable for doing.
2. Written product Students are asked to write an original
selection. In addition, students may
asked to write about previous activity
such as field trip or guest speaker.
Writing reflection about their learning
experience.

EPISODE 2 GUIDING PRINCIPLES IN THE ASSESSMENT OF LEARNING

My Learning Activities

Observation Sheet # 2.1

Resource Teacher: ______________________________ Teacher’s Signature_____________

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

Which of the following principle 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 foe assessment Which assessment tools did Resource Teacher
data gathering and multiple source of use?
 assessment data. It is not pedagogically  Simple recall type: Before
sound to rely on just one source of data introducing new subject matter
gathered by only one assessment tool. he gave a recitation to his class
Consider multiple intelligences and for him to assess them if they still
learning styles. remember their past topic.
 Rubrics was on the assessment
tools used by the teacher. Printed
sets of criteria for assessing
knowledge.

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

their performance. Feedback must be students’ work / answer.
specific. “Good work!” is positive feedback  One of the positive feed backs give were
and is welcome but actually is not a very “Great Job” and “Good work!”.
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  The teacher give activities w/ real world
drills. application and she allow the students to
give their realization about the said
activity. She assessed the students
performance through rubrics or checklist.

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

order thinking.  After the discussion of lessons.

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

(Assessment as learning) assessment.
 Yes, through student lead and three way
conferences.

Observation Sheet # 2.2

Resource Teacher: ______________________________ Teacher’s Signature_____________

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

Which of the following principle 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 foe assessment Which assessment tools did Resource Teacher
data gathering and multiple source of use?
assessment data. It is not pedagogically  Simple recall type: before introducing new
sound to rely on just one source of data subject matter he gave recitation to his
gathered by only one assessment tool. class for him to assess them if they still
Consider multiple intelligences and remember the topic.
learning styles.

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

their performance. Feedback must be students’ work / answer.
specific. “Good work!” is positive feedback  One of the positive feed backs give were
and is welcome but actually is not a very “Great Job” and “Good work!”.
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  The teacher interacted w/ the students on
drills. how she is going to grade their
presentation.

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

order thinking.  It is done after the class
 5. Emphasize on self-assessment. Were students given the opportunity to do self-
(Assessment as learning) assessment.
 Assessing themselves and their
classmates through self and peer
assessment.

Observation Sheet # 2.3

Resource Teacher: ______________________________ Teacher’s Signature_____________

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

Which of the following principle 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 foe assessment Which assessment tools did Resource Teacher
data gathering and multiple source of use?
assessment data. It is not pedagogically  OBSERVATION ASSESSMENT- As the
sound to rely on just one source of data students make their drawings the teacher
gathered by only one assessment tool. watches them on how they work.
Consider multiple intelligences and  PERFORMANCE BASED- After the
learning styles. teacher discussed their lesson, she let the
students draw orthographic objects.

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

their performance. Feedback must be students’ work / answer.
specific. “Good work!” is positive feedback  “VERY GOOD!” were often seen at the
and is welcome but actually is not a very feedback by the teacher .
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  The teacher assess after the presentation.
drills.

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

order thinking.  It is done after the class

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

(Assessment as learning) assessment.
 They are given a chance to assess
themselves and their classmates .they
spend time to self-assessment.

My Analysis

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

 The most observed principle was learners must be given feedback about their performance.
Feedback must be specific.” Good work” is a positive feedback .For the students are motivated
after seeing good comments on their works.

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

 Emphasize on the assessment of higher order thinking was the principle that was least observed.

My Reflections

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

 To make assessment, teachers must consider as well the mean of how they are going to assess
their students. Teachers have theirown opinion or way of how they assess students, and the
result of the assessment.
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. require 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 wether 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. Development 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. reference 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 is 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 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 for assessment of learning she uses only multiple choice type of test. Is this is accordance with
the principle of assessment?

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

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

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

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

9. A professor does not give quiz at all. The students, grade are based only on the summative
assessment results. Does he violet an assessment principle?
A. No, that is academic freedom.
B. No, he assess 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 on 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.

 The task is to make the students have a realization ofbthe values they can acquire behind the
lessons discussed.The goal is to implant students learning.

2. Here is an intended learning outcomes: “the student must be able to apply the basic assessment
principles in the teaching-learning process”.
 Assess the attainment of the objective learning outcome by way of 2 multiple
intelligences choice test items.
 Thomas and Thorne (2009) suggest a multi-step process for teaching and learning concepts
which include:
1. Name the critical (main) features of the concept.
2. Name some additional features of the concept
3. Compare the new to the already known
4. Name some false features of the concept.
3. Research on how to assess higher-order thinking skills. Give 2 examples of test items that
measure applying and analyzing.

