Field Study 5 - Episode 4

Field Study 5: Learning Episode 3: Assessing Learning in Different Level My Learning Episode Overview In the previous episodes, you met learning in different domains. In this episodes, you will deal with the 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 outcome. My Intended Learning Outcomes At the end of this Episode, I must be able to: 1 Classify the level of learning outcomes based on Bloom’s, Kendall’s and Marzano’s taxonomy 2 Determine if the assessment tools/tasks are aligned to the level of the learning outcomes My Performance Criteria I will be rated along the following: a. Quality of my observations and documentation b. Completeness and depth of my analysis c. Depth and clarity of my classroom observation – based reflections d. Completeness, organization, clarity of my portfolio and e. Time of submission of my portfolio My Learning Essentials 1. The outcomes of the K to 12 Curriculum are spelled out in terms of standards and competencies. 2. The content standards state what learners should know and be able to do after the teaching-learning process. The performance standards are what learners are able to do with what they know. 3. DepEd Order No.8 s.2015 states: 1. 2. 3. 4. 5.

Performance standards answer the following questions: What learners may know? How well must learners do their work? How well do learners use their learning or understanding in different situations? How do learners apply their learning or understanding real life contexts? What tools and measures should learners use to demonstrate what they know? (Source: DepEd Order No. 5, s. 2015)

4. 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. 5. The k to 12 Curriculum is said to prepare the learner of the 21 st century. The k to 12 learner is expected to acquire the 21 st century skills-life and career skills, information, media and technology skills. Learning and innovation skills include critical thinking, communication skills, collaboration skills and creativity 6. To prepare the learner of the 21st century, then the teaching and learning process in the k to 12 curriculum ought to go beyond simple recall and comprehension. It should reach the level of applying, analyzing, evaluating and synthesizing which are basic to the development of the 21st century skills. 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 classpsychomotor 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 his/her written tests. Answer the analysis questions based on these 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 outcomes drawn from the teacher’s lesson plan 6. Determine if the assessment tool/tasks are aligned to the level of the learning outcomes 7. Analyze my observations with the use of guide question 8. Reflect on my observation and analysis 9. Answer the LET-like test items. 10.Come up with my portfolio

My Learning Activities I will observe 3 Resource Teachers and focus my observation on their assessment practices with the help of an observation Sheet. Observation Sheet #3.1 Levels of Learning Outcomes Resource Teacher: _________________ School:______________ Grade/Year Level: _______________ ________

Teacher’s Signature: __________ Subject Area: _______________

Date:

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

Level of Learning Outcome Cognitive (BLOOM)

1

2

Remembering

Learning outcome/lesson objective from teacher’s lesson plan(write lesson objective in the appropriate outcome)

Assessment task evaluation (evaluation from teacher’s Lesson plan) Write in the appropriate level outcome

Lesson objective?

Is the level of assessment aligned to the level of objective? E.g. objective is recall the names of___”, Assessment task is “Distinguish between animal and plant cell”- not aligned YES

Comprehending

3

Applying

To solve word problem involving similar fractions

4

Analyzing

Solve this problem 1. Your sister ate 1/3 of the pizza. You ate also 1/3 of pizza. What part of the pizza did the two of you eat?



NO

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 tak

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

Give proofs that metacognitive and self- systems were touched in the teaching-learnng

learning)

6. Self-system (students examine importance of subject, examine selfmotivation, interest and efficacy

Observation Sheet #3.2 Levels of Learning Outcome Resource Teacher: _________________ School:______________ Grade/Year Level: _______________ ________

Teacher’s Signature: __________ Subject Area: _______________

Date:

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

Level of Learning Outcome Cognitive (BLOOM)

1. Remembering

2. Comprehending

Learning outcome/lesson objective from teacher’s lesson plan(write lesson objective in the appropriate outcome) Lesson objective?

Assessment task evaluation (evaluation from teacher’s Lesson plan) Write in the appropriate level outcome

Is the level of assessment aligned to the level of objective? E.g. objective is recall the names of___”, Assessment task is “Distinguish between animal and plant cell”- not aligned YES

NO

3. Applying

To solve word problem involving similar fractions

Solve this problem 1. Your sister ate 1/3 of the pizza. You ate also 1/3 of pizza. What part of the pizza did the two of you eat?



4. Analyzing

5. Evaluating

6. Creating

Kendall’s and Marzano’s New Taxonomy Level of learning outcome

1. Retrieval- recalling, recognizing

2. Comprehension

3. Analysis

Resource teacher’s learning outcome/lesson objective

Resource teacher’s assessment tak

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

5. Metacognitive system (students set learning goals, monitor their learning)

Give proofs that metacognitive and self- systems were touched in the teaching-learnng

6. Self-system (students examine importance of subject, examine selfmotivation, interest and efficacy

Observation Sheet #3.3 Levels of Learning Outcomes Resource Teacher: _________________ School:______________ Grade/Year Level: _______________ ________

Teacher’s Signature: __________ Subject Area: _______________

(Choice of 1 from EPP or TLE,PE, Music and Arts, Computer)

Date:

Level of Learning Outcome Cognitive (BLOOM)

1. Remembering

Learning outcome/lesson objective from teacher’s lesson plan(write lesson objective in the appropriate outcome)

Assessment task evaluation (evaluation from teacher’s Lesson plan) Write in the appropriate level outcome

Lesson objective?

Is the level of assessment aligned to the level of objective? E.g. objective is recall the names of___”, Assessment task is “Distinguish between animal and plant cell”- not aligned YES

2. Comprehending

3. Applying

To solve word problem involving similar fractions

4. Analyzing

5. Evaluating

6. Creating

Solve this problem 1. Your sister ate 1/3 of the pizza. You ate also 1/3 of pizza. What part of the pizza did the two of you eat?



NO

Kendall’s and Marzano’s New Taxonomy Level of learning outcome

Resource teacher’s learning outcome/lesson objective

Resource teacher’s assessment tak

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)

6. Self-system (students examine importance of subject, examine selfmotivation, interest and

Give proofs that metacognitive and self- systems were touched in the teaching-learnng

efficacy

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

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 measure of Bloom’s revised cognitive taxonomy, Kendall’s and Marzano’s new taxonomy of objectives to teachers regarding the assessment process?

Integrating Theory and Practice 1. In which level is identifying the authors of given literary pieces? A. Understanding B. Applying

C. Recalling D. Sythesizing

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 Kendall’s and Marzano’s New Taxonomy (Note: Referring to figure 10 will be great help) Level of Processing

1

Retrieval

2

Comprehension

3

Analysis

4

Knowledge utilization

5

Metacognitive system

6

Self-system

Competency from K to 12 curriculum Guide

Assessment Task (test items etc.)

Bloom’s Revised Taxonomy (Note: Referring to figure 6 will be help)

Level of processing

Competency from the K to 12 curriculum guide

Assessment Task

1

Remembering

2

Understanding

3

Applying

4

Analyzing

5

Evaluating

6

Creating