• Observe

Observe at least 3 classes- 1 Physical or Biological Science or Math, English, Filipino; 1

Social Science
or Literature/Panitikan, EsP and 1 P.E / Computer/EPP/TLE.

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

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

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

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

Instructors will be more likely to be able to give students with opportunities to study
and practice the knowledge and skills that will be required on the various assessments
established for the course if assessment tasks are aligned to the learning outcomes.
"Excellent grades" are more likely to translate into "good learning" when evaluations and
objectives are aligned.
• Reflect
 Reflect on pass assessment you have been through. Were they all aligned with what your
teacher taught (with learning outcomes)?
While doing this activity, I had a flashback to previous assessments that I had
completed in senior high school and at this college. There are two types of teachers: one
that clearly demonstrates his or her enthusiasm for teaching and who never tires of giving
his or her all in the classroom. There's also this one teacher who seldom interacts with the
students. When it comes to assessment, the teacher who teaches every day will use this
simple style of assessment that is connected with the learning outcome. Another type of
teacher who hardly teaches is one who uses out-of-the-box assessments that are unrelated
to learning outcomes.

How this affect your performance? As future teacher, what lessons do you learn from this
past experience and from this observation?
Experiencing the mismatched assessment task with the learning outcome allowed
me to concentrate more on the assessment task in order to achieve a good score rather
than the learning itself. This has piqued my curiosity in the subject. Instead of becoming
an active learner, I became a passive learner who did what was asked of me in order to
receive good/high grades rather than growing my knowledge of the subject.
In terms of this issue, we've dealt with it before in our Professional Education
courses, The Assessment in Learning I and II. Our professor has consistently reminded us
of the Do's and Don'ts of creating/completing an assessment. As a prospective educator,
I've learned from my previous experiences, learnings, and observations that the
assessment task should always be aligned with the learning outcomes. Always keep your
students in mind, adopt an approach that will help them learn more, and focus on the
learnings rather than the assessment results. Always remember that the students are at the
center of any assessment. You should give the assessment in such a way that it gauges
the students' learning about the topics as well as awarding them a good mark.
• Observe
Direction: put a check (/) on the test which teacher used. From your teacher’s test item give
example.
 Type of Traditional Assessment Tool /Paper
and Pencil Test
Put a Check (/) Here
Learning Outcome
Assessed Sample test Item of
Resource Teacher
Comments (is the assessment tool constructed in accordance with established guidelines?)
Explain your answer.
Selected Response Type

1. Alternate Response

2. Matching type

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

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

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

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

a.
b.
c. ()
d. ()

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

Student will be able to distinguish exponential function, exponential equation, and

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

Type of Put Learni Sample test Item of Comments (is

Taditional a ng Resource the assessment
Assessment Che Outco Teacher tool
Tool ck me constructed in
/Paper and (/) Assesse accordance
Pencil Test Her d with
e established
guidelines?)
Explain your
answer.
Constructed
Response Type
1. Completion / The 1. The set of values of the The completed
students independent variable test
were able provided students
to (usually x) is called .
define the 2. The resulting y-values with a
after we have substituted in reasonable
domain the possible x- values is basis for the
and required
range of called . responses, and
a 3. In the function f(x) = ∙ () +

function as ℎ where P(x) is linear, the avoided

domain of the function is . mutilated
well as 4. In the function f(x) = statements, all of
locate the ∙ where P(x) is linear, if
() + ℎ
which adhered to
> 0 the range of the the
domain function is standards for
and .
range of 5. In the function f(x) = ∙
creating this type
a of
function.
() + ℎ
where P(x) is linear, test.
if < 0 the range of the
function is
.

2. Short Answer / The This form of short

type answer test asks
students the student to
were able solve a basic
to equation while
represent also filling in the
the domain table with the
and range answers from the
using the solved problem.
set builder They ask
 and
interval precise
notation. questions, and the
problems

