Education SP 5

Too lazy to write the Title. But this is FS 5. Enjoy!
:)
A PORTFOLIO
Presented to

Cooperating Teacher

And

Cooperating Teacher

And

Dean, College of Education

Prepared by
4
TH
Year Student
1st Semester S.Y. 2012-2013

i
TABLE OF CONTENTS

Title page i
Table of Contents ii
Students Resume iii
Purpose of the Portfolio
1
Episode 1 MY ASSESSMENT
LIST

Class 1 Observation Sheet
2
3
4
Assessment Tools Classification
Sheet
5
Authentic or Alternative Type
6
Analysis
7
Reflections
8
Episode 2 MY ATM CARD

Designing Pen-and-Paper Test
9
Analysis
10
Reflections
11
Episode 3: LOG ME

My Review Notes
12
Reflective Journal
13
Interview Notes
14
Reflective Journal
15
Episode 4: WORK ON ME

Observation Notes
16
My Checklist
17
Notes on my Process-Oriented
Assessment Plan
18
Analysis
19
Reflections
20
Episodes 5 BUILD ME UP

Observation Notes
21
Product-Oriented Assessment
Output
22
My Plan
23
Notes on my Product-Oriented
Assessment Plan
24
Analysis
25
Reflections
26
Pictorial
27
Comments from the Faculty
28
Suggested Rubric for Portfolio
29
Self-Rating Competency
Checklist (Pre-
Assessment)
30
Self-Rating Competency
Checklist (Post-Assessment)
31
Self-Rating Competency Checklist
(for Faculty)
32
Attendance Sheet
33

ii

iii
PURPOSE OF THE PORTFOLIO

This compilation was prepared and developed to provide and share experiences to
those who will undergo the same undertakings. Through the experiences written,
some latest innovations and strategies in teaching were shared. Their applicability will
vary depending on whatever and whenever it suits to the classroom situation. Some
classroom problems were also mentioned whether they are severe or not, they are
somehow enriching experiences that will guide and teach future mentors in
performing teaching endeavors.

1
EPISODE 1: MY ASSESSMENT LIST

CLASS 1 OBSERVATION SHEET
(To be used during the actual observation of the 1st of 3 classes)

Name of the School Observed:
School Address:.
Date of Visit: July 25, 2012
Grade/Year Level: VI Subject
Area: Hekasi

ASSESSMENT TOOLS
DESCRIPTION
(Bulleted description of how the
assessment method is used relative to
the subject matter, levels of learning
behavior, length, etc.)

1. Question and Answer/Recitation

- The teacher discussed a
prepared lesson regarding the topic.

- As they read the lesson, the
teacher asked her pupils on what may
happen.

- The pupils were able to
develop their cognitive,
comprehension, analysis, and
synthesis. They were able to answer

2

(To be used during the actual observation of the 2nd of 3 classes)

School Address:
Date of Visit: July 31, 2012
Grade/Year Level: VI Subject
Area: Science

ASSESSMENT TOOLS
DESCRIPTION
assessment method is used relative to
the subject matter, levels of learning

1. Pencil-and-Paper Test

the questions.

- The activity was done more or
less than 15 minutes.

- After the discussion, the
teacher asked her pupils to open their
books and answer the activity there.

- The pupils were able to answer
their quiz easily because they
understand their lesson.

- The quiz given to the pupils by
the teacher lasts for 20 minutes.
behavior, length, etc.)

1. Question and answer or Recitation

1. Paper-and-Pencil Test

- The teacher explained their
topic first.

- Then she asked her pupils to
analyze
the sentences on the board.

- The pupils were able to give
their analysis between the two
sentences on the board.

- This was done after 15
minutes. The teacher gave many
examples.

- The teacher gave the
instruction to her pupils about their
quiz on the books.

- The pupils were able to answer
their quiz but some pupils didnt get
a high score.

- The quiz was done within 10
minutes.

3

(To be used during the actual observation of the 3rd of 3 classes)

School Address
Date of Visit: Aug. 15,2012
Grade/Year Level: I Subject
Area: Filipino

ASSESSMENT TOOLS
DESCRIPTION
assessment method is used relative
to the subject matter, levels of
learning behavior, length, etc.)

