FS 5 ep 1-4

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Assessment for Learning, Assessment as

Learning, Assessment of Learning. How they are

Practiced?

My learning episode overview

This episode introduces assessment FOR learning, assessment AS learning and assessment OF learning.

Prepositions for, as and of mean a lot. They make a big difference in assessment. Assessment FOR learning, assessment AS learning and assessment OF leaning have different purposes. You learned them in your subjects on Assessment. In this episode, you will observe how they are applied in the teaching-learning process.

My intended learning outcomes

At the end of this Episode, I must be able to:

 distinguish among the 3 forms of assessment and

 draw concrete examples of these form of assessment.

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

The preposition “for” in assessment FOR learning implies that

assessment is done to improve and ensure learning. This is referred to as FORmative assessment, assessment is given while the teacher is in the process of student formation (learning). It ensures that learning is going on while teacher is in the process of teaching.

Teacher does not lose anything if as she/he teaches he/she checks for

understanding now and then. This is to ensure that before he/she

proceeds further or comes near the end of te chapter, unit or course or grading period, the students understood the lesson.

It will be tragic and a waste of time if teacher just proceeds with his/her teaching presuming that students understood the lesson only to discover at the end of the unit or grading period that students after all did not understand the lesson. So much time has already been wasted.

Besides, lack of understanding of the lesson must have been

compounded because the “ABCs” of the lesson weren’t mastered and the teacher already proceeded to “XYZ”. Too late to discover that at the end of a unit or a grading period the students did not learn what was expected of them.

Formative assessment also includes the pretest and the posttest that a teacher gives to ensure learning.

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Why the pretest? It is to find out where the students are or determine their entry knowledge or skills so teacher knows how to adjust instruction.

Why the posttest? It is to find out if the intended learning outcome has been attained after the teaching-learning process. If not all students have attained it, the teacher have to apply intervention or a remediation. Why do these have to take place? To ensure learning, thus the term

assessment FOR learning.

In Assessment FOR Learning, teachers use assessment results to inform or adjust their teaching.

Assessment OF Learning is usually given at the end of a unit, grading period or term like a semester it is meant to assess learning for grading purposes, thus the term Assessment OF Learning.

Assessment AS Learning is associated with self-assessment. As the term implies, assessment by itself is already a form of learning for the students.

As students assess their own work (e.g. a paragraph) and/or with their peers with the use of scoring rubric, they learn on their own what a good paragraph is. At the same time, as they are engaged in self-assessment, they learn about themselves as learners (e.g. paragraph writers) and become aware of how they learn. In short in assessment AS learning, student set their targets, actively monitor and evaluate their own learning in relation to their set target. As a consequence, they become

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ASSESME

NT

ASSESSME

NT FOR

LEARNING

ASSESSME

NT AS

LEARNING

ASSESSME

NT OF

LEARNING

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Figure 1. Various Approaches to Assessment

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My Learning Activities

I will observe two classes, record my observations with the use of an Observation Sheet.

OBSERVATION SHEET # 1:1

Indicators of Assessment FOR,OF and AS Learning

Assessment FOR

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Write observed teacher activities that manifest assessment FOR

learning.

(Assessment while the teacher teaches.

Conduct of pretest and posttest are included).

Write observed teacher and student activities that manifest

assessment AS learning.

(Self-assessment)

Write observed teacher activities that manifest assessment OF learning. (Assessment at the end of teaching)

My Analysis

1. Did you observe assessment practices for the three (3) forms of assessment? Explain your answer.

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2. Are the results of assessment OF learning affected by the

observance/implementation of assessment FOR learning? Explain your answer.

3. Based on your observations, to what extent is Assessment AS Learning (self-assessment) practiced compared to Assessment FOR (formative) and OF Learning (summative)?

4. Which phrase refers to assessment FOR learning? Assessment OF learning? Assessment AS learning?

DepEd Order No. 8, s. 2015 states: “Assessment is a process that is used to keep track of learners’ progress in relation to learning

standards…, to promote self-reflection and personal accountability among students about their own learning and to provide bases for the profiling of the student performance on the learning competencies and the standards of the curriculum.”

My Reflections

Write your reflections on the following:

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1. As a student, did you like assessment? Do students like assessment? Why or why not?

