Fs 5 Learning Assessment Strategies

1. 1. LEARNING ASSESSMENT STRATEGIES Credit : 1 unit Duration : 18 hours Field Study 5

is an outcomes-based course designed to provide FS students with opportunities to learn
assessment strategies as they are applied in the teaching-learning process. It is basically an
observation course intended to help FS students observe the application of principles of
assessment in actual classroom teaching. The FS student observes how the Resource
Teacher assesses learning in the cognitive, psychomotor and affective domains in various
levels using revised Bloom’s taxonomy, Kendall’s and Marzano’s new taxonomy and the
Knowledge, Process, Understanding, Product and Performance (KPUP) of the Department
of Education. Field Study is anchored on the following Professional Education subjects: 
Assessment of Teaching 1 and 2. At the end of the course, the FS student must be able to:
1. Evaluate assessment practices against principles of assessment 2. Distinguish among the
different methods and forms of assessment 3. Use different assessment methods, tools and
tasks to measure learning in the cognitive, psychomotor and affective domains of learning
and in the different levels based on revised Bloom’s taxonomy, Kendall’s and Marzano’s new
taxonomy and DepEd’s KPUP 4. Practice Outcomes-Based Education by formulating
assessment tasks and items that have content validity with the help of a Table of
Specifications 5. Compute grades using DepEd’s KPUP framework 6. describe the meaning
of computed grades in terms of proficiency 7. describe how to report student’s performance
meaningfull FS SY SYLLABUS SYLLABUS Course Description Course Outcomes
2. 2. My Learning Activities I will observe two classess , record my observations with the use of
an observation Sheet. Indicators of assessment FOR, OF and AS Learning Resource
Teacher: HYASINTH D. TRIBUJEÑA Teacher’s Signature:_________School:ZNNHS-
MIPUTAK CAMPUS Grade/Year Level: 9 AND 10 Subject Area: English Date: November 7,
2016 Assessment FOR Learning Assessment As Learning Assessment OF Learning Write
observed teacher activities that manifest assessment FOR learning. (Assessment while
teacher teaches. Conduct of pretest and posttest are included). Activities that manifest
assessment for learning that I have observed are written assignment in which the teacher
assigns students to make sure that, everything taught is on agiven topicthatis essentially
locked in the brains of students. Also progress monitoring, the teacher assess the progress
of students and evaluating the effectiveness of the instructions. Another is learning logs,
focused questions, journals, pretest, non-graded quizzes, minute paper, learning probes and
item analysis of summative assessments. Write observed teacher and student activities that
manifest assessment AS learning. (Self-assessment). The teacher and the students were
having an in class discussion of learning points, self assessment like in a group activity,
there is given rubrics for their performance and rate it from thelistof criteria. This can be also
use for peer and self-assessment that students can assess themselves. Also theteacher
uses checklist in which students rate their own progress. Other activities are learning log that
students will write their notes and monitor own learning. Write observed teacher activities
that manifest assessment OF learning. (Assessment at the end of teaching). As I observed,
activities that manifest assessment of learning are using anecdotal notes in which teacher
record specific observation of individual student behaviors. Other activities that were
conducted by the class were quizzes which were very common as it was used every day at
the end of the day’s instructions. In groupings and role playing, teacher uses rubrics in rating
the performances of every group presenter. Mainly the most common activity that for
assessment of learning is summative assessment like major exams, unit test, departmental
test, chapter test and mastery test. OBSERVATION SHEET
3. 3. My Reflections Write your reflections on the following: 1. As a student, did you like
assessment? Do students like assessment? Why or why not? As a student, I like
assessment because it motivates me and help me structure my learning. Assessment acts
like a map, ifyou follow those paths, you will reach the goal. Students like assessment as
well, because it will help them improved their learning. It will also provide feedback on how
 they are going. Feedback is intended to help them identify weaknesses and build strength
toimprove the quality of their next piece of assessment. 2. What can you do to eliminate
student’s fear of assessment? Can frequent formative assessment (Formative assessment)
reduce if not eliminate fear of assessment? Helping students overcome their fear of
assessment are through understanding their fear, support them by helping them better
understand what they are afraid of. As soon as they become aware of the fear behind and
learn to specify their concerns, they can start thinking of ways to cope and overcome their
fear. Another thing is letting them compare their past performance with the present
achievements. Ask the students to compare their current level with their skills and
knowledge. In this way they will become prepared and think that formative assessment is a
challenge for them to overcome. They should be used to it because it is part oflearning. 3.
