a FIELD STUDY 1 | aces Assessment OF Learning Cc } (Summative Assessment) Hatta itt Hi A AAULLUULULULLULLLLLLL LU x * Episode # 12 dwelt on Assessment for Learning (formative assessment) and Assessment as Leaming (self-assessment). These refer to assessment that teachers do while still teaching and students’ assessing their own learning. Episode # 13 will be focused on Assessment of Learning. When teachers have done everything they can to help leamers attain the intended learning outcomels, teachers subject their students to assessment for grading purposes. This is referred to as assessment of learning which is also known as summative assessment, Episode # 13 will be focused on 1) assessment of leaming in the cognitive, psychomotor and affective domains with the use of traditional and non-traditional assessment tasks and tools, 2) assessment of learning outcomes in the different levels of cognitive taxonomy; 3) construction of assessment items with content validity; 4) Table of Specifications; 5) Portfolio, 6) Scoring Rubrics, 6) The K to 12 Grading System and 7) Reporting Students’ Performance. ( © ) TARGET Your Intended Learning Outcomes ‘At the end of this Episode, I must be able to demonstrate understanding of the design, selection, organization and use of summative assessment strategies consistent with curriculum requirements by being able to: > determine the alignment of assessment tools and tasks with intended learning ‘outcomes; > critique traditional and authentic assessment tools and tasks for learning in the context of established guidelines on test construction; evaluate non-traditional assessment tools including scoring rubrics; examine different types of rubrics used and relate them to assessment of student leaning; distinguish among the 3 types of learners’ portfolio; evaluate a sample portfolio; construct assessment questions for HOTS following Bloom’s Taxonomy as revised by Anderson and Krathwohl and Kendall’s and Marzano’s taxonomy; explain the function of a Table of Specifications; distinguish among types of learners’ portfolios and their functions; compute students’ grade based on DepEd’s grading policy; state the reason(s) why grades must be reported to parents; and describe what must be done to make grade reporting meaningful. vVVV vv vVvvvV 158 Field Study.OBSERVE, ANALYZE, REFLECT Aligning Assessment Task with the Learning Outcome Resource Teacher: Teacher's Signature ‘School: GradelVear Level: Subject Area Date: CHA.TARGET Your intended Learning Ovicomes > Determine alignment of assessment task with learning outcome > Formulate assessment task aligned with the learning outcome REVISIT the Learning Essentials «In accordance with Outcome-Based Teaching-Learning, the learning outcome determines assessment task. + Therefore, the assessment task must necessarily be aligned to the learning outcome. los oO OBSERVE 7 © Observe at least. 3 classes - 1 Physical or Biological Science or Math, English, Filipino; 1 Social Science or Literature/Panitikan, EsP and 1 P. E / Computer /EPP/ TLE. Subjects Learning ‘Assessment Task | Is the assessment tool | If not aligned, improve Outcomels | (How did Teacher | /task aligned to the | onit. assess the learning | learning outcomels? outcomels? Specify. PE/EPPITLE To dance tango | Written quiz- No Performance test - Let Enumerate the steps students dance tango. of tango in order. Tearing faked 15) Assessment of fearing (Summative Asvessmen!) Fie Say B48Subjects Learning ‘Assessment Task | Is the assessment tool | If not aligned, improve Outcome/s (How did Teacher | task aligned to the | on it. assess the learning | learning outcomels? outcome/s? Specify, Social Science. Literature/Panitikan. EsP Physical/Biological Science/Math/ EnglishiFilipino f ANALYZE 1, Are all the assessment tasks aligned to the learning outcome? 2. What are possible consequences if teacher’s assessment tasks are not aligned to learning outcome/s? Does this affect assessment results? How? 3. Why should assessment tasks be aligned to the learning outcomes? 