LEARNING ACTIVITY # 13

Name: Niña Rica P. Monterey Score

Program / Course: Experiential Learning 1 Class Schedule:
Year & Section: BEED 4 Contact No. / FB Account:
Residential Address:
Type of Activity (check or choose from below)
Concept Notes Laboratory Report Portfolio
Skills: Exercise / Drill Illustration Others:___________________
Activity Title : Assessment OF Learning (Summative Assessment)
Learning Targets : determine the alignment of assessment tools and tasks with intended learning outcomes;
: critique traditional and authentic assessment tools and tasks for learning in the context of
established guidelines on test construction;
: evaluate non-traditional assessment tools including scoring rubrics;
: examine different types of rubrics used and relate them to assessment of student learning;
: distinguish among the 3 types of learners' portfolio;
: evaluate a sample portfolio;
: construct assessment questions for HOTS following Bloom's Taxonomy as revised by Anderson
and Krathwohl and Kendall's and Marzano's taxonomy;
: explain the function of a Table of Specifications;
: distinguish among types of learners' portfolios and their functions;
: compute students’ grade based on DepEd's grading policy;
: state the reason(s) why grades must be reported to parents; and
: describe what must be done to make grade reporting meaningful.
Reference (title, author, pages) : Field Study 1 Observations of Teaching-Learning in Actual School Environment, Maria
Rita D. Lucas, PhD, Milagros L. Borabo, PhD, Purita P. Bilbao, Brenda B. Corpuz, Ph.D., pp. 165 - 211

CONCEPT NOTES:
Episode # 12 dwelt on Assessment for Learning formative assessment) and Assessment as
Learning (Self-assessment). These refer to assessment that teachers do while still teaching and
students assessing their own learning. Episode # 13 will be focused on Assessment of Learning.
When teachers have done everything they can to help learners attain the intended learning
outcome/s, teachers subject their students to assessment for grading purposes. This is referred to as
assessment of learning which is also known as summative assessment.
Episode # 13 will be focused on 1) assessment of learning in the cognitive, psychomotor and
affective domains with the use of traditional and non-traditional assessment tasks and tools, 2)
assessment of learning outcomes in the different levels of cognitive taxonomy; 3) construction of
assessment items with content validity; 4) Table of Specifications; 5) Portfolio, 6) Scoring Rubrics, 6)
The K to 12 Grading System and 7) Reporting Students' Performance.

EXERCISES:
For your exercises refer to the following attachments. There is no need to rewrite the attachments.
Answer carefully and directly in the space provided. If there is a need to expand the space please do
so. REMEMBER: All attachments will be compiled as part of your portfolio.

THIS FORM IS FOR INSTITUTIONAL PURPOSES ONLY

ATTACHMENTS
Activity 13.1 Aligning Assessment Task with the Learning Outcome

Resource Teacher: _______________ Teacher's Signature: __________ School: ___________________

Grade/Year Level: ________________ Subject Area: ________________ Date: ____________________
TARGET Your Intended Learning Outcomes
 Determine alignment of assessment task with learning outcome
 Formulate assessment task aligned with the learning outcome
REVISIT the Learning Essentials
 In accordance with Outcome-Based Teaching-Learning, the learning outcome determines assessment
task
 Therefore, the assessment task must necessarily be aligned to the learning outcome.

OBSERVE
Observe at least 3 classes –
1 Physical or Biological Science or Math, English, Filipino;
1 Social Science or Literature/Panítikan, EsP and
1 P. E./ Computer/ EPP/TLE
Subjects Learning Assessment Task Is the If not aligned,
Outcomes (How did Teacher assessment tool/ improve on it.
assess the task aligned to
learning the outcome/s?
outcomes?)
Specify
Example: To dance Tango Written quiz- No Performance
P.E/ EPP/TLE Enumerate the test- Let students
steps of tango in dance tango.
order.
P.E/ EPP/TLE Individualize the The teacher will Yes
tools or materials instruct the
in gardening. students that
each group
should draw at
least 3
Tools/materials in
gardening with
definition and the
students should
cooperate to their
team mates.
Social Science,
Literature/Panitikan
.
ESP
Physical/Biological Give examples of Activity- analyze Yes
Science/Math/ phrase and the set of words
English/Filipino sentences. in the story.

