FS 1 ACTIVITY 13.

1 OBSERVE
PHYSICAL Applies correct Written test - NO Performance test -
techniques to Enumerate the basic Perform a creative dance
minimize risk of warm-up and presentation utilizing the
injuries in physical stretching exercises. different warm-up and
activities. stretching exercises.
ENGLISH Show appreciation of Performance test - YES
the story “The Story The teacher will give
of Keesh” through different task for
discussion each group based from
the theme of the
story.
GROUP 1- Jingle

GROUP 2- Poem

GROUP 3- Illustration

GROUP 4- Slogan

GROUP 5- Reflection
paper
SOCIAL Identify the Written test List down YES
SCIENCE necessary computer the different network
component used in components needed to
configuration setup a network.
ANALYZE

◊ NO

◊ The possible consequences if teacher’s assessment tasks are not aligned to learning outcomes is that the learning outcomes
will not be able to prescribe what students are expected to demonstrate they have learned and The assessment plan will not be
able shows how they will demonstrate their learning. This is also why it will affect assessment results.

◊ The assessments tasks be aligned to learning outcome because by directly aligning assessment with course learning outcomes,
you can achieve numerous benefits. For example:
- Students can see clearly what to focus on, and how to demonstrate their learning during assessment.
- Assessment feedback framed around criteria that have been derived from the learning outcomes helps guide
students towards what really counts in the course.
- Staff can use learning outcomes when planning learning and assessment activities and tasks. For example, they can
map particular task types to the relevant learning outcomes, and assign grade weightings appropriate to the relative importance
of those outcomes.
- Staff can also use the alignment framework when (a) developing assessment criteria and strategies for engaging
students in a dialogue about assessment, and when (b) reflecting on the overall effectiveness of the curriculum and their
teaching.
-Learning outcomes that are systematically assessed at course level can be shown to contribute to program-level
outcomes, and thus to information provided to students, employer groups, professional bodies and so on about graduation
standards.

REFLECT

◊ From my experience on past assessments, from the subject Filipino, my major is the one I can’t forget because those
assessment greatly affect my performances. The assessments used were aligned with what the teacher taught with learning
outcomes. As a future teacher I have learned from those experience and observation is that when designing a learning
experience, course or program, it is important that there is a good fit between the learning outcomes, assessments, and
teaching and learning activities; in other words, that the three components are aligned This helps ensure teaching and learning
activities enable students to develop the knowledge and skills in the learning outcomes and prepare for formal assessments. In
turn, assessments that align with the outcomes and planned learning activities help teachers and students determine whether,
and to what extent, the outcomes have been achieved. As teachers know, students tend to focus on what they think will be
assessed. If assessment mirrors the learning outcomes and the teaching and learning activities, students will achieve the
learning outcomes, as teachers and learners will be focused on the same goal.

13.2 OBSERVE

OUR RESOOURCE TEACHER ONLY USE CONSTRUCTED RESPONSE IN HER ASSESSMENTS.

-Nabibigyang-puna ang estilo ng may-
akda batay sa mga salita at ekspresyong
ginamit sa akda; ang bias ng paggamit ng
mga salitang nagpapahayag ng matinding
damdamin.
-Nabibigyang- reaksiyon ang mga kaisipan
o ideya sa tinalakay na akda.
- Nagagamit ang angkop na mga pahayag
sa pagbibigay ng sariling pananaw.
- Naitatala ang mga impormasyon tungkol
sa isa sa napapanahong isyung pandaigdig.
-Nagagamit ang angkop na mga piling
pang-ugnay sa pagsasalaysay
(pagsisimula, pagpapatuloy pagpapadaloy
ng mga pangyayari, at pagwawakas).
Gawain 6: Ibahagi mo! The assessment tool constructed is in
Panuto: Sagutan ang pahayag na accordance with established guidelines.
nakasulat sa loob ng kahon.
“Kailangan tutukan ang problemang
pinalsyal ng bawat indibidwal at pamilya.”
GAWAIN 7: Panuto: Sumulat ng tig- The assessment tool constructed is NOT
iisang halimbawa ng paningit (ingklitik), accordance with established guidelines.
panuring (pang-uri at pang-abay),
pamuno, kaganapan ng pandiwa, at
kaugnay na parirala.
GAWAIN 9: The assessment tool constructed is in
1. Bakit nananatiling pandaigdigang banta accordance with established guidelines.
sa seguridad ang terorismo?
2. Paano mapapalawak ang pangungusap?
Bakit kailangang mabatid ang tamang
paggamit ng angkop na mga pahayag sa
pagbibigay ng sariling pananaw?
3. Bilang isang kabataan, paano mo
maipapakita ang pagtulong sa kapwa na
naging biktima ng sakuna sa ating bansa?
GAWAIN 8: Likhain mo! The assessment tool constructed is in
Panuto: Sa napapanahong isyu, sumulat ka accordance with established guidelines.
ng sarili mong sanaysay ukol sa
nararanasan ngayong krisis ang
pagkakaroon ng pandemic “COvid 19” sa
buong mundo. Hindi kukulangin sa 250 na
salita.
GAWAIN 10: Panuto: Pumili ng paksa na The assessment tool constructed is in
gagamitin sa pagsulat ng isang kuwento o accordance with established guidelines.
pangyayari. Gamitin ang mga piling pang-
ugnay sa pagsasalaysay (Pagsisimula,
pagpapadaloy ng pangyayari, at
pagwawakas). Huwag kalimutang
Salungguhitan ang mga pangatnig na
ginamit sa pagsulat.