2. What can you do to eliminate students’ fear of assessment? Can frequent formative assessment (Formative assessment) reduce if not eliminate fear of assessment?

3. Do you like the idea and practice of self-assessment (assessment AS learning)? Why or why not?

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Integrating Theory and Practice

1. Teacher Emma gave a True-False pretest on social justice. Based on the pretest results, she taught her class social justice by correcting whatever wrong concepts the students have affirmed and expounded on their correct concepts. After correcting their wrong concepts and affirming their correct answers, Teacher Emma gave the class a

posttest. Among the forms of assessment explained, which one/s did Teacher Emma do?

A. Assessment OF Learning C. Assessment FOR Learning B. Assessment AS Learning D. Assessment FOR and AS Learning

2. The class was taught how to conduct an action research and was required an end-of-the-term written research report. The class was taught how to do the research report and was shown an Analytic Scoring Rubric for them to know how they will be graded. The class took the Scoring Rubric guide in the making of their research report. They were all motivated to pass an excellent research report and as a grouped checked now and then if they were true to the qualities of an excellent research report as seen in the scoring rubric. What form of assessment is described?

3. Teacher Julie sees to it that she checks for understanding as she teaches to ensure that every student can follow the lesson. With that form/s of assessment is Teacher Julie occupied with?

4. Teacher Grace is done with unit 1. She wants to know how well her students could demonstrate the knowledge and skills targeted at the beginning of the Unit. Into what form of Assessment is Teacher Grace? A. Assessment OF Learning C. Assessment FOR Learning B. Assessment AS Learning D. Assessment FOR and AS Learning

5. Which assessments is/are used to determine grade of students? I. Formative assessment

II. Summative assessment III. Assessment of learning

A. II and III C. I and II B. I and III D. I only

6. Which assessment leads students to become self-directed and independent leaners?

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A. Formative assessment C. Assessment as learning B. Summative assessment D. Assessment in learning 7. Complete this analogy.

Formative assessment: Assessment for learning Summative assessment:___________________

A. Assessment of learning C. Assessment as learning B. Assessment with learning D. Assessment in learning

My Learning Portfolio

1. Distinguish assessment FOR, OF and AS learning by way of a graphic organizer.

2. Research on:

 3 innovative formative assessment activities and techniques to add to the usual teacher questioning and observation

techniques.

 2 innovative summative assessment tools that measure higher-order thinking skills.

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GUIDING

PRINCIPLES

G

in the

Assessment

of

Learning

My Learning Episode Overview

For the assessment process to accomplish its purposes, i.e.., to ensure learning, we must be guided by basic assessment principles. This episode focused on basic guiding principles of assessment.

My Intended Learning Outcomes

After this Episode, I must be able to:

 determine application of the guiding assessment principles in

given situations and

 apply the basic assessment principles in the teaching-learning

process.

My Performance Criteria

FS 5

FIELD STUDY

Learning

episode

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My Learning Essentials

The following are the principles that should guide you in the conduct of assessment.

1.Begin by specifying clearly and exactly what do you want to assess. What you want to asses is/are stated in your learning outcomes/lesson objectives.

2.The intended learning outcome/lesson objective NOT CONTENT is the basis of the assessment task. You use content in the development of the assessment tool and task but it is the attainment of your learning outcome NOT content that you want to assess. This is Outcome-based Teaching and Learning.

3.Set your criterion of success or acceptable standard of success. It is against this established standard that you will interpret your assessment results.

Example: is a score 7 out of 10 (the highest possible score) acceptable or considered success?

4.Make use of varied tools for assessment data-gathering and multiple source of assessment data. It is not pedagogically sound to rely on just one source of data gathered by only one assessment tool. Consider multiple intelligences and learning styles. DepEd Order No, s. 2015 cites the use of multiple ways of measuring students’ varying abilities and learning potentials.

5.Learners must be given feedback about their performance. Feedback must be specific. “Good work”! is positive feedback and is welcome but actually is not a very good feedback since it is not specific. A more

specific better feedback is “You observed rules on subject-verb agreement and variety of sentences. Three of your commas were misplaced.”

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My Map

6.Assessment should be on real-world application and not on out of four context drills.

7.Emphasize on the assessment of higher-order thinking.