1. Performance Test

1. Process-Oriented Assessment

- The teacher explained the
lesson.

- The teacher gave several
examples to the pupils.

- At first, the pupils find reading
the words difficult, but after they
learned how to read and pronounce
the words correctly, they easily read
it again and again.

- The teacher discussed the
topic.

- She gave the rules on how the
pupils should read the words.

- The teacher assessed the steps
or procedure of pupils on how they
read the given words.

- The activity was done in 30
minutes.

4

ASSESSMENT TOOLS CLASSIFICATION SHEET
(Based on your observation of the 3 classes)

School Address:
Grade/Year Level: VI Subject Area:
Science

Conventional Types:
DESCRIPTION OF HOW THE
ASSESSMENT METHOD WAS USED
(Please include your personal observations and
comments below the description)

1. Question and answer or
recitation

-The teacher and the pupils read and discussed a
prepared lesson about their topic.

-As they read along, the teacher asked something
that is related to the lesson.

5
AUTHENTIC OR DESCRIPTION OF HOW THE

1. Pencil-and-Paper Test

-The pupils were able to answer the questions
given to them by the teacher.

-The activity was finished more or less than 15
minutes.

-The teacher followed the rules in the art of
questioning.

-After discussion, the pupils answered their
books which have an activity about their topic or
lesson.

-The pupils were able to answer their quiz
immediately because they understood the topic.

-The quiz was done for 10 minutes.

- Pencil-and-Paper test is good in measuring or
assessing the cognitive ability of the pupils.

ALTERNATIVE TYPES ASSESSMENT METHOD WAS
USED
(Please include your personal
observations and comments below the
description)
1. Performance Test

- The teacher explained the lesson in
Science.

- The teacher gave several
examples to her pupils to achieve mastery
of the lesson being presented.

- This activity was done in 30
minutes.

- Performance Test Assessment
develops the performance of the pupils
and the knowledge they have gained in
the discussion.

1. Process-Oriented Assessment

- The teacher discussed the topic in
Science

- She gave several examples to her
pupils to
test their learning ability.

- After the discussion, the
teacher revealed the answers of the
given examples.

- The teacher gave another example
to determine if her pupils really
understood the lesson.

6
ANALYSIS

Was there a variety of assessment methods used by the teacher? How relevant
was/were the assessment method/s used?

A variety of assessment tools were being used by the teacher as to assess the pupils learning from the
lesson that was being discussed and the assessment tools were relevant since it was based from the
objectives of the lesson as well as with interest of the learner.

Do you think the expected students learning behaviors indicated in the objectives
were proper and appropriately assessed through those assessment methods?

The teacher always considers the objectives of the lesson as to what assessment tool she is going to
use before, during and after the discussion.

7
REFLECTIONS

Write your personal reflection of thoughts and feelings about the importance in the
use of appropriate assessment methods in the classroom, including what students and
teachers can gain from appropriate assessment tools. Share your reflection with your
FS teacher and classmates.

It is a must for every teacher to use an appropriate and variety of assessment tools in his/her class. It
must be correlated and based on the its aims and objectives.

8
EPISODE 2: My ATM Card (Available Test Measures)

DESIGNING PEN-AND-PAPER TEST

Name
_______________________________________________ Date
_________________________
School __________________________________ Grade &
Section ________________________

SYMBIOSIS
Multiple Choice (select the correct answer and write the letter in the space
before the number)
___________ 1. When a symbiotic relationship benefits both organisms, it
is an example of:
A. Commensalism B. Mutualism C. Parasitism

___________ 2. A fungal infection in a human foot is an example of:

___________ 3. When a mosquito bites you, it is an example of:

___________ 4. The relationship when one organism benefits and the
other is not affected is called

___________ 5. A relationship between a tick and a dog is called

____________6. What is the relationship between you and your normal
intestinal bacteria?

____________ 7. Pollination of flowers by a bee is an example of:

____________ 8. A tapeworm lives inside the intestines of a cow and
feeds by absorbing food that the
Test Question
(Sample Format)

