INTRODUCTION

The main point of learning assessment strategies is to allow the students to have
a hands – on experiences in selecting, constructing and evaluating Conventional,
Authentic, and Alternative Assessment Tools in the learning environment based on the
principles of testing with regards to its three (3) main objectives. First to select,
construct, and evaluate assessment tools used in the learning environment. Second
reflect on the importance of the teacher’s knowledge and skills in the use of different
assessment tools and last express one’s views on the use of the different forms of
assessment. The purpose of observation is to provide opportunity for us to relate the
theory of actual practice. There are five things to bear in the mind, with regards to an
effective observation. Next study the observation guides, listen to the cooperating
teacher and ask question to sure that all is clear in their learning instruction.

Field Study 5, is the fifth practicum course of the extended practicum for the
BEED and BSED programs, mandated in the CHED Memorandum Order 30 Series of
2004. The focus of Field Study 5 is Assessment for Student Learning. It is linked with
professional education subjects, preferably ‘Assessment of Learning Outcomes 1’ or
‘Assessment of Learning Outcomes 2’. These two subjects feature theories and
principles of tests, test construction, test validity and reliability, item analysis, the
checking and making test, and interpreting test results, and a range of assessments,
assessment strategies, and assessment tools.

1
 Analyn B. Arandia
Address: Anilao Lipa City, Batangas
Contact info: 0915-733-3568
Email: anaarandia05@yahoo.com

OBJECTIVE
Qualifications
EDUCATIONAL BACKGROUND Seeking a position that utilize my fullest potential that will give
opportunities to enhance my personality and career growth and
TERTIARY: will give benefits and salaries that will commensurate with my
abilities and qualifications
Bachelor of Science
Education major in Mathematics
Kolehiyo ng Lungsogd ng Lipa SKILLS
Lipa City
2o16-2018  Computer Literate (MS. Word, MS. Excel and
MS.Powerpont)
 Ability to work long hours
SECONDARY:  Adaptable to learn new skills
 Get on well with people at all levels, easily making good
Benigno “Ninoy” Aquino working relationships.
High School
Makati City
2005-2006 PERSONAL DATA

Age: 30 years old

Gender: Female
PRIMARY: Birthdate: March 05, 1989
Birth Place: Pasig, Metro Manila
Pembo Elementary
Height: 5’3
School
Weight: 52 kgs.
Makati City
Status: Single
2001-2002
Religion: Roman Catholic
Father’s name: Juanito Arandia
Mother’s name: Regina Arandia

I hereby certify that the above information is true and

correct to the best of my knowledge and belief.

__________________
ANALYN B. ARANDIA

2
 TEACHER’S PHILOSOPHY
I believe that education is an individual, exceptional experience for every student
who enters a classroom. In order for children to benefit from what schools offer, I think
that I must fully understand the importance of my role as future teachers. Teachers
must facilitate learning and growth academically, personally, and ethically. By providing
a quality education to each individual in one’s classroom, a teacher equips children with
the tools necessary for success in life.

In choosing to become a teacher, I have made a commitment to myself and my

future students to be the best academic, personal, and ethical role model I can be. It is
my goal to have a mutually enriching teaching career by keeping an open mind and
continually communicating with my peers and students. I am prepared to rise to the
challenges of teaching and I promise to try to provide an honest, straightforward, well-
rounded education to every student I may encounter

3
 STATEMENT OF PURPOSE
This compilation was prepared and developed to provide and share experiences
for those will undergo the same undertakings. Through the experiences written, some
latest innovations and strategies in teaching were shared their applicably will vary
depending on whatever and whenever it will suit to the classroom situation.

This compilation reflect to the Assessment of each students on which the

teachers apply a new Learning Strategies to developed learning skills of the students.
Which involves everything that happens inside and out of the school, which is school
programs and activities that build up the assessment learning of each students. This
selections provides information regarding to the subject matter on how the teachers as
well as the school principal manage the school facilities as well as their students which
reflects to its school. The purpose of this portfolio will serve as the Assessment
Learning Strategies of the learner’s and also the focus of the school and intentions.

