Romblon State University

Institute of Education
Sta. Maria, Romblon

Module 1
WELCOME! TO THE WORLD OF FIELD STUDY 1 (OBSERVATION OF TEACHING –
LERANING IN ACTUAL SCHOOL ENVIRONMENT)

UNITS: 3

EPISODE 1: Provides an opportunity to examine and reflect on a school environment

that promotes learning and environment.

TEACHER: MS. REAROSE M. VENUS, LPT

STUDENTS NAME:

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 Romblon State University
Institute of Education
Sta. Maria, Romblon

As you journey in this lesson you are expected to:

Are you ready for today’s lesson? This time, you are tasked to read the
texts below and be able to comprehend it well.

1. A physical environment conducive for learning is one that has consistent

practices that:
• keep the school safe, clean, orderly and free from distraction;
• maintain facilities that provide challenging activities; and
• address the physical, social and psychological needs of the students.

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 Romblon State University
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Sta. Maria, Romblon

2. Display boards can be powerful in communicating information about the

learning environment. They help in building and establishing the school culture.
These boards become one way for everyone to learn about the vision-mission,
goals and values that the school upholds.
3. Display boards can be powerful in communicating information about the
learning environment, display boards have four general purposes:
• Decorative- they offer visual stimulation and appeal to esthetics. They set
the social and psychological atmosphere of the school.
• Motivational- they encourage students to perform better and have
greater confidence. An example would be the display of students’ outputs
that show that each output is recognized and valued. The bulletin boards
help celebrate the learners’ growth and progress.
• Informational- they are used as strategy to readily disseminate information.
• Instructional- they move students to respond and participate through
interactive displays. They move students to think about and communicate
their learning.
4. The set of criteria for evaluating bulletin board displays includes effective
communication, attractiveness, balance, unity, interactivity, legibility,
correctness, and durability.

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 Romblon State University
Institute of Education
Sta. Maria, Romblon

Activity 1.1 Exploring the School Curriculum

To realize the Intended Learning Outcome, work my way through these

steps:
1. Visit a school. Look into facilities and support learning areas in the campus,
then in the classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristics of a school environment that promotes
learning.
5. Present your idea of a good school environment through any of these:
a. Descriptive paragraph b. Photo essay
c. Sketch of drawing d. Poem, song or rap

As you move around the campus, observation forms re provided for you to
document your observations. It is advised that you read the entire worksheet
before proceeding to the school site. A good understanding of the activities and
tasks to be accomplished in the activity sheets will yield better learning results.

SCHOOL FACILITIES OBSERVATION CHECKLIST

Familiarize yourself with the different areas and facilities of the school.
Check the column to indicate their availability. Give a brief description of those
that are available, and say how each will contribute to the students’ learning
and development.
Facilities Description Will it contribute to the
student’s learning and
development. Why?
Office of the
Principal

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 Romblon State University
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Sta. Maria, Romblon

Facilities Description Will it contribute to the

student’s learning and
development. Why?
Library

Counseling Room

Canteen Room

Canteen/Cafeteria

Medical Clinic

Audio Visual/
Learning Resource
Center

Science
Laboratory

Gymnasium

Auditorium

Outdoor/Garden

Home Economics
Room

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 Romblon State University
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Sta. Maria, Romblon

Industrial Workshop
Area

PTCA Office

Comfort Room for

Boys

Comfort Room for

Girls

Others
(Please Specify.)

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 Romblon State University
Institute of Education
Sta. Maria, Romblon

An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your observation report on
the space provided.

Guide Question Classroom Observation Report

1. Describe the community
or neighborhood where the
school is found

2. Describe the school

campus. What color do you
see? What is the condition of
the buildings?

3. Pass by the offices. What

impression do you have of
these offices?

4. Walk through the school

hall, the library, the
cafeteria. Look around and
find out the other facilities
that the school has.