ANALYZE
1. Are all the assessment task aligned to the learning outcome?

 Yes, all the assessment tasks aligned to the learning outcome

2. What are possible consequences if teacher’s assessment tasks are not aligned to learning
outcome/s? Does this affect assessment results? How?

 The possible consequences if teacher’s assessment tasks are not aligned to learning outcome/s is it may
not be possible to be achieved the class. The effect of assessment results cannot be measure what the
students learned from the lesson because it was not aligned in the intended learning outcome.

THIS FORM IS FOR INSTITUTIONAL PURPOSES ONLY

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

 The assessment tasks should be aligned to the learning outcomes to attain the objectives of the lesson.
And also to have an organized lesson and it will achieve only if the intended learning outcome are
aligned in assessment learning process.

REFLECT
 Reflect on past assessment you have been through. Were they all aligned with what your
teacher taught with learning outcomes?
 As I reflect on the pats assessment that I had been through, I remember that all assessment that
given to us is aligned in the learning outcomes of our teacher.

 How did this affect your performance? As a future teacher, what lesson did you learn from this
past experience and from this observation?

 It did not affect my performance because as I remember all the assessment that I received was
aligned on the intended learning outcomes of our teacher.
 I learned that it is important to know and applied the steps in making lesson plan. If we already
know the steps on how to make our lesson plan then it will no longer be difficult for us to make a
good intended learning outcomes that aligned to our assessment learning

Activity 13.2 Observing the Use of Traditional Assessment Tools

Resource Teacher: _______________ Teacher's Signature: __________ School: ___________________

Grade/Year Level: ________________ Subject Area: ________________ Date: ____________________
TARGET Your Intended Learning Outcome
 Critique traditional assessment tools and tasks for learning in the context of established guidelines on
test construction
REVISIT the Learning Essentials
 Traditional assessment tools are also called paper-and-pencil tests.
 Traditional assessment tools usually measure learning in the cognitive domain.
 Traditional or paper-and-pencil tests can be classified either as selected-response tests or constructed-
response/supply type of tests.
 Common examples of selected -response type of tests are alternate response test (True-False, yes-
no), multiple choice and matching type of test.
 Common examples of constructed-response type of test are short answer, problem solving and essay.
OBSERVE
 Observe classes and pay particular attention to the assessment tool used by the teacher.
 With teacher's permission, secure a copy of the assessment tool.
Direction: Put a check (/) on the test which teacher used. From your teacher's test items, give an
example.
Type of Traditional Put a Learning Outcome Sample Test Item of Comments (Is the
Assessment Tool / check (/) Assessed Resource Teacher assessment tool
Paper and Pencil here if constructed in
Test Resource accordance with
Teacher established
used it guidelines?)
Explain your
answer
Selected
Response Type
1.Alternate NOT OBSERVED NOT OBSERVED NOT OBSERVED
response
2. Matching type / The students need to 1. Scream a. very quick The students need
match the word of what 2. colorful b. a loud to find out what is
is the meaning of that Emotion the meaning of
particular word. 3. rapidly c. damaging word in order for
4.destroy d. measuring them to be well
Distance knowledge in
5. longer e. bright vocabulary.
3. Multiple Choice The students will be Circle the letter of the According to my
able to circle of the correct answer. observation the
assessment too
THIS FORM IS FOR INSTITUTIONAL PURPOSES ONLY
 correct answer. 1.1 Which words best constructed in
describe Grasshopper? accordance with
established
A. helpful and strong guidelines because
B. hardworking and cruel the teacher used a
C. caring and kind story then if the
D. Playful and lazy (1) students listen and
comprehend the
1.2 According to the text, story therefore
what was Grasshopper like? they can answer
the questions.
A. helpful and strong
B. hardworking and cruel
C. caring and kind
D. playful and lazy

1.3 Which characteristics fit

Grasshopper best?

