Field Study 2 Module Amurao Micalyne R.

Republic of the Philippines
POLYTECNIC UNIVERSITY OF THE PHILIPPINES

OFFICE OF THE VICE PRESIDENT FOR BRANCHES AND CAMPUSES
CABIAO NUEVA ECIJA CAMPUS
FIELD STUDY 4 – EXPLORING THE CURRICULUM
Name of FS student:
Course: Year & Section:
Cooperating School:
EPISODE 1
Cooperation and Partnership in Curriculum Design
YOUR TARGET
At the end of this activity, you should be able to describe through your reflection how
the school promotes partnership and dialogue.
YOUR MAP
Observe the interaction between

and among students, teachers,
and other school personnel
Visit a school and study
its vision, mission and
goals in relation the
school curriculum.
Write down your

observation and discuss
with your classmates
and FS TEACHER
Generate insights from

your observation and Reflect on
discussion your
experience
YOUR TOOLS
For this episode, please use the Activity Forms provided for you below.
OBSERVATION/S:
Student-to-Student Interaction Pattern:

While my resource teacher was giving a lesson, the students took a few moments to
discuss about their personal lives, causing the room to become boisterous, but they quickly
returned to their lectures
Student-to-Teacher Interaction Pattern:

They are courteous while speaking with their instructor; however, when my resource teacher was
delivering a lesson, they took a few moments to chat about their personal lives, causing the class
to become boisterous, but they quickly returned their attention to their lectures.
Teacher-to-Student Interaction Pattern:
The instructor's contact with her pupils in terms of the students asking questions concerning the
lesson to their teacher. My resource teacher saw that a few of the students were not raising their
hands to engage in the lesson, so she encouraged them to do so by asking them questions,
eliciting their opinions, and eliciting their thoughts on the issue.
Student-to-Non-Teaching Personnel Interaction Patterns:
When students engage with non-teaching personnel, they demonstrate respect via their actions.
"Ate,Kuya," they call them in the canteen.
Teacher-to-Teacher Interaction Patterns:
When the two instructors converse, they call each other as "Ma'am and Sir."
ENRICHING ACTIVITIES
Create a scenario where any of the above interactions occur in the school. Make a script
of their dialogue, bearing in mind that this partnership is built on developing a climate of respect,
harmony, and cooperation
MY SCRIPT
Teacher: Please lead the prayer before we begin the new lesson, Kristine?
Student: Thank you, Jesus, for this day and all the benefits you have bestowed upon us.
Please forgive us for our sins and lead us today, Amen.
Good morning, Class! Teacher: Student: Good morning, Professor!
Teacher: What was the purpose of the previews lesson before we started a new one?
Ma'am, it's all about "KAYARIAN NG SALITA," says the student.
Teacher: Excellent! Who among you is familiar with the "Antas ng Pang Uri?"
Ma'am! said the student. Lantaypo!
Teacher: Excellent! Is there another response? Ma'am! said the student. Pahambing po!
Teacher: You're also really excellent! Is there another response? Ma'am! said the student.
Pasukdol po!
Teacher: You're also really excellent! Give them a standing ovation!
MY SCRIPT PART II
Outside the school canteen.
Student 1: Friend! Let’s buy pencil.
Student 2: Ok! With one condition.
Student 3: You wanna bet? That’s good!!!
Student 1: Ok then, what’s the verdict?
Student 2: 1 student meal, if you answer it correctly I’ll treat you both, but if you miss
you treat us both. It’s that fine with you, buddy?
Student 3: That’s great!!! “usapang lalake lang hah”
Student 1: Yah sure!!! What is it?

Student 2: Listen carefully, “paano mo malalaman kung lalake o babae ang nasa CR?”
without knocking and asking just observing.
Student 1: Is there any clue.
Student 2: Nothing!!!
Student 1: Can I call a friend?
Student 2: Nanananana!!!, if you, do you lose!!!
Student 1: OK, ok! I’ll quit, I lose, “siret nah”
Student 2: Hahahaha, wait until the door opens and then you’ll see whether it is a girl or
boy, gets!!!
YOUR ANALYSIS
Why is a classroom a miniature of greater society?
A classroom is a miniature of a greater society because it is where all basic and formal learning
begins. Where all the proper and acquisition of knowledge takes place. It is a part of the society
that engages in promoting and preparing learners for more and broader task, role and obligation.
What is found in the classrooms that are similar to what can be observed in society?
Discussion and interaction among the learners and the teachers in promoting knowledge;
unity, cooperation and creativeness in accomplishing given task and responsibilities;
having a harmonious relationship on each and every member of the class and the facilities
and equipment for learning and development.
_
Peace Concept On Focus:
COOPERATION
You are able to find pleasure in working with another person because you consider this person
Through partnership, the task is done cooperatively and more easily.
Discuss with your FS classmates your thoughts on Cooperation and Partnership in
Curriculum Design. Then write down your thoughts as well as those of your classmates. Please
use the space below.
“TWO IS BETTER THAT ONE”
In designing a curriculum we need the help of others most especially experts in order
to come up with a very effective, progressive and helpful curriculum. There must be a
warm and harmonious relationship among them to ensure that these curriculum must be
properly and actively implemented. There should be a smooth flow of cooperation in
each whoever design such curriculum in order to make it organize.
EPISODE 2
Dialogue in Curriculum Design
YOUR TARGET
At the end of this activity, the students should be able to describe the interaction pattern
that occurs between the teachers and learners as provided in the curriculum.
YOUR MAP
For this process, go through the following steps:
Record how
Visit a school and observe how the roles are
teacher provides the opportunity to the performed by
learners to interact with one another in the teacher and
doing one’s role the learners
Make your own

