1

UM Peñaplata College
Department of Teacher Education
Obenza St.,Peñaplata, Island Garden City of Samal

Field Study 5

(FS 5)

In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Elementary Education Generalist

Jocel V. Alias

August 2018
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ACKNOWLEDGEMENT

I would like to express my greatest gratitude to those

individual who enthusiastically facilitate in the making of this
portfolio.

To our Professor Jessa E. Yaun, for teaching us in this

course and giving us the opportunity to conduct this study.

To Mr. Pacaña and his faculty, for allowing us to have

our field study in their school and for assisting us on our
observation.

To my family, for assisting me financially and above all

to our God the Father in heaven who always protects and
always provides.
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TABLE OF CONTENTS

I. TITLE PAGE -------------------------------------------------1

II. ACKNOWLEDGEMENT----------------------------- ---- 2
III. TABLE OF CONTENTS ---------------- ----------------- 3
IV. STUDENTS RESUME ------------------ ----------------- 4
V. OBJECTIVES OF THE FS4 SYLLABUS ------------ 5
VI. ORGANIZATION OF PORTFOLIO ENTRIES
1. EPISODE 1- Assessment for Learning, Assessment as Learning,
Assessment of Learning: How are they Practiced?----------------- 6-11
2. EPISODE 2-Guiding Principles in the Assessment of Learning--12-18
3. EPISODE 3- Using Different Assessment Methods, Tools and
Tasks ------------------------------------------------------------------------- 19-27
4. EPISODE 4- Assessing Learning in Different Levels----------- 28-38
5. EPISODE 5- Table of Specifications (TOS) Content Validity and
Outcomes-Based Education (OBE) ---------------------------------- 39-43
6. EPISODE 6- On Portfolios---------------------------------------------- 44-49
7. EPISODE 7- On Scoring Rubrics------------------------------------ 50-54
8. EPISODE 8- The K to 12 Grading System ----------------------- 55-61
9. EPISODE 9- Reporting Students’ Performance----------------- 62-64
VII. PERSONAL REFLECTION----------------------------------------------- 65
VIII. ADDITIONAL EVIDENCES----------------------------------------------- 66-67
IX. RUBRICS OF THE PORTFOLIO--------------------------------------- 68-69
X. SELF – COMPETENCY CHECKLIST
1. For Student Use-------------------------------------------------- 70
2. For Faculty Use--------------------------------------------------- 71
XI. COMMENTS OF THE FACULTY ------------------------------------ 72
XII. LETTER OF PERMISSION-------------------------------------------- 74-75
XIII. CERTIFICATE OF APPEARANCE---------------------------------- 73
XIV. ACCOMPLISHMENT REPORT--------------------------------------- 74
XV. CERTIFICATE OF COMPLETION---------------------------------- 75
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STUDENT’S RESUME

JOCEL V. ALIAS
Peñaplata, IGACOS
09051319892

PERSONAL BACKGROUND:

Full name: Jocel Villabrille Alias

Address: P3, BRNGY. Catagman, Samal District, IGACOS
Date of Birth: September 15, 1998
Place of Birth: Samal Hospital, IGACOS
Gender: Female
Age: 19
Civil Status: Single
Citizenship: Filipino
Weight: 50 kg.
Height: 5’1

EDUCATIONAL BACKGROUND

Elementary Level: Peñaplata Central Elementary School SPED Center

Secondary Level: Samal National High School

Tertiary Level: UM PEÑAPLATA COLLEGE

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OBJECTIVES OF THE FS5 SYLLABUS

At the end of the course, the FS student must be able to:

1. Evaluate assessment practices against principles of assessment.

2. Distinguish among the different methods and forms of assessment.

3. Use different assessment methods, tools and tasks to measure learning in

the cognitive, psychomotor and affective domains of learning and in the
different levels based on revised Bloom’s taxonomy, Kendall’s and Marzano’s
new taxonomy and DepEd’s KPUP.

4. Practice Outcomes-Based Education by formulating assessment tasks and

items that have content validity with the help of a Table of Specifications.

5. Compute grades using DepEd’s KPUP framework.

6. Describe the meaning of computed grades in terms of proficiency.

7. Describe how to report student’s performance meaningfully.

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FS 5
FIELD STUDY

Episode 1

ASSESSMENT FOR LEARNING

ASSESSMENT AS LEARNING
ASSESSMENT OF LEARNING:
HOW ARE THEY PRACTICED?
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OBSERVATION SHEET #1.1

Indicators of Assessment FOR, OF and AS Learning

Resource Teacher: Edelberto Tirona School: Magamomo Elem. School

Grade Level: 5 Subject: Filipino Date: July 3, 2018

Assessment FOR Assessment AS Learning Assessment OF Learning

Learning
Write observed teacher
activities that manifest
assessment FOR learning.
(Assessment while teacher
teaches. Conduct of pretest
and posttest are included).
Write observed teacher
and student activities that
manifest assessment AS
learning.
(Self-Assessment)
Write observed teacher
activities that manifest
assessment OF learning.
(Assessment at the end of
teaching).

Teacher Tirona conducted a
pre-test via oral recitation to
his class wherein he was
assessing the understanding
of his pupils about “Tatlong
Uri ng Pangalan ayon sa
Kalikasan”.
Teacher Tirona gave an
activity from the book
individually to answer.
Teacher Tirona used a Paper-
Pencil Test in assessing the
learners’ understanding to
know if they were able to
achieve the objectives of the
lesson.
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OBSERVATION SHEET #1.2

Indicators of Assessment FOR, OF and AS Learning

Resource Teacher: Joahnna Mae Soliva School: Magamomo Elem. School

Grade Level: I Subject: Math Date: July 4, 2018

Assessment FOR Assessment AS Learning Assessment OF Learning

Learning
Write observed teacher
activities that manifest
assessment FOR learning.
(Assessment while teacher
teaches. Conduct of pretest
and posttest are included).
Write observed teacher
and student activities that
manifest assessment AS
learning.
(Self-Assessment)
Write observed teacher
activities that manifest
assessment OF learning.
(Assessment at the end of
teaching).

As I observed Teacher
Soliva, she discuss about
greater than, less than, and
equal numbers. After
discussion she conducted a
board work that could assess
her students learning about
what she has discussed.
Teacher Soliva let her
students to answer
individually if the number is
greater than, less than, or
equal to the other number.
Teacher Soliva used a paper-
and-pencil test in assessing
her students understanding
about their discussion.
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My Analysis
As we observe their classes, we noticed that the three forms of
assessment practices were present. Before they start with a new lesson, the teacher
will conduct first a pre-test to know if the learners have a prior knowledge about the
topic that the teacher will be discussing. Also, after the discussion, the teacher
makes sure to give a self-assessment so that the learners can assess their self if
they really understand the lesson. At the end of the discussion, they used the paper
and pencil test to assess the learning of their pupils.

