Activity 5 – Assessing Learning

FIELD STUDY 1
Outcomes and Reporting Feedbacks

Name of FS Student Cristine Jane R. Caasi

Course, Year and Section IV-BSE English B
Name of FS Mentor Prof. Betha Fe G. Cruz
Date September 28, 2023

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 nontraditional 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.

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/ actual 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.

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 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
thatyou have observed.

Assessment For Learning Assessment AS Learning Assessment OF Learning

1. The teacher made an The teacher reminded the Based on the given activity of
individual activity among the students to have a habit of determining the elements of
students, such as reading at home and the story, this was applied to
answering the reading encouraged them to read when identifying the elements of the
report, to know if the they had free time, as most of poem in their new lesson.
learners learned from their the students did not provide a
previous discussion based copy of the short story.
on the elements of the short
story.
2. The teacher presented a The teacher encouraged the The learners also have their
painting of The Man with a students to act based on their short quiz after the discussion;
Hoe and asked the students grade level and think critically, it is in the form of multiple
to describe the image and as they were no longer choice with 10 items and gives
see what circumstances the elementary pupils. them 2 minutes to answer per
man might be going question.
through.
3. In generalization, the The teacher helped the students
teacher asked the students formulate ideas regarding the
the main idea underlying the lessons of the poem that can be
lines in the poem. applied in the society to which
we belong.

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

Questions:

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

Based on the listed assessment tools utilized in the class discussion, the various activities
under the assessment for learning and assessment as learning can be classified as
formative in nature. The reason for that claim is that these assessments learning are
responsible before and during the learning process. These are centralized on the learner’s
own evaluating knowledge (assessment as learning) and grasping or testing the students’
acquired knowledge as the lesson develops (assessment for learning). The importance of
these formative assessment tools will help the teachers track the direction of learning among
their students and determine if the strategies and methods being employed are working and
may contribute to the assessment of learning, which will tell if the employed techniques work
well in the delivery of the lesson.

2. List all the summative assessments that you have observed. Why do you say so?

Realizing the purpose of a summative assessment, I think that form of assessment was
employed in the class discussion by means of relating the concept of identifying the
elements of the story to the elements of the poem presented in the Man with Hoe
selection. Furthermore, a short quiz was also employed to assess the students’ learning
through the two-day discussion of Ma’am Maneclang with the grade 9 students. As a
result, most of the students got a passing score of 8, which implied that the teaching
strategies were effective.

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

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
1. EN9LT-llb-15: Analyze literature as
a means of valuing other people
and their various circumstances in
life.
The traditional method of
assessment was not
employed in this part.
2. EN9VC-llb-21: Summarize the
information contained in the
material viewed; and
The traditional method of
assessment was not
employed in this part.
3. EN9LT-llc-2.2: Explain how the The teacher employed a
elements specific to a genre short quiz that relies on
contribute to the theme of a written choices and is
particular literary selection. characterized by enabling
correct answers. This can
be done before the
summative assessment.
Non-tradition
The teacher used the
Socratic method of
questioning which will let
the students give their
insights about the various
circumstances the people
had in their life–this can
be in a non-traditional
assessment since it
requires students’ input.
Through the image
presented by the teacher
(the painting of The with a
Hoe), she let the students
describe and give their
opinions about the
material. In this manner,
the students need to
generate ideas on their
own; this can also be in a
form of a non-traditional
assessment.
The non-traditional
method of assessment
was not employed in this
part.

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FIELD STUDY 1
Outcomes and Reporting Feedbacks

1. What guidelines on test construction and art of questioning did the

teacherconsider in each assessment activity?

On constructing a test, Ma’am Maneclang always is guided by the percentage difficulty

under the English area, in which she explained that 60% must be easy questions, 30% for
moderate questions, and 10% for difficult questions. She also added the importance of
distractors in constructing choices and the advantage of performance tasks, where,
according to her, they learn through doing the activity. Moreover, she also used the art of
questioning techniques such as rephrasing, giving hints, guiding them through examples,
and adjusting the questions based on their needs and weaknesses that still abide by the
competencies that they need to develop according to the most essential learning
competencies, or MELCs.

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.

DepEd Teacher from Pangasinan NHS: MA’AM REGINE C. MANECLANG

Grade 9 Adviser

In computing the learners’ grades, she employed the DepEd-

prescribed criteria the DO. No. 8 s, 2012 for English subject, she
follows:
30% - Written works
50% - Performance Task
20% - Quarterly Assessment
For a total of 100%, to fairly grade the learners based on his or her performance
or scores during the conduct of the lesson.

Grades and performance of learners are reported to parents during

the quarterly PTA meeting or (Parent Teacher Association) on Card
Giving Day. Based on her statements, they reach out to the parents
through different mediums such as Messenger and messaging
(SMS), and they also do home visitation if the students’ needs arise.

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Outcomes and Reporting Feedbacks

Analyze

Answer the following questions:

Why is there a need to evaluate learning?

