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FIELD LEARNING EPISODE Assessment of

STUDY 1 Learning
13 (Summative Assessment)

OBSERVE, ANALYZE, REFLECT

Activity 13.1 Aligning Assessment Task with the Learning Outcome

OBSERVE
 Observe at least 3 classes – 1 Physical or Biological Science or Math, English, Filipino; 1
Social or Literature/Panitikan, EsP and 1 P.E / Computer / EPP/TLE

Subject Learning Assessment Task Is the If not aligned,

Outcome/s (How did Teacher assessment improve on it.
assess the learning tool / task
outcome/s? Specify. aligned to the
learning
outcome/s?

EX: P.E / EPP/ TLE To Written quiz- No Performance

dance Enumerate the steps test – Let
tango of tango in order. students
dance tango.
Social Science, Students By basing on the Yes
Literature/Panitikan, perform rubrics and make an
EsP news casting reflection on what
and debate learning they have.

Physical/Biological To explore By making a rubrics Yes

Science/Math and create and actual
English/Filipino different demonstration
experiments

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ANALYZE
1. Are all the assessment task aligned to the learning outcome?
- Yes all the assessment tasks of my resources teacher are aligned on the
learning outcome objective they have.

2. What are possible consequences if teacher’s assessment tasks are not aligned
to learning outcome/s? Does this affect assessment result? How?
- The possible consequences if teachers assessment task are not aligned to
learning outcomes is it may not be possible to be achieved the class. The effect
of assessment results cannot be measure what the students learned from the
lesson because it was not aligned in the intended learning outcomes.

3. Why should assessment tasks be aligned to the learning outcomes?

- The assessment task should be aligned to the learning outcomes to attain the
objectives of the lesson , And also to have an organized lesson and it will
achieve only if the intended learning outcome are aligned in assessment
learning process.

REFLECT
 Reflect on past assessment you have been trough. Were they all aligned with what
your teacher taught with learning outcomes?
- As I reflect on the past assessments that I had been through, I remember all
assessment that is given to us is aligned in the learning outcomes of our
teacher.

 How dis this affect your performance? As a future teacher, what lesson do you
learn from this past experience and from this observation?
- It did not affect my performance because I remember all the assessment that I
received was aligned on the intended learning outcomes of our teacher.
- I learned that it is important to applied the steps in making the lesson plan . If
we already know the steps on how to make the lesson plan then it will no
longer be difficult for us to make a good intended learning outcomes that
aligned to our assessment learn

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REFLECT
How good are you at constructing traditional assessment tools? Which do you find most
difficult to construct? Any lessons learned?

LINK Theory to Practice

1. Which assessment task is aligned to the learning outcome given above?
A. True-False test – an assessment task must be aligned to the learning
outcome. B. Column 1 presents the learning outcome. Column 2 has the
assessment task.
Determine alignment of assessment with learning outcome.
C. Here are 5 test items, Evaluate them on the basis of established guidelines in
test construction.
D. Is an essay more reliable than a multiple choice test?
2. What’s WRONG with this TRUE-FALSE test item? Filipinos are sociable but lazy.
A. Opinionated C. Very short
B. Not fit for a T-F test D. Sweeping
3. Is this item in accordance with rules on test construction? Write everything you
learned from this course.
A. No C. Somewhat
B. Yes D. No, opinionated
4. In matching type of test, one option among 4 was not chosen by any examinee. What is
TRUE of that option?
A. Options C. Distracters
B. Premises D. Jokers
5. In a multiple choice type of test, one option among 4 was not chosen by any examinee.
What is TRUE of that option?
A. Implausible C. Plausible
B. Realistic D. Unattractive
6. The students were at a loss as to what answer to give in a completion type of test
since there were so many blanks. Which is TRUE of the test item?
A. Too complex C. Over mutilated
B. Unattractive D. Implausible

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Activity 13.3 Observing the Use of Non-Traditional Assessment Tools and Scoring
Rubrics Resource Teacher: Teacher’s Signature:
School: Grade/Year Level: Subject Area:
Date: 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?

Authentic Learning Sample of Product/ How a product/ Comments (Is

Assessment Non- Outcome Performance performance was the scoring
Traditional/ Assessed Assessed assessed rubric
Alternative constructed
One example of a Describe how the according to
product assessed. product/ standards
(Put a photo of the performance was
product/ assessed. Which
documented was used analytic
performance in My rubric or holistic
Teaching Artifacts. rubric? INCLUDE
INCLUDE THE THE RUBRIC IN MY
RUBRIC IN MY TEACHING
TEACHING ARTIFACTS
ARTIFACTS.

