Philippines – Australia

BASIC EDUCATION ASSISTANCE FOR MINDANAO

PRE-SERVICE TEACHER TRAINING UNIT

Extended School Experience

FIELD STUDY 5 MANUAL

Assessment for Student Learning
 TABLE OF CONTENTS
1. INTRODUCTION ....................................................................................................... 1
Links to DepEd’s National Competency-Based Teacher Standards (NCBTS): .......... 1
2. ROLES AND RESPONSIBILITIES OF STAKEHOLDERS IN FS 5 ........................... 1
3. COURSE DESCRIPTION .......................................................................................... 5
Course Objectives...................................................................................................... 5
Course Requirements ................................................................................................ 5
Grading System ......................................................................................................... 6
Assessment Tools...................................................................................................... 6
4. SCHEDULE OF ACTIVITIES FOR FIELD STUDY 5 ................................................. 7
5. COURSE CONTENT ................................................................................................. 8
A. Classroom Assessment ......................................................................................... 8
B. Authentic Assessment ........................................................................................... 8
C. Incorporating Assessment in Lesson Planning ...................................................... 9
D. Assessment Tools ................................................................................................. 9
E. Journal Reflections ................................................................................................ 9
6. GLOSSARY OF TERMS .......................................................................................... 10
7. REFERENCES ........................................................................................................ 12
8. APPENDICES .......................................................................................................... 13
Appendix 1: Reflective Journal ............................................................................... 14
Journal 1: Test Preparation ................................................................................ 14
Appendix 1: Reflective Journal ............................................................................... 14
Journal 2: Checking, Marking and Interpreting Test Result ................................ 14
Appendix 1: Reflective Journal ............................................................................... 15
Journal 3: Evaluation .......................................................................................... 15
Appendix 2: Lesson Plan Rubric ............................................................................ 16
Appendix 3: Rubric for PSTs’ Student Teaching Portfolio ...................................... 18
Appendix 4: Marking Guide for Reflection/Journal Entries ..................................... 19

Field Study 5
Field Study 5: Assessment for Student Learning
Credit: 1 Unit
Time Duration: 17 Hours

1. INTRODUCTION
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 marking
test, and interpreting test results, and a range of assessments, assessment strategies, and
assessment tools.
There will be five in-school visits. The pre-service teacher will be working individually
(without a buddy) with the guidance of the cooperating teacher especially in the preparation
of lesson plans for the topics assigned. It will incorporate authentic assessment activities,
various strategies, and tools. He/she is expected to teach one lesson on three out of the five
school visitations. The PSTs will construct and administer tests as well as analyze test items
and interpret test item analysis. He/she will make rubrics for the different assessment
strategies.
This manual contains the roles and responsibilities of stakeholders, the course
description, course objectives, course content, and course requirements. It includes the
schedule of activities, grading system, glossary of terms, references and appendices.

Links to DepEd’s National Competency-Based Teacher Standards (NCBTS):

Domain 5- Planning, Assessing, Interpreting and Reporting

5.1 Develop and utilizes creative and utilizes creative and appropriate instructional plan
5.2 Develop and use a variety of appropriate assessment strategies to monitor and evaluate
learning.
5.3 Monitors regularly and provides feedback on learner’s understanding of content
5.4 Communicates promptly and clearly to parents and superiors about progress of learners

2. ROLES AND RESPONSIBILITIES OF STAKEHOLDERS IN FS 5

Stakeholders
I. Teacher Education Institution (TEI)
A. Dean of the College of Education
B. TEI Practicum Manager
C. TEI Practicum Supervisor for Field Study 5
D. Pre-service Teachers

