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Module 1

The document describes a field study activity and answer sheet for a teaching and learning module on assessment of learning. It includes an activity where the student must identify which assessment descriptions require making an inference versus those that do not. The student correctly identified descriptions requiring inference as those relating to understanding concepts or mental processes, rather than just physical actions or observable product characteristics. Making inferences about students' thinking processes is an important part of assessment.
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0% found this document useful (0 votes)
388 views13 pages

Module 1

The document describes a field study activity and answer sheet for a teaching and learning module on assessment of learning. It includes an activity where the student must identify which assessment descriptions require making an inference versus those that do not. The student correctly identified descriptions requiring inference as those relating to understanding concepts or mental processes, rather than just physical actions or observable product characteristics. Making inferences about students' thinking processes is an important part of assessment.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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FIELD STUDY 2:

Participation and Teaching Assistantship


Answer Sheet

Name: Julebhen M. Gerodias Section: BSED-Math IV


Date Submitted: _______________

Module 1: Teaching and Learning Activities Related to Assessment of Learning


Lesson 1: Assessment Tools in the Learning Environment

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.

2. Fill up the template of Table of Specifications given below.

Learning No. No. Percentage Item Placement under each Cognitive


Competency of of Complexity
Hours Items Rem Und App Ana Eva Cre
Describe the terms 30 1 2% Test 1
“Spiral mins (1)
Progression”.
Identify different 30 1 2% Test I
approaches and mins (2)
methods.
Rearrange the steps 30 1 2% Test
in problem-based mins I (3)
learning.
Identify features on 30 1 2% Test I
how teacher teach mins (7)
Apply different 30 2 4% Test
approaches and mins I
method to a given ( 8,9
situation. )
Analyze teaching 30 1 2% Test I
method used in a mins (10)
given situation.
Define the 30 1 2% Test 1
constructivist mins (12)
teaching.
Distinguish the 30 1 2% Test I
meaning in the mins (18)
concept of various
teaching methods.
Interpret the given 30 1 2% Test I
statement which is mins (21)
"when the subject
matter gets
connected to real
life, it becomes
alive and
interesting"
Describe Problem- 30 1 2% Test I
Based Learning or mins (24)
PBL.
Determine the 30 1 2% Test
effective mins I
instructional (30)
strategies used in
the 21st century
teaching and
learning
Examine the 30 1 2% Test I
characteristics of a mins (35)
constructivist
teaching on a self-
directed learning.
Identify various 30 5 10% Test
teaching approaches mins II- A
of the Subjects in (1-5)
the K to 12
Curriculum
Classify various 30 10 20% Test
approaches and mins II- B
methods according (1-10)
to their similarities.
Identify the role of 30 1 2% Test I
the teacher in mins (4)
current theories of
classroom
management
Explain why 30 1 2% Test
classroom mins I (5)
management
principles are
applied differently
in elementary and
secondary.
Explain the 30 1 2% Test I
importance of mins (11)
promoting
interactive learning.
Select principles in 30 1 2% Test I
classroom mins (13)
management.
Identify various 30 1 2% Test 1
modes of mins (15)
establishing
discipline/classroo
m control?

Distinguish the 30 4 8% Test I


meaning in the mins (6, 14,
concept of various 16, 33)
modes of
stablishing
discipline/
classroom control.
Identify teachers’ 30 2 4% Test I
personal attributes. mins (19,20)
Recall common 30 1 2% Test I
practices on mins (17)
discipline.
Distinguish the 15 1 2% Test I (
meaning in the mins 23)
concept of various
conducive physical
learning
environment.
Distinguish the 30 1 2% Test I
meaning of various mins (25)
seating arrangement
for great instruction.
Describe the 30 1 2% Test I
physical condition mins (26)
of the classroom in
a conducive
physical learning
environment.
Identify some 30 1 2% Test I
routines that can be mins (27)
of great help.
Select the rule and 30 2 4% Test I
procedure on group mins (28,31
work that applies in )
a classroom routine.
Identify the positive 15 1 2% Test I
impact of group mins (29)
work to the
students.
Explain the 30 1 2% Test I
importance of a mins (32)
conducive physical
learning
environment.
Explain the 30 1 2% Test I
importance of a mins (34)
classroom
management.
Explain the ways on 30 1 2% Test I
how the principle of mins (22)
classroom
management were
employed.
Total 15 50 100% 12 16 2 17 2 1
hrs. items

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

Module 1: Teaching and Learning Activities Related to Assessment of Learning


Lesson 2: Process-oriented and Product-oriented Performance-based Assessment
Activity:
The following are descriptions used to judge the adequacy of student performance with
various skills. The part one description pertains to process assessments and part two to product
assessment. Put YES on the space before the number if the description requires an inference and
NO if it is not.
Part I. Process Assessments
No1. The student demonstrates good penmanship.
NO. 2. The student uses fingertips to depress valves on the trumpet.
Yes 3. The student knows how to sand a piece of wood.
NO 4. The student places a lighted match next to the burner before turning on the gas.
Yes 5. The student correctly views the needle on the voltage meter.
Part II. Product Assessments
NO 1. The painted piece of wood is free of brush marks.
NO_ 2. The chair is solidly constructed.
NO 3. The steak is properly cooked.
_NO_ 4. The fingernails are free of dirt.
YES 5. The student understands the directions.

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.