ANALYZE

 The assessment tool/tasks were most commonly used by teacher is the Essay type because is an important part of studying
for a degree for three reasons: (1) It increases understanding and helps the process of learning because it pushes you, amongst
other things, to clarify and sort out ideas and information, to analyze source material and to exercise critical judgment. The one
were rarely used is the Alternate, Matching type, Multiple choice because in this New Normal learning, it is so easy for the
students who only stay at home. It can also be share easy with their classmates.
 Yes, Based on my answer found in the table, the type of assessment tools and task were the resource teacher most skilled in
test construction because it measure students' ability to apply, analyze, evaluate, and synthesize the knowledge that they have
acquired in a more abstract way. It is mostly used in modules in New Normal.

 Yes, Essay or other written requirements, even if it is a written paper-and-pencil test, be considered an authentic form of
assessment because it is a form of assessment in which students are asked to perform real-world tasks that demonstrate
meaningful application of essential knowledge and skills.

REFLECT

 Traditional assessments are “tests” taken with paper and pencil that are usually true/false, matching, or multiple choice.
These assessments are easy to grade, but only test isolated application, facts, or memorized data at lower-level thinking skills.
Traditional assessment provides little evidence of what a language learner actually can do with the language. I am good at
constructing it because I have experience making it when I was in Third year college. I don’t find it difficult since you only
need to study and understand the topic or lesson, you can easy make it. I have learned that One of the primary benefits of
traditional assessment is the ease with which administrators and admissions professionals can analyze and compare student
scores.

13.3 OBSERVE
- Makakalikha nang sariling
sanaysay.
-Nasusuri ang tiyak na bahagi
ng napakinggang parabola na
naglalahad ng katotohanan,
kabutihan at kagandahang-
asal.
ANALYZE
GAWAIN 10:
Gumawa ng sariling sanaysay
tungkol sa inyong mga
pinagdaan sa buhay.
GAWAING 7:
Gumawa ng sampung group at
gumawa ng dula-dulaan sa
dalawang kwent na ating
tinalakay.
The product assessed using
Holistic rubrics.
The product assessed using
Analytic rubrics.
The scoring rubrics is
constructed according to
standards.
The scoring rubrics is
constructed according to
standards.

▪For me, between analytic and holistic rubrics, the one was more used is the analytic rubrics because analytic scoring provides
students with at least a rating score for each criterion, though often the rubric for analytic scoring offers teachers enough
room to provide some feedback on each criterion.

▪ Based on my answer in # 1, I can say that the scoring rubrics made and used by the Resource Teacher is that they make
assessing the students’ work efficient, consistent, objective, and quick. Teachers evaluating an assignment know implicitly what
makes that assignment excellent, mediocre, or in need of improvement.

▪ Yes, It will make difference in assessment of student work if teacher would rate the product or performance without scoring
rubrics because a rubric, at its most basic, is a tool to define the expectations of a particular assignment with ways to indicate
different levels of effectiveness in meeting those expectations. It is this last aspect, the gradations of quality that
differentiates a rubric from its simpler counterpart, the checklist. Even within the category of a rubric, there is lots of
variety.

▪ If I were to improve on one scoring rubric used, it is the Holistic rubrics by using multiple sources to continually gather
information on a child’s development, to provide feedback to support and guide learning. Students clarify learning intentions,
assess themselves and one another, set goals for improvement, and track and communicate their progress.

▪ Yes, Essay or other written requirements, even if it is a written paper-and-pencil test, be considered an authentic form of
assessment because it is a form of assessment in which students are asked to perform real-world tasks that demonstrate
meaningful application of essential knowledge and skills.

▪ Rubrics can help make students to become self- directed because quality rubrics can provide students with clear targets.
They can help students become more self-directed and reflective, and feel a greater sense of ownership for their learning.
Rubrics contribute to assessment as learning because they allow students to understand what mastery of the content being
studied looks like. Rubrics contribute to assessment as learning or self-assessment. If there were no rubrics in assessment
both teachers and students will have a difficulty on an effective teaching- learning process. Student understands problem but
cannot identify necessary data or create plan to solve.

▪Yes

RELECT

▪ 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.

13.4 OBSERVE

ANALYZE

 With outcome-based education in mind, which should be the basis for the selection of pieces of evidence to show that what
the students was supposed to learn was learned.

