Activity 5 – Assessing Learning

FIELD STUDY 1
Outcomes and Reporting Feedbacks

Name of FS Student Lauren Joy F. Solomon

Course, Year and Section BSE FILIPINO 4-1
Name of FS Mentor Gloria Capanang 1
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.

E- PORTFOLIO FOR FIELD STUDY 1 REGION’S PREMIER UNIVERSITY OF CHOICE ASSESSMENT AND REPORTING 1
 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

2
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. Pagbabalik-aral 1. Paglalapat 1. Pagtataya
They talked about the The activity has 4 groups A quiz about the story and
sarswela and the elements which they have different they need to arrange it
of it. activities. chronologically.
2. Pagganyak 2. Kasunduan
The activity called They have to create
#BuksanMoAngAkingPuso poem about Pure Love
they arrange the jumbled consist of 3 stanzas.
word and state an sample
sentence.
3. Pagtatalakay
They do a QnA about the
sarswela “Walang Sugat”
who are the characters and
what is the main lesson of
the story.
4. Paglalahat
Sharing thought about the
question related to the topic and
the characteristics of sarswela.

Questions:

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

The formative assessment I listed above are the assessment for learning and
the assessment of learning. This are the Pagbabalik-aral, Pagganyak,
Pagtatalakay, Paglalahat, Paglalapat and kasunduan. Because it involves
formal and informal assessment activities as part of learning and to inform the
planning of future learning and learners use formal and informal feedback and
self-assessment to help understand the next steps in learning.

E- PORTFOLIO FOR FIELD STUDY 1 REGION’S PREMIER UNIVERSITY OF CHOICE ASSESSMENT AND REPORTING 2
 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

2. List all the summative assessments that you have observed. Justify.
3
The summative assessment I listed above are the assessment of learning. This
is the Pagtataya or the short quiz where they need to arrange chronologically
order the story they discussed. Because formal assessments used to collect
evidence of student progress and may be used for achievement grading on
grades and teachers determine the progress or application of knowledge or
skills against a standard.

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

Intended Learning outcomes / Assessment Activity

Objectives Traditional Non-traditional
1. naibibigay ang kasingkahulugan ng Activity: Paghawan sa
mahihirap na salitang ginamit sa akda sagabal called #Buoin Mo
(F8PB-lle-f-25) Ang Puso Ko by using the
hearts shape cartolina

2. naisasalaysay ang kaugnayan na Recitation (katanungan)
pangyayari sa nabasang akda They do a QnA, where
they need to state the
characteristics and
general thought of the
story.
the teacher did not used
any non-traditional
method in conducting the
objectives.

3. napagsusunod-sunod ang mga Maikling Pagsusulit which But the test is flash
pangyayari sa napakinggang akda. they need to arrange the through the television but
story chronologically still by using a paper and
order. pen in answering.

E- PORTFOLIO FOR FIELD STUDY 1 REGION’S PREMIER UNIVERSITY OF CHOICE ASSESSMENT AND REPORTING 3
 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

Questions

1. What guidelines on test construction and art of questioning did the teacher consider 4
in each assessment activity?

Base on I observed, creating the exam, the instructor most likely considered a
number of factors, such as creating accurate and relevant questions, keeping the
degree of difficulty moderate and coordinating the evaluations with the objectives of
the curriculum. It's also possible that emphasis was placed on developing-critical
thinking, asking probing questions, and assessing different cognitive capacities.
Specifically, they might have made an effort to avoid using ambiguous language,
provide sufficient context, and incorporate a range of question types in order to assess
various areas of comprehension.

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 of
your interview here.

Ma'am Jessielyn, who we spoke with during our interview, explained that the DepEd K12
Grading System uses a different percentage for each subject for determining grades. Kindly. To
learn more, see the DepEd K12 Grading System. To help pupils grasp the material they will
eventually need to know, I set learning objectives. Grading should be based on academic work,
not behavior..
Filipino Subject
Written Works- 30%
Performance Task- 50%
Periodical Exam- 20%
Total -100%

The Report Card is a standard method of reporting students' progress and grades to parents.
And through Parents-Teachers Conference.

E- PORTFOLIO FOR FIELD STUDY 1 REGION’S PREMIER UNIVERSITY OF CHOICE ASSESSMENT AND REPORTING 4
 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

Analyze 5

Answer the following questions:

Why is there a need to evaluate learning?