Conducting an assessment FOR and OF learning to assess the

learners is really helpful because they complimented each other. Having a formative
test can help the students to assess their knowledge about that certain topic if he/she
really understands the lesson very well and having a summative test is an amazing
idea to evaluate the progress and the knowledge of the students. Thus, having both
assessments can determine the progress of the learners.

As I have observed, self-assessment is less practiced than formative

and summative assessment. Teachers don’t give enough time to let the students
reflect or evaluate their self. After the discussions, they are more on performing the
formative assessment.

In DepEd Order No.8, s. 2015 the assessment FOR learning phrase

is “assessment is a process that is used to keep track of learner’s progress”. The
assessment AS learning phrase is “to promote self-reflection and personal
accountability among students”. The assessment OF learning is “to provide bases for
profiling of students performance on the learning competencies and standards of the
curriculum”.

My Reflection

As a student, I really like assessment. Assessment can measure if

how far and how deep my understanding and knowledge are. It can also tell me if
what are my weaknesses and strength as a student. It also shows my development
and progress as a learner.

Frequent formative assessment can reduce and also can eliminate

fear of assessment. As the teacher conducts a formative test after his/her every
discussion, the child can be used to it after several assessment. Thus, frequent
formative assessment can eliminate fear of assessment and can motivate students to
study hard for them to answer their assessment correctly.

I also like the idea of practicing the self-assessment. It can help us

individually to reflect ourselves if we do have a progress as a learners. Through self-
assessment we can also realize and see our own weaknesses and strength as a
student.
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My Learning Portfolio

ASSESSMENT AS LEARNING

- It is also known as self-

assessment.
- Students need to assess
their own self.

ASSESSMENT FOR LEARNING ASSESSMENT OF LEARNING

- It is also known as - It is also known as

formative assessment. summative test.
- It is usually done after - It is usually done at
the teacher’s the end of a unit or
discussion to ensure grading period.
the students learning.

3 INNOVATIVE FORMATIVE ASSESSMENT ACTIVITIES

 Round Robin Charts

 Think-Pair-Share
 3-2-1 Countdown

2 INNOVATIVE SUMMATIVE ASSESSMENT TOOLS

 Performance-based assessment
 End-of-year assessment
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Evidences
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FS 5
FIELD STUDY

Episode 2

GUIDING PRINCIPLES IN THE

ASSESSMENT OF LEARNING
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OBSERVATION SHEET #2.1

Name: Joahnna Mae B. Soliva School: Magamomo Elem. School

Grade Level: I Subject: Mathematics Date: July 4, 2018

Principles of Assessment Observations

1. Make use of varied tools for Which assessment tools did Resource Teacher
assessment data gathering and use?
multiple sources of assessment data.
It is not pedagogically sound to rely
on just one source of data gathered Select Response
by only one assessment tool.
Consider multiple intelligences and
learning styles.

2. Learners must be given feedback Examples of comments of teacher on students

about their performance. Feedback work answer.
must be specific.
“Very Good!”

3. Assessment should be on real-world How was this demonstrated?

application and not on out-of-context
drills.
Teacher Soliva let all the girls in her classroom
to stand in front. Each student represents a
corresponding number.

4. Emphasize on the assessment of How was this done?

higher-order thinking.
Teacher Soliva asked all the boys to answer
based on the topic which is the ordinal number.

5. Emphasize on self-assessment. Were students given the opportunity to do self-

assessment?

Teacher Soliva give opportunity to answer

individually from 1 to 10 ordinal numbers.
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OBSERVATION SHEET #2.2

Name: Edelberto Tirona School: Magamomo Elem. School

Grade Level: V Subject: Aral Pan Date: July 4, 2018

Principles of Assessment Observations

1. Make use of varied tools for Which assessment tools did Resource Teacher
assessment data gathering and use?
multiple sources of assessment
data. It is not pedagogically
sound to rely on just one source The teacher uses documentary portfolio,
of data gathered by only one exams, oral presentations, written reports,
assessment tool. Consider quizzes and many more.
multiple intelligences and learning
styles.

2. Learners must be given feedback Examples of comments of teacher on students

about their performance. Feedback work answer.
must be specific.
-“Very Good!”
“ Tama”

3. Assessment should be on real-world How was this demonstrated?

application and not on out-of-context
drills. I didn’t saw Mr. Tirona performed a real-world
application for his students.

4. Emphasize on the assessment of How was this done?

higher-order thinking.
I didn’t observed Mr. Tirona doing an emphasis
on the assessment of higher-order thinking
skills.

5. Emphasize on self-assessment. Were students given the opportunity to do self-

assessment?

No, the students were not given opportunity to

do self-assessment.
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OBSERVATION SHEET #2.3

Name: Klarissegene Helborion School: Magamomo Elem. School

Grade Level: Kinder Date: July 3, 2018

Principles of Assessment Observations

1. Make use of varied tools for Which assessment tools did Resource Teacher
assessment data gathering and use?
multiple sources of assessment
data. It is not pedagogically
sound to rely on just one source The teacher uses documentary portfolio, oral
of data gathered by only one presentations, assessments and many more.
assessment tool. Consider
multiple intelligences and learning
styles.

2. Learners must be given feedback Examples of comments of teacher on students

about their performance. Feedback work answer.
must be specific.

“Very Good” (Then she will give a star stamp to

the student who participated.)

3. Assessment should be on real-world How was this demonstrated?

application and not on out-of-context
drills.
I didn’t saw Ms. Helborion performed a real-
world application for his students.

4. Emphasize on the assessment of How was this done?

higher-order thinking.

I didn’t observed Ms. Helborion doing an

emphasis on the assessment of higher-order
thinking skills.

5. Emphasize on self-assessment. Were students given the opportunity to do self-

assessment?

No, the students were not given opportunity to

do self-assessment.
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My Analysis

As I observe, I noticed that all the principles of assessment were being

practiced by every teacher in Magamomo Elementary School. They know that
their students have different learning styles and multiple intelligences so they
make sure that they will use different assessment tools to cater all their
learners. Also, as students participate in oral recitation, they make sure to
give feedback to the students so that the students will be motivated to answer
and also so that they will be corrected in their wrong answers. Teachers also
make sure to give real world application, assessment of higher-order thinking
and emphasize on self-assessment for the betterment and improvement of
the learners.

I think the principle that was least observe was the assessment should
be on real world application and not on context drills because some of the
teachers mostly uses paper and pencil test to assess the learnings of the
students.

My Reflection

We assess what we value and value what we assess. To make

assessment worthwhile, as a teacher, we need to consider all the factors that
we need to consider making our assessment worthwhile. We need to consider
that our learners have different learning styles and have multiple intelligences.
We need to choose wisely the activities and assessment that are fitted to
them. Thus, in doing so, our learners will learn and at the same time will
enjoy.
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My Learning Portfolio
1. Assessment should be on real-world application and not on out-of-context drill.
Research on GRASP of G. Wiggins and JayMc Tighe. Construct a real-world
performance assessment task.