II. The Department of Education

A. The Schools Division Superintendent
B. Cooperating Principal
C. Site Coordinator
D. Cooperating Teacher

Field Study 5 1
I. The Teacher Education Institution (TEI)
A. The Dean of College of Education shall:
1. Designate Practicum Manager to oversee/coordinate the practicum program.
2. Assign Practicum Supervisor with 25-30 Pre-service Teachers (PST’s).
3. Allocate a modest incentive to personnel in the Dep Ed involved in student teaching
as stipulated in the MOA.
4. Initiate conferences with the SDS in selecting public and private schools in the
province/city.
5. Assign a space for Practicum office and appoints office staff.
B. The Practicum Manager shall:
1. Monitor the teachers handling FS.
2. Supervise Practicum office staff.
3. Formulate policies and systems for the practicum.
4. Manage administrative matters such as preparation and signing of MOA.
5. Communicate with stakeholders and handle paper work with regard to practicum
program.
C. The TEI Practicum Supervisor shall:
1. Orient the pre-service teachers of their in-campus/off-campus work with regards to
their expected attitudes, proper dress code, things to be done when they are in
school, and the expectations of their cooperating teachers;
2. Coordinate with the Cooperating School Principal/Head regarding the selection of the
exemplary Cooperating Teachers to handle Pre-service Teachers;
3. Assign the Pre-service Teachers to the Cooperating Teachers designated by the
School Principal/Head;
4. Coordinate with the Professional Education faculty regarding the needs of the Pre-
service Teachers in their field studies;
5. Visit the pre-service teachers, observe the classroom teaching and hold conferences
with the cooperating teacher when deemed necessary;
6. Coordinate regularly with cooperating school principal/head teacher and cooperating
teacher regarding performance of the pre-service teachers;
7. Conduct weekly conferences for the Pre-service Teachers to:
a. Monitor their performance/progress in the field
b. holds special sessions on innovations in teaching-learning process
8. Assist the Pre-service Teachers in checking their lesson plans for teaching and in
preparing their learning materials;
9. Submit written reports to the College Dean, copy furnished to the school principal
and the SDS, at least twice a month regarding the:
9.1 progress/performance of pre-service teachers
9.2 problems/difficulties met by the pre-service teachers
9.3 solutions/actions taken to solve the problems
10. Call the Pre-service Teachers for debriefing at the end of FS 5.
D. The Pre-Service Teachers shall:
1. Participate actively in all school related activities, as appropriate
2. Consider/be open to constructive criticisms;
3. Have regular discussions/de-briefing with the cooperating teacher/practicum
supervisor.
4. Respect the dignity and rights of the learners;
5. Check papers and tests for the purpose of analysis and evaluation;
6. Write lesson plans and have it checked by the cooperating teacher before teaching,
and evaluate effectiveness of plans after teaching.

Field Study 5 2
 7. Observe lesson plan policies established by the cooperating teacher/practicum
supervisor;
8. Accept decisions of the cooperating teacher/practicum supervisor concerning content
to be covered and methods of presentation;
9. Submit to the TEI Practicum Supervisor the duly accomplished forms, lesson plans,
self-made test, reflective journals, etc.
10. Return all borrowed books and materials to the cooperating school before the term
ends, accomplish clearance from the cooperating schools;
11. Project a good image as a teacher at all times by observing
11.1 The Code of Ethics
11.2 Proper dress code
11.3 Punctuality in all activities of the Field Study
II. The Department of Education (DepEd)
A. The Schools Division Superintendent (SDS) shall:
1. Review and subsequently approve request for cooperating school
2. Conduct orientation on student teaching with the TEI’s inclusive of the Dean,
College Student Teaching Supervisors, and the School Principals/Head Teachers.
3. Be the approving authority for Memorandum of Agreements between TEI’s and
DepEd.
B. The Cooperating Principal shall:
1. Identify exemplary Cooperating Teachers to handle Pre-service Teachers’ teaching;
2. Conduct orientation for cooperating teachers on:
a. policies and regulations on Field Study 5
b. mentors’ roles and responsibilities
c. expected activities and outcomes of Field Study 5
3. Conduct orientation for the Pre-service teachers on:
a. policies and regulations of the school
b. roles and responsibilities of the Pre-service teachers
c. assignment of areas of responsibility where they should go
4. Monitor and provide feedback on pre-service teacher’s performance on their half-day
teaching
5. Meet with the Cooperating Teachers, the Pre-service Teachers and the Practicum
Supervisor for debriefing at the end of FS 5
6. Prepare required reports to the TEI’s, copy furnish the Schools Division
Superintendent
C. The Site Coordinator shall:
1. Assist the Principal in assigning the Cooperating Teachers;
2. Conduct regular conference with cooperating teachers as regards the performance
and behaviour of student teachers
3. Serve as a link among Pre-service Teachers, Principals and the TEI Practicum
Supervisors.
4. Coordinate with TEI’s Practicum Supervisor concerning the Pre-service Teacher’s
class assignment and problems
5. See to it that student teachers are not allowed to substitute for teachers who are
absent or on leave.
D. The Cooperating Teacher shall:
1. Provide an appropriate environment and establish a positive working relationship
between Pre-service Teachers and Cooperating Teachers;
2. Provide support to pre-service teachers as mentors in:
a. lesson planning

