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OBSERVATION SHEET No. 3.

1- Levels of Learning Outcome

Teacher : Lilibeth C. Frondoso Teacher’s Signature_________ School: TNHS

Year Level : Grade 7 Subject Area : English Grammar Date : ____________

(Choice of 1 from grammar class in Filipino/ English/ Mother tongue, Math, Science)

Levels of Learning Outcome/ Assessment Task Is the level of assessment


Learning Outcome Lesson (Evaluation From aligned to the level of
(Bloom) Objective from Teachers Lesson Plan objective? E.g. Objective is
Teacher’s Lesson (Write it in the “recall the of ____” ;
Plan (Write Lesson appropriate level Assessment task is
objective in the outcome) “Distinguish between animal
appropriate Level and plant cell” - Not aligned
Outcome)

Lesson Objective? Yes No

1. Remembering Discuss the Give an example of


difference between adjective and adverbs in a
adjective and adverb sentence.

2. Comprehending Use adjectives in Write a 150 words about


writing. “My Ideal Partner in
Life”

3. Applying To arrange Arrange the ff. adjectives


adjectives orderly in in each sentence.
a sentence.
1. I really love that
(big, old, green
antique car)
4. Analyzing Identify whether the Rewrite the sentences to
adjectives are have the correct order of
arranged orderly in a adjectives.
sentence.
1. My sister adopted
a white big
beautiful bull dog

5. Evaluating Make own sentences Make 5 sentences with


with adjectives in a adjectives a series.
series,

6. Creating Write a poem. Make a poem about any


place in your school,
describe the emotion
using this.
a. What color it
represents?
b. What animal is it
like?
c. How does it taste?
Bitter, sweet?
Poem should be
of seven lines.
Each line should
be seven syllables

Kendall’s and Manzano’s New Taxonomy

Resource Teacher’s Learning Resource Teacher Assessment


Level of Learning Outcome Outcome/ Lesson Objective Task

1. Retrieval- recalling, Determine the adjectives in Underline the adjectives in the


recognizing the paragraph. poem.

2. Comprehension Paraphrase the poem. Paraphrase the poem.

3. Analysis Identify the adjectives in a Each sentence contains misplaced


wrong order and rewrite it in a adjectives, rewrite the sentence to
correct form. make it right.
4. Knowledge utilization What is the best way in Write your own poem using
(investigating, experimenting, writing a poem? different adjectives,
problem solving, decision
making)
Give proofs that metacognitive and self system were touch in the
5. Metacognitive System teaching-learning.
(Students set learning goals,
monitor their learning) Students asked questions for clarity.

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)

OBSERVATION SHEET No. 3.2- Levels of Learning Outcome

Teacher : Lilibeth C.Frondoso Teacher’s Signature_________ School: TNHS

Year Level : Grade 7 Subject Area: English Literature Date : _______

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

Levels of Learning Outcome/ Assessment Task Is the level of assessment


Learning Outcome Lesson (Evaluation From aligned to the level of
(Bloom) Objective from Teachers Lesson Plan objective? E.g. Objective is
Teacher’s Lesson (Write it in the “recall the of ____” ;
Plan (Write Lesson appropriate level Assessment task is
objective in the outcome) “Distinguish between animal
appropriate Level and plant cell” - Not aligned
Outcome)

Lesson Objective? Yes No

1. Remembering Recall the elements of Define each element in


a poem 2-3 sentences.
2. Comprehending Paraphrase a poem. Paraphrase the poem
“Trees” by Joyce
Kelmer

3. Applying Use the elements in Demonstrate whether


writing a poem. the elements are
present in the given
poem.

4. Analyzing Distinguish the What is the mood of


emotion of the poem, the poem? Explain
Why?

5. Evaluating Be able argue with the Defend your insights


state of the changing about calamities and
environment. your poem.

6. Creating Create a poem. Make your own poem.

Kendall’s and Manzano’s New Taxonomy

Resource Teacher’s Learning Resource Teacher Assessment


Level of Learning Outcome Outcome/ Lesson Objective Task

1. Retrieval- recalling, State the different elements of In 2-3 sentences discuss the
recognizing a poem. different elements of a poem.

2. Comprehension Describe the effects of the Paraphrase the poem.


elements in a poem.

3. Analysis Draw an inference about the Construct generalization based on


poem. the poem read.

