Activity 5 – Assessing Learning

FIELD STUDY 1
Outcomes and Reporting Feedbacks

Name of FS Student JOESAMAY F. CAINGAL

Course, Year and Section BEE-EGE IV-2
1
Name of FS Mentor MS. KIMBERLY INALDO
Date DECEMBER 20, 2023

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 non-traditional assessment tools including scoring rubrics;
4. determine the procedure on how grades are computed and reported to parents; and
5. compute student grade based on DepEd’s grading policy.

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

Direction: Read the following items below before observing a class.

1. Ask permission from a teacher that you will observe his/her class.
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.

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 Activity 5 – Assessing Learning
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Outcomes and Reporting Feedbacks

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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. The teacher conducted a During the lesson, the After the class discussion and
drill as a preliminary students were instructed to the initial activity, Teacher
activity before delving into form groups and Ronnie provided the students
the main discussion, collaboratively solve with a paper-and-pencil task.
serving both as a review mathematical problems
and a motivational together.
exercise.

2. During the discussion,
Teacher Ronnie
consistently posed
questions to the students
related to the topic.
The teacher allowed the
students to think critically
about themselves by giving
problem-solving questions
related to real-life scenarios.
The students are given quiz
after the discussion to check
for learning.

3. As an introduction to the The teacher lets the student The teacher Immediately
lesson, Teacher Ronnie evaluate their own checked the scores of the
presented questions that understanding when checking students to know if they have
were relatable to the the activities given to them. learned well.
students. During the
lesson, the students were
instructed to form groups
and collaboratively solve
mathematical problems
together.

4. Calling students to recite

and answer the teacher’s
question

5. Conducting an interactive
game called ‘fact or bluff’
which allows for students
to show their
agreeableness
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 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

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

For me, recitation is an assessment that is formative in nature because actively engages students in ongoing
discussions and presentations, providing real-time feedback for both students and teachers. This assessment
type, along with other formative methods, focuses on continuous feedback, adjustment of instruction based on
student responses, improvement of the learning process by identifying and addressing misconceptions, and
promoting active student involvement. In essence, recitation contributes to the ongoing enhancement of
teaching and learning through continuous assessment and immediate feedback.

2. List all the summative assessments that you have observed. Justify.

Upon careful observation, I observed that Teacher Ronie G. Padlan predominantly utilizes paper-and-
pencil assessments for summative evaluations. These assessments primarily consist of multiple-choice
questions and occasionally incorporate problem-solving activities. Significantly, these assessments take
place after the completion of the lesson's discussion and are administered on an individual basis. This
approach to summative assessment indicates a preference for traditional written evaluation methods,
allowing for a comprehensive evaluation of each student's understanding of the discussed material.

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 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

Directions: Complete the table below by listing the intended learning outcomes (ILO) projected
by the teacher and the assessment activity that supports each ILO.
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Intended Learning outcomes / Assessment Activity

Objectives Traditional
1. Demonstrate understanding The teacher used
of English grammar and chalkboard in presenting
usage in speaking or writing. and discussing the
lesson.
2. Uses the classes of words The student was asked
apply in various oral and by the teacher to answer
written discourse. the activity using paper
and pencil.
3. Use personal pronouns in The teacher used
sentence. chalkboard in presenting
and discussing the
lesson.
Non-traditional
The teacher used T.V
monitor to discuss some
parts of the lesson.
The teacher used Power-
Point Presentation in
discussing some
pronoun.
The teacher used Power-
Point Presentation in
discussing some
pronoun.

Questions

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

Upon closer look, I noticed the questions were well-crafted to encourage higher-order thinking skills like critical
thinking and problem-solving. Despite not having traditional tests, the ongoing assessments consistently pushed
students to analyze, evaluate, and apply what they've learned.

This formative approach wasn't just about checking understanding; it played a crucial role in developing important
thinking skills. By urging students to explore topics more deeply, these assessments embraced a broader view of
learning, going beyond memorization to foster essential analytical and evaluative abilities.

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 Activity 5 – Assessing Learning
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Outcomes and Reporting Feedbacks

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 are the grades or performance reported to parents. Record the result 5
of your interview here.

Teacher Ronie G. Padlan shared insights into their grading system, highlighting the use of E-Class
Records to streamline the computation of learner grades. This automated system allocates specific percentages to
various grading components, and these percentages vary based on the subject. The components considered for
grading encompass attendance, scores obtained, and active participation in class activities and discussions.

When it comes to communicating grades to parents or guardians, the school holds a dedicated event
known as "Card Day." This event occurs every 14 weeks, following student examinations. During Card Day,
parents or guardians attend, and comprehensive grade reports for each student are distributed. Additionally,
Teacher Ronie may conduct a brief meeting to discuss overall student performance on the same day.

In instances where concerns or complaints about a student's grade arise, he takes a proactive approach.
He explains the grading process, providing transparency by showcasing records of the student's performance. This
ensures that the grading system is understood, and any concerns can be addressed through clear and open
communication.

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Outcomes and Reporting Feedbacks

Analyze
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Answer the following questions:

Why is there a need to evaluate learning?

