FIELD STUDY 5

Rationale

INTRODUCTION

Field Study 5 is the fifth practicum course of the extended practicum for
the BEED and BSED programs, mandated in the CHED Memorandum Order 30
Series of 2004.
The focus of Field Study 5 is Assessment for Student Learning. It is linked
with professional education subjects, preferably ‘Assessment of Learning
Outcomes 1’ or ‘Assessment of Learning Outcomes 2’. These two subjects
feature theories and principles of tests, test construction, test validity and
reliability, item analysis, the checking and marking test, and interpreting test
results, and a range of assessments, assessment strategies, and assessment
tools.
There will be five in-school visits. The pre-service teacher will be working
individually (without a buddy) with the guidance of the cooperating teacher
especially in the preparation of lesson plans for the topics assigned. It will
incorporate authentic assessment activities, various strategies, and tools. He/she
is expected to teach two lessons in any of their five school visitations. The PSTs
will construct and administer tests as well as analyze test items and interpret test
item analysis result. He/she will make rubrics for the different assessment
strategies.

COURSE DESCRIPTION

This course develops PSTs skills in collecting and analyzing the

cooperating teacher’s assessment items to familiarize themselves with DepEd
assessment structures. The PSTs will also identify whether the items use a
conventional or authentic approach, and whether there is a range of assessment
strategies. The course provides an opportunity for PSTs to have hands-on
experiences in constructing a range of assessment tools. They will try these in
the classroom and evaluate the results based on the principles of effective
assessment. It requires the PSTs to apply the concepts they have learned about
developing rubrics for performance-based assessment.
Field Study 5 is anchored on the Professional Education subjects:
Assessment of Student Learning1 and Assessment of Student Learning 2.

COURSE OBJECTIVES

At the end of the course, the pre-service teachers of FS 5 will be able to:

1. Identify assessment tools used by the cooperating teachers in assessing

students’ learning.

2. Write a lesson plan that incorporates an authentic assessment activity.

3. Teach two lessons (beginning on the second visit).

1 | FS 5:Assessment for Student Learning

 4. Construct a Table of Specification (TOS) as basis for constructing test items.

5. Design sample rubrics for two classroom activities.

COURSE REQUIREMENTS

a. Attendance during school hours, school functions and in special meetings

b. Daily Time Record/Logbook for attendance in the laboratory and the
cooperating school
c. Professional Portfolio which includes:
 2 demonstrated Lesson Plans
 2 samples of Teacher-made tests with corresponding TOS (CT’s and
PST’s)
 2 sample rubrics based on constructed Task Designs
d. Reflective Journal Entries

GRADING SYSTEM
Rater
CT Prac
Supervisor
Attendance 10% 

Professional Portfolio 30% 

Reflective Journal 20% 

Self-made Test/Task Design 30%  

Lesson Plan 10% 

Total 100%

ASSESSMENT TOOLS

1. Lesson Plan Rubric

2. Pre-service Teacher’s Actual Teaching Rating
3. Student Portfolio Rubric
4. Marking Guide for Instructional Materials
5. Marking guide for reflective journal entries
FS 5

2 | FS 5:Assessment for Student Learning

 List of Tasks

COMPETENCIES/
LEARNING
FOCUS SPECIFIC TASKS PERFORMANCE
EVIDENCE
INDICATORS

Assessment tools Episode 1: Chart showing Apply a wide range of

in the learning My Assessment List different assessment teaching process skills
environment  Observe at least tools used by the CT in educational
three classes to find assessment
out the assessment
tools used by Written Reflection
teachers
 List down
assessment tools
used in class
 Classify the
assessment tools as
to conventional
authentic or
alternative

Analysis of Episode 2: Apply a wide range of

Teacher-made My ATM (Available Tests Table of Analysis of teaching process skills
Tests & Measures) Teacher-made tests in educational
 Visit the class assessment
Constructing Table handled by your CT. Table of
of Specifications Study the teacher’s Specifications
objectives of the
*lesson planning lesson. Observe
his/her class,
focusing on the *lesson plan
evaluation part of
the lesson.
 Analyze one (1)
teacher-made test
based on the
principles of test
construction and
Bloom’s Taxonomy
 Ask for Learning
competencies based
on their area of
specialization in one
grading period.
Construct TOS and
develop summative
exam (40 items).
 (conduct Demo-
teaching)*

Authentic Episode 3: Interview Report Interpret the

Assessment Log Me relationship of using
 Observe a class: Do the authentic
the following. assessment from
- Interview a teacher varied assessment
on their tools
experiences of
using authentic
assessment. Ask
for a sample from
your CT and
discuss the ff:
- purpose of
assessment

3 | FS 5:Assessment for Student Learning

 - method of
administering
assessment
- methods for
evaluating the
assessment
results
- ways by which Journal / field story
results will be
used
 Write a reflective
journal on this activity
 (conduct Demo-
teaching)*

Process-oriented Episode 4: Process-oriented Apply a wide range of

assessment Work Me On performance teaching-learning
 Identify the assessment plan process skills in
performance-based educational
activities** Sample rubric for a assessment
 Choose one process-oriented
process-oriented assessment portfolio
activity and design
performance
assessment
 Make rubrics to
measure the quality
of performance or
range or effects on
learning
 (conduct Demo-
teaching)*

Product-oriented Episode 5: Sample rubrics on Creating a product-

Performance- Build Me Up product-oriented oriented alternative
based  Identify product- performance-based assessment
assessment oriented assessment
performance-
based activities
conducted**
 Choose one
product-oriented
activity from those
identified and
design product-
oriented
assessment
 Develop a
product-oriented
performance-
based rubric for
that activity
 (conduct Demo-
teaching)*

4 | FS 5:Assessment for Student Learning

 Cooperating
SCHOOL
Profi le

5 | FS 5:Assessment for Student Learning

 Cooperating School Profile

“Don Ricardo Briz Central Elementary School is now one of the

prominent Public Schools in Tagum City, particularly in Tagum North District.
Producing competent elementary graduates since existed.