Field Study 5 3
 b. the use of varied strategies/approaches/techniques
c. assessment of learning outcomes
d. questioning techniques
e. preparation of tests/various authentic assessment tools
f. Making TOS
g. Interpreting scores
h. Making grades
3. Evaluate the pre-service teachers’ lesson plans in order to check the appropriateness
of the instructional materials and the strategies that will be used in assessing the
teaching-learning process;
4. Give regular appropriate praise, positive feedback, advice, support and
encouragement to the students practicing to be teachers;
5. Observe/coach/mentor Pre-service Teachers in their individual teaching.
6. Complete the evaluation report.
7. Evaluate the TOS, constructed tests and analyzed test items.

Field Study 5 4
3. COURSE DESCRIPTION
This course develops PSTs skills in collecting, and analyzing the cooperating teacher’s
assessment items to familiarize themselves with DepEd assessment structures. The PSTs
will also identify whether the items use a conventional or authentic approach, and whether
there is a range of assessment strategies. The course provides an opportunity for PSTs to
have hands-on experiences in constructing a range of assessment tools. They will try these
in the classroom and evaluate the results based on the principles of effective assessment. It
requires the PST’s to apply the concepts they have learned about developing rubrics for
performance based assessment.
Field Study 5 is anchored on the Professional Education subjects: Assessment of
Student Learning1, and Assessment of Student Learning 2

Course Objectives

At the end of the course, the pre-service teachers of FS 5 will be able to:
1. Identify assessment tools used by the cooperating teachers in assessing students’
learning.
2. Write a lesson plan that incorporates an authentic assessment activity.
3. Teach three lessons (beginning on the third visit).
4. Construct a Table of Specification (TOS) as basis for constructing test items.
5. Administer the test and perform an item analysis.
6. Revise the test based on the results of the item analysis.
7. Design sample rubrics for two classroom activities.
8. Interpret the score of the pupils/ students
9. Give marks

Course Requirements

a. Attendance during school hours, school functions and in special meetings

b. Daily Time Record/Logbook for attendance in the laboratory and the cooperating
school
c. Professional Portfolio which includes:
 3 Lesson Plans
 1 Sample Analyzed test item
 2 samples of Teacher-made tests with corresponding TOS
 2 sample rubrics
d. Reflective Journal Entries

Field Study 5 5
Grading System

Rater
CT Prac Supervisor
Attendance 10% 
Professional Portfolio 30% 
Reflective Journal 20% 
Self-made Test 30%  
Lesson Plan 10% 
Total 100%

