Field Study Episode 13

PORTFOLIO IN ED 214-FIELD STUDY 1
LEARNING
EPISODE
13 Assessment of Learning
Activity 13.1 Aligning Assessment Task with the Learning Outcome
Resource Teacher: Jenalyn Cata Teacher’s Signature: ________________ School: PNCHS

Grade/Year level: Grade 9-K Subject Area: Araling Panlipunan 9-Ekonomiks Date: 10/04/23
OBSERVE (Page 159)
Observe at least 3 classes – Physical or Biological Science or Math, English, Filipino, 1

social science or Literature/Panitikan, Esp and 1 PE/Computer/EPP/TLE.
Answer:
Subjects Learning Assessment tasks Is the If not aligned,

Outcomes (How did teacher assessment improve on it.
assess the learning tool/task
outcome/s ?) aligned to
Specify. the learning
outcome/s?
P.E To dance Written quiz- No Performance test-
tango Enumerate the steps of let students
tango in order dance tango.
Social Maipapaliwa The teachers prepares Yes There is nothing

Science nag ang the tables consisting of to improving in
pagkakaiba the system of economy this assessment
ng bawat the students will task because it is
systemang compares each based well explain.
pang on its characteristics
konomiya strength and weakness
Math Making an Teacher should Yes
essay and assessed by checking if
solving a their formula and
math grammar in essay is
problem good.
ANALYZE (Page 160)
1. Are all the assessment tasks aligned to the learning outcome?

Answer:
Yes, all the assessment tasks are aligned with the learning outcomes because the teacher
make sure to it that students achieved the learning outcomes by evaluating their acquired
knowledge through quiz or formative Assessment.
2. What are the possible consequences if teacher’s assessment tasks are not aligned to learning
outcome/s? does this affect assessment results? How?
Answer:
The possible consequences if teacher’s assessment tasks are not aligned to learning
outcome/s is it may not be possible to be achieved the class. The effect of assessment results
cannot be measure what the students learned from the lesson because it was not aligned in the
intended learning outcome.
3. Why should assessment tasks be aligned to the learning outcomes?
Answer:
The assessment tasks should be aligned to the learning outcomes to attain the objectives of
the lesson and to correct asses the performance of the students on the certain topic/lesson. And
this is also to have an organized lesson, and that it will be achieved only if the intended learning
outcomes are aligned in assessment learning process.
REFLECT (Page 161)
 Reflect on past assessments you have been through. Were they all aligned with what your
teacher taught (with learning outcomes)?
Answer:
As I reflect on the past assessments that I have been through, I remember that all
assessment that were given to us are aligned with the learning outcomes or what our teacher
taught.
 How does this affect your performance? As a future teacher, what lesson do you learn from
this past experiences and from this observation.
Answer:
It somehow affects my performance since I get to become more determined to study and
meet all of the learning outcomes expected on us. It also boost my confidences and encourage
me to do my very best whenever we are performing our tasks and performances. As a future
teacher I have learned that it is important for me to know and apply the proper steps in assessing
my students works and activities and that I should stick with assessment tools for me to evaluate
them accurately. Also, I believe that I should become good in making lesson plan and following
each steps needed. If we already knew the steps on how to make our lesson plan then it will no
longer be difficult for us to make good intended learning outcomes that are aligned to our
assessment learning.
Activity 13.2 Observing the Use of Traditional Assessment Tools

OBSERVE (Page 164)

 Observe classes and pay particular attention to the assessment tool used by the teacher.
 With teacher’s permission, secure a copy of the assessment tool.
Direction: put a (/) on the test which teacher used. From your teacher’s test items, give an
example.
Answer:
Type of Traditional Put a Learning Sample test item Comments ( is the
Assessment tool/Paper Check (/) Outcome of resource assessment tool
and Pencil Test Here Assessed teacher constructed in

accordance with
established guidelines?
Explain your answer.
Selected Response Type
1. Alternate Not
response Observed
2. Matching type
3. Multiple choice / Remembering Anu-ano ang mga Yes, because the
salik sa students
produksyon? need to recall their

learning
about the question.
4. Others
Type of Traditional Put a Check Learning Sample test Comments ( is the

Assessment tool/Paper (/) Here Outcome item of assessment tool
and Pencil Test Assessed resource constructed in
teacher accordance with
established guidelines?
Explain your answer.

