LEARNING ASSESSMENT STRATEGIES

FS
SYLLABUS
Credit : 1 unit

Duration : 18 hours

Course Description

S
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 Blooms taxonomy, Kendalls and Marzanos 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:

Y
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 Blooms taxonomy, Kendalls and Marzanos new taxonomy and
DepEds 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 DepEds KPUP framework
6. describe the meaning of computed grades in terms of proficiency
SYLLABUS
7. describe how to report students performance meaningfull
 My Learning Activities
I will observe two classess , record my observations with the use of an observation
Sheet.

OBSERVATION SHEET

Indicators of assessment FOR, OF and AS Learning

Resource Teacher: HYASINTH D. TRIBUJEA Teachers Signature:_________School:ZNNHS-MIPUTAK CAMPUS

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

Assessment FOR Learning Assessment As Learning Assessment OF Learning

Write observed teacher Write observed teacher and Write observed teacher
activities that manifest student activities that manifest activities that manifest
assessment FOR learning. assessment AS learning. assessment OF learning.
(Assessment while teacher (Self-assessment). (Assessment at the end of
teaches. Conduct of pretest and teaching).
posttest are included).
As I observed, activities
Activities that manifest The teacher and the that manifest assessment
assessment for learning that I
students were having an in of learning are using
have observed are written anecdotal notes in which
class discussion of learning
assignment in which the teacher record specific
teacher assigns students to points, self assessment like in observation of individual
make sure that, everything a group activity, there is
student behaviors. Other
taught is on a given topic that activities that were
given rubrics for their conducted by the class
is essentially locked in the
brains of students. Also performance and rate it were quizzes which were
progress monitoring, the very common as it was
from the list of criteria. This
teacher assess the progress of used every day at the end
can be also use for peer and of the days instructions.
students and evaluating the
effectiveness of the self-assessment that students In groupings and role
playing, teacher uses
instructions. Another is can assess themselves. Also
rubrics in rating the
learning logs, focused
the teacher uses checklist in performances of every
questions, journals, pretest,
which students rate their group presenter. Mainly
non-graded quizzes, minute
the most common activity
paper, learning probes and own progress. Other
that for assessment of
item analysis of summative activities are learning log learning is summative
assessments.
that students will write their assessment like major
exams, unit test,
notes and monitor own
departmental test, chapter
learning. 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 students 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. TRIBUJEA Teachers 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:

Dont 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 students 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. TRIBUJEA Teachers 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 ones 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. TRIBUJEA Teachers 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 ibat-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 and
games.

3.Bodily/Kinesthetic *Challenge students to write and perform plays.

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

4.visual *Invite students to create collages,murals and

posters.
*Encourage students to illustrate their ideas using
maps, charts, and graphs.
*Help students use school equipment to make a
video or slide show.

5.Interpersonal *Stage a classroom debate.

*Have students wrok 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 and give
progress reports.

7.Musical *Challenge students to identify and explain

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

8.Naturalist *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 Blooms recalling in Kendalls and Marzanos and DEpEds
KPUP?
The knowledge domains in DEpEds KPUP which was defined as facts and
information that students needs to acquire. The knowledge domain contains
similar skills with Blooms 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 Blooms Kendalls and
Marzanos similar or intirely different? Diagram.

(1956) Blooms Anderson,Krathwohl (2001) Marzanos 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 comprehensio n
Knowledge remember integrating retri eval
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 dont 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 Blooms taxonomy that students only developed lower-

level skills. Or it might be the misuse of Blooms taxonomy.Mainly, students learn

and remember in different ways thats 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 Blooms revised taxonomy,
Kendalls and Marzanos new taxonomy of objectives/to teachers regarding the assessment
process?
One big message of Blooms revised cognitive taxonomy , Kendalls and

Marzanos new taxonomy of objectives, to teachers regarding the assessment process

is that Blooms 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 Blooms 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 Blooms

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 teachers 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 aretheyre always trying to trick you
Yes, they find the most nit-picky little details to put on their test and dont 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
Whats 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 teachers 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 dont 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 students 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 thats 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.
Learners Raw score Highest Possible Score
Written Work 1 75 85
2 80 85
3 85 85
4 77 85
5 76 85
Highest Possible Score Highest Possible Score
Performance Task 1 80 100
2 85 100
3 88 100
4 95 100
Quarterly Assessment (Test) Highest Possible Score Highest Possible Score

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 Andersons and Krathwols cognitive process dimensions include Kendalls and

Marzanos (retrieval,understanding,analysis and knowledge utilization)?

Yes, they have similarities , so I can say that they includes Andersons 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.