8. Provide opportunities for self-assessment.

Step 1. Read the Learning Essentials given above.

Step 2. Observe at least three (3) classes with a learning partner.

I will choose one class from each of the three groups.

Group 1- Language/Science/Math Group 2- Physical Education, ICT, TLE

Step 3. Discuss my observations/answers to the questions with my partner.

Step 7. Come-up with my Portfolio. Step 6. Answer the LET-like questions_{Step 5. Reflect on my observation.} Step 4. Write down my answers to the questions.

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My Learning Activities

OBSERVATION SHEET # 2.1

Resource Teacher: School: Grade level: Subject Area:

Which of the following principles were observed by the Resource Teacher?

Principles of Assessment Observations (Describe observed

behaviors of the Resource Teacher that is/are aligned to each principle). 1. Make use of varied tools for

assessment data-gathering and multiple source of assessment data. It is not pedagogically sound to rely on just one

source of data gathered by only one assessment tool. Consider multiple intelligences and learning styles.

Which assessment tools did Resource Teacher use?

2. Learners must be given feedback about their

performance. Feedback must be specific. “Good work”! is positive feedback and is welcome but actually is not a very good feedback since it is not specific. A more specific better feedback is “You

observed rules on subject-verb agreement and variety of sentences. Three of your commas were misplaced.”

Give examples of comments of teacher on students’ work/answer.

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3. Assessment should be on real-real world application and not on out-of-context drills.

How was this demonstraded?

4. Emphasize on the assessment

of higher-order thinking. How was this done?

5. Emphasize on self-assessment.

(assessment as learning) Were students given opportunity to do self-assessment.

My Learning Activities

Which of the following principles were observed by the resource teacher?

assessment data-gathering and multiple source of assessment data. It is not pedagogically sound to rely on just one

performance. Feedback must

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be specific. “Good work”! is positive feedback and is welcome but actually is not a very good feedback since it is not specific. A more specific better feedback is “You

observed rules on subject-verb agreement and variety of sentences. Three of your commas were misplaced.” 3. Assessment should be on

real-real world application and not on out-of-context drills.

How was this demonstrated?

My Learning Activities

Which of the following principles were observed by the Resource Teacher?

assessment data-gathering and multiple source of assessment

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data. It is not pedagogically sound to rely on just one

performance. Feedback must be specific. “Good work”! is positive feedback and is welcome but actually is not a very good feedback since it is not specific. A more specific better feedback is “You

observed rules on subject-verb agreement and variety of sentences. Three of your commas were misplaced.”

3. Assessment should be on real-real world application and not on out-of-context drills.

How was this demonstraded?

My Analysis

1. Which principles of assessment were observed to have been practiced?

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My Reflections

We assess what we value and value is what we assess. What should I do to make assessment worthwhile?

Integrating Theory and Practice

1. Emphasize on self-assessment. Teacher Lyn applies this principle by ________.

a. Making her students check their own papers.

b. Motivating her students to set their personal learning goals and track their progress against that goal.

c. Preparing her students for higher-order thinking questions. d. Requiring them scoring rubric as project.

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2. Assessment should be on real-world application and not on out-of-context drills. To apply this principle, what should Teacher Nancy do?

a. Assess students’ English oral communication skills in a graduation program simulation where each student has a speaking assignment.

b. Give a 20-point quiz asking students to determine whether the sound of “a” is long or short.

c. Give students a matching type of test on vocabulary.

d. Give a 10-item quiz on adding similar fractions which is the weakness of students.

3. If you emphasize on assessing higher-order thinking skills, which should you do?

a. Avoid paper-pencil test.

b. Give students a problem to solve. c. Give oral examination.

d. Do less formative assessment.

4. On which should a teacher base his/her assessment? a. Learning outcome

b. Learning content

c. Developmental stage of Learners d. Learning resources

5. In outcome-based education or outcome-based teaching-learning, the assessment task should match with the _____________.

a. Learning resources b. References

c. Learning outcome d. Content

6. “Very good. You are doing very well Johann!”, Teacher Jona says. Teacher was referring to Johann’s world problem-solving skill. Is this accordance with giving specific feedback?

a. Yes. b. No.

c. Very much, the feedback is clear enough. d. No, it is exaggerated.