9
Answer Key
(Sample Format)

cow is digesting. This is an example of:

____________ 9. A bird living in a tree is an example of :

____________10. A symbiotic relationship where one partner benefits
and the other is harmed

SYMBIOSIS (ANSWER KEY)

Multiple Choice (select the correct answer and write the letter in the space
before the number)
b 1. When a symbiotic relationship benefits both organisms, it is
an example of:
a. Commensalism b. Mutualism c. Parasitism

c 2. A fungal infection in a human foot is an example of:

c 3. When a mosquito bites you, it is an example of:

a 4. The relationship when one organism benefits and the other

10
ANALYSIS

Do you think the
teachers learning
objective was
appropriately
assessed by your
test items? Why?
/Why not?

Everything from the
objectives was in the
test item, both the
cognitive and
psychomotor. I can
confidently say that
all of the learning
objectives were
achieved not only in
the learning process
but also in the assessment and evaluation.

Why did you have to study the teachers learning objectives prior to developing an
assessment tool?

c 5. A relationship between a tick and a dog is called

b 6. What is the relationship between you and your normal
intestinal bacteria?

b_____ 7. Pollination of flowers by a bee is an example of:

_______c_____ 8. A tapeworm lives inside the intestines of a cow and
feeds by absorbing food that the
cow is digesting. This is an example of:

_______a______9. A bird living in a tree is an example of :

_______c_____ 10. A symbiotic relationship where one partner benefits
and the other is harmed

It is very much needed to study the teachers learning objectives prior to developing an assessment
tool for it will serve as a guide as to what assessment tool that is appropriate and should be used as
the strategy for the presentation and discussion for a good interaction.

11
REFLECTIONS

Write your personal reflection of thoughts and feelings regarding the Peace Concept
on Focus. Share your reflection with your FS teacher and classmates.

The assessment to be used must always be appropriate to the level of the learners and of course with
the lesson to be discussed on the subject matter. It is a must also that the output of the assessment
will be known in order to know if they understood the lesson or not.

12
EPISODE 3: LOG ME

MY REVIEW NOTES

- Authentic Assessment is the modern way to assess the skills
and performances of the pupils.

- Some of the Authentic Assessments are Performance-Based
Assessment, Product Oriented Assessment, and Portfolio.

- Authentic Assessment helps the pupils learn more and
develop their weaknesses. It will also help the teacher to think of
different strategies or methods to apply in their teaching-and-
learning process.

13

REFLECTIVE JOURNAL
What were your personal strategies in choosing relevant articles
to read?

When it comes to choosing the relevant articles to read, first and foremost
is that the writer used to set a goal first of what is his purpose in reading and
what he would like to know so that the article he is going to read is really
relevant to what he would like to know.

What are your insights and feelings about the new trends in
classroom assessment?

It is more exciting and challenging to consider the several varieties of
assessment tools being used today.

What is your most meaningful learning from this activity?

The new techniques and strategies in assessing pupils performance and the
effective way of motivating them were learned by the writer.

14

MY INTERVIEW NOTES

1.What is Authentic Assessment?

Authentic assessment emphasizes the active demonstration of knowledge
through
evidence of pupils work/skills (collective abilities).
It is contrasted to what is known as traditional assessment. It is criterion-
reference based on performance.

2. When do you start to use authentic as the form of your
assessment?

When the authentic assessment was introduced, the teacher automatically
started using it.

3.What authentic assessment did you use to evaluate the student
learning?

The portfolio assessment and performance ability is used.

4.What authentic assessment is best to use? Process-Oriented
Assessment or Product- Oriented Assessment?

A combination of Process-Oriented Assessment and Product-Oriented
Assessment is being used to develop high competency in the learning process.

15
REFLECTIVE JOURNAL
How did you feel about the teachers experience in the use of
authentic assessment?

The teachers experience in the use of authentic assessment seems enjoyable
since the teacher said it is challenging. It is successful since it really gives
accurate and reliable assessment of the pupils.

16
EPISODE 4: WORK ON ME

What do you think has been the gains enjoyed by the teacher and
his/her students from using authentic assessment?

