LEARNING ASSESSMENT STRATEGIES

F
SYLLABU
Credit : 1 unit

Duration : 18 hours

Course
Description
Field Study 5 is an outcomes-based course designed to provide FS students
with opportunities to learn assessment strategies as they are applied in the
teaching-learning process. It is basically an observation course intended to help FS
students observe the application of principles of assessment in actual classroom
teaching. The FS student observes how the Resource Teacher assesses learning in
the cognitive, psychomotor and affective domains in various levels using revised
Bloom’s taxonomy, Kendall’s and Marzano’s new taxonomy and the Knowledge,
Process, Understanding, Product and Performance (KPUP) of the Department of
Education.

Field Study is anchored on the following Professional Education subjects:

 Assessment of Teaching 1 and 2.

Course
Outcomes
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 meaningfull
 My Learning Activities
I will observe two classess , record my observations with the use of an observation
Sheet.
Indicators of assessment FOR, OF and AS Learning
Resource Teacher: HYASINTH D. TRIBUJEÑA Teacher’s Signature:_________School:ZNNHS-MIPUTAK CAMPUS
Grade/Year Level: 9 AND 10 Subject Area: English
Assessment FOR Learning
Write observed teacher
activities that manifest
assessment FOR learning.
(Assessment while teacher
teaches. Conduct of pretest and
posttest are included).
Activities that manifest
assessment for learning that I
have observed are written
assignment in which the teacher
assigns students to make sure
that, everything taught is on a
given topic that is essentially
locked in the brains of students.
Also progress monitoring, the
teacher assess the progress of
students and evaluating the
effectiveness of the instructions.
Another is learning logs, focused
questions, journals, pretest, non-
graded quizzes, minute paper,
learning probes and item analysis
of summative assessments.
OBSERVATION SHEET
Date: November 7, 2016
Assessment As Learning
Write observed teacher and
student activities that manifest
assessment AS learning.
(Self-assessment).
The teacher and the students
were having an in
discussion of learning points,
self assessment like in a group
activity, there is given rubrics
for their performance and rate it
from the list of criteria. This can
be also use for peer and self-
assessment that students can
assess themselves. Also
teacher uses checklist in which
students rate their
progress. Other activities are
learning log that students will
write their notes and monitor
own learning.
Assessment OF Learning
Write observed teacher
activities that manifest
assessment OF learning.
(Assessment at the end of
teaching).
As I observed, activities that
manifest assessment of
class learning are using anecdotal
notes in which teacher record
specific observation of
individual student behaviors.
Other activities that were
conducted by the class were
quizzes which were very
common as it was used every
day at the end of the day’s
instructions. In groupings and
the role playing, teacher uses
rubrics in rating the
performances of every group
own
presenter. Mainly the most
common activity that for
assessment of learning is
summative assessment like
major exams, unit test,
departmental test, chapter
test and mastery test.
 My Reflections

Write your reflections on the following:

1. As a student, did you like assessment? Do students like assessment? Why or why not?

As a student, I like assessment because it motivates me and help me structure

my learning. Assessment acts like a map, if you follow those paths, you will reach the
goal.
Students like assessment as well, because it will help them improved their
learning. It will also provide feedback on how they are going. Feedback is intended to
help them identify weaknesses and build strength to improve the quality of their next
piece of assessment.

2. What can you do to eliminate student’s fear of assessment? Can frequent formative
assessment (Formative assessment) reduce if not eliminate fear of assessment?

Helping students overcome their fear of assessment are through understanding

their fear, support them by helping them better understand what they are afraid of. As
soon as they become aware of the fear behind and learn to specify their concerns, they
can start thinking of ways to cope and overcome their fear. Another thing is letting them
compare their past performance with the present achievements. Ask the students to
compare their current level with their skills and knowledge. In this way they will become
prepared and think that formative assessment is a challenge for them to overcome. They
should be used to it because it is part of learning.

3. Do you like the idea and practice of self-assessment (assessment AS learning)? Why or why
not?
For me, yes I like the idea of practice self-assessment because it assesses understanding
as well as knowledge. It also promotes student-centered learning which encourages students to
examine their own learning and levels of understanding. It also consolidate learning in which
reflecting on things that they have learned requires students tp consider new knowledge in the
part of their previous experiences. Promote deeper learning, the process of explaining the
assessment criteria, or indeed defining the criteria in consultation with students can help promote
deeper learning as students. Develop judgments skills so they can define what is good or bad
about piece of work.

