LEARNING EPISODE 13: ASSESSMENT OF LEARNING (Summative Assessment)

OBSERVE, ANALYZE, REFLECT

Activity 13.1 Exploring the School Campus

Resource Teacher: Teacher’s Signature: School: _____________

Grade/Year Level: Subject Area: Date: ______________

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.
Subjects Learning Assessment Task Is the assessment If not aligned,
Outcome/s (How did Teacher improve on it.
assess the learning tool/task aligned
outcome/s? Specify. to the learning
outcome/s?

English Create a poem Paper and pencil Yes It is aligned

about Heroism assessment- The
teacher let the students
write a poem with a
rubric
Physical Education To dance Chacha Performance task Yes It is aligned
TLE -Cookery To identify parts of Paper and pencil tests - Yes It is aligned
sandwich Identification

ANALYZE

1. Are all the assessment tasks aligned to the learning outcome?

ANSWER: Yes, all the assessment tasks aligned to the learning outcome.

2. What are possible consequences if teacher's assessment tasks are not aligned to learning outcome/s? Does this
affect assessment results? How?
ANSWER: If a teacher's assessment tasks are not in line with the learning outcome(s), it may result in the
students not fully achieving the learning outcomes. It would be impossible to quantify the impact of evaluation
outcomes, because the instruction did not correspond to the desired learning objective, students learned from it.
3. Why should assessment tasks be aligned to the learning outcomes?
ANSWER: The assessment tasks should be aligned to the learning outcomes to attain the objectives of the lesson
and to have an organized lesson. This ca be achieved only if the intended learning outcome are aligned in
assessment learning process.

REFLECT

 Reflect on past assessments you have been through. Were they all aligned with what your teacher taught
(with learning outcomes?
ANSWER: When I think back on the pats evaluation I underwent, I recall that all assessments given to us were
aligned with the learning objectives/outcomes given or provided.
 How does this affect your performance? As a future teacher, what lesson do you learn from this past
experience and from this observation?
ANSWER: The lesson I learned from this lesson and from the observation is that as a future teacher, we must be
cautious with all the teaching process we employ. We must take proper ways on utilizing the assessment tools and
make sure that all the processes included in the lesson, from the learning objectives up to the assessment are
congruent and in harmony with each other.

Activity 13.2 Observing the Use of Traditional Assessment tools

Resource Teacher: Teacher’s Signature: School: _____________

Grade/Year Level: Subject Area: Date: ______________

OBSERVE

 Observe classes and pay particular attention to the assessment tool used by the teacher.
 With teacher's permission, secure a copy of the assessment tool.
Direction: Put a check (√) on the test which teacher used. From your teacher’s test items, give an example.
Type of Traditional Put a Learning Sample Test Item Comments(Is the
Check Outcome of
Assessment (√) Here assessment tool
Tool/Paper and Assessed Resource
Teacher constructed in
Pencil Test
accordance with
established guidelines?)
Explain your answer.

Selected Response Type

1. Alternate √ Determine the Mama Lena’s Yes, the assessment tool
dreams of each greatest dream is constructed in accordance with
response character from the to become a doctor established guidelines because it
selection allow them to determine the
dreams of each character from
the selection
2. Matching Type √ Determine the A. Her dream was Yes, the assessment tool
dreams of each to invest on a constructed in accordance with
character from the liquor store- established guidelines because it
selection allow them to determine the
B. Walter dreams of each character from
the selection
3. Multiple Choice √ Determine the The play A Raisin Yes, the assessment tool
relevance of the in the Sun depicts constructed in accordance with
ideas presented in what social issue? established guidelines because it
the poem to their allow them to determine the
everyday life. relevance of the ideas presented
in the poem to their everyday
life.
4. Others NOT OBSERVED NOT NOT OBSERVED
OBSERVED

Constructed-Response Type

1. Completion NOT OBSERVED NOT NOT OBSERVED

OBSERVED

2. Short answer √ Determine the Which character Yes, the assessment tool
type relevance of the from the play can constructed in accordance with
ideas presented in you relate yourself established guidelines because it
the poem to their to? allow them to determine the
everyday life. relevance of the ideas presented
in the poem to their everyday
life.
3. Problem solving √ Determine the If you were the Yes, the assessment tool
relevance of the character in the constructed in accordance with
ideas presented in story, what will established guidelines because it
the poem to their you do to allow them to determine the
everyday life overcome your relevance of the ideas presented
own problem? in the poem to their everyday
life.
4. Essay-restricted NOT OBSERVED NOT NOT OBSERVED
OBSERVED
5. Essay-non NOT OBSERVED NOT NOT OBSERVED
OBSERVED
restricted

6. Others NOT OBSERVED NOT NOT OBSERVED

OBSERVED

ANALYZE

1. Which assessment tools/tasks were most commonly used by teacher? Which ones were rarely used? Why were
they rarely used?
ANSWER: Paper-pencil tests, in my opinion, are the common form of assessment employed by teachers because
they are simple for them to construct and to determine whether his or her students had learned the lesson they had
shared. The frequently utilized, on the other hand was the performance-based assessments.
2. Based on your answers found in the Tables above in which type of assessment tools and tasks were the
Resource Teachers most skilled in test construction? least skilled?
ANSWER: So far, based on my answers found in the tables above, the resource teacher is skilled in both type of
assessment tools and tasks.
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.
ANSWER: Essays or other written requirements, even if it is a written paper-and-pencil test, cannot be
necessarily considered as an authentic form of assessment because they don’t necessarilymeasure intellectual
accomplishments that are worthwhile, significant, and meaningful unlike performance-based tasks or output-
based tasks where students can explore their learning holistically.

