 Observe

Observe at least 3 classes- 1 Physical or Biological Science or Math, English, Filipino; 1 Social Science
or Literature/Panitikan, EsP and 1 P.E / Computer/EPP/TLE.

Is the
Assessment Task assessment
Learning (How did teacher assess tool/task If not aligned,
Subjects
Outcome/s the learning aligned to the improve on it.
outcome/s? Specify) learning
outcome/s?
P.E At the end of the Performance Activity: Yes Because students are
Subject Matter: lesson, the students “Scuba Dancing” or required to perform
Swimming should be able to: “Zumba Dancing” basic swimming
(Basic Skills) a. Identify the The class will use and techniques, the
different basic practice the different assessment is linked
strokes and survival swimming styles and to the learning
floating in kicks as a dance step outcomes. And the
swimming to create a simple students were able
b. Appreciate the dance performance. to demonstrate their
significance of understanding
swimming in their through a scuba
lives dancing or zumba
c. Perform the dancing.
different strokes,
kicks and floating in
swimming
Social Science. At the end of the Written Quiz: Yes Because the students
Subject Matter: period, the students Part I. Identify if the can determine a
Biases and are expected to: statement is bias or bias/prejudice with
Prejudices Detect bias and prejudice. the provided visuals
prejudice in the Part II. Identify and statements, the
material read and whether the pictures assessment
viewed. are bias/prejudice or assignment is aligned
 not. with the learning
Show situation that outcomes. They also
depict bias and Group Presentation: use a group
prejudice Group 1: Think of presentation to
professions which demonstrate
show biases scenarios that exhibit
/prejudices in terms bias and prejudice.
of sex. Write it on a ¼
sheet of manila
paper.
Group 2: Create a
mini dialogue
showing personal
experience of
prejudice or bias.
Group 3: A comic
strip drawing about
prejudice and biases.
You will report in
front of the class after
10 minutes.
Physical/Biological At the end of the Written Quiz: Yes Because the students
Science lesson, the students Identify the type of were able to identify
Subject Matter: are expected to: ecological the type of ecological
Ecological a. enumerate the relationship that is relationship, the
Relationship different types present in the given assessment tool/task
of ecological statement. was linked to the
relationship learning outcome.
b. identify the
ecological
relationships
that exist in the
given pairs of
organisms
c. show concern
and
cooperation in
taking good
care of the
environment

 Analyze
1. Are all the assessment tasks aligned tom the learning outcome?
Yes, the teacher's evaluation tasks and tools were all linked to the learning objectives.

2. What are possible consequences if teacher’s assessment tasks is not aligned to learning
outcome/s? Does this affect assessment results? How?
The learning outcomes will not be met if the teacher's assessment tasks are not matched
with the learning outcomes. And the students will not be able to demonstrate their learning
during the evaluation. Many students may focus their attention on activities that will lead to
good grades on tests rather than understanding what may be necessary for application of their
learning when objectives and evaluations are mismatched. Furthermore, it has an impact on the
assessment outcomes. Because the students will not apply what they have learned in the
assessment, they will receive a low evaluation score.

3. Why should assessment tasks be aligned to the learning outcomes?

Instructors will be more likely to be able to give students with opportunities to study and
practice the knowledge and skills that will be required on the various assessments established
for the course if assessment tasks are aligned to the learning outcomes. "Excellent grades" are
more likely to translate into "good learning" when evaluations and objectives are aligned.

 Reflect
 Reflect on pass assessment you have been through. Were they all aligned with what your teacher
taught (with learning outcomes)?
While doing this activity, I had a flashback to previous assessments that I had completed
in senior high school and at this college. There are two types of teachers: one that clearly
demonstrates his or her enthusiasm for teaching and who never tires of giving his or her all in
the classroom. There's also this one teacher who seldom interacts with the students. When it
comes to assessment, the teacher who teaches every day will use this simple style of assessment
that is connected with the learning outcome. Another type of teacher who hardly teaches is one
who uses out-of-the-box assessments that are unrelated to learning outcomes.

How this affect your performance? As future teacher, what lessons do you learn from this past
experience and from this observation?
Experiencing the mismatched assessment task with the learning outcome allowed me to
concentrate more on the assessment task in order to achieve a good score rather than the
learning itself. This has piqued my curiosity in the subject. Instead of becoming an active learner,
I became a passive learner who did what was asked of me in order to receive good/high grades
rather than growing my knowledge of the subject.
In terms of this issue, we've dealt with it before in our Professional Education courses,
The Assessment in Learning I and II. Our professor has consistently reminded us of the Do's and
Don'ts of creating/completing an assessment. As a prospective educator, I've learned from my
previous experiences, learnings, and observations that the assessment task should always be
aligned with the learning outcomes. Always keep your students in mind, adopt an approach that
will help them learn more, and focus on the learnings rather than the assessment results. Always
remember that the students are at the center of any assessment. You should give the
assessment in such a way that it gauges the students' learning about the topics as well as
awarding them a good mark.

 Observe
Direction: put a check (/) on the test which teacher used. From your teacher’s test item give example.
 Type of Traditional Assessment Tool /Paper and Pencil Test
Put a Check (/) Here
Learning Outcome Assessed
Sample test Item of Resource Teacher
Comments (is the assessment tool constructed in accordance with established guidelines?) Explain your answer.
Selected Response Type

1. Alternate Response

2. Matching type

3. Multiple Choice
/
Student will be able to distinguish exponential function, exponential equation, and exponential
inequality
1. What do you call an expression that is of the form � ∙ �
�−𝑐�, where a, b, c, and d are real numbers and x is a variable?
a. Exponential Expression
b. Logarithmic Expression
c. Mathematical Expression
d. Rational Algebraic Expression

2. Which of the following expresses the relationship between two variables?

a. Exponential Equation
b. Exponential Expression
c. Exponential Function
d. Exponential Inequality

3. Which of the following is most commonly expressed as an independent variable?

a. �
b. �
c. �(�)
d. �(�)

(. . . )
Based on my observations and in accordance with the requirements for creating a multiple choice type of exam,
the assessment tool created follows the stated guidelines. Negatively expressed elements are avoided in favor of
positive stems. The options are homogeneous in substance, length, and form; they are expressed plainly and
conspicuously, with no hints as to which response is the proper one.
4. Others
Classification test

Student will be able to distinguish exponential function, exponential equation, and exponential
inequality
 This type of test is created according to the guidelines for creating a
classification type of test. There was a clear description of how to answer the
test, and each phrase or sentence was assigned to a certain class or group.

Type of Taditional Put a Learning Sample test Item of Resource Comments (is the
Assessment Tool Check Outcome Teacher assessment tool
/Paper and Pencil (/) Assessed constructed in
Here
Test accordance with
established
guidelines?) Explain
your answer.
Constructed Response Type

1. Completion / The students 1. The set of values of the The completed test
were able to independent variable (usually x) provided students
define the is called _________. with a reasonable
domain and 2. The resulting y-values after we basis for the required
range of a have substituted in the possible x- responses, and
function as values is called _____________. avoided mutilated
well as 3. In the function f(x) = � ∙ (�) + ℎ statements, all of
locate the where P(x) is linear, the domain which adhered to the
domain and of the function is ____________. standards for
range of a 4. In the function f(x) = � ∙ (�) + ℎ creating this type of
function. where P(x) is linear, if � > 0 the test.
range of the function is
___________.
5. In the function f(x) = � ∙ �
(�) + ℎ
where P(x) is linear, if � < 0
the range of the function is
____________.

