“REAL- LIFE BASED ASSESSMENT ON TLE OF INTERMEDIATE LEVEL IN

ELEMENTARY SCHOOL.”

In Partial Fulfillment of the Subject Educ 501- Research Methodology

Submitted to the Faculty of CTE

Victoria G. Marcial, Ph.D

By:

NIEL VINCENT B. ROSALES

August, 2020

I
II
DEDICATION

I dedicate this paper to the Lord Almighty and to the people in front of my

hardships and difficulties.

To our Almighty God, the main source of my courage and strength to pursue

professional continuation. Our God who never leave me and stays always at my side

and lift me up.

To my family who supports me in all aspects of my study. Thank you for not

leaving me.

To the one I love who always motivate me every time I feel down and lost, every

time I feel like giving up. Thank for not giving up on me.

To dear professors, who always give me advice and guidance, thank you for

sharing me the time and your knowledge to me.

And to all people who became part of this paper, thank you for enabling me to

finish this task.

God will continue to guide us and direct our live to the right path of life and

existence.

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TABLE OF CONTENT

DEDICATION …………………………………………………………………………….I
TABLE OF CONTENT…………………………………………………………………..II
LIST OF FIGURES………………………………………………………………………IV
CHAPTER 1-THE PROBLEM
INTRODUCTION…………………………………………………………………1
STATEMENT OF THE PROBLEM…………………………………………….3
SIGNIFICANE OF THE STUDY………………………………………………..4
SCOPE AND LIMITATIONS……………………………………………………5

CHAPTER 2-REVIEW OF REALTED LITERATURE

CONCEPTUAL LITERATURE/THEORETICAL……………………………..6
CONCEPTUAL FRAMEWORK
-PARADIGM OF THE STUDY…………………………………………7
-HYPOTHESIS STATEMENT………………………………………….8
RESEARCH LITERATURE…………………………………………………….9
SYNTHESIS………………………………………………………………………14
DEFINITION OF TERMS………………………………………………………..16

CHAPTER 3-RESEARCH METHODS AND PROCEDURES

RESEARCH DESIGN……………………………………………………………17
POPULATION /SAMPLING…………………………………………………….18
DATA GATHERING INSTRUMENT
-DEVELOPMENT………………………………………………………...18
-VALIDATION…………………………………………………………….18
-ADMINISTRATION……………………………………………………..19
DATA GATHERING PROCEDURE……………………………………………19
ANALYSES STRATEGIES…………………………………………………….21

II
BIBLIOGRAPHY…………………………………………………………………………25
APPENDICES…………………………………………………………………………….27
CURRICULUM VITAE…………………………………………………………………...29

III
LIST OF FIGURES

 FIGURE 1 – PARADIGM OF THE STUDY

 FIGURE 2 – RESEARCH DESIGN

 FIGURE 3 – DATA GATHERING PROCEDURES

IV
 CHAPTER I

THE PROBLEM

INTRODUCTION:

Curriculum is the heart of any educational institution. Without this, education

system would not be meaningful and relevant at all. Curriculum was known to be a set

of subject or competencies that governs the students learning. This are set of academic

and non-academic framework that constitutes mainly in making the students aware of

their skills and abilities and also the level of their intellectuality.

Another important definition of curriculum is that, it is a plan in attaining the goal

especially of education as popularized by Tyler and Taba. Focusing on non-academic

area of curriculum, students were taught to develop their skills and abilities. And this

aim falls under certain field of knowledge known as the TLE or Technology and

Livelihood education and the EPP or Edukasyong Pantahanan at Pangkabuhayan. In

this field, topics or lessons with accordance to daily life activities were introduced and

discussed to students. Example of those includes different household chores like

cooking, cleaning the house, ironing of clothes, etc...

Another lessons includes entrepreneurship, vocational courses such as basket

making, tailoring, electric wiring, etc.

Technology and Livelihood Education or TLE is vital in making the members of

the modern workforce productive. Choosing career path, learning the technology and

1
livelihood skills related to that field or area, can be an excellent way to improve the

chances of succeeding in a career endeavor.

