FIELD STUDY 2 Participation and Assistantship for Pre-service Teachers

(1st Edition)

2022 Printing

This material was submitted to the Central Mindanao University Press as an

item for evaluation, printing, and distribution.

No part of this book may be reproduced in any form or by any means without
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Published and exclusively distributed by the

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CENTRAL MINDANAO UNIVERSITY
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Cover Design and Layout by:

Garin A. Boiser
 FIELD STUDY 2

Participation and Assistantship for

Pre-service Teachers
(1st Edition)

By

Aprell L. Abellana, PhD

Jean A. Aquino, MS
Vivian D. Bergaño, MA
Garin A. Boiser, MA, MS
Virgencita B. Caro, PhD
Daryl Niko L. Cempron, MA
Renante M. Davis, PhD
Gladys S. Escarlos, PhD
James L. Paglinawan, PhD
Rubillinda A. Paglinawan, MA
Raul C. Orongan, PhD
Richie B. Loren, MA
 PREFACE
Field Study 2 is school-based and allows pre-service teachers to
participate and assist in limited actual teaching-learning activities that relate to
assessment of learning, preparation of instructional materials, preparation of
the bulletin boards, and other routines in the classroom.

It is intended to provide practical learning experiences in which the FS

students can be engaged in the dynamics of the teaching-learning process. It
is also intended to help the FS students observe how principles of teaching
and learning are applied by their Resource Teachers/Cooperating Teachers to
make the teaching–learning process interactive, meaningful, fun and exciting.

This Field Study book manual ensures that our pre-service teachers
are properly guided and learn correct concepts and theories, and gain
meaningful experiences with the help of their Resource Teachers/Cooperating
Teachers. This contains learning episodes like Responsibilities of a Teacher,
Qualities and Skills of a Good Teacher, Writing My Learning/Lesson Plans,
Teaching Demonstration, Selected Response Test Type: The Multiple Choice
Questions (MCQ’S), The Table of Specifications (TOS), Basics of Item
Analysis, Instructional Material Development, Making a Doable Action
Research Proposal. This slim volume provides the FS students and the
instructor with suggested activities and questions that lead to the formulation of
new and meaningful insights into the teaching- learning process. Using the
tenets of the Philippine Professional Standards for Teachers (PPST) as a
framework, the competencies included in the activity sheets sum up the
necessary knowledge, skills, and attitude of the pre-service teachers.
 2

TABLE OF CONTENTS

PAGE NO.

My Learning Guide

Preface

Learning Episode 1 Responsibilities, Qualities and Skills

of a Good Teacher 3

Learning Episode 2 Making a Doable Action Research Proposal 14

Learning Episode 3 Writing My Learning/Lesson Plans 25

Learning Episode 4 Instructional Material Development 45

Learning Episode 5 Teaching Demonstration 56

Learning Episode 6 The Table of Specifications (TOS) 67

Learning Episode 7 Selected Response Test Type:

The Multiple Choice Questions (MCQ’S) 77

Learning Episode 8 Basics of Item Analysis 88

About the Authors

 3

LEARNING EPISODE 1:

Responsibilities, Qualities and Skills of a

Good Teacher

In the dynamic landscape of education, the role of a teacher is pivotal in

shaping the minds and futures of the next generation. A good teacher is not
merely a dispenser of information, but a dedicated guide, mentor, and
facilitator of learning. The responsibilities of a teacher extend far beyond the
confines of a classroom, encompassing the realms of inspiration, knowledge
dissemination, and character development. To excel in this noble profession,
a teacher must possess a unique blend of qualities that foster a positive
learning environment and promote holistic growth in students.
This episode delves into the multifaceted responsibilities, essential
qualities and skills that define a good teacher, shedding light on the profound
impact they have on the lives they touch. In this episode, you will gain a
comprehensive understanding of the responsibilities, qualities, and skills that
defined a good teacher, enabling you to excel in your future teaching roles
and positively impact lives of your students. But what about the
responsibilities of the teachers, do responsibilities change? What qualities and
skills do good teachers possess?

By the end of this module on the responsibilities, qualities and skills of a good
teacher, participants will be able to:

✔ describe how teachers perform their responsibilities,

✔ identify the qualities and skills a good teacher must possess, and

✔ assess yourself in relation to the qualities and skills a good teacher

should possess.
 4

The most important responsibility of a teacher is to search and construct

meaningful educational experiences for students to become real-world
problem solvers, creative in generating ideas, and to develop in them powerful
skills and good habits of mind and heart (Lanier, 1997). The duties and
responsibilities of the teachers are specified in the Philippine Constitution, in
the Code of Ethics for Professional Teachers, and in the Family Code of the
Philippines.

To be specific, here are some of the important functions associated with

being a teacher:

● Plan, prepare and deliver lessons that facilitate active learning.

● Manage student behavior in the classroom by establishing and

enforcing rules and procedures. Maintain discipline in accordance with
the rules and disciplinary systems of the school.
● Provide appropriate feedback on work and monitor the progress of
individual students and use information to adjust teaching strategies.
● Maintain accurate and complete records of students' progress and
development. Update all necessary records accurately and completely.
Assign and grade class work, homework, tests and assignments.
● Communicate necessary information regularly to students, colleagues
and parents regarding student progress and student needs.
● Establish and communicate clear objectives for all learning activities.

● Prepare the learning environment/classroom for class activities.