2. Short Answer type / The This form of short

students answer test asks the
were able student to solve a
to basic equation while
also filling in the
represent
table with the
the domain answers from the
and range solved problem. They
using the ask precise
set builder questions, and the
and problems are
interval specific.
notation.
3. Problem Solving / The Find the Missing x! The problem-solving
students Solve for the values of x for each type of test that was
were able of the following exponential created allowed
to solve equations and inequalities. students to
1. 82−� = 2 demonstrate their
exponential
2. (1/2)�<1/8 learning through the
equations
3. 5� = 25�−2 computing process. It
and 4. 3�+2 ≥ 27 also gives a clear
inequalities 5. 4 indication of which
3�
=8 way to go.
�−1
4. Essay - restricted / The The function (�) = 65,000 (1.5) This restricted essay
� adheres to the
students can be modeled the
are able to population of a city for x, the guidelines for writing
find the this style of essay.
number of years that have
Because students are
domain passed since 2010. What
only allowed to
and range inequality represents the explain their answers
of a given reasonable range of the in terms of the
function. function based on the provided situation,
situation? Explain. they are not
permitted to go
beyond the specified
situation/question.
5. Essay – / Students This lesson helps you The essay given to
non-restricted may understand the procedure in the students allows
determine finding the domain and range them to express their
the domain of an exponential function. own views and has
and range of no word/sentence
You also discover your own
a problem limit as specified in
and apply it technique or strategy on how the rules for writing a
to real-world to easily find ways in non-
scenarios. determining the domain and restricted/extended
range of an exponential essay.
function. If you have given the
chance to give an advice to
Jethro who is a Senior High
School learner that is working
as a part time at the canteen
near his house at the same
time studying, what strategy
or technique can you suggest
to finish his study. Explain
6. Others
 Analyze
1. Which assessment tools/tasks were most commonly used by teacher? Which one were rarely
used? Why were they rarely used?
The multiple choice style of test was the most popular assessment employed by
teachers. These examinations are used to evaluate the student's grasp of both difficult and
simple ideas. Because all of the possible responses are supplied, calculating and designing a new
answer does not take long. The essay style of test, on the other hand, is a rarely used
assessment tool by teachers. Because the subject is essentially conceptual, it is difficult for pupils
to write an essay on the subject.

2. Based on your answer found in the tables above in which type assessment tools and tasks were
the Resource Teachers most skilled in test construction? Least skilled?
Based on the previous table, I believe that problem solving is the type of assessment
instrument and activity that the resource teacher is best at creating tests. Because problem
solving is the one with which a mathematics teacher is most familiar and the one with which
they are most comfortable. They understand the principles and may design any form of problem
solving as long as it is related to the subject matter and the students' learning. On the other
hand, I believe that completion is the area in which the resource teacher has the least expertise.
Because, based on my observations, the items in this section are extremely predictable, and
some of them were extracted directly from the module.

3. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be

considered an authentic form of assessment? Explain your answer.
An essay or other written requirements, even a written paper-and-pencil test, should, in
my opinion, be regarded an authentic form of assessment. Students can demonstrate all of their
learning in an essay by combining all of their learning into a written product. An essay can
sometimes be an excellent method to apply what you've learned in the classroom to real-life
situations, which is one of the goals of authentic assessment. Rubrics are one of the tools used
in authentic assessment to evaluate a student's output, and essays employ rubrics as well, for
the students' guidance in writing the essay and for the teachers' evaluation of the students'
work.

 Reflect
How good are you at constructing traditional assessment tools? Which do you find most difficult to
construct? Any lesson/s learned?
If I had to evaluate myself in terms of making a traditional assessment, I believe I am not as
skilled as the teachers. Multiple choice is the most difficult to develop, in my opinion, based on my
experience while studying Assessment of Learning I and II. Because this type of exam necessitates the
consideration of numerous aspects. If you make a mistake on the stem or the selections, the item will be
invalid, and there are other terms and conditions to be aware of. Furthermore, you will have to devote a
significant amount of work to creating this type of exam. While some of your pupils will take the exam in
a matter of minutes, others may simply guess. Table of Specification, as I've learnt through creating this
type of exam, will be quite useful to you.
 Observe
Authentic
Learning How are product/
Assessment/ Non- Sample of Product/
Outcome Performance was Comment/s
Traditional/ Performance Assessed
Assessed assessed
Alternative
1. Product In the 1. The volume V of air The teacher Yes, the teacher
problem, remaining in an inflated evaluates the used a scoring
students will balloon can be modeled work using a rubric that was
be able to by the function � = holistic rubric built according to
determine the 1,000(0.85) where x that was the criteria. The
domain and represents the number of presented to overall output will
range of a days that have passed the class and be scored on a
given since inflating the balloon. focuses on the scale of 5 to 1, with
function. What is the reasonable student's whole 5 being the highest.
domain for the situation? output. The criteria focuses
Explain. mostly on the
2. The function (�) = students'
65,000(1.5) can be understanding of
modeled the population of the
a city for x, the number of concepts/processes
years that have passed and the
since 2010. What appropriateness of
inequality represents the their explanations.
reasonable range of the
function based on the
situation? Explain.
2. Performance Based on the Coordinate with The teacher Yes, the rubric was
results of their authorities regarding the evaluates the created in
survey, the production rate of the students' accordance with
students were natural sources of income performance the criteria. The
able to in your area such as rice, using analytic rubrics include
formulate coconut, or fish rubrics, which three criteria:
instances of production. have a criterion competency (score
exponential Construct an exponential that is expected x2), idea (score x2),
functions, function corresponding to for the output. and spelling,
equations, the production rate that grammar, and
and you will be given. punctuation
inequalities. Based on the exponential (scoring x2) (score
expression you x1).
formulated, what can you
contribute to the situation
as a responsible youth
citizen.
 Analyze
1. Between analytic and holistic rubrics which one was more used? Why do you think that type of
rubric was used more?
Analytic rubrics are used more frequently than holistic rubrics. I believe they used the
analytic rubric more than the holistic rubric because it is easier to use because it is made up of
level of scales and adjectives that make it easy to rate/score performance. Analytic rubrics
provide several scores for the task, one for each different category being evaluated, whereas
holistic rubrics provide a single score to summarize a student's performance on a given task.

2. Based on your answers in #1, what can you say about the scoring rubrics made and used by the
Resource Teachers?
What I can say about the teacher's scoring rubrics is that they are simple to use and
aligned with the assignment that was assigned to the pupils. Teachers will be guided in their
evaluation by a set of criteria.

3. Will it make a difference in assessment of student work if teacher would rate the product or
performance without scoring rubrics? Explain.
Yes, there is a significant difference in grading student work if the teacher does not use a
scoring rubric to score the product or performance. The work of the students will be judged
subjectively if a rubric is not used. They will be more concerned with the output's physical look
rather than its content.

