FS

Learning Episode 4

5
Assessing Learning
In Different Levels

Rafallo, Mark Anthony N.

BSED TLE-4B

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 My Learning Episode Overview

In the previous Episode you met learning in different domains. In this

Episode, 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 outcomes.

My Map

To realize my Intended Learning Outcomes, I will work my way through

these steps.

Observe one class from each of the different subject groups:

Grammar class in FIlipino, English, Mother Tounge, Math, Science - Cognitive;
Edukasyon sa Pagpapakatao; English Literature / Panitikan; - Affective
EPP or Technology and Livelihood Education, Physical Education, Music and
1 Arts, Computer class. - Psychomotor

Ask permission to copy the lesson objectives and evaluation of my

Resource Teacher. Identify its/their domain/s and level/s of learning.
2
With consent of my Resource Teacher, get a copy of her/his written test/s.
Answer the analysis questions based on these test items.
3
Observe my Resource teacher while he/she teaches. Determine the levels of
learning that he/she takes in teaching.
4
Identify examples of the different levels of learning outcomes drawn from the
teacher's lesson plan.
5
Reflect on my observations and analysis.
8 Determine if the assessment tools/tasks are aligned to the level of the learning
outcomes.
6
Analyze my observations with the use of guide questions.
7
Answer the LET-like test.
9
Come up with my portfolio.
10

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 My Learning Activities

OBSERVATION SHEET No. 4.1

Levels of Learning Outcomes TLE
Resource Teacher: Jonalyn C. School: Lanigay High School
Sablaon
Grade/Year Level: 10 Subject Area: TLE
Level of Learning Learning Assessment Task Is the level of
Outcome- Cognitive Outcome/Lesson (Evaluation from assessment aligned
(Bloom) Objective from Teacher’s Lesson to the level of the
Teacher’s lesson Plan( Write it in the objective? E.g.
Plan (Write lesson appropriate level objective is “recall
objective in the outcome) the names of ____”;
appropriate level Assessment task is
outcome “Distinguish
between animal and
plant cell”-Not
aligned.
1. Remembering Identifying the Matching Type YES NO
parts of the Asia Column A √
Illustration of a cell
Column B
Parts of a Asia
2.Comprehending Determine the Give the location √
parts of Asia and specific details
of the parts of Asia

3. Applying

4. Analyzing
5. Evaluating
6. Creating

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 Kendall’s and Marzano’s New Taxonomy
Level of Learning Outcome Resource Teacher’s Resource Teacher’s
Learning Outcome / Assessment Task
Lesson Objective
1. Retrieval-recalling, Identifying the parts of Matching Type
recognizing the Asia Column A
Illustration of a cell
Column B
Parts of a Asia
2. Comprehension Determine the parts of Give the location and
Asia specific details of the
parts of Asia
3. Analysis

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

5. Metacognitive System Give proofs that the metacognitive and self-

(Students set learning goals, systems were touch in the teaching-learning.
monitor their learning)

6. Self-system Student’s shows interests in topic by giving

(Students examine effort on every activity the teacher gave.
importance of subject,
examine self-motivation,
interest and efficacy)

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 OBSERVATION SHEET No. 4.2
Levels of Learning Outcomes (TLE)
Resource Teacher: Jonalyn C. School: Lanigay High School
Grade/Year Level: 9 Subject Area: TLE
Level of Learning Assessment Is the level of assessment
Learning Outcome/Lesson Task aligned to the level of the
Outcome- Objective from (Evaluation objective? E.g. objective
Cognitive Teacher’s lesson from is “recall the names of
(Bloom) Plan (Write lesson Teacher’s ____”; Assessment task is
objective in the Lesson “Distinguish between
appropriate level Plan( Write it animal and plant cell”-Not
outcome in the aligned.
appropriate
level outcome)
1. Identifying the parts Performance YES NO
Remembering of the Computer Assessment
Hardware and
equipment’s

2.Comprehendi Determining and Locating the

ng classifying the tools location of
and equipment’s the parts in
the computer
hardware
3. Applying To place the parts in Performance
the right location in assessment
the computer learning 
hardware outcomes
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 / Assessment Task
Lesson Objective
1. Retrieval-recalling, Identifying the parts of Performance
recognizing the Computer Assessment
Hardware and
equipment’s
2. Comprehension Determining and Locating the location of
classifying the tools the parts in the

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 and equipment’s computer hardware
3. Analysis
4
Knowledge utilization
(investigating, experimenting,
problem solving, decision
making)
5. Metacognitive System Learners were sometimes bored. But when the
(Students set learning goals, evaluation comes they answer it intently.
monitor their learning)

6. Self-system Most of the learners were interested if there’s

(Students examine more illustration the teacher was showing,
importance of subject, especially if the topic was out of country.
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?

