Annotation on the Use of Research-Based Knowledge and
Principles of the Teaching and Learning Process
This annotation highlights the application of research-based knowledge and principles in
the design and implementation of the Mathematics 5 Second Quarter Examination and
Table of Specification.
The assessment tool was developed in alignment with research-based principles of effective
teaching and learning. The Table of Specification (TOS) reflects a balanced distribution of
cognitive levels based on Bloom’s Revised Taxonomy — remembering, understanding,
applying, analyzing, evaluating, and creating — ensuring that learners are assessed across a
spectrum of thinking skills.
The construction of the test items follows constructivist principles, emphasizing learners’
active engagement and problem-solving ability through both routine and non-routine
questions. The inclusion of performance-based and situational problems is anchored on
authentic assessment theory, which promotes the application of mathematical concepts in
real-life contexts.
Furthermore, the test design demonstrates adherence to formative and summative
assessment principles from educational research, ensuring fairness, reliability, and validity.
The identified least-learned skills will serve as the basis for remediation and differentiated
instruction, consistent with data-driven teaching practices that enhance learner
achievement and mastery.
Through this process, the teacher applies evidence-based approaches to instructional
planning, assessment, and feedback, aligning classroom practices with the Department of
Education’s policy on quality instruction and continuous professional development.
Annotation on the Use of Research-Based Knowledge and Principles of the Teaching
and Learning Process
The assessment materials for GMRC and Makabansa 1 are designed in alignment with
research-based principles of effective teaching and learning under the MATATAG
Curriculum. Each activity and test item reflects the developmental characteristics of young
learners and supports holistic growth across cognitive, affective, and psychomotor domains.
The items were constructed following constructivist and child-centered learning
theories, ensuring that learners can connect new knowledge to prior experiences through
familiar and contextualized visuals. The use of pictures, situational questions, and
behavior-based scenarios allows learners to apply values and concepts in real-life
contexts, consistent with authentic assessment principles.
Furthermore, the test design upholds Bloom’s Revised Taxonomy, integrating questions
that assess understanding, application, and analysis. Through this, learners are encouraged
to think critically while demonstrating values and good citizenship—core aspects of the
GMRC and Makabansa learning areas.
The materials also adhere to Universal Design for Learning (UDL) principles, ensuring
accessibility and engagement for diverse learners by incorporating images, short texts, and
simple language appropriate for Grade 1 students. These approaches reflect research
findings emphasizing that visual and contextual learning enhances comprehension and
retention at the primary level.
Overall, these assessments demonstrate the teacher’s application of evidence-based
instructional and assessment practices, grounded on national curriculum standards and
educational research, to promote meaningful, inclusive, and value-laden learning
experiences.