Do you like the idea and practice of self-assessment (assessment AS learning)? Why or why
not? For me, yes I like the idea of practice self-assessment because it assesses
understanding as well as knowledge. It also promotes student-centered learning which
encourages students to examine their own learning and levels of understanding. It also
consolidate learning in which reflecting on things that they have learned requires students tp
consider new knowledgein thepartoftheir previous experiences. Promotedeeper learning,
theprocess of explaining the assessment criteria, or indeed defining the criteria in
consultation with students can help promote deeper learning as students. Develop
judgments skills so they can definewhatis good or bad aboutpieceof work. My Learning
Activities
4. 4. Resource Teacher: HYASINTH D. TRIBUJEÑA Teacher’s
Signature:_________School:ZNNHS-MIPUTAKCAMPUS Grade/Year Level: 9 AND 10
Subject Area: English Date: November 7, 2016 Which of the following principle were
observed by the Resource Teacher? Principle of Assessment Observations (Described
behaviors ofthe Resource Teacher that is/are aligned to each principle). 1. Make use of 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. Which assessment tools did
Resource Teacher use? The teacher uses documentary portfolio, exams, oral presentations,
written reports, quizzes and many more. 2. Learners must be given feedback about their
performance. Feedback must be specific. “Good work!” is positive feedback and is welcome
but actually is not a very good feedback since it is not specific. A more specific better
feedback is “You observed rules on subject-verb agreement and variety of sentences. Three
of your commas were misplaced.” Give examples of comments of teacher on students
work/answer. -“VeryGood!” -“Perfectworkorexcellentwork” -“Okay,nextime pleasereview
your;lessonbecause only few gotthe highestscore” -“excellentwork”. 3. Assessment should
be on real-world application and not on out-of-context drills. How was this demonstrated?
The teacherasks the studenttomake theirown poem.The activityisan individual workinwhich
theywill thinkof theirowntheme. 4. Emphasize on the assessment of higher-order thinking.
How was this done? Thisis done bythe teacherand students’discussion usingHOW
questions.Studentsare encouragedto ask questionsandotherstudentswill answerit. 5.
Emphasize on self-assessment. (Assessment as learning). Were students given the
opportunity to do self- assessment? Example forthisiswhenafterquiz,the studentswill
checktheirownpaper withhonestyorinrating themselvesusingassessmentrubrics. My
Reflections OBSERVATION SHEEET
5. 5. We assess what we value and value what we assess. What should I do to make
assessment worthwhile? To makeassessmentworthwhile, considerthefollowingtips: 
Don’trush. Assessment yielding fair and reasonably accurateand truthful results to
takesometimeand thoughtto chooseorcreate.  Aim for assessments and questions that are
crystal clear. If students find questions difficultto understand, they may answer what they
think is thespiritof question rather than thequestion itself, which may notmatch your interest.
 Guard against unintended bias, afair and unbiased assessmenttool describes activities
 thatareequally familiar to all and uses words that havecommon meanings to all. As a variety
of people with diverse perspective to review assessment, tools beforeimplementing them.
Try outassessment tools with a small group of students beforeusing them on alargescale.
Inform students if thenature, purposeand results of each assessment.Protecttheprivacy and
dignity of thosewhoareassessed.Givestudents ampleopportunities to learn theskills needed
for theassessment. Then evaluatework fairly, equitably and consistency. Valuing
theAssessmentis importantbecauseof all thedecisions you will makeaboutstudents when
teaching and caring for them. Today's students need to know not only the basic reading and
arithmeticskills, butalso skills thatwill allow them to facea world that is continually changing.
They must be able to think critically, to analyze, and to makeinferences. Changes in the skills
base and knowledge our students need require new learning goals; these new learning goals
change the relationship between assessment and instruction. Teachers need to take an
active role in making decisions about the purpose of assessment and the content that is
being assessed. Mainly, assessment affects decisions about grades, placement,
advancement, instructional needs, curriculum, and, in somecases, funding. My Learning
Portfolio
_________________________________________________________________________
6. 6. 1. Assessment should be on real-world application and not on out-of-context drill.