EPISODE 3 USING DIFFERENT ASSESSMENT METHODS, TOOLS AND TASKS

My Learning Activities

Observation Sheet # 2.1 – Traditional Assessment Practices*

Learning in the Cognitive Domain and Declarative Knowledge

Resource Teacher:______________________________ Teacher’s Signature_____________

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 test
that your Resource Teacher used in the past to complete your matrix.
Selected-response type
1. Aternate-response NONE

2. Matching type  Match column A with the correct answer in column

B.Write your answer before the number.
Column A :
1. He is known as the father of taxonomy.
2. He established the concept of cell theory.
Column B:
A. Gregor Mendell
B. Robert Hooke
C. Louis Pasteur
3. Multiple choice NONE

4. Others NONE

Constructed-Response type
1. Completion NONE
 2. Short answer type  Isulat ang tamang sagot na hinihingi ng mga
sumusunod:
1. Sino ang ika-labing apat na presidente ng
pilipinas
SAGOT:
2. Kailan inilibing si Marcos sa libingan ng mga
bayani?
SAGOT:

3. Problem solving Gamit ang midpoint formula, ikumpyot ang coefficient


para bawat aytem at tukuyin kung anong uri ito ng
elastisidad ng supply.
P1=10Q=100 P1=20Q1=200
P2=15Q2=120 P2=30Q2=400
4. Essay NONE

a) restricted In a whole piece of paper .Wite a 500 words about the effect of global
warming.

b) non-restricted If youre given a chance to invent something that can help maintain
the environment, what is it?

5. Others NONE

Observation Sheet # 2.2 – Traditional Assessment Practices*

Learning in the Cognitive Domain and Declarative Knowledge

Resource Teacher:______________________________ Teacher’s Signature_____________

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 test
that your Resource Teacher used in the past to complete your matrix.
Selected-response type
1. Aternate-response NONE

2. Matching type  Match column A with the correct answer in column

B.Write your answer before the number.
Column A :
3. He is known as the father of taxonomy.
4. He established the concept of cell theory.
Column B:
A.Gregor Mendell
B.Robert Hooke
C.Louis Pasteur
 3. Multiple choice NONE

4. Others NONE

Constructed-Response type
1. Completion NONE

2. Short answer type  Isulat ang tamang sagot na hinihingi ng mga

sumusunod:
1.Sino ang ika-labing apat na presidente ng
pilipinas
SAGOT:
2.Kailan inilibing si Marcos sa libingan ng mga
bayani?
SAGOT:

3. Problem solving NONE

4. Essay

c) restricted In a whole piece of paper .Wite a 500 words about the effect of global
warming.

d) non-restricted If youre given a chance to invent something that can help maintain
the environment, what is it?

5. Others NONE

Observation Sheet # 2.3 – Traditional Assessment Practices*

Learning in the Cognitive Domain and Declarative Knowledge

Resource Teacher:______________________________ Teacher’s Signature_____________

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 test
that your Resource Teacher used in the past to complete your matrix.
Selected-response type
1. Aternate-response NONE
 2. Matching type Pagtapat-tapatin isulat lamang sa hanay A ang letra mula sa hanay B.

3. Multiple choice Column A:

1. Salaping tinatanggap ng tao kapalit ng ginawang produkto at
serbisyo.
2. Pinakamataas na uri ng pangangailangan ayon kay Abraham
Maslow.
Column B:
A. Kita
B. Presyo
C. Law of Diminishing Demand
4. Others NONE

Constructed-Response type
1. Completion Isulat ang tamang panagatnig sa loob upang mabuo ag pangungusap.
1.Sa isang kisapmata, lumipad ang ibon( )nawala sa mga halaman.
2.Tinangka noon ng pilipinas na makuha ang Sabah ( ) may mga
dokumentong nagpapatunay na naninirahan sa dating mga ninuno.

2. Short answer type Isulat sa baba ang hinihingi ng nga sumusunod:

1. Sino ang may akda ng florante at Laura?
2. Kanino inialay ng may akda ang ibong Adarna?
3. Problem solving NONE

4. Essay NONE

e) restricted In a whole piece of paper .Wite a 500 words about the effect of global
warming.

f) non-restricted If youre given a chance to invent something that can help maintain
the environment, what is it?