documentation of the
Highlight the aspect of the dialogue or conversation
dialogue that indicates the based on the observed roles
teacher as a role model I that each one performs
developing the values in which you feel could have
the process of learning been livelier
YOUR TOOLS
For this episode, please use the Activity Form provided for you below.
MY OBSERVATION REPORT
Observations:
During class discussions, the teacher always corrects the errors of the students. She also gave
some exercises to the students to enrich their knowledge on the topic they've discussed .
Situation The Dialogue

The teacher discusses about the topic Student: Ma’am!
speed and velocity. She started her class Teacher: Very good! Another answer?
by checking the attendance of the Student: Ma’am! Pahambingpo!

Teacher: Very good also! Another answer?
students and having some review of their
Student: Ma’am! Pasukdolpo!
past lesson. As they go along the
Teacher: Very good also! Give them a Very
discussion the teacher asked on what's the
good clap!
difference between speed and velocity.
She called some students to answer the
question but they were not able to answer
it. Instead of being disappointed the
teacher tells the right answer to her
students. The teacher show her students
on how to solve the problem step by step.
The teacher then gave the students a
sample problems for the students to solve
then let their students answered it on the
board.
(Describe how the teacher communicates the lesson and how the learners are responding to the
teacher. Take note of the manner the teacher accepts or rejects the responses of the learners. You
may present your observation through direct quotes from the teachers and learners in the
dialogue.)
Personal Reflections on the dialogue
Based on the situation we can infer that the teacher really wants her students to learn. She
was there to guide her students in every possible way so that they can learn from her.
YOUR ANALYSIS
How important are dialogue and substantive conversation in the classroom in

terms of students’ learning?
Dialogue and substantive conversation in the classroom is very important since it
is the way the teacher will know how to address the student’s needs. It is also the way the
students need to express their self like clarifying and asking some questions to their
teachers regarding the topic. In a dialogue, the teacher should always makes her
discussion fun and exciting in that way, the students will be interested not only about the
topic but also in making conversation about the topic with the teacher and their
classmates.
Dialogue can make the discussion more interactive but the teacher will make sure to
control the allotted time for the discussion. Conversation in the classroom will also
make the bond of the teacher and students stronger.
What learning benefits could teachers and students draw from intentional
classroom dialogue?
The dialogue will greatly benefits both teacher and students especially in their interpersonal
and communication skills. It will develop their thought process and their confidence in
conversing to other people. It will also improves their listening skills and their attention
especially during discussions.
DIALOGUE
Curriculum design is not only a matter of brilliant planning. It needs a constant effort to unite
This effort is successful when the people involved believes in the power of dialogue.
Discuss with your FS classmates your thoughts on Dialogue in Curriculum Design. Then
write down your thoughts as well as those of your classmates. Please use the space below.
Dialogue is very important in a classroom because it can benefit both teachers and
students. It is also very important in curriculum design because teachers are one of the
curriculum makers, in this they can freely express their ideas to each other on how to
improve the curriculum.
EPISODE 3
Designing the curriculum and the Learning Activities
YOUR TARGET
At the end of this activity, the students should be able to deliberate on the principles
involved in designing the curriculum and the learning activities provided.
YOUR MAP
In your observation, please do the following steps:
Critique the information from the curriculum theory and practice through observation of the:
Learning environment
Subject matter
Books & Internet Resource used
Write your observations including the information you gather.
Reflect on
your
experience
YOUR TOOLS
For this episode, please use the Activity Form provided for your below.
SUBJECT
LIBRARY AND/OR
THE LEARNING ENVIRONMENT MATTER/S
INTERNET RESOURCES
COVERED
The classroom is conducive to - Properly - Wide range of
learning. explained. textbooks and internet
resources.
- Students are active in - Students
participating in the class. are reading the - Maps and graphics
textbook and
- The teacher is effective in write - Illustration boards
maintaining the motivation of important
students to learn. facts. - Slide shows and
videos
- Well ventilated - A sit work
and activity are
given.
- Students
have lots of
ideas in their
activity.
MY INSIGHTS AND REFLECTIONS:
SUBJECT
LIBRARY AND/OR
THE LEARNING ENVIRONMENT MATTER/S
INTERNET RESOUCES
COVERED
The classroom is clean but not well lighted Physics Books
and ventilated. Some of the armchairs don't
have arms. It has different posters posted on
the bulletin board.