Goal: The student’s goal is to make a slogan and poster.

Role: The students will be the artist in making slogan and poster.

Audience: The audience will be their classmates, adviser and principal.

Situation: The students will create unique slogan and poster base on their own
imagination. They need to draw a scenario and write interesting phrase for slogan.

Product, Performance and Purpose: To develop their skills in drawing, combining

colors, and imagining concepts.

2. Here is an intended learning outcome: “the student must be able to apply the
basic assessment principles in the teaching-learning process”.

Assess the attainment of that objective learning outcome by way of 2 multiple

choice test items.

1. The following are the basic assessment principles, except;

a. Assessment should lead to informative reporting

b. Assessment should be fair.

c. Assessment should be educative

d. None of the above.

2. Which of the following is true when assessment should be valid.

a. Assessment tasks and associated criteria effectively measure student attainment.

b. Assessment tasks should primarily reflect the nature of discipline.

c. Assessment to be reliable and this requires clear and consistent processes for
setting.

d. Assessment of students must be computed to undertake their roles and

responsibilities.

3. Research on how to assess higher-order thinking skills. Give 2 examples of test

items that measure applying and analyzing.

Compare and contrast assessment and testing.

Describe the implications of portfolio to education.

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Evidences
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FS 5
FIELD STUDY

Episode 3

USING DIFFERENT ASSESSMENT

METHODS, TOOLS AND TASKS
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OBSERVATION SHEET #2.1 – TRADITIONAL ASSESSMENT PRACTICES

(LEARNING IN THE COGNITIVE DOMAIN AND DECLARATIVE KNOWLEDGE)

Resource Teacher: Rolie Jean Coleta School: Magamomo Elem. School

Grade Level: VI Subject Area: Science Date: July 3, 2018

Paper-and Pencil Tests Please put a check (√) on the test which the teacher used and
give at least 2 test items as example. You may ask for samples
of past tests that your Resource Teacher used in the past to
complete your matrix.
Selected-response type
1. Alternate-response Direction: True or False. Write X if the statement is true and O if
the statement is false.

___1.The center of the earth is very hot.

___2. Electrons are smaller than atoms.

2. Matching type 1. Moons a. Any planet’s natural satellite

2. Greenhouse b. Warming of atmosphere from gases.
Effect c. Useful gases in the ATMOSPHERE

3. Multiple Choice 1. The smallest planet.

a. Venus c. Saturn
b. Pluto d. Neptune
2. He is an astronaut who first steeped on the moon.
a. Neil Armstrong
b. Alexander Graham Bell
c. David Brinkley
4. Others
Constructed-response
type
1. Completion 1._____are drugs which relieve pain and induces sleepiness.
2. The capital of the Philippines is __________.

2. Short answer type

3. Problem Solving
4. Essay
c. restricted
d. non-restricted
5. Others PRODUCT: MULTIPLE as DIVISION: __________
a. quotient b. sum c. dividend d. difference

2. BIBIG : USAP as MATA: __________

a. lakad b. kain c. tingin d.tulog
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OBSERVATION SHEET #2.2 – TRADITIONAL ASSESSMENT PRACTICES

(LEARNING IN THE COGNITIVE DOMAIN AND DECLARATIVE KNOWLEDGE)

Resource Teacher: Carolina Cabidog School: Magamomo Elem. School

Grade Level: IV Subject Area: English Date: July 3, 2018

Paper-and Pencil Tests Please put a check (√) on the test which the teacher used and
give at least 2 test items as example. You may ask for samples
of past tests that your Resource Teacher used in the past to
complete your matrix.
Selected-response type
1. Alternate-response Direction: Write if the verb being used is correct and X if it is
not.
1.Sam’s father buys him a bicycle last month.
2.The priest reads the Gospel.
2. Matching type
3. Multiple Choice 1. Mitch went to the beach_________.
a. Everyday b. last vacation c. today
2. There will be a contest _______.
a. Tonight b. last vacation c. today
4. Others
Constructed-response
type
1. Completion Complete the table.
Action Word S-Form Past-Form
1. speak Speaks
2. begin began
2. Short answer type
3. Problem Solving
4. Essay
e. restricted
f. non-restricted
5. Others
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OBSERVATION SHEET #2.3 – TRADITIONAL ASSESSMENT PRACTICES

(LEARNING IN THE COGNITIVE DOMAIN AND DECLARATIVE KNOWLEDGE)

Resource Teacher: Edelberto Tirona School: Magamomo Elem. School

Grade Level: V Subject Area: Aral Pan Date: July 3, 2018

Paper-and Pencil Tests Please put a check (√) on the test which the teacher used
and give at least 2 test items as example. You may ask for
samples of past tests that your Resource Teacher used in the
past to complete your matrix.
Selected-response type
1. Alternate-response
2. Matching type
3. Multiple Choice
4. Others
Constructed-response
type
5. Completion
6. Short answer type 1. Rehiyon sa Asya na kabilang ang Pilipinas.
2. Ang karagatan sa hangganan ng Pilipinas sa
Silangan.
7. Problem Solving
8. Essay
g. restricted
h. non-restricted
9. Others

(NOTE: The table was not filled up completely because Mr. Tirona is a new
teacher.)
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My Analysis
1. In what subjects was traditional assessment method used most.
- Aral pan and Filipino

2. Which among the traditional assessment tools/test was/were used most

often?

The assessment method that is most often used is the Paper-and-Pencil Test
while the least often used is the “Observation and Self-reports”. These result
shows that the teacher wants his/her students to give more emphasis on their
knowledge rather than to perform it. The “Observation and Self-reports” might
not consider a great factor in students’ learning.

3. In what subjects was authentic assessment method used most?

-Science and Math

4. Which products or performance were assessed? Give examples

The products or performance of students that were assessed are their oral
skills,debating and other critical thinking skills.Also it assessed their creativity
and other talent.

5. What assessment tools and task were used to assess learning in the
cognitive domain, and declarative knowledge?

For the cognitive domain the assessment tools and tasks to be used were the
multiple-choice test, completion types test and essay questions (restricted
and non-restrcited).

6. What assessment tools and tasks were used to assess the learning of
psychomotor skills/ procedural knowledge?

To assess the learning tasks of psychomotor skills procedural knowledge,

consider the students different learning areas like, drawing,singing a song,
dancing, putting a puzzle together, dramatization or role playing,writing, and
presenting a speech. Assessment of the psychomotor domain does not
require a paper and pencil test. Psychomotor skills need to be performed and
observed to determine mastery of the skill. Criteria should be made to critic
the level of their skills.
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7. Was there assessment of learning in the affective domain? Explain your

answer?

Yes, there was assessment of learning in the affective domain because it

emphasizes the feelings of the learner in the teaching-learning process.The
students will not only engage in developing their cognitive and psychomotor
domain but also the affective domain.Affective domain plays a vital role in
education.