Assessment Tools

1. Lesson Plan Rubric

2. Student Portfolio Rubric
3. Rubric for Self-made Test
4. Marking guide for reflective journal entries

Field Study 5 6
4. Schedule of Activities for Field Study 5

Visits Venue Site/Observation Activity Time frame

 Orientation about the
course content,
TEI AVR/Social Hall 1 hr
expectations and
requirements
 Observe CT’s
assessment Tools
 Analyzed teacher-made
DepEd test
1st Classroom 3 hrs
School  Interview 2 CT’s on
authentic assessment
 Collect and annotate
authentic assessment
 Consultation with the
CT’s to familiarize PST’s
on lesson preparation
2nd DepEd
Classroom and mechanics of half 3 hrs
School
day teaching
 Prepare lesson 1 for
next visit
 Teach lesson 1
DepEd
3rd Classroom  Prepare lesson 2 3 hrs
School
 Construct TOS and test
 Teach lesson 2
 Administer Test
DepEd
4th Classroom  Analyze and Interpret 3 hrs
School
test items
 Prepare lesson 3
 Teach lesson 3
 Record test results
DepEd  Interpret the scores
5th Classroom 3 hrs
School  Make Grades
 Post Conference with
CTs
 Debriefing/Workshop
TEI AVR/Social Hall
 Submission of 1 hr
requirements
TOTAL 17 hrs

Field Study 5 7
5. COURSE CONTENT

A. Classroom Assessment

Focus: Observation of Cooperating Teacher’s Assessment Tools

1. Collect two samples of assessment tools from your CT
2. Discuss the samples with your CT and record in your notebook the following:
a. purpose of the assessment
b. method of administering assessment
c. methods for evaluating the assessment results
d. ways by which results will be used
3. List the range of assessment strategies used by the teacher. Identify and classify
these into conventional, authentic and alternative forms of assessment.
4. a. Analyze one (1) teacher-made test based on the principles of test construction and
Bloom’s taxonomy.
b. Determine the discrimination and difficulty indices of the test. Revise the test.
c. Record what you have revised and why.

5. In your reflective journal, record your understanding about assessment of student

learning using these headings:
a. Authentic Assessment Methods
b. Conventional Assessment Methods
c. Alternative Assessment Methods
d. Principles of Test Construction

B. Authentic Assessment

1. Interview 2 CT’s about their experiences in the use of a range of assessment

strategies. Ask them to identify the type(s) of assessment that are frequently used in
assessing student learning
2. Collect and annotate an example of assessment that is:
a. authentic assessment
b. performance-based assessment
3. Gather information from the CT’s about the benefits and challenges that they
experience in the use of different assessment strategies
4. Ask the CT’s what they think “Authentic Assessment” is.
5. Write your beliefs about assessment of learning in your reflective journal.

Field Study 5 8
C. Incorporating Assessment in Lesson Planning

Assessment is used to describe the activities undertaken by the teacher to obtain

information about the knowledge, skills and attitudes of students. Thus, sufficient evidence
needs to be collected to assign accurate grades. Assessment strategies and tools should be
well-chosen in planning a lesson so that they are congruent with the objectives.
1. Assessment- is a focus in a lesson plan that refers to strategies and tools for
evaluating students’ achievement both formative and summative.
2. Assessment strategies- refer to activities and tasks that involve process as well as
product. They must be meaningful and relevant to students’ lives.
3. Planning and teaching lessons- are two components in FS 5 where the PST
incorporates assessment strategies in evaluating student learning outcomes. These
have to jive with the instructional objectives as reflected in the lesson plans.

D. Assessment Tools

These are instruments used for assessing learning outcomes which may include
RUBRICS, observation checklist, rating scales, etc. Each should include explicit assessment
criteria as a basis for grading.
Task:
1. Consult your teacher about the next lesson you will teach next. Define the objectives.
2. Devise an assessment task to assess your pupils. It should be based on your
objectives.
3. Construct a rubric which will help you assess each pupil fairly and objectively.

(Refer to appendix B and C for assistance)

E. Journal Reflections

 Use the Journal Entry questions in Appendix 1 to focus your thoughts about
assessment.
 Record your reflections in your journal.

Field Study 5 9
6. GLOSSARY OF TERMS
Alternative Assessment- is used to express a very different approach to assessment,
largely diametrically opposed to traditional quantitative measurement of relatively
low-level skills (Marsh Colin, 2004).

Assessment - refers to collecting, synthesizing and interpreting data about the knowledge
and understanding, skills and attitudes of a person or group in order to facilitate
decision making.

