Instructional Materials in Field Study 2

UNIT 1: ROUTINES
Objectives:
1. Identify and create a plan of a good learning environment for face to face and new normal
classroom set-up.
2. Determine, establish, and implement techniques for classroom routines.
3. Reflect on the benefits brought about by classroom routines.
4. Analyze the effectiveness of the management of routines.
Introduction:
The teacher plays a vital role in the management of the classroom environment. A well-
managed class entails a conducive learning atmosphere and well-disciplined learners. Students
are encouraged to focus on the learning tasks and gradually achieve the goals.
Classroom discipline is utmost important to have an effective teaching-learning process.
Teachers are expected to prepare plans and techniques to manage classes and end up in achieving
school discipline. And these classroom management strategies empower teachers to maintain
cleanliness and orderliness of the learning environment, and sustain focus and concentration of
learners.
Lesson 1: CLASSROOM AS LEARNING ENVIRONMENT
According to Aquino (1988) as cited in Acero et al (2015), a good classroom has a
stimulating climate, one that results not only from desirable physical surroundings and healthful
conditions, but also from social relationships and emotional attitudes. Classroom environment
encompasses a broad range of educational concepts, including the physical setting, intellectual
climate, social climate, and emotional climate created through social contexts and numerous
instructional components related to teacher characteristics and behaviors as follows:
1. Physical Environment
This is the totality of the outside elements or the physical make-up that influences the
learner. It includes the room, its size, location, ventilation, lighting, instructional
materials, chair arrangement, room acoustics, and provision for orderliness, cleanliness,
and sanitation.

2. Intellectual Climate
This refers to a learning atmosphere characterized by activities designed to challenge the
intellect of the learners. It includes providing opportunities for development of thinking
skills, both creative and critical, problem solving, and diagnosing patterns of behavior to
be acquired through intellectual exchanges.

3. Social Climate
 There are three types of social climate existing in the classroom: A. In the autocratic
climate, the teacher directs and decides as to what activities are to be done. B. In the
laissez faire climate, there is little emphasis on group participation. C. In the
democratic climate, there is high regard for group participation and cooperative work.

4. Emotional Climate
This refers to the mental health and emotional adjustment of all learners. Learners have
varied needs and interests, the reason why the teacher has to acknowledge the differences
in personality of the learners.
EXERCISES:
1. In one whole sheet of paper, make a sketch of the kind of classroom you want to have in
the future. (Make a research on the standard procedure being observed in a physical
classroom.)Take note of the factors that contribute to a conducive learning environment.

2. Based on your actual/virtual classroom observation, cite classroom conditions that

enhance or disrupt student learning.

Classroom conditions that enhance Classroom conditions that disrupt

student learning. student learning.
 3. What can be done or being done to avoid disruption of learning of students?

Lesson 2: ESTABLISHING CLASSROOM ROUTINES

Routines
They are the yearly or day-to-day activities engaged in by teachers and students. They
include how processes evolve and how people interact. This is done to minimize pressure in
classroom life to prevent disorder and enhance classroom order. (Acero et al, 2015)
1. Establishing classroom activities. Early class sessions of the school year will involve
defining order and procedures, and sustaining order is worked out.

2. Rules and procedures. Specific formats for opening, closing, and conducting lessons are
laid down.

3. Academic work and activities. Students are oriented on what activities to do, starting at
the first day of classes.

4. Routines are the normal sequence of events like lesson contexts, processes, schedules,
and other structures considered prerequisite for academic performance.

5. Enacting processes are rule system which varies with lesson contexts.

6. Hidden curriculum. Emphasis is given on authority responsibility, orderliness, and task

orientation.

7. Monitoring. This includes watching what is happening in the room, watching the
conduct or behavior of the students, and looking into the pace rhythm and duration of
classroom events.

8. Maintaining group lessons. Use of grouping and questioning as an instructional

strategy. Materials and activities provide a group focus.

9. Seatwork. The teacher roams around as students work on activities after the lesson
proper.

10. Transitions. Students are made to work from one task to another while the teacher
monitors and gives possible directions.

11. Engaged time. Assigning of specific task to fill the scheduled time. This includes well-
planned assignments intended to keep the students busy.
 12. Cueing. Cues and messages (verbal/nonverbal) that teachers use to instill order and
discipline when unnecessary disruption occurs.

