Learning Episode 1

ASSESSMENT FOR LEARNING, ASSESSMENT AS LEARNING And ASSESSMENT OF

LEARNING: HOW ARE THEY PRACTICED?

MY LEARNING ACTIVITIES:
OBSERVATION SHEET #1.1
Indicators of assessment FOR, OF and AS Learning

Resource Teacher: Mrs. Concepcion Topacio

School: Imus Pilot Elementary School
Subject Area: English III

Grade / Year Level: III-Love

Date: January 28, 2016

ASSESSMENT FOR
LEARNING
Write
observed
teacher
activities
that
manifest
assessment FOR Learning.

ASSESSMENT AS
LEARNING
Write observed teacher and
student activities that manifest
assessment AS learning.

ASSESSMENT OF
LEARNING
Write
observed
teacher
activities
that
manifest
assessment OF Learning.

Generally, inside their class

contains a question box
wherein students drop subjectrelated questions before a
certain time end, written in a
piece
of
paper.
Simply
asking
questions
during
discussion/before
starting was often done inside
the classroom. In that way, the
students will be more open to
other possible learnings and
can share their ideas as well.

After class, students fill-up a

learning log. A learning log
consists of essays or simply a
diary-like assessment where
they write what they have
learned, what they are
expecting to learn the next day
they have their subject, and
finally, how are they going to
use what they have learned in
the real world-outside the
classroom.

Tests were given to the

students based on the lesson
theyve discussed. There are
different varieties of how the
teacher assess her students.
Oral
recitation,
group
presentation of given tasks,
paper-and-pencil tests.

OBSERVATION SHEET # 1.2

Indicators of Assessment FOR, OF and AS learning

Resource Teacher: Mrs. Concepcion Topacio

School: Imus Pilot Elementary School

Grade/Year Level: III-Love

Subject Area: Mother Tongue

Date: January 28, 2016

ASSESSMENT FOR
LEARNING
Write
observed
teacher
activities
that
manifest
assessment FOR learning.
Certain questions were asked,
like background knowledge
about the topic.

ASSESSMENT AS
LEARNING
Write observed teacher and
student activities that manifest
assessment AS learning.
Daily logs, of what they want
to learn, etc.

ASSESSMENT OF
LEARNING
Write
observed
teacher
activities
that
manifest
assessment OF learning.
Tests were given to the
students based on the lesson
theyve discussed. There are
different varieties of how the
teacher assess her students.
Oral
recitation,
group
presentation of given tasks,
paper-and-pencil tests.

MY ANALYSIS:
1. Did you observe assessment practices for the three forms of assessment? Explain your
answer.
Yes. Practices were thoroughly practiced to all subjects.
2. Are results of assessment OF learning affected by the observance/ implementation of
assessment FOR learning? Explain your answer.
It didnt affect the implementation of assessment for learning. Parallel to the
objectives, the result of assessments must be all the same. So the outcome must be the same as
the other assessment results.
3. Based on your observation, to what extent is assessment AS learning (self assessment)
practiced compared to assessment FOR (formative) and OF learning (summative)?
Compared to assessment of learning and as learning, assessment as learning is not
often practiced. Assessment AS learning is the use of a task or an activity to allow students
the opportunity to use assessment to further their own learning. Self and peer assessments
allow students to reflect on their own learning and identify areas of strength and need.
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 student performance on the learning competencies and standards of the
curriculum.

MY REFLECTIONS:
1. As a student, did you like assessment? Do student like assessment? Why or Why not?
As a student, I like being assessed, my works and class standing. Teacher assess
students to see whether theyve learned what they are expected to. Teachers can guide
students who werent able to grasp the lesson. Mostly students dont like assessment.
Assessment has an innate impact to students especially when taking exams. For students have
a limited span of attentionelementary students.
2. What can you do to eliminate the students fear of assessment? Can frequent formative
assessment reduce if not eliminate fear of assessment?
Yes, variety of how we are going to demonstrate the assessment could help. Interactive
assessment could be effective to elementary students for they like when they are being
involved and they could share opinions.
3. Do you like the idea and practice of self - assessment? Why or Why not?
Personal assessment is helpful for students for they can maintain or have the idea of
what they have to and want to learn

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

Assessment FOR Learning

Students are encouraged to be more active in their
learning and associated assessment.
Assessment AS Learning
It is a use of a task or an activity to allow students the
opportunity to use assessment to further their own
learning.
Assessment OF Learning
Assist teachers to use evidence of sutdent learningto
assess students' achievement against learning goals and
standards.