Authentic Assessment- is a collection of assessment data about activities where students

construct meaning and produce knowledge and that these activities have value or
meaning beyond success in school (Newmann and Wehlage, 1993).

Class program- refers to the class schedule, room and teacher’s assignment.

Cooperating Principal – is the head of the cooperating school responsible in assigning

exemplary cooperating teachers and to coordinate with the TEI Practicum Supervisor
with regards the assignment and problems of Pre-service Teachers.

Cooperating Schools – refer to the school where the pre-service teacher undergoes off-
campus teaching.

Dean of the College of Education – is responsible for assigning Practicum Supervisors to

handle Field Studies including Student Teaching

Instructional Materials – refer to print materials, audio-visual and multi-media resources

used by the teacher in facilitating teaching-learning process.

Item Analysis – it is the process of evaluating a test item to determine the difficulty value,
discriminating power, and effectiveness of the item. (Calmorin 2004)

Performance-based Assessment- is focused on students demonstrating what they can do.

It is used to describe approaches to assessment which value process as well as
product (Ministry of Education British Columbia 1994, p.25).

Practicum Manager – refers to the person in-charge of monitoring the teachers handling
Field Studies and manages administrative matters pertaining the practicum program
of the TEI.

Pre-Service Teachers – refers to the University/College BEED and BSED students who are
enrolled in the Field Study courses and are involved in micro teaching, team
teaching, and teaching whole lesson.

Rubric- is a scoring tool that lists the criteria for a piece of work. (Goodrich, H.2000). It can
be very useful for teachers to improve quality of students’ performance and to assess
students’ learning using fair and just system.

Site Coordinator – He/She is responsible in assisting the Principal/Head of the School in

assigning students in classrooms and scheduling of classes for observation and
participation. He/she conducts regular conference with cooperating teachers as
regards the performance and behavior of student teachers.

Field Study 5 10
Table of Specification – is an instrument that a classroom teacher should prepare before
constructing test items. It consists of the proper distribution of items in a written test.
(Carrag 2004)

Teacher Education Institutions (TEI’s) – refer to the universities and colleges offering
Teacher Education Courses with curriculum aligned with that of CHED. There are 21
of these from Regions XI, XII, and ARMM which established partnership with BEAM
and DepEd.

Teacher – made test – is a test constructed by teachers and is not prepared as a

standardized test. (Calmorin, 2004)

Team Teaching - is any form of teaching in which a team consisting of two or more pre-
service teachers share responsibility in the planning, presentation, and evaluation of
lessons prepared for the same group of students.

TEI Practicum Supervisor – refers to the University/College faculty directly responsible for
supervising, monitoring and providing support to the university student in on/off
campus school experience.

Test Reliability – is the extent to which a test is dependable, self-consistent, and stable.
(Calmorin, 2004)

Test Validity – is the degree to which a test or measuring instrument measures what is
intended to be measured. (Calmorin, 2004)

Portfolio – is a collection of student work for a particular purpose that exhibits to the student
and others, the student’s efforts, progress or achievement in one or more areas.

Field Study 5 11
7. REFERENCES

Barry, Kevin and King, Len. (2001). Beginning Teaching and Beyond Third Ed. Social
Science Press, New South Wales.

Bustos, Alicia, S., et al. (2001). Guide to Student Teaching. JMC Press, Inc.

Burke, Kay (2005).How to Assess Authentic Learning, Third edition. Hawker Brownlow
Education. Australia

Collin, Marsh. (2004). Becoming a Teacher. Pearson Prentice Hall, New South Wales.

Corpuz, Brenda, B. and Salandanan, Gloria, G. (2003). Principles and Strategies of

Teaching. Lorimar Publishing Co.,Inc.

Cruz, Brenda, B., et al. (1997). Manual for Observation, Participation and Community
Immersion. Katha Publishing Co., Inc.

Danielson, C. and Abrutyn, L. (1997). An Introduction to Using Portfolios. Virginia, USA.

Association for Supervision and Curriculum Development

Garo, Candelaria, D. (2004). Teaching Educational Technology. National Bookstore.

