Field stuydy 5

My Learning Episode Overview

With the implementation of the Enhanced Basic Education Curriculum of

2013, more popularly known as K to 12, is a new grading system that is aligned to
the new assessment policy of the Department of Education based on DepEd
Memo 8, s. 2015. In this Episode, you will be made to observe how this is
implemented in schools.

My Map

To realize my Intended Learning Outcomes, I will work my way through

these steps.

I will interview one Resource Teacher and 5 students

1

I will write answers of my informants, my Resource Teacher and 5

students
2

I will analyze and reflect on their responses and on my observations

3

I will offer my help to my Resource teacher for the computation of

students' grades
4

Together with my partner, i will ask her/him and 5 students the interview
questions
5

Analyze my observations with the use of guide questions

6

Reflect on my observations and analysis

7

Come up with my portfolio

8
 My Learning Activities

Activity 1: Interview of Resource Teacher

Interview Guide Questions for Resource Teacher

Base on DepEd Order 8 s. 2015:

1. What are the bases for grading?

2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11
to 12? Give an example.
3. How do you compute grades at the end of the school year?
4. What descriptors and grading scale are used in reporting progress of
learners?
5. What are the bases for learners’ promotion and retention at the end of the
school year?
6. What is the report on learners’ observed values?

Activity 2: Interview of 5 Students

Interview Guide Questions for 5 Students

1. What do you like in the new grading system?

2. Do you have problems with the new grading system? If there is what?
3. Does the new grading system give you a better picture of your
performance? Why and why not?

Activity 3: Grade Computation

Show sample computations of a grade in a subject of your choice either from

Grades 1 to 10 or from Grades 11 to 12. Show the percentage contributions of
written work, performance tasks and quarterly assessment. Then give the
descriptor. (Ask resource teacher for his/her help).

Subject: Mathematics 9
Grade: G9 - Pascal

Steps:

1. Get the total score for each components.

Learner’s Raw Score Highest Possible Score
Written Work 1 18 20
2 17 20
3 21 25
4 8 10
5 7 15
Total 71 90
Performance Task 1
4 5
2
7 10
3
9 10
4
3 5
Total 23 30
Quarterly Assessment 70 75
(Test)

2. Obtain the Percentage Score for

each of the component by dividing
the total raw score by the highest
possible score the multiply the
quotient by 100%
Percentage Score of Written Work 78.89
Percentage Score of Performance Task 76.67
Percentage Score of Quarterly Assessment 93.33

3. Convert Percentage Scores to

Percentage Score of Written Work 31.56
weighted scored by multiplying the Percentage Score of Performance Task 30.67
percentage score by the weight of the Percentage Score of Quarterly Assessment 18.67
components. Refer to Tables on TOTAL
weights of Components per subject 80.90

for Grades 1 to 10 and for Grades 11 to 12 on pages 91-92.

4. Add the weighted Scores of each component. This will give you the initial
grade.

5. Transmute the initial grade using the transmutation table. 88

6. Give the descriptor of the computed final grade of the subject. Refer to Table
of Descriptors on page 92. Very Satisfactory
 My Analysis

1. Do teachers/students like the new grading system? Why or why not?

Yes, because they can see clearly the result of their efforts.

2. What are the good points of the new grading system?

The good points of the new grading system it was based on the student’s
performance.
3. What are teachers challenged to do by this new grading system?

Teachers was challenged because of the way grades was inputted, they
use an online Microsoft excel in computing grades.

4. Do you favor the distribution of percentages of written work,

performance tasks and quarterly assessment?

Yes. Because for me the most important part in learning was their
performance. Theory was important too, but if the theory was not
accompanied by actual theory was invalid.

5. Do Anderson’s and Krathwohl’s cognitive process dimensions include

Kendall’s and Marzano’s (retrieval, understanding, analysis and
knowledge utilization)?

Yes, because the Anderson’s and Krathwohl’s cognitive domains was the
revised domains of Bloom. In their cognitive process dimension the remember
level was the retrieve and recall.

6. Did you like the experience of computing grades? Why or why not?

Yes, I like it. Just like my love for mathematics. It felt like my a teacher
already. I’m happy seeing good results after computing their grades.

My Reflections/Insights

In an era where the emphasis is self-directed learning, demonstration of

knowledge, skills and values learned (outcomes-based education) do grades
really matter?

Yes it was all that matter. Because students really expected that if their work
was efficient they expected that their grades were high. Every work needs a
corresponding recognition and appreciation.

What are your thoughts about the reflection of core values of the Filipino
child in the Report card?

The core values that was reflected in the report card were the; Maka-Diyos,
Makatao, Makakalikasan and Makabansa. This core values emphasizes the skills
and attitudes must be formed by the learners that was anchored in the mission,
vision, and core values of the DepEd.

My Learning Portfolio
 Show sample computations of a grade and a subject of your choice different
from what you gave in Activity 3. Show the percentage contribution of written work,
performance task and quarterly assessment.

Subject: Mathematics 9
Grade: G9 – Pascal

Learner’s Raw Score Highest Possible Score

Written Work 1 20 20
2 14 20
3 19 25
4 9 10
5 11 15
Total 73 90
Performance Task 1 4 5
2 9 10
3 1 5
4 3 5
Total 17 25
Quarterly Assessment
73 75
(Test)

Initial Grade: 79.1

Transmuted Grade: 86
Descriptor: Very Satisfactory

Percentage Score of Written Work: 32.44

Percentage Score of Performance Task: 27.2
Percentage Score of Quarterly Assessment: 19.46

Percentage Score of Written Work: 81.1

Percentage Score of Performance Task: 68
Percentage Score of Quarterly Assessment: 97.33
 My Learning Rubric

Name of FS Student: Val Carlo B. Cruz Date Submitted:

Year & Section: 4-B Course: BSED
Learning Episodes Exemplary Superior Satisfactory Needs
4 3 2 Improvement
1
All tasks were done with All or nearly all tasks Nearly all tasks were Fewer than half of
outstanding quality; work were done with high done with acceptable tasks were done; or
Learning Activities exceeds expectatio quality. quality. most objectives
were met but need
improvement.
4 3 2 1
All questions were Analysis questions were Analysis questions were Analysis questions
answered completely; in answered completely. not answered were not answered.
Analysis of the Learning depth answers; completely.
Episode thoroughly grounded on Clear connection with Vaguely related to the Grammar and
theories. Exemplary theories. theories spelling
grammar and spelling. unsatisfactory
Grammar and spelling Grammar and spelling
are superior. acceptable 1
4 3 2
Reflection statements Reflection statements Reflection statements Reflection
are profound and clear; are clear, but not clearly are shallow; supported statements are
Reflections/ Insights supported by supported by by experiences from the unclear and
experiences from the experiences from the learning episodes shallow and are not
learning episodes learning episodes supported by
experiences from
the learning
episodes
4 3 2 1
Portfolio is complete, Portfolio is complete, Portfolio is incomplete; Analysis questions
clear, well-organized and clear, well-organized; supporting were not answered.
Learning Portfolio all supporting; most supporting documentations are
documentations are documentations are organized but are Grammar and
located in sections available and logical and lacking spelling
clearly designated clearly marked locations unsatisfactory
3 1
4 2
Submission of Learning Submitted before the Submitted on the Submitted a day after Submitted two days
Episode deadline deadline the deadline or more after the
deadline
4 3 2 1
COMMENT/S Rating:
Over-all score (Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/ RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.50 5.00
99 96 93 90 87 84 81 78 75 72 71-below

_____________________
Signature of FS Teacher Date: _________________
Above Printed Name