LESSON 1: OBSERVATION OF TEACHING AND LEARNING IN ACTUAL SCHOOL

ENVIRONMENT
Activity No. 3
Learning Outcomes
At the end of this lesson, you will:

● select the appropriate assessment methods, tools, or tasks for different

learning outcomes
● determine if the assessment tools or tasks are aligned to the level of the
learning outcomes.
● create a detailed lesson plan incorporating assessments that are congruent to
the instructional objectives.
● conduct actual demonstration teaching to observe teaching-learning activities
related to assessment.
● develop a teaching portfolio that contains detailed daily lesson plan, video of
the actual teaching demonstration, pre-service teachers’ actual teaching rating
scale, instructional materials used, and among others.

ACTIVITY- Let’s Read These

Part I. Observe the class of your Cooperating Teacher. Ask permission to copy the
lesson objectives and evaluation. Identify the domains and level of learning. Determine if
the assessment tools/ tasks are aligned to the level of the learning outcome. Then,
accomplish the template below.
Cognitive Levels Learning Outcome/ Assessment Task Is the level of
of Learning Lesson Objective (Evaluation from assessment
Outcome (Bloom) from Teacher’s Teacher’s Lesson aligned to the
Lesson Plan (Write Plan (Write it in the level of the
lesson objective in appropriate level objective?
the appropriate level outcome)
outcome) YES NO
1. Remembering Memorize the Memorize in front of Yes
different parts of the the class the
body different parts of the
body.

Eyes
Ears
Mouth
Nose
Hands
Feet
Head
Legs
Arms
2. Understanding Identify the different Identify the parts of Yes
parts of the body the body in the
image below
 3. Applying Appreciate the Explain the Yes
importance of the importance of the
parts of the body parts of the body
4. Analyzing
5. Evaluating
6. Creating

Part II. Write YES on the space provided before the number if the learning outcome
specified in the test question matches the learning outcome described in the
objective.
YES 1. Objective: Recall the names of the capitals of all provinces of Davao
Region.
Test Item: List the capitals of Davao Oriental, Davao de Oro, Davao
Occidental, Davao del Sur, and Davao del Norte.
YES 2. Objective: Discriminate fact from opinion in the President’s most recent
state of the nation’s address.
Test Item: Given a text of the state of the nation’s address, list three
examples of facts and three examples of opinions.
YES 3. Objective: The student will write complete instructional objectives
including behaviour, conditions, and criteria.
Test Item: Describe why instructional objectives must contain an observable
behaviour, conditions, and criteria.
YES 4. Objective: Using your text as a reference, recognize the names of the
various components of the central nervous system.
Test Item: From memory, list the various components of the central nervous
system.

ANALYSIS – Let’s Analyze

Part I.
1. What did you observe about assessment tasks and learning outcomes? Are they
 aligned? Cite some pieces of evidence.

Yes, they are aligned. For example in item no.1 the objective is recall the names of
the capitals of all provinces of Davao Region And then the test item is list the
capitals of Davao Oriental, Davao de Oro, Davao Occidental, Davao del Sur, and
Davao del Norte. So they are aligned because Davao Oriental, Davao de Oro, Davao
Occidental, Davao del Sur and Davao Del Norte are the provinces that compose
Davao Region.

2. You study based on how you are tested. To avoid “teaching-to-the-test” or

superficial factual testing, what levels of knowledge processing should you use
more? Explain.

The students will be more active and involved in learning process through communicative
approach that is why I think the level of knowledge that we are going to use is evaluating
because evaluating uses many of the same strategies as analyzing, but takes one step
further. It involves making a value judgment about the thing under analysis. For example, a
student may determine something’s value and validity using their own critical thinking skills.
And for the teacher to assess on how well someone evaluated something, a teacher needs
to ask them to make value judgments and examine how logical or convincing those value
judgments truly are.

Part II.
1. What item number(s) that you answered YES? 1, 2, 3, 4
2. What item number(s) that you answered NO? None
3. What are your justifications of answering that item number(s) with YES?

Yes, because all the objectives are totally aligned on all the test items.

4. What are your justifications of answering that item number(s) with NO?
None....

5. What do you think is the basic rule to keep in mind when matching test items to
instructional objectives?

The behaviour and the condition specified in the objectives must match or aligned
or appropriate in the test items.

