This document outlines the learning activities and objectives for a field study assessing learning in different levels. The student will observe classes in various subject areas and levels, analyze learning outcomes and assessments, and reflect on how well assessments are aligned with objectives. The goal is to classify objectives and determine if assessments match the cognitive level of the stated outcomes based on Bloom's, Kendall's, and Marzano's taxonomies.
Guidelines in Assessing Knowledge, Process, Understanding, and Performance/Pr...Carlo Magno
The aim of the present report is to provide a guide for educators in assessing knowledge (K), process (P), understanding (U), and product/performance (P) as part of the reform in assessment in the K to 12 basic education. The Philippines recently changed their basic education system to a one year of kindergarten and 12 year basic education known as the K to 12 Enhanced Basic Education. Part of the educational reform is a guide on how to conduct assessment in schools within a framework of Standards-Based Assessment. The new assessment system established a nomenclature of skills to be assessed among students that includes assessment of knowledge, process, understanding, and product/performance. The present report further defines and clarifies the domains of the nomenclature. The specific dimensions of these skills are outlined with some examples of assessment protocols under each.
Guidelines in Assessing Knowledge, Process, Understanding, and Performance/Pr...Carlo Magno
The aim of the present report is to provide a guide for educators in assessing knowledge (K), process (P), understanding (U), and product/performance (P) as part of the reform in assessment in the K to 12 basic education. The Philippines recently changed their basic education system to a one year of kindergarten and 12 year basic education known as the K to 12 Enhanced Basic Education. Part of the educational reform is a guide on how to conduct assessment in schools within a framework of Standards-Based Assessment. The new assessment system established a nomenclature of skills to be assessed among students that includes assessment of knowledge, process, understanding, and product/performance. The present report further defines and clarifies the domains of the nomenclature. The specific dimensions of these skills are outlined with some examples of assessment protocols under each.
Tools To Assess The Quality Of The Curriculumdbrady3702
How can we assess the quality of the documented curriculum, the enacted curriculum, the assessed curriculum, and the impact of the curriculum on students? From data analysis, to looking at student work, to power standards, to calibration, to professional learning communities, these tools help us to assess the curriculum.
TheI ntended Learning Outcomes (ILOs) is a statements describing what students know, understand, and can do with their knowledge, as well as what they feel and believe, as a result of their learning experiences
Can be written for a course, a program, or an entire institution
The original presentation is available online at the link on the last slide. With all the talk about "Standards" this is aimed at a US audience, but it's still a good introduction to Robert Marzano's ideas about how to clarify for yourself exactly what you want the students to know and be able to do.
At the end of the workshop, the participants will be able to:
write an appropriate student learning outcome for their program
Describe specific behaviors that a student of your program should demonstrate after completing the program
Focus on the intended abilities, knowledge, values, and attitudes of the student after completion of the program
(ED 211 Advance Educational Psychology ) KRISTELE JOY B. RARALIO Reporter DR....KristeleJoyRaralio1
Advance Educational Psychology- Instructional Strategies
Topics:
Importance of Learning Objectives
Characteristic of Learning Objectives
Bloom's Taxonomy
Direct Instruction
Learner Centered Instruction
Writing Learning Objectives
Lesson Plan
Importance of Lesson Plan
The Importance of Differentiated Instruction
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. 4
My 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 and
e. 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
are able to do with what they know.
FS 5FIELD STUDY
LearningEpisode
ASSESSING LEARNING in
DIFFERENT LEVELS
2. , 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.html
“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?
3. How well do learners use their learning or understanding in different
situations?
4. How do learners apply their learning or understanding in real-life contexts?
5. What tools and measures should learners use to demonstrate what they
know?”
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
skills include critical thinking, communication skills, collaboration skills, and creativity.
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
synthesizing which are basic to the development of 21st Century skills.
3. Kendall and Marzano present 6 levels through which the 3 domains of knowledge are
processed. (See Figure 7). For more details study Figure 8.
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)
6
Self-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.
5
Metacognition
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.
Level 6:
Self-system
Level 5:
Metacognitive system
Level 4:
Knowledge Utilization (Cognitive System)
Level 3:
Analysis (Cognitive System)
Level 2:
Comprehension (Cognitive System)
Level 1:
Retrieval (Cognitive System)
4. Monitoring Clarity 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.
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 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
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 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 student 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 conclusions can be drawn;
what inferences can be made;
create a principle, generalization or
rule, trace the development of;
conclusions
The student can infer new
generalizations from known
knowledge.
