LEARNING EPISODE 13

 OBSERVE, ANALYZE, REFLECT

Activity 13.1 Aligning Assessment Task with the Learning Outcome

Resource Teacher: ______________ Teacher’s Signature: ________ School: _______
Grade/Year Level: ______________ Subject Area: _________ Date: __________

Subjects Learning Assessment Task Is the assessment If not aligned,

Outcom (How did Teacher tool/task aligned improve on it.
e/s assess the learning to the learning
outcome/s? Specify outcome/s?
P.E/EPP/TLE To dance Written quiz- No Performance
tango Enumerate the steps test – Let
of tango in order. students
dance tango.

Subjects Learning Assessment Task Is the assessment if not aligned,

Outcom (How did Teacher tool/task aligned improve on it.
e/s assess the learning to the learning
outcome/s? Specify. outcome/s?
Social Science.
Literature/Panitik
an.
EsP
Physical/Biologic
al Science/Math/
English/Filipino

 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
o 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
 ANALYZE

1. Are 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?
______________________________________

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

______________________________________________________________

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

 LINK THEORY TO PRACTICE

1. Here is a learning outcome: Describe a person by the use of a metaphor

Here is the test item: Describe a classmate or teacher by way of a metaphor.

Is the test item aligned to the learning outcome?

A. No C. Yes
B. Somewhat D. Yes, if teacher is not included

2. Learning outcome: Conduct an investigation to prove that plants can

manufacture their own food.
Test item: Can plants manufacturer their own food? Explain you answer.
Is the test item aligned to the learning outcome?
A. No C. Yes
B. Somewhat D. Yes, if explain your answer is dropped

3. Learning outcome: Conduct an investigation to prove that plans can manufacture

their own food.
Test item: Can plants manufacture their own food? Explain your answer.

Is the test item aligned to the learning outcome?

 A. No C. Yes
B. Somewhat D. Yes, if teacher is not included

4. Which assessment task is aligned to this learning outcome: Compute the mean if
the scores are 50, 50, 50, 48, 47, 46, 45, 44, 43, 43, 42, 41, 40.
A. What is a mean?
B. Is mean a measure of variability?
C. What is the mean of 50, 50, 50, 48, 47, 46, 45, 44, 43, 43, 42, 41, 40
D. Is mean the same as average?

5. Learning outcome: To observe subject-verb agreement as one speaks.

Test: Give the correct form of the verb.
1. Dogs (howl)
2. A cat (meow)
3. Birds (fly)
Is the test aligned to the learning outcome?
A. No C. Yes
B. Somewhat D. Yes, there are 3 items on subject-verb agreement

6. Here is a lesson objective /intended learning outcome: “illustrate the law of

supply and demand with you original concrete example”. For content validity,
which test item is aligned?
A. Define the law of supply and demand and illustrate it with an example.
B. Illustrate the law of supply and demand with a drawing.
C. Illustrate the law of supply and demand with a concrete, original example.
D. Explain the law of supply and demand and illustrate it with a diagram.

7. Teacher B wrote this learning outcome: “To interpret a given quotation.” For
content validity which should she ask?
A. Interpret Nietzsche’s statement: “He who has a why to live for can bear
with almost any how.”
B. Do you believe in Nietzsche’s statement “He who has a why to live for can
bear with almost any how”?
C. What is true in Nietzsche’s statement “How who has a why to live for can
bear with almost any how”?
D. Nietzsche’s was an atheist. Do you believe that he can give statement “He
who has a why to live for can bear with almost any how”?

8. After teaching them the process of experimenting. Teacher J wanted his students
to be able set up an experience to find an answer to a scientific problem. Which
will he ask his students to do?
 A. Set up the experiment to find out if aerial plants can also live on land.
B. Can aerial plants also live on land? Research on experiments already
conducted. Present your finding in class.
C. Observe if aerial plants can survive when planted in soil. Note you
observations and preset them in class.
D. Research on the answers to this scientific problem: Can aerial plans
survive when transferred in soil?

