1. My Learning Activities
Resource Teacher: Mrs. Evelyn R. Panganiban Teacher’s Signature: Date: February 17, 2017
School: New Buenavista Academy Grade/Year Level: Grade 8 - Humility Subject Area: Edukasyon
Pagpapaktao
(Choice of 1 from Edukasyon sa Pagpapakatao, English Literature, Panitikan)
LevelofLearning
Outcome-Cognitive
Bloom
Learning Outcome/Lesson
Objective from Teacher’s 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
YES NO
1.Remembering
 Naiisa-isa ang mga biyayang
natatanggap mula sa kagandahang-
loob ng kapwa at ang mga paraan ng
pagpapakita ng pasasalamat.
TAMA O MALI
Ang entitlement mentality ay
isang paniniwala o pag-iisip
na anumang inaasam mo ay
karapatan mo na dapat
bigyan ng dagliang pansin.

2.Comprehending
NA NA
3.Applying
 Naisasagawa ang mga angkop na
kilos na nagpapakita ng pasasalamat.
Magsadula ng mga kilos na
nagpapakita ng pasasalamat 
OBSERVATION SHEET # 3.2 – Levels of Learning Outcomes

2. 4.Analysing
 Nasusuri ang mga halimbawa o
sitwasyon na nagpapakita ng
pasasalamat o kawalan nito.
Hahatiin ang klase sa limang
pangkat. Ipapakita ng bawat
pangkat ang mga halimbawa o
sitwasyon ng kawalan ng
pasasalamt sa pamamagitan ng
pagsasadula nito

5.Evaluating
 Natutukoy ang mga biyayang
natatanggap mula sa kabutihang-loob
ng kapwa at mga paraan ng
pagpapakita ng pasasalamat.
Magpapakita ang guro ng mga
“Puso ng Pasasalamat”.Sa loob ng
mga “Puso ng Pasasalamat”,
mababasa ang mga kabutihan at
kagandahang-loob na ipinakita ng
kapwa. Ibibigay ng mga mag-aaral
ang mga biyayang kanilang
natatanggap at ang kanilang mga
paraan ng pagpapakita ng
pasasalamat kaugnay dito.

6.Creating
 Naipapakita ang mga halimbawa o
siywasyon ng kawalan ng
pasasalamat
Pagkatapos ng sitwasyong
nagpapakita ng kawalan ng
pasalamat, dudugtungan ito ng
mga mag-aaral sa pamamagitan ng
pagpapakita ng mga solusyon o
tamang pamamaraan ng
pagpapakita ng pasasalamat sa
kabutihang-loob ng kapwa.


3. 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
 Naiisa-isa ang mga biyayang
natatanggap mula sa
kagandahang-loob ng kapwa
at ang mga paraan ng
pagpapakita ng pasasalamat.
TAMA O MALI
Ang entitlement mentality ay
isang paniniwala o pag-iisip
na anumang inaasam mo ay
karapatan mo na dapat
bigyan ng dagliang pansin.
2. Comprehension NA NA
3. Analysis  Nasusuri ang mga halimbawa
o sitwasyon na nagpapakita
ng pasasalamat o kawalan
nito.
Hahatiin ang klase sa limang
pangkat. Ipapakita ng bawat
pangkat ang mga halimbawa o
sitwasyon ng kawalan ng
pasasalamt sa pamamagitan ng
pagsasadula nito
4. Knowledge
utilization
( investigating,
experimenting,
problem solving,
decision-making)
 Natutukoy ang mga biyayang
natatanggap mula sa
kabutihang-loob ng kapwa at
mga paraan ng pagpapakita
ng pasasalamat.
Magpapakita ang guro ng mga
“Puso ng Pasasalamat”. Sa loob ng
mga “Puso ng Pasasalamat”,
mababasa ang mga kabutihan at
kagandahang-loob na ipinakita ng
kapwa. Ibibigay ng mga mag-aaral
ang mga biyayang kanilang
natatanggap at ang kanilang mga
paraan ng pagpapakita ng
pasasalamat kaugnay dito.
5. Metacognitive
System
(Students set
learning goals,
monitor their
learning)
Students will make a self-reflection.
6. Self-System
(Students examine
importance of
subject, examine
self-motivation,
interest and
efficacy)
Students will have a quiz.