REFLECT

How good are you at constructing traditional assessment tools? Which do you find most difficult to construct?
Any lesson/s learned?
ANSWER: I cannot say how good I am in constructing traditional assessment tools but basing on my own
experience, the
most difficult was constructing a multiple choice type of test. It is difficult because I need to think four choices in
every items and make sure that they are valid and choices are well-provided. It’s quite time consuming.
 Activity 13.3 Observing the Use of Non-traditional Assessment Tools and Scoring Rubrics

Resource Teacher: Teacher’s Signature: School: _____________

Grade/Year Level: Subject Area: Date: ______________

OBSERVE

 Observe classes in at least 3 different subjects and pay particular attention to the assessment tool used by the
teacher.
 With teacher's permission, secure a copy of the assessment tool.
 Study the assessment tool then accomplish Observation Sheet.
 Did your Resource Teacher explain the rubric to the students?
 Which type of rubric did the Resource Teacher use - analytic or holistic?
Authentic Learning Sample of How a product/performance Comment/s
Assessment/No Outcome Product/Performance was assessed (is the
n Assessed scoring
Traditional/Alt One example of a product Describe how the rubric
ernative assessed. (Put a photo of product/performance was constructed
the product/documented assessed. Which was used according to
performance in My analytic rubric or holistic standards?
Teaching Artifacts. rubric? INCLUDE
INCLUDE THE THE RUBRIC IN
RUBRIC IN MY MY TEACHING
TEACHING ARTIFACTS
ARTIFACTS
1. Product Create/ The product was assessed using Yes, based on
draw a a analytic rubric my
poster observation,
illustrating
the the scoring
message of rubric is
the poem
constructed
according to
the
Standard.
2. Performance The performance was assessed Yes, based on
using a analytic rubric my
observation,
the scoring
rubric is
constructed
according to
the Standard.

ANALYZE

1. Between analytic and holistic rubrics which one was more used? Why do you think that type of rubric was used
more?
ANSWER: I think the more used rubrics was the analytic because it’s measure the different aspects of the
performance in every performer/learner.
2. Based on your answers in # 1, what can you say about the scoring rubrics made and used by the Resource
Teachers?
ANSWER: The scoring rubrics made and used by the Resource Teachers was appropriate to the lesson that they
discussed in the class. The teacher explained to her students what is needed to be achieve in their
activities.
3. Will it make a difference in assessment of student work if teacher would rate the product or performance
without scoring rubrics? Explain.
ANSWER: Yes, the absence of rubrics will affect how student work is evaluated because students would not
have known what to do if the teacher had given a performance challenge without a rubric.Moreover, they might
just create a performance task for the sake of the grade rather than aiming for high marks.
4. If you were to improve on one scoring rubric used, which one and how?
ANSWER: For me, there is no need to improve of the scoring rubric because I saw that it is aligned to the given
performance by the teacher.
5. 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.
ANSWER: Essays or other written requirements, even if it is a written paper-and-pencil test, cannot be
necessarily considered as an authentic form of assessment because they don’t necessarily measure intellectual
accomplishments that are worthwhile, significant, and meaningful unlike performance-based tasks or output-
based tasks where students can explore their learning holistically.
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?
ANSWER: Rubrics do indeed help students become autonomous learners by assisting them in realizing their
objectives when completing performance tasks. Rubrics, however, also helped in assessment of AS learning
because pupils may determine for themselves whether they have met the standards set by their teacher.
7. Does the Scoring Rubric in this FS Book 1 help you come up with better output?
ANSWER: Yes, the scoring rubrics in FS 1 help me to come up with a better output because I always consider
this rubric while answering the activities in my FS 1 book.

REFLECT

Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the years as a student.
ANSWER: Based on my own experience, the authentic assessment tools and task are new because we have come
to be products of K-12 curriculum and there has been updates and changes as soon as the K-12 curriculum is
implemented We are all aware of how much the K–12 curricula have changed the education system from the past.
As I can remember, when I was in primary school, all of the tests were more focused on memorizing, but when
the K-12 curriculum have taken effect. Authentic curriculum emerged and were promoted to be used in all year
level.

