Activity 3

Managing time, Space and Learning Resources

Resource Teacher:
Teacher’s Signature:
Subject Area:
Date:

OBSERVE
Observe and use the observation sheet provided for you to document your
observations.

1. As you observe the class, look into the characteristics of thhe learners. Note their ages.

2. How many boys are there? How many girls?

3. Focus on their behavior. Are they able to manage their own behavior?

4. Can the learners already work independently?

5. Describe their span of attention?

ANALYZE
Analyze and answer these questions on observed classroom management practices. It is also good to
ask the teacher for additional information, so you can validate your observation. Write your notes
below; and then organize your data in the Table that follows.

1. Are these areas in thhe classroom for specific purposes (storage of teacing aids, books students'
belongings, supplies, etc.)? Describe these areas. Will it make a difference if these areas for specific
purposes arenot present?

2. Are these rules and procedures posted in the room? List them down. Do these rules reinforce
positive behavior?

3. Did the students participate in makking the clasroom rules? If the Resource Teacher is available,
as him/her to describe th e process . What's the effect of students' participation in rule-making on
student's behavior?

4. What are the daily routines done by the Resource Teacher? (prayer, attendance, assignment of
monitors, warm-up activities, etc.) How are they done?

5. Is there a seating arrangement? What is the basis of this arrangement? Does this help managing
the class?

6. Observe the nose level in the classroom. How is this managed?

7. If a learner is not following instruction or is off-task, what does the Resource Teacher do?
Describe the behavior strategies used.

8. What does the Resource Teacher do to reinforce positive behaviors? (behavior and strategies)

REFLECT

Reflection as a future teacher.

1. Why do you need to enforce positive discipline?

Activity 3.2
 Identifying the Different Aspects of Classroom Management

Resource Teacher:

Teacher’s Signature:

Subject Area:

Date:

OBSERVE

CLASSROOM MANAGEMENT MATRIX

Observe a class and accomplish the given matrix.

Aspect of Classroom Description Effect on the Learners
Management (to be filled out after you answer
the analysis questions)
1. Specific Areas in the
Classroom
2. Classroom Rules
3. Classroom Procedures
4. Daily Routines
5. Seating Arrangement
6. Handling
misbehavior/off-task
behavior
7. Reinforcement of
Positive Behavior
8. Others
9. Others
10. Others

ANALYZE
1. How did the classroom organization and routines affect the learners’ behavior?

2. What should the teacher have in mind when she/he designs the classroom
organization and routines? What theories and principles should you have in mind?

3. Which behavior strategies were effective in managing the behavior of the

learners? In motivating students? Why were they effective?

REFLECT

Reflect on the following and write on your insights.

1. Imagine yourself organizing your classroom in the future. In what year level do
you see yourself? What routines and procedures would you consider for this level
Why?

2. Make a list of the rules you are likely to implement in this level. Why would you
choose these rules?

3. Should learners be involved in making the class rules? Why?

SHOW Your Learning Artifacts

Paste pieces of evidence of classroom rules thst work in class. You may also put
pictures of the physical space and learning stations which contribute to the effective
implementation of classroom management.
 Activity 4

OBSERVING CLASSROOM MANAGEMENT AND ROUTINE

Resource Teacher:

Teacher’s Signature:

Subject Area:

Date:

OBSERVE

Observe the classroom routines of the Resource Teacher by accomplishing the

given checlist.

Checklist on Classroom Routines

Check Yes (✓) if observed and (X) if not observed.

Classroom Routines Observed (✓) Not Observed (X)

1. Movement into the classroom
2. Transition in classroom activities
3. Movement out of the classroom
4. Use of lavatories / comfort room /
washrooms
5. Passing of papers
6. Passing of books
7. Working with pairs/groups
8. Tardy students
9. Absent students
10. Submission/Collection of materials
11. Submission of projects
12. Asking questions during lessons
13. Asking for assistance
14. Joining classroom activities
15. Lining up
16. Walking in the line
17. Fire drill / emergencies
18. Movement between activities
Classroom Routines Observed (✓) Not Observed (X)
 19. Use of classroom supplies
20. Checking if assignments
Other please specify.
21.
22.
23.
24.
25.

