1

Norie E. Bustamante
BEED- Generalist IV Student

Magamomo Elementary School

Cooperating School

Ms. Jessa Yaun

FS5L Professor

August 7, 2018
Date
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ACKNOWLEDGEMENT

First and foremost I would like to thank the almighty God for guiding me always
because without him I won’t be able to finish this portfolio. I am very thankful to you my
Lord for giving me strength to make these things successfully.
Thank you also to the UMPC for giving us the opportunity to conduct a Field Study
regarding the “Learning Assessment Strategies” to our cooperating school, the Magamomo
Elementary School with the guidance of our FS5L Professor, Ms. Jessa Yaun. Ma’am, thank
you for your guidance and support and for sharing your knowledge with us. I really
appreciate all your advises being shared with us.
And most especially to Magamomo Elementary School, to the principal, Mr. Dennis
Pacaña and to his Faculty staff for their warm welcome. They gave us the information that
we need. They do their best just to share their knowledge about the methods of assessment
and what is the appropriate assessment to be given to the students to know the students’
capacity of learning. Thank you also for giving such advice that would help us when we are
in the field of teaching someday. I am also very thankful to the teachers in Magamomo
Elementary School for being nice to us and for giving us the feeling the we very welcome for
coming back in their school and for encouraging us to continue our career in spite of the
sacrifices the we are going to give when we are already in the field. To the Principal and
Faculty Staff, thank you very much.
Lastly, I would like to extend my gratitude to my dearest husband for supporting me
morally and financially. And also for the sacrifices you made just to let me fulfill my ambition.
Thank you for being so supportive.
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TABLE OF CONTENTS
I. Title Page…………………………………………………………………………………………….1
II. Acknowledgement ………………………………………………………………………….2
III. Table of Contents……………………………………………………………………………….3
IV. Students’ Resume……………………………………………………………………………;..4
V. Statement of Purpose………………………………………………………………………...5
VI. Organization of the Portfolio Entries ………………………………………………6
1. EPISODE 1 – ASSESSMENT FOR LEARNING, ASSESSMENT AS
LEARNING AND ASSESSMENT OF LEARNING:
HOW ARE THEY PRACTICED?…………………………………..7-13
2. EPISODE 2 – GUIDING PRINCIPLES in the ASSESSMENT
OF LEARNING………………………………………………………….14-20
3. EPISODE 3 – USING DIFFERENT ASSESSMENT METHODS,
TOOLS AND TASKS…………………………………………………..21-28
4. EPISODE 4 – ASSESSING LEARNING in DIFFERENT LEVELS……………….29-34
5. EPISODE 5 – TABLE OF SPECIFICATIONS (TOS)CONTENT VALIDITY
AND OUTCOMES-BASED EDUCATION (OBE)…………….35-38
6. EPISODE 6 – ON PORTFOLIO…………………………………………………………..39-43
7. EPISODE 7 – ON SCORING RUBRICS………………………………………………..44-48
8. EPISODE 8 - THE K TO 12 GRADING SYSTEM……………………………………49-56
9. EPISODE 9 - REPORTING STUDENTS’ PERFORMANCE……………………..57-61
VII. Personal Reflection…………………………………………………………………………….62
VIII. Rubrics of the Portfolio………………………………………………………………………63
IX. Self Rating Competency Checklist
 For Student’s Use………………………………………………………………………..64
 For Faculty Use…………………………………………………………………………...64
X. Comments of the faculty……………………………………………………………………65
XI. Letter …………………………………………………………………………………………….66
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STUDENT RESUME

Norie E. Bustamante
Prk.4, Aundanao,IGacOS
Davao del Norte, Philippines
09556935049
Noriebustamante31@gmail.com

Personal Data
Age: 32 years old
Birthdate: October 2, 1985
Sex: Female
Height: 4’9”
Weight: 51 kls.
Religion: Christian Catholic
Civil status: married
Citizenship: Filipino
Spouse Name: John Arvin M. Bustamante

EDUCATIONAL Background
Elementary: Tagbitan-ag Elementary School
SY 1997-1998
Secondary: Bentung Sulit National High Scool- Annex Glamang Campus
SY 2002-2003
Tertiary level: University of Mindanao Peñaplata College
Course: BEED- Generalist III
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STATEMENT OF PURPOSE OF THE PORTFOLIO

The purpose of this portfolio is to show how far I can achieve the goals in my Field Study
5 in which is to learn more about on how to tract the students’ progress in learning through
a proper imposition of assessment. It is also a compilation of all documents and evidences
that we gathered during our Field Study 5 (Learning Assessment Strategies) in Magamomo
Elementary School. We observed three different classes in a different subject, we are goiong
to identify on what kind of assessment did the teachers use to tract their students learning
abilities. We also observed if the teachers use the three mode of assessment which is the
assessment for learning, assessment as learning, and assessment of learning that is
important to be applied in class.
Making of this portfolio is not only for the completion of the requirement in Field Study
5( Learning Assessment Strategies) but also serves as an evaluation for all FS student on how
they understand the purpose of this task. And also on how we are going to understand why
we need to do this and on how we relate it to ourselves as being a future educator.
The contents and organization of this portfolio are based on the syllabus provided and
the entries and evidences are based on the observation we conducted on our cooperating
school. The purpose of the observation we did was to determine or examine the different
methods and strategies of assessment for the students. The purpose of this portfolio is
guided by the following objectives:
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 students’ performance meaningfully.
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My Learning Activities
OBSERVATION SHEET #1.1

Indicators of Assessment FOR, OF and AS Learning

Resource Teacher: Myrna A. Salibay School: Magamomo Elementary School

Grade/year level: II-Garnet Subject Area: Mathematics Date: July 3, 2018

Assessment FOR learning Assessment AS Learning Assessment OF Learning

Teacher Myrna
conducted a pretest through
board work. She asked the
student to answer the given
number problem on the
board by identifying the
place value of the given
numbers.
Teacher Myrna do a
group activity. She gave a
problem to be solve for each
group. Each member of the
group has a task to be solve,
give a justification of her
answer, and depend it by
explaining why he/she came
up with those answer. This is
the way of teacher Myrna do
self- assessment to her
student. Although it is a
group activity but at the end
of the task, everyone has a
chance to show their own
learning.
At the end of the
discussion, teacher Myrna
used the traditional way of
assessing the student in a
form of five items quiz. She
gave the problem to be solve
in their paper. She used this
strategy in order to find out
the progress of her student if
they able to cope up with
their lesson and if they
achieved the objectives of
the lesson.

Resource Teacher: Rolie Jean B. Coleta School: Magamomo Elementary School

Grade/year level: VI-Gold Subject Area: Science Date: July 3, 2018

OBSERVATION SHEET #1.2

Indicators of Assessment FOR, OF and AS Learning

Assessment FOR learning Assessment AS Learning Assessment OF Learning

In order to test the learning
progress of her student,
Teacher Rolie Jean
conducted a group activity.
She asked her student to
write in a manila paper of
ten examples of things that
will used decantation and
The topic being discussed by
Teacher Rolie Jean was all
about “Decantation and
Filtration”, she explain the
meaning and function of
these words first so that the
student will understand it. As
they go along with their
Before Teacher Rolie Jean
end her class, she conducted
another assessment but this
time it is in a traditional way
which is in the form of
multiple choice.
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filtration process to separate discussion, teacher Rolie

the substances. All members
should be cooperate and
contribute their idea. After
they do the task, each group
should be present their
output and explain it.
Jean asked her student to
gave an example on how the
decantation and filtration
can be used or apply in a real
life situation.