2. Research on:
3innovative 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.

Formative Assessment Activities & Techniques

Have the students write down an explanation
of what they have understood. Read these
explanations to help inform your instruction,
and write comments on them (or discuss them
with the student) to give them feedback.
2. My Favourite No
Assign students a warm up problem or two.
Hand out index cards to the students. Sort the
index into yes/no piles. Choose your favourite
no question response and analyse it as a class.
3. Text Rendering
Students
read
an
informative
text
independently, highlighting or writing down a
few sentence they find important, interesting,
of note, or that give them an Ah ha! Moment.
Then, group the students and have each share
a sentence from text. Next, have each student
pick and share a phrase from the sentence
they shared. Finally, each student will pick
one word from that sentence and share.
Have students then discuss if the words,
phrases and sentences they chose sum up the
1. Write it Down

1. Performance Task

2. Written Product

main idea.
Summative Assessment Tools
Students are asked to complete a task that will
test a specific set of skills and/or abilities and
determine what the students knows and are
capable of doing. A rubric, checklist, or other
form of scoring guide should accompany this
type of assessment.
Students are asked to write an original
selection. There are many written forms that
teachers can use to get students to write. In
addition, students may be asked to write about
a previous activity such as a field trip or guest
speaker. Students may also be asked to create
a piece of persuasive writing or a reflection
about their learning experience. A rubric,
checklist, or other form of scoring guide
should accompany this type of assessment.
Learning Episode 2

GUIDING PRINCIPLES IN THE ASSESSMENT OF LEARNING

OBSERVATION SHEET # 2.1
Resource Teacher: Mrs. Concepcion Topacio
School: Imus Pilot Elementary School

Grade/Year Level: III-Love

Subject Area: Science and Health

Date: February 2, 2016

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

Principles of Assessment

1. Make use of the varied tools for

assessment data gathering and multiple
sources 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 I welcome but actually is

Observations (Describe observed behaviours

Of the Resource Teacher that is/are aligned
to each principle).
Simple recall type. Before introducing
new subject matter he gave a recitation
to his class for him to assess them if
they still remember their past topic.
Rubrics was one of the assessment
tools used by the teacher. Printed sets
of criteria for assessing knowledge,
performance or product and for giving
feedback. The following tools are
examples of rubrics and how they are
used in schools.
One of the positive feedbacks given were
Great Job and Good work!

not a very good feedback since is it 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 world The teacher interacted with the students on
application and not on out of- context how she is going to grade the presentation.
drills.
4. Emphasize on the assessment of higher- It is done after the class.
order thinking.
5. Emphasize
on
self-assessment. They are given a chance to assess themselves
(Assessment as learning).
and their classmates, they spend time for selfassessment.

OBSERVATION SHEET #2.2

Resource teacher: Mrs. Concepcion Topacio
School: Imus Pilot Elementary School

Grade/Year Level: III-Love

Date: February 2, 2016

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

1. Make use of the varied tools for

assessment data gathering and
multiple sources 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.
3. Assessment should be on real-world
application and not out-of-context

Observations (Describe observed behaviours

of the Resource teacher that is/are aligned to
each principles).
Simple recall type. Before introducing
new subject matter he gave a
recitation to his class for him to assess
them if they still remember their past
topic.

One of the positive feedbacks given were

Great Job and Good work!

The teacher interacted with the students on

how she is going to grade the presentation.

drills.
4. Emphasize on the assessment of It is done after the class.
higher-order thinking.
5. Emphasize
on
self-assessment. They are given a chance to assess themselves
(Assessment as learning).
and their classmates, they spend time for selfassessment.
OBSERVATION SHEET # 2.3
Resource teacher: Mrs. Concepcion Topacio
School: Imus Pilot Elementary School

Grade/Year Level: III-Love

Date: February 2, 2016

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

Principles of Assessment

1. Make use of the varied tools for

assessment data gathering and

multiple sources 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 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-world
application and not on out-of-context
drills.