ANALYZE

Analyze the routines set by the Resource Teacher by answering the following
questions.

1. Were the routines effective in ensuring discipline and order in the class? Why?
Why not?

2. Which of those routines were systematic and consistently implemented? Explain

your answer.

REFLECT

Reflect on the various routines observed.

1. Which of the routines will you most likely apply in your class? Why? Why not?

Activity 4.2
 Listing Down Classroom Rules

Resource Teacher:

Teacher’s Signature:

Subject Area:

Date:

OBSERVE

Observe a class and list down the classroom rules formulated by the Resource
Teacher. Cite the important of these rules.

Classroom rules are imperative and be reinforced for learners’ safety and security.
Rules also teach discipline and self-control. Rules eliminate stress and will provide
more pleasant, secured and non-threatening environment. Rules Ensure students’
engagement and focus on their classroom activities.

Classroom Rules Importance

1. E.g. Read directions well. - Ensures less error in answering the
activity.
2.
3.
4.
5.
6.

ANALYZE

1. Analyze each given rule. What circumstances led to the formulation of the rule?

2. Are classroom rules really important?

REFLECT

Reflect on the various classroom rules set by the Resource Teacher. Will you have
the same rules? If not, what rules are you going to employ? Explain your answer.

SHOW Your Learning Artifacts

Take some snapshots of the classroom routines employed by the Resource Teacher
which are worth emulating. Tell something about the pictures.

Activity 5
 Identify Personal and Physical Aspects of Classroom Management

Resource Teacher:

Teacher’s Signature:

Subject Area:

Date:

OBSERVE

Observe a class and interview the Resource Teacher. Ask how the personal and
physical aspects of classroom management ensure proper classroom management
and discipline.

Check these aspects were observed in the classroom.

Aspects of Classroom Management YES NO

1. Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands respect
from the learners?
1.2 Is the teacher’s voice modulated and can it be heard by the
entire class?
1.3 Was the teacher present in class?
1.4 Did the teacher arrive on time in class?
1.5 Does the teacher exude a positive attitude towards
teaching?
2. Physical Classroom Management
2.1 Is the classroom well-ventilated?
2.2 Is the lighting good enough?
2.3 Is the classroom free from noise?
2.4 Does the seating arrangement provide better interaction?
2.5 IS the design/structure of the room inviting to classroom
activities?
2.6 Is the physical space / learning station clear from
obstruction?

ANALYZE

Analyze the different elements of personal/physical classroom management and

answer the following questions?

1. How does the voice of the teacher affect the classroom instruction?
2. How does the punctuality of the teacher affect classroom discipline?

3. Why do we need to check on the physical aspects of the classroom

management?

REFLECT

Reflect on the aspects of personal and classroom management.

1. What does this statement mean to you as a future teacher? Explain. “No amount
of good instruction will come out without effective classroom management.”

2. What are your plans in ensuring effective classroom management?

Activity 5.2
 Demonstrating knowledge of positive and non-violent discipline in the
management of learner behavior.

Resource Teacher:

Teacher’s Signature:

Subject Area:

Date:

OBSERVE

Observe the classroom management strategies that your Resource Teacher

employs in the classroom. You may also conduct an interview to substantiate your
observation.

Check the management strategies employed by the Resource Teacher.

Check (✓) observed, put an (X) if not observed and O for no opportunity to serve.

Effective Classroom Management Not No

Strategies Observed Observed Opportunity
to Observe
1. Model to the students how to act in
different situations.
2. Establish classroom guidelines.
3. Document the rules.
4. Refrain from punishing the entire class
5. Encourage initiative from class.
6. Offer praise and reward.
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their
needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts.
Others (Please specify)
Effective Classroom Management Observed Not No
Strategies Observed Opportunity
to Observe
 16.
17.
18.
19.
20.

