Analyze

1. A master student's assessment shouldn't overestimate or

underestimate a student's abilities.
2. Assessments aligned with learning outcomes give students
clear goals, helping them focus their efforts effectively.

Reflect
1. The lesson plan's design and creation accurately reflect our
teacher's instruction and the established learning outcomes.
2. This episode taught me the importance of aligning intended
outcomes and carefully reviewing all aspects of a lesson,
including resources, teaching techniques, and assessments.

Link theory
13.2
Observe

Analyze
1. A teacher's tool selection depends on factors like their
familiarity with the tool, available resources, and the specific
learning goals of the lesson.
2. Teachers often develop expertise in various assessment
methods and technologies, influenced by their teaching
context, subject matter, and personal preferences.
3. Essays and similar written assignments serve as valid
assessment tools. Authentic assessment occurs when students
apply their knowledge to real-world situations. These
assignments demonstrate students' deep understanding,
critical thinking, and advanced problem-solving abilities.

Reflect
1. Teacher test-creation skills vary significantly often reflecting
their educational background, teaching experience and subject
matter expertise.
2. I'm still developing my skills in creating traditional
assessments, particularly those involving problem-solving.

Link Theory Practices

13.3
Observe
Analyze
1. The choice between analytical and holistic rubrics depends
heavily on the assignment's specific needs, the teacher's
preferences, and the context. The most effective rubric—
 analytical or holistic—is determined by the teacher's goals and
the assignment's requirements.
2. Resource instructors demonstrate a meticulous approach to
assessment, tailoring their scoring rubrics to the unique needs
of each subject area.
3. Using scoring rubrics significantly impacts how student work is
assessed. While grading without a rubric is possible, rubrics
enhance consistency, fairness, and transparency in the
evaluation process
4. To strengthen the documentary rubric, a more detailed
analysis of specific criteria is needed. Including criteria for
content, creativity, technical skills, and overall impact will
enhance the rubric's effectiveness.
5. An assessment's authenticity is rooted in its alignment with
learning objectives and its relevance to real-world application.
6. Rubrics empower students to become more independent and
self-directed learners. By clearly outlining the requirements for
success, rubrics serve as self-assessment tools, allowing
students to identify their strengths and areas for improvement.
7. Scoring rubrics are widely recognized as valuable resources in
educational settings. The Scoring Rubric in FS Book serves as a
helpful tool for students, aiding them in understanding
expectations, enhancing their work, and improving their
learning outcomes.
Reflect
Are authentic assessment tools and tasks new? Reflect on your
experiences of tests for all the years as a student.
 Yes, the shift to online learning during the COVID-19 pandemic
necessitated the adoption of new authentic assessment tools
and tasks. However, some assessments have proven less
effective in truly measuring learning outcomes, as readily
available online resources and limitations in performance
assessment make it difficult to definitively determine whether
student success is due to genuine understanding or access to
information.

Link theory practices

13.4
Observe

Analyze
 1. In Outcome-Based Education (OBE), the selection of evidence
should be guided by the learning outcomes, demonstrating
that students have achieved the intended knowledge and skills
2. ...
3. Teachers utilize diverse portfolio types, tailored to the
assessment's context and purpose. The specific type of
portfolio employed is influenced by the teacher's objectives,
course structure and the learning outcomes being assessed.
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?
 Portfolio evaluation facilitates learning assessment by enabling
you to gauge student progress and development in specific
areas.

Link Theory

13.5

Observe
Analyze
1. Assessment questions often focus on cognitive skills like
remembering, understanding, and analyzing, as these areas
allow teachers to determine if students have retained and
comprehended the material within the allotted time.
2. The resource teacher's assessments, spanning from the lowest
to highest levels, reflect the relative ease or difficulty of the
questions asked. This is because the majority of questions
require students to recall and understand previously learned
material.
3. According to Kendall and Marzano's taxonomy, self-system
thinking and metacognitive skills are among the highest
cognitive abilities. Questions that encourage students to reflect
on their own learning experiences and the relevance of their
education to real life foster these higher-order thinking skills.

Reflect
1. On a HOTS (Higher-Order Thinking Skills) scale, I'll give myself
a score of 4 because I'm still developing my proficiency with
HOTS and haven't fully mastered their application.
2. As a future educator, I want to create a good classroom
environment where students feel comfortable asking
questions. I will utilize HOTS to promote student growth,
providing challenging yet relevant assignments and mentoring
 students throughout their learning journey. This approach will
create a positive and supportive learning atmosphere.

Link Theory

13.6
Analyze
1. Scope describe the range of content covered by the test and
its intended use.
2. Ensuring a balanced assessment that fairly evaluates different
levels of cognitive skills, such as remembering, understanding,
applying, analyzing, evaluating, and creating.
3. OBE is fundamentally centered on what learners are expected
to achieve by the end of a course or program.
4. TWithout first creating a Table of Specifications (TOS), an
instructor is unable to provide a test that is content valid. The
test's content validity is guaranteed by the TOS, a planning
tool used during test creation.

Reflect
I've experienced situations where exam questions were unfamiliar or
unsolvable because the teacher hadn't covered the material. We
answered based on prior knowledge, without certainty of accuracy.
Such scenarios suggest a lack of a well-defined test blueprint (TOS)
before test construction.

Link Theory

13.7

Observe
1. Beginning in the 2015-2016 school year, the Department of
Education (DepEd) implemented a new competency-based
grading system for the K-12 Basic Education Program, as
outlined in D.O. No. 8, s.2015. This new system simplifies the
grading components and introduces a new transmutation
table, moving away from the previous Knowledge, Process,
Understanding, and Performances (KPUP) grading systems. In
this approach, students' summative assessment results are
derived from their scores in Written Works, Performance Tasks,
and Quarterly Assessments (WW-PT-QA) across Grades 1 to 12,
with varying percentage weights assigned based on the
learning area. Compliance is mandatory for all public schools
from kindergarten to senior high school. While private schools
are not required to adopt the same grading system, DepEd
strongly encourages them to align with these guidelines. Non-
 DepEd schools have the flexibility to adjust their policies to
align with their mission and vision, provided they obtain
approval from the DepEd Regional Office.
2. The new grading system is a significant improvement. The
organized and detailed structure, coupled with automated
grade computation via the e-class record, eliminates the
previous manual workload and associated challenges for
teachers. The system's efficiency removes a significant burden
and streamlines the grading process.

1. The grading system's three components (Written Works,

Performance Tasks and Quarterly Assessments) allow for
balanced assessment. A lower score in one area can be offset
by stronger performance in others, promoting a more stable
overall grade.
2. The grading system is effective. Teachers' understanding is
ensured through provided guidelines and memoranda,
clarifying the system's components.
3. The new system provides a clear picture of individual student
performance, highlighting strengths and areas needing
improvement.
4. We prefer the new grading system. Its systematic approach
allows for reevaluation and targeted adjustments based on
student performance clarifying areas for improvement and
future focus.

1. The grading scheme is competency- and standards-based, with

grades reflecting student achievement against pre-determined
learning criteria and skills. The weighted raw score from
summative exams serves as the basis for these grades.
2.
3. NOT OBSERVE
4. During parent-teacher meetings, the report card is discussed,
providing parents and guardians with a quarterly overview of
their child's academic progress and development.
5. A final grade of 75 or higher in all learning areas allows the
student to be promoted to the next grade level.
6. - Based on the DepEd Mission, Vision, and Core Values, the
learners have observed certain values.