160. Field Study iREFLECT se ith what your + Reflect on past assessments you have been through. Were they all aligned wi teacher taught (with leaming outcomes? ou learn from - + How dis this affect your performance? As a future teacher, what lesson do y« this past experience and from this observation? SEE Field Stuy 464 TE eT TI aS NH) ee vat zs ear)Activity 13.2) Observing the Use of Traditional Assessment Tools Resource Teacher: Teacher's Signature__—=—=————«Schoo____—— Date: Grade/Year Level: Subject Area: ay GTARGET Your intended Learning Ovicome > Critique traditional assessment tools and tasks for learning in the context of established guidelines on test construction @ REVISIT the Learning Essentials + Traditional assessment tools are also called paper-and-pencil tests. + Traditional assessment tools usually measure learning in the cognitive domain. + Traditional or paper-and-pencil tests can be classified either as selected-response tests or constructed-response/supply type of tests. + Common examples of selected —response type of tests are alternate response test (True-False, yes-no), multiple choice and matching type of test. + Common examples of constructed-response type of test are short answer, problem solving and essay. Ko) OBSERVE * Observe classes and pay particular attention to the assessment tool used by the teacher. * With teacher’s permission, secure a copy of the assessment tool. 164. Field StudyDirection: Put a check () on the test which teacher used. From your teacher's test items, give an example. ‘Type of Traditional Puta | beaming Outcome ‘Sample Test Item of ‘Comments (Is the ‘Assessment Tool / Paper- | Cneck Assessed Resource Teacher _| assessment tool constructed and Pencil Test w in accordance with Here established guidelines?) Explain your answer, Selected Response Type 1-Alternate response 2. Matching type 3. Multiple Choice 4. Others summative Assessment) g 765 Teaming Epiode 1a: Assessment of Leairing (Si‘Type of Traditional ‘Assessment Too! / Paper-and Pencil Test Pate check (¥) if Resource| Teacher used it Learning Outcome ‘Assessed ‘Sample Test item of Resource Teacher ‘Comments (Is the assessment tool constructed in accordance with established guidelines?) Explain your answer. Constructed- Response Type 1. Completion 2. Short answer type. 3. Problem solving 4. Essay - restricted 5. Essay-non-restricied 6, Others 166 Field Study of) ANALYZE 1, Which assessment tools/tasks were most commonly used by teacher? Which ones were rarely used? Why were they rarely used? 2. Based on your answers found in the Tables above in which type of assessment tools and tasks were the Resource Teachers most skilled in test construction? least skilled? 3. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be considered an authentic form of assessment? Explain your answer. ( » REFLECT How good are you at constructing traditional assessment tools? Which do you find most difficult to construct? Any lesson/s leamed? Taag Siace T Rsmsen ot aing Gormatve Anes Field suey 167Observing the Use of Non-traditional Assessment Tools and Scoring Rubrics Resource Teacher: Teacher's Signature School, Grade/Year Level: Subject Area: Date: (GJ_TARGET Your Intended Learning Outcome > Evaluate non-traditional assessment tools including scoring rubrics + There are learning outcomes that cannot be assessed by traditional assessment tools. + Authentic/non-traditional /alternative assessment tools measure leaming outcomes like performance and product. + These performance task and product are assessed by the use of scoring rubric. + Arrubric is a coherent set of criteria for student’s work that includes descriptions of levels of performance quality on the criteria, (Brookhart, 2013) + The main purpose of rubrics is to assess performances and products. + There are two types of rubrics - analytic and holistic. Analytic rubrics describe work on each criterion separately while a holistic rubric assesses a student work as a whole. + For diagnostic purposes, the analytic rubric is more appropriate. + For a holistic view of a product or performance, the holistic rubric will do. + A good scoring rubric contains the criteria against which the product or performance is rated, the rating scale and a description of the levels of performance. OBSERVE Observe classes in at least 3 different subjects and pay particular attention to the assessment tool used by the teacher. + With teacher's permission, secure a copy of the assessment tool. * Study the assessment tool then accomplish Observation Sheet. * Did your Resource Teacher explain the rubric to the students? * Which type of rubric did the Resource Teacher use ~ analytic or holistic? _learring Epiode 16; Anessment of tearing (Summative Assessmen!) 