ANALYZE

Analyze the checklist you have accomplished and answer the given questions:

1. How many strategies were employed by the Resource Teacher? Did these
contribute to better classroom management? Explain your answer.

2. What were not used by the Resource Teacher? Were these important? What
should have been used instead? Explain.

REFLECT

As a future teacher, reflect on the observations then answer the given question.

1. What classroom management strategies do I need to employ to respond to

diverse types of learners?

SHOW Your Learning Artifacts

Show piece(s) of evidence of learning to capture the classroom management

strategies used by your Resource Teacher.
Activity 6
 The Miniscule School Curriculum: The Lesson, A Closer Look

Resource Teacher:

Teacher’s Signature:

Subject Area:

Date:

OBSERVE

This activity requires a full lesson observation from Motivation to Assessment.

Procedure:

1. Secure permit to observe one complete lesson in a particular subject, in a

particular grade/year level.

2. Keep a close watch on the different components of the miniscule curriculum: the
lesson

3. Follow the three major components of a curriculum (Planning, Implementing and

Evaluating/Assessing). Observe and record your observation.

Observe and Record Observation on the Following Aspects

Major Curriculum Key Guide for Observation (Carefully look for the
Components indicators/behavior of the teacher along the key points.
Write your observation and description in your
notebook.)
A. Planning 1. Borrow the teacher's lesson plan for the day. What
major parts do you see? Request a copy for your use.
Answer the following questions:
a. What are the lesson objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to
implement the plan?
d. Will the teacher assess or evaluate the lesson? How
will this be done?
B. Implementing Now it's time to observe how the teacher implemented
the prepared lesson plan. Observe closely the
procedure.
a. How did the teacher begin the lesson?
b. What procedure or steps were followed?
c. How did the teacher engage the learners?
d. Was the teacher a guide at the side?
e. Were the learners on task?/Or were they
 participating in the class activity?
f. Was the lesson finished within the class period?
C. Evaluating/Assessing Did learning occur in the lesson taught? Here you make
observations to find evidence of learning.
a. Were the objectives as learned outcomes achieved?
b. How did the teacher assess/evaluate it?

c. What evidence was shown? Get pieces of evidence.

ANALYZE

Write a paragraph based on the data you gathered using these key
questions?

1. How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teachers?

2. Was the lesson implemented as planned? Describe.

3. Can you describe the disposition of the teacher after the lesson was taught?
Happy and eager? Satisfied and contented? Disappointed and exhausted?

4. Can you describe the majority of students' reactions after the lesson was taught?
Confused? Happy and eager Contented? No reactions at all.

REFLECT

Based on your observations and tasks in Activity 2 how will you prepare your lesson
plan? Make a short paragraph on the topic.

Activity 6.2

Constructive Alignment of the Components of a Lesson Plan

Resource Teacher:

Teacher’s Signature:

Subject Area:
Date:

OBSERVE

Using the diagram below fill up the component parts of a lesson plan

I. Title of the Lesson:

II. Subject area:

III. Grade Level:

Outcomes Teaching Method Assessment

ANALYZE

Answer the following questions based on the diagram.

1. Are the three components constructively aligned? Explain.

2. Will the outcomes be achieved with the teaching methods used? Why?

3. What component would tell if the outcomes have been achieved?

REFLECT

What lessons have you learned in developing or writing a lesson plan?

What value will it give to the teacher if the three components are aligned?

SHOW Your Learning Artifacts

Activity 3: Artifact

1. Present a matrix to show the constructive alignment of the three components of

a lesson plan.
a. Example:

Lesson Title:

Subject Area:

Grade Level:

Lesson Outcomes Teaching Methods Evaluation

Activity 7

Demonstrating an Understanding of Research-Based Knowledge Principles

of Teaching and Learning
Resource Teacher:

Teacher's Signature:

Subject Area:

Date:

OBSERVE

Observe a class with the use of the principles of learning given in Revisit the
Learning Essentials. I will identify evidence of applications/violations of the
principles of learning. I can cite more than one evidence per principle of learning.