1. Product

2. Performance

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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. If you 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?

LINK Theory to Practice

A. 1. To pinpoint which part of the lesson needs more explanation, which scoring rubric
can help?
I. Analytic

II. II. Holistic

A. I only C. II only
B. I and II D. No need for rubric
B. 2. I want to know how skilled the students have become in research report.
Which assessment task will be valid?
A. Make students defend research report before a panel.

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B. Make students write the research report.

C. Group the students for research report
writing. D. make students conduct an action
research.

C. 3. I want to get a global view of a student's performance. Which rubric is most

fit? A. Analytic C. Holistic

B. Itemized D. Analytic and holistic

A. 4. Which can prove that students are now capable of sewing after a 200-hour course?
A. Presentation of a product they have sewn C. Drawing a pattern for a set of pajamas
B. Operation of the sewing machine D. Labeling the parts of a sewing machine
A. 5. Which is the most reliable way of determining whether or not the student can now
dance tango?
A. Performance test C. Written test on steps of tango
B. Oral test D. Written test illustrating the steps

Activity 13.4 Scrutinizing the Types and Parts of a Portfolio

Resource Teacher:ARLENE TORRES Teacher’s
Signature: School: SANJOSE HIGHSCHOOL
Grade/Year Level:GRADE 10 Subject
Area:ENGLISH Date:
OBSERVE
1. Ask your Resource Teacher for samples of portfolio, if any. If there are, select one
best portfolio from what you examined.

2. If none, 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.

What a Portfolio Includes

Elements of a Portfolio Present? Missing?

1. Clear objectives - The

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objectives of the
lesson/unit/course are clear
which serve as bases for
selection
2. Explicit guidelines for selection
- What, when, where, how are
products/documented
performances selected?
3. Comprehensible criteria- the
criteria against which the
portfolio is graded must be
understood by the learners
4. Selective significant pieces -
The portfolio includes only the
selected significant materials.

5. Student's reflection - There is

evidence that students reflected
on their learning.
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.

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 learn was learned?

2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio
do this fall?

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

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3. Where and when does the teacher make use of each of the 3 types of portfolio?

REFLECT
Have portfolios made the learning assessment process more inconvenient? Is the effort
exerted on portfolio assessment commensurate to the improvement of learning and
development of learners' metacognitive process that result from the use of portfolio?

LINK Theory to Practice

A. 1. A portfolio is synonymous to a folder of files. Is this
CORRECT? A. No C. Yes

B. Somewhat D. Sometimes
A. 2. Which is an essential part of a
portfolio? A. Student's reflection on his
portfolio

B. Display portfolio for everyone to see student development

C. Artistic design to show student's artistic
talent. D. Student's self-rating

A. 3. I need to prove that I have fully developed the skill at writing a research report. Which
type of portfolio is MOST APPROPRIATE?
A. Showcase portfolio C. Development portfolio
B. Assessment portfolio D. Process portfolio
B. 4. Which portfolio can prove that an improvement has taken place in the way
students pronounce words?

A. Showcase portfolio C. Assessment portfolio

B. Development portfolio D. Process portfolio
C. 5. I want to know if my students can now focus the microscope properly. With which
portfolio am I concerns?

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A. Showcase portfolio C. Assessment portfolio

B. Development portfolio D. Process portfolio

Activity 13.5 Determining the Level of Teacher’s Questions

Resource Teacher: ARLENE TORRES Teacher’s Signature: School: SANJOSE
HIGHSCHOOL Grade/Year Level: GRADE 10 Subject Area: ENGLISH
Date:
OBSERVE

1. Observe a teacher in the classroom.

2. Note his/her questions both oral and written.
3. Score him/her 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 Rank Cognitive Processes Rank Tally of Assessment Total

(Bloom as revised (and Kendall and Tasks/ Questions.
by Anderson and Marzano)
Krathwohl)
Self-system Thinking 6
Metacognition 5

Creating 6-Highest NOT OBSERVED

Evaluating 5 NOT OBSERVED
Analyzing /An 4 Analysis /
Applying 3 Knowledge
Utilization
Understanding / 2 Comprehension /
Remembering / 1-Lowest Retrieval //// - Example 4

Table 2. Examples of Assessment Questions / Assessment Task

Tally and Total Score of Rank Tally and Total Rank Example of Rank
Cognitive Processes Score of Assessment based
Cognitive

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(Bloom as revised by Processes (and Tasks / Questions on use

Anderson and Kendall and Given by Resource
Krathwohl) Marzano) Teacher
Self-system 6-Highest e.g. Teacher asked
thinking students Why is the
lesson important to
you?