Constructed response
type
1. Completion Not
Observed
2. Short answer type Not
Observed
3. Problem solving Not
Observed
4. Essay – restricted Not
Observed
5. Essay-non-restricted / Analyzing, Ano ang Yes, since it enables
Understanding kahalagahan the learning to
ng understand the
Produksiyon concept well and meet
sa ating the learning outcomes
buhay? needed from them.
 Others
ANALYZE (Page 167)
1. Which assessment tools/tasks were most commonly used by teacher? Which ones were rarely
used? Why were they rarely used?
Answer:
Commonly assessment tool used by the teacher is essay because it is easy for the teacher to
measure if his/her students learned from the lesson they discussed. While the rarely used was
problem solving type because it is commonly used during exams.
2. Based on your answers found in the tables above in which type of assessment tools and tasks
were the Resource Teachers most skilled in test construction? Least skilled?
Answer:
Based on the table above, teacher were most skilled in making essay type since the directions
are well constructed having a limited time and the probable answers gives uniqueness unlike
when they’re doing with multiple choice’s type that some student
might copy others works.
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.
Answer:
Yes, even if it is a written paper-and-pencil test it is also considered as an authentic form of
assessment for it represents the learning of students during their teaching-learning process.
REFLECT (Page 167)
How good are you at constructing traditional assessment tools? Which do you find most difficult to
construct? Any lesson/s learned?
Answer:
I cannot say if how good I am in constructing traditional assessment tools but in my own
experience the most difficult was the constructing a multiple choice. It is difficult because you
need to think four choices in every items and it is time consuming.
Activity 13.3 Observing the Use of Non-traditional

Assessment Tools and Scoring Rubrics

OBSERVE (Page 169)

 Observe classes in at least 3 different subjects and pay particular attention to the assessment
tool used by the teacher.
 With teacher’s permission, secure a copy of the assessment tool.
 Study the assessment tool then accomplish Observation Sheet.
 Did your Resource Teacher explain the rubric to the students?
 Which type of rubric did the resource teacher use – analytic or holistic?
Answer:
Authentic Learning outcome Sample of How a Comment/s

assessment/ assessed product/performance product/perfor (is the scoring

non- assessed mance was rubric constructed
traditional/alt assessed? according to
ernative standards?
1. Product Ang mga mag-aaral
ay may pag-unawa sa
mga pangunahing
konsepto ng
Ekonomiks bilang
batayan ng matalino
at maunlad na pang-
araw-araw na
pamumuhay.
2. Ang mga mag-aaral The Yes, the scoring

Performance ay magsasagawa ng Performance rubric was
isang collage upang Output was constructed
maipakita ang mga assessed according to the
sumusunod: through a standards.
A. Pangunahing Rubric which is
Konsepto ng in Holistic
Ekonomiks-Ang Type.
tamang pagpili at
pagdedesisyon sa
pang-araw-araw na
ANALYZE (Page 171)
1. Between analytic and holistic rubrics which one was more used? Why do you think that
type of rubric was used more?
Answer:
Holistic rubrics is more used because compared to some other types of rubrics, holistic
rubrics are less time-consuming to create and use because there is a single scale. Students
understand that they will be given one overall point score and raters can assess the results
quickly. It is also easier for teacher in a way that creating a holistic rubric takes less time than
the others, and grading with one is faster, too.
2. Based on your answers in #1, what can you say about the scoring rubrics made and used
by the resource Teachers?
Answer:
The scoring rubrics made and used by the resource teacher which is the holistic rubric is
indeed applicable and right to use considering the performance output to be made by the
learners is collage.
3. Will it make difference in assessment of student work if teacher would rate the product or
performance without scoring rubrics? Explain.
Answer:
Yes, it will make difference in assessment of student work if teacher would rate the
product or performance without scoring rubrics in the sense that the teacher will become
uncertain and inconsistent with her scoring. She is also more likely to become subjective with
in scoring the outputs, making the judgement invalid.
4. If you were to improve on the scoring rubric used, which one and how?
Answer:
If I were to improve on the scoring rubric used, it is more likely to me to give specific
descriptions with the criteria in each rubric.
5. Can an essay or other written requirements , even if it is written paper-and-pencil test, be