13. Maintaining academic work. To achieve order, tasks given to students are selected to
lower the risk for mistakes.

14. Cooperative learning. Class is divided into smaller groups where individuals are made
accountable for performance.

15. Subject matter as procedure. Subject matter is presented with emphasis on practice and
drill.

EXERCISES:
1. What are the routinary activities, in actual or virtual observation, being employed by your
cooperating teacher?
CLASSROOM ROUTINES
Before Instruction:

During Instruction:
After Instruction:

2. What could have happened if these transitional activities were not done?

3. Give the advantages and disadvantages of implementing classroom routines?

Lesson 3: MANAGEMENT OF ROUTINE
The frequency of surface disruptions attributed to disruptive behavior in the classroom
can be overcome or reduced by proper planning. Teachers can manage student behavior through
non-intrusive techniques whereby students are given opportunity to control their own behavior
and proceed through intrusive strategies where the teacher assumes responsibility for controlling
student behavior. The following are the relevant principles: (Acero etal,2015)
1. Classroom management techniques must be consistent with the goal of producing self-
directed individuals.

2. The use of pre-planned hierarchy of skills, planned ignoring signal interference,

proximity control, and touch control improves the teachers’ ability to manage
misbehavior.

3. The use of coping skills like non-intrusive, non-verbal teacher behaviors gives students
the opportunity for self-control, minimizes disruption of teaching-learning process,
reduces likelihood of student confrontation, protects students’ safety, and maximizes the
teachers’ management activities.

EXERCISES:
1. Observe Your Role in the Classroom Routines
Interview three (3) teachers, including your cooperating teacher, if they are regularly
taking part in the observance of the following techniques in classroom routines.
Kindly put a check mark (/)

Techniques in Classroom Routines Teacher Teacher Teacher

1 2 3

I develop and teach procedures for everyday routines

I observe the same set of rules and regulations.

I religiously check the attendance of my students.

I see to it that the room is clean and everything is in order

before and after classes.

I consistently assign work activities.

I consider the differences between my students when writing
my lesson plan.
A consequence is given when the students break classroom
rules.

My students know what to do after they finish an activity.

I have a signal to catch my students’ attention.

My discipline is fairly and objective.
I don’t lose some of my time due to the misbehavior of the
students.
I use various kinds of activities for different groups of
students.
I consistently praise my students as a compliment for what
they did well.
My students are helping each other to deal with problems.
I always properly address student problems.
I teach my students how to solve their problems.
I encourage my students to cooperate and work together.
I regularly evaluate results.
 2. Based on your observation, identify classroom routines that you think are most
effective and no effect at all among students and explain why?

3. What benefits can you conclude these classroom routines may bring among teachers
and students? Discuss briefly.

UNIT 2: INSTRUCTIONAL ACTIVITIES, MATERIALS AND TECHNOLOGY

Objectives:
1. Identify materials that are most interesting to the learners.

2. Utilize appropriate teaching aids.

3. Apply the latest technology in the teaching and learning process.

4. Determine and develop learning activities suited to the learning objectives and
assessment.
Introduction:
 A teacher chooses the instructional materials best adapted to a particular learning activity.
These aids must suit the purpose intended for mastery of the subject matter, skills acquisition,
skills improvement, and even valuing. Instructional materials that serve the purpose for which
they are intended for are able to contribute to motivating learners to understand the lesson,
reinforce learning, encourage participation, and provide meaningful experiences. (Acero et al,
2015)

Lesson 1: DIFFERENT TYPES OF LEARNING ACTIVITIES

1. Introductory Activities
These activities are usually done at the start of the school year or at the start of every new
lesson. Activities can come in the form of games, action songs, energizers, anecdote or
storytelling, or posing a question to the learners.

2. Developmental Activities
These are activities intended to enhance acquired knowledge, improve on skills learned,
and apply or put to good use the information acquired.

2.1 Data Gathering Activity

The tools are what they usually make use of in actual life situations and can be made
readily available for gathering information, such as using the computer, telephone,
internet, and video camera. This type of involvement in data gathering provides more
opportunities for meaningful learning, as well as independent study.

2.2 Organizing and Summarizing Activities

After the activities, they may be asked to summarize and then analyze in written form
the new concepts and insights gathered from the activities. It could be a presentation
of a new knowledge acquired in the form of a summary. This will be helpful in
measuring the extent of understanding of the experiences during the activities, and it
will also determine if objectives have been met.