4. If you were to improve on one scoring rubric used, which one and how?
If I had to pick one scoring rubric to enhance, it would be the holistic rubric that was
used to evaluate the product. I would change it such that instead of scoring it on a scale of 5 to
1, I would grade it on a scale of 3 to 1. It would be easy to evaluate the pupils' work with this
change.

5. Can an easy or other written requirements, even if it is a written paper-and-pencil test, be

considered an authentic form of assessment? Explain your answer.
An essay or other written requirements, even a written paper-and-pencil test, should, in
my opinion, be regarded an authentic form of assessment. Students can demonstrate all of their
learning in an essay by combining all of their learning into a written product. An essay can
sometimes be an excellent method to apply what you've learned in the classroom to real-life
situations, which is one of the goals of authentic assessment. Rubrics are one of the tools used
in authentic assessment to evaluate a student's output, and essays employ rubrics as well, for
the students' guidance in writing the essay and for the teachers' evaluation of the students'
work.

6. Can rubrics help make students to become self-directed or independent learners? Do rubrics
contribute to assessment AS learning (self – assessment?) What if there were no rubrics in
assessment?
Rubrics can aid in the development of self-direction in students. Students will know how
to obtain or achieve the appropriate approach that will result in excellent grades based on the
criteria stated in a specific activity. Rubrics help with assessment as learning or self-evaluation.
Rubrics can be used by students to evaluate their own effort and performance, as well as to
 make changes to their work before submitting it. Both teachers and students would struggle to
have an effective teaching-learning process if there were no rubrics in place for assessment.
Although the student comprehends the challenge, he or she is unable to discover relevant facts
or devise a solution strategy.

7. Does the scoring rubric in this FS Book 1 help you come up with better output?
The scoring rubric in this FS Book 1 has greatly aided me in producing a better product.
This rubric serves as my guide, and it also allows me to evaluate my own work in order to choose
whether I should improve it, revise certain aspects, or leave it alone. The rubrics provide some
crucial criteria that I must evaluate in order to produce a better product.

 Reflect

Are authentic assessment tools and tasks new? Reflect on your experiences of test for all the years as
a student.

The scoring rubric in this FS Book 1 has greatly aided me in producing a better product. This
rubric serves as my guide, and it also allows me to evaluate my own work in order to choose whether I
should improve it, revise certain aspects, or leave it alone. The rubrics provide some crucial criteria that I
must evaluate in order to produce a better product. There's also the time it takes to conduct a
survey/interview and then generate a report from it. In terms of rubrics, we were constantly told that
they would serve as a guide. There are also occasions when we are the ones who evaluate our
classmates' performance for fairness and participation in the class. I understand that real evaluation
takes a lot of time and effort, but it has been the most fun aspect of learning for me. The process by
which you use everything you've learned to create a fantastic product or performance. It's also a lot of
fun to make and practice your talents with.
 Learning Artifacts

1. The volume V of air

Rubrics: remaining in an inflated
5- Shows in-depth comprehension of the pertinent concepts and balloon can be modeled by
/or processes, and provides explanations wherever appropriate. the function � =
4- Shows in-depth comprehension of the pertinent concepts and/or 1,000(0.85) where x
processes. represents the number of
3- Shows in-depth comprehension of major concepts although days that have passed
since inflating the balloon.
neglects or misinterprets less significant ideas or details.
What is the reasonable
2- Shows gaps in theoretical comprehension.
domain for the situation?
1- Demonstrate minor comprehension not being able to develop an Explain.
approach 2. The function (�) =
65,000(1.5) can be
modeled the population of
Criteria with authorities
Coordinate 4 3 2 a city for x,1 the number of
regarding
Proficiency the production rate an
Formulated Formulated an Formulated an years that haveanpassed
Formulated
of the natural
(score x 2) sources
exponential of exponential exponential since
equation2010.but not What
income in your area such
function as function function but inequality
an exponential the
represents
rice, coconut, or fish reasonable range of the
corresponding to corresponding to there is no given function
production. function based on the
the given the given situation situation? Explain.
Construct an situation
exponential situation
Idea corresponding
function Very torelative
the to Quite relative to Less relative to Not relative to
production rate that you will be and the topic and the
(score x 2) the topic the topic with the topic with
given. wellorganized organization of poorly organized very poorly
ideas ideas is ideas organized
Based on the exponential somehow
expression you formulated, inadequate
what can you contribute to the
Spelling, No spelling, Very few Several spelling, Many spelling,
situation as a responsible youth
Grammar, and punctuation or spelling, punctuation, and punctuation, and
citizen.
Punctuations grammatical punctuation, and grammatical grammatical
(score x 1) errors grammatical errors errors
errors

 Observe
What a Portfolio Includes
Elements of a Portfolio Present? Missing?
1. Clear Objectives – the objectives of the lesson/unit/course are clear which
/
serve as a bases for selection
2. Explicit guidelines for selection – What, when, where, how are
/
products/documented performances selected?
3. Comprehensible criteria – the criteria against which the portfolio is graded
/
must be understood by the learners.
4. Selective significant pieces – the portfolio includes only the selected
/
significant/materials.
5. Student’s reflection – there is evidence that students reflected on their /
 learning.
6. Evidence of student participation in selection of content of portfolio – there
is proof that students took part in the selection of the content of the /
portfolio.

 Analyze
1. With OBE in mind, which should be the basis for the selection of pieces of evidence to show that
what the students was supposed to learn was learned?
In light of the OBE, I believe the activities and output of the students should serve as the
foundation for the selection of pieces of evidence to demonstrate that what the students were
expected to learn was learnt. They should be included in the portfolio so that the teacher may
assess the students' learning in a specific lesson. It's also a good idea to include any written or
artistic reflections from the pupils on what they've learnt.

2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio does
this fall?
Elements of a DEVELOPMENT/GROWTH Portfolio
1. Cover Letter- ‘About the Author” and “What my portfolio shows about my progress as a learner”
2. Table of Contents with numbered pages
3. Entries-both core (required items) and optional items (chosen by students)
4. Dates on all entries to facilitate proof of growth over time
5. Drafts of aural/oral and written products and revised revisions
6. Student’s Reflections

3. Where and when does the teacher make use of each of the 3 types of portfolio?
When a teacher wants to know how a student's growth or change over time, how to help
students develop process skills like self-evaluation and goal-setting, how to identify students'
strengths and weaknesses, and how to track the development of additional products/performances,
the teacher should use the Development or growth portfolio.
Showcase Portfolios were used to highlight end-of-year/semester achievements, produce a
sample of best work for career or college application, display student perceptions of favorite, best, or
most important work, and communicate a student's current aptitudes to future professors.
When a teacher wants to record success for grading purposes, progress toward standards,
and put students correctly. The option is to create an assessment/evaluation portfolio.