Principles of Learning What did the Resource Teacher do

to apply the principle of learning
1. Effective learning begins with the
setting of clear and high expectations of
learning outcomes.
2. Learning is an active process.
3. Learning is the discovery of personal
meaning and relevance of ideas.
4. Learning is a cooperative and a
collaborative process. Learning is
enhanced in an atmosphere of
cooperation and collaboration.

ANALYZE

1. What principles of learning were most applied? least applied?

Most applied

Least applied
Give instances where this/these principle/s could have been applied?

REFLECT

From among the principles of learning, which one do you think is the most
important?

Activity 7.2

Identifying Learning Outcomes that are Aligned with Learning

Competencies
Resource Teacher:

Teacher's Signature:

Subject Area:

Date:

OBSERVE

Observe a class, this time focusing on how the learning outcomes were stated.
Determine if the learning outcome/s was/were achieved or not. Give evidence.

1. Write the learning outcomes stated in the lesson.

Learning Outcomes (SMART Achieve
Objectiv NO d NO
es?) YES
YES
1.
2.
3.
4.
5.

2. Cite pieces of evidence that these learning outcomes were achieved.

1.

2.

3.

4.

5.

ANALYZE
1. Do SMART objectives make the lesson more focused?
REFLECT

Reflect on the
Lessons learned in determining SMART learning outcomes.

Activity 8

Distinguishing Between Inductive and Deductive Methods of Teaching

Resource Teacher:

Teacher's Signature:
Subject Area:

Date:

OBSERVE

I will observe one Resource Teacher with the use of this observation sheet. Using
the guide questions, I shall reflect on my observations and analysis.

Teacher-centered Student-centered
Did teacher lecture all the time? Were students involved in the
teaching-learning process? How? Or
were they mere passive recipients of
instruction?

Was the emphasis on the mastery of Was the emphasis on the students'
the lesson or on the test? Prove. application of the lesson in real life?
Give proofs.

Was class atmosphere competitive? Was class atmosphere collaborative?

Why? Why?

Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?

What teaching-learning practice shows that teaching approach was:

a) constructivist - connected to past experiences of learners; learners constructed
new lesson meanings

b) inquiry-based

c) developmentally appropriate - learning activities fit the developmental stage of

children
 d) reflective

e) inclusive - No learner was excluded; teacher taught everybody.

f) collaborative - Students worked together.

g) integrative - Lesson was multidisciplinary - e.g. In Science, Math concepts were

taught.

ANALYZE

1. What are possible consequences of teaching purely subject matter for mastery
and for the test?

2. If you were to reteach the classes you observed, would you be teacher-centered
or student-centered? Why?

REFLECT

Reflect on Principles of teaching worth applying

SHOW Your Learning Artifacts

Post proofs of learning that you were able to gain in this Episode. You may attach
the lesson plan (a) by your Resource Teacher to show the intended learning
outcomes and the method used in class.
 Activity 8.2

Applying the Guiding Principles in the Selection and Use of Strategies

Resource Teacher:

Teacher's Signature:

Subject Area:
Date:

OBSERVE

Observe one class with the use of the observation sheet for greater focus then
analyze my observations with the help of the guide questions.

1. The more senses that are involved, e.g. Teacher used video on how
the more and the better the learning. digestion takes place and a model of
the human digestive system.

2. Learning is an active process.

3. A non-threatening atmosphere
enhances learning.

4. Emotion has the power to increase

retention and learning.

5. Good teaching goes beyond recall of

information.

6. Learning is meaningful when it is

connected to students' everyday life.

7. An integrated teaching approach is

far more effective than teaching isolated
bits of information.

ANALYZE

What is the best method of teaching? Is there such a thing?

REFLECT

Reflect on this question.

How do we select the appropriate strategy for our lessons?

Activity 9

Determining Outcome-Based Teaching and Learning

Resource Teacher:

Teacher's Signature:
Subject Area:

Date:

OBSERVE

Observe a class and answer the following questions.