2.3 Application Activities

These are the activities that are done during the application of the concepts. The
intention is to enable the learners to master and improve their performance and
identify the content areas that have to be improved.

2.4 Creative and Expressive Activities

These activities provide the use of imagination and expression of one’s feelings,
thoughts, and ideas about the insights acquired. Activities of this nature are normally
done after the lesson proper and are designed to find out the amount of new
knowledge acquired and how well they can be related to actual situations.
 3. Concluding Activities
Usually, these are activities learners engaged in as part of the application of the newly
acquired knowledge. They may come in the form of a wrap-up, after which they submit
the summary in outline form.

Types of Learning Activities for Active Learning

Bodily/Kinesthetic Naturalist Intrapersonal Interpersonal
*Online quiz with *Field trip *Reflection (via *Class discussion
instant feedback *Scavenger hunt journal or blog) *Formal debate
*Interactive multimedia *Tour *Observation *Small group
tutorial *Database creation *Survey discussion
*Laboratory exercise or search *Puzzle *Team project
*Hands-on task *Self-assessment *Team competition
*Simulation *Digital portfolio *Problem-based
*Interactive graph Existential *Independent research learning groups
*Interactive game (e.g., *Mind mapping *Case study groups
video game) *Virtual community *Graphic design *Peer review
*Website construction *Service-learning *Composing music *Email
*Web Quest *News reporting *Photography *Instant messaging
*Apprenticeship / *Video editing *Online chat
internship *Role-playing *Telephone
conversation
*Peer-to-peer
instruction
*Teaching a lesson
*Clinical rotation

EXERCISES:
1. Based on your observation, specifically, identify the learning activities prepared by your
cooperating teacher and performed by the learners.
Grade Level:___________________________________________________________
Learning Objectives:____________________________________________________
__________________________________________________________________
__________________________________________________________________
Topic: __________________________________________________________________
TYPES LEARNING ACTIVITIES
 Introductory:

Developmental:

Concluding:
 2. How are these learning activities related to the learning objectives / learning outcomes?

3. How do you describe the performance of the students regarding the implementation of
those given learning activities?

4. Therefore, what are the things needed to consider in planning learning activities?

Lesson 2: PRINCIPLES IN THE SELECTION OF INSTRUCTIONAL MATERIALS

(Cabiguin, 2012)
There are basic principles to consider in using these technologies effectively in the
classroom:
1. All instructional materials are aids to instruction but they do not replace the teacher.
2. Choose the best instructional material that suits the instructional objectives.
3. Avoid using too many materials that will confuse students.
4. Check instructional materials before the class starts to be sure it is working properly.
5. For results, abide by the following general utilization guides on the use of media given:
a. Learn how to use the instructional materials.
b. Prepare introductory remarks, questions, or initial comments that you may need to
increase motivation.
c. Provide a conducive learning environment.
d. Explain the objectives of the lesson.
e. Stress what to be watched or listened to carefully.
f. State what the students are expected to do with the information they will learn.
g. Summarize or review the experience.
EXERCISES:
1. Based on the results of the Exercises in Lesson 1, identify the instructional materials
being used in the implementation of the learning activities.
Grade Level: _____________________________________________________________
Learning Objectives:_______________________________________________________
________________________________________________________________________
________________________________________________________________________
Topic: __________________________________________________________________
TYPES LEARNING ACTIVITIES INSTRUCTIONAL
MATERIALS

Introductory:

Developmental:
 Concluding:

2. Interview your cooperating teacher regarding the factors he/she considered in the
selection/preparation of instructional materials.

Summary of the factors considered in the selection/preparation of instructional materials.

3. What benefits for teachers and learners can be drawn from proper selection/preparation
of instructional materials?

Lesson 3: DIFFERENT TYPES OF INSTRUCTIONAL MATERIALS AND TOOLS

1. Realia. It is making use of real-life representations such as objects into the classroom
and learning environment to enhance the learner’s knowledge about the topic and/or
concept. These concrete objects help him explore the lesson theme, as well as make
connections with prior knowledge and grade level content.
Implementation Tips:
a. Realia can be used to introduce topics or a unit of study.
b. The realia must be specific to the topic the students are learning. The real
objects must enhance the objectives of the lesson.
c. Ensure that the items can be handled by the students and educate them on the
appropriate handling of the objects.
d. Realia can be set-up as a learning module and/or station. There is a need for a
guide to help students explore the objects.
e. Have students tie realia into creative projects (e.g., state report, book reports,
class presentations).

