Activity 5 – Assessing Learning

FIELD STUDY 1
Outcomes and Reporting Feedbacks

Name of FS Student GROUP 1

Course, Year, and Section BSE ENGLISH III-B
Name of FS Mentor PROF. BETHA FE G. CRUZ
Date

Intended Learning Outcomes

At the end of this activity, the FS student must be able to achieve the following intended
learning outcomes:
1. determine the alignment of the assessment tools and tasks with the intended
learning outcome;
2.critique traditional and authentic assessment tools and tasks for learning in the
context of established guidelines on test construction;
3. evaluate non traditional assessment tools including scoring rubrics;
4. determine the procedure on how grades are computed and reported to parents;

LEARNING OVERVIEW:

Activity 5 focus on domain 5: Assessment and reporting. Assessment is an inevitable part of the
teaching- learning processes. It determines the effectiveness of the curriculum at the same time it
assesses/evaluates the learner’s performance. There are different assessment tools that can be
utilized throughout the process where feed backs are drawn. In this activity the FS students will be
engaged in varied opportunities which will help them understand better the assessment
process.

Observation/Interview/View

Direction: Read the following items below before observing an online class.
1. Ask permission from a teacher that you will observe his/her online/ actual class.
2. Follow the minimum health protocol at all times.
3. Observe etiquette and netiquette during the online class observation and interview process.
4. Accomplish all the given task in the observation report below.

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 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

Directions: In the table below, list down all forms of assessment tools used by the
teacher that you have observed.

Assessment For Learning Assessment AS Learning Assessment OF Learning

1. The teacher asked first the The teacher informed the students The teacher announces that there
students to group themselves about it and disseminated the will be a quiz bee tomorrow that
in preparation for a review modules per group at the same time. covers the topic of their modules.
lesson.
2. The teacher informed them The teacher asked each student in The teachers asked students to
about the mechanics of the the group to assess their answers if apply what they learn in the
game. Additionally, she asked it is accurate. The teacher used self- modules that they are tasked to
the students to use their critical assessment and observation with the review.
skills in analyzing their choice students.
of answers.
3. The teacher exposed the The teacher asked the students The teacher scored the group that
answer and explained it to the about their answers and if they have has the right answers and proceeded
whole class. questions about them. It is evident to the next question which covers
that they employ questioning. another topic.
4. The teacher utilized different The students in each group were The teacher tallied the scores of
technology tools such as a assessing their answers if it is each group and ranked them
laptop and smart tv to display correct or not. They also asked their according to highest to lowest.
the PPT presentation she made teacher for her feedback. So in the Since there are groups that are tied,
so that the students can able to class that we observed, it is evident the teacher decided to give them a
read and understand clearly the that they employ peer and teacher challenge which is still part of the
questions before answering. feedback. game to determine their respective
standing.
5. In the challenging part of the The teacher gave the students some Since the game, quiz bee, served as
game, the teacher asked the time to ponder, think, communicate, a review for their upcoming exam,
students to formulate a and collaborate with their the teacher can assess the students
sentence using three groupmates in constructing the learning, understanding and
conjunctions. sentence. During this time, each mastery of the lessons. Thus, the
group consolidated their teacher can know whether the
understanding and recalled on what students are prepared or not for the
they had reviewed. examination.

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 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

Questions:

1. Which of the listed assessments are formative in nature? Justify your

2. List all the summative assessments that you have observed. Why do you
answer.
say so?
According
During thetoobservation,
what we observed, the listed
the teacher assessments
provided a quiz beethat areserves
which formative in
as their
nature
review are questioning,
lesson feedback
for the upcoming (peer, teacher),
examination. Thus, theand observation.
teacher Formative
did not yet provide a
assessment
summative is a way
assessment as to monitor
what or track the learning of students which
we observed.
involves feedback and interaction between the teacher and students.
Moreover, it helps teachers to identify the strengths and weaknesses of
students that needs to fulfill. Also, this may help to regulate the students’
performance during the teaching-learning process.