8. To which multiple intelligences did the assessment tools and task

respond? Come up with a table of the intelligences which were given
attention and the corresponding assessment task used.

MI Assessment
1.Linguistic
*Ask students to write in a journal regularly.
*Give essay tests.

*Assign science labs and experiments.

2.Logical/mathematical *Have students complete logic problems and
games.

3.Bodily/Kinesthetic *Challenge students perform plays.

4.Visual *Invite students to create posters.

*Encourage students to illustrate their ideas using
maps, charts, and graphs.

5.Interpersonal *Have students work collaborately to brainstorm

and prepare a project.

6.Intrapersonal *Ask students to identify their own academic

strengths and weaknesses.
*Have students think of personal goals

7.Musical *Asks students to write lyrics to familiar or

compose a new song.

8.Naturalist *Ask students to keep environmental journals and

share their observations.
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My Reflection

Assessment method and your domain of learning needs to

complement each other. If these two do not match each other then there is a
big chance for the teaching and learning process to be a failure. Also, the
objectives cannot be achieved. The time and effort of both the teacher and
student will be wasted.

In my own opinion, no, we have not been fair to learners who

are equipped with multiple intelligences in the past because we only used
paper-and-pencil test which is most fit only for the linguistically intelligent
learners. As an educator, we need to be more innovative to cater the
differences of the learners. We need to find other activities, techniques and
strategies to accommodate the MI of the learners.

My Learning Portfolio

Domains of Learning Competency Assessment tool/task

1. Cognitive/Declarative Know the changes that
Knowledge/Process happen in materials under Paper-and-Pencil Test
the following conditions:
2.1 presence or
lack of
oxygen; and
2.2 application
of heat
2. Psychomotor/Motor Design a product out of Let the students to make or
skills local, recyclable, solid and/ create an object out of the
or liquid materials in materials that they have
making useful products. recycled.
3. Affective Recognize the importance Let the students to write an
of recycle, reduce, reuse, essay about how important
recover and repair in waste to recycle, reduce, reuse,
management. recover and repair the
materials.
 26

PYGMALION EFFECT
Language Smart

 It is one of the multiple intelligences that Gardner cited. Other term for it is
word smart. When the learner shows his/her knowledge or skill about words
and you give a positive feedback, Pygmalion effect will takes place and the
learner will be motivated to broaden his/her vocabulary.
Picture Smart

 The learners here can easily understand if you will give them a picture to see.
Try to give them a quiz with a picture. If they can answer correctly try to give
them a positive feedback so that they can get motivated and thus, Pygmalion
effect will takes place.
Nature Smart

 Pygmalion effect takes place if you will give them a positive feedback.
Through that, they can be motivated and do good in school. Expose them to
nature because their knowledge lies in everything they see in our
surroundings.
Body Smart

 Learners from this intelligence tend to be more hype than others. They can
learn if they move their bodies. Try to give them a positive feedback and they
will be motivated.
Music Smart

 Learners here like music. They can learn best if there is a music
accompanying them. Try to give them positive feedback and thus, they will be
motivated and Pygmalion effect takes place.
Self Smart

 They can learn best if they can have a self-reflection. Also, if they will
translate every meaning with their own words. If they perform great, try to give
them a positive feedback.
People Smart

 Opposite of self smart. Learners in this area tend to learn more if they interact
with other people. They perform well if they work with others.
Logic Smart

 Learners here are number expert and logic expert. They are excellent in mind
blowing problems. If you will give them a positive feedback, they will be
motivated as well.
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EVIDENCES
 28

FS 5
FIELD STUDY

Episode 4

ASSESSING LEARNING IN
DIFFERENT LEVELS
 29

OBSERVATION SHEET # 3.1- LEVELS OF LEARNING OUTCOMES

Teacher: Gina Mapula School: Magamomo Elem. School

Grade: III Subject: Science Date: July 4, 2018

Is the level of
Level of Learning Learning Assessment Task assessment aligned to
Outcome- Cognitive Outcome/Lesson (Evaluation from the level of the
(Bloom) Objective from Teachers Lesson objective? e.g.
Teacher’s Lesson Plan ( Write it in Objective is “ recall the
Plan (Write Lesson the Appropriate names of ___” ;
Objective in the Level outcome) Assessment task is “
appropriate level distinguish between
outcome) animal and plant cell” –
not aligned
Remembering Locate literal The class will YES NO
information from give facts of the
the text. following terms
from the article.
Comprehending Interpret Show that you
information. understand the
information
Applying Use the Use the
information in the information in the
article in another article in another
situation. situation.
Analyzing Organize the Make an
information information web-
diagrammatically. titled “Helping
endangered
Animals”
Evaluating Learn to see both List your reasons
sides of an for agreeing with
argument. the statement.
Creating Create an ideas Design some
from the interesting and
 30

information fun zoo habits.

Kendall’s and Marzano’s New Taxonomy

Level of Learning Outcomes Resource Resource teacher’s
Teacher’s Assessment task
Learning
Outcome/ Lesson
Objective
Retrieval- Recalling, Recognizing Determine if Determine if it is True or
information is False.
accurate,
inaccurate or
unknown.

Comprehension Identify basic Describe the

structure of relationship
information. between the
following terms
below.

Analysis Identify logical or Error analysis activity.

factual errors in
knowledge.

Knowledge utilization (investigating, Use information to Problem solving.

experimenting, problem solving,
accomplish a goal Solve the following
decision making)
with obstacles or problems below.
limiting conditions.

Meta-cognitive system( students set Give proofs that the metacognitive and self-
learning goals, monitor their learning) systems were touched in the teaching learning
process.
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OBSERVATION SHEET # 3.2- LEVELS OF LEARNING OUTCOMES

Teacher: Carolina Cabidog School: Magamomo Elem. School

Grade: IV Subject: Mapeh Date: July 3, 2018

Is the level of
Level of Learning Learning Assessment Task assessment aligned to
Outcome- Cognitive Outcome/Lesson (Evaluation from the level of the
(Bloom) Objective from Teachers Lesson objective? e.g.
Teacher’s Lesson Plan ( Write it in Objective is “ recall the
Plan (Write Lesson the Appropriate names of ___” ;
Objective in the Level outcome) Assessment task is “
appropriate level distinguish between
outcome) animal and plant cell” –
not aligned
Remembering Recognizes Unsa ang YES NO
differences in tingog sa
sound quality gitara?
coming from a
variety of sound.
Comprehending Interprets the Unsa ang
dynamics of a gigikanan sa
song through body tingog?
movements, small
movements – soft
big movement -
loud
Applying Design an Pag-recite ug usa
attractive logo with ka balak.
slogan about the
environment to
used for printing.
Analyzing Performs Unsa ang
conditioning and Dynamics?
flexibility exercises
that will improve
 32

body mechanics.
Evaluating Design an Pag recite ug usa
attractive logo with ka balak.
slogan about the
environment to
used for printing.
Creating None None

Kendall’s and Marzano’s New Taxonomy

Level of Learning Outcomes Resource Resource teacher’s
Teacher’s Assessment task
Learning
Outcome/ Lesson
Objective
Retrieval- Recalling, Recognizing Recognizes Unsa ang tingog sa
differences in gitara?
sound quality
coming from a
variety of sound
resources.
Comprehension Interprets the Unsa ang gigikanan sa tingog?
dynamics of a
song through body
movement small-
soft big movement
– loud.
Analysis Performs Unsa ang Dynamics?
conditioning and
flexibility exercises
that will improve
body mechanics.
Knowledge utilization (investigating, None None
experimenting, problem solving,
decision making)
Metacognitive system( students set Learner repeatedly rehearsing a skill in order to gain
learning goals, monitor their proficiency.
learning) Ex. Provide opportunities for making errors.