2. Sound and visual resources. Video technology has made available several video
systems that allow audio-visual experiences to be stored, retrieved, and produced as
needed.

3. Videotapes. When applied to instruction, they are used to demonstrate, explain,

record, and replay data. These can be made available in the classrooms, libraries,
resource centers, and even at home.

4. Videocassettes. They are easier to use since they are lighter. They can be used to
collect, store, and reuse information. They are handy and less expensive.

5. Videodiscs. They resemble long-playing records but they have a larger storage
capacity. One disadvantage of these, however, aside from being expensive is that it
requires higher level of expertise to edit the contents.

6. Video games. Make use of a microcomputer to respond to a player’s move with a

move of its own, thus interactive. Educational material using this format is
considered an effective instructional tool insofar as acquiring teaching-learning skills
and solving math and science problems are concerned.

7. Microcomputer resources. Computers have been integrated into instructional

methods to build a sense of inquiry among learners to explore and improve their
thinking skills.

8. Pictures and pictorial representation. Two-dimensional materials are visuals

appearing to have height and width such as the flat picture which is sometimes
referred to as a universal language since everybody can read pictures. Flat pictures
 focus on the main ideas and provide accurate information or impression as to the
characteristics of unfamiliar objects.

9. Symbolic and graphic representation. These are variety of visual forms which serve
as instructional tools, such as graphs, charts, posters, comic strips, maps, and globes.
These provide summarized information and are effective tools for instruction.

10. Projectors, viewers, players, recorders. These are instructional materials enlarged on
a viewing screen using a machine that throws images. And players and recorders are
auditory materials used to provide learning experiences through pure listening.

11. Media resources. Sources of information facilitated through electronic media,

teleconference, teletext system, print and broadcast media, PowerPoint presentation,
and overhead projector.

EXERCISES:
1. Cite three (3) topics with respective objectives that you think are least appealing to the
learners. Identify learning activities and instructional materials suited to each topic to
attract their attention and sustain focus and concentration to make learning more
meaningful.

Topic No.1:
____________________________________________________________________
Objectives:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Learning Activities: Instructional Materials:

Topic No.2:
____________________________________________________________________
Objectives:
________________________________________________________________________
 ________________________________________________________________________
____________

Learning Activities: Instructional Materials:

Topic No.3:
____________________________________________________________________
Objectives:
________________________________________________________________________
________________________________________________________________________
____________

Learning Activities: Instructional Materials:

2. What are the factors that you consider based on your answers in exercises no.1?

3. What could have happened if you fail to consider those factors in the preparation of
learning activities and instructional materials?
UNIT 3: LEARNING ASSESSMENT
Objectives:
1. Prepare table of specifications, construct traditional and performance assessments
(authentic), and develop scoring rubrics.

2. Creates and innovates alternative assessment approaches, takes informed risks in

trying out these innovative approaches, and evaluates the effectiveness of such
approaches in improving student learning.

3. Select and develop appropriate assessment methods.

Introduction:
In its commitment to ensure teaching and learning continuity while looking after the
health, safety, and wellbeing of its learners, teachers, and personnel, the Department of
Education (DepEd) issued DepEd Order No. 012, s. 2020 titled Adoption of the Basic Education
Learning Continuity Plan (BE-LCP) for School Year (SY) 2020-2021 in light of the COVID-19
Pandemic. And to supplement the said DO, the DepEd issues the Interim Policy Guidelines for
Assessment and Grading in Light of the Basic Education Learning Continuity Plan, to
provide guidance on the assessment of student learning and on the grading scheme to be adopted
this school year. (DO 31 s.2020)
Assessment is the process of gathering information about student learning and then
analyzing and interpreting them for the purpose of making decisions. The issue that test alone
cannot measure total development of an individual makes it crucial that the term measurement be
changed into the term assessment. This educational modification considers that classroom
evaluation should be made comprehensive. Assessment is the process of quantifying results of
tests and non-tests to portray the amount and quality of student learning and development.
(Ignacio and Santos, 2019)

