Activity 5 – Assessing Learning

FIELD STUDY 1
Outcomes and Reporting Feedbacks

Name of FS Student The Trailblazers

Course, Year and Section BSEd – Mathematics IV
Name of FS Mentor Rey P. Marquez
Date December 16, 2022

Intended Learning Outcomes

At the end of this activity, the FS student must be able to achieve the following intended learning outcomes:
1. determine the alignment of the assessment tools and tasks with the intended learning outcome;
2. critique traditional and authentic assessment tools and tasks for learning in the context of
established guidelines on test construction;
3. evaluate
Direction: Read non-traditional
the following items belowassessment tools including
before observing a class. scoring rubrics;
4. determine the procedure on how grades are computed and reported to parents; and
1. Ask permission from a teacher that you will observe his/her class.
5. compute student grade based on DepEd’s grading policy.
2. Follow the minimum health protocol at all times.
3. Observe etiquette during class observation and interview process.
4. Accomplish all the given task in the observation report below.

LEARNING OVERVIEW:

Activity 5 focus on domain 5: Assessment and reporting. Assessment is an inevitable part of the teaching- learning
processes. It determines the effectiveness of the curriculum at the same time it assesses/evaluates the learner’s
performance. There are different assessment tools that can be utilized throughout the process where feed backs are drawn. In
this activity the FS students will be engaged in varied opportunities which will help them understand better the
assessment process.

Observation/Interview

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Outcomes and Reporting Feedbacks

Directions: In the table below, list down all forms of assessment tools used by the teacher that you have observed.

Assessment FOR Learning Assessment AS Learning Assessment OF Learning

1. Pre-Test/Open-ended
Peer Rating Quarterly Examinations
Questions

2. Mini Question & Answer Authentic Assessments Post Tests

3. Feedback Forms Performance Tasks Recitals

4. Impromptu
Projects
Questions/Recitations

5. Formulating Generalization Presentations

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Outcomes and Reporting Feedbacks

Formative means determining the learner’s learning progress, provides feedback to

reinforce learning, and corrects learning errors.

Assessment for Learning and Assessment as Learning are formative in nature because:
1. It is utilized by teachers in order to gain an understanding of their own students’
knowledge and skills and served as a guide to instruction delivery.
2. It gives opportunity to students to evaluate their own learning and make
necessary adjustments along the way.

Questions:

1. Which of the above listed assessments are formative in nature? Justify your answer.

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Outcomes and Reporting Feedbacks

This kind of assessments includes:

 Quarterly Examinations
 Recitals
 Post Test
 Final Project/Paper
Summative Assessments are utilized to determine the end – of-the –course
achievement for assigning grades or certifying mastery of objectives. It helps
the teachers to compare students and report progress.

Directions: Complete the table below by listing the intended learning outcomes (ILO) projected by the teacher and the
2. List all the summative assessments that you have observed. Justify.

Intended Learning outcomes / Assessment Activity

Objectives Traditional Non-traditional
1. State the rules involved in adding positive  Recitation  Formulating
and negative numbers;  Post Test Generalizations
 Presentations
2. Solve single-digit to triple-digit positive  Recitation  Interactive Games
and negative integers in line with adding  Paper and Pencil Test
and integers; and  Post Test

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3. Collaborate and establish group  Recitation  Mini Group Contest
camaraderie in answering tasks and  Paper and Pencil Test  Peer Rating
problems.

4.

5.

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Questions

1. What guidelines on test construction and art of questioning did the teacher consider in each
assessment activity?

Upon interviewing the teachers, we encapsulated all their answers into eight
guidelines/principles in line with test construction and art of questioning:
1. Validity
2. Reliability
3. Fairness
4. Objectivity
5. Scorability
6. Adequacy
7. Administrability
8. Practicality and Efficiency

Interview a teacher from the DepEd and/or the PSU-LIS, ask how they compute
learners’ grades and what criteria do they consider, also ask how the grades or
performance are reported to parents. Record the result of your interview here.

Based on the teacher that we've interviewed, the way she computed her students grade goes like this. She said
that the DepEd provided them a certain formula to compute their students’ grade. The teachers input the scores
of her students on the designed area and it will be automatically computed.
When it comes to criteria for her grading, she said that she considered giving rubrics for every activity that
she’s administered in order to show transparency and to grade her students output easily. She also said that she
was fair to all her students when ti comes to their grades. She gives them grades that they deserve based on their
performances. For those students who have failing grades, the teacher gives consideration by giving them
remediation in order to improve their grades at the least but still fairness was being observe.
When it comes to giving the parents a report regarding their child’s grades, the teacher considers the parents
conditions and feelings before relaying them feedbacks about their child’s performances. She makes sure that
she delivers the report to the parents without offending them or making them feel sad. Instead, she motivates
them to improve their support to their children in order to become an effective student and achieve their best
version of their selves.

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Analyze

Answer the following questions:

Why is there a need to evaluate learning?