My Learning Activities

OBSERVATION SHEEET
 Resource Teacher: HYASINTH D. TRIBUJEÑA Teacher’s Signature:_________School:ZNNHS-MIPUTAK CAMPUS
Grade/Year Level: 9 AND 10 Subject Area: English
Which of the following principle were observed by the Resource Teacher?
Principle of Assessment
1. Make use of tools for assessment data gathering
and multiple sources of assessment data. It is not
pedagogically sound to rely on just one source of
data gathered by only one assessment tool. Consider
multiple intelligences and learning styles.
2. Learners must be given feedback about their
performance. Feedback must be specific. “Good
work!” is positive feedback and is welcome but
actually is not a very good feedback since it is not
specific. A more specific better feedback is “You
observed rules on subject-verb agreement and
variety of sentences. Three of your commas were
misplaced.”
3. Assessment should be on real-world application
and not on out-of-context drills.
4. Emphasize on the assessment of higher-order
thinking.
5. Emphasize on self-assessment. (Assessment as
learning).
Date: November 7, 2016
Observations (Described behaviors of the
Resource Teacher that is/are aligned to each
principle).
Which assessment tools did Resource Teacher use?
The teacher uses documentary portfolio,
exams, oral presentations, written
reports, quizzes and many more.
Give examples of comments of teacher on students
work/answer.
-“Very Good!”
-“Perfect work or excellent work”
-“Okay, nextime please review your
;lesson because only few got the highest
score”
-“excellent work”.
How was this demonstrated?
The teacher asks the student to make
their own poem. The activity is an
individual work in which they will think of
their own theme.
How was this done?
This is done by the teacher and students’
discussion using HOW questions. Students
are encouraged to ask questions and
other students will answer it.
Were students given the opportunity to do self-
assessment?
Example for this is when after quiz, the
students will check their own paper with
honesty or in rating themselves using
assessment rubrics.
 My Reflections

We assess what we value and value what we assess. What should I do to make assessment
worthwhile?

To make assessment worthwhile, consider the following tips:

Don’t rush. Assessment yielding fair and reasonably accurate and truthful results to take some time
and thought to choose or create.
Aim for assessments and questions that are crystal clear. If students find questions difficult to
understand, they may answer what they think is the spirit of question rather than the question itself,
which may not match your interest.
Guard against unintended bias, a fair and unbiased assessment tool describes activities that are
equally familiar to all and uses words that have common meanings to all.
As a variety of people with diverse perspective to review assessment, tools before implementing
them. Try out assessment tools with a small group of students before using them on a large scale. Inform
students if the nature, purpose and results of each assessment .Protect the privacy and dignity of those
who are assessed. Give students ample opportunities to learn the skills needed for the assessment. Then
evaluate work fairly, equitably and consistency.
Valuing the Assessment is important because of all the decisions you will make about students when
teaching and caring for them. Today's students need to know not only the basic reading and arithmetic
skills, but also skills that will allow them to face a world that is continually changing. They must be able to
think critically, to analyze, and to make inferences. Changes in the skills base and knowledge our
students need require new learning goals; these new learning goals change the relationship between
assessment and instruction. Teachers need to take an active role in making decisions about the purpose
of assessment and the content that is being assessed. Mainly, assessment affects decisions about grades,
placement, advancement, instructional needs, curriculum, and, in some cases, funding.

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 JayMcTighe.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-teacher, supervisor-teacher,
principal and other school
Situation : The students will create unique slogan and poster base on their own imagination.
The students will draw a scenario for poster and write a persuasive, 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.

My Learning Activities
I will observe 3 Resource Teachers and focus my observation on their assessment practices
with the help of an observation Sheet.

