PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Taft Ave. cor Ayala Blvd., Ermita, Manila, 1000, Philippines

Profugo, Reyellyn A.
Sabellano, Mitz D.
BVE III-12

Grade level of Teacher Interviewed: 10

Assessment Methods and Strategies Shared

Formative Assessment Summative Assessment

Open-ended Questions Quizzes

Video/Situational Analysis Test

Graphs and Charts Self-evaluation

Role Plays Checklist

Reflective Journal

Movies, songs, and poems reflections

Recitation of Bible verses

Interpretative dance

Sabayang pagbigkas

Appropriate and Inappropriate Assessment Methods and Strategies

Appropriate Inappropriate

Recitations Recitation of Bible verses

Reflective Questioning//Writing Interpretative dance

Peer-sharing Sabayang pagbigkas

Open-ended Questions

Video/Situational Analysis

Graphs and Charts

Quizzes
 PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education
Taft Ave. cor Ayala Blvd., Ermita, Manila, 1000, Philippines

Other Details Noted:

Teacher A is a graduate of Bachelor of Arts in Theology in Christian Education while

Teacher B finished her degree in Bachelor in Psychology. Teacher A has been teaching for
almost seven years already. On the other hand, even though Teacher B is out of the field, she
continues teaching Values Education for about nine years. They both mostly spend their time
through performance tasks.

Values education is about personal development and transformation, which can't always
be quantified or measured in a traditional way. It's more about personal insights and realizations,
which can be hard to assess objectively. Also, there's a risk of creating a judgmental
environment. If not handled properly, assessments can make students feel judged on their values,
which can lead to discomfort or resistance. According to them, one of the main challenges is the
subjective nature of values. Everyone has different values shaped by their personal experiences,
cultural background, and beliefs. This makes it hard to have a standard measure for assessment.
What may seem right to one person may not be the same for another. Another challenge is the
difficulty in measuring personal growth and change. Lastly, there's the challenge of assessing
application in real life. It's one thing to understand a value in a classroom setting, but applying it
in real-life situations can be a different story. It's not always easy to assess how well students can
do this. These challenges make it important for educators to approach values education
assessment with sensitivity and flexibility.

This is why in choosing when and how you will use an assessment tool, you have a lot to
consider. First, its alignment with the competencies. Think about whether the activity to be done
is compatible to achieve the learning outcomes. Second, the ability of the learners. You must
ensure that the assessment task is achievable for the student. And last, its timeline. Make sure
that learners will be given enough time to complete the task.

In addition, aside from the criteria and components given by DepEd in grading Values
Education, the psycho-social skills or life skills really matter most. Decision-making, creative
thinking, interpersonal relationship skills, self-awareness building skills, empathy, and coping
with stress and emotions should be looked at deeper. Similarly, as they reflected, they realized
the importance of exploring different assessment tools especially in using digital platforms.

To wrap up, the crucial part in teaching EsP/Values ​is that it is not like other subjects that
are about skills or academic knowledge that the result can be seen right away. Therefore, we
really need to make sure that the learning our students’ gain is applied in their everyday lives.