 Reflect
Have porfolios made the learning assessment process more inconvenient? Is the effort exerted on
portfolio assessment commensurate to the improvement of learning and development of learners’
metacognitive process that result from the use of portfolio?
According to my understanding, the portfolio did not make the learning assessment process
inconvenient; rather, it made it easier. Because there is a type of portfolio that may be used to quickly
assess a student's learning. In addition, the portfolio contains evidence of the pupils' learning in each
lesson. Furthermore, the effort expended on portfolio assessment is proportional to the improvement in
learning growth of learners' metacognitive processes as a result of portfolio use. The students were able
to evaluate themselves and submit feedback in order to enhance their learning strategies and have a
better understanding of the teachings.
 Learning Artifacts

 Observe
Table 1. Number of Questions per Level
Cognitive Processes Ran Cognitive Processes Ran Tally of Assessment Total
(Blooms as revised by k (Kendall and Marzano) k Tasks/Questions
Anderson and Krathwohl)
Self-system Thinking 6 II 2
Metacognition 5 NA
Creating 6 NA
Evaluating 5 NA
Analyzing 4 Analysis 3 IIII - IIII 9
Applying 3 Knowledge Utilization 4 IIII - IIII 10
Understanding 2 Comprehension 2 II 2
remembering 1 Retrieval 1 IIII - I 6
Table 2. Examples of Assessment Questions/Assessment Tasks
Tally and Total Ran Tally and Total Score Ran Example of Assessment Rank
Score of Cognitive k of Cognitive k Tasks/Questions given by Base
Processes Processes Resource Teacher d on
(Bloom as revised (Kendall and Use
by Anderson and Marzano)
Krathwohl)
Self-system Thinking 6 What values have you develop
II during the discussion and the 4
activity?
Metacognition 5
NA
Creating 6
NA
Evaluating 5
NA
Analysing 4 Analysis 3 In real world functions are
IIII - IIII IIII - IIII mathematical representations of
many input-output situation.
Functions are widely used in
disciplines such as biology,
2
chemistry, economics, statistics,
and engineering.
For instance, how can we identify
our daily expenses if we aim to
have a business?
Applying 3 Knowledge utilization 4 The US Bureau of the Census
IIII - IIII IIII - IIII predicts that the population of the
Florida will be about 17.4 million
in 2010 and then will increase
about 0.22 million per year until
2025. This is expressed as 1
f ( x )=0.22 x +17.4 where x
is the number of years since
2010.Find the population of
Florida in next 8 years.
Understanding 2 Comprehension 2 What have you observe on the
4
II II function machine activity?
Remembering 1 Retrieval 1 What is the set of all possible
IIII - I IIII - I values that the variable x can 3
take?
Rank Rank
Analyze
1. Which cognitive skill had the highest number of assessment questions? Lowest number?
Applying/Knowledge Utilization is the cognitive competence with the most assessment
questions. With the exception of cognitive skills, which have no assessment questions,
understanding/comprehension and Self-System Thinking have the fewest evaluation questions.

2. What do these (lowest and highest number of assessment questions) reveal about Resource
Teacher’s level of questions?
The resource instructor has the highest and lowest amount of assessment questions,
indicating that he has a high level of questions. The quantity of questions, in my opinion, is
appropriate for the subject area that the teacher was teaching. They are the ones that would be
ideal for use in a class discussion.
 3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive skills? Give an
example of an assessment questions for each the two highest cognitive skills – metacognitive
skills and self-system thinking.
The highest cognitive skill, according to the kendall and marzano taxonomy, is Self-Sytem
Thinking. This is one of the smallest number of questions in relation to the table I just finished.
As an example: What values have you develop during the discussion and the activity?

 Reflect
If you were to rate yourself on HOTS – where will you be from a scale 1 to 5 (5 as highest) where will you
be?
If I had to rate myself on HOTS, I would give myself a 3 on a scale of 1 to 5. Because I am well
aware that I am not nearly good enough, I needed to acquire a variety of skills in order to do better. With
the passage of time, there will be several advancements.

As future teacher, reflect on how will you contribute to the development of learners’ HOTS?
As a future teacher, I will play an important role in the development of my students' HOTS. To do
so, I need to expose my students to activities and questions that will help them enhance their HOTS,
such as evaluations aligned with creating, evaluating, analysing, self-system thinking, and metacognition.
Students were able to enhance and develop themselves as a result of these activities. This will be a
struggle for me as a teacher, but I am eager to go to whatever length to provide them with the abilities
they require.

 Analyze
1. What parts must a TOS contain to ensure test content validity?
The most significant sort of validity is called content validity. It's the extent to which the test
questions accurately assess the concept of interest that uios is attempting to assess. The terms
content relevance and content coverage are used to describe the legitimacy of material. The
extent to which the aspects of the ability to be assessed are really tested by the task is called
content relevance, and it implies that the ability domain and method of assessment should be
specified. While content coverage refers to how well the test covers the performance in the
desired environment. Furthermore, if what is being assessed is everything that is supposed to be
measured, content validity will be realized. The teacher must ensure that the test items mirrored
the curriculum's stated objectives, order the exam topics from simple to tough, and allow
students to demonstrate mastery of the teachings and critical abilities.

2. Why is there a need for number of items per cognitive level?

 When creating a TOS, we must include the number of items per cognitive level in order to
distribute the test items and balance the test's difficulty level. It will also result in test items that
are valid. Another advantage is that students would be able to confront or apply their knowledge
at various cognitive levels. This will determine whether or not they truly comprehend the
discussion.

3. With OBE in mind, is it correct to put learning outcome not topic in the first column? Why or why
not?
If we consider Outcome Based Education (OBE), the first column should contain the learning
outcome, not the topic. because if the learning outcome is there, it is easier for us to distribute
the items and identify what type of exam questions we require. The learning outcomes will act
as a guide for what we should give the students as well as where we should obtain exam
questions that will meet the desired learning outcomes.

4. Can a teacher have a test with content validity even without making a TOS?
NO, there would be a conflict if a teacher gave a test without reviewing the Table of
Specifications on whether the content validity was covered for that specific subject and class.
This also reflects the establishment of uniform performance measures. It also ensures that the
test will include a representative sample of questions. As a result, it is critical to refer to a pre-
conceptualized standardised program that was created prior to training and before a test was
produced.

5. Complete the given TOS

No.
Cognitive Level
of
Learning Outcome Total
Class
Rem Un Ap An Ev Cr
Hours
1. Explain the mechanism on how the
respiratory and circulatory systems
work together to transport nutrients, 5 2 1 1 2 1 7
gases, and molecules to and from the
different parts of the body.
2. Infer how one’s lifestyle can affect
the functioning of respiratory and 5 1 2 1 1 1 6
Circulatory systems.

3. Identify the components of a DNA

4 1 2 1 1 1 6
molecule
4. Explain the different patterns of non-
4 2 2 1 1 1 7
Mendelian inheritance
5. Explain the importance of biological
5 1 1 1 2 1 6
diversity.
6. Differentiate basic features and
importance of photosynthesis and 8 2 3 2 2 1 10
respiration.
7. Identify the factors that affect the
rate of photosynthesis and cellular 7 3 1 2 1 1 8
respiration.
Total 50

 Reflect
Read this conversation and reflect on teachers’ assessment practices. Write your reflections here.