4
 TOPIC 1

ASSESSMENT TOOLS IN THE LEARNING

ENVIRONMENT

5
 I. Assessment Tools use in the classroom

CLASS 1 OBSERVATION
Name of the school observed: Inusloban – Marawoy Integrated High School
School Address: Marauoy, Lipa City
Date visited: February 18, 2019
Grade/Year Level: Grade 9
Subject Area: Mathematics

Assessment Tools DESCRIPTION

1. Oral Strategy (Oral Question and  Teacher asks certain questions

answer/Oral Recitation) regarding their previous lesson in
order to determine if her students
can recapitulate
 It serves as their graded recitation
so that the students become active,
participative and eager to listen.

2. Observational Strategy (observation)  Teacher requires students to

verbalize their knowledge, organize
their thoughts in order to present
their own idea regarding the topic.

 An assessment tool responsible to

do by the teacher for her students.
While the teacher discusses the
topics she also doing her part to
observe her students in order for
her to have an idea whom or not
students are listening, focusing and
who needs more attention.

3. Performance – based assessment (  The teacher observes her students

creation type) while they make their outputs. (
problem solving)

 It used to determine which students

need additional support and how to
adjust instruction to encourage
more and better learning.

6
 CLASS 2 OBSERVATION
Name of the school observed: Inusloban – Marawoy Integrated High School
School Address :Marauoy, Lipa City
Date visited: February 18, 2019
Grade/Year Level: Grade 8
Subject Area: Mathematics

Assessment Tools DESCRIPTION

1. Paper – and – pencil assessment  Teacher administers a short quiz

(placement assessment) before the class starts.
 It uses this assessment to know
what their students are bringing into
the learning situation and use this in
starting point for instruction.

2. Oral Strategy (oral recitation)  Teacher asks question to be

answered by her students that
serve them as recitation that will be
graded or they have additional
points.

3.Performanced – based Assessment (  Teacher observes her students if

Authentic Assessment) they can really do the task and they
know already the lesson, it
determine if they already know
through their “gestures”.

7
 CLASS 3 OBSERVATION
Name of the school observed: Inusloban – Marawoy Integrated High School
School Address: Marauoy, Lipa City
Date visited: February 20, 2019
Grade/Year Level: Grade 7
Subject Area: Mathematics

Assessment Tools DESCRIPTION

1. Paper – and – pencil assessment  Teacher has information about

students’ progress if it is really true
in doing their part to answer the test
independently

2. Observational Strategy ( observation)  Teacher observes her students if

they can do the given task, if they
work as a group and using
cooperative learning.

3.Performanced – based Assessment  Teacher group her students to

a. Demonstration Type demonstrate a given task using
their skills, abilities and
competencies.

b. Holistic Rubrics  Teacher uses holistic in order to

describe the overall quality
performance. There is only one
rating given in entire work or
performance.

8
LEARNING EVIDENCE

DURING DISCUSSION

DURING EXAMINATION

9
DURING GROUP ACTIVITY

DURING ORAL RECITATION

10
 MY REFLECTION

Assessment is used to measure a student’s ability to learn about a topic,

right? So, appropriate usage of assessment methods in the classroom is very

important because genuine assessment is a way to determine if the student

learned and did not just regurgitate the same thing back during test. Teacher’s

assessment tools are an important part of judging the capabilities, progress and

development of students. It help teachers judge how much a student knows at the

beginning of school year, semester or subject. It also help track progress and

inform the teacher when the subject matter has been adequately learned by the

students. Through assessment tools, you can measure if the child understands

what your lesson all about is. Through this, you can determine if the assessment

methods you used is effective or not. So, if it is not effective, think of assessment

methods that can cater the needs of your students and can caught their interest.

11
 II. CLASSIFYING THE ASSESSMENT TOOLS
Classify the assessment tools in your list as conventional, alternative, or
authentic.