Aside from the fact that it gives accurate and reliable assessment of the
students, the bond that was created between the pupils and the teacher by
using authentic assessment was a priceless one.
It also shows that having fun while learning by doing complex tasks hands-on
using knowledge that was learned is achievable using the authentic
assessment.

Which part of the teachers use of authentic assessment do you
feel like improving or revising?

What the teacher does is just appropriate and needs no improvement or
revision of the authentic assessment.

OBSERVATION NOTES
School Address:
Grade/ Year Level: VI Subject
Area: Science
Subject Matter:
Describe in bullets the performance-based activity you observe.

17

o The teacher explained the lesson to her pupils.
o She asked her pupils to give their examples about their topic.
o After the pupils give their example, the teacher asked them to
answer a prepared question about the topic.
o The teacher watched her pupils while answering the prepared
questions.

MY CHECKLIST

CRITERIA 1 2 3

1. 1. Pupils follow the steps
or rules in doing their task.

1. 2. They use their logic in
following and doing each
step.

1- Poor ( 5-8
points)
2- Good ( 9-12 points)

18
NOTES ON MY PROCESS-ORIENTED ASSESSMENT PLAN
Name of School:
School Address:
Subject Area: Science Subject
Matter:

1. 3. They use their time in
a meaningful way.

1. 4. They show alertness in
performing the task.

1. 5. Pupils understand the
steps or rules well.

3- Very Good (13-15 points)
What are the best features of my process-oriented performance
assessment design?

My process oriented performance assessment can judge the process which
the pupils did while performing their specific tasks in their specific subject. It
is also reliable, valid and fair enough to evaluate the learners performance.

What specific conditions are necessary for a successful use of my
process-oriented performance assessment design?

The process oriented performance assessment design should have clean and
specific instructions so it can be understood easily. It should also have a
specific checklist or rubric to evaluate the performance of the pupils fairly
and easily.

What basic points should the user of this design consider?

It should explain well the instructions and the grading or rating system in
assessing pupils performances.

Prepared by:

Signature of FS Student over Printed Name

19
ANALYSIS

Do you think your originally designed process-oriented performance assessment can
appropriately assess the teachers learning objective?
Why? / Why not?

Before the assessment was designed, the objectives were being presented first and at the same time
analyzed so as to determine what kind of assessment must be used.

Why do teachers need to give attention to the students process-oriented tasks? Why
do you need to assess them?

Teachers need to give attention to the pupils process-oriented task to assess whether or not the
pupils follow the steps or rules that are necessary to come up with their answer.

In what conditions can the process-oriented performance assessment be used more
appropriately?

The process-oriented performance assessment can be used moreappropriatelyin actual performance,
knowing the behavior of the learners with regards to their character which is in the form of a
checklist.

20
REFLECTIONS

Write your personal reflections of thoughts and feelings about your personal
strategies for making your efforts successful in this part of your FS.

As the witer observed a class to identify Process-Oriented Performance Assessment he slowly grasps
and understood its importance to the teacher as well as to the students.
By being able to understand it, he can now perform his own Assessment though at this moment he
cannot yet confidently say that he can do it perfectly. With constant practice and further study there
is no doubt that he will be able to perfect it.

21
EPISODE 5: BUILD ME UP

OBSERVATION NOTES

Name of School Observed:
School Address:
Subject: Science
Subject Matter: Symbiosis

Describe in bullets the Product-oriented activity you observe.

o This is a continuation of their lesson in symbiosis of the class
observed.

o The teacher asked the pupils to identify what kind of symbiotic
relationship were described in the pictures displayed.

o After the teacher gathered the paper with the answer they checked
it if the pupils have given the correct answer.

22

23
MY PLAN
Learning Objectives:

- Identifying the different symbiotic relationship in nature.
- Make flashcards showing different kinds of symbiotic
relationships.
Product-Oriented Assessment Output

- The class will be divided into 3 groups.

- They will make flashcards with drawings of a particular symbiotic
relationship which they will show to other groups and let them guess what
kind of relationship is shown on the flash card.

- Each group should make 10 sample flashcards.