OBSERVATION SHEEET # 2.1 Traditional Assessment Practices

 Learning in the Cognitive Domain and Declarative Knowledge

Resource Teacher: HYASINTH D. TRIBUJEÑA Teacher’s Signature:_________School:ZNNHS-MIPUTAK CAMPUS

Grade/Year Level: 9 AND 10 Subject Area: English Date: November 7, 2016

Please put a check( ) on the test which the teacher used and give at least 2 test
Paper-and-Pencil Tests items as examples. You may ask for samples of past tests that your Resource
Teacher use 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
Direction: Match the word in column A with its meaning in column B.
A B
___1.Hardworking. a. trust in one’s ability.
___2.Planner b. work diligently.
c. always stick to plan.

3.multiple choice
1. The formula for the volume, V, of a cuboid (rectangular prism) with
base length l, width w and height h is V = l × w × h, a cuboid has length
2 m, width 50 cm and height 150 mm
What is its volume?
a.0.15 m3 b.1,500 mm3 c. 15,000 cm3 d. 15,000 m3

2. To calculate the average velocity, v, of an object that move distance

d in time t, use the formula v = d/t, a car travels 100 meters in 4
seconds. What is its average velocity?
a. 90 km/h b. 25 km/h c. 90 m/s d. 25 km/s
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

 1. Ano ang klima?
2. Ibigay ang pitong kontinente ng daigdig.

3.Problem solving
1.find an equation of the line containing (-4, 5) and perpendicular to
the line
5x -3y=4.

2. A rectangle field has an area of 300 square meters and a perimeter of

80 meters. What is the length and width of the field?

4.Essay
1. Describe the different types of plate boundaries.
2. Explain the different processes that occur along the plate boundaries.

a)restricted
1. Why did Minos imprison Daedalus in the Labyrinth?
2. What happens to Icarus? explain briefly.

b)non-restricted
1. Write an informative article from a newspaper.
2. Make a reflection paper about the story entitled,”The Soul of the Great
Bell”.

5.others (Analogy)
1.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

OBSERVATION SHEEET # 2.2 Traditional Assessment Practices

Learning in the Cognitive Domain and Declarative Knowledge

Resource Teacher: HYASINTH D. TRIBUJEÑA Teacher’s Signature:_________School:ZNNHS-MIPUTAK CAMPUS

Grade/Year Level: 9 AND 10 Subject Area: English Date: November 7, 2016

Please put a check( ) on the test which the teacher used and give at least 2 test
Paper-and-Pencil Tests items as examples. You may ask for samples of past tests that your Resource
Teacher use in the past to complete your matrix.
Selected-response type

1.Alternate-response
Panuto: Isulat ang X kung ang pahayag ay tama at O naman kung ang payahag
ay mali.Isulat sa patlang ang sagot bago ang numero.

___1.Malaki ang naitulong ng mga likas na yaman sa pagsulong ng

ekonomiya.
____2. The commoners are called aliping saguiguilid.

2.Matching type
A B

1. India (indio) a.magtampisaw

2. Wallow b. tawag ng espanyol sa mga Pilipino
c. gayuma

3.multiple choice
1. Ang ating lipunan ay binubuo ng iba’t-ibang institusyon o sector.Alin sa mga
institusyon sa lipunan ang itinuturing na pinakamaliit at pangunahing yunit ng
lipunan?

a.paaralan c. pamahalaan
b. pamilya d. barangay

2.Alin sa mga sumusunod ang una at pinakapangunahing pamantayan sa

paghubog ng isang maayos na pamilya?

a. Pinagsama ng kasal ang magulang

b. Pagkakaroon ng mga anak
c. Pagtatanggal ng pamilya sa kanilang karapatan
d. Mga patakaran sa pamilya

4.others

My Analysis
1.In what subjects was traditional assessment method used most?
 Traditional assessment method used most in Araling Panlipunan.

2.Which among subject was authentic assessment method used most often?
The traditional assessment tools/test were used most often were the multiple-choice
test, true or false test, completion type test and essay question test.

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

Authentic assessment method is used most in subject like English, Filipino, Science
and Math.

4.Which products or performance were assessed? Give examples.

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

5.What assessment tools and tasks 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/procedure
knowledge?
To assess the learning tasks of psychomotor skills procedural knowledge, consider the
students different learning areas like, drawing,models,playing musical instruments,singing a
song,dancing, putting a puzzle together, dramatization or role playing,writing,reading a poem,
and presenting a speech.