The school came into being through the efforts of the late Mrs.
Acme Briz, a daughter-in-law of the late Mrs. FelizaVda de Briz and who was
then a teacher in Apokon Elementary School, the Deed of Donation was
executed on August 22, 1968, the documents were accomplished and were
donated to the Municipal Government of Tagum. At that time, Dr. Herminigildo C.
Baloyo was the Municipal Mayor and acted as a done. He accepted the Deed of
Donation from the heirs of Don Ricardo Briz in the presence of Mrs. Eulalia B.
Basañes, the District Supervisor, Mr. Restituto S. Viloria, and the Schools
Division Superintendent. Mr. Bonifacio Zafra and Alfredo Casiano witnessed the
execution.

Since the school site is less than a hectare, the principal Mrs.
Mercedes H. Cano through the negotiation of Mrs. PrudenciaMadjus, one of the
daughters of the late Mr. GaudencioMelendres urged the family to donate the
2,727 sq. meters as additional school site. On February 10, 1983, the donor to
the donee prepared the Deed of Donation. The DECS presented by Mr. Teofilo
Gomez, the Schools Division Superintendent accepted the Deed of Donation.
Then on August 29, 1988, the additional school site was titled under the name of
the DECS.

Then under the administration of Mr. Jose M. Aquino, a bust was

put up in the Heroes Park last 2006, in honor of the two Donors, Don Ricardo
Briz and Mr. Gaudencio Melendres. A week after the unveiling of the bust of the
two donors, the Certificate of Land Title was given to Mr. Jose M. Aquino, which
shows that the school is the owner of the school site.

6 | FS 5:Assessment for Student Learning

Workforce Pioneering

In 1967, the school started with four teachers composes of Mrs.

Acme Briz, Mrs. Erlinda Zafra, Mrs. Thelma R. Catapang, and Mr. Dante Mamaril
as their Head Teacher.

Then the school year 1968-1969, show an additional in the

teaching staff, this time Grades I-IV classes with six teachers were opened Mrs.
Juanita Ocampo as their Head Teacher. When she was promoted as Principal I,
Mr. Mateo Geronilla took over the reign of managing the school. In his time the
school population grew and seventeen members of the teaching staff was added.

In June 1980, show another changed of leadership, Mr. Mateo

Geronilla was transferred to the District Office to chairman the IMPACT Project
and Mrs. Mercedes Cano was sworn in as the new administrator. With the
changed of administrator the population grew from 17 teachers to 25 and the
school slowly gained recognition in terms of academic and non-academic
achievements.

Then Mrs. Suertilita S. Ramos took over the administration when

the late Mrs. Mercedes Cano was promoted as District Coordinating Principal.
Mrs. Ramos serve as the principal of the school for seven years from 1997-2004,
this time the school was no a reputation as one of the emerging leader when it
comes to DECS Program implementers.

Then come Mrs. Nora G. Perez, a newly transferred principal from

Batangas, who stayed in the school for a year.

Finally, the present OIC principal Mr. Jose M. Aquino, who used to
be our District Supervisor, when there was still a District. In his administration the
school earned a niche as one of the top performing schools in the newly created
Tagum City Division, up to the present. School facilities had been tremendously
improved, various award had been received, and in the National Achievement
Test for Grade Six pupils of Don Ricardo Briz Central Elementary School has
been topping the test from SY 2005-2006 to SY 2010-2011.

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 Cooperating
Teacher ’s
Profi le

8 | FS 5:Assessment for Student Learning

 Cooperating Teacher’s Profile

Personal Background

Name : Evangeline Z. Guibao

Age : 51 years old

Birth Date : December 29, 1964

Birth Place : Kidapawan, North Cotabato

Civil Stats : Married

Nationality : Filipino

Religion : Roman Catholic

Address : Blk.11, Lot 22, Villaparaiso, Visayan Village,Tagum City

Educational Background

Elementary Year

Notredame of Kidapawan for Girls Department 1976

Secondary

Saint Joseph College, Sindangan Zamboanga Del Norte 1981

Tertiary

University of Mindanao, Bolton, Davao City 1983

Graduate School

University of Southern Philippines Foundation 36 units

Cebu City

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 Biography
of the
Pre-Service
Teacher

10 | F S 5:Assessment for Student Learning

 Pre-Service Teacher Profile

Personal Background

Name : Rommel G. Uraga

Age : 25 years old

Sex : Male

Birth Date : September 13, 1991

Birth Place : Panoraon, Maco, Davao Del Norte

Civil Status : Single

Nationality : Filipino

Religion : Pentecostal

Address : Purok II, Panoraon, Maco, Compostela Valley

Parent’s Name

(Father) : Rolando O. Uraga

(Mother) : Meriam G. Uraga

Educational Background

Elementary Year

Panoraon Elementary School 2003

Secondary

Maco National High School 2007

Tertiary

University of Southeastern Philippines 2012-present

11 | F S 5:Assessment for Student Learning

 (Bachelor of Elementary Education)

Our Vision
We dream of Filipinos
who passionately love
their country and
whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.

As s learner - centered
public institution, the Department of Education
continuously improves itself to better serve its stakeholders.

