My Overall Reflection

As a future educator, I must pass the Licensure Examination for Teachers so

that I can say that I fullfilled my study in college and I can say that I am
professional teacher so that I am authorized to teach and share my knowledge
to my future pupils.

I shall bear in in mind the different fundamentalrequirements to be a

professional teacher. One has to graduate in college with a Baccalaurette
degree, pass the LET, be a member of professional teacher organization and
abide bt the Code of Ethics for Professional Teachers.

I shall acquire those 21st century skills for teachers to make the client
satisfy of what they should throughout their lives.

I must be aware of what community I belong when I am already a teacher. I

shall challenge myself to accept them as a family too, because this commuinty
has a counterpart in the progress of the school and other environment. I must
build a harmonious rapport with the community and other people around to
promote oneness as a family.

To be a teacher is not just a profession, it is a call. I shall be devoted in

my every action. Being a teacher is a role model in a community so I must be
careful with my mind and actions.

I must also prepare yself to be globally competitive because I am one of the

21st century teacher in the future.
 Where did you earn your degree? When?
Answer:
I earned my degree in education at Catanduanes State University
Panganiban Campus.

How did your pass University prepare you to become a good teacher?
Answer:
The University equate every trainee to become competent teacher by
giving quality education as well as leading trainee to be a better
person they can be inside and outside the school.

When did you pass the licensure examination for teacher? What was your
passing rating?
Answer:
I passed the LET last September 17, 2014 having a rate of 77.80

When did you start teaching as a a professional?

Answer:
I started teaching as a professional last September 08, 2015

What makes you happy as a teacher?

Answer:
I feel happy when I saw my pupils having interest with their studies and
starting to dream

What disappoints you as a teacher?

Answer:
I am disappointed whenever the pupils did not do their assignments

What professional development activities/tranings have you

participated in?
Answer:
I participated trainings like “Training in thesis writing” held at
training camp, Baguio City.

Are you a member of a professonal organization? What is the name of

Organization
Answer:
Now, I am a trainee in MTAP

As a professional teacher, what code of conduct do yu strictly follow?

Can you name the specific behavior that shuld be followed to the utmost?
Answer:
The code of conduct I strictly follow are stated below: 1. Maintaning
harmonous relationship to my co-worker and others. 2. Participate in
every activity regarding my growth in personal and professional
aspeects. 3. Adequate the importance oof moral values to the pupil in
order for them to think of the goodness not to have have their deeds at
the wrong path.
What kind of professional teacher would you dream to become before you
retire?
Answer:
 Master Teachers

Activity 2 CLOSE ENCOUNTER WITH A YOUNG PROFESSIONAL TEACHER

(4-10 YEARS TEACHING EXPERIENCE)
Are you satisfied with your job as a professonal teacher for the past few
years? If yes, why? If no, why not?
Answer:
According to him in his nine years in teaching profession, he can say that
he is not satisfied enough in his chosen carrer. According to him, the
salary of a teacher is not sufficient to cater all the needs especially to
those teachers with bigger family.

What are the things that you do as a professional teacher that make you
happy? Sad?
Answer:
The thing that makes him happy is that seeing his former students
successful in their chosen field. Second, seeing his family happy. The
things that makes him sad is the opposite to what makes him happy.

What are your plans for the future asa professional teacher?
Answer:
He has so many plan as a teacher, first to be promoted to a higher
position. To travel abroad or even within the philippines are some of his
plans as a techer. Being a government employee is a great honor and
previleged one because in terms of security its immesurable.

Do you think you will retire as a professional teacher or look for other
jobs? Why?
Answer:
And yes I will retire as a professional teacher because I have already
embrace teaching.

ACTIVITY 3 CLOSE ENCOUNTER WITH A MENTOR/MASTER

(11-15 YEARS TEACHING EXPERIENCE)
Are you satisfied with your job as a mentor professional teacher for the
past few years?
Answer:
As a mentor and as a professional teacher, I can say that I am satisfied
because I was able to contribute to the personal and professional growth of
my students. On the other hand, I also gained personal and professinal
growth whch for me is a contibutory factor in achieving job satisfaction on
the part of a teacher.

What are the things that you do as a mentor younger professional teacher
that make you happy?
Answer:
As a mentor, I am happy to share my learning experiences to my students.
May it be both happy and sad, I want to impart that whatever our
experiences I have there are lessons that we need too cherish and I want my
 students to always look at the bright side of life that no matter what
happens there would be a bright future ahead of us.

How did you mentor younger professional teachers?

Answer:
To be a mentor, first I let them feel that I am their friend so that they
could be able to express their thoughts freely. A am a kind of mentor who
keeps on encouraging and motivating. I want my students to keep on striving
and pursuing life’s challenges. I am deeply honored by the fact that until
now I have kept my friendship to my students who are already professionals.

Looking back to your early years asa professional, how do you compare
yourself with your mentees now?
Answer:
During my early years as a professional, I was so thankful that I was given
a chance to work with experienced and dedicated teachers which I consider
them as my mentor because I learned so many things from them not only in
teaching but also about LIFE. During those years, gadgets are not yet
available unlike today. So students those years have more focus on their
studies unlike today where students are disturbed by so many distractions
like social media, entertainment game and other applications istalled in
their cellphones.

