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.
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 selfdirected or independent learners.
• Come up with a portfolio. • Answer the LET-like test items. • Reflect on my observation and analysis. • Analyze my observations with the use of guide questions. • Observe 2 classes, together with a partner, to see assessment practices with the help of an Observation Sheet. • Read My Learning Essentials
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My Map Figure 1. Various Approaches to Assessment
ASSESME NT
ASSESSME NT FOR LEARNING
ASSESSME NT OF LEARNING ASSESSME NT AS LEARNING
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 Learning
Assessment As Learning
Assessment OF Learning
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.
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:
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?
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 B. Assessment AS Learning Learning
C. Assessment FOR Learning D. Assessment FOR and AS
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? A. Assessment OF Learning B. Assessment AS Learning Learning
C. Assessment FOR Learning D. Assessment FOR and AS
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? A. Assessment OF Learning B. Assessment AS Learning Learning
C. Assessment FOR Learning D. Assessment FOR and AS
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 B. Assessment AS Learning Learning
C. Assessment FOR Learning D. Assessment FOR and AS
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 B. I and III
C. I and II D. I only
6. Which assessment leads students to become self-directed and independent leaners?
A. Formative assessment B. Summative assessment
C. Assessment as learning D. Assessment in learning
7. Complete this analogy. Formative assessment: Assessment for learning Summative assessment:___________________ A. Assessment of learning B. Assessment with learning
C. Assessment as 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 higherorder thinking skills.
FS 5 FIELD STUDY
Learning episode GUIDING GUIDING
PRINCIPLES G
in the Assessment
2 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 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 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.”
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.
My Map 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 4. Write down my answers to the questions.
Step 7. Come-up with my Portfolio. Step 6. Answer the LET-like questions Step 5. Reflect on my observation.
My Learning Activities OBSERVATION SHEET # 2.1 Resource Teacher: Grade level:
School: 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 Which assessment tools did Resource assessment data-gathering and Teacher use? 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. 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.
3. Assessment should be on realreal 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 OBSERVATION SHEET # 2.2 Resource Teacher: Grade level:
School: 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 Which assessment tools did Resource assessment data-gathering and Teacher use? 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. 2. Learners must be given feedback about their performance. Feedback must
Give examples of comments of teacher on students’ work/answer.
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 realreal world application and not on out-of-context drills.
How was this demonstrated?
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 OBSERVATION SHEET # 2.3 Resource Teacher: Grade level:
School: Subject Area:
Which of the following principles were observed by the Resource Teacher? Principles of Assessment
1. Make use of varied tools for assessment data-gathering and multiple source of assessment
Observations (Describe observed behaviors of the Resource Teacher that is/are aligned to each principle). Which assessment tools did Resource Teacher use?
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. 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.
3. Assessment should be on realreal 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 Analysis 1. Which principles of assessment were observed to have been practiced?
2. Which principles was/were least observed/ not observed?
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.
2. Assessment should be on real-world application and not on outof-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. b. c. d.
Avoid paper-pencil test. Give students a problem to solve. Give oral examination. Do less formative assessment.
4. On which should a teacher base his/her assessment? a. b. c. d.
Learning outcome Learning content Developmental stage of Learners Learning resources
5. In outcome-based education or outcome-based teaching-learning, the assessment task should match with the _____________. a. b. c. d.
Learning resources References Learning outcome 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. b. c. d.
Yes. No. Very much, the feedback is clear enough. 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?
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.
cation and not on out-of-context drill. Research on GRASP of G. Wiggins and JayMcTighe. Construct a e student must be able to apply the basic assessment principle in the teaching-learning process.” e learning outcome by way of 2 multiple choice test items. inking skills. Give 2 examples of test items that measure applying and analyzing.
My Learning Portfolio
FS 5
USING
GUIDING
DIFFERENT
FIELD STUDY
ASSESSMENT
Learning Assessment METHODS, episode
G
3
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 I will a. b. c.
be rated along the following: quality of my observations and documentation, completeness and depth of my analysis, depth and clarity of my classroom observation-based reflections,
gnitive domain (declarative knowledge) are the different paper-pencil tests. Basic examples of paper
forms and learning. Psychomotor learning (Kendall and Marzano, 2012) or procedural knowledge (Ke
(traditional assessment) assesses learning in the cognitive domain (bloom) or declarative knowledge
d refers to the usual paper-pencil test while authentic assessment refers to the usual no paper-pencil
My Learning Essentials d. completeness, organization, clarity of my portfolio and e. time of submission of my portfolio.
