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

My Learning Episode Overview

In the previous episodes, you met learning in different domains. In this
episodes, you will deal with the different levels in which these domains are
processed, taught, learned. You will also observe and reflect on how your resource
teachers assess learning in these domains in different levels. Theirs is the challenge
to formulate appropriate exercise questions and tasks that are aligned to the level
of the learning outcome.
My Intended Learning Outcomes
At the end of this Episode, I must be able to:
1 Classify the level of learning outcomes based on Blooms, Kendalls and
Marzanos taxonomy
2 Determine if the assessment tools/tasks are aligned to the level of the
learning outcomes
My Performance Criteria
I will be rated along the following:
a. Quality of my observations and documentation
b. Completeness and depth of my analysis
c. Depth and clarity of my classroom observation based reflections
d. Completeness, organization, clarity of my portfolio and
e. Time of submission of my portfolio
My Learning Essentials
1. The outcomes of the K to 12 Curriculum are spelled out in terms of
standards and competencies.
2. The content standards state what learners should know and be able to do
after the teaching-learning process. The performance standards are what
learners are able to do with what they know.
3. DepEd Order No.8 s.2015 states:
1.
2.
3.
4.
5.

Performance standards answer the following questions:

What learners may know?
How well must learners do their work?
How well do learners use their learning or understanding in different situations?
How do learners apply their learning or understanding real life contexts?
What tools and measures should learners use to demonstrate what they know?
(Source: DepEd Order No. 5, s.
2015)

4. These standards are made more specific in the competencies.

Competencies are the specific knowledge, skills, values and attitudes that
learners are supposed to demonstrate after a teaching-learning process.
5. The k to 12 Curriculum is said to prepare the learner of the 21 st century.
The k to 12 learner is expected to acquire the 21 st century skills-life and
career skills, information, media and technology skills. Learning and
innovation skills include critical thinking, communication skills,
collaboration skills and creativity
6. To prepare the learner of the 21st century, then the teaching and learning
process in the k to 12 curriculum ought to go beyond simple recall and
comprehension. It should reach the level of applying, analyzing,
evaluating and synthesizing which are basic to the development of the
21st century skills.
My Map
1. Observe one class from each of the different subject groups: 1) Grammar class
in Filipino, English, Mother tongue, Math, Science-Cognitive; 2) Edukasyon sa
pagpapakatao, English Literature/Panitikan; -Affective 3) EPP or Technology and
Livelihood Education, Physical Education, Music and Arts, Computer classpsychomotor
2. Ask permission to copy the lesson objectives and evaluation of my resource
teacher. Identify its/their domain/s and level/s of learning.
3. With consent of my resource teacher, get a copy of his/her written tests. Answer
the analysis questions based on these items.
4. Observe my Resource teacher while he/she teaches. Determine the levels of
learning that he/she takes in teaching.
5. Identify examples of the different levels of outcomes drawn from the teachers
lesson plan
6. Determine if the assessment tool/tasks are aligned to the level of the learning
outcomes
7. Analyze my observations with the use of guide question
8. Reflect on my observation and analysis
9. Answer the LET-like test items.
10.Come up with my portfolio

My Learning Activities
I will observe 3 Resource Teachers and focus my observation on their
assessment practices with the help of an observation Sheet.
Observation Sheet #3.1 Levels of Learning Outcomes
Resource Teacher: _________________
School:______________
Grade/Year Level: _______________
________

Teachers Signature: __________

Subject Area: _______________

Date:

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

Level of Learning
Outcome
Cognitive (BLOOM)

Remembering

Learning
outcome/lesson
objective from
teachers lesson
plan(write lesson
objective in the
appropriate
outcome)

Assessment task
evaluation
(evaluation from
teachers Lesson
plan)
Write in the
appropriate level
outcome

Lesson objective?

Is the level of
assessment aligned
to the level of
objective? E.g.
objective is recall the
names of___,
Assessment task is
Distinguish between
animal and plant
cell- not aligned
YES

Comprehending

Applying

To solve word
problem involving
similar fractions

Analyzing

Solve this
problem 1.
Your sister ate
1/3 of the pizza.
You ate also 1/3
of pizza. What
part of the pizza
did the two of
you eat?

