Name: Charlyn Joy Abañas

Course/Year: BTLE-HE 3B

Instructor: Ms. Joanna Marie Escanlante

FS 101 – Participation and Teaching Assistantship

QUARTERLY ASSESSMENT

TABLE OF SPECIFICATION
Dressmaking/Tailoring

Learning No. Percent Item Placement Under Each Cognitive No.

Competen of age of Complexity of
cy Cont Items Rem Un App An Ev Cr Ite
act d a a e ms
Hour
s
Identify
sewing
tools and
equipment 3 25% 1,2,6,7,8,10 20 7
and their
uses
25%
Obtain
3 3,4 8
measurem
ents 9.11,17,21,22 ,5

Sketch 23,24,25,26,27
simple 3 25% 12, 7
project 13
design
Identify 14,15,16,18,19,28
sewing 3 25% ,29,30 8
tools and
equipment
and their
uses
Total 12 100% 30

a) Show how you calculated each column, together with the formula.
 Formula:
No. of Contact hours - Total Number of hours ÷ Total of Learning Competency

= 12÷4= 3
Percentage of items - # of Contact hours ÷ Total Number of Contact hours × Total
Percentage of items
= 3 ÷ 12 × 100= 25%

b) After you completed your TOS, it is time to construct your Quarterly Assessment.
Choose the Multiple-Choice Item format (refer to the lesson) for your exam. Submit a
copy in your Google Classroom with answer key.

c) Administer the exam online using Google Form, to the assigned Education Students.
They will serve as the class where you will administer the exam. Check the exams
and gather the results.

d) After conducting your Quarterly Assessment anchored to your TOS, proceed to item
analysis. Calculate Difficulty Index and Discrimination Index.
e) Use the Item Analysis template below.

No. of Correct No. of Correct Discrimination

ITEM Difficulty Index
Items (U) Items (L) Index

1. 22 8 0.55 0.55
2. 25 5 0.63 0.63
3. 23 7 0.58 0.58
4. 21 9 0.63 0.63
5. 25 5 0.53 0.53
6. 20 10 0.5 0.5
7. 19 11 0.48 0.48
8. 23 7 0.58 0.58
9. 21 7 0.53 0.53
10. 22 8 0.5 0.55
11. 24 6 0.6 0.6
12. 27 3 0.68 0.68
13. 29 1 0.73 0.73
14. 28 2 0.7 0.7
15. 26 4 0.65 0.65
16. 22 8 0.55 0.55
 17. 25 5 0.63 0.63
18. 23 7 0.58 0.58
19. 24 6 0.6 0.6
20. 21 9 0.53 0.53
21. 24 6 0.6 0.6
22. 27 3 0.68 0.68
23. 26 4 0.65 0.65
24. 24 6 0.6 0.6
25. 27 3 0.68 0.68
26. 23 7 0.58 0.58
27. 21 9 0.53 0.53
28. 20 10 0.5 0.5
29. 23 7 0.58 0.58
30. 28 2 0.7 0.7

f) Answer the following questions:

 Which question was the easiest?
 Which question was the most difficult?
 Which item has the poorest discrimination?
 Which questions would you eliminate first (if any) – why?

III. Student Assessment

RUBRICS FOR TOS

HIGHEST POSSIBLE
CRITERIA EARNED SCORE
SCORE
CALCULATION
1. Correct calculation of No. (Modify According to the no.
of Contact Hours for of objectives)
each objective.
2. Correct calculation of
Percentage of Items for
each objective.
3. Correct calculation of No.
of Items for each
objective.
TOTAL
 RUBRICS FOR CONSTRUCTED EXAM
HIGHEST POSSIBLE
CRITERIA EARNED SCORE
SCORE
1. Test items promote 10
higher order thinking
skills.
2. Test Items are clear and 10
concise.
3. Test Items avoids hint in 10
the body of the
question/statement.
4. Test Items has minimal 10
use of textbook language
or any source.
5. Test Items does not 10
include trivial
question/statement.
6. Direction is placed before 10
the items and is stated in
a clear and
comprehensive manner.
TOTAL

