EPISODE 13

Subjects

1. TLE-Comercial Cooking Grade 7/8

* Utilize Kitchen tools and equipment

*Performance Task- The class was devided into 3 groups. Each group will prepare a short skit
demonstrating the proper use of kitchen utensils.

*Yes

2. ESP

*Nakapagsusuri ng mga halimbawa ng pagsasaalang alang sa kabutihang panlahat sa pamilya, paaralan,

sa pamayanan o lipunan

*Written quiz- Read and understand the statements below carefully. Identify which social institutions
show consideration for the common good(Family, School, Community, Society)

*Yes

3. English

*Used different types of poetry in writing

* Written task- The students will choose 1 type of poetry and composed a 3 stanza poem.

*Yes

ANALYZE PAGE 160

1. Yes, the assessment task used are all aligned to the learning outcones as well as learning objectives.
2. If the assessment task are not align to the learning outcomes, it is challenging to evaluate the
effectiveness of teaching strategies themselves. Inconsistency between criteria and assessments leads to
frustration and lack of engagement. As a result, it will also affect assessment result because of
inconsistent expectations and unclear outlines. Remeber that alignment of assessment task to learning
outcomes are imperative in order to build trust and motivate your students.

3. To ensure that they we are measuring the right skills and knowledge, and that we are providing
students with opportunities to demonstrate their understanding of the material. Additionally, alignment
between assessment tasks and learning outcomes can help students understand what they are expected
to learn and how they will be evaluated, which can motivate them to engage more deeply with the
material and improve their learning.

REFLECT PAGE 161

Reflect on past assessments you have been through. Were they all aligned with what your teacher
taught (with learning outcomes?)

As far as I remember, there are cases that the assessments used by my previews teacher were not
aligned with the learning outcomes but this rarely happens. But as I think of the reasons behind it,
maybe because there are lessons that are very broad, so it is difficult for the teacher to align it with the
learning outcomes.

How did this affect your performance? As a future teacher, what lesson do you learn from this past
experience and from this observation?

It affects my performance in a way that I find it difficult to answer the assessment by my teacher and
usually got a low score or poor performance in the class. Sometimes, I'm also confuse on where should I
focus during discussion to ne able to answer the expected assessments set by my teacher.

Based from that experiences and previous observation, I realized that it is important to know and apply
the steps in making a lesson plan. I believed that if we already know the steps on how to make our
lesson plan then it will no longer be difficult for us to make a good intended learning outcomes that are
aligned to our assessment learning. Always check your learning outcomes and objectives before doing
the instructional materials and the assessment whether it is exam, quiz, activity or task to ensure
effective and quality learning.
OBSERVE PAGE 176

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ANALYZE Page 176

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?

The basis for the selection of pieces of evidence to show that what the student was supposed to learn
was learned are the activities or the works that suited for the objectives and the objectives should meet
on those activities or works that are included in the portfolio to assess if the students learned what they
were supposed to learn.

2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio does this
fall?

From the elements available above, I think this falls on the development or growth portfolio as it
demonstrates an individual's development and growth over time. Students select and submit pieces of
work that can show evidence of growth or change over time which emphasizes the process of their
learning.

3. There are three basic types of portfolio to consider for classroom use. These are working portfolio,
showcase portfolio and progress portfolio.

1. Working Portfolio also known as "teacher-student portfolio'. As the name implies that it is a project
"in work" it contains the work in progress as well as the finished samples of work use to reflect in
process by the students and teachers. It documents the stages of learning and provides a progressive
record of student growth. This is interactive teacher - student portfolio that aids in communication
between teacher and student . The working portfolio may be used to diagnose student needs . In both
student and teacher have evidence of student strengths and weakness in achieving learning objectives ,
information extremely useful in designing future instruction .

2. Showcase Portfolio also know as best works portfolio or display portfolio. In this kind of portfolio, it
focuses on the student's best and most representative work. It exhibits the best performance of the
student. Best works portfolio may document student activities beyond school for example a story
written at home. It is just like an artist's portfolio where a variety of work is selected to reflect breadth
of talent, painters can exhibit the best paintings. Hence, in this portfolio the student selects what he or
she thinks is representative work. This folder is most often seen at open houses and parent visits. The
most rewarding use of student portfolios is the display of student's best work, the work that makes
them proud. In this case, it encourages self-assessment and builds self-esteem to students. The pride
and sense of accomplishment that students feel make the effort well worthwhile and contribute to a
culture for learning in the classroom.

3. Progress Portfolio- this third type of portfolio is progress portfolio and it is also known as Teacher
Alternative Assessment Portfolio. It contains examples of student's work with the same types done over
a period of time and they are utilized to assess their progress. All the works of the students in this type
of portfolio are scored, rated, ranked, or evaluated. Teachers can keep individual student portfolios that
are solely for the teacher's use as an assessment tool. This is a focused type of portfolio and is a model
approach to assessment. Assessment portfolios used to document student learning on specific
curriculum outcomes and used to demonstrate the extent of mastery in any curricular area.

REFLECT 177

For me, portfolio has not made the learning assessment process inconvenient because it is part of
educating the students, it is part of the learning and also through this we can monitor the progress of
the learners. The portfolio evaluation facilitates the learning assessment process since it allows you to
see if your pupils are making progress and developing through various types of portfolio. And yes, the
effort put into portfolio assessment is commensurate with the improvement in learning and
development of learners' metacognitive processes that come as a result of the students' progress and
development, particularly the metacognitive that occur during the process of creating and completing
the portfolio.

OBSERVE PAGE 184

TABLE 1

Creating---1

Evaluating---2

Analyzing-----1

Applying----2

Understanding----4

Remembering----5

TABLE 2

Creating- Create a personalize wellness plan on the ways on how to achieved holistic health.

Evaluating---What would you suggest

Based on the video about the 5 ways on how to manage emotions to cope up with stress during
adolescence period, what would you suggest to someone who's experiencing emotional breakdown?
Why? Explain.

Analyzing---How important do you think knowing all the steps in managing the issues about health
concerns during adolescence?

Applying----Demonstrate atleast 3 activities to attain physical health.

Understanding: Explain how the different health dimensions are interrelated?

Remembering: What are the 6 factors of problems and health concerns during adolescence?

1. Which cognitive skill had the highest number of assessment questions? Lowest number?

The cognitive skill had the highest number of assessment questions is remembering because this type
of those questions are commonly used by teachers during discussion as a way to check if the students
learned specific information from the lesson. On the other hand, the cognitive skill who had the lowest
number is creating. These type of question is helpful in stimulate learning, develop the potential of
students to think, drive to clear ideas, stir the imagination, and incentive to act based on the topic being
discuss

2. What do these (lowest and highest number of assessment questions) reveal about Resource
Teacher's level of questions?

Based on the lowest and highest number of assessment questions made by the Resource Teacher, it
reveals the level of questions balance because it's based on remembering and analyzing. Remembering,
where the students will recall only on what they discussed on their lesson and analyzing because
students were required to use their higher order thinking skills to measure if they really comprehend the
leason.

3. Based on Kendall's and Marzani's taxonomy, the highest cognitive skills are metacognitive skills and
self-system thinking skills. The metacognitive involves the learners is specification of the learning goals,
monitoring of the learners own process, clarity and accuracy of learning. Simply put involves the
learners organization of their own learning. Meanwhile, the self-system thinking skills univalves the
learners examination on the importance of the learning task and their self-efficacy. It also involves the
learners emotional response to the learning task and their motivation regarding it.

Examples:

Self-system thinking skills- How important do you think holistic health in your life as an individual?

Metacognitive-