GUIMARAS STATE COLLEGE

College of Teacher Education

Modules in Field Study 1

(Observations of Teaching – Learning in Actual School Environment)
Bachelor of Secondary Education
Bachelor of Elementary
Bachelor of Technology and Livelihood Education
Fourth Year

Name:
Module Title: Module 4

Topics:
Observing the Teachers

1. The Teacher as a Classroom Manager

2. The Teacher as a Facilitator of Assisted Learning Lesson

3. The Teacher as Implementer of Purposeful Assessment

4. The Teacher as an Effective Administrator

Module Introduction:

This module focuses on observation the teacher as a classroom manager. In the classroom
setting the teacher is considered as the manager. As a student intern, you will observe how the teacher
manages his/her classroom by having handling the students behavior, routine, relationship with the
learners, handling the lessons and in general the class environment. It deals on the characteristics and
behaviors while the learners are in schools. The teacher inside the classroom serves as facilitator of
assisted learning that she/he is going to assist only the learning process. Another role of a teacher is an
implementer of assessment. Assessment is part of teaching and learning for the reason to find out the
learning of the learners ,which is embedded in the classroom. The teacher is not only the person inside
the classroom but at the same time as an effective administrator not only inside the classroom but also
in the school environment. With all of these, this will be part of learning experiences that you will have
for you to have self reflection and analysis for future career as future teacher.

Module Outcomes: At the end of this module, the learners are expected to;

1. Explain the teacher as a classroom manager.

2. Identify the teacher as a facilitator of learning lesson.

3. Assess the teacher as implementer of assessment lesson.

 4. Describe the teacher as an effective administrator

Lesson Presentation 1:

1. The Teacher as a Classroom Manager

Lesson Outcome: The learners are expected to have;

1. Explained the teacher as a classroom manager.

ACTIVATE: (Module 4 Task 1- A)

Observe evidences of cognitive abilities (Concrete operational) to the learners in the

video grade school class and do the task below. Please indicate the link of video if you have.

School: Suclaran Central School Name of Teacher: Mr.Esteben N. Galido

Grade / Year Observed: Grade IV A

Subject Area Observed: Mathematics Time Observed: 8:50 - 9:40 am

Teaching Guidelines Check if used Key event in the
lesson observed
1. Continue to use concrete props and visual aids. /
2. Give the students a chance to manipulate and test /
objects.
3. Make sure presentations & readings are brief & well- /
organized.
4. Use familiar examples to explain more complex ideas. /
5. Give opportunities to classify & group objects & ideas /
on increasingly complex levels.
6. Present problems that require logical,analytical /
thinking.

ACQUIRE: Read and study with comprehension the text below.

The Teacher as a Classroom Manager

 You are about to enter a demanding profession. In the school setting, you are a manager
operating within a social context, which is the classroom. As a manger, you will experience wonderful
opportunities and serious responsibilities. Your first task is to establish a productive learning
environment. This is made possible by an organized personal classroom management plan of behavior,
relationship, routine, time, instruction and an environment that keeps the learner productively and
happily engaged in learning.

An effective teacher’s management plan is both preventive, supportive and corrective as

opposed to control. Current theories view teacher classroom management as proactive to prevent
inappropriate behaviors to occur and keep the learners interested and involved in the process of
learning. However, it is important to remember that there is no teacher’s management plan that is
appropriate for all situations and for all students at all times.
Prepares FS 1 Students for PPST: Your Intended Learning Outcomes:

Domain: Curriculum and Planning Develop an organized personal plan of management of

instruction, behavior, environment, relationship,
Strand: Planning & management of teaching and routine and time inferred from observation of the CT.
process
Your Experiential Tasks Your Reflection Trigger
1. Exposure

Data exploration from psychological theories, research Why is the teacher a classroom manager?
models, and time tested teacher management practices.
Answer: We consider a teacher a classroom manager
2. Participation for the reason that teachers play a vital role in
planning, organizing procedures and resources,
Gather data on teacher management techniques through arranging the environment to maximize effuceiciency,
observation monitoring learners' progress, development,
anticipating potential problems. In addition, proper
3. Identification classroom management and discipline endursure the
success of learning process. Classroom management is
the inchpin that makes teaching learning process. In
Share observation experiences.
order to maintain the effective management in the
classroom, teacher has to be precise and clear in
4. Internalization directions to the learners, as well he communicates
well.
My own wish list of competencies as a classroom
manager. How can I be a competent classroom manager?

