LECTURE NOTES

LEARNING EPISODE 9: Preparing For Teaching and Learning
Demonstrating an Understanding of Research-Based Knowledge

Activity 9.1
Principles of Teaching and Learning
Resource Teacher: Angeline B. Sarabia Teacher’s Signature: _____________ School: SJSOF Grade
Year/Level: Grade 7 and 8 Subject Area: Aral. Pan. Date: October
OBSERVE
Observe a class with the use of the principles of learning given in Revisit the Learning
Essentials. I will identify evidence of applications/violations of the principles of learning. I can cite
more than one evidence per principle of learning.
Principles of Learning What did the Resource Teacher do to apply this

principle of learning
1. Effective learning begins with the The teacher presented the learning outcomes through a
setting of clear and high expectations PowerPoint presentation before starting the lesson.
of learning outcomes.
2. Learning is an active process. The teacher involves the whole class in the discussion,
ask questions about the topic, letting them read the
textbooks and asking for their insights about the topic.
3. Learning is the discovery of personal meaning The teacher introduced activities that include
and relevance of ideas brainstorming, reflecting and applying learned
knowledge through tasks.
4. Learning is a cooperative and a collaborative The teacher give activities that include peer-related
process. Learning is enhanced in an atmosphere tasks such as group work, pair/partner, and peer
of cooperation and collaboration. assessment.
ANALYZE
1. What principles of learning were most applied? Least applied?
MOST APPLIED
 Effective learning begins with the setting of clear and high expectations of learning outcomes.
 Learning is an active process.
 Learning is the discovery of personal meaning and relevance of ideas
 Learning is a cooperative and a collaborative process. Learning is enhanced in an atmosphere of
cooperation and collaboration.
LEAST APPLIED
There were no principles that were not applied; all of it was done by the resource teacher.
Give instances where this/these principle/s could have been applied?

There were no instances that these principles were not applied because there are no principles undone based
on my observation.
REFLECT
1. From among the principles of learning, which one do you think is the most important?
Upon observing the most important principle is Learning is an active process. This is where learning begins in
a classroom, with the active involvement of everyone it is easy to convey knowledge to them and assess their
capabilities, strengths and weaknesses. Through this a teacher can identify the ways in creating a learning
environment where students can learn on their own phase, partake in class discussion, participating in activities
and apply their ideas.
Identifying Learning Outcomes that are Aligned with Learning Competencies
Activity 9.2
Resource Teacher: Angeline B. Sarabia Teacher’s Signature: _____________ School:
SJSOF Grade Year/Level: Grade 7 and 8 Subject Area: Aral. Pan. Date: October
OBSERVE
Observe a class, this time focusing on how the learning outcomes were stated. Determine if the
learning the outcome/s was/were achieved or not. Give evidence.
1. Write the learning outcomes stated in the lesson.
(SMART
Achieved
Learning Outcomes Objectives?)
Yes No Yes No
1. Naipapamalas ng mag-aaral ang pag-unawa sa ugnayan ng / /

kapaligiran at tao sa paghubog ng sinaunang kabihasnang
Asyano.
2. Malalim na pagkakaugnay-ugnay sa bahaging ginampanan / /
ng kapaligiran at tao sa paghubog ng sinaunang
kabihasnang Asyano.
3. Naipapaliwanag ang konsepto ng Asya tungo sa / /
paghahating-heograpiko: Silangang Asya, Timmog-
Silangang Asya, Timog Asya, Kanlurang Asya, Hilagang
Asya at Hilaga/Gitnang Asya.
2. Cite pieces of evidence that these learning outcomes were achieved.
1. The students were able to explain through their own words and understanding the relationship between
human and the environment, in which they were able to give examples throughout the discussion.
2. The students had identified the importance of relationship of human and the environment in creating
ancient civilizations. They were giving their own opinion about the connection of humans and the
environment.
3. The students were able to identify the different Asian Regions as well as the concept of dividing Asia into
different regions.
ANALYZE
1. Do SMART objectives make the lesson more focused?

SMART objective makes a lesson more effective and achievable. It provides clear expectations of the
lesson outcomes; it guides a teacher to execute the lesson thoroughly. Also, by having SMART objective there is
a proper time management each day’s lessons.

REFLECT
Reflect on the
Lesson learned in determining SMART learning

outcomes.
In determining SMART I have learned the following:
1. Objectives should be carefully planned as it will be the reflection of the class discussion.
2. Objectives must be clear and attainable within the allotted time.
3. To create an effective discussion a teacher should develop objectives with SMART
characteristics.
4. Smart objectives help students to focus and be organized.
5. It can ensure student learning.

Distinguishing Between Inductive and Deductive Methods of Teaching School:
Activity 9.3
Resource Teacher: Angeline B. Sarabia Teacher’s Signature: _____________ School:
SJSOF Grade Year/Level: Grade 7 and 8 Subject Area: Aral. Pan. Date: October
OBSERVE
I will observe one Resource Teacher with the use of this observation sheet. Using the guide questions, I
shall reflect on my observations and analysis.
Teacher-centered Student-centered
Did teacher lecture all the time? Were the students involved in the teaching-learning
process? How? Or were they mere passive recipients of
instruction?
No. The teacher did not lecture all the time.
Yes. The students were involved in the teaching and

learning process. They were asking questions
regarding the topic and sharing their insights.
Was the emphasis on the mastery of the lesson or on Was the emphasis on the students’ application of the
the test? Prove. lesson in real life? Give proofs.
The teacher focuses on both. The teacher would give Yes, it also focuses application of the lessons in real
an activity after teaching the students for consecutive life.
days to test their mastery of the lesson and if they
could get best results from the activity.
Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?
No, the classroom atmosphere was not competitive, as Yes, the class atmosphere was collaborative. It allows
it promotes collaborative learning instead of pair or group work activities/assessment.
individual learning.
Did teacher focus only on one discipline/subject? Did teacher connect lesson to other discipline/subjects?
No, the teacher did not focus on one discipline. Yes, she incorporates lessons beyond the subject she’s
teaching.
What teaching-learning practice shows that teaching approach was:

a. Constructivist – connected to past experiences of learners; learners constructed new lesson
meanings
b. Inquiry-based – students were persuaded or encouraged to join the discussion, ask questions,
and share their own ideas and observations
c. Developmentally appropriate – learning activities fit the developmental stage of children
d. Reflective – teachers were assessing their own performance of their teaching practice to
determine what to maintain or improve
e. Inclusive – no learner was excluded; teacher taught everybody

f. Collaborative – students work together
g. Integrative –lesson was multidisciplinary – e.g. In science, math concepts were taught.
ANALYZE
1. What are possible consequences of teaching purely subject matter for mastery and for the test?
Teaching students with purely subject matter won’t improve their higher order thinking skills. During exams
if they were taught with purely subject matter students will have difficulty in answering other aspects of the
exam. Students must develop other levels of thinking not just remembering or recalling alone.
2. If you were to reteach the classes you observed, would you be teacher-centered or student-
centered? Why?
To teach children or students is to guide. My own experience of student-centered learning it is more effective
to draw ideas from the students and make them understand the topic which is why I would prefer a student-
centered approach.
REFLECT
Reflect on; Principles of teaching worth applying
Given the different principle of teaching, to effectively teach the students a teacher must acquire various
learning practice. A teacher is not required to apply all the principles but rather to incorporate the principles
properly to teach the students with the goal to have a learner-centered classroom.
LINK Theory to Practice
Direction. Encircle the letter of the correct answer.
1. Teacher Rose believes that students need not know the intended learning outcome of her lesson. She
proceeds to her leaning activities at once without letting them know what they are supposed to lean for
the day. Which principle of learning does Teacher Rose negate?
A. Effective learning begins setting clear expectations and learning outcomes.
B. Learning is an active process.
C. Learning is the discovery of the personal meaning of ideas.
D. Learning is a cooperative and a collaborative process.
2. Teacher Lil avoids drills out of context. She gives real-world Math problems for students to drill on.
Teacher Lil is very much convinced of which principle of learning?
A. Learning is an active process.
B. Learning is the discovery of the personal meaning of ideas.
C. Learning is a cooperative and a collaborative process.
D. Effective learning begins with setting clear expectations and learning outcomes.
3. For meaningful teaching and learning, it is best to connect the lesson to the life of students
by integrating a relevant value in the lesson. Which principle is applied?
A. Lesson objectives /intended learning outcomes must integrate 2 or 3 domains cognitive, skill and
affective or cognitive and affective or skill and affective•
B. Begin with the end in mind.
C. Share lesson objectives/intended learning outcomes with students.
D. Write SMART lesson objectives/intended learning outcomes.
4. Teacher Ruben wanted his students to rate their own work using the scoring rubric which he explained to
the class before the students began with their task. Based on revised Bloom's taxonomy, in which level of
cognitive processing are the students?
A. Evaluating
B. Synthesizing
C. Applying
D. Analyzing
5. You are required to formulate your own philosophy of education in the course, The Teaching Profession.
Based on Bloom's revised taxonomy in which level of cognitive processing, are you?
A. A
na
ly
zi
ng
B. Applying
C. Creating
D. Evaluating
SHOW Your Learning Artifacts
Post proofs of learning that you were able to gain in this Episode. You may attach the lesson plan (s) used
by your Resource Teacher to show the intended learning outcomes and the method used in class.
EVALUATE Performance Task
Name of FS Student: Mary Crystalline S. Nabua Date Submitted:

Year & Section: 4 B Course: BSED
Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement
4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) observation
Observation Sheet questions/tasks observation questions/ questions/ tasks not questions/ tasks not
completely answered/ tasks not answered/ answered/ answered/
accomplished accomplished. accomplished. accomplished
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with answers are clearly answers are not were not answered;
depth and are clearly connected to answers not
connected to theories;
thoroughly grounded theories; one (1) to connected to theories;
grammar and spelling
on theories; grammar three (3) grammatical/ more than four (4)
are free from errors.
and spelling are free spelling errors. grammatical spelling
from error. errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what supported by what shallow; somewhat rarely supported by
were observed and were observed and supported by what what were observed
analyzed. analyzed. were observed and and analyzed.
analyzed
Learning Artifacts Portfolio is reflected on Portfolio is reflected on Portfolio is not Portfolio is not
in the context of the in the context of the reflected on in the reflected on in the
learning outcomes; learning outcomes. context of the learning context of the learning
Complete, well- Complete; well- outcomes. Complete; outcomes; not
organized, highly organized, very not organized, relevant complete; not
relevant to the learning relevant to the learning to the learning organized, not relevant
outcome outcome. outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2)
deadline deadline the deadline days or more after the
deadline
COMMENT/S
Over-all Score Rating;
(Based on
Transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 90 93 87 84 81 78 75 72 71-Below
DR. REY JAY N. PALMOS
Signature of FS Teacher above Printed Name Date
LEARNING EPISODE 10: The Instruction Cycle
Activity 10.1
Applying the Guiding Principles in the Selection and Use of Strategies
OBSERVE
Observe one class with the use of the observation sheet greater focus then analyze my observations with
the help of the guide questions.
1. 1. The more senses that are involved, the more The teacher uses pictures and videos to help students
and the better the learning. understand the lesson about “Mga Pangkat-
Etnolingguwistiko sa Asya”.
2. Learning is an active process. The teacher let the students participate in answering the
activities which is identification of different ethno
linguistic groups.
3. A non-threatening atmosphere enhances The teacher let the students work on by pairs or groups
learning. to answer given tasks.
4. Emotion has the power to increase retention The teacher uses interesting topics that boosts the
and learning. students’ attention which led to student engagement
with class discussion.
5. Good teaching goes beyond recall of The teacher asks questions that involves analysis and
information. evaluation.
6. Learning is meaningful when it is connected to The teacher gives tasks that can let students reflect and
students' everyday life share their personal experiences.
7. An integrated teaching approach is far more The teacher gave the students activities in which they
effective than teaching isolated bits of can express their multiple intelligences.
information.
ANALYZE
What is the best method of teaching? Is there such a thing?
For me there is no “best teaching method”, when we say teaching method it can be of various ways.
Teachers use different method to adapt with how students learn, it can be recalled that there are multiple
intelligences which can also mean that they were learning differently. Therefore, there is no such thing as the best
method it is because each method has its own strengths.
REFLECT
Reflect on this question.
How do we select the appropriate strategy for our lessons?
To effectively teach a lesson, we must carefully select strategies we would use. Firstly, understand the
lesson plan and its objectives. Identifying the objectives is the paramount to identify the strategies to be used
during the class. It can also help on formulating activities to employ and how to evaluate the students’ knowledge
and skills. These components must be aligned to decide the strategies that will be executed during the lesson.
Activity 10.2 Determining Outcome-Based Teaching and Learning
OBSERVE
Observe a class and answer the following questions.
1. Did the Teacher state the learning objectives/intended learning outcomes (ILOs) at the beginning of
the class? Did he/she share them with the class? How?
Before the class begins the teacher presented it to the students through a PowerPoint presentation, she let
them read the objectives and explained each of the intended learning.
2. What teaching-learning activities (TLAS) did he/she use? Did these TLAs help him/her attain his/her
lesson objectives/ ILOs? Explain your answer.
The teaching-learning activity was to catch an object; the person who catches the object she tossed will
answer the question. The activity she had given helped her to attain the intended learning objectives.
3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson objectives/ ILOs?
The assessment task given by the teacher was to identify the given pictures and the students were able to
answer it and it is aligned to the ILO’s of the teacher.
ANALYZE
1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
In my opinion, OBTL is a good step to let the student be more active with their studies. It gives opportunity
to students to improve performances through teacher’s feedbacks.
REFLECT
Reflect on the use of OBTL.
Outcome-based teaching and learning is a process of curriculum design that starts with the
development of outcomes. Statements that define what our learners should know and/or be able to do at
the end of a course or program. Teachers became more creative and innovative in measuring the student-
learning. Outcome-based teaching and learning helps in creating an interactive learning environment.
Through OBTL students can learn better and achieve positive results while teachers can assist them to
meet the students’ learning demand.
Activity 10.3 Applying Effective Questioning Techniques
OBSERVE
Observe a class activity. You shall focus on the questions that the Resource Teacher asks during
the classroom discussion. Write the questions raised and identify the level of questioning.
Types of Question Examples of Questions that the Resource Teacher Asked
1. Factual / Convergent / Ano ang klima? Panahon?