In today’s K to 12 Program under Enhanced Basic Education Curriculum, TLE

has been given an added focus on the education process particularly in tech-voc tracks

or courses.

Technology and Livelihood Education training is another term used for career

training. A student must have some idea of the general career path they want to take in

order to pursue livelihood training. For example, a person may love to cook and bake,

so they will attend a culinary school to learn the art of making gourmet meals and

desserts. In time, they may decide to become a pastry chef, rather than a regular chef

who prepares entrees, appetizers and so on.

In any case, beginning on a career path by attending a school that teaches skills

that relate to a particular industry of field is an excellent way to receive the best

livelihood training.

On another aspect, especially in this millennial age, technology is easy to learn,

even for people in their later decades. In most cases, technology can even make

livelihood training simpler, since using computers, recorders, gadgets and cell phones

may help to get more information about livelihood training in a shorter period of time.

Technology and Livelihood Education in the global community as a subject allows

students to gain knowledge and develop their skills that will transform their lives toward

productive ends.

2
 In TLE, they can maintain their skills in doing some chores like developing

responsible parenthood to have a happy family relationship. It also includes developing

skills in cooking and in poultry, meat and fish cookery.

This subject is important because it can help students to be more skillful in many

ways and these things can help them in life in the near future.

EPP and TLE differs from the grade level where they are introduced. EPP were

taught from grade level 4 to 6. While TLE were taught starting Grade level 7. Each field

has their own competencies and standards that the students must attain in order for

them to pass. And for them to pass, they need to show their knowledge and learning

through written examinations the same with other field of knowledge.

STATEMENT OF THE PROBLEM:

The teaching of EPP/TLE has its legal bases under Section 7 of 1987 Philippine

Constitution Article II and the Republic Act no. 10647 or the act that strengthens the

laddered interface between the Technical-Vocational Education and Training in Higher

Education. There is no doubt that the aim of this framework mainly constitute for the

development of the students and learners in terms of their skills and abilities.

In every school, the common type of evaluation and assessment given in the

students were written examinations and in a form of interview and were just focusing on

rote memorization. Since we are dealing with K to 12 Program under Enhanced Basic

Education Curriculum, students were expected to demonstrate knowledge and skills

aligned with their field of excellence.

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 In accordance to this, evaluation and assessment of students’ skills and abilities

must be attained through real-life based skills and abilities. Since TLE/EPP was known

to be a subject whose competencies were based on real-life activities, it must be an

application type of evaluation and assessment in measuring students’ skills and

abilities.

Since the subject’s core were describe as technical-vocational education,

another factor to be consider was the skills that the students should attain and acquired.

This study will try to assess and evaluate the students using pre-test and post-test

about the real-life skills and abilities for the researcher to be able to construct

assessment and evaluation tool that would be validated through various experts in the

field of technical-vocational subject, the TLE/EPP.

In the formative years of the students, they must acquire the knowledge, the

skills, and the abilities which will enables to develop their strengths and overcome their

weaknesses.

SIGNIFICANCE:

EPP/TLE is a field of knowledge where students were introduced in different

skills related to daily living. This study will let the students, the parents and other

administrative personnel to have prior understanding and knowledge of what the skills

the learners have and how it would be utilized for their future preferences. Also, since

this study talks about student’s preferences, the socio-economic status of them would

give them the chances to decide what specific filed of life are they going to deal with. To

be more specific, this study would also allow the students and parents to decide

4
whether they are going to take college courses or vocational courses with accordance

to their life-and-family status.

SCOPE AND LIMITATIONS

This study focuses on the development and validation of assessment and

evaluation tool to be used in TLE/EPP subject. Students from five sections on grade 6 in

chosen Elementary school would be given pre-test and post-test examination regarding

the real-life based assessment and evaluation. The validation of the instrument would

depend on the experts including the EPP/TLE teachers, Doctors whose major is related

to technical-vocational courses, and other reliable validators.

The specific time allotted for the study consumes 60 days or 2 months in

equivalent.

5
 CHAPTER II

CONCEPTUAL LITERATURE/THEORETICAL

Assessment and evaluation are very essential and one of the most important

tool in students’ learning. In our current curriculum, we are practicing the outcome-

based education wherein the application of students’ learning, skills, and abilities were

being assess and given with emphasis. Through this study, assessment and evaluation

of students’ learning were given more emphasis by applying and conducting real-life

based assessment and evaluation.

