LEARNING EPISODE Assessment OF Learning

(Summative Assessment)
13
SPARK Your Interest

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.

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to demonstrate understanding of the design, selection,
organization and use of summative assessment strategies consistent with curriculum requirements by
being able to:
 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.
 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/Panitikan, EsP and 1 P.E/ Computer/EPP/TLE.

SUBJECTS LEARNING ASSESSMENT Is the If not

OUTCOME/S TASK (How did assessment aligned,
teacher assess the tool/ task improve on
learning assigned to it.
outcome/s? the learning
Specify outcome/s?
 ANALYZE

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

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

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REFLECT

 Reflect on past assessment you have been through. Were they all aligned with what
your teacher taught (with learning outcomes?
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 How did this affect your performance? As a future teacher, what lesson do you learn
 from this past experience and from this observation?
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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 Outcomes

 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 Put Learning Outcomes Sample Test Items of Comments (Is the assessment
Traditional a Assessed Resource Teacher tool constructed in accordance
assessment chec with established guidelines?)
tool/ Paper k (✔) Explain your answer.
and pencil Here
test

Selected
Response
type
1.Alternate
response

2.Matching type

3.Multiple
Choice
4.Others

Type of Put a Learning Sample Test Items of Comments (Is the

Traditional chec Outcomes Resource Teacher assessment tool
assessment k Assessed constructed in accordance
tool/ Paper (✔) with established
and pencil if guidelines?) Explain your
test reso answer.
urce
teach
er
used
it
Constructed-
Response
type
1.Completion

2.Short
answer type

3.Proble
m
solving
4.Essa
y-
restrict
ed

5.Essay-non
restricted

6.Others
 ANALYZE

1. Which assessment tools/tasks were most commonly used by teacher which one
were rarely used? Why were they rarely used?
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2. Based on your answers found in the Tables above in which type of assessment tools
and tasks were Resource Teachers most skilled in test construction? Least skilled?
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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.
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REFLECT

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

 Evaluate non-traditional assessment tools including scoring rubrics.

REVISIT the Learning Essentials

 There are learning outcomes that cannot be assessed by traditional assessment to • 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 rubric to the students?
 Which type of rubric di that Resource Teacher use- analytic or holistic?
Authentic Learning Outcome Sample of Product/ How product/ Comment/s (is the
assessment/ Assessed Performance Assessed performance was scoring rubric
Non- assessed constructed according
traditional One example of a to standards.
/Alternative product assessed. Describe how the
(Put a photo of the product/ performance
product/ documented was assessed. Which
performance in My was used analytic
Teaching Artifacts. rubric or holistic
INCLUDE THE rubric?
RUBRIC IN MY INCLUDE THE
TEACHING RUBRIC IN MY
ARTIFACTS TEACHING
ARTIFACTS
1.Product

2.Performance
 ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you think
that type of rubric was used more?
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2. Based on your answer in #1, what can you say about the scoring rubrics made and used
by the Resource Teachers?
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3. Will it make difference in assessment of students work if teacher would rate the
product or performance without scoring rubrics? Explain.
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4. If you were to improve on one scoring rubric used, which one and how?
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5. Can an essay or other written requirements, even if it is written paper-and-pencil test,

be considered and authentic form of assessment? Explain your answer.
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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?
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Scrutinizing the Types and Parts of a Portfolio
ACTIVITY 13.4

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

TARGET Your Intended Learning Outcomes

 Evaluate a sample portfolio.

 Distinguish among the 3 types of portfolios.
REVISIT 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 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 portfolios depending on purpose. They are: 1) development olote 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 My Learning Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/ researched by you,
accomplish a Observation Sheet #
4. Put a check in 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 a 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 selected
significant materials.
5. Students reflection- There is
evidence that students reflected on
their learning.
6. Evidence of student’s
participation in selection of content
of portfolio- There is proof that
students took part in the selection of
the content of the portfolio.

ANALYZE

1. Which OBE in mind, which should be the basis for then selection of pieces of evidence
to show that what the students was supposed to learn was learned?
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2. Scrutinize the elements of this portfolio. Based on the parts, under which type of
portfolio odes this fall?

Elements of a Portfolio (Which type of portfolio?)