Provide a variety of learning materials and resources for use in
educational activities.
● Demonstrate preparation and skill in working with students from
diverse cultural, economic and ability backgrounds
● Encourage parent and community involvement, obtain information for
parents when requested, promptly return phone calls and answer
emails
● Participate in appropriate professional and extracurricular activities
such as social activities, sporting activities, clubs and student
organizations as directed.
● Perform other duties as assigned.
 5

For a period of 15 years, Robert Walker compiled his students’ writing

assignments and discussions about the teacher who had a great impact on
their life. His study revealed the following first 12 qualities of teachers most
learners described to have impact on their lives (found also in Module 2 of
The Teaching Profession):
1. Prepared — come to class each day ready to teach
2. Positive — have optimistic attitudes about teaching and about
students
3. Hold high expectations — set no limits on students and believe
everyone can be successful
4. Creative — are resourceful and inventive in how they teach their
classes
5. Fair — handle students and grading fairly
6. Display a personal touch — approachable
7. Cultivate a sense of belonging — have a way to make students feel
welcome and comfortable-in their classrooms
8. Compassionate — are concerned about students' personal problems
and can relate to them and their problems
9. Have a sense of humor — make learning fun and do not take
everything seriously
10. Respect students — do not deliberately embarrass students;
teachers who give the highest respect get the highest respect
11. Forgiving — do not hold grudges
12. Admit mistakes — quick to admit being wrong
13. Self – Reflective – reflects on their own strengths, weaknesses and
characteristics as a teacher and does something to improve

B. As a professional individual, the teacher is expected to abide by the Code

of Ethics for Professional Teachers described in Article XI, to wit:
Section 1. A teacher shall live with dignity at all times.
Section 2. A teacher shall place premium upon self-respect and self-
discipline as the principle of personal behavior in all relationships with
others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which
could serve as model worthy of emulation by learners, peers, and others.
Section 4. A teacher shall always recognize the Almighty God or being as
guide of his own destiny and of the destinies of men and nations.

The Code of Ethics for public school teachers adopted in Section 7 of

Republic Act 4670 cites integrity as one essential trait of a professional
teacher.

C. Skills of teachers
Successful teachers are found to have the following skills:
a. Suspension of Bias
b. Patience
c. Creativity
d. Critical Thinking/Problem Solving.
 6

e. Oral/Written Communications.
f. Teamwork/Collaboration.
g. Information Technology Application.
h. Leadership.
i. Strong Work Ethic.
j. Organization
k. Adaptability/Flexibility

D. For further readings and inspirations, please go to the following links:

1. https://wabisabilearning.com/blogs/mindfulness-wellbeing/4-stories-great-
teachers
2. https://www.weforum.org/agenda/2020/12/global-teacher-prize-education-
india-girls-gender-school/
3. https://cnnphilippines.com/life/culture/2019/9/10/four-teachers.html?
fbclid=IwAR2_NqzaNglfzzD2PJjTCnS4UAABij7qSQLVjq5x6lPMzNx_TZ0-
j94_AVs

Activity 1.1

Observe 3 teachers from each level and take note of the necessary
information as required below. Please observe Privacy Act. If the
teacher does not want her/his name or personal information printed,
record them in a personal note so you will not forget them. Still, you
have to record your observations in this journal.

*Special Announcement:
If it is impossible for the student to do observations in the locality, due to
ACTIVITY SHEET
pandemic, you can watch the movie or video “Beyond the Blackboard”. All your
answers in this episode will then be based on this movie.

Pre-school:
Resource Teacher: _________ Teacher’s Signature: _________
School: __________
Grade Level: ______________ Subject Area: ____________ Date: ______________

Elementary:
Resource Teacher: Teacher’s Signature: ________
School: __________
Grade Level: Subject Area:

High School:
Resource Teacher: _________ Teacher’s Signature: _________
School: __________
Grade Level: ______________ Subject Area: ____________ Date: ______________
 7

You will observe 3 Resource Teachers handling different levels of

learners and you will describe how each teacher performs the responsibility.
Check on the table below the responsibilities that you observed are done by
each level of teachers. Most of the time one task/function may be observed in
all levels, checked them anyway.

1. Responsibilities of Teachers
High
Pre-school Elementary
Task / Function School
1.Plan, prepare and deliver lessons that
facilitate active learning.
Manage student behavior in the
classroom by establishing and enforcing
2.
rules and procedures. Maintain discipline
in accordance with the rules and
disciplinary systems of the school.
Provide appropriate feedback on work
ACTIVITY SHEET
3. and monitor the progress of individual
students and use information to adjust
teaching strategies.
Maintain accurate and complete records
of students' progress and development.
4.
Update all necessary records accurately
and completely. Assign and grade class
work, homework, tests and assignments.
Communicate necessary information
5. regularly to students, colleagues and
parents regarding student progress and
student needs.
6. Establish and communicate clear
objectives for all learning activities.
Prepare the learning
environment/classroom for class
7.
activities. Provide a variety of learning
materials and resources for use in
educational activities.
Demonstrate preparation and skill in
8. working with students from diverse
cultural, economic and ability
backgrounds.
 8

Encourage parent and community

9. involvement, obtain information for
parents when requested, promptly return
phone calls and answer emails

Participate in appropriate professional

10. and extracurricular activities such as
social activities, sporting activities, clubs
and student organizations as directed.
11.
Perform other duties as assigned.