ABSTRACTION – Let’s Conceptualize

Clarity of Learning Targets

An instructional objective is defined as the statement of the expected behaviours
that you should display after instruction or teaching. Oriondo and Antonio (1989) said that
the question of what to evaluate in terms of pupil’s growth and progress should be given a
foremost priority. Learning targets need to be stated in behavioural terms that denote
something which can be observed through the behaviour of the students. If an objective is
stated as, “you should be able to write a test item that matches the objective’s learning
outcome and conditions given a complete instructional objective with 80% accuracy”, then
this clearly stated objective will be the focus of classroom evaluation. This is the reason
why you are required to state instructional objectives in behavioural terms.
In the above-mentioned objective, the content of instruction is “writing a test item
that matches the objective’s learning outcome and conditions”. The content of the test
should be similar to the content you have taught. With this mind, you are manifesting
adherence to the principle of clarity of learning.
Back to the objective stated above, the behaviour, which you want to be displayed
after instruction is “to write”. To make the test valid, you should choose a written-response
instrument as an appropriate item format, most specifically, multiple choice as to be
constructed to test higher order thinking skill if you wish to select which among the choices
is correct. An essay also can be an appropriate item format, provided it should be properly
planned to test your grasp of the higher level of cognitive skill like application, analysis,
synthesis, and judgment. The item in the test should be stated as, “Write an item that
matches the learning outcome and conditions of the following objective: The student will
add on paper 10 two-digit numbers without regrouping within one minute with 80%
accuracy.”
The level of performance must be the basis for evaluating whether the teaching and
learning process is successful or not. This level of performance implicitly stated in the
instructional objectives like in the instructional objectives stated in the K to 12 Curriculum
Guide. The term implicitly means that the phrase that specifies the level of performance not
stated in the objectives; it has presumed that you already understand this criterion. You
can assess whether your actual performance level had met the predetermined criterion.
Performance level of 75 percent and above reveals that the teaching and learning process
is successful. Any level of performance that falls below the pre-set performance level is a
failure.
You make daily lesson plans. These plans serve as your guides as you perform
your teaching tasks. In your plans, you are required to state your objectives clearly in
behavioural terms that denote the behaviours that you are to expect to manifest after
instruction. The expected behaviours must somehow be related to knowledge, reasoning,
skills, product, and affects.
First, knowledge refers to cognitive activities. This involves what you need to know
to solve problems and perform skills. This can also give you the ability to master
substantive subject matter.
Second, reasoning refers to the cognitive activities that require the use of logical
presentation, justification, and rationalization of facts, concepts, theories, and principles.
An important learning goal is for you not just to acquire knowledge but also to be able to
think about the knowledge.
Third, skill is the ability to use one’s knowledge effectively and readily in the
execution or performance of a specific task.
Fourth, the product shows the end-result of using the abilities to manipulate, apply,
and operate facts, concepts, and principles in real-life situations.
Lastly, affect refers to the activities that show values, morals, ethics, ideals, and
standards in life. In this, you are to observe how you behave in the classroom activity and
your emotional responses to the tasks.

Appropriateness of Assessment Methods

Appropriateness of Test Items

Thinking skills cannot be measured by measuring knowledge of facts. A test that is
valid for measuring knowledge of facts is invalid for measuring skills in problem-solving.

Selecting the Appropriate Item Format

Now that you have decided on the purpose of the test and what you are interested
in measuring both in terms of objectives and content, you must decide on the best way of
measuring your instructional objectives.
As will be evident in our discussion of the various item formats, some are less
appropriate than others for measuring certain objectives. For example, if the objective to be
measured is stated as “student will be able to organize his ideas and write them in logical
and coherent fashion”, it would be inappropriate to have you select your answer from a
series of possible answers. If the objective is to obtain evidence of the pupils’ factual recall
of names, places, dates, and events, it would not be efficient to use lengthy essay
questions. Although there are instances where the instructional objectives can be
measured by different formats, the teacher should use the least complicated one.

Categories of Assessment Instruments and Its Appropriateness.

1. Written Response Instrument. Objective tests are appropriate for assessing the
various levels of hierarchy on educational objectives. Multiple choice tests in particular can
be constructed in such a way as to test higher order thinking skills. Essays, when properly
planned, can test your grasp of the higher level of cognitive skills particularly in the areas of
application, analysis, synthesis and judgment.
2. Product Rating Scales. This has the one that assigns numbers to categories
representing different degrees of performance. They are typically used for those aspects of
a complex performance, such as products, that do not lend themselves to yes/no or
present/absent type of judgments.
 3. Performance Test. It is used to determine whether or not you behave in a certain
(usually desired) way when asked to complete a particular task.
4. Oral Questioning. This is an appropriate assessment method when the objectives
are to assess your stock knowledge and to determine your ability to communicate ideas in
coherent verbal sentences.
5. Observation and Self -Reports. These are useful supplementary assessment
methods when used in conjunction with oral questioning and performance tests. Such
methods can offset the negative impact on you brought about by your fears and anxieties
during oral questioning or when performing actual task under observation. However, since
there is a tendency to overestimate one’s capability, it may be useful to consider weighing
self-assessment and observational reports against the results of oral questioning and
performance tests.

A Three-Stage Model of Classroom Measurement.

