REPUBLIC OF THE PHILIPPINES

ZAMSULA EVERLASTING COLLEGE

POBLACION SALUG, ZAMBOANGA DEL NORTE

COLLEGE OF EDUCATION

FIELD STUDY 5

IN

BACONG CENTRAL SCHOOL

SY 2022-2023

Submitted To:

MRS. SETCHERY ESTEBAT

In Partial Fulfillment of the Requirements

For

Field Study 5

Submitted by:

PORFERIA P. MALACAT
BTVTED
 Republic of the Philippines

ZAMSULA EVERLASING COLLEGE

Salug, Zamboana del Norte

___________________

BACHELOR IN TECHNICAL VOCATIONAL TEACHER

EDUCATION (BTVTED)
___________________

A PORTFOLIO ON FIELD STUDY

LEARNING ASSESSMENT STRATEGIES

IN

BACONG CENTRAL SCHOOL

SALUG II DISTRICT
___________________

Submitted to:

SETCHERY T. ESTEBAT

College Instructor
___________________

In Partial Fulfillment

Of the Requirements for Field Study 5

Submitted by:

Porferia P. Malacat
BTVTED- STUDENT
January, 2023
 ACKNOWLEDGEMENT

I proudly and greatly thanks to the following persons for helping and
accompanying me on finishing this field study 5 portfolio, entitled “Learning
Assessment Strategies” in Bacong Central School. First and foremost, to our
Lord God for giving me life, strength, and wisdom in finishing this portfolio, and
for keeping me safe on conducting my observation, and to Ma’am Setchery T.
Estebat who gave us the warmest welcome and for imparting essential wisdoms
which we can use as we go on to our chosen paths, Instill in our minds that it is
not a choice to educate, but a path to take.

To my son-in-law John A. Vibar who always render his time and patience for
encoding this field study 5 portfolio, and to Sir Gerry C. Brobo, who supported
me always in this requirements, and especially to Kindergarten Adviser where
I’m assigned to observe the class, Ma’am Victoria Lobetania Tapayan, who
always render her time, patience and support for my portfolio requirement.

Last but not the least, to my ever-loving family and the undying supports of my
classmates who are always at my side no matter what the situation is for
motivating me despite the pressure to finish this thing.

Thank you so much everyone.

i
 Table of Contents

Title Page
Acknowledgment........................................................................................................... i
Table of Contents
Introduction................................................................................................................ ii
Course Description and General Objectives iii

Grading System/ Assessment Tools iv - vii

Cooperating School Profile viii

Cooperating Teacher Profile ix

Biography of Pre-Service Teacher xi

Vision, Mission, and Core Values xi

ORGANIZATION OF PORTFOLIO ENTRIES

FIELD STUDY 4 (Learning Assessment Strategies)

Episode 1 (My Assessmemnt List)........................................................................1 to 7

Observation Sheets 2-3
Assessment Tools Classification Sheet 4
My Analysis 5
My Reflections 6
Marking Guide for Reflection 7

Episode 2 (My ATM) Available Test and Measures..............................................8 to 11

Designing Paper and Pencil Test 9
My Analysis 10
My Reflections 10
Marking Guide for Reflection 11

Episode 3 (Log Me)..........................................................................................12 to 16

My Interview Notes 12 - 13
My Analysis 14
My Reflections 15
Marking Guide for Reflections 16
 Table of Contents

Episode 4 (Work On Me)..................................................................................17 to 20

Notes on my Process-Oriented Assessment Plan 18
My Analysis 19
My Reflections 20

Episode 5 (Build On Me)..................................................................................21 to 31

My Plan (Task Design) 22
Notes on my Product-Oriented Plan 23
My Analysis 24
My Reflections 25

Appendix1 26-27

Appendix2 28

Rubric for student teaching portfolio 29

Documentation 30

FS 5 Clearance 31
 FIELD STUDY 5

INTRODUCTION

Field Study 5 is the fifth practicum course of the extended practicum for the
BEED and BSED programs, mandated in the CHED Memorandum Order 30
Series of 2004.

The focus of Field Study 5 is Assessment for Student Learning. It is linked with
professional education subjects, preferably ‘Assessment of Learning Outcomes
1’ or ‘Assessment of Learning Outcomes 2’. These two subjects feature theories
and principles of tests, test construction, test validity and reliability, item
analysis, the checking and marking test, and interpreting test results, and a
range of assessments, assessment strategies, and assessment tools.

There will be five in-school visits. The pre-service teacher will be working
individually (without a buddy) with the guidance of the cooperating teacher
especially in the preparation of lesson plans for the topics assigned. It will
incorporate authentic assessment activities, various strategies, and tools.
He/she is expected to teach two lessons in any of their five school visitations.
The PSTs will construct and administer tests as well as analyze test items and
interpret test item analysis result. He/she will make rubrics for the different
assessment strategies.

ii
 COURSE DESCRIPTION

This course develops PSTs skills in collecting and analyzing the cooperating
teacher’s assessment items to familiarize themselves with DepEd assessment
structures. The PSTs will also identify whether the items use a conventional or
authentic approach, and whether there is a range of assessment strategies. The
course provides an opportunity for PSTs to have hands-on experiences in
constructing a range of assessment tools. They will try these in the classroom
and evaluate the results based on the principles of effective assessment. It
requires the PSTs to apply the concepts they have learned about developing
rubrics for performance-based assessment.

Field Study 5 is anchored on the Professional Education subjects: Assessment

of Student Learning1 and Assessment of Student Learning 2.

COURSE OBJECTIVES

At the end of the course, the pre-service teachers of FS 5 will be able to:

1. Identify assessment tools used by the cooperating teachers in assessing

students’ learning.

2. Write a lesson plan that incorporates an authentic assessment activity.

3. Teach two lessons (beginning on the second visit).

4. Construct a Table of Specification (TOS) as basis for constructing test

items.