7.Was there assessment of learning in the effective domain?Explain your answer.

Yes, there was assessment of learning in the affective domain because its imphasizes
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 an undeniable role in education.

8.To which multiple intelligence did the assessment tools and tasks respond?Come up with a Table of
the intelligences which were given attention and corresponding assessment task used.
 MI Assessment
1.Linguistic *Ask students to write in a journal
regularly.
*Give oral exams and/or essay tests.
2.Logical/mathematical

*Assign science labs and experiments.

*Have students complete logic problems
3.Bodily/Kinesthetic and games.

*Challenge students to write and

4.visual perform plays.
*Have students build models or use
other hands-on techniques to show what
they learned.

*Invite students to create

collages,murals and posters.
5.Interpersonal
*Encourage students to illustrate their
ideas using maps, charts, and graphs.
*Help students use school equipment to
make a video or slide show.
6.Intrapersonal
*Stage a classroom debate.
*Have students wrok collaborately to
brainstorm and prepare a project.
7.Musical

*Ask students to identify their own

academic strengths and weaknesses.
*Have students think of personal goals
8.Naturalist
and give progress reports.

*Challenge students to identify and

explain patterns in music or poetry.
*Asks students to write lyrics to familiar
or compose a new song.

*Ask students to keep environmental

 journals and share their observations.
*Invite students to lead classmates on a
nature walk to point out interesting
plants and animals they found during
independent study.

My Reflections
 What happen when your assessment method and tool do not match with your domain of
learning?
When assessment methods and tools is not congruent with the domain of learning
then the teaching and learning process is a failure.The goals and objectives will be too difficult
to achieve , the learner will become easily discouraged, which decreases motivation and
inteferes with compliance. Otherwise, time and effort on the part of the teacher and learner will
be wasted.Objectives should be clear and precise in order for the students know what to
achieve at the end of the lesson.

Have you been fair to learners whom we learned are equipped with multiple intelligence
when in the past we only used paper-and-pencil test which was most fit only for the linguistically
intelligent learners?

No, because each students has varied amount of multiple intelligence.It would be
unfair to those students equipped with multiple intelligence. We should think of ways how to
apply MI, especially in this generation, mellenials are on high techonology, competitive and
challenging.In teaching and learning process , teacher should consider that every students has
its own uniqueness on how to learn inside the classroom.As a student teacher , we should
understand the theory of multiple intelligence to avoid overuse or misuse of it. However, varied
activities inside the classroom can help students develop their skills and talents , with the
proper use of multiple intelligence inside the classroom.It will give them chance to develop
their natural abilities and skills. They would be able to show and come out from their shell.

My Analysis

1.What is the counterpart of Bloom’s recalling in Kendall’s and Marzano’s and DEpEd’s
KPUP?
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.

2.Are the levels of learning or processing of what is learned in Bloom’s Kendall’s and
Marzano’s similar or intirely different? Diagram.

(1956) Bloom’s Anderson,Krathwohl (2001) Marzano’s level Marzano & Kendall(2006)

 Evaluation create knowledge self-system thinking
Synthesis evaluate organizing metacognition
Analysis analyze applying knowledge utilization
application apply analyzing analysis
Comprehension understand generating comprehension
Knowledge remember integrating retrieval
evaluating
3.What did you discover about assessment tasks and learning outcomes?are they aligned?
Explain.
I discover about assessment tasks and learning outcome that they are
aligned.They are congruent to each other because the teaching-learning process is successful.
All the behavioral domains used in the learning goals are realized in the classroom discussion.
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 teacher.

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?
There are three levels of knowledge; factual,conceptual and procedural. To avoid
teaching-to-the-test, teacher should use more the conceptual level of knowledge because
conceptual teaching is to look how learners transfer their understanding across subject
boundaries and how their learning becomes part of everyday, real-life interactions in thinking,
problem-solving and action.In this way student apply what they have learned into real-life
situation which in results in assessing their learning progress at the end of the lesson and the
performance is seen.

My Reflections

Perhaps even without a scientific survey, you agree that most of the assessments that make
take place in the high school are in the low levels of recalling,knowledge ,retrieval.What can be
some reasons behind this?