5. Others NONE

My Analysis

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

 Math is the one that often uses traditional assessment method.

2. Which among the traditional assessment tools/tests was/were used most often?
 Paper and pencil assessment
3. In what subjects was authentic assessment method used most?
 Authentic assessment was used more often to social studies, English and Math.

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

 Students has a performance at English were they performed the poem that they have written.

5. What assessment tools and tasks were used to assess learning in the cognitive domain, and
declarative knowledge?
 Rubrics , Review and reflection tools and graphic organizers and checklist.

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

7. Was there assessment of learning in the affective domain? Explain your answer.
 Yes, because it describes learning objectives that emphasize a feeling tone an emotion, or a
degree of acceptance or rejiection. It is usually used in giving feedbacks to students
performance.

8. To which multiple intelligences did the assessment tools and tasks respond? Come up with a
Table of the intelligences which were given attention and the corresponding assessment task
used.
MI Assessment
LINGUISTIC INTELLIGENCE (“word smart”)  Ask students to write in a journal
regularly.
 Give oral exam or essay test
 Emphasize creative writing

LOGICAL-MATHEMATICAL INTELLIGENCE  Assign science labs and experiments.

(“number /reasoning smart”)
 Have students complete logic
problems and games.

SPATIAL INTELLIGENCE (picture smart)  Invite students to create collages

,murals and posters.

 Encourage students to illustrate their

ideas using maps ,charts and
graphics.
BODILY –KENESTHETIC INTELLIGENCE (“body
smart”)  Challenge students to write and
perform plays.
  Have students build models or use
other hands on techniques to show
what they learned.
MUSICAL INTELLIGENCE (“music smart”)
 Challenge students to identify and
explain patterns in music or poetry.

 Ask students to write new lyrics to

familiar melodies or to compose a
new song.
INTERPERSONALINTELLIGENCE(“people smart”)
 Stage a classroom debate

 Have students work collaboratively

brainstorm and prepare a project.

INTRAPERSONAL INTELLIGENCE(“self –smart”)  Ask students to identify their own

academic strengths and weaknesses.

NATURAL INTELLIGENCE(“nature smart”)  Ask students to keep environment

journals and to share their
observation.

My Reflections

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

 When the assessment and tool does not match with the domain of learning, assessment method
must be repeated.

Have we been fair to learners 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?

 The past paper and pencil tests use weren’t favorable to learners with multiple intelligence
because it is very objective the past test were only focused on linguistic learners and not on
different types of multiple intelligence.

Integrating Theory and Practice

1. Which does not belong to the group?

A .Completion C .Matching Type
B .Multiple choice D Alternative response
2. Which does NOT belong to the group?
A. Completion test C. Matching type
B. Multiple Choice D. Alternative response
3. Which does NOT belong to the group?
A. Completion test C. Multiple Choice
B. Problem solving D. Short answer

4. Which type of test measure student’s thinking, organizing and written communication skills?
A. Extemporaneous speech C. Short answer
B. Completion type D. Essay

5. 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

6. Performance test: Psychomotor skills

Paper-and-pencil test: _______________________
A. Declarative Knowledge C. Motor skills
B. Psychomotor procedure D. Procedural knowledge

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

A .Personality test

B .Student interview

C .Reflective journal on “How Honest Am I?”

D .Written test

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

A .Solving a puzzle

B .Showing the step through a diagram

C .Describing the solution

D .Composing a song

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

A .Oral presentation

B .By the use of graphic organizer

C .Dance

D .By demonstration
My Learning Portfolio

1. Refer to the K to 12 Curriculum Guide. Select at least one competency for each domain of
learning and give an appropriate assessment tool/task.
Domain of Learning Competency Assessment Tool/Task
(Bloom, Kendall and Marzano)
1. Cognitive / Declarative
Knowledge / Process

2. Psychomotor / Motor skills

3. Affective

2. Give the 9 Multiple Intelligences (MI) cited by Gardner. Give at least 1 example of assessment
tool/task to assess this particular intended learning outcome: “to explain the meaning of
Pygmalion effect”
 Language Smart-In 3 sentences, explain the meaning of Pygmalion effect
 Logic Smart- make up an analogies to explain Pygmalion effect
 Picture Smart- create a slide show, videotype or photo album of pygmalion effect
 Nature Smart- Create observation notebooks of Pygmalion effect
 Body SmArt- bring hands-on materials to demonstrate Pygmalion effect
 Music Smart- give a presentation with appropriate musical accompaniment on Pygmalion effect
 Self Smart- write a journal entry on Pygmalion effect
 People Smart- teach some about Pygmalion effect
 Spirit Smart- use venn diagram to compare and contrast Pygmalion effect with the heavenly
bodies.