Observations (Describe observed of the

Resource teacher that is/are aligned to each
principle).
Observation assessment.
As the
students make their drawings the
teacher watches them on how they
work.
Performance Based. After the teacher
discussed their lesson, he let the
students draw orthographic objects.
Very goods were often seen at the feedback
by the teacher.

The teacher interacted with the students on

how she is going to grade the presentation.

4. Emphasize

on the assessment of It is done after the class.

higher-order thinking.

They are given a chance to assess themselves

5. Emphasize
on
self-assessment. and their classmates, they spend time for self(Assessment as learning).
assessment.

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

The most observed principle was Learners must be given feedback about their
performance. Feedback must be specific. Good Work! is positive feedback and is welcome
but actually is not specific. A more specific better feedback is You observed rules on subjectverb agreement and variety of sentences. Three of your commas were misplaced. For the
students are motivated after seeing good comments on their works.

2. Which principles was / were least observed / not observed?

Emphasize on the assessment of higher-order thinking was the principle that was least
observed.

MY REFLECTIONS:
We assess what we value and value what we assess. What should I do to make assessment
worthwhile?
To make assessment worthwhile, teachers must consider as well the means of how they are
going to assess their students. Teachers have their own opinion or way of how they assess
students, and the result of the assessment.

MY LEARNING PORTFOLIO:
1. Assessment should be on real-world application and not on out-of-context drill.
Research on GRASP of G. Wiggins and Jay McTighe. Construct a real-world performance
assessment task.
Your task is to make the students have a realization of the values they can acquire behind
the lessons discussed.
Your goal is to implant students learning.

2. Here is an intended learning outcome: the student must be able to apply the basic
assessment principles in the teaching-learning process.
Assess the attainment of that objective learning outcome by way of 2 multiple
choice test items.
Thomas and Thorne (2009) suggest a multi-step process for teaching and learning
concepts, which includes:
1. Name the critical (main) features of the concept
2. Name some additional features of the concept
3. Compare the new to the already known
4. Name some false features of the concept.

3. Research on how to assess higher-order thinking skills. Give 2 examples of test items that
measure applying and analysing.
Use scaffolding:

During initial learning, with a variety of examples to describe the thinking

processes involved

Only when needed, by first checking for understanding and, if necessary,

providing additional examples and explanations

To build on student strengths and accommodate weaknesses.

Provide opportunities for practice in solving problems

Provide teacher-directed practice before independent practice, spot-checking

progress on practice and providing short responses of less than 30 seconds to
any single request for assistance

Assign frequent, short homework assignments that are logical extensions of

classroom work

Link practice in the content area to complex, real-life situations.

Learning Episode 3
USING DIFFERENT ASSESSMENT METHODS, TOOLS and TASKS
OBSERVATION SHEET # 2.1 TRADITIONAL ASSESSMENT PRACTICE
LEARNING IN THE COGNITIVE DOMAIN AND DECLARATIVE KNOWLEDGE

Resource teacher: Mrs. Concepcion Topacio

School: Imus Pilot Elementary School

Grade/Year Level: III-Love

Date: February 2, 2016

PAPER AND PENCIL
TESTS
SELECTED
RESPONSE TYPE
1. ALTERNATE
RESPONSE

Please put a check ( ) on the test which the teacher used and give at
least 2 test items as examples. You may ask for samples of past test that
your resource teacher used in the past to complete your matrix.

2. MATCHING TYPE

3. MULTIPLE
CHOICE

4. OTHERS

CONSTRUCTED RESPONSE TYPE

1. COMPLETION

2. SHORT ANSWER
TYPE

3. PROBLEM
SOLVING

4. ESSAY

a) RESTRICTED

b) NONRESTRICTED

c) OTHERS

OBSERVATION SHEET # 2.2 TRADITIONAL ASSESSMENT PRACTICE

LEARNING IN THE COGNITIVE DOMAIN AND DECLARATIVE KNOWLEDGE
Resource teacher: Mrs. Concepcion Topacio
School: Imus Pilot Elementary School

Grade/Year Level: III-Love

Date: February 2, 2016

PAPER AND PENCIL
TESTS

Please put a check ( ) on the test which the teacher used and give at
least 2 test items as examples. You may ask for samples of past test that
your resource teacher used in the past to complete your matrix.