Closed / Low level
2. Divergent / Higher –
order / Open-ended /
Conceptual
Ano ang inyong opinyon sa mabuti at di mabuting epekto ng pagkakahati ng
a. evaluation rehiyon ng Asya?
Ano ang iyong pagkakaintindi sa relasyon ng klima at panahon sa mga

b. inference rehiyon?
c. comparison Sa iyong tingin mas maunlad ba ang rehiyon ng Asya kung nahati ito o hindi?
d. application Kung ikaw ay pupunta sa isang rehiyon sa Asya saan ito, at bakit?
e. problem-solving The teacher did not use any problem-solving questions.
3. Affective Sumasang-ayon ka ba sa kanyang mungkahi tungkol sa napiling bansa?
ANALYZE
1. Neil Postman once said: "Children go to school as question marks and leave school periods!" Does
this have something to do with the type of questions that teachers ask and t questioning and reacting
techniques that they employ?
A child, in a sense comes to school with a lot of questions in their mind. These questions become their
fuel to learn, discover and find answers to those questions. They go home with a period means that they have
gotten answers to those question marks. Sentences end with periods and these are the answers to the children’s
question. These can also mean that they already have the mastery of reaching to the questions given by the
teacher.
REFLECT
Reflect on: The importance of using various techniques.
Reacting technique is one way of addressing the needs of the students in terms of learning. It is important in
the classroom setting as it can motivate students to respond, improves the quality of their response or answers,
and decreases the chances of students to answer wrong inferences. However, not all students reacts the same way,
there are factors that affect their quality of responses. As a teacher, the goal is to help enhance students’ higher
order thinking skills and with that we must ensure that students’ needs in improving their response and
performance are being meet.

Show proofs of learning that you were able to gain in this Episode by interviewing at least two
teachers on their thoughts on OBTL.
1. Learning is an active process. Which one is an application of this principle?
A. Avoid drills which are out of context.
B. Teach your content from a multidisciplinary perspective.
C. Group students for work or project, that way project become less expensive.
D. Let students learn the steps in opening a computer by making them follow the steps.
2. The more senses that are involved, the more and the better the learning. Which practice is aligned with
this principle?
A. Employ cooperative learning.
B. Teach using mostly verbal symbol.
C. Invite parents as resource speakers in class.
D. Bring students to field trips with consent of school and parents
3. In OBTL, upon which should my assessment be based'?
A. Content
B. The intended learning outcome
C. Scope of subject matter
D. Teaching and learning activity
4. Which type of question will least promote interaction among students?
A. Divergent
B. Convergent
C. Conceptual
D. Inference
5. To obtain well-thought-out questioning behavior helps?
A. Allowing sufficient time
B. Asking open-ended questions
C. Asking non-directed question
D. Involving as many as possible
LEARNING EPISODE 12: Assessment For Learning And Assessment As
Learning
Activity 12.1 Observing Assessment FOR Learning Practices (Formative Assessment)
OBSERVE
1) Observe what Teacher does or listen to what Teacher says to find out if the students understood the lesson
while teaching—learning is in progress.
What Teacher Said Tally Total
 Ano ang inyong alam sa topiko? IIIII 5
 Naiintindihan niyo ba? III 3
 Ano ang pagkakaintindi mo sa topiko? III 3
What Teacher Did Tally Total
 Discusses the topic. IIIII 5
 Answer students’ question. IIIII 5
 Asked the student to read and explain. IIIII 5
 Let the student copy notes to review.

II 2
 Provides evidences an examples relevant to the

topic. IIIII 5
2) Did the teacher ask the class “Did you understand?” If she did, what was the class’ response?
- Yes she did, the class simply responded with “Yes ma’am”.
3) Did the students make the teacher feel or sense they did not understand the lesson or a part of the lesson?
How?
- No they didn’t since the class responded to the teacher’s questions.
4) If they did, how did the teacher respond?

- Since the class had responded that they were able to understand the lesson the teacher proceeded with the
class discussion and gave a few more examples of the topic.
5) Were the students given the opportunity to ask questions for clarification? How was this done?
- Yes, the teacher answered the students’ question. She answered it one at a time so that they all receive
clarifications to their questions.
6) If she found out that her/his lesson was not clearly understood, what did teacher do? Did you observe any
of these activities? Please check.
_____Peer tutoring (Tutors were assigned by teacher to teach one or two classmates
_____Each one-teach-one (Students paired with one another
_____Teacher gave a Module for more exercises for lesson mastery
_____Teacher did re-teaching
Other, please specify ____________________________________________________
7) If she engaged himself/herself in re-teaching, how did she do it? Did he/she use the same teaching
strategy? Describe.
- She used different teaching method that is suitable for the students so that they can easily understand the
lesson.
8) While re-teaching by himself/herself and/or with other students-turned tutors, did teacher check on
students’ progress? If yes, how?
- The teacher did not use this method.
ANALYZE
1) Why should a teacher find out if students understand the lesson while teaching is in progress? Is it not
better to do once-and-for-all assessment at the completion of the entire lesson?
- It is important for the teacher to know if his/her students follow on what he/she discusses to ensure that they
understood and to avoid repetitive discussion and to resolve misunderstanding during the class.
2) Why is not enough for a teacher to ask “Did you understand, class?” when he/she intends to check on
learner’s progress?
- It is not enough to just simply ask students questions answerable by yes or no. this is not a solid evidence of
learning, if a teacher wants to ask or check on students understanding they should use questions that can
actually expound students’ answer.
3) Should teacher record results of formative assessment for grading purpose? Why or why not?
- No, formative assessment are there to check on the initial understanding of the students. it can be used to
identify what should be done to have the students improve their results on the formative assessment.
4) Based on your observations, what formative assessment practice worked?

- The teacher instructed the students to answer the questions before starting the class.
5) For formative assessment, why is peer tutoring in class sometimes seen to be more effective than teacher
himself/herself doing re-teaching or tutoring?
- Peer tutoring promotes higher rates of student participation, this help boosting their academic performance.
This can also test students' different abilities that can improve their retention.
6) Could an unreasonable number of failures at the end of the term/grading period be attributed to the non-
application of formative assessment? Why or why not?
- Yes, it can be an indicator that students were not able to comprehend the lesson and that the teaching methods
are ineffective or monotonous.
REFLECT
1) Formative assessment is “tasting the soup while cooking”. Reflect on this and write your
reflections.
- From this we can extract the idea that it is not yet done but we have to check on what is lacking and
what do we have to do or add to make the soup taste good. It can be determined that to ensure
student learning we must use formative assessments to determine what we must apply to to give their
educational needs. We should be aware of what we were doing less to give their educational needs.
We should be aware of what we lack, give a proper action to it and to have good results.
2) Should you record results of formative assessment? Why or why not?

- Yes, we should record formative assessments. This can be the basis to see students' improvement.
Also, it can be used to track if they are aligned with their own objectives.
1. Snapshots of peer tutoring or other activities that show formative assessment in practice
Students were task to create a summary of their understanding about

their topic and few students were selected to present their work.
Activity 12.2 Observing Assessment AS Learning Practices (Self-Assessment)
OBSERVE
Observe a class and find out practices that reflect assessment as learning. Record your observations.
Teacher My Observation
1.Did teacher provide opportunities for the learner s to Yes, the teacher allowed opportunities for students to
monitor and reflect on their own learning? monitor and reflect their own learning
2. What are the proofs that students were engaged in self- Learners are given tasks to answer after the class
reflection, self-monitoring and self-adjustment? discussion.
3. Did students record and report their own learning? No, the students did not record their own learning.
4. Did the teacher create criteria with the students for Yes, the teacher give criterias & rubrics that will be
tasks to be completed or skill to learned? the basis of students in creating their tasks.
ANALYZE
1. If the student is at the heart of all assessment, then all assessment should support student learning. Do you
agree? Why or why not?
- Yes, the main purpose of assessment is to improve student learning. And teachers are responsible for students to
attain this knowledge.
2. Does assessment as learning have the same ultimate purpose as assessment for learning?
- Assessment as learning encourages and promotes students' metacognition as they learn. This assessment is to
foster students learning. On the other hand assessment for learning helps students in understanding their goals and
the necessary to reach it.
REFLECT
The primary purpose of assessment is not to measure but not to further learning. Reflect on your personal
experiences of assessment in school. Were you given opportunities for self-assessment? If yes, what was its
impact on your learning?
- We were given a chance to self-assess our performances and it helped us to keep ourselves on checked if we
are obtaining the learning goals we are supposed to meet. It was a big help for us to know our strengths and
weaknesses that are needed to maintain and improve.

4 3 2 1
from error. errors.
analyzed
deadline
COMMENT/S
(Based on
Transmutation)
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 90 93 87 84 81 78 75 72 71-Below

1. The primary purpose of assessment is to ensure learning. Which assessments are referred to?
I. Assessment as learning
Il. Assessment for learning
Ill. Assessment of learning
A. 1, 11 and 111
B. 1 and 111
C. 1 and 11
D. 11 and 111
2. Research shows that when students help develop questions for an assessment, and have a deeper understanding
of what they are expected to learn before they take the assessment, they take a greater responsibility of their own
learning. Which assessment is referred to?
A. Assessment as Learning C. Assessment for Learning

B. Assessment of Learning D. Assessment in Learning
3. DepEd Order No. 8, s. 2015 states, "Assessment is a process that is used to keep track of learners' progress in
relation to learning standards to promote self-reflection and personal accountability among students about their
own learning... Which assessments are referred to by the DepEd memo?
I. Assesment as learningIl. Assessment for learning Ill. Assessment of learning
A. I only C. 1 and 11
B. 11 and 111 D. 1, 11 and 111
4. You check for understanding in the midst of your lesson. In which form /s of assessment are engaged?
A. Assessment as learning C. Assessment of learning

B. Assessment for learning D. Assessment of and for learning
5. Assessment FOR learning is ongoing assessment that allows teachers to monitor students on a day-to-day basis
and modify their teaching based on what the students need to be successful. Is this statement TRUE?
A. Yes C. Somewhat
B. No D. TRUE except the clause after and
6. It develops and supports students' metacognitive skills. Which is referred to?

A. Assessment as learning C. Assessment of learning
B. Assessmentfor learning D. Assessment in learning
7. Which form of assessment is crucial in helping students become lifelong learners?
A. Assessment of learning C. Assessment as learning

B. Assessment for learning D. Assessment in learning
8. Which is characterized by students reflecting on their own learning and making adjustments
so that they achieve deeper understanding?
A. Assessment of learning C. Assessment as learning

B. Assessment for learning D. Assessment in learning
9. Which practices are required for assessment as learning to be effective?

