Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
FS 5
FIELD STUDY
ASSESSING LEARNING in
DIFFERENT LEVELS
Learning Episode
In the previous Episode you met learning in different domains. In this Episode
you will deal with 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
outcomes.
My Performance Criteria
My Learning Essentials
The content standards state what the learners should know and be able to do
after the teaching-learning process. The performance standards are what the learners
are able to do with what they know.
“DepEd Order No. 8 s. 2015 states: Performance standards answer the following
questions:
1. What learner’s can 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 in real-life contexts?
5. What tools and measures should learners use to demonstrate what they
know?”
, values,
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.
The K to 12 Curriculum is said to prepare the learner for the 21st. The K to 12
learner is expected to acquire the 21st Century skills-life and career skills, information,
media and technology skills and learning and innovation skills. Learning and innovation
skills include critical thinking, communication skills, collaboration skills, and creativity.
To prepare the learner for the 21st century, then the teaching and learning
process in the K to 12 curriculums 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 21st Century skills.
Bloom’s revised taxonomy shows the six (6) levels of learning in the cognitive domain.
(See Figure 6).
Source: Marzano, R. J. and J. S. Kendall. The New Taxonomy of Education Objectives (2nd ed.)
Source: http://www.gcssk12.net/fullpanel/uploads/files/revised-blooms-chart.pdf
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
5. Identify examples of the different levels of learning outcomes drawn from the
teacher’s lesson plans.
6. Determine if the assessment tools/tasks are aligned to the level of the learning
outcomes.
2. Comprehending
3. Applying
4. Analyzing
5. Evaluating
6. Creating
2. Comprehension
3. Analysis
4. Knowledge utilization
(investigating,
experimenting, problem
solving, decision-making)
5. Metacognitive System Give proofs that the metacognitive and self-system were
(Students set learning touched in the teaching-learning
goals, monitor their
learning)
6. Self-System (Students
examine importance of
subject, examine self-
motivation, interest and
efficacy
My Learning Activities
2. Comprehending
3. Applying
4. Analyzing
5. Evaluating
6. Creating
2. Comprehension
3. Analysis
4. Knowledge utilization
(investigating,
experimenting, problem
solving, decision-making)
5. Metacognitive System Give proofs that the metacognitive and self-system were
(Students set learning touched in the teaching-learning
goals, monitor their
learning)
6. Self-System (Students
examine importance of
subject, examine self-
motivation, interest and
efficacy
My Learning Activities
2. Comprehending
3. Applying
4. Analyzing
5. Evaluating
6. Creating
2. Comprehension
3. Analysis
4. Knowledge utilization
(investigating,
experimenting, problem
solving, decision-making)
5. Metacognitive System Give proofs that the metacognitive and self-system were
(Students set learning touched in the teaching-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.
Perhaps even without a scientific survey, you agree that most of the
assessments that take place in school are in the low levels of recalling, knowledge, and
retrieval. What can be some reasons behind this?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
____________________________________________________________________
A. Understanding C. Recalling
B. Applying D. Synthesizing
2. The students were expected to be able to develop a lesson plan following Outcomes-
Based Education (OBE) principles. Based on Kendall’s and Marzano’s taxonomy, in
which level is the intended learning outcome?
3. You have to remember the steps in opening a computer if you want to do it on your
own. In what level of assessment is remembering the steps?
A. Retrieval C. Comprehension
B. Analysis D. Knowledge utilization
4. Teacher Joji’s intended learning outcome is this: “interpret the given poem”. Which
assessment task is aligned? Teacher joji
A. gives the students a written test and asks them to paraphrase the poem.
B. gives an oral test and ass them to recite the poem with feelings
C. gives a written test and asks the students what the poem expresses.
D. makes them memorize the poem then recite it with feelings to prove
understanding.
5. Is the item “classify the given teaching methods” aligned to this intended learning
outcome “to select the appropriate teaching method”?
A. Yes.
B. No.
C. A little because classify and select are related
D. Yes, if you change “select” in the learning outcome changed to classify
My Learning Portfolio
1. Illustrate:
2. Comprehension
3. Analysis
4. Knowledge utilization
5. Matacognitive system
6. Self-system
My Learning Portfolio
2. Understanding
3. Applying
4. Analyzing
5. Evaluating
6. Creating
My Learning Portfolio
4 2 1
3
All questions or Analysis questions Analysis questions Analysis questions
Analysis of the episodes were were answered were not were not answered.
answered completely. answered
Learning Episode completely; in completely. Grammar and
depth answers; Clear connection spelling
thoroughly with theories. Vaguely related to unsatisfactory.
grounded on the theories.
theories. Exemplary Grammar and
grammar and spelling are Grammar and
spelling. superior. spelling
acceptable.
4 3 2 1
Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
profound and clear, clear, but not shallow; unclear and shallow
supported by clearly supported supported by and are not
Reflections/Insights experiences form by experiences experiences from supported by
the learning from the learning the learning experiences from
episodes. episodes. episodes. the learning
episodes.
4 3 2 1
Portfolio is Portfolio is Portfolio is Analysis questions
complete, clear, complete, clear, incomplete; were not answered.
well-organized; all well-organized; supporting
Learning Portfolio supporting most supporting documentations Grammar and
documentations documentations are organized but spelling
are located in are available and are lacking. unsatisfactory.
sections clearly logical and clearly
designated. marked locations.
4 3 2 1
Submitted before Submitted on the Submitted a day Submitted two days
Submission of the deadline. deadline. after the deadline or more after the
deadline.
Learning Episodes
4 3 2 1