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

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

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

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

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

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

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

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

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

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

6. Can rubrics help make students to become self-directed or independent learners? Do

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

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

• Reflect

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

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

1. The volume V of air

Rubrics: remaining in an
5- Shows in-depth comprehension of the pertinent concepts inflated balloon can
and be modeled by the
/or processes, and provides explanations wherever appropriate. function =
4- Shows in-depth comprehension of the pertinent concepts 1,000(0.85) where x
and/or processes. represents the number
3- Shows in-depth comprehension of major concepts although of days that have
neglects or misinterprets less significant ideas or details. passed since inflating
2- Shows gaps in theoretical comprehension. the balloon. What is
1- Demonstrate minor comprehension not being able to the reasonable domain
develop an approach for the situation?
Explain.
2. The function ()
= 65,000(1.5) can be
modeled the
population of
CoCorridtienraitae with author4ities 3 2 a
city for x1, the number of
rPergoafirdciinegnctyhe an Formulated Formulated an
proFdourcmtiounlatreatde an yeFaorsrmtuhlaattedhaveanpassed
o(fscotrhee x 2n)atural exponentia exponentia sinecqeuation20b1u0t. not
exsopuornceesntiaolf l l What
income in afruenactisu functio functio but the
your ocnh as n n ine q
a n uali ty r e
e xp o n p
erensretieaanlts
s on ab l e
rice, cororer corresponding there
rangeis of
no the
given f u n cti o n
sponfisdhing to to
coconut,
production. the function based the
the situatio on
Construct n situation?
given given situation Explain.
an sietuxpaotinoen
ntial
funcItidoena Quite relative Less relative Not relative to
corresponVdeirnyg to to
troelathtieve to
p(rsocdourcetixon2r)ate an the topic and the topic the topic with
thatht eyou twoipll ibce d the with
given wellorganize organization poorly very poorly
. d organized organized
ideas of ideas
ideas

is
Based on the somehow
exponential
expression you inadequate
formulated,
wShpaet lclainngy, ou contNriobut e to
sthpeelling,
situation as a
 responsible youth
Very Several Many spelling,
spelling,
few
Grammar, punctuatio or spelling, punctuation, punctuation, and
and
citizen. n punctuation, and grammatica
Punctuation grammatica grammatica
s and l errors
l errors grammatical l errors
(score x 1)
errors

• Observe
What a Portfolio Includes
Elements of a Presen Missin
Portfolio t? g?
1. Clear Objectives – the objectives of the lesson/unit/course are
clear which /
serve as a bases for selection
2. Explicit guidelines for selection – What, when, where, how are
products/documented performances selected? /
3. Comprehensible criteria – the criteria against which the portfolio
is graded /
must be understood by the learners.
4. Selective significant pieces – the portfolio includes only the
selected /
significant/materials.
5. Student’s reflection – there is evidence that students reflected on /
their
 learning.
6. Evidence of student participation in selection of content of
portfolio – there is proof that students took part in the selection /
of the content of the portfolio.

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

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

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

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

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

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

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

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

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

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

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

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

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

5. Complete the given TOS

No Cognitive Level
Learning Outcome . of Total
Cla Re U A An Ev Cr
ss m n p
Hour
s
1. Explain the mechanism on
how the respiratory and
circulatory systems work 5 2 1 1 2 1 7
together to transport
nutrients, gases, and
molecules to and from the
different parts of the body.
2. Infer how one’s lifestyle
can affect the functioning 5 1 2 1 1 1 6
of respiratory and
Circulatory systems.

3. Identify the components of a

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

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

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

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

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

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

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

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

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

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

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

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

Percentage Score ( × 100

Highest
Learne r' s possible
total raw score
[ ]
c. Percentage scores are then converted to Weighted Scores to show the
importance of each component in promoting learning in the different subjects.

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

Weight of the Components for Grades 1-10

 Langu A MA
Componen EsP Scienc Math EPP/
ag e PE
ts e TLE
P H
Written 30 40 20
Work % % %
1 to 10 Performan
50 40 60
ce
% % %
Task
Quarterl
20 20 20
y
% % %
Assessme
nt

Weight of the Components for Grades 11 -12

Technical –
Academic Track Vocational and
Livelihood
(TVL)/Sports/ Arts
and Designs Track
Core
Subjec Work
ts Immersion/ Work
Research/ Immersion/
All Business All Research/
other Enterprise other Exhibit/
Subjec Simulation subject Perfrorman
ts / Exhibit/ s ce
Performan
ce
Written work 25 25% 35% 20%
11 %
to Performance 50 45% 40% 60%
1 task %
2 Quarterly
Assessment 25 30% 25% 20%
%

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

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

Quarterly Assessment 45 50
Step 2 75
Percentage Score ( PS)= × 100 %
[ 85 ]
PS of Written Work is 88.24
 80
Percentage Score ( PS)= × 100 %
[ 90 ]
PS of Performance task is 88.89
45
Percentage Score ( PS)= ×100 %
[ 50 ]
PS of Quarterly Assessment is 90.00
Written work for Science 10
is 40% Weighted Score (WS)
= 88.24 X 0.40
The Weighted Score of Written Work is 35.30

Step 3 Performance Task for Science

10 is 40% Weighted Score (WS)
= 88.89 X 0.40
The Weighted Score of Performance Task is 35.56