The first step in conducting the research starts with the selection of

competencies and objectives from the curriculum guide of EPP/TLE that is aligned with

the tech-voc courses for the development of assessment tool. The course outline for

specific assessment tool includes the knowledge and skills about ICT, industry and

economy, skills training and development, and the like.

The second step, in this research was the development of assessment test, pre-

test and post-test, to be given to the students from grade 6. The result of the test would

be measure using the Pearson Correlation Coefficient formula, Kuder Richardson, and

for hypothesis testing is the T-test and F-test.

6
 After the assessment test is being measured and attest, the validation of it would

be taken place by the field experts especially those who graduated with Doctors

Degree.

When the validation takes place, assessment test would be used for the

students’ learning, assessment and evaluation which is based on real-life skill and

abilities.

CONCEPTUAL FRAMEWORK

Paradigm of the Study

FIGURE 1

INPUT
 Obtaining the Objectives related
to real-life skills and abilities
 Formulating the TOS.
 Formulation of Test Items for
Assessment test; pre-test and
post-test.

PROCESS
 Try-out of the assessment test to the
chosen population.
 Measuring the assessment result
using the different statistical tool
(Kuder Richardson, Pearson, T-test
and F-test sampling)
 Rejecting/Revising/Retaining the test
7
items based on the data analysis.
 OUTPUT
 Parent-Teachers Engagament
Program

Hypothesis Statement

 There are no significant difference in the test scores of the students between

pretest and posttests in each of the different sections.

 There are no significant difference in the test scores of the students in the

respective posttests among the sections.

8
RESEARCH LITERATURE

Real-Life Based assessment, also known as authentic assessment, is a form of

assessment that requires and enables the students to perform real-life activities on the

basis of what they have learned. In other words, authentic assessment is the

meaningful demonstration and application of students’ knowledge. Authentic

assessment is form of assessment in which students are asked to perform real-world

tasks that demonstrate meaningful application of essential knowledge and skills

according to Jon Mueller.

Performance tasks (Jay McTighe, 2015) are learning activities or assessment

tasks that ask students to perform and to demonstrate their knowledge, their

understanding and their proficiency. Performance tasks yield a tangible product and/or

performance that serve as evidence of learning. Unlike selected-response items, like

multiple-choice or matching type, that asks students to select from given alternatives, a

9
performance task presents a situation or scenario that calls for learners to apply their

learning in context.

Performance tasks are commonly used in certain disciplines, such as visual and

performing arts, physical education, and career-technology where performance is the

natural focus of instruction. However, such tasks can and should be used in every

subject area and at all grade levels.

Real-life based assessment and evaluation were terms that best describes

authentic assessment of learning. Authentic assessment is form of assessment in which

students are asked to perform real-world tasks that demonstrate meaningful application

of essential knowledge and skills. It is also a process of engaging the students on

worthy problems or situations wherein students have to use knowledge to come up with

effective and creative performances.

Authentic assessment was also known as performance assessment because

learners are required to do meaningful, realistic, and true-to-life tasks. As an alternative

form of assessment, students were measured and evaluated alternatively which is very

different from traditional form or way of learning. It also provide learners more direct

evidence of meaningful application of knowledge, skills, abilities, understanding, and

intellectuality which was the best indicator of learning; a direct kind of assessment.

There different characteristics of authentic assessment or performance-based

assessment. Since it is one of the essential tool for measuring students learning, there

are variety or certain conditions which this form assessment and evaluation makes this

more reliable and valid. Characteristics of this assessment includes:

10
• Authentic assessment starts with clear, definite, and certain criteria of

performance that should be given and discussed with the learners.

• It must be criterion-referenced rather than norm-reference and must identifies the

strengths and weaknesses but doesn’t compare students nor rank their level of

performance.

• Authentic assessment requires students to make their own answers to question

rather than select from given options and requires them to use range of HOTS.

• Authentic assessment often emphasis performance and therefore students are

required to apply and demonstrate their knowledge, skills, abilities, or competencies in

appropriate scenario or situation.