4. My Learning Activities
Resource Teacher: Mrs. Dulce Fajardo Teacher’s Signature: Date: Febuary 24, 2017
School: New Buenavista Academy Grade/Year Level: Grade 10 - Love Subject Area: ICT
(Choice of 1 from EPP or TLE, P.E., Music and Arts, Computer)
Level of Learning
Outcome-
Cognitive Bloom
Learning
Outcome/Lesson
Objective from
Teacher’s 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
YES NO
1. Remembering
The students must be able
to identify the basic parts of
computer.
Pictures of the parts will
flash on the screen and
they will write the name
of the parts

2. Comprehending NA NA
3. Applying NA NA
4. Analyzing
The students must be able
to give the functions of the
parts of the computer,
TRUE OR FLASE.
Write true if the function
is true and False if the
function is false.

5. Evaluating NA NA
6. Creating
The Students must be able
to draw the parts of the
computer.
In your bondpaper, draw
the 5 parts of the
computer.

OBSERVATION SHEET # 3.3 – Levels of Learning Outcomes

5. My Learning Portfolio
Bloom’s Revised Taxonomy
(Note: Referring to Figure 6 will be of great help).
Level of Processing Competencyfrom the K
to 12 Curriculum Guide
Assessment Task
(Test item, etc.)
1. Remembering Describe, Define, and Label. Recitation
2. Understanding
3. Applying
4. Analyzing Identify, Survey, and Compare
& Contrast.
Quiz
5. Evaluating
6. Creating Criticize, Appraise, and Convince.Group Activity

6. My Learning Activities
Checklist
Classify the portfolios examine. Use the checklist below:
Type of Portfolio Tally (How many did you
see?)
Frequency
Development/ Process
Portfolio/ Growth-Portfolio
1 1
Display Showcase/ Best Work
Portfolio/ Showcase Portfolio
0 0
Evaluation/ Assessment
Portfolio
0 0
Observation Checklist
Select three (3) best portfolios from what you examined. Which element/s is/are present in each?
Please check.
Elements of Portfolio Put your check ( ) here.
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. Reflections 

7. My Analysis
1. Did I see samples of the three different types of portfolio?
 I only see one of the types of portfolio, the Documentation Portfolio.
2. What did I observe to be the most commonly used portfolio?
 I think Documentation Portfolio is the most commonly used since that is the only one I
able to see.
3. As I examined three selected portfolios, did I see all the elements of a portfolio?
 In Documentation Portfolio, I don’t see all the elements of portfolio because there are
no Table of Contents.
4. Is it necessary for a teacher to use varied types of portfolio? Why?
 For me, the teacher should use the varied types of portfolio that is only needed. He/
She must use the types of portfolio that should better consider the availability, efficient,
easier to use and the affordability of the said portfolio.
5. If one element or two elements of a portfolio are missing will this have any impact on the
assessment process? Explain your answer.
 Yes, because portfolio is helping the teacher to measure the grades of the students. If
there is one missing I think that the grade of the students cannot measure properly.

8. My Reflections
1. Have portfolios made the learning assessment process
inconvenient? Is the effort exerted on portfolio assessment
commensurate to the improvement of learning that results from the
use of portfolio?
 Portfolios did not made the learning assessment inconvenient.
Because portfolio is part of the learning of the student and thru
portfolio teachers can measure the grade of the students.
 Yes, the effort that is exerted on portfolio is absolutely
commensurate because in compiling the learning of the students,
the teacher and also the students will know what the things that
they need to improve are.
2. Can showcase portfolios be assessment portfolios as well?
 Yes, since showcase portfolio is made by the learner to showcase
their best qualities, it can be tool for the teacher to easily assess
their students, to know where their students good at.
3. Can development or growth portfolios be assessment portfolios?
 Yes, because development or growth portfolio helps the teachers
to know what is the development of his/her student.

9. My Learning Portfolio
Types
Of
Portfolio
Functions
Of
Portfolio
Present what you learned on types, functions and elements of a portfolio
by means of 3 separate graphic organizers.
Since Documentation portfolios is the one that
I able to observe. I learned that this portfolio is
focusing to the learners finished works or
outputs
.
In learned that portfolio is helping the
students to be motivated and allowing them
to showcase their ability. Thru the help of
portfolios, the students are active and
interested to make the acitivties.
I learned that elements of portfolio is
important. Because if there is missing in the
element, even if it is only one, the portfolio is
still unorganized.
Types
Of
Portfolio
Elements
Of
Portfolio
Functions
Of
Portfolio

