Activity 5 – Assessing Learning

FIELD STUDY 1
Outcomes and Reporting Feedbacks

Name of FS Student MICUA, MARY ROSE B.

Course, Year and Section BEED IV
Name of FS Mentor Michael Dan Caranza 1
Date November

Intended Learning Outcomes

At the end of this activity, the FS student must be able to achieve the following intended learning outcomes:
1. determine the alignment of the assessment tools and tasks with the intended learning outcome;
2. critique traditional and authentic assessment tools and tasks for learning in the context of
established guidelines on test construction;
3. evaluate non traditional assessment tools including scoring rubrics;
4. determine the procedure on how grades are computed and reported to parents; and
5. compute student grade based on DepEd’s grading policy.

LEARNING OVERVIEW:

Activity 5 focus on domain 5: Assessment and reporting. Assessment is an inevitable part of the teaching-
learning processes. It determines the effectiveness of the curriculum at the same time it assesses/evaluates the
learner’s performance. There are different assessment tools that can be utilized throughout the process where feed
backs are drawn. In this activity the FS students will be engaged in varied opportunities which will help them
understand better the assessment process.

Observation/Interview/View

Direction: Read the following items below before observing an online class.
1. Ask permission from a teacher that you will observe his/her online class.
2. Follow the minimum health protocol at all times.
3. Observe etiquette and netiquette during the online class observation and interview process.
4. Accomplish all the given task in the observation report below.

E- PORTFOLIO FOR FIELD STUDY 1 REGION’S PREMIER UNIVERSITY OF

CHOICE
ASSESSMENT AND REPORTING 1
 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

Directions: In the table below, list down all forms of assessment tools used by the teacher that
you have observed.

Assessment For Learning Assessment AS Learning Assessment OF Learning

1.Song activities 1.Oral questioning 1. Evaluation
Screening (Reflection)
Pre-Test

2. Oral Questioning 2. Worksheet 2. Assignment

3. Observation 3. Group Evaluation

(Concept Map)

Questions:

1. Which of the listed assessments are formative in nature? Justify your answer.

Oral questioning allows me to ask direct questions and seek direct answers, which I
prefer. Students' minds are stimulated to think critically and respond quickly to specific
concerns as a result of this. It also enables the teacher to assess the students' participation
in class and to promote the students' diverse thinking and knowledge.

E- PORTFOLIO FOR FIELD STUDY 1 REGION’S PREMIER UNIVERSITY OF

CHOICE
ASSESSMENT AND REPORTING 2
 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

2. List all the summative assessments that you have observed. Why do you say so?
3
I noticed he uses evaluation and assignments to assess students' learning abilities
and make judgments about their achievement. Similarly, to inform the teacher that such a
placement or promotion is necessary.

Directions: Complete the table below by listing the intended learning outcomes (ILO) projected
by the teacher and the assessment activity that supports each ILO.

Intended Learning outcomes / Assessment Activity

Objectives Traditional Non-tradition
1. The six levels of the food The teacher uses a video
Understand the food chain's chain are identified using a clip to demonstrate the
process and function. diagram by the teacher. food chain's process and
function.

2. 2.
Create awareness of the food Oral questioning is used by
chain's importance in our daily the teacher to determine the
lives. importance of chains in our
daily lives.

3.Draw and label the food chain 3.

process. The teacher uses a chart to
illustrate a food chain with a
drawing.

E- PORTFOLIO FOR FIELD STUDY 1 REGION’S PREMIER UNIVERSITY OF

CHOICE
ASSESSMENT AND REPORTING 3
 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

Questions

1. What guidelines on test construction and art of questioning did the teacher 4
consider in each assessment activity?

The teacher uses an objective type of test when creating a test in which the student must
analyze and synthesize the concept, date, and text. In the art of questioning, on the other
hand, the teacher employs divergent or open-ended questions such as "what do you think?"
There is no right or wrong answer because it is all based on personal opinion. It is their
responsibility to boost their confidence with their answers and encourage class participation.

Interview a teacher from the DepEd and/or the PSU-LIS, ask how they
compute learners’ grades and what criteria do they consider, also ask
how are the grades or performance reported to parents. Record the result
of your interview here.

Eulogio Arciaga Elementary School's May M. Ballesteros teaches sixth grade. According to her, they use specific
standards and criteria aligned with the K-12 grading system to compute a learner's grade in accordance with
DepEd Order 8, s. In 2015, there were three components to assessing student outcomes, which were as follows:

1.Work that has been written (Thirty Percentage)

2.Performance Task (50 percent )

3.Evaluation every three months (20 percent )

On the other hand, this is how the learner's grade is calculated.

E- PORTFOLIO FOR FIELD STUDY 1 REGION’S PREMIER UNIVERSITY OF

CHOICE
ASSESSMENT AND REPORTING 4
 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks
Analyze
Answer the following questions:
Why is there a need to evaluate learning? 5
It is critical, in my opinion, to assess people's knowledge and abilities in order for them to
become efficient and effective citizens, as well as to have the responsibility of catering to society's
demands in order for it to function effectively. Another is spiral learning, which is the step-by-step
process of a learner being assessed and evaluated by the teacher to ensure that the learner's
foundation of knowledge is sufficient to allow the learner to progress to the next level.

Do teachers need to record results of formative and summative assessments? Why or why
not?
Yes, because it allows the teacher to provide materials that are well-planned and necessary
for the students' needs as determined by the test development process. Similarly, the teacher employs
the table of specifications to provide validity with evidence that must be included.

In the assessment that was administered, do you think the teacher prepared a table
specification. Elucidate your answer.