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 Romblon State University
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1. Would you like to teach in the school environment you just observed? Why?
Why not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What kind of school campus is conducive to learning?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. What kind of classroom is conducive to learning?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. In the future, how can you accomplish your answer in number 3?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. Write your additional learnings and insight here.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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Institute of Education
Sta. Maria, Romblon

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Institute of Education
Sta. Maria, Romblon

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Institute of Education
Sta. Maria, Romblon

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 Romblon State University
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Sta. Maria, Romblon

RUBRICS FOR LEARNING EPISODE 1

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

1
4 3 2
Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation questions/tasks (2) observation observation observation
Sheet completely questions/tasks questions/tasks questions/tasks
answered/ not answered/ not answered/ not answered/
accomplished. accomplished. accomplished. accomplished.
Analysis All questions All questions Questions were Four (4) or more
were answered answered not answered observation
completely; completely; completely; questions were
answers are with answers are answers are not not answered;
depth and are clearly clearly answers not
thoroughly connected to connected to connected to
grounded on theories; theories; one (1) theories; more
theories; grammar and to three (3) than four (4)
grammar and spelling and free grammatical/ grammatical/
spelling and free from errors. spelling errors. spelling errors.
from error.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; shallow; shallow; rarely
by what were supported by somewhat supported by
observed and what were supported by what were
analyzed. observed and what were observed and
analyzed. observed and analyzed.
analyzed.
Learning Artifacts Portfolio is Portfolio is Portfolio is not Portfolio is not
reflected on the reflected on the reflected on the reflected on the
context of the context of the context of the context of the
learning learning learning learning
outcome; outcome; outcome; outcomes; not
complete, well- complete, well- complete, not complete, not
organized, highly organized, very organized, organized, not
relevant to the relevant to the relevant to the relevant to the
learning learning learning learning
outcome. outcome. outcome. outcome.
Submission Submitted before Submitted on the Submitted a day Submitted two
the deadline deadline after the (2) days or more
deadline after the
deadline
COMMENT/S Overall score

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 Romblon State University
Institute of Education
Sta. Maria, Romblon

Module 2
WELCOME! TO THE WORLD OF FIELD STUDY 1 (OBSERVATION OF TEACHING –
LERANING IN ACTUAL SCHOOL ENVIRONMENT)

UNITS: 3

EPISODE 2: Provides with an opportunity to observe learners of different ages and

grade levels. It highlights the differences in their characteristics and needs. As a future
teacher, it is important for me to determine my learners’ characteristics and needs so
that I will be able to plan and implement learning activities and assessment that are all
developmentally appropriate.

TEACHER: MS. REAROSE M. VENUS, LPT

STUDENTS NAME:

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 Romblon State University
Institute of Education
Sta. Maria, Romblon

As you journey in this lesson you are expected to:

Are you ready for today’s lesson? This time, you are tasked to read the
texts below and be able to comprehend it well.

Here are major principles of development relevant to this Episode:

1. Development is relatively orderly. Development follows directional patterns

such a, from the head to the toe (cephalocaudal), and from the center of
the body then outwards (proximodistal)
2. Development takes place gradually.
3. All domains of development and learning-physical, social and emotional,
and cognitive- are important, and they are closely interrelated. (NAEYC,
2009)

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Sta. Maria, Romblon

4. Development proceeds toward greater complexity, self-regulation, symbolic or

representational capabilities. (NAEYC, 2009)

ACTIVITY 2.1 Observing learner characteristics of different stages

Use the observation guide and matrices provided for you to

document your observations.
An Observation Guide for the Learners Characteristics

Read the following statements carefully. Then write your observation report
on the provided space. Your teacher may also recommend another observation
checklist if a more detailed observation is preferred.

Physical
1. Observe their gross motor skills how they carry themselves, how they
move, walk, run, go up the stairs, etc.
2. Are gross movements clumsy or deliberate/ smooth.
3. How about their fine motor skills? Writing, drawing, etc.

Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers? What do they talk about? What
are their concerns?
Emotional

1. Describe the emotional disposition or temperament of the learners.

(happy, sad, easily cries, mood-shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-
conscious?

