13.docx

158 | F I E L D S T U D Y L E A R N I N G E P I S O D E 1 3
FIELD STUDY 1 Learning Episode
Assessment OF Learning
(Summative Assessment)
FS 1 13
SPARK Your Interest
Episode #12 dwelt on Assessment for Learning (formative assessment) and Assessment as Learning (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 learners
attain the intended learning outcome/s, teachers subject their students to assessment for grading purposes. This is
referred to as assessment of learning which also known as summative assessment.
Episode #13will be focused on 1) assessment of learning 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 characteristics 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 learning;
 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’ portfolio and their functions;
 compute students’ grades 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.

OBSERVE, ANALYZE, REFLECT
Aligning Assessment Task with Learning Outcomes
Resource Teacher: ___________________________ Teacher’s Signature: _____________ School: _________________________________
Grade/ Year level: ________________ Subject Area: ____________________Date: ________________
 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,
OBSERVE
 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
Outcome/s
Assessment task (How
did teacher assess the
learning outcome/s?
Specify.
Is the assessment
tool/task aligned to
be learning
outcome/s?
If not aligned,
improve on it.
P.E/EPP/TLE To dance tango Written quiz-
Enumerate the steps of
tango in order
No Performance test –
Let students dance
tango.
Social Science,
Literature/Panitikan,
EsP
Activity 13.1

Physical/Biological
Science/Math/
English/Filipino
ANALYZE
1. Are all the assessment tasks aligned to the learning outcome?
2. What are the 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?

REFLECT
 Reflect on past assessment you have been through. Were they all aligned with what your teacher taught (with
learning outcomes)?
 How did this affect your performance? As a future teacher, what lesson do you learn from this past experience
and from this observation?

Here is the test item: Describe a classmate or teacher by way of metaphor.
LINK Theory Practice
Direction: Encircle the letter of the correct answer.
1. Here is a learning outcome. Describe a person by the use of a metaphor
Is the test item aligned to the learning outcome?
A. No C. Yes
B. Somewhat D. Yes if teacher is not included
2. Learningoutcome: Conduct an investigation to prove that plants can manufacture their own food.
A. No C. Yes
B. Somewhat D. Yes, if explain your answer is dropped
3. Learning outcome. Demostrate the inductive method of teaching.
A. No C. Yes
B. Somewhat D. Yes, if teacher is not included
4. Which assessment task is aligned to this learning outcome. Compute the mean if the scores are 50, 50, 50, 48,
47, 46, 45, 44, 43, 43, 42, 41, 40.
A. What is mean?
B. Is mean a measure of variability?
C. What is the mean of 50, 50, 50, 48, 47, 46, 45, 44, 43, 43, 42, 41, 40
D. Is mean the same as average?
5. Learning outcome. To observe subject-verb agreement as one speaks.
1. Dogs(howl).
2. A cat(meow).
3. Birds(fly).
Is the test aligned to the learning outcome?
A. No C. Yes
B. Somewhat D. Yes, there are 3 items on subject-verb agreement
6. Here is the lesson objective / intended learning outcome:“illustrate the law of supply and demand with your
original concrete example”. For content validity, which test item is aligned?
A. Define the law of supply and demand and illustrate it with an example.
B. Illustrate the law of supply and demand with a drawing.
C. Illustrate the law of supply and demand with concrete, original example.
D. Explain the law of supply and demand and illustrate it with a diagram.
Test item. Can plants manufacture their own food? Explain your answer.
Test: Outline the steps of the inductive method of teaching.
Test: Give the correct form of the verb.

7. Teacher B wrote this learning outcome. “To interpret a given quotation.” For content validity which should she
ask?
A. Intepret Nietzsche’s statement. “He who has a why to live for can bear with almost any how”.
B. Do you believe in Nietzsche’s statement . “He who has a why to live for can bear with almost any
how”?
C. What is true in Nietzsche’s statement “He who has a why to live for can bear with almost any how”?
D. Nietzsche was an atheist. Do you believe that he can give this statement “He who has a why to live for
can bear with almost any how”?
8. After teaching them the process of experimenting. Teacher J wanted his students to be able to set up an
experiment to find an answer to a scientific problem. Which will he ask his students to do?
A. Set up and experiment to find out if aerial plants can also live on land.
B. Can aerial plants also live on land? Research on experiment already conducted. Present your finding in
class.
C. Observe if aerial plants can survive when planted in soil. Note your observations and present them in
class.
D. Research on the answers to this scientific problem: Can aerial plants survive when transferred in soil?
9. Here is an intended learning outcome of Health Teacher: Identify skill-related fitness and activitites suitable
for the individual”. Does her test item measure this particular outcome and therefore has content validity?
Question
1. Identify the components of Physical Fitness under the skill-related activites.
A. body compositon C. flexibility
B. agility D. organic vigor
A. Yes, very much
B. Yes, because it asks something about skill-related activities.
C. No
D. No, the options have nothing to do with skill-related activities