5.Dissemination answer: In order to achieve becoming a competent

classroom manager you should have the skills in
Connect what I observed - A reflection managing instructions, classroom environment, time ,
and discipline to impart knowledge and skills to
learners.

Data exploration from psychological theories, research modes,and time tested teacher management
practices.
 Major Key Teacher’s concerns for organizing a classroom management plan

CONCERN 1 : Establishing a teacher presence in the classroom as a responsible role model

= Show respect to command respect.

= Know every student and respect diversity.

= Master your lessons to act confidently.

= Speak courteously to students at all times.

= Show personal pride of your students.

CONCERN 2: Establishing a well-organized caring learning environment

= Structure a ” welcoming” room.

= Arrange the seats according to anticipated learning activities.

= Structure learning centers and bulletin boards that reinforce instruction.

= Arrange an area for display of students’ works to recognize their worth.

= Maintain positively stated rules that go with learning territories.

CONCERN 3: Establishing clear set of attainable classroom rules

= Very importantly ,model all established school and classroom rules.

= Lead the learners to set attainable classroom rules themselves.

= Direct students to make a plan for observing classroom rules.

= Enforce rules positively.

= Constantly review and revise rules if necessary

 CONCERN 4: Establishing wholesome friendly relationship with and among students

= Model respectful treatment of students at all times.

= Listen to students’ voices and choices.

= Foster honest,wholesome and constructive conversation.

= Reinforce positive behaviors and achievements with deserved praises.

= Exhibit warm and cheerful disposition.

CONCERN 5: Establishing a management plan of routines

= Establish brief, precise routine procedures for organizing learners,equipment,and activities.

= Define various noise levels and limits for different class activities.

= Specify time for classroom activities and movement.

= Provide flexibility even with well-planned routines.

= Adopt a consistent and persistent approach to routine implementation.

CONCERN 6: Establishing time saving management tasks

= Begin and end all class activities on time.

= Plan well ahead to minimize interruption.

= Use prompts and signals to keep students on tasks.

= Make sure that all needed resource materials are readily available.

= Allow students volunteer to carry out various tasks as privilege.

 CONCERN 7: Establishing a well-organized instruction

= Provide a well=planned,focused,and logically organized lessons.

= Select varied teaching styles and grouping patterns to suit diverse learners.

= Observe students’ engagement on task behaviors throughout the lesson.

= Provide opportunities for productive learning engagement.

= Maintain smooth transition from one activity to the next.

Key words:

1. Classroom management

2. Role model

3. Well-organized instruction

4. Management plan

5. Learning environment

6. Classroom rules

APPLY: (Module 4 Task 1 – B)

Observe the classroom management based on the video to be presented. Use the seven ( 7) key
concerns for organizing a Teacher Personal Management Plan as your guide for observation. Note
whether each indicator is observed or not by using check ( / ) mark. Learn as much as you can from the
observation.

Legends:

O - Observed

NO - no opportunities to observe

NA - Not applicable
 Teacher’s Management Concerns

CONCERN 1 : Establishing a teacher presence in the classroom as a O NO NA

responsible role model

= Show respect to command respect.

= Know every student and respect diversity.

= Master your lessons to act confidently.

= Speak courteously to students at all times.

= Show personal pride of your students.

CONCERN 2: Establishing a well-organized caring learning environment O NO NA

= Structure a ” welcoming” room.

= Arrange the seats according to anticipated learning activities.

= Structure learning centers and bulletin boards that reinforce instruction.

= Arrange an area for display of students’ works to recognize their worth.

= Maintain positively stated rules that go with learning territories.

CONCERN 3: Establishing clear set of attainable classroom rules O NO NA

= Very importantly ,model all established school and classroom rules.

= Lead the learners to set attainable classroom rules themselves.

= Direct students to make a plan for observing classroom rules.

= Enforce rules positively.

= Constantly review and revise rules if necessary.

CONCERN 4: Establishing wholesome friendly relationship with and among O NO NA
students

= Model respectful treatment of students at all times.

= Listen to students’ voices and choices.

= Foster honest,wholesome and constructive conversation.

= Reinforce positive behaviors and achievements with deserved praises.

= Exhibit warm and cheerful disposition.

CONCERN 5: Establishing a management plan of routines O NO NA

= Establish brief, precise routine procedures for organizing

learners,equipment,and activities.

= Define various noise levels and limits for different class activities.

