FIELD STUDY 2 – PARTICIPATION and TEACHING ASSISTANTSHIP

Flex-Obedized Module

I. Title: Learning Teaching Through Assisting

II. Learning Experience 4: Recording Learner’s Assessment Result
III. Objectives: After completing Learning Experience 3, the prospective teachers are
expected to:
a. Accurately record learner’s assessment results.
IV. Duration
(1hour and 30 minutes: Synchronous and 1hour and 30 minutes: Asynchronous)
V. Introduction
*LE 4: Having accurate factual and up to date record keeping of learner’s
academic output is very important part of teacher’s role. Teachers need to
keep effective assessment records of every student so that they can have
accurate judgements about their student’s progress.
Moreover, these records are important to parents so that they can have a clear
understanding of their children’s learning progress and achievement in school.
A student teacher needs the experience of how proper recording of academic
outputs and performance task is done by the teacher. Follow strictly the
instruction of your CT while you help in recording learner’s assessment
results.

A. Learning Essentials/Activities
A.1 Exposure: Observing Transitions and Group Activities
Assist your Cooperating Teacher in checking the accuracy of entering in the class record of the
students; academic output and performance. Follow your CT’s guidelines on how to keep and
safeguard the student’s learning outputs.
Activity
List down your CTs guidelines or instructions on how will you collect, sort and keep students
outputs.

1. First, he tells us to give students clear instructions on when, where, and how to pass them.

2. We collect them by course and section, according to the deadline or submission date.

3. Separating and organizing activities, quizzes, and projects, and recording them in our assigned
course and section in MS Word.

4. Place the students' outputs on my cooperating teacher's table and arrange them by section

A.2 Participation: Getting Acquainted with Learners’ Outputs and Tasks

Organize your list of learners’ outputs by recording them in the given categories.
Categories
Classes (Section) Learning Outputs/Activities Performance Tasks
BSHM 1D Reflection in STS as Invention (10%)
academic field. (10%)
BSHM 1B Portfolio (20%)
Exercises about intellectual
BSHM 1A Revolution (10%) Drawing that depicts an issue
or problem (10%)
 Contribution of Science
Technology and Society Midterm Exam (30%)
(10%)

E Dillema (10%)

Activity about Developments.

(10%)

Essay about information age

(10%)

Quiz (10 Items) 20%

A.3 Identification: Collecting, Organizing and Recording Practices of Learners’

Performance Output
A teacher must be a good housekeeper of students’ records. It is a key responsibility of every
teacher to accurately monitor and record student’s performance output. Therefore to keep the
tasks manageable and less time consuming, part of the teacher’s good housekeeping skill is to
design systematic way of collecting and organizing learner’s performance output.
Assist your Cooperating Teacher in organizing the collection of student’s learning outputs by
putting them in their designated collection station. Follow strictly and double check your
compliance to your CT’s instruction.
·Storage or drawer pocket
·Pocket folder portfolio
·Deep baskets
·Color code filing system
·Homework/ proper collection station
·Others
From your own class list, record the learning outputs and performance tasks submitted by the
students. Double check your record before you hand it to your CT. Arrange the learning outputs
by names or class number for easy recording or follow the manner of recording as instructed by
your CT.

Learning Outputs Performance Tasks

Oral Recitation Midterm Exam

Essay about information age Create their own Inventions
Contribution of Science Technology Drawings that depict an issue or
and Society problem
Quiz Portfolios
Reflection in STS as academic field.
Exercises about intellectual Revolution
As I record the assessments results of the students, what are some of the critical issues of
accountability in recording have I experienced?

The critical issue I encountered in the past few weeks in the recording is that we
cannot deny that some of our students are not following instructions, which can result in a low
grade because simply following the instructions in their outputs means a lot. Another thing I
discovered is that many of them are writing their middle names as surnames, which requires us
as teachers to check the official list to see if we have a student with that name, and it also causes
problems in recording. So I double-check to see if there is a student with that name, and I
discover that she uses her middle name as a surname because it is our responsibility as teachers
to check our students' information. Another experience I had in their grouping task was that they
only wrote their names and didn't double-check them before passing their outputs, so when you
record their scores, you have to find their names one by one. Another issue was that they forgot
to write about their other members, especially the irregular students, so we asked that section and
gave the list of names of those who did not pass their outputs, and we received a lot of messages
saying that they were in that group, and I also remember that a lot of them are late submitting
their outputs, and it is biased to other students who pass their outputs on submission day and
time. As a teacher, we need to record them, but it has consequences like minus points for those
who pass late, so we need to pair with our other students to avoid bias because every single one
of them is making an effort and exerting time to pass their outputs on time.

A.4 Internalization: Recognizing the Importance and Difficulties in Recording Learning

Outputs and Performance Tasks

What are the challenges you encountered in assisting your CT in recording students’ academic
learning outputs and performance tasks?
1. We can't find their name in the master list because they used their middle name first.

2. They are passing their outputs with incomplete information, as most first-year students forgot
to write their course and section in their outputs, and it leads to isolation.

3. They forgot to include their members' names in their output, and some of them received
incomplete grades.

4. Their names are not alphabetically arranged on their outputs, so you must find them one by
one if you are recording their scores, and it consumes a lot of time.

5. They expect high grades despite not following the instructions and submitting late.
A.5 Dissemination: Preparing and Recording Strategies
From the experiences and challenges you have encountered, make your own plan of preparing
and recording strategies relative to your future students’ academic outputs and performance
tasks.
My strategies in Recording my future students’ academic outputs and performance tasks

My future plan for recording my students' outputs and performance tasks is to have
cabinets and organizers so that I can put all of their outputs in the right place, label the cabinets
and organizers so that it is easy to know where I put my students' outputs, and also to have
bulletin boards so that they can post their outputs like their drawings and posters because that
will enhance their critical thinking. By recording their outputs, I will also give rules and
consequences to students who do not follow the instructions to remind them that they must check
their outputs before submitting them, and I will also give rubrics and criteria so they can follow
the instructions and ensure that their activities and outputs are related to what I ask. Another
strategy is to make a seating plan with them alphabetically arranged so that when it comes time
to pass their output, they are already organized and ready to check and record.