Evaluating learning offers a magnifying lens for understanding students’ needs for learning,
identifying indistinct barriers, and outlining variations of teaching strategies in pursuit of achieving
quality education.
At the same time, it unfolds the answer to the question ‘How well did I do?’. Because of the
thorough understanding of the qualitative and quantitative data, it brings out a vivid interpretation
on what fields do the students excel at most and least.
Further, results from the evaluation could be teachers’ and students’ steppingstone towards excellent
and quality education. It would give them massive number of insights of what to do and not.

Do teachers need to record results of formative and summative assessments? Why or why
not?

Assessment offers flawless transformation of one’s teaching and learning strategies. It also
provides one of the answers to improve both teaching and learning; the transmission of evaluative
or corrective information about an action, event, or process that enhances achievement– the
feedback.
Without recording it, you will possibly be lost in your track which might lead you losing empirical
data in formulating accurate and reliable feedback for the betterment of both teaching and learning
process.

In the assessment that was administered, do you think the teacher prepared a table
specification. Elucidate your answer.

The teacher did prepare table of specifications. How did we say so?
1. We saw it ourselves.
2. The test questions were accurately placed; the details of the content and level of cognitive
domain varies.
3. The level of difficulty was observed.
4. The questions were limited to the skill/knowledge to be pursued.

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4 How did the teacher align the task in the assessment tools with the intended learning
outcomes?

Intended learning outcomes are where specific knowledge and skills to be assessed can be found.
It is a direct and vivid statement on what the teacher wishes to accomplish at the end of the
lessons.
With that, the teacher aligned the task with the assessment tools which can measure the specific
knowledge or skill to be assessed.
For example:
The teacher wanted to know how fast his students can answer operations on integers. Therefore,
he used flashcards which he will be flipping quickly in order to fully measure the speed of the
students.

5 Did the teacher used a scoring rubric to evaluate the students’ performance? Describe
how it was utilized.

Scoring rubrics are descriptive scoring schemes that are developed by teachers or other evaluators
to guide the analysis of the products or processes of students’ efforts. (Brookhart,1999 as cited by
Moskal , 2000)
When it comes to performance-based tasks, the teacher did utilize a scoring rubric. How it was
utilized?
1. First, the rubric was formulated within an agreement of the body.
2. The rubric was sent to the students prior to the performance day.
3. The rubric contained the skills needed to be achieved in the performance; with
corresponding scores equal to the intensity and effort of the students.

6 Did the learners encounter difficulty in answering the teacher’s questions? Expound your
answer.

We definitely had observed some difficulties during the assessment period:

1. Difficulty in terminologies.
Given with the educational gap, students were battled with some mathematical terms in
line with fundamental operations.
2. Difficulty in Time Management
The students tend to focus on one item which they found difficult without realizing that
the time is running out.
3. Difficulty in Knowledge/ Concept Application
Problem solving has been a threat to students. They were having a hard time analyzing
which step to take it first, which operation to use, etc.

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Upon interviewing the teacher, here are the difficulties he usually encounters:
1. Missing Assignments/Quizzes/Examinations
One missed activity could ruin the whole grade – what more with two or more missed activities?
2. Tardiness in Complying
Teachers have been struggling to push their students to comply - even begging. Countless
reminders have had given yet students tend not to comply.
3. Addressing the Grades to Parents
Teachers are quite reluctant on how to address students’ poor performances to their parents without
hurting them emotionally.

7 Did the teacher encounter challenge(s) during the computation and reporting of grades to
parents? Justify your answer.

Reflec
1. As a millennial would-be teacher, how can the assessment process help you make
learning more fun and more meaningful?
Making instructional decisions in teaching and learning are kind of trial-and-error process. Feedbacks
will tell which one works that needs to be enhanced and which one fails that must be corrected.
BE RECEPTIVE. Improvement doesn’t happen overnight, so continue to accept both positive and
negative feedbacks about your previous decisions and performance then, take it constructively.
ICT INTEGRATION. Always try to put the element of technology as it is captivating to students.

2. As a future teacher, how can you eliminate fear of assessment to your students?
As a future teacher, I can eliminate fear of assessment to my students by:
1. Encouraging them to study hard.
Fear comes from not knowing the answer and getting humiliated. Better learn the lesson very
well.
2. Telling them to be prepared.
Preparedness suffices fear of assessment. No one is coward to battle when he is equipped with
knowledge.

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3. If you are the teacher, what solution(s) could you offer to address the challenges in
evaluating students’ performance and giving feedbacks?
BE OBJECTIVE (WITH A HEART) AS POSSIBLE.
Teachers and students are subjected in a position to be judged through evaluations. Therefore, in data
gathering, be objective as possible.
Objective data means accurate evaluations. Subjective data means biased evaluations; biased
evaluations mean inaccurate solutions.
However, address the concerns with utmost consciousness and sincerity.

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4. Attached sample computation of grades using the DepEd assessment guidelines.

Evidence/Documents

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