- They can add additional features to their flashcards to make it more
artistic and attractive.

General product-oriented Performance Task:

- The pupils should make flashcards showing the different
kinds of symbiotic relationships in nature.

Target Skills:

- This activity develops the cognitive and psychomotor skills of
the pupils.

Learning Activities (Specific Tasks):

- The class was divided into 3 groups.
- They will create 10 flashcards showing the different kinds of
symbiotic relationships in nature.

Assessment Tasks:

- The drawing should be appropriate to the topic.
- The size of the flashcard should be in standard size, must be
readable.
- The way they draw in the flashcards should be neat,
readable, and in standard size.
- The appearance of flashcard should be nice and durable.

24
NOTES ON MY PRODUCT-ORIENTED ASSESSMENT PLAN
Name of School:
School Address:
Grade/Year Level: VI Section:
Subject Area: Science Subject
Matter:
What are the best features of my product-oriented performance
assessment design?

It develops the cognitive skills of the pupils by identifying the kinds of
symbiotic relationships, the psychomotor skills of the pupils by creating
flashcards, and it also develops the cooperativeness of the pupils among their
group.

What specific conditions are necessary for a successful use of my
product-oriented performance assessment design?

The presence of different materials should be available in order to become
performance assessment.

What basic points should the user of this design consider?

The ability of the pupils should be considered in performing or in doing
product-oriented activity.

Prepared by:
Signature of FS Student

25
ANALYSIS

Do you think your originally designed product-oriented performance assessment can
appropriately assess the teachers learning objective? Why? / Why not?

It is appropriate to the learning objectives of the teacher because the design onthe plan of this
product oriented activity was based on the goals of the teacher for his/her pupils.

Why do teachers need to give attention to the students product-oriented tasks? Why
do you need to assess them?

Teachers need to give attention to the students product-oriented performance to assess what skills,
ideas, and efforts did the student applied to the output.

In what conditions can the product-oriented performance assessment be used more
appropriately?

Product-oriented performance assessment can be used more appropriately when the teacher
wants to assess the concrete products of the learning of the pupils.

26
REFLECTIONS

Write your reflection of thoughts, feelings, personal learning strategies, insights, or
new understanding from your experience in using authentic assessment. Then share
your reflection with your FS teacher and classmates. Also draw some insights from
your classmates sharing and note them on the right-hand side column of this page.

The writers experiences in the conduct of the field studies in this course have tremendously
improved his understanding of the different forms of performance assessment and rubrics that as a
teacher would improve his capacity of gauging the performances of his pupils.

One of the most important lessons he has learned in this activity is that, it is imperative for a teacher
to recognize that the classroom consists of diverse individuals that must be assessed in a neutral way
and by understanding the different alternative assessments combined with the right rubric, it equips
him with the different assessment strategies that can eliminate the different biases that may arise in
the classroom because of the diversity of his pupils.

27

28

Cooperating Teacher
(Grade VI)

29

Cooperating Teacher ( Grade I )

SUGGESTED RUBRIC FOR PORTFOLIO (PRODUCT)
Criteria
Description
5 4 3 2 1
Contents of
the Portfolio
Has 90-100%
of the needed
content
Has 75-89% of
the needed
content
Has 60-74% of
the needed
content
Has less
than 59%
of the
needed
content
Has less than
40% of the
needed
content
Objectives of
the Portfolio
Objectives are
SMART and
cover the
whole course
Objectives are
SMART but
cover only a
minimum of
75% of the
course
Objectives are
SMART but
cover only less
than 75% of
the course
Some
objectives
are not
SMART
and do not
cover the
whole
course
Most
objectives are
not SMART
and cover
only
minimum of
the course
Quality of
entries
Entries are of
best quality,
well selected
and very
substantial.
Entries are of
better quality,
many are well
selected and
substantial.
Entries are of
acceptable
quality, some
are well
selected and
substantial.
Some
entries are
of
acceptable
quality,
limited
selection
and
substantial.
Few
entriesare of
acceptable
quality, not
well selected,
and very
minimal
substance.
Presentation
of Entries
Creative, neat
and has a very
strong
impact/appeal.
Creative, neat
and has strong
impact/appeal
Creative, neat
and an average
impact/appeal.
Minimal
creativity,
neat with
minimal
impact
appeal.
No creativity,
in disarray, no
impact/appeal
Promptness
in the
submission
Submitted
ahead of
schedule.
Submitted on
schedule
Submitted 10
days after
schedule.
Submitted
from 11-30
days after
Submitted 31
or more days
after schedule
schedule