= Specify time for classroom activities and movement.

= Provide flexibility even with well-planned routines.

= Adopt a consistent and persistent approach to routine implementation.

CONCERN 6: Establishing time saving management tasks O NO NA

= Begin and end all class activities on time.

= Plan well ahead to minimize interruption.

= Use prompts and signals to keep students on tasks.

= Make sure that all needed resource materials are readily available.

= Allow students volunteer to carry out various tasks as privilege.

CONCERN 7: Establishing a well-organized instruction O NO NA

= Provide a well=planned,focused,and logically organized lessons.

= Select varied teaching styles and grouping patterns to suit diverse learners.

= Observe students’ engagement on task behaviors throughout the lesson.

= Provide opportunities for productive learning engagement.

= Maintain smooth transition from one activity to the next.

ASSESS: (Module 4 Task 1- C)

Based on your list of observed indicators of each key concern, answer the following questions. Use the
space for your answers after each item.
1. How did the teacher establish her/his presence in the classroom as a responsible role model?

answer: The teacher carry herself as a significant person that commands respect to all of his learners.
He make sure that everyone is valued and heard when it comes to the learner's knowledge, stand and
opinion. A type of behavior modelling wherein there is proper integration of beliefs and attitude that is
explicitly shown towards the class.

2. How did the teacher caring by organized learning environment?

answer: An organized classroom is conducive in a sense that the child is safe inside the classroom and
there is presence of a complete materials that is needed for learning. Aside from the display and
artworks inside the classroom, a teacher must also provide an interactive learning approach that best
suits on learners' engagement and individual patterns.

3. How did the teacher establish wholesome friendly relationship with and among learners?

answer: The teacher exposes her ability to become a " friend to all type" when it comes to sharing and
conversing towards the learners. The teacher shows his interpersonal relationship to a learner when
there is respectful and fair treatment, hearing out their voices and choices , fosters an honest and
wholesome character, reinforces good and outstanding behavior and exhibits warm and accomodating
vibe inside and outside the classroom.

4. How did the teacher establish clear set of classroom rules?

answer: Establishing a clear and non-vague classroom rules is very important in order to avoid
confusion. At the beginning of the class, a teacher must impose rules, instructions and regulations in
order for the learners to become fully aware of what is going to happen. During the lesson and activity
there should be a proper monitoring in order to trace the learning of the learners, a good teacher lead
the learners to set an attainable classroom rules themselves such as coming to school on time, observing
silence while the teacher is taking in front and other rules that integrates forms of awareness, self-
discipline and integrity.

5. How did the teacher establish a well-organized instruction?

answer: A classroom teacher must possess an attitude of being clear towards giving instructions. She
must provide a well-planned, focused and logically arranged lessons and instructions . The selection of
varied and distinct teaching style must also be put into consideration in order to cater the multiple -
intelligences of the learners. Observing the class and the individual performances of the learners while
the lesson is on going and implementing a task behavior is also important. Further, an organized and
planned instruction bridges learning enhancement that provides learning growth towards the learners
that maintains a smooth transition from one activity to the next.

6. How did the teacher establish a management plan of routines?

answer: There is a brief and precise routine procedure for organizing equipment to activities. The
classroom teacher is a manager that overseas to things that are happening inside the classroom such as
mediating the noise and setting limitations for every learner. A plan that is smooth and well order that
specifies time for every lesson and activity and providing a flexible strategies where best of learning is
observed, a well planned routines is successful when there is integration between the teacher and
learner that is persistent and long lasting.

Presentation 2:

1.The Teacher as a Facilitator of Assisted Learning Lesson.

Lesson Outcome: The learners are expected to have;

1. Identified the teacher as a facilitator of learning lesson.

ACTIVATE: (Module 4 Task 2- A)

Observe how the teacher assists learners individually or as a group while teaching .
( Video presented). Identify the learning task performed by the learners and the form of assistance given
by the teacher.An example is given below.

Scaffolding Strategies Observed

Subject Area: English Name of Teacher: Mr. Esteben N. Galido

Time Observed: 8:00 to 8:50 am

Learning Task Form of Assistance Given

Example: Solving a math problem Repeats explanation

Demonstrates steps on doing it

1. Read and Explain some concepts
2. Finding and recognizing the angles and
segments
3. Knowing the parts of the newspaper
4. Determining the verbs from adverbs
5. Demonstrates the part of speech
Simplify or find other terms for better
understanding
Demonstrates steps in doing it
Explain how to remember the different parts
pof the paper
Comparing what is verbs from adverbs by
giving them examples
Provide them examllples and let them finish the
given task.