I. Discuss the learning outcomes with the students.
II. Create criteria with the students for the various tasks that need to be completed and/or skills that need
to be learned or mastered.
III. Provide feedback to students as they learn and ask them guiding questions to help them monitor their
own learning.
IV. Help them set goals to extend or support their learning as needed in order to meet or fullymeet the
expectations.
V. Provide reference points and examples for the learning outcomes.
A. I, II, and III C. 111, IV and V

B. I, III, IV and V D. I, II, III, IV and V
10. In which type of assessment are students expected to go beyond completing the tasks assigned to them by
their teacher and so students move from the passive learners to active owners of their own learning?
A. Assessment as learning D. Assessment in

B. Assessment for learning learning
C. Assessment of learning
11. Which assessment is likened to tasting the soup while in the process of cooking the soup?
A. Assessment of learning C. Assessment in learning
B. Assessment for learning D. Assessment as learning
LEARNING EPISODE 13: ASSESSMENT OF LEARNING (Summative
Assessment)
Activity 13.1 Aligning Assessment Task with the Learning Outcomes
OBSERVE
Observe at least 3 classes – Physical or Biological Science or Math, English, Filipino; 1 Social Science or
Literature/Panitikan, EsP and 1 P.E / Computer/ EPP/ TLE
Assessment Task
(How did Teacher Is the assessment
Learning assess the tool/task aligned If not aligned,
Subject
Outcome/s learning to the learning improve on it.
outcome/s? outcome/s?
Specifically.
PE/EPP/TLE PE: Let the students Yes.
To perform waltz perform the waltz
one by one.
SOCIAL SCIENCE, LITERATURE: Recitation , the Yes.

LITERATURE/PANITIK To interpret teacher asked the
AN, ESP symbolisms in the students series of
poem. questions to
interpret the
symbols in the
poem Desiderata.
PHYSICAL OR ENGLISH: Written quiz. Yes.

BIOLOGICAL SCIENCE Use appropriate Supply the correct
OR MATH, ENGLISH, modal verbs in modal verbs in the
FILIPINO sentences following
correctly. sentences.
ANALYZE
1. Are all the assessment tasks aligned to the learning outcome?
 Yes, all of the assessment tasks were aligned to the teacher’s learning outcome.
2. What are possible consequences if teacher's assessment tasks are not aligned to learning outcome/s?
Does this affect assessment results? How?
 Without the alignment of assessment tasks and learning outcomes, there will be inconsistency between
the assessment and the criteria that would lead to frustration and lack of engagement. It will be a waste
for students to spend time on activities and assessments that does not lead to the intended learning
outcome.
3. Why should assessment tasks be aligned to the learning Outcome?

 It is important to align assessment task and learning outcomes as it enable us properly teach the students
and also it helps students to progress. It is foreseeing the knowledge and skills that are expected and that
are to be developed throughout the teaching-learning process.
REFLECT
1. Reflect on past assessments you have been through. Were they all aligned with what your
teacher taught (with learning outcomes)?
- Reflecting from the previous assessments we have taken, I can guarantee that all of it were aligned to
the intended learning outcomes.
2. How does this affect your performance? As a future teacher, what lesson do you learn from
this past experience and from this observation?
- The correct alignment between the activities and the assessment helped me to maximize my time
learning instead of wasting it and also it help me focus to achieve the desired learning outcome. As a
future teacher, it taught me that to be able achieve our goals it is important to have instruction that is
aligned from the learning outcomes as well as with the assessments given.
Here is a learning outcome: Describe a classmate or teacher by way of a metaphor.

1.
Here is a learning outcome: Describe a person by the use of a metaphor. Is the test item aligned to the learning
outcome?
A. No C. Yes
B. Somewhat D. Yes, if teacher is not included
Test Item: Can plants manufacture their own food? Explain your answer.
2. Learning outcome: Conduct an investigation to prove that plants can manufacture their own food. Is the test
item aligned to the learning outcome?
A. No C. Yes
B. Somewhat D. Yes, if explain your answer is dropped.
Test: Outline the steps of the inductive method of teaching.

3. Learning outcome:
Demonstrate the inductive method of teaching. Is the test item aligned to the learning outcome?
A. No C. Yes
B. Somewhat D. Yes, if teacher is not included.
4. Which assessment task is aligned to this learning outcome: Compute the mean if the scores are 50, 50, 50,48,
47, 46, 45, 44, 43, 42, 41, 40.
A. What is a mean?
B. Is mean a measure of variability?
C. What is the mean of 50, 50, 50, 48, 47, 46, 45, 44, 43, 42, 41, 40
D. Is mean the same as average?
Test: Give the correct form of the verb.

5. Learning Outcome: To observe subject-verb
agreement as one speaks.
1) Dogs (howl).
2) A cat (meow).
3) Birds (fly).
Is the test aligned to the learning outcome?

A. No D. Yes, there are 3 items on subject-verb
B. Somewhat agreement.
C. Yes
6. Here is a lesson objective / intended learning outcome: "illustrate the law of supply and demand with your
original concrete example". For content validity, which test item is aligned?
A. Define the law of supply and demand and illustrate it with an example.
B. Illustrate the law of supply and demand with a drawing.
C. Illustrate the law of supply and demand with a concrete, original example.
D. Explain the law of supply and demand and illustrate it with a diagram.
7. Teacher B wrote this learning outcome: "To interpret a given quotation." For content validity which should she
ask?
A. Interpret Nietzsche's statement: "He who has a way to live for can bear with almostany how."
B. Do you believe in Nietzsche's statement "He who has a way to live for can bear with almost any
how"?
C. What is true in Nietzsche's statement "He who has a way to live for can bear with almost any how”?
D. Nietzsche was an atheist. Do you believe that he can give this statement "He who has a way to live
for can bear with almost any how"?
8. After teaching them the process of experimenting, Teacher J wanted his students to be able set up an
experiment to find an answer to a scientific problem. Which will he ask his students to do?
A. Set up and experiment to find out if aerial plants can also live on land.
B. Can aerial plants also live on land? Research on experiments already conducted. Present your finding
in class.
C. Observe if aerial plants can survive when planted in soil. Note your observations and present them in
class.
D. Research on the answers to this scientific problem: Can aerial plans survive when transferred in soil?
9. Here is an intended learning outcome of a Health teacher: "Identify skill-related fitness and activities suitable for
the individual". Does her test item measure this particular outcome and therefore has content validity?
Question
I. Identify the components of Physical Fitness under the skill-related activities.
a. body composition c. flexibility
b. agility d. organic vigor
A. Yes, very much.

B. Yes, because it asks something about skill-related activities.
C. No.
D. No, the options have nothing to do with skill-related activities
Activity 13.2 Observing the Use of Traditional Assessment Tools
OBSERVE
 Observe classes and pay particular attention to the assessment tool used by the teacher.
 With teacher's permission, secure a copy of the assessment tool.
Types of Put a Learning Outcome Assessed Sample Test Item of Comments (Is the
Traditional check Resource teacher assessment tool
Assessment here constructed in
Tool/ Paper-and accordance with
Pencil test established
guidelines?)
Explain your
answer.
Selected
Response Type
1. Alternate
response
2. Matching
Type
3. Multiple √ Nailalarawan ang mga Isang katangiang pisikal ng The learning

Choice katangiang kapaligiran sa Hilaga o outcome was
pangkapaligirang pisikal Gitnang Asya ay ang successfully
sa mga rehiyon sa Asya pagkakaroon ng malawak na aligned to the given
katulad ng kinaroroonan, damuhan o grasslands. activity.
higs, sukat, klima at Tinatayang ang sangkapat
vegetation cover. (1/4) ng kalupaan sa mundo
ay ganito ang uri. Alin sa
mga uri ng grasslands ang
may damuhang matataas at
malalalim ang ugat na nasa
ilang bahagi ng Russia at
Manchuria?
a. Prairie
b. Savannah
c. Steppe
d. Tundra
4. Others
Types of Traditional Put a check Learning Outcome Sample Test Item of Comments (Is the
Assessment Tool/ if Resource Assessed Resource teacher assessment tool
Paper-and Pencil Teacher constructed in
test used it. accordance with
established guidelines?)
Explain your answer.
Constructed-
Response Type
1. Completion
2. Short Answer √ Nailalarawan ang Ano-anong likas na The assessment tool

Type mga yamang likas yaman ang sagana sa constructed in
ng Asya. Asya? Paano ito accordance with
nakatulong sa pag- established guidelines.
unlad ng pamumuhay
sa rehiyon nito?
3. Problem solving
4. Essay –
restricted
5. Essay-non-
restricted
6. Others
ANALYZE
1. Which assessment tools/tasks were most commonly used by teachers? Which ones were rarely
used? Why were they rarely used?
 The commonly used assessment tools are multiple choice and short answer type. The rarely use are restricted
essays, teachers only uses this at a time. Preferably when it is for a final output like concept paper.
2. Based on your answers found in the Tables above in which type of assessment tools and tasks were
the Resource Teachers most skilled in test construction? least skilled?
 The teacher is more skilled on creating multiple choice and short answer type of assessment tools. She often
uses this and all of those questions were aligned to the desire learning outcomes.
3. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be

considered an authentic form of assessment? Explain your answer.
 Yes, essays can be considered as authentic assessments. Their written ideas may reflect their personal
experiences, or it can be used in their everyday lives.
REFLECT
How good are you at constructing traditional assessment tools? Which do you find most
difficult to construct? Any lesson/s learned?
 I believe that I am quite effective in designing essay-type assessment/questions. I wanted to make these type
of questions because it shows the students personal perspective as well as their ability to elaborate their
answers depending on the given question.
Here is the learning outcome of this Activity: Critique traditional tools and tasks for learning in the context
of established guidelines on test construction.
1. Which assessment task is aligned to the learning outcome given above?
A. True-False test an assessment task must be aligned to the learning outcome.
B. Column I present the learning outcomes. Column 2 has the assessment tasks. Determine alignment of
assessment with learning outcome.
C. Here are 5 test items. Evaluate them on the basis of established guidelines in test construction.
D. Is an essay more reliable than a multiple-choice test?
2. What's WRONG with this TRUE-FALSE test item?
Filipinos are sociable but lazy.
A. Opinionated C. Very short

B. Not fit for a T-F test D. Sweeping
3. Is this test item in accordance with rules on test construction?
Write everything you learned from this course.
A. No C. Somewhat
B. Yes D. No, opinionated
4. In a matching type of test, which should be found in the first column?

A. Options C. Distracters
B. Premises D. Jokers
5. In a multiple-choice type of test, one option among 4 was not chosen by any examinee• What is TRUE of that
option?
A. Implausible
B. Realistic
C. Plausible
D. Unattractiv
e
6. The students were at a loss as to what answer to give in a completion type of test since there were so many
blanks. Which is TRUE of the mutilated test item?
A. Too complex
B. Unattractive
C. Over mutilated
D. Implausible
Activity 13.3 Observing the Use of Non-Traditional Assessment Tools
OBSERVE
Authentic Learning Outcome Sample of Product/ How a product / Comments (Is the
Assessment/ Non- Assessed Performance performance was scoring rubric
Traditional / Assessed assessed constructed according
Alternative to standards?)
One example of a Describe how the
product assessed. product/
(Put a photo of the performance was
product / assessed. Which
documented was used analytic
performance in My rubric or holistic
Teaching Artifacts. rubric?
INCLUDE THE INCLUDE THE
RUBRIC IN MY RUBRIC IN MY
TEACHING TEACHING
ARTIFACTS. ARTIFACTS.
1. Product Nakakagawa ng The teacher used a Yes, the scoring rubric
pangkalahatang holistic rubric to was constructed
heograpikal na assess the students according to standards.
profile ng Asya output.
2. Performance NOT OBSERVED NOT OBSERVED NOT OBSERVED NOT OBSERVED
ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you think that type of
rubric was used more?
 Except with the one used on the activity above, analytic rubric was widely used by teachers when they need
to rate the student output. As an example, analytic rubric with a scale of 1 to 5 and each scores has
corresponding description of the score value. It will be much easier to use since teachers can easily identify
what score to give to the students based on their works/output.
2. Based on your answer in #1, which can you say about the scoring rubrics made and used by the
Resource teacher?
 My resource teacher did not use analytic rubric but rather holistic rubric to score students work. Despite, she
explained each criterion to the students.
3. Will it make a difference in assessment of students work if teacher would rate the product or
performance without scoring rubrics? Explain.
 Yes it will make a great difference, if a teacher does not use a rubric she/he has the freedom to exceed the
score of students or even lower it down to her own contentment. This is unfair since she is not basing any of
his/her scores to certain rubric.
4. If you were to improve on one scoring rubric used, which one and how?
 If I were to improve a scoring rubric it will be the holistic rubric. As known, it is a generalized rubric that
will be the basis of rating, instead of just generally putting a description on the categories I will put a
bulleted content, e.g. Creativity: a) Color, b)Design c) Organization
5. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be

considered an authentic form of assessment? Explain your answer.
 Yes, it can be considered as authentic assessment since the students can use their knowledge from the
previous lesson, it can also students’ understanding if they have really acquired data from the previous
lessons and apply it in the current assessment.
6. Can rubrics help make students to become self-directed or independent learners? Do rubrics
contribute to assessment AS learning (self-assessment)? What if there were no rubrics in
assessment?
 Yes students can use rubrics to become self-directed and independent learners. This will be their guide on
how they will finish their work, how are they going to organize the content of their task. If they don’t have a
rubric to be their guide on doing so they will have no idea on what they will put in the task given.
7. Does the Scoring Rubric in this FS Book 1 help you come up with better output?
 Yes, it helps to have better output because I have the idea on what I should answer or put in the activities
given in my worksheets. And because of the rubric we become more prepared on what to do next.
REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the years
as a student.
 No, it is not new from my experience as a student. We were given tasks and assessments wherein we can
use our own experiences or even apply our responses to the questions in real life. As the definition suggest,
an authentic assessment is where students can reflect in real life the activities or lessons being taught.