Self- system ( students examine Learners is doing self-test periodically to see how
 33

importance of subject, examine self- well he/she learned something

motivation, interest, and efficacy) Ex. Think Aloud

OBSERVATION SHEET # 3.3- LEVELS OF LEARNING OUTCOMES

Teacher: Carolina Cabidog School: Magamomo Elem. School

Grade: IV Subject: English Date: July 3, 2018

Is the level of assessment

Learning Assessment Task aligned to the level of the
Level of Learning
Outcome/Lesson (Evaluation from objective? e.g. Objective is
Outcome- Cognitive
Objective from Teachers Lesson Plan “ recall the names of ___” ;
(Bloom) Teacher’s Lesson ( Write it in the Assessment task is “
Plan (Write Lesson Appropriate Level distinguish between animal
Objective in the outcome) and plant cell” – not
appropriate level aligned
outcome)
Remembering Recall the Students are YES NO
specific details instructed to
and information remember the
from the text. actions of each
animal character
in the story.
Comprehending Distinguish The underlined
between fact or sentence is a fact.
opinion in a Why is a fact? It is
narrative text. a fact because
______?
Applying Connect what the After reading the
author is telling to story, can you now
understand more think yourself
the story. doing the same
thing as what the
character did in
the story?
Analyzing
Evaluating Examine critically Answer the
 34

the author’s following: how has

message. the authors
perspective
influenced what
he/she tell?
Creating Write 5-6 Read the set of
sentence words. Supply a
paragraph word that has the
same /oo/ sound
and write the
sentence.

Kendall’s and Marzano’s New Taxonomy

Level of Learning Outcomes Resource Teacher’s Resource teacher’s
Learning Outcome/ Assessment task
Lesson Objective
Retrieval- Recalling, Recognizing Produce Name all the major
information on casts from your
demand. favorite movies you
have watched.
Comprehension Distinguish The underlined sentence
between fact or is a fact. Why is a fact? It
opinion in a is a fact because ______?
narrative text.
Analysis Identify the Identify of the category of the
categories of the characters if they are
following characters. protagonist or antagonist.
Knowledge utilization (investigating, Write 5-6 sentence Read the set of words.
experimenting, problem solving,
paragraph Supply a word that has the
decision making)
same /oo/ sound and write
the sentence
Metacognitive system( students set When the students are asked to describe and
learning goals, monitor their learning) evaluate self-decision making in accordance to
the behaviour of the characters in the story.
 35

My Analysis

The knowledge domain’s in DEpEd’s KPUP which was defined as facts and
information that students needs to acquire. The knowledge domain contains similar
skills with Bloom’s Taxonomy that includes defining, describing, identifying, labelling,
enumerating, matching, outlining, selecting, stating, naming, and reproducing.In the
product/performance is similar to applying which includes , perform, create, construct
and produce.

I discovered that assessment tasks and learning outcomes were aligned. The
tasks and other activities are intended base on the learning outcome of the lessons in
which they are all well done by the students and teachers. Also, assessment tasks
and learning outcomes are congruent to each other because the teaching-learning
process is successful.

To avoid teaching-to-the-test, teacher should use more the conceptual level

of knowledge. We must use more of this level of knowledge because conceptual
teaching is to look how learners transfer their understanding across subject
boundaries. Also, on how their learning becomes part of their everyday real-life
interactions in thinking, problem-solving and action. In this way, students will apply
what they have learned into real-life situations.
 36

My Reflection

In my own opinion, the reason behind the assessment that takes place
in school are in the low levels of recalling, knowledge and retrieval it’s
because not all the students can easily understand the teachers. Some
students need to study a lesson again and again for him or her to understand.
Also, if they will go to higher level of assessment not all the students can
answer the questions. It requires repetitive recalling, knowledge and retrieval
for them to fully understand the lesson.

We measure what we value and we value what we measure. Then we

have to assess what we value and value what we assess. One big message
of Bloom’s revised cognitive taxonomy, Kendall’s and Marzano’s new
taxonomy of objectives, to teachers regarding the assessment process is that
Bloom’s taxonomy was developed to provide a common language for
teachers to discuss and exchange learning assessment methods. Also,
specific learning objectives can be derived from the taxonomy. Though it is
most commonly used to assess learning on variety of cognitive levels.

My Learning Portfolio
Kendall’s and Marzano’s New Taxonomy

Level of Processing Competency from the Assessment Task

K to 12 Curriculum
Guide
1. Retrieval enumerate healthful Test (enumeration)
habits to protect the
sense organs;
2. Comprehension describe the parts and Essay
functions of the sense
organs of the human
body;
3. Analysis infer the importance Essay
of water in daily
activities;
4. Knowledge describe ways of Demonstration
Utilization proper handling of
animals;
 37

5. Metacognitive investigate changes

system that happen in Experimentation
materials under the
following conditions:
2.1 presence or lack
of oxygen; and 2.2
application of heat;
6. Self-system design a product out
of local, recyclable Individual project
solid and/ or liquid
materials in making
useful products

Bloom’s Revised Taxonomy

Level of Processing Competency from the Assessment Task

K to 12 Curriculum
Guide
1. Remembering enumerate healthful Test (enumeration)
habits to protect the
sense organs;
2. Understanding describe the parts and Essay
functions of the sense
organs of the human
body;
3. Applying describe ways of Demonstration
proper handling of
animals;
4. Analyzing infer the importance Essay
of water in daily
activities;
5. Evaluating investigate changes
that happen in Experimentation
materials under the
following conditions:
2.1 presence or lack
of oxygen; and 2.2
application of heat;
6. Creating design a product out
of local, recyclable Individual project
solid and/ or liquid
materials in making
useful products
 38

EVIDENCES
 39

FS 5
FIELD STUDY

Episode 5

TABLE OF SPECIFICATION
(TOS)
CONTENT VALIDITY AND
OUTCOMES-BASED EDUCATION
(OBE)
 40

My Learning Activities
 41

My Analysis

To ensure test content validity, TOS must have a domain to be covered

based on the chosen subject content for the intended lessons and a
measurement of goals. The questions must be well distributed base on the
percentage that each domain needed. It should also be base on the learning
competency of a curriculum. The amount of time available, and the
importance of the test.

