West Visayas State University: Noela Mae M. Coronado BEED 4-A Field Study 1

West Visayas State University
Janiuay Campus
(Formerly Janiuay Polytechnic College, Don Tiburcio A. Lutero Nat’l Comp.School,
Janiuay Nat’l Comp. High School, Janiuay National Vocational High School, Janiuay High
School) Janiuay, Iloilo, Philippines*Trunkline: (063) (033) 317-1894 *Telefax No:
* Website: www.wvsu.edu.ph *Email Address: janiuay@wvsu.edu.ph
Noela Mae M. Coronado BEED 4-A
Field Study 1
ACTIVITY 7. Observing Assessment Practices of Teachers
Resource Teacher: Teacher’s Signature:
School:
Subject Area: Date:
OBSERVE
Observe the assessment practices of your Resource Teacher and answer the following activity.
A. Assessment for Learning Practices
1. Observe what the teacher does or listen to what Teacher says to find out if the students understood
the lesson while teaching - learning in in process.
What Teacher Said Tally Total
Good Morning everyone! III 3
Okay! IIIIIIIIIIIIIIIIIII 19
Very Good IIIIIIIIIII 11
Yes! IIII 4
Do you understand? IIIIII 6
Are you ready? IIIII 5
Are you sure? IIIII 5
Is this correct? IIIIIIII 8
Are you listening? IIIIII 6
Correct. IIIIIIIIIII 11
You don't need to shout. IIII 4
Did you get it? IIIIII 6
What Teacher Did Tally Total

Janiuay Campus
The teacher show some energizer before IIII 4

starting the class.
Asked questions to the students about their

IIII 4
lessons.
Asked aboit their assignment. IIIII 5
III 3
The teacher show some examples, like
photos about their lessons.
The teacher do some games, with III 3

connection to their lessons.
II 2
Partner the students for the pair game
activity.
Show students the video presentation IIII 4

about their lessons.
The teacher give some reminders to the

II 2
students.
IIII 4
Asked about their past lessons.
2. Did the teacher ask the class "Did you understand? If she did, what was the class response?
- Yes, the teacher always asked the student " Did you understand?" ( Naintindihan bala ninyo?) every
after her lesson, or discussion, and the students answer yes.
3. Were the students given the opportunity to ask questions for clarification? How was this done?
- Yes! Everytime that the time the teacher finish her discussion she asked the student if they have any
questions regarding their lessons, and afterwards she answer the questions of the students.
4. If she found out that her/his lesson was not clearly understood, what did teacher do? Did you observe
any of these activities? Please check.
____ Peer tutoring (Tutors were assigned by teacher to teach one or two classmates
____ Each- one-teach-one (Students paired with one another)
__/__ Teacher gave a Module for more exercises for lesson mastery
__/__ Teacher did re-teaching
Others, please specify