My Analysis

The method of assessment that I’ve observed during our field study in Magamomo
Elementary School was the three methods of assessment: formative assessment, summative
and self-assessment in which the teacher used different tools to assessed the students’
learning. In Grade II, Ma’am Salibay used a identification and group work to assessed her
students progress but sad to say that most of the student couldn’t came up with the right
answer even though they are just going to identify the place value of the number given by
their teacher. I observed that most of the student don’t know yet on how to identify the
place value of the numbers even if their topic was explained by the teacher again and again.
According to Teacher Myrna, she tackled this lesson for three days but still some of the
student cannot identify yet. She already do her best and used different strategies just to let
them understand the lesson. In Grade VI, Ma’am Coleta used different tools to assessed her
students. She made a group activity and after the task was completed, she was giving a
chance to the student to report their output. This activity was done in the middle of the
discussion.
Formative assessment is very important to be conducted since it is the benchmark of
every teacher to where the teacher start their lesson. It was the basis of a teacher to make
an improvement of her strategies and techniques in delivering her lessons so that her
student will learn more. Summative assessment will be affected on the result of formative
assessment because as we all know that formative assessment tracks the student learning
progress or tracks the learners capacity to learn. If the formative assessment of a student is
lower so, there is a possibility that her/ his summative assessment will also be lower. In a
balanced assessment system, both summative and formative assessments are an integral
part of information gathering.
Formative and self- assessment was practiced always in the class while summative was
practiced every grading period or at the end of every chapter of the lesson. During our
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observation, I observed that formative and self-assessment was being practiced. Like for
example when the teacher do a recitation so, there was already a formative and
self-assessment happened because the teacher will implore creative questioning that
follow up to the answer of the student.
“ Keep track of learners’ progress in relation to learning standards”, this phrase refers to
assessment for learning. This implies that assessment is done to improve and ensure
learning. This will be given to the students while the teacher is in the process of student
formation. This serves as the bases to where the teacher starts and end their lesson before
he/she proceed to another topic because it is useless to proceed to another topic when the
student cannot understand to the topic that the teacher currently discussed. Formative
assessment is the benchmark to know the extent of learning of each student and to
evaluate how deep is the learner learn the lesson. Formative assessment also includes
pretest to find out where the students determine their entry knowledge or skills so teacher
knows how to adjust instruction and posttest to find out if the intended learning outcome
has been attained after the teaching-learning process.
“To promote self-reflection and personal accountability among students about their
own learning”, this phrase refers to assessment as learning in which is associated with
self-assessment. Students set their targets, actively monitor and evaluate their own learning
in relation to their set target. Learners become self-directed or independent learners.
“ To provide bases for the profiling of student performance on the learning
competencies and standards of the curriculum”, this phrase refers to assessment of
learning is usually given at the end of a unit, grading period or a term like a semester. It is
meant to assess learning for grading purposes.

My Reflections

I do like assessment even though sometimes I am worried to take the test because
sometimes I haven’t enough time to study my lessons but still I am enjoying to take the
examination. I could feel excitement while waiting the result of the examination because I
am eager to know if I pass or fail the test. I am not disappointed when I failed the test
because I know that sometimes I lack of study.
Assessment is always present in the field of school. Most of the students afraid to take
the test because they are afraid that they might be failed. As a teacher, I have to encourage
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my students not to fear of assessment because through the assessment they will improve
their learning by pursuing themselves to study and learn more. They shouldn’t be afraid to
take any type of assessment since it will help them a lot to boast their learning.
I also like the idea of self-assessment because now a days learners learn more through
learning by themselves. They will learn a lot by exploring things beyond by their own self.
We have now the idea of learning by doing, through this a student has the opportunity to
learn with their own. Teacher was just a facilitator of learning while the student will explore
the answer of whatever the task was assigned to them.

My Learning Portfolio

1. Graphic Organizer

MODES OF ASSESSMENT

Assessment for Assessment of Assessment as

Learning Learning Learning

 Quiz  Reflection
 Pretest  Quarterly
 Essay
 Recitation Examination
writing
 Post test

2. Three innovative formative assessment

According to Lee Watanabe-Crockett that innovative formative assessment are part of

what defines any modern classroom. They provide crucial information about what students
understand and what they don’t. These ungraded assessments are also valuable guides for
students. It can help students enhance their performance. Teachers can use them to determine
if further instruction is necessary. Formative assessment is not necessarily identifying what
was done well or correctly instead, it places focus on what opportunities there are to improve.
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The three innovative formative assessment activities and techniques that can add the usual
teacher questioning and observation techniques are:

1. Analyzing Student Work

Teachers should take time to analyze student work so that they can gain knowledge

about the student’s current knowledge, attitudes, and skills about the subject matter. They

will also know the strengths, weaknesses, learning styles and to those students who need
for further or special assistance. This can be done during their homework, tests and quizzes
especially if the students required to explained their thinking. This approach lets teachers
modify their instruction to be more effective in the future.
2. Round Robin
This strategy involves passing charts among groups to assess understanding. Each group

of 4 or 5 students begins with a chart and some markers. The group records an answer to

an open-ended question. They can also share knowledge they have on a topic covered in
class. Once the students finish with the chart, they pass it on to the next group. Once every
group has worked on every chart, responses are discussed as a class.
3. Strategic Questioning
Questioning strategies may be used with individuals, small groups, or the entire class.

Effective formative assessment strategies involve asking students to answer higher-order

questions such as “why” and “how.” Higher-order questions require more in-depth

thinking from the students. They can help the teacher discern the level and extent of the

students’ understanding.

Two Innovative Summative Assessment Tools

The two innovative summative assessments that are used to measure an individual’s
higher-order thinking skills are the (1) performance-based assessment and the (2)
end-of-year assessment. Performance-based assessment provides for extended tasks and
the applications of concepts and skills, such as arithmetic, abstract, and precise use of tools,
among others while the End-of- Year assessment provides for innovative and
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computer-based scorable items, such as multiple choices for reading comprehension

assessments.
My learning evidences
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My Learning Activities
OBSERVATION SHEET # 2.1
Resource Teacher:
Grade/Year level: Subject Area:
Principles of Assessment
1. Make use of varied 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.
15
School:
Date:
Observations (Describe observed behaviors
of the Resource Teacher that is/are aligned
to each principles).
Ma’am Coleta let the her student perform
an activity in science about decantation and
filtration. She let the students make a chart
and identify the object that belongs to
decantation or to filtration. After the
students done their activity, Ma’am Coleta
let the students to report their output.
(group activity, multiple choice and
recitation)
After the students finished their reporting
or their presentation, Ma’am Coleta gave
feedback to the three groups regarding to
their activity by giving additional
information. For example in group 1, they
write lemon juice and their way to separate
the lemon juice and the seeds is through
filtration.
The feedback of the teacher is that lemon
juice and seeds can also be separated
through decantation and not only by
filtration since the seeds of a lemon can sink
in to the bottom of a jar so decantation
should also a means of separating between
the lemon juice and the seeds.
Just what like Ma’am Coleta did on her
science class. She used to asked an example
from her students on how and where can
they apply on their real life activities about
their lesson on “Filtration and Decantation”.
Some student says that decantation can be
used when you wash the rice before
cooking. Other says that filtration can be
used when you separate a pasta from the
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water after when it is cook. Some student

also says that decantation and filtration can
be both used when you separate sand and
water.
4. Emphasize on the assessment of Ma’am Coleta ask her student, “Why we
need to learn about filtration and
higher-order thinking.
decantation?” Why is it useful in everyday
life?”
5. Emphasize on self-assessment. The way of emphasizing self-assessment
in Ma’am Coleta’s science subject is by
answering her questions. The question
“ Why we need to learn about filtration and
decantation?” can show self assessment
because a student try to deepen their
understanding about the topic not just by
knowing what is the meaning of that words
but they go beyond the meaning of the of it.