Research on GRASP of G. Wiggins and JayMcTighe.Construct a real-world performance
assessment task. Goal: The student’s goal is to make a slogan and poster. Role: The
students will be the artist in making slogan and poster. Audience: The audience will be their
classmates, adviser-teacher, supervisor-teacher, principal and other school Situation: The
students will create unique slogan and poster base on their own imagination. The students
will draw a scenario for poster and write a persuasive, interesting phrase for slogan. Product,
Performance and Purpose: To develop their skills in drawing, combining colors, and
imagining concepts. 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. 1. The
following are the basic assessment principles, except; a. assessment should lead to
informative reporting b. assessment should be fair. c. assessment should be educative d.
none of the above. 2. Which of the following is true when assessment should be valid. a.
assessment tasks and associated criteria effectively measure student attainment. b.
assessment tasks should primarily reflect the nature of discipline. c. assessment to be
reliable and this requires clear and consistent processes for setting. d. assessment of
students must be computed to undertake their roles and responsibilities. 3. Research on how
to assess higher-order thinking skills. Give 2 examples of test items that measure applying
and analyzing.  Compare and contrast assessment and testing.  Describe the implications
of portfolio to education. My Learning Activities I will observe 3 Resource Teachers and
focus my observation on their assessment practices with the help of an observation Sheet.
OBSERVATION SHEEET# 2.1 Traditional AssessmentPractices
7. 7. Learning in the Cognitive Domain and Declarative Knowledge Resource Teacher:
HYASINTH D. TRIBUJEÑA Teacher’s Signature:_________School:ZNNHS-
MIPUTAKCAMPUS Grade/Year Level: 9 AND 10 Subject Area: English Date: November 7,
2016 Paper-and-Pencil Tests 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 use in the past to complete your matrix. Selected-response type
1.Alternate-response Direction: True or False. Write X if the statement is true and O if the
statement is false. ___1.The center of the earth is very hot. ___2. Electrons are smaller than
atoms. 2.Matching type Direction: Match the word in column A with its meaning in column B.
A B ___1.Hardworking. a. trust in one’s ability. ___2.Planner b. work diligently. c. always
stick to plan. 3.multiple choice 1. The formula for the volume, V, of a cuboid (rectangular
prism) with base length l, width w and height h is V = l × w × h, a cuboid has length 2 m,
width 50 cm and height 150 mm What is its volume? a.0.15 m3 b.1,500 mm3 c. 15,000 cm3
 d. 15,000 m3 2. To calculate the average velocity, v, of an object that move distance d in
time t, use the formula v = d/t, a car travels 100 meters in 4 seconds. What is its average
velocity? a. 90 km/h b. 25 km/h c. 90 m/s d. 25 km/s 4.others Constructed-Response type
1.completion 1._____are drugs which relieve pain and induces sleepiness. 2. The capital of
the Philippines is __________.
8. 8. 2.Short answertype 1. Ano ang klima? 2. Ibigay ang pitong kontinente ng daigdig.
3.Problemsolving 1.find an equation of the line containing (-4, 5) and perpendicular to the
line 5x -3y=4. 2. A rectangle field has an area of 300 square meters and a perimeter of 80
meters. What is the length and width of the field? 4.Essay 1. Describe the different types of
plate boundaries. 2. Explain the different processes that occur along the plate boundaries.
a)restricted 1. Why did Minos imprison Daedalus in the Labyrinth? 2. What happens to
Icarus? explain briefly. b)non-restricted 1. Write an informative article from a newspaper. 2.
Make a reflection paper about the story entitled,”The Soul of the Great Bell”.