A. helpful and strong

B. hardworking and cruel
C. caring and kind
D. playful and lazy
4. Others

Type of Traditional Put a Learning Outcome Sample Test Item of Comments (Is the
Assessment Tool / check (/) Assessed Resource Teacher assessment tool
Paper and Pencil here if constructed in
Test Resource accordance with
Teacher established
used it guidelines?)
Explain your
answer
Constructed
Response Type
1. Completion NOT OBSERVED

2. Short answer √  Analyzing  Anu ang magiging Yes, it is

type epekto kapag ang constructed
mga puno ay according to the
naubos? guidelines because
the given question
is allow students
to give their
opinion about the
topic and connect
to their real-life
experience.
3. Problem NOT OBSERVED NOT OBSERVED NOT
solving OBSERVED

4. Essay - NOT OBSERVED NOT OBSERVED NOT

restricted OBSERVED

5. Essay-non- NOT OBSERVED NOT OBSERVED NOT

restricted OBSERVED

6. Others NOT OBSERVED NOT OBSERVED NOT

OBSERVED

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ANALYZE
1. Which assessment tools/tasks were most commonly used by teacher? Which ones were rarely
used? Why were they rarely used?

In my own opinion commonly assessment tool used by the teacher is multiple choice because it easy for the
teacher to measure if his/her students learned from the lesson they discussed. While the rarely used was the
matching type because it is commonly used during exams.

2. Based on your answers found in the Tables above in which type of assessment tools and tasks
were the Resource Teachers most skilled in test construction? Least skilled?
Matching type because it is easy to create this kind of test. I think the least skilled is problem solving because
they are not started to execute this kind of test.

3. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be

considered an authentic form of assessment? Explain your answer.

In my opinion yes, essay or other written requirements can be considered an authentic form of assessment
because we can easily monitored if the students learned from the lesson that discussed earlier.

REFLECT
How good are you at constructing traditional assessment tools? Which do you find most difficult to
construct? Any lesson/s learned?

I cannot say if how I am good in constructing traditional assessment tools bu in my own experience the most
difficult was the constructing a multiple choice. It is difficult because you need to think four choices in every
items and it’s time consuming

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 Activity 13.3 Observing the Use of Non-traditional Assessment Tools and Scoring Rubrics

Resource Teacher: _______________ Teacher's Signature: __________ School: ___________________

Grade/Year Level: ________________ Subject Area: ________________ Date: ____________________
TARGET Your Intended Learning Outcome
 Evaluate non-traditional assessment tools including scoring rubrics
REVISIT the Learning Essentials
 There are learning outcomes that cannot be assessed by traditional assessment tools.
 Authentic/non-traditional /alternative assessment tools measure learning outcomes like performance
and product.
 These performance task and product are assessed by the use of scoring rubric.
 A rubric is a coherent set of criteria for student's work that includes descriptions of levels of
performance quality on the criteria. (Brookhart, 2013)
 The main purpose of rubrics is to assess performances and products.
 There are two types of rubrics - analytic and holistic. Analytic rubrics describe work on each criterion
separately while a holistic rubric assesses a student work as a whole.
 For diagnostic purposes, the analytic rubric is more appropriate.
 For a holistic view of a product or performance, the holistic rubric will do.
 A good scoring rubric contains the criteria against which the product or performance is rated, the rating
scale and a description of the levels of performance.
OBSERVE
 Observe classes in at least 3 different subjects and pay particular attention to the assessment
tool used by the teacher.
 With teacher's permission, secure a copy of the assessment tool.
 Study the assessment tool then accomplish Observation Sheet.
 Did your Resource Teacher explain the rubric to the students?
 Which type of rubric did the Resource Teacher use analytic or holistic?
Authentic Learning Sample of Product/ How a product/ Comment/s (ls the
Assessment/ Non- Outcome Assessed Performance performance was scoring rubric
Traditional/ Assessed assessed? constructed
Alternative according to
One example of a Describe how standards?)
product assessed. the product
(Put a photo of the performance was
product/ documented assessed. Which
performance in My was used analytic
Teaching Artifacts. rubric or holistic
INCLUDE THE rubric? INCLUDE
RUBRIC IN MY THE RUBRIC IN
TEACHING MY TEACHING
ARTIFACTS. ARTIFACTS.
1. Product