Our Mission
To protect and promote the right of
every Filipino to quality, equitable
culture-based, and complete basic education where;

Students learn in a child-friendly,

gender-sensitive, safe, and motivating environment;

Teachers facilitate learning and

constantly nurture every learner;

Administrators and staff, as stewards

of the institution, ensure an
enabling and supportive environment
for effective learning to happen;

Family, community and other

stakeholders are actively engaged and share
responsibility for developing life-long learners.

Our Core Values

Maka-Diyos
Maka-Tao
Makakalikasan
Makabansa

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EPISODE 1: MY ASSESSMENT LIST

Name of PST: Rommel G. Uraga

Course: BEED Year & Section: 4D1
CT: Evangeline Z. Guibao Signature:
Cooperating School: Don Ricardo Briz Central Elementary School

YOUR MAP

To be aware of the assessment tools that are used in the classroom, you
will find interest in observing teacher’s assessment practices. To hit you target,
work your way through these steps:

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YOUR TOOLS

As you visit schools and observe assessment practices in at least three classes, document
your observations using the activity forms provided for you in this book.
CLASS 1 OBSERVATION SHEET

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

Name of the Cooperating School: Don Ricardo Briz Central Elementary School
School Address: Brgy. Magugpo East, Tagum City Date of Visit: SEPT. 13, 2016
Grade/Year Level: Grade IV Subject Area: EPP

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

 Oral  After presenting the lesson, the teacher throw

Questioning questions to the learners.
 Oral questioning enhances speaking skills of the
learners.
 It allows the teacher to determine if the student really
understand the lesson presented.

 Note-Taking  The teacher requires the students to take down notes

during lectures.
 The notes will be checked after the lesson presented.

CLASS 2 OBSERVATION SHEET

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

Name of the Cooperating School: Don Ricardo Briz Central Elementary School
School Address: Brgy. Magugpo East, Tagum City Date of Visit: SEPT. 13, 2016
Grade/Year Level: Grade IV Subject Area: MATHEMATICS

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

 Oral  During discussion the teacher throws question relevant

Questioning to the topic.
 Oral questioning enhances the thinking skills and
creates an interaction between the teacher and the
students.

 Problem  The teacher will call some students to answer a

Solving problem on the board.

14 | F S 5:Assessment for Student Learning

  Problem solving enhances student’s cognitive skill and
participation in the discussion.

CLASS 3 OBSERVATION SHEET

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

Name of the Cooperating School: Don Ricardo Briz Central Elementary School
School Address: Brgy. Magugpo East, Tagum City Date of Visit: SEPT. 13, 2016
Grade/Year Level: Grade IV Subject Area: MAPEH

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

 Oral  After presenting the lesson, the teacher throw

Questioning questions to the learners.
 Oral questioning enhances speaking skills of the
learners.
 It allows the teacher to determine if the student really
understand the lesson presented.

ASSESSMENT TOOLS CLASSIFICATION SHEET

(Based on your observation of the 3 classes)

Name of the Cooperating School: Don Ricardo Briz Central Elementary School
School Address: Brgy. Magugpo East, Tagum City Date of Visit: SEPT. 16, 2016
Grade/Year Level: Grade IV Subject Area: EPP,
MATHEMATICS and MAPEH

DESCRIPTION OF HOW THE ASSESSMENT METHOD WAS

USED
Conventional Type
(Please include your personal observations and comments below
the description)

1. Note-Taking  Note – taking as a tool cannot measure the learner’s

understanding of the lesson.
DESCRIPTION OF HOW THE ASSESSMENT METHOD WAS
Authentic or USED
Alternative Types (Please include your personal observations and comments below
the description)

1. Oral  Oral questioning can help measure the learner’s

Questioning understanding of the lesson.
2. Problem  Problem Solving activates pupils cognitive thinking and
Solving participation to the class.

15 | F S 5:Assessment for Student Learning

My Analysis:

Was there a variety of assessment methods used by the teacher? How relevant
was/were the assessment method/s used?
Based on my observations, my cooperating teacher uses three
common assessment methods; note-taking, oral questioning and problem
solving . These assessment methods that were used by my cooperating
teacher is appropriate to the topic she discussed.

Do you think the expected students’ learning behaviors indicated in the

objectives were properly and appropriately assessed through those assessment
methods?
Assessment tools to be used should be appropriate to the lesson to
ensure that it is parallel to the objectives and can measure the level of
understanding of the students. I believed that my cooperating teacher have
properly and appropriately assessed her students.

16 | F S 5:Assessment for Student Learning

 Reflective Journal
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.

My stay at Don Ricardo Briz Central Elementary School was very

important to me because I have learned a lot of techniques and methods to
assess the students. The use of appropriate assessment methods is very
important particularly on what lesson being presented. It must be relevant
and must be practiced and observed. Appropriate assessment method
must also be in line with the given learning competencies. If it is based
from the given learning competency, the method will be reliable.

Appropriate assessment tools or method to be used is both

beneficial on the part of the students and teacher. For the students, it
ensure validity, reliability and objectivity. And for the teacher, it develops
positivity and confidence because it will help in achieving the objectives of
the lesson.

Marking Guide for Reflection/Journal Entries

17 | F S 5:Assessment for Student Learning

 Performance 5 4 3 2 1
Level Needs
Improvemen
Excellent Proficient Satisfactory Developing t
Criteria

Reflection Presents Presents very Presents some Presents Presents no

journal entry comprehensive clear description of few description
includes PSTs description of description of worthwhile description of of
learning worthwhile worthwhile experiences, worthwhile worthwhile
experiences, experiences, experiences, explains sound experiences, experiences
judgments, explains sound explains judgment on explains , does not
performance judgment on sound personal sound explain
and other personal judgment on strengths and judgment on sound
insights gained strengths and personal weaknesses personal judgment on
in the course. weaknesses strengths and anchored on strengths personal
anchored on weaknesses few theories and strengths
many theories anchored on learned. weaknesses and
learned. some theories weaknesses
learned.