ACQUIRE: Read and study with comprehension the text below.

 Learning experience focuses on how learning is better facilitated by the guidance and assistance
the learners can receive from adults and peers around them. This is based on Vygotsky’s sociocultural
theory in the cognitive development of the learners, that is, learners learn through their interactions
with others using cultural tools. The theory augments the significant role of teachers,parents,other
adults and peers in learner’s learning and development through assisted learning.
Assisted learning or guided participation in the classroom requires scaffolding. This the support a
teacher provides through clues, reminders,encouragement,breaking the problem down into steps,
providing an example or anything that allows the learner to grow independently as a learner. The
learning experience here challenges you to discover and identify all forms of scaffolding strategies
teachers give to the learners for assisted learning.This learning experience can be carried out
individually or strategically by groups.

Prepares FS 1 Students for PPST: Your Intended Learning Outcome:

Domain: Curriculum and Planning
Strand: Planning and management of teaching and
learning process
Your Experiential Tasks Your Reflection Trigger
1. Exposure Why is assisted learning important for
Observe daily learning routine of students in school cognitive development of learners?
2. Participation answer: Assisted learning is important for
Note teacher’s practices in providing assisted gaining knowledge in every lesson because
learning it allows learners to achieve specific
3. Identification learning goals in each lesson .And, because
Identify the effective assisted learning practices it can develop learners' abilities, assisted
4. Internalization learning can be a huge help for every
Recognize the importance of assisted learning learners' cognitive development.
5. Dissemination
Write a journal article on how to engage in assisted
learning.

Forms of Assisted Learning

1. Procedural facilitators - help learners learn a skill or procedure
2. Modeling - demonstrate or show examples
3. Providing prompts - give clues to give the correct answer
4. Regulating difficulty of problem or task - state first with something easy to do or answer
5. Providing half-done examples - start the task first and let learners finish it.

Key words:
1. Assisted learning
2. Scaffolding
3. Cognitive development
4. Sociocultural
5. Curriculum and planning
 Apply: ( Module 4 Task 2- B)
Identify the effective assisted learning practices. Study the scaffolding strategies you have
answered in the first task. See if you can classify them according to some forms of assisted learning
given below. You can identify other forms that you can can write in the last row.

Forms of Assisted Learning Scaffolding Strategies Observed

1. Procedural facilitators
2. Modeling
3. Providing prompts
4. Regulating difficulty of problem or task
5. Regulating difficulty of problem or task
6. Providing half-done examples
A. Affirming explainations for learners
B. Giving instructions
C. Assisting learners in comprehending the lesson.
A. Utilizing real-world examples
B. Steps demonstrations
C. Utilizing interactive presentations
A. Having a lesson review
B. Repetition of concepts
C. Displaying a photo to quickly obtain an answer.
A. Providing a chronological pattern
B. Assisting students with subject matter analysis
C. Educating the learners on the lesson.
A. Establishing rules and regulations
B. Educating the learners
C. Flashback or recall the lesson
A. Having thoughts about the assigned task
B. tutoring students
C. Assisting students with the creation of output.

ASSESS: ( Module 4 Task 2 - C)

Answer the following questions by recognizing the importance of assisted learning. Us the
space for your answers after each item.
1. From your experience when you were a student from basic education, what other teaching strategies
did your teachers use that helped learners understand a complex subject matter? Can ou cite a specific
example?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

2. What benefits do students derive from assisted learning? How is this related to their cognitive
development?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. What about the teachers? What do they get out of using scaffolding strategies while teaching?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

4. What have you learned from this lesson presentation?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________

Presentation 3:

The Teacher as Implementer of Purposeful Assessment .

Lesson Outcome: The learners are expected to have;

1. Identified the teacher as a facilitator of learning lesson.

ACTIVATE: (Module 4 Task 3- A)

Set an appointment for an interview with your cooperating teacher through call, text or chat. The
form below is given as your interview guide Be sure to study the guide first before you start your
interview. Prepare a record sheet for each item you will interview.

Interview Schedule Form

GUIDE

* Greet you Cooperating Teacher you are about to Date: ____________________Time:___________

interview and mark the time you start. Thank
him/her for giving ou the time to talk with him/her. Name of Teacher: __________________________

* Ask how many years you CT has been teaching # of Years as a Teacher: ________
and the grade levels and subjects s/he is teaching.
Grade/Year Level Taught:__________

Subjects Taught: __________________________

* Inform your CT of the purpose of the interview.“

I would like to learn how you have been using
assessment in your class”.