7. Teacher Annie explains to her class: “Each of you is expected to spell 10 words out of ten words correctly. This is a mastery test”. Is Teacher Annie’s behavior in keeping with the principle to set acceptable standards of success?

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a. No, the standard she set is too high.

b. No, she is not setting the standards. She is just explaining the meaning of a mastery test.

c. Yes, it is. The standard is clear.

d. Yes, she sees to it that every student agrees.

8. Teacher Jocelyn considers the multiple-choice type of test the best among the written type of test, so for assessment of learning she uses only multiple choice type of test. It this in accordance with the principle of assessment?

a. Yes, well-formulated multiple choice tests measures HOTS. b. Yes, for as long as the multiple-choice tests measures low

and high level of thinking skills. c. No, she has only one source of data.

d. No, she should make use of varied tools for assessment data-gathering.

9. A professor does not give quiz at all. The students’ grades are based only on the summative assessment results. Does he violate an assessment principle?

a. No, that is academic freedom.

b. No, he assesses learning and gives grade anyway. c. Yes, assessment data to be reliable should come from

multiple sources.

d. Yes, he does not consider multiple intelligences and learning styles.

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My Learning Portfolio

Ass ess men t sho uld b e o n re al-worl d a pp lica tio n a nd no t on o ut- of-conte xt dri ll. R ese arch o n GRA SP of G. Wig gins and Ja yMcT ig he. C ons truct a re al-worl d p erf orm ance ass ess ment t ask . He re is a n inte nde d l ea rni ng o utcome : “ the s tude nt must b e a ble to a pp ly the ba sic a sse ssme nt p rinci ple in the tea ching -le arni ng p ro cess .” A sse ss the atta inme nt o f tha t ob je ctive le arn ing outco me b y wa y of 2 multi ple choice test i tems . Res ea rch o n how to a sse ss hi ghe r-o rd er thi nking sk ills . Give 2 e xamp le s o f te st i tems tha t m ea sur e a pp lyi ng a nd ana lyzi ng.

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USING

GUIDING

DIFFERENT

G

ASSESSMENT

Assessment

METHODS,

TOOLS

AND

TASKS

My Learning Episode Overview

There are different assessment methods, assessment tools and

assessment tasks to assess several domains of learning-cognitive, affective and psychomotor.

No single assessment method/tool/task can assess all forms of learning. With Gardner’s learner’s multiple intelligences, learning when assessed can be demonstrated in nine (9) different ways and therefore can be assessed in nine (9) different ways, too. Teacher, therefore, should make use of varied assessment tools and tasks. In fact, one principle of assessment is to make use of varied methods and tools.

In this Episode, you will see which methods, tools and tasks are used for learners with varied multiple intelligences and in different domains of

learning.

My Intended Learning Outcomes

At the end of this Episode, I must be able to:

 identify different assessment methods, assessment tools and

assessment tasks and

 select the appropriate assessment method/tool/task for different

domains of learning and for the 9 intelligences.

My Performance Criteria

c. depth and clarity of my classroom observation-based reflections,

FS 5

FIELD STUDY

Learning

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d. completeness, organization, clarity of my portfolio and e. time of submission of my portfolio.

My Learning Essentials

Ass ess men t metho ds ca n b e cl ass ifi ed as tr ad iti ona l a nd a uthenti c. Tr ad iti on al ass ess ment me thod re fe rs to the us ual p ap er-pe ncil te st whi le auth ent ic a sse ssme nt re fe rs to the us ua l no pa pe r-p enci l te st. Authe ntic a sse ssme nt i s a lso calle d a lte rna tive ass ess ment, it i s b ein g a lte rna tive to t he tr ad iti ona l. The pa pe r-p enci l te st ( tra diti on al ass ess ment) ass ess es le arn ing in the cog niti ve d oma in ( blo om) or d ecl ara tive kno wle dg e ( Kend all a nd M arza no , 20 12 ) The pa pe r-p enci l te st, howe ver, it i s i na de qua te to m ea sur e a ll f orms and le arni ng. Psycho moto r l ea rni ng ( Kend all and M arza no, 2 01 2) or p ro ced ura l k nowl ed ge (K end all a nd M arza no , 20 12 ) ca nnot b e me asur ed by a pa pe r-p enci l te st. Ass ess men t too ls f or the cog niti ve d oma in ( de cla ra tive kn owl ed ge ) a re the diff ere nt p ap er-pe ncil te sts . Ba sic e xamp le s o f p ap er-pe ncil te st a re sho wn in fig ure 2.

