ARTIFACT Episode 13 (Page 173)

OBSERVATION SHEET NO.

REPORT
DATE OF OBSERVATION: NOVEMBER 3, 2021
SCHOOL: COLEGIO DE LA PURISIMA CONCEPCION
SUBJECT: FILIPINO
TOPIC: SANAYSAY
GRADE/YEAR LEVEL: 4 YEAR

A strategy or method of analyzing information to discover how much a person understands and if this knowledge
corresponds with the larger picture of a theory or framework is referred to as an assessment tool. The assessment methods
used change depending on the setting and aim. Personality exams, for example, utilize your replies to determine character
qualities, whereas financial evaluations check your knowledge of topics such as saving and investing. Regardless of the context,
all assessment methods rely on a set of well-thought-out questions to acquire insights and reach educated conclusions through
interpretation of these insights.
Assessment is important in the process of learning and motivation. The sorts of assessment activities we assign to our
students impact how they approach the learning task and what study behaviors they employ. Given the significance of
assessment in student learning, it is critical to examine how effectively to quantify the learning that you want your students to
attain. Your students' assessments should incorporate grading, learning, and incentive.
Assessment procedures that are well-designed give useful information regarding student learning. They provide
information about what students learned, how well they learned it, and where they struggled. Good evaluations enable you to
respond to the question, "What did my students learn in my course?"
The assessment process then serves as a lens for analyzing student learning, finding invisible impediments, and
assisting us in improving our teaching methods.
- Makakalikha nang sariling GAWAIN 10: The product assessed using The scoring rubrics is
sanaysay. Gumawa ng sariling sanaysay Holistic rubrics. constructed according to
tungkol sa inyong mga standards.
pinagdaan sa buhay.
-Nasusuri ang tiyak na bahagi GAWAING 7: The product assessed using The scoring rubrics is
ng napakinggang parabola na Gumawa ng sampung group at Analytic rubrics. constructed according to
naglalahad ng katotohanan, gumawa ng dula-dulaan sa standards.
kabutihan at kagandahang- dalawang kwent na ating
asal. tinalakay.
OBSERVATIONS

REFLECTION

Authentic assessment tools and task are not new. From my experiences of test for all the years as a students, when considering
how to assess student learning in a course, most instructors would agree that the ideal assessment would be one that not only
assesses students’ learning; it also teaches students and improves their skills and understanding of course content. One
fundamental aspect of such assessments is that they are authentic. An authentic assignment is one that requires application of
what students have learned to a new situation, and that demands judgment to determine what information and skills are
relevant and how they should be used. Authentic assignments often focus on messy, complex real-world situations and their
accompanying constraints; they can involve a real-world audience of stakeholders or “clients” as well.
PHOTO OF PRODUCT ASSSED DOCUMENTED PERFORMANCE TEST

https://www.youtube.com/watch?v=76poJFuODYs
 RUBIRICS OF PRODUCT ASSSED USED BY RESOUCE PERFORMANCE TEST USED BY RESOUCE TEACHER
TEACHER

ARTIFACT EP 13 (Page 192)

OBSERVATION SHEET NO.
REPORT
DATE OF OBSERVATION: NOVEMBER 3, 2021
SCHOOL: COLEGIO DE LA PURISIMA CONCEPCION
SUBJECT: FILIPINO
TOPIC: SANAYSAY
GRADE/YEAR LEVEL: 4 YEAR
ANALYSIS

□ To ensure test content validity, the parts must it have is the objectives in the hierarchy of educational objectives are well
represented in the test. Such like the resulting test that will be constructed by the teacher will be more or less comprehensive
that there is a balance between items that test lower level thinking skills in the test.
□ The number of items to include on any given test is a professional decision made by the teacher based on the number of
objectives in the unit, his/her understanding of the students, the class time allocated for testing, and the importance of the
assessment. Shorter assessments can be valid, provided that the assessment includes ample evidence on which the teacher can
base inferences about students’ scores. Typically, because longer tests can include a more representative sample of the
instructional objectives and student performance, they generally allow for more valid inferences. However, this is only true
when test items are good quality. Furthermore, students are more likely to get fatigued with longer tests and perform less well
as they move through the test. Therefore, we believe that the ideal test is one that students can complete in the time allotted,
with enough time to brainstorm any writing portions, and to check their answers before turning in their completed assessment.
□ Yes because the distinct from programme or course aims since they are concerned with the achievements of the learner,
rather than the intentions of the teacher and the learning outcomes should be taken into account when designing the
assessment for a course, ensuring that the mode chosen is appropriate for the learning outcome.
□ A teacher cannot have a test with content validity without making TOS. It is because when there is no table of specification,
the tendency for the test maker to focus too much on facts and concepts at the knowledge level. If possible all the levels of
Blooms Taxonomy or in Kendal and Marzano must have a question to solve.