Assessment tools Conventional Alternative Authentic

1, Paper and Pencil

2.Observation

3.Oral Recitation

4. Performance
based assessment

5, Quizzes and
Examination

6. Discussion

12
 EVALUATION PART OF THE LESSON

Observe a class, focus on evaluation part of the lesson.( Compiled picture of a

class as a learning evidence. )

GROUP ACTIVITY

DISCUSSION

13
 MY REFLECTIVE JOURNAL

I am so glad that I was able to observe teachers that use authentic

assessment; I learned that the teacher’s role was to assist or facilitate the

students during the activity. The teachers give feedback to the students with

regards to the activity that they are performing. In a processes based assessment

specifically the problem solving in different grade level, I have learned that I must

consider the utmost effort of students in solving the problem especially in

Mathematics though the final answer is of correct answer because it is the

process of the solution that we are ought to assess.

There is no criteria presented during the activity which should not be

because students may deviate the expectation of the teacher with regards to the

activity. But I fell there is no such part of the teacher use of authentic that is

needed to improve or revise because I know that they are veterans to their

profession.

14
ADDITIONAL ENTRIES

School Facilities

GYMNASIUM

CANTEEN

15
COMFORT ROOM COMPUTER LAB

WAITING AREA EXIT PLAN

FACULTY ROOM CLINIC

16
 School Facilities Check List

Facilities Available Not Available Description

has a very welcoming
Office of the Principal atmosphere; well
ventilated and cozy
has a wide variety of
Library reading materials; also
used as reading center
located on the second
Counselling Room floor of the G.S.H.S
Building; keeps records
of student visits
located in H.S. Building
Canteen/Cafeteria #5; servers are in prop
Medical Clinic clean and comfortable
ambience; almost well-
equipped
Audio-Visual Center

found in the library;

Reading Center quiet and well-lit
Room can hold a class
Home Economics of ten students during
Room/ T.L. one session Industrial
Girl’s Restrooms tolerable; has trash
tolerable; cans on each partition;
each stalls need locks
Workshop

Boy’s Restrooms needs immediate

maintenance; has 2
urinals and 3 toilets
P.T.A. Office

Faculty Room located in HS Building

#1; airconditioned and a
bit crowded
Computer Rooms GSHS building;
airconditioned

17
 TOPIC 2

AUTHENTIC ASSESSMENT

Authentic Assessment is an alternative way

of assessing students learning to be able to
use it, you have a deep understanding of it.
To help you to reach your goal, do the
following task:

1. Visit a classroom and interview the

teacher on s/he experiences in using
assessment
2. Describe how the teacher uses the
authentic assessment.
3. Write a reflective journal on the
activity.

18
 MY INTERVIEW NOTES 1

The interview conducted on February 18, 2019 in Inusloban

Marawoy Integrated High School during my Field Study 5.The
following questions are based on the authentic assessment

1. What is authentic assessment?

Authentic assessment is same ass performance- based assessment. You will

assess student’s skills and talent. So, usually in Mathematics they give performance
assessment especially on activity. In Authentic assessment, we use rubrics but the very
common of it is “workmanship” and product/output. But the only differ is the process
usually the teacher evaluates her students via the process of test result.

2. How did you use authentic assessment?

As like what I have said, performance is authentic assessment. So it is done in

the classroom, now, there is a performance used by the teacher the same with the
authentic which is” oral recitation” during discussion. Teacher detects whether the
students will understood the lesson. So, it is done on oral recitation in discussion.

3. Why authentic assessment is important?

It is already put on our criteria in grading system wherein performance has a big
percentage which is 30% in grading system. So, it should have performance assessment
especially in Mathematics. You can measure students’ skill on how far the students
learn- if you need to give a remedial.

19
 MY INTERVIEW NOTES 2

The interview conducted on February 19, 2019 in Inusloban

Marawoy Integrated High School during my Field Study 5.The
following questions are based on the authentic assessment.

1. What would be the gain in the teacher and students?

Students gain knowledge, enhance and develop skills. If they already have such
skills there is a possibility that they explore more. Teacher should always be updated
and not stick in one source so that s/he could teach more effective and efficient and s/he
also needs to perform as well.