1. Did the Teacher state the learning objectives/intended learning outcomes (ILOS)
at the beginning of the class? Did he/she share them with the class? How?

2. What teaching-learning activities (TLAs) did he/she use? Did these TLAS help
him/her attain his/her lesson objectives/ ILOS? Explain your answer.

3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson
objectives/ILOS?

ANALYZE

1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
REFLECT

Reflect on the use of OBTL.

Activity 9.2

Applying Effective Questioning Techniques

Resource Teacher:

Teacher's Signature:
Subject Area:

Date:

OBSERVE

Observe a class activity. You shall focus on the questions that the Resource Teacher
asks during the classroom discussion. Write the questions raised and identify the
level of questioning.

Types of Question Examples of Questions that the

Resource Teacher Asked
1. Factual / Convergent Closed/Low
level

2. Divergent / Higher - order / Open-

ended / Conceptual

a. evaluation

b. inference

c. comparison

d. application

e. problem-solving

3. Affective

ANALYZE

1. Neil Postman once said: "Children go to school as question marks and leave
school as periods!" Does this have something to do with the type of questions that
teachers ask and the questioning and reacting techniques that they employ?
REFLECT

Reflect on
The importance of using various reacting techniques

SHOW Your Learning Artifacts

Show proofs of learning that you were able to gain in this Episode by interviewing at
least two teachers on their thoughts on OBTL.
 Activity 10

Observing Technology Integration in the Classroom

Resource Teacher:
Teacher's Signature:

Subject Area:

Date:

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

steps: Observe a class for three meetings. Videotape, if allowed. Step 2. Describe
how technology was integrated in the lessons and how the students were involved.
Step 3. Use the Technology Integration Matrix to analyze the technology
integration done by the teacher. Step 4. Reflect on what you have learned.

OBSERVE

As you observe the class, use the observation sheets provided for you to document
your observations.

Class Observation Guide

Read the following questions and instructions carefully before you observe.

1. What is the lesson about?

2. What visual aids/materials/learning resources is the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning
resources.
4. Closely observe the learners' response to the teacher's use of learning resources.
Listen to their verbal responses. What do their responses indicate? Do their
responses show attentiveness, eagerness, and understanding?
5. Focus on their non-verbal responses. Are they learning and are they showing
their interest in the lesson and in the materials? Are they looking towards the
direction of the teacher and the materials? Do their actions show attentiveness,
eagerness, and understanding?
OBSERVATION SHEET NO.
REPORT

Date of Observation
School
Subject
Topic
Grade/Year Level

ANALYZE

UTILIZATION OF TEACHING AIDS FORM

Grade or Year Level of Class Observed:

Date of Observation:

Subject Matter:

Brief Description of Teaching Approach Used by the Teacher:

Teaching Aids Appropriateness

used (Enumerate in Strengths Weaknesses of the Teaching
bullet form) Aids used

REFLECT

1. Put yourself in the place of the teacher. What would you do similarly and what
would you do differently if you would teach the same lesson to the same group of
students? Why?
 Activity 10.2

Observing Assessment FOR Learning Practices (Formative Assessment)

Resource Teacher:

Teacher's Signature:

Subject Area:
Date:

OBSERVE

1. Observe what Teacher does or listen to what Teacher says to find out if the
students understood the lesson while teaching-learning is in progress.

What Teacher Said Tally Total

2. Did the teacher ask the class "Did you understand"? If she did, what was the
class' response?

3. Did the students make the teacher feel or sense they did not understand the
lesson or a part of the lesson? How?

4. If they did, how did the teacher respond?

5. Were the students given the opportunity to ask questions for clarification? How
was this done?
6. If she found out that her/his lesson was not clearly understood, what did teacher
do? Did you observe any of these activities? Please check.