What awards or citations have you received?

Answer:
Some of the awards/ citations I have received are the following:
a. 2012 Service Awardee
b. Certificate of Commendation in recognition of untiring dedication and
commendable service which led to the meritous achievement of CSU-PC in
producing LET National Placer (Florenio Tugay, 2nd Placer National Level)

What are your plans for the future as a professional teacher or be promoted
to higher position?
Answer:
To pursue my doctorate degree and to engage in researches are some of my
future plans because doctoral degree and researches arre mandates a college
faculty.

Do you think you will retire as a professional teacher or be promoted to a

higher position?
Answer:
In higher educatio, positions are just designations. Designations are
permanent in nature it is based on the trust and confidence of the
supervisor meaning to say any faculty can be designated to any position
without additional compensation. However, in order to enjoy higher wage,
doctorate degree and researches are the passports. I am ot dreaming of a
higher position but I am working for a higher faculty rank.

CLOSE ENCOUNTER WITH AN

ACTIVITY 4 EXPERT/STERLING TEACHER
(15 YEARS TEACHING EXPERIENCE)
 Are you satisfied with your job as a professional teacher for the past
years?
Answer:
Yes, very much satisfied because I have many students who are sucessful in
their chosen career, in fact they are coming back to their Alma Mater to
donate an amount for use by the school.

What are the things that you do asa an exrpert professonal teacher that
make you happy? Sad?
Answer:
Of course, by imparting knowledge that I have to them, which help them
become sucessful in their choosen field.

What was tour most unforgettable experience as an expert professional

teacher?
Answer:
My unforgettable experience as a professional teacher is; I was in Manila
for vacation, we went to SM at Cubao, I was surprised when someone called
me Ma’am, when I saw her, I did not say anything because, I don’t
recognized her so we cotinue walking, then she called me again saying, “he
si ma’am suplada na oy” so I stopped walking, I smiled by asking her, “taga
Payo ka tabi?”, “Sino ka”, those are questions I was able to asked her,
then she replied “Ako baga si Ronalyn” after that, she embraced me by
saying “Salamat Ma’am, your advices is part of my success, lahat ng sinabi
mo totoo”. Nakakataba ng puso pakinggan ang mga tagpong ganito. This only
means that all teachers are part of the success of their students.

What do you consider asa your most significant contribution to the teaching
profession?
Answer:
Seeing my students being successful in their career choice.

What are your plans for the future as an expert professional teacher?
Answer:
I am planning to have a vacation again because I am planning to retire next
school year.

Have you been promoted in your job? Why wre you promoted? What benefits did
you get from your promotion?
Answer:
Yes, from Teacher I to Teacher II and finally Teacher III. Well I deserve
to be promoted because I am qualified to the position. The benefit is an
additional amount as part of the salary received by a teacher.
 What are your usual activities as a retired professional teacher?
Answer:
-Doing household chores
-Participation in community organization
-Rendering services to the church
-Attendin PTA Meeting as parent guardian

Did you find your past teaching experiences memorable? What were your most
significant experiences?
Answer:
Yes, my past teaching experience was so memorable and my most significant
experiences was when I was coach in mini-volleyball girls competed to the
provincial level.

How long have you taught asa aprofessional teacher? Do you have any regrets
of having been a professional teacher?
Answer:
I have taught 38 years as a professional teacher. My only regret is that
some of my pupils were not aware of the learning given to them and were not
able to pursue their college education.

What do you consider asa yor most significant contribution to the teaching
profession?
Answer:
My significant contibution to the teaching profession when I let all my
pupils continue to their studies in highschool and college and that they
were able to grasp all knowledge we taught to them.

Have you been promoted in your job?Why were you promoted? What benefits did
you get from your promotion?
Answer:
Yes I was promoted as a Master Teacher I because I deserve it and of my
educational qualification I was so deligient in my work and take up
masteral degree, I was benifited for my salary was increased compare to a
Principal I.

Would you consider teaching asa the greatest profession?

Answer:
Yes teaching is the noblest profession because you mold the character of a
child, help them to read and write, level with the child by being honest.

What food for thought would you like to give us, and the young professional
teachers?
Answer:
Food for thought:
A good teacher has been defined as an individual who can understand those
who are very good in explaining, and explain to those who are no very good
in understanding. (Dwight D. Eisenhower)

For young professonal teachers:

The tue aim of everyone who aspires to be a teacher not to impart is own
opinion, but to kindle minds (FW Robertson).
Based on the answers given by the teachers you interviewed, do
they reflect a true professional teacher?

1. Why do you think so?

Definitely yes, because all of them passed the requirements of
being a professional teachers. In addition, they have acquire
both personal and professional qualities that manifest an good
teacher.

2. Why do you think so?

So far, I have no doubt of them of being a professional
teachers because upon interviewing I observed and recognized
them as a true professional teacher. They all have the goal as
a professional teacher where in they really assure that every
learners really learn from them.