Activity 13.4 Scrutinizing the Types and Parts of a Portfolio

Resource Teacher: Teacher’s Signature: School: _____________

Grade/Year Level: Subject Area: Date: ______________

OBSERVE

1. Ask your Resource Teacher for samples of portfolio, if any. If there are, select one best portfolio from what you
examined.
2. If none, research for a sample portfolio and include them in My Learning Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/researched by you, accomplish Observation
Sheet #
4. Put a check in the right column.
 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 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
student was supposed to learn was learned?
ANSWER: With OBE in mind, the basis for the selection of pieces of evidence to show that what the student was
supposed to learn was learned are the outputs, activities and works assessed or to be assessed that suit the learning
objectives or outcomes. These learning outcomes should be met by the works or activities included in the
protfolio to assess is the students have learned what they are supposed to learn.
2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio does this fall?
ANSWER: From the elements above, I think this falls on the development and growth portfolio because there are
pieces of evidence that students reflect themselves about about the learning they gained from the lesson.
Elements of a DEVELOPMENT/GROWTH Portfolio (Which type of 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, i.e. (first drafts and corrected/revised versions.)
6. Student's Reflections

3. Where and when does the teacher make use of each of the 3 types of portfolio?
ANSWER: There are specific time where and when the teacher use the portfolio because there are certain and
essential characteristics or purpose featured in each type of portfolio. For instance, the development/growth
portfolio is used when the teacher want to assess the development or learning progress of the students throughout
a specific time-period and activity. Another is the showcase/display portfolio which teachers use to let students
present their learnings and skills to a certain point. On the other hand, the assessment/evaluation portfolio is used
whne the teacher aims to evaluate students prior learning and later assess if they have learned and achieved the
learning outcomes through activities.

REFLECT

Have portfolios 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?
ANSWER: The portfolio assessment make the learning more auhentic and holistic because it allows learner to
explore their own learning, their growth and development. It provides learners the opportunity to intellectual
accomplishments that are worthwhile, significant, and meaningf ul. Also, the effort exerted on portfolio
assessment indeed commensurate to the improvement of learning and development of learners' metacognitive
process that result from the use of portfolio.

Activity 13.5 Determining the level of Teacher’s Questions

Resource Teacher: Teacher’s Signature: School: _____________

Grade/Year Level: Subject Area: Date: ______________

OBSERVE

1. Observe a teacher in the classroom.

2. Note his/her questions both oral and written.
3. Score him/her according to the level of questions that he/she asks from remembering to creating and
metacognition and self-system thinking. You may also refer to written tests for samples of questions in the
various levels.
4. Make tally, then get the total. Use Table 1 and Table 2 separately.
Table 1. Number of Questions per Level
 Cognitive Rank Cognitive Rank Tally of Total
Processes Processes (and Assessment
(Bloom as Kendall and Tasks/Questions
revised by Marzano)
Anderson and
Krathwohl)
Self-system 6 I 1
Thinking
Metacognition 5 0
Creating 6-Highest 0
Evaluating 5 0
Analyzing 4 Analysis 3 IIIII-IIIII-IIII 14
Applying 3 Knowledge 4 IIIII-IIII 9
Utilization
Understanding 2 Comprehension 2 IIIII-IIIII 10

Remembering 1-Lowest Retrieval 1 IIIII-IIIII 10

Table 2. Examples of Assessment Questions/Assessment Tasks

Tally and Total Rank Tally and Total Rank Example of Assessment Rank
Score of Score of Tasks/Questions Given by Based on
Cognitive Cognitive Resource Teacher Use
Processes(Bloom Processes (and
as revised by Kendall and
Anderson and Marzano)
Krathwohl)
Self-system 6- What is the importance of today’s 6
Highest lesson in your personal life?
Thinking- 1

Metacognition - 0 5 NOT OBSERVED 5

6-Highest NOT OBSERVED 6

Creating = 0
Evaluating = 0 5 NOT OBSERVED 5
Analyzing = 14 4 Analysis- 14 3 How does the dream of every 3
member of the Younger differ and
agree with one another?
Applying= 9 3 Knowledge 4 Think of heroes from history who 4
have contributed a lot or fought for
Utilization - 9 our freedom. List as many heroes
as you can in a 1/4 sheet of paper

Understanding=10 2 Comprehension - 2 What problem can be identified 2

10 from ‘A Raisin in the Sun’?
a. Depression
b. Poverty
c. Hunger
d. Anxiety
Remembering- 10 1-Lowest Retrieval- 10 1- Who wrote ‘A Raisin in the Sun’? 1
Lowest A. Lorraine Hansberry
B. Edwin Arlington Robinson
I C. Edgar Allan Poe
D. Percy Bysshe Shelley

ANALYZE

1. Which cognitive skill had the highest number of assessment questions? lowest number?
ANSWER: The cognitive skill had the highest number of assessment questions is analysis while the cognitive
skill that has the lowest is the self-system thinking.

2. What do these (lowest and highest number of assessment questions) reveal about Resource Teacher's level of
questions?
ANSWER: Based on the lowest and highest number of assessment questions, it reveals that the Resource Teacher
might be focusing on higher order thinking skills like analyzing by allowing students to analyze more and think
critically.On the other hand, she uses only some of the lowest cognitive skill and highest cognitive skill from time
to time whenever appropriate and needed.