Lardizabal, Amparo, S. (1999). Theory and Practice in Student Teaching. Katha

Publishing Co., Inc.

Lucido, Paz, I and Borabo, Milagros, L. (1997). Educational Technology. Katha Publishing
Co., Inc.

MTST Mentoring the Student Teacher. A joint project of the DepEd and the TEIs of
Region X, Division of Misamis Oriental and the Division of Cagayan de Oro City.

University of South Australia. Professional Application and Reflection 1,2,3,and 4.

Practicum Guidelines and Resources for Schools and Organizations.2004

Oriondo , Leonora. (1998). Evaluating Educational OutcomesCalmorin , Laurentina P.

(2004) . Measurement & Evaluation.

Carag , Eduardo A. and Carag , Catalina G. (2004). Guide to educational Evaluation. A

Handbook, Great Books Publishing.

Raagas , Ester L. (2006). Assessment & Evaluation of Student Learning: concepts &
applications . CDO: IWAG Printers and Publishing.

Field Study 5 12
8. APPENDICES
Appendix 1: Reflective Journal Entries
Journal 1- Test Preparation
Journal 2- Checking, Marking and Interpreting Test Result
Journal 3- Evaluation
Appendix 2: Lesson Plan Rubric
Appendix 3: Rubric for PST’s Portfolio
Appendix 4: Marking Guide for Reflection/Journal Entries

Field Study 5 13
 Appendix 1: Reflective Journal
Journal 1: Test Preparation

Name: Alberto S. Rosario Jr Date: Nov. 29, 2017

Course/Major Field: BSED-MAPEH IV Cooperating Teacher: Matt Chan O. Haictin

1. What measures have you taken to assure yourself that your test items were clear,
accurate and well-focused on the objectives?

The measures that I’ve taken to assure myself that these test items were able to produce
results that are correct and more focusing on the learning objectives, is that every chapter
quizzes that conducted, those test items that much more on correct will be
adopted/included to my test items, in that sense/way the learners will be given a
hint/advantage, it’s because he or she already knows not only the questions but also the
answer. And of course the direction or instruction will be given emphasized.
2. What problems have you encountered? How did you respond to them? How could you
avoid them next time?

The problems that I’ve encountered is not easy to resolved it’s because some of the
learners during exam got low scores and I don’t know where are there weak points and
the best way that I used or apply is I recalled/recapitulate the lesson that we’ve been
already discussed last meeting and of course I will conduct a removal test or retake the
test.
3. Does your test items provide for a wide range of student learning abilities? Describe
how this has been catered for.

Yes, the test items that constructed provides a wide range of different student
learning style/abilities, it’s because the content of those test items, consist of different
types of evaluation. The test items that was given to the students is not only focusing
on one aspect/type of student learning ability but it also provide to those students who
have different learning style/ability.

Appendix 1: Reflective Journal

Journal 2: Checking, Marking and Interpreting Test Result

Name: Alberto S. Rosario Jr Date: Nov.21, 2017

Matt Chan O.
Subject Area: MAPEH (Arts) Cooperating Teacher: Haictin

1. What types of information about pupil’s/student’s progress can be obtained by

correcting your student tests?

Their level of performance or score of the student tests that obtained by means of
correction to their tests is considered as an essential information about the student’s
progress.

2. If the test result shows that 50% or more of the learners get low marks, what does this
tell you?

There are two possible things that a particular learner getting low marks or scores, it’s
either your teaching strategy or style during class discussion isn’t suited to their
learning abilities or it is very hard for them to understand/catch up the lesson easily.

Field Study 5 14
 3. If there are a lot of learners who do poorly in one subject area, what will you do to
respond to this?

If there are a lot of learners who have a poor performance in one subject area, the
things that needs to be done in terms of responding to it, is to conduct a micro
teaching activity, either enhancement, remedial or tutorial teaching by means of these
kind of teaching styles, you can possibly support those students who need special
help or attention to improve their performance in a particular subject, and after that if
you want to determine their level of understanding, try to apply formative or
summative assessment.