EPISODE 2: My ATM

18 | F S 5:Assessment for Student Learning

Name of PST: Rommel G. Uraga
Course: BEED Year & Section: 4D1
CT: Evangeline Z. Guibao Signature:
Cooperating School: Don Ricardo Briz Central Elementary School

YOUR WAY

Designing and using assessment tools sounds interesting, especially if

you know their curricular intentions. Take calculated strides in pursuing this
interesting task through these stages:

Step 1: Visit the class handled by your CT.

Step 2: Study the teacher’s objectives of the lesson. Observe his/her class,
focusing on the evaluation part of the lesson.
Step 3: Make a table of specification and construct paper-and-pencil test items
on the subject observed.
Step 4: Reflect on your experience.

YOUR TOOLS:

Analysis of Teacher – made test (CT’s)

Learning Bloom’s
Test Item Competency/ Taxonomy
Objectives Level

Picnic in the Park

Mom and I wanted to go to the park Note details from a Knowledge
to have a picnic. Mom handed me a selection
picnic basket to fill. I grabbed an
apple. We chopped it up. Mom
helped me pack more snacks.We
pack them in. We filled up the basket
quick! Mom and I walk to the park.
We spotted Pam and her dog Mack.
They trotted over and I hugged
Mack. Mack wagged his tail. Then,
he jumped up and licked my face!
Oh, silly Mack! We all laughed and
grinned.
1. Where did Mom want to go?
a.the bank c. the park

b.the store d.the market

2. What did they chop?

a. wood c. lemon

b. apple d.melon Knowledge

19 | F S 5:Assessment for Student Learning

3. What is Mack?

a. a dog Knowledge

b. a cat

c. a pig

4. Who did they spot with Mack?

a. Pam b. Pat c. Gab Knowledge

5. Why did everyone laugh and grin?

a.Mack chase a cat

b.Mack chase his tail Knowledge

c.Mack lick a face

Items 6-10: Write the plural of the

following nouns.

6. knife 7. box 8. foot 9. child

10.woman Form plural of Application
nouns

Items 11-13: Read the short story.

Edmar was walking by the seashore one

Saturday afternoon. He was gathering
shells for his collection. How he enjoyed
picking up the beautiful shells.

11. Who is the character of the story? Analyze a narrative Analysis

12. Where is the setting of the story? in terms of its
character and
13. When did the story happen? setting

Items 14-18: Sequence the following

events in proper order.

a. Rosa is a diligent student.

b. She prepares for the examination

by

studying well.

c. Then she goes to sleep early.

20 | F S 5:Assessment for Student Learning

 d. There is coming examination Sequence events Synthesis
in a story listened
tomorrow. to
e. Next day she is ready for school.

14._____ 15._____ 16._____

17._____ 18._____

Items 19-23: Choose below the

synonyms of the underlined words.

shy happened bravery empty kind

19. The chair at the back is vacant.

Use context clues Comprehension
20. Our heroes showed courage in (antonyms) to find
fighting the invaders. meaning of
unfamiliar words
21. This place is where the accident

occurred.

22. Don Manuel is very generous to his

Neighbour.

23. Aslee is the most timid pupil of the

class.

Items 24-26: Select from the sentences

the words with long vowel a sound.
Read words in Knowledge
sentences with
long vowel sound
24. Mother bought a cake for Mario.

25. Write your name on the cover of

your notebooks.

26. Always close the gate at night.

Items 27-29: Pick out the word with a

long vowel o sound.

27. The dog bites the bone.

Read words with Knowledge
28. Shell loves to eat ice cream on a long vowel o sound

21 | F S 5:Assessment for Student Learning

cone.

29. The baby sleeps alone in her room.

Items 30-33: Write whether the following Use coherent

noun is mass noun or count noun. sentences using
appropriate
grammatical Knowledge
30. watermelon 31. candle structures: kind of
nouns – mass
32. vinegar 33. gasoline noun/ count nouns

Items 34-38: Arrange the words in

alphabetical order.

monday moon men manage

mango

34._____ 35._____ 36._____

37.______ Arrange words in Synthesis
38._____ alphabetical order

Items 39-40: Read the story and be able

to give the similarities and differences.

Tanner and Tyler are brothers. They are

both talanted. Tanner is good in
modeling while Tyler is good in acting.

39. Tanner and Tyler are brothers. They

are both talented. These sentences
State similarities Analysis
tell _____. and differences in
a. differences b. similarities a literary text read

40. Tanner is a good model while Tyler is

a good actor. This tells _____.

a. differences b. similarities

Summative Exam (PSTs’)

Learning
Test Items Competency/ Level
Objectives

22 | F S 5:Assessment for Student Learning

Directions: Read the each questions
carefully.

A. Write the correct word from the box

below.

complain blind brittle busy

Identify the
1. We call this kind of candy peanut meaning of Comprehension
____________ because it breaks unfamiliar words
easily. using context
clues.
2. The office was really ___________
when Rona walked in, so she asked
a secretary to help her get the files
she needed.

3. Her food was cold and her

softdrinks was warmed but Jana did
not ____________.

B. Supply an appropriate affixes to the

following rootwords.

re im ly dis ous
Determine the
proper affixes of
Knowledge
4. ___ sent the given
rootwords.

