Field Study 5: Learning Episode 3: Assessing Learning in Different Level

My Learning Episode Overview

In the previous episodes, you met learning in different domains. In this
episodes, you will deal with the different levels in which these domains are
processed, taught, learned. You will also observe and reflect on how your resource
teachers assess learning in these domains in different levels. Theirs is the challenge
to formulate appropriate exercise questions and tasks that are aligned to the level
of the learning outcome.

My Intended Learning Outcomes

At the end of this Episode, I must be able to:
1 Classify the level of learning outcomes based on Bloom’s, Kendall’s and
Marzano’s taxonomy
2 Determine if the assessment tools/tasks are aligned to the level of the
learning outcomes

My Performance Criteria
I will be rated along the following:
a. Quality of my observations and documentation
b. Completeness and depth of my analysis
c. Depth and clarity of my classroom observation – based reflections
d. Completeness, organization, clarity of my portfolio and
e. Time of submission of my portfolio

My Learning Essentials
1. The outcomes of the K to 12 Curriculum are spelled out in terms of
standards and competencies.
2. The content standards state what learners should know and be able to do
after the teaching-learning process. The performance standards are what
learners are able to do with what they know.
3. DepEd Order No.8 s.2015 states:

Performance standards answer the following questions:

1. What learners may know?
2. How well must learners do their work?
3. How well do learners use their learning or understanding in different situations?
4. How do learners apply their learning or understanding real life contexts?
5. What tools and measures should learners use to demonstrate what they know?

(Source: DepEd Order No. 5, s.

2015)
 4. These standards are made more specific in the competencies.
Competencies are the specific knowledge, skills, values and attitudes that
learners are supposed to demonstrate after a teaching-learning process.
5. The k to 12 Curriculum is said to prepare the learner of the 21 st century.
The k to 12 learner is expected to acquire the 21 st century skills-life and
career skills, information, media and technology skills. Learning and
innovation skills include critical thinking, communication skills,
collaboration skills and creativity
6. To prepare the learner of the 21st century, then the teaching and learning
process in the k to 12 curriculum ought to go beyond simple recall and
comprehension. It should reach the level of applying, analyzing,
evaluating and synthesizing which are basic to the development of the
21st century skills.

My Map
1. Observe one class from each of the different subject groups: 1) Grammar class
in Filipino, English, Mother tongue, Math, Science-Cognitive; 2) Edukasyon sa
pagpapakatao, English Literature/Panitikan; -Affective 3) EPP or Technology and
Livelihood Education, Physical Education, Music and Arts, Computer class-
psychomotor
2. Ask permission to copy the lesson objectives and evaluation of my resource
teacher. Identify its/their domain/s and level/s of learning.
3. With consent of my resource teacher, get a copy of his/her written tests. Answer
the analysis questions based on these items.
4. Observe my Resource teacher while he/she teaches. Determine the levels of
learning that he/she takes in teaching.
5. Identify examples of the different levels of outcomes drawn from the teacher’s
lesson plan
6. Determine if the assessment tool/tasks are aligned to the level of the learning
outcomes
7. Analyze my observations with the use of guide question
8. Reflect on my observation and analysis
9. Answer the LET-like test items.
10.Come up with my portfolio
 My Learning Activities

I will observe 3 Resource Teachers and focus my observation on their

assessment practices with the help of an observation Sheet.

Observation Sheet #3.1 Levels of Learning Outcomes

Resource Teacher: _________________ Teacher’s Signature: __________

School:______________

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

________

(Choice if 1 from Grammar class in Filipino/English/Mother Tongue, Math, Science)

Is the level of
Learning Assessment task assessment aligned
outcome/lesson evaluation to the level of
objective from (evaluation from objective? E.g.
Level of Learning
teacher’s lesson teacher’s Lesson objective is recall the
Outcome
plan(write lesson plan) names of___”,
Cognitive (BLOOM)
objective in the Write in the Assessment task is
appropriate appropriate level “Distinguish between
outcome) outcome animal and plant
cell”- not aligned
1 Remembering
Lesson objective?
YES NO

2 Comprehending

3 Applying Solve this

problem 1.
Your sister ate
To solve word 1/3 of the pizza.
problem involving You ate also 1/3
similar fractions of pizza. What

part of the pizza
did the two of
you eat?