SELECTED RESPONSE
TYPE
ALTERNATE RESPONSE

MATCHING TYPE

MULTIPLE CHOICE

OTHERS

CONSTRUCTED RESPONSE TYPE

d) COMPLETION

e) SHORT ANSWER
TYPE

f) PROBLEM
SOLVING

g) ESSAY

h) RESTRICTED
i) NONRESTRICTED

j) OTHERS

OBSERVATION SHEET # 2.3

AUTHENTIC ASSESSMENT PRACTICE
LEARNING IN THE PSYCHOMOTOR DOMAIN, PROCEDURAL KNOWLEDGE, PRODUCT
AND PERFORMANCE

MY ANALYSIS:
1. In what subject was traditional assessment method used most?
Subjects English and Filipino were the ones that often uses traditional assessment method.
2. Which among the traditional assessment tools/ tests was/ were used most often?
Paper-and-pencil assessment.
3. In what subjects was authentic assessment method used most?

Authentic assessment was used more often to MAPE and PE.

4. Which products or performance were assessed? Give examples.
Students had a performance at MAPE where they sang as a group and danced as well.

MY REFLECTIONS:
What happens when your assessment method and toll do not match with your domain of learning?
When the assessment and toll did not match with the domain of learning, assessment method
must be repeated.

Have we been fair to learners whom we learned are equipped with multiple intelligences when in the
past we only used paper-and-pencil test which was most fit only for the linguistically intelligent
learners?
The past paper-and-pencil tests used werent favourable to learners with multiple intelligences
because it is very objectivethe past tests were only focused on linguistic learners and not to
different types of M.I.

MY LEARNING PORFOLIO:
1. Refer to the K to 12 Curriculum Guide. Select at least one competency for each domain of
learning and give an appropriate assessment tool/task.
Domain of learning (Bloom,
Competency
Assessment tool/task
Kendall and Marzano)
1. Cognitive / Declarative Demonstrates understanding Organization
Codify,
knowledge/ process
of concepts of nouns and Discriminate, Display, Order,
adjectives for identification Organize, Systematize, Weight
and description
Presents
varied
ideas Responding
Complete,
independently
and
shows
2. Psychomotor / Motor
Comply, Cooperate, Discuss,
interest enthusiastically in Examine, Obey, Respond
skills
diverse
literacy-related
activities/tasks
Demonstrates

understanding Evaluation

central

3. Affective

of literary concepts for component

of
attitudes;
appreciation of literacy-related imputations of some degree of
activities/tasks
goodness or badness to an
attitude object; positive or
negative attitude toward an
object; functions of cognitive,
affect
and
behavioural
intentions of the object; stored
in memory

2. Research on 2 assessment tools/tasks for learning in the affective domain. Present them here.
Cite your references.
Self-report. This the most common measurement tool in the affective domain. It essentially requires
an individual to provide an account of his attitude or feelings toward a concept or idea or people. It is
also called written reflections (Why I Like or Dislike Mathematics. The teacher ensures that the
students write something which would demonstrate the various levels of the taxonomy (receiving to
characterization)
Rating Scales refers to a set of categories designed to elicit information about a quantitative attribute
in social science. Common examples are the Likert scale and 1-10 rating scales for which a person
selects the number which is considered to reflect the perceived quality of a product. The basic feature
of any rating scale is that it consists of a number of categories. These are usually assigned integers.