 A photo of a product assessed and a documented performance test
Samples of scoring rubrics used by Resource Teachers - one rubric to assess a particular product and another
rubric to assess a particular performance together with your comment/s and improved version/s, if
necessary.
SCRAPBOOK : Mga Anyong Lupa at Tubig sa Asya

Pamantayan Deskripsiyon Puntos
(Content) Naipapakitaat 10
naipapaliwanag ng
maayos ang mga
hinihinging impormasiyon
Pagkamalikhain Maayos at kaaya-aya ang 10
(Creativity) presentasiyon ng kabuuan
ng scrapbook
Orihinalidad (Originality) Orihinal ang konsepto ng 5
paggawa ng scrapbook
Kalinisan (Cleanliness( Malinis at maayos ang 5
pagkagawa ng scrapbook
Kabuuan (Total) 30
1. To pinpoint which part of the lesson needs more explanation. Which scoring rubric can help?
I. Analytic
Il. Holistic
A. I only
B. 1 and 11
C. 11 only
D. No need for rubric
2. I want to know how skilled the students have become in research report. Which assessment task
will be valid?
A. Make students defend research report before a panel.
B. Make students write the research report.
C. Group the students for research report writing.
D. make students conduct action research.
3. I want to get a global view of a student's performance. Which rubric is most fit?
A. Analytic
B. Itemized
C. Holistic
D. Analytic and holistic
4. Which can prove that students are now capable of sewing after a 200-hour course?
A. Presentation of a product they have sewn
B. Operation of the sewing machine
C. Drawing a pattern for a set of pajamas
D. Labeling the parts of a sewing machine
5. Which is the most reliable way of determining whether or not the student can now dance tango?
A. Performance test
B. Oral test
C. Written test on steps of tango

D. Written test illustrating the steps
Activity 13.4 Scrutinizing the Types and Parts of a Portfolio
OBSERVE
1. Ask your Resource Teacher for samples of portfolio, if any. If there are, select one best portfolio
from what you examined.
2. If none, research for a sample portfolio and include them in My Learning Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/researched by you, accomplish
Observation Sheet #
4. Put a check in the right column.
What a Portfolio Includes
Elements of Portfolio Present? Missing?

1. Clear objectives –The objectives of the √
lesson/unit/course are clear which serve as
bases for selection
2. Explicit guidelines for selection — What, √
when, where, how are
products/documented performances
selected?
3. Comprehensible criteria- the criteria √
against which the portfolio is graded must
be understood by the learner
4. Selective significant pieces - The portfolio √
includes only the selected significant
materials.
5. Student's reflection - There is evidence that √
students reflected on their learning.
6. Evidence of student participation in √
selection of content of portfolio There is
proof that students took part in the
selection of the content of the portfolio.
ANALYZE
1. With OBE in mind, which should be the basis for the selection of pieces of evidence to show that
what the student was supposed to learn was learned?
 The basis for selection of pieces of evidence to show that what the students are suppose to learn was learned
are the activities or tasks that was given which are suited to the objectives and these objectives should be the
basis of how to assess students work to prove their learning.
2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio does this
fall?
 From the elements available above, I think this is categorized as developmental or growth portfolio because
there are pieces of evidence that students reflect themselves about what they learned from the lesson.
Elements of a DEVELOPMENTAL/GROWTH Portfolio (Which type of portfolio?)
1. Cover Letter- “About the Author” and “What My Portfolio Shows About My Progress as a Learner”
2. Table of Contents with numbered pages
3. Entries-both core (required items) and optional items (chosen by students).

4. Dates on all entries to facilitate proof of growth over time.
5. Drafts of aural/oral and written products and revised revisions, i.e. (first drafts and corrected/revised versions.
6. Student's Reflections
3. Where and when does the teacher make use of each of the 3 types of portfolios?
 There are different types of portfolios and each of these is used in different times in specific reasons. Firstly,
developmental/growth portfolio, it is used by teachers to check on the progress of student learning. Second,
showcase/display portfolio, students were task to create a portfolio that shows their skills and talents on a
particular matter. Lastly, he evaluation or assessment portfolio, it is when the teacher uses the portfolio to
assess or evaluate students’ learning from beginning and end of the lesson. This is also used to identify if the
objectives in the lesson were met.
REFLECT
Have portfolios made the learning assessment process more inconvenient? Is the effort exerted on
portfolio assessment commensurate to the improvement of learning and development of learners'
metacognitive process that result from the use of portfolio?
 The portfolio assessment has made the learning assessment process more convenient because it is easier to
check on the progress of the students and their development through the different types of portfolio. Yes.
The efforts exerted on the portfolio assessment commensurate the improvement of learning and development
of learner’s metacognitive process. This are also evident on their reflections right after creating the tasks.
 Sample/s of Improved Written Tests, both selected-response type and supply type.
- Selected-response type - Supply type
 Sample/s of product and performance assessed.

 Sample/s of students’ reflection

4 3 2 1
from error. errors.
analyzed
deadline
COMMENT/S
(Based on
Transmutation)
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 90 93 87 84 81 78 75 72 71-Below

1. A portfolio is synonymous to a folder of files. Is this CORRECT?
A. No
B. Somewhat
C. Yes
D. Sometimes
2. Which is an essential part of a portfolio?
A. Student's reflection on his portfolio

B. Display portfolio for everyone to see student development
C. Artistic design to show student's artistic talent
D. Student's self-rating
3. I need to prove that I have fully developed the skill at writing a research report. Which type of
portfolio is MOST APPROPRIATE?
A. Showcase portfolio
B. Assessment portfolio
C. Development portfolio
D. Process portfolio
4. Which portfolio can prove that an improvement has taken place in the way students pronounce
words?
B. Development portfolio
C. Assessment portfolio
5. I want to know if my students can now focus the microscope properly. With which portfolio am I
concerns?
B. Development portfolio
C. Assessment portfolio
Activity 13.5 Determining the level of Teacher’s Questions
OBSERVE
1. Observe a teacher in the classroom.
2. Note his/ her questions both oral and written.
3. Score him/ her according to the level of questions that he/ she asks from remembering to creating and
metacognition and self-system thinking. You may also refer to written tests for samples of questions in the
various levels.
4. Make tally, then get the total. Use Table 1 and Table 2 separately.
Table 1. Number of Questions per Level
Cognitive Processes Tally of

Cognitive Processes
(Bloom as revised by Assessment
Rank (and Kendall and Rank Total
Anderson and Tasks /
Marzano)
Krathwohl) Questions
Self-system Thinking 6
Metacognition 5
Creating 6 – Highest ///// 5
Evaluating 5 /// 3
Analyzing/ An 4 Analysis 3 /////-/////-/ 11
Applying 3 Knowledge Utilization 4 0 0
Understanding / 2 Comprehension 2 //// 4
Remembering / 1 – Lowest Retrieval 1 /////-/////-/////-/// 18
Table 2. Examples of Assessment Questions / Assessment Tasks
Tally and Total Examples of

Tally and Total
Score of Cognitive Assessment Tasks /
Score of Cognitive Rank
Processes (Bloom as Questions Given by
Rank Processes (and Rank Based on
revised by Resource Teacher
Kendall and Use
Anderson and
Marzano)
Krathwohl)
Self-system 6 - Highest
Thinking
Metacognition 5
Creating 6 – Highest Each group must create 1

a group presentation
about; bodies of water
and land.
Evaluating 5 Compare and contrast 2

the different natural
resources found in
Southeast Asia and East
Asia.
Analyzing/ An 4 Analysis 3 The ethno linguistic 4
groups found in Asia
Applying 3 Knowledge 4 What would you do to 3

Utilization preserve the natural
resources of the
Philippines?
Understanding / 2 Comprehension 2 The number 1 vegetation 5
product in Asia
Remembering / 1 – Lowest Retrieval 1 - Lowest Which does not belong 6

to a body of water?
a. Waterfalls
b. Lake
c. Plateau
d. Ocean
ANALYZE
1. Cognitive skill had the highest number of assessment questions? lowest number?
 The cognitive skill that highest number of assessment question is remembering and the least number of
questions is applying.
2. What do these (lowest and highest number of assessment questions) reveal about Resource
Teacher's level of questions?
 The teacher’s level of questions does not give opportunity to improve students’ higher order thinking skills
as most of the questions were focused on remembering and understanding.
3. Based on Kendall's and Marzano's taxonomy, which are the highest cognitive skills? Give an
example of an assessment question for each of the two highest cognitive skills- metacognitive skills
and self-system thinking.
 The highest cognitive skills based on Kendall and Marzano’s taxonomy are metacognitive and self-system
thinking wherein the teacher will give questions that will reflect their gained learning and understanding
from the lesson.
a. Metacognitve – What steps should be used to reach our desired goals?
b. Self – system thinking – What activities I have participated that contributed my growth and development?
REFLECT
If you were to rate yourself on HOTS - where will you be from a scale of I to 5 (5 as highest) where
will you be?
 If I were to rate myself on using HOTS I will give myself a 3, it is because despite being aware of how to use
HOTS I am still lacking on some areas and these areas needs improvement enable for me to master using
HOTS and score myself 5.
As a future teacher, reflect on how will you contribute to the development of learners' HOTS?
 As a future teacher, enable to develop my students HOTS I will use questions and assessments that will
include real life experiences enable for them to think critically on the given examples or situations. This will
not only enhance their understanding but also it will improve their ability in decision making.

4 3 2 1
from error. errors.
analyzed
deadline
COMMENT/S
(Based on
Transmutation)
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 90 93 87 84 81 78 75 72 71-Below

1. "Is my thinking CORRECT?" asks a student to himself. In which level of cognitive process is he?
A. Self-system
B. Analysis
C. Metacognition
D. Application
2. Formulate a 5 —item imperfect matching type of test, is a test item in the level of which cognitive
process?
A. Creating
B. Analyzing
C. Self-system thinking
D. Evaluating
3. Which one demonstrates self-system thinking?
A. Ask the question "What has this lesson to do with me?

B. Critic your thinking process.
C. Come up with a solution to the given problem.
D. Relate your present lesson to past lessons.
4. Paraphrase the first stanza of Rizal's "My Last Farewell" calls for
A. analyzing
B. understanding
C. evaluating
D. applying
5. How would you rate students' ability to reason out logically is a question to test students' ability to
_________?
A. engages in metacognition
B. analyze
C. do self-system thinking
D. evaluate
Activity 13.6 Analyzing a Table of Specifications
REVISIT THE LEARNING ESSENTIALS

 A Table of Specification (TOS) is a two-way chart which describes the topics to be covered by a test and
the number of items or points which will be associated with each topic.
 Sometimes the types of items are described in terms of cognitive level as well.
1. Study the sample of Table of Specifications on Assessment.
No. of Cognitive Level Total

Learning Outcome Class E
Rem Un Ap An Cr
Hours v
1. Naipapaliwanag ang konsepto ng paghahating 5.5 III 3
Heograpiko; Hilagang Asya, Silangang Asya,
Timog Asya, Kanlurang Asya, Timog – Silangang
Asya at Hilagang Giitnang Asya.
2. Nailalarawan ang mga katangian ng kapaligirang 3 IIIII- III I 12
pisikal sa mga rehiyon sa Asya katulad ng III
kinaroroonan, hugis, sukat, anyo, klima at
vegetation cover.
3. Naipapahayag ang kahalagahan ng pangangalaga 5 I III IIII I III 12
sa timbang ng kalagayang ekolohika ng relihiyon
4. Nasusuri ang kaugnayan ng paglinang ng wika sa 33 III I II 6

paghubog ng kultura ng mga Asyano.
5. Nasusuri ang mga kaugnayan ng yamang tao sa 5.5 III II II I 7
Asya sa papaunlad na kabuhayan sa lipunan.
Total 22 40
ANALYZE
1. What parts must a TOS contain to ensure test content validity?
 All parts of the TOS are important in creating assessments to ensure the content validity because it
will be used as the guide in creating questions for students’ assessment.
2. Why is there a need for number of items per cognitive level?