5. Design sample rubrics for two classroom activities.

COURSE REQUIREMENTS

a. Attendance during school hours, school functions and in special

meetings
b. Daily Time Record/Logbook for attendance in the laboratory and the
cooperating school
c. Professional Portfolio which includes:
 2 demonstrated Lesson Plans
 2 samples of Teacher-made tests with corresponding TOS (CT’s and
PST’s)
 2 sample rubrics based on constructed Task Designs
d. Reflective Journal Entries

iii
GRADING SYSTEM
Rater

CT Prac
Supervisor

Attendance 10% 

Professional Portfolio 30% 

Reflective Journal 20% 

Self-made Test/Task Design 30%  

Lesson Plan 10% 

Total 100%

ASSESSMENT TOOLS

1. Lesson Plan Rubric

2. Pre-service Teacher’s Actual Teaching Rating
3. Student Portfolio Rubric
4. Marking Guide for Instructional Materials
5. Marking guide for reflective journal entries

FS 5
List of Tasks

COMPETENCIES/
LEARNING
FOCUS SPECIFIC TASKS PERFORMANCE
EVIDENCE
INDICATORS

Episode 1:

My Assessment List
 Observe at least Chart showing Apply a wide range
three classes to different of teaching process
find out the assessment tools skills in
assessment used by the CT educational
tools used by assessment
Assessment teachers
tools in the  List down Written
learning assessment Reflection
environment tools used in
class
 Classify the
assessment
tools as to
conventional
authentic or
alternative
iv
 Episode 2:

My ATM (Available
Tests & Measures)

 Visit the class Table of Analysis Apply a wide range

handled by your of Teacher-made of teaching process
CT. Study the tests skills in
teacher’s educational
objectives of the assessment
lesson. Observe
his/her class,
focusing on the
evaluation part
of the lesson.
Analysis of
Teacher-made  Analyze one (1) Table of
Tests teacher-made Specifications
test based on
Constructing the principles of
Table of test
Specifications construction
and Bloom’s
*lesson Taxonomy
planning
 Ask for Learning *lesson plan
competencies
based on their
area of
specialization in
one grading
period.
Construct TOS
and develop
summative
exam (40 items).

 (conduct Demo-
teaching)*

Authentic Episode 3:
v
 Log Me

 Observe a class: Interview Report Interpret the

Do the following. relationship of
using the
- Interview a authentic
teacher on assessment from
their varied assessment
experiences of tools
using
authentic
assessment.
Ask for a
sample from
your CT and
discuss the ff:

- purpose of
assessment
Assessment - method of
administering
assessment

- methods for
evaluating the
assessment
results

- ways by which
results will be
used

 Write a reflective Journal / field

journal on this story
activity

 (conduct Demo-
teaching)*

vi
 Episode 4:
Work Me On
 Identify the Process-oriented Apply a wide range
performance- performance of teaching-
based assessment plan learning process
activities** skills in
 Choose one Sample rubric for educational
process-oriented a process- assessment
activity and oriented
Process- assessment
design
oriented portfolio
performance
assessment
assessment
 Make rubrics to
measure the
quality of
performance or
range or effects
on learning
 (conduct Demo-
teaching)*

Episode 5:

Build Me Up Sample rubrics Creating a

 Identify on product- product-oriented
product- oriented alternative
oriented performance- assessment
performance- based
based assessment
activities
conducted**
 Choose one
product-
oriented
Product-
activity from
oriented
those
Performance-
identified and
based
design
assessment
product-
oriented
assessment
 Develop a
product-
oriented
performance-
based rubric
for that
activity
 (conduct
Demo-
teaching)*
vii
COOPERATING SCHOOL
 Profile

“Bacong Cenral School” is one of prominent

Public Schools in Municipality of Salug,
Zamboanga del Norte, particularly in Salug II
District. Producing competent elementary
graduates since existed.

The existence of Bacong Central School is

anchored with the history of Barangay Bacong
itself.

In 1945, after the world war II, Japan versus

America, Barangay Bacong was being
established with the following bonafide resident
families namely: Apilan, Deniega and Pamil.

These families are responsible in naming Bacong and at the same time worked
hard to find means and ways for the establishment of Bacong Central School,
formerly known as “ Bacong Primary School”.

This year 1945, Bacong became progressive not only on its production but also
the number of children were multiplied. Due to this situation, the leaders of
Bacong moved everything to create an educational institution with Mr, Pedro
Maribojoc from Salug as the first teacher.

Bacong Central School site with an area of 1 hectare was donated by Mr. And
Mrs. Juan Carbonilla and Mr. and Mrs. Amado De Guzman. At this time the
District Supervisor is Mr. Ramon Martinez.

As the Barangay Bacong progressed, BCS also developed a lot. When school
children multiplied, the number of teachers also increased. The once primary
school, had became a full elementary school.

The transitions of different school heads of Bacong Central School is also an

extention of the Office of the District Supervisors as the command of education
is channelled along with it.

In 1980’s Bacong Central School had improved a lot with the construction of
buildings as well as school repairs to cater the expanded number of children.

Presently, Bacong Central School is headed by Mrs. Setchery T, Estebat with 14

Teaching staff, is the show window of Salug II District, a provider of quality
education to all its pupils and a zeal of excellence in all its endeavours.

viii
 Cooperating Teacher’s Profile

Personal Background

Name : Victoria Lobetania Tapayan

Age : 36 years old

Birth Date : November 2, 1986

Birth Place : Ramon Magsaysay, Salug, Zambo. Del Norte

Civil Stats : Married

Nationality : Filipino

Religion : Roman Catholic

Address : Bacong, Salug, Zamboanga del Norte

Educational Background

Level School Year

Elementary Bacong central School 1999

Secondary Bacong Hational High School 2003

Tertiary St. Vincent College 2008

Graduate School WMSU, Tampilisan Campus 2020

 MAED (CAR – 36 units)

ix
 Biography
of the
Pre-Service Teacher

PERSONAL DATA

Full Name : Porferia Pis-an Malacat

Date of Birth : February 18, 1955
Place of Birth : Dapitan City, Zamboanga del Norte
Age : 67 years old
Height : 5’0
Sex : Female
Citizenship : Filipino
Civil Status : Married
Religion : Roman Catholic
Spouse : Promencio N. Malacat

EDUCATIONAL BACKGROUND

Tertiary Level ZAMSULA Everlasting College

BTVTED
SY: 2019 - Present

Secondary Level Alternative Learning System

SY: 2018 - 2019

Primary Level Balakan Elementary School

Salug, Zamboanga del Norte
SY: 1970 - 1971

x
 Our Vision

We dream of Filipinos
who passionately love
their country and
whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.