Reference: http://olga-assessment.blogspot.com/2009/05/assessment-in-affective-domain.html

Learning Episode 4
ASSESSING LEARNING IN DIFFERENT LEVELS
OBSERVATION SHEET # 3.1 LEVELS OF LEARNING OUTCOMES
Resource teacher: Mrs. Concepcion Topacio
School: Imus Pilot Elementary School

Grade/Year Level: III-Love

Date: February 2, 2016

Level of learning outcome

cognitive (Bloom)

1. Remembering

Learning outcome/
lesson objective from
Teachers lesson plan
(Write lesson objective
in the appropriate level
outcome).
Students should view
fractions in general as

Assessment task
(evaluation from
Teachers lesson
plan. (write in the
appropriate level
outcome)
Students identify the
value
of
the

Is the level of
assessment aligned to
the level of the
objective?

YES

NO

2. Comprehending

3. Applying

being built out of unit

fractions, and use
fractions along with
visual fraction models
to represent parts of a
whole.
The
differentiation
will
be
used
throughout each day of
the lesson for all
students,
including
English
Language
Learners and students
with
disabilities.
Students will work in
group
activities
according to their level
of
knowledge
of
fractions, as seen in
the pre-assessment.

following fractions:
1/4, 1/3, 2/3, 1/2,
3/4, 1/12, 1/6, 2/6,
4/6, 6/6, 6/12, 1/8,
2/8, 4/8, 6/8, 11/12,
and 12/12.

Using the three tiered

groups, students will
rotate between two
groups of computers
and/or laptops and one
group of iPod Touches
or iPads. During 15minute time slots,
students will rotate to
complete the following
activities on computers
or laptops.

After
the
class
completes the three
rotations, have the
students
construct
number
lines
(Student Resource 2)
into halves, thirds,
fourths,
fifths,
sixths,
eighths,
tenths, and twelfths.
Students will label
all intervals from
zero to one on each
number line.

Students will answer

the
following
question in their
journals: Explain
where would the
fraction
3/5
be
placed on a number
line? Describe how
you know

4. Analysing

Students with a partner

will use chart paper or
web products to create
a poster of fractions on
number
lines.
Students create posters
with fractions shown
on number lines. A
number line will need
to be created for each
of the fraction sets
(denominators 2-10).
See Number Line
Rubric
(Teacher
Resource 5) for poster
grading
guidelines.
When
completed,
students will share
their poster with the
class.

Teacher will use

Number
Line
Activity
Rubric
(Teacher Resource
4) to assess the
students individual
understanding of the
concept.

5. Evaluating

The students will be

placed into tiered
small group activities
by the level of their
understanding
of
fractions. The teacher
facilitating
the
activities by level is
important
for
all
students,
especially
English
Language
Learners and students
with disabilities.

The students will be

able to develop
understanding of the
concept of fractions
at their level of
ability.

MY ANALYSIS
1. What is the counterpart of Blooms recalling in Kendalls and Marzanos and DepEd KPUP?
Domain

Categories of Activities
Knowledge, Comprehension, Application,
Cognitive
Analysis, Synthesis, Evaluation
Receiving, Responding, Valuation,
Affective
Organization, Internalization
Perception, Mindsets, Guided Response,
Psychomotor
Mechanism, Complex Overt Response,
Adaptation, Origination
In Blooms taxonomy the Cognitive domain describes a
framework of information processing through certain types of activities. The Affective domain
describes the interactions of the individual learner with those cognitive activities.
Domains

Levels of Processing

Information
Mental Procedures
Psychomotor Procedures

Self-System
Meta-cognitive System
Knowledge Utilization (Cognitive)
Analysis (Cognitive)
Comprehension (Cognitive)
Retrieval (Cognitive)

The first four levels of processing are cognitive, beginning with Retrieval the least
complex, then moving upward with increasing complexity through Comprehension,
Analysis and Knowledge Utilization.
The fifth level of processing, the Meta-cognitive System, involves the learners
specification of learning goals, monitoring of the learners own process, clarity and accuracy
of learning. Simply put involves the learners organization of their own learning.
The sixth level of processing, the Self-System, involves the learners examination of
the Importance of the learning task and their self-efficacy. It also involves the learners
emotional response