NO

Evaluating

Creating

Kendalls and Marzanos New Taxonomy

Level of learning outcome

Resource teachers
learning outcome/lesson
objective

Resource teachers
assessment tak

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

Give proofs that metacognitive and self- systems were

touched in the teaching-learnng

learning)

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

Observation Sheet #3.2 Levels of Learning Outcome

Resource Teacher: _________________
School:______________
Grade/Year Level: _______________
________

Teachers Signature: __________

Subject Area: _______________

Date:

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

Level of Learning
Outcome
Cognitive (BLOOM)

1. Remembering

2. Comprehending

Learning
outcome/lesson
objective from
teachers lesson
plan(write lesson
objective in the
appropriate
outcome)
Lesson objective?

Assessment task
evaluation
(evaluation from
teachers Lesson
plan)
Write in the
appropriate level
outcome

Is the level of
assessment aligned
to the level of
objective? E.g.
objective is recall the
names of___,
Assessment task is
Distinguish between
animal and plant
cell- not aligned
YES

NO

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 pizza. What
part of the pizza
did the two of
you eat?

4. Analyzing

5. Evaluating

6. Creating

Kendalls and Marzanos New Taxonomy

Level of learning outcome

1. Retrieval- recalling,
recognizing

2. Comprehension

3. Analysis

Resource teachers
learning outcome/lesson
objective

Resource teachers
assessment tak

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

5. Metacognitive
system (students
set learning goals,
monitor their
learning)

Give proofs that metacognitive and self- systems were

touched in the teaching-learnng

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

Observation Sheet #3.3 Levels of Learning Outcomes

Resource Teacher: _________________
School:______________
Grade/Year Level: _______________
________

Teachers Signature: __________

Subject Area: _______________

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

Date:

Level of Learning
Outcome
Cognitive (BLOOM)

1. Remembering

Learning
outcome/lesson
objective from
teachers lesson
plan(write lesson
objective in the
appropriate
outcome)

Assessment task
evaluation
(evaluation from
teachers Lesson
plan)
Write in the
appropriate level
outcome

Lesson objective?

Is the level of
assessment aligned
to the level of
objective? E.g.
objective is recall the
names of___,
Assessment task is
Distinguish between
animal and plant
cell- not aligned
YES

2. Comprehending

3. Applying

To solve word
problem involving
similar fractions

4. Analyzing

5. Evaluating

6. Creating

Solve this
problem 1.
Your sister ate
1/3 of the pizza.
You ate also 1/3
of pizza. What
part of the pizza
did the two of
you eat?

NO

Kendalls and Marzanos New Taxonomy

Level of learning outcome

Resource teachers
learning outcome/lesson
objective

Resource teachers
assessment tak

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)

6. Self-system
(students examine
importance
of
subject,
examine
selfmotivation,
interest
and

Give proofs that metacognitive and self- systems were

touched in the teaching-learnng

efficacy

My Analysis
1. What is the counterpart of Blooms recalling in Kendalls and Marzanos and
DepEds KPUP?

2. Are the levels of learning or processing of what is learned in blooms Kendalls

and Marzanos similar or entirely different? Diagram

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

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

(teaching something because it will be tested or covered in the test) or
superficial factual testing, what levels of knowledge processing should teacher
use more?
My Reflections
Perhaps even without a scientific survey, you agree the most of the
assessment that take place in school are in the low levels of recalling, knowledge,
and retrieval. What can be some reasons behind this?

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

assess what we value and value what we assess. What is one big measure of
Blooms revised cognitive taxonomy, Kendalls and Marzanos new taxonomy of
objectives to teachers regarding the assessment process?

Integrating Theory and Practice

1. In which level is identifying the authors of given literary pieces?
A. Understanding
B. Applying

C. Recalling
D. Sythesizing

My Learning Portfolio
1. Illustrate:
a.) Kendalls and Marzanos new taxonomy and
b.) Blooms revised taxonomy
By giving examples of assessment tasks for competency lifted from
the K to 12 Curriculum Guide
Kendalls and Marzanos New Taxonomy
(Note: Referring to figure 10 will be great help)
Level of Processing

Retrieval

Comprehension

Analysis

Knowledge
utilization

Metacognitive
system

Self-system

Competency from K to 12
curriculum Guide

Assessment Task (test

items etc.)

Blooms Revised Taxonomy

(Note: Referring to figure 6 will be help)

Level of processing

Competency from the K to

12 curriculum guide

Assessment Task

Remembering

Understanding

Applying

Analyzing

Evaluating

Creating