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

Present them here. Cited your references.

Self Report: The most common measurement tool in affective domain. It essentially requires an
individual to provide an account of his attitudes or reflection.

Rating Scales: Refers to a set of categories designed to elicit information about a quantitative
attribute in social science.Common examples are Likert Scale and 1-10 rating scales for which a
person selects the number which is considered to reflect the perceived quality of product.

EPISODE 4. ASSESSING LEARNING in DIFFERENT LEVELS

My Learning Activities

Observation # 3.1 – Levels of Learning Outcome

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 Outcome Learning Assessment Task( Evaluation Is the level of

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

1. Remembering Lesson objective? YES NO

2. Comprehending

3. Applying To solve word Solve this problem. 1. Your sister /

problem involving ate 1/3 of the pizza. You ate also
similar fractions 1/3 of the pizza. What part of the
pizza did the two of you eat?
4. Analyzing Identify whether Rewrite the sentences to have
the adjectives are the correct order of adjectives.
arranged orderly in 1. My sister adopted a white big
a sentence beautiful bull dog.
5. Evaluating Make own Make 5 sentences with adjectives
sentences with series
adjectives in a
series.
6. Creating Write a poem Make a poem about any place in
your school, describe the
emotion using this:
a. What color it
represents?
b. What animal is it
like?
How does it taste? Bitter, sweet?

Kendall’s and Marzano’s New Taxonomy

Level of Learning Outcome Resources Teacher’s Learning Resources Teacher’s Assessment

Outcome Lesson Objective Task
1. Retrieval – recalling, Determine the adjectives in the Underline the adjectives in the
recognizing paragraph . poem.

2. Comprehension Paraphrase the poem Paraphrase the poem

3. Analysis Identify the adjectives in a wrong Each sentence contains

order and rewrite it in a correct misplaced adjectives, rewrite the
form
4. Knowledge utilization What is the best way in writing a Write your own poem using
(investigating, poem different adjectives
experimenting, problem
 solving, decision-making)
5. Metacognitive System Give proofs that the metacognitive and self systems were touched in
(Students set learning the teaching-learning.
goals, monitor their
learning)

6. Self-system (Students
examine important of
subject, examine self-
motivation, interest and
efficacy)

Observation # 3.2 – Levels of Learning Outcome

Resource Teacher: ______________________ Teacher’s Signature: _________ School: ______________

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

(Choice of 1 from Edukasyon sa Pagpapakatao, English Literature, Panitika)

Level of Learning Outcome Learning Assessment Task( Evaluation Is the level of

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

1. Remembering Lesson objective? YES NO

2. Comprehending Interpret the poem Recite the poem with feeling X

written by….
3. Applying To arrange Arrange the following adjectives
adjectives orderly in each sentence.
in a sentence 1. I really love that ( big,old
green antique car)
4. Analyzing Identify whether Rewrite the sentences to have
the adjectives are the correct order of adjectives.
arranged orderly in 1. My sister adopted a white big
a sentence. beautiful bull dog.
5. Evaluating Make own Make 5 sentences with adjectives
sentences with series
adjectives in a
series.
6. Creating Write a poem Make a poem about any place in
your school, describe the
emotion using this:
 c. What color it
represents?
d. What animal is it
like?
e. How does it
taste? Bitter,
sweet?

Kendall’s and Marzano’s New Taxonomy

Level of Learning Outcome Resources Teacher’s Learning Resources Teacher’s Assessment

Outcome Lesson Objective Task
1. Retrieval – recalling, Determine the adjectives in the Underline the adjectives in the
recognizing paragraph . poem.