 This will be use to identify how much will be measured in each cognitive skills. This will be also
use as a guide where to put items that shows the objectives.
3. With OBE in mind, is it correct to put learning outcome not topic in the first column? Why or why
not?
 Yes, it is correct to put the learning outcome instead of the topic this will be used to identify what
our goal is at the end of the lesson.
4. Can a teacher have a test with content validity even without making a TOS?
 No, a teacher must use a TOS to ensure content validity of the assessment. A teacher must
formulate a table of specification before creating assessments to ensure its validity, if the teacher
did not use TOS his/her assessment items is not or may not be reliable and valid.
5. Complete the given TOS.

No. of Cognitive Level Total
Learning Outcome Class
Rem Un Ap An Ev Cr
Hours
1. Naipapaliwanag ang konsepto ng 5.5 1, 3, 37 3
paghahating Heograpiko; Hilagang Asya,
Silangang Asya, Timog Asya, Kanlurang
Asya, Timog – Silangang Asya at Hilagang
Giitnang Asya.
2. Nailalarawan ang mga katangian ng 3 6, 10, 4, 7, 5 12
kapaligirang pisikal sa mga rehiyon sa Asya 14, 15, 24
katulad ng kinaroroonan, hugis, sukat, 18, 23,
anyo, klima at vegetation cover. 29, 38
3. Naipapahayag ang kahalagahan ng 5 27 31, 16, 17 9, 12
pangangalaga sa timbang ng kalagayang 32, 25, 22,
ekolohika ng relihiyon 35 26, 34
33
4. Nasusuri ang kaugnayan ng paglinang ng 33 8, 38, 2 20, 6
wika sa paghubog ng kultura ng mga 39 28
Asyano.
5. Nasusuri ang mga kaugnayan ng yamang 5.5 21, 30, 12, 13, 11 7
tao sa Asya sa papaunlad na kabuhayan sa 40 19 36
lipunan.
Total 22 40
REFLECT
Read this conversation and reflect on teachers' assessment practices. Write your reflections.
Student A:Saan naman pinulot ni Teacher ang kaniyang tanong.? Ni-isang tanong
sa tinuro, wala! (Where did Teacher get her test? Not one of what she taught came out.)
Student B:Oonga.! Nakakaiinis! (You are right! How annoying!")
Did you have a similar experience? Reflect on it. Will the required specifications as guide in test
construction solve the problem of misaligned tests?
 Yes we were in the same situation wherein we don’t have any idea where did our teacher take some
of the questions she wrote in our assessment. What we did is context cluing and also answering the
items in which we had reviewed so that we can finish our assessment. This is why TOS is very
important; it will organize the formulation of questions as well as including every learning outcome
that were taught during the lesson. If all of the objectives were included in making the TOS it will
be much easier to identify and organize the questions.
1. In Teacher R's Table of Specifications (TOS), 60 percent of the 1st grading test items are applying questions
based on Bloom's taxonomy. A review of her test shows that 50% are remembering items, 20% are analyzing
questions and 30% are applying questions.
Is Teacher's test aligned with her TOS?
A. No.
B. No, her analyzing questions is supposed to be 60%
C. Yes.
D. Yes, her applying questions are also analyzing questions, too.
2. What is a function of a TOS? To ensure the
A. content validity of a test.

B. predictive validity of a test
C. reasonable length of a test
D. predictive validity of a test
3. A TOS ensures alignment of test with learning outcomes. Is the statement TRUE?
A. Very true
B. Sometimes true
C. False
D. Sometimes true, sometimes false
4. In a TOS, the number of hours spent on a learning outcome determines the number of test items to be asked. Is
this CORRECT?
A. No
B. Yes
C. Not always
D. Depends on the level of the questions asked
5. The following are found in a TOS EXCEPT ______.
A. Teaching-learning activities
B. Number of hours devoted to a topic
C. Cognitive level of test item
D. Number of test items
6.What does the conversation imply about the kind of test they took?
A. Lacks content validity

B. Has content validity
C. Lacks reliability
D. Lacks construct validity
Activity 13.7 Computing Student’s Grades based on DepEd Grading System
OBSERVE
A. Sample Students' Report Card
1. Secure a sample of a Students' Report Card from your Resource Teacher.
2. Study a sample of an unused Student's Report Card. Observe its contents.
3. Ask permission from your Resource Teacher for an interview with him/her and with a group of students
regarding the new grading system.
B. Interview of Resource Teacher
1. What are the new features of the latest grading system? What things are you required to do
with this new grading system which you were not asked before?
 In the new grading system, students’ grades are accomplished by their weighted raw scores in collective
assessment. However, the passing grade for each subject is 60. These 60 marks in the E-Class record are
transmuted to 75 in the students’ report card.
Written works shall be administered to assess essential knowledge and understanding through quizzes and
long quiz.
Performance tasks shall be assessed how learners show what they know and are able to do in diverse
ways. They may create or do performance based tasks including skill demonstrating, group presentations,
multimedia presentation and oral works. It is very essential that the rubric to be used is clear to the learners.
Quarterly assessments are administrative every end of the quarter.
2. Which do you prefer -- the old or the new grading system? Why?
 I prefer the new grading system because it’s easy to compute the grades since it’s already electronic unlike
before you have to do it manually.
C. Interview of 5 Students
1. What do you like in the new grading system?

Student 1: Mas okay ang new grading system.
Student 2: Biskan 89.5 ginabaton sa honor roll
Student 3: Taas ron ang performance.
Student 4: Gabawi ang performance.
Student 5: Kung sipsip kaw gataas ang grades mo.
2. Do you have problems with the new grading system? If there is, what?
Student 1: Yes, biskan ga effort kaw ron naba man gihapon.
Student 2: Yes, biskan ano mo ka oral recitation.
Student 3: Yes, kay di tanan ga effort pero same lang gihapon ang grades.
Student 4: Yes, bisan di mo deserve aang grades batunon mo na lang.
Student 5: No, okay lang man ang nabaton ko nga grades.
3. Does the new grading system give you a better picture of your performance? Why or why not?
Student 1: Yes
Student 2: Yes
Student 3: No. Kun kaisa ma haluan ka biased.
Student 4: Yes
Student 5: Yes
4. Which do you prefer - the old or the new grading system? Why?
Student 1: New grading system.
Student 2: New grading system
Student 3; New grading system
Student 4; New grading system
Student 5: New grading sytem
D. Review of DepEd Order # 8, s. 2015
Read DepEd Order # 8 s. 2015. You may refer to Appendix A.

Based on DepEd Order 8, s. 2015, answer the following:
1. What are the bases for grading?

 According to D.O. No. 8 s. 2015, the bases for grading are the Components of Summative Assessment.
Summative assessments are classified into three components, namely, Written work (WA), Performance
Tasks (PT), and Quarterly Assessment (QA).
2. How do you compute grades per quarter for Grades I to 10 and Grades 11 to 12?Give an example.
GRADES 1 TO 10
FOR GRADES 11 TO 12
3. How do you compute grades at the end of the school year?

 For
Kindergarten – there are no numerical grades in kindergarten. Descriptions of the learner’s progress in the
various learning areas are represented using checklists and student portfolios. These are presented to the
parents at the end of each quarter for discussion. Additional guidelines on the kindergarten program will be
issued.
 For Grades 1 to 10
a) The average of the quarterly grades produces the final grade.
b) The general average is computed by dividing the sum of all final grades by the total number of
learning areas. Each learning area has equivalent weight.
c) The final grade in each learning area and the general average are reported as whole numbers.
 For Grades 11 to 12 – the two quarters determine the final grade in a semester.
4. What descriptors and grading scale are used in reporting progress of learners?
 The summary of learner’s progress is shown quarterly to parents and guardians through parent-teacher
conference, in which the report card is discussed. The grading scale with its corresponding descriptors such
as; a) Outstanding – 90 to 100;Passed, b) Very Satisfactorily – 85 to 89;Passed, c) Satisfactory – 80 to
84;Passed, d) Fairly Satisfactory – 75 to 79; Passed, e) Did not meet expectations – below 75; Failed.
Remarks are given at the end of the grade level.
5. What are the bases for learners' promotion and retention at the end of the school year?
 A final grade of 75 or higher in all learning areas allows the student to be promoted to the next grade level.
For learners grades 1 to 3 retention and promotion
Requirements Decision
Final Grade of at least 75 in all

Promoted to the next grade level
learning areas
Must pass remedial classes for learning areas with

Did Not Meet Expectations in
failing mark to be promoted to the next grade level.
not more than two learning
Otherwise the learner is retained in the same grade
areas
level.

Retained in the same grade level
three or more learning areas
For learners grades 4 to 10 promotion and retention


learning areas
Must pass remedial classes for learning areas with failing mark to
Did Not Meet Expectations in not
be promoted to the next grade level. Otherwise the learner is
more than two learning areas
retained in the same grade level.

three or more learning areas
Earn the Elementary Certificate

Must pass all learning areas in the
Elementary
Promoted to Junior High School
Earn the Junior High School Certificate

Junior High School
Promoted to Senior High School
For learners grades 11 and 12 promotion and retention

Can proceed to the next semester
learning areas in a semester
Did not Meet Expectations in a Must pass remedial classes for failed competencies in the subject
prerequisite subject in a learning area before being allowed to enroll in the higher-level subject
Did Not Meet Expectations in any Must pass remedial classes for failed competencies in the subjects or
subject or learning area at the end of learning areas to be allowed to enroll in the next semester. Otherwise
the semester the learner must retake the subjects failed.
Must pass all subjects or learning areas

Earn the Senior High School Certificate
in Senior High School

learning areas
Must pass remedial classes for learning areas with failing mark to be
Did Not Meet Expectations in not more
promoted to the next grade level. Otherwise the learner is retained in
than two learning areas
the same grade level.
Did Not Meet Expectations in three or

more learning areas
Earn the Elementary Certificate

Elementary
Promoted to Junior High School
Earn the Junior High School Certificate

Junior High School
Promoted to Senior High School
6. What is the report on learners' observed values?

 The learners observed values are based on the DepEd Mission, Vision and Core values.
 Schools may craft additional indicators for the behaviour statements. Schools must ensure that these child-
centered, gender fair, and age-and culture-appropriate. To support the development of these core values ,
schools must make sure that their homeroom guidance program promotes them. Additional opportunities
may be integrated into class discussions in all learning areas.
 A non-numerical rating scale will be used to report on learner’s behaviour demonstrating the core values.
The class adviser and other teachers shall agree on how to conduct these observations. They will also discuss
how each child will be rated.
Marking Non-Numerical Rating
AO Always Observed
SO Sometimes Observed
RO Rarely Observed
NO Not Observed
E. Grade Computation
Show sample computations of a grade:

 in a subject of your choice from Grades 1 to 6 (if you are a future elementary teacher)
 in your specialization if you are a high school teacher)
 Show the percentage contributions of written work, performance tasks and quarterly assessment. Then
give the descriptor. Refer to DepEd Order # 8, s. 2015.
Araling Panlipunan
Written work (30%) – ensures that students are able to express skills and concepts in written form.
Performance task (50%) – allows learners to show what they know and are able to do in various ways.
Quarterly assessment (20%) – it measures student learning at the end of the quarter, these may be in
forms of objective test, performance-based assessment or a combination thereof.
ANALYZE
Analyze data and information gathered from the interview and from your review of an unuse Student's
Report Card and the DepEd grading system.
1. Do teachers and students like the new grading system? Why or why not?
 The teachers and students like the new grading system, through the interview most of them chose the new
grading system.
2. What are the good points of the new grading system according to teachers? According to students?
 Based on the interview conducted it is more convenient and easy to use for teachers and for the students
they can fill in the missing grades through excelling in the three categories of grading.
3. What are teachers challenged to do by this new grading system?
 Some teachers’ struggles on using the new grading system since it is done electronically and some of
them were a little behind when it comes to using digital tools. Yet, they were favoured since it is
automatic and not manually done.
4. Do you favor the distribution of percentages of written work, performance tasks, and quarterly
assessment?
 Yes, it is because it is equally distributed to specific subjects just like 30-50-20 for subjects like
Languages, Araling Panlipunan and Filipino. Students can work on WA and PT to have high grades.
5. Did you like the experience of computing grades? Why or why not?
 As of now I haven’t tried to compute the students grade yet but by knowing the process and
understanding how it should be done I am looking forward on doing it during my internship.
REFLECT
In an era where the emphasis is self-directed learning and demonstration of competencies – knowledge,
skills and values learned (outcome-based education)- do grades really matter?
 Yes, grades do matter it shows the collective effort of students in their studies. Although in this era where
the emphasis is different grades is still a part of it, most likely it is the driving force of students to perform
their best in their subjects. By doing this, it also targets areas such as knowledge, skills, and values –
students who are motivated by achieving higher grades will perform their best in their subjects, or any
tasks given.