Cooperating Teacher
(Grade VI)

30

SUGGESTED RUBRIC FOR PORTFOLIO (PRODUCT)
Criteria
Description
5 4 3 2 1
Contents of
the Portfolio
Has 90-100%
of the needed
content
Has 75-89% of
the needed
content
Has 60-74% of
the needed
content
Has less
than 59%
of the
needed
content
Has less than
40% of the
needed
content
Objectives of
the Portfolio
Objectives are
SMART and
cover the
whole course
Objectives are
SMART but
cover only a
minimum of
75% of the
course
Objectives are
SMART but
cover only less
than 75% of
the course
Some
objectives
are not
SMART
and do not
cover the
whole
course
Most
objectives are
not SMART
and cover
only
minimum of
the course
Quality of
entries
Entries are of
best quality,
well selected
Entries are of
better quality,
many are well
Entries are of
acceptable
quality, some
Some
entries are
of
Few
entriesare of
acceptable
and very
substantial.
selected and
substantial.
are well
selected and
substantial.
acceptable
quality,
limited
selection
and
substantial.
quality, not
well selected,
and very
minimal
substance.
Presentation
of Entries
Creative, neat
and has a very
strong
impact/appeal.
Creative, neat
and has strong
impact/appeal
Creative, neat
and an average
impact/appeal.
Minimal
creativity,
neat with
minimal
impact
appeal.
No creativity,
in disarray, no
impact/appeal
Promptness
in the
submission
Submitted
ahead of
schedule.
Submitted on
schedule
Submitted 10
days after
schedule.
Submitted
from 11-30
days after
schedule
Submitted 31
or more days
after schedule

Cooperating Teacher ( Grade I )

SELF-RATING COMPETENCY CHECKLIST
(For Student Use)

Name: ____________________ Course: BEED Year & Section: 4thyear
Direction: Check ( ) the appropriate column that best describes the FS Students current level of
mastery of each listed competency.

COMPETENCY
I
cannot
do this
yet.
I am
learning
how to
do this.
I can do
this but I
need to
learn
more
and
improve.
I can
do
this
very
well.
1.Determines an
environment that provides
social,
psychological and physical
environment
Supportive of learning.

2.Differentiates
learnersof varied learning
Characteristics and needs.

3.Manages time, space and
resources to providean
Environment conducive to
learning.

4.Recognizes multi-cultural
background of learners
When providing learning
opportunities.

5.Determines teaching
approaches and techniques
Appropriate to the learners.

6.Determines, understands,
and accepts the learners
Diverse background.

7.Relates the learners
background to theirperfor-
mance in the classroom.
8.Reflects on the impact of
home and family life to
Learning.

9.Expounds on ones
understanding of the
learning
processes and the role of the
teacher in facilitating
These processes in their
students.

10.Accepts personal
accountability to learners
achieve-
ment and performance.

(Pre-Assessment)

31
SELF-RATING COMPETENCY CHECKLIST
(For Student Use)

Name: _________________ Course: BEED Year & Section: 4th year
Direction: Check ( ) the appropriate column that best describes the FS Students current level of
mastery of each listed competency.

COMPETENCY
I
cannot
do this
yet.
I am
learning
how to
do this.
I can do
this but I
need to
learn
more
and
improve.
I can
do
this
very
well.
1.Determines an
environment that provides
social,
psychological and physical
environment
Supportive of learning.

2.Differentiates
learnersof varied learning
Characteristics and needs.

3.Manages time, space and
resources to providean
Environment conducive to
learning.

4.Recognizes multi-cultural
background of learners
When providing learning
opportunities.

5.Determines teaching
approaches and techniques
Appropriate to the learners.