_____ Peer tutoring (Tutors were assigned by teacher to teach one or two
classmates

_____ Each-one-teach-one (Students paired with one another)

_____ Teacher gave a Module for more exercises for lesson mastery

_____ Teacher did re-teaching

Others, please specify: ________________________________________________

7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use
the same teaching strategy? Describe.

8. While re-teaching by himself/herself and /or with other students-turned tutors,

did teacher check on students' progress?

If yes, how?

ANALYZE

1. Why should a teacher find out if students understand the lesson while teaching is
in progress? Is it not better to do a once-and-for-all assessment at the completion
of the entire lesson?
2. Why is it not enough for a teacher to ask “Did you understand, class?" when
he/she intends to check on learners' progress?

3. Should teacher record results of formative assessment for grading purposes?

Why or why not?

4. Based on your observations, what formative assessment practice worked?

5. For formative assessment, why is peer tutoring in class sometimes seen to be

more effective than teacher himself/herself doing the re-teaching or tutoring?

6. Could an unreasonable number of failures at the end of the term/grading period

be attributed to the non-application of formative assessment? Why or why not?

REFLECT

• Formative assessment is tasting the soup while cooking. Reflect on this and write
your reflections.

• Should you record results of formative assessment? Why or why not?

SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

2. My Analysis
3. My Reflection

4. Snapshots of peer tutoring or other activities that show formative assessment in

practice

Activity 11

Observing Assessment AS Learning Practices (Self-Assessment)

Resource Teacher:

Teacher's Signature:

Subject Area:

Date:

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:

→ demonstrate knowledge of the design and use of self-assessment; and

→ explain the importance of self-assessment

REVISIT the Learning Essentials

• Assessment as learning means assessment is a way of learning.

• It is the use of an ongoing self-assessment by the learners in order to monitor

their own learning.

• This is manifested when learners reflect on their own learning and make necessary
adjustments so that they achieve deeper understanding.

• Assessment as learning encourages students to take responsibility for their own

learning.

• It requires students to ask questions about their learning.

• It provides ways for students to use formal and informal feedback and self-
assessment to help them understand the next steps in learning.

• It encourages self-assessment and reflection.

OBSERVE

Observe a class and find out practices that reflect assessment as learning. Record
your observations.

Teacher My Observation
1. Did teacher provide opportunities for
the learners to monitor and reflect on
their own learning?
 2. What are proofs that students were
engaged in self-reflection, self-
monitoring and self-adjustment?

3. Did students record and report their

own learning?

4. Did teacher create criteria with the

students for tasks to be completed or
skill to learned?

ANALYZE

1. If the student is at the heart of all assessment, then all assessment should
support student learning. Do you agree? Why or why not?

2. Does assessment as learning have the same ultimate purpose as assessment for
learning?

REFLECT

The primary purpose of assessment is not to measure but to further learning.

Reflect on your personal experiences of assessment in school. Were you given
opportunities for self-assessment? If yes, what was its impact on your learning?
SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

2. My Analysis

3. My Reflection

Activity 11.2

Aligning Assessment Task with the Learning Outcome

Resource Teacher:

Teacher's Signature:

Subject Area:

Date:

TARGET Your Intended Learning Outcomes

→ Determine alignment of assessment task with learning outcome

→ Formulate assessment task aligned with the learning outcome

REVISIT the Learning Essentials

• In accordance with Outcome-Based Teaching-Learning, the learning outcome

determines assessment task.

• Therefore, the assessment task must necessarily be aligned to the learning

outcome.

OBSERVE

Observe at least 3 classes - 1 Physical or Biological Science or Math, English,

Filipino; 1 Social Science or Literature/Panitikan, ESP and 1 P. E / Computer
/EPP/TLE.

Assessment Is the
Task (How assessment If not
Learning did Teacher tool/task aligned,
Subjects Outcome/s assess the aligned to improve on
learning the learning it.
outcome/s? outcome/s?
Specify.
P.E/EPP/TLE To dance Written quiz - No Performance
tango Enumerate the test - Let
steps of tango students
in order. dance tango.

