NORTH DAVAO COLLEGES

Gredu, Panabo City

FIELD STUDY 5

Assessment of
learning
Submitted to:

Dr. John Visillas

FS TEACHER

Submitted by:

Janlenn Y. Gepaya
FS STUDENT
Earner Group B

MARCH, 2017

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TABLE OF CONTENTS
Lesson Plan
Detailed.
Semi Detailed.
CLT.
Reflection.
Test
Paper.
Reflection
Rubrics

Reflection..
Authentic
Assessment
Conventional
Assessment
Reflection..
Reflection journal..
Journal 1
Journal 2
Journal 3.
Reflection.

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 Detailed
I. Objectives
At the end of the lesson the students should be able to:

1. Classify sentences according to their uses.

2. Construct declarative, interrogative, imperative, and exclamatory sentences.
3. Read sentences correctly and clearly with expressions.
4. Show teamwork and cooperation through participating in a group activity.
Topic References Materials

Different Types of Sentence Grammar and Visual Aids, Charts, Flash

According to Structure Composition 4 by Prentice Cards, Pictures, Name Tags
Hall

Proficiency in English 8 by
Simeon Tabunda

II. Contents
Procedure
A. Learning Activities
Teachers Activity Students Activity

Good Morning Class... Good Morning Maam!

Let us pray first... (One Student will lead the

Prayer)

(Checking of Attendance) (Students will tell whos absent

for the day)

So hows your day? Is it good so far? It was great Maam!

Thats good to know. So, are you to discuss our new Yes Maam!
topic today?

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Teachers Activity Students Activity

Okay thats good, so lets begin this with a group Yes Maam!
activity! Are you ready?

Motivation
Group Activity:
The students will be divided in to four; each group will be given pieces of paper with words
written on them. They will be asked to arrange the words in order to make a sentence.

They will come up with the following sentences:

1. Philippines is rich in natural resources.

2. When did you go visit the white island?
3. Please give the certificate.
4. I cant believe it! We won!

Teacher Students

Presentation (Students will give their

answers)
Very nice! I am very pleased you were able to finish
the task given to you. Now lets discuss your answers.
Anybody who can tell me what he/she notices with the
following sentences?

Discussion (Student will volunteer to read

the first sentence: A
Very good observation! Now, let me introduce you declarative sentence states a
the four types of sentences. Would someone read this fact or opinion and ends with a
sentence for me? period.)

Thanks. Now, lets take a look at the sentence that (Student answers: Maam,
group 1 came up with. This one is a declarative because it gives an idea and it
sentence. Could you tell me the reason why its states a fact. It also ends with a
classified as declarative? period)

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Teacher Students

Very good. Well said. Now, can somebody give me an (Students answer)
example of a declarative sentence?

Nice answers! Now lets talk about the second type (Student will volunteer to read
of sentence. Would someone read the definition the first sentence: An
written on the board? interrogative sentence asks a
question and ends with a
question mark.)

Nice one and could you give me an example as (The student will give an
well? example.)

Very good! Its easy to understand, right? Remember Yes, Maam!

that an interrogative sentence ends with a question
mark. The sentence that group 2 came up with is an
example of it! Did you get it?

I also want to remind you that you have to read an Yes, Maam!
interrogative sentence well. You have to sound like
youre really asking a question. Dont just read it as if
its a declarative sentence so you wont be
misunderstood when someone listens to you.

That is wonderful! So lets proceed to the next type An imperative sentence

of sentence which is the imperative sentence. Read expresses a request or gives a
the definition, ____________. command or direction. It also
and ends with a period or
exclamation mark.

Thanks. Now, lets check the sentence that group 3 (A student volunteers and
came up with. It ends with a period but that doesnt answers: Maam, its because
mean its a declarative sentence. Can somebody the sentence do not state a fact
explain the class why? an opinion. It states a request.)

You got it! Perfect! Now, I want you class to give me (students volunteer to give
an example of an imperative sentence that gives an their answers)
order or direction.