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Sta. Maria, Romblon

Cognitive
1. Describe their ability to use words to communicate their ideas. Note their
language proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for
evidence of their thinking skills.
3. Were there opportunities for problem solving? Describe how they showed
problem solving abilities.

Learners’ Development Matrix

Record the data you gathered about the learners’ characteristics and
needs in this matrix. This will allow you to compare the characteristics and needs
of learners at different levels. The items under each domain are by no means
exhaustive. These are just sample indicators. You may add other aspects which
you may have observed.

Development Preschooler Elementary High School

Domain Indicate age Indicate age Indicate age
range of children range of children range of children
observed: ______ observed: _______ observed: _______
Physical
Gross-motor skills

Fine-motor skills

Self-help skills

Others

Social
Interaction with
Teachers

Interaction with
Classmates/friends

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 Romblon State University
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Sta. Maria, Romblon

Development Preschooler Elementary High School

Domain Indicate age Indicate age Indicate age
range of children range of children range of children
observed: ______ observed: _______ observed: _______
Interests

Others

Emotional
Moods and
temperament,
expression of
feelings

Emotional
independence

others

Cognitive
Communication
skills

Thinking skills

Problem-solving

Others

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1. While you were observing the learners, did you recall your own experiences
when you were their age? What similarities or differences do you have with the
learners you observed?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Think of a teacher you cannot forget for positive or negative reasons. How did
she/he help or not help you with your needs (physical, emotional, social, and
cognitive)? How did it affect you?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Share your other insights here.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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Institute of Education
Sta. Maria, Romblon

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 Romblon State University
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Sta. Maria, Romblon

RUBRICS FOR LEARNING EPISODE 2

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

1
4 3 2
Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation questions/tasks (2) observation observation observation
Sheet completely questions/tasks questions/tasks questions/tasks
answered/ not answered/ not answered/ not answered/
accomplished. accomplished. accomplished. accomplished.
Analysis All questions All questions Questions were Four (4) or more
were answered answered not answered observation
completely; completely; completely; questions were
answers are with answers are answers are not not answered;
depth and are clearly clearly answers not
thoroughly connected to connected to connected to
grounded on theories; theories; one (1) theories; more
theories; grammar and to three (3) than four (4)
grammar and spelling and free grammatical/ grammatical/
spelling and free from errors. spelling errors. spelling errors.
from error.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; shallow; shallow; rarely
by what were supported by somewhat supported by
observed and what were supported by what were
analyzed. observed and what were observed and
analyzed. observed and analyzed.
analyzed.
Learning Artifacts Portfolio is Portfolio is Portfolio is not Portfolio is not
reflected on the reflected on the reflected on the reflected on the
context of the context of the context of the context of the
learning learning learning learning
outcome; outcome; outcome; outcomes; not
complete, well- complete, well- complete, not complete, not
organized, highly organized, very organized, organized, not
relevant to the relevant to the relevant to the relevant to the
learning learning learning learning
outcome. outcome. outcome. outcome.
Submission Submitted before Submitted on the Submitted a day Submitted two
the deadline deadline after the (2) days or more
deadline after the
deadline
COMMENT/S Overall score

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 Romblon State University
Institute of Education
Sta. Maria, Romblon

Module 3
WELCOME! TO THE WORLD OF FIELD STUDY 1 (OBSERVATION OF TEACHING –
LERANING IN ACTUAL SCHOOL ENVIRONMENT)

EPISODE 3: Provides an opportunity to observe how differences in gender, racial,

cultural and religious backgrounds, including coming from indigenous groups influence
learner behavior, interaction and performance in school. One will also analyze and
reflect on practices that teachers use in leveraging diversity in the classroom. It also
provides an opportunity to observe how differences in abilities affect interaction in
school and learn about strategies that teachers use in addressing the learners’ needs
toward effective teaching and learning.

UNITS: 3

TEACHER: MS. REAROSE M. VENUS, LPT

STUDENTS NAME:

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 Romblon State University
Institute of Education
Sta. Maria, Romblon

As you journey in this lesson you are expected to:

Are you ready for today’s lesson? This time, you are tasked to read the
texts below and be able to comprehend it well.