• Authentic assessment encourages both the teachers and the students to

determine their rate of progress in cooperatively attaining the desired students learning

outing (SLO).

• Authentic assessment does not encourage rote learning and passive taking of

test. Students are required to demonstrate analytic skills, ability to integrate what they

learn, creativity, and ability to work in a group, skills in oral and written communications.

Authentic assessment values not only finished product or outcome but also the process

of learning.

• Authentic assessment changes the role of students as passive test takers into

more active and involved participants in assessment and evaluation activities.

11
 Dealing with authentic assessment and real-life based activities, EPP/TLE is one

of the most known subject that usually used practical activities as a form of evaluation

for the students. EPP or “Edukasyong Pantahanan at Pangkabuhayan” is the name of

the subject from Grade 4 to 6 wherein Filipino was the medium of instruction used for

grade 4 and 5 while the medium of instruction used for grade 6 was English as a

preparation for teaching TLE in English starting Grade 7.

EPP and TLE covers 4 learning areas which includes agriculture and fisheries,

Information Communication Technology or ICT, Industrial Arts, and Home Economics

while entrepreneurship was integrated in all four areas of TLE from Grade 4 to 10.

The teaching of Technology and Livelihood Education has its legal bases under

the 1987 Philippine Constitution Article II, Section 17. An act that strengthens the

Laddered Interface between Technical-Vocational Education and Training in Higher

Education.

Entrepreneurial concepts are taught as early as Grade and became intensified

and promote in Grades 9 and 10, and even more intensified in senior high school where

it is offered as separate applied tech-voc track subject.

TLE is most effectively taught with the use of entrepreneurial, contextualized,

integrative, experiential, authentic, and constructivist teaching-learning approaches and

methodologies. The direct method of instruction and direction which includes the

demonstration method is very appropriate for TLE teaching as TLE being a skill subject.

And for TLE teaching and learning to be holistic and meaningful, it must be integrated

with values and life skills.

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 There are many performance by a learner might be considered as performance

task like tying a shoe or drawing a picture, it is useful to distinguish between the

application of specific and discrete skills just like dribbling a ball, from genuine

performance in context; playing the game of basketball. Performance task given to

students must be with accordance with distinguished characteristics so that learning

would be more authentic and standardized.

The performance tasks must call for the application of knowledge and skills and

not just for recalling or recognizing. In other words, the learner must usually and actually

use their learning to perform. These tasks typically yield a tangible product like graphic

display, a blog post or performance just like oral presentation or a debate that serve as

evidence of their understanding and proficiency.

Performance tasks must be open-ended and typically do not yield a single, sole

correct answer. Unlike selected- or brief constructed- response items that seek only a

“right” answer, performance tasks are open-ended and constructivist in nature.

Otherwise, there can be different responses or answers to the task that still meet

success in criteria. These tasks were also open in terms of process and procedures.

Performance tasks should provide evidence of learning and understanding via

transfer. Understanding and knowledge were revealed when students can transfer their

learning to new and real situations. Remember that not all performances require

transfer. For example, playing a musical instrument by following the notes or cooking

require minimal transfer. In contrast, rich performance tasks are open-ended and

requires “higher-order thinking” and the thoughtful application of knowledge and skills in

context, rather than a scripted or formulaic performance.

13
 The performance tasks are multi-faceted. Unlike traditional test items that

typically assess a single skill or fact, performance tasks are more complex. They involve

multiple steps and thus can be used to assess several standards or outcomes.

Performance tasks can integrate two or more subjects as well as 21st century

learning skills. In the wider world beyond the school, most issues and problems do not

present themselves neatly within subject area silos. While performance tasks can

certainly be content-specific, they also provide a vehicle for integration of two or more

subjects and/or weaving in 21st century skills and Habits of Mind. One natural way of

integrating subjects is to include a reading, research, and/or communication component

to tasks in content area just like in TLE. Such tasks encourage students to see

meaningful learning as integrated, rather than something that occurs in isolated subjects

and segments.