4 3 2 1
from error. errors.
analyzed
deadline
COMMENT/S
(Based on
Transmutation)
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 90 93 87 84 81 78 75 72 71-Below

1. Which is the percentage contribution of quarterly assessment to the grade of the student fromGrades I to 10?
A. 15%
B. 20%
C. 25%
D. 30%
2. Does quarterly assessment have the same percentage weights for all the subjects, for all the tracks in Grades 11-
12?
A. Yes C. Yes, only for the academic track

B. No D. It depends on schools.
3. Which is the percentage contribution of work to the grade of the Grade 1-10 student in Science and Math?
A. 50% C. 40%
B. 20% D. 30%
4. In MAPEH and TLE, which contribute/s heaviest to the student grade?
A. Performance tasks D. Quarterly assessment and performance

B. Written work tasks
C. Quarterly assessment
5. Based on percentage contribution to the grade, what can be inferred from the DepEd's emphasis on learning and
assessment?
A. The emphasis depends on the grade level of the subjects.

B. All components are being emphasized.
C. The emphasis for all Grades 1-10 subjects is on performance tasks.
D. The emphasis is on quarterly assessment.
6. A student gets a numerical grade of 80. What is his descriptor for his level of proficiency?
A. Satisfactory C. Very Satisfactory

B. Fairly Satisfactory D. Did not meet expectation
7. I get a grade of 90. What is its descriptor?
A. Very satisfactory C. Advanced

B. Beginning D. Outstanding
8. Which is described as "did not meet expectations"?
A. Below 75% C. Below 74%

B. Below 76% D. Below 72%
9. If a student failed to meet standards, which descriptor applies?
A. Developing C. Poor
B. Beginning D. Did not meet expectations
10. How is the final grade per subject for Grades Il and 12 obtained?
A. Get the average of the grades for the 2 Quarters
B. Get the average of the grades for the 4 Quarters
C. Get the average of the grades of all subjects for the 2 semesters
D. Get the average of the grades of all subjects for the 4 semesters.
11. Which is/are TRUE of MAPEH when it comes to grade computation?
I. The quarterly grade is the average of the quarterly grades in the four areas — Music, Arts,Physical
Education and Health (MAPEH)
II. Individual grades are given to each area (MAPEH)
III. There is one grade for Music and Arts, PE and Health because they are related
A. I only
B. I and II
C. I and III
D. II only
12. Which is TRUE of Kindergarten grades?
A. Grades are computed like the grades' in Grade 1.

B. There are numerical grades with descriptions.
C. There are no numerical grades.
D. Remarks like Passed and Failed are used.
13. At the end of the school year, which is/are TRUE of grades?
I. The General Average is computed by dividing the sum of all final grades by the total number of learning
areas.
II. Each learning area has equal weight in computing for the General Average.
III. The Final Grade per learning area and the General Average are reported as whole numbers.
A. I and II C. I and III

B. II and III D. I, II, and III
14. Who is retained in the same grade level for Grades 1 to 10? Any students who did not meet expectation
A. in three or more learning areas C. in four learning areas

B. in 2 learning areas D. as shown in the general average
15. What happens when a student in Grade I to 10 did not meet expectations in two learning areas?
A. Retained in the same grade level

B. Promoted to the next grade level after passing remedial classes for learning areas with failing mark
C. Promoted in the next grade level but has back subjects in the lower grade level
D. Is not accepted for enrollment in the school
Activity 13.8 Reporting Student’s Performance
OBSERVE
Proceedings in a Card Distribution Day
1. Observe how cards are distributed on Card Distribution Day. Describe how cards are distributed.
 During the card day, teachers call the students name alphabetically together with their parents they will
check their report card.
2. Describe how 'the Resource Teachers communicated learners' assessment results and grades to parents.
 The teacher explained the details of how they compute the students’ grades before showing them their
report card.
3. Did parents raise questions or concerns? If yes, what were their questions/concerns?
 The parents raise concerns about why the teachers are always reprimanding the students.
4. How did the Resource Teacher handle their questions and concerns? What answers did he/ she give?
 The resource teacher gently explained about the reasons why they were being reprimanded; she told them
about their behaviour before, during and after the class which is subject to why they are being
reprimanded.
 Observed from a different teacher who has an advisory class.
Interview with Resource Teacher
1. How do you give feedback to your students regarding their performance? When do you give feedback?
 Not observed. Resource teacher does not have advisory class.
2. How do you report students' performance to parents? Does the school have a regular way of reporting
grades to parents?
3. What problems on grade reporting did you encounter with parents? How did you address
Interview with Students
1. Do you see the meaning of your grades in the School Report Card?
 According to the student I interviewed, they do see the meaning of their grades on the report card
in which they took motivation to improve their performance and give a much satisfactory
performance.
2. Does knowing your grade motivate you to work harder?
 Yes, based on her answer if she saw that her grades were above average she feels motivated to
maintain her performance and also with the goal to improve and attain higher grades.
Interview with Parents

1. Does your child's Report Card give you a clear picture of how your child is performing?
 According to them, yes, it reflects their child’s performance and they can see if they were doing
good or not.
2. If you were asked what else should be found in the Report Card, which one? Why?
 For them, they would like to see remarks/comments of teachers about their children on their
individual performances, attitudes, learning level and also suggestions of teachers on what to
improve and what to maintain.
3. Do you find the Card Distribution Day important? Why or why not?
 Yes, they find card distribution day important, it is because they will know how their children
performed in school did and also to know what they would do to help their children.
4. Any suggestion on how to make Card Distribution more meaningful?
 There were no further suggestions about the distribution process.
ANALYZE
1. What were the most common issues raised on students' performance?
 The students’ participation as well as their presence of mind during lectures they were only active
during activities that require physical activity yet during oral recitations they refuse or they
participate lesser.
2. Based on your observations and findings, what practices must be

a) maintained and
b) improved to make grades and reporting meaningful?
 Based on my observation, the practices that teachers must maintain are transparency between
parents and teachers. In terms of their teaching practices they should maintain their positive
working attitude despite of hindrances faced every day. As of now, there were no suggestions for
improvement.
REFLECT
1. Grades are often a source of misunderstanding. How should I do reporting so that it will result to
effective learning?
 Grades are often cause of misunderstanding if they weren’t informed about it. enable for teachers
to avoid misunderstanding they should practice transparency and honesty between the students’
parents. They must lay down the processes in solving their grades, where do they get this and
how they would score it. through this parents won’t question the teacher why their child’s
performance is low, but instead they would question their students why and how do they perform
at school to end up with such grades.

4 3 2 1
from error. errors.
analyzed
deadline
COMMENT/S
(Based on
Transmutation)
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 90 93 87 84 81 78 75 72 71-Below

1. Why must grades be reported to parents?
I. Promote ongoing formative feedback to students
Il. Ensure alignment of curriculum, instruction, and assessment
Ill. Promote, to parents and students, credible and useful feedback
A. I only
B. I and III
C. II only
D. I, II and III
2. What must be done to make grade reporting meaningful?
I. The grading system must be clear to all concerned.
Il. The standards and competencies are known and understood by all.
Ill. The grading system must be numerical.
A. I and II
B. II only
C. I, II and III
D. III only
3. To make grade reporting meaningful, which must be done?
A. Announce names of students who need to help.
B. Rank the Report Cards from highest to lowest then distribute the same according to rank.
C. Explain how the grades were computed.
D. Console parents whose children are non-performing by telling them that nobody fails.
4. What is an essential step in reporting grades to parents?
I. Explain that grades give a picture of students' performance.
Il. Explain that grades compare students' performance against the established standards.
Ill. Explain that grades compare students' performance against other students' performance.
A. I and II
B. II only
C. I, II and III
D. III only
5. What does criterion -referenced grading mean?
A. Grading on the curve
B. Grading against standards
C. Comparing grades with average grade
D. Interpreting grades based on Mean
6. What must be done to make grades meaningful?
A. Interpret grades against standards.
B. Compute grades accurately.
C. Compare individual grades against mean.
D. Compare grades of boy and girls.
LEARNING EPISODE 14: THE TEACHERS AS A PERSON AND AS
PROFESSIONAL
Activity 14.1 Teacher Personal Qualities: A view from My Lenses
OBSERVE
Procedure:
1. Secure a permit to observe a teacher.
2. Review the list of the Personal Qualities given above.
3. Follow the code given whether you will observe by seeing only or you will observe and interview the
teacher to gather information.
4. Write down in the column of data results the description of the personal qualities that you have found out.
If the personal quality is not observed by you or is not revealed in your interview, write not observed or
not manifested.
Observe (O) Data Results
Personal Qualities
Interview (I) I have found out that ___________
a. Dignified Observe The teacher I had observed has self-respect, dignified and is
respected by her colleagues as well as her students.
b. Healthy Observe The teacher is physically healthy.
c. Spiritual Observe The teacher I had observed has her own beliefs and is spiritually
Interview inclined.
d. Knowledgeable Observe The teacher shows understanding to the field of teaching.
e. Humble Observe The teacher has her own achievements and goals but stays humble
Interview while doing her best on her profession
f. Determined Observe This teacher remains persevere despite struggles and adversities
Interview that she had faced all throughout her teaching carer
g. Cooperative Observe This teacher is a good helping hand, she offers help with all she
Interview can when her fellow teachers needs an additional help
Activity 2 will focus on the Professional Competencies of the Teacher. You may change your
sample Teacher in Activity 1 with another teacher or you can still observe the same teacher. In case you
will not change your teacher to be observe the same teacher will be your sample for both Activity 1 and
Activity 2. Aside from direct observation, you will also do a Survey in Activity 2.
ANALYZE
Did you learn from observation of the teacher? Now let us analyze the information that you have
gathered.
Answer the following questions.
1. In Activity 1, what do you consider as the 3 most outstanding significant personal qualities of
the teacher you chose as your case? Why do you consider these as outstanding?
a. Knowledgeable
b. Cooperative
c. Dignified
As a teacher, you must inculcate knowledge to your students and being knowledgeable in the
field you are teaching is important. This teacher has exuded such character and effectively done it which
served as great help to the students. She is also cooperative with her students, colleagues and also with
the administration which is a quality she must have from the quote “No man is an island” it is also
applicable in the school setting. It is better that there are people who can back you up when you need
help to. Lastly, she is dignified with the work she is doing. She holds up the character of a teacher in a
any situation which creates a proper teaching-learning environment.
2. Which of these qualities do you have? Do you think you can fit as a good teacher someday?
__________ Why? Describe yourself.
Determined- I feel like this is the quality I possess which makes me qualified to be a teacher
someday. It is because despite of all difficulties and hardships I still keep on striving to achieve my long
term goal which is to become a successful teacher who can impart knowledge to students who aspires to
become someone someday just like the person who I am today.
REFLECT
Good teachers’ models, whether in school, at home, or in the community. From the teachers that
you had from to college, did the personal qualities that they possess, help you learn as a student?
- Yes, having their own distinct personal qualities makes them an inspiration to me. They inspired me
to be the best on what I can do. They influenced my beliefs on learning, as well as on dreaming and
how to achieve the dream that I have been aiming.
Identify one personal characteristics of your model teacher that has made a great impact in your
life as a learner. Reflect and describe how this quality influenced you.
- Versatility, this teacher had really helped on influencing my character especially that I am now in
my field study. She taught us how to balance being a teacher and a friend o your students. She
showed the qualities of a good teacher not by being strict nor dictatorial but rather she lets us enjoy
the class together with her. She executed her lessons properly while also having the best out of it.
She is versatile in a way that she quickly adapts to the atmosphere that the class is giving; she can
ride with the fun that her students make without making any remorseful remarks. She is embodying
every students wish to have in a teacher, which influenced me on aspiring to become like her ways
when I will be the one teaching my own students.
Activity 14.1 Teacher Personal Qualities: A view from My Lenses
OBSERVE
Procedure:
1. Secure a permit to observe and conduct a survey.
2. Request the following information from the teacher:
a) Name
b) LET License No
c) Evidence of Professional Growth (Masters or Doctorate, Seminars attended, etc.)
3. Request a co-teacher or the head (only one of the 2) to answer the checklist/rating scale about
your sample teacher.
4. Answer the same survey instrument yourself.
5. Compare the answer of the co-teacher or that of the head with Your answer on the survey. In
what items do you have the same answer?
6. Show the results in a summary table.
Competencies of the Professional Teacher: A Special Case