Student A: Saan naman pinulot ni Teacher anf kaniyang tanong? Ni – isang tanong sa Did
tinuro, wala! (Where did teacher get her test? Not one of what she taught came out!) you
have
a Student B: oo nga! Nakakainis! (You are right! How annoying!)

similar experiences? Reflect on it. Will the required use of Table of Specifications as guide in test
construction solve the problem of misaligned tests?
To be honest, I've had a similar experience with the above-mentioned circumstance. This type of
event is fairly common in high school because many students have personally experienced it. Because I
was unfamiliar with this tool called TOS at the time, we had no knowledge that the teacher's practices
were invalid. It is necessary to link test questions with the constructed TOS and learning goals when
creating test questions. It would be more convenient for both the teacher and the pupils. I understand
that creating a TOS is difficult, but it is necessary in order to ensure the test's legitimacy. –

 Observe
A. Sample Students’ Report Card0
B. Interview of Resource Teacher
1. What are the new features of the lat02est grading system? What things are you required to
do with new grading system which you were not asked before?
Teachers use DepEd Order No. 31 s. 2020 known as the Interim Guidelines for
Assessment and Grading in light of the Basic Education Learning Continuity Plan.
Written works and performance task shall be administered to assess the content and
performance standards that describe the knowledge, abilities, and skills that learners are
expected to demonstrate.
There is no Quarterly Assessment

2. Which do you prefer – the old or the new grading system? Why?
Any of the two grading system it depends on the situations. Since D.O 31 S. 2020 IS JUST
ONLY TEMPORARY. When the pandemic will stop we will use again D.O 8 S. 2016 to rate the
performance of the learners.
C. Interview of 5 students
1. What do you like in the new grading system?
The percentage under performance task is higher than the other two components,
which the student appreciate about the new grading method. Furthermore, the new grading
system has a minimum grade of 60, which is transformed to a 75 on the report card.

2. Do you have problems with the new grading system? if there is, what?
Apart from the difficulty in interpreting the letter grading system since the student was
unable to establish the precise percentage that the student achieved, the student have had
no problems with the new grading method thus far.

3. Does the new grading system give you a better picture of your performance? Why or why
not?
Yes, the new grading system provides the student with a clearer sense of his work
because the ratings are clearly spelled out in their teacher's report card. The letter grading
system, as he previously stated, is somewhat puzzling.

4. Which do you prefer – the old or the new grading system? Why?
The new grading system that they are currently employing at school is preferred by the
students. The existing grading system, according to him, is limited since it does not
demonstrate what a pupil is learning or should be learning. The new grading system
alleviates some of the burden on students at a specific level.

D. Review of DepEd Order #8, s. 2015

Read DepEd Order #8 s. 2015. You may refer to Appendix A. Based on DepEd Order #8 s. 2015,
answer the following:
1. What are the Bases for grading?
The grading system is based on the written work, performance assignment, and
quarterly assessment of the students, as outlined in DepEd Order #8, S. 2014.

2. How do you compute grades per quarter for Grades 1 to 10 and Grade 11 to 12. Give an
example.
There is only one Quarterly Assessment every grading period, however there should be
opportunities for students to generate Written Work and exhibit their knowledge and abilities
through Performance Tasks. Written Work and Performance Tasks are not required in any
particular amount, but they must be spread out over the quarter and used to assess learners'
abilities after each topic has been taught.
The following are the steps on computing grades per quarter:
a. Grade from all student work are added up.
b. The sum for each component is converted to the percentage score using this format.
Learne r ' s total raw score
Percentage Score ( PS ) = [ Highest possible score ] × 100 %

c. Percentage scores are then converted to Weighted Scores to show the importance of
each component in promoting learning in the different subjects.

Weighted Score (WS ) =Percentage Score ×Weight of Component

Weight of the Components for Grades 1-10

 Languag A MAPE
Components EsP Science Math EPP/TLE
e P H
Written Work 30% 40% 20%
Performance
1 to 10 50% 40% 60%
Task
Quarterly
20% 20% 20%
Assessment

Weight of the Components for Grades 11 -12

Technical – Vocational and
Academic Track Livelihood (TVL)/Sports/
Arts and Designs Track

Work
Core Immersion/
Subjects Work
Research/
Immersion/
All other Business All other
Research/
Subjects Enterprise subjects
Exhibit/
Simulation/
Perfrormance
Exhibit/
Performance
Written work 25 % 25% 35% 20%
11
Performance task 50% 45% 40% 60%
to
Quarterly
12 25% 30% 25% 20%
Assessment

d. The sum of the weighted score in each component is the Initial Grade (The initial grade will be
transmuted using the given transmutation table to get the quarterly grade)

Example:
a. Grade 1-10 (Grade 10 – Science)
Learners Raw Highest Possible
Score Score
Written Work 1 12 15
Written Work 2 20 20
Written Work 3 15 15
Written Work 4 13 15
Written Work 5 15 20
Total 75 85
Step 1
Performance Task 1 20 20
Performance Task 2 25 25
Performance Task 3 23 25
Performance Task 4 12 20
Total 80 90

Quarterly Assessment 45 50

Step 2 75
Percentage Score ( PS ) = [ ]
85
× 100 %
PS of Written Work is 88.24
 80
Percentage Score ( PS ) =
[ ]
90
× 100 %
PS of Performance task is 88.89

45
Percentage Score ( PS ) =
[ ]
50
×100 %
PS of Quarterly Assessment is 90.00

Written work for Science 10 is 40%

Weighted Score (WS) = 88.24 X 0.40
The Weighted Score of Written Work is 35.30

Performance Task for Science 10 is 40%

Step 3 Weighted Score (WS) = 88.89 X 0.40
The Weighted Score of Performance Task is 35.56

Quarterly Assessment for Science 10 is 20%

Weighted Score (WS) = 90.00 X 0.20
The Weighted Score of Quarterly Assessment is 18
Component Weighted Score
Written Work = 35.30
Performance Task = 35.56
Step 4 Quarterly Assessment = 18

Total = 88.86
The initial grade is 88.86
Step 5 The transmuted and the Quarterly Grade is 93

b. Senior High School (Grade 12 – Inquiries, Investigation and Immersion)

Learners Raw Highest Possible
Score Score
Written Work 1 20 20
Written Work 2 23 25
Written Work 3 19 20
Written Work 4 15 15
Written Work 5 28 30
Total 105 115
Step 1
Performance Task 1 29 30
Performance Task 2 25 25
Performance Task 3 46 50
Performance Task 4 24 25
Total 124 130

Quarterly Assessment 58 60

Step 2 105
Percentage Score ( PS ) = [ ]
115
×100 %
PS of Written Work is 91.30

124
Percentage Score ( PS ) = [ ]
130
× 100 %
PS of Performance task is 95.38
 58
Percentage Score ( PS ) = [ ]
60
× 100 %
PS of Quarterly Assessment is 96.67

Written work for Science 10 is 35%

Weighted Score (WS) = 91.30 X 0.35
The Weighted Score of Written Work is 31.96

Performance Task for Science 10 is 40%

Step 3 Weighted Score (WS) = 95.38 X 0.40
The Weighted Score of Performance Task is 38.15

Quarterly Assessment for Science 10 is 25%

Weighted Score (WS) = 96.67 X 0.25
The Weighted Score of Quarterly Assessment is 24.17
Component Weighted Score
Written Work = 31.96
Performance Task = 38.15
Step 4 Quarterly Assessment = 24.17

Total = 94.28
The initial grade is 94.28
Step 5 The transmuted and the Quarterly Grade is 96

3. How do you compute grades at the end of the school year?

For Grades 1 to 10, the average of the Quarterly Grades produces the final grade.