4. How else could you have assessed your learners’ abilities?

Considering their performance during activity could possibly assess the different
learner’s ability. For example, those students who are more active in linguistic,
musical, spatial and etc. will be classified into groupings, so in that way you can easily
identify or determine their performances and of course you can easily construct
different types of activity or evaluation that is suited to them.

Appendix 1: Reflective Journal

Journal 3: Evaluation

Name: Alberto S. Rosario Jr Date: Nov.21, 2017

Course/Major Field: BSED-MAPEH
Cooperating Teacher: Matt Chan O. Haictin

A. ON EVALUATION OF THE ASSESSMENTS

1. How did you evaluate the performance of your learners? Do you reflect on their
responses and review their achievements? How?
I can able to evaluate or determine the performance level of my learners through
conducting an application or activity after discussion and of course applying recapitulation
based on what we’ve discussed a while ago; in that sense I can reflect also their
responses as well.
2. Did you use varied forms of assessment for the lessons? Which of these forms were most
useful? Why?
Yes, I use varied forms of assessment for the lessons like authentic assessment particularly
performance assessment, oral presentation and also rubrics for assessing the
output/artwork of my learners. And rubrics for me is the best forms that most useful in terms
of assessing students’ performance or artworks during conducting activity.
3. How have you used formative and summative assessment strategies? Provide an
example of each.
I apply formative assessment after I notice that they know /understand clearly the
lesson or after discussing the lessons and conducting activity to the students, I provide
them a 10 items quiz and each item equivalent of two (2) points and also I used the
summative assessment after I discussed to create an artwork all the art forms of the
East Asian countries.
4. How do you use assessment results as a guide in further planning of your lessons?
I use assessment results as a guide in further planning of my lessons through enhancing
activities and determining my weak points and strong points, also for them to have a hint or
idea where they need to improve and what are the things that they are lacking.

Field Study 5 15
B. ON PERSONAL EVALUATION
1. How and where do you reflect on your own teaching style and techniques? How often do
you do this? What evidences will show that you gain progress in your teaching
performance? What constraints/ difficulties hinder in my progress?
 The teaching styles and techniques that I apply during my demo teaching
reflects to one of my most admirable college instructor, I adopted most of his
teaching strategy and techniques that they taught to us like student – centered
learning style, more on student’s interaction before, during and after the lesson
discussed, and always listen to your student’s opinion or idea. I noticed that when
the time that I apply those strategies particularly the student centered discussion
or every time that I call somebody to answer those questions that was provided
and after they responded, I gave an additional points to them, most of my students
were motivated and participates well during discussion because they want more
points through that teaching style I always catch their attention. And some of my
difficulties that I encountered and makes hinder to my progression are those
difficulties like time management or having a minimal time to teach that particular
topic, classroom management or handling some students in an organized or
orderly manner with a positive environment.

2. How often do you ask for specific feedback and advice from your mentors? In what way
will you be able to check on my progress and achievements?
 Before I conduct a lesson proper to my learners I ask my mentors or cooperating
teacher first for me to have an idea or information on what are the important things
that should be done to improve my lesson plan, and of course after my
demonstration I ask also again to my cooperating teacher for some feedbacks or
advice on what or where are the things that are lacking as well.

4. To what extent do you discuss your teaching performance willingly with others and
respond positively to constructive criticisms? What should you do to successfully
improve your teaching performance?

 I will always exert more effort to perform with willingness and respond to them with
a constructive criticism positively, even though there are some instances that our
learners or students felt tired not just only to your teaching strategy but also to our
appearance/personality during our class discussion. As a future teacher, you will
always find ways to catch their attention, develop your teaching style, more
interactive discussion and having a good personality that your students will gave
you a good response or behavior and also it will improve your teaching
performance successfully.