Quarterly Assessment for Science

10 is 20% Weighted Score (WS) =
90.00 X 0.20
The Weighted Score of Quarterly Assessment is 18
Component Weighted
Score Written Work =
35.30 Performance
Step 4 Task = 35.56 Quarterly
Assessment = 18

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

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

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

Quarterly Assessment 58 60
Step 2 105
Percentage Score ( PS)= ×100 %
[ ]
 115
PS of Written Work is 91.30
124
Percentage Score ( PS)= × 100 %
[ 130 ]
PS of Performance task is 95.38
 58
Percentage Score ( PS)= × 100 %
[ 60 ]
PS of Quarterly Assessment is 96.67

Written work for Science 10

is 35% Weighted Score (WS)
= 91.30 X 0.35
The Weighted Score of Written Work is 31.96

Step 3 Performance Task for Science

10 is 40% Weighted Score (WS)
= 95.38 X 0.40
The Weighted Score of Performance Task is 38.15

Quarterly Assessment for Science

10 is 25% Weighted Score (WS) =
96.67 X 0.25
The Weighted Score of Quarterly Assessment is 24.17
Component Weighted
Score Written Work =
31.96 Performance Task
Step 4 = 38.15 Quarterly
Assessment = 24.17

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

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

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

1 stquarter +2 nd Quarter + 3rd Quarter +4 th Quarter

Final Grade by Learning Area= 4

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

∑ of Final grades of all learningareas

General Average= total number of learning areas∈agrade level

For Senior high school, the two quarters determine the final grade of the semester.
1 stquarter +2 nd Quarter 𝗏3 rd Quarter + 4 th Quarter
Final Grade by Learning Area= 2

∑ of Final grades of all learningareas

General Average= total number of learning areas∈agrade level

4. What descriptors and grading scale are used in reporting progress of learners?
A summary of student progress is presented to parents and guardians at a parent-
teacher conference each quarter, during which the report card is discussed. The table
below shows the grading scale and its associated descriptors. At the end of each grade
level, remarks are offered.
DESCRIPTOR GRADING REMARKS
SCALE
Outstanding 90 - 100 Passed
Very Satisfactory 85 - 89 Passed
 Satisfactory 80 – 84 Passed
Fair Satisfactory 70 - 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?
Promoting a student to the next school level or keeping a student in the same grade
level is a decision that must be made wisely and based on evidence. A student who has a
Final Grade of 75 or above in all learning areas is promoted to the next grade level. The
guidelines for learner advancement and retention are listed in the table below.

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

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

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

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

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

Quarterly Assessment 45 50

75
Percentage Score ( PS)= × 100 %
[ 85 ]
PS of Written Work is 88.24
80
Percentage Score ( PS)= × 100 %
[ 90 ]
PS of Performance task is 88.89
45
Percentage Score ( PS)= ×100 %
[ 50 ]
PS of Quarterly Assessment is 90.00
Written work for Science 10
is 40% Weighted Score (WS)
= 88.24 X 0.40
The Weighted Score of Written Work is 35.30

Performance Task for Science

10 is 40% Weighted Score (WS)
= 88.89 X 0.40
The Weighted Score of Performance Task is 35.56

Quarterly Assessment for Science

10 is 20% Weighted Score (WS) =
90.00 X 0.20
The Weighted Score of Quarterly Assessment is 18
Component Weighted Score
 Written Work = 35.30 Performance Task = 35.56 Quarterly Assessment = 18

Total = 88.86
The initial grade is 88.86

The transmuted and the Quarterly Grade is 93.

The Descriptor for this 93 is OUTSTANDING.

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

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

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

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

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

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

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

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

2. Describe how the resource teachers communicated learners’ assessment results and
grades to parents.
A teacher's standard practice is to first inform parents about how grades are
calculated so that they may comprehend why their children have high or low grades.
 3. Did parents raise questions or concerns? If yes, what were their
questions/concerns?
Some parents inquire about their children's behaviour and performance in class.
4. How did the resource teacher handle their questions and concerns? What answers did
he/she give?
The teacher responds to the questions by informing the parents about the students'
improvements and behaviours observed throughout the lesson. The teacher focuses more
on the positive comments from the students, as well as informing the parents about the
students' outputs that were shown and present in the classroom.

B. Interview with Resource Teacher

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

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

C. Interview with Students

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

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

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

D. Interview with Parents

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

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

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

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

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

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

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

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

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

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

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

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

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

• Observe
Competencies of the Professional Teacher: A Special
Case

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

Thank you very much,

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

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

MR. JODEL AGBAYANI

Name and Signature of the Teacher Informant (Peer)

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

Answer the following questions:

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

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

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

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

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