3. Based on the interviews you conducted, is being a professional

teacher a fulfilling job? Why?
Yes, because teaching is not only the thing a teache can
manifest inside/outside the school. Teachers also serve as a
second mother of every students. She was capable of doing all
things for the goodness and betterment of his/her pupils. She
is concern with all the consequences that may arises
inside/outside the school.

4. Considering that you will be a future professional teacher,

what standards of behavior should you uphold based on the Code
of Ethics for Professional Teachers?
As a future teacher I shall encourage myself that to become a
professional teacher I must knowledgeable enough of those Code
of Ethics for Professional teachers. Considering that I am a
future professinal teacher, I will sustain and put up with the
rights of every learners. That they must be feel that they
really taking good care by his/her teachers. Most importantly,
I must avvoided those any violent actions that my students may
involve. Finally, I must be a role model of my pupils.
Teaching doesn’t impart knowledge also the character that a
child should possess.
 Close Encounter with the Beginning Professional
Teacher
Mrs. Maricar De los Santos is a Grade VIII Adviser at Pedro
E. Diaz Highschool. He earned his degree in education at
Pamatasan ng Lungsod ng Muntinlupa. According to her the
universiy equate every trainee to become competent teacher
by giving quality education as well as leading trainee to be
a better personthey can inside and outside the school. She
passed the LET last September 17, 2010 having a rate of
77.80. He started teaching as a professional last September
08, 2012. She feel happy in teaching when she saw his pupils
having interest with their studies and starting to dream at
their young age. she feel disappointed whenever the pupils
did not prepare their homework. She is now a trainee in
MTAP. The code of conduct he strictly follow are stated
below: 1. Maintaning harmonous relationship to my co-worker
and others. 2. Participate in every activity regarding my
growth in personal and professional aspeects. 3. Adequate
the importance oof moral values to the pupil in order for
them to think of the goodness not to have have their deeds
at the wrong path.

Fs 5 episode 1 reflections
1.
As a student, I do like assessment. It is where we students will know our weaknesses and strengths on
a certain field. It is where we can build up our weaknesses and make it better. Through assessment,
we will be motivated because we know what our standing through assessing us is. As a future teacher,
we really need to use different types of assessment in assessing our learners. Students will like
assessment in a different way. Some students like assessment because it will motivate them and helps
them evaluate their selves. But there are some students who see assessment as a problem because it
may be too hard for them to understand the essence of having assessment.

2.
Help students become comfortable. One of our tasks as future teachers is to help our students
become more comfortable with the idea of assessment. Because assessment often has a negative
connotation and is equated with tests, passing, failing and scores. Making students understand that
assessment is actually beneficial then it make the whole process easier.

This are some simple ideas aimed at achieving this:

1.Talk about assessment with students

a.What is assessment?

b. Why do we assess students?

c. How are we going to assess them?

2. Get students involved in assessment

a.Use self-assessment

b. Use peer assessment

c. Get students to come up with assessment criteria/ agree criteria with

students

d. Get students involved in picking or designing assessment task

3. Make assessment part of teaching and learning process.

a. If you can build in a form of assessment regularly, maybe even every lesson,
then the students will become used to it and therefore more comfortable

b. Make sure you include the results of any assessment into your teaching.
For example, if students have a particular problem with an aspect of grammar
then go back over the grammar in a lesson making it clear that you are doing
this because it was identified as a problem from the assessment. If the student
can see that you actually take notice of the assessment. If the student can see
that you actually take notice of the assessment and not simply the score it will
become more meaningful.

The key here is to make students see assessment as part of the teaching and learning process
that has a direct influence on what is taught. If students understand that assessment is about the
process and not simply about a product, then they will start to have a more positive attitude towards
to it.

3.

Yes. Assessment AS learning helps the learner to know if he or she is improving. Through self-
assessment or self-reflection, the learner will be able to motivate his/herself because he/she will be
able to know on what things he/ she’s not good with and with this kind of assessment, he/she can
evaluate his/her works and even his/herself.
Learning portfolio

1. Distinguish assessment FOR, OF and AS learning by way of graphic organizer.

Assessment Of Learning
Assist teachers to useAssessment For Learning
evidence of the student
learning to assess Students are encourgared
students' achievementto be more active in their
against learning goals learning and associated
and standards. assessment.
Assessment As Learning
It is a use of a task or an activity to
allow students the oppurtunity to use
assessment to further their own
learning.

2. Research on:

 3 innovative formative assessment activities and techniques to add to the usual

teacher questioning and observation techniques.

Formative Assessment Activities and Techniques

1. Write it down Have the students write down an explanation

of what they have understood. Read these
explanations to help inform your instruction,
and write comments on them or discuss them
with the student to give them feedback.

2. My Favorite No Assign students a warm up problem or two.

Handout index cards to the students. Sort the
index into yes/no piles. Choose your favorite
no question response and analyze it as a class.