3. Based on Kendall's and Marzano's taxonomy, which are the highest cognitive skills? Give an example of an
assessment question for each of the two highest cognitive skills- metacognitive skills and self-system thinking.
ANSWER: Based on Kendall’s and Marzano’s taxonomy, the highest cognitive skills is the self-system
thinking.An example of it is: What is the importance of today’s lesson in your personal life?
REFLECT

 If you were to rate yourself on HOTS - where will you be from a scale of 1 to 5 (5) as highest) where will
you be?
ANSWER: If I’m going to rate my HOTS, I will rate my self on a scale of 3 because I know myself that I need to
learn more to develop my HOTS. For now, I’m working on it to achieve the highest scale of HOTS
because as a future teacher someday it will help me if achieved it.
 As a future teacher, reflect on how will you contribute to the development of learners' HOTS?
ANSWER: As a future teacher I will contribute to the development of my learner’s HOTS by giving them a fair
questions in their exams or quizzes. I will always use the cognitive skills of Bloom’s Taxonomy to distribute
properly the questions. And also I’m going to allow my students to share their knowledge and connect it to real-
life situation during our discussion so that they will develop their skills in problem solving.

Activity 13.6 Analyzing a Table of Specifications

Resource Teacher: Teacher’s Signature: School: _____________

Grade/Year Level: Subject Area: Date: ______________

REVISIT the Learning Essentials

1. Study the sample of Table of Specifications on Assessment
Learning Outcome No. Of Cognitive Level Total
Class
Hours
Rem Un Ap An Ev Cr

Identify the message of the 1 5 5 3 3 2 23

poem.
Make connections between 2 4 6 6 5 1 22
texts to particular social
issues, concerns, or
dispositions in real life.
Discuss the importance of 1 6 4 3 3 1 17
having a dream and pursuing
it
Determine the relevance of 2 5 7 4 3 19
the ideas presented in the
poem to their everyday life.
Relate the significance of the 2 3 3 5 2 13
ideas to their experiences and
situations.
Formulate solutions on how 1 5 3 4 4 2 1 19
to deal with social concerns
they may encounter in real
life.
Total 9 28 28 25 20 5 2 113

ANALYZE

1. What parts must a TOS contain to ensure test content validity?

ANSWER: To ensure the test content validity, a TOS must contain the equal distribution of questions in every
item of cognitive level.
2. Why is there a need for number of items per cognitive level?
ANSWER: To maintain the fairness of questions in every cognitive level and also to be fair in every students.
3. With OBE in mind, is it correct to put learning outcome not topic in the first column? Why or why not?
ANSWER: For me, it is vital to prioritize the learning outcomes because it is needed to consider the output of
students.
4. Can a teacher have a test with content validity even without making a TOS?
ANSWER: Yes, the teacher can have a test question with content validity even without making TOS but it will
not be reliable.
5. Complete the given TOS.

Activity 13.7 A Completing Students’ Grades based on DepEd Grading System

Resource Teacher: Teacher’s Signature: School: _____________

Grade/Year Level: Subject Area: Date: ______________

OBSERVE

A. Sample Students' Report Card

1. Secure a sample of a Students' Report Card from your Resource Teacher.
2. Study a sample of an unused Student's Report Card. Observe its contents.
3. Ask permission from your Resource Teacher for an interview with him/her and with a group students regarding
the new grading system.
B. Interview of Resource Teacher
1. What are the new features of the latest grading system? What things are you required to do with this new
grading system which you were not asked before?
ANSWER: My resource teacher claims that the new grading system is advantageous to the kids because it is no
longer zero based and it is also advantageous to them because they were able to determine the grades that are
appropriate for each student's performance.
2. Which do you prefer - the old or the new grading system? Why?
ANSWER: Because they use an electronic grading system, according to my resource teacher, she appreciated the
new grading method because it is less work for them.

C. Interview of 5 Students
1. What do you like in the new grading system?
ANSWER: The fact that the new system is no longer zero based is what they enjoy best about it. As long as they
study as hard as they can, there is no way that they will receive a poor mark.
2. Do you have problems with the new grading system. If there is, what?
ANSWER: They have no problems in the new grading system therefore, they don’t have any issue with it.

3. Does the new grading system give you a better picture of your performance? Why or why not?
ANSWER: They claim that the new grading system does, in fact, provide a better picture of their performance
because they are less concerned about receiving failing grades since it is no longer zero based.
4. Which do you prefer - the old or the new grading system? Why?
ANSWER: They prefer the new grading system because it gives them the opportunity to get higher remarks than
before.