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Selected-

response

Alternate response Matching type Multiple Choice

Constructe

d-response

Completion Short answer Essay-restricted or non restricted Problem Solving

Product

Output

Visual-e.g.

graph,

collage

reflective

journal

Performan

ce

Performance

tasks

e.g.

experiments,

oral

presentation,

dramatization

Figure 2. Two groups of Written Tests and Specific Examples

Figure 3. Groups and Examples of Authentic Tasks.

Exa mple s o f a uthenti c a sse ssme nt too ls a re the d emo nstr ati ons of what have be en l ea rne d b y e ithe r a pro duct or a p erf orma nce. ( Ref er to Fig ure 3 ). We ma ke u se of va rie d me thod s b eca use the re are many f orms of l ea rni ng -co gni tive , a ffe ctive and psycho moto r ( Blo om) . For Kend all and Ma rza no the re a re als o thr ee (3 ) – i nfo rma tio n (d ecl ara tive kno wle dg e), p ro ced ure s ( phys ica l/mo tor/ mani pul ati ve s kill s. ( Se e F ig ure 4).

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Kendall's

and

Marzano's

New

Taxonomy

Information (declarative knowledge Metacognitive procedures (procedural knowledge) psychomotor procedures (physical, motor/manipulat ive skills) Le arn ers have multi ple inte llig ence s a nd va rie d l ea rni ng s tyle s. Stud ents must be give n the o pp ortuni ty to d emo nstr ate le arni ng tha t is a lig ned to their multi ple inte llig ence s a nd to their le arn ing styl es. I t is g oo d f or te ach ers to co nsi de r the multi ple inte llig ence s o f l ea rne rs to ena ble le arne rs to de mons tra te l ea rni ng i n a ma nner which ma kes the m fe el co mfo rta ble and succe ssf ul.

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Multiple

intelligenc

es

Verbal/Linguistic the capacity to use language to express what's on your mind and

to understand other people.

Logical/Mathematical the ability to understand the underlying principles of some kind of causal

system.

Visual/Spatial the ability to present the spatial world internally in

your mind. Musical/Rythmic the capacity to think in music, to be able to hear patterns, tecognize them and perhaps msnipulstr

them. Bodily/Kinestetic

capacity to use your whole body, to solve

problem, make something, or put on a production. Naturalist The ability to discriminate among living thigs as well as

sensitivity to other features of the natural

world. Intrapersonal

having an understanding of yourself, of knowing who you are, what you can do.

Interpersonal The ability to understaand

other people.

Exixtential to exhibit yhe proclivity

to pose and ponder questions about life,

death and ultimate realities.

Figure 5. Multiple Intelligences

Source: http://bestcareermatch.com/multiple -intelligences

My Map

I will observe three (3) different classes.

I will reflect on the guide questions given below. To hit my target, I will follow these steps:

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at l rve se Ob ea st thr ee cla sse s wi th a l ea rni ng p artn er. I w ill cho ose one cl ass fr om e ach of t he thr ee gro ups. Gr oup 1 -La ngua ge /S cie nce/ma th Gro up 2 - P hys ica l Ed uca tion , EP P/T LE, M usic a nd A rts Gro up 3 - Ed uka syo n s a P ag pa pa ka tao /Liter atu re/ Ar alin g P an lip un an

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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 # 2.1- Traditional Assessment Practices* Learning in the Cognitive and Declarative Knowledge

Paper-and-pencil

Tests Please put a check (√) on the test which the teacher used and give at least 2 items as examples. You may ask for samples of past tests that your Resource Teacher

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used in the past to complete your matrix Selected- response type 1.Alternative-response 2.Matching type 3.Multiple choice 4.Others

*For Science, Math, English, Mother Tounge

Constructed-Response 1.Completion 2.Short answer type 3.Problem solving 4.Essay a) restricted b) non-restricted 5.Others