RUBRICS FOR ITEM ANALYSIS

HIGHEST POSSIBLE
CRITERIA EARNED SCORE
SCORE
CALCULATION
1. Correct calculation of 10
Difficulty Index for each
item.
2. Correct calculation of 10
Discrimination Index for
each item.
3. Correct calculation of No. 10
of Items for each
objective.
INTERPRETATION
1. Interpreted the Difficulty 10
and Discrimination Index
correctly, based on the
result.
40
TOTAL
 FS 101 – Participation and Teaching Assistantship
PRODUCT and PROCESS-ORIENTED TASK DESIGN AND RUBRICS

LESSON 2: Process-oriented and Product-oriented Performance-based Assessment

I. Intended Learning Outcomes:

 To apply the principles in constructing and interpreting performance-based

assessment.

o Construct process-oriented and product-oriented learning competencies

anchored from the instructional objectives of the K to 12 Basic Education
Curriculum Guide
o Create a task design or performance task based on the constructed process-
oriented and product-oriented performance-based assessment.
o Formulate a scoring rubric based on the created task design.

II. Task Description

At the end of the SECOND WEEK, you have to make a Process-oriented and Product-
oriented Performance based assessment. Follow the succeeding instructions.

PROCESS-ORIENTED PERFORMANCE BASED ASSESSMENT

a) Choose one learning competency in the K-12 Curriculum, consider your course
specialization when choosing the subject and grade level. Identify a specific task that
shows process or skills. Then, create a process-oriented learning competency. Fill up
the table below.

Subject: TLE(GARMMENTS) Grade Level: Grade 9

Date:10-12-22
Content Standard: BASIC BODY MEASUREMENTS
Performance Standard: BY PAIR TAKING BODY MEASUREMENTS
Specific Task: GET A PARTNER AND PERFORMED THE BASIC BODY
MEASUREMENTS ALTERNATELY

Process-oriented Learning Competencies:

1. TO IDENTIFY THE BASIC BODY MEASUREMENTS
2. TO EXPALIN WHAT ARE THE BASIC BODY MEASUREMENTS
3. TO PERFORM THE BASIC BODY MEASUREMENTS.

b) Create a task design or performance task aligned from your process-oriented

 learning competencies. Use the format below.

Topic: BASIC BODY MEASUREMENTS

Possible Task Design or Performance Task: TAKE BODY MEASUREMENTS

FOR A BLOUSE
Materials: TAPE MEASURE, PENCIL, PAPER

Procedure:
1. PREPARE TOOLS AND MATERIALS
2. GET A MODEL TO TAKE THE MEASUREMENTS
3. RECORD THE MEASUREMENTS TAKEN IN ALL NEEDED PARTS
 SHOULDER
 FULL LENGHT
 BUST POINT HEIGHT
 BUST POINT WIDTH
 CHEST WIDTH
 BUST
 WAIST LINE
 HIP1
 HIP2
 ARM HOLE
 SLEEVE LENGTH
 SLEEVE WIDTH
 NECH HOLE

c) Formulate a scoring rubric aligned from your process-oriented learning competencies

to your task design or performance task to see continuity. Follow the steps presented
in designing rubrics.

RUBRICS TAKING BODY MEASUREMENTS FOR A BLOUSE

5 4 3 2 1 Score
FOLLOW THE
PROCEDURES IN
TAKING BODY
MEASUREMENTS
FOR BLOUSE

ALL POINTS WHERE

TAKEN PROPERLY IN
TAKING
MEASUREMENTS
 PROPER APPROACH
TO THE MODEL
WHILE TAKING THE
MEASUREMENTS

MAINTAIN
PROFESSIONALISM
BETWEEN CLIENT
AND CLIENTLE.

PRODUCT-ORIENTED PERFORMANCE BASED ASSESSMENT

a) Choose one learning competency in the K-12 Curriculum, consider your course
specialization when choosing the subject and grade level. Identify a specific task that
requires a product of process/skills. Then, create a product-oriented learning
competency. Fill up the table below.