OBSERVATION SHEET # 2.2

Resource Teacher: Edelberto Tirona School:Magamomo Elementary School

Grade/Year level: V Subject Area: ESP Date: July 4, 2018

Observations (Describe observed behaviors

Principles of Assessment of the Resource Teacher that is/are aligned
to each principles).
1. Make use of varied 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 He delivered his feedback by giving
additional information about the opinion
their performance. Feedback must be
being said by the student.
specific. “Good work!” is positive feedback
and is welcome but actually is not a very
good feedback since it is not specific. A more
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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 The teacher asked her student to gave an
example that is related on their real life
application and not on out-of-context drills.
situation that is really happens in everyday
living.
4. Emphasize on the assessment of He used to ask opinion on the selection
that they are reading.
higher-order thinking.
5. Emphasize on self-assessment. Teacher asked his student to answer some
questions based on their topic with their
own understanding.

OBSERVATION SHEET # 2.3

Resource Teacher: Myrna Salibay School: Magamomo Elementary School

Grade/Year level: II- Garnet Subject Area: Mother Tongue Date: July 3, 2018

Observations (Describe observed behaviors

Principles of Assessment of the Resource Teacher that is/are aligned
to each principles).
1. Make use of varied tools for assessment
data-gathering and multiple sources of
assessment data. It is not pedagogically
Completion, board work, and group work
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 As, I observed on how Ma’am Salibay gave
feedback on her student, I can say that it is
their performance. Feedback must be
not in a proper way. When the pupil got a
specific. “Good work!” is positive feedback wrong answer she directly said that “ your
answer is wrong, change it”, she didn’t
and is welcome but actually is not a very
approach the child in a nice way. And I can
good feedback since it is not specific. A more feel that the child was hurt through their
reaction.
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specific better feedback is “ You observed I also observed that the teacher played
favoritism because she is being nice to the
rules on subject-verb agreement and variety
child who is better than the other and
of sentences. Three of your commas were irritated to a child who is slow.
misplaced.”
3. Assessment should be on real-world The teacher asked her student to give an
example based on their real life experiences.
application and not on out-of-context drills.
4. Emphasize on the assessment of The teacher innovate questions that trigger
the higher order thinking of a student. For
higher-order thinking.
example, “ Bakit kailangan ng isang tao na
mamuhay ng mapayapa at walang
inaapakang ibang tao?”
5. Emphasize on self-assessment. The teacher let the student to answer his
questions based on their own
understanding.

My Analysis
The principle of assessment that I observed that is being practiced is “giving feedback
on the performance of the students”, this principle is present on the three different classes
that I’ve observed. It is important to gave feedback on the students performance so that
they will know their progress in learning.
The principle that is least observed is “emphasize on self assessment”, it is rarely
observed especially on the lower grades because most of the teacher use a traditional way
of teaching. They directly teach the child without giving a chance to assess themselves.
My Reflections
Assessment refers to the process of gathering data and assembling evidence so that
judgements of value can be made. This means of measuring what students have learned
and assigning a judgement to that measurement. Teacher should make an assessment that
impacts the students more than the test itself. Test should contain skills that the students
can practice in the future. One thing is the a teacher should be more transparent in
assessing the child and should tell the students and realized to them how important is
assessment to them.
In order to make an assessment worthwhile, a teacher must create an activity that suits
collaborative learning where everyone can introduce their creativity, collaboration, critical
thinking, and communication.
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My Learning Portfolio
The concept of GRASP by G. Wiggins and Jay McTighe is a performance assessment tool
that measures real world goals, roles, audiences, situations, and product, performance and
purpose. Moreover, this tool is used to construct various performance assessment tasks and
scenarios.
Goal:
 The goal (within the scenario) is tocreateanillustratedbrochuretoteachthe2ndgradersabout
theimportanceofgoodnutritionforhealthfulliving
Role:
 You are a teacher of nutrition
Audience:
 The target audience is a 2nd grade class
Situation:
 You need to showthedifferencebetweena balanceddietandanunhealthydiet.
Product/Performance and Purpose:
 You need to create a brochure that describes helathy vs un-healthy eating and shows
at least 2 health problems that can oc-cur as a result of poor eating.
Standards & Criteria for Success:
Your brochure should...

- contain accurate information

- easy for 2nd graders to read and understand
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My Learning Evidences
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MY LEARNING ACTIVITIES

OBSERVATION SHEET # 3.1 - TRADITIONAL ASSESSMENT PRACTICES

Learning in the Cognitive Domain and Declarative Knowledge

Resource Teacher: Edelberto Tirona School: Magamomo Elementary School

Grade/year level: V Subject Area: ESP Date: July 4, 2018

Paper-and Pencil Tests
Selected Type
1. Alternate response
2. Matching type
√ A
3. Multiple choice
√ A. Ginatos
4. Others
 Fill in the Blanks
Constructed-Response Type
1. Completion
2. Short answer type
3. Problem solving
4. Essay
A. restricted
B. Non- restricted
5. Others
Please Put a check (√) on the tests which the teacher used
and give at least 2 test items as examples. You may ask for
samples of past tests that your Resource Teacher used in the
past to complete your matrix.
Itangkod ang mga numerosa lumbay A ngadto sa lumbay B.
Isulat sa papel ang letra lamang.
B
1. ) 385 A. 400 + 30 + 8
2. ) 438 B. 300 + 80 + 5
Isulat ang letra sa insaktong tubag sa inyong papel.
1. Unsa ang place value sa 7 numerong 976?
B. Tagnapulo C. Tinagsa
2. Unsa ang place value sa 1 sa numerong 157?
A. Ginatos B. Tagnapulo C. Tinagsa
Isulat sa kwaderno ang mga sa palapad nga porma.
1. ) 498=___+___+___
2. ) 675= __+__+___
√

OBSERVATION SHEET # 3.2 - TRADITIONAL ASSESSMENT PRACTICES

Learning in the Cognitive Domain and Declarative Knowledge

Resource Teacher: Rolie Jean B. Coleta School: Magamomo Elementary School

Grade/year level: VI- Gold Subject Area: Science Date: July 3,2018

Paper-and Pencil Tests Please Put a check (√) on the tests which the teacher used
and give at least 2 test items as examples. You may ask for
samples of past tests that your Resource Teacher used in the
past to complete your matrix.
 23

Selected Type
1.Alternate response
2. Matching type
3. Multiple choice √ Direction: Select the letter of your answer on the choices
given.
1. What do you call the act or process of filtering in order
to remove solid particles using a filter?
A. Decantation B. Filtration
C . Decant D. Mixture
2. It is a combination of two or more particles.
A. Mixture B. Filtrate
C. Decant D. Filtration
4. Others
Constructed-Response Type
1. Completion
2. Short answer type
3. Problem solving
4. Essay
A. restricted
B. Non- restricted
5. Others

OBSERVATION SHEET # 3.3- AUTHENTIC ASSESSMENT PRACTICES

Learning in the Psychomotor Domain, Procedural Knowledge, Product and Performance

Resource Teacher: Edelberto Tirona School: Magamomo Elementary School

Grade/year level: V Subject Area: Math Date: July 4, 2018

Authentic Assessment Describe how a product/performance was assessed?

1. Product
2. Performance (Psychomotor)
The teacher let the student answer the mathematical
problem he gave, by group. After they finished
answering the problem, each group presented their
output.
The teacher let the students create their own problem
based on the data he has given.