YOUR ANALYSIS
Why should teachers know about curriculum design?
- It is a responsibility of the teacher to know

the curriculum because it serves as a basis on making an objective for proper discussion
and to be able to develop a curriculum design to meet the needs of the learners for
better understanding. And the teachers also will be the one who will implement the
curriculum that is why they must be aware about the given curriculum.
What do most principles and theories of curriculum development have in

common? How is this commonality expressed or spelled out in the
curriculum of the class you have observed?
- The most principle and theories of curriculum in the class that I observed was the
principle of teaching, learning, listening and understanding.
Express yourself and color your world
From your FS experience, keep in touch with your most meaningful learning and
express it through abstract visual representation. Please use appropriate colors to represent
your feeling and significant learning.
Being a teacher is not an easy

task to do. You need to have more patience because you are handling different
character, behavior and character of the students. In teaching process, the
teacher must think of different ways, strategies or teaching style to motivate
students to participate in order to promote effective learning and for the students
to acquire knowledge. And mostly, teachers must be aware of his/her action
because teachers are serve as a role model not only in the classroom but also in
the community because teachers live with dignity and dedication.
EPISODE 4
COOPERATION AND COLLABORATION
YOUR TARGET
At the end of this activity, the students should be able to identify educational programs
that connect the school with the larger historical, social, cultural, and political processes.
YOUR MAP
In your observation, please do the following ramps:
Visit a school and examine their calendar of activities. See how the students, community stakeholders are involve
e rewards for certain practices in delivering services to the stakeholders. Record the observations on the calendar of activities, programs a
YOUR TOOLS
Reflect on how the stakeholders participate in school activities.
CALENDAR OF ACTIVITIES
DATE ACTIVITY/IES PARTICIPANTS ACTIVITY/IES MECHANICS

June Welcome Teachers, Students, Script and Pamphlets
Program Parents, Faculty and
Staff
July Nutrition Teachers, Students, Script and Pamphlets
Month Faculty and Staff
August Buwan ng Teachers, Students, Script and Pamphlets
Wika Parents, Faculty and
Staff
October World Teacher’s Teachers, Students, Script and Pamphlets
Day Parents, Faculty and
Staff
December Christmas Party Teachers, Students, Script and Pamphlets
Parents, Faculty and
Staff
March Recognition Day Teachers, Students, Script and Pamphlets
Staff
ACTIVITY/IES AWARDS GIVEN RECIPIENTS REMARKS

(WINNER)
Welcome Program Earliest Teachers, Students, Advocacy for persons
Parents, Faculty and who are poor.
Staff
Nutrition Month Healthy Individual Teachers, Students, Respect for human
Parents, Faculty and dignity and integrity of
Staff creation.
Buwan ng Wika Tula at Dula Teachers, Students, Compassionate Service.
Staff
World Teacher’s Day Perfect Teacher Teachers, Students, Co-responsibility.
Staff
Christmas Party Dance Party Teachers, Students, Solidarity.
Staff
Recognition Day Honors Teachers, Students, Commitment to
Parents, Faculty and Excellence.
Staff
YOUR ANALYSIS
How important is the involvement of all stakeholders of the school in the school’s
programs and activities?
All stakeholders of the schools are very important to get involved in the school
activities because they are the one who will monitor the needs of such activities. They
are responsible in planning and the preparation of different activities and most
importantly the security of the students. And also, with the involvement of the
stakeholders it motivates students to participate well in the program and to do best in
every task given because of efforts done while preparing such program.
What specific principle of curriculum development justifies the importance of
cooperation and collaboration among all stakeholders of the school?
INTERCONNECTEDNESS
All life forms on earth are connected to each other for mutual support. This is recognition th
There must be a harmonious relationship between all the stakeholders and must actively
participate in all school activities to promote unity and if everyone involves in
improving students
Discuss with your FS classmates your thoughts on Cooperation and Collaboration among
school stakeholders. Then write down your thoughts as well as those of your classmates. Please
use the space below.
Cooperation and collaboration of stakeholders fosters learning. Each of the stakeholders

in the curriculum help each other on order to achieve a common goal. The interaction
between stakeholders gives a big impact for a successful curriculum; this cooperation
can develop firmer their own self-identification. Each stakeholder will realize that the
curriculum will not function well if there's one missing stakeholder. There is no perfect
curriculum but with the help of each other, hand in hand we can come up with better
ideas for the betterment of the school.
EPISODE 5
IMPORTANCE OF CURRICULUM
YOUR TARGET
At the end of this activity, the students should be able to

YOUR MAP
Revisit the school and request the teacher to show you a syllabus of a particular subject.
Analyze the syllabus in terms of the following: topic, learning activities, and assessment of learning
Interview a teacher on the process of preparing the syllabus, giving attention to the following: challenges, resou
Examine the assessment tools used by critiquing whether or not it is

a product-based or performance-based
YOUR TOOLS
MY ANALYSIS REPORT
THE TOPIC LEARNING ACTIVITIES ASSESSMENT OF LEARNING
Soil - Identify a soil - Short Quiz
- Determine the - Oral Recitation