Some other reasons behind this is because majority of students are not paying attention,
or they may have different ways on recalling information. Other reasons are information don’t
back up the information using homework to help them recall informations. Also information are
mostly stored in short term memory.Educators on the one side may also not use Bloom’s
taxonomy that students only developed lower-level skills. Or it might be the misuse of Bloom’s
taxonomy.Mainly, students learn and remember in different ways that’s why most of the
assessment are in low levels of recalling knowledge.

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 taxonomy,
Kendall’s and Marzano’s new taxonomy of objectives/to teachers regarding the assessment
process?
 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. Specific learning objectives can be derived from the taxonomy,
thought it is most commonly used to assess learning on variety of cognitive levels.
The goal of an educator using Bloom’s Taxonomy is to encourage higher-order thought
in their students by building up from lower-level cognitive skills. Behavioral and cognitive
learning objectives are given to highlight how Bloom’s Taxonomy can be incorporated into
larger scale educational goals or guidelines. The key phrases can be used to prompt for these
skills during assessment process.

My Analysis
1. For TOS to ensure test content validity, what parts must it have?

The TOS must have a measurement of goals and domain to be covered based on the
chosen subject content for the intended lessons. Its table should have cognitive levels with its
corresponding percentage emphasis given to each topic and percentage lower and higher
level processes. The proper use of cognitive taxonomy that is appropriate to your discipline.
The amount of time available, and the importance of the test. Mainly, the TOS parts should
shows what will be tested (and taught).

2.Among the TOSs that you researched on, which is a better TOS why?

Among the TOS that I researched on , the best TOS was the sample TOSs in Araling
Panlipunan 10 posted by teacher Rivera Arnel in his slideshare. He published it on June 6, 2016.
In his sample TOSs, show the indicated topic in first column, by chapter. It has number
of days in 2nd column and items in 3rd column. In the fourth column shows percentage and the
leveling of cognitive taxonomy then in the last column is the item placement.The last row is the
total. The TOSs is simple and easy to understand which is why I can say it is better then the
other TOSs.

3.Can a teacher have a test with content validity even without making a TOS?

Yes, because there are teacher who do not use TOSs but still they have evidence
because they have lesson plan and results of the assessment is recorded although it may not
be detailed. Aside from that, it is fine as long as the lessons objective is achieved at the end of
the lesson. It acutally depend on the principal of the school whether they require to have the
teacher to make table of specifications.
4. Explain why the use of TOSs enhances that content validity?
 The us of TOS enhances the content validity because it shows the results of placement
level attain by the students. In this way teacher can analyze the content areas. It also shows if
there is match between what is taught and what is tested.

My Reflections

Read this conversation and reflect on teacher’s assessment practices. Write your reflections
here.

But we only talked about Puerto Princesa

For- like 2 seconds last week.Why would she put that on the
exam?
you know how teachers are……they’re always trying to trick
you”
Yes, they find the most nit-picky little details to put on their test
and don’t even
care if the information is important,Its not just fair , I studied everything
we
discussed in class about the Philippines and the things she made a big deal
about ,
like comparing the Philippines . And to think all she asked was
“What’s the capital of Singapore? Really? Grrrrr….
(Adapted from Practical Assessment , Research and Evaluation, Vol. 18 No.
3 Fe. 2013)

Did you have similar experience?Reflect on it.

Yes, very much similar, I have had many experienced like that before.Not to mention the
teacher’s name.There are really teachers who use to trick their students.They will discuss a
topic for the whole week and suddenly in the exams, you will just surprised that all of the topic
she put on the exams are very far from what she discussed. Students will get confused and
think that the teacher is not seriouse in his profession. In results students will fail in the subjects
or else got 100 in the exams because it is very easy, like it is taken from the exams of lower
grades school. Teachers should avoid doing that because it is not proper anymore. Students will
lost trust and might not respect that kind of teacher.They will also think , the teacher is lazy or
he/she does not master the subject matter.He is not good in his chosen field.Also it will be unfair
on the part of students because there will be no learning happen.It is a waste of time and
energy. On my part, I will never do that to my students because I know how it feels and I don’t
want my students to hate me because when teacher practice that kind of habits, they also make
biased grades to students . I want my students to remember me in unforgetable good memories
with them not in a way that they will remember me because of the bad experience they have
with me.