3. Text Rendering Students read an informative text

independently, highlighting or writing down a
few sentence they found important or
interesting, of note, or that give them an “Ah
ha!” moment. Then group the students and
have each share a sentence from text. Next,
have each student pick and share a phrase
from the sentence they shared. Finally, each
student will pick one word from that sentence
and share. Have students then discuss if the
words, phrases and sentences they chose sum
up the main idea.
 2 innovative summative assessment tools that measure higher-order thinking skills

Summative Assessment Tools

1. Performance Task Students are asked to complete a task that
will test a specific set of skills and/or
abilities and determine what the students
knows and are capable of doing. A rubric,
checklist, or other form of scoring guide
should accompany this type of
assessment.
2. Written Product Students are asked to write an original
selection. There are many written forms
that teachers can use to get students to
write. In addition, students may be asked
to write about a previous activity such as
field trip or guest speaker. Students may
also be asked to create a piece of
[pursuasive writing or a reflection about
their learning experience. A rubric,
checklist or other form of scoring guide
should accompany this type of
assessment.

Observations (Describe observed

Principles of Assessment
1. Make use of the 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 a positive feedback and is
welcome but actually is not a very good
behaviors of the Resource Teacher that
is/are aligned to each principle).
Which assessment tools did Resource
Teacher use?
 Simple Recall type: Before
introducing new subject matter he
gave a recitation to his class for him
to assess them if they still remember
their past topic.
 Rubrics was one of the assessment
tools used by the teacher. Printed
sets of criteria for assessing
knowledge, performance or product
and for giving feedback. The
following tools are examples of
rubrics and how they are used in
schools.
Give examples of comments of teacher on
students’ work/answer.
feedback since it is not specific. A more
specific better feedback is “You observed rules
on subject-verb agreement and variety of
sentences. Three of your commas were
misplaced”.
3. Assessment should be on real-world
application and not on out-of-context drills.
4. Emphasize on the assessment of higher-
order thinking.
5. Emphasize on the self-assessment.
(Assessment as learning)
Which of the following principles were observed by the Resource
Teacher?
Principles of Assessment
1. Make use of the 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 a 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”.
One of the positive feed backs given were
“Great Job!” and “Good Work!”.
How was this demonstrated?
The teacher gives activities with real
world application and she allow the
students to give their realization about
the said activity. She assessed student’s
performance through rubrics or checklist.
How was this done?
It is done after the discussion of lessons.
Were the students given the opportunity
to do self-assessment?
Yes, through student led and three way
conferences.
Observations (Describe observed
behaviors of the Resource Teacher that
is/are aligned to each principle).
Which assessment tools did Resource
Teacher use?
Simple Recall Type: Before introducing
new subject matter he gave a recitation
to his class for him to assess them if they
still remember the topic.
Give examples of comments of teacher
on students’ work/answer.
One of the positive feedbacks given were
“Great Job!” and “Good Work!”.
 3. Assessment should be on real-world
application and not on out-of-context
drills.
4. Emphasize on the assessment of
higher-order thinking.
5. Emphasize on the self-assessment.
(Assessment as learning)
Principles of Assessment
1. Make use of the 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 a 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.
How was this demonstrated?
The teacher interacted with the students
on how she is going to grade the
presentation
How was this done?
It is done after the class.
Were the students given the opportunity
to do self-assessment?
Assessing themselves and their
classmates through self and peer
assessment.
Observations (Describe observed
behaviors of the Resource Teacher that
is/are aligned to each principle).
Which assessment tools did Resource
Teacher use?
 Observation Assessment: As the
students make their drawings the
teacher watches them on how they
work.
 Performance based: After the
teacher discussed their lessons, she
let the students draw orthographic
objects.
Give examples of comments of teacher
on students’ work/answer.
“Very good!” were often seen at the
feedback by the teacher.
How was this demonstrated?
The teacher assess after the
 presentation.

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

higher-order thinking.

It is done after the class.

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

(Assessment as learning) to do self-assessment?

They are given a chance to assess

themselves and their classmates, they
spend time for self-assessment.

My reflection episode 2

You 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 that we should be more transparent in
assessing the child. We should tell the students and realized to them how important is assessment for
them.

Make assessment worthwhile by creating activity that suits collaborative learning, where everyone can
introduce their creativity, collaboration, critical thinking, and communication.

To the make assessment worthwhile

Don’t approach assessment as an accreditation requirement. Sure, you’re doing assessment
because your accreditor requires it, but cranking out something only to keep an accreditor
happy is sure to be viewed as a waste of time. Instead approach assessment as an opportunity
to collect information on things you and your colleagues care about and that you want to make
better decisions about. Then what you’re doing for the accreditor is summarizing and analyzing
what you’ve been doing for yourselves. While a few accreditors have picky requirements that
you must comply with whether you like them or not, most want you to use their standards as an
opportunity to do something genuinely useful.

Keep it useful. If an assessment hasn’t yielded useful information, stop doing it and do
something else. If no one’s interested in assessment results for a particular learning goal,
you’ve got a clue that you’ve been assessing the wrong goal.