. importance of soil.
- Classify the types of - Demonstration

soil
MY INTERVIEW REPORT
(Analysis of the Topic, Learning Activities, and Assessment used in relation to Curriculum
Elements)
Name of Teacher Interviewed:

Grade/Year Level & Section of Class Handled:
School:
Date of Interview: Interviewer:
Challenges Resources Needed Planning Strategies

Maintaining cleanliness of
the classroom. Use of cleaning Group work
materials
Instructing students to
read more resources for Big books, Peer Tutorial and Group
advance learning. Newspapers, Textbooks Reading
and Online resources
Motivating students to
actively participate in the Colorful instructional Ice breaker or Games related
class. materials and provide to the topic being discussed.
pictures related to the
topic.
YOUR ANALYSIS
How important is it for teachers and curriculum planners to anchor their curricular plans
to specific theories and principles of curriculum development?
-It is important for the teacher to anchor their curricular plans in order for them to have
guide in delivering classroom instruction. It is also because the existing theories are
proven to be effective in a class of diverse students. And it is also helpful for the
teachers to use theories because it can help them save time because they don’t have to
experiment as to what strategy is applicable to their class.
Aside from the teachers, who else should be involved in the curriculum planning? Expound
your thoughts.
Administrators such as the principal should be also involved in curricular planning

because they have the power to control the schedule.
From your FS experience, take a look into your significant learning and personal
reflection. Express it in a simple poem. Then share it with your classmates and your FS teacher.
Take, for example, Math, which is linked to Science since the two are intertwined,
particularly in the fields of physics and chemistry. Because the principles presented
today are results of earlier endeavors, math may be used in conjunction with history.
Even history is linked to other curriculum content such as MAPeH (we need history to
understand the origins of music, arts, and games in MAPeH); Literature
(understanding the past will also help us understand our current literature); and Values
(understanding the past will help us understand our current literature) (we will
understand the change in Values through History). In another area, English and
Filipino are similar in that they have almost identical rules for sentence formation,
parts of speech, and so on. They both have something to do with literature. Science is
also linked to MAPeH in various fields, such as health.
EPISODE 6
PRINCIPLES IN DESIGNING A CURRICULUM
YOUR TARGET
At the end of this activity, the students should be able to give some principles
involved in designing a curriculum.
YOUR MAP
Visit a school and choose a class to be observed. Then arrange with the teacher that you are going to conduct a c
learning environment provided in the lesson plan for specific subject area. Generate information on the following: objectives, strategies, a
Find out whether or not strategies are aligned with the objective and assessment of learning. Make a matrix of
Reflect on your FS experience and share thoughts, insights, and feelings

in class.
YOUR TOOLS
MY OBSERVATION REPORT
Teacher’ Objectives:
To understand and determine the relationship among heat, work, and efficiency
Describe the Strategies:
the teaching strategy used was discovery method and it was accompanied by different
resources like presentation and graphic representation. It allows students to jot down
notes the important facts or ideas related to the concept. It meets the interests and
needs of the learners and it was effective to achieve the teachers objectives.
Describe the Assessment Tools Used:
The assessment method used by the teacher was a formative test and it was administered after
the discussion. The intent was to know whether the students understood well the lesson or to
measure the retention of the students.
OBJECTIVES STRATEGIES ASSESSMENT REMARKS

(Write down the (Describe the (Describe the (Write your personal
teacher’s learning strategies used assessment method/s judgment on the
Objective) by the teacher) & tools / used) alignment of the
Objective, Strategies,
and Assessment)
Define what is Inquiry method The assessment
heat was used as method used was a The formulated
teaching short quiz. The intent objectives by the
Define what is strategy. It was was to measure the teacher were