2. Performance

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ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you think that type of
rubric was used more?
I think the more used rubrics was the analytic because it’s measure the different aspects of the performance in
every performer/learner.

2. Based on your answers in # 1, what can you say about the scoring rubrics made and used by the
Resource Teachers?
The scoring rubrics made and used by the Resource Teachers was appropriate to the lesson that they discussed
in the class. The teacher explained to her students what is needed to be achieve in their activities

3. Will it make a difference in assessment of student work if teacher would rate the product or
performance without scoring rubrics? Explain.

Yes, it will make difference in assessment of student work if there is no rubrics. Because if the teacher give a
performance task without any rubric then the students are didn’t know what they were going to do their project.
Maybe they can just make a performance task for the sake of grade not to get a high grades.

4. If you were to improve on one scoring rubric used, which one and how?

For me, there is no need to improve of the scoring rubric because I saw that it is aligned to the
givenperformance by the teacher

5. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be

considered an authentic form of assessment? Explain your answer.

Yes, essay or other written requirements can be considered an authentic form of assessment because we can
easily monitored if the students learned from the lesson that discussed earlier.

6. Can rubrics help make students to become self-directed or independent learners? Do rubrics
contribute to assessment AS learning (self-assessment?) What if there were no rubrics in
assessment?
Yes, rubrics make students to become an independent learners because it help them to recognize their goal in
making performance task. In the other hand, rubrics also had contribute to assessment AS learning because
students can checked themselves if they already achieved the criteria given by their teacher.

7. Does the Scoring Rubric in this FS Book1 help you come up with better Output?
Yes, the scoring rubrics in FS 1 help me to come up with a better output because I always consider this rubric
while answering the activities in my FS 1 book

REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the years
as a student.

In my own experience the assessment tools and task are new because we are the product of K-12. We all know
that K-12 curriculum are very different from the old. As I recall when I was in my elementary and high school
all the test that they gave to us is more on memorization but now when I was senior high school the test that
given to us is required an higher order thinking because it’s more on application and not only remembering.

SHOW YOUR LEARNING ARTIFACTS

 Accomplished Observation Sheet
 Observations
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  Reflection
 A photo of a product assessed and a documented performance test
 Samples of scoring rubrics used by Resource Teachers - one rubric to assess a particular
product and another rubric to assess a particular performance together with your comment/s
and improved version/s, if necessary.

Activity 13.4 Scrutinizing the Types and Parts of a Portfolio

Resource Teacher: _______________ Teacher's Signature: __________ School: ___________________

Grade/Year Level: ________________ Subject Area: ________________ Date: ____________________
TARGET Your Intended Learning Outcome
 Evaluate a sample portfolio
 Distinguish among the 3 types of portfolio
DISCOVER the Learning Essentials
 A portfolio is a purposeful collection of selective significant samples of student work
accompanied by clear criteria for performance which prove student effort, progress or
achievement in a given area or course.
 A portfolio of student's work is a direct evidence of learning. But it is not a mere collection of
student's work. The student's reflection must accompany each output or work.
 A portfolio is different from a work folder, which is simply a receptacle for all work, with no
purpose to the collection. A portfolio is an intentional collection of work guided by learning
objectives.
 Effective portfolio systems are characterized by a clear picture of the student skills to be
addressed, student involvement in selecting what goes into the portfolio, use of criteria to
define quality performance as a basis for communication, and self-reflection through which
students share what they think and feel about their work, their learning and about themselves.
 There are several types of portfolio depending on purpose. They are: 1) development or
growth portfolio, 2) best work or showcase or display portfolio, and 3) assessment evaluation
portfolio.
OBSERVE
1. Ask your Resource Teacher for samples of portfolio, if any. If there are, select one best portfolio
from what you examined.
2. If none, research for a sample portfolio and include them in My Learning Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/researched by you, accomplish
Observation Sheet
4. Put a check in the right column.
What a Portfolio Includes
Elements of a Portfolio Present? Missing?
1 Clear objectives- The objectives
of the lesson/unit/course are clear
which serve as bases for selection
2. Explicit guidelines for selection
- What, when, where, how are
products/documented
performances selected?
3. Comprehensible criteria- the
criteria against which the portfolio
is graded must be understood by
the learners
4. Selective significant pieces The
portfolio includes only the selected
significant materials.
5. Student's reflection There is
evidence that students reflected
on their learning.
6. Evidence of student
participation
in selection of content of portfolio
There is proof that students took
part in the selection of the content
of the portfolio.

