FS 5 - Episode 4

4My Learning Episode Overview

In the previous Episode you met learning in different domains. In this Episode you will deal with different levels in which these domains are processed, taught, learned. You will also observe and reflect on how your Resource Teachers assess learning in these domains in different levels. Theirs is the challenge to formulate appropriate exercise questions and tasks that 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 Bloom’s, Kendall’s and

Marzano’s taxonomy. determine if the assessment tool/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 documentaries,b. completeness and depth of my analysis,c. depth and clarity of my classroom observation-based reflections,d. completeness, organization, clarity of my portfolio ande. time of submission of my portfolio.

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 know and be able to do after the teaching-learning process. The performance standards are what the learners

“DepEd Order No. 8 s. 2015 states: Performance standards answer the following questions:

1. What learner’s can know?

2. How well must learners do their work?

FS 5FIELD STUDY

Learning Episode

ASSESSING LEARNING in DIFFERENT LEVELS

, values,

Bloom’s revised taxonomy shows the six (6) levels of learning in the cognitive domain. (See Figure 6).

Figure 6. Revised Bloom’s Taxonomy Source: http;//inte.ed.qut.edu.au/oz-teachernet/training/bloom.htmlKendall and Marzano present 6 levels through which the 3 domains of knowledge are processed. (See Figure 7). For more details study Figure 8.

“DepEd Order No. 8 s. 2015 states: Performance standards answer the following questions:

1. What learner’s can know?

2. How well must learners do their work?

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. The K to 12 learner is expected to acquire the 21st Century skills-life and career skills, information, media and technology skills and learning and innovation skills. Learning and innovation

To prepare the learner for the 21st century, then the teaching and learning process in the K to 12 curriculums ought to go beyond simple recall and comprehension. It should reach the level of applying, analyzing, evaluating and

Figure 7. Kendall’s and Marzano’s New Taxonomy

Source: Marzano, R. J. and J. S. Kendall. The New Taxonomy of Education Objectives (2nd ed.)Source: http://www.gcssk12.net/fullpanel/uploads/files/revised-blooms-chart.pdf

The New Taxonomy (Marzano and Kendall, 2007)

6Self-system

Thinking

Examining Importance

The student can analyze how important specific knowledge is to them.

Examining Efficacy

The student can examine how much they can improve their understanding of specific knowledge.

Examining Emotional Response

The student can identify emotional responses associated with a piece of knowledge and determine why those associations exist.

Examining Motivation

The student can examine their own motivation to improve their understanding or competence in specific knowledge.

5Metacognition

Specifying Goals The student can set specific goals relative to knowledge and develop a plan for accomplishing the goal

Process Monitoring

The student can self monitor the process of achieving a goal.

Monitoring Clarity The student can determine how well they understand knowledge.

Monitoring Accuracy

The student can determine how accurate their understanding of

Level 6:Self-systemLevel 5:Metacognitive systemLevel 4:Knowledge Utilization (Cognitive System)Level 3:Analysis (Cognitive System)Level 2:Comprehension (Cognitive System)Level 1:Retrieval (Cognitive System)

http://www.gcssk12.net/fullpanel/uploads/files/revised-blooms-chart.pdf

knowledge is and defend their judgment.

4Knowledge Utilization

Investigating Investigate; research; find out about; take a position on; what are the differing features of; how & why did this happen; what would have happened ifThe students generate a hypothesis and use the assertions and opinions of others to test the hypothesis.

Experimenting Experiment; generate and test; test the idea that; that would happen if; how can this be explained; based on the experiment; what can be predictedThe student generates and tests a hypothesis by conducting an experiment and collecting data.

Problem-Solving solve how would you overcome; adapt; develop a strategy to; figure out way to; how will you reach your goal under these conditionsThe student can accomplish a goal for which obstacles exist.

Decision Making decide; select the best among the following alternatives; which among the following would be the best; what is the best way which of these is most suitableThe student can select among alternatives that initially appear to be equal and defend their choice.

3Analysis

Specifying make and defend; predict; judge; deduce; what would have to happen; develop an argument for; under what conditionsThe student can make and defend predictions about what might happen.

Generalizing what conclusions can be drawn; what inferences can be made; create a principle, generalization or rule, trace the development of; conclusionsThe student can infer new generalizations from known knowledge.