Oh! Well done! So, what about an imperative (students volunteer to give
sentence that expresses a request? their answers)

Oh! I could see that you got a little confused with the (Student reads: An
imperative sentence but I am glad you were able to exclamatory sentence conveys

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Teacher Students

get its function. Nice try for those who gave their emotion and ends with an
answers! Now lets discuss the last type of sentence. exclamation mark.)
Exclamatory sentence. Read the definition,
___________.

Thanks. Thats good. Now, I know youll find it very (students volunteer to give
easy to understand its function. Can somebody give their answers)
me an example?

Well done, class! Do you have any questions? Any (students says no)/(students
clarifications? asks questions)

Analysis (students answer)

Nice. I am pleased with your participation. Now lets

have a short activity before you take the quiz.

Using the pictures shown on the board, I want you to (students answer)
form different types of sentences according to
function.

Picture 1 (student answers:

1. Declarative: Daniel Padilla is

an actor.
2. Interrogative: Is he famous?
3. Imperative: Could you please
give me his phone number?
4. Exclamatory: OMG! Its I saw
Daniel Padilla!)

Picture 2 (student answers:

1. Declarative: They are asking

for directions.
2. Interrogative: Are they lost?
3. Imperative: Would you
please tell us how to get there?
4. Exclamatory: Help! We are
lost!)

Picture 3 (student answers:

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 Teacher Students

1. Declarative: The team won

the contest.
2. Interrogative: Did they win
the contest?
3. Imperative:Lets clap our
hands for the winning team!
4. Exclamatory: Hurray! We
won!)

Picture 4 (student answers:

1. Declarative: She reach the

mountain top.
2. Interrogative: Did she hike
alone?
3. Imperative: Please take me
to the mountain top.
4. Exclamatory: At last! I
reached the top!)

Generalization (students answer)

Now, class, lets remember that sentences have four

functions. They can be declarative, interrogative,
imperative or exclamatory. Can you again tell me the
differences of the four?

And let us also remember the right punctuations to

use when forming a sentence.
Application
Group Activity: Make a short presentation depicting different situations. Make sure to use all
types of sentences.
Group 1: You and your friends are in a concert.
Group 2: You are lost when you meet a group of friends having fun on the road.
Group 3: A famous actress visited your village.
Group 4: Your teacher informed you about your failing marks.

Evaluation
Directions: Read each sentence carefully and identify their function. Write DC if it is declarative,
INC if it is interrogative, IMC if it is imperative and EC if it is Exclamatory.
1. Samar Island is known for its beautiful caves and water falls.
2. Did the organization approve her proposal?
3. Isnt her voice magnificent!

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 4. Its a baby boy!
5. Call the insurance agent, please.
6. Watch out for that car!
7. What harm did the delay cause?
8. Most people do enjoy taking risks.
9. Is there anything else that I can get you?
10. Keep off the grass.
Assignment
Write a short narrative about your most unforgettable experience. Use at least 4 declarative, 4
imperative, 4 exclamatory and 4 interrogative sentences.

Semi-Detailed Lesson Plan

English-1

I. Objectives:
At the end of 40 minutes 38 out of 42 First year students
of section Sampaguita will be able to:
a.) define the exact meaning of verb,

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 b.) identify the verb with the help of cut out pictures,
and
c.) determine the kinds of verbs.

II. Subject Matter:

Topic: Recognizing Verbs
Reference: Smart English Book
Author: Josefina G. San Miguel
pages: 78-79

III. Materials:
cut out pictures
Manila paper
marker or chalk

IV. Teaching / Learning Procedures:

A. Routinary Matters
1. Prayer
2. Attendance

B. Review

C. Motivation
I will pick a couple of students to go infront of the
class to identify the action done on those pictures I posted on the
board.

D. Presentation
Our lesson for this day is about verb and its kinds and
its functions.

E. Explanation
As you can see, these pictures on the board shows an
action. Therefore class, we can say that Verb refers to an action
word. There are two kinds of Verbs according to its use. The first
one is Transitive verb and the second one is Intransitive verb.

F. Generalization
Ok, who among the class can give summary from our
lesson for today?

G. Application
I will pick a couple of students to go in front of the class
to determine if each underlined verb is transitive or intransitive.
Write your answer on the blank after each statement.

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H. Evaluation
And now class, kindly get 1/2 sheet of paper.
Direction: Determine if each underlined verb is transitive or
intransitive. Write your answer on your paper.