2. How did you measure the authenticity of assessment?

Usually, it is time- bound. If we say time- bound, there is a performance good for 1
day, 2 days or 1 week. It depends on the desired learning objective within that day
because we have rubrics to be followed. In performance assessment, there is always
rubrics example, students can do the output in 3 days.

3. Is the product alone do you assess?

There must have process then product. There are some students having output or
product but they did not follow the process. So, it goes hand in hand students need to
follow the process accurately so that s/he will get the good product. If there is a product,
there must also a process, not the product alone.

20
 MY INTERVIEW NOTES 3

The interview conducted on February 20, 2019 in Inusloban

Marawoy Integrated High School during my Field Study 5.The
following questions are based on the authentic assessment.

1. What is the difference between performance and authentic assessment?

It is usually when we want students to show or determine what they know and/or
are able to do. Performance assessment is most effective when it is used to measure
students skills or how they are able to apply their knowledge

2. What advantages you have gained in using the authentic assessment?

The advantage I have gained using the authentic assessment are pupils become
attentive and participate in the class. My students gain more knowledge that long last. It
also developed the multiple intelligence of my pupils and it determines the preferred
learning styles of my pupils.

3. Are exams a good way of assessing students??

Throughout our education, exams are the main form of assessment with other
smaller tests or essays being used to build up your grade in preparation for exams.

21
 LEARNING EVIDENCE

This picture was taken on February 20, 2019 during the class of Mrs. Mary Joyce
Mercado. I interviewed her personally while her class is doing an activity.

22
 MY REFLECTION

Based on the teachers that I observed who are using an authentic

assessment I think they gained knowledge on what are the students’ strengths
and weaknesses. They also gained an easy delivery of instruction. While the
pupils, I think they gained enjoyment with knowledge. They also gained on how to
interact with other group mates that will developed their confidence to belong
with others.

I also noticed that all teachers that I had observed having the same
strategy in teaching or should I say in using authentic assessment in the
classroom. Instead of discussing the lesson, teacher asked her students to
present their output orally in order to have participation also in illustrating their
concepts. Teacher should always assist students’ performance while performing
job to be more active and monitored. Teacher should always provide feedback
and coaching.

23
 TOPIC 3
Process based
Assessment

24
CLASS OBSERVATION

Visit and observe a class

DISCUSSION

GROUP ACTIVITY

25
 IDENTIFYING
Identify the performance based conducted

Performance Based Assessment

 PAPER AND PENCIL TEST

 GROUP ACTIVITY

 PRESENTATION

 DISCUSSION

 ORAL RECITATION

26
 CHOOSING
choose on a process oriented activity from those identified.

G roup activity is a form of voluntary association of

members benefiting from cooperative learning, that enhances
the total output of the activity than when done individually. It
aims to cater for individual differences, develops skills (e.g
communication skills, collaborative skills, critical thinking
skills),generic knowledge and socially acceptable attitudes of
to generate conforming standards of behaviour of
judgements ”group mind”.

Some students are performing better when the activity is done

by group. It boosts their self confidence, because they receive
a support from each other. Group activity is better than an
individual work because it tends to release more ideas by
gathering information from each member of the group. Group
activity can also help some students to cope up with their
problem when it comes in public communication.

Participation is a must when doing group activity, each

member must participate for be able to have a successful
outcome of the work. The group should have a limit of
standards when planning, doing and performing the activity.
By engaging to a set of standards, and doing the work with a
proper knowledge, the group activity can lead to success.

27
 DEVELOPING
Develop a process oriented rubric for the activity,

Category 4 3 2 1

Contribution to Consistently and Works toward Works Works toward

group goals actively works group goals toward group group goals only
toward group without goals with when prompted.
Score:____ goals; willingly occasional occasional
accepts and fulfils prompting prompting.
individual role accepts and fulfils
within the group. individual role
within the group.