4 Analyzing
 5 Evaluating

6 Creating

Kendall’s and Marzano’s New Taxonomy

Level of learning outcome
Resource teacher’s
Resource teacher’s
learning outcome/lesson
assessment tak
objective

1. Retrieval- recalling,
recognizing

2. Comprehension

3. Analysis

4. Knowledge
utilization
(investigating,
experimenting,
problem-solving,
decision making)

Give proofs that metacognitive and self- systems were

5. Metacognitive touched in the teaching-learnng
system (students
set learning goals,
monitor their
 learning)

6. Self-system
(students examine
importance of
subject, examine
self- motivation,
interest and
efficacy

Observation Sheet #3.2 Levels of Learning Outcome

Resource Teacher: _________________ Teacher’s Signature: __________

School:______________

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

________

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

Is the level of
Learning Assessment task assessment aligned
outcome/lesson evaluation to the level of
objective from (evaluation from objective? E.g.
Level of Learning
teacher’s lesson teacher’s Lesson objective is recall the
Outcome
plan(write lesson plan) names of___”,
Cognitive (BLOOM)
objective in the Write in the Assessment task is
appropriate appropriate level “Distinguish between
outcome) outcome animal and plant
cell”- not aligned
1. Remembering
Lesson objective?
YES NO

2. Comprehending
3. Applying Solve this
problem 1.
Your sister ate
To solve word 1/3 of the pizza.
problem involving You ate also 1/3
similar fractions of pizza. What

part of the pizza
did the two of
you eat?

4. Analyzing

5. Evaluating

6. Creating

Kendall’s and Marzano’s New Taxonomy

Resource teacher’s
Resource teacher’s
Level of learning outcome learning outcome/lesson
assessment tak
objective

1. Retrieval- recalling,
recognizing

2. Comprehension

3. Analysis
 4. Knowledge
utilization
(investigating,
experimenting,
problem-solving,
decision making)

Give proofs that metacognitive and self- systems were

5. Metacognitive touched in the teaching-learnng
system (students
set learning goals,
monitor their
learning)

6. Self-system
(students examine
importance of
subject, examine
self- motivation,
interest and
efficacy

Observation Sheet #3.3 Levels of Learning Outcomes

Resource Teacher: _________________ Teacher’s Signature: __________

School:______________

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

________

(Choice of 1 from EPP or TLE,PE, Music and Arts, Computer)

 Is the level of
Learning Assessment task assessment aligned
outcome/lesson evaluation to the level of
objective from (evaluation from objective? E.g.
Level of Learning
teacher’s lesson teacher’s Lesson objective is recall the
Outcome
plan(write lesson plan) names of___”,
Cognitive (BLOOM)
objective in the Write in the Assessment task is
appropriate appropriate level “Distinguish between
outcome) outcome animal and plant
cell”- not aligned
1. Remembering
Lesson objective?
YES NO

2. Comprehending

3. Applying Solve this

problem 1.
Your sister ate
To solve word 1/3 of the pizza.
problem involving You ate also 1/3
similar fractions of pizza. What

part of the pizza
did the two of
you eat?

4. Analyzing

5. Evaluating

6. Creating
Kendall’s and Marzano’s New Taxonomy

Resource teacher’s
Resource teacher’s
Level of learning outcome learning outcome/lesson
assessment tak
objective

1. Retrieval- recalling,
recognizing

2. Comprehension

3. Analysis

4. Knowledge
utilization
(investigating,
experimenting,
problem-solving,
decision making)

Give proofs that metacognitive and self- systems were

5. Metacognitive touched in the teaching-learnng
system (students
set learning goals,
monitor their
learning)

6. Self-system
(students examine
importance of
subject, examine
self- motivation,
interest and
 efficacy

My Analysis

1. What is the counterpart of Bloom’s recalling in Kendall’s and Marzano’s and

DepEd’s KPUP?

2. Are the levels of learning or processing of what is learned in bloom’s Kendall’s

and Marzano’s similar or entirely different? Diagram

3. What did you discover about assessment tasks and learning outcomes? Are
they aligned? Explain.

4. Students study based on how they are tested. To avoid “teaching-to-the-test”

(teaching something because it will be tested or covered in the test) or
superficial factual testing, what levels of knowledge processing should teacher
use more?

My Reflections

Perhaps even without a scientific survey, you agree the most of the
assessment that take place in school are in the low levels of recalling, knowledge,
and retrieval. What can be some reasons behind this?
 We measure what we value and we value what we measure. Then we have to
assess what we value and value what we assess. What is one big measure of
Bloom’s revised cognitive taxonomy, Kendall’s and Marzano’s new taxonomy of
objectives to teachers regarding the assessment process?

Integrating Theory and Practice

1. In which level is identifying the authors of given literary pieces?

A. Understanding C. Recalling
B. Applying D. Sythesizing
My Learning Portfolio

1. Illustrate:
a.) Kendall’s and Marzano’s new taxonomy and
b.) Bloom’s revised taxonomy
By giving examples of assessment tasks for competency lifted from
the K to 12 Curriculum Guide

Kendall’s and Marzano’s New Taxonomy

(Note: Referring to figure 10 will be great help)

Competency from K to 12
Level of Processing Assessment Task (test
curriculum Guide
items etc.)

1 Retrieval

2 Comprehension

3 Analysis

4 Knowledge
utilization

5 Metacognitive
system

6 Self-system

Bloom’s Revised Taxonomy

(Note: Referring to figure 6 will be help)

Level of processing Competency from the K to Assessment Task

12 curriculum guide
1 Remembering

2 Understanding

3 Applying

4 Analyzing

5 Evaluating

6 Creating