Analyzing Errors identify errors or problems; Identify issues or misunderstandings; assess; critique; diagnose; evaluate; edit; reviseThe student can identify and explain

logical or factual errors in knowledge.

Classifying classify; organize; sort; indentify; a broader category; identify different types 7categoryThe student can identify super ordinate and subordinate categories to which information belongs.

Matching categorize; compare & contrast; differentiate; discriminate’ distinguish; sort; create an analogy or metaphorThe student can identify similarities and differences in knowledge.

2Comprehension

Symbolizing symbolize; depict; represent; illustrate; draw; show; use models; diagram chartThe student can depict critical aspects of knowledge in a pictorial of symbolic form.

Integrating describe how or why; describe the key parts of; describe the effects; describe the relationship between; explain ways in which; paraphrase; summarizeThe student can identify the critical or essential elements of knowledge.

1Retrieval

Executing use; demonstrate; show; make; complete; draftThe student can perform procedures without significant errors.

Recalling exemplify; name; list; label; state; describe; who; what; where; whenThe student can produce information on demand.

Recognizing Recognize (from a list); select from (a list); identify (from a list); determine if the following statements is are true The student can determine whether provided information is accurate, inaccurate or unknown.

My Map

1. Observe one class from each of the different subject groups. 1) Grammar class in Filipino, English Mother Tongue, Math Science-Cognitive; 2) Edukasyon sa Pagpapakatao, English Literature/Panitikan-Affective 3) EPP or Technology and Livelihood Education, Physical Education, Music and Arts, Computer class.-Psychomotor

2. Ask permission to copy the lesson objectives and evaluation of my Resource Teacher. Identify its/their domain/s and level/s of learning.

3. With consent of my Resource Teacher, get a copy of her/his written test/s. Answer the analysis questions based on these test items.

4. Observe my Resource Teacher while he/she teaches. Determine the levels of learning that he/she takes in teaching.

5. Identify examples of the different levels of learning outcomes drawn from the teacher’s lesson plans.

6. Determine if the assessment tools/tasks are aligned to the level of the learning outcomes.

7. Analyze my observations with the use of guide questions.

8. Reflect on my observations and analysis.

9. Answer the LET-like test items.

10. Come up with my portfolio.

My Learning Activities

Resource Teacher: ________________ Teacher’s Signature: _______ School: _______________

Grade/Year Level: ________________ Subject Area: __________ Date: ____________

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

Level Learning Outcome-Cognitive (Bloom)

Learning Outcome/Lesson Plan (Write lesson objective in the appropriate level outcome).

Assessment Task (Evaluation from Teacher’s Lesson Plan (Write it in the appropriate level outcome).

Is the level of assessment aligned to the level of the objective? E.g. objective is “recall the names of ____”; Assessment task is “Distinguish between animal and plant cell”- Not aligned

1. Remembering Lesson Objective? YES NO

2. Comprehending

3. Applying

Observation Sheet # 3.1-Levels of Learning Outcomes

4. Analyzing

5. Evaluating

6. Creating

Kendall’s and Marzano’s New Taxonomy

Level of Learning Outcome Resource Teacher’s Learning Outcome/Lesson Objective

Resource Teacher’s Assessment Task

1. Retrieval-recalling, recognizing

2. Comprehension

3. Analysis

4. Knowledge utilization (investigating, experimenting, problem solving, decision-making)

5. Metacognitive System(Students set learning goals, monitor their learning)

Give proofs that the metacognitive and self-system were touched in the teaching-learning

6. Self-System (Students examine importance of subject, examine self-motivation, interest and efficacy




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






2. Comprehending

3. Applying


4. Analyzing

5. Evaluating

6. Creating





2. Comprehension

3. Analysis

4. Knowledge utilization

(investigating, experimenting, problem solving, decision-making)


Give proofs that the metacognitive and self-system weretouched in the teaching-learning





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






2. Comprehending


3. Applying

4. Analyzing

5. Evaluating

6. Creating





2. Comprehension

3. Analysis

4. Knowledge utilization (investigating, experimenting, problem solving, decision-making)


Give proofs that the metacognitive and self-system were touched in the teaching-learning


My Analysis

1. What is the counterpart of Bloom’s recalling in Kendall’s and Marzano’s and DepEd’s KPUP?

2. Are the levels of learning or processing of what is learned in Bloom’s, Kendall’s and Marzano’s 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 use more?