OBSERVATION SHEET # 2.2- Traditional Assessment Practices* Learning in the Cognitive and Declarative Knowledge

Paper-and-pencil

Tests Please put a check (√) on the test which the teacher used and give at least 2 items as examples. You may ask for samples of past tests that your Resource Teacher

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used in the past to complete your matrix Selected- response type 1.Alternative-response 2.Matching type 3.Multiple choice 4.Others

*For Literature, Edukasyon sa Pagpapakatao, Araling Panlipunan

Constructed-Response 1.Completion 2.Short answer type 3.Problem solving 4.Essay a) restricted b) non-restricted 5.Others

OBSERVATION SHEET # 2.2- Traditional Assessment Practices* Learning in the Psychomotor Domain, Procedural Knowledge,

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Authentic Assessment

Describe how a product/performance was assessed?

1.Product Example/s of product/s assessed. How was it/

were they assessed?

2.Performance (psychomotor)

Example/s of product/s assessed. How was it/ were they assessed?

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1. In what subjects was traditional assessment method used most?

2. Which among the traditional assessment tools/tests was/were used most often?

3. In what subjects was authentic assessment method used most? 4. Which products or performance were assessed? Give examples.

5. What assessment tools and tasks were used to assess learning in the cognitive domain, and declarative knowledge?

6. What assessment tools and tasks ere used to assess the learning of psychomotor skills/procedural knowledge?

7. Was there assessment of learning in the affective domain? Explain your answer.

8. To which multiple intelligences did the assessment tools and tasks respond? Come up with a table of the intelligences which were given attention and the corresponding assessment task used.

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My Reflections

What happens when your assessment method and tool do not match

with your domain of learning?

Have we been air to learners whom we learned are equipped with multiple intelligences when in the past we only used paper-and-pencil text which was most fit only for the linguistically intelligent learners?

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Integrating Theory and Practice

1. Which does NOT belong to the group? a. Completion test

b. Multiple choice c. Matching type d. Alternate Response

2. Which does NOT belong to the group? a. Completion test

b. Problem solving c. Multiple choice d. Short answer

3. Which type of test measures student’s thinking, organizing and written communication skills?

a. Extemporaneous speech b. Completion type

c. Short answer d. Essay

4. Teacher Dada wants to test students’ acquisition of declarative knowledge. Which test is appropriate?

a. Performance test b. Submission of a report c. Short answer test d. Essay

5. Performance test: Psychomotor skills

Paper-and-pencil test: ______________________ a. Declarative knowledge

b. Psychomotor procedures c. Motor skills

d. Procedural knowledge

6. Teacher Peter wants to know how well his students have imbibed the virtue of honesty. Which tool is most appropriate?

a. Personality test view b. Student interview

c. Reflective journal on “How honest I am” d. Written test

7. Which assessment task is most fir for logic-smart learners? a. Solving a puzzle

b. Showing the steps though diagram c. Describing the solution

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8. Which assessment task works best for language-smart learners? a. Oral presentation

b. By the use of graphic organizer c. Dance d. By demonstration

My Learning Portfolio

1.R efe r to the K to 1 2 C urri culu m Gui de . Se le ct at le ast o ne co mpe tency o f e ach d oma in o f l ea rni ng a nd g ive an ap pro pri ate ass ess ment to ol/ task . Do mains o f l ear nin g (Blo om, K en dall and M arzan o) Comp ete ncy As se ss men t T oo l/Tas k 1.C og niti ve/D ecl ara tive K nowl ed ge / P ro cess 2.P sych omo tor/ Mo tor ski lls 3.A ffe ctive 2. Gi ve the nine multi ple Inte llig ence s ( MI) cite d b y Gard ner. Gi ve a t le ast one exa mple of ass ess ment to ol/ task to ass ess thi s p arti cula r i ntend ed le arni ng o utco me: “ to e xpla in t he me ani ng o f P ygma lio n eff ect” Lang uag e s in 3 se ntence s, exp la in the Pyg ma lio n eff ect. Lo gic s ma rt Pictur e s mart Na ture sma rt Bo dy s mart Mus ic s mart Se lf s ma rt Peo ple sm art Sp iri t sma rt 3. R ese arch on 2 ass ess ment to ol/ task s f or l ea rni ng in t he a ffe ctive do main. Pre se nt them he re . Cite your re fe re nces.