Consideration of Shows sensitivity Shows and Shows Needs

others to the feelings and express sensitivity to occasional
earning needs of sensitivity to the the feelings reminders to be
Score:____ others; values the feelings of others, of others sensitive to the
knowledge, encourages the feelings of
opinion, and skills participation of others
of all group others
members.

Contribution of Consistently and Consistently Contributes Contributes

knowledge actively contributes knowledge, information to information to
knowledge, opinions, and the group the group when
Score;____ opinions, and skills skills without with prompted.
without prompting prompting or occasional
or reminding. reminding. prompting
and
reminding

Working and Helps the group Willingly Participates Participates inn

Sharing with identify necessary participation in in needed needed
others changes and needed changes: changes with changes when
encourages group usually does the occasional prompted and
Score:___ action for change: assigned work prompting encourages
does assigned and rarely needs often needs always or often
work without reminding reminding to refers on others
reminders do the to do the work.
assigned
work.

Total over all Comments:

scores:___

28
 TOPIC 4
PRODUCT BASED
ASSESSMENT

29
 CLASS OBSERVATION

Visit and observe a class

PROCESS BASED ASSESSMENT PRODUCT BASED ASSESSMENT

30
 IDENTIFYING
Identify the performance based conducted

PRODUCT BASED ASSESSMENT

 PAPER AND PENCIL TEST

 GROUP ACTIVITY

 PRESENTATION

 DISCUSSION

 ORAL RECITATION

31
 CHOOSING

Choose on a process oriented activity from those identified.

PRESENTATION OF GROUP ACTIVITY

32
 DEVELOPING

Develop a product oriented rubric for the activity

Criteria 4 3 2 1
Content Knowledgeable of Knowledgeable of Somewhat Some content facts
content and includes an content and Knowledgeable of seen questionable
engaging introduction, includes an content and and is missing an
detailed body and introduction, missing an introduction, body and
memorable conclusion detailed body and introduction, conclusion
conclusion detailed body and
conclusion
Eye Contact Makes an eye contact Makes an eye Makes an eye Makes very little or no
with everyone in the contact with most contact with some eye contact with most
room in the room in the room in the room
Volume & The people in the back The speaker The speaker The speaker
Clarity can hear the speech mumbles a bit but mumbles a bit but consistently mumbles
very clearly people in the back people in the back so, people in the back
can hear most of can hear some of cannot hear the
he speech he speech speech

Flow The speech flows nicely The speech The speech The speech includes
with no pauses includes 1 – 2 includes some several distracting
pauses distracting pauses pauses
Confidence Speaks with Mostly speaks with Some speaks with Speaks with little or no
and Attitude enthusiasm enthusiasm, poise enthusiasm, poise enthusiasm, poor
and assurance and assurance assurance
Visual Aid The visual aid The visual aid The visual aid The visual does not
complements the connects the somewhat connects the speech
speech and is neat, speech and is connects the and is messy, lacks
colourful and creative mostly neat, speech and is colour and creativity
colourful and somewhat neat,
creative colourful and
creative

Time Speech gives the time Speech is 10%, Speech is 20%, Speech is 30%, short
allotted short over or the short over or the over or the time
time allotted time allotted allotted

Name:
Grade:
Time Speech Begin: Time Speech Ended:

33
 PERSONAL REFLECTION
For us to be able to know the eel of knowledge of students and to know
how much they learned from you, an assessment is needed.
based on the experience. This topic includes observation sheet and
analysis sheet.
Episode 2, Using Appropriate Assessment Tools, focused on assessment
tools and strategies. There are few steps to do.
Episode 3, On Content Validity of Tests, focused on
the connection between Table of Specifications and test validity and constructing
test with content validity. To do this, first, review the Development of
Assessment Tools in Assessment of Learning 1 Assessment of Learning.
Second, interview the teacher on steps they take to ensure content validity of
their tests. Third, secure copies of a written quiz/test and a lesson plan from the
teacher upon which the quiz/test is based and a copy of Table of Specification.
Fourth, answer given questions for analysis. Fifth, reflect on observations.
Episode 1, Guiding Principles in Assessment of learning focused on the
application of the principles of assessment. To accomplish this topic, review the
principles of learning. Second, observed the three different classes and interview
the teacher. Third identify evidence of applications of the principles assessment
of learning. Fourth write down the reflection
Episode 4, On Scoring Rubrics, focused on Types of Scoring Rubrics.
Episode 5, On Portfolios, focused on the types of Learner’s portfolios.
Episode 6, Scoring, Grading, Communicating Results, focused on scoring
items, computing grades and communicating results to parents.