5. abundant ____

Items 6-10: Arrange the words in

alphabetical order.

mighty mingle nuaghty knock laugh

Arrange words in
alphabetical Synthesis
6._____ 7._____ 8._____ 9.______ order

10._____

23 | F S 5:Assessment for Student Learning

Items 11-15: Write whether the following Use coherent
noun is mass noun or count noun. sentences using
appropriate
grammatical
11. mangosteen 12. juice structures: kind Knowledge
of nouns – mass
13. milk 14. rice noun/ count
nouns
15. candy

Items 16-17: Read the story and be able to

give the similarities and differences.

Dogs and Cats are domestic animals.

They are both adorable pets. Cats are
charming pet but Dogs are cosidered as
the “man’s bestfriend”.

State similarities
and differences
16. Dogs and Cats are domestic animals. Analysis
in a literary text
They are both adorable pets . These
read.
sentences

tell _____.

a. differences b. similarities

17. Cats are charming pet but Dogs are

cosidered as the “man’s bestfriend”. This
tells _____.

a. differences b. similarities

Items 18-27: Write the plural of the

following nouns.

18. family 19. life 20. wife 21. party Form plural of
nouns Application
22. clothe 23. mouse 24. house

25. potato 26. chuch 27. glass

24 | F S 5:Assessment for Student Learning

28-30. Underline the suffixes of the given
words.

28. negativity
Determine the
29. irregular suffixes of the
given words.
30. ambitious Knowledge

Your Analysis

Do you think the teachers’ learning objective was appropriately assessed through
your test items? Why? Why not?
Yes, because the given objectives of my cooperating teacher is
parallel to the question that I made and also to the learning competencies
based on the curriculum guide.

Why did you have to study the teacher’s learning objectives prior to developing
an assessment tool?
It is very important to study the learning objectives given by the
teacher because it serves as a guide in order to develop a reliable
assessment tool.

25 | F S 5:Assessment for Student Learning

 FIRST PERIODICAL TEST IN ENGLISH
Table of Specifications (from the CT)

OBJECTIVES KNOWLEDGE PROCESS UNDERSTANDING PERFORMANCE TOTAL

1. Notes details in
a selection 1,2,3,4,5 5
listened to

2. Read words in
sentences yh
24,25,26 3
long avowel
sound

3. Form plural of
6,7,8,9,10 5
nouns

4. Use context
clues
(antonyms) to
19,20,21,22,23 5
find meaning of
unfamiliar
words

5. Sequence
events in a 14,15,16,17,18 5
story listened to

6. Read words
with long vowel 27,28,29 3
o sound

7. Arrange words
in alphabetical 34,35,36,37,38 5
order

8. Use coherent
sentences
using
appropriate
grammatical 30,31,32,33 4
structures: kind
of nouns –
mass noun/
count nouns
9. Analyze a
narrative in
terms of its 11,12,13 3
character and
setting
10. State
similarities and
differences in a 39,40 2
literary text
read
TOTAL 5 8 11 16 40

26 | F S 5:Assessment for Student Learning

27 | F S 5:Assessment for Student Learning
 Marking Guide for Reflection/Journal Entries

Performance 5 4 3 2 1
Level Needs
Improvement
Excellent Proficient Satisfactory Developing

Criteria

Reflection Presents Presents very Presents some Presents Presents no

journal entry comprehensive clear description of few description of
includes PSTs description of description of worthwhile description of worthwhile
learning worthwhile worthwhile experiences, worthwhile experiences,
experiences, experiences, experiences, explains sound experiences, does not
judgments, explains sound explains judgment on explains explain
performance judgment on sound personal sound sound
and other personal judgment on strengths and judgment on judgment on
insights gained strengths and personal weaknesses personal personal
in the course. weaknesses strengths and anchored on strengths strengths
anchored on weaknesses few theories and and
many theories anchored on learned. weaknesses weaknesses
learned. some theories
learned.

28 | F S 5:Assessment for Student Learning

EPISODE 3: Log Me

Name of PST: Rommel G. Uraga

Course: BEED Year & Section: 4D1
CT: Evangeline Z. Guibao Signature:
Cooperating School: Don Ricardo Briz Central Elementary School

YOUR WAY

Authentic Assessment is an alternative way of assessing student’s

learning. To be able to use it, you must first have deep understanding of it. To
help you hit your target, fly in good shape through these destinations:

Step 1: Formulate questions for interview.

Step 2: Ask permission from the CT/ interviewee.
Step 3: Conduct interview.
Step 4: Write a reflection about it.

INTERVIEW NOTES

Site: Grade IV- Acacia Classroom

Interviewer: Uraga, Rommel G.

Transcriber/Translator: Uraga, Rommel G.

Date: September 16, 2016

Start: 3:45 pm

End: 4:30 pm

PST: Hello ma’am, can I ask from you about authentic assessment?

CT: Sure.

PST: Ma’am, what is the relevance or are your purposes in giving assessment to

29 | F S 5:Assessment for Student Learning

your pupils particularly on authentic assessment?

CT: The main purpose of assessment is to evaluate students’ understanding on

the topic. Authentic assessment from the term itself develops authenticity on the
part of the students in internalizing the topic.

PST: In evaluating students’ performance ma’am, do you think your purpose is

attainable?

CT: We cannot assure that it will always be attainable because sometimes only
few can pass like quizzes. So, I need to revise the lesson or even reteach it if
possible.

PST: How often you use authentic assessment?

CT: I use authentic assessment mostly in Math such as problem solving or

boardwork because it is appropriate with the subject and almost with the topics.

PST: What are your assessment methods that you used inside your class
particularly in assessing your students?

CT: I always do oral questioning and problem solving. In Mathematics subject, it

is very appropriate to used such methods. On other subjects that I handled like
EPP, I used to have role plays because it is a relevant to the subject. In using
assessment methods, it should always be considered the relevance and
appropriateness to the subject and lesson being taught.