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?
ANSWER: The weighted raw score of the students' summative assessments will serve as the basis for all grades.
An individual learning area's passing grade is 60, which is converted to 75 on the report card. For final grades and
quarterly grades, the lowest score that can be recorded is 60.
2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11 to 12. Give an example.
ANSWER: There is one Quarterly Assessment during a grading period, but there should also be opportunities for
students to generate Written Work and perform Performance Tasks to show what they are capable of. Written
Work and Performance Tasks are optional, however they must be distributed throughout the quarter and utilized
to evaluate students' proficiency after each topic has been presented.
3. How do you compute grades at the end of the school year?
ANSWER: My resource teacher said that in order to determine each student's final grade in a separate subject,
she will add up their quarterly grades from first to fourth grade.
4. What descriptors and grading scale are used in reporting progress of learners?
ANSWER: The descriptors and grading scale used in reporting progress of learners are the following:
Outstanding- 90-100 Passed
Very Satisfactory- 85-89 Passed
Satisfactory 80-84 Passed
Fairly Satisfactory 75-79 Passed
Did not meet Below 75 Failed
expectations
5. What are the bases for learners' promotion and retention at the end of the school year?
ANSWER: The bases for learners’ promotion is when the students gets a higher grades after computing the
overall of her grades from 1st to last quarter but if he/she got a below 74 grade then he’s/she’s not going to
promote.
6. What is the report on learners' observed values?
ANSWER: The report on learners’ observed values will depend on the behavior of every students inside or
outside of the classroom.

E. Grade Computation
Show sample computations of a grade:
 in a subject of your choice from Grades 1 to 6 (if you are a future elementary teacher)
 in your specialization if you are a high school teacher)
 Show the percentage contributions of written work, performance tasks and quarterly assessment. Then give
the descriptor. Refer to DepEd Order # 8, s. 2015.

ANALYZE

Analyze data and information gathered from the interview and from your review of an unused t's Report Card and
the DepEd grading system. Student's
1. Do teachers and students like the new grading system? Why or why not?
ANSWER: Both students and teachers I spoke with seemed to prefer the new grading method since using an
electronic grading system made it simple for teachers to compute students' grades. Students benefit from it since it
is simple for them to fulfill their objectives, which include receiving high grades.
2. What are the good points of the new grading system according to teachers? according to students?.
ANSWER: Due to the new grading method, the teacher has little justification for failing pupils who exhibit poor
performance, and the students have a slim possibility of receiving failing grades.
3. What are teachers challenged to do by this new grading system?
ANSWER: Even though the student's response had little to do with the teacher's question, the teacher is
challenged on giving a comparable point to the class.
4. Do you favor the distribution of percentages of written work, performance tasks and quarterly assessment?
ANSWER: Yes I am favor on the distribution of percentages of written work, performance tasks and quarterly
assessment but it depends on the subjects.
5. Did you like the experience of computing grades? Why or why not?

REFLECT

In an era where the emphasis is self-directed learning and demonstration of competencies - knowledge, skills and
values learned (outcomes-based education)- do grades really matter?
ANSWER: In an era where the emphasis is self-directed learning and demonstration of competencies -
knowledge, skills and values learned (outcomes-based education), I believe that grades still do matter because it is
a reflection of the students’ growth and development. It mirrors how well they have performed in school which in
turn allows them to get on track with their own learning. It also attest the efficiency of the teaching-learning
process employed and of the curriculum as a whole.Grades, though does not necessarily define the skills and
abilities of the students, but it also serves a guiding compass for the teachers, parents, stakeholders and the
students themselves to fill in and provided on the lapses and gaps in areas where students need help with and
more so as a motivation for students to work and study harder and smarter.

Activity 13.8 Reporting Students’ Performance

Resource Teacher: Teacher’s Signature: School: _____________

Grade/Year Level: Subject Area: Date: ______________

OBSERVE

Proceedings in a Card Distribution Day

1. Observe how cards are distributed on Card Distribution Day. Describe how cards are distributed.
ANSWER: (Not observed)
2. Describe how the Resource Teachers communicated learners' assessment results and grades to parents.
ANSWER: (Not observed)
3. Did parents raise questions or concerns? If yes, what were their questions/concerns?
ANSWER: (Not observed)
4. How did the Resource Teacher handle their questions and concerns? What answers did he/ she give?
ANSWER: (Not observed)
Interview with Resource Teacher
1. How do you give feedback to your students regarding their performance? When do you give feedback?
ANSWER: Before calculating a student's mark, the resource teacher provides feedback to the student on their
performance so that they are informed if they missed exams or had incomplete projects. The teacher constantly
reminds those pupils that if they don't finish all of their missed assignments in their academic performance, it will
influence their grades.
2. How do you report students' performance to parents? Does the school have a regular way of reporting grades to
parents?
ANSWER: According to my resource teacher, she report her students performance by having a short meeting to
their parents.
3. What problems on grade reporting did you encounter with parents? How did you address it/them?
ANSWER: (Not Observed)

Interview with Students

1. Do you see the meaning of your grades in the School Report Card?
ANSWER: Yes, if it is high then I conclude that I study hard to get high grades but if it is low maybe I have
something missed projects.
2. Does knowing your grade motivate you to work harder?
ANSWER: Yes, because the the higher the grades I got it will motivate me to study hard.

Interview with Parents

1. Does your child's Report Card give you a clear picture of how your child is performing?
ANSWER: Yes , if I saw the report card of my children I already know how her performance in the school.

2. If you were asked what else should be found in the Report Card, which one? Why?
ANSWER: For me, there is no need to add more on the report card because the content is already enough to
interpret students’ performance.
3. Do you find the Card Distribution Day important? Why or why not?
ANSWER: Yes, card distribution is important because this is the only way to monitor the performance of my
children.
4. Any suggestion on how to make Card Distribution more meaningful?
ANSWER: I don’t have any suggestion about the distribution of card because teachers did it in a proper way.