My learning activities

Checklist

Classify the porfolio examine.Use the checklist below.

Type of Portfolio Tally Frequency

(How many did you
see?)
Developmental/process porfolio/growth
portfolio IIII- IIII- IIII- IIII- IIII-IIII 30

Display showcase/best work

portfolio/Showcase portfolio IIII- IIII- IIII- IIII- IIII-IIII 30

Evaluation/Assessment Portfolio
IIII- IIII- IIII- IIII- IIII-IIII 30

Observation Checkist
Select three (3) best portfolio from what you examined.Which elements is/are present in
each?Please check.

Put your
Elements of Portfolio 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 entried 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

My Analysis
1. Did I see samples of three different types of portfolio?
Yes, there are three different types of portfolio sample; these are Development, Display
showcase, and assessment portfolio.

2. What did I observe to be most commonly used portfolio?

As I observed, the most commonly used portfolio are assessment portfolio and
development portfolio because in the assessment portfolio it documents what the student has
learned. While the development portfolio, document the learning progress of the students.

3. As I examined three selected portfolios, did I see all the elements of Portfolio?

During my actual observations of the three selected portfolio, there are only two elements
that I saw these are entries and drafts. They did not yet include those other elements .Later on;
the teacher will require them to make cover letter, reflections, dates, and table of contents at
the end of the school year.

4. Is it necessary for a teacher to use varied types of portfolio? Why?

Yes, because using varied types of portfolio is that students will have more concrete
evidence in different areas of learning. The evidence is extremely good. However, all students
can keep their records and make their portfolio complete. Teacher also would be able to know
and monitor students development and at the same time enhance students innate abilities.

5. If one element or two elements of portfolio are missing will this have any impact on the
assessment process? Explain your answer.
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
students work.

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)

“I use scoring rubrics to student’s outputs or products and activities”.

2. What help have scoring rubrics given you? When there were no scoring rubrics yet? What did
you use?

“Scoring rubrics are of great help to the teacher especially in students

output and performances. If there were no scoring rubrics yet, I plainly ask
the students questions with regards to their output from their answer then
that’s the time I will do the assessment”.

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

“Sometimes the scoring rubrics will vary 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?

“Yes, I use both holistic and analytic rubrics. Holistic scoring gives
students a single, overall assessment score for the paper as a whole. Analytic
scoring provides students with at least a rating score for each criterion, though
often the rubric for analytic scoring offers teachers enough room to provide
some feedback on each criterion”.

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

“Holistic is easier to use because easy to construct, not time

consuming and easy to score”.
6. Were you involved in making of the scoring rubrics? How do you make one? Which is easier to
construct- analytic or holistic?

“Yes, I already made scoring rubrics an I make one depend on the

goals to be achieved in certain lesson. Holistic is easier to construct.
My Analysis

1. What benefits have scoring rubrics brought to the teaching-learning process?

The benefits are that the students get good grades and useful feedback on his
performance while teacher gets an easier way to rate the work or performance of the students.

2. How are scoring rubrics related to portfolio assessment?

Portfolio assessment is use to document what a student has learned. It is considered

authentic tools of assessment because the evidence is concrete. While the scoring rubrics
assess students performance. Same as portfolio assessment it assess the strength and
weaknesses of students as well as its progress in the learning process, so they are somewhat
related to each other because they are both use in assessing students works and performance.

3. To get the most from scoring rubrics, what should be observed in the making and use of scoring
rubrics?

When using scoring rubrics, teachers need to focus on the criteria by which learning
will be assessed. This focus on what you intend students to learn rather than what you intend
to teach that helps improve instruction.
The criteria and performance-level descriptions in rubrics help students understand
what the desired performance is and what it looks like.

My Reflections
 Can rubrics help make students become self-directed or independent learners? Do
rubrics contribute to assessment AS learning (self-assessment) What if there were no rubrics in
assessment?