As s learner - centered
public institution, the Department of Education
continuously improves itself to better serve its stakeholders.

Our Mission

To protect and promote the right of

every Filipino to quality, equitable
culture-based, and complete basic education where;

Students learn in a child-friendly,

gender-sensitive, safe, and motivating environment;

Teachers facilitate learning and

constantly nurture every learner;

Administrators and staff, as stewards

of the institution, ensure an
enabling and supportive environment
for effective learning to happen;

Family, community and other

stakeholders are actively engaged and share
responsibility for developing life-long learners.

Our Core Values

Maka-Diyos
Maka-Tao
Makakalikasan
Makabansa

xi
EPISODE 1: MY ASSESSMENT LIST
Name of PST: Porferia P. Malacat x
Course: BTVTED Year & Section: Fourth Year 1
Cooperating Teacher: Victoria L. Tapayan Signature:___________
Cooperating School: Bacong Central School S

MY TARGET

At the end of this activity, you will be competent in identifying and

naming different assessment methods used in the classroom.

MY MAP

To be aware of the assessment tools that are used in the classroom, you
will find interest in observing teacher’s assessment practices. To hit you target,
work your way through these steps:

Observe at least three classes and make a list of the

Step 1
assessment methods used by teachers.

In your list, classify assessment methods as to

Step 2
conventional and authentic / alternative.

Describe how each assessment method was used,

Step 3
including your personal observations.

Step 4 Confer with your FS teacher your assessment list.

Step 5 Reflect on your experiences.

MY TOOLS
 As you visit schools and observe assessment practices in at least three
classes, document your observations using the activity forms provided for you
in this book.

CLASS 1 OBSERVATION SHEET

(To be used during the actual observation of the classes)

Name of the Cooperating School: Bacong Central School

School Address: Barangay Salug, Zambo. Del Norte Date of Visit: 12/09/22
Grade/Year Level: Kindergarten Subject Area:

DESCRIPTION
ASSESSMENT (Bulleted description of how the assessment method is used
relative to subject matter, levels of learning behavior, length,
etc.)

 Simple recall  Before introducing new subject matter she gave a

Type recitation to her class for her to assess them if they
still remember their past topic.

 Oral  As I observed, while the teacher is discussing she ask

Questions her students to answer her question about their
subject matter.

2
CLASS 2 OBSERVATION SHEET
 (To be used during the actual observation of the classes)

Name of the Cooperating School: Bacong Central School

School Address: Barangay Salug, Zambo. Del Norte Date of Visit: 12/12/22
Grade/Year Level: Kindergarten Subject Area:

DESCRIPTION
ASSESSMENT
(Bulleted description of how the assessment method is used
relative to subject matter, levels of learning behavior,
length, etc.)

 Observation  As the students make their drawings the teacher

Assessment watches them on how they work.

 Performance  After the teacher discussed their lesson, she let the
Based students draw the objects.
Assessment  Teacher observes her students if they can do the
given task, if they work as individual or as a group
and using cooperative learning.

CLASS 3 OBSERVATION SHEET

(To be used during the actual observation of the classes)

Name of the Cooperating School: Bacong Central School

School Address: Barangay Salug, Zambo. Del Norte Date of Visit: 12/14/22
Grade/Year Level: Kindergarten Subject Area:

DESCRIPTION
ASSESSMENT (Bulleted description of how the assessment method is used
relative tosubject matter, levels of learning behavior, length,
etc.)

 Observation  As the students do their work on their worksheets,

Assessment the teacher observes them as they answer.

 Paper and  After discussion the teacher give them a seatwork.

Pencil  It allows the teacher to determine if the student really
understand the lesson presented.
 ASSESSMENT TOOLS CLASSIFICATION SHEET

(Based on your observation of the 3 classes)

Name of the Cooperating School: Bacong Central School

School Address: Barangay Salug, Zambo. Del Norte Date of Visit: 12/14/22
Grade/Year Level: Kindergarten Subject Area:

DESCRIPTION OF HOW THE ASSESSMENT METHOD

Conventional Type WAS USED

(Please include your personal observations and comments

below the description)

 A traditional type of test, used to assess students

understanding and how they will analyze and
1. Paper and synthesize information. Through this assessment,
Pencil Test students learn how to express or communicate their
ideas and gained knowledge about the certain lesson
in a writing manner.

DESCRIPTION OF HOW THE ASSESSMENT METHOD

Authentic or WAS USED
Alternative Types
(Please include your personal observations and comments
below the description)

1. Oral  Oral questioning can help measure the learner’s

Questioning understanding of the lesson.

 It was used to determine students ability to solve

problems related to real-life situation.
2. Performance
Based
 It was appropriate with the levels of learning of the
Assessment
students in a sense that it was used to develop and
improve their logical and mathematical

4
MY ANALYSIS
1. Was there a variety of assessment methods used by the teacher?
How relevant was/were the assessment method/s used?

Answer:

Yes. Based on my observations, my cooperating teacher uses a variety of

assessment method using the different types of assessment mehods
depending to the learning objectives. The assessment tools used by the
teacher are Simple recall tpe, Oral Questioning, Abservation Assessment,
Perfermance Based Assessment and Paper and Pencil Test were relevant
to the topic or subject matter. Each method has specified purposes, tasks
and focuses to the learning skills of the learners. They are relevant to the
“learning objectives”, which will be determined the domain of objectives
are being attained or not in order to have a basis to the revision in her
instruction.

2. Do you think the expected students’ learning behaviors indicated in

the objectives were properly and appropriately assessed through
those assessment methods?