considered an authentic form of assessment? Explain your answer.
Answer:
An essay or other written requirement, even if it's a written paper-and-pencil test, cannot
be considered an authentic form of assessment. The most widely used traditional assessment
tools are multiple-choice tests, true/false tests, short answers, and essays. The goal of
authentic assessments is to evaluate a student's ability to demonstrate understanding of core

leaning objectives in a real-world context.
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?
Answer:
Through rubrics students could assess how to make their certain answer relative and it will
serves as their guide in constructing their answers. Rubrics helps develop students self
assessment to become self directed and independent. Without a rubric, the teacher may rely
on their own subjective judgment to determine the grade, which may not be as fair or
consistent as using a rubric. The teacher may also struggle to communicate their reasoning for
the grade to the student, as they may not have a clear set of criteria to reference.
REFLECT (Page 174)

Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the
years as a student.
Answer:
In my own experience the assessment tools and task are new because we are the product of
K-12. We all know that K-12 curriculum are very different from the old. As I recall when I was in
my elementary and high school all the test that they gave to us is more on memorization but now
when I was senior highs chool the test that given to us is required an higher order thinking
because it’s more on application and not only remembering.
Activity 13.4 Scrutinizing the Types and Parts of a Portfolio

OBSERVE (Page 175)
1. Ask your Resource Teacher for samples of portfolio, if any. If there are, select one best
portfolio from what you examined.
2. If none, research for a sample portfolio and include them in My Learning Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/researched by you, accomplish
Observation Sheet #
4. Put a check in the right column.
Answer:
What a Portfolio Includes
Elements of a Portfolio Present? Missing?

1. Clear objectives – The √
objectives of the
lesson/unit/course are
clear which serve as 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 material.
5. Student’s reflection – √
There is evidence that
students reflected on their
learning.
6. Evidence of students √
participation in selection of
content of portfolio –
There is proof that
students took part in the
selection of the content of
the portfolio.
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 students was supposed to learn was learned?
Answer:
The activities or works that are appropriate for the objectives and the objectives should meet
on those activities that are included in the portfolio to assess if the students learned what they
were supposed to learn are the foundation for the selection of pieces of evidence to demonstrate
that 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?
Answer:
Because there are pieces of proof showing the students reflect on the learning they received
from the session, the portfolio can be classified as a development or growth portfolio.
3. Where and when does the teacher make use of each of the 3 types of the portfolio?
Answer:
The teachers uses the development/growth portfolio when she wants to know how the
owner has developed. This type of portfolio contains products from various stages of the
process, where the owner received feedback from its output or even while still working for the
output. Best work/Showcase portfolio were make use by the teacher when she wants to know
how capable the students is at the moment while assessment/evaluation portfolio was
used for evaluating the owner’s competences.
REFLECT (Page 177)

Have portfolios made the learning assessment process more inconvenient? Is the effort exerted on
portfolio assessment commensurate to the improvement of learning and development of learners’
meta-cognitive process that result from the use of portfolio?
Answer:
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. 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 processes that occur during the process of creating and completing
the portfolio.
Activity 13.5 Determining the Level of Teacher’s Questions

OBSERVE (Page 184)
1. Observe a teacher in the classroom.

2. Note his/her questions both oral and written.
3. Score him/her according to the level of questions that he/she asks from remembering to
creating and metacognition and self-system thinking. You may also refer to written tests for
samples of questions in the various levels.
4. Make tally, then get the total. Use Table 1.
Answer:
Table 1. Number of Questions per Level

Cognitive Rank Cognitive Rank Tally of Assessment Total

Processes (Bloom Processes (and Task/Questions
as revised by Kendall and
Anderson and Marzano)
Krathwohl)
Self-system 6
Thinking
Metacognition 5
Creating 6-Highest
Evaluating 5 ////-//// 8
Analyzing/An 4 Analysis 3 ////-// 6
Applying 3 Knowledge 4 ////-//// 8
Utilization
Understanding 2 Comprehension 2 ////-////-/ 9
Remembering 1-Lowest Retrieval 1 ////-////-// 10
ANALYZE (Page 186)