0 ried stidy 169‘Authentic Assessment! | Learning ‘Sample of Produc” How a product / ‘Comments (Is Non-Traditional / Outcome Performance Assessed performance was the scoring rubric Alternative Assessed assessed constructed according to One example of a Describe how standards? product assessed, (Put _| the product/ a photo of the product) _—_| performance was documented performance | assessed. Which in My Teaching Artifacts. | was used analytic INCLUDE THE RUBRIC —_| rubric or holistic IN MY TEACHING rubric? INCLUDE ARTIFACTS. THE RUBRIC IN MY TEACHING ARTIFACTS. 1. Product - 2. Performance 170 Field StudycM ANALYZE 1, Between analytic and holistic rubrics which one was more used? Why do you think that type of rubric was used more? 2, Based on your answers in # 1, what can you say about the scoring rubrics made and used by the Resource Teachers? 3, Will it make a difference in assessment of student work if teacher would rate the product or performance without scoring rubrics? Explain. 4, Ifyou were to improve on one scoring rubric used, which one and how? 5. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be considered an authentic form of assessment? Explain your answer. 6. 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? ‘earing Ensode 13: Atensment ol Learning (Summative Assessment) Field Study L171Does the Scoring Rubric in this FS Book 1 help you come up with better output? ( ? REFLECT Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the years as a student. 172. © Field Study XAccomplished Observation Sheet Observations Reflection A photo of a product assessed and a documented performance test : Samples of scoring rubrics used by Resource Teachers - one rubric to assess particular product and another rubric to assess a particular performance together with your comment/s and improved version/s, if necessary. Evaluate a sample portfolio > Distinguish among the 3 types of portfolio “y__ DISCOVER the Learning Essentials + A portfolio is a purposeful collection of selective significant samples of student work accompanied by clear criteria for performance which prove student effort, progress or achievement in a given area or course. A portfolio of student’s work is a direct evidence of learning. But it is not a mere collection of student’s work, The student’s reflection must accompany each output or work. A portfolio is different from a work folder, which is simply a receptacle for all work, with no purpose to the collection. A portfolio is an intentional collection of work guided by learning objectives. Effective portfolio systems are characterized by a clear picture of the student skills to be addressed, student involvement in selecting what goes into the portfolio, use of criteria to define quality performance as a basis for communication, and self-reflection through which students share what they think and feel about their work, their learning and about themselves. ‘There are several types of portfolio depending on purpose. They are: 1) development or growth portfolio, 2) best work or showcase or display portfolio, and 3) assessment / evaluation portfolio. sk your Resource Teacher for samples of portfolio, if any. If there are, select one best portfolio from what you examined. 2. Ifnone, research for a sample portfolio and include them in My Learning Artifacts. 3. Based on the sample portfolio given by your Resource Teacher/researched by You, accomplish Observation Sheet # 4, Put a check in the right column, Tearing foe 15 Avesment ol learing (Sonmolve Anesinen) Field Study 175What a Portfolio Includes Elements of a Portfolio Present? Missing? 1. Clear objectives — The objectives of the lesson/unit/course are clear which serve as as bases for selection 2. Explicit guidelines for selection What, when, where, how are productsidocumented performances selected? 3. Comprehensible criteria- the criteria against which the portfolio is graded must be understood by the leamers 4. Selective significant pieces - The Portfolio includes only the selected significant materials. 5. Student's reflection - There is evidence that students reflected on their leaming. 6. Evidence of student participation in selection of content of portfolio - ‘There is proof that students took part in the selection of the content of the portfolio. fi xv ANALYZE 1. With OBE in mind, which should be the basis for the selection of pieces of evidence to show that what the student was supposed to leam was leamed? 