work appropriate for learning of the observable to the
the lesson and students and to behavior of the
Define what is was effective in improve the critical learners. The
work improving thinking of the teaching strategy
students learners. that was used was
Determine the learning effective and
relationship regarding with applicable to the
among heat, work the topic. objectives. And also
and efficiency the assessment
method that was
used was
appropriate because
it suits to the
teachers objectives.
YOUR ANALYSIS
Why do teachers need to align the objectives, strategies, and assessment?
When objectives, strategies and assessment are properly aligned it means that the
teacher does the right thing in educating the students. In learning objectives it is where
the teacher will think of what he/she wants their students to know and in strategies it is
the reinforcement of learning objectives and prepares students for assessment. While
assessment it is where the different kind of tasks will be given and assess if the
students have achieved the learning objective. Therefore they need to be closely
aligned so that they reinforce one another.
How should teachers align their objectives, strategies, and assessment? Suggest some
strategies.
Since objectives are the basis of instruction so the teacher must prepare objectives that
are capable of doing by the students and then provide teaching strategies that are catchy
to the eyes of the learners in order for them to focus on the discussion and will actively
participate in every task given. Lastly, assessment should be clear and aligned to the
objectives. When assessment is aligned with learning objectives it increases the
probability that the teacher will provide students with the opportunities to learn and
practice the knowledge that will be required on the various assessment.
YOUR REFLECTION
What has been your most meaningful experience in this episode? What makes it
meaningful to you? How could such an experience help you become a better teacher?
My most meaningful experience is that I was able to observe the different types of students and
I can see the pressure or the stress that the teacher might felt when dealing with the students.
And also in this episode I was able to learn the principle and theories of curriculum development
which is planning, implementation and evaluation that helps us understand the process on how to
have better learning outcomes. Such experiences made me realized that being a teacher is not an
easy task to do because you will be handling different characteristics of the students. As a
teacher you must be that someone who is patient and open-minded to the things that you might
encounter. In my observation, I learned that to become an effective teacher you must first know
your students what are their interest or needs and think of different strategies or methods when
teaching a lesson and motivation also must considered in order for the students to actively
participate in the class and to be able to create a productive classroom. Being a teacher is not just
to impart learning to the students but being a teacher means being second parents so teachers
must be passionate to their position and act as a model. Lastly, the teachers must teach the
students the good moral and right conduct in order for them to become a good citizen and teach
on how to apply their learning in the school into a real world situation.
Appendices
Picture of the
School
Organizational Chart
Picture inside the
Picture with the Critic Teacher
Picture with the
Students
FS 5 Learning
Assessment Strategies
Field Study 5 - Learning Assessment Strategies
Name of FS student:
Cooperating School:
COURSE DESCRIPTION
This course provides the students with hands-on experience in selecting,

constructing, and evaluating conventional and authentic assessment tools and launching them in a
different learning environment of the classroom based on the principles of teaching.
Field Study 5 is anchored on these professional education subjects
 Assessment of Learning I
 Assessment of Learning II
GENERAL OBJECTIVES
1. Select, construct and evaluate assessment tools used in the learning environment.
2. Reflect on the importance of the teacher’s knowledge and skills in the use of
different tools.
3. Express one’s views on the use of the different forms of assessment.
LIST OF ACTIVITIES
COMPETENCIES/
LEARNING
FOCUS SPECIFIC TASKS DOMAIN PERFORMANCE
EVIDENCE
INDICATORS
Assessment Episode 1:
tools in the Chart showing
My Assessment List
learning different
environment Observe at least three assessment tools
used by the Apply a wide
classes to find out the
teacher range of
assessment tools used by Planning,
teaching process
teachers Assessing,
skills in
Reporting
List down assessment tools educational
used in class assessment
Classify the assessment Written Reflection

tools as to conventional
authentic or alternative
Episode 2:
My ATM (Available Tests &

Measures)
Visit a class on the

subject area of your
choice. Study the
teacher's objectives of
the lesson. Observe
his/her class, focusing on
the evaluation part of the
lesson Apply a wide
range of
teaching
process skills in
educational
Construct Pen and paper
assessment
test items on the subject A 2-way Table of
Specification
Conduct the pen and

paper test in a class.
Test Item Bank
Analyze and interpret the
Report on Test
data obtained from it
Results and
focusing on target
Analysis
competency
Written Reflection
Episode 3: Extended Essay
Log Me
Read articles on the new

trend of assessment Interview Report
Interpret the
relationship of
Curriculum
Visit a class: do the using the
following: authentic
assessment
Learning
Interview a teacher from varied
Environment
on their experiences assessment
of using authentic Journal/field story tools
assessment
Write a reflective
journal on this activity
Episode 4: Process-oriented
Work Me ON
Select a class to observe Performance

and conduct a series of Assessment Plan
visits.
Identify the performance-

Performance
base activities
Assessment Plan
Apply a wide
range of
Choose one process- Planning,
Sample rubric for teaching-
oriented activity and Assessing,
a process- learning process
design performance and
oriented skills in
assessment. Reporting
assessment educational
assessment
Make rubrics to measure

the quality of performance
or range of effects on
learning.
Portfolio
Develop a portfolio to
assess learning.
Episode 5:
Build Me Up:
Identify product-oriented
performance-based
activities conducted
Creating a
Sample rubrics on Planning,
Choose one product- product-
product-oriented Assessing,
oriented activity from oriented
performance- and
those identified and alternative
based assessment Reporting
design a product-oriented assessment
assessment.
Developed a product-
oriented performance-
based rubric for that
activity.
FS 5 Learning Assessment Strategies
EPISODE 1 “MY ASSESSMENT LIST”
Name of FS student:
Cooperating School:
Your Target
At the end of this activity, you will be keen on identifying and naming different
assessment methods used in the classroom.
Your Map
To be aware of the assessment tools that are used in the classrooms, you will find
interest in observing teachers’ assessment practices.
To hit your Target, work your way through these steps:
Step 5: Reflect on
your Experience
Step 4: Confer with your FS