5.others(Analogy) 1.PRODUCT: MULTIPLE as DIVISION: __________ a. quotient b. sum c.
dividend d. difference 2. BIBIG : USAP as MATA: __________ a. lakad b. kain c. tingin
d.tulog OBSERVATION SHEEET# 2.2 Traditional AssessmentPractices
9. 9. Learning in the Cognitive Domain and Declarative Knowledge Resource Teacher:
HYASINTH D. TRIBUJEÑA Teacher’s Signature:_________School:ZNNHS-MIPUTAK
CAMPUS Grade/Year Level: 9 AND 10 Subject Area: English Date: November 7, 2016
Paper-and-Pencil Tests 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 use in the past to complete your matrix. Selected-response type 1.Alternate-
response Panuto: Isulat ang X kung ang pahayag ay tama at O naman kung ang payahag ay
mali.Isulat sa patlang ang sagot bago ang numero. ___1.Malakiang naitulong ng mga likas
na yaman sa pagsulong ng ekonomiya. ____2. The commoners are called aliping
saguiguilid. 2.Matching type A B 1. India (indio) a.magtampisaw 2. Wallow b. tawag ng
espanyol sa mga Pilipino c. gayuma 3.multiple choice 1. Ang ating lipunan ay binubuo ng
iba’t-ibang institusyon o sector.Alin sa mga institusyon sa lipunan ang itinuturing na
pinakamaliit at pangunahing yunit ng lipunan? a.paaralan c. pamahalaan b. pamilya d.
barangay 2.Alin sa mga sumusunod ang una at pinakapangunahing pamantayan sa
paghubog ng isang maayos na pamilya? a. Pinagsama ng kasalang magulang b.
Pagkakaroon ng mga anak c. Pagtatanggalng pamilya sa kanilang karapatan d. Mga
patakaran sa pamilya 4.others My Analysis
10. 10. 1.In what subjects was traditional assessment method used most? Traditional
assessment method used most inAraling Panlipunan. 2.Which among subject was authentic
assessment method used most often? The traditional assessment tools/test were used most
often were the multiple-choice test, true or false test, completion type test and essay
question test. 3.In what subjects was authentic assessment method used most? Authentic
assessment methodis used most insubject like English, Filipino, Science and Math. 4.Which
products or performance were assessed? Give examples. The products or performance of
students that were assessed are their skills in research,revising,oral skills,debating and other
criticalthinking skills.Also their creativityand other talent. 5.What assessment tools and tasks
were used to assess learning in the cognitive domain, and declarative knowledge? For the
cognitive domain the assessment tools and tasks to be used were the multiple-choice test,
completion types test andessay questions (restrictedandnon-restrcited). 6.What assessment
tools and tasks were used to assess the learning of psychomotor skills/procedure
knowledge? To assess the learning tasks of psychomotor skills procedural knowledge,
consider the students different learning areas like, drawing,models,playing musical
instruments,singing a song,dancing, putting a puzzle together, dramatizationor role
playing,writing,reading a poem, and presenting a speech.
11. 11. 7.Was there assessment of learning in the effective domain?Explain your answer. Yes,
there was assessment of learning in the affective domain because its imphasizes the
feelings of the learner in the teaching-learning process.The students will not only engage in
 developing their cognitive and psychomotor domain but also the affective domain.Affective
domain plays anundeniable role ineducation. 8.To which multiple intelligence did the
assessment tools and tasks respond?Come up with a Table of the intelligences which were
given attention and corresponding assessment task used. MI Assessment 1.Linguistic
2.Logical/mathematical 3.Bodily/Kinesthetic 4.visual 5.Interpersonal 6.Intrapersonal
7.Musical *Ask students to write in a journal regularly. *Give oral exams and/or essay tests.
*Assign science labs and experiments. *Have students complete logic problems and games.
*Challenge students to write and perform plays. *Have students build models or use other
hands- on techniques to show what they learned. *Invite students to create 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. *Stage a
classroomdebate. *Have students wrok collaborately to brainstorm and prepare a project.
*Ask students to identify their own academic strengths and weaknesses. *Have students
think of personal goals and give progress reports. *Challenge students to identify and explain
patterns in music or poetry.
12. 12. 8.Naturalist *Asks students to write lyrics to familiar or compose a new song. *Ask
students to keep environmental journals and share their observations. *Invite students to
lead classmates on a nature walk to point out interesting plants and animals they found
during independent study.