1. Given: 105 total number of strawberries gathered

Asked: total number of baskets used
Problem: ______________________
Solution and answer:
2. Given: 6 electric fans in each classroom
45 chairs in each classroom
7 classrooms
Problem:__________________
Solution and answer:
 24

My Analysis
All subjects can used traditional assessment in elementary like filipino, english, science,
MAPEH, TLE, Math, ESP, and Araling Panlipunan because they need a regular traditional way
of examination for the computation of their grades.
The traditional assessment that mostly used was the multiple choice because it is the
easiest type of test since you just need to choose your answer from the given choices. This is
most preferred used in the lower grades.
Authentic assessment method is also most used assessment in Science, Math and
MAPEH because in this subject, a student must do actual performance like in MAPEH,
students should perform dancing, singing or playing music instruments and playing sports.
In science, student do some experiment; and in math, the students will do problem solving.
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.
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). On the other hand, declarative knowledge involves information that one can
state verbally. Therefore, tasks will require students to state, explain, discuss, or declare in
some other way what they know.
To assess the learning tasks of psychomotor skills and procedural knowledge, learners
can be assisted in acquiring the new psychomotor skills by employing learning strategies
such as visualization of performance, mnemonics, and analogies. Assessment of psychomotor
task is conducted through observation using a performance rating. Feedback should include a
clear understanding of how well the learner performed the task. Assessment of the
psychomotor domain requires an instructor to grade the activity without the use of a paper
and pencil test. It needs to be performed and observed to determine mastery of the skill.
Learning objective of this lesson is an example.
There was also an assessment of learning in the affective domain because it describes
learning objectives that emphasize the feeling tone, an emotion, or a degree of acceptance
or rejection. For instance, an assessment that measures how students view themselves as
learners would be an example of an affective assessment instrument. According to Dr.
Popham (2006), he argues that affective measures are equally, if not more, important as
 25

cognitive measures. Whereas cognitive assessments measure what students can do, affective
assessments measure what students will do in the future. When teachers measure children’s
attitudes toward the democratic process, we gain insights into how they will likely act toward
the democratic system when they grow up.
MULTIPLE INTELLIGENCES ASSESSMENT
 Give a speech, make an oral presentation
LINGUISTIC  Write and/or tell a narrative story
 Develop and present a report on a topic
LOGICAL  Graph important numerical data from the unit of study
 Create a Venn diagram to compare two concepts or
representative ideas
 Compile numerical data, analyze data, and draw
conclusions
 Dramatize a situation or scene (active role playing)
BODILY  Represent target concepts with body language and
/KINESTHETIC physical movement
 Show relationships through dance or mime
 Create diagrams and charts representing target content
VISUAL/SPATIAL  Build puzzles with graphic elements to reinforce critical
concepts
 Draw pictures or take photos construct a visual essay
related to the unit of study
 Write a song with lyrics related to the unit of study
MUSICAL  Present a rhythmical representation of target
/RHYTHMICAL vocabulary, phrases, or "chunks" of language
 Share an original rap song that reinforces important
ideas in the unit
 Group story board to share unit concepts
INTERPERSONAL  Participation in short teaching episodes
 Interviewing others to learn more about the target
content
 Samples from journal writing
INTRAPERSONAL  Self-evaluation of selected items
 Sketches (pictorial or linguistic) that relate personal
experiences to target content
 Record outdoor observations that serve as
representative analogies for identified concepts or
NATURALIST target vocabulary
 Develop a project that involves flora or fauna
 Draw observations of the natural world
 Draw or photograph natural objects
 26

My Reflections

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
interferes 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.
It is unfair for the students who are equipped with multiple intelligences to use
traditional method of assessment because some of the MI doesn’t need to be assessed
through paper-and-pencil test. Like for example the bodily/kinesthetic, the assessment to
be used should be performance-based assessment method.
In teaching and learning process , teacher should consider that every students has its
own uniqueness on how to learn inside the classroom. Teacher should always find a ways on
how to assess their diverse student in the classroom that has a multiple intelligences. 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 a chance to
develop their natural abilities and skills. They would be able to show and come out from
their shell.
My Learning Portfolio
1.
Domains of learning
(Bloom, Kendall and Competency Assessment Tool/Task
Marzano)
1. Cognitive/ Declarative The learner classifies objects Paper and pencil test
Knowledge/ Process and materials as solids,
liquids and gases based on
their characteristics
2. Psychomotor/Motor Skills The learner investigates The student will do
changes in solids and liquids experimentation on how the
when temperature changes. matter changes.
3. Affective The learner states the The student will show on
importance of animals to how they took care of their
humans. pets by showing it to the
class through video
presentation.
 27

2.Multiple Intelligences

Language Smart
The Pygmalion Effect (or Rosenthal effect) is the phenomenon whereby higher
expectations lead to an increase in performance and it is a counterpart of Golem effect
which states that low expectations lead to a decrease in performance. Both of this effect are
forms of self-fulfilling prophecy. By the Pygmalion effect, people internalize their positive
labels, and those with positive labels succeed accordingly. The idea behind the Pygmalion
effect is that increasing the leader's expectation of the follower's performance will result in
better follower performance.
Logic Smart
The “Pygmalion effect,” or the “self-fulfilling prophecy” states that what teachers expect
from or believe about students influences how students perform. Logic smart is the capacity
to work with numbers and to reason well. In other words,people with highly develop logic
smarts tend to be excellent mathematicians and scientists.
Nature Smart
Nature smart people are interested in nature and its surrounding. People with this
intelligence have the ability to classify the types of flora and fauna. These people are good
at biology, gardening, farming, exploring and observing nature.

Body Smart
Body smart people are good in performing actions physically. The potential of using our
body to solve problems. They learn better by doing something.
Music Smart
Music smart involves the thinking in patterns, recognize sounds and component songs
or musical notes. People with musical intelligence have high language and remembering
skills. The activity to do to explain their understanding about the pygmallion effect was to
select a song which you think brings idea to understand Pygmalion effect.
Self smart
Self smarts (or intrapersonal intelligence) is the ability to know oneself and to act on
the basis of this self-knowledge. This includes having an accurate picture of oneself, an
awareness of one's inner moods, intentions, motivations, temperaments, and desires. One
of the task to be perform to explain the pygmalion effect was by giving their own insights.
 28

People Smart
It has the ability to understand and interact with other people. The best way that these
individual learn is by working with others because they see issues from different points of
view. The sample activity that would test to explain pygmalion effect is to form a group of 5
members and in 3-minutes discuss, how Pygmalion effect affects both teacher and learner.
Spirit Smart
It is the ability to deal with the big questions of human existence and metaphysics.
People may say you have a "sixth sense", a "strong aura," or an "old soul". No matter your
age, you give off a feeling of inner peace and wisdom. It is also sometimes used in corporate
settings, as a means of motivating employees and providing a non-religious,
diversity-sensitive framework for addressing issues of values in the workplace. The
pygmalion effect was best explain by trying to understand how Pygmalion effect helps you
in your future roles.
3.Assessment toll for affective domain
A. Self-Report. This is the most common measurement tool in the affective domain. It
essentially requires an individual to provide an account of his attitude or feelings toward a
concept or idea or people. Self-reports are also sometimes called "written reflections".
B.Rating Scale. This is a set of categories designed to elicit information about a
quantitative attribute in social science. Common examples are the Likert scale and 1-10
rating scales for which a person selects the number which is considered to reflect the
perceived quality of product.