Answer:

Yes, in my point of view the expected students learning behaviour

indicated in the objectives were properly and appropriately assessed
through those assessment methods or tools used by the teacher.

The appropriateness of assessment method matches the learning

objectives of what is intended to measure. It simply means that they are
anchored to each other. Without the learning objectives, the learning
behaviour will not be tested because one of the domains of objectives is
affective which serves as learning behaviour. A student show their
interest, willingness to participate, appreciation and adopts a long-term
value system during class discussion or even in activity time.

5
MY REFLECTION
Write your personal reflection of thoughts and feelings about the
importance in the use of appropriate assessment methods in the
classroom, including what students and teachers can gain from
appropriate assessment tools. Share.

Answer:

My stay at Bacong Central School was very important to me because I

have learned a lot of techniques and methods to assess the students.
Assessment tools are tools in assessing and evaluating students’
performance. It leads to a continuously to a continuously cycle of
improved students learning. The appropriateness of assessment method
is depending in the learning objectives the attainment of which is what
you are assessing.

Traditionally, teachers used pen-and-paper objective test to assess

students’ mastery of a given concept, substantive subject matter. This
assessment strategy it either teacher-made test or standardized test and
it has a specific correct answer or response. As time goes by, it has given
rise the concept and turn to alternative assessment that includes the
performance-based assessment and more authentic assessment-wherein
the students are being judge through actual performance of essential and
observation skills, creation of products that are grounded in real context
and constraints. They assess directly by using rubrics.

We have lots to consider in assessing students like a valid assessment

tool matches with learning targets, considering the multiple intelligence
and varied learning style, assessment of learning must be done in a
variety of ways. It is highly need inside the classroom so as not only to
find-out what students know or what to do but it requires also to show
what they can do and not simply tell what they know/ would do. It is
more authentic if they directly experience it. That’s simply, “learning by
doing”.

Appropriate assessment tools or method to be used is both beneficial on

the part of the students and teacher. For the students, it ensure validity,
reliability and objectivity. And for the teacher, it develops positivity and
confidence because it will help in achieving the objectives of the lesson.

6
Marking Guide for Reflection/Journal Entries
Performance 5 4 3 2 1
Level

Excellent Proficient Satisfactory Developing Needs

Improvement
Criteria

Reflection Presents Presents Presents Presents Presents no

journal entry comprehensiv very clear some few description
includes PSTs e description description description of description of
learning of worthwhile of worthwhile of worthwhile
experiences, experiences, worthwhile experiences, worthwhile experiences
judgments, explains experiences, explains experiences , does not
performance sound explains sound , explains explain
and other judgment on sound judgment on sound sound
insights personal judgment on personal judgment judgment
gained in the strengths and personal strengths on personal on personal
course. weaknesses strengths and strengths strengths
anchored on and weaknesses and and
many theories weaknesses anchored on weaknesses weaknesses
learned. anchored on few theories
some learned.
theories
learned.

7
EPISODE 2: My ATM (Available Test Measures)

Name of PST: Porferia P. Malacat x

Course: BTVTED Year & Section: Fourth Year 1
Cooperating Teacher: Victoria L. Tapayan Signature:___________
Cooperating School: Bacong Central School S

MY TARGET

At the end of this activity, you will be adept in designing, using, and
interpreting results of objective tests.

MY WAY

Designing and using assessment tools sounds interesting, especially if

you know their curricular intentions. Take calculated strides in pursuing this
interesting task through these stages:

Step 1: Visit the class handled by your CT.

Step 2: Study the teacher’s objectives of the lesson. Observe his/her class,
focusing on the evaluation part of the lesson.
Step 3: Make a table of specification and construct paper-and-pencil test items
on the subject observed.
Step 4: Reflect on your experience.

MY TOOLS:

INITIAL NOTES
Name of School Observed: BACONG CENTRAL SCHOOL
School Address: Barangay Bacong, Salug, Zamboanga del Norte
Date of Visit: December 06, 2022
Grade/Year Level: Kindergarten
Subject Area: Numeracy and Literacy Integration

Teacher’s Learning Objectives:

In this activity the students will be able to:

1. Identified the following school things that can be found inside the
classroom.

2. Know their functions and uses.

3. Color the pictures presented in the worksheets. 8

Desired conditions and criterion levels of the learning objectives:

 The students should participate actively in the class discussion.

 The students should answer on the worksheets and learn more
 about the lesson.
 The students should attain the learning targets.

Other notes:

 Active student’s participation and collaboration during the class

discussion to attain a harmonious relationship with each other.

 Teachers learning objectives are made to focus on what students

should learn after the lesson.

 Teachers learning objectives must be assured match to student’s

capabilities.

DESIGNING PEN AND PAPER TEST

TABLE OF SPECIFICATION (TOS)

Test
OBJECTIVES Test Items
Placement
Students should be able identify
Knowledge school things found inside the 6 1-6
classroom.
Student should be able to identify
Process/Skills 4 7-10
the picture
Students should be able to color
Understanding 5 11-15
the picture in the worksheets.
TOTAL 15 15

9
MY ANALYSIS

1. Do you think the teachers’ learning objective was appropriately

assessed through your test items? Why? Why not?

Answer:
 By consulting to the worksheets and looking on the teachers learning
objectives, I can say yes. Learning objectives implemented by the
teacher are truly in line with her assessment. The test given requires
memory, identification, and understanding which is also present in
the learning objectives.

In providing assessments, it must always cover the learning

objectives expected to students because it acts as evidence that
states if the student/s meets or fail the expectation and to say that
the assessments are appropriate.

2. Why did you have to study the teacher’s learning objectives prior to
developing an assessment tool?

Answer:

It is important to study the teacher’s learning objectives before

developing an assessment tool in able for the students not to be
confused during the evaluation. There is a need to know the learning
objectives before making the test items so that the teacher would
obtain her desired learning behavior on the part of the evaluation.
This assessment tool serves to guide the teacher for good and
continuous flow of conversation during lesson proper.