Assessment Is the
Task (How assessment If not
Subjects Learning did Teacher tool/task aligned,
Outcome/s assess the aligned to improve on
learning the learning it.
outcome/s? outcome/s?
 Specify.
Social Science.
Literature/Pani
tikan. EsP

Physical/
Biological
Science/Math/
English/Filipin
o

ANALYZE

1. Are all the assessment tasks aligned to the learning outcome?

2. What are possible consequences if teacher's assessment tasks are not aligned to
learning outcome/s? Does this affect assessment results? How?

3. Why should assessment tasks be aligned to the learning outcomes?

REFLECT

• Reflect on past assessments you have been through. Were they all aligned with
what your teacher taught (with learning outcomes?

• How did this affect your performance? As a future teacher, what lesson do you
learn from this past experience and from this observation?
 Activity 12
Observing the Use of Non-traditional Assessment Tools and Scoring Rubrics

Resource Teacher:
Teacher's Signature:
Subject Area:
Date:

TARGET Your Intended Learning Outcome

→ Evaluate non-traditional assessment tools including scoring rubrics

REVISIT the Learning Essentials

• There are learning outcomes that cannot be assessed by traditional assessment
tools.
• Authentic/non-traditional/alternative assessment tools measure learning outcomes
like performance and product.
• These performance task and product are assessed by the use of scoring rubric.
•A rubric is a coherent set of criteria for student's work that includes descriptions of
levels of performance quality on the criteria. (Brookhart, 2013)
• The main purpose of rubrics is to assess performances and products.
• There are two types of rubrics - analytic and holistic. Analytic rubrics describe
work on each criterion separately while a holistic rubric assesses a student work as
a whole.
•For diagnostic purposes, the analytic rubric is more appropriate.
• For a holistic view of a product or performance, the holistic rubric will do. A good
scoring rubric contains the criteria against which the product or performance is
rated, the rating scale and a description of the levels of performance.

OBSERVE
• Observe classes in at least 3 different subjects and pay particular attention to the
assessment tool used by the teacher.
• With teacher's permission, secure a copy of the assessment tool.
• Study the assessment tool then accomplish Observation Sheet.
• Did your Resource Teacher explain the rubric to the students?
• Which type of rubric did the Resource Teacher use - analytic or holistic?

Authentic Learning Sample of How a product Comment/s

Assessment/ Outcome Product/ / performance (Is the scoring
Non-Traditional Assessed Performance was assessed rubric
/ Alternative Assessed constructed
Describe how according to
One example of the product/ standards?
a product performance
assessed. (Put a was assessed.
photo of the Which was used
product/ analytic rubric
or holistic
 documented rubric?
performance in INCLUDE THE
My Teaching RUBRIC IN 4 MY
Artifacts. TEACHING
INCLUDE THE ARTIFACTS.
RUBRIC IN MY
TEACHING
ARTIFACTS.
1. Product -

2. Performance

ANALYZE

1. Between analytic and holistic rubrics which one was more used? Why do you
think that type of rubric was used more?

2. Based on your answers in # 1, what can you say about the scoring rubrics made
and used by the Resource Teachers?
3. Will it make a difference in assessment of student work if teacher would rate the
product or performance without scoring rubrics? Explain.

4. If you were to improve on one scoring rubric used, which one and how?

5. Can an essay or other written requirements, even if it is a written paper-and-

pencil test, be considered an authentic form of assessment? Explain your answer.

6. Can rubrics help make students to become self-directed or independent learners?

Do rubrics contribute to assessment AS learning (self-assessment?) What if there
were no rubrics in assessment?
Does the Scoring Rubric in this FS Book 1 help you come up with better output?

REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests
for all the years as a student.
SHOW Your Learning Artifacts

• Accomplished Observation Sheet

• Observations
• Reflection
• A photo of a product assessed and a documented performance test
• Samples of scoring rubrics used by Resource Teachers - one rubric to assess a
particular product and another rubric to assess a particular performance together
with your comment/s and improved version/s, if necessary