Performances on open-ended tasks are evaluated with established criteria and

rubrics. Since these tasks do not yield a single answer, student products and

performances should be judged against appropriate criteria aligned to the goals being

assessed. Clearly defined and aligned criteria enable defensible, judgment-based

evaluation. More detailed scoring rubrics, based on criteria, are used to profile varying

levels of understanding and proficiency.

SYNTHESIS

Learning and understanding of a child can only be measures, assessed, and

evaluated once he can apply it in real-life situation. And education system when it

14
comes to student’s learning is very particular in such way that it is outcome based. But

nowadays, most of the measures used by the education personnel especially the

teachers were written and in a form paper-and-pencil.

When it comes to easiness and time management, construction of paper-and-

pencil test is an advantage. Teachers are not required to make set of standards that the

students should attain. But this type of assessment and evaluation is being practice for

decades. And the reliability of its result were somehow not accurate especially in the

field technical-vocational subject like EPP and TLE.

In dealing with authentic and genuine learning, evaluation and assessment must

be aligned with what the competency and standards of the subject is demanding

especially in EPP and TLE. As the content of the subject implies, EPP and TLE deal

with performance-based learning and outcome-based education which literally means

that the outputs or end process of students learning must be accurate enough for them

to have life-long learning skills and abilities. This thing would only be attain only if most

of the assessment and evaluation to be done would be aligned of that with TESDA

courses since EPP and TLE deals with technical-vocational course as well.

This thing must be given with enough focus and emphasis so that students could

be cater to more real and genuine changing demand of the world.

15
DEFINITION OF TERMS:

• Curriculum-are set of subject or competencies within educational institution that

were given to the students

• Practicum- is the practical application of knowledge and learning within given

activity.

• Assessment- it is the systematic process of documenting and using observed

data to measure the knowledge, skills, abilities, understanding, comprehension,

and intellect of student.

• Evaluation- is a process of making judgements, assigning values, or deciding on

level or degree of student’s performance.

• EPP- Edukasyong Pantahanan at Pangkabuhayan

• TLE-Technology and Livelihood Evaluation

16
• TESDA- Technical Education and Skills Development Authority

CHAPTER III

RESEARCH METHODS AND PROCEDURES

Research Design

The research designs used in conducting this study were development and

evaluation of test with competencies taken from EPP/TLE curriculum guide and it would

be introduced and conducted to Grade 6 pupils using assessment test; pre-test and

post-test. The test would be used in attaining data and information that will assess

whether the students attain the skills and abilities pertaining to TLE/EPP.

This study will try to give the students and the teachers of the clearer objectives

and competencies that the learners should attain.

To evaluate, assess and validate the result, statistical tools and instrument would

be used in order as well to prove its reliability and validity in catering students’ learning.

17
FIGURE 2: RESEARCH DESIGN

ASSESSMENT
TEST
DEVELOPME EVALUATIO
NT N
OF OF
TEST TEST

Population/Sampling

In this study, the population and participants to be considered would be the

students in five sections currently enrolled as Grade 6 who is taking EPP/TLE subject,

the teachers of the said subject, the administrators, and the experts on the said field.

The persons involved in the study were the key factors in obtaining the needed,

necessary, and essential information in creating assessment and evaluation instrument

for the grade level 6.

As the study implies, the persons were commonly and usually involve and

comprises the education content of the tech-voc subject of EPP/TLE because they have

the experience and the knowledge of the essential information to discus and elaborate

the outcome of this study. Experts from this area would also be the means for the

validation of the real-life based assessment and evaluation for EPP/TLE.

18
DATA GATHERING INSTRUMENT

 Development

o Plotting and attainment of the objectives for the assessment test.

o Construction of TOS

o Construction of Test Items for Pre-Test and Post-test

 Validation

o Kuder Richardson

o Pearson Correlation Coefficient

o Hypothesis Testing: T-test

 Administration

o Conducting assessment test on 5 sections of Grade 6 pupils.

o Measuring assessment result using different statistical tool.

o Validation of the assessment test by experts.