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ANALYZE
1. With OBE in mind, which should be the basis for the selection of pieces of evidence to show that
what the student was supposed to learn was learned?

2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio does this
fall?
Elements of a ____________ Portfolio (Which type of portfolio?)
1. Cover Letter- "About the Author" and "What My Portfolio Shows About My Progress as a
Learner”
2. Table of Contents with numbered pages
3. Entries-both core (required items) and optional items (chosen by students)
4. Dates on all entries to facilitate proof of growth over time.
5. Drafts of aural/oral and written products and revised revisions, i.e. (first drafts and
corrected/revised versions.)
6. Student's Reflections

3. Where and when does the teacher make use of each of the 3 types of portfolio?

REFLECT
Have portfolios made the learning assessment process more inconvenient? Is the effort
exerted on portfolio assessment commensurate to the improvement of learning and development of
learners' metacognitive process that result from the use of portfolio?

SHOW YOUR LEARNING ARTIFACTS

 Sample/s of Improved Written Tests, both selected-response type and supply type.
 Sample/s of product and performance assessed
 Sample/s of a rubric
 Sample/s of students' reflection on his/her portfolio

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 Activity 13.5 Determining the Level of Teacher's Questions

Resource Teacher: _______________ Teacher's Signature: __________ School: ___________________

Grade/Year Level: ________________ Subject Area: ________________ Date: ____________________
TARGET Your Intended Learning Outcome
 Construct assessment questions to measure HOTS following Bloom's and Anderson's revised
taxonomy and Kendall's and Marzano's taxonomy.
REVISIT the Learning Essentials
Table: 1.4 Example of Cognitive Activities
Cognitive Processes Examples
Remembering - Produce the right information from memory
Recognizing
Recalling  Name three 19th-century women English authors.
 Write the multiplication facts.
 Reproduce the chemical formula for carbon tetrachloride.
Understanding - Make meaning from educational materials or experiences
Interpreting  Translate a story problem into an algebraic equation.
 Draw a diagram of the digestive system.
 Paraphrase Jawaharlal Nehru's tryst with destiny speech.
Exemplifying  Draw a parallelogram.
 Find an example of stream-of-consciousness style of writing.
 Name a mammal that lives in our area.
Classifying  Label numbers odd or even.
 List the events of the Sepoy Mutiny of 1857.
 Group native animals into their proper species
Inferring
Comparing  Explain how the heart is like a pump.
 Compare Mahatma Gandhi to a present day leader.
 Use a Venn diagram to demonstrate how two books by Charles
Dickens are similar and different.
Explaining  Draw a diagram explaining how air pressure affects the weather.
 Provide details that justify why the French Revolution happened when
and how it did.
Applying - Use a procedure Describe how interest rates affect the economy.
Executing  Add a column of two-digit numbers.
 Orally read a passage in a foreign language.
 Have a student open house discussion.
Implementing  Design an experiment to see how plants grow in different kinds of soil.
 Proofread a piece of writing.
 Create a budget
Analyzing - Break a concept down into its parts and describe how the parts relate to the whole
Differentiating  List the important information in a mathematical word problem and
cross out the unimportant information.
 Draw a diagram showing the major and minor characters in a novel.
Organizing  Place the books in the classroom library into categories.
 Make a chart of often-used figurative devices and explain their effect
 Make a diagram showing the ways plants and animals in your
neighborhood interact with each other.
Attributing  Read letters to the editor to determine the authors' points of view about
a local issue.
 Determine a character's motivation in a novel or short story.
 Look at brochures of political candidates and hypothesize about their
perspectives on issues.