ANALYZE

1. What were the most common issues raised on students' performance?

ANSWER: The most common issues raised on students’ performance was the low grades or failing grades.
2. Based on your observations and findings, what practices must be
a) maintained and
b) improved to make grades and reporting meaningful?
ANSWER: In my own opinion, I think to make it more meaningful the distribution of report card is that students
should also there in order to see their grades together with their parents. And if there is a problem on the
grade they may give some advice their children to make better their grades.

REFLECT

1. Grades are often a source of misunderstanding. How should I do reporting so that it will result to effective
learning?
ANSWER: To prevent misunderstanding the teacher should explain the grading system to the parents and also
he/she
should show the things that they considered in computing their grades.
 LEARNING EPISODE 14: THE TEACHER AS A PERSON AND AS A PROFESSIONAL

OBSERVE, ANALYZE, REFLECT

Activity 14.1 Teacher Personal Qualities: A View from My Lenses

Resource Teacher: Teacher’s Signature: School: _____________

Grade/Year Level: Subject Area: Date: ______________

OBSERVE

Procedure:
1. Secure a permit to observe a teacher.
2. Review the list of the Personal Qualities given above. 3. Follow the code given whether you will observe by
seeing only or you will observe and interview the teacher to gather information.
4. Write down in the column of data results the description of the personal qualities that you have found out. If the
personal quality is not observed by you or is not revealed in your interview, write not observed or not manifested.
Personal Qualities Observe (O) Data Results
Interview (I) I have found out
that. . .. .
a. Dignified Observe Observed
The teacher I observed posses dignity and self-
respect which is why she is also respected by her
colleagues

b. Healthy Observe Observed

The teacher I observed is physically fit and healthy
in all aspects of her well-being.

c. Spiritual Observe Observed

Interview The teacher I observed has own beliefs regarding
her religion and has shown impressive devotion to
her religion and beliefs.

d. Knowledgeable Observe Observed

 Interview The teacher I observed manifested deep
understanding to the field of teaching.

e. Humble Observe Observed

This teacher has manifests good relationships with
her colleagues and students and always keep her
feet to the ground when interacting with others.

f. Determined Observe Observed

Interview This teacher remains strong amid challenges
and under pressure and does not give up easily.

g. Cooperative Observe Observed

Interview This teacher is willing to work together with her
colleagues and shows professionalism and etiquette
towards work and collaboration with other teachers.

ANALYZE

Did you learn from your observation of the teacher? Now let us analyze the information that you have gathered.
Answer the following questions.

1. In Activity 1, what 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?
ANSWER:
 Knowledgeable - A teacher is one of the sources through which student get the knowledge. So, they should
have ability to express the knowledge. The teacher should have ability to express the knowledge that they
have. If the teacher has very good knowledge of the specific subject and he cannot explain that knowledge
then it is of no use. Students love and score better in the subject which they can understand each and every
term properly. Similar to that student love the teacher who explain and make the things simple to understand.
Thus, expressing the knowledge is more important.
 Dignified - Dignity means respect for humanity. Teachers must respect every person, regardless of gender,
sexual orientation, gender diversity, appearance, age, religion, social standing, origin, opinions, abilities and
achievements. A dignified teacher is honorable and worthy, so something that is dignified acts in an
honorable, worthy way, showing great self respect and respect for others. Teacher should always maintain a
dignified personality which could serve as model worthy of emulation by learners, peers, and others. Thus, it
is required that a teacher must at all times be moral, honorable and dignified.
 Determined - A determined teacher is focused on achieving his/her goals despite of any obstacles.
Determined teachers are good decision makers that can assess a situation and decide the appropriate course
of action. Determined teachers help keep students on the oath to success.

2. Which of these qualities do you have? Do you think you can fit as a good teacher someday? Why? Describe
yourself.
ANSWER: Dignified and cooperative because I am the kind of person who is always prepared to offer assistance
to others. I acknowledge my duties and obligations which I have fulfill with sufficient dignity and self-respect.
These traits, I believe, will make me a better teacher. A good teacher must be willing to assist kids in learning and
growing, as even modest gestures can have a significant impact.

REFLECT

1. Good teacher 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?
ANSWER: Yes, the personal qualities that my previous teachers posses have been of an aid to my ability to learn
as a student. Their traits, such as their willingness to take on the role of teacher and aid us in learning and
developing our talents, inspire me to work more so that I can repay the effort.
2. 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.
ANSWER: One personal characteristic of my model teacher that has made an impact in my life is being
determined. Regardless of the overwhelming difficulties in the current educational system, she remained
committed to her work and does not give up easy for her students. It motivates me to have the same tenacity as
she does. My instructor does everything she can to help us, so why shouldn't I do the same thing and return the
favors she extends to us? Seeing how she struggled and overcame her obstacles inspires me.

Activity 14.2 Is the Teacher a Professional Teacher?