9. 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 skill-related activities.
A. Body composition C. flexibility
B. Agility D. organic vigor
A. Yes, very much.
B. Yes because it asks something about skill-related activities
C. No
D. No, the options have nothing to do with skill-related activities

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 Sample Test Comments (Is
Assessment Tool/Paper- Check Outcome Item of the
and Pencil Test Here Assessed Resource assessment
Teacher tool
constructed in
accordance
with
established
guidelines?)
Explain your
answer.
Selected Response Type
1. Alternate response

2. Matching type

3. Multiple Choice

4. Others
 Type of Traditional Put a Learning Sample Test Comments (Is
Assessment Tool/Paper- Check if Outcome Item of the assessment
and Pencil Test Resourc Assessed Resource tool constructed
e Teacher in accordance
Teacher with established
used it. guidelines?)
Explain your
answer.
Constructed-Response
Type
1. Completion

2. Short answer type

3. Problem solving

4. Essay – restricted

5. Essay-non-
restricted

6. Others

 ANALYZE

1. Which assessment tools/tasks were most commonly used by teacher? Which

ones were rarely used? Why were they rarely used?

2. Based on your answers found in the Tables above in which type of assessment
tools and tasks were the Resource Teacher most skilled in test construction?
Least skilled?
 3. Can 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.

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

 LINK THEORY TO PRACTICE

Here is the learning outcome of this Activity: Critique traditional tools and tasks for
learning in the context of established guidelines on test construction.
1. Which assessment task is aligned to the learning outcome given above?
A. True-False test – An assessment task must be aligned to the learning
outcome.
B. Column 1 presents the learning outcomes. Column 2 has the assessment
tasks. Determine alignment of assessment with learning outcome.
C. Here are 5 test items. Evaluate them on the basis of established
guidelines in test construction.
D. Is an essay more reliable than multiple choice test?

2. What’s WRONG with this TRUE-FALSE test items?

Filipinos are sociable but lazy.
A. Opinionated C. Very short
B. Not fit for a T-T test D. Sweeping

3. Is this test item in accordance with rules on test construction?

Write everything you learned from this course.
A. No C. Somewhat
B. Yes D. No, opinionated

4. In a matching type of test, which should be found in the first column?

A. Options C. Distracters
B. Premises D. Jokers
 5. In a multiple choice type of test, one option among 4 was not chosen by any
examinee. What is TRUE of that option?
A. Implausible C. Plausible
B. Realistic D. Unattractive

6. The students were at a loss to what answer to give in a completion type of test
since there were so many blanks. Which is TRUE of the test item?
A. Too complex C. Over mutilated
B. Unattractive D. Implausible

ACTIVITY 13.3 Observing the Use of Non-tradition 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 type of rubrics – analytic and holistic. Analytic rubrics
describe work on each criterion separately while a holistic rubric assess 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 How a product/ Comment/s

Assessment/ Non- Outcome Product/ performance was (is the
Traditional/Alternative Assessed Performance assessed scoring
Assessed rubric
Describe how the constructed
One example of product/performan according
a product ce was assessed. to
assessed. (Put a Which was used standards?
photo of the analytic rubric or
product/docume holistic rubric?
nted INCLUDE THE
performance in RUBRIC IN MY
My Teaching TEACHING
Artifacts. ARTIFACTS.
INCLUDE THE
RUBRIC IN MY
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?
____________________________________________________________
 2. Based on your answers in #1, what can you say about the scoring rubrics made
and used by the Resource Teachers?
____________________________________________________________

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

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

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.
_________________________________________________________

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?
________________________________________________________________

Does the Scoring Rubric in this FS Book 1 help you come up with better output?
_________________________________________________

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

 SHOW YOUR LEARNING ARTIFACTS

 Accomplished Observation Sheet

 Observations
 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 you comment/s and improve version/s, if necessary.
 LINK THEORY TO PRACTICE

1. To pinpoint which part of the lesson needs more explanation, which scoring rubric
can help?
I. Analytic
II. Holistic
A. I only C. II only
B. I and D. No need for rubric

2. I want to know how skilled the students have become in research report. Which
assessment task will be valid?
A. Make students defend research report before a panel.
B. Make students write the research report.
C. Group the students for research report writing.
D. Make students conduct an action research.