DATA GATHERING PROCEDURES

The main objective of this research is the development and validation of Real-Life

based assessment and evaluation on TLE/EPP. Specifically, it aims to achieve the

following:

1. Construct a real life skills assessment test based on the following competencies

stated in curriculum guide in EPP/TLE:

19
 1.1 The learner demonstrates an understanding of the basic knowledge and skills

in entrepreneurship & ICT, Agriculture, Home Economics, and Industrial Arts

toward the improvement of personal life, family, and community

1.2 The learner demonstrates an understanding of the basic concepts of selected

TLE course in Home Economics, Industrial Arts, Agriculture and Fishery Arts and

ICT competencies common to TLE courses such as use and maintenance of

tools, observing, safety in the workplace, mensuration and calculation, and

interpreting technical drawings; and gains specialized knowledge and skills in at

least one TLE that would enable him/her to obtain NC II.

2. Identify the performances of the students in assessment test in pre-test and post-

test.

Validate the test through

2.1 Pre-test

2.2 Post test

3. Is there a significant difference between performance of the students in the

assessment test in the pre-test and post-test?

4. Is the assessment test valid?

FIGURE 3: DATA GATHERING PROCEDURES

CONSTRUCTING
20
 VALIDATION ADMINISTERING

SCORING

DATA ANALYSIS

Based on the results attained, the following tables were used for the

interpretation.

A. Parents’ Involvement

IMPORTANCE OF EDUCATION
10
9
8
7
6
5
4
3
2
1
0
SA A U D SD

21
 Table 2: Parents expectation to finish high school and college, and be successful.

Out of 10 participant, 80% (8) of them states that they strongly agree that parents expect their children
to finish high school and college and be successful, while 20% (2) participant is agrees.

Analysis of data would be based on the result attained in the measurement of

assessment test. Statistical tools to be used would be the Kuder Richardson, Pearson

Correlation Coefficient, and the T-test for hypothesis testing.

The Kuder and Richardson Formula 20 test checks the internal consistency of

measurements with dichotomous choices. It is equivalent to performing the split half

methodology on all combinations of questions and is applicable when each question is

either right or wrong. A correct question scores 1 and an incorrect question scores 0.

The test statistic is

Kuder-Richardson formula 20

where

k = number of questions

22
pj = number of people in the sample who answered question j correctly

qj = number of people in the sample who didn’t answer question j correctly

σ2 = variance of the total scores of all the people taking the test = VARP(R1) where R1

= array containing the total scores of all the people taking the test.

Values range from 0 to 1. A high value indicates reliability, while too high a value

(in excess of .90) indicates a homogeneous test.

Pearson’s method, popularly known as a Pearsonian Coefficient of

Correlation, is the most extensively used quantitative methods in practice. The

coefficient of correlation is denoted by “r”.

If the relationship between two variables X and Y is to be ascertained, then the

following formula is used:

Properties of Coefficient of Correlation

 The value of the coefficient of correlation (r) always lies between ±1. Such as:

r=+1, perfect positive correlation

r=-1, perfect negative correlation

r=0, no correlation

The coefficient of correlation is independent of the origin and scale. By origin, it

means subtracting any non-zero constant from the given value of X and Y the vale of “r”

remains unchanged. By scale it means, there is no effect on the value of “r” if the value

of X and Y is divided or multiplied by any constant.

23
1. To interpret its value, see which of the following values your correlation r is closest to:

Exactly –1. A perfect downhill (negative) linear relationship

–0.70. A strong downhill (negative) linear relationship

–0.50. A moderate downhill (negative) relationship

–0.30. A weak downhill (negative) linear relationship

0. No linear relationship

+0.30. A weak uphill (positive) linear relationship

+0.50. A moderate uphill (positive) relationship

+0.70. A strong uphill (positive) linear relationship

Exactly +1. A perfect uphill (positive) linear relationship

For hypothesis testing,the formula:

tc = = -μ

s/√n

t-test is used to draw inference on a mean in one-population case assuming thet

the entries are normally distributed but the variance is unknown. The test statistic is

used in order to lead for the rejection of null hypothesis in favor of the alternative

hypothesis in the t-statistic, tc.

The critical value is obtained using the t-tabular value.