1 st quarter +2 nd Quarter + 3rd Quarter +4 th Quarter

FinalGrade by Learning Area=
4

Then, the general average is computed by dividing the sum of all final by the total number of
learning areas.

General Average=
∑ of Final grades of all learning areas
total number of learning areas∈a grade level

For Senior high school, the two quarters determine the final grade of the semester.
1 st quarter +2 nd Quarter ∨3 rd Quarter + 4 thQuarter
FinalGrade by Learning Area=
2

General Average=
∑ of Final grades of all learning areas
total number of learning areas∈a grade level

4. What descriptors and grading scale are used in reporting progress of learners?
A summary of student progress is presented to parents and guardians at a parent-teacher
conference each quarter, during which the report card is discussed. The table below shows the
grading scale and its associated descriptors. At the end of each grade level, remarks are offered.
DESCRIPTOR GRADING SCALE REMARKS
Outstanding 90 - 100 Passed
Very Satisfactory 85 - 89 Passed
 Satisfactory 80 – 84 Passed
Fair Satisfactory 70 - 79 Passed
Did Not Meet Expectations Below 75 Failed

5. What are the bases for learners’ promotion and retention at the end of the school year?
Promoting a student to the next school level or keeping a student in the same grade level is a
decision that must be made wisely and based on evidence. A student who has a Final Grade of
75 or above in all learning areas is promoted to the next grade level. The guidelines for learner
advancement and retention are listed in the table below.

Requirements Decision
For Grades 1 to 3 Learners Promotion and Retention
Final Grade of at least 75 in all learning Promoted to the next grade level
areas
Did Not Meet Expectations in not more Must pass remedial classes for learning areas
than two learning areas with failing mark to be promoted to the next
grade level. Otherwise the learner is retained in
the same grade level.
Did Not Meet Expectations in three or Retained in the same grade level
more learning areas
For Grades 4 to 10 Learners Promotion and Retention
Final Grade of at least 75 in all learning Promoted to the next grade level
areas
Did Not Meet Expectations in not more Must pass remedial classes for learning areas with
than two learning areas failing mark to be promoted to the next grade level.
Otherwise the learner is retained in the same grade
level.
Did Not Meet Expectations in three or Retained in the same grade level
more learning areas
Must pass all learning areas in the Earn the Elementary Certificate
Elementary Promoted to Junior High School
Must pass all learning areas in the Junior Earn the Junior High School Certificate
High School Promoted to Senior High School
For Grades 11 to 12 Learners Promotion and Retention
Final Grade of at least 75 in all learning Can proceed to the next semester
areas in a semester
Did not Meet Expectations in a prerequisite Must pass remedial classes for failed
subject in a learning area competencies in the subject before being allowed
to enroll in the higher-level subject
Did Not Meet Expectations in any subject Must pass remedial classes for failed
or learning area at the end of the semester competencies in the subjects or learning areas to
be allowed to enroll in the next semester.
Otherwise the learner must retake the subjects
failed.

6. What is the report on learners’ observed values?

The K–12 curriculum aims to educate Filipinos holistically with 21st-century capabilities. The
construction of values and attitudes based on the Department of Education's Vision, Mission,
and Core Values (DepEd Order No. 36, s. 2013) must accompany the growth of learners'
cognitive competences and skills, as demonstrated on the next page. Non-DepEd schools are
 free to change or adapt these criteria to fit their school's philosophy, vision, mission, and
fundamental values.
According to my observations, the report on learners' observed values is based on DepEd's
four key values: This Core Values have been translated into behavior statements as Maka-Diyos,
Makatao, Makakalikasan, and Makabansa. Learners' behavior demonstrating the Core Values will
be reported using a non-numerical rating system. The Class Adviser and other teachers must
agree on how these observations will be conducted. Students are graded on four core values: AO
(Always Observed), SO (Sometimes Observed), RO (Rarely Observed), and NO (Never Observed)
(Not observed).

E. Grade Computation
Show sample computations of a grade:
Learners Raw Score Highest Possible Score
Written Work 1 12 15
Written Work 2 20 20
Written Work 3 15 15
Written Work 4 13 15
Written Work 5 15 20
Total 75 85

Performance Task 1 20 20
Performance Task 2 25 25
Performance Task 3 23 25
Performance Task 4 12 20
Total 80 90

Quarterly Assessment 45 50

75
Percentage Score ( PS ) = [ ]
85
× 100 %
PS of Written Work is 88.24

80
Percentage Score ( PS ) = [ ]
90
× 100 %
PS of Performance task is 88.89

45
Percentage Score ( PS ) = [ ]
50
×100 %
PS of Quarterly Assessment is 90.00

Written work for Science 10 is 40%

Weighted Score (WS) = 88.24 X 0.40
The Weighted Score of Written Work is 35.30

Performance Task for Science 10 is 40%

Weighted Score (WS) = 88.89 X 0.40
The Weighted Score of Performance Task is 35.56

Quarterly Assessment for Science 10 is 20%

Weighted Score (WS) = 90.00 X 0.20
The Weighted Score of Quarterly Assessment is 18
Component Weighted Score
 Written Work = 35.30
Performance Task = 35.56
Quarterly Assessment = 18

Total = 88.86
The initial grade is 88.86
The transmuted and the Quarterly Grade is 93.

The Descriptor for this 93 is OUTSTANDING.

 Analyse
1. Do teachers and students like the new grading system? Why or why not?
Yes, both the D.O 31 s. 2020 (used during the pandemic) and the D.O 8 s. 2016 grading
systems are popular among teachers and students.

2. What are the good points of the new grading system according to teachers? According to
students?
As said by the teacher Written works and performance tasks will be used to evaluate the
content and performance standards that specify the knowledge, abilities, and skills that students
should display.
According to the student I interviewed, the new grading system's good points include
the distribution of percentage per component on which Performance task is greater than the
two, and finally, the new grading system's minimal grade.

3. What are teachers challenged to do by this new grading system?

The difficulty here is adjusting to the new pandemic grading system, which has only
recently been established. In addition, the grading system does not include the Quarterly
Assessment.

4. Do you favour the distribution of percentages of written work, performance tasks and quarterly
assessment?
Yes, I support the allocation of written work percentages, performance tasks, and
quarterly evaluations. Because, for me, the focus will be on the students' performance in class,
whether it be in the shape of an assignment or otherwise. It would be simpler to assess the kids'
progress.

5. Did you like the experience of computing grades? Why or why not?
I enjoy computing grades because, aside from the fact that it is challenging, it allows me
to directly monitor the performance of students based on their grades. Furthermore, there is a
novel and simple method for calculating grades without making mistakes. It is the usage of
Microsoft Excel on which you would program it, and after entering the scores, it would directly
compute the students' grades.