2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio does this fall? 176 Field StudyElements of a Portfolio (Which type of portfolio?) 1. Cover Letter- "About the Author" and "What My Portfolio Shows About My Progress as a Learner” 2, Table of Contents with numbered pages 3. Entries-both core (required items) and optional items (chosen by students). 4, Dates on all entries to facilitate proof of growth over time. 5. Drafts of aural/oral and written products and revised revisions, i.e. (first drafts and corrected/revised versions.) 6. Student's Reflections 3. Where and when does the teacher make use of each of the 3 types of portfolio? { ? REFLECT Have portfolios made the leaming assessment process more inconvenient? Is the effort exerted on portfolio assessment commensurate to the improvement of leaming and development of learners’ metacognitive process that result from the use of portfolio? Field Study 177S SHOW Your Learning Artifacts Sample/s of Improved Written Tests, both selected-response type and supply type. + Sample/s of product and performance assessed + Sample/s of a rubric + Sample/s of students’ reflection on his/her portfolio 178 — Field StudyDetermining the Level of Teacher’s Questions 650 Sere Teacher's Signature School: Grade/Year Level: Subject Area: Date: Gp TAREE Your intended tosraing Ouxcowe > Construct assessment questions to measure HOTS following Bloom’s and Anderson’s revised taxonomy and Kendall’s and Marzano’s taxonomy. QB REVISIT the Learning Essentials Table: 1.4 Example of Cognitive Activities Cognitive Processes Examples ements 5 ay Recognizing : + Name three 19*-century women English authors. Recalling + Write the multiplication facts. + Reproduce the chemical formula for carbon tetrachloride. I Te + Translate a story problem into an algebraic equation. Interpreting + Draw a diagram of the digestive system. + Paraphrase Jawaharlal Nehru’s tryst with destiny speech. + Draw a parallelogram, Exemplifying + Find an example of stream-of-consciousness style of writing. + Name a mammal that lives in our area. + Label numbers odd or even. Classifying + List the events of the Sepoy Mutiny of 1857. + Group native animals into their proper species. Inferring + Explain how the heart is like a pump : + Compare Mahatma Gandhi to a present day leader. Comparing + Use a Venn diagram to demonstrate how two books by Charles Dickens are similar and different. > Draw a diagram explaining how air pressure affects the weather. + Provide details that justify why the French Revolution happened when and Explaining how it did. ibe how interest rates affect the economy. Pees eeroeae eee 5 + Add a column of two-digit numbers. + Orally read a passage in a foreign language. + Have a student open house discussion. Executing Sg Epoe Te esi of arrng (Summative Assessment) SLSR Field Study 184Implementing Differentiating Organizing J Attributing MU eo vucaeine es Ea Whee Mean donries ser iL ~ Design an experiment to see how plants grow in different kinds of soi + Proofread a piece of writing * Create a budget, iy + List the important information in a mathematical word problem and cross out the unimportant information. : : i vel + Draw a diagram showing the major and minor characters in a No) * Make a diagram shor interact with each other. - + Read letters to the editor to determine the authors’ points of view about a local issue. + Determine a character's motivation in a novel or short story. _ : * Look at brochures of political candidates and hypothesize about their perspectives on issues. Mie Suleunorauelanice + Participate in a writing group, giving peers feedback on organization and logic of arguments. Checking + Listen to a political speech and make a list of any contradictions within the speech, + Review a project plan to see if all the necessary steps are included. * Judge how well a project meets the criteria of a rubric. Critiquing + Choose the best method for solving a complex mathematical problem. Peeyfoasuleeenevonte tnt SCM Judge the validity of arguments for and against astrolo; CCC * Given list of criteria, lst some options for improving race relations in the school. + Generate several scientific hypotheses to explain why plants need sunshine, * Propose a set of alternatives for reducing dependence on fossil fuels that address