Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks
Name of FS Student Nest Lene A. Banogon
Course, Year and Section IV BSED- ENGLISH
Name of FS Mentor Ana Marie De Guzman 1
Date October 22, 2024
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; and
5. compute student grade based on DepEd’s grading policy.
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
Direction: Read the following items below before observing a class.
1. Ask permission from a teacher that you will observe his/her class.
2. Follow the minimum health protocol at all times.
3. Observe etiquette during 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. Diagnostic Tests Brainstorming Summative Test
2. Quizzes Reflection Presentation
3. Assignment/Homework Feedback Performance Tasks
4. Seat works Insights and Participation Quarterly Examination
5. Discussion and recitation Self-Assessment Graded Recitation
Questions:
1. Which of the above listed assessments are formative in nature? Justify your answer.
Assessment refers to a variety of strategies used by teachers to evaluate student comprehension,
learning requirements, and academic progress throughout a session, unit, or course. Assessments
assist teachers in identifying concepts that students are having difficulty comprehending, abilities they
are having difficulty picking up, or learning needs they have not yet met. And among all the classified
assessments above I believe assessments for learning are formative in nature because here, they
monitor student learning and provide continual feedback to students. It is also a tool used by teachers to
assess students' learning in a formative manner, as it may be done before and during talks. It is a
teaching style that provides feedback that students may use to improve their performance. From a
teacher's perspective, this may be as simple as observing class discussions, asking questions, and
evaluating students' progress. Assessment for learning is vital since it allows us to identify the kids'
strengths and weaknesses.
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Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks
2. List all the summative assessments that you have observed. Justify.
3
Summative assessments are observed in assessments of learning such as quarterly
examinations and summative tests, final projects, and presentations as they are used by
teachers to know how much students have learned after the lessons. This is a summative
evaluation, meaning it compares student learning and academic success after a term, year, or
semester. At the end of a learning period, these examinations examine students' learning,
knowledge, competency, or accomplishment. We are all aware that the goal of summative
assessment is to determine how much children have learned during the period. Hence, students
will be able to track their progress during the year as these assessment aims to evaluate student
learning at the end of an instructional unit by comparing it to a standard.
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 / Objectives Assessment Activity
Traditional Non-traditional
1. To familiarize language of advocacy Quiz Picture Analysis about Infographic
Advocacy
2. To determine the language of Recognizing appropriate language Picture Analysis about Campaign
the campaign for the campaign Poster
Campaign Poster Making
3. To distinguish the differences in language Differentiate the language used in Create an Infographic about
used in research, campaign, and Research, Advocacy, and the chosen advocacy/campaign.
advocacy Campaign Integrate the language of
advocacy, campaign, and
Classify literal and figurative research
language
4. To differentiate between facts, opinions, Group activity Opinion writing about controversial
and assertions topics to be posted online
5. To formulate clear and well-supported One-paragraph essay Debate about the given topic and
statements of opinion or assertion formulate assertions and orally
express their opinions with
supporting arguments
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Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks
Questions
1. What guidelines on test construction and art of questioning did the teacher consider in 4
each assessment activity?
The teacher followed some test construction requirements, such as ensuring that the learning
objectives were accomplished, as well as factual recall and knowledge about the lessons just
like what Ma’am Regina’s always doing before starting the discussion. HOTS questions are
used in the art of questioning to enable students to think critically, convey their ideas, draw
conclusions, make inferences, and connect them to past information. These questions are
commonly begin with "what," "why," or "how," and allow the learners to respond using their
knowledge, opinions, or feelings.
Interview a teacher from the DepEd and/or the PSU-LIS, ask how they
compute learners’ grades and what criteria do they consider, also ask
how the grades or performance are reported to parents. Record the result
of your interview here.
The grading system plays an important role in the teaching and learning process as this provides feedback
on students’ performance and progress. It also helps students to assess themselves throughout their journey
in learning. Based on our interview with Ma’am Regina, she states that there are components that need to be
considered in computing the grades of the students. These are composed of the student’s written works
such as activities and quizzes, performance tasks, and quarterly examinations. In English subjects,
performance tasks have the most value in the grading system with a marked-up of 50%, followed by written
works with a marked-up of 30%, and quarterly assessments that have a marked-up of 20%. The grades of
the students are calculated based on this percentage. Furthermore, to address any concerns about the
student’s behavior or grades, every grading period there is card day, in which teachers can tell their
concerns to the parents and vice versa about the performance of the students. Additionally, when the
parents or students have concerns about their grades, grading sheets or classroom records are a big help to
address the issues.
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Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks
Analyze 5
Answer the following questions:
Why is there a need to evaluate learning?
The evaluation informs the instructors on the effectiveness of their teaching strategies, techniques, and
styles. The main purpose of an evaluation is to determine the value or quality of an educational program or
the competency of a student's accomplishments. Evaluation and assessment are necessary to determine
what students learn, how well they learn, and where they can improve themselves. As a result, learning must
be evaluated in order to determine its effectiveness and whether the performance and learning objectives
were met. It can also assist you as a teacher decide whether a curriculum’s instructional materials or styles
are meeting the diverse learning styles of the students.
Do teachers need to record results of formative and summative assessments? Why or why
not?
Definitely yes, teachers must record the results of formative and summative assessments based on the
marks that students receive or provide throughout the grading process or discussion. This will allow students
to reflect on their performances in all subjects which they can see if they passed or not, what will they
improve, and which are they best at. Moreover, by keeping track of the outcomes, teachers will be able to
determine which of their students need to improve academically and which are more encouraging in class.
Thus, it is necessary to keep tracking every outcome so that parents have evidence in case they have any
issues regarding their child's academic success.
In the assessment that was administered, do you think the teacher prepared a table
specification. Elucidate your answer.