 Reflect
In an era where the emphasis is self-directed learning and demonstration of competencies –
knowledge, skills and values learned (outcome-based education) – do grades really matter?
In an era when self-directed learning and demonstration of competencies – taught information,
skills, and values (outcome-based education), I don't believe grades are important. In my opinion, it is
more crucial to demonstrate the outcomes of your learning rather just the numerical figure when it
comes to OBE. Yes, grades might drive you to learn, but motivation does not always depend on grades.
Grades, on the other hand, create more problems than they solve. Grades are the source of unhealthy
competitiveness in the classroom, which has an impact on students' emotional and social behavior,
leading to self-doubt and unhappiness. Many students are suffering from anxiety and depression as a
result of the pandemic, and some are even dying as a result of their grades. Regardless of how good or
bad your grades are, the most important aspect of attending to school is the knowledge you get that will
aid you in your future objectives. Grades, as they say, do not define the type of person you are.

 Observe
A. Proceedings in a Card Distribution Day
1. Observe how cards are distributed on Card Distribution Day. Describe how cards are distributed.
The cards are normally distributed at the end of the quarter/semester, and there is a
recognition program for those who are among the top students in their classes. The cards are
given to the parents in person.

2. Describe how the resource teachers communicated learners’ assessment results and grades to
parents.
A teacher's standard practice is to first inform parents about how grades are calculated
so that they may comprehend why their children have high or low grades.

3. Did parents raise questions or concerns? If yes, what were their questions/concerns?
Some parents inquire about their children's behaviour and performance in class.
4. How did the resource teacher handle their questions and concerns? What answers did he/she
give?
The teacher responds to the questions by informing the parents about the students'
improvements and behaviours observed throughout the lesson. The teacher focuses more on
the positive comments from the students, as well as informing the parents about the students'
outputs that were shown and present in the classroom.

B. Interview with Resource Teacher

1. How do you give feedback to your students regarding their performance? When do you give
feedback?
I gave feedback to my students after their performance.
2. How do you report students’ performance to parents? Does the school have a regular way of
reporting grades to parents?
We conducted quarterly Parent – Teacher Conference to inform the parents on the
performance of their children.

3. What problems on grade reporting did you encounter with parents? How did you address
it/them?
Some parents did not satisfy with the given grades to their children but of course as
teacher we need to explain in detail the rating of their children for us to build good relationship
with them.

C. Interview with Students

1. Do you see the meaning of your grades in the School Report Card?
Yes, the School Report Card explains the meaning of the student's grades.

2. Does knowing your grade motivate you to work harder?

Knowing his grades motivates him to do more and work more in order to maintain and
improve his grades. He is pleased with his grades, which reflect all of his hard work and
dedication to studying.

D. Interview with Parents

1. Does your child’s Report Card give you a clear picture of how your child is performing?
Yes, the child's report card provides parents with a detailed overview of their child's
performance. Even without their monitor, they can know that their child is performing well in
class based on the grades provided.

2. If you were asked what else should be found in the Report Card, which one? Why?
Parents believe that the information in the report card is sufficient to know that their child is
studying diligently. Because the main thing is that parents can see their child's grades plainly.
That's why there's no one else to add.

3. Do you find the Card Distribution Day important? Why or Why not?
Yes, the parent believes that the card distribution day is important, not only for themselves
but also for their children. This is an important day for parents to show their support for their
children. Furthermore, they claim that this is an excellent time to monitor their child's
performance and behaviour through the teacher's observation, which is communicated to them.

4. Any suggestion on how to make Card Distribution more meaningful?

 According to the parents, they haven't come up with any ideas on how to make the card
distribution more meaningful, and COVID is still a threat.

 Analyze
1. What were the most common issues raised on students’ performance?
According to the interviews, the most frequently cited issue is how pupils perform and
behave in class. Parents are curious about their children's behaviour because they cannot
observe it in person, and teachers are delighted to inform parents about their children's
performance both outside and within the classroom.

2. Based on your observations and findings, what practices must be

a) Maintained and
b) Improved to make grades and reporting meaningful?
Based on my observations, I believe that good grades communication between parents and
teachers should be maintained. I believe that the card distribution day should be enhanced, and
that grade reporting should be more meaningful. Furthermore, there could be a better and more
transparent presentation of grades and feedbacks.

 Reflect
1. Grades are often a source of misunderstanding. How should I do reporting so that it will result to
effective learning?
Grades are a cause of miscommunication between the teacher and the student, the student and
their parents, the teacher and their parents, and the student and their peers. This misperception
stems from their or their child's dissatisfaction with their grades. They may also conclude that there
is bias if they compare the student's grades to those of the other students. As a teacher, I must tell
students and teachers about the process of computing students' grades in order to guarantee that
the scoring, grading, and reporting of scores and grades are fair in order to promote learning. For
them to be educated and to understand what they lack and what they need to develop.
Furthermore, I must tell students and teachers about the process of computing students' grades in
order to guarantee that the scoring, grading, and reporting of scores and grades are fair in order to
promote learning. For them to be educated and to understand what they lack and what they need to
develop.

 Observe
Observe (O) Data Results
Personal Qualities
Interview (I) I have found out that . . .
a. Dignified O
He is a teacher who follows through on his
promises and has a high moral character. He is a
teacher who respects others and is respected by
his students and the community.
b. Healthy O He is in good physical, mental, and emotional
shape. He appeared to be unassuming, but he
exuded a positive and pleasant energy.
c. Spiritual O He is a devout follower of God. He is respectful of
the community's different religions, customs, and
beliefs, as well as the traditions.
 d. Knowledgeable O He clearly explains the lessons and concepts. He
has the capacity to be adaptable so that his
students can grasp the lessons quickly. He is eager
to learn new skills and expand his knowledge base.
e. Humble O Despite his accomplishments, he kept his feet
firmly on the ground. He doesn't make a habit of
bragging about his accomplishments to others. He
is also quite confident in his ability to do his duties
as a teacher.
f. Determined O Even when confronted with obstacles and
challenges at work, he remains calm and does not
operate under duress. And he doesn't use the word
"give up".
g. Cooperative O He is a member of a community organization in
addition to being a teacher. Volunteering is a part
of the activities or programs that the organization
is working on for the community.

 Analyse
Did you learn from your observations of the teacher? Now let us analyse the information that you
have gathered.
Answer the following questions.
1. In activity 1, what do you consider as the 3 most outstanding significant personal qualities of the
teacher you choose as your case? Why do you consider these as outstanding?
a. Humble. One of the most prominent characteristics of a teacher who is motivated to serve the
community and the pupils is humility. The fact that you are humble will earn you respect from
the people around you. Furthermore, you do not need to publicize what you have; instead, you
must maintain your composure and professionalism.
b. Determined. As an educator, you must set high expectations for yourself and your students.
Confidence will be one of these attributes, and in this industry, confidence is your basis.
Furthermore, you must not give up on what you are fighting for; otherwise, you would be giving
up on your students.
c. Cooperative. As a teacher, you are willing to collaborate with others. A teacher's responsibilities
also include engaging with the community, parents, educational organizations, and students. A
teacher should constantly offer assistance to those who needs it, whether it is academic or
otherwise, and a teacher must bear full responsibility for his or her actions.
2. Which of these qualities do you have? Do you think you can fit as a good teacher someday? Why?
Describe yourself.
One of the skills I've already developed is cooperation, and I believe I'd make an excellent
teacher someday. I said that because I believe I possess the qualities necessary to become an
excellent teacher in the future. In terms of cooperation, I am an officer of a youth group in our
community that provides programs to individuals of all ages in our community, with a
concentration on the youth. I am always willing to assist others, and I offer assistance to people I
know who needs it. Even when I have a lot of work to do, I always make time for the organization
and the people around me. And I know that's a good teacher, and I think I will be one of them.