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 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

Directions: Complete the table below by listing the intended learning outcomes
(ILO) projected by the teacher and the assessment activity that supports
each ILO.
Intended Learning outcomes / Assessment Activity
Objectives Traditional Non-tradition
1. learner demonstrates understanding on
how world literature and other text types
serve as ways of expressing and resolving Letting the learner rescan the
personal conflicts and also how to use text, “Four Causes of Family Let the students choose one
strategies in linking textual information, Conflict” and ask them to do cause of family conflict. Ask
repairing, enhancing communication public the Task 3, on page 121 where them to make a diagram
speaking, emphasis markers in persuasive they illustrate the causes of showing their suggestions on
texts, different forms of modals, reflexive family conflict according to how to deal with such kind of
and intensive pronouns. text. conflict.

2. The learner composes a short but

powerful persuasive text using a variety Ask the learner to write a Ask the learner what is the
of techniques and devices. short-response essay about most important thing in
this question: “How do you resolving family conflicts
solve or prevent conflicts in
your family?”
3. Determine the effect of textual aids like advance To present the text, “Four Ask the learners to comment
organizers, titles, non-linear illustrations, etc. on Causes of Family Conflict” on the following statement:
the understanding of a text. into a chart. “There is no such thing as
To suggest ways of resolving perfect family”
family conflicts

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 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

Questions

1. What guidelines on test construction and the art of questioning did the
teacher consider in each assessment activity?
In constructing a test question, the teacher needs to consider the lesson and
the students. In formulating questions, the questions must be connected to the
lesson. Further, the students’ intellect is also considered in order to create a
question that is unbiased. The grammar and vocabulary are also part of the
guidelines for the students to comprehend the questions. In addition, the teacher
should formulate a question which embodies the revised bloom’s taxonomy and
must be in Higher Order Thinking Skills such as analyzing, applying, creating
and evaluating. In short, preparation of test should have a Table of Specification.

Interview a teacher from the DepEd and/or the PSU-LIS, ask how
they compute learners’ grades and what criteria they consider,
and also ask how the grades or performance are reported to
parents. Record the result of your interview here.

The teacher uses same grading sheet since 2013 where it auto-
computes the score of the students as soon as inputted in the
sheet. In English Department, the grading sheet is 30% on
written work; 50% on performance task (graded according to
rubric); and 20% on quarterly assessment. However, this can
also be adjusted according to extra-curricular points such as
joining sportsfest, helping in the vegetable garden and etc. The
traditional or manual computation of grades is not allowed to use
anymore. Further, performance task is graded according to
rubric where the teacher uses a certain tool in order to prevent
bias same goes in grading test papers and written works.
Another way to prevent bias is closing the names of the
students. The grades and performance are reported to the
parents through virtual platform, Messenger in specific, and
Phone Calls. However, at times, home visitation applies when
parents are too busy or the messages and calls were leave
unattended. Last, but not the least, one criterion can differ to
other criteria depending on the task given.

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 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

Analyze

Answer the following questions:

Why is there a need to evaluate learning?

In education, it is important to evaluate learning. The goal of evaluating learning is to

ascertain its efficacy and whether performance and goals are achieved. Effective
evaluation techniques give important insights into student learning. We can learn
what the pupils learned, how well they acquired it, and where they had difficulties.
Both the students and the teachers gain from it. Teachers are able to pinpoint the
areas where they need to improve. Moreover, teachers can assess their performance
by reinforcing the good qualities and improving the weak aspects. Evaluation aids in
determining whether or not the chosen teaching strategy is effective. An effective
approach for demonstrating the level of student improvement is also through
evaluation. Evaluation is solely focused on the learners' overall growth. Simply said,

Do teachers need to record the results of formative and summative assessments? Why or
why not?