Bloom’s Recalling or Remembering Level of Learning Outcome

counterpart to Kendall’s and Marzano’s Retrieval –recalling and recognizing
while in DepEd KPUP it was the knowledge (K).

2. Are the levels of learning or processing of what is learned in Bloom’s ,

Kendall’s and Marzano’s similar or entirely different?

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

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 Yes they are aligned; assessment tasks were based on the learning
outcomes or the learning objectives of the teacher.

My Reflections/Insights

Perhaps even without a scientific survey, you agree the most

of the assessments that take place in the school are in the low levels of
recalling, knowledge, and retrieval. What can be the reason behind this?

As for me the reason why we have a low levels of recalling,

knowledge and retrieval is we focus on things that was real than
imaginary one. Assessment in school was more on spoon feeding, why?
As I observed most of the examination was multiple choice and matching
type. The answer was a given already so most of the learners will just
choose what best answer would it be.

We measure what we value and we value what we measure. Then we

have to assess what we value and we value what we assess. What is one
big message of Bloom’s revised cognitive taxonomy. Kendall’s and

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Marzano’s new taxonomy of objectives / to teachers regarding the
assessment process.

The message of the cognitive taxonomy of Bloom, Kendall and

Marzano’s new taxonomy was for the teachers not only to focus on one
or two or three types of assessment strategy. They want us to make our
assessment more challenging and different type of strategies must be
used.

My Learning Portfolio

Directions: Read the items given below and choose the correct answer.

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

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 outcomes.

A. Analysis C. Knowledge utilization

B. Retrieval D. Metacognitive system

3. You have to remember the steps in opening the 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. Metacognitive system

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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. give an oral test and ask them to recite the poem with feelings
C. gives a written test and asks the students what the poem expresses.
D. marks them memorize the poem then recite it with feelings to prove
understanding.

5. Is the test 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 change to classify

My Learning Portfolio

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 Kendall’s and Marzano’s New Taxonomy

Level of Competency from the K to Assessment Task

Processing 12 Curriculum (Test item, etc.)

1. Retrieval Prepare tools and Match column A with column

equipment for specific tools B.
purpose. 1.a memory storage
programs
i. motherboard

2. Prepare tools and Read the given instructions

Comprehension equipment for specific tools carefully and list down all the
purpose. tools that you need to
prepare in order to finish the
activity.

3. Analysis Analyze the location of tools Show the Proper assembling

accurately. of the parts of computer into
the CPU

4. Knowledge Check condition of tools and List down at least five safety
Utilization equipment. measures in assembling
tools and equipment.