Lesson 1: APPROPRIATE ASSESSMENT METHODS

Teachers need to be creative and flexible in assessing student learning, while still
adhering to the principles of quality assessment practice. With safety, health, and well-being
foremost in mind, assessment decisions must be made in the best interest of all learners, ensuring
that all assessment activities: (Enclosure to DepEd Order No. 031, s.2020)
1. align with the most essential learning competencies;
2. are reliable, valid and transparent;
3. are fair, inclusive and equitable;
4. are practical and manageable for both learners and teachers;
 5. give learners a range of ways to demonstrate their learning; and
6. provide timely and accurate information as basis for feedback.
It is also cited that, when deciding on which assessment methods to use, it is important to
consider the following questions:
a. What is the purpose of the assessment?
b. What will be assessed?
c. Which method would best allow learners to demonstrate what they have learned,
considering their learning modality?
d. Which method would make it easy to gather evidence of learners’ progress over time?
e. Will the assessment be completed individually or in groups?
f. Will the assessment be taken at the same time or submitted within a specific period?
g. How will class size affect the way the assessment will be conducted?
h. How can technology help?

EXERCISES:
1. In this activity, you will observe the assessment style of your cooperating teacher in
his/her respective classes in your school assignment. You will document your
observations by answering the following:

After you have observed the classes, classify the assessment tools used by the teacher.

Year Level : _________________________________________

Subject Area : ________________________________________

Topic(s) / Lesson(s) Paper-Pencil Type of Assessment Used

Describe the paper-pencil type of assessment used by the teacher.

 Year Level : _________________________________________
Subject Area : ________________________________________

Topic(s) / Lesson(s) Alternative Type of Assessment Used

Describe the alternative type of assessment used by the teacher.

Reflect on the following:

1. Based on your observation, which of the two types of assessment do you think is better?
Explain your answer.

2. Did the teacher use a variety of assessment methods? What did the teacher consider in
choosing the assessment method?

3. What other factors do you think can be considered in the selection of assessment
methods?
 4. Write your insights regarding the importance of appropriately choosing and using
assessment methods for the students and for the teacher in the classroom.

Lesson 2: PREPARING WRITTEN TEST

The written work component ensures that students are able to express skills and
concepts in written form. Written work, which may include long quizzes, and unit or long tests,
help strengthen test-taking skills among the learners. It is strongly recommended that items in
long quizzes/tests be distributed across the Cognitive Process Dimensions so that all are
adequately covered. Through these, learners are able to practice and prepare for quarterly
assessment and other standardized assessments. Other written work may include essays, written
reports, and other written output. (DepEd Order No.8, s.2015)
It is a must that a Table of Specifications (TOS) / Test Blueprint be prepared before
constructing the test. The TOS conveys how many items are to be constructed for which
objectives and content/topics are based. It also conveys whether the test will reflect a balanced
picture of what was taught and whether all topics and objectives will be assessed.
The TOS ensures that the teacher will not overlook details considered essential to a good
test. More specifically, it ensures that a test will sample whether learning has taken place across
the range of (1) content areas covered in class and readings and (2) cognitive processes
considered important. It ensures that your test will include a variety of items that tap different
levels of cognitive complexity.
A TOS is a two-way matrix which lists the topic and the important objectives included
under the topic. It is for these objectives that you will write test items.

Sample Table of Specifications

Content No. of Objectives Total No. Percent Item

Hrs. of Items of Items Placement
Taught

R U Ap An E C

Test I - Domains of 6 10 5 15 21.43

Bloom’s Taxonomy
* Cognitive
* Psychomotor
* Affective

Test II- Types of Teacher 9 10 5 5 3 23 32.86

Made Tests
* Short Answer
* Completion
* True-False
*Matching Items
*Multiple Choice
* Essay

Test III- Classroom 12 22 10 32 45.71

Assessment
* Characteristics
* Components
* Uses
* Recent Trends
*Cognitive Learning
Theories

Total 22 20 15 5 5 3 70

Percent of Items 31.4 28.5 21.4 7.1 7.14 4.2 100

3 7 3 4 9

Revised Bloom’s Taxonomy (Cognitive Domain)

(as cited by Ignacio, and Santos, 2019)

Remembering:
Definition: Recalling information
Sample Verbs: Choose, Cite, Enumerate, Identify, Label, List, Locate, Name, Outline,
Quote, Recall, Recognize, Retrieve, Repeat, select, Sort, State, Underline, Write