*What assessment methods have you been using as Check all those mentioned by your CT
a teacher?
* Anything else? ___Giving short quizzes

___Giving long test at the end of a unit

___Giving quarterly test

___Oral questioning

___Performance testing

___Observation

___Others ( Specify) ______________________

* What do you do when you give sort quizzes? Check all that apply.

___CT checks the quizzes after class.

___Students check their own test paper.

___CT always records the scores in a record book.

___Students record their scores in their notebook.

* What about when you give a long test like a unit Check all that apply.
or periodical test?
___CT checks the long test after class.

___Students check their own test paper.

___CT always records the scores in a record book.

___Students record their scores in their notebook.

* What do you do with the results? ___Ct notes the common errors by a show of
hands.

___Ct discusses common errors with class.

____Ct returns test papers to learners after

checking.

Others: _____________________________

* Do you let students know about the results of the Yes: _______ No: _______Sometimes: _______
test?
___CT announces the score of each one.
* How? ___CT returns test papers to learners.

___CT takes up the common errors of the class.

___CT discusses wrong responses of learners &

show how they can be corrected.

Others: _________________________________

* Why do you return the test papers to learners?

* What’s your purpose for discussing the errors of

the learners?

* Anything else?

* Other than testing, what else do you use for Check all those mentioned by CT
grading?
____Projects

___Oral Performance

___Written Performance

___Physical Demonstration

Others: ( Specify)__________________________

* Which for arriving at periodical grades? what do Check all those mentioned by your CT
you use?
___ Short Quizzes

___ Unit Tests

___ Quarterly Test

___ Oral Test

____Projects

___Others ( Specify)

* How do you compute the grade for the quarter? Write the procedure here.
* Do you find assessment useful to you as a
teacher? How? ( Encourage your CT to give as
many reasons as s/he has given you.

* Thank your CT for the opportunity s/he has given

you.

ACQUIRE: Read and study with comprehension the text below.

Learning experience here is an experimental journey which enables you to see the
application of the concepts, principles,and processes you have acquired in Assessment of Learning
courses. It will allow you to carry out a guided information gathering process related to assessment, get
insights from the information gathered,and internalize and self- direct your plans as a future teacher in
the field of classroom assessment.
When were taking Assessment of Learning, your learning resources were your textbooks and
other references. This learning experience introduces you to the most important learning resource
particularly on the practice of assessment in the classroom, your cooperating teachers. Through a face-
to-face interview with them, you should be able to obtain ideas on how assessment improves teaching
and student learning.This learning experience can be carried out by BEEd ,BSEd and BTLEd students.

Prepares FS 1 Students for PPST: Your Intended Learning Outcome:

Domain: Assessment and Reporting Identify ways in which assessment can be used for
Strand: Design, selection, organization and teaching and learning.
utilization of assessment strategies . Monitoring
and evaluation of learner progress and achievement
Your Experiential Tasks Your Reflection Triggers
1.Exposure
Gather information directly from teachers
2.Participation
Process information obtained from the teacher- How can assessment be used to improve teaching?
interviewees
3.Identification
Infer rationale for testing practices of teachers
4.Internalization How can feedback improve learning?
Identify the assessment principles applied behind
the practices
5. Dissemination
Commit to adopt useful testing practices to
improve teaching and learning

Key words:
1. Assessment & reporting
2. Assessment of learning
3. Practice of assessment
4. Principles
5. Concept

APPLY: ( Module 4 Task 3 - B )

After the interview to your cooperating teacher, answer the question below.
What are the assessment methods used by the teacher?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

ASSESS: ( Module 4 Task 3 - C )

A. Below are some practices the teachers do after testing. Give a good reason for this practice. To
learners.

Practices after Testing Possible Reasons

* Teacher announces the score of
each one.
* Teacher returns to learners their
test papers.
* Teacher discusses reasons for
wrong responses of learners.
* Teacher makes learners record
their scores.
* Teacher takes up the common
errors of the class.
* Teacher makes the learners
correct their mistakes.