Subject: Math-17 Grade level: BSED-Math 2 Date:


Content Standard: Describe the Professional Teacher and his/her personal and professional
attributes.
Performance Standard: Discuss the Professional Teacher and his/her personal and professional
attributes.
Specific Task: Recite and discuss the Personal and Professional attributes of a professional
teacher.
Process-oriented Learning Competencies:
Recite and discuss the information from memory without referring to notes;
Provide correct examples during the discussion;
Maintain eye contact with the audience while discussing the information;
Explain well the information.

2. Create a task design or performance task aligned from your process-oriented


learning competencies. Please find the format below.
Topic: The Teacher
Possible Task Design or Performance Task: Reflect, Think and Plan it!
Students will be given allotted time for the task. Each student will reflect on the personal
attributes of a professional teacher. They will reflect what are the personal attributes that they
already have and they don’t have. Explain and discuss what are their personal plan of action
for the growth and improvement of it. Each student will be given time to present.

3. Formulate a scoring rubric aligned from your process-oriented learning


competencies to your task design or performance task to see continuity. Follow the
steps presented in designing rubric.
4-Excellent 3-Good 2-Fair 1-Needs Score
Improvement
Delivery Holds attention Consistent use Displays Holds no eye
of entire of direct eye minimal Eye contact with
audience with contact with Contact with audience and
the use of direct audience and audience and Speaks in low
eye contact and Speaks with Speaks in volume.
speaks with satisfactory uneven volume.
volume to variation of
maintain volume.
audience
interest.
Content Demonstrates Demonstrates Uncomfortable Does not have
full knowledge knowledge with grasp of
by providing with some information information,
pertinent examples and and provides provides weak
examples and facts with weak examples or no supports
facts with some and facts, of the topic
explanations and evidences that include very and gives
elaboration. supports thin data or insufficient
conclusion evidence support for
ideas
Enthusiasm/ Demonstrates Shows some Shows little or Shows no
Audience strong enthusiasm mixed feelings interest in
Awareness enthusiasm feelings about about the topic topic presented
about the topic the topic and being presented and fails to
during entire Raises and raises increase
presentation and audience audience audience
Significantly understanding understanding understanding
understanding and awareness and knowledge and knowledge
and knowledge of the most of some points. of the topic.
of the topic. points.
Total Score

Part II. Product-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 product-oriented learning competency. Fill up
the table below.

Subject: Grade level: Date:


Content Standard: Describe a Facilitative Learning Environment
Performance Standard: Illustrate an Ideal Learning Environment
Specific Task: Design own model of learning environment
Product-Oriented Learning Competencies:
Beginner level – The drawing shows facilitative learning environment
Skilled level – The drawing shows facilitative learning environment and creativity
Expert – The drawing shows facilitative learning environment, creativity and it is very well
presented.

2. Create a task design or performance task aligned from your product-oriented


learning competencies. Please find the format below.
Topic: The Learning Environment
Possible Task Design or Performance Task: Draw it!
Before the day the students are being assigned to bring drawing and coloring materials. The
materials will be use in making their own Ideal Learning Environment. They will be given a
time to do it. The teacher will observe how students creative in their task.

3. Formulate a scoring rubric aligned from your product-oriented learning


competencies to your task design or performance task to see continuity. Follow the
steps presented in designing rubric.
Excellent - 4 Good - 3 Satisfactory – Needs Score
2 Improvements
-1
Creativity and Used of own Used of own Used some Did not use
Uniqueness ideas and ideas most of imagination own ideas and
imagination the time imagination
and
Effort Took time and Worked hard Put a small Rushed
worked hard on most of the effort into thethrough and
the project time project did not work
hard
Neatness Craftsmanship Artwork Showed Showed little
is outstanding could be average amount of
and the output outstanding. craftmanship. effort and
is pristine and The output is Some defects craftmanship.
well kept clean without may be present Include
minor defects obvious
like fold and defects.
erasure
Time Allotted time Allotted time Class time was Class time was
was used was used not used not used
wisely. Much wisely. Some wisely. Little wisely. Most of
time went into time went into time went into the time wasted
planning and planning and planning and
designing of designing the designing the
the artwork. artwork artwork
Total
Module 1: Teaching and Learning Activities Related to Assessment of Learning
Lesson 3: Actual Teaching and Learning Activities Related to Assessment of Learning
Activity:
Analysis:
Application:
Incorporating assessment to lesson planning and actual teaching, you are tasked to ask
permission from your Cooperating Teacher that you will be teaching one of the lessons of your
assigned subject and grade level. Ask the learning objectives from him or her for you to prepare
in your demo teaching as a finale of this field study. Finalize the schedule with your Cooperating
Teacher. To do this, please do first the instructions given 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.

Cognitive Levels Learning Assessment Is the level of assessment aligned to


of Learning Outcome/ Task (Evaluation the level of the objective?
Outcome Lesson from your
(Bloom) Objective from Lesson Plan
your Lesson (Write it in the
Plan (Write appropriate level
lesson objective outcome)
in the YES NO
appropriate level
outcome)
1. Remembering

2. Understanding Describe the


nature of the
learner and
his/her
powers/faculties.
Describe the
learning styles
and multiple
intelligence of
the learner.
Discuss the
implications of
the nature of the
learner to the
teaching-
learning process.
3. Applying

4. Analyzing Analyze and 


discuss the
situation.
5. Evaluating

6. Creating Create a concept 


map that show
the faculties or
powers of the
learner.

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.

Detailed Daily School DDOSC-Maragusan Grade Level BSED-Math 2


Lesson Plan Campus
Teacher Learning
Area
Teaching Date Quarter 2nd
& Time

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.

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