4. Knowledge utilization Decide which element is Which of the elements is the


(investigating, experimenting, essential in writing a poem. most suitable?
problem solving, decision
making)
Give proofs that metacognitive and self system were touch in the
teaching-learning.
6. Metacognitive System
(Students set learning goals, Students are asked what would happen if any of the elements
monitor their learning) aren’t present in 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)

OBSERVATION SHEET No. 3.3- Levels of Learning Outcome

Teacher: Lilibeth C. Frondoso Teacher’s Signature_________ School: TNHS

Year Level : Grade 7 Subject Area : T.L.E. Date : _________

(Choice of 1 from EPP or TLE, P.E., Music and Arts, Computer)

Levels of Learning Outcome/ Assessment Task Is the level of assessment


Learning Outcome Lesson (Evaluation From aligned to the level of
(Bloom) Objective from Teachers Lesson Plan objective? E.g. Objective is
Teacher’s Lesson (Write it in the “recall the of ____” ;
Plan (Write Lesson appropriate level Assessment task is
objective in the outcome) “Distinguish between animal
appropriate Level and plant cell” - Not aligned
Outcome)

Lesson Objective? Yes No

1. Remembering Enumerate the basic In a 5 sentences state


steps in fish deboning. the basic steps in fish
deboning.
2. Comprehending Demonstrate Explain the importance
importance of fish of fish deboning in
deboning. household and in the
industry.

3. Applying Experiment easiest Make use of different


steps in fish deboning. tools.

4. Analyzing Identify the different Dissect and


parts of a fish. demonstrate the
process and steps in
fish deboning.

5. Evaluating Value the essence of Based on your


fish deboning. demonstration, how
would you have safest
way of deboning?

6. Creating Make your own steps Support your own


of easiest way of methods.
deboning.

Kendall’s and Manzano’s New Taxonomy

Resource Teacher’s Learning Resource Teacher Assessment


Level of Learning Outcome Outcome/ Lesson Objective Task

1. Retrieval- recalling, Demonstrate the steps in fish Write in a short paragraph,


recognizing deboning.

2. Comprehension Illustrate the steps. Diagram the steps in fish


deboning.

3. Analysis Identify the problems Suggest your own steps.


encounter in fish deboning.
4. Knowledge utilization Select the best methods in fish Use different tools.
(investigating, experimenting, deboning.
problem solving, decision
making)

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?

The counterpart of Bloom’s recalling Kendall and Marzano’


and DepEd’s KPUP.

Bloom Kendall and Marzano KPUP


Recalling Retrieval Knowledge

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?

Bloom’s revised cognitive taxonomy, Kendall’s and Marzano’s taxonomy of objectives


greatly implies that there are lots of domains and competencies which need to be
developed among students, and so does a lot of ways to assess them. This is alslo an
implication that there are changes which continue to occur in the teaching and learning
process. This further helps teachers to frameworks and build effective and organized
systematized plan of learning tasks. This also depicts that in assessment process a
competency and domain may vary as it specifically detailed to smaller chunks of
knowledge and skills.

Integrating Theory and Practice

1. In which is identifying the authors of given literary pieces?

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?

A. Analysis C. Knowledge utilization


B. Retrieval D. Metacognitive System

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:

A. Kendall’s and Manzano’s new taxonomy and


B. Bloom’s revised taxonomy
By giving examples of assessment tasks for competency lifted from K to 12
Curriculum Guide.

Kendall’s and Manzano’s New Taxonomy

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.

Identifying the critical or Summarize the main cause of


2. Comprehension essential elements of networking failure in local area
knowledge network.

Inferring new generalizations Based on what you know, why


3. Analysis from known knowledge do CPU overclock when opening
a high visual graphic display?

Accomplishing a goal for Determine the best strategy for


4. Knowledge utilization which obstacles exist accomplishing a wireless
network connection.

The student is able to monitor On your progress chart check the


5. Metacognitive system their own progress toward a finished job/activity and
specific goal summarize the total.

The student identifies beliefs Write an essay on how will you


6. Self-system about his or her ability to see yourself five years from now
improve competence or and how does your course will
understanding help you to achieve your goal.
Bloom’s Revised Taxonomy

Level of Processing Competency from the K to 12 Assessment Task (Test item,


Curriculum Guide etc.)
Determines how stress,
intonation, phrasing, pacing,
1. Remembering LISTENING tone, and non-verbal cues serve
COMPREHENSION as carriers of meaning that may
aid or interfere in the message
of the text listened to

2. Understanding ORAL LANGUAGE AND Employs varied verbal and


FLUENCY nonverbal strategies to create
impact on a specific audience
while delivering various forms
of extemporaneous or
impromptu speech.

3. Applying VOCABULARY Uses context clues and


DEVELOPMENT structural analysis to arrive at
the meaning of words and
expressions

4. Analyzing READING Compares and contrasts


COMPREHENSION information presented in two or
more related reading or viewing
selections using guided text
analysis strategies and devices
in a small group structure

5. Evaluating WRITING AND Distinguishes between oral and


COMPOSITION written modes of language use
with emphasis on their
exclusive features and
properties
Formulates:
6. Creating GRAMMAR AWARENESS a) correct complex and
b) compound-complex
c) sentences
d) correct conditional
e) statements
f) appropriate parenthetical
g) expressions
h) meaningful expanded
i) sentence (following
j) balance, parallelism, and
k) modification)

My Learning Portfolio

2. Select an appropriate competency from the K to 12 Curriculum. Choose and Construct


a performance assessment task following GRASPS of Wiggins and McTighe.

Competency: Writing and Composition

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.

S-Standards and Criteria to Success