13. 13. My Reflections What happen when your assessment method and tool do not match with
your domain of learning? When assessment methods and tools is not congruent with the
domain of learning then the teaching and learning process is a failure.The goals and
objectives will be too difficult to achieve , the learner will become easily discouraged, which
decreases motivation and inteferes with compliance. Otherwise, time and effort on the part of
the teacher and learner will be wasted.Objectives should be clear and precise in order for the
students know what to achieve at the end ofthe lesson. Have you been fair to learners whom
we learned are equipped with multiple intelligence when in the past we only used paper-and-
pencil test which was most fit only for the linguistically intelligent learners? No, because each
students has varied amount of multiple intelligence.It would be unfair to those students
equipped with multiple intelligence. We should think of ways how to apply MI, especially in
this generation, mellenials are on high techonology, competitive and challenging.In teaching
and learning process , teacher should consider that every students has its own uniqueness
on how to learn inside the classroom.As a student teacher , we should understand the theory
of multiple intelligence to avoid overuse or misuse of it. However, varied activities inside the
classroom can help students develop their skills and talents , with the proper use of multiple
intelligence inside the classroom.It will give them chance to develop their natural abilities and
skills. They would be able to show and come out from their shell. My Analysis
14. 14. 1.What is the counterpart of Bloom’s recalling in Kendall’s and Marzano’s and DEpEd’s
KPUP? The knowledge domain’s in DEpEd’s KPUP which was defined as facts and
information that students needs to acquire. The knowledge domain contains similar skills
with Bloom’s Taxonomy that includes defining, describing, identifying, labelling, enumerating,
matching, outlining, selecting, stating, naming, and reproducing.In the product/performance
is similar toapplying which includes , perform, create, construct and produce. 2.Are the levels
of learning or processing of what is learned in Bloom’s Kendall’s and Marzano’s similar or
intirely different? Diagram. (1956) Bloom’s Anderson,Krathwohl (2001) Marzano’s level
Marzano & Kendall(2006) Evaluation create knowledge self-systemthinking Synthesis
evaluate organizing metacognition Analysis analyze applying knowledge utilization
application apply analyzing analysis Comprehension understand generating comprehension
Knowledge remember integrating retrieval evaluating 3.What did you discover about
assessment tasks and learning outcomes?are they aligned?Explain. I discover about
assessment tasks and learning outcome that they are aligned.They are congruent to each
other because the teaching-learning process is successful. All the behavioral domains used
in the learning goals are realized in the classroom discussion. The tasks and other activities
 are intended base on the learningoutcome ofthe lessons in which they are all well done by
the students and teacher. 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?
There are three levels of knowledge; factual,conceptual and procedural. To avoid teaching-
to-the- test, teacher should use more the conceptual level of knowledge because conceptual
teaching is to look how learners transfer their understanding across subject boundaries and
how their learning becomes part of everyday, real-life interactions in thinking, problem-
solving and action.In this way student apply what they have learned into real-life
situationwhich inresults inassessing their learning progress at the end ofthe lesson and the
performance is seen. My Reflections
15. 15. Perhaps even without a scientific survey, you agree that most of the assessments that
make take place in the high school are in the low levels of recalling,knowledge
,retrieval.What can be some reasons behind this? Some other reasons behind this is
because majority of students are not paying attention, or they may have different ways on
recalling information. Other reasons are information don’t back up the information using
homework to help them recall informations. Also information are mostly stored in short term
memory.Educators on the one side may also not use Bloom’s taxonomy that students only
developed lower-level skills. Or it might be the misuse of Bloom’s taxonomy.Mainly, students
learn and remember in different ways that’s why most of the assessment are inlow levels
ofrecalling knowledge. We measure 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 taxonomy, Kendall’s and Marzano’s new taxonomy of objectives/to teachers
regarding the assessment process? One big message of Bloom’s revised cognitive
taxonomy , Kendall’s and Marzano’s new taxonomy of objectives, to teachers regarding the
assessment process is that Bloom’s Taxonomy was developed to provide a common
language for teachers to discuss and exchange learning assessment methods. Specific
learning objectives can be derivedfrom the taxonomy, thought it is most commonly used
toassess learning on varietyof cognitive levels. The goal of an educator using Bloom’s
Taxonomy is to encourage higher-order thought in their students by building up from lower-
level cognitive skills. Behavioral and cognitive learning objectives are given to highlight how
Bloom’s Taxonomy can be incorporated into larger scale educational goals or guidelines.
The key phrases can be used toprompt for these skills during assessment process. My
Analysis 1. For TOS to ensure test content validity, what parts must it have?