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ASSESSING

LEARNING

in

DIFFERENT

LEVELS

My Learning Episode Overview

In the previous Episode you met Learning in different domains. In this Episode you will deal with the different levels which these three domains are processed, taught, learned. You will also observe and reflect on how your Resource Teacher assess learning in theses domains in different in levels. Theirs is the challenge to formulate appropriate exercise questions and tasks are aligned to the level of the learning outcomes.

My Intended Learning Outcomes

At the end of this Episode, I will be able to:

 classify the level of learning outcomes based on Bloom’s, Kendall’s and

Marzano’s taxonomy.

 determine if the assessment tools/tasks are aligned to the level of the

learning outcomes.

My Performance Criteria

My Learning Essentials

FS 5

FIELD STUDY

Learning

episode

4

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The outcomes of the K to 12 Curriculum are spelled out in terms of standards and competencies.

The content standards state what the learners should 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 standard answer the following questions: 1. What learners 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?

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

century. The K to 12 learners is expected to acquire the 21st_Century

skills – life and career skills. 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 curriculum ought to go beyond simple recall and comprehension. It should reach the level of applying,

analyzing, evaluating and synthesizing which are basic to development of 21st_{Century skills.}

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1. 1.

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s. on sti ue e q uid f g o se e u th ith n w tio rva bse my o ze ly na •A

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OBSERVATION SHEET # 3.1- Levels of Learning Outcomes

(Choose of 1 from Grammar class in Filipino/English/Mother Tongue, Math, Science) Level of Learning Outcome (Bloom) Learning Outcome/Lesso n Objective from Teacher’s Lesson Plan (Write lesson objective in the appropriate level outcome) Assessment Task (evaluation from Teacher’s Lesson Plan (Write it in the appropriate level outcome) Is the level of assessment aligned to the level of the

objective? E.g. objective is “recall the names of ___”; Assessment task is ‘’Distinguish between animal and plant cell’’- Not aligned.

1.Remembering Lesson

objective YES NO

2.Comprehendi ng

3.Applying To solve word

problem involving similar fractions Solve this problem. 1. Your sister ate 1/3 of the pizza. You ate also 1/3 of the 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 Learning

Outcome/Lesson Objective Resource Teacher’s Assessment Task 1.Retrieval-recalling, recognizing 2.comprehension 3.Analysis 4.Knowledge utilization (investigating, experimenting, problem solving, decision- making) 5.Metacognitive System (Students set learning goals, monitor their learning)

Give proofs that the metacognitive and self systems were touched in the teaching-learning. 6.Self system (Students

examine importance of subject, examine

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self-motivation, interest and efficacy.)

My Learning Activities

objective? E.g. objective is “recall the names of ___”; Assessment task is ‘’Distinguish between animal and plant cell’’- Not aligned.

1.Remembering Lesson

objective YES NO

2.Comprehendi

ng Interpret the poem written

by… Recite the poem with feelings. X 3.Applying 4.Analyzing 5.Evaluating 6.Creating

Kendall’s and Marzano’s New Taxonomy

Level of Learning

outcome Resource Teacher’s Learning

Outcome/Lesson Objective Resource Teacher’s Assessment Task 1.Retrieval-recalling, recognizing 2.comprehension 3.Analysis 4.Knowledge utilization (investigating, experimenting, problem solving, decision- making)

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5.Metacognitive System (Students set learning goals, monitor their learning)

examine importance of subject, examine self-motivation, interest and efficacy.)

My Learning Activities

objective? E.g. objective is “recall the names of ___”; Assessment task is ‘’Distinguish between animal and plant cell’’- Not aligned. 1.Remembering Lesson objective YES NO 2.Comprehendi ng 3.Applying 4.Analyzing 5.Evaluating 6.Creating

Kendall’s and Marzano’s New Taxonomy

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outcome Learning Outcome/Lesson Objective Assessment Task 1.Retrieval-recalling, recognizing 2.comprehension 3.Analysis 4.Knowledge utilization (investigating, experimenting, problem solving, decision- making) 5.Metacognitive System (Students set learning goals, monitor their learning)

examine importance of subject, examine self-motivation, interest and efficacy.)