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 Evaluating - Make judgments based on criteria and syllabus guidelines
Checking  Participate in a writing group. giving peers feedback on organization
and logic of arguments
 Listen to a political speech and make a list of any contradictions within
the speech.
 Review a project plan to see if all the necessary steps are included.
Critiquing  Judge how well a project meets the criteria of a rubric.
 Choose the best method for solving a complex mathematical problem.
 Judge the validity of arguments for and against astrology.
Creating - Put pieces together to form something new or recognize components of a new structure.
Generating  Given a list of criteria, list some options for improving race relations in
the school.
 Generate several scientific hypotheses to explain why plants need
sunshine.
 Propose a set of alternatives for reducing dependence on fossil fuels
that address both economic and environmental concerns.
 Come up with alternative hypotheses based on criteria.
Planning  Make a storyboard for a multimedia presentation on insects.
 Outline a research paper on Mark Twain's views on religion.
 Design a scientific study to test the effect of different kinds of music on
hens' egg production.
Producing  Write a journal from the point of view of mountaineer.
 Build a habitat for pigeons
 Put on a play based on a chapter from a novel you're reading.
(Source: Anderson, L.W and Krathwohl, D.R. 2001. A taxonomy for learning, teaching and assessing. New York:longmans)

OBSERVE
1. Observe a teacher in the classroom.
2. Note his/her questions both oral and written.
3. Score him/her according to the level of questions that he/she asks from remembering to Creating
and metacognition and self-system thinking. You may also refer to written tests for samples of
questions in the various levels.
4. Make tally, then get the total. Use Table 1 and Table 2 separately.
Note: Download The New Taxonomy (Marzano and Kendall, 2007) as an additional basis.

Table 1. Number of Questions per Level

Cognitive Rank Cognitive Rank Tally of Total
Processes(Bloom Processes(Kendall Assessment
as revised by and Marzano) Tasks/
Anderson and Questions
Krathwohl)
Self-system 6
Thinking
Metacognition 5
Creating 6 - Highest

Evaluating 5
Analyzing 4 Analysis 3
Applying 3 Knowledge 4
Utilization
Understanding 2 Comprehension 2
Remembering 1 - Lowest Retrieval 1 Example

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 Table 2. Examples of Assessment Questions / Assessment Tasks
Tally and Total Score of Rank Tally and Total Score Rank Example of Rank
Cognitive Processes of Cognitive Assessment Based
(Bloom as revised by Processes Tasks/ Questions on Use
Anderson and (Kendall and Given by Resource
Krathwohl) Marzano) Teacher
Self-system Thinking 6- e.g. Teacher asked
Highest students: Why is
the lesson
important to you?
Metacognition 5

Example: 6-Highest
Creating = I
Evaluating = I 5

Analyzing/An = II 4 Analysis 3

Applying = III 3 Knowledge Utilization 4

Understanding = II 2 Comprehension 2

Remembering = IIIII 1-Lowest Retrieval = III 1-Lowest

Rank Rank
ANALYZE
1. Which cognitive skill had the highest number of assessment questions? lowest number?

The cognitive skill had the

highest number of assessment
questions is remembering
because the type of
those questions are the way to
checked the teacher if his/her
students has recall their lessons
that they
discussed. The lowest number is
sixteen.
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The cognitive skill had the
highest number of assessment
questions is remembering
because the type of
those questions are the way to
checked the teacher if his/her
students has recall their lessons
that they
discussed. The lowest number is
sixteen.
The cognitive skill had the highest number of assessment questions is remembering because the
type of those questions are the way to checked the teacher if his/her students has recall their lessons
that they discussed. The lowest number is sixteen.