5. Analyzing Errors identify errors or problems; Identify
issues or misunderstandings;
assess; critique; diagnose; evaluate;
edit; revise
The student can identify and explain
logical or factual errors in
knowledge.
Classifying classify; organize; sort; indentify; a
broader category; identify different
types 7category
The student can identify super
ordinate and subordinate categories
to which information belongs.
Matching categorize; compare & contrast;
differentiate; discriminate’
distinguish; sort; create an analogy
or metaphor
The student can identify 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
is are true The student can
determine whether provided
information is accurate, inaccurate
or unknown.
6. 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.
7.
8. 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
9. 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
10. 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
11. My Learning Activities
Resource Teacher: ________________ Teacher’s Signature: _______ School: _______________
Grade/Year Level: ________________ Subject Area: __________ Date: ____________
(Choice of 1 from Edukasyon sa Pagpapakatao, English Literature, Panitikan)
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
4. Analyzing
Observation Sheet # 3.2-Levels of Learning Outcomes
12. 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)
13. 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
14. My Learning Activities
Resource Teacher: ________________ Teacher’s Signature: _______ School: _______________
Grade/Year Level: ________________ Subject Area: __________ Date: ____________
(Choice of 1 from EPP or TLE, P.E, Music and Arts, Computer
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
4. Analyzing
Observation Sheet # 3.3-Levels of Learning Outcomes
15. 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
16. 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
17. 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?
18. 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?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
____________________________________________________________________
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.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
____________________________________________________________________
19. Integrating Theory and Practice
1. In which level is identifying the authors of given literary pieces?
A. Understanding C. Recalling
B. 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 utilization
B. 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. Comprehension
B. 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 feelings
C. 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 related
D. Yes, if you change “select” in the learning outcome changed to classify
20. 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
21. My Learning Portfolio
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
4. Knowledge utilization
5. Matacognitive system
6. Self-system
22. My Learning Portfolio
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
23. My Learning Portfolio
2. Select an appropriate competency from the K to 12 Curriculum Choose and
construct a performance assessment task following GRASPS of Wiggins and
McTighe.
24. My Learning Rubric
Field Study 5, Episode 4 – Assessing Learning in different Levels
Focused 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 Episodes
Exemplary
4
Superior
3
Satisfactory
2
Needs
Improvement
1
Learning activities
All episodeswere
done with
outstandingquality;
workexceeds
expectations
4
All or nearlyall
episodeswere
done withhigh
quality.
3
Nearlyall episodes
were done with
acceptable quality.
2
Fewerthanhalf of
episodesweredoe;
or mostobjectives
were metbutneed
improvement.
1
Analysis of the
Learning Episode
All questionsor
episodeswere
answered
completely;in
depthanswers;
thoroughly
groundedon
theories.Exemplary
grammar and
spelling.
4
Analysisquestions
were answered
completely.
Clearconnection
withtheories.
Grammar and
spellingare
superior.
3
Analysisquestions
were not
answered
completely.
Vaguelyrelatedto
the theories.
Grammar and
spelling
acceptable.
2
Analysisquestions
were notanswered.
Grammar and
spelling
unsatisfactory.
1
Reflections/Insights
Reflection
statementsare
profoundandclear,
supportedby
experiencesform
the learning
episodes.
4
Reflection
statementsare
clear,butnot
clearlysupported
by experiences
fromthe learning
episodes.
3
Reflection
statementsare
shallow;
supportedby
experiencesfrom
the learning
episodes.
2
Reflection
statementsare
unclearand shallow
and are not
supportedby
experiencesfrom
the learning
episodes.
1
25. Learning Portfolio
Portfoliois
complete,clear,
well-organized;all
supporting
documentations
are locatedin
sectionsclearly
designated.
4
Portfoliois
complete,clear,
well-organized;
mostsupporting
documentations
are availableand
logical andclearly
markedlocations.
3
Portfoliois
incomplete;
supporting
documentations
are organizedbut
are lacking.
2
Analysisquestions
were notanswered.
Grammar and
spelling
unsatisfactory.
1
Submission of
Learning Episodes
Submittedbefore
the deadline.
4
Submittedonthe
deadline.
3
Submittedaday
afterthe deadline
2
Submittedtwodays
or more afterthe
deadline.
1
COMMENTS 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 72 71-below
Signature of FS Teacher Date