REFLECTION
 I have similar experience. The cornerstone of classroom assessment practices is the validity of the judgments about
students’ learning and knowledge. A TOS is one tool that teachers can use to support their professional judgment when creating
or selecting test for use with their students. The TOS can be used in conjunction with lesson and unit planning to help teacher
make clear the connections between planning, instruction, and assessment. Thus, when used appropriately, it can provide
response content and construct (i.e., response process) validity evidence
A Table of Specifications allows the teacher to construct a test which focuses on the key areas and weights those
different areas based on their importance. A Table of Specifications provides the teacher with evidence that a test has
content validity, that it covers what should be covered.

COMPLETE SAMPLE OF TOS

ARTIFACT

MY TEACHER, MY HERO

My Teacher, My Hero is a Filipino teacher. She was called Ms. Evelyn M. Begaso. She graduated in Colegio de la
Purisima Concepion.

She lives with dignity that exemplifies self-respect, integrity and self discipline. She physically, emotionally and
mentally healthy. Clean and neat, dresses appropriately and pleasant in words and in action. She behave according to the personal
spiritual beliefs that are not contrary to the norms, mores and tradition of the community. She is also mentally alert, makes correct
decision, intelligent to be able to acquire new knowledge, skills and values needed in order to teach. She has the ability to learn new
things, re-learn old knowledge in new ways, un-learn knowledge, skills and values that are no longer applicable to current times.
She set high goals for herself, but remains humble and willing to share success. She confident of doing task but does not consider
self to be better that others all the time. She is always calm in the midst of chaos, remain steadfast under pressure, does not easily
give up and adjust to different situation. She volunteers tasks for others, always willing to share, extends help willingly, accepts
responsibility, tolerant of others people, and gives up time for the group.
A profession has certain recognizable attributes; like they have an acknowledged knowledge base, the nature of which is
area of performance, repertoire and matching. Professions have a rigorous training and certification of members; a workplace culture
of high consulting and collaboration; systematic enculturation of new members; required and continuous learning regularly built into
the work cycle; high public accountability; internal maintenance of high standards of practice; have members who are responsible
for client results; have members who make autonomous decisions guided by a canon of ethics .
Thanks to her I realize that teaching is considered a special and a noble profession that impacts students to emerge
successfully in any other profession. Therefore, professional educators should develop as lifelong learners, reflective thinkers, and
ethical leaders exemplifying the ideals of literacy, scholarship, and social justice in a diverse and ever-changing world.

ARTIFACT (224)

ARTIFACT (234)

OBSERVATION SHEET NO.

REPORT
DATE OF OBSERVATION: NOVEMBER 3, 2021
SCHOOL: COLEGIO DE LA PURISIMA CONCEPCION
SUBJECT: FILIPINO
TOPIC: SANAYSAY
GRADE/YEAR LEVEL: 4 YEAR

MY PHILOSOPHY OF TEACHING
My philosophy in teaching is the same with Progressivism.

I believe that the learner should learn through their experience and by doing the learning in an actual way. They should develop their
skills and mastery of knowledge in an experiential way that suits to t heir needs and interests.

I believe that I should teach the learners the necessary knowledge, skills, and values that will be useful in life.

By creating a child-centered environment, that focuses on the students needs and interest. Helping them to cultivate the values that
they should possess to become a responsible and meaningful individual.

I believe that I can make things possible with the help of others, I cannot do this task alone. I should communicate with other peoples
involved in the process of learning cycle, like my colleagues, parents and other stakeholders that will help me in achieving the goals
for my students