Yes. Teachers need to record the result of both formative and summative
assessments so that they can monitor the performance and development of the
students. It is an important factor since it is part of how the student’s grade will be
computed. Through recorded assessments, teachers will be able to determine what
to teach or reinforce to students to sustain their needs. They can keep track of the
progress and their development. Also, this will serve the teachers as a piece of
evidence if the parents or the child itself has his/her concerns. Consequently, this will
reflect on the reputation of the school.

In the assessment that was administered, do you think the teacher prepared a table

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Yes. According to the teacher we interviewed they use TOS as a guide and also, they
held a meeting, as a QA Team to create questions The purpose of the specification
 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks
of specifications? Elucidate your answer.

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 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

How did the teacher align the task in the assessment tools with the intended learning
outcomes?

Always check the objectives of the lesson. If a teacher wants to assess the learners’
learning outcome at the end of the lesson, the assessment material should be observed. Thus,
apply objectives in the assessment. The end result of the assessment should show the ILO or
Intended Learning Outcome. Also, the students must apply their learnings in the assessment.

Did the teacher use scoring rubrics to evaluate the student’s performance? Describe how
it was utilized.

Yes. She aligned it through MELCs or the Most Essential Learning Competencies. The
MELCs are outlined as the skills a student needs to advance to higher grades and,
eventually, lead a successful life. In the class and/or learning activity, students must
exhibit certain knowledge, comprehension, abilities, and attitudes. To build a
learner's practical and lasting abilities for learning during a crisis and finally achieve a
successful life, competencies are required. The teacher uses rubrics to assess the
performance of students based on the given activity. Through scoring rubrics, it
provides the teacher the information whether the intended learning outcomes are

Did the learners encounter difficulty in answering the teacher’s questions? Why or Why
not? Expound your answer.

As what we observed, students are very vocal and active to their teacher especially
during their quiz bee that also serves as their review session for their incoming
examination. The learners encountered difficulty in answering the teacher’s
question especially when they are asked to give the meaning of certain word.
Among the class, only one student managed to answer. The probable answer is that
their intellectuality varies to one another. Therefore, the students may or may not
comprehend the questions or the lesson itself.

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 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

Did the teacher encounter challenge(s) during the computation and reporting of grades to
parents? If yes, What are these?

Yes, in terms of computation of grades since there are approximately 42 students

per section. Consequently, parents believe that what is computed by the teacher
reflects their child’s learning. Thus, some of the parents tend to not accept the
grades of their child or the learner.

Reflect

1. As a millennial would-be teacher, how can the assessment process

help you make learning more fun and more meaningful?

Assessment is a means not only to assess the students but also to form a bond
between the learners and the teacher. Learning becomes meaningful when
students are enjoying the assessment. They are likely to actively participate and
focus themselves, to exert an effort to learn and finish the task. The students will
also possibly develop their abilities and deepen their knowledge through
interaction and feedback to their peers and teachers.
2. As a future teacher, how can you eliminate fear of assessment to
your students given this new normal mode of teaching?

A student have fear in assessment because they lack knowledge in a particular

lesson. Fear is also built because of the teacher. I, as a future teacher, will teach
the students where they can understand and comprehend. I will make sure that
the teaching-learning process should be student-friendly. Further, in formulating
questions, it should be not so hard yet not too easy.

3. If you are the teacher, what solution(s) could you offer to address the
challenges in evaluating students’ performance and giving feedback?
First, by introducing the topic, giving clear instructions for doing an activity or a
task, providing a scoring rubric, and giving comments or expectations about the
given activity. Additionally, communicating with the learners if they have
concerns about it. Also, being fair to all the students is a must to be balanced,
where competencies are aligned with the objectives of learning.

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 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

4. Attached sample computation of grades using the DepEd assessment

guidelines.

Evidenced/Documents

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 On October 24, 2022, we had an opportunity to interview our
cooperative teacher Janine Melchor-Labayo regarding assessment
and computation of grades

This photo was taken during our observation with Ma’am Blesilda Cayabyab
together with her students at Domalandan Central Integrated School.

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