Dear Ma’am/Sir:
I am a future teacher and I would like o know the characteristics of a professional teacher. I will be
very glad if you could answer the survey form about your co-teacher ______________________________.
I will keep in confidence your identity, however, please allow me to use the data in my lesson.
This is a requirement in our course, Field Study 1.
Thank you very much,
BSED-Social Studies Student
Name of the Teacher:
PRC License No.
Answer the following statement based on your OBSERVATION of the teacher. Check YES or NO or DOUBTFUL.
Does the Teacher exhibit
competencies of a
professional teacher?
Professional Competencies Check you answer
Doubtf
Yes No
ul
1. Practices the Code of Ethics for Professional Teachers.
2. Teaches the subject matter very well with mastery.
3. Keeps self-updated with educational trends, policies and curricula.
4. Uses varied teaching methods that facilitate learning with skill and ease.
5. Engages the parents and other stakeholders to cooperate as partners in

educating the children
6. Teaches with compassion based on the knowledge and understanding of

the characteristics and needs of diverse learners.
7. Prepares curriculum plans, implements these with innovation in every
lesson
8. Designs or selects and utilizes appropriate assessment strategies and tools

for lesson taught.
9. Makes classroom atmosphere physically (arrangement) and

psychologically (friendly, inclusive) safe and secure for learning.
10.Serves willingly beyond teaching work by participating in other extra-

curricular activities when needed.
Name and Signature of the Teacher Informant (Peer)
OR:
Name and Signature of the Supervisor Informant (Head)
AND:
Your Name and Signature (Pre-Service Subject)
ANALYZE
Did you learn from your observation and interview on teacher's professional competences? Now let us analyze the
data.
Answer the following questions
1. In Activity 2, do you consider the Teacher as a Professional Teacher? In what Competencies is the
teacher Strong? ____Weak? ____Doubtful? _______Why?
- Yes, I consider the teacher a professional teacher. Based on the activity given, on the survey the teacher has
executed all the qualities which makes her an effective educator with strong qualities and none were
considered as neither weak nor doubtful qualities.
2. Did your answers to the survey form coincide with the answers of the co-teacher or head of the teacher
you observed? Why?
- Yes, they marked the boxes similar to my response on the survey. Both I and the colleague of my resource
teacher observed the qualities that were written on the survey.
REFLECT
Now, it is time to reflect on Activity 2.
Complete the following sentences as your reflections from the results of Activity 2.
1. As a future teacher, the results imply that I should

- Be able to exercise the good qualities a teacher must have enable for me to influence the students,
peers and the institution positively. Through this I can build strong and positive relationship with the
people who surround me, and I can impart knowledge to students as well as good values and positive
work ethics.
2. If all the teachers teaching today possess the professional characteristics and competencies as
the teacher/s observed then learners will be
- They will be able to become the best versions of themselves. They will learn properly, be motivated
everyday with the guidance of their teachers. And also they will experience a learning environment
that they will feel comfortable, safe and motivated to acquire knowledge that can be use in attaining
their future goals.
Show here the artifacts of this Episode
1. Short narrative about the teacher with a description of the personal qualities and professional
characteristics that you have observed. You may request a picture from the teacher.
My Teacher, My Hero
In an urban school, Mrs. Sarabia, a beacon of professionalism and dedication, illuminated the path to
knowledge for her students. Her dedication was evident in the efforts and hard work she spent
creating engaging activities and providing support for struggling students, ensuring that no one was
left behind.
Mrs. Sarabia’s commitment extended beyond the classroom walls. She attended professional
development seminars, embracing new teaching methodologies and technologies to enhance her
instructional prowess. Even in the face of challenges, she maintained a positive demeanor, inspiring
her students to approach difficulties with resilience. Her professionalism set as an example, creating
a ripple effect that helps the school community.

4 3 2 1
from error. errors.
analyzed
deadline
COMMENT/S
(Based on
Transmutation)
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 90 93 87 84 81 78 75 72 71-Below

Based on Episode l, choose the correct answer for each item.
1. Any teacher currently teaching is called a professional because he or she is a licensed teacher
______.
Il. has personal qualities appropriate to be a teacher
Ill. possesses the characteristics given in A, B, C.
A. I only B. II only C. III only D. I, II and III
A. Which of the following is a quality that is unbecoming of teacher? Patience and
understanding
B. Humble and open minded
C. Aggressive and dominating
D. Dignified and accommodating
2. Which statement is TRUE about the spirituality of the teacher?
I. Goes to church everyday
II. Gives contribution to church activities
III. Behaves according to the beliefs, mores and tradition of the community
A. I only B. II only C. III only D. I, II and III
3. What could be the best practice of a professional teacher?
A. Burns midnight candle every night writing a
lesson plan
B. Utilizes knowledge of the learners'
characteristics while teaching
C. Expects equal performance of learners in
lessons taught
D. Masters one teaching method and uses it all
the time
4. The saying goes, "Many are called, but few are chosen." How is this directly related to teachers?
A. There are many teachers but few are qualified.
B. There are many professionals who shift to teaching.
C. Teaching is a very lucrative job.
D. The teachers assigned in the senior high school are the chosen teachers.
5. The saying goes, "Many are called, but few are chosen." How is this directly related to teachers?
A. There are many teachers but few are qualified.
B. There are many professionals who shift to teaching.
C. Teaching is a very lucrative job.
D. The teachers assigned in the senior high school are the chosen teachers.
LEARNING EPISODE 16: ON TEACHER’S PHILOSOPHY OF
EDUCATION
Activity 16.1 Analyzing DepEd’s Philosophy of Education
OBSERVE
 Determine prevailing philosophies of education based on DepEd Vision and Mission statements,
core values and mandate and on the K to 12 Curriculum Framework and Guide.
 Study the DepEd Vision and Mission statements, Core values and Mandate.
 Read the features of the K to 12 Curriculum based on the Kt012 Curriculum Framework and Guide
and Sec 5 of RA 10533.
 Accomplish the Table below by answering this question: Which philosophies are expressed?
 Cite relevant statements to back up an identified philosophy of education. You are given an
example.
Philosophies of Education Which philosophies are expressed Which philosophies are expressed
in the DepEd Vision, Mission in the K to 12 Curriculum
Statements, Core Values, Framework and Guide and Sec. 5
Mandate? Give proof. of RA 105337? Give proof.
1. Essentialism – teach mastery of Essentialism – the core values of Essentialism – List of standards and
the basics; curriculum is prescribed; maka-Diyos, maka-tao, maka- competencies that learners are
subject matter – centered there are kalikasan, and maka-bansa show expected to attain is the subject
universal, objective values; that DepEd is essentialist. DepEd matter that students are expected to
inculcate values in subject matter. believes in unchanging values that learn – Essentialist
need to be included.
2. Perennialism – teach those that Any proof of perennialism? In K-12 Curriculum Framework
last the classics; there are universal which is making the Curriculum
Students learn in a child friendly,
values, inculcate these universal, Relevant to learners
gender-sensitive, safe, and
objective values (Contextualization and
motivating environment,
Enhancement), Students needed
demonstrating that Perennialism
to acquire in-depth knowledge,
was applied to their DepEd Mission
skills, values, and attitudes through
because they believe that if the
continuity and consistency across
children engage on this kind of
all levels and subjects in order to
environment they will become a
bring a good values and
friendly citizen of our country in the
characteristic to their future from
future.
what they are learned in schools
3. Progressivism - very child- Any proof of Progressivism? In RA No. 10533 Sec. 5

centered. Teach those that Interest which is Curriculum
DepEd is progressive because it
the child. One learns by experience Development, the curriculum
sees itself as a learner-centered
learners learn by doing so teacher shall be learner-centered,
organization that continually
teacher's teaching is experiential, inclusive and developmentally
develops itself o better serve its
values are Subjective. No appropriate; which it show that
stakeholders. If we teach what they
inculcation of VBIUOS since they Progressivism is applied in this law
are interested in, DepEd believes
are subjective. Instead, teachers
that learners learn by doing.
help students clarify their values
4. Reconstructionism - school is Any proof of Reconstructionism? In K-12 Curriculum Framework
agent of change; schooling is which is Making The Curriculum
DepEd is reconstructionism, as
preparing students for the social Relevant To Learners
evidenced by the mission of DepEd,
changes; teaching is involving the (Contextualization And
in which administrators and
students in discussions of moral Enhancement), it shows that there is
personnel, as stewards of the
dilemmas an application of Reconstructionism
institution, maintain an enabling and
supporting atmosphere for effective in which there is a discussions on
learning. In order to grasp the the students about the issues such as
consequences of one's actions, Disaster Risk Reduction (DRR),
DepEd believes in immersing Climate Change Adaptation, and
students in discussions about moral Information & Communication
challenges. Technology (ICT) are included in
the enhanced curriculum
5.Existentialism - Teachers teach Any proof of Existentialism? In K-12 Curriculum Framework

learners to make a choice, to make which is Gearing Up For The
DepEd is existentialist, as evidenced
decisions and not merely to follow Future (Senior High School) it
by its aim of facilitating learning
the crowd; one who does not make shows that there is a proof of
and always nurturing each learner.
a choice and so simply follow Existentialism that use which
The Department of Education
others do not leave meaningful life students may have a freedom
believes that society should not
to choose a specialization based
impose restrictions on an
on aptitude, interests, and
individual's life or actions, as these
school capacity. The choice of
restrictions stifle the individual's
career track will define the
ability to develop his or her full
content of the subjects a student
potential.
will take in Grades 11 and 12. SHS
subjects fall under either the Core
Curriculum or specific tracks.
6. Pragmatism - That which is Any proof of Pragmatism? In K-12 Curriculum Framework

useful, that which is practical and which is Making The Curriculum
The DepEd Vision, which
that which works is what is good; Relevant To Learners
encourages students to reach their
that which is efficient and effective (Contextualization And
full potential and contribute
is that which is good. e.g., showing Enhancement), shows that there is
meaningfully to the nation's
a video clip on mitosis is more an application of Pragmatism as
development, demonstrates that
efficient and more effective and students acquire in-depth
DepEd has used pragmatism, since
therefore more practical than knowledge, skills, values, and
they think that educating students
teacher coming up with a visual aid attitudes through continuity and
life skills will help them become
by drawing mitosis on a cartolina or consistency in order to encourage
better people.
illustration board them to grow into better people
across in all levels
7.Rationalism - emphasizes the Any proof of Rationalism? In RA No. 10533 Sec. 5 which is
development of the learners' Curriculum Development, there is a
The Maka-Diyos, Maka-tao,
reasoning powers; knowledge proof of application of the
Makakalikasan, and Makabansa
comes though reason; teacher must Rationalism in which the
Core Values of the Department of
develop the reasoning power of the curriculum shall be relevant,
Education (DepEd) are proof that
learner responsive and research based as
they practiced Rationalism, in
students is acquired through reason
which they only believe what is
without the aid of the senses
founded on reason and offers the
primary basis for knowledge.
8. Utilitarianism - what is good is Any proof of Utilitarianism? In RA No. 10533 Sec. 5 which is
that which is most useful (that Curriculum Development, a proof
The DepEd Vision, which states,
which brings happiness) to the of application of the utilitarianism
"We dream of Filipinos who love
greatest number of peoples; in which the curriculum shall be
their nation with all their hearts,"
culture-sensitive in which teacher
demonstrates that the government
approach offers no sense of what
also believes in utilitarianism,
ought to constitute an education.
which advocates for activities that
promote happiness or pleasure
while opposing those that injure or
cause pain. When it comes to
making social, economic, or
political decisions, it would be
aimed towards improving society as
a whole.
9. Empiricism - source of Any proof of Empiricism? In RA No. 10533 Sec. 5 which is

knowledge is through the senses; Curriculum Development, an
The DepEd Vision, which states
teacher must involve the senses in application of Empiricism in which
that teachers facilitate learning and
teaching-learning the curriculum shall use
nurture every learner, demonstrates
pedagogical approaches that are
that DepEd employs empiricism in
constructivist, inquiry-based,
its teaching-learning of students,
reflective, collaborative and
which is based on the human senses,
integrative; as teacher involves the
and that it believes that knowledge
senses in teaching-learning of the
is derived from experience rather
students to be able to gain
than innate knowledge.
knowledge
10.Behaviorism in the - behavior Any proof of Behaviorism? In RA No. 10533 Sec. 5 which is
environment is shaped and that Curriculum Development, shows
In addition, the DepEd Vision,
deliberately the forces by type of that Behaviorism shall be learner-
which states that students study in a
person and actions desired can be centered, inclusive and
child-friendly, gender-sensitive,
the product of design; behavior is developmentally appropriate; we
safe, and inspiring environment, is a
determined by others, rather than by teachers encourage students to
sign that DepEd has implemented
person's own free will; teacher must perform desired behaviour as they
Behaviorism, which means that
carefully shape desirable behavior; giving reward for their good
teachers reward students for
drills are commonly used to performance.
excellent behavior with positive
enhance learning, rewards reinforce
reinforcement at the end of the day.
learning.
Students will learn to conduct a
desirable behavior on their own
whenever they perform it.
11. Constructivism — Learners are Any proof of Constructivism? In K-12 Curriculum Framework, a
capable of constructing knowledge Constructivism encourages students
Teachers who help learners develop
and meaning; teaching _learning to consider this to share their
knowledge rather than just passively
therefore is constructing knowledge valuable knowledge and
absorb information, as stated in the
and meaning; teacher does not just experiences as the learner.
DepEd Mission, "Teachers support
"tell" or dictate but asks learners for
learning and constantly nurture
knowledge they construct and
every learner, "demonstrate that
meaning of lesson
DepEd is using constructivism. It
aids students in creating their own
representations and incorporating
new information into theirexisting
knowledge as they interact with the
world and reflect on their
experiences
12. Other Philosophies

