NAME: __________________________________

SUBJECT:________________________________

GRADE LEVEL OBSERVED:___________ NAME OF MENTOR: ___________________

FIELD STUDY 2 Course Description and Course Learning Outcomes: This course is a
continuation of Field Study 1 that adheres to the philosophy which will be formulated by the
students on the premise of participation and teaching assistantship. It is school based and allows
a pre-service student to observe demonstrated knowledge of learning environments that motivate
21st century learners to work productively, assume responsibility for their own learning,
participate, and assist in limited actual teaching learning activities that relate to learning
assessment, understanding the role of assessment data as feedback in teaching and learning
practices and programs, selection, development and use of a variety of teaching and learning
resources including ICT (4.5.1) in preparation of the bulletin boards and instructional materials.
Further, exhibits skill in planning classroom routines concerning learners’ safety and security
(2.1). in the classroom; A portfolio which will contain sample lesson of learning plans and
demonstration teaching of at least one subject content using differentiated teaching to suit the
learners’ gender, needs, strengths, interests and experiences (3.1.1) will be required; an action
research shall be encouraged to start in this course to seek advice concerning strategies that
build relationship with parents/guardians and the wider community (6.2.1) which will be
concluded and critiqued during the internship.

EPISODE 4

EPISODE 3-Participating and assisting in limited actual teaching learning activities that
relate to learning assessment, understanding the role of assessment data as feedback in
teaching and learning practices and programs,

Educational Theory: Assessment refers to the measurement how effectively the students learned,
usually against stated learning outcomes (Reece and Walker 2003). In addition, DepEd Order
No. 55, series of 2016, defined assessment as the process of measuring learners’ progress in the
attainment of learning standardsand 21st century skills. The results of the various forms of
assessment shall be used to quantify judgments on the learner’s academic performance.

There are several purposes why teachers assess their student’s performance based on
Oxford Brookes University. It might be for motivating, creating learning opportunities ,
providing grades and feedback, or ensuring quality assurance. The assessment data will be
utilized to reach educational decisions.

Educational Testing Service (2003)noutlined three basic but essential questions in

developing and using assessment:

1. What am I trying to find out about my student’s learning?

2. What kind of evidence do I need to show that my students have achieved the goals that I am
trying to measure?
3. What kind of assessment will give me that evidence?

Furthermore, assessment according to Gutierrez (2007) is guided with six principles that
are worth considering:
1. Address learning targets or curriculum goals
2. Provide efficient feedback on instructions
3. Use a variety of assessment procedures
4. Ensure that assessment is valid, reliable and fair
5. Keep record of assessment
6. Interpret and communicate results of assessment meaningfully.
 There are two basic approaches in interpreting assessment results, the norm and criterion
-referenced assessment.

The first approach is the norm-referenced assessment which measures the student’s
performance compared with the rest rest of the students who were given a specific task or test. It
gives the student’s relative status among other students. For example, Sean Xavier is the top 1 of
the class. This example shows Sean Xavier’s standing compared to other students in the class.

On the other hand, the second approach is the criterion -referenced assessment which
measures the student’s condition based on a certain criteria or related task. It depicts what a
student can and cannot do. For exmaple, Sean Xavier can perform the given task without
comparing his performance to the performance of other students.

Guided Practice:

A. Direction: Observe a class where your cooperating teacher is giving an assessment. Interview
your cooperating teacher about the purpose of the assessment. List 5 purposes why he/she is
assessing his/her students.

Assessment Purpose 1: The primary purpose is to assess students' comprehension of the lesson. It
serves as a diagnostic tool to identify whether the students have grasped the key concepts and
content covered.

Assessment Purpose 2: Assessments inform her about the effectiveness of her instructional
strategies. Understanding how well students are learning helps her tailor her teaching methods to
better suit the needs of the class.

Assessment Purpose 3: She uses it to track students' progress over time. By comparing current
performance with previous assessments, she gains insights into individual and collective growth,
identifying areas where students have excelled or may require additional support.

Assessment Purpose 4: She uses assessment as a means to offer constructive feedback to

students. It allows her to highlight strengths and weaknesses in the students' work, guiding them
toward improvement and reinforcing positive learning outcomes.

Assessment Purpose 5: Assessments can encourage students to reflect on their own learning
processes. By evaluating their performance, students develop metacognitive skills, becoming
more aware of their strengths and areas where they can enhance their understanding.

B. Direction: Explain the importance of each assessment principle briefly.

1. Address learning targets or curriculum goals.

Addressing learning targets or curriculum goals in assessments is crucial as it provides a clear
framework for evaluating student understanding and achievement. When assessments align with
these targets, they serve as direct indicators of whether students have successfully grasped the
intended concepts and skills outlined in the curriculum. It also helps teachers track and
communicate progress effectively, guiding instructional decisions to ensure that classroom
activities and assessments remain focused on the essential elements of the curriculum.