Observing the Use of Traditional Assessment Tools
 Critique traditional assessment tools and tasks for learning in the context of established guidelines on test
construction
 Traditional assessment tools are also called paper-and-pencil test.
 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
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.
Activity 13.2

Direction: Put a check (/) on the test which teacher used. From your teacher’s test item, give an example.
Type of Traditional
Assessment Tool /
Paper and Pencil Test
Put a
Check
(/)
Here
Learning Outcome
Assessed
Sample Test Item of
Resource Teacher
Comments (Is the
assessment tool
constructed in accordance
with established
guidelines?) Explain your
answer.
Selected Response Type
1. Alternate
response
2. Matching type
3. Multiple Choice
4. Others

Type of Traditional
Assessment Tool /
Paper and Pencil Test
Put a
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-
restricted
6. Others

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 learned?

Here is the learning outcome of this Activity. Critique traditional tools and tasks for learning in the context
of established guidelines on the construction.
1. Which assessment tasks is aligned to the learning outcome given above?
A. True-False test – An assessment tasks must be aligned to the learning outcome.
B. Column 1 presents the learning outcomes. Column 2 has the assessment tasks. Determine alignment of
assessment with learning outcome.
C. Here are 5 items tests. 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 test item in accordance with the rules on test construction?
Write anything you learned from this course.
A. No C. Somewhat
B. Yes D. No, opinionated
4. In a matching type of test, which should be found in the first column?
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 an 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

Observing the Use of Non-Traditional Assessment Tools and Scoring Rubrics
 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 learning outcomes like performance and
product.
 These performance task and product are assessed by the use of scoring rubrics.
 A rubric 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 product of 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?
Activity 13.3

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

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 answer 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?
7. 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.

SHOW Your Learning Artifacts
 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 a particular product and
another rubric to assess a particular performance together with your comment/s and improved version/s,
if necessary.

Here is the learning outcome of this Activity. Critique traditional tools and tasks for learning in the context
of established guidelines on the construction.
1. To pinpoint which part of the lesson needs more explanation, which scoring rubric can help?
I. Analytic
II. Holistic
A. I only C. II only
B. I and II D. No need for rubric
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.
B. Make students write the research report.
C. Group the students for research report writing.
D. Make students conduct an action research.
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
4. Which can prove that students are now capable of sewing after a 200-hour course?
A. Presentation of the product they have sewn
B. Operation of the sewing machine
C. Drawing a pattern for a set of pajamas
D. Labeling the parts of a sewing machine
5. Which is the most reliable way of determining whether or not the student can now dance tango?
A. Performance test
B. Oral test
C. Written test on steps of tango
D. Written test illustrating the steps

Scrutinizing the Types and Parts of a Portfolio
 Evaluate a sample portfolio
 Distinguish among the 3 types of portfolio
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
works. The student’s reflection must accompany each output or work.
 A portfolio is different from a work folder, which is simply 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.
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 the 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
objectives of the
lesson/unit/course are clear
which serve as a bases for
selection
Activity 13.4

2. Explicit guidelines for
selection- What, when, where,
how are products/ documented
performance selected?
3. Comprehensive 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
students was supposed to learn was learned?