5. Metacognitive Identify hazards and risks. Match column A with B

System It is the chance or the
probability that a person
will be harmed
d.risks

6. Self-system Control hazards and risks Check the equipment where

the FPC Clean Air Act
applies.
____1. Cars
____2. Tunnels
____3. Oil fryers

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 Bloom’s Revised Taxonomy
Level of Competency from the K
Processing to 12 Curriculum
1. Remembering Prepare tools and equipment Match column A with column B.
for specific baking purpose. 1.Used for baking loaf bread
2. Understanding Prepare tools and equipment
for specific baking purpose.
3. Applying Apply basic mathematical
operations in calculating
weights and measures.
4. Analyzing Measure dry and liquid
ingredients accurately.
5. Evaluating Check condition of tools and
equipment.
6. Creating Perform basic preventive
measure.
Assessment Task
(Test item, etc.)
i. loaf pan
Read the given recipe carefully
and list down all the tools that you
need to prepare in order to finish
the activity.
Computation
Convert degrees Centigrade to
degrees Fahrenheit and degrees
Fahrenheit to degrees
Centigrade. Show your
computation.
C = F – 32 x 5 / 9
F = C x 9 / 5 + 32
1. 100 degrees Centigrade to
degrees Fahrenheit.
2. 320 degrees Fahrenheit to
degrees Centigrade.
Show the Proper measuring of
the ffg. 1. Oil 2. White sugar 3.
Milk 4. Flour 5. Margarine
List down at least five safety
measures in the use of baking
tools and equipment.
Cake Recipe here.
Identify what is referred in each
number.
1. leaning product made by
mixing vinegar, lemon and
baking soda.
Paste
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 Select an appropriate competency from the K to 12 Curriculum. Choose
and construct a performance assessment task following GRASPS of
Wiggins and McTighe.

Learning Competency: Illustrates quadratic equations.

Make a simple presentation of world famous parabolic arches.

Task:

1. Begin the activity by forming a group of 5 members. Choose

someone you can depend on to work diligently and to do his fair
share of work.

2. In your free time, start surfing the net for world famous parabolic
arches. As you search, keep a record of where you go, and what
you find on the site.

3. Complete the project by organizing the data you collected,

including the name of the architect and the purpose of creating
the design.

4. Once you have completed the data, present it to the class in a

creative manner. You can use any of the following but not limited
to them.

 Multimedia presentation
 Webpages
 Posters

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 5. You will be assessed based on the rubric for this activity.

Goal:

Your task is __________________

The goal is to _________________
The problem or challenge is _____________
The obstacles to overcome are ___________

Role:

You are ________________

You have been asked to __________________
Your job is ______________________________

Audience:

Your clients are __________________________

The target audience is _____________________
You need to convince ______________________

Situation:

The context you find yourself in is ________________

The challenge involves dealing with ________________

Product, Performance and Purpose:

You will create a __________ in order to __________________

You need to develop ____________ so that _________________

Standards and Criteria for Success:

Your performance needs to ____________________________

Your work will be judged by ______________________________
Your product must need the following standards __________________
Successful results will ________________________.

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 My Learning Rubric
Field Study 5, Episode 4 – ASSESSING LEARNING IN DIFFERENT LEVELS
Name of FS Student: Mark Anthony N. Rafallo Date Submitted: __________
Year & Section: 4-B Course: BSED
Learning Episodes Exemplary Superior Satisfactory Needs
4 3 2 Improvement
1
All tasks were done with All or nearly all tasks Nearly all tasks were Fewer than half of
outstanding quality; work were done with high done with acceptable tasks were done; or
Learning Activities exceeds expectatio quality. quality. most objectives
were met but need
improvement.
4 3 2 1
All questions were Analysis questions were Analysis questions were Analysis questions
answered completely; in answered completely. not answered were not answered.
Analysis of the Learning depth answers; completely.
Episode thoroughly grounded on Clear connection with Vaguely related to the Grammar and
theories. Exemplary theories. theories spelling
grammar and spelling. unsatisfactory
Grammar and spelling Grammar and spelling
are superior. acceptable 1
3 2
4
Reflection statements Reflection statements Reflection statements Reflection
are profound and clear; are clear, but not clearly are shallow; supported statements are
Reflections/ Insights supported by supported by by experiences from the unclear and
experiences from the experiences from the learning episodes shallow and are not
learning episodes learning episodes supported by
experiences from
the learning
episodes
4 3 2 1
Portfolio is complete, Portfolio is complete, Portfolio is incomplete; Analysis questions
clear, well-organized and clear, well-organized; supporting were not answered.
Learning Portfolio all supporting; most supporting documentations are
documentations are documentations are organized but are Grammar and
located in sections available and logical and lacking spelling
clearly designated clearly marked locations unsatisfactory
3 1
4 2
Submission of Learning Submitted before the Submitted on the Submitted a day after Submitted two days
Episode deadline deadline the deadline or more after the
deadline
4 3 2 1
COMMENT/S Rating:
Over-all score (Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/ RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.50 5.00
99 96 93 90 87 84 81 78 75 72 71-below

_____________________
Signature of FS Teacher Date: _________________

Above Printed Name

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