My Learning Evidences
29
 30

MY LEARNING ACTIVITIES
OBSERVATION SHEET #4.1 - L evels of Learning Outcomes

Resource Teacher: Myrna Salibay School: Magamomo Elementary School

Grade/Year level: II- Garnet Subject Area: Mathematics Date: July 3, 2018

Level of Leaarning Learning Assessment Task Is the level of

Outcome- Outcome/Lesson (Evaluation from Teacher’s assessment
Cognitive (Bloom) Objective from Lesson Plan aligned to the
Teacher’s Lesson Plan level of the
objective?
Yes No
1. Remembering Identifying the place Unsa ang place value sa 7
value of the numbers sa numerong 976? √
A. Ginatos B. tinagpulo
C. tinagsa
2. Comprehending Identifying the place Write the digit in each
value of the numbers place value.
1. 597 ___hundreds √
__tens ___ones
3. Applying Identifying the place Ihapa ang mga longs, flats
value of the numbers ug ones. (ginatos, √
tagnapulo, tinagsa)
4. Analyzing Identifying the place
value of the numbers
5. Evaluating Identifying the place
value of the numbers
6. Creating Identifying the place
value of the numbers

Kendall’s and Marzano’s New Taxonomy

Level of Learning Outcome Resource Teacher’s Learning Resource Teacher’s

Outcome/Lesson Objective Assessment Task
1. Retrieval- recalling, Identifying the place value of Unsa ang place value sa 7 sa
recognizing the numbers numerong 976?
A. Ginatos B. tinagpulo
C. tinagsa
2. Comprehension Creates problem (with In the given situation, what
reasonable answer) Factors, is ask in the problem?
Multiples and divisibility
rules.
3. Analysis Creates problem (with How do you know that the
reasonable answer) Factors, arranged sentences formed a
Multiples and divisibility correct word problem?
rules.
4. Knowledge utilization Creates problem (with
 31

(investigating, reasonable answer) Factors,

Experimenting, problem Multiples and divisibility
solving, decision- making) rules.
5. Metacognitive System Creates problem (with Can a problem be solved if
reasonable answer) Factors, there is a missing
Multiples and divisibility fact/information?
rules.
6. Self-system

OBSERVATION SHEET #4.2 - L evels of Learning Outcomes

Resource Teacher: Edelberto Tirona School: Magamomo Elementary School

Subject Area: ESP Grade/Year level: V Date: July 4, 2018

Level of Leaarning Learning Assessment Task Is the level of

Outcome- Outcome/Lesson (Evaluation from Teacher’s assessment
Cognitive (Bloom) Objective from Lesson Plan aligned to the
Teacher’s Lesson Plan level of the
objective?
Yes No
1. Remembering Nakasusuri ng mabuti at Tungkol saan ang tulang
di-mabuting maidudulot inyong binasa?
sa sarili at miyembro ng
pamilya ng anumang √
babasahin,napapa-
kinggan at napapanood
sa telebisyon.
2. Comprehending Nakasusuri ng mabuti at Anu-ano ang mga buting dulot
di-mabuting maidudulot ng mga ito sa atin?
sa sarili at miyembro ng Di-mabuting dulot?
pamilya ng anumang √
babasahin,napapa-
kinggan at napapanood
sa telebisyon.
3. Applying Nakasusuri ng mabuti at Isulat sa mga kahon ang
di-mabuting maidudulot mga balitang iyong
sa sarili at miyembro ng napakinggan sa radyo at
pamilya ng anumang telebisyon o nabasa sa isang
babasahin,napapa- pahayagan. Ikategoryaito sa
kinggan at napapanood Magandang Balita(positibong √
sa telebisyon. mga pang-
yayari)o(Mapanghamong
Balita (pangyayaring may
karahasan, droga at sekswal)

4. Analyzing Nakasusuri ng mabuti at Paano mo nasabi na ang

di-mabuting maidudulot mga ito ay maganda o
sa sarili at miyembro ng negatibong balita?
pamilya ng anumang √
babasahin,napapa-
kinggan at napapanood
sa telebisyon
 32

5. Evaluating Nakasusuri ng mabuti at Sa iyong sagot, masasabi mo

di-mabuting maidudulot bang hindi ka umaabuso sa
sa sarili at miyembro ng paggamit ng iba’t-ibang uri at
pamilya ng anumang bahagi ng media? Suriin ang √
babasahin,napapa- sarili batay sa lebel o antas na
kinggan at napapanood kinalalagayan. Ipaliwanag.
sa telebisyon
6. Creating Nakasusuri ng mabuti at Isulat ang mga programang
di-mabuting maidudulot madalas ninyong panoorin sa
√
sa sarili at miyembro ng telebisyon o mga di malilimu-
pamilya ng anumang tang pelikula.Masusi itong
babasahin,napapa- pag-aralan at isulat kung
kinggan at napapanood anong aral (positibong
sa telebisyon epekto) at Hamon (Masama o
Negatibong epekto).

Kendall and Marzano’s New Taxonomy

Level of Learning Resource Teacher’s Learning Resource Teacher’s

Outcome Outcome/Lesson Objective Assessment Task
1. Retrieval- recalling, Nakapagpapakita ng kawilihan at
recognizing positibong saloobin sa pag- Ano ang pamagat ng
aaral;pakikillahoksa pangkatang alamat?
gawain,pakikipagtalakayan at
pagtatanong.
2. Comprehension Nakapagpapakita ng kawilihan at Ano ang kinalabasan ng di
positibong saloobin sa pag- pagkakaunawaan ng
aaral;pakikillahoksa pangkatang dalawang grupo?
gawain,pakikipagtalakayan at
pagtatanong.
3. Analysis Nakapagpapakita ng kawilihan at Isulat ang TAMA kung tama
positibong saloobin sa pag- ang saloobin ng pag-aaral
aaral;pakikillahoksa pangkatang ang ipinapahiwatig at MALI
gawain,pakikipagtalakayan at kung hindi.
pagtatanong. 1. Makinig ng mabuti kapag
may nagsasalita.
2. Makipagsabay sa pag-
sasalita ng guro.
4. Knowledge utilization Nakapagpapakita ng kawilihan at
(investigating, positibong saloobin sa pag- Ano ang maaring mangyari
Experimenting, problem aaral;pakikillahoksa pangkatang kapag di tayo marunong
solving, decision- gawain,pakikipagtalakayan at makinig sa hinaing ng iba?
making) pagtatanong.
5. Metacognitive System .
6. Self-system Nakapagpapakita ng kawilihan at Gumawa ng sariling
positibong saloobin sa pag- pamantayan sa paggawa.
aaral;pakikillahoksa pangkatang
gawain,pakikipagtalakayan at
pagtatanong.
 33

My Analysis

Bloom’s Taxonomy in comparison with Kendall’s has six level of learning outcomes and
specially Bloom’s discussed each level of learning outcomes from remembering to creating
while Kendall’s and Marzano’s the fifth level which is metacognitive system I think it is
similar to self-system which is in the highest level of learning outcomes.
Bloom’s Taxonomy

As I observed, the assessment tasks and learning outcome are aligned in their objectives
and learning outcome. 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.
There are three levels of knowledge; factual,conceptual and procedural. To avoid
teaching-to-the-test, teacher should use more than 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
 34

situation which in results in assessing their learning progress at the end of the lesson and the
performance is seen.
In using different assessment it will enhance the learners’ boosting confident to
participates during class discussion, sharing ideas and thoughts towards the topic that has
been discussed by the teacher. Assessment determines the needs, ability and levels of
learners. To find out how learners are progressing in their own understanding. A quality
assessment can make students be more active and motivated.
My Reflections
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.
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.
35
 36

My Learning Activities

My Analysis

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).
Among the TOS that I researched on , the best TOS was the sample from the DepEd, in
this sample TOS, show the competencies that needs to be assessed in the first column. It
has a number of days to be taught in 2nd column and items in 3rd column. In the fourth
 37

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 TOS is simple and easy to understand and
that is why I can say that it is better than the other TOSs.
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 actually depend on the principal of the school whether they require to have the teacher to
make table of specifications.
The use 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

I also experience this kind of examination, a very tricky exam that you hardly think if the
question was being tackled in the class. The question in the test is like not being taken up in
the class and that is why I am not confident with my answer. .They will discuss a topic for
the whole week and suddenly in the exams, you will just surprised that all of the topic she
 38

put on the exams are very far from what she/he discussed. You feel that the lesson being
tackle or discussed doesn’t appear in the examination. Students will get confused and think
that the teacher is not serious in his profession.But when you study harder and understand
what you are being studied, you can say that all the questions are really came from the
lesson that was presented by our professor. It was just the student to be blame because
he/she didn’t listen properly when the teacher discussed.
My Learning Portfolio

Both of this taxonomy was useful in learnins but it depends on what you're trying to
do with it.