Teacher your assessment list
Step 3: Describe how each assessment

method was used, including your
personal observations.
Step 2: In your list, classify assessment methods

as conventional and authentic/alternative.
Step 1: Observe at least three classes and make a list of

the assessment method used by teachers
Name of FS student:
Cooperating School:
Your Tools
As you visit schools and observe assessment practices in at least three classes, document
your observations using the activity forms provided for you. For your pen-and- paper test items,
customize a table of specifications and prepare the test material based on the prescriptions of the
school where you do class observation.
CLASS 1 OBSERVATION SHEET
(To be used during the actual observation of the 1st of 3 classes)
Name of the School Observed:
School Address:
Grade/Year Level: Date of Visit:
Subject Are: Topic
Description to its
relatedness
to the: Appropriateness
Skills
Assessment Tools to the
Levels of Developed
Subject Topic/Learners
Learning Length
Matter
Behavior
1 Audio Presentations
2 Classroom Interaction
3 Debates
4 Demonstrations
5 Drawing
6 End-Of-Unit Tests
7 Experiments
8 Individual Conferences
9 Interview
10 Project
11 Small-Group Discussions
12 Speeches
13 Standardized Texts
Student
14 Participation/Involvement
15 Teacher-Made Tests
16 Video Presentations
17 Written Reports
Name of FS student:
Cooperating School:
Your Tools
(To be used during the actual observation of the 2nd of 3 classes)
School Address:
Subject Are: Topic
Description to its
relatedness
Skills
Levels of Developed
Learning Length
Matter
Behavior
3 Debates
4 Demonstrations
5 Drawing
6 End-Of-Unit Tests
7 Experiments
9 Interview
10 Project
12 Speeches
Student
17 Written Reports

Name of FS student:
Cooperating School:
Your Tools
(To be used during the actual observation of the 3rd of 3 classes)
School Address:
Subject Are: Topic
Description to its
relatedness
Skills
Levels of Developed
Learning Length
Matter
Behavior
3 Debates
4 Demonstrations
5 Drawing
6 End-Of-Unit Tests
7 Experiments
9 Interview
10 Project
12 Speeches
Student
17 Written Reports
Name of FS student:
Cooperating School:
Assessment Tools:
Assessment Tools Classification Sheet
Based on your observation of the 3 classes

School Address:
Subject Are: Topic
Description of how the Assessment Method was

used
Performance
Personal Observation Comments
6
7
10
Name of FS student:
Cooperating School:
Assessment Tools:

School Address:
Subject Are: Topic

Paper-and-Pencil Test used
2
3
10
Name of FS student:
Cooperating School:
Assessment Tools:

School Address:
Subject Are: Topic

Personal Communication used
10
Name of FS student:
Cooperating School:
Assessment Tools:

School Address:
Subject Are: Topic

Observation and Perception used
7
8
10
Name of FS student:
Cooperating School:
Your Analysis
Was there a variety of assessment methods used by the teacher? How relevant
was/were the assessment method/s used?
Do you think the expected students’ learning behaviors indicated in the

objectives were properly and appropriately assessed through those assessment
methods?
Name of FS student:
Cooperating School:
Your Reflections
Write your personal reflection of thoughts and feelings about the importance of
the use of appropriate assessment methods in the classroom.
What students and teachers can gain from appropriate assessment tools?
FS 5 Learning Assessment Strategies
EPISODE 2 “My Available Test & Measures Card”
Name of FS student:
Cooperating School:
Your Target
At the end of this activity, you will be adept in designing, using, and interpreting the
results of objectives texts.
Your Way
Designing and using assessment tools sounds interesting, especially if you know the
curricular intentions. Take calculated strides in pursuing this interesting task through these steps:
Step 6: Reflect on
your experience
Step 5: Analyze and
interpret the data
obtained from it focusing
on target competency
Step 4: Conduct the pen-paper

test in a class
Step 3: Make a Table of Specifications
and construct pen-and-paper test items
on the subject observed.
Step 2: Study the teacher’s objectives of the
lesson. Observe his/her class, focusing on the
evaluation part of the lesson.
Step 1: Visit a class on a subject area of your choice.

Name of FS student:
Cooperating School:
Your Tools
As you visit schools, study the teachers’ objectives, formulate test items and interpret
results, make clear documentation of your tasks using the Activity Form provided for you. For
your pen-and-paper test items, customize a Table of Specification, and prepare the test material
based on the prescriptions of the school where you do the class observation.
INITIAL NOTES
Grade Level: Date of Visit:
Subject Matter: Subject Area:
Teacher's Learning Objectives
Desired Conditions and criterion levels of the learning objectives
Other Notes:
Name of FS student:
Cooperating School:
Designing Pen-and-Paper Test
Test Type:
Test Item
Key:
Name of FS student:
Cooperating School:
Your Analysis
Do you think the teacher’s learning objective was appropriately assessed by

your test items? Why? Or why not?
Why did you have to study the teacher’s learning objectives prior to developing
an assessment tool?
Name of FS student:
Cooperating School:
Your Reflections
Write your personal reflection of thoughts and feelings regarding the Peace
Concept of Focus.
Peace Concept on Focus:
Fairness
In assessment, fairness is not only a