Subject: TLE (GARMENTS) Grade Level: 9

Date:1020-22
Content Standard:
 SEWING TOOLS AND EQUIPMENT ARE IDENTIFIED
 TYPES OF SEWING MACHINES ARE CLASSIFIED AND THEIR USES ARE
IDENTIFIED

Performance Standard: THE LEARNER INDEPENDENTLY USES TOOLS IN

DRESSMAKING/TAILORING.

Specific Task: IDENTIFYING THE DIFFERENT PARTS OF A SEWING

MACHINE AND ITS USES IN ACTUAL

Product-oriented Learning Competencies:

 IDENTIFY SEWING TOOLS AND EQUIPMENT
 CLASSIFY SEWING MACHINES
 DESCRIBE USES OF SEWING TOOLS

b) Create a task design or performance task aligned from your product-oriented

learning competencies. Use the format below.
 Topic: THE DIFFERENT PARTS OF A SEWING MACHINE AND ITS USES

Possible Task Design or Performance Task; IDENTIFY AND USE SEWING

TOOLS PROPERLY.:

Materials:
 PATTERN PAPER
 MARKING TOOLS
 MEASURING TOOLS
 DRAFTING TOOLS
 CUTTING TOOLS
 PINNING TOOLD
 SEWING TOOLS

Procedure:
 Your teacher will choose three (3) of the following tools:
a. measuring tools
b. marking tools,
c. cutting tools
d .drafting tools
d. pinning tools
 You will be asked to identify the uses and characteristics of each tool and
demonstrate how to use them properly.
 Your teacher will put a check (/) in the appropriate column if you have clearly
identified and used the tools properly.

c) Formulate a scoring rubric aligned from your product-oriented learning competencies

to your task design or performance task to see continuity. Follow the steps presented
in designing rubrics.

RUBRICS for IDENTIFY AND USE SEWING TOOLS PROPERLY

Score

ALL TOOLS WERE PROPERLY IDENTIFIED AND

USED PROPERLY. 10

ALMOST ALL OF THE TOOLS WERE PROPERLY

8
IDENTIFIED AND USED PROPERLY
SOME OF THE ITEMS WERE PROPERLY 6
 IDENTIFIED AND USED PROPERLY
MOST OF THE ITEMS WERE IMPROPERLY
IDENTIFIED AND USED. 4

III. Student Assessment

RUBRICS for Product/Process-oriented Learning Competency

Needs Meets Exceeds
SCORE
CRITERIA Improvement Expectations Expectations
EARNED
(2) (3) (5)
Establishes the use
of active verb in the
statement. e.g., The
child will be able to
trace, copy and write
different strokes,
instead of Different
strokes are used by
the child in tracing,
copying and writing.
Learning
competency is
observable,
measurable and is
based on
performance/product.
Learning
competency aligns to
content and
performance
standard.
TOTAL

RUBRICS for Product/Process-oriented Task Design

Needs Good Excellent SCORE
CRITERIA
Improvement (2) (3) (5) EARNED
Task is aligned to the
learning competency.

Task is authentic,
relevant and is set in
a realistic context.
Task engages
students and
promotes HOTs.
Task is
product/process
oriented.
TOTAL

RUBRICS for Task Design Rubrics

Needs Good Excellent SCORE
CRITERIA
Improvement (2) (3) (5) EARNED
Criteria is explicit,
detailed and clearly
stated.
Uses simple
language that
students can
understand.
Criteria is not
recurring and assess
different aspects of
the task.
Criteria addresses
observable
traits/features of the
task.
Uses
scales/descriptors in
rating each criterion.