Among the TOS that I researched on, the best TOS was the TOS given
by the teacher in Magamomo Elementary School. I like their TOS because it
is simple and easy to understand that is why I like it better than other TOSs.

In my own opinion, yes, teachers can still have a test with content
validity even without making a TOS. I noticed that not all teachers were using
a TOS but still they have evidence because they have lesson plan and results
of the assessment is recorded. Also, what is important is that at the end of the
day, the lesson objectives will be achieved.

The use of TOS enhances the content validity because it shows the
results of placement level attain by the students. It also shows if there is
match between what is taught and what is tested. Also, through it teachers
can analyze the content areas.

My Reflection

College life has a roller coaster ride. You will experience a lot of things.
The conversation that I have read really mirrors my experience. I already
experienced this kind of situation wherein the questions that our professor
have in their exam where not the one that I have expected. Every time I
experience this kind of thing, it really frustrates me big time because I really
study hard. Teachers should not play that kind of trick so that their students
will not fail the exam.
 42

My Learning Portfolio

TOS that reflects levels of learning by Bloom is much better than any
other TOS format. TOS that is based on Bloom’s taxonomy is much simpler
and can easily be understood by everyone. Aside from that, it is also very
detailed.
 43

EVIDENCES
 44

FS 5
FIELD STUDY

Episode 6

ON PORTFOLIOS
 45

My Learning Activities
Checklist

Classify the portfolios examine. Use the checklist below:

Type of Portfolio Tally (How many did you Frequency

see?)
Development / Process /
Portfolio /Growth Portfolio IIIII-IIIII-IIIII-IIIII-IIIII-IIIII-I 31

Display Showcase/ Best

Work Portfolio/ Showcase IIIII-IIIII-IIIII-IIIII-IIIII-IIIII-I 31
Portfolio

Evaluation/ Assessment
Portfolio IIIII-IIIII-IIIII-IIIII-IIIII-IIIII-I 31

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 ()

1.Cover Letter- “ About the Author” and What My

Portfolios 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
revision, i.e. ( first drafts and correct / revised
versions.)
6.Reflections
 46

My Analysis

During our observation in Magamomo Elementary School, I see

samples of the three different types of portfolio. The growth portfolio,
showcase portfolio and assessment portfolio. Though all types of portfolio
were present, I am still not satisfied because all their outputs were not place in
a clear book or in an envelope.

I noticed in Teacher Helborion’s class, the three kinds of portfolio are

all important and is usually used. Teacher Helborion makes sure that these
three portfolios were present so that she can monitor closely the
development, the skills and the things that the students have learned.

As I examined the portfolio, all the elements of a portfolio are not

present. The cover letter, table of contents and reflection were not there.

It is really very important to use varied types of portfolio because

through this, the teacher can closely monitor their students. They can monitor
if their student really have learned. They can also know the development of
the students. Also, through showcase portfolio we can determine the skill of
the learners.

Yes, if one element is missing, there would be impact of the assessment

process, but somehow the teacher can still do assessment process and give
value assessment to the student’s work. Definitely, this will have an impact on
the assessment process if one or more elements of portfolio are missing.
Thus, all elements of the portfolio are very important because if not, it would
be unorganized and maybe the assessment process would not be measured
properly.
 47

My Reflection

Portfolio has not made the learning assessment process inconvenient

because it is part of educating the students, it is part of the learning and also
through this we can monitor the progress of the learners. The effort of exerted
on portfolio really commensurate to the improvement of learning that the
results from the use of portfolio because it can motivate the learners to
improve their cognitive, psychomotor, and affective aspect.

Showcase portfolios can be assessment portfolios as well because

both portfolios have the same goal; it is for the students to show their best
output by showing their skills and also to show if the students have learned
and have a progress. Both also have the same elements.

Growth portfolios can be assessment portfolios because assessment

portfolios is still part of growth portfolios it assess what the students have
learned and also if there is any improvement with the student.
 48

My Learning Portfolio

Types of
Portfolio

Growth Showcase
Portfolio Portfolio Assessment
Portfolio

Growth • To identify strengths and weaknesses of the students.

Portfolio

Showca
• To showcase students perceptions of favorite best
se work.
Portfolio

Assess
• To document the progress of the students and also to
ment see if they have really learned.
Portfolio

Elements of Portfolio
• Cover letter
• Table of Contents
• Entries both core and optional items
• Dates on all entries to facilitate proof of growth over time
• Drafts of oral and written products
• Reflections
 49

Evidences
 50

FS 5
FIELD STUDY

Episode 7

ON SCORING
RUBRICS
 51

My Learning Activities

Interview

I will ask the following question:

1. Where do you use the scoring rubrics?

 As we interviewed a resource teacher in this matter, a she said that
she uses the scoring rubrics when checking the projects of the
students, essays and sometimes in grading a performance.

2. What help have scoring rubrics given you? When there were no
scoring rubrics yet, what did you use?
 “Scoring rubrics are a big help for her in terms of checking student’s
outputs and performances. When there were no scoring rubrics yet,
she just plainly check it without any basis as long as the student’s
output were correct and in a good quality

3. What difficulties have you met in the use of scoring rubrics?

 “Sometimes the scoring rubrics will vary or depend if the students
output and performances would not meet the specific criteria”.

4. Do you make use of holistic and analytic rubrics? How do they

differ?
 As I interviewed resource teachers, majority of them do not know what
analytic rubrics is and what is holistic rubrics. They just make a scoring
rubric that they think will best assess their student’s outputs and
performances.

5. Which is easier to use- analytic or holistic?

 As for those resource teachers who knows what are analytic and
holistic, they said that holistic rubric is much easier because it is not
time consuming, it is easy to construct and easy to score.

6. Were you involved in the making of the scoring rubrics? How do

you make one? Which is easier to construct – analytic or holistic?
 “Yes, I am involved in the making of a scoring rubrics and it depends
on the goal the certain lesson must achieved. Holistic rubric is much
easier to construct.
 52

My Analysis

As a teacher, having a scoring rubric has benefits to the teaching -

learning process. The benefits are that the students can get a good grade
because by the help of a scoring rubric, the teachers can assess and check
their performances and outputs thoroughly. Also, the teachers can give a
useful feedback to students.

Scoring rubrics and portfolio assessment were related with each other
because they are both used in assessing student’s works and performances.
Scoring rubrics are used to assess student’s performance and outputs while
portfolio assessment is used to assess and monitor the progress of the
students if they have really learned. Both are very helpful tools for the
teachers.