B. Qualities of Teachers

You will observe 3 Resource Teachers handling different levels of

learners and you will describe the qualities that each teacher possesses.
Check on the table below the qualities that you observed. Not all qualities may
be observed in one teacher, checked only those that apply.

Qualities Pre- High

Elementary
school School
1.
Prepared
2.
Optimistic
3.
Hold high expectations
4.
Creative
5.
Fair
6.
approachable

ACTIVITY7.SHEET
Cultivate a sense of belonging
8.
Compassionate
9.
Have a sense of humor
10.
Respect students
11.
Forgiving
12.
Admit mistakes/Humility
13. Self - Reflective
Others:
 9

C. Skills of Teachers

Skills Pre- High

Elementary
school School
1.
Patience
2.
Creativity
3.
Suspension of Bias
4.
Critical Thinking/Problem Solving.
5.
Oral/Written Communications.
6.
Teamwork/Collaboration.
7.
Information Technology Application.
8.
Leadership.
9.
Strong Work Ethic.
10.
Organization
11.
Adaptability/Flexibility
Others:

ACTIVITY SHEET
1. What task/function is most often performed by the teachers in all the
three levels of the educational system? What do you think is the
reason?

2. Which function(s) is/are least performed by the teachers in the three

levels of the educational system? What do you think is the reason?
 10

3. What qualities and skills most often possessed by the teachers in all
the three levels of the educational system? What do you think is the
most important?

4. Which qualities and skills seldom possessed by the teachers but are
important? Why are they important?

Make a brief reflection on …

“How do teachers’ responsibilities affect their lives?” “How do teachers’

qualities affect their teaching?”

Teachers' responsibilities affect their lives, in a way that what happened in the
classroom can affect what will happen in their respective home, and what
happened in their home can actually influence what will happen in the
classroom. Just like the movie "Beyond the Blackboard", the message of the
movie entails a very nice relationship between being a teacher and being a
mother and a wife. But, the responsibility of being a teacher is very close to
what an individual is doing.

1. My Accomplished Observation Sheet (Preschool, Elementary, and High

ACTIVITY SHEET
School)
2. My Analysis
3. My Reflection
4. Snapshots of observations (Place original copies/pictures in the Portfolio)
 11

Direction: Encircle the letter of the correct answer.

1. Why is effective classroom management important?
A. It can help to reduce costs and thereby benefit the schools overall
budget.
B. It helps to create a bond between pupils and the teacher.
C. It helps teachers to keep students organized, orderly, focused,
attentive and ultimately academically productive.
D. It tells the teacher when to start and end a lesson.

2. Attending parents’ conferences and speaking to parents are important. Why?

A. It is a good way to discuss a pupils’ academic strengths and weaknesses,
and
to get parents to take an active part in their child’s education.
B. You get to meet the parents of your pupils and form a friendship with them.
C. It’s a good way to publicise the school.
D. You get to meet teachers from other subjects and exchange ideas with
them.

3. A teacher must have good communication skills so they can work along
with others and ….
A. Socialise with colleagues after work.
B. Create a shared sense of purpose amongst teachers, pupils and their
parents.
C. Be able to market the school to other potential pupils.
D. Speak to the head teacher in a professional manner.

4. Good teachers can identify the individual learning needs of their students
and prepare lesson plans that cater to their academic style. For example,
some students may learn best in a lecture classroom whereas other
students are better able to grasp information with hands-on learning
opportunities. What quality of teacher is demonstrated?
A. Innovative
B. Creative
C. Prepared
D. Multi tasker

5. People learn at different rates. A teacher may have to explain a lesson five
times in five different ways before learners get the lesson. What skill does
the teacher exhibit?
A. creativity
B. Dedication
C. Patience
D. Commitment

ACTIVITY SHEET
 12

If you will be given enough time to do a rigid research about the

teachers’ responsibilities, qualities, and skills, what topics would you like to be
clarified with? Write three possible topics here.

1. ____________________________________________________________
____________________________________________________________
____________________________________________________________

2. ____________________________________________________________
____________________________________________________________
____________________________________________________________
3. ____________________________________________________________
____________________________________________________________
____________________________________________________________

References:

Bilbao, P.P.., Corpuz, B.B. Llagas A., G. G.Salandanan, G (2018). The

teaching profession (4th ed.), Quezon City: Lorimar Publishing
Buenaventura, Jemiah S. (No date). Duty of Teacher (Based on Law).
https://www.slideshare.net/JemiahBuenaventura/duties-and-
responsibilities-of-a-teacher-59421841
Indeed Editorial Team (2021) 8 Qualities of a Good Teacher (and Tips for
How to Develop Them) https://www.indeed.com/career-advice/career-
development/ qualities-of-a-good-teacher
Lanier, Judith Taack. (1997). Redefining the Role of the Teacher: It's a
Multifaceted Profession: A closer look at what being an educator really
means. https://www.edutopia.org/topic/professional-learning
Lubeck, S. (1999) Teachers and the Teaching Profession in the United States
Case Study Findings: Educational Systems of USA
Nessipbayeva, Olga. (No date). The Competencies of The Modern Teacher.
https://files.eric.ed.gov/fulltext/ED567059.pdf
Teacher Job Description. (No date). https://www.betterteam.com/teacher-job-
description
Victoria State Government. (2017). Roles and Responsibilities Teaching
Service.