Resource Teacher: Teacher’s Signature: School: _____________

Grade/Year Level: Subject Area: Date: ______________

OBSERVE

Procedure:
1. Secure a permit to observe and conduct a survey.
2. Request the following information from the teacher:
a. Name
b. LET License No
c. Evidence of Professional Growth (Masters or Doctorate, Seminars
attended, etc.)
3. Request a co-teacher or the head (only one of the 2) to answer the
checklist/rating scale about your sample teacher.
4. Answer the same survey instrument yourself.
5. Compare the answer of the co-teacher or that of the head with your answer on
the survey. In what items do you have the same answer?
5. Show the results in a summary table.

Name of the Teacher: Maria Luisa Montallana

PRC License No. 0754063 Grade Level Taught: 10
Answer the following statements based on you OBSERVATION of the teacher. Check Yes
or No or Doubtful.
Professional Competence Does the Teacher exhibit the competence of a
professional teacher? Check your answer below.

1. Practices the Code of Ethics for Professional Yes No Doubtful

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 extracurricular activities when
needed

Name and Signature of the Teacher Informant (Peer)

OR:
____________________________________________________
Name and Signature of the Supervisor Informant (Head)
AND

ANALYZE

Did you learn from your observation and interview on teacher’s professional competences? Now let us analyze
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? all competencies Weak? ____ Doubtful? ____ Why?
2. Did your answers to the survey form coincide with the answers of the co-teacher or head of the teacher you
observed? Why?
ANSWER: Yes, the answers I gave in the survey line up with those of the co-teacher or principal of the instructor
you saw. because her performance in the classroom demonstrates that. She carefully crafts her lesson plan and
carries it out brilliantly. She is skilled at responding to a range of student inquiries. Even if the students are taking
the program online, she ensures that the virtual classroom is secure.
REFLECT

Now, it is time to reflect on Activity 2.

Complete the following sentences as your reflections from the results of Activity 2.
1. As a future teacher, the results imply that I should
ANSWER: The findings suggest that, as a prospective teacher, I should put my professional teaching
competencies into practice. I must conduct myself professionally and uphold the principles that a teacher ought to
possess. I must be completely knowledgeable about my chosen field or profession in order to impart knowledge
and help students grow. I cannot impart what I do not possess, and I cannot obtain what I do not labor for.
2. If all the teachers teaching today possess the professional characteristics and competencies as the
teacher/teachers observed then learners will be.
ANSWER: The students who are inspired by their teachers will change into better people if all of the teachers
working today have the professional qualities and skills that the teacher or teachers observed. Students will be
able to expand their knowledge as well as build and master skills that they may utilize outside of the classroom or
apply to real-world situations. Teachers must serve as positive role models for their students in order to inspire
them to work more and develop as people.

SHOW your learning Artifacts

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 a picture from the teacher.

My Teacher, My Hero
The teacher I observes possess a personal quality like being dignified, humble, cooperative, spiritual,
knowledgeable and determined. She is trustworthy and well-liked by the students, and when teaching, she
displays deep and exceptional knowledge of the subject matter. She is resolute and prepared to extend her
hands to assist the students despite the challenges posed by the current state of education, and she displays
consideration while being aware of the circumstances.
The teacher possesses the qualities needed to be a successful educator. She portrays genuine teachers in a
professional manner with the appropriate manners. Teach your lesson with authority and keep up with the
most recent trends in education, curricula, and policies.
Teacher should be a role model for the students, they must help their students to become better student and
individual. This personal and professional qualities made an impact and influences to the learners, they may
not know it or see literally but they really do.
LEARNING EPISODE 15: TOWARDS TEACHER QUALITY: DEVELOPING A GLOCAL TEACHER
OF THE 21ST CENTURY

OBSERVE, ANALYZE, REFLECT

Activity 15.1 A Day in the School Life of a Quality Teacher

Resource Teacher: Teacher’s Signature: School: _____________
Grade/Year Level: Subject Area: Date: ______________

OBSERVE

Note: Observe and record observations on the following aspects as key guide to observations.

Teacher's Major Responsibility Key guide for Observation (Carefully look for the
indicators/behaviors of the teacher along the key points. Write your
observations and description in your notebook. This will be one of
your artifacts.)

A. Actual Teaching This teacher

B. Management of Learning
Administrative Work
1. is learner-centered.
2. acts as a facilitator of learning.
3. has mastery of subject matter.
4. sees to it that learning outcomes are achieved.
5. is pleasant and fair in dealing with the learners.
This teacher
1. allows all learners to participate in the lesson.
2. considers the needs of the learners in the seating arrangement.
3. uses instructional support materials to help learners understand the
lesson.
4. sees to it that learning is achieved within the period of time.
5. dismisses the class on time.
This teacher
1. keeps records of learners' attendance everyday.
2. keeps record of formative and summative tests.
3. submits reports and other documents on time.
4. does other tasks as requested by superiors.
5. cooperates with peers and staff in the cleanliness and safety of the
school.
ANALYZE

Refer to the results of your observation to answer the questions that follow.

1. Which of the three responsibilities shows the majority of the indicators being practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?

ANSWER: The responsibility that shows the majority of the indicators being practiced is the Management of
Learning, to help create a conducive learning environment, helps to avoid waste of time and energy, and also to
create structure and achievable goals for students.

