Module 1
Module 1
Activity:
(Your Answer)
Analysis:
1. What are the experiences of Joan as she falls to the traps in test construction?
Joan was very confident that she can manage the test, but when she received the exam, she began
shaking and caused her not to be in focus.
2. What measures have you taken to assure yourself that your test items were clear, accurate and
well-focused on the objectives? By following the guiding principles in making test item.
3. What problems have you encountered? How did you respond to them? How could you avoid
them the next time? In creating the question, itself and placing item under the cognitive
complexity. Recalling lessons that help me do it easily read some articles. Think it repeatedly
and follow the guiding principles.
4. Do your test items provide for a wide range of student learning activities? Describe how this
has been catered for. Maybe, because it’s not only focus in Lower order thinking skill but also in
Higher order Thinking skills.
Application:
1. Ask your Cooperating Teacher that you will be the one to construct the current quarterly
assessment. So, you have to consider the subject, the grade level, and the quarterly coverage of
the instructional objectives in the K to 12 Curriculum Guide.
3. After conducting your Quarterly Assessment anchored to your TOS, proceed to distracter
analysis. Please follow the illustration below. In here, you are going to item analyze each
response option to decide whether the test item is retained, revised, or rejected. The entries for
the Upper 27% and the Lower 27% are counts of students who selected the options while the
entries for the IE (index of effectiveness) row are the calculated values for each option using the
discrimination index formula for items scored 0 and 1.
IE = Hg - Lg
n
Table 1. Illustration of Distracter Analysis for Multiple Choice Test
Item Correct Criterion A B C D E
Response Group
Hg (U27%)
Lg (L27%)
IE
Hg (U27%)
Lg (L27%)
IE
Hg (U27%)
Lg (L27%)
IE
Hg (U27%)
Lg (L27%)
IE
Analysis:
1. Based on your answers above, why did you treat them as descriptions requiring
inference? Because its uses mind, the student thinks it before doing it.
2. Referring to the descriptions requiring inference, what do you think are the
alternatives that directly describe what are to be observed? Fill up the table below.
Part Item no. Alternatives
1 3. The student shows how to sand a piece of wood.
5. The student describes the needle on the voltage meter.
Part 2. The student follows the instructions.
2
Application:
Part I. Process-oriented Performance-based Assessment
1. Choose one learning competency from your assigned subject grade level. Identify a specific
task that shows a process or skills. Then, create a process-oriented learning competency. Fill up
the table below.
1. Choose one learning competency from your assigned subject grade level. Identify a specific
task that shows a process or skills. Then, create a product-oriented learning competency. Fill up
the table below.
1. Develop first the skeletal framework of congruency of your assessment tasks and learning
outcome by following the template given below to see a full picture that indeed you aligned
assessment tasks to your learning outcome. Use the instructional objectives given by your
Cooperating Teacher.
2. Ask permission from your Then, create a Detailed Daily Lesson Plan following DepEd Order
No. 42, s. 2016 on Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic
Education Program. This time, ensure that you are making this lesson plan with a strong
emphasis of congruency of learning activities, assessment tasks and tools to your instructional
objectives.
I. OBJECTIVES
A. Content Standards Describe the nature of the learner.
B. Performance Standards Discuss the implications of the nature of the learner to the
teaching-learning process.
C. Learning Describe the nature of the learner and his/her powers/faculties.
Competencies/ Objectives Describe the learning styles and multiple intelligence of the
(Write the LC code for learner.
each)
II. CONTENT The Learner
-The Fundamental Equipment of the Learner
-Five Distinguishing Elements of a Learner
-Howard Gardner’s 9 Multiple Intelligences
-Dunn and Dunn Learning Style Model
III. LEARNING
RESOURCES
A. References Math 17- Module
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook pages 16-19
4. Additional Materials Internet
from Learning
Resource (LR) Portal
B. Other Learning PowerPoint Presentation, Internet, Laptop or Cellphone
Resources
IV. PROCEDURES
A. Reviewing previous Asking the class what is the previous lesson. Then present the
lessons or presenting PowerPoint presentation contains the new topic.
the new lesson
B. Establishing a purpose Identify the important of knowing their own learning style.
for the lesson
C. Presenting examples/ Discuss the content of the lesson.
instances for the new
lesson
D. Discussing new Provide exact and correct examples in discussing each content
concepts and of the lesson.
practicing new skills #
1
E. Discussing new
concepts and
practicing new skills #
2
F. Developing Mastery Identify what should be the fundamental Equipment and
(Leads to Formative Elements of an Effective Learner.
Assessment 3)
G. Finding practical Activity: Share it!
applications of Let the student share their own learning styles and intelligences.
concepts and skills in
daily living
H. Making What are the fundamental that learner should be equipped?
generalizations and Discuss the Gardner’s Multiple Intelligence and Dunn and
abstractions about the Dunn Learning Style Model
lesson
I. Evaluating Learning Reporting
Assessment
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
a. Number of learners who
earned 80% on the
formative assessment
b. Number of learners who
require additional activities
for remediation
c. Did the remedial lesson
work? Number of learners
who have caught up with
the lesson.
d. Number of learners who
continue to require
remediation
e. Which of my teaching
strategies work well? Why
did these works?
f. What difficulties did I
encounter which my
principal or supervisor help
me solve?
What innovations or
localized material did I use /
discover which I wish to
share with another teacher?
3. After finalizing your Detailed Daily Lesson Plan, you seek help from your Cooperating
Teacher to check your lesson plan. He or she may use the Lesson Plan Rubric for improvement
and refinement before using it.
4. During your actual demonstration teaching, you will be rated using the COT-RPMS Form of
DepEd. Then, have a post conference with your Cooperating Teacher to listen on the comments
and suggestions as feedback for improvement in the next actual teaching.
5. After your actual demonstration teaching, develop a portfolio which consists of the documents
you have used from the start up to the end part of your actual demonstration teaching. These are
the detailed daily lesson plan, video of the actual demonstration teaching, pre-service teachers’
actual teaching rating scale, instructional materials used, lesson plan rubric, COT-RPMS,
pictures, and other documents.