Professional Documents
Culture Documents
(Choice of 1 from grammar class in Filipino/ English/ Mother tongue, Math, Science)
6. Self-system Students were instructed to listen to a song and list all the
(Students examine importance adjectives they heard.
of subject, examine self
motivation, interest and
efficacy)
1. Retrieval- recalling, State the different elements of In 2-3 sentences discuss the
recognizing a poem. different elements of a poem.
7. Self-system Based on your own poem, do yuou think all the elements are
(Students examine importance present? How would you determine these are all evident in your
of subject, examine self poem?
motivation, interest and
efficacy)
Give proofs that metacognitive and self system were touch in the
teaching-learning.
7. Metacognitive System Analyze the different problems and errors encounter in fish
(Students set learning goals, deboning, how would you overcome it?
monitor their learning)
8. Self-system What is the importance of fish deboning and how would it help to
(Students examine importance household and industries.
of subject, examine self
motivation, interest and
efficacy)
My Analysis
1. What is the counterpart of Bloom’s recalling in Kendall’s and Manzano’s and DepEd’s
KPUP?
2. Are the levels of learning or processing of what is learned in Bloom’s, Kendall’s and
Manzano’s similar or entirely different? Diagram.
They might be similar in some ways but there are some difference with regards
to their domains. For more clear illustration here;
3. What did you discover about assessment tasks and learning outcomes? Are they
aligned? Explain.
Yes, they are aligned. It is really evident as for illustrated above. It is then
clearly stated the objectives to be achieved and the assessment how. Differences
may be seen from how it is to Bloom and to Kendall and Marzano. But, similarly
the learning outcomes suited learning outcomes.
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?
I think this teaching-to-the test only measures and assess memory and simple
recall, I think it is best to have comprehension, analysis, application and
synthesis for students will be able to use whatever they’ve learned, not only in
school but even whenever they are out in the learning environment. It is also
better to have a real life context or authentic learning task.
My Reflections
Perhaps even without a scientific survey, you agree that most of the assessment that
take place in school are in the low levels of recalling, knowledge, retrieval. What can be
some reasons behind this?
Schools more often uses the assessment in the low levels of recalling, knowledge and
retrieving because these three are the basic and the fundamental aspect of assessment.
Every assessment or levels of domain begin with these. This is because these three are
part of the beginning where it goals is to develop first students mastery in knowledge
before moving into the complex ones.
On the other hand these three are the basis whether the students have learned well or
not before they move on to the next task. This is also the easiest way of scoring student’s
learning.
We measures 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 message of Bloom’s revised
cognitive taxonomy, Kendall’s and Manzano’s new taxonomy of objectives to teachers
regarding the assessment process?
A. Understanding C. Recalling
B. Applying D. Synthesizing
2. The students were expected to be able to develop a lesson plan following Outcome-
Based Education (OBE) principles. Based on Kendell’s and Manzano’s taxonomy, in
which level is the intended learning outcome?
3. You have to remember the steps in opening a computer if you want to do it your own.
In what level of assessment is remembering the steps?
A. Retrieval C. Comprehension
B. Analysis D. Knowledge utilization
4. Teacher Joji’s intended learning outcome is this, “interpret the given poem”. Which
assessment task is aligned?
A. Gives students a written test and asks them to paraphrase the poem.
B. Gives an oral test and asks them to recite the poem with feelings
C. Gives a written test and asks the students what the poem expresses.
D. Make them memorize the poem then recite it with feelings to prove
understanding.
5. Is the test item “ classify the given teaching methods” aligned to this ntended learning
outcome “ select the appropriate teaching method”?
A. Yes
B. No
C. A little because classify and select are realated
D. Yes, if you change “select” in the learning outcome changed to classify
My Learning Portfolio
1. Illustrate:
Level of Processing Competency from the K to 12 Assessment task (Test item, etc)
Curriculum Guide
The student can produce Label the diagram of the Local
1. Retrieval information on demand area network.
My Learning Portfolio
G-Goal
Persuade and explain to your classmates the importance of discipline to oneself.
R-Role
You are writer that researches about the human behavior and discipline. You have
noticed that people have negative attitude toward the environment.
A-Audience
Persuade readers about the importance of discipline.
S-Situation
You have travelled the world to observe how discipline gives impact to ecosystem.
Persuade readers to rise action and work to save the environment. You need to inform
them by writing persuasive text. Explain how simple action makes big difference.
P-Product
Write a test or research in sharing information about discipline and the environment.