My cooperating teacher gave quizzes next day after the day of discussions.
She always makes sure that the test will make the students think and apply the
learning they gained. In getting the result of the quiz, she asks the students who
got the highest scores. For the lowest scores, she will set remedial or other
activities to help them understand the lesson and got high score in their quiz next
time.

34
 COMMENTS OF THE FACULTY

As your cooperating teacher in your field study 5 I just want to say that this

guidebook has been written to assist you in developing your professional portfolio

thought your teacher education program here at the Inosluban Integrated National

High School. Portfolio Assessment in the teaching professional is a relatively new

practice, but one teacher find valuable and rewarding.

Every time we talk each other you always remind me this lines patience,

dedication and determination are the things that you needed for you to become an

effective and efficient teacher in the future that is why I am glad to have you even in the

short time. I actually proud to you

35
 RUBRICS FOR THE PORTFOLIO

Tasks Exemplary Superior Satisfactory Unsatisfactory

4 3 2 1
Observation/ All tasks were All or nearly all Nearly all tasks Fewer than half
Documentation done with tasks were were done with of tasks were
outstanding done with high acceptable done; or most
quality; work quality quality objectives met
exceeds but with poor
expectations quality

My Reflection Reflection Reflection Reflection Reflection

statements are statements are statements are statements are
profound and clear, but not shallow, unclear and
clear, clearly supported by shallow and
supported by supported by experiences are not
experiences experiences from the supported by
from the from the episode experiences
episode. episode from the
episode

My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has

complete, complete, incomplete; many lacking
clear, well- clear, well- supporting components; is
organized and organized and documentation unorganized
all supporting most is organized but and unclear
documentation supporting is lacking
are located in documentation
sections are available
clearly and/or in
designated logical and
clearly marked
locations.

Submission Before On the A day after the Two days or

deadline deadline deadline more after the
deadline

Sub Totals

36
Over-all Score Rating
(Based on
transmutation)

Transmutation of score to grade/rating

Score Grade Score Grade

20 - 1.00 - 99 2-13 2.50 - 81
18-19 1.25 - 96 11 - 2.75 - 78
-
17 - 1.50 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.50 - 72
15 - 2.00 - 87 7- 5.00 - below

37
 STUDENT’S SELF RATING COMPETENCY CHECKLIST

SELF-RATING COMPETENCY CHECKLIST FOR FIELD STUDY 5

Name: Analyn B. Arandia Course: BSED Year/Section: BSED III-M ( N )

Direction: Check the appropriate column that the best describe your current level

of mastery of each listed competency.

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

this yet how to do but I need to this very
this. learn more well.
and improve.

1.Determines an
environment provides
social, psycholical and 
physical environment
supportive of learning.

2.Differentiates learners of
varied learning 
characterestics and
needs.

3.Manages time, space,

and resources to provide 
an environment
conducive
to learning.

4.Recognized multi-
cultural 
Background of learners
when providing learning
opportunities.

5.Determines teaching
appropriate to the 
learners.

38
6.Determines,
understands, 
and accepts the
learner’s
background.

7.Relates the learner’s

Background to their 
performance.

8.Reflects on the impact of

home and family life long 
learning.

9.Expounds on one’s
understanding 
processes
and the role of the
teacher
in facilitating these
processes.

10.Accepts personal
accountability to 
learner’s
achievement and
performance.

( ) Pre Assessment Date Accomplished:____________

Raters Signature: ______________

39