My Reflections

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

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We measure 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 Marzano’s new taxonomy of objectives to teachers regarding the assessment process.______________________________________________________________________

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Integrating Theory and Practice

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

A. Understanding C. RecallingB. Applying D. Synthesizing

2. The students were expected to be able to develop a lesson plan following Outcomes-Based Education (OBE) principles. Based on Kendall’s and Marzano’s taxonomy, in which level is the intended learning outcome?

A. Analysis C. Knowledge utilizationB. Retrieval 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 C. ComprehensionB. Analysis D. Knowledge utilization

4. Teacher Joji’s intended learning outcome is this: “interpret the given poem”. Which assessment task is aligned? Teacher joji

A. gives the students a written test and asks them to paraphrase the poem.B. gives an oral test and ass them to recite the poem with feelingsC. 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 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 relatedD. Yes, if you change “select” in the learning outcome changed to classify

My Learning Portfolio

1. Illustrate:

a.) Kendall’s and Marzano’s new taxonomy and

b.) Bloom’s 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 Marzano’s New Taxonomy(Note: Referring to Figure 10 will be of great help).

Level of Processing Competency from the K to 12 Curriculum Guide

Assessment task (Test Item, etc.)

1. Retrieval

2. Comprehension

3. Analysis

1. Illustrate:

a.) Kendall’s and Marzano’s new taxonomy and

b.) Bloom’s revised taxonomy

by giving examples of assessment tasks for competency lifted from the K to 12 Curriculum Guide.

4. Knowledge utilization

5. Matacognitive system

6. Self-system


Bloom’s and Marzano’s New Taxonomy(Note: Referring to Figure 6 will be of great help).

Level of Processing Competency from the K to 12 Curriculum Guide

Assessment task (Test Item, 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 GRASPS of Wiggins and McTighe.

My Learning Rubric

Field Study 5, Episode 4 – Assessing Learning in different LevelsFocused on:

Classifying the level of learning outcomes based on Bloom’s, Kendall’s and Marzano’s taxonomy and DepEd KPUP

Determining if the assessment tools/tasks are aligned to the level of learning outcomes

Name of FS Student Date Submitted

Year & Section Course

Learning EpisodesExemplary

4

Superior

3

Satisfactory

2

Needs

Improvement

1

Learning activitiesAll episodes were done with outstanding quality; work exceeds expectations

4

All or nearly all episodes were done with high quality.

3

Nearly all episodes were done with acceptable quality.

2

Fewer than half of episodes were doe; or most objectives were met but need improvement.

1

Analysis of the All questions or episodes were

Analysis questions were answered

Analysis questions were not

Analysis questions were not answered.

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

Learning Episode answered completely; in depth answers; thoroughly grounded on theories. Exemplary grammar and spelling.

4

completely.

Clear connection with theories.

Grammar and spelling are superior.

3

answered completely.

Vaguely related to the theories.

Grammar and spelling acceptable.

2

Grammar and spelling unsatisfactory.

1

Reflections/Insights

Reflection statements are profound and clear, supported by experiences form the learning episodes.

4

Reflection statements are clear, but not clearly supported by experiences from the learning episodes.

3

Reflection statements are shallow; supported by experiences from the learning episodes.

2

Reflection statements are unclear and shallow and are not supported by experiences from the learning episodes.

1

Learning Portfolio

Portfolio is complete, clear, well-organized; all supporting documentations are located in sections clearly designated.

4

Portfolio is complete, clear, well-organized; most supporting documentations are available and logical and clearly marked locations.

3

Portfolio is incomplete; supporting documentations are organized but are lacking.

2

Analysis questions were not answered.

Grammar and spelling unsatisfactory.

1

Submission of Learning Episodes

Submitted before the deadline.

4

Submitted on the deadline.

3

Submitted a day after the deadline

2

Submitted two days or more after the deadline.

1

COMMENTS Over-all score Rating:(Based ontransmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- belowGrade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00

99 96 93 90 87 84 81 78 75 72 71-below

Signature of FS Teacher Date