2. What do these (lowest and highest number of assessment questions) reveal about Resource
Teacher’s level of questions?

Base on the lowest and highest number of assessment questions that made by the Resource
Teacher, it reveal the level of questions balance because it’s based on remembering and analyzing.
Remembering, where the students will recall only on what they discussed on their past lesson and
analyzing because students required to use their higher order thinking skills just to analyze the
correct answer.

3. Based on Kendall's and Marzano's taxonomy, which are the highest cognitive skills? Give an
example of an assessment question for each of the two highest cognitive skills- metacognitive skills
and self-system thinking?

Based on Kendall’s and Marzano’s taxonomy, the highest cognitive skills is retrieval wherein it is
allabout recalling the lesson from permanent memory.

REFLECT
If you were to rate yourself on HOTS where will you be from a scale of 1 to 5 (5 as highest) where will
you be?

If I’m going to rate my HOTS, I will rate myself on a scale of 3 because I know myself that I need to
learn more to develop my HOTS. For now, I’m working on it to achieve the highest scale of HOTS
because as a future teacher someday it will help me if achieved it.

As a future teacher, reflect on how will you contribute to the development of learners’ HOTS?

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As a future teacher I will contribute to the development of my learner’s HOTS by giving them a fair
questions in their exams or quizzes. I will always use the cognitive skills of Bloom’s Taxonomy to
distribute properly the questions. And also I’m going to allow my students to share their knowledge
and connect it to real-life situation during our discussion so that they will develop their skills in
problem-solving.

Activity 13.6 Analyzing a Table of Specifications

Resource Teacher: _______________ Teacher's Signature: __________ School: ___________________

Grade/Year Level: ________________ Subject Area: ________________ Date: ____________________
TARGET Your Intended Learning Outcome
 Explain the function of a Table of Specifications
REVISIT the Learning Essentials
 A Table of Specification (TOS) is a two-way chart which describes the topics to be covered by a test
and the number of items or points which will be associated with each topic.
 Sometimes the types of items are described in terms of cognitive level as well.
1. Study the sample of Table of Specifications on Assessment.
Learning Outcome No. of Class Cognitive Level Total
Hours
1.

2.

3.

4.

5.

6.

Total

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

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

3. With OBE in mind, is it correct to put learning outcome not topic in the first column? Why or why
not?

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

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5. Complete the given TOS.

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

Student A: Saan naman pinulot ni Teacher ang kaniyang tanong? Ni-isang tanong sa
tinuro, Wala! (Where did Teacher get her test? Not one of what she taught came out)
Student B: Oo nga.! Nakakaiinis! (You are right! How annoying!”)

Did you have a similar experience? Reflect on it. Will the required use of Table of Specifications as
guide in test construction solve the problem of misaligned tests?

SHOW YOUR LEARNING ARTIFACTS

 Accomplished Observation Sheet
 Analysis
 Reflection
 Completed Sample TOS

Activity 13.7 Computing Student's Grades based on DepEd Grading System

Resource Teacher: _______________ Teacher's Signature: __________ School: ___________________

Grade/Year Level: ________________ Subject Area: ________________ Date: ____________________
TARGET Your Intended Learning Outcomes
 Compute student's grade based on DepEd's grading policy
 State the new features of the latest grading system in basic education
REVISIT the Learning Essentials
THIS FORM IS FOR INSTITUTIONAL PURPOSES ONLY
  With the implementation of the Enhanced Basic Education Program of 2013, more popularly
known as the K to 12 Curriculum, came a new grading system of the Department of Education.
Refer to DepEd Order No.8, s of 2015 for more details.
 The latest grading system in basic education includes students' performance in written tests
and performance tasks, with emphasis on the latter. The quarterly exam may be a combination
of written test and performance task.
OBSERVE
A. Sample Students' Report Card
1. Secure a sample of a Students' Report Card from your Resource Teacher.
2. Study a sample of an unused Student's Report Card. Observe its contents.
3. Ask permission from your Resource Teacher for an interview with him/her and with a group
students regarding the new grading system.
B. Interview of Resource Teacher
1. What are the new features of the latest grading system? What things are you required to do with
this new grading system which you were not asked before?