Make sure it’s used in helpful ways. Design processes to make sure that assessment results
inform things like professional development programming, resource allocations for instructional
equipment and technologies, and curriculum revisions. Make sure faculty are informed about
how assessment results are used so they see its value.

Monitor your investment in assessment. Keep tabs on how much time and money each
assessment is consuming…and whether what’s learned is useful enough to make that
investment worthwhile. If it isn’t, change your assessment to something more cost-effective.
Be flexible. A mandate to use an assessment tool or strategy that’s inappropriate for a particular
learning goal or discipline is sure to be viewed as a waste of everyone’s time. In assessment,
one size definitely does not fit all.

Question anything that doesn’t make sense. If no one can give a good explanation for doing
something that doesn’t make sense, stop doing it and do something more appropriate.

Start with what you have. Your college has plenty of direct and indirect evidence of student
learning already on hand, from grading processes, surveys, and other sources. Squeeze
information out of those sources before adding new assessments.

Think twice about blind-scoring and double-scoring student work. The costs in terms of both time
and morale can be pretty steep (“I’m a professional! Why can’t they trust me to assess my own
students’ work?” ). Start by asking faculty to submit their own rubric ratings of their own
students’ work. Only move to blind- and double-scoring if you see a big problem in their scores
of a major assessment.

Start at the end and work backwards. If your program has a capstone requirement, students
should be demonstrating achievement in many key program learning goals in it. Start
assessment there. If students show satisfactory achievement of the learning goals, you’re done!
If you’re not satisfied with their achievement of a particular learning goal, you can drill down to
other places in the curriculum that address that goal.

Help everyone learn what to do. Nothing galls me more than finding out what I did wasn’t what
was wanted and has to be redone. While we all learn from experience
and do things better the second time, help everyone learn what to do so, their first assessment
is a useful one.

My Learning Portfolio

1. Assessment should be on real-world application and not on out-of-context

drill. Research on GRASP of G. Wiggins and Jay McTighe. Construct a real-world
performance assessment task.

The task is to make the students have a realization of the values they can
acquire behind the lessons discussed. The goal is to implant students learning.

2. Here is an intended learning outcome: “the student must be able to apply the
basic assessment principles in the teaching-learning process.” Assess the
attainment of that objective learning outcome by way of 2 multiple choice test
items.

Thomas and Thorne (2009) suggest a multi-step process for teaching and
learning concepts, which includes:
1) Name the critical (main) features of the concept.
2) Name some additional features of the concept.
3) Compare the new to the already known.
4) Name some false features of the concept.
Learning Episode 3:

USING DIFFERENT ASSESSMENT METHODS, TOOLS and TASKS

Paper-and-Pencil Test Please put a check (√) on the test 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.
Selected-response type
1. Alternate-response NONE
2. Matching type Pagtapat – tapatin. Isulat lamang sa Hanay A ang letra
mula sa hanay B.

Column A:
___ 1. Salaping tinatanggap ng tao kapalit ng ginawang
produkto at serbisyo.
___ 2. Pinakamataas na uri ng pangangailangan ayon kay
Abraham Maslow.
___ 3. Pagpapakilala ng mga produkto batay sa katangian
at kabutihan ng paggamit at pagbili nito.
Column B:
a. Kita
b. Presyo
c. Law of Diminishing Utility

3. Multiple Choice NONE

Identification:
4.Others(Problem solving) __________ 1. Bilang ng tao na naninirahan sa isang lugar.
__________ 2. Agham sa pag-aaral ng balangkas sa
populasyon.

Constructed-Response type
1. Completion Isulat ang btamang pangatnig sa patlang upang mabuo
ang pangungusap.

1. Sa isang kisapmata, lumipad ang ibon ___ nawala sa

mga halaman.
2. Tinangka noon ng Pilipinas na makuha ang Sabah ___
may mga dokumentong nagpapatunay naninirahan doon
an gating mga ninuno.

2. Short answer type

Isulat sa patlang ang hinihingi ng mga sa sumusunod.

______ 1. Sino ang may-akda ng Florante at Laura?

 ______ 2. Kanino inialay ng may-akda ang Ibong Adarna?

3. Problem solving Basahin at suriin ang sitwasyon na nasa loob ng kahon

at isagawa ang nakapaloob na gawain.

Sitwasyon: Nagkaroon ng higit sa 10 bahagdan ng

pagtaas sa presyo ng mga produkto at serbisyo na
nakalista sa ibaba. Sa kabila nito, walang pagbabago sa
suweldo mo. Ilagay sa papel ang mga produkto at
serbisyong bibilhin mo pa rin kahit tumaas ang presyo
nito.
4. Essay

a) Restricted None

b) Non-restricted Sumulat ng sanaysay tungkol sa tamang pangangalaga

ng mga yamang likas.

5. Others Matching Type:

Piliin sa hanay B ang hinihingi sa hanay A. Isulat sa

patlang ang titik ng sagot.

Hanay A:

_____ 1. Ipinatapon ng pamahalaang Kastila noong 1872

dahil sa himagsikan sa Cavite.
_____ 2. Nag-anyaya kay Rizal na manithan sa tirahang
opisyal ng Legasyon.