3. I want to get a global view of a student’s performance. Which rubric is most fit?
A. Analytic C. Holistic
B. Itemized D. Analytic and Holistic

4. Which can prove that students are capable of sewing after a 200-hour course?
A. Presentation of the product they have sew
B. Operation of the sewing machine
C. Drawing a pattern for a set of pajamas
D. Labeling the parts of a sewing machine

5. Which is the most reliable way of determining whether or not the student can now
dance tango?
A. Performance test
B. Oral test
C. Written test on steps of tango
D. Written test illustrating the steps
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 OUTCOMES

 Evaluate a sample portfolio

 Distinguish among the 3 types of Portfolio

 DISCOVER the Learning Essentials

 A portfolio is a purposeful collective 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, accomplished 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 guideline 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
portfolio – there is
proof that students
took part in the
selection of the content
of the portfolio.
 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) an 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 Reflection

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 results 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
  EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 13 – Assessment of Learning (Summative Assessment)

Name of FS Student _____________________________ Date Submitted _________

Year & Section: ______________________ Course: __________________________

_________________________________________ _________________
 Signature of FS Teacher above Printed Name Date

 LINK Theory to Practice

1. A portfolio is synonymous to a folder of files. Is this CORRECT?

A. No C. Yes
B. Somewhat D. Sometimes

2. Which is an essential part of a portfolio?

A. Student’s reflection on his portfolio
B. Display portfolio for everyone to see student development
C. Artistic design to show student’s artistic talent
D. Student’s self-rating

3. I need to prove that t have fully developed the skill at writing a research report.
Which type of portfolio is MOST APPROPRIATE?
A. Showcase portfolio C. Development portfolio
B. Assessment portfolio D. Process portfolio

4. Which portfolio can prove that an improvement has taken place in the way
students pronounce words?
A. Showcase portfolio C. Assessment portfolio
B. Development portfolio D. Process portfolio

5. I want to know if my students can now focus the microscope properly. With which
portfolio am I concerns?
A. Showcase portfolio C. Assessment portfolio
B. Development portfolio D. Process portfolio
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

Resource Teacher: __________________ Teacher’s Signature __________ School: _______
Grade/Year Level: __________________ Subject: ____________________ Date: _________

 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 question in the various levels.
4. Make tally, then get the total. Use Table 1 and Table 2 separately.

Table 1. Number of Questions per Level

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

Metacognitio 5
n

Creating 6-
Highest

Evaluating 5

Analyzing/An 4 Analysis 3 /

Understanding / 3 Knowledge 4
Utilization

Remembering / 1– Retrieval 1 //// - Example 4

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

Example: Creating 6-
=I Highest

Evaluating = I 5

Analyzing/An = II 4 Analysis 3

Applying = III 3 Knowledge 4

Utilization

Understanding = II 2 Comprehensio 2
n

Remembering = 1– Retrieval = III 1-

IIIII Lowest Lowest
I I
Rank Rank
  EVALUATE Performance Task
Name of FS Student ____________________________ Date Submitted: __________
Year & Section: ________________________ Course: _________________________

_________________________________________ _________________
Signature of FS Teacher above Printed Name Date
 LINK Theory to Practice

1. “Is my thinking CORRECT?” asks a student to himself. In which level of cognitive

process is he?
A. Self-system C. Metacognition
B. Analysis D. Application

2. Formulate a 5 – item imperfect matching type of test, is a test item in the level of
which cognitive process?
A. Creating C. Self-system thinking
B. Analyzing D. Evaluating

3. Which one demonstrates self-system thinking?

A. Ask the question “What has this lesson to do with me?
B. Critic your thinking process.
C. Come up with a solution to the given problem.
D. Relate your present lesson to past lessons.