PST: What are the guidelines of choosing the right methods in assessment of
students learning? Is there really a right method? Why or why not?

CT: As I’ve said it should be appropriate and must be objective base on the given
learning competencies.

PST: How would you handle and addressed the results of your assessment from
your pupils?

CT: It is a common problem that I had already been addressing from then
because honestly, those students coming from heterogeneous classes that I
handled were not that really good. They cannot catch up the lesson so easily
even if the lesson is presented in simpliest way. I had to revise my lesson or even
reteach it if possible.

PST: Did you do one-on-one session particularly on students’ progress with their
parents and by the students also?

30 | F S 5:Assessment for Student Learning

CT: Yes, as a teacher it is very important that you will inform your pupils and their
parents about their current standing in your class. For the parents, it is an
opportunity to know the performance of their children. And for the students, it will
also be an opportunity for them to know where to focus.

PST: What will you do to your students who failed in your assessment?

CT: They are subject for remedial instruction. Good thing it is included in the
class program. I also have tutorials.

PST: Ma’am thank you so much for sharing your experiences. It really means a
lot to me.

CT: You’re welcome.

Reflective Journal
1. How did you feel about the teacher’s experience in the use of authentic
assessment?
I am thankful that there is authentic assessment because it will
help me in evaluating my students progress and understanding
although my cooperating teacher did not use varied authentic

31 | F S 5:Assessment for Student Learning

 assessment but she gave me ideas on how to employ authentic
assessment on the classroom.

2. What do you think have been the gains enjoyed by the teacher and
his/her students from using authentic assessment?
Authentic assessment gives idealistic and realistic experience
both to the students and the teacher. And it leads to meaningful
learning.

3. Which part of the teacher’s use of authentic assessment do you feel

like improving or revising?
I think it is more of process – oriented performance
assessment which my cooperating teacher use in authentic
assessment because, as what I have observed, it is also has
something to do with the learning area she handled.

Marking Guide for Reflection/Journal Entries

Performance 5 4 3 2 1
Level Needs
Improvemen
Excellent Proficient Satisfactory Developing t
Criteria

32 | F S 5:Assessment for Student Learning

 Reflection Presents Presents very Presents some Presents Presents no
journal entry comprehensive clear description of few description
includes PSTs description of description of worthwhile description of of
learning worthwhile worthwhile experiences, worthwhile worthwhile
experiences, experiences, experiences, explains sound experiences, experiences
judgments, explains sound explains judgment on explains , does not
performance judgment on sound personal sound explain
and other personal judgment on strengths and judgment on sound
insights gained strengths and personal weaknesses personal judgment on
in the course. weaknesses strengths and anchored on strengths personal
anchored on weaknesses few theories and strengths
many theories anchored on learned. weaknesses and
learned. some theories weaknesses
learned.

Episode 4: “Work Me On”

NOTES ON MY PROCESS-ORIENTED ASSESSMENT PLAN

Name of School: DON RICARDO BRIZ CENTRAL ELEMENTARY SCHOOL

School Address: Brgy. Magugpo East, Tagum City

33 | F S 5:Assessment for Student Learning

Grade/Year Level: Grade IV Section: Cedar

Subject Area: Mathematics IV Subject Matter: LCM and GCF

What are the best features of my process-oriented performance assessment

design?

The best feature of my process – oriented performance assessment

is that it builds student ability to perform in solving word problems. It also
enhances student’s confidence, promotes cooperation toward the given
task and active participation of the given activities.

What specific conditions are necessary for a successful use of my process-

oriented performance assessment design?

The specific condition that needs to be considered is the

participation of the learners to the lesson. Also, the motivation given by the
teacher.

What basic points should the user of this design consider?

The basic point that the user must consider first is the learning
objectives if it is in line with the target goals.

MY PLAN (TASK DESIGN)

Learning Objectives:
After the lesson, the students are expected to;

1. Define Least Common Multiple and Greatest Common Factor.

34 | F S 5:Assessment for Student Learning

 2. Relate real-life problems involving LCM and GCF.

3. Use LCM and GCF in solving word problems.

General Process-oriented Performance Task:

The students will randomly pick a word problem prepared by the

teacher. They will analyze and solve the problem using the concept of LCM
and GCF. They will going to report their output following the criteria given
to them.

Target Skills:

Primarily, it will test the students’ understanding of the topic in

solving word problems using LCM and GCF. It targets the cooperation of
each student in a group which will also develop the student’s
communication skills and confidence in presenting an output in front of the
class.

Learning Activities (Specific tasks):

Group the class into four groups. Each group will be given a marker
and a ¼ size manila paper. One representative from each group will pick a
problem. Based on the problem, each group will analyze the problem and
solve it using the learned concept from the lesson. After each group have
answered, they will post their output on the board and they will select one
representative to report the output.

Assessment Tasks:

This will measure the ability of the students to use LCM and GCF real
life scenario. In relation to this, critical thinking skills and ability to use
concept were also be measured and rated.

Prepared by: ROMMEL G. URAGA

Signature of FS Student over Printed Name

35 | F S 5:Assessment for Student Learning

Episode 5: “Build Me Up”

NOTES ON MY PRODUCT-ORIENTED ASSESSMENT PLAN

36 | F S 5:Assessment for Student Learning

Name of School: DON RICARDO BRIZ CENTRAL ELEMENTARY SCHOOL

School Address: Brgy. Magugpo East, Tagum City

Grade/Year Level: Grade IV Section: Acacia

Subject Area: MAPEH Subject Matter: Collage-making

What are the best features of my product-oriented performance assessment

design?

The best feature of my product-oriented performance assessment

design is that it measures the students’ ability to make a collage by
recyclable materials.