To identify the learning of the students, there should always be a technique to test their state—
we call this assessment. This is the ideal engine for driving the learning process, as an engine
is defined as a mechanism that turns power into motion, which assessment likewise achieves.
Its purpose is to serve as a reference for students' development and improvements;
examining students' implications and betterment that convert into action implies mobilizing the
learners to what it requires for improvement, what real learning has. When we mention
learning, there should be some application. As a result, it is critical to properly fuel the engine
or use the assessment accurately and justly.

Do teachers need to record results of formative and summative assessments? Why or

why not?
There is a distinction between the two, based on my past observations. This is not always
necessary to keep records in formative assessment because it might be in the form of a
question where the teacher merely wants to know if they can process or grasp the lesson, and
it can be done at the beginning or in the middle of the discussion. Summative evaluation, on
the other hand, must be recorded since it will serve as a record of whether the students truly
learned from the discussion or if the strategies that the teacher used were effective or not. This
assessment happened at the end of the discussion or activities. However, it still depends on
the teacher if he or she wants to keep a record of the formative assessment activity.

In the assessment that was administered, do you think the teacher prepared a
tablespecification? Elucidate your answer.
I think there is a prepared table of specifications for administering the assessment, particularly
in the conduct of the short quiz. As I have noticed, there were variations in levels of difficulty in
the test questions; there were questions that were easy, moderate, and difficult. Additionally,
the questions can also be based on remembering, understanding, applying, analyzing,
evaluating, and creating. As a matter of fact, the last question asked the students, " How will
the future reckon with this man?" ” was one of the lines found in the poem.
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Outcomes and Reporting Feedbacks

How did the teacher align the task in the assessment tools with the intended
learningoutcomes?

By understanding the students’ needs through the utilization of the Socratic method of
questioning and a short quiz, the teacher can design tasks that align with the learning outcomes
of the students. For instance, in the first and second objectives, the teacher employed a series
of questions about the people that, with various circumstances, happened in their lives;
additionally, in the image that the students viewed, she also imposed questions that would lead
to the realization of the students about the painting. Consequently, the students also discovered
how the elements contribute to the theme of the literary selection. Lastly, a quiz was used to
determine the students’ knowledge about the lesson.

Did the teacher use scoring rubrics to evaluate the students’ performance? Describe
howit was utilized?

In the conduct of the class observation, there is no reflection of the student’s performance, so
there is no need to have a scoring rubric to assess the performance. The assessment that was
utilized was a short quiz with multiple-choice questions with 10-item items. In this form, the
learners’ knowledge of the lesson was assessed. On the other hand, upon analyzing the
borrowed lesson plan, the student’s performance was assessed through a small group of
differentiated work, but there is no indicated rubric in the plan.

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

There was, of course, inevitable difficulty the learners had answering the teacher’s questions
because there were instances where they did not understand the context of the question. For
example, there were times when they were not familiar with the words they encountered in the
poem, and they had a bit of silence, but when the teacher used familiar words to cope with them,
they immediately answered without raising their hands. Moreover, in the part about identifying
the meaning of the elements of the story, they reflected the difficulty as they gave silence, and
during the reading report activity, they tended to ask what the definition of the theme and moral
of the story were.

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

Did the teacher encounter challenge(s) during the computation and reporting of grades to
parents? If yes, what are these?
According to Ma’am Maneclang, she encountered challenges during the computation of the
grades because there were students who had incomplete requirements and low scores on
quizzes or activities, and she also had students who were always absent during the class.
Furthermore, in terms of reporting grades to the parents, she also had difficulty when they were
not able to attend the meeting because they were not able to communicate the lapses that their
child encountered during that quarter.

Reflect

1. As a millennial would be teacher, how can the assessment process

help you make learning more fun and more meaningful?
As a millennial teacher, I believe that in the future, using technology and applying
trends that kids can relate to in the assessment process will help me make learning more
interesting and meaningful. For example, allowing students to generate work in digital format
that they may visualize in their homes with access to their peers; moreover, utilizing memes
or trend information on the internet that grab their interest at the beginning or end of the
lesson.

2. As a future teacher, how can you eliminate fear of assessment to your

student’s given this new normal mode of teaching?
Normally, students avoid the test-taking period of the course; nevertheless, I believe
that using games or group activities, for example, may minimize their anxiousness, and
they may also enjoy themselves while learning. This may happen in a variety of ways, such
as through technology like Kahoot or in a traditional manner that makes creative use of
resources. In that sense learners did not acquire any fear knowing that they are assessing
their knowledge instead they can enjoy the process of learning because of the excitement
set by the activities provided.
3. If you are the teacher, what solution(s) could you offer to address the
challenges inevaluating students’ performance and giving feedbacks?
One of the simplest methods to deal with the difficulties associated with evaluating
students' performance is to provide rubrics before the start of the performance. This is to
avoid the challenges of assessing their efforts on the given criteria, and then, in terms of
providing feedback, can immediately recognize the necessary areas to be addressed or the
students' strengths in their performance. In this sense their weaknesses can also be
determined and given ways on how to improve and enhance.
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Outcomes and Reporting Feedbacks

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

Evidenced/Documents

“Challenges are always part of the

process.”
In the assessment and reporting done by
our teacher, I noticed that there were
struggles arising that must be given
solutions to fulfill the purpose of learning.
Just like in the same context as mine,
challenges will always be on the path to
achieving success.