Metacognition 5
Example: 6-Highest NOT OBSERVED
Creating = /

Evaluating = / 5 NOT OBSERVED

Analyzing /An = // 4 Analysis 3 NOT OBSERVED
Applying = /// 3 Knowledge 4 NOT OBSERVED
Utilization

Understanding = // 2 Comprehension 2 NOT OBSERVED

Remembering = ///// 1-Lowest Retrieval = /// 1-Lowest NOT OBSERVED
/ /

Rank Rank NOT OBSERVED

ANALYZE
1. Which cognitive skill had the highest number of assessment questions? lowest number?
- The cognitive skill had the highest number of assessment questions is remembering
because the type of those questions are the way to checked the teacher if his/her students
has recall their lessons that they discussed.
2. What do these (lowest and highest number of assessment questions) reveal about Resource
Teacher's level of questions?
- Based on the lowest and highest number of assessment questions that made by the
Resource teacher’s , it reveal the level of questions balance because it’s based on
remembering and analysing. Remembering where the students will recall only on what they
discussed on their past lesson and analysing because students required to use their higher
order thingking skills just to analyse the correct answer.

3. Based on Kendall's and Marzano's taxonomy, which are the highest cognitive skills? Give
example of an assessment question for each of the two highest cognitive skills-
metacognitive skills and self-system thinking.

- Based on Kendall’s and Marzano’s taxonomy , the highest cognitive skills is

retrieval wherein it is all about recalling the lesson from permanent
memory.
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REFLECT

If you were to rate yourself on HOTS where will you be from a scale of 1 to 5 (52 highest)
where will you be?
- If im going to rate my HOTS , I will rate my self on a scale of 3 because I
know myself that I need to learn more to develop HOTS.

As a future teacher, reflect on how will you contribute to the development of learners HOTS?
- As a future teacher I will contribute to the development on my learners HOTS
by giving them a fair questions in their exams or quizzes. I will always use the
cognitive skills of Bloom’s taxonomy to distribute properly the questions .

LINK Theory to Practice

C. 1. "Is my thinking CORRECT?" asks a student to himself. In which level of cognitive process
is he?
A. Self-system C. Metacognition
B. Analysis D. Application
A. 2. Formulate a 5-item imperfect matching type of test; is a test item in the level of
which cognitive process?

A. Creating C. Self-system thinking

B. Analyzing D. Evaluating
A. 3. Which one demonstrates self-system thinking?
A. Ask the question "What has this lesson to do with
me? B. Critic your thinking process.

C. Come up with a solution to the given

problem. D. Relate your present lesson to past
lessons.

B. 4. Paraphrase the first stanza of Rizal's "My Last Farewell" calls for .

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A. analyzing C. evaluating
B. understanding D. applying
B. 5. How would you rate students' ability to reason out logically is a question to
students' ability to

A. engage in metacognition C. do self-system thinking

B. analyze D. evaluate

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Activity 13.6 Analyzing a Table of Specifications

Resource Teacher:ARLENE TORRES Teacher’s
Signature: School: SANJOSE HIGH SCHOOL

Grade/Year Level: Subject Area: ENGLISH Date: FEBRUARY 02,2022

ANALYZE
1. What parts must a TOS contain to ensure test content validity?
- To ensure the test content validity , a TOS must contain the equal distribution of questions
in every item of cognitive level.

2. Why is there a need for number of items per cognitive level?

- To maintain the fairness of questions in every cognitive level and also to be fair in
every students.

3. With OBE in mind, is it correct to put learning outcome not topic in the first column? Why
or why not?

- In my own opinion, it is important to put first the learning outcomes because it is need
to consider the output of my students.

4. Can a teacher have a test with content validity even without making a TOS?
- Yes, the teacher can have a test question with content validity even without making tos but
it is not reliable

REFLECT
Read this conversation and reflect on teachers' assessment practices. Write your
reflections here.

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?