There are three stages involved in classroom measurement. These are constructing
instructional objectives, implementing instructional activities, and testing to measure the
attainment of the instructional objectives. Each of these must match with the others for
measurement to be valid.
Your task will be made easier if you develop clear and measurable instructional
objectives. Once you have measurable instructional objectives, your task is to construct
several items to validly measure each objective. For example:
Objective: The student will discriminate between learning activities from learning outcomes.
Test Item: Indicate which terms in the following lists are learning activities by placing an A
in the space to the left of the term, and indicate which learning outcomes are by placing an
O in the space.

A 1. Practice multiplication tables.

O 2. List the parts of a carburetor.
O 3. Recall the main events in a story.
A 4. Listen to a foreign language tape.
A 5. Memorize the names of the first five Philippine presidents.

Answers: 1. A; 2. O; 3. O; 4. A; 5. A.

These response alternatives are content-valid measures of the objective because

they ask you to do exactly what the objective requires. There are certainly other equally
valid ways of measuring this objective, but the response alternatives listed are appropriate.
If you can answer four or five correctly, your teacher could feel reasonably secure in
concluding that you have mastered the objective. These types of tests are called criterion-
 referenced because a specific level of acceptable performance called the criterion is
established directly from the instructional objectives.
Keep the three-stage model in mind when you develop an achievement test, and
you are likely to be aware of the issue of content validity.

APPLICATION Let’s Do It

Incorporating assessment to lesson planning and actual teaching, you are tasked to
ask permission from your Cooperating Teacher that you will be teaching one of the lessons
of your assigned subject and grade level. Ask the learning objectives from him or her for
you to prepare in your demo teaching as a finale of this field study. Finalize the schedule
with your Cooperating Teacher. To do this, please do first the instructions given below.

1. Develop first the skeletal framework of congruency of your assessment tasks and
learning outcome by following the template given below to see a full picture that
indeed you aligned assessment tasks to your learning outcome. Use the
instructional objectives given by your Cooperating Teacher.

Cognitive Levels of Learning Outcome/ Assessment Task (Evaluation Is the level of

Learning Outcome Lesson Objective from from your Lesson Plan (Write it assessment
(Bloom) your Lesson Plan (Write in the appropriate level aligned to the
lesson objective in the outcome) level of the
appropriate level objective?
outcome)
YES NO
1. Remembering

2. Understanding

3. Applying
1. Differentiate count Differentiate the following Yes
4. Analyzing noun from mass objects and items whether it
nouns. is a count noun or mass noun

Count Mass
Noun Nouns

2. Distinguish count Read and identify following

nouns from mass words and then write whether
nouns it is a mass noun or a count
` noun.

1. Catsup –
Cognitive Levels of Learning Outcome/ Assessment Task (Evaluation Is the level of
Learning Outcome Lesson Objective from from your Lesson Plan (Write it assessment
(Bloom) your Lesson Plan (Write in the appropriate level aligned to the
lesson objective in the outcome) level of the
appropriate level objective?
outcome)
YES NO
2. Egg -
3. Pipino –
4. Vinigar –
5. Flour

5. Evaluating
Write the word neatly Read the list of words below. Yes
6. Creating and legibly Identify mass nouns and
count nouns and write it on
the right column or group.

Shoes juice chair

Children oil rice

Mass Nouns Count

Nouns

2. Ask permission from your cooperating teacher then, create a Detailed Daily Lesson
Plan following DepEd Order No. 42, s. 2016 on Policy Guidelines on Daily Lesson
Preparation for the K to 12 Basic Education Program. This time, ensure that you are
making this lesson plan with a strong emphasis on congruency of learning activities,
assessment tasks and tools to your instructional objectives.

Detailed School Manikling Grade Level III

Daily Elementary
Lesson School
Plan Teacher Perlyn A. Dela Learning Area Mother
Torre Tongue
Teaching Date and One Week Quarter 1
Time 10:00 – 10:50am

I. OBJECTIVES

A. Content Standards Demonstrates understanding and knowledge of language,

grammar and usage when speaking or writing.
B. Performance Speaks and writes correctly and effectively for different
Standards purpose the basic grammar of the language
C. Learning
Competencies/ At the end of the lesson , the learners should be able to;
Objectives 1. Differentiates count nouns from mass nouns
(Write the LC code for 2. Distinguish count nouns from a mass nouns
each) 3. Write the word neatly and legibly

MT3G-Ia-c – 4.2
II. CONTENT Differentiates count noun from mass noun
III. LEARNING Mother Tongue LM, MTB3, Module, Quarter 1 week 3,
RESOURCES pictures
A. References
1. Teacher’s Guide MTB Teacher’s Guide pages 10
Pages
2. Learner’s Materials
Pages
3. Textbook pages MTB Learner’s Materials pages 10-14
4. Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning Pictures / images
Resources
IV. PROCEDURES
A. Reviewing previous
lessons or Balikan Ta:
presenting
the new lesson A. Nahimutangan B. Karakter C.
Dugakan