For academic instructional design, Marzano and Kendall might be more useful than
Bloom in so far as the fourteen sub-categories hint at a wide variety of assessment and
reinforcement strategies. That is, at the retrieval level, it'd be good to assess and reinforce
with all three sub-categories, executing, recalling and recognizing vs. just one.

However, both Bloom and Marzano are complex models with vaguely differentiated
levels. It's easy to imagine getting hung up over whether an objective is level x or y,
especially on a team project. I might use Marzano if I were asked to build assessments for
academic content.
39
 40

My Learning Activities

CHECKLIST

TYPE OF PORTFOLIO TALLY FREQUENCY

Development/Process Portfolio/Growth Portfolio
Display Showcase/ Best Work Portfolio/ Showcase lllll-lllll-lllll-lll
Portfolio 18
Evaluation/ Assessment Portfolio lllll-lllll-lllll-lllll-llll 24

Observation Checklist

Elements of Portfolio Put Your Check (√) here.

1. Cover Letter
2. Table of Contents with numbered pages
3. Entries- both core and optional items. √
4. Dates on all entries to facilitate proof of √
growth over time.
5. Drafts of aural/oral and written products √
and revised revisions.
6. Reflections √

My Analysis
During our visitation in Magamomo Elementary School, I’ve seen only a documentation
portfolio and assessment portfolio. Documentation portfolio will include everything from
brainstorming activities to drafts to finished products. The collection becomes meaningful
when specific items are selected out to focus on particular educational experiences or goals.
Assessment portfolio contains samples of the learner's work and shows growth over time.
An important keyword is a reflection: By reflection on their own work, learners begin to
identify the strengths and weaknesses of their own work (self-assessment). The weaknesses
then become improvement goals. Each portfolio entry needs to be assessed with reference
to its specific learning objectives or goals.
The most commonly used portfolio is an assessment portfolio because in the
assessment portfolio it documented what the student has learned and contains the sample
of the learners’ work and growth over time.
As I examined documentation Portfolio and the assessment portfolio, I don’t see all the
elements of Portfolio yet there is no table of contents and a cover letter presented there.
There is no proper way on how to make a portfolio. It was just a plain compilation of the
students' output and exams.
 41

Portfolios are collections of student activities, accomplishments and achievements to

demonstrate growth over time, offering an alternative authentic assessment for students
and teachers. It is important for a teacher to used varied types of the portfolio because it
can help the student for self-evaluation to make them motivated and have a positive
outlook and develop cognitive skills. Assessment portfolios promote communication
between teachers and students. Some shy students who fail to initiate conversations within
the classroom benefit from one-on-one interaction with the teacher, while other students
may enjoy speaking about their accomplishments. The portfolio can hold students
accountable for mastering content standards in a subject area. It offers students tangible
evidence to show their academic achievements as well as their participation in community
service projects.
Lack of elements of the portfolio can affect the assessment process because the
portfolio is being used in order to assess students` varied learning during the teaching and
learning process. Each element of the portfolio has its part or role in evaluating students`
performance. If one or two of these elements will be missing, the assessment to be gained
will be incomplete or not totally valid and reliable but somehow the teacher can still do
assessment process and give value assessment to the students work.
My Reflections
A portfolio hasn’t made the learning assessment process inconvenient because it is part
of their learning process. This can trace the student progress and improvement towards
their learning.
By presenting a showcase portfolio, a student can reveal accomplishments as well as
great abilities. A showcase portfolio can be considered as an assessment portfolio as well
when it is collected at the end of the term or academic year as a form of a
summative assessment.
Growth portfolio can be an assessment portfolio because the assessment portfolio is a
part of the growth portfolio. A growth portfolio demonstrates an individual's development
and growth over time. Development can be focused on academic or thinking skills, content
knowledge, self-knowledge, or any area that is important in your setting. A focus on growth
connects directly to identified educational goals and purposes.
 42

My Learning Portfolio
 43

My Learning Evidences
44
 45

My Learning Activities

Interview of the Resource Teacher

1. Where do you use the scoring rubrics?

As I interviewed Ma’am Coleta about on where to use the scoring rubrics, she said that
she used scoring rubrics to judge or as the bases to gave grades to the output of her
students, just like for example during a group activity, performance like singing/drawing.
2. What help have scoring rubrics given to you? When there were no scoring rubrics yet,
what did you use?
A scoring rubric is helpful for a teacher to rate their students' performance especially
when it is in the form of group activity because according to Ma’am Coleta when you do
group activity it should have a rubric because in a group work you can’t guarantee that all
members will cooperate. Mostly those students who excel in the class was the most
participative while others are just waiting that the activity will finish. That is why rubrics are
very important to rate in every student's performance. So, Ma’am Coleta said that it is not
advisable to judge students’ performance without a rubric to be fair to all.
3. What difficulties have you met in the use of scoring rubrics?
Ma’am Coleta said that the difficulties of the teachers encounter in using a scoring
rubrics is when the teacher was the one to make the rubrics.
4. Do you make use of holistic and analytic rubrics? How they differ?
Ma’am Coleta said that she often used of both analytic and holistic rubric. The
difference between this two rubric is that a holistic rubric is being applied when you rate a
student performance as a group while the analytic rubric is used in individual performances.
5. Which is easier to use- anlytic or holistic?
According to Ma’am Coleta, the holistic rubric is easier to use but to be fair analytic is
more preferred to used to avoid bias.
6. Were you involved in the making of the scoring rubrics? How do you make one? Which
is easier to construct- analytic or holistic?
Ma’am Coleta experience already on how to make a scoring rubrics. She said that the
easier to construct is the holistic rubric.
 46

My Analysis
The benefits of having a rubrics is that a teacher can easily rate their students according
to their performance with no bias. For the students, their is a possibility that they can get a
good grades if they performed well and had a useful feedback on his/performance
performance.
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 related to
 47

each other because in assessing a portfolio we use scoring rubrics in order to determine the
stength and weaknesses of our portfolio and to rate the content of our portfolio.
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
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 will be great to avoid
bias in giving grades to students. Rubrics use as self-evaluation to monitor themselves,
correct and use feedback from peers to guide their learning process and to become
self-directed or independent learners. They will be able to recognize their strength and
weaknesses and identify which part of the performance she excel and which part she will
need to improve. They can explain to their teacher the level of performance which they
belong. A student who self-assesses enable to realize ways in which way to improve
themselves.
Assessing the performance of the student without the use of scoring rubrics could be
inaccurate and bias because you can’t notice or identify the through performance of your
student especially when it is in a group activity or any activity that needs to have a scoring
rubric. Students will not understand why they got the grade. The teacher cannot deliver a
feedback that suits to the student’s performance.
 48

My Learning Portfolio
Competency in Arts:
The learners paints the sketch landscape using colors appropriate to the reality of the
cultural communities lifeways.
Sample Rubric:
Analytic Rubic
1 2 3 4
Foreground, The work shows The work shows The work shows The work shows
no under- a developing proficient exceptional
middle ground,
standing of the understanding understanding understanding
and background foreground, of the fore- of the fore- of the fore-
middleground ground, ground, ground,
and middleground middleground middleground
background. and and and
background. background. background.
Atmospheric There is no use There is limited There is There is
perspective of atmospheric use of considerable exceptional use
perspective. atmospheric use of atmos- of atmospheric
perspective. pheric perspective.
perspective.
Overlapping The work shows The work shows The work shows The work shows
and size vari- no under- limited under- considerable exceptional
ation standing of standing of understanding understanding
overlapping and overlapping and of overlapping of overlapping
size variation. size variation. and size and size
variation. variation.