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- Yes I have the same experience during my highschool days I experienced during
exams that there are some questions that are not connected to the lesson which
teacher discussed. So to finish the exam I just answered it by my stock
knowledge without knowing if it is correct or not.

SHOW Your Learning Artifacts

 Accomplished Observation Sheet
 Analysis
 Reflection
 Completed Sample TOS

LINK Theory to Practice

A. 1. In Teacher R's Table of Specifications (TOS), 60 percent of the 1st grading test items
are applying questions based on Bloom's taxonomy. A review of her test shows that 50%
are remembering items, 20% are analyzing questions and 30% are applying questions.

Is Teacher's test aligned with her

TOS? A. No.
B. No, her analyzing questions is supposed to be
60% C. Yes.
D. Yes, her applying questions are also analyzing questions,
too. A. 2. What is a function of a TOS?

To ensure the .
A. content validity of a test C. reasonable length of a test
B. predictive validity of a test D. predictive validity of a test
A. 3. A TOS ensures alignment of test with learning outcomes. Is the statement TRUE?
A. Very true C. False
B. Sometimes true D. Sometimes true, sometimes false

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B. 4. In a TOS, the number of hours spent on a learning outcome determines the number
of test items to be asked. Is this CORRECT?
A. No C. Not always
B. Yes D. Depends on the level of the questions asked
A. 5. The following are found in a TOS EXCEPT .
A. Teaching-learning activities
B. Number of hours devoted to a topic
C. Cognitive level of test item
D. Number of test items

A. 6. "It's just not fair. I studied everything we discussed in class about the Philippines
and the things she made a big deal about, like comparing the Philippines
And to think all she asked was 'What's the capital of

Singapore? What does the conversation imply about the kind of

test they took?

A. Lacks content validity

B. Has content validity.
C. Lacks reliability

D. Lacks construct validity

Activity 13.7 Computing Students Grades Based on DepEd Grading System

Resource Teacher: ARLENE TORRES Teacher’s
Signature: School:

Grade/Year Level: GRADE 10 Subject Area: ENGLISH Date: FEB 05,2022

OBSERVE
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.

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3. Ask permission from your Resource Teacher for an interview with him/her and with
a group student 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?
- According to my resource teacher, the new grading system is favor to the students because
it is no longer zero based while the teacher it’s favor too because they were able to come
up with the grades that are suitable in every students performance.
2. Which do you prefer the old or the new grading system? Why?
- According to my resource teacher , she preferred the new grading system because it is
not hassle for them because they use an electronic grading system

C. Interview of 5 Students
1. What do you like in the new grading system?
- The most they like in the new grading system is that no longer zero based. Because of
that there is no chance they get a failing grade as long as they will study as they can.

2. Do you have problems with the new grading system. If there is, what?
- They have no problems in the new grading system because it is favor to all of them.
3. Does the new grading system give you a better picture of your performance? Why or
why not?
- According to them it’s a yes , the new grading system gives a better picture of
their performances because they are not worrying about the failing grades because
as they mentioned it is no longer zero based.
4. Which do you prefer the old or the new grading system? Why?
- They preffered the new grading system because it give them a chance to get higher
grades than before.

D. Review of DepEd Order # 8, s. 2015

Read DepEd Order # 8 s. 2015. You may refer to Appendix
A. Based on DepEd Order 8, s, 2015, answers the following:

1. What are the bases for grading?

- All grades will be based on the weighted raw score of the learners summative
assessments. The minimum grade needed to pass a specific learning area.

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2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11 to 12. Give
an example.
- In a grading period , there is one Quarterly Assestment but there should be instances for
students to produce written work and to demonstrate what they know and can do
through performance task.
3. How do you compute grades at the end of the school year?
- According to my resi=ource teacher, she will going to sum up the quarterly grades of
her students from first to fourth grading to compute the final grades of every students
in different subjects.

4. What descriptors and grading scale are used in reporting progress of learners?
- The learner’s report card
5. What are the bases for learners' promotion and retention at the end of the school year?
- The basis for learners promotion is when the students get higher grades after
computing the overall of her grades from 1st to last quarter but if he/she’s not going to
promote.
6. What is the report on learners' observed values?
- The report on learners observed values will depend on the behaviour of every
students inside or outside the classroom.
E. Grade Computation
Show sample computations of a grade:
 in a subject of your choice from Grades 1 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.

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?