 Based on the parts, under the type of portfolio is the Showcase or Presentation Portfolio, a collection of best work. These
types of portfolios focus on the portfolio as a product and are also typically called professional portfolios, formal portfolios, or
career portfolio. The content that’s added to showcase portfolios is written after the learning takes place, often with
reflection from the student. Some schools adopt the mantra of, “collect, select, reflect, connect”. The connect element is an
interesting – it involves sharing student work with others (probably beyond the teacher) and actively seeking an audience and
feedback. The showcase portfolio is often used to share a student’s best achievements or evidence of learning. Students are
generally given the choice to decide what is published.

 The teacher make use of the three types of portfolio when providing structure for involving students in developing and
understanding criteria for good efforts, in coming to see the criteria as their own, and in applying the criteria to their own and
other students' work. Students benefit from an awareness of the processes and strategies involved in writing, solving a
problem, researching a topic, analyzing information, or describing their own observations. Without instruction focused on the
processes and strategies that underlie effective performance of these types of work, most students will not learn them or will
learn them only minimally. And without curriculum-specific experience in using these processes and strategies, even fewer
students will carry them forward into new and appropriate contexts. Portfolios can serve as a vehicle for enhancing student
awareness of these strategies for thinking about and producing work--both inside and beyond the classroom.

RELECT

 Portfolios have not made the learning assessment process inconvenient because it is part of educating the students; it is part
of their learning. Yes, of course! The effort exerted on portfolio really commensurate to the improvement of learning that
results from the use of portfolio because it gives the reason for the students to enhance more not only their cognitive aspect
but also their psychomotor and affective aspect. Thus, effort in making the portfolio is a good sign that the students are well-
motivated in doing such activity which yields to students’ more meaningful learning. When I was on high school, our teachers
were requiring us to make a “Scrap Book” and been submitted at the end of every quarter. So, my experience there was really
great because as a student, it really enhance my skills and talents. I also improve the valuing of my work especially the quizzes
and activities though it contains low score. That’s why, to get high grades in the scrap book, I see to it that it possess
creativity; I am motivated to make my scores in quizzes high and assure that it is organize.

13.5 OBSEVRE
ANALYZE

-
- Self System Thinking for example “analyze importance of knowledge to self” , “examine own beliefs to improve
integration of knowledge” , “identify emotional responses associated with knowledge”
Metacognition for example “examine motivations to learn and improve” , “set specific learning goals and develop a plan
for accomplishing the goals” , “self-monitor the process of achieving a goal.” , “determine how well they understand
knowledge” , “determine accuracy of understanding and defend judgments”

RELECT

- If I were to rate myself on HOTS – from a scale of 1 to 5, I will be 3. Because I think I have only average synthesizing,
analyzing, reasoning, comprehending, application, and evaluation skills. As a future teacher, I will contribute to the development
of learners’ HOTS by answering student's questions. Answers to children's questions can be categorized into seven levels, from
low to high, in terms of encouraging higher levels of thinking. While we wouldn't want to answer every question on level seven,
we wouldn't want to answer every question on levels one and two, either. Here are the different levels and examples of each.

13.6 OBSERVE

-Nasusuri ang tiyak na bahagi ng -Natutukoy ang mga salitang

napakinggang parabola na naglalahad ng magkakapareho o magkakaugnay ang
katotohanan, kabutihan at kagandahang- kahulugan.
asal.

- Nasusuri ang nilalaman, elemento at -Natatalakay ang mga bahagi ng pinanood

kakanyahan ng binasang akda gamit ang na nagpapakita ng mga isyung pandaigdig.
mga binigay na tanong.

-Nabibigyang-puna ang estilo ng may-

akda batay sa mga salita at ekspresyong -Nabibigyang- reaksiyon ang mga kaisipan
ginamit sa akda; ang bias ng paggamit ng o ideya sa tinalakay na akda.
mga salitang nagpapahayag ng matinding
damdamin.

-Nasusuri ang nilalaman, elemento at - Naitatala ang mga impormasyon tungkol

kakanyahan ng binasang akda gamit ang sa isa sa napapanahong isyung pandaigdig.
mga binigay na tanong.

-Nagagamit ang angkop na mga piling

pang-ugnay sa pagsasalaysay - Nagagamit ang angkop na mga pahayag
(pagsisimula, pagpapatuloy pagpapadaloy sa pagbibigay ng sariling pananaw.
ng mga pangyayari, at pagwawakas).

ANALYZE

□ 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.

RELECT

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.

13.7 OBSERVE
B.

C.

D.

ANALYZE

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

REFLECT

13.8 ONSERBE
A.

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*

B.

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C.

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*

D.

*
*
*
*

ANALYZE

*
*

RELECT

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14.1 OBSERVE
1.

2.

ANALYZE

1.
-
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-
2.

RELECT

14.2 OBSEVRE

ANALYZE




REFLECT




ARTIFACT

15.1 0BSERVE

ANALYZE

*
*
*
*

RELECT

15.2

ANALYZE

REFLECT

ARTIFACT

16.1 OBSERVE
16.2

ANALYZE

▪
▪

RELECT

ARTIFACT