16. 16. The TOS must have a measurement of goals and domain to be covered based on the
chosen subject content for the intended lessons. Its table should have cognitive levels with
its corresponding percentage emphasis givento each topic and percentage lower and higher
level processes. The proper use of cognitive taxonomy that is appropriate to your discipline.
The amount of time available, and the importance of the test. Mainly, the TOS parts should
shows what will be tested(and taught). 2.Among the TOSs that you researched on, which is
a better TOS why? Among the TOS that I researched on , the best TOS was the sample
TOSs in Araling Panlipunan 10 posted by teacher Rivera Arnel inhis slideshare. He
published it on June 6, 2016. In his sample TOSs, show the indicated topic in first column, by
chapter. It has number of days in 2nd column and items in 3rd column. In the fourth column
shows percentage and the leveling of cognitive taxonomy then in the last column is the item
placement.The last row is the total. The TOSs is simple and easy to understand which is why
I can say it is better thenthe other TOSs. 3.Can a teacher have a test with content validity
even without making a TOS? Yes, because there are teacher who do not use TOSs but still
they have evidence because they have lesson plan and results of the assessment is
recorded although it may not be detailed. Aside from that, it is fine as long as the lessons
objective is achieved at the end of the lesson. It acutally depend on the principal of the
school whether they require tohave the teacher to make table ofspecifications. 4. Explain
why the use of TOSs enhances that content validity? The us of TOS enhances the content
 validity because it shows the results of placement level attain by the students. In this way
teacher can analyze the content areas. It also shows if there is match between what is taught
and what is tested. My Reflections
17. 17. Read this conversation and reflect on teacher’s assessment practices. Write your
reflections here. But we onlytalkedabout Puerto Princesa For- like 2seconds last
week.Whywouldshe put that on the exam? you know how teachersare……they’re
alwaystrying totrickyou” Yes, theyfind the most nit-pickylittle detailstoput ontheirtest anddon’t
even care if the information is important,Its not just fair , I studiedeverything we discussed
inclass about the Philippinesand the thingsshe made a big dealabout , like comparing the
Philippines. And tothinkallshe askedwas “What’sthe capitalof Singapore? Really?Grrrrr….
(Adapted fromPracticalAssessment,Research and Evaluation,Vol.18 No.3 Fe. 2013) Did you
have similar experience?Reflect on it. Yes, very much similar, I have had many experienced
like that before.Not to mention the teacher’s name.There are really teachers who use to trick
their students.They will discuss a topic for the whole week and suddenly in the exams, you
will just surprised that all of the topic she put on the exams are very far from what she
discussed. Students will get confused and think that the teacher is not seriouse in his
profession. In results students will fail in the subjects or else got 100 in the exams because it
is very easy, like it is taken from the exams of lower grades school. Teachers should avoid
doing that because it is not proper anymore. Students will lost trust and might not respect
that kind of teacher.They will also think , the teacher is lazy or he/she does not master the
subject matter.He is not good in his chosen field.Also it will be unfair on the part of students
because there will be no learning happen.It is a waste of time and energy. On my part, I will
never do that to my students because I know how it feels and Idon’t want mystudents to hate
me because when teacher practice that kind of habits, they also make biased grades to
students . I want my students to remember me in unforgetable good memories with them not
in a way that they will remember me because of the badexperience they have with me.
18. 18. My learningactivities Checklist Classify the porfolio examine.Use the checklist below.
Type of Portfolio Tally (How many did you see?) Frequency Developmental/process
porfolio/growth portfolio IIII- IIII- IIII- IIII- IIII-IIII 30 Display showcase/best work
portfolio/Showcase portfolio IIII- IIII- IIII- IIII- IIII-IIII 30 Evaluation/Assessment Portfolio IIII-
IIII- IIII- IIII- IIII-IIII 30 Observation Checkist Selectthree (3)
bestportfoliofromwhatyouexamined.Whichelementsis/are presentineach?Pleasecheck.
Elements of Portfolio Put your Check ( )here 1.Cover letter-“About the Author” and “What My
Portfolio Shows About My Progress as a Learner”. 2.Table of Contents with numbered pages
3.Entries-both core (required items) and optional items (chosen by students). 4.Dates on all
entried to facilitate proof of growth over time. 5.Drafts of aural/oral and written products and
revised revisions, i.e. (first drafts and corrected/revised versions.) 6.Reflections
19. 19. My Analysis 1. Did I see samples of three different types of portfolio? Yes, there are
three different types of portfolio sample; these are Development, Display showcase, and
assessment portfolio. 2. What did I observe to be most commonly used portfolio? As I
observed, the most commonly used portfolio are assessment portfolio and development
portfolio because in the assessment portfolio it documents what the student has learned.