Hanay B:

A. Jose Ma. Basa

B. Lecaros
C. Blabino Mauricio

Paper-and-Pencil Test
Selected-response type
1. Alternate-response
Please put a check (√) on the test 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.
None
2. Matching type Match column A with the correct answer in column B.
Write your answers before the number.

Column A
____1. He is known as the Father of Taxonomy.
____2. He established the concept of cell theory.

Column B
A. Gregor Mendel
B. Robert Hooke
C. Louis Pasteur
3. Multiple Choice None
4. Others (Enumeration) Give what is being asked:

1. Countries in Southeast Asia.

2. Countries that belongs in Middle East.

Constructed-Response type

1. Completion None

2. Short answer type Isulat sa patlang ang hinihingi ng mga sa sumusunod.

______ 1. Sino ang ika-labing apat na presidente ng

Pilipinas?
______ 2. Kailan inilibing si Marcos sa libingan ng mga
bayani?

3. Problem solving
Gamit ang mid-point formula, ikompyut ang
coefficient para sa bawat aytem at tukuyin kung
anong uri ito ng elastisidad ng supply.

P1= 10 Q1= 100 2. P1= 20

Q1= 200
P2= 15 Q2= 120 P2= 30
Q2= 400
4. Essay

a) restricted In a whole piece of paper. Write a 500 words about the

effect of global warming.
b) non-restricted If you’re given a chance to invent something that can
help maintain the environment, what is it?

5. Others None
 Authentic Describe how a product/performance was assessed?
Assessment

1. Product Example/s of product/s assessed. How was it/were they

assessed?

The product that was assessed in an English class in the

lesson of Figures and Speech was a poem at the end of the
class. It was assessed through a checklist.

2. Performance Example/s of performance/s assessed. How was it/were they

(Psychomotor) assessed?

The performance that was assessed in English is how the

students perform the poem they have written. It was
assessed through a rubric.

Multiple Intelligences Assessment

 Ask students to write in a journal
Linguistic intelligence ("word smart") regularly.
 Give oral exams and/or essay
tests.
 Emphasize creative writing- have
students write poems, plays and
stories.
Logical-mathematical intelligence ("number/reasoning smart")  Assign science labs and
experiments.
 Have students complete logic
problems and games.
 Invite students to create
Spatial intelligence ("picture smart") collages, murals and posters.
 Encourage students to illustrate
their ideas using maps, charts,
and graphs.
 Help students use school
equipment to make a video or
slide show.
 Challenge students to write and
Bodily-Kinesthetic intelligence ("body smart") perform plays.
 Have students build models or
use other hands-on techniques
to show what they learned.
 Challenge students to identify
 Musical intelligence ("music smart") and explain patterns in music
or poetry.
 Ask students to write new lyrics
to familiar melodies or to
compose a new song.
Interpersonal intelligence ("people smart")  Stage a classroom debate.
 Have students work
collaboratively to brainstorm
and prepare a project.
 Ask students to identify their own
Intrapersonal intelligence ("self smart") academic strengths and
weaknesses.
 Have students think of personal
goals and give progress
reports.
Naturalist intelligence ("nature smart")  Ask students to keep
environmental journals and to
share their observation.
 Invite students to lead
classmates on a nature walk to
point out interesting plants and
animals they found during
independent study.

Levels of Learning Learning Outcome/ Lesson AssessmentTask Is the level of assessment aligned to the level
Outcome (Bloom) Objective from Teacher’s (Evaluation From of objective? E.g. Objective is “recall the of
Lesson Plan (Write Lesson Teachers Lesson Plan ____” ; Assessment task is “Distinguish
objective in the appropriate (Write it in the between animal and plant cell” - Not aligned
Level Outcome) appropriate level
outcome)

Lesson Objective? yes no

1. Remembering Give an example of

Discuss the difference adjective and adverbs in a
between adjective and sentence.
adverb

2. Comprehending Use adjectives in writing. Write a 150 words about

“My Ideal Partner in Life”

Arrange the ff. adjectives in

3. Applying To arrange adjectives each sentence.
orderly in a sentence.
I really love that (big, old,
green antique car)
4. Analyzing Identify whether the Rewrite the sentences to
adjectives are arranged have the correct order of
orderly in a sentence. adjectives.

My sister adopted a white

big beautiful bull dog

5. Evaluating Make own sentences with Make 5 sentences with

adjectives in a series, adjectives a series.

6. Creating Write a poem. Make a poem about any

place in your school,
describe the emotion using
this.
What color it represents?
What animal is it like?
How does it taste? Bitter,
sweet? Poem should be of
seven lines. Each line
should be seven syllables

Resource Teacher’s Learning Resource Teacher Assessment Task

Outcome/ Lesson Objective
Level of Learning Outcome

1. Retrieval- recalling, Determine the adjectives in the Underline the adjectives in the
recognizing paragraph. poem.

2. Comprehension Paraphrase the poem. Paraphrase the poem.

3. Analysis Identify the adjectives in a wrong Each sentence contains misplaced

order and rewrite it in a correct adjectives, rewrite the sentence to
form. make it right.
4. Knowledge utilization What is the best way in writing a Write your own poem using
(investigating, experimenting, poem? different adjectives,
problem solving, decision making)

Give proofs that metacognitive and self system were touch in the
Metacognitive System teaching-learning.
(Students set learning goals,
monitor their learning) Students asked questions for clarity.