Through the use of student assessments, educators can gauge how well they are
teaching by associating student performance with particular learning goals and
tracking each student's advancement..

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

. Yes. such records provide feedback to the school and the teachers, assisting them
in understanding the students' progress. That is what they utilize to inform parents,
direct their lesson, and provide proof of their work with the pupils.

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

With the help of content and response process data, teachers can increase the
validity of their assessments of their pupils based on test responses by using the
Table of Specifications.

E- PORTFOLIO FOR FIELD STUDY 1 REGION’S PREMIER UNIVERSITY OF CHOICE ASSESSMENT AND REPORTING 5
 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

4 How did the teacher align the task in the assessment tools with the intended learning
outcomes?
6
Select assessment tasks that will allow students to demonstrate (and receive
feedback on) their learning. Determine acceptable evidence of learning. Identify
learning outcomes (the knowledge, skills, attitudes, and values students are
expected to learn/know/be able to do or articulate by the end of the grading period).
Provide chances for self-reflection and assessment along with learning experiences
and instructional activities that will best assist students in developing the abilities,
knowledge, values, or attitudes outlined in the learning outcomes..

5 Did the teacher used a scoring rubric to evaluate the students’ performance? Describe
how it was utilized.

Clear explanations of the tasks, knowledge, and extent of a student's performance

are prioritized in rubrics. Feedback on a range of tasks, including case studies,
group projects, articles, reflections, participation requirements, presentations, and
performances, can be given using rubrics.

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

Occasionally, students may not pay close attention during class

discussions, but if they concentrate on the teacher's presentation of the material,
they will be able to readily respond to the teacher's HOTS questions..

E- PORTFOLIO FOR FIELD STUDY 1 REGION’S PREMIER UNIVERSITY OF CHOICE ASSESSMENT AND REPORTING 6
 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

7 Did the teacher encounter challenge(s) during the computation and reporting of grades to
parents? Justify your answer.
7

Yes, different students perform at different levels during each grading

period. While some of them received great marks in the first quarter, their
subsequent grades will be lower. Consequently, the instructor will inform the
parent about their child's progress each quarter..

Reflect

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

In the millennial era, as a teacher, choose assessment methods that are

new to your students because they can readily investigate and learn
about current trends. To make studying more meaningful and pleasurable,
we need to be more inventive and imaginative.

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

To ensure that students feel comfortable transitioning to a new teaching

style and that assessments are only focused on the desired learning
outcomes, future educators should keep students informed, employ strict
evaluation procedures, and assign more practical tasks..

3. If you are the teacher, what solution(s) could you offer to address the challenges
in evaluating students’ performance and giving feedback?
The best approach to meet this educational requirement is through open
communication. In addition to the students, the instructor and parents
should communicate. Two results of good communication include
providing students with performance feedback and getting positive
responses..

E- PORTFOLIO FOR FIELD STUDY 1 REGION’S PREMIER UNIVERSITY OF CHOICE ASSESSMENT AND REPORTING 7
 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

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

Quarterly
Performance Tasks
8
Initial Quarterly
Assessment Written Works (30%) Grade Grade
(50%)
(20%)
PS WA 1 2 3 4 Total PS WA 1 2 3 4 Total PS WA

HPS 50 100 20% 20 25 20 20 85 100 30% 15 15 25 20 75 100 50% 100 100

Learner
16 32 6.4 9 12 6 9 36 42.35 8.47 7 4 7 3 21 28 16.8 31.67 67
A
Learner
41 82 16.4 15 18 16 12 61 71.76 14.35 11 12 21 16 60 80 48 78.75 86
B
Learner 70.
28 56 11.2 8 14 14 16 52 61.18 12.24 8 11 18 16 53 42.40 65.84 78
C 67

E- PORTFOLIO FOR FIELD STUDY 1 REGION’S PREMIER UNIVERSITY OF CHOICE ASSESSMENT AND REPORTING 8
 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

Evidence/Documents
9

Self Peer FS Over-all

Rating 5 Rating Mentor’s Rating
Rating

E- PORTFOLIO FOR FIELD STUDY 1 REGION’S PREMIER UNIVERSITY OF CHOICE ASSESSMENT AND REPORTING 9