Activity 5 – Assessing Learning

FIELD STUDY 1
Outcomes and Reporting Feedbacks

Name of FS Student Mosada, Jersey O.

Course, Year and Section BSEd Science IV-3
Name of FS Mentor Dr. Rico A. Reyes
Date

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

Direction: Read the following items below before observing a class.

1. Ask permission from a teacher that you will observe his/her class.
2. Follow the minimum health protocol at all times.
3. Observe etiquette during class observation and interview process.
4. Accomplish all the given task in the observation report below.

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FIELD STUDY 1
Directions: In the table below, list down all forms of assessment tools used by the teacher that
you have observed.
Assessment FOR Learning
1. Recitation
2. Activity
3. Short Quiz/test
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Activity 5 – Assessing Learning
Outcomes and Reporting Feedbacks
Assessment AS Learning Assessment OF Learning
Activity: Solubility: Solutes and
Solvents In our observation, teacher Reyna
conducted assessment of learning
by having a activity and short quiz
Activity: Describing the effect the about the solubility. The results of
surface area of a solute, the type learning assessments can be
of solute, and the quantity of a utilized to support reporting,
solvent have on the rate of differentiation, and reporting by
dissolving. providing proof of student learning.
Summative or formative
evaluations are both possible.
Activity: Setting of Standards
Activity: Do it!
Activity: Analysis
Activity: Abstraction
Activity: Application
Assignment/Homework
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 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

Questions:

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

According to Claire McGuinness, formative assessment refers to strategies used by

teachers throughout a lesson or program to get real-time feedback on how the students’
learning is going. Based on the list above, the action titled “Do it!” strikes me as the
assessment that is formative in character and also so the quick test. Due to the fact that
pupils may be evaluated right away, which can result in the alteration or realignment of
teaching tactics and activities to make them more suited to the needs of the students.

2. List all the summative assessments that you have observed. Justify.

Unfortunately, during our observation, teacher Reyna didn’t conducted yet a

summative assessment among the grade 7- Lopez Jaena. She only conducted a short
quiz/test.

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 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

Intended Learning outcomes / Assessment Activity

Objectives Traditional Non-traditional
1. To know the solute and solvent Activity: Setting of Standard.

2. Define the solute and solvent Activity: Do it!

3. Differentiate the solute from solvent Activity: Analysis

4. Determine the universal solvent Activity: Abstraction

5.Cite the kinds of solute and solvent Activity: Application

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 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 consider in
each assessment activity?
I saw that teacher Reyna successfully included the qualities of a good test into
the test's design. In designing the test, she takes into account the validity, reliability,
usability, scorability, interpretability, and economical factors.
On the other hand, she takes into account the tone, delivery, and management
of the student's response when using the art of inquiry. The conversation moved
forward smoothly and efficiently while taking these factors into account.

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.

According to our conversation with Ms. Thalia O. Mosada, a teacher III at Cipriano P.
Primicias National High School, here is how to determine a learner's grade:

• Step 1: Compute the overall rating for each element (Written Work, Performance Task
and Quarterly Assessment)
• Step 2: Is to multiply the result by the highest score possible to get 100% of the total
raw score.
• Step 3: Convert the percentage scores to weighted scores . Written Work weighs 40%,
Performance Task weighs 40%, and Quarterly Assessment weighs 20%.
• Step 4 is to add the weighted results for each component. The outcome is referred to
as the first grade.
• Step 5: Transmute the initial grade using the transmutation table.

DepEd employs a standards- and competency-based grading system as a result. They take
into account the Written Work, Performance Tasks, and Quarterly Evaluation.

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 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

2. Which of the above listed assessment

are formative in nature? Justify your
answer.

According to Claire McGuinness, formative

Answer the following
assessment questions:
refers to strategies used by
teachers throughout a lesson or program to
get real-time feedback on how the students’
Why is there a need to evaluate learning?
learning is going. Based on the list above, the
action titled “Do it!” strikes me as the
The process of teaching and learning requires evaluation. The teachers can develop more
assessment that is formative in character and
effective and coordinated teaching tactics by evaluating the students' learning. The process used
also so the quick test. Due to the fact that
to determine if the learning objectives or competences were attained is evaluation. According to
pupils may be evaluated right away, which can
the pupils, evaluation was helpful in gauging their development and can foster a desire to study.
result in the alteration or realignment of
Teachers can also help students fill up any gaps in their knowledge and encourage students
teaching tactics and activities to make them
toward a more comprehensive academic development.
more suited to the needs of the students.