Activity 16.2 Articulating My Personal Philosophy of Teaching
OBSERVE
 Observe how a teacher relates to every learner and how he/she proceeds with her teaching.
 Accomplish this Observation Sheet.
Here are philosophies of education. Find out which philosophies were manifested in class by
observing what and how teacher teaches and relates to learners.
Philosophies of Education Teaching Behavior (State what the teacher said,

taught or did).
1. Essentialism – teach mastery of the basics; She taught the students the knowledge they needed
curriculum is prescribed; subject matter – centered to learn, as she saw that students were lacking she
there are universal, objective values; inculcate values responsively supplies knowledge.
in subject matter.
2. Perennialism – teach those that last the classics; They use a variety of inventive strategies as well as
there are universal values, inculcate these universal, tried-and-true ways that are thought to be the most
objective values effective in disciplining the minds of the children. To
gain a better appreciation of history's most ageless
principles, students engaged in Socratic dialogues or
mutual inquiry sessions
3. Progressivism - very child-centered. teach those that The teacher believes that the best way to learn is to
Interest the child. one learns by experience learners do it. The problem-solving method is an example of
learn by doing so teacher teacher's teaching is an experiential teaching method that progressivist
experiential, values are Subjective. no inculcation of teachers heavily rely on. field trips, in which students
VBIUOS since they are subjective. Instead, teachers interact with nature or culture, are another technique
help students clarify their values of hands-on-minds-on-hearts-on instruction. Students
are also stimulated by games and puzzles that are
thought-provoking.
4. Reconstructionism - school is agent of change; Students are obliged to take part in school drills such
schooling is preparing students for the social changes; as fire drills and a variety of other drills. One of the
teaching is involving the students in discussions of examples is he instructor's earthquake and fire drills.
moral dilemmas
5.Existentialism - Teachers teach learners to make a Learn at your own pace, in your own way. It entails a
choice, to make decisions and not merely to follow the lot of personal interaction with the teacher, who is
crowd; one who does not make a choice and so simply upfront and honest with each pupil. Teachers uses a
follow others do not leave meaningful life value clarification technique to assist students
understand themselves and their place in society.
Because values are personal, teachers must remain
non-judgmental and avoid imposing their own
beliefs on their students when using this method
6. Pragmatism - That which is useful, that which is The teacher used a pre-made video to incorporate in
practical and that which works is what is good; that a topic to help the students visualize the lesson.
which is efficient and effective is that which is good.
e.g., showing a video clip on mitosis is more efficient
and more effective and therefore more practical than
teacher coming up with a visual aid by drawing
mitosis on a cartolina or illustration board
7. Rationalism - emphasizes the development of the Situations and events are examined in terms of their
learners' reasoning powers; knowledge comes though cause and effect relationships. The student is
reason; teacher must develop the reasoning power of empowered to use one's experiences to solve
the learner problems.
8. Utilitarianism - what is good is that which is most With the cooperation of her students, establishes
useful (that which brings happiness) to the greatest classroom rules.
number of peoples;
9. Empiricism - source of knowledge is through the Delivered her lesson using different strategies that
senses; teacher must involve the senses in teaching- trends at this time. She catches the attention of her
learning students by using different websites in the internet.
10. Behaviorism in the - behavior environment is To achieve the required responses from learners,
shaped and that deliberately the forces by type of physical elements such as light, temperature,
person and actions desired can be the product of furniture arrangement, and the size and quantity of
design; behavior is determined by others, rather than visual aids have been manipulated. To grab and
by person's own free will; teacher must carefully shape maintain the students' attention, teachers should
desirable behavior; drills are commonly used to make the stimuli clear and exciting. They should
enhance learning, rewards reinforce learning. offer suitable rewards to encourage positive replies
while reducing or eliminating negative ones
11. Constructivism — Learners are capable of Students are given information or experiences that
constructing knowledge and meaning; teaching enable them to make predictions, ask questions,
_learning therefore is constructing knowledge and explore, and invent. Interactive learning takes place
meaning; teacher does not just "tell" or dictate but asks in the constructivist classroom. It encourages the
learners for knowledge they construct and meaning of exchange of ideas between students and teachers, as
lesson well as between teachers and students. It is the
teacher's job to make this process go well.
12. Other Philosophies
ANALYZE
1. Based on your findings and observations in Activity 16.1 and Activity 16.2, which philosophies
of education are dominant in Philippine basic schools? Why do you say so?
 Based on the previous activities the philosophies that were dominant in the Philippine education
are progressivism, rationalism, and constructivism. It is commonly done by teachers to students
since it emphasizes learner-centered education. Also it allows growth of students as well as the
teachers during or after the class instruction.
2. If there is one philosophy that schools and teachers should give more attention to, what should
that be and why?
 For me, maybe it is empiricism. It is important to give attention to the senses that we don’t
usually see but we do feel. This 21st century a lot of students changed, different from the era
before there are a lot of possibilities that students may be suffering that the school should be
concerned so that they can take part on giving action to prevent any inconveniences in the future.
REFLECT
What is your philosophy of teaching? This describes what you believed you should teach, how you should
teach and how you should relate to others in school ___ with the learners, your colleagues, your superiors and all
other stakeholders. Write them down. This is your title, "My Philosophy of Teaching”
My Philosophy of Teaching
These may be help of:

I believe that the learner is a blank canvas. They become a masterpiece after being tend to by the artist, its
painting paraphernalia, the artist’s creative mind and its passion to create a masterpiece for the world to see. A
learner may be a blank canvas but they can be beautiful masterpiece after being cared of.
I believe that I should teach the learners the essentials in learning, which means that every bit of ideas and data
that can help them grow into a masterpiece should be given to them.
by learning and mastering the subject I will teach them also by incorporating lessons that are helpful for their self
growth enable for them to be fully aware of their surroundings and themselves.
I believe that I should be able to take part on the struggles and hard work of those who supports the students on
the journey towards their goals in life.

4 3 2 1
from error. errors.
analyzed
deadline
COMMENT/S
(Based on
Transmutation)
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 90 93 87 84 81 78 75 72 71-Below

1. In its vision and mission statements, DepEd wants to develop learners …. " Whose values and competencies
enable them to realize their full potential…. "On which philosophy of education is this mission statement
anchored?
A. Existentialism
B. Empiricism
C. Essentialism
D. Pragmatism
2. Based on the DepEd's mission statement, "quality basic education means that students learn ina child-friendly,
gender-sensitive, safe, and motivating environment". This implies that DepEd believes that environment affects
learning. Which philosophy of education is this?
A. Utilitarianism
B. Empiricism
C. Essentialism
D. Behaviorism
3. Field Study I which is primarily observation of classes and teachers, is based on which philosophy of
education?
A. Rationalism
B. Utilitarianism
C. Existentialism
D. Progressivism
4. The inclusion of logic and critical thinking as subjects in the curriculum is an offshoot of which philosophy?
A. Rationalism
B. Utilitarianism
C. Existentialism
D. Progressivism
5.It's Valentines' Day. The lesson is a part of human digestive system - the stomach. Students bargain with teacher
and so ask if they can discuss the heart in place of the stomach. Teacher responds "Let's talk about the stomach
which is thelesson for today then go to the heart when we are done with stomach. Based on philosophies of
education, which is TRUE of teacher?
A. Is essentialist in the sense that she sticked to the subject matter for the day and progressivist since she
also considered student's interest
B. Is pragmatic because it was practical to give way to students' request even if she prepared for the day's
lesson
C. Is utilitarianist because she considered both lessons useful
D. Is empiricist, she used visual aids for her lesson
6. What do the DepEd vision and mission statements and core values imply about Philippine educational system?
I. It is highly essentialist and perennialist.

II. It believes in universal, objective, unchanging values.
III. It is reconstructionist.
A. I only
B. I and II
C. II and III
D. I, II and III
7. For a lesson on developing classifying skills, instead of making students bring objects to classify, teacher
considers it most practical to simply use the students' body parts like kinds of ear lobes, kinds of hair line or a
lesson on classifying. On which philosophy is teacher's practice anchored?
A. Pragmatism
B. Progressivism
C. Utilitarianism
D. Empiricism
8. The history of curriculum development in the Philippines shows reduction of units in the humanities but an
increase in the natural and physical sciences. On which thought is this action based?
A. Perennialism
B. Progressivism
C. Utilitarianism
D. Empiricism
9. There are a number of laws in the Philippines requiring the teaching of subject matter such as taxation and
agrarian reform, etc. This proves that schools must bring about reform in society. On which philosophy of
education is this based?
A. Perennialism
B. Progressivism
C. Empiricism
D. Reconstructionism
10.Teacher makes use of moral dilemmas to enable students to make a stand in moral issues. Which word
CORRECTLY applies to teacher's teaching practice?
A. Behaviorist
B. Existentialist
C. Rationalist
D. Pragmatism

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LEARNING EPISODE 9: Preparing For Teaching and Learning

Demonstrating an Understanding of Research-Based Knowledge

Principles of Learning What did the Resource Teacher do to apply this

Give instances where this/these principle/s could have been applied?

1. Naipapamalas ng mag-aaral ang pag-unawa sa ugnayan ng / /

2. Cite pieces of evidence that these learning outcomes were achieved.

1. Do SMART objectives make the lesson more focused?

a proper time management each day’s lessons.

Lesson learned in determining SMART learning

In determining SMART I have learned the following:

2. Objectives must be clear and attainable within the allotted time.

3. To create an effective discussion a teacher should develop objectives with SMART

4. Smart objectives help students to focus and be organized.

5. It can ensure student learning.

Yes. The students were involved in the teaching and

What teaching-learning practice shows that teaching approach was:

c. Developmentally appropriate – learning activities fit the developmental stage of children

e. Inclusive – no learner was excluded; teacher taught everybody

Name of FS Student: Mary Crystalline S. Nabua Date Submitted:

Over-all Score Rating;

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below

DR. REY JAY N. PALMOS

Signature of FS Teacher above Printed Name Date

LEARNING EPISODE 10: The Instruction Cycle

1. Factual / Convergent / Ano ang klima? Panahon?

Ano ang iyong pagkakaintindi sa relasyon ng klima at panahon sa mga

e. problem-solving The teacher did not use any problem-solving questions.

3. Affective Sumasang-ayon ka ba sa kanyang mungkahi tungkol sa napiling bansa?

SHOW Your Learning Artifacts

What Teacher Said Tally Total

 Ano ang inyong alam sa topiko? IIIII 5

 Naiintindihan niyo ba? III 3

 Ano ang pagkakaintindi mo sa topiko? III 3

What Teacher Did Tally Total

 Discusses the topic. IIIII 5

 Answer students’ question. IIIII 5

 Asked the student to read and explain. IIIII 5

 Let the student copy notes to review.

 Provides evidences an examples relevant to the

4) If they did, how did the teacher respond?

4) Based on your observations, what formative assessment practice worked?

2) Should you record results of formative assessment? Why or why not?

Students were task to create a summary of their understanding about

EVALUATE Performance Task

Name of FS Student: Mary Crystalline S. Nabua Date Submitted:

Over-all Score Rating;

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below

DR. REY JAY N. PALMOS

Signature of FS Teacher above Printed Name Date

A. Assessment as Learning C. Assessment for Learning

A. Assessment as learning C. Assessment of learning

6. It develops and supports students' metacognitive skills. Which is referred to?

A. Assessment of learning C. Assessment as learning

A. Assessment of learning C. Assessment as learning

9. Which practices are required for assessment as learning to be effective?

A. I, II, and III C. 111, IV and V

A. Assessment as learning D. Assessment in

SOCIAL SCIENCE, LITERATURE: Recitation , the Yes.

PHYSICAL OR ENGLISH: Written quiz. Yes.

3. Why should assessment tasks be aligned to the learning Outcome?

Here is a learning outcome: Describe a classmate or teacher by way of a metaphor.

Test: Outline the steps of the inductive method of teaching.