 Reflect
 Good teachers are role models, whether in school, at home or in the community. From the teachers
that you had from elementary to college, did the personal qualities that they possess, help you learn
better as a student?
Identify one personal characteristics of your model teacher that has made a great impact in your life
as a learner. Reflect and describe how this quality influenced you.

In life, we will always come across a person who piques our attention and has a significant
impact on our lives or perceptions of life; this person will eventually become our role model. Teachers, in
my case, are one of those people; this teacher possesses a quality that has had a significant impact on
my life as a learner, and this teacher is enthusiastic. He shown passion in every work or task he
completed, which led to his happiness and success. This trait has had such an impact on me that it has
opened my eyes and heart to the career path I wish to take. I've adopted the trait of being passionate
and use it in my daily life. I always put my heart and soul into every assignment and activity I undertake
in order to ensure that I will complete it without regret. I believe that if you work hard enough, you can
achieve anything. Because your enthusiasm will be the fuel that propels you to new heights.

 Observe
Competencies of the Professional Teacher: A Special Case

Dear Ma’am/Sir:
I am a future teacher and I would like to know the characteristics of a professional
teacher. I will be very glad if you could answer the survey from about your co – teacher MR.
ALJUN D. CADORNA.
I will keep in confidence your identity, however, please allow me to use the data in my
lesson.
This is a requirement in our course, Field Study 1.

Thank you very much,

CHRISTIANSEN T. HERNANDEZ
BSEd Student
Name of the Teacher: MR. JODEL AGBAYANI ______
PRC License No: _____________________________________ Grade Level Taught: _GRADE 11________

Answer the following statements based on your OBSERVATION of the teacher. Check Yes or No or
Doubtful.
Does the Teacher exhibit the
competence of a
Professional Competence professional teacher? Check
your answer below.
Yes No Doubtful
1. Practices the Code of Ethics for Professional Teachers. /
2. Teaches the subject matter very well with mastery. /
3. Keeps self-updated with educational trends, policies, and curricula. /
4. Uses varied teaching methods that facilitate learning with skill and
/
ease.
5. Engages the parents and other stakeholders to cooperate as partners
/
in educating the children.
6. Teaches with compassion based on the knowledge and
/
understanding of the characteristics and needs of diverse learners.
7. Prepares curriculum plans, implements these with innovation in
/
every lesson.
8. Designs or selects and utilizes appropriate assessment strategies and
/
tools for lessons taught
9. Makes classroom atmosphere physically (arrangement) and
/
psychologically (friendly, inclusive) safe and secure for learning.
10. Serves willingly beyond teaching work by participating in other extra
/
– curricular activities when needed.

__________MR. JODEL AGBAYANI_____________

Name and Signature of the Teacher Informant (Peer)

AND
______CHRISTIANSEN T. HERNANDEZ________
Your Name and Signature (Pre – Service Student)
 Analyze
Did you learn from your observation and interview on teacher’s professional competencies? Now let
us analyse the data.

Answer the following questions:

1. In Activity 2, do you consider the Teacher as a Professional Teacher? In what competencies is the
teacher Strong? Weak? Doubtful? Why?
I firmly regard the Resource Teacher to be a Professional Teacher based on my observations
and experiences in activity 2. He possesses all of the skills that a Professional Teacher must
possess. There is no doubt about that because he has demonstrated his worth as a competent
educator.

2. Did your answer to the survey from coincidence with the answers of the co-teacher or head of
the teacher you observed? Why?
We arrived at the exact outcome based on my checklist and the Teacher Informant's
checklist. This is a coincidence that is no need to argue because, as I already stated in response
to the preceding question, the teacher has demonstrated his right to be regarded a Professional
Teacher. Furthermore, because he is a member of the faculty at the school, the teacher
informant is the one who can definitively prove the result.
 Reflect
Complete the following sentences as your reflections from the results of Activity 2.
1. As a future teacher, the results imply that I should
Embrace and apply these competencies in the same way as the Resource Teacher did. To
be able to do so, I would need to gather experience and learn from other teachers in order to
become totally competent in this field. This result will act as motivation and inspiration for me to
work more and improve myself in preparation for the future.

2. If all the teachers teaching today possess the professional characteristics and competencies as
the teacher/teachers observed then learners will be
Very capable and motivated. Students will feel protected and educated if teachers have
the necessary professional skills. Because the professors are the reason for it, they will be
motivated to study more and work harder. The teacher will provide adequate and sufficient
learnings to students not only in academics but also in other areas. I believe that a school with
teachers like them would be a productive and efficient learning environment. Young
professionals, as well as globally competitive students, would be born.

 Learning Artifact
Show here the artifacts of this Episode
1. Short narrative about the teacher with a description of the personal qualities and professional
characteristics that you have observed. You may request picture from the teacher.
MY TEACHER, MY HERO

He is a math teacher who specializes in the field. He graduated from Isabela State
University's City of Ilagan Campus with a Bachelor of Secondary Education degree. Currently
teaching in the Senior High School Department at Quirino National High School. He is a member
of the community's youth organization, Quirinian Youth in Action. A respectable, healthy,
spiritual, knowledgeable, humble, determined, and cooperative educator. Mr. Aljun D. Cadorna,
to be precise.
He was everyone's friend, their most trusted guardian, and, most importantly, their best
instructor. Many virtues will be taught to students by him, and these virtues will form the
students. He didn't take pupils aside and teach them how to deal with bullies; instead, he
demonstrated patience. He never gets weary of maintaining order among the students. He acts
as a pop-up notice that constantly reminds students of what they should accomplish and who
they should become as ethical people. He educates students to be polite, fearful of God, and
grateful. He is a teacher who ensures that his kids learn in a safe and conducive environment.
He is a beloved teacher among his students due to his wit and connection to them; he treats
them as if they were family. He has a positive relationship with the pupils, as well as their
parents and other community members. He skilfully imparts academic and life teachings to the
pupils, which will serve as their foundation and strength in pursuing their aspirations.
Furthermore, he is the type of instructor who encourages students to demonstrate their
abilities and talents in the classroom. He motivates the kids to build on their strengths while
also overcoming their weaknesses. Finally, inside the classroom, he emphasizes fairness,
equality, and respect.
In essence, teachers like him have a very fortunate profession. They are, for the most
part, the ones who assist children in determining their potential. They have little eyes on them
at all times, thus it's critical that the teacher performs everything correctly as much as possible.
They are accountable for ensuring the safety of their children at all times. It is satisfying for a
teacher to know that they will aid at least one child, if not more, during the course of their
teaching career.