FIELD STUDY

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.

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?
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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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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