FS

5
The
Teacher's
Philosophy

Rafallo, Mark Anthony N.

BSED TLE-4B

10
 For the assessment process to accomplish its purpose, i.e., to ensure
learning, we must be guided by basic assessment principles. This Episode is
focused on basic guiding principles of assessment.

My Map

To realize my Intended Learning Outcomes, I will work my way through

these steps.

Read the Learning Essentials given.

1

Observe at least three (3) classes with a learning partner.

I will choose one class form each of the three groups.
Group 1 – Language / Science / Math
Group 2 – Physical Education, ICT, TLE
Group 3 – Edukasyon sa Pagpapakatao / Araling
2
Panlipunan

Discuss my observation/answer to the questions with my partner

3

Write down my answers to the questions

4

Reflect on my observations
5

Come-up with my Portfolio

6

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 My Learning Activities
OBSERVATION SHEET No. 2.1
Which of the following principles were observed by the Resource
Teacher?
Resource Teacher: Jonalyn C. sablaon
Grade/Year Level: 10
Principles of Assessment
Make use of varied tools for assessment
data-gathering and multiple sources of
assessment data. It is not pedagogically
sound to rely on just one source of data
gathered by only one assessment tool.
Consider multiple intelligences and
learning styles.
Learners must be given feedback about
their performance. Feedback must be
specific. “Good work!” is positive
feedback and is welcome but actually is
not a very good feedback since it is not
specific. A more specific better feedback
is “You observed rules on subject-verb
agreement and variety of sentences.
Three of your commas were misplaced.”
Assessment should be on real-world
application and not on out-of-context
drills.
Emphasize on the assessment of higher-
order thinking.
Emphasize on self-assessment.
(Assessment as Learning)
School: LanigayHigh School
Subject Area: TLE
Observations
(describe observed behaviors of
the Resource Teacher that is/are
aligned to each principle)
Which assessment tools did
Resource Teacher use?
Paper and Pencil assessment.
The Resource teacher had a
quiz through identification after
the discussion on his topic.
Give examples of comments of
teacher on students’
work/answer.
“Nice” and “Excellent”
How was this demonstrated?
The teacher demonstrate the
history of the Philippines through
verbal reasoning
How was this done?
Oral Recitation and Group
Discussion
Were students given the
opportunity to do self-
assessment?
Yes, the teacher let them reflect
on their learning.
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 OBSERVATION SHEET No. 2.2
Which of the following principles were observed by the Resource Teacher?
Resource Teacher: Jonalyn C. Sablaon
Grade/Year Level: 9
Principles of Assessment
Make use of varied tools for assessment
data-gathering and multiple sources of
assessment data. It is not pedagogically
sound to rely on just one source of data
gathered by only one assessment tool.
Consider multiple intelligence and learning
styles.
Learners must be given feedback about their
performance. Feedback must be specific.
“Good work!” is positive feedback and is
welcome but actually is not a very good
feedback since it is not specific. A more
specific better feedback is “You observed
rules on subject-verb agreement and variety
of sentences. Three of your commas were
misplaced.”
Assessment should be on real-world
application and not on out-of-context drills.
Emphasize on the assessment of higher-
order thinking.
Emphasize on self-assessment.
(Assessment as Learning)
My Analysis
School: Lanigay High School
Subject Area: TLE
Observations
(describe observed behaviors
of the Resource Teacher that
is/are aligned to each principle)
Assessment OF Learning
Which assessment tools did
Resource Teacher use?
Performance assessment. The
Resource teacher had a actual
task through identification after
the discussion on his topic.
Give examples of comments of
teacher on students’
work/answer.
“Nice” and “Good Job”
How was this demonstrated?
The teacher demonstrate by task
based assessment
How was this done?
Group Performance
Were students given the
opportunity to do self-
assessment?
Yes, the teacher let them reflect
on their learning.
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Which principles of assessment were observed to have been practiced?

The principle of assessment that was observed is focus on student’s self-

assessment. It is not pedagogically sound to rely on just one source of data
gathered by only one assessment tool.

Which principle/s was / was least observed / not observed?

The principles that were least observed was the Learners must be given
feedback about their performance. The teacher gives feedback, but not a
more specific feedback about the subject or the topic that he/she was
discussing about.

My Reflections/Insights

We assess what we value and value what we assess.

What should I do to make assessment worthwhile?

The assessment used should measure the learners understanding

or knowledge about the lesson which the teacher presented. In
constructing an assessment always specifies clearly and exactly what
you are wanted to assess and make it simple for students
understanding. Valid to the point that it measures what it supposed to
measure, the type of assessments should be based on the instructional
objectives. The teacher should use various assessment tools to come
up with a more reliable assessment.

Integrating Theory and Practice

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1. Emphasize on self-assessment. Teacher Lyn applies this principle by
___________.

A. making her students check their own papers

B. motivating her students to set their personal learning goals and track their
progress against that goal
C. preparing her students for higher-order thinking questions
D. requiring them scoring rubric as project

2. Assessment should be on real-world application and not on out-of-context

drills. To apply this principle, what should Teacher Nancy do?

A. Assesses student’s English oral communication skills in graduation program

simulation where each student has a speaking assignment
B. Gives a 20-point quiz asking students to determine whether or not the sound of
“a” is long or short
C. Gives students a matching type of test on vocabulary
D. Gives a 10-item quiz on adding dissimilar fractions which is the weakness of
students

3. If you emphasize on assessing higher-order thinking skills, which should you

do?