Here are principles and concepts relevant to this episode:

1. Principles of Development
a. Development and learning proceed at varying rates at from child to
child, as well as at uneven rates across different areas of the child’s
functioning. (NAEYC 2019)
b. Development and learning are maximized when learners are
challenged to achieve at a level just above their current level of
mastery, and also when they have many opportunities to practice
newly acquired skills.

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2. The PPST highlighted the following factors that bring about the diversity of
learners:

a. Differences in learners’ gender, needs, strengths, interests and experiences

b. Learners’ linguistic, cultural, socio-economic and religious backgrounds
c. Learners with disabilities, giftedness and talents
d. Learners under challenging circumstances which include geographic isolation,
chronic illness, displacement due to armed conflict, urban resettlement or
disasters, child abuse, and child labor.

Effective teacher is knowledgeable about how issues related to the factors

mentioned affect learners. The teachers develop in them sensitivity and
empathy. They remember that the learners respond and perform at different
levels. The teacher assures the students that their gender identity, culture, and
religion are respected, their strengths are recognized, and their needs will be
met. These teachers declare to all that everyone has the chance to learn and
succeed. They create a learning community where everyone can work together
and contribute regardless of their abilities, capacities and circumstances.

3. Focus on Indigenous People

A young teacher’s approach to indigenous people starts with keen

awareness of one’s own identity, including one’s belief and cultural practices.
Through serious reflection one may realize that the self is a product of all the
influences of key people in one’s life and the community, real and virtual.
Similarly, learners from indigenous group carry with them their beliefs, views and
cultural practices. One’s attitude needs to be that of openness and respect.
Come in not with the view that one’s own culture is superior. We approach with
the sincere willingness and deep interest to know and understand the indigenous
peoples’ culture. We aim to make teaching-learning facilitative rather than
imposing.
a. From your professional education subjects/courses, most likely you have
discussed indigenous peoples in the Philippines. You learned that our
country has about 110 ethnolinguistic groups, majority of which is in
Mindanao, some in Northern Luzon and fewer in the Visayas. (UNDP
Philippine, 2010). They represent about 10-20% of our total population.
There are two big indigenous peoples groups which have several smaller
ethnic groups with them, the non-muslim groups called the Lumads in
Mindanao, and the Igorots in Northern Luzon. Among others, we have the
Badjaos, Ati, and Tumandok, Mangyans and Aetas.
b. Republic Act 8371 ( 1997), the Indigenous Peoples’ Right Act, recognizes

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and protects the rights of indigenous cultural communities (ICC) and indigenous
people (IP). Our country was admired by other rations for enacting this law.
However, years later, so much still has to be done to improve the lives of millions
of people from indigenous groups. (Reyes, Mina and Asis, 2017)

c. Guided by RA 8371, in 2015 Deped issued DO 32, s.2015, Adopting the

Indigenous Peoples Education (IPED) Curriculum Framework. Most useful for you
as a future teacher to remember are the 5 Key Elements of an Indigenous
Peoples Education Curriculum (DO 32, s.2015 enclosure , pp. 15-18):
1. Curriculum Design, Competencies and Content
Interfacing the national curriculum with Indigenous Knowledge systems
and practices (IKSPs) and Indigenous Learning Systems (ILS) the design of a
culturally appropriate and responsive has the following features:

a. Anchors and learning context on the ancestral domain, the community’s

world view, and its indigenous cultural institutions,
b. Includes and respects the community’s expression of spirituality as the part
of the curriculum context.
c. Affirms and strengthens indigenous cultural identity.
d. Revitalizes, regenerates, strengthens, and enriches IKSP’s, ILS, and
indigenous languages.
e. Emphasizes competencies that are needed to support the development
and protection of the ancestral domain, the vitality of their culture, and
the advancement of indigenous peoples’ rights and welfare.
f. Supports the community’s efforts to discern new concepts that will
contribute to the community’s cultural integrity while enabling meaningful
relations with the broader society.