When using scoring rubrics, teachers need to focus on the criteria by

which learning will be assessed. These focuses on what you intend students
to learn rather than what you intend to teach that helps improve instruction.
Also, the criteria and the description in rubrics help the students to understand
what the desired performances are and what it looks like.

My Reflection

Rubric defines as a guide which is used to evaluate the quality of

students’ constructed responses. Rubrics can make students to become self-
directed or independent learners. Through this rubric, students can be able to
judge their works and made it easier for the teachers to explain to the
students why they got that particular grade and also to know if which area
they need to improve next time.

Rubrics contribute to assessment AS learning because through rubrics,

students can easily assess their own works. Also, it can help them to reflect if
which area they are lacking. A student who self-assesses enables them to
realize ways in which to improve themselves.

If there were no rubrics in assessment, it would be difficult to assess

the outputs and performances of the students. Giving grades to students
would not be accurate because there will be no basis. Thus, it will result to
bias grading. Also, if there were no scoring rubrics then students will not know
if what are the things that they need to consider to reach their target output or
performance.
 53

MY LEARNING PORTFOLIO
Learning Competency

 Design a product out of local, recyclable solid and/ or liquid materials in

making useful products.
Holistic Rubric

 5 – The product is well-designed, pleasing in the eyes, 100% made up

of recyclable materials and is very useful to use.
 4 – Almost all the description that is stated above of the product was
meet but needs to be developed.
 3 – Some aspect of the product is okay, but not as much as good as
the needed quality.
 2 – A few aspect of the products are developed somewhat. Materials
and designs needs improvement.
 1 – The product’s materials and design were not addressed with
attention.

Analytic Rubric

Criteria 4 3 2 1
Product is The designs The designs The designs The designs
well-designed were paid so were not fully were good were not
much good but but needs good.
attention. almost. improvement.
Materials The The materials The materials The materials
were made materials are are 70% are 40 % are 10%
up of 100% recycled. recycled. recycled.
recyclable recycled.
materials
Usefulness The product The product The product The product
is very useful. is useful. is sometimes is not useful.
useful.
 54

EVIDENCES
 55

FS 5
FIELD STUDY

Episode 8

THE K-12 GRADING

SYSTEM
 56

My Learning Activities

Activity 1: Interview of Resource Teacher

1. What are the bases for grading?

According to my resource teacher the bases for grading are the class record,
performance and the student activities.

2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11 to 12?
Give an example.

They compute grades as what Ma’am Cabidog said particular in English subject
through this: written works 20%, performance of the students 60% , quarterly
assessment 20% .

3. How do you compute grades at the end of the school year?

“At the end of the school year, we compute our student’s grades based on their grades
per quarter in the class record. We will add and divide their grades per quarter.

4. What descriptors and grading scale are used in reporting progress of learners?

Descriptors: Grading Scale

Outstanding 90-100 AO – Always Observed RO- Rarely Observed

Very Satisfactory 85-90 SO- Sometimes Observed NO- Not observed

Satisfactory 80-84

Fairly Satisfactory 75-79

Did Not Meet Below 75

5. What are the bases for learners ‘promotion and retention at the end of the school
year?

The bases for learner’s promotion and retention at the end of the school year is if the
learners were able to pass each subject and Ma’am said that they never tried to retain
their students.

6. What is the report on learners observed values?

During homeroom meeting in every quarter, the teacher wrote the observed values at
the back of the report card of the students.
 57

Activity 2: Interview of 5 students

Student 1
1. What do you like in the new grading system? “Ganahan ko maam kay daghan
ug activities ”
2. Do you have problems with the new grading system? If there is, what?
“Wala man maam, ok raman”
3. Does the new grading system give you a better picture of your performance?
Why or why not? “Yes maam, kay daghan ug activities.”
Student 2
1. What do you like in the new grading system? “mas maka learn mi maam”
2. Do you have problems with the new grading system? If there is, what
“Wala man maam”
3. Does the new grading system give you a better picture of your performance?
Why or why not? “Yes maam, kay ginatudluan mi nila.”
Student 3
1. What do you like in the new grading system? “enjoy siya sir”
2. Do you have problems with the new grading system? If there is, what?
“Wala maam”
3. Does the new grading system give you a better picture of your performance?
Why or why not? “No, maam kay sige ra mig sulat”
Student 4
1. What do you like in the new grading system? “Naka focus siya sa among
performance”

2. Do you have problems with the new grading system? If there is, what
“Wala”
3. Does the new grading system give you a better picture of your performance?
Why or why not? “Yes, maam kay daghan ug activities.”
Student 5
1. What do you like in the new grading system? “ Wala man te”
2. Do you have problems with the new grading system? If there is, what
“Wala te”
3. Does the new grading system give you a better picture of your performance?
Why or why not? “Yes, kay nagahatag si teacher ug mga games about sa among
topic”
 58

Activity 3: Grade Computation

Show sample computations of a grade in subject of your choice either from Grade 1
to 10 or from Grade 11 to 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).

Written Work Learner’s Raw Score Highest Possible Score

1 18 20
2 22 25
3 20 20
4 17 20
5 23 25
6 26 30
7 19 20
Performance Task Learner’s Raw Score Highest Possible Score
TOTAL: 145 TOTAL: 160
1 12 15
2 13 15
3 19 25
4 15 20
5 16 20
6 25 25
TOTAL: 100 TOTAL: 120
Quarterly Assessment Learner’s Raw Score Highest Possible Score
(Test) 40 50

Percentage Score of Written Work 90.63

Percentage Score of Performance Task 83.33
Percentage Score of Quarterly Assessment 80

The Weighted Score the Written Work 27.19

The Weighted Score of Performance Task 41.67
The Weighted Score of Quarterly Assessment 16

Add the weighted Scores of each component. This will give you the initial grade.
84.86
Transmute the initial Grade using the transmutation table in APPENDIX G. 90
Give the descriptor of the computed final grade of the subject. 90-100
OUTSTANDING - PASSED
 59

My Analysis

The new grading system has an advantage and disadvantage to both teacher
and student. But, they both like it. They like it in a way that there has greater
performance rather than written works.

The good points of the new grading system are that it automatically computes
when you encode the grades of the students. They also used e-class record. Also, it
gives emphasis on the performances of the students.

The thing that the teachers challenged to do by this new grading system is
that they need to be updated on the student’s performance and progress. They also
must not focus only on written works but also on the performances of the students.

As for me, I am favor because K-12 is learner-centered. It is natural and

important that performance task has a higher percentage compare to others.
Department of Education was just trying to make our education standard and also
can cater the millennials thoroughly.

Both have similarities. I can say that they includes Anderson’s and
Krathwohl’s cognitive process dimensions with those Kendall’s and Marzano’s.

I like the experience of computing grades because I know in the future I can
use this experience in the field. Also, computing grades is quite a tiring job but worth
it as long as you can see your students having high grades. All in all, my experience
in computing a grade is a great experience.