TOTAL
 FS 101 – Participation and Teaching Assistantship
LESSON PLANNING and ASSESSMENT METHOD

LESSON 3: Actual Teaching and Learning Activities Related to Assessment of Learning

I. Intended Learning Outcomes:

 To immerse students in taking the role of the teacher focusing on incorporating

assessment to the lesson during actual teaching or demonstration teaching.

o Select the appropriate assessment methods, tools, or tasks for different

learning outcomes.
o Determine if the assessment tools or tasks are aligned to the level of the
learning outcomes.
o Create a detailed lesson plan incorporating assessment that are congruent to
the instructional objectives.
o Develop a teaching portfolio that contains detailed daily lesson plan, rating
scales, and instructional materials.

II. Task Description

At the end of the THIRD WEEK, you will prepare a Lesson Plan, Developed Instructional
Materials, and Rating Scales. Refer to the K-12 Curriculum of your field of specialization.
Follow the succeeding instructions.

a) Develop first the skeletal framework of congruency of your assessment tasks and
learning outcome by following the template given below to check the alignment of
assessment tasks to your learning outcome.

Cognitive Levels Learning Outcome/ Assessment Task Is the level of

of Learning Lesson Objective from Evaluation from your assessment
Outcome your Lesson Plan Lesson Plan aligned to the
(Bloom) (Write lesson objective in (Write it in the level of the
the appropriate level appropriate level objective?
outcome) outcome)

YES NO
1. Remembering Identify sewing tools and Identification test /
equipment
 Appreciate the Giving feed backs and /
2. Understanding
importance of sewing participate during
tools and equipment’s discussion
Classify sewing tools and Usage of images or /
equipment’s actual tools and
3. Applying
equipment’s in
classifying the tools
and equipment’s
Describe the uses and Using a Venn diagram /
4. Analyzing function of tools and to differentiate the
equipment of sewing usage of different tools
and equipment’s
5. Evaluating Can list all the tools and Enumeration test /
equipment’s in sewing
Perform the different Performance task /
6. Creating
tools and equipment’s activity.
appropriately.

b) 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 of congruency of learning activities, assessment tasks and tools to your
instructional objectives.

School MSAT Grade Level 9

CHARLYN DRESSMAKING/TAILORING
Learning
DETAILED DAILY Teacher JOY
Area
LESSON PLAN ABANAS
Teaching 1
10-20-22 Quarter
Date & Time
1. identify the sewing equipment;
2. enumerate types of sewing machine;
I. OBJECTIVES 3. appreciate the use of different types of sewing
machine.

The learners demonstrate and understanding on the use of different

A. Content tools and equipment’s in dressmaking/tailoring.
Standards

B. Performance
The learner independently uses tools in dressmaking/tailoring.
Standards
C. Learning LO 1. Identify sewing tools and equipment and their uses
Competencies/ 1.1 Identify sewing tools and equipment
 1.2 Classify sewing machines
Objectives
1.3Describe uses of sewing tools
(Write the LC code
for each)
TLE_HEDM7/8UT -0a-b-1
Topic: Sewing
Subtopic: Types of Sewing Machine
II. CONTENT Materials: Marker, Double sided tape, thread, Printed Pictures,
Sewing Machine Needle, Bobbin, Bobbin Case.

III. LEARNING
RESOURCES
 http://thefinestthread.com/different-types-of-sewing-
machines-explained/
 K-12 Basic Education Curriculum Technology and
Livelihood Education Learners Module for Dressmaking
and tailoring for grade 9
A. References
 K-12 Basic Education Curriculum Technology and
Livelihood Education Teacher’s Guide module for
Dressmaking and tailoring for grade 9