2. Teaching Methodologies and Strategies. A culturally appropriate and

responsive curriculum employs teaching methodologies and strategies that
strengthen, enrich, and complement the community’s indigenous teaching-
learning process.

3. Learning Space and Environment. A culturally appropriate and responsive

curriculum recognizes that the ancestral domain where IKSPs are experienced,
lived, and learned in the primary learning environment and learning space of
indigenous learners.

4. Learning Resources. Instructional materials, and other learning resources shall

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be developed and utilized in line with the described curriculum content and
teaching- learning process.

5. classroom Assessment. Assessment shall be done utilizing tools appropriate to

the standards, competencies, skills and concepts being covered. Their design
and use shall address the needs and concerns of the community and shall be
developed with their participation.

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 Romblon State University
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Use the observation guide provided for you to document your

observations.

An Observation Guide for Indigenous Peoples Education

Read the following carefully before you begin to watch the video or
observe the class. Then write your observation report on the space provided.

1. Before you observe, read about the specific IP group. Know their norms
and customary greetings. This will help you blend in the school community
and interact with respect.
2. Observe and note the different parts. Or areas of the different school
environment. How are learning spaces arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in
teaching the learners?
5. Observe how the teaching-learning process happen. Describe the
learning activities they have and the teaching strategies that the teacher
uses.
6. Describe the interaction that is taking place between the teachers and
the learners.
7. What instructional materials and learning resources they are using?

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RUBRICS FOR LEARNING EPISODE 3

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

1
4 3 2
Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation questions/tasks (2) observation observation observation
Sheet completely questions/tasks questions/tasks questions/tasks
answered/ not answered/ not answered/ not answered/
accomplished. accomplished. accomplished. accomplished.
Analysis All questions All questions Questions were Four (4) or more
were answered answered not answered observation
completely; completely; completely; questions were
answers are with answers are answers are not not answered;
depth and are clearly clearly answers not
thoroughly connected to connected to connected to
grounded on theories; theories; one (1) theories; more
theories; grammar and to three (3) than four (4)
grammar and spelling and free grammatical/ grammatical/
spelling and free from errors. spelling errors. spelling errors.
from error.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; shallow; shallow; rarely
by what were supported by somewhat supported by
observed and what were supported by what were
analyzed. observed and what were observed and
analyzed. observed and analyzed.
analyzed.
Learning Artifacts Portfolio is Portfolio is Portfolio is not Portfolio is not
reflected on the reflected on the reflected on the reflected on the
context of the context of the context of the context of the
learning learning learning learning
outcome; outcome; outcome; outcomes; not
complete, well- complete, well- complete, not complete, not
organized, highly organized, very organized, organized, not
relevant to the relevant to the relevant to the relevant to the
learning learning learning learning
outcome. outcome. outcome. outcome.
Submission Submitted before Submitted on the Submitted a day Submitted two
the deadline deadline after the (2) days or more
deadline after the
deadline
COMMENT/S Overall score

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 Romblon State University
Institute of Education
Sta. Maria, Romblon

Module 4
WELCOME! TO THE WORLD OF FIELD STUDY 1 (OBSERVATION OF TEACHING –
LERANING IN ACTUAL SCHOOL ENVIRONMENT)

EPISODE 4: Provides opportunities for you to have a more in depth- look into the
factors that affect the development of a learner. Focus will be on the early experiences
and characteristics of the learner as describe by the family and other significant others.
You will also focus how the teacher links with the community to maximize the learning
and development of students.

UNITS: 3

TEACHER: MS. REAROSE M. VENUS, LPT

STUDENTS NAME:

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 Romblon State University
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Sta. Maria, Romblon

As you journey in this lesson you are expected to:

Are you ready for today’s lesson? This time, you are tasked to read the
texts below and be able to comprehend it well.