1. Cover Letter- “About the Author” and “What My Portfolio about My Progress as a
learner.
2. Tables 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
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3. Where and when does the teacher make use of each of the 3 types of portfolio?
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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
 learner’s metacognitive process that result from the use of 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 Outcomes

 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

Cognitive Processes Examples

Remembering – Productive 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.
 Describe how interest rates affect the economy.
Applying – Use a procedure
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.
Evaluating – Make judgements 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

a. Observe s teacher in the classroom.

b. Note his/her questions both oral and written.
c. 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.
d. Make tally, then get the total. Use Table 1 and Table 2 separately.

Table 1 Number of Questions per Level

Cognitive Rank Cognitive Rank Tally of Total

processes processes (and Assessment
(Bloom as Kendall and Tasks/
revised by Marzano) Questions
Anderson and
Krathworl
Self- system 6
Thinking

Metacognition 5

Creating 6-
Highest
Evaluating 5
 Analyzing/An 4 Analysis 3

Applying 3 Knowledge 4
Utilization
Understanding/ 2 Comprehension 2

Remembering / 1-Lowest Retrieval 1

Table 2. Examples of Assessment Questions/ Assessment Tasks

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

Metacognitio 5
n

Example:
Creating= I

Evaluating=I 5-Highest

Analyzing / An= 4 3
II
 Applying-III 3 4

Understanding- 2 2
II

Remembering= 1 - Lowest 1
IIIII

Rank Rank

ANALYZE

1. Which cognitive skill had the highest number of assessment questions? Lowest number?
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2. What do these (lowest and highest number of assessment questions) reveal about
Resource Teacher’s level of questions?
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3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive skills?
Give an example of an assessment question for each two highest cognitive skills-
metacognitive skills and self- system thinking.
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REFLECT

If you were to rate yourself on HOTS- where will you be a from a scale of 1 to 5(5 as highest
where will you be?
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Analyzing a Table of Specifications

ACTIVITY 13.6

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

TARGET Your Intended Learning Outcomes

 Explain the function of a Table of Specification.

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 Specification on Assessment.

Learning Outcome No. of Total

Class
Rem Un Ap An Ev Cr
 Hours
1.
2.
3.
4.
5.
6.
Total

ANALYZE

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

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

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3. With OBE in mind, it is correct to put learning outcome not topic in the first
column? Why or why not?
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4. Can a teacher have a test with content validity even without making a TOS?
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5. Complete the given TOS.

Learning Outcome No. of Total

Class
Rem Un Ap An Ev Cr
Hours

Total
 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

 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 Appendix A for more details.
 The latest grading system in basic education includes student’s 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 Student’s Report Card from your Resource Teacher.

2. Study a sample of an unused Student’s Record Card. Observe in contents.
3. Ask permission from your Resource Teacher for an interview with him/her and with a
group student 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 grading system which you were not asked before?
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2. Which do you prefer- the old or the new grading system? Why?
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C. INTERVIEW OF 5 STUDENTS

1. What do you like in the new grading system?

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

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3. Does the new grading system give you a better picture of your performance? Why or
why not?
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4. Which do you prefer- the old or the new grading system? Why?

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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 1 to 10 and grades 11 to 12. Give
an example.
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3. How do you compute grades at the end of the school year?

 4. What descriptions 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?
Requirements Decision

Requirements Decision
Requirements Decision
 1. What is the report on learners’ observed values?

Marking Non-Numerical Rating

E. GRADE COMPUTATION
Show sample computations of a grade:
 In a subject of your choice from grade 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. 201

ANALYZE

Analyze data and information gathered from the interview and from your review of 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?
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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?

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4. Do you favor the distribution of percentages of written work, performance tasks

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

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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 if reported meaningfully to students and most of all to parents,
our parents in the education of children.
 Grades are a measure of achievement, not necessarily IQ. 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 present.
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3. Did parents raise questions or concerns? If yes, what were their questions/ concerns?
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4. How did the Resource Teacher handle their questions and concerns? What answers did he/she
give?
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Interview with Resource Teacher

1. How do you give feedback to your students regarding their performance? When do you
give feedback?
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2. How do you report student’s performance to parents? Does the school have a regular way
of reporting grades to parents?
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 3. What problems on grade reporting did you encounter with parents? How did you address
it/them?
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Interview with Students
1. Do you see the meaning of your grades in the School Report Card?
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2. Does knowing your grade motivate you to work harder?

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Interview with Parents

1. Does your child’s Report Card give you a clear picture of 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?
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3. Do you find the Card Distribution Day important? Why or why not?
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4. Any suggestion on how to make Card Distribution more meaningful?
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ANALYZE

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

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

a) Maintained and

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b) Improved to make grades and reporting meaningful?

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REFLECT

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