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4

ASSESSING LEARNING in
DIFFERENT LEVELS

My FS 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 Blooms, Kendalls and


Marzanos 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.
f.
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, information
and media and technology skills and 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.
10.
Come up with my portfolio.
9.
Answer the LET-like test items.
8.
Reflect on my observations and analysis.
7.
Analyze my observation with the use of guide questions.
Determine if the assessment tools/tasks are aligned to the level of
6.
learning outcomes.
Identify examples of the different levels of learning outcomes drawn
5.
from the teacher's lesson plans.
Observe my Resource Teaher while he/she teaches. determinee the of
4.
learning that he/she takes in teaching.
With consent of my Resource Teacher, get a copy of her/his written test/s.
3.
Answer the analysis questions based on the test items.
Ask permission to copy the lesson objectives and evaluation of my
2.
Resource Teacher. Identify its/their domain/s and level/s of learning.
Observe one class from each of the different subject groups: 1) Grammar
class in Filipino, English, Mother Tounge, Math, Science- Cognitive; 2) 1.
Edukasyon sa Pagpapakatao, English Literature/Panitikan;-affective 3)
EPP or Technology and Livelihood Education, Physical Education,
Music and arts, Computer class.-Psychomotor
My Map
My Learning Activities

OBSERVATION SHEET # 3.1- Levels of Learning Outcomes

Resource Teacher: School:


Grade level: Subject Area:

(Choose of 1 from Grammar class in Filipino/English/Mother Tongue, Math, Science)


Level of Learning Learning Assessment Task Is the level of assessment
Outcome (Bloom) Outcome/Lesson (evaluation from aligned to the level of the
Objective from Teachers Lesson objective? E.g. objective is
Teachers Lesson Plan (Write it in recall the names of ___;
Plan (Write lesson the appropriate Assessment task is
objective in the level outcome) Distinguish between animal
appropriate level and plant cell- Not aligned.
outcome)
1.Remembering Lesson objective YES NO
2.Comprehending
3.Applying To solve word Solve this
problem involving problem. 1. Your
similar fractions sister ate 1/3 of
the pizza. You
ate also 1/3 of
the pizza. What
part of the pizza
did the two of
you eat?
4.Analyzing
5.Evaluating
6.Creating

Kendalls and Marzanos New Taxonomy

Level of Learning outcome Resource Teachers Learning Resource Teachers


Outcome/Lesson Objective Assessment Task
1.Retrieval-recalling,
recognizing
2.comprehension
3.Analysis
4.Knowledge utilization
(investigating, experimenting,
problem solving, decision-
making)
5.Metacognitive System Give proofs that the metacognitive and self systems were
(Students set learning goals, touched in the teaching-learning.
monitor their learning)
6.Self system (Students
examine importance of
subject, examine self-
motivation, interest and
efficacy.)

OBSERVATION SHEET # 3.2- Levels of Learning Outcomes


Resource Teacher: School:
Grade level: Subject Area:

(Choose of 1 from Grammar class in Filipino/English/Mother Tongue, Math, Science)


Level of Learning Learning Assessment Task Is the level of assessment
Outcome (Bloom) Outcome/Lesson (evaluation from aligned to the level of the
Objective from Teachers Lesson objective? E.g. objective is
Teachers Lesson Plan (Write it in recall the names of ___;
Plan (Write lesson the appropriate Assessment task is
objective in the level outcome) Distinguish between animal
appropriate level and plant cell- Not aligned.
outcome)
1.Remembering Lesson objective YES NO
2.Comprehending Interpret the poem Recite the poem X
written by with feelings.
3.Applying

4.Analyzing
5.Evaluating
6.Creating

Kendalls and Marzanos New Taxonomy

Level of Learning outcome Resource Teachers Learning Resource Teachers


Outcome/Lesson Objective Assessment Task
1.Retrieval-recalling,
recognizing
2.comprehension
3.Analysis
4.Knowledge utilization
(investigating, experimenting,
problem solving, decision-
making)
5.Metacognitive System Give proofs that the metacognitive and self systems were
(Students set learning goals, touched in the teaching-learning.
monitor their learning)
6.Self system (Students
examine importance of
subject, examine self-
motivation, interest and
efficacy.)

OBSERVATION SHEET # 3.3- Levels of Learning Outcomes


Resource Teacher: School:
Grade level: Subject Area:

(Choose of 1 from Grammar class in Filipino/English/Mother Tongue, Math, Science)


Level of Learning Learning Assessment Task Is the level of assessment
Outcome (Bloom) Outcome/Lesson (evaluation from aligned to the level of the
Objective from Teachers Lesson objective? E.g. objective is
Teachers Lesson Plan (Write it in recall the names of ___;
Plan (Write lesson the appropriate Assessment task is
objective in the level outcome) Distinguish between animal
appropriate level and plant cell- Not aligned.
outcome)
1.Remembering Lesson objective YES NO
2.Comprehending
3.Applying

4.Analyzing
5.Evaluating
6.Creating

Kendalls and Marzanos New Taxonomy

Level of Learning outcome Resource Teachers Learning Resource Teachers


Outcome/Lesson Objective Assessment Task
1.Retrieval-recalling,
recognizing
2.comprehension
3.Analysis
4.Knowledge utilization
(investigating, experimenting,
problem solving, decision-
making)
5.Metacognitive System Give proofs that the metacognitive and self systems were
(Students set learning goals, touched in the teaching-learning.
monitor their learning)
6.Self system (Students
examine importance of
subject, examine self-
motivation, interest and
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 teachers se more?
My Reflections

Perhaps even without a scientific survey, you agree that most of the assessments that take
place in school are in low levels of recalling knowledge, retrieval. What can be some reasons
behind this?

We measure what we value and 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 f 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. Synthesizing

2. The students were expected to be able to develop a lesson plan following Outcomes-Based
Education (OBE) principles. Based on Kendalls and Marzanos taxonomy, in which level is
intended learning outcomes?

A. Analysis
B. Retrieval
C. Knowledge Utilization
D. Metacognitive System

3. You have to remember the steps in opening a computer if you want to do it on your own. In
what level of assessment is remembering the steps?

A. Retrieval
B. Analysis
C. Comprehension
D. Knowledge Utilization

4. Teachers Jojis intended learning outcome is this: interpret the given poem. Which
assessment task is aligned? Teacher Joji.

A. Give the 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. Makes 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 intended learning
outcome to select the appropriate teaching method?

A. Yes
B. No
C. A little because classify and select are related
D. Yes, if you change select in the learning outcome change to classify.
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.

Note: Use the matrix on the next page.


Kendalls and Marzanos New Taonomy

Level of Responding Competency from the K to 12 Assessment tasks (Test item,


Curriculum Guide etc.)
1. Retrieval

2. Comprehension

3. Analysis

4. Knowledge utilization

5. Metacognitive system

6 Self-system
Blooms Revised Taxonomy

Level of Responding Competency from the K to 12 Assessment tasks (Test item,


Curriculum Guide etc.)
1. Remembering

2. Understanding

3. Applying

4. Analyzing

5. Evaluating

6. Creating
2. Select an appropriate competency from the K to 12 Curriculum. Choose and construct a
performance assessment task following the GRASPS of Wiggins and McTighe