2. Provide efficient feedback on instructions

Providing efficient feedback on assessments is essential as it serves as a valuable tool for both
teachers and students. Effective feedback not only informs students about their performance but
also offers insights to the teacher regarding the success of their instructional methods. By
analyzing assessment results, teachers can identify areas of strength and weakness in their
instructional approach, allowing for targeted improvements.

3. Use a variety of assessment procedures

Using a variety of assessment procedures is crucial as it allows for a more comprehensive
understanding of students' capabilities, as different assessment methods provide diverse insights
into their knowledge and skills. By employing various assessment procedures, a teacher can
capture a holistic view of student performance and tailor instruction accordingly. It helps in
addressing different learning styles and preferences among students, promoting inclusivity. A
diverse set of assessments contributes to a more accurate measurement of curriculum goals,
ensuring that a wide range of skills and knowledge is assessed. It also enables the teacher to
adapt their instructional strategies based on the feedback received from different assessment
tools, leading to continuous improvement in teaching methods and ultimately enhancing the
overall quality of education provided.

4. Ensure that the assessment is valid, reliable, and fair

Fairness ensures that assessments do not disadvantage any particular group of students, fostering
an inclusive and equitable learning environment. A valid and reliable assessment process
contributes to the overall integrity of the educational system, promoting trust among students,
teachers, and stakeholders. Accurate feedback resulting from valid and reliable assessments
serves as a solid foundation for informed decision-making, guiding instructional adjustments,
and supporting student learning effectively.

5. Keep a record of assessment

Keeping a record of assessments serves as a documentation of the evaluation process, providing
evidence of student progress and achievement over time. These records not only help in ensuring
that assessments have been effectively conducted but also act as valuable references for future
planning and adjustments to instructional strategies. The historical data captured in assessment
records provides valuable insights, aiding in the continuous improvement of teaching methods
and contributing to the overall enhancement of the educational experience.

6. Interpret and communicate results of assessment meaningfully

Meaningful communication ensures that students not only receive feedback on their performance
but also understand the implications of the assessment results. This clarity is vital for promoting
student self-awareness and reflection. By comprehending their strengths and areas for
improvement, students can actively engage in their learning process, set goals, and take
ownership of their academic journey.

C. Directions: Evaluate using the scale below if your cooperating teacher is practicing the
assessment principles. Check the appropriate column of your answer.

5- Always Observed 2- Rarely Observed

4-Often Observed 1- Never Observed
3- Sometimes Observed

Assessment Principles 5 4 3 2 1
1 Address learning targets or curriculum goals 
2 Provide efficient feedback on instructions 
3 Use a variety of assessment procedures 
4 Ensure that assessment is valid, reliable, and fair 
5 Keep a record of assessment 
6 Interpret and communicate results of assessment 
meaningfully
D. Directions: Compare norm-referenced assessment and criterion-referenced assessment. Write
your answer on the Venn diagram below

Norm-Referenced Assessment: Both assessments

aim to evaluate
Criterion-Referenced Assessment:
- Focus: Measures how well a student student learning
but differ in their
performs compared to a group or focus and
Focus: Measures how well a student performs
"norm" of peers. approach.
against specific learning criteria or predetermined
- Scoring: Students' scores are often standards.
Both provide
reported in percentiles or rankings. valuable
- Purpose: Designed to rank and information to
guide instructional - Scoring: Students' scores are based on a set
compare students, highlighting theirdecisions and standard or criterion.
enhance student - Purpose: Designed to assess mastery of specific
relative standing in a group. performance
skills or knowledge outlined in a curriculum.
- Examples: Standardized tests, - Examples: Rubrics, exams with predefined passing
percentile ranks, class rankings. scores, project assessments.

Processing
Examine the data you have gathered. Answer the following questions:

1. Based on the five (5) purposes of assessing students given by your cooperating teacher,
which is the most important?
Assessing comprehension is the most fundamental because it directly addresses the core
objective of education – ensuring that students understand and grasp key concepts. Without a
clear understanding, it becomes challenging for students to progress to more advanced topics.

2. Which among the six assessment principles is the most important for you? Explain your
answer.
Ensuring the validity, reliability, and fairness of assessments stands out as the paramount
principle among the six because it enables the teacher to genuinely gauge the knowledge
acquired by students. This commitment to assessment principles not only empowers the teacher
to accurately measure learning outcomes but also provides a comprehensive evaluation tool for
self-assessment. By upholding these standards, both educators and students gain valuable
insights, pinpointing areas that require improvement and fostering a continuous cycle of
refinement in the learning process.