V. Assignment:
Study in advance the Regular and Irregular Verbs.

Communicative language Teaching

(CLT) Which is an approach to the teaching of second and foreign languages,
emphasizes interaction as both the means and the ultimate goal of learning a
language. It is also referred to as Communicative Approach.

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I. Learning Objectives
a. Explain present Progressive tense.
b. Construct sentence in a video through the use of present
progressive tense.
c. Concretize present progressive tense through role playing.

II. Learning content

Topic: Present Progressive Tense
Materials: Laptop, Projector, and white board marker.

III. Learning experience:

a. The teacher will introduce herself, ask a student to offer an opening
prayer. Then the teacher will have a review about the past lesson.
b. The teacher will play a video, but before the video will be played the
teacher will instruct the students to watch carefully.
c. After the students watch the video ask the students the following
questions.

What did you observe the video?

Does it really happened in the present?
What parts of progressive tense is it?

d. The teacher will instruct the students to make a sentence from the
video by using present progressive tense. After they make the
teacher will choose at least 3 students to show their work in front of
the class.
e. The teacher will group the students in to 2 groups. They will make a
role play based on the present happen of their lives.
f. The teacher will give a exercises and let the students answer.

IV. Assignment
Let the students make a sentence using the progressive tense.

Reflection
Detailed, semi- detailed and CLT lesson plans are the guidelines of

the teacher in the teaching process. Lesson plans is very useful and

important for novice teachers because making a lesson plan is the

blueprint in a days work of teaching for the learners need to learn.

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 But lesson plans has its advantages and disadvantages. In detailed

lesson plan contains all the contents and even minute details of the

lesson or topics, what the teacher will ask, what will the students

participation, types of assessment and the actual questions and

answer to be planned set of question or exercises to be given after

the lesson and homework activities if necessary, It requires

considerable time, patience, knowledge and creativity on the

teachers part to come up with an effective and engaging lesson

plan. A semi- detailed lesson plan is a short version of a detailed

lesson plan, it still has the essential contents like the detailed one. A

CLT is a type of lesson plan that simple organized and easy to make,

it has great flow in teaching style and not hard to use. It is also vital

consider the element of flexibility within the planned sets of

activities and exercise as not all the planned actions will be

successfully implemented. Over all types lesson plan is great to

used, but we must choose the most reliable one the fits the topic,

simple to make and has a good output. The importance is the

teacher must have a lesson plan that guided in teaching process

and the lesson plan is the tools of the teacher in planning in the

field of teaching.

1. Test paper

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 Reflection
Test paper sample

Rubrics
Means of communicating expectations for an assignment, providing
focused feedback on works in progress, and grading final products.

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 Rubrics are important because they clarify for students the qualities
their work should have. This point is often expressed in terms of
students understanding the learning target and criteria for success. For
this reason, rubrics help teachers teach, they help coordinate
instruction and assessment, and they help students learn.

Types

analytic rubric
An analytic rubric resembles a grid with the criteria for a student product listed in
the leftmost column and with levels of performance listed across the top row
often using numbers and/or descriptive tags. The cells within the center of the
rubric may be left blank or may contain descriptions of what the specified criteria
look like for each level of performance. When scoring with an analytic rubric each
of the criteria is scored individually.

Developmental rubrics

Developmental rubrics are a subset of analytic trait rubrics.

The main distinction between developmental rubrics and other analytic trait rubrics is
that the purpose of developmental rubrics is not to evaluate an end product or

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performance. Instead, developmental rubrics are designed to answer the question, to
what extent are students who engage in our programs/services developing this
skill/ability/value/etc.?

Generally, this type of rubric would be based on a theory of development.

holistic rubric

A holistic rubric consists of a single scale with all criteria to be included in

the evaluation being considered together (e.g., clarity, organization, and
mechanics). With a holistic rubric the rater assigns a single score (usually
on a 1 to 4 or 1 to 6 point scale) based on an overall judgment of the

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student work. The rater matches an entire piece of student work to a single
description on the scale.