Selectedresponse
Constructe dresponse
Alternate response
Completion
Matching type
Short answer
Multiple Choice
Essayrestricted or non restricted Problem Solving
Figure 2. Two groups of Written Tests and Specific Examples
ic assessment tools are the demonstrations of what have been learned by either a product or a perfo
Product
Performan ce
Product Output
Performance tasks
Visual-e.g. graph, collage reflective journal
e.g. experiments, oral presentation, dramatization
Figure 3. Groups and Examples of Authentic Tasks.
ve, affective and psychomotor (Bloom). For Kendall and Marzano there are also three (3) – informatio
Metacognitive procedures (procedural knowledge) psychomotor procedures (physical, motor/manipulat ive skills)
Information (declarative knowledge
Kendall's and Marzano's New Taxonomy
ligned to their multiple intelligences and to their learning styles. It is good for teachers to consider th
Verbal/Linguistic the capacity to use language to express what's on your mind and to understand other people. Exixtential to exhibit yhe proclivity to pose and ponder questions about life, death and ultimate realities.
Interpersonal The ability to understaand 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.
Multiple intelligenc es
Musical/Rythmic the capacity to think in music, to be able to hear patterns, tecognize them and perhaps msnipulstr them.
Intrapersonal having an understanding of yourself, of knowing who you are, what you can do.
Naturalist The ability to discriminate among living thigs as well as sensitivity to other features of the natural world.
Bodily/Kinestetic capacity to use your whole body, to solve problem, make something, or put on a production.
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:
Read the learning essentials given above
Group 2- Physical Education, EPP/TLE, Music and Arts Step 1. Group 3- Edukasyon sa Pagpapakatao/Literature/ Araling P Group 1 -Language/Science/math
Step 4.Step 5. Step Step 2. 3. Step 6. Observeand at least three classes with a learning partner. Reflect on Answer my observations the LET-like items. analysis. Come up with Imy will portfolio. choose oneobservations class from eachwith of thethe three groups. Analyze my use of guide qu
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 Resource Teacher: Grade level: Paper-and-pencil Tests
School: Subject Area: 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
used in the past to complete your matrix Selected- response type 1.Alternativeresponse
2.Matching type
3.Multiple choice
4.Others
*For Science, Math, English, Mother Tounge
ConstructedResponse 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 Resource Teacher: Grade level: Paper-and-pencil Tests
School: Subject Area: 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
used in the past to complete your matrix Selected- response type 1.Alternativeresponse
2.Matching type
3.Multiple choice
4.Others
*For Literature, Edukasyon sa Pagpapakatao, Araling Panlipunan
ConstructedResponse 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, Product and Performance
Resource Teacher: Grade level:
School: Subject Area:
Authentic Assessment 1.Product
Describe how a product/performance was assessed? 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?
My Analysis
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. MI
Assessment
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?
Integrating Theory and Practice 1. Which does NOT belong to the group? a. b. c. d.
Completion test Multiple choice Matching type Alternate Response
2. Which does NOT belong to the group? a. b. c. d.
Completion test Problem solving Multiple choice Short answer
3. Which type of test measures student’s thinking, organizing and written communication skills? a. b. c. d.
Extemporaneous speech Completion type Short answer Essay
4. Teacher Dada wants to test students’ acquisition of declarative knowledge. Which test is appropriate? a. b. c. d.
Performance test Submission of a report Short answer test Essay
5. Performance test: Psychomotor skills Paper-and-pencil test: ______________________ a. b. c. d.
Declarative knowledge Psychomotor procedures Motor skills Procedural knowledge
6. Teacher Peter wants to know how well his students have imbibed the virtue of honesty. Which tool is most appropriate? a. b. c. d.
Personality test view Student interview Reflective journal on “How honest I am” Written test
7. Which assessment task is most fir for logic-smart learners? a. b. c. d.
Solving a puzzle Showing the steps though diagram Describing the solution Composing a song
st one competency of each domain of learning and give an appropriate assessment tool/task.
ardner. Give at least one example of assessment tool/task to assess this particular intended learning on effect.
the affective domain. Present them here. Cite your references.
My Learning Portfolio a. b. c. d.
Oral presentation By the use of graphic organizer Dance By demonstration
8. Which assessment task works best for language-smart learners?
FS 5 FIELD STUDY
Learning episode ASSESSING LEARNING DIFFERENT
4
in
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 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 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.
My Map
• Come up with my portfolio.
• Answer the LET-like test items.
• Reflect on my observations and analysis.
My Learning Activities
10. 9. 8.
• Analyze my observation with the use of guide questions.
• Determine if the assessment tools/tasks are aligned to the level of learning outcomes.
• Identify examples of the different levels of learning outcomes drawn from the teacher's lesson plans.