both economic and environmental concerns. + Come up with alternative hypotheses based on criteria. Planning. Producing Lee (Source: Anderson, L.W and Krathwohl, D.R. 2001, A taxonomy for leaming, fongmans) + Make a storyboard for a multimedia presentation on insects. + Outline a research paper on Mark Twain’s views on religion. + Design a scientific study to test the effect of different kinds of music on hens” egg production, + Write a journal from the point of view of mountaineer, + Build a habitat for pigeons. + Put on a play based on a chapter from a novel you're reading, teaching and assessing, New York: 182 Field Study Sf oo TEETaare Seif System Thinking ‘The New Taxonomy (Marzano and Kendall, 2007) fanding of specific knowledge ones cine pas nee ot Taanining =] We wae cans ial \ ce | Riatpatos =| Union pete oeclcage \ “Metacognitio ‘Specitying Goals: set specilic goals relative to knowledge and develop a plan for. \ sabes ape : \ Ta pcan a ae ; \ i ae a a carder Wo Wl yond ooo pa tae : ( ogc] Te met ca cine Ba ace WaT oneanding ated ard | Kee i iene Fm ean ae a i st ak polos wit te rng | Rawshedge armetet have wy sharpen ta wuld Kee happened i | | Uinzauce Zins fade generat shypotiese aod uses te suretions and opinions of others i | Dial i haoreh | Ta ae athe Was tn wit os apes TE Sa eed Sela ey Sneteae ikaw cfs Do oro i a Pee a aera | : Test tonsa poten confotng n xpeinen ad | Sa a | Trait eg nee en ete poe Noe SiaprSaagvaanny Tg OS wT | J] Pebiseeseene(t5 harwlayen easyour gel und nee encore | I i eee ia asec) sits en, | Detar ang Sess ee ea a lng cca cose | [POS | Eee then whba ne ie i select ame ieraatives that initially appear to be equal = { z ethane ee peg a Ripe is a wld avs ipa ‘Anabsls pele tee en cio ‘Tye sradent can make and defend predictions about what might happen, Generalizing “wai eouclusions ean be drawn; What inferences can be made: crete a principle, i | ite Junwltadontr Hil; Goce Ue deslopmen of form conclsions | ee) | eee cha ite new generis fom known know hee. 12 “raising Eis | tay ares or pation enya or misondesandogn aT Bi : | Sree baglied evan: ee vic = 12 “Teen? San emt and expat opel or factual ror in knowles Bilt Cinsiging—~Pvseyoreani, svat ronder stepry ety eierent pes ai [é} ea a | fi ludent can ae soper roa and subordinate calegories 6 which a) fy infor belo dt Matching “ealegorize; compare & Contrast; differentiate; discriminate: distingolah; 207 : (Gealv nn talon oe metaphor | ‘Te salen cot hey ilies and difrences in nowt | z Syibaiing | oysbtion depcs peter se Owe stowr one modes RA ; Compreension Sor 4 - “The student can depict critical aspects of knowledge in a pictorial of symbolic form i | Tiiegatng Sse Row oF Wy Sct Ty prs OT TSTBE We TSS, TERTABS Te | ‘elndonhip betwee ‘Tae study som cay the ; 7 Es “es seen show ; evieval ‘Te sent con perfor : Resin Rabe i z ‘Tue sasavean proce i scignaing frst on lt rn (1 wey UFO ea) {Glowing seme are toe 4 The modem con deans whether provid infomation is asurte,inaccorte 4 aes a meoes Figure 10. The New Taxonomy in Detail Source: htpshw greatschoolspartneship org p-conlenVuploads/2014/06/x38,Marzano_New_Taxonomyy_Chart_with_verbs_3.16.121.pdf Taring Eade Tor Assesment of Leaning (Summative Assessment) aeResource Teacher: Teacher's Signature School: Grade/Year Level: Subject : Date: ) OBSERVE Observe a teacher in the classroom. 2. Note his/her questions both oral and written. 3. Score hinvher according to the level of questions that he/she asks from remembering to creating and metacognition and self-system thinking. You may also refer to written tests for samples of questions in the various levels. 4. Make tally, then get the total. Use Table 1 and Table 2 separately. Table 1. Number of Questions per Level Cognitive Processes Cognitive Processes Tally of Total (Bloomas revised |Rank —_| (and Kendall and Assessment by Anderson and Marzano) Rank — | Tasks / Krathwohl Questions Self-system Thinking [6 Metacognition 5 Creating 6-Highest Evaluating 5 ‘Analyzing /An 4 Analysis 3 7 ‘Applying 3 Knowledge Utilization [4 Understanding / 2 ‘Comprehension 2 7 Remembering / 1 -Lowest | Retrieval 1 l= Example [4 ARA cist chatsTable 2. Examples of Assessment Questions / Assessment Tasks Tally and Total Tally and Total Score Example of Assessment | Rank Score of Cognitive | Rank | of Cognitive Processes Tasks / Quostions Given by | Based Processes (Bloom as (and Kendall and Rank | Resource Teacher on Use revised by Anderson Marzano) and Krathwohl) Self-system Thinking |6-Highest| o.g. Teacher asked students : Why is the lesson important to you? Metacognition 5 Example: erighest Creating Evaluating = | 5 Analyzing / An = Il 4 | Analysis 3 ‘Applying = Ii 3 [Knowledge Utilization 4 Understanding = II 2 | Comprehension 2 Remembering =tHk | rLowest] Retrieval = II Howes 1 [ Rank Rank. rag Eze are fang Commas Avene Field Stucy 485é im ANALYZE 1. Which cognitive skill had the highest number of assessment questions? lowest number? 