PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Taft Ave. cor Ayala Blvd., Ermita, Manila, 1000, Philippines

Activity: Interview on VE Teacher Current Assessment Practices and Analysis based on

Science of Values and Morality

Subject: Content and Performance-based Assessment and Evaluation in Values Education

Interviewers: Mayorga, Francesca Venisse

Nero, Ella Mae
Bachelor in Values Education 3-11

Interview Results - Raw Data

Interview a values education teacher and ask about his/her current assessment practices in Values Education

Years of Teaching Experience

Teacher A: 9 years Teacher B: 6 years

Degree

Teacher A: Teacher B:
BS Psychology B.S Psychology Major in Guidance and
MA Ed - GC Counseling

Grade level of Teacher Interviewed: High school (Grade 9), College (1st and 2nd Year)

Strategies in Teaching

Teacher A
● Use of Index Cards in Recitation to
encourage interactive learning.
○ More of asking the student to give
concrete examples about the
topics so that they can integrate
the lesson to the actual life
situation.
Teacher B
● It depends on the topics and capabilities
of the students.
○ Student centered approach
■ Socratic method
○ Teacher centered approach
● Classroom routines
● Pen and paper assessments

Assessment Methods and Strategies Shared

Formative Assessment Summative Assessment

1. Oral Activities - Recitations 1. Quarterly Examination

2. Written Activities 2. Creative Projects

a. Learning Outputs a. Performance Tasks
b. Matrix Completion
c. Seatworks
 PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education
Taft Ave. cor Ayala Blvd., Ermita, Manila, 1000, Philippines
3. Group Activities
a. Collaboration
b. Group Sharing
c. Group Presentations

3. Quizzes

Appropriate and Inappropriate Assessment Methods and Strategies

Appropriate Inappropriate

1. Strategy: The teacher modifies their
teaching methods and strategies based on
the subject and the capacity of the learners
in order to encourage both social and
academic achievement.
1. Matrix Completion: This activity may not
be effective if not properly instructed.
Students will only fill in the information
necessary, however if the information is
not utilized for the subject, then there is
no essence for this activity.

2. Classroom Routines: The teacher employs

a classroom routine to ensure that students
understand what is expected of them in a
variety of tasks allowing teachers to
enhance students' confidence and comfort
levels. They can manage their behavior
with its guidance.

3. Group Activities:
a. This activity can help the students
to develop a variety of skills such
as communication skills and
leadership skills.
b. It can also support the
development of an encouraging
and interesting learning
community through peer learning
and teaching.

4. Interactive learning:
a. It helps the student to avoid
passive information retention. It
provides additional opportunities
for children to interact
meaningfully with one another,
lets them hear the opinions of one
another, and makes the teaching
process more collaborative.
b. The recitations conducted by the
teacher are highly
learner-centered. Through the
Socratic Method, the learner
 PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education
Taft Ave. cor Ayala Blvd., Ermita, Manila, 1000, Philippines
develops critical thinking on
concepts in Values Education.

5. Creative Projects: It helps the students to

apply their learning in creative ways and
can go outside the box by making things
and products that can be useful in learning
in Values Education. It can boost the
learners self-confidence and apply their
critical thinking skills in their
performance tasks.

6. Pen and Paper Assessments (quiz,

seatworks, exams):
a. This can benefit the teacher in
being able to know if the students
were able to understand and apply
the learnings and evaluate each
person's development and identify
their areas of misunderstanding.
However, it is important to pass
by a different process such as a
table of specifications and
aligning the test items with the
objectives of the curriculum to
ensure a balanced and
representative sample of
questions on the exam.
 PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education
Taft Ave. cor Ayala Blvd., Ermita, Manila, 1000, Philippines

Other Details Noted:

What are the more effective and interesting types of assessments for students?

Teacher A: Teacher B:
● It depends ● Pen and paper assessments
● Leaning towards Oral Recitation - As the ○ Quizzes
teacher stated that he/she will be able to ○ Seatworks
correct right away if there is a ○ Tests
misconception. ● Socratic Method- as the teacher stated that
it promotes critical thinking in the class,
and many soft skills are developed in the
children immediately. You just need to ask
the right question and support the children
who have a difficult time answering it.
● Creative Projects
○ Performance tasks- as the teacher
stated that he sees it effective
because the children go beyond
the learning they have. They can
make things or products from the
topic that is in ESP.

What does the teacher do when students fail assessments?