Self-system Students were instructed to listen to a song and list all the adjectives
(Students examine importance of they heard.
subject, examine self motivation,
interest and efficacy)
 Resource Teacher’s Learning Resource Teacher Assessment Task
Outcome/ Lesson Objective
Level of Learning Outcome

1. Retrieval- recalling, State the different elements of a In 2-3 sentences discuss the
recognizing poem. different elements of a poem.

2. Comprehension Describe the effects of the Paraphrase the poem.

elements in a poem.

3. Analysis Draw an inference about the Construct generalization based on

poem. the poem read.

4. Knowledge utilization Decide which element is Which of the elements is the most
(investigating, experimenting, essential in writing a poem. suitable?
problem solving, decision making)

Give proofs that metacognitive and self system were touch in the
teaching-learning.

5. Metacognitive System
(Students set learning goals, Students are asked what would happen if any of the elements aren’t
monitor their learning) present in a poem?

6. Self-system Based on your own poem, do yuou think all the elements are present?
(Students examine importance of How would you determine these are all evident in your poem?
subject, examine self motivation,
interest and efficacy)
Levels of Learning Learning Outcome/ Assessment Task Is the level of assessment
Outcome (Bloom) Lesson (Evaluation From aligned to the level of
Objective from Teachers Lesson Plan objective? E.g. Objective is
Teacher’s Lesson (Write it in the “recall the of ____” ;
Plan (Write Lesson appropriate level Assessment task is
objective in the outcome) “Distinguish between animal
appropriate Level and plant cell” - Not aligned
Outcome)

Lesson Objective? Yes No

1. Remembering Recall the elements of a Define each element in

poem 2-3 sentences.

2. Comprehending Paraphrase a poem. Paraphrase the poem

“Trees” by Joyce Kelmer

3. Applying Use the elements in Demonstrate whether

writing a poem. the elements are present
in the given poem.

4. Analyzing Distinguish the emotion What is the mood of the

of the poem, poem? Explain Why?

5. Evaluating Be able argue with the Defend your insights

state of the changing about calamities and
environment. your poem.

6. Creating Create a poem. Make your own poem.

Levels of Learning Learning Outcome/ Assessment Task Is the level of assessment
Outcome (Bloom) Lesson (Evaluation From aligned to the level of
Objective from Teachers Lesson Plan objective? E.g. Objective is
Teacher’s Lesson (Write it in the “recall the of ____” ;
Plan (Write Lesson appropriate level Assessment task is
objective in the outcome) “Distinguish between animal
appropriate Level and plant cell” - Not aligned
Outcome)

Lesson Objective? Yes No

1. Remembering Enumerate the basic In a 5 sentences state

steps in fish deboning. the basic steps in fish
deboning.

2. Comprehending Demonstrate importance Explain the importance

of fish deboning. of fish deboning in
household and in the
industry.

3. Applying Experiment easiest steps Make use of different

in fish deboning. tools.

4. Analyzing Identify the different Dissect and demonstrate

parts of a fish. the process and steps in
fish deboning.
5. Evaluating Value the essence of fish Based on your
deboning. demonstration, how
would you have safest
way of deboning?

6. Creating Make your own steps of Support your own

easiest way of deboning. methods.

Resource Teacher’s Learning Resource Teacher Assessment Task

Level of Learning Outcome Outcome/ Lesson Objective

1. Retrieval- recalling, Demonstrate the steps in fish Write in a short paragraph,

recognizing deboning.

2. Comprehension Illustrate the steps. Diagram the steps in fish deboning.

3. Analysis Identify the problems encounter Suggest your own steps.

in fish deboning.

4. Knowledge utilization Select the best methods in fish Use different tools.
(investigating, experimenting, deboning.
problem solving, decision making)

Give proofs that metacognitive and self system were touch in the
teaching-learning.

Metacognitive System Analyze the different problems and errors encounter in fish deboning,
(Students set learning goals, how would you overcome it?
monitor their learning)

Self-system What is the importance of fish deboning and how would it help to
(Students examine importance of household and industries.
subject, examine self motivation,
interest and efficacy)
1. What is the counterpart of Bloom’s recalling in Kendall’s and Manzano’s and DepEd’s KPUP?

The counterpart of Bloom’s recalling Kendall and Marzano’

and DepEd’s KPUP.

Bloom Kendall and Marzano KPUP

Recalling Retrieval Knowledge

The knowledge domains in Dep ed KPUP which was defined as facts and information that students
needs to account. The knowledge domain contains similar skills w/ bloom taxonomy that includes
defining, describing identifying, labelling, enumerating, matching, outlining, selecting, stating, naming,
and reproducing. In the product performance is similar to applying which concludes, perform, create,
conduct and produce.