What specific conditions are necessary for a successful use of my product-

oriented performance assessment design?

Instruct the class to bring the materials needed. Give each student the
freedom to show their creativity in doing the tasks.

What basic points should the user of this design consider?

It will enhance the creativity of each student especially in choosing

their own materials and let them enjoy what they are doing.

MY PLAN (TASK DESIGN)

Learning Objectives:

Pagkatapos ng aralin, ang mga mag-aaral ay inaasahan nang;

1. Natutukoy ang kahalagahan ng recycling sa larangan ng

37 | F S 5:Assessment for Student Learning

 sining.

2. Nasasanay ang kakayahan sa pagiging malikhain.

3. Nakagagawa ng collage gamit ang iba’t ibang recyclable

materials.
General Product-oriented Performance Task:

The students are expected to make a collage from different ethnic

recyclable materials. The collage will be rated with the criteria presented in
the rubric.

Target Product:

Its target is to make a creative collage with the use of recyclable

materials. This collage will be based on the steps given by the book. It
allows each student to produce a desired collage.

Learning Activities (Specific tasks):

The teacher will encourage the students to bring the assigned

materials. Allowing them to bring out the materials, the teacher will instruct
the students the procedures in making a collage as well as the criteria on
which they will be rated. Each student must create one collage that uses
recyclable materials.

Assessment Tasks:

This measure the creativity of the students and their ability to follow
instructions. The product will be rated by a rubric.

Prepared by: ROMMEL G. URAGA

Signature of FS Student over Printed Name

38 | F S 5:Assessment for Student Learning

 Appendices
39 | F S 5:Assessment for Student Learning
 Observed Lesson Plans
Lesson Plan Rubric
Actual Teaching Rating
Marking Guide for IM’s

40 | F S 5:Assessment for Student Learning

 Lesson Plan
Demonstrated Lesson Plan

(the one observed and checked by the CT)

(1st Demo)

Appendix1

Lesson Plan Rubric (for use by CT and Practicum Supervisor)

(the actual copy rated and signed by the CT)

Performance
Good Fair Needs Improvement
Rating
(3) (2) (1)
Criteria

Formulating Adequately define the Objectives are not clearly

Defines objectives clearly
Objective objectives stated

41 | F S 5:Assessment for Student Learning

Organization of  Clearly links subject matter to
lesson students’ interest and
presentation experiences
 Clearly identifies sequential
development of activities
 Uses relevant examples
 Accurately allocates time to
activities in accordance with
objectives
 Clearly indicates transition
procedure from one activity to
the next
 Plans a variety of teaching
strategies
 Relates subject matter to other
knowledge and prior
knowledge of students
Use of learning  Uses a wide range of
materials resources and learning
materials
 Structures a wide variety of
materials to stimulate
students’ interest and
achievement
Use of evaluative  Devises appropriate evaluation
measures of each students’ progress
 Measures students’ progress
with appropriate tests and a
variety of assessment methods
Total
Appendix2
Pre-Service Teacher’s Actual Teaching Rating
42 | F S 5:Assessment for
Adequately links subject matter
to students’ interest and
experiences
Adequately identifies sequential
development of activities
Adequately uses relevant
examples
Adequately allocates time to
activities in accordance with
objectives
Adequately indicates transition
procedure from one activity to
the next
Limited variety of teaching
strategies
Relates subject matter to other
knowledge
 Uses a range of resources
and learning material
 Uses an appropriate
variety of materials to
stimulate students’ interest
and achievement
 Devises appropriate
evaluation of students’
progress
 Measures students’
progress with appropriate
tests and other methods
Student Learning
Subject does not link to
students’ interest and
experiences
Does not clearly identify
sequential development
of activities
Does not use relevant
examples
Does not allocate time to
activities in accordance
with objectives
Does not indicate
transition procedure from
one activity to the next
Does not plan a variety of
teaching strategies
Does not relate subject
matter to other knowledge
 Does not use a
range of resources
and learning
materials
 Does not structure an
appropriate variety of
materials to stimulate
students’ interest and
achievement
 Does not devise
appropriate evaluation
of students’ progress
 Does not measures
students’ progress
with appropriate tests
and other methods
 Appendix3
Marking Guide for Instructional Materials

(the actual copy rated and signed by the CT)

Name: Sem/Sy:
Date:

Direction: Check the box below that corresponds to each item.

Legend:
3 – Definitely (90 – 100)
2 – Moderately (51 – 89 )
1 – Not at all ( 0 – 50 )

3 2 1
ITEMS TO RATE Definitely Moderately Not at all

1. It is big enough that can be seen by the

farthest learner.

43 | F S 5:Assessment for Student Learning

2. Colors for the material are realistic and
pleasant.
3. It facilitates learning.
4. It can stand several uses.
5. It is economical to produce
6. It is light and easy to manipulate.
7. It is up to date.
8. It is related to the specific needs, problems
and experiences of the target learners.
9. It has originality.
10. It develops curiosity and a sense of
discovery in the learners.

