Professional Documents
Culture Documents
FS
SYLLABUS
Credit : 1 unit
Duration : 18 hours
SY
Course Description
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.
SYLLABUS
Course Outcomes
OBSERVATION SHEET
assessments. learning log that students will write assessment of learning is summative
assessment like major exams, unit
their notes and monitor own learning.
test, departmental test, chapter test
and mastery test.
My Reflections
1. As a student, did you like assessment? Do students like assessment? Why or why not?
Assessment acts like a map, if you 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
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 of learning.
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 knowledge in the part of their previous experiences. Promote deeper learning, the process 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 define what is good or bad about piece of work.
My Learning Activities
OBSERVATION SHEEET
2. Learners must be given feedback about their Give examples of comments of teacher on students
performance. Feedback must be specific. “Good work/answer.
work!” is positive feedback and is welcome but
actually is not a very good feedback since it is not -“Very Good!”
specific. A more specific better feedback is “You -“Perfect work or excellent work”
observed rules on subject-verb agreement and variety -“Okay, nextime please review your ;lesson because
of sentences. Three of your commas were only few got the highest score”
misplaced.” -“excellent work”.
My Reflections
We assess what we value and value what we assess. What should I do to make assessment
worthwhile?
Don’t rush. Assessment yielding fair and reasonably accurate and truthful results to take some time and thought to choose or create.
Aim for assessments and questions that are crystal clear. If students find questions difficult to understand, they may answer what
they think is the spirit of question rather than the question itself, which may not match your interest.
Guard against unintended bias, a fair and unbiased assessment tool describes activities that are equally familiar to all and uses words
As a variety of people with diverse perspective to review assessment, tools before implementing them. Try out assessment
tools with a small group of students before using them on a large scale. Inform students if the nature, purpose and results of each
assessment .Protect the privacy and dignity of those who are assessed. Give students ample opportunities to learn the skills needed
for the assessment. Then evaluate work fairly, equitably and consistency.
Valuing the Assessment is important because of all the decisions you will make about students when teaching and caring for
them. Today's students need to know not only the basic reading and arithmetic skills, but also skills that will allow them to face a
world that is continually changing. They must be able to think critically, to analyze, and to make inferences. Changes in the skills
base and knowledge our students need require new learning goals; these new learning g oals 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,
My Learning Portfolio
_________________________________________________________________________
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.
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.
3. Research on how to assess higher-order thinking skills. Give 2 examples of test items that
measure applying and analyzing.
My Learning Activities
I will observe 3 Resource Teachers and focus my observation on their assessment practices
with the help of an observation Sheet.
Please put a check( ) on the test which the teacher used and give at least 2 test
Paper-and-Pencil Tests 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.
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
Constructed-Response type
1.completion
1._____are drugs which relieve pain and induces sleepiness.
2. The capital of the Philippines is __________.
2.Short answer type
1. Ano ang klima?
2. Ibigay ang pitong kontinente ng daigdig.
3.Problem solving
1.find an equation of the line containing (-4, 5) and perpendicular to the
line
5x -3y=4.
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
Please put a check( ) on the test which the teacher used and give at least 2 test
Paper-and-Pencil Tests 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.
2.Matching type
A B
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
4.others
My Analysis
1.In what subjects was traditional assessment method used most?
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,
Authentic assessment method is used most in subject like English, Filipino, Science and Math.
The products or performance of students that were assessed are their skills in research,revising,oral
skills,debating and other critical thinking skills.Also their creativity and 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
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,
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 an undeniable role in education.
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 *Ask students to write in a journal regularly.
*Give oral exams and/or essay tests.
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
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
My Analysis
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 to applying 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.
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
situation which in results in assessing their learning progress at the end of the lesson and the performance is seen.
My Reflections
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
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 c an be
derived from the taxonomy, thought it is most commonly used to assess learning on variety of 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
My Analysis
1. For TOS to ensure test content validity, what parts must it have?
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 given to 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
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
In his sample TOSs, show the indicated topic in first column, by chapter. It has number of days in 2 nd column and
items in 3 rd 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
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
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
Read this conversation and reflect on teacher’s assessment practices. Write your reflections
here.
For- like 2 seconds last week.Why would she put that on the exam?
Yes, they find the most nit-picky little details to put on their test and don’t even
discussed in class about the Philippines and the things she made a big deal about ,
like comparing the Philippines . And to think all she asked was
(Adapted from Practical Assessment , Research and Evaluation, Vol. 18 No. 3 Fe. 2013)
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 I don’t want my students 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
Checklist
Evaluation/Assessment Portfolio
IIII- IIII- IIII- IIII- IIII-IIII 30
Observation Checkist
Select three (3) best portfolio from what you examined.Which elements is/are present in each?Please check.
Put your
Elements of Portfolio Check ( )here
5.Drafts of aural/oral and written products and revised revisions, i.e. (first drafts
and corrected/revised versions.)
6.Reflections
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.
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
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 of contents at the end of the school year.
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.
Yes, if one element is missing, there would be impact of the assessment process, but somehow the teacher can still
My Learning Activities
Interview
Interview of my Resource teachers
1. Where do you use the scoring rubrics? (Student outputs or products and student 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”.
“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”.
“Holistic is easier to use because easy to construct, not time consuming and easy to
score”.
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
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 learning process, so
they are somewhat related to each other because they are both use in assessing 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 to learn rather than what you intend to teach that helps improve instruction.
The criteria and performance-level descriptions in rubrics help students understand what the desired
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 to explain to students why they got the grade they did and what they can do to improve.
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
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 activity will become failure
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
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.
Yes, because there has greater performance rather than the written work
performance.
Yes, they have similarities , so I can say that they includes Anderson’s and
Krathwohl cognitive process dimensions with those Kendalls and Marzano.
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
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 track of their process and to know if such suited to them.
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 and same core values. For me, it is just appropriate to use
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,
environment, spirituality and to the country. It is like the totality of his performance assessment in the 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