1. Teacher’s Guide PAGE 12

Pages
2. Learner’s Materials PAGES 8-12
Pages
B. Other Learning BLOG, READY MADE POWERPOINT PRESENTATIONS
Resources
IV. PROCEDURES
A. Reviewing REVIEW ABOUT THE DIFFERENT TYPES OF STITCHES
previous AND PRESENT NEW MATERIALS FOR THE NEW TOPIC
lessons or presenting
the new lesson
B. Establishing COMPREHENSION OF THE LEARNERS ABOUT THE PAST
purpose for the LESSON AND IDEAS ABOUT THE NEW TOPIC
lesson
C. Presenting SHOWING ACTUAL MATERIALS FOR THE LEARNERS TO
examples/instances IDENTIFY
for the new lesson
D. Discussing new STUDENTS AS THE CENTER OF THE LESSON BY
concepts and LETTING THEM PARTICIPATE IN EXCHANGE OF PRIZES.
practicing new skills #
1
E. Discussing new USES TRADITIONAL INSTRUCTIONAL MATERIAL IN
concepts and
practicing new skills # COMBINATION WITH THE ALTERNATIVE METHOD TO
2 HAVE INTERACTIVE RESPONSE FROM THE LEARNERS
F. Developing USES PRACTICAL EXAMPLES AND REAL LIFE
Mastery SITUATIONS FOR THE LEARNERS TO ACTIVELY
(Leads to Formative
Assessment 3) PARTICIPATE AND COMPREHEND THE LESSON EASILY.
G. Finding practical RELATE DISCUSSION WITH SIMPLE WORDS OF
applications of EXPLANATIONS AND CORRELATE TO REAL LIFE
concepts and skills in
daily living SITUATIONS.
H. Making LET THE STUDENTS ASK QUESTION AND VICE VERSA
generalizations and TO TEST THE COMPREHENSION SKILL OF THE
abstractions about
the lesson LEARNERS
I. Evaluating Learning USES IDENTICATION AND ENUMARATION TYPE OF TEST
J. Additional activities TASK AN ASSIGNMENT IN RELATION FOR TODAYS
for application or LESSON AS A CONTINUATION UNTO THE NEXT LESSON
remediation
98% OF THE STUDENTS GOT THE FULL REMARKS ON
V. REMARKS
THE CONDUCTED QUIZ
VI. REFLECTION
a. Number of 11 OUT OF 12
learners who
earned 80% on
the formative
assessment
b. Number of 1 OUT 12
learners who
require
additional
activities for
remediation
c. Did the -YES
remedial lesson -1 OUT OF 12
work? Number
of learners who
have caught up
with the lesson.
d. Number of -NONE
learners who
continue to
require
remediation
e. Which of my -THE USE OF COMBINED TRADITIONAL AND
teaching ALTERNATIVE METHOD (ACTUAL MATERIALS, IMAGES
strategies work AND PPT’S) OF INSTRUCTIONAL MATERIALS DID WORK
well? Why did FOR THE STUDENTS FIND IT MORE EASY TO
this work?
UNDERSTAND.
f. What difficulties - THE IMPROVEMENT OF THE LESSON PLAN
 did I encounter
which my
principal or
supervisor help
me solve?
g. What -REINFORCING THE STUDENTS BEFORE THE PROPER
innovations or DISCUSSION AND LET THEM EXPLORE THE SHOP TO
localized
material did I FAMILIARIZE ALL THE TOOLS AND EQUIPMENTS.
use / discover
which I wish to
share with
another
teacher?

III. Student Assessment

RUBRICS FOR LESSON PLAN

EXCEEDS MEET NEEDS
CRITERIA EXPECTATION EXPECTATION IMPROVEMENT
10 8 6
Learning Targets/Objectives
Lists measurable learning targets/
objectives that reflect key
concepts of the discipline, are
aligned with state and national
standards, and are based on
students’ needs and abilities
Instructional Strategies Aligned
to Objectives
Plans and designs instructional
strategies that align with stated
learning targets/ objectives and
considers classroom/school
context, as well as each
individual’s level of skills and
abilities.
Multiple Levels of Learning
Plans instructional strategies and
activities (e.g., higher-order
questioning, multiple
representations, etc.) that foster
the development of higher order
thinking, and plans for student
responses to the
strategies/activities.

Assessment
Plans methods of assessment
that align with and directly
measure student performance on
the stated learning targets/
objectives, and incorporates
methods of process and/or
project-based assessment.

Plans for Technology During

Instruction
The lesson plan indicates the
teacher candidate and students
will use technology in a manner
that facilitates and enhances
instruction and/or student
learning, as well as provides
differentiated instruction that
supports the needs of all leaners.
TOTAL