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- As I interviewed both students and teachers as I look like they want the new grading
system because for the teacher it is easy to them in computing their grades because they
used an electronic grading system . While the students , it is favor to them because it is
easy to them to achive their goals which is getting high grades.

2. What are the good points of the new grading system according to teachers? According
to students?

-For the teacher he/she don’t have any reason to failed the students that have low
performance and for the students they had a small chance to get failed grades because
of the new grading system.

3. What are teachers challenged to do by this new grading system?

-The teacher challenged by giving a corresponding point to his/her students even
the answer is not really connected to the question given by the teacher .

4. Do you favor the distribution of percentages of written work, performance tasks

and quarterly assessment?

- Yes I am favor on the distribution of percentage of written work ,performance, tasks

and quarterly assestment but it depends on the subjects.
5. Did you like the experience of computing grades? Why or why not?
- I really like it because it is really exciting when you compute your students grades.
You really feel that you are teacher.

REFLECT
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?

- For me grades really matter because all of the students really study hard just
to get the grades that they want.

LINK Theory to Practice

B. 1. Which is the percentage contribution of quarterly assessment to the grade of
the student from Grades 1 to 10?
A. 15% C. 25%

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B. 20% D. 30%
B. 2. Does quarterly assessment have the same percentage weights for all the subjects,
for all the tracks in Grades 11-12?

A. Yes C. Yes, only for the academic track

B. No D. It depends on schools.
C. 3. Which is the percentage contribution of written work to the grade of the Grade 1-
10 student in Science and Math?
A. 50% C. 40%
B. 20% D. 30%

A. 4. In MAPEH and TLE, which contribute/s heaviest to the student

grade? A. Performance tasks C. Quarterly assessment

B. Written work D. Quarterly assessment and performance tasks

C. 5. Based on percentage contribution to the grade, what can be inferred from the
DepEd's emphasis on learning and assessment?
A. The emphasis depends on the grade level of the
subjects. B. All components are being emphasized.

C. The emphasis for all Grades 1-10 subjects is on performance

tasks. D. The emphasis is on quarterly assessment.

A. 6. A student gets a numerical grade of 80. What is his descriptor for his level
of proficiency?

A. Satisfactory C. Very Satisfactory

B. Fairly Satisfactory D. Did not meet expectations
D. 7. I get a grade of 90. What is its
descriptor? A. Very satisfactory C.
Advanced

B. Beginning D. Outstanding
A. 8. Which is described as "did not meet
expectations? A. Below 75% C. Below 74%

B. Below 76% D. Below 72%

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D. 9. If a student failed to meet standards, which descriptor

applies? A. Developing C. Poor

B. Beginning. D. Did not meet expectations

A. 10. How is the final grade per subject for Grades 11 and 12
obtained? A. Get the average of the grades for the 2 Quarters

B. Get the average of the grades for the 4 Quarters

C. Get the average of the grades of all subjects for the 2 semesters
D. Get the average of the grades of all subjects for the 4 semesters.
A. 11. Which is/are TRUE of MAPEH when it comes to grade computation?
I. The quarterly grade is the average of the quarterly grades in the four areas-Music,
Arts, Physical Education and Health (MAPEH)

II. Individual grades are given to each area (MAPEH)

III. There is one grade for Music and Arts, PE and Health because they are
related. A. I only C. 1 and III

B. I and II D. II only
C. 12. Which is TRUE of Kindergarten grades?
A. Grades are computed like the grades in Grade
1. B. There are numerical grades with
descriptions.

C. There are no numerical grades.

D. Remarks like Passed, and Failed are used.

D. 13. At the end of the school year, which is/are TRUE of grades?
I. the General Average is computed by dividing the sum of all final grades by the
total number of learning areas.

II. Each learning area has equal weight in computing for the General Average.
III. The Final Grade per learning area and the General Average are reported as
whole numbers.
A. I and II C, I and III
B. II and III D. I, II and III

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A. 14. Who is retained in the same grade level for Grades 1 to 10? Any students who did
not meet expectations
A. in three or more learning areas C. in four learning areas
B. in 2 learning areas D. as shown in the general average
B. 15. What happens when a student in Grade 1 to 10 did not meet expectations in
two learning areas?