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.
It would be fair to say that Blooms Cognitive domain and its categories of activities was the primary
framework for designing formative and summative assessments for over 50 years. Testing in
education has usually involved beginning with knowledge activities (testing recall) and then
progressing through comprehension, application, and so on with each category perceived as requiring
more complex cognitive activity.
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 teachers use more?
Comprehension and retrieval are the levels that must be used more. Comprehension involves the
integration and symbolization of knowledge. Integration may involve the student being asked to
identify the basic structure of an item of information, mental procedure or psychomotor procedure.
Symbolization may involve the student being asked to produce an accurate symbolic representation
of information, mental procedure or psychomotor procedure. Retrieval involves the recognition and
recall of information and the execution of mental procedures and psychomotor procedures.
Recognition in the Information Domain may involve the student being asked to state whether a
proposition is true or false. Recall in the Information Domain may involve the student being asked to
produce a statement about a piece of information. Execution in the Mental Procedures domain might
require the student to execute a procedure, such as a calculation, without significant error.

Learning Episode 6
ON PORTFOLIO

MY LEARNING ACTIVITIES:
CHECKLIST
Classify the portfolio examine. Use the checklist below.
Type of Portfolio
Development /process
Portfolio / growth Portfolio

Tally (How many did you see)

Frequency

Display showcase / Best work

Portfolio / showcase portfolio

Evaluation /Assessment
Portfolio

OBSERVATION CHECKLIST
Select three ( 3 ) best portfolio from what you examined. Which elements is/are present in each?
Please check.
1.
2.
3.
4.
5.

Elements of Portfolio
Cover letter- About the Author and what my portfolio
shows about my progress as a learner
Table of contents with numbered pages
Entries both core(required items) and optional items
(chosen by students).
Dates on all entries to facilitate proof of growth over time.
Drafts of aural/oral and written products and revised

Put your check( ) here

revision, i.e. (first drafts and corrected/revised version)

6. Reflection

MY ANALYSIS:
1. Did I see samples of the three different types of portfolio?
Portfolios shown were limited.
2. What did I observed to be the most commonly used portfolio?
Most portfolios were about the results of assessment and evaluation.
3. As I examined three selected portfolio, did I see all the elements of a portfolio?
Elements of a portfolio was sustained.
4. Is it necessary for a teacher to use varied types of portfolio? Why?
Yes it is necessary. It can be reviewed every end of the grading for monitoring of the
students standings.

MY REFLECTION:
1. Have portfolios made the learning assessment process inconvenient? Is the effort exerted on
portfolio assessment commensurate to the improvement of learning that results from the use
of portfolio?
Portfolio assessment is an evaluation tool used to document student learning through a series of
student-developed artifacts. Considered a form of authentic assessment, it offers an alternative or an
addition to traditional methods of grading and high stakes exams. Portfolio assessment gives both
teachers and students a controlled space to document, review, and analyse content leaning. In short,
portfolios are a collection of student work that allows assessment by providing evidence of effort and
accomplishments in relation to specific instructional goals

MY LEARNING PORTFOLIO:
Present what you learned on types, functions and elements of a portfolio by means of 3
separate graphic organizers.
Types of Portfolio

Functions of Portfolio

Elements of portfolio

Learning Episode 7
ON SCORING RUBRICS

MY LEARNING ACTIVITIES:

INTERVIEW
INTERVIEW OF MY RESOURCE TEACHER
I will ask of the following question:
1. Where do you use the scoring rubrics? ( student outputs or products and student activities)
2. What help have scoring rubrics given you? When there were no scoring rubrics yet, what did
you use?
3. What difficulties have you met in the use of scoring rubrics?
4. Do you make use of holistic and analytic rubrics? How do they differ?
5. Which is easier to use analytic or holistic?
6. Were you involved in the making of the scoring rubrics? How do you make one? Which is
easier to construct- analytic or holistic?
RESEARCH:
I will research on more examples of holistic and analytic rubrics?