6.Determines, understands,
and accepts the learners
Diverse background.
7.Relates the learners
background to theirperfor-
mance in the classroom.
8.Reflects on the impact of
home and family life to
Learning.

9.Expounds on ones
understanding of the
learning
processes and the role of the
teacher
in facilitating
these processes in their
students.
10. Accepts personal
accountability to learners
achievement and
performance.

(Post-Assessment)

32
STUDENT-RATING COMPETENCY CHECKLIST
COMPETENCY
Studentcannot
do this yet.
Studentis
learning
how to
do this.
Studentcan
do this, but
needs to
learn more
and
improve.
Studentcan
do this
very well.
Identifies
varied
methods and
strategies,
instructional
materials and
assessment
tools used in
learning
environment.
Distinguishes
general
learning
process as well
as unique
process of
individual
learners.
Identifies the
teachers
actions that
demonstrate
value for
learning.
Explain the
importance of
using varied
learning
experiences.
States the
significance of
using
instructional
materials that
provide
meaningful
learning.
Describes the
significance of
using varied
assessment
tools in
diverse
situations.
Obtains
important
information
on the
learning
styles,
multiple
intelligences
and needs of
learners.
Explain the
importance of
using varied
learning
experiences.
States the
significance of
using
instructional
materials that
provide
meaningful
learning.
Determines
and accept the
learners
diverse
background
and
experiences.
Identifies
andanalyze the
factors to be
considered in
the selection
of learning
experiences,
instructional
materials and
assessment
tools.
Develops and
utilizes
creative and
appropriate
instructional
planning.
Shows proof of
instructional
planning.
Uses
appropriate
assessment
strategies to
evaluate
learning.

Name: ___
________
_______C
ourse: BEE
D Year &
Section: 4th
year
Direction:
Check ( ) the
appropriate
column that
best
describes the
FS Students
current.

Cooperating
Teacher (
Grade I )
STUDENT-
RATING
COMPETE
NCY
Sets
appropriate
learning goals.
Delivers
accurate and
updated
content
knowledge
using
appropriate
strategies.
Engages and
sustain
learners
interest in the
subject
through the
use of
meaningful
and relevant
content.
Selects,
prepares, and
utilizes
instructional
materials
appropriate to
the learners
and to the
learning
objectives.
Makes good
use of allotted
instructional
time.
CHECKLIST
COMPETENCY
Studentcannot
do this yet.
Studentis
learning
how to
do this.
Studentcan
do this, but
needs to
learn more
and
improve.
Studentcan
do this
very well.
Identifies varied
methods and
strategies,
instructional
materials and
assessment tools
used in learning
environment.
Distinguishes
general learning
process as well as
unique process of
individual
learners.
Identifiesteachers
actionsthat
demonstrate value
for learning.
Explain the
importance of
using varied
learning
experiences.
States the
significance of
using
instructional
materials that
provide
meaningful
learning.
Describes the
significance of
using varied
assessment tools
in diverse
situations.
Obtains important
information on
the learning
styles, multiple
intelligences and
needs of learners.
Explain the
importance of
using varied
learning
experiences.
States the
significance of
using
instructional
materials that
provide
meaningful
learning.
Determines and
accept learners
diverse
background and
experiences.
Identifies
andanalyze the
factors to be
considered in the
selection of
learning
experiences,
instructional
materials and
assessment tools.
Develops and
utilizes creative
and appropriate
instructional
planning.
Shows proof of
instructional
planning.
Uses appropriate
assessment
strategies to
evaluate learning.
Sets appropriate
learning goals.
Delivers accurate
and updated
content
knowledge using
appropriate
strategies.
Engages and
sustain learners
interest in the
subject through
the use of

Name: _
_____
_____
_____
Course:
BEED
Year &
Section:
4th yea
r
Directi
on: Che
ck ( ) the appropriate column that best describes the FS Students current.

meaningful and
relevant content.
Selects, prepares,
and utilizes
instructional
materials
appropriate to the
learners and to
the learning
objectives.
Makes good use of
allotted
instructional
time.

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Education SP 5

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Too lazy to write the Title. But this is FS 5. Enjoy!

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