MY REFLECTION

FAIRNESS is important for teacher’s behavior towards students to promote good

relationship which can be seen in the learning environment. A fair assessment
provides all students with an equal opportunity to demonstrate achievement
and to learn.

As a future teacher, it is important for us to know the assessment tools to be

used whether it is appropriate, valid and reliable. Using appropriate, valid and
reliable assessment tools, students could eventually obtain the teacher’s general
objectives of the subject matter. Students are eager to meet and finish their
classroom tasks. They could also achieve the desired learning behavior
specifically stated in the teacher’s learning objectives.

To be fair enough, a teacher should bear in mind the importance of assessment

tools to be used during and after the discussion.
10
Marking Guide for Reflection/Journal Entries

Performance 5 4 3 2 1
 Level

Excellent Proficient Satisfactory Developing Needs

Improvement
Criteria

Reflection Presents Presents Presents Presents Presents no

journal entry comprehensiv very clear some few description
includes PSTs e description description description of description of
learning of worthwhile of worthwhile of worthwhile
experiences, experiences, worthwhile experiences, worthwhile experiences
judgments, explains experiences, explains experiences , does not
performance sound explains sound , explains explain
and other judgment on sound judgment on sound sound
insights personal judgment on personal judgment judgment
gained in the strengths and personal strengths and on personal on personal
course. weaknesses strengths weaknesses strengths strengths
anchored on and anchored on and and
many theories weaknesses few theories weaknesses weaknesses
learned. anchored on learned.
some
theories
learned.

11
EPISODE 3: Log Me

Name of PST: Porferia P. Malacat x

Course: BTVTED Year & Section: Fourth Year 1
Cooperating Teacher: Victoria L. Tapayan Signature:___________
Cooperating School: Bacong Central School S

MY TARGET

At the end of this activity, you will be informed on the principles of

authentic assessment and its usefulness in the classroom.

MY TASK

Authentic assessment is an alternative way of assessing students’ learning.

To be able to use it, you must have a deep understanding of it. To help you
reach your goal, do the following task:

Step 1: Formulate questions for interview.

Step 2: Ask permission from the CT/ interviewee.
Step 3: Conduct interview.
Step 4: Write a reflection about it.

MY TOOLS

For this learning activity, please document the information gathered from
the interview with the teacher on authentic assessment. Write your
documentation using the activity form provided for you.

MY INTERVIEW NOTES

Site: Kindergarten Classroom

Interviewer: Porferia P. Malacat
Transcriber/Translator: Porferia P. Malacat
Interviewee: Victoria Lobetania Tapayan
Date: December 16, 2022
Start: 3:45 pm
End: 4:15 pm

Students Interview with the Teacher

Student: Good morning Ma’am!

Teacher: Good morning too, what can I do for you?

12
Student: Ma’am may I have a short interview

Teacher: Okay.Please take your sit first. What do you want to know from me?
Student: Thank you ma’am, may I ask from you about authentic assessment?

Teacher: Sure.

Student: Ma’am, can you define what is authentic assessment?

Teacher: Sure. Authentic Assessment is a form of assessment in which

students are ask to perform real world task that demonstrate
meaningful application of essential knowledge and skills.

Student: Great ma,am. How many years you are in service ma’am and what
are those different methods used in recording your student’s
progress?

Teacher: This is actually my 7th year of teaching in service and in teaching I am

using explixit teaching, to record my observations of students as
they perform certain tasks I’m recording their performance/ written
task.

Student: Do you have a time saving tips in checking your student’s papers?

Teacher: For me, I usually check the papers of my students after their
workshhets activity, I’m checking it.

Student: Ma’am, how do you score the papers, projects and other written
assignment? Do you have certain procedures?

Teacher: I am scoring their output in evry task hey have different percentage,
I’m recording their different scores. For instance, in written task
40%, while in performance task is 60%. Get the percentage based in
their score of the examination or activity sheets.

Student: Ma’am, when do you conduct the test and how do you filed the
results?

Teacher: In my Kindergarten class, there is no quarter test or examination. Of

course, I do checking and recording. In conducting activity sheets in
every period like for example in meeting time, after the discussion,
I’m giving an activity sheets.

Student: How can a variety of assessment strategies co-exist in one classroom?

What do students need to before a teacher uses various assessment
strategies?

13

Teacher: Kindergarten class is different from the other grade. In my case as a

kindergarten teacher, I need to assess the learners performance. So I
am using a variety of activities inside the classroom and the
important things the students should know are what would be the
use of these assessments in their subject? How do the assessments
 help in their improvement?

Student: Ma’am, what are the benefits of using authentic assessment and
what are the challenges have you met with it?

Teacher: There are many benefits of authentic assessment, it resemble reading

and writing in the real world and in school; in my kindergarten class,
the learning of the pupils. They have fun answering the activity
sheets. Students are learning and practicing how to apply important
knowledge and skills for authentic purposes and for us teachers, it
guarantees that we are concentrating on worthwhile skills and
strategies.

Student: Okay ma’am, thank you very much for the information and giving
your time to me. God bless!

Teacher: You’re welcome.

MY ANALYSIS

1. What is Authentic Assessment?

Answer:

Authentic Assessment in a classroom is a method of assessing the

learners or students applying with them the certain tasks in a real-
world or real-life setting. It involves a direct examination of student’s
ability to use their knowledge and skills in real-life situations. As I
learned in our subject which is the Assessment of Student Learning,
Authentic Assessment can be referred to performance-based
assessment where if the students fulfill the task, their competence of
the skills that need to observed can be measured directly.

1. How was authentic assessment used? Was it used to measure

learning through the product?

Answer:

Authentic assessment was used not only to measure learning through

the product but also through the process on how to come up with the
product. It can be use depends on the orientations of the
performance-based assessment are you going to use, because there
are two orientations of this assessment the PROCESS-ORIENTED and
PRODUCT-ORIENTED Performance-based assessment.
14
MY REFLECTION

1. How did you feel about the teacher’s experience in the use of
authentic assessment?
 Answer:

At the same time i was challenge and persuade that on the future i
will do the same type of assessment as what our resource teacher
does, she assess her students more on actual, based from her
experienced she observes directly the level of strength and weakness
of the students on this process become easier for her to assess.