My Reflection

In an era where the emphasis is self-directed, demonstration of knowledge,

skills and values learned, grades are still very important. It is still important because it
serve as an evidence for our performance. Also, by having good grades, students
can all be motivated to do good in class because they will have their own goal to
make, and that is to have a higher grades and at the same time learn more things.

Every public school here in the Philippines have different vision, mission, but
have the same core values, and that is Maka-Diyos, Maka-tao, Makakalikasan at
Makabansa. As for me, it is appropriate to use those core values in the repost cards
of the students because it can help to assess the values/behavior of the students
towards the society.

I suggest that the government must increase the budget for education to
supply more facilities and materials to every school. This will help the teaching-
learning process more standard and can produce learners who are globally
competitive. Also, they need to increase the salary of the teachers because without
them there is no doctor, nurse, police, lawyers, and etc.
 60

My Learning Portfolio
(This sample computation was given by the teacher in Magamomo
Elementary School using the e-record)
 61

EVIDENCES
 62

FS 5
FIELD STUDY

Episode 9

REPORTING STUDENTS’
PERFORMANCE
 63

My Learning Activities

Activity 1- Interview

1. How do you give feedback to your students regarding their performance?

When do you give feedback? “I give feedback after their performance by giving
them a smiley stamp and saying good work to them. Good feedback can motivate
them.

2. How do you report student’s performance to parents? Does the school

have a regular way of reporting grades to parents? “During homeroom
meeting, I report student’s performance to their parents. And yes, every quarter
we always make sure to report the grades of the students to their parents.

3. What problems on grade reporting did you encounter with parents? How
did you address it/them? “So far, wala man. We always make sure to show our
class record to every doubtful parents para naa mi evidence kung ngano mao
lang to ang grade saila anak.

4. Was it easy for you to report student’s performance to parents? What were
your challenges? “ Yes, naa miy agreement sa mga parents about kung unsaun
pag solve sa problema sa ilang mga anak ug ginahatagan naku sila ug
assistance”.

Activity 2 – Attendance in Homeroom Meeting

1. What are the parts of homeroom meeting?

Parts:
Prayer
National Anthem
Opening Remarks
Agenda
Open Forum
Others: Attendance of parents and Releasing of Cards

2. How did the resource teacher communicate learners’ assessment and

grades to parents? The teacher showed the outputs and the records of
his/her students to their parents if there is a progress about the performance
of the student and the teacher also explain why their son/daughter have a
failing grades to their parents.
 64

My Analysis

During our field study in Magamomo Elementary School there is

no homeroom meeting so we do not have the opportunity to observe. But, I
interviewed a parent about this matter and she said that during homeroom
meeting last year, the teachers reporting and communicating of grades gone
smoothly so they do not have any struggle. Also, she said that the teacher
makes sure to give comments to every parent about their children so that they
can also be updated about their child’s progress and performance in school.

My Reflection

The best thing to do to avoid misunderstanding in reporting grades in

school is that the teacher needs to show the students’ scores to their parent.
Teacher needs to explain what the weaknesses of their child are so that they
can understand. Also, this kind of strategy can help the parents to monitor
their child’s progress.
 65

MY PERSONAL REFLECTION

Being a teacher is really not an easy job. You

need to be flexible to easily adapt the new trends,
strategies, policies, and etc that the Department of
Education requires to implement. K-12 is one of the
great examples. Here, we can say that it is a
learner-centered. We need to focus on the student’s
performances and also their progress in learning. K-
12 aims to develop the full potentials of every
student to be globally competitive.

As to these changes, we need to adjust. We

need to learn to use the new system in computing
the grades of the students. We need to learn to use
scoring rubrics in assessing the student’s outputs.
We need to gather all students output to see if they
have really learned. All in all, teachers must be
innovative, flexible, responsible, and above all
passionate to its work.
 66

ADDITIONAL EVIDENCES
67
 68

My Learning Rubric

Name of FS Student: JOCEL V. ALIAS Date Submitted:

Exemplary Superior Satisfactory Needs Improvement

Learning 4 3 2 1
Episodes
All episodes All or nearly Nearly all Fewer than half of episodes
Learning were done all episodes episodes were were doe; or most
with were done done with objectives were met but
activities outstanding with high acceptable need improvement.
quality; work quality. quality.
exceeds 1
expectations

4 3 2
All questions or Analysis Analysis Analysis questions were not
Analysis of the episodes were questions questions were answered.
answered were not answered
Learning completely; in answered completely. Grammar and spelling
Episode depth answers; completely. unsatisfactory.
thoroughly Vaguely related
grounded on Clear to the theories.
theories. connection
Exemplary with theories. Grammar and
grammar and spelling
spelling. Grammar and acceptable. 1
spelling are 2
4 superior.

3
Reflection Reflection Reflection Reflection statements are
statements are statements statements are unclear and shallow and are
profound and are clear, but shallow; not supported by
clear, not clearly supported by experiences from the
Reflections/Insig supported by supported by experiences from learning episodes.
experiences experiences the learning 1
hts form the from the episodes.
learning learning
episodes. episodes. 2

4 3
Portfolio is Portfolio is Portfolio is Analysis questions were not
complete, complete, incomplete; answered.
clear, well- clear, well- supporting
Learning organized; all organized; documentations Grammar and spelling
supporting most are organized but unsatisfactory.
 69

Portfolio documentation supporting are lacking.

s are located in documentatio
sections clearly ns are
designated. available and 1
logical and 2
4 clearly
marked
locations.

3
Submitted Submitted on Submitted a day Submitted two days or more
Submission of before the the deadline. after the after the deadline.
deadline. deadline
Learning 1
Episodes 3
4 2

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-

bel
ow
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.0
0
99 96 93 90 87 84 81 78 75 72 71-
bel
ow
Year & Section: 4th year student Course: Beed-Gen.4

Signature of FS Teacher Date

 70

COMPETENCY CHECKLIST

(For student Use)

Competency I cannot do I am I can do this I can do

this yet learning to but I need to this very
do this learn more well
and improve
1. Provides meaningful
and comprehensive
knowledge about
different assessment
tools.

2. Applies a wide range

of teaching process
and skills in
educational
assessment.

3. Compares the use of

authentic
assessment tools to
other assessment
tools.

4. Applies a wide range

of teaching-learning
process skills in
educational
assessment.

5. Creating a product-
oriented alternative
assessment tool.
 71

COMPETENCY CHECKLIST

(For faculty Use)

Competency The FS The FS The FS The FS

student student is student can student
cannot do learning to do this but can do
this yet do this needs to this very
learn more well
and improve
1. Provides meaningful
and comprehensive
knowledge about
different assessment
tools.

2. Applies a wide range

of teaching process
and skills in
educational
assessment.

3. Compares the use of

authentic
assessment tools to
other assessment
tools.

4. Applies a wide range

of teaching-learning
process skills in
educational
assessment.

5. Creating a product-
oriented alternative
assessment tool.
72