4. Paraphrase the first stanza of Rizal’s “My Last Farewell” calls for _________.
A. Analyzing
B. Understanding
C. Evaluating
D. Applying

5. How would you rate students ability to reason out logically is a question to test
students’ ability to ___________.
A. Engage in metacognition
B. Analyze
C. Do self-system thinking
D. Evaluate
ACTIVITY 13.6 Analyzing a Table of Specification
Resource Teacher _____________________ Teacher’s Signature ________ School: _______
Grade/Year Level: _____________________ Subject Area _____________ Date: __________

 TARGET Your Intended Learning Outcome

 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 Specifications on Assessment.

Learning No. Total
Outcome of Cognitive Level
Class
Hour
s
Rem Un Ap An Ev Cr
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?

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 and kaniyang tanong? Ni-isang taong sa
tinuro wala! (Where did Teacher get her test? Not one of what she taught came out!)
Student B: Oo nga! Nakakainis! (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
  LINK Theory to Practice

1. In Teacher R’s Table of Specifications (TOS), 60 percent of the 1 st 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 and 30% are
applying questions.
Is Teacher’s test aligned 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.

2. What is a function of TOS? To ensure the ____________.

A. Content validity of the test C. reasonable length of a test
B. Predictive validity of a test D. predictive validity of a test

3. A TOS ensures alignment of test with learning outcomes. Is the statement

TRUE?
A. Very true C. false
B. Sometimes true D. Sometimes true, sometimes false

4. In a TOS, the number of hours spent on a learning outcome determines the

number of test items to be asked. Is this CORRECT?
A. No C. Not always
B. Yes D. depends on the level of the questions asked

5. The following are found in a TOS EXCEPT _________.

A. Teaching-learning activities
B. Number of hours devoted to a topic
C. Cognitive level of test items
D. Number of test items

6. “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?

What does the conversation imply about the kind of test they took?
A. Lacks content validity
B. Has content validity
 C. Lacks reliability
D. Lacks construct validity

ACTIVITY 13.7 Computing Student’s Grades based on DepEd Grading System

Resource Teacher: __________________ Teacher’s Signature: __________ School: ________
Grade/Year Level: ___________________ Subject: ____________________ 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 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 Student’s 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 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 feature 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 problem 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 of grading?>

2. How do you compute grades per quarter for Grades 1 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 description 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 learner’s observed values?

E. Grade Computation
Show sample computation of a grade:
 In a subject of your choice from Grades 1 to 6 (if you are a future
elementary teacher)
 In you specialization if you are a high school teacher)
  Show the percentage contribution of written 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
of an unused Student’s s Report Card and DepEd grading system.
1. Do teachers and students like the new grading system? Why or why not?

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

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) - od grades really matter?
  EVALUATE Performance Task
Name of FS Student __________________________ Date Submitted: ____________
Year & Section: ______________________ Course: ___________________
 _________________________________________ _________________
Signature of FS Teacher above Printed Name Date

 LINK Theory to Practice

1. Which is the percentage contribution of quarterly assessment to the grade of the

student from Grades 1 to 10?
A. 15% C. 25%
B. 20% D. 30%

2. Does quarterly assessment have the same percentage weights for all the
subjects, for all the tracks in Grade 11-12?
A. Yes C. Yes, only for the academic track
B. No D. it depends on schools

3. Which is the percentage contribution of written work to the Grade 1 – 10 student

in Science and Math?
A. 50% C. 40%
B. 20% D. 30%

4. In MAPEH and TLE, which contribute/s heaviest to the student grade?

A. Performance tasks C. Quarterly assessment
B. Written work D. Quarterly assessment and performance tasks

5. Based on percentage contribution to the grade, what can be inferred from the
DepEd’s emphasis on learning and assessment?
A. The emphasis depends on the grade level of the subjects.
B. All components are being emphasized/
C. The emphasis for all Grades 1 – 10 subject is on performance tasks
D. The emphasis is on quarterly assessment.