• Observe my Resource Teaher while he/she teaches. determinee the of learning that he/she takes in teaching.
• With consent of my Resource Teacher, get a copy of her/his written test/s. Answer the analysis questions based on the test items.
• Ask permission to copy the lesson objectives and evaluation of my Resource Teacher. Identify its/their domain/s and level/s of learning. • Observe one class from each of the different subject groups: 1) Grammarr class in Filipino, English, Mother Tounge, 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
7. 6. 5. 4. 3. 2. 1.
OBSERVATION SHEET # 3.1- Levels of Learning Outcomes Resource Teacher: Grade level:
School: Subject Area:
(Choose of 1 from Grammar class in Filipino/English/Mother Tongue, Math, Science) Level of Learning Assessment Is the level of Learning Outcome/Lesso Task assessment aligned to Outcome n Objective (evaluation the level of the (Bloom) from Teacher’s from objective? E.g. objective Lesson Plan Teacher’s is “recall the names of (Write lesson Lesson Plan ___”; Assessment task is objective in the (Write it in ‘’Distinguish between appropriate the animal and plant cell’’level outcome) appropriate Not aligned. level outcome) 1.Remembering Lesson YES NO objective 2.Comprehendi ng 3.Applying To solve word Solve this problem problem. 1. involving Your sister √ similar fractions 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 1.Retrieval-recalling, recognizing 2.comprehension 3.Analysis 4.Knowledge utilization (investigating, experimenting, problem solving, decisionmaking) 5.Metacognitive System (Students set learning goals, monitor their learning) 6.Self system (Students examine importance of subject, examine self-
Resource Teacher’s Learning Outcome/Lesson Objective
Resource Teacher’s Assessment Task
Give proofs that the metacognitive and self systems were touched in the teaching-learning.
motivation, interest and efficacy.)
My Learning Activities OBSERVATION SHEET # 3.2- Levels of Learning Outcomes Resource Teacher: Grade level:
School: Subject Area:
(Choose of 1 from Grammar class in Filipino/English/Mother Tongue, Math, Science) Level of Learning Assessment Is the level of Learning Outcome/Lesso Task assessment aligned to Outcome n Objective (evaluation the level of the (Bloom) from Teacher’s from objective? E.g. objective Lesson Plan Teacher’s is “recall the names of (Write lesson Lesson Plan ___”; Assessment task is objective in the (Write it in ‘’Distinguish between appropriate the animal and plant cell’’level outcome) appropriate Not aligned. level outcome) 1.Remembering Lesson YES NO objective 2.Comprehendi Interpret the Recite the X ng poem written poem with by… feelings. 3.Applying
4.Analyzing 5.Evaluating 6.Creating
Kendall’s and Marzano’s New Taxonomy Level of Learning outcome 1.Retrieval-recalling, recognizing 2.comprehension 3.Analysis 4.Knowledge utilization (investigating, experimenting, problem solving, decisionmaking)
Resource Teacher’s Learning Outcome/Lesson Objective
Resource Teacher’s Assessment Task
5.Metacognitive System (Students set learning goals, monitor their learning) 6.Self system (Students examine importance of subject, examine selfmotivation, interest and efficacy.)
Give proofs that the metacognitive and self systems were touched in the teaching-learning.
My Learning Activities OBSERVATION SHEET # 3.3- Levels of Learning Outcomes Resource Teacher: Grade level:
School: Subject Area:
(Choose of 1 from Grammar class in Filipino/English/Mother Tongue, Math, Science) Level of Learning Assessment Is the level of Learning Outcome/Lesso Task assessment aligned to Outcome n Objective (evaluation the level of the (Bloom) from Teacher’s from objective? E.g. objective Lesson Plan Teacher’s is “recall the names of (Write lesson Lesson Plan ___”; Assessment task is objective in the (Write it in ‘’Distinguish between appropriate the animal and plant cell’’level outcome) appropriate Not aligned. level outcome) 1.Remembering Lesson YES NO objective 2.Comprehendi ng 3.Applying
4.Analyzing 5.Evaluating 6.Creating
Kendall’s and Marzano’s New Taxonomy Level of Learning
Resource Teacher’s
Resource Teacher’s
outcome 1.Retrieval-recalling, recognizing 2.comprehension 3.Analysis 4.Knowledge utilization (investigating, experimenting, problem solving, decisionmaking) 5.Metacognitive System (Students set learning goals, monitor their learning) 6.Self system (Students examine importance of subject, examine selfmotivation, interest and efficacy.)
My Analysis
Learning Outcome/Lesson Objective
Assessment Task
Give proofs that the metacognitive and self systems were touched in the teaching-learning.