1. Which cognitive skill had the highest number of assessment questions? Lowest number?
Answer:
Remembering, understanding, and analyzing are the cognitive skills with the most assessment
questions because the teacher will determine if there is something that is recalled and understood
by the students and is appropriate for the time allotted to answer the assessment questions in
these cognitive skills. The lower number is for creating because it takes longer to answer
questions and construct something to assess the students.
2. What do these (lowest and highest number of assessment questions) reveal about Resource
Teacher’s level of questions?
Answer:
The level of questions is easy low, based on the lowest and greatest number of assessments
made by the resource teacher, because most of the questions rely on remembering and
understanding, and the students will only recollect what they talked and learn.
REFLECT (Page 186)

If you were to rate yourself on HOTS – where will you be from a scale of 1 to 5 (5 as highest)
where will you be?
Answer:
If I'm going to give myself a HOTS rating. On a scale of one to five, I shall rate myself at 3.
I'm
only in the middle since I'm not fully mastered or aware of how to utilize HOTS, and I'm currently
working on getting it to 5.
As a future teacher, reflect on how will you contribute to the development of learners’ HOTS?
Answer:
As a future teacher, I will contribute to the development of learners' HOTS by asking them
questions or offering those examples of real-life events to which they may relate their lives. It will
improve not only their thinking skills, but also their ability to make decisions in response to the
scenario.
Activity 13.6 Analyzing of Table of Specification

ANALYZE (Page 190)

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

Answer:
Because it will be utilized as a reference in developing an assessment or question, all aspects
of
the TOS are vital in ensuring test content validity when creating assessments or questions.
2. Why is there a need for number of items per cognitive level?

Answer:
There are a number of items per cognitive level to determine how much of each cognitive
talent
will be measured. This number also indicates which number best fits those goals.
3. With OBE in mind, is it correct to put learning outcome not topic in the first column? Why not?
Answer:
Yes, it is right that the learning outcome, rather than the topic, is listed first in order to
determine what our aim is at the end of the class. It's to see if our activity or evaluation is
appropriate for the outcome we've chosen.
4. Can a teacher have a test with content validity even without making a TOS?
Answer:
No, because the TOS serves as a reference for creating the test in order for it to be content
valid.
This is why we must first draft our TOS before creating the exam questions. If there isn't a TOS
first, it's possible that the questions' substance isn't relevant to the lesson we discussed, and the
questions' structure isn't well-organized.
REFLECT (Page 191)

Read this conversation and reflect on teachers’ assessment practices. Write your reflection here.
Student A: Saan naman pinulot ni Teacher ang kaniyang tanong? Ni-isang tanong sa tinuro,
wala! (Where did Teacher get her test? Not one of what she taught came out!)
Student B: Oo nga! Nakakainis! (You are right! How annoying!”)
Did you 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?
Answer:
I've also been in a position when there are multiple questions on the exam that we are
unfamiliar with or for which we do not know the solution because the teacher does not discuss it.
So,
in order to complete the exam, we simply answered it using our stock knowledge without knowing
whether or not it was correct. Perhaps there isn't a TOS in place before constructing the test in
that
scenario. The TOS is critical in test construction since it ensures content validity and organizes the
exam questions. The TOS contains all of the objectives from that lesson, allowing us to determine
which questions should be included in the test.
Activity 13.7 Computing Student’s Grades based on DepED Grading System

OBSERVE (Page 193)
A. Sample Students’ Report Card

1. Secure a sample of a Student’s Report Card from your Resource Teacher.

2. Study a sample of an unused Student’s Report Card. Observe its contents.
3. Ask permission from your Resource Teacher for an interview with him/her and with a group
students regarding the new grading system.
B. Interview of Resource 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?
Answer:
If I’m not mistaken, the old grading system was 40% project output, 20% quizzes, and 40%
periodic tests. Now, 60% of the time is spent on performance tasks, 20% on quarterly
assessments, and 20% on written work. Just as in the old days, you must enter all of the
students’ data or scores into Microsoft Excel in order to compute their grades.
2. Which do you prefer – the old or new grading system? Why?