A. Retained in the same grade level

B. Promoted to the next grade level after passing remedial classes for learning areas
with failing mark

C. Promoted in the next grade level but has back subjects in the lower grade level
D. Is not accepted for enrollment in the school

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Activity 13.8 Reporting Student’s Performance

Resource Teacher: ARLENE TORRES Teacher’s
Signature: School: SANJOSE COMMUNITY HIGHSCHOOL

Grade/Year Level: GRADE 10 Subject Area: ENGLISH Date: FEB

1,2022
OBSERVE
Proceedings in a Card Distribution Day
1. Observe how cards are distributed on Card Distribution Day. Describe how cards are
- NOT OBSERVED
2. Describe how the Resource Teachers communicated learners' assessment results
and grades to parents.

-NOT OBSERVED
3. Did parents raise questions or concerns? If yes, what were their questions/concerns?
-NOT OBSERVED
4. How did the Resource Teacher handle their questions and concerns? What
answers did he she gives?
- She handle it very well and answer will all of her learnings in the specific question.
Interview with Resource Teacher
1. How do you give feedback to your students regarding their performance? When do
you give feedback?
- The resource teacher give feedback to the learner about their performance before
she compute their grade so that the students will be aware if they have missed quizzes
of projects incomplete. Teacher always remind those students because it will affect
their grades if they did not complete all their misses in their academic performance
2. How do you report students' performance to parents? Does the school have a
regular way of reporting grades to parents?

- According to my resource teacher , she report her students performance by having

a short meeting to their parents

3. What problems on grade reporting did you encounter with parents? How did
you address it/them?
-Not observed

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Interview with Students

1. Do you see the meaning of your grades in the School Report Card?
- Yes if it is high the I conclude that I study hard to get high grades but if it is low maybe
I
have something missed projects.
2. Does knowing your grade motivate you to work harder?
-Yes because the higher the grades I will got motivate me to study hard.
Interview with Parents
1. Does your child's Report Card give you a clear picture of how your child is
performing? Why?

- Yes if I saw the report card of my children I already know how her performance in
the school.

2. If you were asked what else should be found in the Report Card, which one?
- For me there is no need to be added on the report card because it is all enough to
see the performance of every students.

3. Do you find the Card Distribution Day important? Why or why not?
-Yes, card distribution is important because this is the only way to monitor
the performance of my children.

4. Any suggestion on how to make Card Distribution more meaningful?

- I don’t have any suggestion about the distribution of card becauase teachers did it in
a proper way

ANALYZE
1. What were the most common issues raised on students' performance?
- The most common issue raised on students performance was low grades or
failing grades.

2. Based on your observations and findings, what practices must

be a) maintained and

b) improved to make grades and reporting meaningful?

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- In my opinion , I think to make it more meaningful the distribution of report card is that
students should also there in order to see their grades together with their parents . And if
there is a problem on the grade they may give some advice their children to make better
grades .

REFLECT
1. Grades are often a source of misunderstanding. How should I do reporting so that
it will result to effective learning?
To prevent the misunderstanding the teacher should explain the grading system to the
parents and also he/she should show how the things that they considered in computing their
grades .

LINK Theory to Practice.

D. 1. Why must grades be reported to parents?
I. Promote ongoing formative feedback to students
II. Ensure alignment of curriculum, instruction, and assessment
III. Promote, to parents and students, credible and useful feedback
A. I only C. II only
B. I and III D. I, II and III
C. 2. What must be done to make grade reporting
meaningful? I. The grading system must be clear to all
concerned.

II. The standards and competencies are known and understood by all.
I II. The grading system must be numerical.

A. I and II C. I, II and
III B. II only D. III only

C. 3. To make grade reporting meaningful, which must be

done? A. Announce names of students who need to help.

B. Rank the Report Cards from highest to lowest then distribute the same according
to rank.
C. Explain how the grades were computed.
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D. Console parents whose are non-performing by telling them that nobody

fails. A. 4. What is an essential step in reporting grades to parents?

I. Explain that grades give a picture of students' performance.

II. Explain that grades compare students' performance against the established
standards. III. Explain that grades compare students' performance against other
students'
performance.
A. I and II C. I, II and
III B. II only D. III only

B. 5. What does criterion -referenced grading mean?

A. Grading on the curve C. Comparing grades with average grade
B. Grading against standards D. Interpreting grades based on Mean
A. 6. What must be done to make grades meaningful?
A. Interpret grades against standards. C. Compare individual grades against
mean. B. Compute grades accurately. D. Compare grades of boys and
girls.

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