Evaluation plays a key role in identifying and rectifying ineffective teaching methods. Through careful analysis
of performance data, teachers pinpoint areas for improvement, prompting a reevaluation of strategies. This
iterative cycle encourages educators to discard or modify ineffective methods in favor of more impactful
alternatives.
In essence, the evaluation of learning is a dynamic tool that enables teachers to navigate the educational
landscape. By linking student performance to objectives, teachers refine pedagogical choices, institutionalize
effective strategies, and enhance the overall quality of education provided to students.

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

Certainly, it is necessary for teachers to document the outcomes of both formative and summative
assessments because maintaining records is a fundamental component of the grading process. Formative
assessments allow students to demonstrate their current understanding, while summative assessments
enable them to showcase their overall learning. Each student's entries should indicate their present proficiency
level concerning specific targets and their corresponding criteria. A consistent record-keeping system is crucial
to ensure the reliability of grading.

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

Yes. The teacher created a Table of Specifications (TOS) to construct a well-structured test emphasizing key
subject areas. By assigning weights to different areas, the TOS ensures the assessment reflects the
importance of each topic or skill. It serves as a strategic guide for test construction, prioritizing achievement
domains for comprehensive coverage. The TOS also maintains fairness by systematically selecting questions
across domains, guarding against bias and ensuring a fair assessment of students across various topics. In
summary, the TOS is a purposeful step in developing a test that accurately represents learning objectives and
ensures fairness in assessment.

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Outcomes and Reporting Feedbacks
4 How did the teacher align the task in the assessment tools with the intended learning
outcomes?

7
Teachers align assessments with learning goals to create a clear learning path for students, connecting
assessment tools directly to educational objectives. This alignment is crucial for student success, fostering a
cohesive and effective learning environment by blending goals, objectives, and standards. Starting with
aligned goals sets the foundation for successful lessons, allowing teachers to design purposeful activities
contributing to desired learning outcomes. In essence, alignment in education helps educators connect
instructional goals and assessments seamlessly, communicating a clear learning path and enhancing the
impact of each educational component for student success.

5 Did the teacher used a scoring rubric to evaluate the students’ performance? Describe
how it was utilized.
In the observed class, the teacher used a scoring rubric to grade students' work, providing clear explanations
and simplifying the grading process. The rubric communicated expectations, pointing out strengths and areas for
improvement, encouraging constructive feedback and greater student participation in assessments.
Additionally, the rubric prompted students to evaluate their own work using detailed criteria, enhancing their
understanding of performance and encouraging reflection on their efforts. This led to increased student
responsibility for the quality of their work.
The teacher's use of a scoring rubric proved to be a valuable teaching tool, enhancing communication,
empowering students in self-assessment, and instilling a sense of responsibility for their learning outcomes. This
approach not only ensured fair grading but also cultivated a student-focused and engaged learning environment.

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

Yes, I found it easy to answer the teacher's questions in the higher section, but I faced some challenges in the
lower section. However, as a teacher, it's important to take the time to listen and understand students' fears and
concerns. This involves promoting proper behavior in the classroom by setting and consistently enforcing
boundaries. It also includes encouraging students to actively participate in school activities.

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Outcomes and Reporting Feedbacks

7 Did the teacher encounter challenge(s) during the computation and reporting of grades to
parents? Justify your answer.
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Yes. Teachers also face challenges when calculating grades, particularly concerning classwork, assessments,
homework, and projects. One common issue is some students not submitting assignments or projects on time.
In such cases, teachers must wait for these students to complete their requirements. Teachers must also
balance fairness to all students while allowing those facing difficulties extra time to finish and submit their work.
This situation requires flexibility and understanding from teachers, considering the diverse circumstances
students may encounter.

Reflect

1. As a millennial would-be teacher, how can the assessment process help you
make learning more fun and more meaningful ?

We are aware that capturing the attention of students in this generation can be challenging. However, as a
millennial and aspiring teacher, it is essential to be mindful of our students' learning needs and introduce
innovative ideas. We must bring energy into the classroom to ensure that our learners remain engaged and do not
find the lessons dull.

2. As a future teacher, how can you eliminate fear of assessment to your students?

In my future role as an educator, one of my priorities will be to foster confidence among students. I plan to
incorporate regular confidence-building activities that may seem challenging but are designed for all students to
succeed. This deliberate focus on building confidence and self-efficacy aims to reduce anxiety and fear, ultimately
helping students feel increasingly capable and motivated.

3. If you are the teacher, what solution(s) could you offer to address the challenges
in evaluating students’ performance and giving feedbacks?

I will acknowledge that students can demonstrate comprehension of crucial course material through various
means. I will clearly convey all deadlines, assignments, and expectations well ahead of time. Additionally, I will
allow sufficient intervals between assignments to provide students with ample time to receive feedback.

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FIELD STUDY 1
Outcomes and Reporting Feedbacks

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

9

Evidence/Documents

During Observation and Interview with Teacher Ronnie Padlan

at Bayambang Central School

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FIELD STUDY 1
Outcomes and Reporting Feedbacks

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