Name of FS Student: ____________________Date Submitted:________

Year & Section: ____________
Course: _________________________
Learning Episodes Excellent Above Average Sufficient Minimal Poor Weighted
100 80 60 40 20 Score
 13

Learning Activities (40%) All episodes All or nearly Nearly all Few Episodes
were done all episodes episodes activities of were not
with were done were done the done; or
outstanding with high with episodes objectives
quality; work quality acceptable were done; were not
exceeds quality only few met
objectives
were met

40 pts 32 pts. 24 pts. 16 pts. 8 pts.

Analysis of the Learning All Analysis Half of Few parts of Analysis
episode (25%) questions/ question Analysis the Analysis was not
episodes were questions were answered.
were answered were answered.
answered completel answered.
completely; y. Grammar
in depth Vaguely and spelling
answers; Clear related to needs
thoroughly connectio the improvemen
grounded on ns with theories t
theories. theories
Exemplary Gramma
grammar Grammar r and
and spelling and Spelling spelling
are superior accepta
ble

25 pts. 20 pts. 15 pts. 10 pts. 5 pts.

Reflection/ Insights Reflection Reflection Reflection Few Reflection
(20%) statements statements statements reflection statements
are profound are clear; but are good statements are poor
and clear; not clearly and is contain and no
supported by supported by supported minimal personal
experiences experiences by supports of experience
from the from the experience concrete s were
learning learning s from the real life stated as
episodes episodes learning experience relevance
episodes s as to the
relevance learning
to the episodes
learning
episodes

20 pts. 16 pts. 12 pts. 8 pts. 4 pts.

Learning Portfolio Portfolio is Portfolio is Portfolio is Few No
(10%) complete, complete, incomplete; documents/ documentatio
clear, well- clear, well- supporting proofs/ ns and any
organized organized and documentati evidences other
and all most on are of the evidences of
supporting; supporting; organized learning performing
documentati documentatio but are experiences the episode
ons are ns area lacking from the presented
located in available and learning
sections logical and episode is
clearly clearly presented
designated marked
locations

10 pts. 8 pts. 6 pts. 4 pts. 2 pts.

Submission of Learning Submitted Submitted on Submitted a Submitted Submitted a
Episodes before the the deadline day after the two-five week or
 14

(5%) deadline deadline days after more after

the the deadline
deadline
5 pts. 4 pts. 3 pts. 2 pts. 1 pt.
Total

COMMENTS

3.0 (50-51) 2.0 (70-75)

2.75 ( 52-57) 1.75 (76-81)
2.5 (58-63) 1.5 (82-87)
2.25 (64-69) 1.25 (88-93)
1.0 (94-100)

Over-all Score Rating: (Base on transmutation)

Learning Episode 2:

Making a Doable Action

Research Proposal
 15

This episode will help you develop your skills in making a doable action
research proposal based from your observations in the previous episodes
both in FS 1 and FS 2. This will also introduce you the steps of formulation a
doable action research proposal. This will focus on the guiding principles on
how to address the gaps in observable instant problematic situations and
instances that need immediate solutions in the classrooms.

The new normal, which is also coined as the NOW normal, brought about
a lot of controversies, problems and issues in almost all of the aspects of the
educational set-up. Your previous varied exposures to the different classroom
scenarios also introduced different possible instant problems that need to be
addressed. This is where the writing of a doable action research proposal will
have to come in. With the classroom-based problems that you encountered,
you are required to provide instant solutions to address those gaps, be it in
assessment, classroom strategies, teacher’s interventions, school
administrators’ readiness, and stakeholders’ participation, among others.

Based from what you have experienced and observed, what will be your
plans? How will you solve and address the problem? How will you strategize?
What will be your approach?

The general objective of this episode is for you to come up with a doable
action research proposal based from the observed instant problems and
issues from the different exposures and actual observations in the classrooms
by using the guidelines presented.
At the end of this learning episode, you are expected to:
✔ Define the focus of your study.

✔ Clearly identify variables to be measured.

✔ Indicate the various steps to be involved.

✔ Establish the limits of your study.

In schools, action research refers to a wide variety of evaluative,

investigative, and analytical research methods designed to diagnose
problems or weaknesses—whether organizational, academic, or instructional
—and help educators develop practical solutions to address them quickly and
efficiently. Action research may also be applied to programs or educational
techniques that are not necessarily experiencing any problems, but that
 16

educators simply want to learn more about and improve. The general goal is
to create a simple, practical, repeatable process of iterative learning,
evaluation, and improvement that leads to increasingly better results for
schools, teachers, or programs.
Action research may also be called a cycle of action or cycle of inquiry,
since it typically follows a predefined process that is repeated over time. A
simple illustrative example:
● Identify a problem to be studied

● Collect data on the problem

● Organize, analyze, and interpret the data
● Develop a plan to address the problem
● Implement the plan
ACTIVITY● SHEET
Evaluate the results of the actions taken
● Identify a new problem
● Repeat the process

So, in this episode, you will be required to come up with a doable action
research proposal with the following guides:

Activity 1. Identifying Possible Sources of Action research Proposal

Title
Enumerate five (5) possible sources of problems that can be solved by
research.
1. Person experience
2. Practical experience
3. Critical appraisal of literature
4. Existing theories
5. Social issues

Activity 2. You will be required to do some researches from the different

websites or sources (except Wikipedia) to do the following:

A. Give three (3) goals of Action-Based Research:

No Goals of Action-Based Research Source/ Link:

.
1 To create a simple, practical, repeatable The glossary of education
process of iterative learning reform for journalist parents
and community members
 17

2 Evaluation and improvement that leads to

increasingly better results for schools,
teachers and programs

3 Diagnose problems or weakness wether

organizational, academic or institutional

ACTIVITY SHEET
B. Based from the possible sources of problems, enumerate the top five (5)
pressing problems that you have encountered, observed, or experienced
during your Field Study exposure:

1. Violence against women

2. Has several questions to be answered during practical experiences
3. Read more articles
4. Used many theories
5. Gender equality

Visit the following sites and study the given example and answer the
following:

tinyurl.com/FS2AROutline
tinyurl.com/ResPropGuide

1. What should be considered in writing a good title for an action research?

The “title” should be descriptive, direct, accurate, appropriate, interesting,

concise, precise, unique, and should not be misleading, need to be drafted
correctly, accurately, carefully, and meticulously. It should have “just enough
details” to arouse the interest and curiosity of the reader so that the reader
then goes ahead with studying the abstract and then if still interested, the full
paper

2. How will you write a good introduction?

The introduction serves the purpose of leading the reader from a general
subject area to a particular field of research. It establishes the context of the
research being conducted by summarizing current understanding and
 18

background information about the topic, stating the purpose of the work in the
form of the hypothesis, question, or research problem, briefly explaining your
rationale, methodological approach, highlighting the potential outcomes your
study can reveal, and describing the remaining structure of the paper.
Establish an area to research by:

Highlighting the importance of the topic, and/or Making general statements

about the topic, and/or presenting an overview on current research on the
subject. Identify a research niche by: opposing an existing assumption, and/or
revealing a gap in existing research, and/or formulating a research question or
problem, and/or continuing a disciplinary tradition. Place your research within
the research niche by: stating the intent of your study, outlining the key
characteristics of your study, describing important results, and giving a brief
overview of the structure of the paper.

3. What is the importance of the statement of the problem?

The importance of the statement of the problem is it introduce the reader to
the importance of the topic being studied. The reader is oriented to the
ACTIVITY SHEET of the study and the research questions or hypotheses to follow.
significance
Places the problem into a particular context that defines the parameters of
what is to be investigated.
Provides the framework for reporting the results and indicates what is
probably necessary to conduct the study and explain how the findings will
present this information.

Reflect on the following:

A. If you will write your own action research based from your Field Study
experiences and exposures, what will be your top three (3) objectives:

1. To determine ESL writers writing behavior during the writing process;

2. To determine the meta cognitive strategies used by ESL during writing
process;
3. To determine ESL writers' audience awareness during the writing process.

B. What will be your key variables of the study, method of measurement and
the unit of measurement:

Variable Type of Variable Method of Unit of

(Dependent or Measurement Measurement
 19

Independent)
1.
2.
3.
4.
5.

C. What will be your questions stated as null hypothesis? Provide two (2) to
three (3) examples.
ACTIVITY SHEET
1. ________________________________________________________
________________________________________________________

2. ________________________________________________________
________________________________________________________

3. ________________________________________________________
________________________________________________________

D. Write a short description on your methodology or how you will conduct your
study based from the following:

1. Research Design:

The qualitative data were collected via interviews which were transcribed and
then interpreted through a thematic analysis approach. Also the researcher
observed the process of teaching writing, providing some quantitative data as
well.

The research design involved developing an interview based on literature

analysis. The questions used targeted at going into detail in the research
questions.

2. Research Participants:

Freshmen students at Central Mindanao University were suggested being

interviewed concerning metacognitive learning strategies (MLS) in their
course of Academic Writing. In the class there were 20 students, however,
just 15 students volunteered to respond the interview questions. Students
were from different places around the Philippines which makes the sample
representative. The students’ English Language level was upper-intermediate

3. Sample Size:
______________________________________________________________
______________________________________________________________
______________________________________________________________
 20

4. Interventions:
______________________________________________________________
______________________________________________________________
______________________________________________________________

5. Ethical Issues:
______________________________________________________________
______________________________________________________________
______________________________________________________________
ACTIVITY SHEET
6. Informed Consent Form:
______________________________________________________________
______________________________________________________________
______________________________________________________________

7. Research Setting:
______________________________________________________________
______________________________________________________________
______________________________________________________________

8. Study/ Survey Instruments/ Questionnaires:

______________________________________________________________
______________________________________________________________
______________________________________________________________

9. Collection of Data:
______________________________________________________________
______________________________________________________________
______________________________________________________________

10. Data Analysis:

______________________________________________________________
______________________________________________________________
______________________________________________________________

11. Gantt Chart:

______________________________________________________________
______________________________________________________________
______________________________________________________________

12. Significance of the Study:

______________________________________________________________
______________________________________________________________
______________________________________________________________

13. Dissemination of the Study Results:

______________________________________________________________
______________________________________________________________
______________________________________________________________
 21

A Friendly reminder:
ACTIVITY SHEET
It is also very important for you to include your relevant references on the
subject. You have to remember that for web-based search, you have to
include the date of access for the cited website, for example: add the
sentence "accessed on July 19, 2021 from http://www.whichwebsite.com".
The American Psychologists Association (APA) latest edition is strongly
suggested to be followed.