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

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

EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 13 – Assessment of Learning (Summative Assessment)
Learning Outcomes •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; •evaluate a sample portfolio; distinguish among the 3 types of
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’ portfolio and their functions; • examine different types of rubrics used and relate them to assessment of student learning; •
compute students’ grades 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.
Name of FS Student__________________________________________________ Date Submitted: ______________
Year & Section: ____________________________ Course: ____________________________________
Learning
Episode
Excellent
4
Very Satisfactory
3
Satisfactory
2
Needs Improvement
1
Accomplished
Observation
Sheet
All observation
questions/tasks
completely
answered/accomplished.
One (1) to two (2)
observation questions/tasks
not answered/accomplished.
Three (3) observation
questions/tasks not
Four (4) or more observation
questions/tasks not
Analysis All questions were
answered completely;
answers are with depth
and are thoroughly
grounded on theories;
grammar and spelling
are free from error.
All questions were
answers are clearly
connected to theories;
grammar and spelling are
free from errors.
Questions were not
answers are not clearly
connected to theories; one
(1) to three (3)
grammatical/spelling
errors.
Four (4) or more observation
questions were not answered;
answers not connected to
theories; more than four (4)
grammatical/spelling errors.
Reflection Profound and clear
supported by what were
observed and analyzed.
Clear but lacks depth;
Not so clear and shallow;
somewhat supported by
what were observed and
analyzed.
Unclear and shallow; rarely
Learning
Artifacts
Portfolio is reflected on
in the context of the
learning outcomes;
Complete, well-
organized, highly
relevant to the learning
outcome
Portfolio is reflected on in
the context of the learning
outcomes. Complete; well
organized, very relevant to
the learning outcome
Portfolio is not reflected
on in the context of the
learning outcomes.
Complete; not organized.
relevant to the learning
outcome
Portfolio is not reflected on
in the context of the learning
outcomes; not complete; not
organized, not relevant
Submission Submitted before the
deadline
Submitted on the deadline Submitted a day after the
deadline
Submitted two (2) days or
more after the deadline
COMMENT/S Over-all Score Rating: (Based on Transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 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 71 71-below
________________________________________________ ______________________
Signature of FS Teacher above Printed Name Date

Direction: Encircle the letter of the correct answer.
1. A portfolio is a synonymous to a folder of files. Is this CORRECT?
A. No C. Yes
B. Somewhat D. Sometimes
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
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 potfolio
B. Assessment portfolio D. Process portfolio
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 potfolio D. Process portfolio
5. I want to know if my students can now focus the microscope properly. With which portfolio am I concerns?
A. Showcase portfolio C. Assessment portfolio
B. Development potfolio D. Process portfolio

Determining the Level of Teacher’s Questions
 Construct assessment questions to measure HOTS following Bloom’s and Anderson’s revised taxonomy and
Kendall’s and Manzano’s taxonomy.
Table: 1.4 Examples of Cognitive Activities
Cognitive Processes Examples
Remembering- Procedure the right information from memory
Recognizing
Recalling
 Name three 19th
-century women English authors.
 Write the multiplication facts.
 Reproduce the chemical formula for carbon tetrachloride
Understanding – Make meaning from educational materials or experiences
Interpreting
 Translate a story problem into an algebraic equation.
 Draw a diagram of the digestive system.
 Paraphrase Jawaharlal Nehru’s tryst with destiny speech
Exemplifying
 Draw a parallelogram.
 Find an example of stream-of-consciousness style of writing.
 Name a mammal that lives in our area
Classifying
 Label numbers odd or even.
 List the events of the Sepoy Mutiny of 1857.
 Group native animals into their species
Inferring
Comparing
 Explain how the heart is like a pump.
 Compare Mahatma Gandhi to a present day leader.
 Use a Venn diagram to demonstrate how two books by Charles Dickens are
similar and different.
Explaining
 Draw a diagram explaining how air pressure affects the weather.
 Provide details that justify why the French Revolution happened when and how
did it.
 Describe how interest rates affect the economy.
Applying- Use a procedure
Executing
 Add a column of two-digit numbers.
 Orally read a passage in a foreign language.
 Have a student open house discussion.
Activity 13.5

Implementing
 Design an experiment to see how plants grow in different kinds of soil.
 Proofread a piece of writing.
 Create a budget
Analyzing- Break a concept down into its parts and describe how the parts relate to the whole
Differentiating
 List the important information in an mathematical word problem and cross out
the unimportant information.
 Draw a diagram showing the major and minor characters in a novel.
Organizing
 Place the books in the classroom library into categories.
 Make a chart of often-used figurative devices and explain their effect.
 Make a diagram showing the ways plants and animals in your neighborhood
interact with each other.
Attributing
 Read letters to the editor to determine the author’s 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
Evaluating -Make judgments based on criteria and syllabus guidelines
Checking
 Participate in a writing group, giving peers feedback on organization and logic
of arguments.
 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.
Critiquing
 Judge how well a project meets the criteria of a rubric.
 Choose the best method for solving a complex mathematical problem.
 Judge the validity of arguments for and against astrology.
Creating-Put pieces together to form something new or recognize components of a new structure
Generating
 Given a list of criteria, list some options for improving race relations in the
school.
 General 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
 Make a storyboard for 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.
Producing
 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.
(Source: Anderson, L.W and Krathwohl, D.R. 2001. A taxonomy for learning, teaching and assessing, New York:
longmans)