_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________
Janiuay Campus
ANALYZE
1. Why should a teacher find out if students understand the lesson while teaching is in progress?
- The teacher should find out if the students understand the lesson while teaching, because it helps
educators make the most of instructional time. The background knowledge that students bring into
the classroom influences how they understand the material you share and the lessons or learning
opportunities you provide.
2. Should teacher record results of formative assessment for grading purposes? Why or why not?
- Recording the results of formative assessment for grading purpose is essential aspect in grading.
Each students entries should identify the Child's current proficiency level with each target and its
criteria. A consistent record is essential for grading reliability. But not for grading purposes, because
formative assessment is not intended for grading purpose.
3. Could an unreasonable number of failures at the end of the term/grading period be attributed to the
non-application of formative assessment? Why or why not?
- Yes! Because when a teacher successfully applied the formative assessment, failure to achieve
learning and its objectives at the end of the term can be avoided, because as soon as possible you'll be
able to reteach and fix things that the learners will fully understand what are being taught.
B. Observing Assessment AS Learning Practices (Self-Assessment)
Find out practices that reflect assessment as learning. Record your observations.
Teacher My Observation
1. Did the teacher provide opportunities for the Yes, the teacher let the students be able to
learners to monitor and reflect on their own monitor and reflect on their own understanding.
learning.
2.What are the proofs that students were These are some proofs that pupils are engaged in
engaged in self – reflection, self – monitoring and self-reflection is by given them task to answer and
self – adjustment? check it afterwards.
3. Did students record and report their own No, the students were not tasks to record and
learning? report their own learning.
4. Did teacher create criteria with the students for Yes, the teacher have given criteria/ rubrics that
tasks to be completed or skill to learned? will be followed by the students during their
activities.
Janiuay Campus
ANALYZE
1. If the student is at the heart of all assessment. then all assessment should support student learning.
Do you agree? Why or why not?
- Yes, I agree. Assessment supports students learning Assessment should be set properly with goals,
instruction, and learning outcomes.
2. Does assessment as learning have the same ultimate purpose as assessment for learning?
- Yes, almost have same purpose. But they difference in a matter of functions and purpose- a matter
of 'who': assessment of learning is a way to see what the students can do while assessment for
learning is a way to see what teachers should do in response
REFLECT
The primary purpose of assessment is not to measure but to further learning. Reflect on your personal
experiences of assessment in school. Were you given opportunities for self-assessment! if yes, what was
its impact on your learning?
-Yes, I was given an opportunities to assess my ownself. It help me to determined what kind of
learners I am. I could able to determine/ discover my strength and weaknesses. And because of it I
focus and always listen to my teacher to have a better understanding of our lesson.
C. Aligning Assessment Task with the Learning Outcome
ANALYZE
1. Is the assessment tasks aligned to the learning outcome?
- Yes, all the assessment task of my resources teachers are aligned on the learning outcomes and
objective they have.
2. What are possible consequences if teacher's assessment tasks are not aligned to learning outcome/s?
Does this affect assessment results? How?
- The possible consequences if teachers assessment tasks are not aligned to learning outcomes is that
it may not possible to achieved by the class.
3. Why should assessment tasks be aligned to the learning outcomes?
- The assessment task should be aligned to the learning outcomes to attain the objectives of the
lesson, and also to have an organized lesson and it will achieve only if the intended learning outcomes
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?
- As I reflect on the past assessment that I had been through, I remember that all assessment that
given to us are aligned with the learning outcomes of our teacher.
Janiuay Campus
How did this affect your performance? As a future teacher, what lesson do you learn from this past
experience and from this observation?
-It did not affect with my performance, because the assessment that we have are aligned with the
intended learning outcomes that are aligned with our assessment learning.
ACTIVITY 8. Analyzing a Table of Specifications
REVISIT the Learning Essentials
A Table of Specification (TOS) is a two-way chart which describes the topics to be covered by a
test and the number of items or points which will be associated with each topic.
Sometimes the types of items are described in terms of cognitive level as well.
1. Borrow a sample of TOS from your resource teacher
2. Study the sample of Table of Specifications on Assessment.
ANALYZE
1. What parts must a TOS contain to ensure test content validity?
- To ensure the test content validity, a TOS must contain the equal distributions of Question
in every item of cognitive level.
2. Why is there a need for number of items per cognitive level?
- There is a need for number of items per cognitive level to maintain the fairness of questions
in every cognitive level and also to be fair in every students.
Janiuay Campus
3. With OBE in mind, is it correct to put learning outcome not topic in the first column? Why or
why not?
-In my opinion, Yes it is correct that we put the learning outcome on the first column instead
of the topic to identify what our goal is at the end of the lesson. It is to identify if our activity
or assessment will be suited to the outcomes that we have.
4. Can a teacher have a test with content validity even without making a TOS?
No, because TOS serve as a guide on making the test to have its content validity. This is the
reason why we need to create our TOS first before making the test questions. If there's no
TOS first, maybe the content of the questions are not valid to the lesson we discussed.
5. Complete the given TOS.
REFLECT
Read this conversation and reflect on teachers’ assessment practices. Write your reflections here.
Student A: Saan naman pinulot ni Teacher ang kaniyang tanong? Niisang tanong sa tinuro, wala! (Where
did Teacher get her test? Not one of what she taught came out!)
Student B: Oo nga.! Nakakaiinis! (You are right! How annoying!")
Did youu have a similar experience? Reflect on it. Will the required use of Table of Specifications as
guide in test construction solve the problem of misaligned tests?
- I also experienced that situation wherein there are some questions in the quizzes and exams that we
are not familiar with, because it is not being discussed by the teacher teacher. So to finish the exam,
we just answer it based on our own stock knowledge without knowing if it is correct or not. I think
TOS is very important in construction of test, because it give content validity and makes the questions
of the test organized.
ACTIVITY 9. Computing Student’s Grades based on DepEd Grading System
OBSERVE
A. Sample Students' Report Card
1. Secure a sample of 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 the Teacher for an interview with him/her regarding the new grading system.
Janiuay Campus
B. Interview of DepEd 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?
- Based on my Resource Teacher, in the new feature of grading system the grading scale changed from
60:40 is the ratio of grading system which is 60% are the written outputs like quizzes and activities and
40% is the performance task become 40:60 where in the 40% is the written outputs while 60% is the
performance task.
2. Which do you prefer - the old or the new grading system? Why?
- According to my resource teacher, she prefer the new grading system, because it's less competitive
and shows a students true potential regardless of ranking.
C. Review of DepEd Order # 8, s. 2015
Read DepEd Order #8 s. 2015. You can research it in the internet
Based on DepEd Order 8, s. 2015, answer the following:
1. What are the bases for grading?