Holistic Rubric
1 2 3 4
The works does not The shows a The works shows The works shows
shows understanding developing proficient exceptional
of: understanding of: understanding of: understanding of:
-foreground, -foreground, -foreground, -foreground,
middleground and middleground and middleground and middleground and
background background background background
- atmospheric - atmospheric - atmospheric - atmospheric
perspective perspective perspective perspective
- overlapping and - overlapping and - overlapping and - overlapping and
size variation. size variation. size variation. size variation.
49
 50

My Learning Activities

Activity 1: Interview of Resource Teacher

1.What are the bases for grading?

According to my resource teacher, the bases for computing the grades are scores of
their written works, performance tasks and quarterly assessments and of course their
attendance.
3. 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 Coleta said particularly in Science subject through
their written works like quizzes 20%, performance of the students 60% for example when
there is a group activity, and quarterly assessment 20 %.
4. What descriptors and grading scale are used in reporting progress of learners?
AO- always observed SO- sometimes observed
RO- rarely observed NO- not observed

Descriptors: Grading Scale

Outstanding 90-100
Very Satisfactory 85-90
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 if the
learners have a final grade of at least 75 in all learning areas, the student will be promoted
to the next grade level. If the student did meet expectations in not more than two learning
areas, he/she must be able to pass remedial classes for learning areas with failing mark to
be promoted to the next grade level but if he/she couldn’t pass then he/she will be retained
in the same grade level. Lastly, If the student did not meet expectations in three or more
learning areas then he/she will be retained in the same grade level.
6. What is the report on learners observed values?
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The teacher wrote the observed values at the back of the report card during homeroom
meeting in every quarter.
Activity 2: Interview of 5 Students
Student 1
1. What do you like in the new grading system?
“nindot siya sir kay madevelop ang among sarili tapos dili mi kinahanglan
makipagcompete sa among classmate kay dili man pareha sa una nga naay first honor,
second honor, third honor. Karon kay kng makakuha ka ug 90 nga average kay with
honors ka.”
2. Do you have problems with the new grading system? If there is, what
“Wala ma’am”
3. Does the new grading system give you a better picture of your performance?
Why or why not?
“Yes, ma’am kay daghan ug activities.”
Student 2
1. What do you like in the new grading system?
“daghan ug project ug activity”
2. Do you have problems with the new grading system? If there is, what
“Wala ate”
3. Does the new grading system give you a better picture of your performance?
Why or why not?
“Yes, kay ginatudluan mi sa maestra para mahimong kugihan sa paghimo ug project, kay
makatabang daw para modako among grado.”
Student 3
1. What do you like in the new grading system?
“ambot lng ma’am, wala ko kabalo, pero kapoy lng kay daghan ug project tapos
usahay kay magdrama-drama pa gyud”
2. Do you have problems with the new grading system? If there is, what
“Wala ma’am”
3. Does the new grading system give you a better picture of your performance?
Why or why not?
“wala ko nabagsak bisan ug dili kaayo ko kabalo”
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Student 4
1. What do you like in the new grading system?
“daghan ug project, tapos sige ra ug boardwork labi na kng math ang subject.”

2. Do you have problems with the new grading system? If there is, what
“Wala ma’am”
3. Does the new grading system give you a better picture of your performance?
Why or why not?
“Yes, ma’am kay daghan ug activities.”
Student 5
1. What do you like in the new grading system?
“ Wala ate, kay wala man ko kabalo an”
2. Do you have problems with the new grading system? If there is, what
“Wala sir”
3. Does the new grading system give you a better picture of your performance?
Why or why not?
“wala ate”
Activity 3: Grade Computation
1. Get the total score for each component.
Learner’s Raw score Highest Possible Score
Written Work 1 18 20
2 23 25
3 10 10
4 15 20
5 17 20
Learner’s Raw Score Highest Possible Score
Performance Task 1 20 25
2 23 25
3 19 20
4 20 20
Quarterly Assessment (Test) Learner’s Raw Score Highest Possible Score
45 50

2. Percentage score for each of the component

Percentage Score of Written Work: 87.37%
Percentage Score of Performance Task: 91.11%
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Percentage Score of Quarterly Assessment: 90%

3. Convert Percentage Scores to weighted scores
The weighted Score of Written Work: 34.95
The weighted Score of Performance Task: 36.44
The weighted Score of Quarterly Assessment: 18
4. Initial grade: ans: 89.39
5. Transmuted grade : ans: 93
6. Grade description refer to Table of Descriptor ans: outstanding

My Analysis
According to my resource teacher, she likes the new grading system because it is more
student-centered since the highest component is the performance tasks. Therefore the
student should need to do the task and learn on their own.
The good points of the new grading system are that there is an E-class record already
that automatically transmute the initial grade of a student and there are no more difficulties
in computing grades since you just enter the score of each student and then the result will
just appear.
The challenge to do by this new grading system is when you don’t know how to encode
the scores of the student. Especially for those teacher doesn’t experience on how to operate
a computer.
I am favor because k to 12 is learner-centered so of course it is important that
performance task has a higher percentage of its weighted components. I understand that
the Department of Education tries to meet the needs of the millennial learners.
They have similarities, so I can say that they include Anderson’s and Krathwohl’s
cognitive process dimensions with those Kendalls and Marzano.
I like computing grades and at the same time, I feel uneasy because I am afraid to know
the result of their grades. Being a teacher, I feel bad for the students who might have failing
grades.
My Reflections
On my own philosophy, grades are really mattered since it is the evidence that students
do their best in school. It can prove that students really do their task inside the classroom.
It emphasizes the recognition of students positive achievement and comparing their current
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output to their own prior performance which helps students keep track of their process and
to know if such suited to them.
Every school has its own 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 school doesn’t only teach academic subject but also
they teach values and that values should be learned by the students so that they will be a
good citizen not only in our nation but also in the whole world. The teacher was preparing
their student on how to be a global citizen. 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.
In the K-12 program of education, the government and DepEd should provide more
books and other learning materials so that the teaching and learning process will be more
effective. As I observed during our Field Study, the ratio of the book of the student was 2:1.
It means that one book for two students if that’s the case how does a student, can study
their lesson during Saturday and Sunday if there is only one book shared by two students?.
And also, there are still subjects that don’t have a learning material. The teacher was just
depending on their lesson on the internet.

My Learning Portfolio

Learner’s Raw score Highest Possible Score

Written Work 1 18 20
2 23 25
3 10 10
4 15 20
5 17 20
Total score 83 95
Learner’s Raw Score Highest Possible Score
Performance Task 1 20 25
2 23 25
3 19 20
4 20 20
Total score 82 90
Quarterly Assessment (Test) Learner’s Raw Score Highest Possible Score
45 50
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Percentage score for each of the component

Percentage Score of Written Work: 87.37%
83/95= 0.87368421 x 100% = 87.37%
Percentage Score of Performance Task: 91.11%
82/90= 0.91 x 100% = 91.11%
Percentage Score of Quarterly Assessment: 90%
45/50=0.9 x 100% = 90%
Convert Percentage Scores to weighted scores
The weighted Score of Written Work: 34.95
87.37% x .40 = 34.948
The weighted Score of Performance Task: 36.44
91.11% x .40 = 36.444
The weighted Score of Quarterly Assessment: 18
90% x .20 = 18
Initial grade: ans: 89.39
34.95 + 36.44 + 18 = 89.39
Transmuted grade : ans: 93
Grade description refer to Table of Descriptor ans: outstanding
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My Learning Evidences
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My Learning Activities

Activity 1: Interview
1. How do you give feedback to your students regarding their performance? When do you
give feedback?
Feedbacking should be given at the end of pupils performance and must be done in a
positive or in a constructive way to raise of uplift the moral of the pupils.
2. How do you report students’ performance to parents? Does the school have a regular
way of reporting grades to parents?
Reporting of students performance to parents must be done regularly or every quarter.
Teachers called for a meeting and discussed the matters.
3. What problems on grade reporting did you encounter with parents? How did you
address it/them?
So far none, but if ever there is a problem, I will provide all the documents and the
DepEd orders to address the problem.
4. Was it easy for you to report students’ performance to parents? What were your
challenges?
It is easy for me to report student’s performance provided that there is a harmonious
relationship between teachers and parents if ever there are challenges encountered, a good
communication can deal with it.