Seeing the teacher instructing what the students would do is

inspiring. If all teachers would do the same way, I guess we could
build a competitive society. I really feel inspired especially when she
motivates her students with plus points.

2. What do you think have been the gains enjoyed by the teacher
and his/her students from using authentic assessment?

Answer:

Authentic assessment also requires physical abilities. Both parties are

benefited because it kills boredom and strengthens relationship to one
another. For the teacher, she can track student’s progress using it
and it also improves quality of learning. For the students, it is one
way to practice their physical and mental abilities, also to overcome
their pressure and boost their confidence.

3. Which part of the teacher’s use of authentic assessment do you

feel like improving or revising?

Answer:

Actually according to our resource teacher the teaching method and

assessment strategies must be aligned to student’s level of
understanding therefore both teaching and assessment strategies
improve and become more creative in making instructional tasks.

15
Marking Guide for Reflection/Journal Entries

Performance 5 4 3 2 1
 Level Needs
Improveme
Excellent Proficient Satisfactory Developing nt
Criteria

Reflection Presents Presents Presents Presents Presents no

journal entry comprehensiv very clear some few description
includes PSTs e description description description description of
learning of worthwhile of of of worthwhile
experiences, experiences, worthwhile worthwhile worthwhile experiences
judgments, explains experiences, experiences experiences, , does not
performance sound explains , explains explains explain
and other judgment on sound sound sound sound
insights personal judgment on judgment judgment on judgment
gained in the strengths and personal on personal personal on personal
course. weaknesses strengths strengths strengths strengths
anchored on and and and and
many theories weaknesses weaknesses weaknesses weaknesses
learned. anchored on anchored
some on few
theories theories
learned. learned.

16

Episode 4: “Work Me On”

MY TARGET

At the end of this activity, you will be skilful in designing process –

oriented performance assessment.

MY TASK

After your observation experience you now have a deeply and principled
understanding of the concepts of authentic assessment used in the classroom.
You can now go through the process of designing performance assessment by
the following these steps:

1. Visit a class and identify performance-based activities.

2. Choose one performance-based activity and study its process.
3. Design a performance assessment plan for the activity you have
chosen.
4. Collect samples of performance-based assessment tools.
5. Reflect on your experience.

MY TOOLS

In observing a class, take note of important observations of the

performance-based activity in the classroom. Make a checklist of the important
things you want to consider in your assessment planning. Use the activity form
provided for you. You may use format of process-oriented assessment that you
have taken in your assessment 2 class. The rubrics are part and parcel of this
assessment plan.

OBSERVATION NOTES
Name of the School Observed: Bacong Central School
School Address: Barangay Bacong, Salug, Zambo. del Norte
Date Visited: December 16, 2022
Grade/Year Level: Kindergarten

Describe in bullets the performance-based activity you observe.

In this episode the performance-based activity I observed in the kindergarten

class are the following:
 The performance-based activity was all about writing the letter “M”
and putting vowels to form a syllables
 The activity requires the students to write the alphabet letter “M” and
put vowels to form a syllable.
 The students followed the instructions correctly.
 During the process, the learners are busy doing their task and some
of them are writing their answer on their worksheets.
 Lastly, they consulted the teacher if their work done was correct. 17
Based on your observation, make a checklist of the important things you wish
to consider in your performance-based assessment plan
 MY CHECKLIST
These are the important things I wish to consider in my performance-
based assessment plan:

Criteria 3 2 1
The objectives of this assessment must have to
consider the three (3) domains of learning.
Student Cooperation.
Student obey the procedures of the task.
Students presentation/ how they answer
Time allotment,materials must consider also, and
accompanied with rubrics.
3 – Very Satisfactory 2 – Fair 1 – Poor

NOTES ON MY PROCESS-ORIENTED ASSESSMENT PLAN

Name of School: BACONG CENTRAL SCHOOL

School Address: Barangay Bacong, Salug, Zamboanga del Note
Grade/Year Level: Kindergarten
Subject Area: English – (Alpabeth Letter “M”)

What are the best features of my process-oriented performance

assessment design?

 The best feature of my process – oriented performance assessment

design is that it contains the performance task, learning objective,
accompanied with procedure and guidelines and scoring rubric. It also
enhances student’s confidence, promotes cooperation toward the given
task and active participation of the given activities.

What specific conditions are necessary for a successful use of my

process-oriented performance assessment design?

 Process-oriented performance assessment design must well prepare.

Objectives as well as procedures and criteria must be communicated to
students. It must also be properly estimated of what they have learned
during the whole process.

What basic points should the user of this design consider?

 The design should consider students to demonstrate the 3 domains of

learning (knowledge, skills and attitudes). The task must be relevant
and teachers must know how to light up the students to get motivated
for this design to be effective.
18
MY ANALYSIS
1. Why do teachers need to give attention to the students’ process-
oriented tasks? Why do they need to assess them?

Answer:

Giving attention on student’s process tasks benefits both the teacher

and the student. For the teachers, they need to monitor students
process oriented tasks to give them a better understanding of how to
improve student’s whole capacity of learning. They need to assess
students because their knowledge must not stay only on the middle
level but it should go deep beyond that. As it says that “learning
entails not only what students know but what they can do with what
they know”. They need to provide attention to them to see student’s
efforts, strategies and abilities. For students, they need to be monitor
to provide coaching to them that will bring the best in them.

2. In what conditions can the process-oriented performance

assessment be used appropriately?

Answer:

Process oriented performance can be used to measure students’

ability to follow instructions. It also measure students’ psycho motor
domain on how students able to perform the desired task following
the given procedures. Here are some conditions to be made directly
or indirectly:

· The purpose of the assessment should benefit the learners

and must be aligned to the learning objective. If the learners’
competencies where enough to sustain the activity.

· Instruction or directions in doing the task must

comprehensible. And, if the learning environment was
suitable to them.