24
25
BIBLIOGRAPHY:

BOOKS

• Arellano, A. D., & Ordona M. (2016). Plaridel, Bulacan: St. Andrew Publishing

House

• Brenda, B. B., & Salandanan, G. G., (2013) “Principle of Teaching (with TLE) 2.

Quezon City, Metro Manila: LORI MAR Pub.

• Dizon, E., Reyes, E., & Villena D. K. (2015) “Curriculum Development”. Quezon

City, Manila: ADRIANA PUBLISHING CO., INC.

• Paez, A. M. & Serrano, E. D. (2015) “The Principles of Teaching 1”. Quezon City,

Manila: ADRIANA PUBLISHING CO., INC.

JOURNALS/BLOGS

• Canscribe (2017, April 11). The Importance a Practicum Posted in:

CareerDevelopment, Medical Transcription, Work from Home. [Blog Post].

Retrieved from https://canscribe.com/the-importance-a-practicum/

• Brenda Rufener, Jamie Davidson (2000) What Is the Difference Between a

Practicum and Student Teaching? Posted from: College Values Online [Blog

Post]. Retrieved from: https://www.collegevaluesonline.com/faq/what-is-the-

difference-between-a-practicum-and-student-teaching/

26
• McTighe, Jay (2015, April 12). “What is a Performance Task” [Blog Post].

Retrieved from https://blog.performancetask.com/what-is-a-performance-task-

part-1-9fa0d99ead3b

• McTighe, Jay (2015, April 12). What is a Performance Task (Part 1)” published

on the PerformanceTask.com blog. [Blog Post]. Retrieved from

https://www.definedlearning.com/blog/what-is-a-performance-task/

OTHER SOURCES

• JULY 10, 2012 DO 67, S. 2012 – GUIDELINES ON THE IMPLEMENTATION OF

STRENGTHENED TECHNICAL-VOCATIONAL EDUCATION PROGRAM

(STVEP) AND TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)

CURRICULUM

• RA no. 10647

• tesda.gov.ph

• The 1987 Constitution of the Republic of the Philippines

27
 APPENDIX

 Appendix A- Table of Specification – EPP/TLE

TWO-WAY TABLE OF SPECIFICATION

TLE/EPP 6

LEVEL
CONTENT INSTRUCTIONAL NO. OF % OF R U AP AN E C ITEM
DAYS ITEMS ITEMS PLACEMENT
Naipaliliwanag ang 5 4 8   4         1 to 4
kahulugan at
kahalagahan ng
“entrepreneurship”
Nagagamit ang 10 8 15     8       5 to 12
computer, Internet,
at email sa ligtas at
responsableng
pamamaraan
Nakagagawa ng 10 8 15     8       13 to 20
table at tsart gamit
ang electronic
spreadsheet tool
Naipakikita ang 10 7 15     7       21 to 27
wastong
pamamaraan sa
pagpapatubo/
pagtatanim ng
halamang
ornamental pagpili
ng itatanim ·
paggawa/
paghahanda ng
taniman ·
paghahanda ng
mga itatanim o
patutubuin at
itatanim ·
pagtatanim ayon sa
wastong
pamamaraan
naisasaayos ang 5 4 8     4       28 to 31
payak na sira ng
kasuotan sa

28
pamamagitan ng
pananahi sa kamay
(hal. pagkabit ng
butones)
Nakagagawa ng 25 19 39           1 32 to 50
sariling disenyo sa 9
pagbuo o
pagbabago ng
produktong gawa
sa kahoy, ceramics,
karton, o lata (o
mga materyales na
nakukuha sa
pamayanan)
TOTAL 65 50 100 4 50 57
SCORING       1PT 2PTS 3PT
S

 Appendix B – Test Questions

 Appendix C – Validation Sheet

CURRICULUM VITAE

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NIEL VINCENT B. ROSALES
#0007 Barangay Banaybanay
Lipa City, Batangas 4217
Contact Number: 09451242260
Email Address: rosales.niel.vincent@gmail.com

CAREER OBJECTIVES
An individual dedicated to apply the acquired knowledge and work in this institution with
enough knowledge and ability, as innovated, creative and as a professional one.