B. What significant principle of assessment is being illustrated in the practices below?

 Practices after Testing Assessment Principles
* Teacher announces the score of
each one.
* Teacher returns to learners their
test papers.
* Teacher discusses reasons for
wrong responses of learners.
* Teacher makes learners record
their scores.
* Teacher takes up the common
errors of the class.
* Teacher makes the learners
correct their mistakes.

Lesson Presentation 4:

The Teacher as an Effective Administrator

Lesson Outcome: The learners are expected to have;

Described the teacher as an effective administrator.

ACTIVATE: (Module 4 Task 4- A)

Observe how the teacher administers a test. In the table below, write some testing practices you
have observed. ( Video presentation )

Teacher Testing Practices Learners’ Behavior

ACQUIRE:

The Teacher as an Effective Administrator

Your learning journey now brings you to observe how tests are actually administered by
teachers in the field. This experience should guide you in picking up those good practices that assist
learners in taking tests properly. If tests are not administered well, the information expected to be
derived from the testing process for improving teaching and learning may not materialize. Be sensitive
to what the teachers do

The BEEd, BSEd and BTLED students can use this learning journey.

Prepares FS 1 Students for PPST: Your Intended Learning Outcome:

Domain: Assessment and Reporting Draw lessons from good test administration
practices.
Strand: Design, selection,organization and
utilization of assessment strategies

Monitoring and evaluation of learner progress

and achievement
Your Experiential Tasks Your Reflection Triggers
1. Exposure

Observe a test administration episode Why should tests be administered to assist learners
take tests properly?
2. Participation

Record practices prior to,during,and after giving a

test

3. Identification How should tests be administered to assist learners

take tests properly?
Match teacher’s testing practices with good student
behavior.

4. Internalization

Infer the benefits of administering tests properly

5. Dissemination

Formulate guidelines for effective test

administration

Key words:

1. Assessment and reporting

2. Good practices

3. Assessment strategies

4. Evaluation of learner
 APPLY: ( Module 4 Task 4- B )

Watch and observe the teacher activities before, during, and after giving a test. ( Video
presentation)

A. Prior Testing:

1. Actual instructions given by the teacher to the class. Be specific as possible in writing chronologically
what the teacher says.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

2. Other activities done by the teacher.

_____________________________________________________________________________________
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_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

3. What is the overall purpose of the teacher in this part of the lesson presentation?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

B. Testing Proper

Answer the guide questions.

1. How was the test administered? Check all those that apply on the line before the item.

____Entire test written on the board.

____Entire test orally given by the teacher.

____Some parts of test are written;some parts dictated.

____Learners received copies of the printed test where they wrote their answers.
____Learners used answer sheets.

____Test directions read by the teacher after test materials had been distributed.

____Test distributions were not given by the teacher. Instructions read by the learners silently.

____Some learners called to read the instructions.

____Instructions were given by part.

____Examples were given on how to do each part.

____Others: ( Specify)_____________________________________________________________

2. What did the teacher do while learners were taking the test? Heck a;; those that apply on the line
provided.

____Teacher went around the room to supervise learners.

____Teacher stayed only in one place while testing was going on.

____Teacher left the room while learners work on test.

____Teacher answered clarificatory questions of learners.

____ Teacher did not entertain any questions of learners.

_____Others: ( Specify): ____________________________________________________________

3. How did the learners behave during the testing session?

_____Learners started all at the same time.

_____Many learners were doing other things than attending to the test.

_____Many learners asked seatmates what they would be doing.

_____Some learners showed signs of cheating/copying.

_____Most of the learners appeared to have understood the test directions.

_____Many learners appeared confused and did not know what to do.

____Others ( Specify): ______________________________________________________________

C. After Testing Session

Observe closely how testing is ended.

1. How did the teacher finish the testing session? Check all that apply.

_____Teacher asked class to stop working at the same time.

_____Teacher still allowed learners to continue working even after the time was up.

_____Teacher had a systematic way of collecting the test papers.

_____Learners submitted their test papers in any way and at any time they wanted.

_____Others( Specify): _________________________________________________________________

ASSESS: ( Module 4 Task 4 - C)

Answer the following questions. Use the space after each item.

1. Which of the test practices you have observed will be considered as good practices? Why?

_____________________________________________________________________________________
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_____________________________________________________________________________________

2. Why is it important to administer a test properly? Consider the purpose of assessment.

A. For the learners

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_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

C. For the teacher

_____________________________________________________________________________________
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_____________________________________________________________________________________
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_____________________________________________________________________________________
_____________________________________________________________________________________

3. What consequences may result if tests are not administered properly?

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