19
MY REFLECTIVE JOURNAL
 Make reflections on your feelings and thoughts about the observations
made in this Field Study.

Student performance evaluations are an important way for teachers to

assess the effectiveness of their instruction. However, teachers should first
determine what information they want to gather from their student
performance evaluations. By setting goals for the information you want to
gather from your student performance evaluations, you will be able to better
tailor your class to the learning styles of your students.

As I was assigned to the kindergarten class under Mrs. Victoria L. Tapayan, I

observed that my cooperating teacher was using variety of assessment
methods and strategies in her class. The teacher was using different
assessment tools and strategies appropriate to the assessment methods she
will be using related to their lessons. She was assessing the class before they
will start their new lessons as motivation. She ask her students to recite or
recalling their past lessons. She was giving work activities. She always
checking the paper/notebooks of her students to monitor if the class take
note about their lessons and if they made their assignments. Through her
assessment strategies she was assessing the understanding and learning
performances of her students if they really do goods in their class. Based on
my observations the teacher was really using variety of assessment methods
and strategies appropriately to her class.

20
Episode 5: “Build Me Up”
MY TARGET:

At the end of this activity, you will be skilful in designing product-

oriented performance assessment.

MY TASK:

Design a product-oriented performance assessment by going through

the process through the following steps:

1. Visit a class and identify product-oriented activities.

2. Choose one product-oriented activity and study the process.
3. Design a performance assessment plan for the product-
oriented activity you have chosen.
4. Develop a portfolio of your assessment plan.
5. Reflect on your experience.

OBSERVATION NOTES
Name of the School Observed: Bacong Central School
School Address: Barangay Bacong, Salug, Zambo. del Norte
Date Visited: December 06, 2022
Grade/Year Level: Kindergarten

Describe in bullets the product-oriented activity you observe.

The product-based activity was all about school things that can be found
inside of the classroom that must be identified.

· The teacher gave the instructions to the students on what they will
do.
· The students will work individually.
· During the activity, the students are busy on their work while the
teacher roams around to see students work and helps them with
their worksheets.
· The students will present their worksheets and given time to finalize
their work since the activity they are doing is similar to one another.
· Then, they past their final worksheet activity.

21

MY PLAN (TASK DESIGN)

Learning Objectives:

In this activity the students will be able to:

4. Identified the following school things that can be found inside the
classroom.

5. Know their functions and uses.

6. Color the pictures presented in the worksheets.

General Product-oriented Performance Task:

The students are expected to identify different school things materials that
can be found inside the classroom. The workshees will be rated with the
criteria presented in the rubric.

Target Product:

Its target is to identify school things inside the classroom and enumerate it
and what is their functions. Each student are required to answer the
worksheets.

Learning Activities (Specific tasks):

The teacher will encourage the students to indentify the school things thru
picture presented by the teacher, the teacher will instruct the students the
procedures in worksheets as well as the criteria on which they will be
rated. Each student must answer the worksheets.

Assessment Tasks:

This measure the knowledge and skills of the students and their ability to
follow instructions. The product will be rated by a rubric.

Prepared by: PORFERIA P. MALACAT

Signature of FS Student
over Printed Name
22
 NOTES ON MY PRODUCT-ORIENTED ASSESSMENT PLAN

Name of School: BACONG CENTRAL SCHOOL

School Address: Barangay Bacong, Salug, Zamboanga del Note
Grade/Year Level: Kindergarten
Subject Area: Identification of school things inside the classroom

 What are the best features of my product-oriented performance

assessment design?

Answer:

The best feature of my product-oriented performance assessment

design is that it measures the students’ knowledge, skills and
ability to make identify school things.

 What specific conditions are necessary for a successful use of my

product-oriented performance assessment design?

Answer:

Product-oriented performance assessment design must be valid.

The expectation to the students must be clear as well as to
instructions. And, the teacher must be there during the activity
to guide the students. Give each student the freedom to show
their knowledge and skills or ability in doing the tasks.

 What basic points should the user of this design consider?

Answer:

The design should consider students to demonstrate the 3

domains of learning (knowledge, skills and attitudes). The task
must be relevant and teachers must know how to light up the
students to get motivated for this design to be effective.

23
MY ANALYSIS
1. Do you think your originally design product-oriented performance
assessment can appropriately assess the teacher’s learning
objective? Why? Why not?

Answer:

Yes, my originally design product-oriented performance assessment

can appropriately assess the teacher’s learning objective because the
General Product-oriented performance Task, Target Skills, Learning
Activities, and Assessment Tasks were parallel to the Learning
Objectives of this design.

2. Why do teachers need to give attention to the students’ product-

oriented tasks? Why do they need to assess them?

Answer:

Teachers must provide attention to student’s product oriented tasks

to guide them whenever they are doing wrong. They need to see if
students are in progress, they need to see their efforts and abilities
arriving with the product. They do need to assess them as a form if
students could apply their knowledge in an authentic manner and
bring the best in them.

3. In what conditions can the product-oriented performance

assessment be need more appropriately?

Answer:

The product-oriented performance assessment is used appropriately

in the following conditions: the learning objectives must consider the
domains of learning, instructions must be clearly stated to the
students, there must be a complex target skills, and have a scoring
rubrics to have an accurate, consistent and fair judgement and this
must be stated to the students in order for them to know the
standards of the task given and also to motivate them. Also, it is
desirable to judge the product rather than the process.

24
MY REFLECTIONS
Write your reflection of thoughts, feelings, personal learning strategies,
insights or new understanding from your experience in using authentic
assessment. Then share your reflection with your FS teacher and
classmates. Also draw some insights from your classmates’ sharing.

Answer:

After all the observations done in this field study 5, I have witnessed how
difficult it is to educate students. I thought it was just simple as teaching
the subject but that is not the actual case. Teaching a subject is far
different from educating students. As a teacher, we have to deal with their
attitudes; we have to visualize the case that they would listen to us, if we
are there teaching infront to bring the best in them. However, this is our
path. We are teachers that would educate the hope of this country. In terms
of educating them, we should teach the subject well and develop
assessments that will train them. The assessment must be enjoyable; it
should not intimidate students. We should also be more hands-on to their
problems and follow the step of a faithful teacher and everything will go
well.