6. A students gets a numerical grade of 80. What is his descriptor for his level of
proficiency?
A. Satisfactory C. Very satisfactory
B. Fairly satisfactory D. did not meet expectations

7. I get a grade of 90. What is its descriptor?

A. Very satisfactory C. Advanced
B. Beginning D. Outstanding
8. Which is described as “did not meet expectation”?
A. Below 75% C. Below 74%
B. Below 76% D. Below 72%

9. If a student failed to meet standards, which descriptor applies?

A. Developing C. Poor
B. Beginning D. Did not meet expectations

10. How is the final grade per subject for Grades 11 and 12 obtained?
A. Get the average of the grades for the 2 Quarters
B. Get the average of the grades for the $ Quarters
C. Get the average of the grades of all subjects for the 2 semesters
D. Get the average of the grades of all subjects for the 4 semesters.

11. Which is/are TRUE of MAPEH when it comes to grade computation?

I. The quarterly grade is the average of the quarterly grades in the four
areas – Music, Arts, Physical Education and Health (MAPEH)
II. Individual grades are given to each area(MAPEH)
III. There is one grade for Music and Arts, PE and Health because they are
related.
A. I only C. I and III
B. I and II D. II only

12. Which is TRUE of Kindergarten grades?

A. Grades are computed like the grades in Grade I.
B. There are numerical grades with description.
C. There are no numerical grades.
D. Remarks like Passed and Failed are used.

13. At the end of the school year, which is/are TRUE of grades?
I. The General Average is computed by dividing the sum of all final grades
by the total number of learning areas.
II. Each learning area has equal weight in computing for the General
Average.
III. The Final Grade per learning are and the General Average are reported as
whole number.
A. I and II C. I and III
B. II and III D. I, II and III

14. Who is retained in the same grade level for Grades 1 to 10? Any students who
did not meet expectations ___________.
 A. In three or more learning areas
B. In 2 learning areas
C. In four learning areas
D. As shown in the general average

15. What happens when a student in Grade 1 to 10 did not meet expectation in two
learning areas?
A. Retained in the same grade level
B. Promoted to the next grade level after passing remedial classes for learning
areas with failing mark.
C. Promoted in the next grade level but has back subjects in the lower grade
level
D. Is not accepted for enrollment in the school.
ACTIVITY 13.8 Reporting Student’s Performance\
Resource Teacher: __________________ Teacher’s Subject: ________ 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 partners 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.

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?

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 be?

a.) Maintained and
b.) Improved to make grades and reporting meaningful?

 REFLECT

1. Grades are often source of misunderstanding. How should I do reporting so that

it will result to effective learning?
  EVALUATE Performance Task

Name of FS Student ____________________________ Date Submitted: __________

Year & Section: ________________________ Course: _________________________
_________________________________________ _________________
Signature of FS Teacher above Printed Name Date

 LINK Theory to Practice

1. Why must grades be reported to parents?

I. Promote ongoing formative feedback to students
II. Ensure alignment of curriculum, instructions, and assessment
III. Promote, to parents and students, credible and useful feedback
A. I only C. II only
B. I and III D. I, II and III

2. What must be done to make grade reporting meaningful?

I. The grading system must be clear to all concerned.
II. The standards and competencies are known and understood by all.
III. The grading system must be numerical.
A. I and II C. I, II and III
B. II only D. III only
3. To make grade reporting meaningful, which must be done?
A. Announce names of students who need to help.
B. Rank the Report Cards from highest to lowest then distribute the same
according to rank.
C. Explain how the grades were computed.
D. Console parents whose children are non-performing by telling them that
nobody fails.
4. What is an essential step in reporting grades to parents?
I. Explain that grades give a picture of students’ performance.
II. Explain that grades compare students’ performance against the
established standards.
III. Explain that grades compare students’ performance against other
students’ performance
A. I and II C. I, II and III
B. II only D. III only
5. What does criterion-referenced grading mean?
A. Grading on the curve
B. Grading against standards
C. Comparing grades with average grade
D. Interpreting grades based on Mean
6. What must be done to make grades meaningful?
A. Interpret grades against standards.
B. Compute grades accurately.
C. Compare individual grades against mean.
D. Compare grades of boys and girls.