Understanding:
Definition: Explaining ideas or concepts
Sample Verbs: Abstract, Categorize, Clarify, Classify, Compare, Conclude, Contrast, Construct, Draw,
Exemplify, Explain, Extrapolate, Generalize, Give, Illustrate, Infer, Interpret, Interpolate,
Instantiate, Map, Match, Paraphrase, Predict, Represent, Subsume, Summarize, Translate

Applying:
Definition: Using information in another familiar situation
Sample Verbs: Add, Apply, Calculate, Carry-out, Compute, Divide, Dramatize,
Demonstrate, Draw, Execute, Implement, Illustrate, Manipulate, Multiply, Paint,
Practice, Sequence, Prepare, Solve, Show, Subtract, Translate, Use

Analyzing (Critical Thinking):

Definition: Breaking information into parts to explore understandings and relationships
Sample Verbs: Analyze, Attribute, Categorize, Cohere, Compare, Contrast, Criticize,
Deconstruct, Determine, Differentiate, Discriminate, Distinguish, Find, Focus,
Integrate, Organize, Outline, Select, Separate, Scrutinize, Structure
Evaluating (Critical Thinking):
Definition: Justifying a decision or course of action
Sample Verbs: Appraise, Argue, Assess, Choose, Check, Conclude, Coordinate, Criticize, Critique,
Debate, Decide, Deduce, Defend, Detect, Discriminate, Evaluate. Infer, Judge, Justify, Measure,
Monitor, Predict, Probe, Rank, Rate, Recommend, Revise, Score, Validate

Creating (Critical Thinking):

Definition: Generating new ideas, products, or ways of viewing things
Sample Verbs: Act, Assemble, Blend, Combine, Compile, Compose, Construct, Create,
Design, Develop, Devise, Formulate, Forecast, Generate, Hypothesize, Imagine,
Invent, Organize, Originate, Predict, Plan, Prepare, Propose, Produce, Set-up

EXERCISES:
1. Prepare your own table of specification. Write/attach your TOS.

2. Formulate your test items.

This time you will write/attach your test items based from your table of
specifications. Administering test is not an easy task. Before the test begins, be sure that
you included a clear, and precise instruction so that the students understand the direction
of the test.

3. Interpret the results.

How do we determine the mastery of the lesson, more specifically the attainment of the
objective(s) set for the class? If the students showed mastery of the skill taught we can
PROCEED to the next task. If the students did not master the lesson, we have to take steps to
help them reach the criterion of mastery we set. We either RETEACH, REINFORCE, or provide
REMEDIAL instruction.
To do these, we may use the formula:
 PLC = Number of students who passed the test x 100%
(Proficiency Number of students who took the test
Level of the Class)

Here are the steps to find the PLC:

Given:
40 students took the test
40-item test
1. Find the number of students who got 75% and above of the test items as:
75% of the total number of items is equal to
(40-item test) x (0.75) = 30 items
Therefore, the number of students who got a raw score of 30 and above passed the
test. Let us assume that 33 students passed and only 7 students failed.
2. Use the formula in finding the proficiency level of the class. Substitute the data
gathered as:

PLC = 33 (no. of students who passed the test) x 100%

40 (no. of students who took the test)
PLC = 83 x 100%
PLC = 83%

3. Decide on what to do next.

Since our target level of proficiency of 75% or more was met because our
computed PLC = 83%, we may PROCEED to the next lesson while we provide REMEDIAL
instruction to the 7 students who failed in the test. However, if the class got below 75% level of
proficiency, we should RETEACH the lesson.

In this activity, you will administer to the class the test items you have prepared. After
the test, interpret the test results by using your knowledge in finding the proficiency level of the
class (PLC). Solve for the PLC of the class, then, write your decision (RETEACH the lesson,
PROCEED to the next lesson, provide REMEDIAL instruction).

Grade Level: _______________________________________________________

 Subject: __________________________________________________________
Topic / Lesson: ____________________________________________________

Number of Students Who Took The Test : _____________________

Number of Students Who Passed The Test : ____________________
Number of Students Who Failed in the Test: ____________________
Proficiency Level of the Class (PLC): _________________________
Decisions: ___________________________________________________________
___________________________________________________________
___________________________________________________________

REFLECTIONS
The previous activities exposed you to the preparation, use, and interpretation of test
results. Your next task is to give your personal insights and feelings about the experiences you
had in the classroom.
In doing so, you may reflect on the following questions:
1. Why do you think it is important to study the lesson’s objective(s) before constructing the
test?