HIGHLIGHTS OF QUALIFICATION
 Flexible
 Computer Literate
 Good Speaker
 With Fluency in English
 Can Make Immediate Paper Works
 Can Work Under Too Much Pressure

EDUCATIONAL BACKGROUND
Graduate School
Batangas State University (Lipa Campus)
Lipa city, Batangas
2019-2020
Course Description: Master of Arts in Education
Major: Educational Management
(Under Graduate)

Tertiary Education
Kolehiyo ng Lungsod ng Lipa
Lipa City, Batangas
2018-2019
(Graduate)

Course Description: Bachelor of Elementary Education

Major: General Education

Secondary Education
St. Joseph Academy
San Jose Batangas

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 2013-2014

Primary
Rafael M. Lojo Memorial School
Lipa City, Batangas
2009-2010

AFFILIATIONS
“Elementary Teacher” Year: 2019-2020
The Shepherd Christian Learning Center
Year Level: Grade 2, 4, 5, and 6
Subjects Handle: English 4 and 6, Mathematics 4, EPP 4, PE 4, 5, 6, Music 5

“On Job Training” Year: 2018

Rafael M. Lojo Memorial School

“Part-time Tutor” Year: 2017-2018

UPGRADE TUTORIAL CENTER
GRADE LEVEL: GRADE 5, 7, 8, and 11
Subjects Handled: Mathematics, Science, Filipino, and English

“Assistant Manager and Sales Clerk” Year: 2015-2017

Philippine Seven Corporation
Duties: All around clerk and responsible for the needed reports of the store.

ACHIEVEMENTS
LET Passer: September 2019
Rating: 78.60%

Best Demonstration Teaching: Tertiary

Most Industrious Award: Secondary
CAT Wing Commander: Secondary
1st Honorable Mention: Kindergarten and Nursery

SEMINARS ATTENDED

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“TRENDS AND ISSUES IN LICENSURE EXAMINATION FOR PROFESSIONAL
TEACHER”
St. Louis Review Center
ENGR. Decerius G. Ril
SLRC San Pablo Review Director

“2019 IN-SET TRAINING FOR PRIVATE SCHOOL TEACHERS”

APPEAL
Vilma G. Asinas
APPEAL President

“LEADERSHIP 2019 – CONFERENCE FOR STUDENTS PRIVATE ELEMENTARY SCHOOL”

APPEAL
Dr. Noriel C. Navita
Resource Speaker

“THE CROSSROADS OF VALUES AND TECHNOLOGY IN EDUCATION”

APPEAL
Vilma G. Asinas
APPEAL President

“17TH REGIONAL SCIENCE AND MATH QUEST”

ASEP Regional
Dr. Fruit R. Baisa Godoy
President ASEP National

ENGR. Efren De Guzman

President ASEP Regional

“GOOGLE CLASSROOM FOR EDUCATION”

Bounce Back PH Movement
Jason Dela Rosa

“LIFE SKILLS, LIFE LONG LEARNING AND TECH VOC IN THE NEW NORMAL”
Bounce Back PH Movement
Jason Dela Rosa

“EDUCATION IN THE NEW NORMAL”

Bounce Back PH Movement
Jason Dela Rosa
“TEACH WITH QUIPPER IN THE NEW NORMAL”
Bounce Back PH Movement

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 Quipper Philippines
Jason Dela Rosa
Yuki Naotori

“INTRODUCTION TO G-SUITE FOR EDUCATION”

Bounce Back PH Movement
Jason Dela Rosa

PERSONAL INFORMATION
Date of Birth : April 18, 1998
Place of Birth : Banaybanay, Lipa City
Civil Status : Single
Age : 21
Religion : Son of God
Citizenship : Filipino
Language Spoken : English/ Tagalog
Father’s Name : Nelson M. Rosales
Mother’s Name : Sonia B. Rosales

CHARACTER REFERENCES
Ms. Lianne de la Torre
Upgrade Tutorial Center
Owner
09430316789

Ms. Susan C. Valencia

Rafael M. Lojo Memorial School
Teacher III
09392221062
Ms. Rodelyn Balayo
The Shepherds Christian Learning Center
School Principal
09053179614

I hereby attest that all the information above is accurate.

_________________________
Applicant’s Signature

33