FIELD STUDY 2 - PARTICIPATION AND TEACHING ASSISTANSHIP

Lesson 4
Assessing Learners' Performance

Teachers teach to make students learn. Assessing the learning progress of every
student is always supported by data from the results of their learning outputs. Teachers
employ varied ways to evaluate students' progress and are faced with a lot of paper
works relative to students' learning outputs.
Being faced with various tasks, your Cooperating Teacher needs your assistance
in checking the students learning output.

Prepares FS 2 Students for Your Intended Learning Outcome:

PPST:

Domain : Assessment and Assist in assessing learning

Reporting performance   

Strand : Monitoring and

evaluation of learner progress
and achievement

Your Experiential Tasks Your Reflection Trigger

2.1. Exposure

Defining the Parameters of

Learners' Performance

2.2. Participation

Familiarizing with Rubrics

or Scoring Guides

2.3. Identification

Recognizing the subpng.com

Importance of Good Assessment
 FIELD STUDY 2 - PARTICIPATION AND TEACHING ASSISTANSHIP

Practices

2.4 Internalization
      
  Categorizing Learning Outputs What is important role do rubrics play in
assessment?
2.5 Dissemination

Snapshots of My
Assessing of Learning
Performance                     

4.1 EXPOSURE
Defining the Parameters of Learners' Performance

Learning Performance Part to Correct Timetable for

Checking/Correcting
1.

2.

3.

Make a table of the Learning Performance that your Cooperating Teacher would
like you to asses. List down the part of the output assigned to you.
 FIELD STUDY 2 - PARTICIPATION AND TEACHING ASSISTANSHIP

4.2 PARTICIPATION
Familiarizing with Rubrics or Scoring Guides

Rubric as a terminology in education refers to the scoring guide used by the

teachers in evaluating the quality of students' written or oral performance
or output. Rubrics usually include evaluation criteria, quality definitions for those criteria
at a particular levels of achievement and a scoring strategy (Wikipedia).

Study very well the rubrics used by your Cooperating Teacher in evaluating the
quality of students' constructed responses to questions especially essays. Take note of
the evaluative criteria for scoring the learning outputs both for written works and
performance tasks.

Activity
1. Do you find using or having a rubric/scoring guide useful when you checked students'
learning outputs? Why?
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2. List down advantages of having rubrics in checking students' learning output.

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 FIELD STUDY 2 - PARTICIPATION AND TEACHING ASSISTANSHIP

4.3 IDENTIFICATION
Recognizing the Importance of Good Assessment Practices

Have a table of the learning outputs that you checked and record the
assessment practices that you employed in assisting your Cooperating in correcting
students' learning outputs.

Learning
Output    Time Alloted for Checking Good Assessment Practices
Date Date Do I do the following? Yes  No
Given Finished
1. Used rubrics as guide in
checking

2. Reviewed scores given

in each item based on
criteria
3. Recounted scores

REEXAMINING YOUR ASSISTING TASK:

In your experience of assisting your CT in checking students' learning

outputs, what problems did you come across in correcting students' portfolio, projects
and other learning outputs?
 FIELD STUDY 2 - PARTICIPATION AND TEACHING ASSISTANSHIP

                              
4.4 INTERNALIZATION
Categorizing Learning Outputs
         
Go over the learning outputs that you have assisted your Cooperating Teacher in
checking. Record them under the following categories.

Learning Written Performance

Outputs Formative Summative Works Tasks

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

4.5. DISSEMINATION
Snapshots of My Assessment of Learning Performance
 FIELD STUDY 2 - PARTICIPATION AND TEACHING ASSISTANSHIP

Having experienced assisting your Cooperating Teacher in assessing student’s

learning performance, make an impression on your personal view (snapshots) on how
important are rubrics in assessing learning performance.

Growth Portfolio Entry No. 4

My Reflection on the Importance of Rubrics in Assessing Students’ Learning

Performance

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