Comments/Suggestions: (Strengths and suggestions for improvement)

Rating:
Rated by:
Designation:

Lesson Plan
Demonstrated Lesson Plan

(the one observed and checked by the CT)

(2nd Demo)

44 | F S 5:Assessment for Student Learning

 Appendix1

Lesson Plan Rubric (for use by CT and Practicum Supervisor)

(the actual copy rated and signed by the CT)

Performance
Good Fair Needs Improvement
Rating
(3) (2) (1)
Criteria

Formulating Adequately define the Objectives are not clearly

Defines objectives clearly
Objective objectives stated

45 | F S 5:Assessment for Student Learning

Organization of  Clearly links subject matter to
lesson students’ interest and
presentation experiences
 Clearly identifies sequential
development of activities
 Uses relevant examples
 Accurately allocates time to
activities in accordance with
objectives
 Clearly indicates transition
procedure from one activity to
the next
 Plans a variety of teaching
strategies
 Relates subject matter to other
knowledge and prior
knowledge of students
Use of learning  Uses a wide range of
materials resources and learning
materials
 Structures a wide variety of
materials to stimulate
students’ interest and
achievement
Use of evaluative  Devises appropriate evaluation
measures of each students’ progress
 Measures students’ progress
with appropriate tests and a
variety of assessment methods
Total
Appendix2
Pre-Service Teacher’s Actual Teaching Rating
(the actual copy rated and signed by the CT)
46 | F S 5:Assessment for
Adequately links subject matter
to students’ interest and
experiences
Adequately identifies sequential
development of activities
Adequately uses relevant
examples
Adequately allocates time to
activities in accordance with
objectives
Adequately indicates transition
procedure from one activity to
the next
Limited variety of teaching
strategies
Relates subject matter to other
knowledge
 Uses a range of resources
and learning material
 Uses an appropriate
variety of materials to
stimulate students’ interest
and achievement
 Devises appropriate
evaluation of students’
progress
 Measures students’
progress with appropriate
tests and other methods
Student Learning
Subject does not link to
students’ interest and
experiences
Does not clearly identify
sequential development
of activities
Does not use relevant
examples
Does not allocate time to
activities in accordance
with objectives
Does not indicate
transition procedure from
one activity to the next
Does not plan a variety of
teaching strategies
Does not relate subject
matter to other knowledge
 Does not use a
range of resources
and learning
materials
 Does not structure an
appropriate variety of
materials to stimulate
students’ interest and
achievement
 Does not devise
appropriate evaluation
of students’ progress
 Does not measures
students’ progress
with appropriate tests
and other methods
 Appendix3
Marking Guide for Instructional Materials

(the actual copy rated and signed by the CT)

Name: Sem/Sy:
Date:

Direction: Check the box below that corresponds to each item.

Legend:
3 – Definitely (90 – 100)
2 – Moderately (51 – 89 )
1 – Not at all ( 0 – 50 )

3 2 1
ITEMS TO RATE Definitely Moderately Not at all

1. It is big enough that can be seen by the

farthest learner.

47 | F S 5:Assessment for Student Learning

2. Colors for the material are realistic and
pleasant.
3. It facilitates learning.
4. It can stand several uses.
5. It is economical to produce
6. It is light and easy to manipulate.
7. It is up to date.
8. It is related to the specific needs, problems
and experiences of the target learners.
9. It has originality.
10. It develops curiosity and a sense of
discovery in the learners.

Comments/Suggestions: (Strengths and suggestions for improvement)

Rating:
Rated by:
Designation:

48 | F S 5:Assessment for Student Learning

49 | F S 5:Assessment for Student Learning
50 | F S 5:Assessment for Student Learning
51 | F S 5:Assessment for Student Learning
52 | F S 5:Assessment for Student Learning
 Rubric for Student Teaching Portfolio

Performance 5 3 1

Criteria (Good) (Fair) (Poor)

1. Components include All components are Some of the Many of the

cover page (with name, title included and clearly preliminary components are
of unit, dates taught) table of marked. components are missing.
contents, reference, list of missing.
appendices.

2. Organization follows the Organization follows Organization slightly Organization does

instructions for the portfolio. the instructions for the follows the not follow the
portfolio correctly and instructions for the instructions for the
completely. portfolio. portfolio.

3. Word processed; Words processed, Words processed Words processed but

grammatically and edited and obviously with few grammatical with many
mechanically correct proofread. and mechanical grammatical and
errors. mechanical errors.

4. Neatness and creativity Presentation Presentation slightly Presentation is

demonstrates demonstrates neither neat nor
neatness and neatness and creative.
creativity in all areas creativity to some
and pages of the extent.
portfolio

5. Completeness of contents Contents are all Some contents are Most of the contents
completely filed and missing and are are missing and/or
submitted. disarranged. disarranged.

6. Promptness (Working Student portfolio is Student portfolio Student portfolio

Days) submitted on time. submitted no more submitted a week or
than one day after more after the
the deadline. deadline of
submission.

Rated by: Rating:

Designation:
Republic of the Philippines

53 | F S 5:Assessment for Student Learning

 Documentation
s

54 | F S 5:Assessment for Student Learning

 Orientation
Program

School Facilities

55 | F S 5:Assessment for Student Learning

 My CT during her class
transition

Exit Conference

56 | F S 5:Assessment for Student Learning

 MONITORING
SHEET
CERTIFICATE
CLEARANCE

57 | F S 5:Assessment for Student Learning

58 | F S 5:Assessment for Student Learning
59 | F S 5:Assessment for Student Learning
 Republic of the Philippines
UNIVERSITY OF SOUTHEASTERN PHILIPPINES
College of Teacher Education and Technology
Tagum-Mabini Campus

FS 5 Clearance

Pre-service Teacher Education Unit

Pre-service Teacher : _____________________________________

School : _____________________________________
Cooperating Teacher : _____________________________________
Date : _____________________________________

I, ________________________________, declare that I have returned all

(Pre-service Teacher’s Name)

items that have been borrowed from

______________________________________________
(Name of Cooperating School)

on _________________.
(Date)

Signed: ___________________
(Pre-service Teacher)

I, ______________________________ agree that _______________

(Cooperating Teacher’s Name) (Pre-service Teacher’s Name)

has returned all items that were borrowed during their FS 5 period.

Signed: ___________________
(Cooperating Teacher)

60 | F S 5:Assessment for Student Learning