Do teachers need to record results of formative and summative assessments? Why or why
not?
Yes, in my opinion, it is crucial to include the outcomes of formative and summative tests in the
teacher's portfolio. Monitoring the development of the teaching and learning process will be
possible through the recording and analysis of findings. Additionally, it is a strategy for advancing
academically and demonstrating that one has acquired the necessary knowledge and skills.

Additionally, according to Ms. Thalia O. Mosada, a teacher III at Cipriano P. Primicias National
High School, formative assessment results do not necessarily need to be recorded but should still
be acknowledged.

In the assessment that was administered, do you think the teacher prepared a table
specification. Elucidate your answer.
Yes, Ms. Reyna created and used a table of specifications in the test she gave. The administration
of various assessments requires the use of a specification table. It gives teachers direction for
framing the exam design that incorporates learning competencies. We saw that Ms. Reyna was
prepared to administer assessments during our two days of class observation.

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 Activity 5 – Assessing Learning
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Outcomes and Reporting Feedbacks

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

By creating activities that are suitable for Grade 7 students, Teacher Reyna was able to link the
assessment tool's task with the desired learning outcomes. The planned learning outcomes would
be furthered as a result.
The fact that evaluations and teaching and learning activities were used to accomplish the
learning outcomes is pertinent to the topic.

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

We were unable to view or notice Ms. Reyna's rating criteria during our observation. But I believe
that she still prepared some rubrics for the assessment she carried out. The next steps in learning
are outlined in the rubrics, along with information on how they will be evaluated and what to
anticipate on tests.
It was required for Ms. Reyna to create a scoring rubric for each activity during the discussion
given the variety of activities she provided.

6 Did the learners encounter difficulty in answering the teacher’s questions? Expound your
answer.

No, we didn't see any challenging pupils participating in the evaluation. They respond to the
question consistently and thoughtfully.
While some students took their time replying, teacher Reyna allowed those who were finished to
ask her. Their cooperation and interpersonal relationships grew as a result.

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 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

Unfortunately, during our observation, teacher Reyna didn’t conducted yet a summative
assessment among the grade 7- Lopez Jaena. She only conducted a short quiz/test.
Unfortunately, we were unable to watch teacher Reyna's computation and communication of
grades to2. parents
List all the
during our two days of observation. We only observed teacher Reyna talking
summative
about solubility during our observation.
assessments that you
Accordinghaveto observed.
Ms. Thalia O. Mosada, a teacher III at Cipriano P. Primicias National High
Justify.
Elementary School, she had no issues when calculating and communicating grades to students'
parents.

I saw that teacher Reyna successfully

included the qualities of a good test into the
test's design. In designing the test, she takes
into account the validity, reliability, usability,
1. As ascorability,
millennial would-be teacher,
interpretability, andhow can the assessment process help you
economical
make learning more fun and more meaningful?
factors.
As a future educator from the millennial generation, I believe that contextualizing the
On the other hand, she takes into
evaluation process can make learning more enjoyable and meaningful. This would be
account the tone, delivery, and management of
beneficial by using different technologies when performing games, interactive activities, and
the student's response when using the art of
problem-solving tasks that would make the learning new for the students.
inquiry. The conversation moved forward
2. As asmoothly
future teacher, how can while
and efficiently you eliminate fear of assessment to your students?
taking these
factors into account.
Eliminating pupils' anxiety during evaluations can be accomplished in a number of
ways as a future teacher. It can involve putting the exam into a fresh context for the
students. A strategy would be to incorporate games. Another excellent method is to increase
the trainees' self-confidence.

3. If you are the teacher, what solution(s) could you offer to address the challenges
in evaluating students’ performance and giving feedbacks?
Knowing what particular challenge is present is the first step in addressing it. Next,
come up with a solution that benefits everyone, especially the students. The comfort and
enhancement of the learners' feelings are the responsibility of the teacher.

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 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

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

According to our conversation with

Ms. Thalia O. Mosada, a teacher III at
Cipriano P. Primicias National High School,
here is how to determine a learner's grade:

• Step 1: Compute the overall rating

for each element (Written Work,
Performance Task and Quarterly
Assessment)
• Step 2: Is to multiply the result by
the highest score possible to get
100% of the total raw score.
• Step 3: Convert the percentage
scores to weighted scores . Written
Work weighs 40%, Performance
Task weighs 40%, and Quarterly
Assessment weighs 20%.
• Step 4 is to add the weighted results
for each component. The outcome is
referred to as the first grade.
• Step 5: Transmute the initial grade
using the transmutation table.

DepEd employs a standards- and

competency-based grading system as a
result. They take into account the Written
Work, Performance Tasks, and Quarterly
Evaluation.

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