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

They might be similar in some ways but there are some differences with regards to their
domains. For more clear illustration here;
3. What did you discover about assessment tasks and learning outcomes? Are they aligned? Explain.

Yes, they are aligned. It is really evident as for illustrated above. It is then clearly stated the
objectives to be achieved and the assessment how. Differences may be seen from how it is to
Bloom and to Kendall and Marzano. But, similarly the learning outcomes suited learning
outcomes.

4. Students study based on how they are tested. To avoid “teaching-to-the-test” (teaching something
because it will be tested or covered in the test) or superficial factual testing, what levels of knowledge
processing should teachers use more?

I think these teaching-to-the test only measures and assess memory and simple recall, I think it
is best to have comprehension, analysis, application and synthesis for students will be able to
use whatever they’ve learned, not only in school but even whenever they are out in the
learning environment. It is also better to have a real life context or authentic learning task.

My reflection

Schools more often uses the assessment in the low levels of recalling, knowledge and
retrieving because these three are the basic and the fundamental aspect of assessment. Every
assessment or levels of domain begin with these. This is because these three are part of the beginning
where it goals is to develop first students mastery in knowledge before moving into the complex ones.

On the other hand these three are the basis whether the students have learned well or not
before they move on to the next task. This is also the easiest way of scoring student’s learning.

We measures what we value and we value what we measure. Then we have to assess what we
value and value what we assess. What is one big message of Bloom’s revised cognitive taxonomy,
Kendall’s and Manzano’s new taxonomy of objectives to teachers regarding the assessment process?

Bloom’s revised cognitive taxonomy, Kendall’s and Marzano’s taxonomy of objectives greatly
implies that there are lots of domains and competencies which need to be developed among
students, and so does a lot of ways to assess them. This is alslo an implication that there are changes
which continue to occur in the teaching and learning process. This further helps teachers to
frameworks and build effective and organized systematized plan of learning tasks. This also depicts
that in assessment process a competency and domain may vary as it specifically detailed to smaller
chunks of knowledge and skills.
Level of Processing Competency from the K to 12 Assessment task (Test item, etc)
Curriculum Guide

The student can produce Label the diagram of the Local area network.
information on demand
1. Retrieval

Identifying the critical or Summarize the main cause of networking failure

essential elements of knowledge in local area network.
2. Comprehension

Inferring new generalizations Based on what you know, why do CPU overclock
from known knowledge when opening a high visual graphic display?
3. Analysis

Accomplishing a goal for which Determine the best strategy for accomplishing a
obstacles exist wireless network connection.
4. Knowledge utilization

The student is able to monitor On your progress chart check the finished
their own progress toward a job/activity and summarize the total.
5. Metacognitive system specific goal

The student identifies beliefs Write an essay on how will you see yourself five
about his or her ability to years from now and how does your course will
6. Self-system improve competence or help you to achieve your goal.
understanding

Level of Processing Competency from the K to 12 Assessment Task (Test item, etc.)
Curriculum Guide

Determines how stress,

intonation, phrasing, pacing, tone, and non-

verbal cues serve as carriers of meaning that
1. Remembering LISTENING COMPREHENSION may aid or interfere in the message of the text
listened to
2. Understanding ORAL LANGUAGE AND FLUENCY Employs varied verbal and nonverbal strategies
to create impact on a specific audience while
delivering various forms of extemporaneous or
impromptu speech.

3. Applying VOCABULARY DEVELOPMENT Uses context clues and structural analysis to

arrive at the meaning of words and expressions

4. Analyzing READING COMPREHENSION Compares and contrasts

information presented in two or

more related reading or viewing

selections using guided text

analysis strategies and devices in a small group

structure

5. Evaluating WRITING AND COMPOSITION Distinguishes between oral and

written modes of language use

with emphasis on their exclusive features and

properties

Formulates:

6. Creating GRAMMAR AWARENESS a) correct complex and

b) compound-complex
c) sentences
d) correct conditional
e) statements
f) appropriate parenthetical
g) expressions
h) meaningful expanded
i) sentence (following
j) balance, parallelism, and
k) modification)
2. Select an appropriate competency from the K to 12 Curriculum. Choose and Construct a performance
assessment task following GRASPS of Wiggins and McTighe.

Competency: Writing and Composition

G-Goal

Persuade and explain to your classmates the importance of discipline to oneself.

R-Role

You are writer that researches about the human behavior and discipline. You have noticed
that people have negative attitude toward the environment.

A-Audience

Persuade readers about the importance of discipline.

S-Situation

You have travelled the world to observe how discipline gives impact to ecosystem. Persuade
readers to rise action and work to save the environment. You need to inform them by writing
persuasive text. Explain how simple action makes big difference.

P-Product

Write a test or research in sharing information about discipline and the environment.

S-Standards and Criteria to Success

Your brochure should

-Contain accurate information
-Easy for 2nd graders to read and understand