A. Avoid paper-and-pencil test.

B. Gives students problem to solve.
C. Give oral examinations.
D. Do less formative assessment.

4. On which should a teacher base his/her assessment?

A. Learning outcome
B. Learning content
C. Developmental stage of learners
D. Learning resources

5. In Outcomes-Based Education or Outcomes-Based Teaching-Learning, the

assessment task should match with the __.

A. Learning resources
B. references
C. Learning outcome
D. content

6. “Very good. You are doing very well, Johann!”, says Teacher Jona. Teacher was

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 referring to Johann’s word problem-solving skills. Is this is accordance with
giving specific feedbacks?

A. Yes.
B. No.
C. Very much, the feedback is clear enough.
D. No, it is exaggerated.
7. Teacher Annie explains to her class: “Each one is expected to spell 10 words
out of ten words correctly. This is a mastery test. Is Teacher Annie’s behavior in
keeping with the principle to set acceptable standards of success?

A. No, the standards she set is too high

B. No, she is not setting the standards. She is just explaining the meaning of a
mastery test.
C. Yes, it is. The standard is clear.
D. Yes, she sees to it that every student agrees.

8. Teacher Jocelyn considers the multiple-choice type of test the best among the
written type of test, so far assessment of learning she uses only multiple choice
type of test. Is this in accordance with the principle of assessment?

A. Yes, well-formulated multiple choice test measure HOTS.

B. Yes, for as long as the multiple choice test measure low and high level thinking
skills.
C. No, she has only one source of data.
D. No, she should make use of varied tools for assessment data-gathering.

9. A professor does not quiz at all. The student’s grades are based only on the
summative assessment results. Does he violate an assessment principle?

A. No, that is academic freedom.

B. No, he assesses learning and gives grades anyway.
C. Yes, assessment data to be reliable should come from multiple sources.
D. Yes, he does not consider multiple intelligence and learning styles.

My Learning Portfolio

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1. Assessment should be on real-world application and not on out-of-
context drill.Research on GRASP of G. Wiggins and JayMc Tighe. Construct
a real-world performance assessment task.

Performance tasks seem to be a natural form of assessment in some

disciplines i.e., music students performing in concerts. In order to perform
well, music students must synthesize a variety of elements such as rhythm,
sheet music skills, tonal distinctions, knowledge of their instrument, and the
ability to follow a conductor. This performance task requires those students
to be completely engaged while working to master a complex assortment of
skills before an audience.

2. Here is an intended learning outcome: “the student must be able to apply the
basic assessment principles in the teaching-learning process.”
Assess the attainment of that objective learning outcome by way of 2 multiple
choice test items.

A professor does not quiz at all. The student’s grades are based only on the
summative assessment results. Does he violate an assessment principle?

A. No, that is academic freedom.

B. No, he assesses learning and gives grades anyway.
C. Yes, assessment data to be reliable should come from multiple sources.
D. Yes, he does not consider multiple intelligence and learning styles

Assessment should be on real-world application and not on out-of-context

drills. To apply this principle, what should Teacher Nancy do?

A. Assesses student’s English oral communication skills in graduation program

simulation where each student has a speaking assignment
B. Gives a 20-point quiz asking students to determine whether or not the sound of
“a” is long or short
C. Gives students a matching type of test on vocabulary
D. Gives a 10-item quiz on adding dissimilar fractions which is the weakness of
students

17
3. Research on how to assess higher-order-thinking skills. Give 2 examples of test
items that measure applying and analyzing.

Specify clearly and exactly what it is you want to assess.

Design tasks or test items that require students to demonstrate this knowledge
or skill.

My Learning Rubric
Field Study 6, Episode 2 –

18
 Name of FS Student: Mark Anthony N. Rafallo Date Submitted: July 21, 2018
Year & Section: 4-B Course: BSED
Learning Episodes Exemplary Superior Satisfactory Needs
4 3 2 Improvement
1
All tasks were done with All or nearly all tasks Nearly all tasks were Fewer than half of
outstanding quality; work were done with high done with acceptable tasks were done; or
Learning Activities exceeds expectatio quality. quality. most objectives
were met but need
improvement.
4 3 2 1
All questions were Analysis questions were Analysis questions were Analysis questions
answered completely; in answered completely. not answered were not answered.
Analysis of the Learning depth answers; completely.
Episode thoroughly grounded on Clear connection with Vaguely related to the Grammar and
theories. Exemplary theories. theories spelling
grammar and spelling. unsatisfactory
Grammar and spelling Grammar and spelling
are superior. acceptable 1
3 2
4
Reflection statements Reflection statements Reflection statements Reflection
are profound and clear; are clear, but not clearly are shallow; supported statements are
Reflections/ Insights supported by supported by by experiences from the unclear and
experiences from the experiences from the learning episodes shallow and are not
learning episodes learning episodes supported by
experiences from
the learning
episodes
4 3 2 1
Portfolio is complete, Portfolio is complete, Portfolio is incomplete; Analysis questions
clear, well-organized and clear, well-organized; supporting were not answered.
Learning Portfolio all supporting; most supporting documentations are
documentations are documentations are organized but are Grammar and
located in sections available and logical and lacking spelling
clearly designated clearly marked locations unsatisfactory
3 1
4 2
Submission of Learning Submitted before the Submitted on the Submitted a day after Submitted two days
Episode deadline deadline the deadline or more after the
deadline
4 3 2 1
COMMENT/S Rating:
Over-all score (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 3.50 5.00
99 96 93 90 87 84 81 78 75 72 71-below

_____________________
Signature of FS Teacher Date: _________________

Above Printed Name

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