Answer:
I prefer the most recent grading system because it emphasizes students’ performance in our
major. In our subject, we can determine how students truly learn based on thei performance.
D. Interview of 3 Students
1. What do you like in the new grading system?
Answer:
What I like about the new grading system is that it improves our skills and has additional
grades that motivate us to study harder.-James
What I like the most is that the new grading system places more emphasis on application or
performance than on written tests or exams. -Janah
It encourages students to engage in unhealthy competitive behavior.
2. Do you have problems with the new grading system. If there is, what?
Answer:
Yes, because there are students who are not doing their tasks but have a high grade than
those who put in extra effort in order to get a high grade. - Klayton
As a First Batch Curriculum, the new grading system has excessively high standards. – Warren
As of now, I have no objections to the new grading system. - Klayton
3. Does new grading system give you a better picture of your performance? Why or why not?
Answer:
Yes, in this manner. I can improve myself by studying more and developing my work ethic in
order to achieve a high grade. – Warren
Yes, it motivates me to work harder in class. I even received honors when I graduated from
Senior High School. – James
Yes, because I always try my best to get a better grade and score. – Janah
4. Which do you prefer - the old or new grading system? Why?
I prefer this new grading system because it more convenient to us.-Janah
This new one. This enhances my skills and capabilities more and is reflected in my grades. -
James
D. Review of DepED Order # 8, s. 2015

Read DepED Order # 8, s. 2015, answer the following:
1. What are the bases for grading?

Answer:
The minimum grade required to pass a specific learning area is 60, which is converted to 75
on the report card. For quarterly and final grades, the lowest possible mark on the report card is
60.
2. How do you compute grades per quarter for Grades 1-10 and Grades 11-12. Give an example.
Answer:
Here are the Example of Computing Grade in Grade 1 to Grade t0 and Grade 11 to Grade 12.
Steps in Computing Grading
A. Get the total score for each component and add it up.
B. The sum foe each components converted into percentage score. To compute the
percentage score, divide the raw score by the highest possible score then multiply the quotient by
100 PERCENTAGE SCORE (PS)=Learner Total Score / Highest Possible Score X 100%
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 X Weight Component.
D. The Initial Grade is the sum of the weighted scores in each component. The transmutation
table will be used to transmute this Initial Grade.
3. How do you compute grades at the end of the school year?

Answer:
For Grade 1-10 Final Grade By Learning Area= 1stquarter grade + 2ndquarter grade +
3rdquarter grade + 4th quarter grade
The general average is calculated by dividing the total number of learning areas by the sum of
all final grades. Each area of learning is given equal weight. The overall average and the final
grade in such a learning area are reported as whole numbers.
4. What descriptors and grading scales are used in reporting progress of learners?
Answer:
Student’s Report Card
5. What are the bases for learners’ promotion and retention at the end of the school year?
Answer:
The basis for learners promotion is when the students get higher grades after computing the
overall of her grades from 1st to last quarter but if he/she’s not going to promote.
6. What is the report on learners’ observed value?

Answer:
The report on learners observed values will depend on the behaviour of every students
inside or outside the classroom.
E. Grade Computation
Show sample computations of 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 task and quarterly
assessment. Then give the descriptor. Refer to DepED Order # 8, s. 2015.
ANALYZE (Page 196)

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 and students like the new grading system? Why or why not?
Answer:
In the teacher’s perspective, the new grading system was more holistic and much complicated
to
grade. Since everything new causes changes and changes are uncomfortable at first, but sooner
or later, the teacher will be able to adapt to this new grading system which is I believe to be more
accurate in regards to the new teaching methods and new generation of learners.
In the Learner’s point of view, there was not much of a reaction since they have to either way
follow the new set guidelines and it all boils down to their performance and the attitude f the
teacher.
2. What are the good points of the new grading system according to teachers? according to
students?
Answer:
The good thing about the new grading system is the equality of written works and
performance. In the old grading system, performance hold the least compared to the written
and with the new one, the two were equalize thus makes the teacher see which student
actually excels not just in written works but active performance and participation. As teachers
we know that there are diverse learners, some likes active participation while some like paper
works and excels in academic level.
3. What are teachers challenged to do by this new grading system?

Answer:
The teachers are challenged to observe more meticulously and see other hidden points where
they did not notice the importance before. With this grading system they are give more
responsibility and opportunity to improve their teaching skills and methods to adapt to the new
era
of education.
4. Do you favor the distribution of percentage of written work, performance tasks and quarterly
assessment?
Answer:
Yes, I do. I think it is fairer to equalize the two since not all students excels in academic and
we know that the real society does not really need all the <academically smart= ones but also
the <street wise= ones.
5. Do you like the experience of computing grades? Why or why not?