3. Which approach is more applicable in a 21 st century classroom, norm-referenced assessment

or criterion -referenced assessment? Why?
Criterion-referenced assessment is more applicable in a 21st-century classroom because it aligns
with the evolving educational paradigms and the needs of a diverse and dynamic learning
environment. In the 21st century, education aims to foster critical thinking, creativity, and
practical application of knowledge. Criterion-referenced assessment is designed to specifically
evaluate whether students have achieved predetermined standards or learning objectives,
emphasizing mastery of skills and knowledge.
Reflection

Write your reflection by completing the following statements:

1. I realized that:
it is crucial to assess students to uncover areas that require improvement, not only in the
effectiveness of my teaching strategies but also in the overall performance of the students in the
class. Through assessments, students are provided with a valuable opportunity for self-reflection,
allowing them to gauge their understanding, identify strengths, and pinpoint areas where they
can enhance their learning. This process not only contributes to the continuous improvement of
my teaching methods but also empowers students to take an active role in their educational
journey, fostering a culture of accountability and personal growth. I discovered that assessments
serve as more than just evaluative tools; they are integral components of a feedback loop that
informs both teaching and learning. By systematically assessing student comprehension and
progress, I gain insights into the effectiveness of my instructional approaches, allowing me to
tailor future lessons to better meet the needs of the students.
2. I believe it is essential to:
recognize that, as a future educator, assessment holds a pivotal role in facilitating effective
teaching and personal growth. Understanding that assessment is not solely for my students but
also a tool for self-improvement is fundamental. It serves as a mirror reflecting the areas where I,
as an educator, can enhance my teaching methods and approaches. Acknowledging the diversity
in teaching strategies and learning styles is paramount, as it highlights the need for flexibility and
adaptability in my instructional practices.
3. From now on, I am determined to:
embrace the belief that assessment is a dynamic process that involves continuous learning and
refinement, I am committed to utilizing it as a means to tailor my teaching methods to the varied
needs of my students. It is through assessments that I can gain insights into the effectiveness of
my strategies, identify areas for improvement, and implement adjustments to better cater to the
diverse learning styles present in the classroom. Moreover, I recognize that assessments extend
beyond the conventional understanding of testing and grading. They are essential tools for
fostering a collaborative and communicative environment in the classroom. By engaging in a
continuous cycle of assessment and feedback, both my students and I can actively participate in
the learning journey, creating a culture of shared responsibility for academic success.
Preparing for an Assessment

Educational Theory

Benjamin Franklin once said, “ By failing to prepare , you are peparing to fail.”
Preparation is a vital element for any success. Nowadays, many people become successful with
whatever endeavor they are in because they are prepared.

Assessment is not just simply judging, grading, and reporting of student performance.
Assessing student learning and achievement is more than that. To make every assessment a huge
success, there are several preparations that should be done ahead of time.

Before the teacher writes the test items , he/she should anticipate the number of test items
that will be included to measure and evaluate student performance. In doing this, a table of
specifications must be prepared.

A table of specifications, soetimes called test blueprint, is a table or chart that helps the
teachers align objectives, instruction, and assessment (Notar et al., 2004). This tool is commonly
used in constructing summative teasts. This can also be done in one-way or two-way depending
on the purpose. It includes the learning outcomes to be tested, number of recitation days, number
of itemsfor each learning outcome to be tested, percentage of items and item placement.

Below is an example of a one-way table of specifications.

Objective Number of Number of Percentage Item

Recitation Items of Items Placement
Days
1. Define noun 2 3 6% 1-3
2. Differentiate proper and 3 5 10% 4-8
common nouns
3. Write sentences using proper 4 7 14% 9-15
and common nouns
4. Determine collective nouns 3 5 10% 16-20
5. Compare abstract fro concrete 4 7 14% 21-27
nouns
6. Define pronouns 2 3 6% 28-30
7. Enumerate the different kinds 7 12 24% 31-42
of pronouns
8. Use the different kinds of 5 8 16% 43-50
ponouns in a sentence
TOTAL 30 50 100%
Guided Practice
A. Directions : Ask for a copy of a sample table of specifications from your cooperating teacher.
Paste it below
B. Direction: Create a one-way table of specifications for a quarterly examination
Objective Number of Number of Percentage Item
Recitation Items of Items Placement
Days
1.
2.
3.
4.
5.
6.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14,
15.
TOTAL

Processing

Examine the data you have gathered. Answer the following questions:
1. Why is it important to prepare the plan before you assess?
Developing a well-thought-out plan before assessment is crucial as it provides a comprehensive
roadmap for the entire assessment process. Without such a plan, assessing students becomes akin
to navigating without a destination, lacking direction, purpose, and a systematic approach.
Planning allows educators to establish a targeted focus by identifying specific learning
objectives, skills, or knowledge areas to be assessed. This ensures alignment with the intended
educational goals, offering meaningful insights into student understanding and progress.
2. What are the different features of the table of specifications of your cooperating teacher? State
each feature
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. What is the most difficult part in creating a table of specifications? Why?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

4. What will happen to the test if the teacher does not prepare a table of specifications?
If a teacher neglects to create a table of specifications, the resulting test is likely to be ineffective
and may not adequately assess students. The table of specifications functions as a comprehensive
guide, delineating content areas, assigning weights or importance to each, and specifying the
skills or knowledge under assessment. Without this organized framework, the test risks
becoming disorganized, lacking clear structure and focus.

Source, Greg Tabios Pawilen, et.al. (2019). Rex Printing Company, Inc.Quezon City.
Name and signature of Resource Teacher: ________________________________________

Date signed: __________________________