PHILIPPINE

NORMAL
UNIVERSITY

CONTENT AND PERFORMANCE-BASED

ASSESSMENT AND EVALUATION IN
VALUES EDUCATION

PODCAST

Student Year and Section

Matienzo & Santillan 3-11
QUESTION: WHAT POSITIVES DO RANDY WILL GIVE MADISON
REGARDING HIS OBSERVATION ON HER USE OF EMBEDDED
FORMATIVE ASSESSMENT?

Informing the students of their learning targets for the day.

Grouping the class according to their learning progress (Flexible
Groupings)
Ms. Madison Modelled the protractor to the struggling learners
Giving extra assistance to the students who are struggling to use the
protractor
Giving another practice set to those who are struggling through
collaborative work or solo to ensure that they learned to accurately
measure the angles
Giving the students who can accurately measure using the
protractor another task that is more advanced than the previous one
Students are given questions during their activity to make the
students understand and correct the errors that they made.
QUESTION: WHAT STRENGTHS WILL RANDY HIGHLIGHT ABOUT
MADISON’S FEEDBACK TO THE STUDENTS?

She gave an in-class activity which is in line with their learning

target.
The groupings made it easier for Ms. Madison to monitor the
students’ progress in learning.
She used guide questions and student dialogue to address their
errors. This enables the students to learn their errors easier by
reflecting on their own work.
It is close monitoring; she was able to monitor everyone’s work and
whether they are able to accomplish the learning targets.
Ms. Madison was spontaneous. When the other group finished, she
gave another more challenging task to see if they could already
solve different level of difficulty.
Ms. Madison’s feedbacks, although within the process of the activity,
did not interrupt but became a factor in boosting students’
performance.