2. Comprehension Paraphrase the poem Paraphrase the poem

3. Analysis Identify the adjectives in a wrong Each sentence contains

order and rewrite it in a correct misplaced adjectives, rewrite the
form sentence to make it write.
4. Knowledge utilization What is the best way in writing a Write your own poem using
(investigating, poem different adjectives
experimenting, problem
solving, decision-making)
5. Metacognitive System Give proofs that the metacognitive and self systems were touched in
(Students set learning the teaching-learning.
goals, monitor their
learning)

6. Self-system (Students
examine important of
subject, examine self-
motivation, interest and
efficacy)

Observation # 3.3 – Levels of Learning Outcome

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 Outcome Learning Assessment Task( Is the level of

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

1. Remembering Lesson objective? Arrange orderly the YES NO

dance step.
2. Comprehending Make the steps unique Arrange orderly the
dance step
3. Applying Arrange steps properly Arrange orderly the
dance step
4. Analyzing Identify whether the Apply the steps using
steps are arranged in the music correctly.
orderly.
5. Evaluating Make your own steps Make a five steps using
your own in a proper
way.
6. Creating Make a step dance Make a steps that ca
correlate to your
music.

Kendall’s and Marzano’s New Taxonomy

Level of Learning Outcome Resources Teacher’s Learning Resources Teacher’s Assessment

Outcome Lesson Objective Task
1. Retrieval – recalling, Determine the adjectives in the Underline the adjectives in the
recognizing paragraph poem.

2. Comprehension Paraphrase the poem Paraphrase the poem

3. Analysis Identify the adjectives in a wrong Each sentence contains

order and rewrite it in a correct misplaced adjectives, rewrite the
form sentence to make it write
4. Knowledge utilization What is the best way in writing a Write your own poem using
(investigating, poem different adjectives
experimenting, problem
solving, decision-making)
5. Metacognitive System Give proofs that the metacognitive and self systems were touched in
(Students set learning the teaching-learning.
goals, monitor their
learning)

6. Self-system (Students
examine important 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 DepEd’s KPUP?
 Bloom, Kendall and Marzano KPUP recalling retrieval knowledge are the levels of learning
or processing of what is learned in Bloom’s ,Kendall’s and Marzanos similar or interly
different.
 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 regards to their
domains.

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 them clearly stated
the objectives to be achieved and the assessment how. Differences maybe seen from
how it is to be Bloom and to Kendall and Marzano but, similarly the 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 measure and the assess memory and simple recall,I
think it is best to have comprehension, analysis, application, and synthesis for students
will be able to use whatever they’ve learned.
ss

My Reflections

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

 Schools more often uses the assessment in the low levels of recalling, knowledgeand
retrieving because these three are the basic and the fundamental aspects of
assessment..These 3 are part of the beginnings which which develop students mastery
in knowledge before moving into the complex ones.

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?

 Bloom’s revised cognitive taxonomy, Kendalls 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.

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

5. Is the tests 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 the classify

My Learning Portfolio

1. Illustrate:
a) Kendall’s and Marzano’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 Marzano’s New Taxonomy

(Note: Referring to Figure 10 will be a great help)
Level of Processing Competency from K to Assessment Task (Test
12 Curriculum Guide item,etc.)
1. Retrieval

2. Coprehension

3. Analysis

4. Knowledge utilization

5. Metacognitive system

6. Self-system

Bloolm’s revised Taxonomy

 (Note: Referring to Figure 6 will be of great help)
Level of Processing Comprehension from K to Assessment Task (Test
12 Curriculum Guide item, etc.)
1. Remembering

2. Understanding

3. Applying

4. Analyzing

5. Evaluating

6. Creating

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

performance assessment task following GRASPS of Wiggins and McTighe.

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 ___ - 20___ ____________________

Couse Catalog Number Periodical Examination

Table of Specification
______________________________________
Course Title
LEVELS/SKILLS Total
Remembering Understanding Thinking
Declarative (Comprehensing /Applying) (Analyzing/Evaluating/Crea # %
TOPICS
ting
# % Item # % Item # Item #
#

TOTAL
Prepared by
________________________
Instructor

2. Comparison of given TOS with other TOS that I researched on.

I will compare the given TOS with other TOS that I researched on.

My Analysis

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

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

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

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

My Reflection

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 most nit-picky little details to put on their test and

Don’t even care if the information is 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.

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 is aligned?
 A. Defined 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 if supply and demand and illustrate it with a diagram.

2. Teacher Joji wrote his 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. Did you believe in Nietsche’s statement “He who has a why to live for can bear with almost
any how”?
C. What is 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 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.
C. Can aerial plants also live on land? Research on experiments already conducted. Present
your finding in class.
D. Observe if aerial plants can survive when planted in soil. Note your observations and
present them in class.
E. Research on the answers to this scientific problem: Can aerial 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 her test item measure this particular outcome and
therefore has content validity?
Question
1. Identify the components of Physical Fitness under the skills-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, options have nothing to do with skill-related activities.

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

Which TOS is better? Why?