Yes, the instructors developed a table of specifications or standards to assess the student's comprehension
and understanding of the content and materials they used and ensure that they learned from it. There is no
TOS in performance tasks or written works only rubrics or criteria in order to meet the expected outcomes
but in standardized tests, the quarterly examination of the students was created through TOS to effectively
assess student’s capability in remembering, applying and analyzing, understanding, evaluating, and
creating. In other words, teachers prepared TOS to somehow know the weaknesses and strengths of the
students in terms of the given tests or assessments.
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Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks
4 How did the teacher align the task in the assessment tools with the intended learning
outcomes?
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The teacher should devise an interesting and engaging scenario or challenge that can catch students’
attention. Ma’am Regina connects the lesson with real-world examples and the students actively participate
as she invites them to voice their ideas on what is being discussed. Moreover, to accomplish the intended
learning outcomes, Ma’am Regina always aligned the tasks with the level or needs of the students in
learning so that they could easily cope with the lesson.
5 Did the teacher used a scoring rubric to evaluate the students’ performance? Describe
how it was utilized.
The scoring rubrics are used to evaluate the student’s performance such as in the given activities that have
a high value that needs to be reached. Thus, so in order for the students to perform successfully, the
teacher will use or present a scoring rubric to evaluate their performance. In the performance tasks of the
students, Ma’am Regina utilized rubrics for them to know what they should do and what to prioritize, it will
also help them to evaluate their tasks and whether they can already get a passing score or not. For
instance, when Ma’am Regina let the students do their performance task which is creating infographics
about their language advocacy or campaign. She gave them a rubric that contains the content (5),
organization (5), connection to central idea (5), and creativity (5) with a total of 20 points.
6 Did the learners encounter difficulty in answering the teacher’s questions? Expound your
answer.
Yes. Somehow, I observed some students that has a difficulty in answering either written or oral. Comparing
the students of Ma’am Michelle’s class and Ma’am Regina’s class, they both have a few learners who have
difficulty catching up, especially the Grade 8 class of Ma’am Michelle. During the encounter, I observed that
for the students to get the point, a teacher needs to repeat it again and again, and sometimes she will give a
situation or example first to make it more understandable on the student’s part.
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Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks
7 Did the teacher encounter challenge(s) during the computation and reporting of grades to
parents? Justify your answer.
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There are no challenges in computing grades, giving grades, and reporting them to their parents unless the
students have many missed activities and absentees where a teacher will have somehow given the students
a chance to make it. With regards to solely computing grades, there are no problems as they have their
guidelines to evaluate their students’ written works and performance tasks, and just simply put the results of
their examinations then, they will get the computed grades. Perhaps, it is easier to compute grades now by
using Excel where you only put the code, and the results will come out already but in doing so, carelessness
in putting incorrect numbers must be avoided to avoid errors.
Reflect
1. As a millennial would-be teacher, how can the assessment process help you make
learning more fun and more meaningful?
Assessments play a crucial role in the process of learning and teaching, and motivation, therefore as a
millennial and future teacher, I must say, that we should engage our students with study materials,
encourage them to participate in class, and cooperate with one another for actual learning. The
evaluation procedure itself helps students to improve their critical thinking and other learning skills.
Assessment is a big help as it is somehow one of the techniques that teachers use to measure their
students’ learning capacity. Additionally, the assessment process would be extremely beneficial to us
because knowing which strategies and styles to utilize would allow us to make learning more enjoyable
and meaningful for us and especially for all the students.
2. As a future teacher, how can you eliminate fear of assessment to your students?
As future teachers, I believe that we have the ability and responsibility to provide a supportive
atmosphere for our students to learn effectively. Communicating with students carefully is important as
that way, we can build a strong connection and positive student-teacher relationship. One of the hardest
things about becoming a teacher is learning how to inspire our students especially if they are somehow
can’t find themselves eager to learn and they find learning difficult. Somehow, students seek validation
and support from their teachers, and if they believe that their efforts are valued and recognized, surely,
they will be excited to learn. Remember that we are the teachers, we set rules as we are bound to be our
students’ models thus in order to touch students’ hearts and make them forget their fears, we should
always be open, approachable, and act as a second mother to them, as we are. Because I believe,
somehow, students who are full of fear are just looking for someone who can motivate them and push
them, if not themselves, perhaps it is our duty as teachers to make them believe themselves.
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Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks
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3. If you are the teacher, what solution(s) could you offer to address the challenges in
evaluating students’ performance and giving feedback?
Teachers are working really hard to secure their students success. As a future teacher, I must constantly
provide positive or neutral feedback as to what Ma’am Michelle has been doing to support her students in
their learning progress. In addition, teacher has a special responsibility to nurture students' learning thus,
we must consider each individual while providing feedback to effectively assess them. Our classroom is full
of diverse learners, and it has been a challenge to balance between not wanting to hurt a student's feelings
and providing appropriate encouragement. As a future teacher, providing evaluation and feedback can be
difficult such as finding the right pitch and tone, as well as knowing when to be sensitive is challenging.
Moreover, feedback is vital to encourage and motivate students, but it should mostly be positive feedback
to avoid discouraging them. Finally, we can allow our students to provide comments and evaluate us too
so that we can see where we can improve. It may be helpful too, to know our students’ perspectives about
us in teaching and as their teacher. Eventually, by doing so, we would know how well-performing we are as
a teacher, or whether they are learning or not considering that they have different learning styles.
Remember that feedback and evaluation go both ways and as teachers, we should never stop improving
our skills, regardless of whether the difficulties are difficult or simple.
4. Attached sample computation of grades using the DepEd assessment guidelines.
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Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks
Evidence/Documents 9
Self Peer FS Over-all
Rating Rating Mentor’s Rating
Rating
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