● Teacher A: Teacher B:
There's always a reassessment, allowing ● The teacher does remedial class to know
them to review again and understand the what factors make a child fail in class.
topic.
 PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education
Taft Ave. cor Ayala Blvd., Ermita, Manila, 1000, Philippines

Data Explanation

Data Explanation

Oral Activities - Consciousness, defined as a set of verbal behavior, is a prerequisite for a

Recitations & Socratic discussion of morality. Verbal behavior is required for us to evaluate our own
Method subjective well-being in relation to the well-being of others, allowing us to
identify the relative “goodness” or “badness” of each; such an analysis is
necessarily dependent on verbal behavior. Indeed, in other media (cf. The
Richard Dawkins Foundation, 2011), Harris has suggested that a universe of
rocks could not define a science of morality, because consciousness (i.e., a
verbal repertoire about one's own behavior) is required to discuss subjective
experience.

Diller, J. W., & Nuzzolilli, A. E. (2012). The Science of Values: The Moral
Landscape by Sam Harris. The Behavior Analyst, 35(2), 265–273.

Written Activities - Slomp argues that a bioecological model of transfer assessment, based on the
Learning Outputs, work of Bronfenbrenner and Morris, allows us to balance individual and
Matrix Completion contextual understandings of transfer and to seek new means of assessment.
Slomp writes, “framing their work through the lens of this theory, researchers
will be able to examine not only how a student’s writing ability is developing,
but also…the array of intrapersonal, interpersonal, and institutional factors
that either support or inhibit that development” (86). Building upon his
suggestion, we use Bronfenbrenner and Morris’s model to articulate the
relationship of individual dispositions to contexts and processes.

Driscoll, D. L. (n.d.). Beyond Knowledge and Skills: Writing Transfer and the
Role of Student Dispositions. https://eric.ed.gov/?id=EJ985815

Group Activities - Cooperation is one of the mechanisms through which values may come about,
Collaboration, Group and Harris contends that “there may be nothing more important than human
Sharing, Group cooperation” (p. 55). Conceptualizing the failures of cooperation as the
Presentations everyday grievances of theft, deception, and violence, it is plain to see how
failing to cooperate can be an impediment to human well-being and moral
development.

For Harris, the brain is the locus of interest. We believe that it is possible to
recast the argument into one about whole organisms—with correlated
neurological states, perhaps—interacting with their environment to determine
behavior. This scientific approach to human behavior, with a goal of
improving the welfare of living organisms, is consistent with the application
of behavior analysis to bring about societal change (e.g., Baer, Wolf, & Risley,
1968; Skinner, 1971, 1978).

Diller, J. W., & Nuzzolilli, A. E. (2012). The Science of Values: The Moral
Landscape by Sam Harris. The Behavior Analyst, 35(2), 265–273.
 PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education
Taft Ave. cor Ayala Blvd., Ermita, Manila, 1000, Philippines
Creative Projects The behavior-analytic approach (which is largely compatible with Harris's
● Performance efforts in The Moral Landscape) supports the superiority of a scientific
Tasks approach to life, including questions of morality. Skinner (1976), for example,
highlighted the importance of the experimenting culture to identify practices
that were effective (cf. Baum, 2005).Tacit within behavior analysis is the
expectation that a scientific worldview can and will improve the quality of
life.

Diller, J. W., & Nuzzolilli, A. E. (2012). The Science of Values: The Moral
Landscape by Sam Harris. The Behavior Analyst, 35(2), 265–273.
 PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education
Taft Ave. cor Ayala Blvd., Ermita, Manila, 1000, Philippines

Similarities/differences in the assessment practices of a VE teacher and the EsP grading system

Similarities Differences

1. Oral Activities 1. Remedial Classes or Reassessment are not

a. Recitations included in the EsP Grading System.
b. Socratic Method However, the Policy Guidelines for
2. Group Activities Assessment includes only the bases for
a. Collaboration promoting a learner to the next grade level
b. Group Sharing or for retaining a learner in the same grade
c. Group Presentations level. Other than that, there are no
3. Written Works specifications if a learner fails an
4. Quarterly Examination assessment.
5. Pen and paper assessments 2. Matrix Completion is a new type of
a. Quiz activity for EsP.
b. Seatworks 3. Teacher Centered Approach
6. Student Centered Approach 4. Both teachers' practices lack
7. Classroom Routines Performance-based tasks such as Issue
8. Creative Projects Awareness Campaigns, Action Plans, and
a. Performance Task Situation Analysis.

These activities can be seen under the Formative

Assessments and Summative Assessments in D.O
08. s, 2015. These can be graded through the
components under Written Works and
Performance Tasks.

Appendix A. List of Assessment Tools D.O 08. s, 2015