___________ 1. Ang elemento sa estorya nga naghisgot sa mga

panghitabo o bahin sa estorya
___________2. Ang elemento sa estorya nga naghisgot kun
Kanus-a ug diin nahitabo ang estorya
___________ 3. Ang elemento sa estorya nga naghisgot sa
Importanteng tawo o mga tawo sa estorya

B. Establishing a Present examples of count nouns and mass nouns.

purpose for the lesson
C. Presenting Basahon Nato:
examples/instances for
the new lesson Gatas krayola tubig libro
Plato bugas papel bag
Kape lapis juice suka
Baso mantika toyo asin

D. Discussing new Hisgoti ug kat-oni kini:

concepts and
practicing new skills Ang Pungan – mao ang ngalan sa tawo, hayop, lugar,
# 1 butang o mga panghitabo

Ang pungan gibahin sa duha ka grupo.

1. Count Noun o Pungan nga mayhap

2. Mass Noun o Pungan nga dili matinagna ug ihap

E. Discussing new Count Nouns o Pungan nga maihap

concepts and
practicing new skills
# 2

Mansanas krayola
 Mass Nouns o Pungan nga dili matagna ug ihap

Gatas Bugas
F. Developing Mastery Basaha ang mga pangutana. Pilia ang tamang litra.
(Leads to Formative
Assessment 3) 1. Hain ang dili maihap nga pungan?
a. baso b. Mantika c. sinina

2. Hain ang maihap nga pungan?

a. itlog b. Juice c. Gatas

3. Si Lina nagdala gisugo sa iyang mama pagpalit ug

Itlog sa tindahan. Hain niini ang naghisgot ug pungan?
a. tindahan b. Itlog c. Lina

4. Unsa nga klase nga pungan ang itlog?

a. pungan nga maihap
b. pungan nga dili madala ug ihap
c. wala sa duha

G. Finding practical Susiha ug ilha ang mga hulagway. Isulat kon kini maihap o
applications of di maihap.
concepts and skills
in daily living

_______________ 1.

_______________ 2.

_______________ 3.
 _______________ 4.

________________ 5.
H. Making Hinumdumi Kini
generalizations and
abstractions about Ang Pungan mao ang ngalan sa tawo, hayop,
the lesson lugar, butang o mga panghitabo ug kini gibahin sa duha ka
grupo. Ang Count Noun o Pungan nga maihap ug ang
Mass Noun o Pungan nga dili madala ug ihap.

I. Evaluating Learning Kolore ug pula ang pungan nga maihap ug kolore ug dalag
ang pungan dili madala ug ihap

tubig libro karton kape

Ice tea kutsara hanger sabaw

J. Additional activities Basaha ang nakasulat nga mga pulong sa ubos. Ihan-ay
for application or kini pinaagi sa pagbutang sa husto nga grupo.
remediation
Kahon mantika pandesal orange juice candy

Patis biskwet senina sapatos bag

Pungan nga Maihap Pungan nga di madala ug

(Count Noun) ihap ( Mass Noun )

V. REMARKS The class session went smoothly and orderly

VI. REFLECTION
a. Number of 25
learners who
earned 80% on the
formative
assessment
b. Number of 5
learners who
require additional
activities for
remediation
c. Did the remedial Yes
 lesson work? 28
Number of
learners who have
caught up with the
lesson.
d. Number of 2
learners who
continue to require
remediation
e. Which of my Interactive strategy or interactive approach because the
teaching strategies student were able to learn immediately when you let them
work well? Why interact with the lesson proper
did these work?
f. What difficulties There is no such difficulties that I have encountered during
did I encounter the session.
which my principal
or supervisor help
me solve?
g. What innovations Images or pictures of different objects or materials that
or localized represents count nouns and mass nouns.
material did I use /
discover which I
wish to share with
other teachers?

3. After finalizing your Detailed Daily Lesson Plan, you seek help from your
Cooperating Teacher to check your lesson plan. He or she may use the Lesson
Plan Rubric for improvement and refinement before using it.
4. During your actual demonstration teaching, you are to be rated, using the COT-
RPMS Form of DepEd. Then, have a post conference with your Cooperating
Teacher to listen to the comments and suggestions as feedback for improvement in
the next actual teaching.
5. After your actual demonstration teaching, develop a portfolio that consists of the
documents you have used from the start up to the end part of your actual
demonstration teaching. These are the detailed daily lesson plan, video of the actual
teaching demonstration, pre-service teachers’ actual teaching rating scale,
instructional materials used, lesson plan rubric, COT-RPMS, pictures, and other
documents.

Closure

You have successfully completed Module 1. Congratulations! You are now confident to
show to the world that you are worthy to be called as a world class teacher. Thank you.
Let’s go on to the next topic.