The Field Study 5 serves as an eye opener for me, because through this, I
understand how important the role of a teacher to his/her students’ life.
Our role as educator could change the future of this generation.

The FS 5 which is entitled “Learning Assessment Strategies” erudite me on

how can I give a high quality assessment to my future students. It also
clarifies the things I should consider in designing and applying a task.
Assessment is not just a basis in giving grades but a key to develop one’s
strength and improve one’s weakness. Education without assessment is
stagnant.

To our future students we should give not only knowledge but wisdom, not
only courage but boldness, and not only a change but a transformation. We
should not just teach them but we must love them.

25
Appendix1
Lesson Plan Rubric (for use by CT and Practicum Supervisor)
 Performa
nce Needs
Good Fair Rating
Improvement
(3) (2)
(1)
Criteria

Formulating Defines Adequately define Objectives are

Objective objectives clearly the objectives not clearly stated

 Clearly links Adequately links Subject does not

subject matter subject matter to link to students’
to students’ students’ interest interest and
interest and and experiences experiences
experiences Adequately Does not clearly
 Clearly identifies identify
identifies sequential sequential
sequential development of development of
development of activities activities
activities Adequately uses Does not use
 Uses relevant relevant examples relevant
examples examples
Adequately
 Accurately allocates time to Does not allocate
allocates time activities in time to activities
to activities in accordance with in accordance
Organization
accordance objectives with objectives
of lesson
presentation with objectives Adequately Does not indicate
 Clearly indicates transition
indicates transition procedure from
transition procedure from one activity to the
procedure from one activity to the next
one activity to next
Does not plan a
the next Limited variety of variety of
 Plans a variety teaching teaching
of teaching strategies strategies
strategies Relates subject Does not relate
 Relates subject matter to other subject matter to
matter to other knowledge other knowledge
knowledge and
prior
knowledge of
students

26
 · Uses a wide · Uses a range of · Does not use
range of resources and a range of
resources and learning resources and
learning material learning
materials materials
· Uses an
Use of · Structures a appropriate · Does not
learning wide variety of variety of structure an
materials materials to materials to appropriate
stimulate stimulate variety of
students’ students’ materials to
interest and interest and stimulate
achievement achievement students’
interest and
achievement
 Devises  Devises  Does not devise
appropriate appropriate appropriate
evaluation of evaluation of evaluation of
each students’ students’ students’
progress progress progress
Use of  Measures  Measures  Does not
evaluative
students’ students’ measures
measures
progress with progress with students’
appropriate appropriate progress with
tests and a tests and other appropriate
variety of methods tests and other
assessment methods
methods

Total

27
 Appendix2

Marking Guide for Instructional Materials

Name
: Sem/Sy:
Date:

Direction: Check the box below that corresponds to each item.

Legend:
3 – Definitely (90 – 100)
2 – Moderately (51 – 89 )
1 – Not at all ( 0 – 50 )

3 2 1
ITEMS TO RATE Definitely Moderately Not at all

1. It is big enough that can be seen by the

farthest learner.
2. Colors for the material are realistic and
pleasant.
3. It facilitates learning.
4. It can stand several uses.
5. It is economical to produce
6. It is light and easy to manipulate.
7. It is up to date.
8. It is related to the specific needs,
problems and experiences of the target
learners.
9. It has originality.
10. It develops curiosity and a sense of
discovery in the learners.

Comments/Suggestions: (Strengths and suggestions for improvement)

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Rating : _______________________________________
Rated by: : _______________________________________
Designation : _______________________________________ 28
 Rubric for Student Teaching Portfolio

Performance 5 3 1

Criteria (Good) (Fair) (Poor)

1. Components
include cover page
Some of the
(with name, title of All components are Many of the
preliminary
unit, dates taught) included and clearly components are
components are
table of contents, marked. missing.
missing.
reference, list of
appendices.

Organization follows
2. Organization Organization Organization does
the instructions for
follows the slightly follows the not follow the
the portfolio
instructions for the instructions for the instructions for the
correctly and
portfolio. portfolio. portfolio.
completely.

Words processed Words processed

3. Word processed; Words processed,
with few but with many
grammatically and edited and obviously
grammatical and grammatical and
mechanically correct proofread.
mechanical errors. mechanical errors.

Presentation Presentation
demonstrates slightly
Presentation is
4. Neatness and neatness and demonstrates
neither neat nor
creativity creativity in all areas neatness and
creative.
and pages of the creativity to some
portfolio extent.

Most of the
Contents are all Some contents are
5. Completeness of contents are
completely filed and missing and are
contents missing and/or
submitted. disarranged.
disarranged.

Student portfolio
Student portfolio
submitted a week
6. Promptness Student portfolio is submitted no more
or more after the
(Working Days) submitted on time. than one day after
deadline of
the deadline.
submission.

Rated by: Rating:

Designation:

29
 School Facilities

My CT during her class transition

30
 Republic of the Philippines
ZAMSULA EVERLASTING COLLEGE
College of Teacher Education and Technology
Salug, Zamboanga del Norte

FS 5 Clearance

Pre-service Teacher Education Unit

Pre-service Teacher : Porferia P. Malacat

_____________________________________
School : Bacong Central School
_____________________________________
Cooperating Teacher : Victoria L. Tapayan
_____________________________________
Date : _____________________________________

Porferia P. Malacat
I, ________________________________, declare that I have returned all
(Pre-service Teacher’s Name)

Bacong Central School

items that have been borrowed from ________________________________
(Name of Cooperating School)

on _________________.
(Date)

Signed: ________________________
(Pre-service Teacher)

Victoria L. Tapayan
I, ________________________________ Porferia P. Malacat
agree that ___________________________
(Cooperating Teacher’s Name) (Pre-service Teacher’s Name)

has returned all items that were borrowed during their FS 5 period.

Signed: ________________________
(Cooperating Teacher)

31