matter of teachers’ attitude towards
students. It also involves the use of assessment tools that are appropriate
EPISODE 3 “Log Me”
Name of FS student:
Cooperating School:
Your Target
At the end of this activity, you are well informed on the principles of authentic assessment and its
usefulness in the classrooms.
Your Way
Authentic assessment is an alternative way of assessing students’ learning. To be able to

use it, you must first have a deep understanding of it. To help you hit your target, fly in good
shape through these destinations:
Write a reflective
journal on the activity.
Visit a class and

interview the teacher on his/her experiences in using authentic
assessment
Read articles on new

trends of classroom assessment.
Name of FS student:
Cooperating School:
Your Tools
For this episode, please document your engagement in the tasks using the
Activity Sheets provided for you.
For your reading of selected articles on the new trends of classroom assessment, please
use the sheet below.
Paste your article here

Name of FS student:
Cooperating School:
My Review Notes
Please use this sheet to outline the essential information about authentic assessment that you
draw from the articles your read.
Name of FS student:
Cooperating School:
Reflective Journal
What were your personal strategies in choosing relevant articles to read?
What are your insights and feelings about the new trends in classroom assessment?
What is your most meaningful learning from this activity?
Name of FS student:
Cooperating School:
Interview three teachers about his/her experiences in using authentic assessment, please
go over your Review Notes, Based on these, please draft possible questions you will ask the
teacher and confer with your FS Teacher. When the questions are finalized write them down on
the sheet below. Spare some space between questions where you will write down the teacher’s
response to each question.
My Interview Notes
Name of FS student:
Cooperating School:
go over your Review Notes, based on these, please draft possible questions you will ask the
My Interview Notes
Name of FS student:
Cooperating School:
go over your Review Notes, based on these, please draft possible questions you will ask the
My Interview Notes
Name of FS student:
Cooperating School:
Reflective Journal
How did you feel about the teacher’s experience in the use of authentic assessment?
What do you think have been the gains enjoyed by the teacher and his/her students from
using authentic assessment?
Which part of the teacher’s use of authentic assessment do you feel like improving or
revising?
EPISODE 4 “Work Me On”
Name of FS student:
Cooperating School:
Your Target
At the end of this activity, you will be skillful in designing process-oriented performance
assessments.
Your Way
Now that you have deeply understood the principles and concepts of authentic assessment
and learned lessons from teachers’ experiences in using it in the classroom, you can now go
through the process of designing performance assessment by walking through these steps:
Reflect on your
experience.
Choose on
performance-based
activity and study its processes.
Develop a portfolio of your assessm
Design a performance assessment plan for the activity you h
Visit a class and identify performance-based activities.

Name of FS student:
Cooperating School:
Your Tools
As you observe a class, note down your significant observation of the performance-based
activity in the classroom. Then, make a checklist of the important things you wish to consider in
your assessment planning. For these tasks, please use the Activity Forms provided for you. For
your proposed plan for process-oriented assessment, it is recommended that you use the format
that you agreed in your Assessment-2 class. Please remember that the rubrics are part and parcel
of your assessment plan.
My Review Notes
Describe in bullets the performance-based activity you observe.

Name of FS student:
Cooperating School:
Based on your observatio9nk, make a checklist of the important things you wish
to consider in your performance-based assessment plan. Please use “My Checklist:” for this
purpose
My Checklist
Name of FS student:
Cooperating School:
After making your process-oriented assessment plan on a separate paper using your
agreed format, write down a few notes about your plan. Please use the sheet below.
NOTES ON MY PROCESS-ORIENTED ASSESSMENT PLAN
Date of
Grade Level: Visit:
Subject
Subject Matter: Area:
What are the best features of my process-oriented performance assessment design?

What specific conditions are necessary for the successful use of my process-oriented
performance assessment design?
What basic points should the user of this design consider?

Name of FS student:
Cooperating School:
Organize your process-oriented performance assessment plan in a Show Portfolio with the
following:
Process-Oriented Performance Assessment
Learning Objectives:
General Performance Task
Learning Episodes (descried in terms of student's specific learning

tasks/activities)
Assessment Tasks (described in terms of acceptable standards of learning

behavior)
Rubrics for Assessing Learning

Name of FS student:
Cooperating School:
Reflective Journal
Do you think your originally designed process-oriented performance assessment can
appropriately assess the teacher’s learning objective? Why? /Why not?
Why do teachers need to give attention to the students’ process-oriented tasks? Why do they
need to assess them?
In what conditions can the process-oriented performance assessment be used more
appropriately?
Name of FS student:
Cooperating School:
Your Reflection:
Write your personal reflection of thoughts and feelings about your personal strategies for making your efforts
EPISODE 5 “Build Me UP”
Name of FS student:
Cooperating School:
Your Target
At the end of this activity, you will be skillful in designing process-oriented performance
assessments.
Your Way
Now that you have developed the skills in designing process-oriented performance
assessments, you can now go through the process of designing product-oriented performance
assessments by journeying through.
Visit a class and

identify product-
oriented activities
Reflect on Choose one

your product- oriented
experience activity and study its
processes
Design a
performance
Develop a profolio of
assessment plan for
your assessment
the product-oriented
plan
activity you have
choses
Name of FS student:
Cooperating School:
Your Tools
As you observe a class, note down your significant observation of the product- oriented
activity in the classroom. Then, make an assessment plan. For these tasks, please use the Activity
Form provided for you. For your proposed plan for product-oriented assessment, it is
recommended that you used the format that you agreed in your Assessment 2 Class. Please
remember that the rubrics are part and parcel of your assessment plan.
Observation otes
N
Described in bullets the product-oriented activity you observe.