2. What do these (lowest and highest number of assessment questions) reveal about Resource Teacher’s level of questions? 3. Based on Kendall's and Marzano’s taxonomy, which are the highest cognitive skills? Give an example of an assessment question for each of the two highest cognitive skills- metacognitive skills and self-system thinking. ¢ R REFLECT If you were to rate yourself on HOTS - where will you be from a scale of 1 to 5 (5 as highest) where will you be? As a future teacher, reflect on how will you contribute to the development of leamers’ HOTS? 186 Field Study ofAnalyzing a Table of Specifications Resource Teacher: Teacher's Signature School: Grade/Year Level: Subject Area: Date: TARGET Your Intended Learning Outcome eg Learning Outcome > Explain the function of a Table of Specifications rar B REVISIT the Learning Essentials + A Table of Specification (TOS) is a two-way chart which describes the topics to be covered by a test and the number of items or points which will be associated with each topic. + Sometimes the types of items are described in terms of cognitive level as well. 1. Study the sample of Table of Specifications on Assessment. No. of , Cognitive Level Total Learning Outcome Class Hours) Rem | un | Ap | an | Ev | cr 1. 2. 3. 4. 5 6 Total Z| Taarang Ease Tr Asesiment af Leaning (Sommolve Assesment) Feld Suay Hh te9amaze . What parts must a TOS contain to ensure test content validity? . Why is there a need for number of items per cognitive level? . With OBE in mind, is it correct to put learning outcome not topic in the first column? Why or why not? Can a teacher have a test with content validity even without making a TOS? . Complete the given TOS. 190 Field Study 3CP rie REFLECT : Read this conversation and reflect on teachers’ assessment practices. Write your reflections ere. __ Student A : Saan naman pinulot ni Teacher ang kaniyang tanong? Ni-isang tanong sa tinuro, wala! (Where did Teacher get her test? Not one of what she taught came out!) Student B : Oo nga.! Nakakaiinis! (You are right! How annoying!”) Did you have a similar experience? Reflect on it. Will the required use of Table of Specifications as guide in test construction solve the problem of misaligned tests? ‘4 SHOW Your Learning Artifacts + Accomplished Observation Sheet + Analysis + Reflection + Completed Sample TOS Tearing Eotods [as Assentment of earring (Summative Assessment) Field Study 494Activity 13.7 ] Computing Student’s Grades based on DepEd Grading System Resource Teacher Teacher's Signature Schoo: Grade/Year Level: Subject : Date: GJ TARGET Your intended Learning Outcomes > Compute student's grade based on DepEd’s grading policy > State the new features of the latest grading system in basic education a REVISIT the Learning Essentials + With the implementation of the Enhanced Basic Education Program of 2013, more popularly known as the K to 12 Curriculum, came a new grading system of the Department of Education. Refer to Appendix A for more details. + The latest grading system in basic education includes students’ performance in written tests and performance tasks, with emphasis on the latter. The quarterly exam may be a combination of written test and performance task. oS QD OBSERVE G ‘A, Sample Students’ Report Card 1, Secure a sample of a Students’ Report Card from your Resource Teacher. 2. Study a sample of an unused Student's Report Card. Observe its contents. 3. Ask permission from your Resource Teacher for an interview with him/her and with a group students regarding the new grading system. B. Interview of Resource Teacher 1. What are the new features of the latest grading system? What things are you required to do with this new grading system which you were not asked before? 