(Holistic Rubric Example)

Oral Report
5

Excellent: The student clearly describes the

question studied and provides strong reasons
for its importance. Specific information is
given to support the conclusions that are
drawn and described. The delivery is
engaging and sentence structure is
consistently correct. Eye contact is made
and sustained throughout the presentation.
There is strong evidence of preparation,
organization, and enthusiasm for the topic.
The visual aid is used to make the
presentation more effective. Questions from
the audience are clearly answered with
specific and appropriate information.
Very Good: The student described the
question studied and provides reasons for its
importance. An adequate amount of
information is given to support the
conclusions that are drawn and described.
The delivery and sentence structure are
generally correct. There is evidence of
preparation, organization, and enthusiasm
for the topic. The visual aid is mentioned
and used. Questions from the audience are
answered clearly.
Good: The student describes the question
studied and conclusions are stated, but
supporting information is not as strong as a
4 or 5. The delivery and sentence structure
are generally correct. There is some
indication of preparation and organization.
The visual aid is mentioned. Questions from
the audience are answered.
Limited: The student states the question
studied, but fails to fully describe it. No
conclusions are given to answer the
question. The delivery and sentence
structure is understandable, but with some
errors. Evidence of preparation and
organization is lacking. The visual aid may
or may not be mentioned. Questions from
the audience are answered with only the
most basic response.
Poor: The student makes a presentation
without stating the question or its
importance. The topic is unclear and no
adequate conclusions are stated. The
delivery is difficult to follow. There is no
indication of preparation or organization.
Questions from the audience receive only
the most basic, or no, response.
No oral presentation is attempted.

 MY ANALYSIS:
1. What benefits have scoring rubrics brought to the teaching learning process?
Teachers can increase the quality of their direct instruction by providing focus, emphasis,
and attention to particular details as a model for students. Students have explicit guidelines
regarding teacher expectations. Students can use rubrics as a tool to develop their abilities.
Teachers can reuse rubrics for various activities.
2. How are scoring rubrics related to portfolio assessment?
Authentic assessment is used to evaluate students' work by measuring the product
according to real-life criteria. The same criteria used to judge a published author would be
used to evaluate students' writing. Although the same criteria are considered, expectations
vary according to one's level of expertise. The performance level of a novice is expected be
lower than that of an expert and would be reflected in different standards. For example, in
evaluating a story, a first-grade author may not be expected to write a coherent paragraph to
earn a high evaluation. A tenth grader would need to write coherent paragraphs in order to
earn high marks.
3. To get the most from scoring rubrics, what should be observed in the making and use of
scoring rubrics
A weighted rubric focuses attention on specific aspects of a project. When learning something
new, it is difficult to assimilate all of the necessary details into a coherent final product.
Likewise, it is difficult to learn new things in isolation or out of context. A weighted rubric
devised from quality projects will allow new learners to focus on what is being taught, while
providing meaningful context to support the entire experience.

MY REFLECTIONS:
Can rubrics help make students to become self directed or independent learners? Do
rubrics contribute to assessment AS learning (self-assessment) What if there were no rubrics in
assessment?
Rubrics can help students become self-directed. With the criteria presented in a certain activity,
students will know how they are going to attain or achieve the right way that will make their
grades high. Rubrics contribute to assessment as learning or self-assessment. If there were no
rubrics in assessment both teachers and students will have a difficulty on an effective teachinglearning process.

PROBLEM SOLVING RUBRIC

4
Plan

Process

Organization

Re-check the
work

Accuracy
Explanation

Diagram

Student
understands
problem,
identifies
necessary data
for solving and
creates
an
accurate plan to
solve.
Students
process
is
completely
correct.

Student
understands
problem but can
only
identify
some necessary
data or creates
slightly
inaccurate plan
to solve.
Students
process
is
mostly correct
but contains a
few errors.
Student
Student
completes work completes work,
in
logical, but its difficult
sequential
to follow the
manner that is steps used.
easy to follow.
Student knows Student knows
how to check how to check
answer
and work,
sees
verifies accuracy answer
is
inaccurate but
does not know
how to fix it.
Students answer Students answer
is
completely is
mostly
correct
correct.
Student
can Student
can
explain how to explain how to
solve and why solve but cannot
the
chosen explain why the
methods work.
methods work.
Student creates Student creates a
an
accurate diagram, graph,
diagram, graph or chart that
or chart to show contains slight
solution.
errors.