1. Urie Bronfenbrenner’s bio-ecological model presents the learner within the

context of layers of relationship systems that make up the learner’s environment.
Microsystem- Mesosystem Exosystem Macrosystem Chronosystem
includes the the connection the bigger Outermost The element of
structure such between the social system layer which time, patterns
as one’s family, structure in the which includes includes of stability and

microsystem the city cultural values, pacing of the

school and government, customs and child’s
neighborhood the workplace laws everyday life
and the mass
media

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The model helps the teacher look into every aspect in the learners’ environment
to understand his behavior. The teacher’s important role is not to replace what is missing
at home (if any), but to work so that the school becomes an environment that
welcomes and nurtures families. The teacher works to create a partnership with the
family and the community to bring out the best in every learner.
2. Baumrid’s Parenting Styles
Authoritarian. Parents are very firm with their children and expect unwavering and
unquestioning obedience. Rules are set by parents and misbehavior is met with
withdrawal of affection, physical punishments or threats.
Permissive. Parents are not firm of controlling. They have expectations. Mat be warm and
caring bur appear to be uninvolved and uninterested.
Rejecting-Neglecting. Parents are disengaged from children. Neither demanding nor
responsive to children. Provide no structure, supervision, support or guidance.
Authoritative. Parents achieve a good blend. They are firm yet loving. Have clear and
reasonable expectations and limits for their children. Treat children with respect and
warmth. Make children understand consequence of their behavior.

Children of:
Authoritarian Parents: are often unhappy, fearful, withdrawn, inhibited, hostile and
aggressive. They have low-esteem and difficulty with peers.
Permissive Parents: believe that their parents do not care for them. They are often
impulsive, aggressive and lack self-control; may they have low levels of
independence and responsibility.
Rejecting-Neglecting Parents: are found to be the least competent in their over-all
functioning and adjustment.
Authoritative Parents: are socially competent, self- reliant, and have greater ability to
show self-control. They have higher self- esteem and are better adjusted.
- Based on Child Development by Santrock, 2004

To realize my Intended Learning Outcomes, I will my way through these steps:

1. Select a learner from the class which you have previously observed.
2. Interview the teachers about the learner’s characteristics and the community.
3. Conduct a home visit to your selected learner’s residence.
4. Interview the parents about:
a. the rules they implement at home concerning their child’s schooling.
b. the learner’s activities and behavior while at home.
5. Write the Learner’s Profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experience.

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Sta. Maria, Romblon

Field Study 1 42
RMV
 Romblon State University
Institute of Education
Sta. Maria, Romblon

RUBRICS FOR LEARNING EPISODE 4

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

1
4 3 2
Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation questions/tasks (2) observation observation observation
Sheet completely questions/tasks questions/tasks questions/tasks
answered/ not answered/ not answered/ not answered/
accomplished. accomplished. accomplished. accomplished.
Analysis All questions All questions Questions were Four (4) or more
were answered answered not answered observation
completely; completely; completely; questions were
answers are with answers are answers are not not answered;
depth and are clearly clearly answers not
thoroughly connected to connected to connected to
grounded on theories; theories; one (1) theories; more
theories; grammar and to three (3) than four (4)
grammar and spelling and free grammatical/ grammatical/
spelling and free from errors. spelling errors. spelling errors.
from error.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; shallow; shallow; rarely
by what were supported by somewhat supported by
observed and what were supported by what were
analyzed. observed and what were observed and
analyzed. observed and analyzed.
analyzed.
Learning Artifacts Portfolio is Portfolio is Portfolio is not Portfolio is not
reflected on the reflected on the reflected on the reflected on the
context of the context of the context of the context of the
learning learning learning learning
outcome; outcome; outcome; outcomes; not
complete, well- complete, well- complete, not complete, not
organized, highly organized, very organized, organized, not
relevant to the relevant to the relevant to the relevant to the
learning learning learning learning
outcome. outcome. outcome. outcome.
Submission Submitted before Submitted on the Submitted a day Submitted two
the deadline deadline after the (2) days or more
deadline after the
deadline
COMMENT/S Overall score

Field Study 1 43
RMV