2, Which do you prefer ~ the old or the new grading system? Why? Teaming Epiode 1a: Awetsment of teeming (Summative Assessment) ~~ “Field Study 193C. Interview of 5 Students 1. What do you like in the new grading system? 2. Do you have problems with the new grading system. If there is, what? 3. Does the new grading system give you a better picture of your performance? Why or why not? 4, Which do you prefer - the old or the new grading system? Why? D. Review of DepEd Order # 8, s. 2015 Read DepEd Order # 8 s. 2015. You may refer to Appendix. Based on DepEd Order 8, s. 2015, answer the following : 1. What are the bases for grading? 2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11 to 12. Give an example. AMA Field Studv3. How do you compute grades at the end of the school year? 4, What descriptors and grading scale are used in reporting progress of learners? 5. What are the bases for leamers’ promotion and retention at the end of the school year? 6. What is the report on learners’ observed values? E. Grade Computation Show sample computations of a grade: + ina subject of your choice from Grades | to 6 (if you are a future elementary teacher) + in your specialization if you are a high school teacher) + Show the percentage contributions of written work, performance tasks and quarterly assessment. Then give the descriptor. Refer to DepEd Order # 8, s. 2015. Tearing Epkede 15. uesiment ef Learning (Sunealve Avessmeni) Field Study 195cn ANALYZE Analyze data and information gathered from the interview and from your review of an unused Student's Report Card and the DepEd grading system. 1. Do teachers and students like the new grading system? Why or why not? 2. What are the good points of the new grading system according to teachers? according to students? 3. What are teachers challenged to do by this new grading system? 4. Do you favor the distribution of percentages of written work, performance tasks and quarterly assessment? 5. Did you like the experience of computing grades? Why or why not? In an era where the emphasis is self-directed learning and demonstration of competencies - knowledge, skills and values learned (outcomes-based education)- do grades really matter? 196 Field Study13.8) Reporting Students’ Performance Resource Teacher: Teacher's Signature School: Grade/Year Level: Subject Area: (FJ_TARGET Your intended Learning Ovicomes Date: State the reason(s) why grades must be reported to parents Describe what must be done to make grade reporting meaningful REVISIT the Learning Essentials parents, our partners in the education of children, Grades fulfill their function if reported meaningfully to students and most of all to Grades are a measure of achievement, not necessarily IQ. A student may have high 1Q but not necessarily achieving or performing because of lack of motivation or other factors. Gey OBSERVE Proceedings in a Card Distribution Day distributed. x grades to parents. > she give? 200 Fold Study 3 . Observe how cards are distributed on Card Distribution Day. Describe how cards are . Describe how the Resource Teachers communicated learners’ assessment results and Did parents raise questions or concerns? If yes, what were their questions/concerns? How did the Resource Teacher handle their questions and concerns? What answers did he/Interview with Resource Teacher 1. How do you give feedback to your students regarding their performance? When do you give feedback? 2. How do you report students’ performance to parents? Does the school have a regular way of reporting grades to parents? 3. What problems on grade reporting did you encounter with parents? How did you address itthem? Interview with Students 1. Do you see the meaning of your grades in the School Report Card? 2. Does knowing your grade motivate you to work harder? Interview with Parents 1. Does your child’s Report Card give you a clear picture of how your child is performing? 2, Ifyou were asked what else should be found in the Report Card, which one? Why? 3, Do you find the Card Distribution Day important? Why or why not? 4, Any suggestion on how to make Card Distribution more meaningful? TRANSMUTATION OF SCORE TO GRADE/RATING Score 20 | 19-18| 17 | 16 15 14 | 13-12] 14 10 9-8 T-below Grade | 1.0 | 1.25 | 15] 1.75 | 2.00] 225] 250 | 275 3.00 | 35 5.00 go | 96 | 93) 90 87 84 81 78 75 72 71-Below eee ‘Signature of FS Teacher above Printed Name Date ving Ep a) 5 aa Tearning Epiode I ment of fearing (Summative Assessment su a 20s