10. My Learning Activities
Interview
Interview of my Resource Teachers
I will ask the following questions:
1. Where do you use the scoring rubrics? (student outputs or products and student
activities)
2. What help have scoring rubrics given you? When there were no scoring rubrics
yet, what did you use?
3. What difficulties have you met in the use of scoring rubrics?
4. Do you make use of holistic and analytic rubrics? How do they differ?
5. Which is easier to use- analytic or holistic?
6. Were you involved in the making of the scoring rubrics? How do you make one?
Which is easier to construct- analytic or holistic?
Resource Teacher: Mrs. Dulce Fajardo
ICT Teacher
New Buenavista Academy
1. Where do you use the scoring rubrics? (student outputs or products and student activities)
Answer:
 “I use scoring rubrics in group activities and also in student’s project”
2. What help have scoring rubrics given you? When there were no scoring rubrics yet, what
did you use?
Answer:
 “Scoring rubrics has big help for me, because it is helping me to determine the grades
of my students on their output. When there were no scoring rubrics yet, I use the
numerical grades.
3. What difficulties have you met in the use of scoring rubrics?
Answer:
 “Sometimes scoring rubrics do not measure the target learning output of the students”

11. 4. Do you make use of holistic and analytic rubrics? How do they differ?
Answer:
 “Yes, Analytic rubrics is use to know the analytical ability or skill of the student while
Holistic rubrics is use after the analytic rubrics for generalization.
5. Which is easier to use- analytic or holistic?
Answer:
 “For me, it is easy to use Holistic rubrics because it is assessing the students work as a
whole.”
6. Were you involved in the making of the scoring rubrics? How do you make one? Which is
easier to construct- analytic or holistic?
Answer:
 “Yes, I made a scoring rubrics to determine the score of my students on their outputs. I
think that both of them (analytic and holistic rubrics) are hard to construct, because
both of them need to be careful to make.”

12. My Learning Activities
Activity 3: Grade Computation
Show sample computations of a grade in a subject of your choice either from Grades 1
to 10 or from Grades 11 and 12. Show the percentage contributions of written work,
performance tasks and quarterly assessment. Then give the descriptor. (Ask your Resource
Teacher for his/her help).
Subject: ICT Grade: Grade 10
Steps
1. Get the total score for each component.
Learner’s Raw Score Highest Possible Score
Written Work 1 18/20 20
2 22/25 25
3 13/15 15
4 20/20 20
5 14/15 15
Performance Task 1 20/20 20
2 20/20 20
3 20/20 20
4 20/20 20
Quarterly Assessment (Test) 55/70 60
2. Obtain the Percentage Score for each of the Percentage Score of Written Work 73.33 %
component by dividing the total raw score by Percentage Score of Performance Task 100 %
then multiply the quotient by 100%. Percentage Score of Quarterly Assessment 78.57 %
3. Convert Percentage Scores to weighted score The Weighted Score of Written Work 29.33 %
By multiplying the percentage score by the The Weighted Score of Performance Task 40%
Weight of the component. The Weighted Score of Quarterly Assessment 15.71%
Refer to Tables on weights of Components per
Subject for Grades 1 to 10 and for Grades 11
To 12 on pp. 91-92.
4. Add the weighted Scores of each component. This will give you the initial grade.
5. Transmute the Initial Grade using the Transmutation Table in Appendix G.
6. Give the descriptor of the computed final grade of the subject. Refer to Table of Descriptors on
p. 92.

13. My Learning Activities
Activity 1- Interview
Interview
Questions:
4. How do you give feedback to your students regarding their performance? When
do you give feedback?
 “I give feedbacks to my student when they are reciting even if their
answer is correct or incorrect to motivate them. I’m giving feedbacks by
saying Very good, excellent and etc. whenever they answer.”
3. How do you report students’ performance to parents? Does the school have a
regular way of reporting grades to parents?
 “I am reporting the grades of my students thru Parents and Teachers
Conference Meeting (PTC Meeting). It is held every end of the grading
period. “
2. What problems on grade reporting did you encounter with parents? How did you
address it/them?
 “One of the problem that I encountered is when there is a parents that is
questioning the low grades of his son. I handled it calmly, I let them saw
the exam grades, performance grades etc. of his son, so they will know
why his son got a low grades.”
1. Was it easy for you to report students’ performance to parents? What were your
challenges?
 For me, it is easy to report the students’ performance to parents if you
have a complete files to show.