Student
understands
problem
but
cannot identify
necessary data
or create plan to
solve.

Student does not

understand
problem
and
cannot identify
data or create
plan.

Students
Student does not
process contains use
any
several errors.
appropriate steps
to solve the
problem.
Students work Students work
is
incomplete, is
incomplete
but some logical and no work is
steps are shown. shown.

Student
needs
clarification on
how to check
work.

Student does not

know how to
check work even
with
clarification.

Students answer
is
mostly
incorrect.
Student
can
explain only a
small part of the
work.

Students answer
is
completely
incorrect.
Student cannot
explain any of
the work.

Student creates a Student did not

diagram, graph, create a diagram,
or chart that graph, or chart.
contains many
errors.

Total Score
Learning Episode 8
THE K TO 12 GRADING SYSTEM

MY LEARNING ACTIVITIES
ACTIVITY 1: Based on DepEd order 8, s.2015
1. What are the bases for grading?

Components Language
s
1-10

Written work
Performance
Tasks
Quarterly
Assessments

AP Es
P

Scienc
e

Mat
h

MAPE
H

TLE/EPP

30%
50%

40%
40%

20%
60%

20%

20%

20%

2. How do you compute grades per quarter for grades 1 to 10 grades 11 to 12? Give an
example.
Percentage score (PS)=

Percentage score (PS)=

[ ]

'

Learne r s total raw score

100
Highest possible score
20
100
25

Percentage score ( PS )=80

3. What descriptors and grading scale are used in reporting progress of learners?

Core Values

Behaviour Statements

Indicators

Maka-Diyos

Makatao

Expresses ones spiritual 1. Engages oneself in

beliefs while respecting the worthwhile
spiritual
spiritual beliefs of others.
activities
2. Respects sacred places
3. Respects religious belief
of
others
4. Demonstrates curiosity
and willingness to learn
about other ways to
express spiritual life.
Shows adherence to ethical 1. Tells the truth
principles by upholding the 2. Returns borrowed things
in
good
condition
truth.
3.
Demonstrates
intellectual honesty
4. Expects honesty from
others
5. Aspires to be fair and
kind to all
6.
Identifies
personal
biases
7. Recognizes and respects
ones feelings and those of
others.
Is sensitive to individual, 1. Shows respect for all
social,
and
cultural 2. Waits for ones turn
3. Takes good care of
differences
borrowed things
4. Views mistakes as
learning opportunities
5. Upholds and respects the
dignity and equality of all
including
those
with
special needs
6. Volunteers to assist
others in times of need
7. Recognizes and respects
people
from
different
economic,
social
and
cultural backgrounds.

Demonstrates contributions 1.
Cooperates
during
toward solidarity
activities.
2. Recognizes and accepts
the contribution of others
toward a goal
3. Considers diverse view
4.
Communicates
respectfully

Cares for the environment

and
utilizes
resources
wisely, judiciously, and
economically.

Makakalikasan

Demonstrates pride in
being a Filipino; exercises
the
rights
and
responsibilities
of
a
Filipino citizen

Makabansa

Demonstrates appropriate
behaviour in carrying out
activities in the school,
community and country.

5. Accepts defeat and

celebrates others success
6. Enables others to
succeed
7.Speaks out against and
prevents bullying
1. Shows a caring attitude
toward the environment
2.
Practices
waste
management
3. Conserves energy and
resources
4. Takes care of school
materials, facilities and
equipment
5. Keeps working area in
order during and after work
6. Keeps ones work neat
and orderly
1. Identifies oneself as a
Filipino
2. Respects the flag and the
national anthem
3. Takes pride in diverse
Filipino
cultural
expressions, practices and
traditions
4.
Promotes
the
appreciation
and
enhancement of Filipino
languages
5. Abides by the rules of
the school, community and
country
6. Enables others to
develop interest and pride
in being a Filipino

1. Manages time and

personal
resources
efficiently and effectively
2. Perseveres to achieve
goals despite difficult
circumstances
3.
Conducts
oneself
appropriately in various
situations.

4. What are the bases for learners promotion and retention at the end of the school year? (p19 pdf file)
5. What is the report on learners observed values?