Other examples:

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17
Authentic and Conventional Assessments

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Authentic assessment

Authentic assessment is a type of assessment that resembles reading and

writing in the real world and in schools. Its aim is to assess many different
kinds of literacy abilities are used. For example, authentic assessment ask
students to read real text. To write for authentic purposes about meaningful
topics, and to participate in authentic literacy task such as discussing books,
keeping journals, writing letters, and revising a piece of writing until it works
for the reader. Both the material and the assessment task look as natural as
possible. Furthermore, authentic assessment values the thinking behind work
the process, as much as the finished product. Authentic assessment is simply
giving the students a situation that is occurring in real world which requires
them to apply their relevant skills and knowledge.

Conventional Assessment

Conventional, more traditional, assessment tools evaluate what skills

students can perform with success. They are generally knowledge- based.
Versus hands-on or performance based. They include traditional types of test
like multiple choice, short answer essay or constructed responses, and
standardized test such as those districts administer to all students. This
means all aspects of the assessment, including the materials used, the way
the questions are asked, the recording of the data are constant across all
children.

Reflection

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Authentic assessment is a type of assessment that will try to gauge

the students ability to apply learned concepts in to a related

situation or in real life setting. This kind of assessment will make

students appreciate previous learned concepts as they can utilize it

to supplement the task at hand. Students are given the opportunity

to place themselves in real life scenario and actually engaging them

in activities out of the daily routine in the school. Authentic means

there is a sense of originality and uniqueness so it implies that

though these assessment student can show their own skills, talents,

creativity in different task to be given by the teachers. Conventional

assessment is the most common and widely used form of

assessment in our educational system of the present. These

assessments can evaluate the degree of the students

understanding based on the different domains of learning. Teachers

can identify students who are excelling and failing as to the subject

matters, it is a challenge to the teachers to provide a type of

conventional assessment that will rest higher domains of learning.

Through these kinds of exam one can test students skills and

abilities from simple recall to application of leaned concepts. These

two assessments play a big role in the development and growth of

the students. The authentic is student- centered and the

conventional is teacher- centered. They are all importance in giving

an assessment to the learners.

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Reflective Journals (3)
Test Preparation
1. What measures have you taken to assure yourself that your test
items were clear, accurate and well-focused on the objectives?
Making the Table of specification to tell that everything is well distributed and

serve as a guide before making the examination.

2. What problem have you encountered? How did you respond to

them? How could you avoid them next time?

Distribution of the test items, looking for the 3 wrong answers that is

closely related to the right answer.

Matter that be avoided is dont depend on answer sheets , to make things

easy there must be a code that it doesnt need any answer sheets to

depend on.

3. Do your test items provide for wide range of student learning

abilities? Describe how this has been catered for?

Yes, by doing the TOS, dividing it through test items like test 1, test2, test

3 , Essay, enumeration, matching type categories any type that delivers

analytical thinking in each area of test.

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Checking, Marking, and Interpreting Test Results
1. What type of information about pupils progress can be obtained
by correcting your students test?

The result of test, will give an information of the validity of the test

extracted in students whether pass or not due to the lesson given

pointers.

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

1st, the students did not study

2nd, difficult examination that student cannot answer
3. If there are lot of learners who do poorly in one subject area,
what will you do to respond to this?

Focus on the area where they are slow, give more time explaining the

parts where students are low or make a remedial class on the topic or

extend more time in the topic, make strategies to understand more.

4. How else could you have successfully assessed you learners

abilities?

By making strategies to help students intelligence, by group studies by

pairing the fast learners (top students) and average learners in class will

enhance the learning of students.

Evaluation

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1. How did you evaluate the performance of your learners? Do you
reflect on their responses and review their achievements? How?

By giving the examination, yes, reviewing the test that has been given

that has been answered and looking into their weaknesses where they

have low scores.

2. Did you use varied forms of assessment for the lesson? Which of
these forms are most useful? Why?

Yes, essay part where in they will respond according on how they

understand, because they have to write down their own words.

3. Have you used formative and summative assessment strategies?

Provide an example each.

Yes, example learning first the basic before applying it to next level like ,

learning the principles of teaching and more before doing practicum to

apply the learnings.

4. How do you use assessment results as a guide in further planning

your lesson?

By making the result as a basis for planning the next lesson for more

clearer and having specific content of the lesson.

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