- All grades will be based on the weighted raw score of the learners' summative assessments. The
minimum grade needed to pass a specific learning area is 60, which is transmuted to 75 in the report
card. The lowest mark that can appear on the report card is 60 for Quarterly Grades and Final Grades.
2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11 to 12. Give an example.
- In a Grading period, there is one Quarterly Assessment but there should be instances for students
top produce Written Work and to demonstrate what they know and can do through Performance
Tasks .There is no required number of Written Work and Performance Tasks, but these must be
spread out over the quarter and used to assess learners' skills after each unit has been taught.
Janiuay Campus
3. How do you compute grades at the end of the school year?
- For Kindergarten
 There are no numerical grades in Kindergarten. Descriptions of the learners' progress in

the various learning areas are represented using checklists and student portfolios. These
are presented to the parents at the end of each Quarter for discussion. Additional
guidelines on the Kindergarten program will be issued.
- For Grades 1-10
 The average of the Quarterly Grades (QG) produces the Final Grade.
 The General Average is computed by dividing the Sum of all Final Grades by the total
number of learning areas. Each learning area has equal weight.
 The Final Grade in each learning area and the General Average are reported as whole
numbers.
- For Grades 11 and 12
 The two quarters determine the Final Grade in a semester.
4. What descriptors and grading scale are used in reporting progress of learners?
- The summary of learners progress is shown quarterly to parents and guardians through a parent-
teacher conference, in which the report card is discussed.
5. What are the bases for learners' promotion and retention at the end of the school year?
- A Final Grade of 75 or higher in all learning areas allows the students to be promoted to the next
grade level.
6. What is the report on learners' observed values?
- The learners must be listened so that they observed their mistakes and correct them as the value.
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.
OBSERVE
Analyze data and information gathered from the interview and from your review of an unused Student’s
Report Card and the DepEd grading system.
1. Do teachers like the new grading system? Why or why not?
- Yes, the teacher prefer the new grading system because it is not only about the knowledge but
because the performance and skills have a higher grading scale.
2. What are the good points of the new grading system according to teachers?
- The good points is the scale of performance tasks which have a higher scale on the grading system.
Janiuay Campus
3. What are teachers challenged to do by this new grading system?

- The challenges of the new grading system, is that during the virtual class, the response of the
student in their activity are send only online, and some of the student don't have a good internet
connection so their activity was pass late, so their was a delay in computing the grades of the
students.
4. Do you favor the distribution of percentages of written work, performance tasks and quarterly
assessment?
- Yes, I agree on the distribution of percentage because skills are one of very important aspects
nowadays.
5. Did you like the experience of computing grades? Why or why not?
- During our 3rd year College, we are being taught on how to compute grades, but I don't yet
experience to solve or compute a real grades, and I really want to know and try it so that in the future
I could easily solve/ compute the grades of my students.

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West Visayas State University

Noela Mae M. Coronado BEED 4-A

Resource Teacher: Teacher’s Signature:

Subject Area: Date:

A. Assessment for Learning Practices

What Teacher Said Tally Total

Good Morning everyone! III 3

Very Good IIIIIIIIIII 11

Do you understand? IIIIII 6

Are you ready? IIIII 5

Are you sure? IIIII 5

Is this correct? IIIIIIII 8

Are you listening? IIIIII 6

You don't need to shout. IIII 4

Did you get it? IIIIII 6

What Teacher Did Tally Total

The teacher show some energizer before IIII 4

Asked questions to the students about their

Asked aboit their assignment. IIIII 5

The teacher do some games, with III 3

Show students the video presentation IIII 4

The teacher give some reminders to the

____ Each- one-teach-one (Students paired with one another)

__/__ Teacher did re-teaching

Others, please specify

B. Observing Assessment AS Learning Practices (Self-Assessment)

C. Aligning Assessment Task with the Learning Outcome

1. Is the assessment tasks aligned to the learning outcome?

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

ACTIVITY 8. Analyzing a Table of Specifications

REVISIT the Learning Essentials

1. Borrow a sample of TOS from your resource teacher

2. Study the sample of Table of Specifications on Assessment.

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

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

5. Complete the given TOS.

Student B: Oo nga.! Nakakaiinis! (You are right! How annoying!")

ACTIVITY 9. Computing Student’s Grades based on DepEd Grading System

A. Sample Students' Report Card

1. Secure a sample of Students' Report Card from your resource teacher.

2. Study a sample of an unused Student's Report Card. Observe its contents.

B. Interview of DepEd Teacher

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

Read DepEd Order #8 s. 2015. You can research it in the internet

Based on DepEd Order 8, s. 2015, answer the following:

1. What are the bases for grading?

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

 There are no numerical grades in Kindergarten. Descriptions of the learners' progress in

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

Show sample computations of a grade:

- in your specialization if you are a high school teacher)

1. Do teachers like the new grading system? Why or why not?

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

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/ Teacher did re-teaching