2. What other things should the teacher consider in preparing a test?

3. How important is the table of specifications to be used as basis in constructing a test?

 4. How effective is PLC as part of evaluation?
5. What learning insights did you gain from the experience?

Lesson 3: PERFORMANCE ASSESSMENT

A performance assessment or performance-based assessment is one in which the teacher
observes and makes a judgment about the student’s demonstration of a skill or competency in
creating a product. Performance-based is shorthand for performance-and-product based. The
emphasis is on the student’s ability to use their knowledge and skills to produce their own work
and the important goal is not what they know but how what they know is demonstrated in
practice.
Performance tasks refer to assessment tasks that “allow learners to show what they know
and are able to do in diverse ways. They may create or innovate products or do performance-
based tasks (including) skill demonstrations, group presentations, oral work, multimedia
presentations, and research projects. And must be designed to provide opportunities for learners
to apply what they are learning to real-life situations. (DepEd Order No.8, s.2015)
And when the performance assessment is grounded in real-world contexts and
constraints, it is authentic. Authentic assessment involves the direct examination of a student’s
ability to use knowledge to perform task that is similar to what is encountered in real life or in
the real world. Authenticity is judged in the nature of the task, it focuses on students’ analytical
skills; ability to integrate what they learn; creativity; ability to work collaboratively; and written
and oral expression skills and it valued the learning process as much as the finished product.
EXERCISES:
Observe classes of your cooperating teacher handling different lessons/topics with
regards to the performance assessments or performance tasks he/she adapts in his/her teaching.

Grade Level: __________________________________________

Subject: _____________________________________________
Topic / Lesson: _______________________________________

1. Write the lesson’s objectives and the performance assessments used.

Objective(s) of the Lesson Performance Assessments Used

2. Were the performance assessments used appropriate to the topic and the objectives?
Why?

3. Describe the performance assessment used. Does it motivate his/her students to perform
better? How?
4. Based on your observation, were the performance assessments being applied in a real-
life situation? Explain its authenticity.

5. Was the authenticity of the performance assessments appropriate and effective for
formative and summative evaluations? Explain your answer by accomplishing the table
of its advantages and/or disadvantages.

Advantages of Using Authentic Disadvantages of Using Authentic

Performance Assessments Performance Assessments

6. If technically adequate and appropriate, list down the importance of using performance
assessments that is authentic.

Importance of Using Performance Assessments

7. After a thorough analyzation of performance assessments, prepare three (3) performance
tasks suitable for your learners’ level of understanding, fit for the cited learning
objectives, and constraints in real-life situation.

Grade Level: ____________________________________________________________

Topic/Lesson (1): ________________________________________________________
Objectives: ______________________________________________________________
________________________________________________________________________
________________________________________________________________________
Performance Task:

Grade Level: ____________________________________________________________

Topic/Lesson (2): ________________________________________________________
Objectives: ______________________________________________________________
 ________________________________________________________________________
________________________________________________________________________
Performance Task:

Grade Level: ____________________________________________________________

Topic/Lesson (3): ________________________________________________________
Objectives: ______________________________________________________________
________________________________________________________________________
________________________________________________________________________
Performance Task:

Lesson 4: SCORING CRITERIA (RUBRIC)

Popham (1995) pointed out that some performance-based assessment proponents contend
that there are three(3) essential components to a performance-based assessment multiple criteria,
pre-specified quality standards, and judgmental appraisal.
Therefore, part and parcel of the performance assessment is the scoring criteria. Using
rubrics focus both students and teachers on two essential questions:
1. What do we want students to know and do?
2. What would exemplary demonstration of this learning look like?

Types of Rubrics
1. Analytic rubrics – are scoring system where the response is broken down into
relevant parts, and each part is assessed separately and assigned separate score. This
type of rubrics is used if the purpose is to diagnose strengths and weaknesses in
pupils/students or to facilitate formative decision-making. Often, a student may show
a strong performance on some indicators but much weaker performance on others.
 2. Holistic rubrics – are used where the response is judged more or less as a whole by
the scorer, resulting in an overall rating of its quality. A single score or rating is
generated from this kind of rubric that makes it useful to obtain an overall summative
judgment at the end of a course or unit of instruction and if an expeditious scoring is
necessary. Holistic scoring is also called global scoring because of its focus on the
whole response rather than its parts.

3. Combination of analytic and holistic rubrics – is usually used with the types of
performance assessments that require the observation of skills or processes and at the
same time the judgment of the resulting product.