While the development portfolio, document the learning progress of the students. 3. As I
examined three selected portfolios, did I see all the elements of Portfolio? During my actual
observations of the three selected portfolio, there are only two elements that I saw these are
entries and drafts. They did not yet include those other elements .Later on; the teacher will
require them to make cover letter, reflections, dates, and table ofcontents at the end of the
school year. 4. Is it necessary for a teacher to use varied types of portfolio? Why? Yes,
because using varied types of portfolio is that students will have more concrete evidence in
different areas of learning. The evidence is extremely good. However, all students can keep
their records and make their portfolio complete. Teacher also would be able to know and
monitor students development and at the same time enhance students innate abilities. 5. If
 one element or two elements of portfolio are missing will this have any impact on the
assessment process? Explain your answer.
20. 20. Yes, if one element is missing, there would be impact of the assessment process, but
somehow the teacher can still do assessment process and give value assessment tothe
students work. My Learning Activities Interview Interview of my Resource teachers I will ask
the following questions: 1. Where do you use the scoring rubrics? (Student outputs or
products and student activities) “I use scoring rubrics to student’s outputs or products and
activities”. 2. What help have scoring rubrics given you? When there were no scoring rubrics
yet? What did you use? “Scoring rubrics are of great help to the teacher especially in
students output and performances. If there were no scoring rubrics yet, I plainly ask the
students questions with regards to their output from their answer then that’s the time I will do
the assessment”. 3. What difficulties have you met in the use of scoring rubrics? “Sometimes
the scoring rubrics will vary if the students output and performances would not meet the
specific criteria”. 4. Do you make use of holistic and analytic rubrics? How do they differ?
“Yes, I use both holistic and analytic rubrics. Holistic scoring gives students a single, overall
assessment score for the paper as a whole. Analytic scoring provides students with at least a
rating score for each criterion, though often the rubric for analytic scoring offers teachers
enough room to provide some feedback on each criterion”. 5. Which is easier to use –
analytic or holistic? “Holistic is easier to use because easy to construct, not time consuming
and easy to score”.
21. 21. 6. Were you involved in making of the scoring rubrics? How do you make one? Which is
easier to construct- analytic or holistic? “Yes, I already made scoring rubrics an I make one
depend on the goals to be achieved in certain lesson. Holistic is easier to construct. My
Analysis 1. What benefits have scoring rubrics brought to the teaching-learning process?
The benefits are that the students get good grades and useful feedback on his performance
while teacher gets an easier way torate the work or performance of the students. 2. How are
scoring rubrics related to portfolio assessment? Portfolio assessment is use to document
what a student has learned. It is considered authentic tools of assessment because the
evidence is concrete. While the scoring rubrics assess students performance. Same as
portfolio assessment it assess the strength and weaknesses of students as well as its
progress in the learningprocess, so they are somewhat relatedtoeach other because they are
both use inassessing students works and performance. 3. To get the most from scoring
rubrics, what should be observed in the making and use of scoring rubrics? When using
scoring rubrics, teachers need to focus on the criteria by which learning will be assessed.
This focus on what you intend students tolearn rather than what you intendto teachthat helps
improve instruction.
22. 22. The criteria and performance-level descriptions in rubrics help students understand what
the desired performance is andwhat it looks like. My Reflections Can rubrics help make
students become self-directed or independent learners? Do rubrics contribute to assessment
AS learning (self-assessment) What if there were no rubrics in assessment? Rubrics defined
as a scoring tool that lists the criteria for a piece of work or what counts. Rubrics help
students and teachers define “quality”. When students use rubrics regularly to judge their
work and made it easier for teachers toexplain tostudents why they got the grade they
didandwhat they can dotoimprove. Using rubrics in assessing students whether self or peer
assessment. Rubrics use as self-evaluation to monitor themselves, correct and use feedback
from peers to guide their learning process. It help them to become self-directed or
independent learners because understanding the process of getting to the standard ,
students show where they will be. They can explain to their teacher their level of
performance which they belong. A student who self-assesses enables them torealize ways
inwhich to improve themselves. If there were no rubrics in assessment then it would be
difficult to assess the performance of students especially in group activities or any activities
that require rubrics. Giving grades to students will be not accurate and in result to bias
grading. Students will not understand why they got the grade. There will be no descriptions
 of their grades. They will never know the learning target of the activity. there a possibility that
the activitywillbecome failure on the part of students as well as toteachers.