Yes, because it benefits both students and teachers in the teaching and learning process. It
can also provide feedback on the learning process both in the middle of the lesson and at the end. It
also allows the teacher to adapt instructional methods to meet the students' needs. Finally, it aided in
the development of a stronger teacher-student relationship.

4 How did the teacher align the task in the assessment tools with the intended learning
outcomes?

The teacher begins by emphasizing the importance of verbs in learning outcomes. Students
should be able to demonstrate their learning in terms of what they know, do, and value through
assessment tasks that reflect verbs or actions.

E- PORTFOLIO FOR FIELD STUDY 1 REGION’S PREMIER UNIVERSITY OF

CHOICE
ASSESSMENT AND REPORTING 5
 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

5 Did the teacher use scoring rubrics to evaluate the students’ performance? Describe how
it was utilized?

Yes, it allows students to reflect on their grades, motivating them to be more reflective students. It's
also up to them to work on the areas that have been identified as needing improvement. Teachers, on
the other hand, will determine whether or not a student excels in certain areas. Because it is accurate,
unbiased, and consistent, it also allows for fairness.

6 Did the learners encounter difficulty in answering the teacher’s questions? Why or Why
not? Expound your answer.

No, because the teacher's lesson was well-organized and delivered in a clear manner, and the
teaching techniques and methods he employed were effective in grabbing the students' attention and
creating a positive learning environment. As a result, the students consistently provide correct answers
to the questions.

E- PORTFOLIO FOR FIELD STUDY 1 REGION’S PREMIER UNIVERSITY OF

CHOICE
ASSESSMENT AND REPORTING 6
 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

7 Did the teacher encounter challenge(s) during the computation and reporting of grades to
parents? If yes, What are these?
7
Because all of the students' performances are taped, the answer is no. As a result, if there is a
problem with the computation of grades, you can rest assured that all of the records will be made
public.

Reflect

1. As a millennial would be teacher, how can the assessment process help you
make learning more fun and more meaningful?
The assessment process helps me to be more focused on providing effective instruction that
meets the needs of my students. It will help to refine teaching and identify additional interventions that
can be used to guide students' learning in a more interactive and meaningful way, such as games
(Precilyn)

I fing it easier to learning enjoyable and relevant when the teacher collaborates and
cooperates with us enthusiastically. We will be more motivated to learn actively and participate in
school activities if we engage in fun interactive activities. ( Jennifer)
Meaningful assessments, in my opinion, can come in a variety of shapes and sizes. In fact,
assessments should come in a variety of formats in order to be thoroughly engaging and to elicit the
best work from students.Another way to ensure that an assessment is meaningful, of course, is to
simply ask the students what they thought.the assessment should incorporate skills that students will
need in the future. That is, the test must evaluate more than just content. It should also assess how
well the pupils convey their ideas. ( Melanie)

2. As a future teacher, how can you eliminate fear of assessment to your students
given this new normal mode of teaching?

E- PORTFOLIO FOR FIELD STUDY 1 REGION’S PREMIER UNIVERSITY OF

CHOICE
ASSESSMENT AND REPORTING 7
 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

I will give inspirational quotations that will encourage them and change their mood into
excitement in taking up the assessment to brighten and motivate them achieve more. Likewise, to
elevate positive energy to make them feel that they are not alone to lessen the anxiety they feel. 8
( Precilyn)

As a future teacher, I will advise my students not to be overly concerned about their grades. I'll
3. Ifinform
you them that teacher,
are the in order forhow
themdoto you
to pass, they needa to
formulate understand
plan for yourand absorb the lesson
assessment toolsthey're
in an
reading. ( Jennifer)
online platform teaching?
No teacher likes to see a kid so stressed up or afraid over a single test activity or any type of
contact, such as basic recitation. So, as a future educator, all I can do is help students manage test
anxiety and remove the fear of testing day. Make sure you have a well-thought-out review plan in
place to give your students plenty of opportunities to brush up on the knowledge and skills they'll be
assessed on during testing season. It's also a good idea to get your children used to the type of testing
atmosphere they'll be in. And the best thing you can do is make them feel at ease and give them
motivational words. ( Melanie)

As a future teacher I will help my students through giving them reliable resources from the
internet that may help them improve and learn more, and make sure that we give them assessments
that is relevant and they can use in circular life. (Digna)

3. If you are the teacher, what solution(s) could you offer to address the challenges
in evaluating students’ performance and giving feedbacks?
As a teacher I will assure that I will always evaluate student’s performance through the given
criteria and rubrics for fairness. In giving feedback, I will consider factors that can cater and encourage
them in doing well to lessen the pressure they can feel and providing positive guide towards student’s
mastery. ( Precilyn)

If I were a teacher, I would want to understand the differences among my pupils so that I can
devise a strategy for assessing their performance and ensuring that they actively participate in class.
( Jennifer)

If I will be the teacher I will personally ask my student if He/she have a problem or what part of
the lesson he/she find too difficult to answer to make them feel comfortable and that the teacher really
care for them. ( Digna)

E- PORTFOLIO FOR FIELD STUDY 1 REGION’S PREMIER UNIVERSITY OF

CHOICE
ASSESSMENT AND REPORTING 8
 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

4. Attached sample computation of grades using the DepEd assessment guidelines.

9

E- PORTFOLIO FOR FIELD STUDY 1 REGION’S PREMIER UNIVERSITY OF

CHOICE
ASSESSMENT AND REPORTING 9
 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

Evidenced/Documents 1
0

Self Rating Peer FS Over-all

Rating Mentor’s Rating
Rating

E- PORTFOLIO FOR FIELD STUDY 1 REGION’S PREMIER UNIVERSITY OF

CHOICE
ASSESSMENT AND REPORTING 1
0