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

C. Interview of 5 Students
1. What do you like in the new grading system?

2. Do you have problems with the new grading system? If there is, what?

3. Does the new grading system give you a better picture of your performance? Why or why not?

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

D. Review of DepEd Order # 8, s. 2015

Read DepEd Order # 8 s. 2015. You may refer to Appendix A. Based on DepEd Order 8, s. 2015,
answer the following:
1. What are the bases for grading?

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2. How do you compute grades per quarter for Grades I to 10 and Grades 11 to 12. Give an example.

3. How do you compute grades at the end of the school year?

4. What descriptors and grading scale are used in reporting progress of learners?

5. What are the bases for learners' promotion and retention at the end of the school year?

6. What is the report on learners' observed values?

E. Grade Computation
Show sample computations of a grade:
 in a subject of your choice from Grades 1 to 6 (if you are a future elementary teacher)
 in your specialization if you are a high school teacher)
 Show the percentage contributions of written work, performance tasks and quarterly
assessment. Then give the descriptor. Refer to DepEd Order # 8, s. 2015.

ANALYZE
Analyze data and information gathered from the interview and from your review or an unused
Student’s Report Card and the DepEd grading system.
1. Do teachers and students like the new grading system? Why or why not:

2. What are the good points of the new grading system according to teachers? according to students?

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3. What are teachers challenged to do by this new grading system?

4. Do you favor the distribution of percentages of written work, performance tasks and quarterly
assessment?

5. Did you like the experience of computing grades? Why or why not?

REFLECT
In an era where the emphasis is self-directed learning and demonstration of competencies -
knowledge, skills and values learned (outcomes-based education) - do grades really matter?

Activity 13.8 Reporting Students' Performance

Resource Teacher: _______________ Teacher's Signature: __________ School: ___________________

Grade/Year Level: ________________ Subject Area: ________________ Date: ____________________
TARGET Your Intended Learning Outcomes
 State the reason(s) why grades must be reported to parents
 Describe what must be done to make grade reporting meaningful
REVISIT the Learning Essentials
 Grades fulfill their function it reported meaningfully to students and most of all to parents, our
partners in the education of children.
 Grades are a measure of achievement, not necessarily 1Q. A student may have high IQ but
not necessarily achieving or performing because of lack of motivation or other factors.
OBSERVE
Proceedings in a Card Distribution Day
1. Observe how cards are distributed on Card Distribution Day. Describe how cards are distributed.

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2. Describe how the Resource Teachers communicated learners' assessment results and grades to
parents.

3. Did parents raise questions or concerns? If yes, what were their questions/concerns?

4 How did the Resource Teacher handle their questions and concerns? What answers did he/she
give?

Interview with Resource Teacher

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

2. How do you report students' performance to parents? Does the school have a regular way of
reporting grades to parents?

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

Interview with Students

1. Do you see the meaning of your grades in the School Report Card?

2. Does knowing your grade motivate you to work harder?

Interview with Parents

1. Does your child's Report Card give you a clear picture of how your child is performing?

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2. If you were asked what else should be found in the Report Card, which one? Why?

3. Do you find the Card Distribution Day important? Why or why not?

4. Any suggestion on how to make Card Distribution more meaningful?

ANALYZE
1. What were the most common issues raised on students performance?

2. Based on your observations and findings, what practices must

a) maintained and
b) improved to make grades and reporting meaningful?

REFLECT
1. Grades are often a source of misunderstanding. How should I do reporting so that it will result to
effective learning?

THIS FORM IS FOR INSTITUTIONAL PURPOSES ONLY