23. 23. My Learning Activities Activity 3:GradeComputation Show sample computations of grade
in a subject of your choice either from Grades 1 to 10 or Grade 11 and 12. Show the
percentage contributions of written work, performance tasks and quarterly assessment. Then
give the descriptor. (Ask your Resource Teacher for his/her help). Subject: English Grade: 8
Steps 1. Get the total score for each component. Learner’s Raw score Highest Possible
Score Written Work 1 75 85 2 80 85 3 85 85 4 77 85 5 76 85 Highest Possible Score Highest
Possible Score Performance Task 1 80 100 2 85 100 3 88 100 4 95 100 Quarterly
Assessment (Test) Highest Possible Score Highest Possible Score 2. Obtain the percentage
Score for each of Percentage Score of Written Work 92.46% the component by dividing the
total raw Percentage Score of Performance Task 87 % score by the highest possible score
then Percentage Score of Quarterly Assessment 85% multiply the quotient by 100%. 3.
Convert Percentage Scores to weighted The weighted Score of Written Work 0.27738
24. 24. scores by multiplying the percentage The weighted Score of Performance Task 0.435
score by the weight of the component The weighted Score of Quarterly Assessment 0.17
Refer to Tables on weights of components per subject for Grades 1 to 10 and for Grades 11
to 12 on pp. 91-92. 4. Add the weighted Scores of each component. This will give you the
initial grade. ans: 88 5. Transmute the Initial Grade using the Transmutation Table in
Appendix G. ans: 92 6. Give the descriptor of the computed final grade of the subject. Refer
to Table of Descriptor on p. 92. ans: outstanding My Analysis Analyze data and information
gathered from the interview. 1. Do teachers/students like the new grading system? Why or
Why not? Yes, because there has greater performance rather than the written work
performance. 2. What are the good points of the new grading system? It automatically
transmute with its final grade using e-class record. 3. What are the teachers challenged to do
by this new grading system? Challenge, you should always be updated of the students
performance. So that their score will be intended in the e-record. 4. Do you favor the
distribution of percentages of written work, performance tasks and quarterly assessment?
For me, I am favor because k to 12 is learner-centered so of course it is important that
performance task has higher percentage on its weighted components. I understand that the
Department of Education try to meet the needs of the millennial. 5. Do Anderson’s and
Krathwol’s cognitive process dimensions include Kendall’s and Marzano’s
(retrieval,understanding,analysis and knowledge utilization)? Yes, they have similarities , so I
can say that they includes Anderson’s and Krathwohl cognitive process dimensions with
those Kendalls and Marzano.
25. 25. 6. Did you like the experience of computing grades? Why or Why not? Yes, I like the
experience of computing grades because it is easy to do and very simple. My Reflections In
an era where the emphasis is self-directed learning, demonstration of knowledge, skills and
values learned (outcome-based education) do grades really matter? For me, yes grades
really matter because it is our evidence of our performance. Hence, it emphasize the
recognition of students positive achievement and comparing their current output to their own
prior performance which help students keep trackof their process and toknow ifsuch suited
tothem. What are your thoughts about the reflection of core values of the Filipino child in the
Report Card? Every school in the Philippines has its vision, mission andsame core values.
For me, it is just appropriate touse those core values like Maka-Diyos, Makakalikasan,
Makatao and Makabansa in the Report Card because students will not only gain good
grades or assess in the tasks in the classroom, but also in the assessment of their
values/behavior towards the society. The core values are also important to know the
students attitude towards other students,
26. 26. environment, spirituality and to the country. It is like the totality of his performance
assessment inthe school. Points to improvement I suggest that there should be more
facilities in every school for the smooth teaching-learning process. The government should
supply more books and have free tuition fees in all universities and colleges. Also increase
the salary ofthe teachers.