The last important feature of your action research proposal is the

appendices. It includes the appropriate appendixes in the proposal. Some of
the examples are: Interview protocols, sample of informed consent forms,
cover letters sent to appropriate stakeholders, official letters for permission to
conduct research. Regarding original scales or questionnaires, if the
instrument is copyrighted then permission in writing to reproduce the
instrument from the copyright holder or proof of purchase of the instrument
must be submitted.

Be sure to incorporate all the different parts of your action research

proposal and encode it in a word processing software. Save it in your drive
and share the link to your instructor.

Link to my complete action research proposal:

______________________________________________________________
______________________________________________________________

Answer the following questions.

1. Which of the following is not a description for a title?

 22

a. concise c. catchy
b. informative d. lengthy
2. This is a brief summary of your manuscript, usually around 300 words.
a. introduction c. dedication
b. abstract d. acknowledgment
3. This is essential basis for the construction of a research proposal.
a. statement of the problem c. literature and studies
b. title d. work plan
4. This part of the action research proposal provides the readers with the
background information and to establish a framework for the research.
a. abstract c. hypotheses
b. methodology d. introduction
5. These are the goals to be achieved by conducting the research.
a. statement of the problem c. objectives
b. variables d. background of the study
6. Which of the these is not a type of variables important in research?
a. independent c. confounding
b. dependent d. effect
7. It is defined as a tentative prediction or explanation of the relationship
between two or more variables.
a. investigation c. hypothesis
b. objective d. methodology
8. This is the part of the research proposal in which the selection of the
research strategy is the core and probably the single most important decision
the investigator has to make.
a. research paradigm c. research hypothesis
b. research design d. research settings
9. This includes all the pertinent facets of the study, such as the population to be
studied.
a. research settings c. research design
b. research hypothesis d. research paradigm
10. This is an overview of tasks/proposed activities and a time frame for the same.
a. Pie chart c. Fishbone Diagram
b. Bar Chart d. Gantt chart

1. ___________________________________________________________
______________________________________________________________
______________________________________________________________
 23

2. ___________________________________________________________
______________________________________________________________
______________________________________________________________

3. ___________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Name of FS Student: ____________________Date Submitted:________

Year & Section: ____________
Course: _________________________
Learning Episodes Excellent Above Average Sufficient Minimal Poor Weighted
 24

100 80 60 40 20 Score
Learning Activities (40%) All episodes All or nearly Nearly all Few activities Episodes
were done all episodes episodes of the were not
with were done were done episodes done; or
outstanding with high with were done; objectives
quality; work quality acceptable only few were not
exceeds quality objectives met
were met

40 pts 32 pts. 24 pts. 16 pts. 8 pts.

Analysis of the Learning All Analysis Half of Few parts of Analysis
episode (25%) questions/ question Analysis the Analysis was not
episodes were questions were answered.
were answered were answered.
answered completely. answered.
completely; Grammar and
in depth Clear Vaguely spelling
answers; connectio related to needs
thoroughly ns with the improvement
grounded on theories theories
theories.
Exemplary Grammar Gramma
grammar and Spelling r and
and spelling are superior spelling
accepta
ble

25 pts. 20 pts. 15 pts. 10 pts. 5 pts.

Reflection/ Insights Reflection Reflection Reflection Few Reflection
(20%) statements statements statements reflection statements
are profound are clear; but are good and statements are poor and
and clear; not clearly is supported contain no personal
supported by supported by by minimal experiences
experiences experiences experiences supports of were stated
from the from the from the concrete as relevance
learning learning learning real life to the
episodes episodes episodes experiences learning
as relevance episodes
to the
learning
episodes

20 pts. 16 pts. 12 pts. 8 pts. 4 pts.

Learning Portfolio Portfolio is Portfolio is Portfolio is Few No
(10%) complete, complete, incomplete; documents/ documentatio
clear, well- clear, well- supporting proofs/ ns and any
organized organized and documentati evidences other
and all most on are of the evidences of
supporting; supporting; organized learning performing
documentati documentatio but are experiences the episode
ons are ns area lacking from the presented
located in available and learning
sections logical and episode is
clearly clearly presented
designated marked
locations

10 pts. 8 pts. 6 pts. 4 pts. 2 pts.

Submission of Learning Submitted Submitted on Submitted a Submitted Submitted a
 25

Episodes before the the deadline day after the two-five week or
(5%) deadline deadline days after more after
the the deadline
deadline
5 pts. 4 pts. 3 pts. 2 pts. 1 pt.
Total

COMMENTS

3.0 (50-51) 2.0 (70-75)

2.75 ( 52-57) 1.75 (76-81)
2.5 (58-63) 1.5 (82-87)
2.25 (64-69) 1.25 (88-93)
1.0 (94-100)

Over-all Score Rating: (Base on transmutation)

Learning Episode 3:

Writing My Learning/
Lesson Plans
 26

This learning episode of the FS course is concerned in writing

lesson plans or learning plans. A lesson plan is important as a
cornerstone of successful teaching practice. You don’t go into a battle
without a plan. Walking into a room full of young people and expecting
them to engage and respond to you with nothing prepared is a recipe
for disaster. Through trial and error, you will reach that level where a
couple of quick notes in your day-planner will be all the preparation you
need. However, when you begin teaching, lesson planning is an
essential skill for you to develop.

At the end of this Episode, I must have:

 explained the importance of lesson/learning plans;
 written lesson/learning plans using the specified learning
competencies, reflections, and effective communication
skills;
 revised the lesson/learning plans based on the feedback
given by the Resource teacher;
 cited some problems encountered in writing
lesson/learning plans; and
 used professional reflection and learning to improve
practice.