Answer:
As of now, we don’t have any experience in computing grades because we are not allowed
yet. We
are just observing the duty of our resource teacher.
REFLECT (Page 196)

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?
Answer:
Learning is usually hampered by grading. It may encourage children to achieve in school by
passing tests and other activities, but it is generally detrimental to actual learning. (Succeeding in
school does not always imply mastering the things taught in school.) Trial and error is the most
effective learning approach. It's our natural strategy: it's how we learned to walk and talk. It's
how we learn to stack blocks on top of one another to create non-falling towers. When blocks fall,
we realize that our previous stacking method isn't going to work in the future, so we attempt
something new. We learn what works and what doesn't in a very visceral sense. A core part of
trial and error is failure. To learn from trial-and-error, you must go through many iterations of
trying, failing, recovering from that failure, and mining it for useful information, so that your next
trial will be a little bit smarter.
Activity 13.8 Reporting Students’ Performance

OBSERVE (Page 200)
1. Observe how cards are distributed on Card Distribution Day. Describe how cards are distribute.
Answer:
On the distribution day, teachers ensure that the parents are all present. If it’s not
possible,teachers allot time for other parents to claim the cards personally. The distribution of
cards usually starts with the recognition of the students who excelled in the class then the cards
willbe given alphabetically.
2. Describe how the Resource Teachers communicated learners assessment results and grades
and grades to parents.
Answer:
As the parents claim the cards, the teacher explains which areas their child improved andthe
areas which they need to give enough time to focus. Also, teachers usually give feedback onthe
students’ performance, attendance and at the same time to their punctuality.
3. Did parents raise questions or concerns? If yes, what where their questions/concerns?
Answer:
Yes. Commonly, parents ask about their child’s behavior in classes such as class discussion,
submission of requirements, as well as their attitude towards other students.
4. How did the Resource Teacher handle their questions and concerns? What answers did he/she
give?
Answer:
Teachers answer parents’ inquiries with honesty. Teachers inform the parents of positive
traits but focus more on the negative traits that hinders the students to perform well. In this case,
the teachers can provide possible and best ways for the students’ improvement
Interview with Resource Teacher

1. How do you give feedback to your student regarding their performance? When do you give
feedback?
Answer:
I give feedback through online social media platforms as well as through meetings and feed
backing.
2. How do you report students performance parent? Does the school have a regular way of
reporting grades to parents?
Answer:
According to her, the report cards are released quarterly. Parents’ queries on grades and
computations are also accommodated. It is also mandated to update the parents if their children
fail to submit on time.
3. What problems on grades reporting did you encounter with parents? How did you address
it/them?
Answer:
Based on Ma’am Cata’s statement, she never encountered it so far. As long as there are
records, it would not be a problem explaining the released grades to the parents.
Interview with Students

1. Do you see the meaning of your grades in the School Report Card?
Answer:
According to Aivy Porras, their report cards do not include legends which will identify the exact
description of their grades. However,the grading system is being explained during school
orientation and quarterly meetings.
2. Does knowing your grades motivate you to work harder?

Answer:
Yes. For Aivy knowing her grades will help her to take various steps to keep and improve her
grades.
Interview with Parents

1. Does your child’s report card give you a clear picture of how your child is performing?
Answer:
According to Mrs. Amy Porras, report card gives a clear picture of how her child is performing.
To her, the report cards summarize Aivy’s efforts on various areas and it is easy to understand
and interpret the grading system of the school.
2. If you were asked what else should be found in the report card, which one? Why?
Answer:
For Mrs. Amy suggests having a feedback section or a motivational section in which the
teacher reminds the areas which need improvement or points out the good attitude/skill that the
student exemplifies on the whole quarter.
3. Do you find the card distribution day important? Why or why not?
Answer:
Based on her statement, card distribution day is important. Attending this day is also away to
take responsibility for her child. In this way, she can monitor and address her child’s needs
holistically.
4. Any suggestion on how to make card distribution more meaningful.

Answer:
Mrs. Amy suggests to have a recognition for those students who excelled in the class as well
as to the others who deserve to be given special awards.
ANALYZE (Page 202)
1. What were the most common issues raised on students’ performance?