Appendix 2: Lesson Plan Rubric

Name of Pre-service Teacher:
Subject Area Date:
Note: This rubric will be used by the Cooperating Teacher and the TEI Practicum Supervisor.
Performance
Good Fair
(3) (2)
Criteria
Formulating Defines objectives clearly Adequately define the objectives Objective
Objective

Field Study 5 16
Organization of  Clearly links subject matter to students’ interest  Adequately links subject matter to  Subjec
lesson presentation and experiences students’ interest and experiences experie
 Clearly identifies sequential development of  Adequately identifies sequential  Does n
activities development of activities develo
 Uses relevant examples  Adequately uses relevant examples  Does n
 Accurately allocates time to activities in  Adequately allocates time to activities in  Does n
accordance with objectives accordance with objectives accord
 Clearly indicates transition procedure from one  Adequately indicates transition procedure  Does n
activity to the next from one activity to the next one ac
 Plans a variety of teaching strategies  Limited variety of teaching strategies  Does n
 Relates subject matter to other knowledge and  Relates subject matter to other knowledge  Does n
prior knowledge of students knowle
Use of learning  Uses a wide range of resources and learning  Uses a range of resources and learning  Does
materials materials material learn
 Structures a wide variety of materials to stimulate  Uses an appropriate variety of materials  Does n
students’ interest and achievement to stimulate students’ interest and materia
achievement achiev
Use of evaluative  Devises appropriate assessment task to  Devises an evaluation of students’  Does n
measures measure each students’ progress progress studen
 Measures students’ progress accurately using  Measures students’ progress using  Studen
appropriate authentic assessment methods appropriate authentic assessment approp
methods
 Uses a rubric which fully reflects the objectives  Uses a rubric which partially reflects the  Rubric
objectives

Total

Rated by:
Designation:
Legend: 3 – Good (95 %) 2 – Fair (85 %)
1 – Needs Improvement (75 %)

Field Study 5 17
 Appendix 3: Rubric for PSTs’ Student Teaching Portfolio

Performance 5 3 1

Criteria (Good) (Fair) (Poor)

1. Components include cover page All components are included and Some of the preliminary components Many of the components are missing.
(with name, title of unit, dates clearly marked. are missing.
taught) table of contents, reference,
list of appendices.

2. Organization follows the Organization follows the instructions Organization slightly follows the Organization does not follow the
instructions for the portfolio. for the portfolio correctly and instructions for the portfolio. instructions for the portfolio.
completely.

3. Word processed; grammatically Words processed, edited and Words processed with few grammatical Words processed but with many
and mechanically correct obviously proofread. and mechanical errors. grammatical and mechanical errors.

4. Neatness and creativity Presentation demonstrates Presentation slightly demonstrates Presentation is neither neat nor creative.
neatness and creativity in all areas neatness and creativity to some extent.
and pages of the portfolio

5. Completeness of contents Contents are all completely filed Some contents are missing and are Most of the contents are missing and/or
and submitted. disarranged. disarranged.

6. Promptness (Working Days) Student portfolio is submitted on Student portfolio submitted no more Student portfolio submitted a week or
time. than one day after the deadline. more after the deadline of submission.

Total Score:

Rated by:

Designation:

Field Study 5 18
 Appendix 4: Marking Guide for Reflection/Journal Entries

Performance 5 4 3 2 1
Level
Needs
Excellent Proficient Satisfactory Developing Improvement
Criterion
Presents Presents very clear Presents some Presents few Presents no
Reflection journal entry comprehensive description of description of description of description of
includes PSTs learning description of worthwhile worthwhile worthwhile worthwhile
experiences, judgments, worthwhile experiences, experiences, experiences, explains experiences, does
performance and other experiences, explains explains sound explains sound sound judgment on not explain sound
insights gained in the sound judgment on judgment on judgment on personal strengths and judgment on
course. personal strengths personal strengths personal strengths weaknesses. personal
and weaknesses and weaknesses and weaknesses strengths and
anchored on many anchored on some anchored on few weaknesses.
theories learned. theories learned. theories learned
.

Legend:

1 – Needs Improvement (75-79)

2 – Developing (80-84)
3 – Satisfactory (85-89)
4 – Proficient (90-94)
5 – Excellent (95-100)

Field Study 5 19