Writing My Lesson/Learning Plans

Lesson Plan/Learning Plan – This refers to the blueprint of the daily

teaching and learning activities. It is a step-by-step guide which helps
teachers in maintaining the quality of instruction. Lesson plans consist of
essential components such as learning outcomes, learning content, resources
and procedures. An effective lesson plan has a great impact on the teaching-
learning process. It is a must that teachers plan their lessons effectively to
ensure a successful instructional experience. There are three types of lesson
plans: detailed, semi-detailed and brief. Some schools design their own
 27

lesson plan template which includes their vision, mission, goals and core
values.

A lesson plan is the instructor’s road map of what students need to learn
and how it will be done effectively during the class time. Then, you can design
appropriate learning activities and develop strategies to obtain feedback on
student learning. Having a carefully constructed lesson plan for each 3-hour
lesson allows you to enter the classroom with more confidence and
maximizes your chance of having a meaningful learning experience with your
students.

A successful lesson plan addresses and integrates three key

components:
 Learning Objectives
 Learning activities
 Assessment to check for student understanding

A lesson plan provides you with a general outline of your teaching
goals, learning objectives, and means to accomplish them, and is by no
means exhaustive. A productive lesson is not one in which everything goes
exactly as planned, but one in which both students and instructor learn from
each other.

The Department of Education has provided templates for Detailed Lesson

Plan (DLP) and Daily Lesson Log (DLL). This was done to institutionalize
instructional planning which is vital to the teaching-learning process.
Guidelines were formulated to assist teachers in planning, organizing and
managing their lessons to meet the needs of the diverse learners.

Teachers must also keep in mind that in stating the learning outcomes,
the three domains must be considered (Cognitive, Affective and
Psychomotor). Outcomes must be stated in terms that are specific,
measurable, attainable, realistic and time-bound (SMART). The cognitive
domain includes remembering, understanding, applying, analyzing, evaluating
and creating.
 28

When writing lesson plans, the learning outcomes, activities and

assessment must be constructively aligned. The instructional strategies used
must help in the attainment of the learning outcomes. The modes of
assessment must determine if the outcomes were attained at the end of the
lesson.

BEFORE CLASS: STEPS FOR PREPARING A LESSON PLAN

Listed below are 6 steps for preparing your lesson plan before your
class.

1. Identify the learning objectives

2. Plan the specific learning activities
3. Plan to assess student understanding
4. Plan to sequence the lesson in an engaging and meaningful manner
5. Create a realistic timeline
6. Plan for a lesson closure

DURING THE CLASS: PRESENTING YOUR LESSON PLAN

Letting your students know what they will be learning and doing in
class will help keep them more engaged and on track. Providing a meaningful
organization of the class time can help students not only remember better, but
also follow your presentation and understand the rationale behind the planned
learning activities. You can share your lesson plan by writing a brief agenda
on the whiteboard or telling students explicitly what they will be learning and
doing in class.

AFTER THE CLASS: REFLECTING ON YOUR LESSON PLAN

Take a few minutes after each class to reflect on what worked well and
why, and what you could have done differently. Identifying successful and less
successful organization of class time and activities would make it easier to
adjust to the contingencies of the classroom. If needed, revise the lesson
plan.

All teachers require a lesson plan that is thoughtfully prepared

regardless of their ability, experience, or what their field of training involves.
The importance of a lesson plan is emphasized by the need for clarity and
comprehension regarding how the entire learning process will be
handled as well as how students can understand and store the knowledge
that is being passed onto them.

Lesson plans are necessary for helping students accomplish their

goals within a learning environment on a short-term and long-term
basis. Studies show the value of envisioning success in order to attain
it. Similarly in a classroom setting, failing to have a lesson plan in place
 29

minimizes the prospects of envisioning certain outcomes and fulfilling your

expectations.

It is essential for educators to prepare their lessons on a daily basis

beforehand and implement the most ideal teaching methods. Attending
classroom sessions without a lesson plan is detrimental to teachers and
students. When an educator is not properly prepared, they will create the
impression of being unprofessional and incompetent among their peers,
administrative staff, and students.

Purpose of Lesson Planning

A lesson plan serves as a guide that a teacher uses every day to

determine what the students will learn, how the lesson will be taught as well
as how learning will be evaluated. Lesson plans enable teachers to function
more effectively in the classroom by giving a detailed outline that they adhere
to during each class. This helps to make sure that every moment spent in
class is used to teach meaningful concepts and have worthwhile
discussions rather than figuring out what you are supposed to do as time goes
on.

Lesson plans generally consist of essential components such as

objectives, requirements, resources, procedures, and evaluation techniques.
Since every part of an effective lesson plan has an impact on the learning
process for students, it is crucial to handle them by taking a strategic
approach.

A lesson plan is a vital step towards creating a complete curriculum.

It delves deeper into the details to make sure that you provide your students
with the right information at an appropriate time while making your career
easier by giving you a clear sense of direction that you can follow each day.

Importance of Lesson Planning in Teaching

The basis of creating a lesson plan is the objectives of learning and

giving learners a chance to discover, establish, and demonstrate what they
are taught. It facilitates a learning environment that focuses on the class as a
whole rather than concentrating on the teacher.