2. Which demonstrated behavior do you find in the teacher that is worthy of emulation when you become a
teacher? Describe.

ANSWER: The demonstrated behavior that I find in the teacher that is worthy of emulation when I become a
teacher is being understanding and patient because one day, when I enter the profession of teaching, I will surely
encounter diverse students with various character and attitude towards learning and as a teacher, being
understanding would be the best trait to deal with that fact.

3. Which of the major responsibilities does this teacher find difficult to comply with? What are the reasons?

ANSWER: Support. When acquiring a new skill or piece of knowledge, students need different and sufficient
assistance that is sometimes hard to provide simultaneously.

4. From your perspective, would you consider this teacher as a quality teacher? Why?

ANSWER: Yes, because she have a strong connection with her students and her students find hr=er discussions
always interesting and enjoyable.

REFLECT
Now, that you have spent one school day to observe this teacher, it would be good for you to reflect on all your
observations by answering reflective questions below.

1. Are you inspired to become a teacher after your observation? If yes, why? If No, why not?

ANSWER: Yes, I'm inspired to become a teacher after my observation because I have learned so many things
that is very helpful for me to develop my skills in the teaching field. I discovered a lot about myself which help
me envision what kind of teacher I will be like someday.
2. When you become a teacher in the future, how else would you do better as a professional teacher?

ANSWER: As a teacher and as an individual, I will do better by being responsible and professional in everything
that I will do. Try to develop my skills more, learn more and become competent.

3. What are some of the concerns that you foresee in the future as a quality teacher? Do you think you will be
ready to address these? Give at least 2 concerns.

ANSWER: Two concerns I foresee are: (1) How to deal with students who shows rude and inappropriate
behavior towards their teachers; and (2) parents who are neglectful and tolerant of these behaviors of their
children. I think I will be ready to address these concerns.

4. In what aspects of the teacher's day, would you like to congratulate the teacher you observed? Can you show
your appreciation to this teacher by sending a Thank you card? (Include this in your artifact)

ANSWER:Hello Ma’am, a pleasant day! Thank you for the things I learned from you. You inspired me to
become a better teacher in the future. I appreciate all of your effort and time.Continue on inspiring your students
and believing on them, that they can achieve greater heights and soar higher to reach their dreams. I am hopeful to
become one of your colleagues someday and be one of many inspirations that students can look up to like you
Thank you so much!

The Creation and Management of the New Learning Environment as a Skill of

Activity 15.2
the 21st Century Quality Teacher

Resource Teacher: Teacher’s Signature: School: _____________

Grade/Year Level: Subject Area: Date: ______________

OBSERVE

Procedure:
1. Draw or sketch the current classroom where you are observing.
2. Indicate and label all significant parts and furniture that you find inside including
these but not limited to:
a) Doors, windows
b) Teacher Table, Demonstration table
c) Cabinets, chalkboard, bulletin boards/display boards, etc.
d) Gadgets, equipment
e) Plant boxes, etc. f. Others not included in the list
3. Draw your vision of a classroom for the 21st century.

A. Current Classroom I am Observing

Grade level_______
 B. My Classroom for the 21st Century

ANALYZE

Make a comparison of your drawing A and B. Describe the similarities and differences. Explain why.

Features of the Present My Vision of the Future Why the Similarity?

Classroom Components classroom Why the Difference?
The classroom is very traditional.
There are chairs arranged in
columns and rows, a blackboard in
front and windows at both sides of
the classroom. There is only 1 door
for both entrance and exit. There are
to teacher’s table, one at the front
and another one at the back. There
is a bookshelf available, a comfort
room and a sink.
The classroom is well-ventilated
with the use of air conditioning
equipment. There are two doors for
entrance and exit and a podium at
the front. There is a projector set on
top of the ceiling and a projector
screen at the front ready to used
when needed but still there is a
blackboard.
The similarities are that the basic
equipment are still present such as
students’ chairs and tables,
blackboard and book shelf. The
differences are that my vision of the
future classroom consist of new and
advance technology as an aid for the
teaching-learning process such as a
ready-set projector. The classroom
is already air conditioned an d the
room is more spacious with a
podium is provided at the front.

REFLECT

Based on the task that you made, what challenges await you as a future teacher? How will you manage learning in
the future classroom? How will you prepare yourself to respond to 21st teaching-learning and become a glocal
teacher?

Make a short paragraph on how will you will manage teaching-learning in the 21st century classroom.

ANSWER:

Based on the task that I made, there is a lot of challenges that await me as a future teacher and these include
managing a classroom, modifying it and designing it to be conducive enough fro students’ learning, and also
the lack or insufficient learning materials and equipment that would aid the teaching-learning process in the
classroom to be more innovative and effective. Regardless, I believe I can manage these problems well by
being resourceful, creative and innovative in my own way. To be prepared to respond to the 21 st teaching-
learning and become a glocal teacher, I must continue on learning. Develop my professional career by
attending seminars and/or enrolling on professional development courses to enhance my skills and be updated
with the trends and new paradigms in education.