Answer:
Some students really does not actively participate in activities, the reasons were mostly their
motivation to go to school, interest in participating on some activities and also they are more likely
distracted to other things rather than going to school. Their immaturity does not allow them to
see
the bigger picture that studying can help them in the real society
2. Based on your observations and findings, what practices must be
a. Maintained and
Answer:
What should be maintained should be the privacy of the report card’s contents. It must
only be shown to the parent and the guardian so that they will tackle the problem
themselves rather than showing it in public that may result in embarrassing the student
who have challenges in studying and worse may traumatize them.
b. Improved to make grades and reporting meaningful

Answer:
I believe that Card distribution should be tense, like you are judged , students tend to fear
the Card Distribution Day which should be the case. This day is only the day to make the
parents see what the student achieved in their studies and so, this practice must be turned
into a positive one.
REFLECT (Page 202)

1. Grades are often source of misunderstanding. How should I do reporting so that it will result to
effective learning?
Answer:
Yes, it is correct. People believe that just because you received the top mark in your class or
an
APA score of 90 or higher qualify you as a genius. Remember that knowing it and understanding
it are two different things, and you should be aware of the distinction. If you want to have a nice
report, keep it short, entertaining, and worthwhile. Make some assessments following your report
to see if it is beneficial. Prepare some activities for them. I agree that grades might lead to
misunderstandings, therefore be open and honest with your parents to avoid this. The teacher
must provide an honest report to the parents. Even though it is a negative report, parents will
understand because it is based on their children's performance and effort during the quarter. All
grades and results should be reported, as well as a detailed explanation of how the grades are
computed. If there is still a misunderstanding, give their children's information and ask them to
compute their grade so they can understand how to reach that level of performance.

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PORTFOLIO IN ED 214-FIELD STUDY 1

Activity 13.1 Aligning Assessment Task with the Learning Outcome

Resource Teacher: Jenalyn Cata Teacher’s Signature: ________________ School: PNCHS

OBSERVE (Page 159)

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

Subjects Learning Assessment tasks Is the If not aligned,

Social Maipapaliwa The teachers prepares Yes There is nothing

ANALYZE (Page 160)

1. Are all the assessment tasks aligned to the learning outcome?

REFLECT (Page 161)

Activity 13.2 Observing the Use of Traditional Assessment Tools

Resource Teacher: Jenalyn Cata Teacher’s Signature: ________________ School: PNCHS

OBSERVE (Page 164)

and Pencil Test Here Assessed teacher constructed in

produksyon? need to recall their

Type of Traditional Put a Check Learning Sample test Comments ( is the

Explain your answer.

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

REFLECT (Page 167)

Activity 13.3 Observing the Use of Non-traditional

Resource Teacher: Jenalyn Cata Teacher’s Signature: ________________ School: PNCHS

OBSERVE (Page 169)

Authentic Learning outcome Sample of How a Comment/s

assessment/ assessed product/performance product/perfor (is the scoring

2. Ang mga mag-aaral The Yes, the scoring

ANALYZE (Page 171)

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

authentic assessments is to evaluate a student's ability to demonstrate understanding of core

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

REFLECT (Page 174)

Activity 13.4 Scrutinizing the Types and Parts of a Portfolio

Resource Teacher: Jenalyn Cata Teacher’s Signature: ________________ School: PNCHS

OBSERVE (Page 175)

4. Put a check in the right column.

Elements of a Portfolio Present? Missing?

ANALYZE (Page 176)

REFLECT (Page 177)

Activity 13.5 Determining the Level of Teacher’s Questions

Resource Teacher: Jenalyn Cata Teacher’s Signature: ________________ School: PNCHS

OBSERVE (Page 184)

1. Observe a teacher in the classroom.

4. Make tally, then get the total. Use Table 1.

Table 1. Number of Questions per Level

Cognitive Rank Cognitive Rank Tally of Assessment Total

ANALYZE (Page 186)

REFLECT (Page 186)

Activity 13.6 Analyzing of Table of Specification

Resource Teacher: Jenalyn Cata Teacher’s Signature: ________________ School: PNCHS

ANALYZE (Page 190)

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

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

REFLECT (Page 191)

Resource Teacher: Jenalyn Cata Teacher’s Signature: ________________ School: PNCHS

OBSERVE (Page 193)

A. Sample Students’ Report Card

1. Secure a sample of a Student’s Report Card from your Resource Teacher.

B. Interview of Resource Teacher

2. Which do you prefer – the old or new grading system? Why?

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

1. What are the bases for grading?

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

Student’s Report Card

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

inside or outside the classroom.