Rubrics defined as a scoring tool that lists the criteria for a piece of work or what
counts. Rubrics help students and teachers define “quality”. When students use rubrics
regularly to judge their work and made it easier for teachers to explain to students why they
got the grade they did and what they can do to improve.
Using rubrics in assessing students whether self or peer assessment. Rubrics use
as self-evaluation to monitor themselves, correct and use feedback from peers to guide their
learning process. It help them to become self-directed or independent learners because
understanding the process of getting to the standard , students show where they will be. They
can explain to their teacher their level of performance which they belong. A student who self-
assesses enables them to realize ways in which to improve themselves.
If there were no rubrics in assessment then it would be difficult to assess the
performance of students especially in group activities or any activities that require rubrics.
Giving grades to students will be not accurate and in result to bias grading. Students will not
understand why they got the grade. There will be no descriptions of their grades. They will
never know the learning target of the activity. there a possibility that the activity will become
failure on the part of students as well as to teachers.

My Learning Activities

Activity 3: Grade Computation

Show sample computations of grade in a subject of your choice either from Grades 1 to
10 or Grade 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: English Grade: 8

Steps
1. Get the total score for each component.

Learner’s Raw score Highest Possible Score

Written Work 1 75 85
 80 85
2
85 85
3
77 85
4
76 85
5
Highest Possible Score Highest Possible Score
Performance Task 1 80 100
2 85 100
3 88 100
4 95 100
Quarterly Assessment Highest Possible Score Highest Possible Score
(Test)

2. Obtain the percentage Score for each of Percentage Score of

Written Work 92.46%
the component by dividing the total raw Percentage Score of
Performance Task 87 %
score by the highest possible score then Percentage Score of
Quarterly Assessment 85%
multiply the quotient by 100%.

3. Convert Percentage Scores to weighted The weighted Score of Written Work

0.27738
scores by multiplying the percentage The weighted Score of
Performance Task 0.435
score by the weight of the component The weighted Score of Quarterly
Assessment 0.17
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. ans: 88
5. Transmute the Initial Grade using the Transmutation Table in Appendix G.
ans: 92
6. Give the descriptor of the computed final grade of the subject. Refer to Table
of Descriptor on p. 92. ans: outstanding

My Analysis
Analyze data and information gathered from the interview.
 1. Do teachers/students like the new grading system? Why or Why not?

Yes, because there has greater performance rather than the written work
performance.

2. What are the good points of the new grading system?

It automatically transmute with its final grade using e-class record.

3. What are the teachers challenged to do by this new grading system?

Challenge, you should always be updated of the students performance. So that

their score will be intended in the e-record.

4. Do you favor the distribution of percentages of written work, performance tasks

and quarterly assessment?

For me, I am favor because k to 12 is learner-centered so of course it is important

that performance task has higher percentage on its weighted components. I understand that
the Department of Education try to meet the needs of the millennial.

5. Do Anderson’s and Krathwol’s cognitive process dimensions include Kendall’s

and Marzano’s (retrieval,understanding,analysis and knowledge utilization)?

Yes, they have similarities , so I can say that they includes Anderson’s and
Krathwohl cognitive process dimensions with those Kendalls and Marzano.

6. Did you like the experience of computing grades? Why or Why not?

Yes, I like the experience of computing grades because it is easy to do and very
simple.

My Reflections
 In an era where the emphasis is self-directed learning, demonstration of knowledge, skills
and values learned (outcome-based education) do grades really matter?
For me, yes grades really matter because it is our evidence of our performance.
Hence, it emphasize the recognition of students positive achievement and comparing their
current output to their own prior performance which help students keep track of their process
and to know if such suited to them.

What are your thoughts about the reflection of core values of the Filipino child in the
Report Card?

Every school in the Philippines has its vision, mission and same core values. For
me, it is just appropriate to use those core values like Maka-Diyos, Makakalikasan, Makatao and
Makabansa in the Report Card because students will not only gain good grades or assess in the
tasks in the classroom, but also in the assessment of their values/behavior towards the society.
The core values are also important to know the students attitude towards other students,
environment, spirituality and to the country. It is like the totality of his performance assessment
in the school.

Points to improvement

I suggest that there should be more facilities in every school for the smooth
teaching-learning process. The government should supply more books and have free tuition
fees in all universities and colleges. Also increase the salary of the teachers.