Activity 2: Attendance in Homeroom Meeting

Parts of the Homeroom Meeting
Opening Prayer
Greetings
Roll call
Reading of previous minutes
Presentation of new Agenda
Adoptation of new agenda
Discussion of the agenda
Open Forum
Adjournment
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The teacher first explain the grading system that they are being followed so that the
parents will know the bases of the grades of the student and that they will be aware on how
the teacher compute the grades. By that the parents will realized why their son/daughter
got a passed/failed grades. Then after the teacher explain the grading system, 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 .
My Analysis

The teacher reported the grades of the students smoothly because before the teacher
report the grades of the students to the parents, the teacher explains first the grading
system of the school that they were followed, that is why, during the reporting of the grades,
the parents take it smoothly. Although there were some parents who had questions
regarding the grades of their son/daughter especially those parents that their child have low
grades but the teacher handled it very well. She explains well to the parents what was the
reason why their son/daughter have a failing grade and what projects they miss or they
don’t have. 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 students.

My Reflections

The best thing to do in order to avoid misunderstanding during reporting the grades of
the students the teacher must explain first the grading system of the school that being
followed so that parents will be aware the bases on how the grades of the student are
computed. After that, the teacher must show the scores or the records of their student and
introduce to them how they calculate the grades in order for them know. Explain to them,
what subject does the child excel and what subject is not. Explain to them the performance
of the student inside the classroom during class hours if that student participated in the
activities or not. It is the right of the parents to know the performance of their child inside
the school so that the parents won’t blame the teacher when the situation comes that the
child got failing grades.
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My Learning Portfolio

According to Jay McTighe and Ken O'Connor the effective learning practices in school:
Practice 1. Use summative assessments to frame meaningful performance goals.
Practice 2: Show criteria and models in advance.
Practice 3: Assess before teaching.
Practice 4: Offer appropriate choices.
Practice 5: Provide feedback early and often.
Practice 6: Encourage self-assessment and goal setting.
Practice 7: Allow new evidence of achievement to replace old evidence.
According to Howard Johnston, University of South Florida, the best practices in
Effective Grading and Reporting are the following:
1. Start the Conversation. Grading purposes, standards and practices should be a matter of
discussion among the faculty with the goal of achieving agreement on major issues and
approaches. Once agreement is reached, faculty can share best practices.
2. Determine the Audience. Figure out who the audience for grading really is. What must
be communicated to that audience? What’s the best way (perhaps other than grades) to
do so?
3. Establish Standards-Based Rubrics. Encourage faculty collaboration to develop
department, grade or even schoolwide rubrics for assessing student performance on key
standards, such as writing, reading and speaking. If everyone uses the same rubric to assess
essential standards, learning is reinforced across disciplines and achievement increases.
4. Eliminate Toxic Grading Practices. Get rid of practices that impede achievement – such
as the use of the zero, averaging, and others that discourage students and suppress effort.
5. Allow Re-dos and Updating of Assessments. Distinguish between feedback and grading,
and allow students to submit their best work for assessment. Also, permit “grade
forgiveness” (as practiced in many colleges) where students can re-do assignments and
replace a poor grade with an improved one.
6. Don’t Penalize Practice. Rather than grading everything a student does, base grade
assessments on final products, not all of the practice steps leading to the product. And be
sure that the assessments are linked to common standards.
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7. Focus on Demonstration of Learning, Not Task Completion. If a student can

demonstrate that she can balance chemistry formulas, how many times must she do it for a
passing grade? Too often, “rigor” simply means more work, not more challenging or
demanding work.
8. Grades and reports should be based onclearly specified learning goals and performance
standards.
9. Evidence used for grading should be valid.
10. Grading should be based on established criteria.
11. Not everything should be included in grades.
12. Avoid grading based on averages.
13. Focus on achievement and report other factors separately.

My Learning Evidences
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PERSONAL REFLECTION OF THE PORTFOLIO

Curriculum is the at the heart of the teaching profession. It means that without curriculum,
teaching will be no proper direction. In teaching curriculum we also need an assessment to
determine if the learners really learn. Assessment is the way to track the students’ learning progress
and at the same time, teachers will know which part of the lesson that needs more effective
strategies and technique so that learners will understand well in their lessons.
As a teacher, I must learn how to use and apply proper assessment method to my students. A
kind of assessment that suits and caters the students who has a multiple intelligences so that it
would be fair to them. It is very important to be careful in using assessment to the students
especially when your students have a multiple intelligences.
Paper and pencil test is not only the way to use in assessing the students learning. There are
some subjects needs to be assessed through performance based assessment like for example in
MAPEH, SCIENCE or even in MATHEMATICS. That is why, teacher should be more careful in giving
the assessment to their students. In performance based assessment, teacher should need to use
scoring rubrics as the bases of their rating. In that way, teacher will be fair in giving grades to their
students.
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MY LEARNING RUBRIC

Name of FS Student: Date Submitted:

Learning Exemplary Superior Satisfactory Needs

Episodes Improvement
4 3 2 1
Learning All tasks were done All or nearly all Nearly all tasks Fewer than half
Activities with outstanding tasks were done were done with of tasks were
quality; work with high quality. acceptable quality.done; or most
exceeds objectives were
expectations met but need
improvement.
All questions were Analysis questions Analysis questions Analysis
answered were answered were not answered questions were
Analysis of the completely; in completely. completely. not answered.
Learning Episode depth
answers;thoroughly Clear connection Vaguely related to
grounded on with theories the theories Grammar and
theories. Exemplary spelling
grammar and Grammar and Grammar and unsatisfactory
spelling spelling are spelling acceptable
superior
Reflections/ Reflection Reflection Reflection Reflection
Insights statements are statements are statements are statements are
profound and clear; clear, but not shallow; supported unclear and
supported by clearly supported by experiences shallow and are
experiences from by experiences from the learning not supported by
the learning from the learning episodes experiences from
episodes. episodes. the learning
episodes.
Learning Portfolio is Portfolio is Portfolio is Analysis
Portfolio complete,clear, complete, clear, incomplete; questions were
well-organized and well-organized; supporting not answered
all supporting; most supporting documentations
documentations are documentations are organized but Grammar and
located in sections are available and are lacking. spelling
clearly designated. logical and clearly unsatisfactory
marked locations.
Submission of Submitted before Submitted on the Submitted a day Submitted two
Learning Episode the deadline deadline after the deadline days or more
after the
deadline
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Self-Rating Competency Checklist

(For Student Use)
I I am I can do this I can
cannot learning but I need to do this
Competency
do this how to learn more very
yet. do this. and improve. well.
1. Provides meaningful and
comprehensive knowledge about
√
different assessment tools,
2. Applies a wide range of teaching
process and skills 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 tools,

Self-Competency Checklist
(For Faculty Use)
The FS The FS The FS The FS
student student student can student
Competency
cannot is do this but can do
do this learning I need to this
yet. how to learn more very
do this. and well.
improve.
1. Provides meaningful and
comprehensive knowledge about
different assessment tools.
2. Applies a wide range of teaching
process and skills 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 tools.
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