Here is a sample rubric:

Sample Holistic Rubric for Mathematical Knowledge
Score Level
4 shows understanding of the problem’s mathematical concepts and principles; uses
appropriate terminology and notations; executes algorithms completely and correctly.
3 shows nearly complete understanding of the problem’s mathematical concepts and
principles; uses nearly correct terminology and notations; executes algorithms completely.
Computations are generally correct but may contain minor errors.
2 shows understanding of some of the problem’s mathematical concepts and principles;
may contain serious computational errors.
1 shows very limited understanding of the problem’s mathematical concepts and principles;
may misuse or fail to use mathematical terms; may contain major computational errors.
 SAMPLE ANALYTIC RUBRICS FOR GROUP WORK / PARTICIPATION

Criteria
Items for 5 4 3 2 1 Points
Evaluation
The group is The group is The group is The group is The group is
Preparation 100% prepared 80% prepared 50% prepared 30% not prepared-
with all the with all the with all the prepared without
materials / materials / materials / with all the materials /
requirements requirements requirements materials / requirements
requirement
s
100% of the 80% of the 50% of the 30% of the There is no
group group group group evidence of the
Group’s contributes in contributes in contributes in contributes group's level of
Level of offering ideas / offering ideas / offering ideas / in offering engagement
Engagemen suggestions in suggestions in suggestions in ideas /
t the project / the project / the project / suggestions
requirements requirements requirements in the
project /
requirement
s
100% of the 80% of the 50% of the 30% of the There is no
Cooperation group members group members group members group evidence of
/ Teamwork cooperated in cooperated in cooperated in members group work
the assigned the assigned the assigned cooperated was seen
tasks tasks tasks in the
assigned
tasks
Delivery of The lesson was The objectives The teacher is The teacher The teacher
the Lesson executed were achieved nervous and the is vey wasn’t able to
properly and but the teacher objectives were nervous and teach the lesson
the objectives is not that partially the properly
were confident in the achieved objectives
successfully execution of the were
achieved lesson partially
 achieved
Creativity The group The group The group The group The group
members have members have members have members members have
excellently satisfactorily fairly presented not presented
presented presented presented least creative ideas
creative ideas creative ideas creative ideas creative in the
in the in the in the ideas lesson/materials
lesson/materials lesson/materials lesson/materials
Total Number of
Points

Based on the description, steps in preparation and sample rubrics, prepare your own
analytic rubric necessary to evaluate the three (3) performance tasks that you prepare.

My Proposed Scoring Rubrics

 Evaluate the proposed scoring rubrics developed for your performance tasks.
Accomplish the checklist below.

CRITERIA Yes No

1. Do descriptions focus on important aspects of the product?

2. Does the type of rating match with purpose?
3. Are the traits directly observable?
4. Are the criteria understandable?
5. Are the traits clearly defined?
6. Is scoring error minimized?
7. Is the scoring system feasible?

Recommendations:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

Suggested Readings and Websites

· TEACHERPH: Professional Learning Online Community Of Teachers and For

Teachers. Access the article https://www.teacherph.com/philippine-
professional-standards-for-teachers/. 25-Aug_2020

· Supporting Beginning Teachers: A Coaching and Mentoring Module for Deped

Supervisors of Experiential Learning Students. Website:
https://depedpines.com/wp-content/uploads/2020/03/modulesPre-School-
Teachers.pdf. 25-Aug-2020
 · Teachers play a key role in helpingstudents feel they ‘belong’at school by
Megan Pedler (2013). Accessed from https://theconversation.com/teachers-
play-a-key-role-in-helping-students-feel-they-belong-at-school-99641; 24-
Aug-2020.
·

References:

Acero, Victorina O., et.al. (2015) Principles of Teaching 1.Rex Book Store, Inc. Manila

Corpuz, Brenda; G. Salandanan (2015) Principles of Teaching 2 (With TLE).Lorimar Publishing,

Inc. Quezon City

DepEd Order No.8 s.2015. “Policy Guidelines On Classroom Assessment for the K to 12 Basic
Education Program.”

DepEd Order No. 031 s.2020.” Interim Guidelines for Assessment and Grading in Light of the
Basic Education Learning Continuity Plan.”

Ignacio, Avelino G.; M.L. Santos (2019) Assessment of Student Learning 1. St. Andrew
Publishing House.