The New Taxonomy (Marzano and Kendall, 2007)
Level of Difficulty Process Useful Verbs, Phrases, Definitions
6
Self-System Thinking
Examining
Importance
The student can analyze how important specific knowledge into them.
Examining
Efficacy
The student can examine how much they believe they can improve their’
understanding of specific knowledge.
Examining
Emotional
Response
The student can identify emotional responses associate 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.
5
Metacognition
Specifying Goals The students can set specific goals relative to knowledge and develop plan
for accomplishing the goal.
Process
Monitoring
The student can self-monitor the process of achieving a goal
Monitoring
Charity
The student can determine how well they understand knowledge
Monitoring
Accuracy
The student can determine how accurate their understanding of knowledge
is and defend their judgment.
Cognitive
system
4
Knowledge
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 if the student generates a hypothesis and uses the assertions and
opinions of others to test the hypothesis.
Experimenting Experiment; generate and test; test the idea that; what would happen if; how
would you test that; how would you determine if; how can this be
explained; based on the experiment, what can be predicted,
The 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 a
way to; how will you reach your goal under these conditions
The 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
suitable
The students can select among alternatives that initially appear to be equal
and defend their choice
3
Analysis
Specifying Make and defend; predict, judge, deduce; what would have to happen;
develop an argument for; under what conditions
The student can make and defend predictions about what might happen.
Generalizing What conclusion can be drawn; what inferences can be made; create a
principle, generalization or rule, trace the development of; form conclusion
The student can infer new generalizations from known knowledge
Analyzing errors Identify errors or problem; identify issues or misunderstandings; asses;
critique; diagnose; evaluate; edit; revise
The student can identify and explain logical or factual errors in knowledge.
Classifying Classify; organize; sort; identify a broader category; identify different
types/categories
The student can identify super ordinate and subordinate categories to which
information belong
Matching Categorize; compare & contrast; differentiate; discriminate; distinguish;
sort; create an analogy or metaphor
The student can identify the similarities and differences in knowledge
2
Comprehension
Symbolizing Symbolize; depict; represent; illustrate; draw; show; use models; diagram
chart
The 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;
summarize
The student can identify the critical or essential elements of knowledge.
1
Retrieval
Executing Use; demonstrate; show; make; complete; draft The student can
perform procedures without significant errors
Recalling Exemplify; name; list; label; state; describe; who; what; where; when;
The student can produce information on demand
Recognizing Recognize; (from a list); select from (a list); identify (from a list);
determine if the following statements are true
The student can determine whether provided information is accurate,
inaccurate or unknown
FIGURE 10. The New Taxonomy in Detail
Complexity

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 a
metacognition and self-system thinking. You may also refer to written test for samples of questions in the
various of levels.
4. Make tally, then get the total. Use Table 1 and Table 2 separately
Table 1. Number of Questions per Level
Cognitive Processes
(Bloom as revised by
Anderson and
Krathwohl)
Rank
Cognitive Processes
(and Kendall and
Marzano)
Rank
Tally of Assessment Tasks/
Questions
Total
Self – system thinking 6
Metacognition 5
Creating 6-highest
Evaluating 5
Analyzing /An 4 Analysis 3 /
Applying 3 Knowledge utilization 4
Understanding / 2 Comprehension 2 /
Remembering / 1- Lowest Retrieval 1 ////- Example 4

Table 2. Examples of Assessment Questions / Assessment Tasks
Tally and Total Score of
Cognitive Processes
(Bloom as revised by
Anderson and
Krathwohl)
Rank
Tally and Total Score
of Cognitive Processes
(and Kendall and
Marzano)
Rank
Examples of Assessment
Tasks / Questions Given by
Resource Teacher
Rank
Based
on Use
Self – system thinking 6-
highest
e.g. Teacher asked students:
Why is the lesson important to
you?
Metacognition 5
Example:
Creating = l
6-highest
Evaluating = l 5
Analyzing / An = ll 4 Analysis 3
Applying = lll 3 Knowledge Utilization 4
Understanding = ll 2 Comprehension 2
Remembering = llll 1-Lowest
l
Retrieval = lll 1-
Lowest
l
Rank Rank

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
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 learners’ HOTS?

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