Name of FS student:
Cooperating School:
Your Plan
Now that you noted your observation, compose your thoughts, and think about what
product-oriented assessment design you think is more appropriate for the classroom you have
observed. In bullet form, list the procedures of your proposed assessment in the box below:
Observation Plan

Name of FS student:
Cooperating School:
following:
My Plan
General Product-Oriented Performance Task:
Target Skills:
Learning Activities (specific tasks):
Assessment Tasks:
Name of FS student:
Cooperating School:
Please write down a few notes about your plan. Please use the sheet below:
NOTES ON PRODUCT-ORIENTED ASSESSMENT
What are the best features of my product-oriented performance assessment

design?
What specific conditions are necessary for the successful use of my product-
oriented performance assessment design?
What basic points should the user of this design consider?
Name of FS student:
Cooperating School:
following:
Product-Oriented Performance Assessment
General Performance Task
Learning Episodes (descried in terms of student's specific learning

tasks/activities)
Assessment Tasks (described in terms of acceptable standards of learning

behavior
)
Rubrics for Assessing Learning

Name of FS student:
Cooperating School:
Your Analysis:
Do you think your originally designed product-oriented performance assessment can

appropriately assess the teacher’s learning objective? Why? /Why not?
Why do teachers need to give attention to the students’ product-oriented tasks? Why do they
need to assess them?
In what conditions can the product-oriented performance assessment be used more

appropriately?
Name of FS student:
Cooperating School:
Your Reflections
Write your reflection of thoughts, feelings, personal learning strategies, insights, or new
understanding from your experience in using authentic assessment.

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Republic of the Philippines

POLYTECNIC UNIVERSITY OF THE PHILIPPINES

FIELD STUDY 4 – EXPLORING THE CURRICULUM

Course: Year & Section:

Cooperation and Partnership in Curriculum Design

Observe the interaction between

Write down your

Generate insights from

Student-to-Student Interaction Pattern:

Student-to-Teacher Interaction Pattern:

Teacher-to-Student Interaction Pattern:

Student-to-Non-Teaching Personnel Interaction Patterns:

Teacher-to-Teacher Interaction Patterns:

Please forgive us for our sins and lead us today, Amen.

Good morning, Class! Teacher: Student: Good morning, Professor!

Ma'am, it's all about "KAYARIAN NG SALITA," says the student.

Ma'am! said the student. Lantaypo!

Teacher: You're also really excellent! Give them a standing ovation!

Outside the school canteen.

Student 1: Friend! Let’s buy pencil.

Student 2: Ok! With one condition.

Student 3: You wanna bet? That’s good!!!

Student 1: Ok then, what’s the verdict?

you treat us both. It’s that fine with you, buddy?

Student 3: That’s great!!! “usapang lalake lang hah”

Student 1: Yah sure!!! What is it?

without knocking and asking just observing.

Student 1: Is there any clue.

Student 1: Can I call a friend?

Student 2: Nanananana!!!, if you, do you lose!!!

Student 1: OK, ok! I’ll quit, I lose, “siret nah”

Why is a classroom a miniature of greater society?

Peace Concept On Focus:

“TWO IS BETTER THAT ONE”

Dialogue in Curriculum Design

For this process, go through the following steps:

Make your own

Situation The Dialogue

by checking the attendance of the Student: Ma’am! Pahambingpo!

Personal Reflections on the dialogue

How important are dialogue and substantive conversation in the classroom in

Designing the curriculum and the Learning Activities

In your observation, please do the following steps:

Write your observations including the information you gather.

have arms. It has different posters posted on

the bulletin board.

Why should teachers know about curriculum design?

- It is a responsibility of the teacher to know

What do most principles and theories of curriculum development have in

Peace Concept On Focus:

Express yourself and color your world

Being a teacher is not an easy

COOPERATION AND COLLABORATION

In your observation, please do the following ramps:

DATE ACTIVITY/IES PARTICIPANTS ACTIVITY/IES MECHANICS

ACTIVITY/IES AWARDS GIVEN RECIPIENTS REMARKS

Peace Concept On Focus:

Cooperation and collaboration of stakeholders fosters learning. Each of the stakeholders

ideas for the betterment of the school.

At the end of this activity, the students should be able to

In your observation, please do the following ramps:

Examine the assessment tools used by critiquing whether or not it is

- Determine the - Oral Recitation