All effective teachers have a plan that they consider when they deliver
training. The plan may be a simple list or a more complex system that is
structured and detailed. Lesson plans are essential tools that teachers
develop to guide their training sessions. They are properly planned, prepared,
and executed to achieve specified learning outcomes.

A conventional lesson plan usually consists of details pertaining to the

lesson, the outcomes that will be addressed and the method that will be used
as well as the materials and activities that will be included to engage and
 30

evaluate the students. The last part of a lesson plan deals with the
assessment session from both the teacher’s and student’s standpoints.

Having a lesson plan that has been carefully constructed for every
lesson boosts your confidence and maximizes the possibility of having
purposeful learning sessions with your students whenever you enter the
classroom. It equips you with a general outline of your goals and the
things you need to achieve them.

When a lesson is productive, it not only refers to everything going

according to your plan, it also ensures that teachers and students learn from
each other. Reflecting on lesson plans after every class gives teachers insight
into what worked effectively and the reasons why in addition to what could
have been handled in a different way. This makes it possible to adjust to
unexpected occurrences in the classroom and make changes to the
lesson plan when necessary.

Benefits of Lesson Planning

 Providing guidance to teachers

 Clarifying the learning objectives for teachers
 Improving the quality of lessons
 Enabling visualization of the entire teaching process
 Making learning easier for students

All teachers need to maximize the importance of a lesson plan to

enhance how they educate their learners. A lesson plan works like a
map that directs you on how to cover different topics within the curriculum and
serves as an amazing tutoring tool. Through lesson planning, teachers can
understand what is expected from the lesson and enable the students to
understand their objectives.

With all the information in mind, you are all set I writing your lesson
plan. Based on the instructions given by your Cooperating Teacher, prepare
your lesson plan/s based on the learning competencies of the lesson.
Consider the age appropriateness and level of communication of your
students.

Request lesson plan exemplars/lesson plan templates from your

Resource Teacher. If not available, you can make use of the basic
components of a lesson plan.

Lesson Plan in __________________

Grade Level ______________

Learning Outcomes
 31

Learning Content

Learning Resources

Learning Procedures

The Department of Education has issued DepEd Order No. 42, s. 2016, Policy
Guidelines on Daily Lesson Preparation for the K to 12 Basic Education
Program.
These are the templates for the detailed Lesson Plan (DLP) and Daily
Lesson Log (DLL).

Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning – DO 42, s.2016)
School Grade Level
Teacher Learning Area
Time & Dates Quarter

I. Objectives
A. Content Standards
B. Performance Standards
C. Learning Competencies
(Write the LC code for each)
II. Content
 32

III. Learning Resources

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
IV. Procedures
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (leads to
Formative Assessment #3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application
V. Remarks
VI. Reflection
A. No. of learners who earned
70% on the formative
assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
 33

solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers

Daily Lesson Log (DLL)

School: Grade Level:
Teacher: Learning Area:
Teaching Dates: Quarter:
Teaching Time: Section:
Mon Tue Wed Thu Fri
A. Objectives
1. Content Standards
2. Performance Standards
3. Learning Competencies
(Write the LC code for each)
B. Content
C. Learning Resources
a. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
Portal
b. Other Learning Resources
D. Procedures
1. Review previous lesson or
presenting a new lesson
2. Establishing a purpose for
the lesson
3. Presenting
examples/instances of the
new lesson
4. Discussing new concepts
and practicing new skills #1
5. Discussing new concepts
and practicing new skills #2
6. Developing mastery (leads
to Formative Assessment
7. Finding practical
applications of concepts and
skills in daily living
8. Making generalizations and
abstractions about the
lesson
9. Evaluating learning
10. Additional activities for
 34

application or remediation
E. Remarks
F. Reflection
1. No. of learners who earned
70% on the formative
assessment
2. No. of learners who require
additional activities for
remediation
3. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
4. No. of learners who continue
to require remediation
5. Which of my teaching
strategies worked well? Why
did this work?
6. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
7. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers

Answer the following questions to help you achieve your goal of

understanding to the concepts, nature, and goals of writing a learning/lesson
plan.
1. What are the things to consider in writing your learning/lesson plans?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

2. What difficulties did you meet in writing your learning/lesson plans?

 35

________________________________________________________
________________________________________________________
ACTIVITY SHEET
________________________________________________________
________________________________________________________
________________________________________________________

3. What feedback was/were given by your Resource Teacher in your first

draft/succeeding learning/lesson plans?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

4. What were the best features/areas for improvement of your

learning/lesson plans?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

Analyze the various components of your lesson plans by answering the given
matrix. Take note that you must have provisions to do this lesson on a face-
to-face, modular or through online learning.

Questions Answers
1. How did you arouse students’
interest? What motivational
techniques did you indicate in
your plan?

ACTIVITY SHEET
 36

2. How did you respond to the

diverse types of learners?
a. gender, needs, strengths,
interests and experiences
b. linguistic, cultural, socio-
economic and religious
backgrounds
c. with disabilities, giftedness
and talented
d. in difficult circumstances
e. from indigenous groups

3. What instructional strategies

will you employ in face-to-
face or in remote learning
delivery for this lesson?
Explain.

TIVITY SHEET 4. Was the language used

appropriate to the level of the
students? Explain your
answer briefly.
 37

5. What types and levels of

questions dis you formulate?
Are they of the higher order
thinking skills (HOTS)? Write
two (2) examples.

6. What instructional resources

will you use? Why? Cite the
possible online resources that
you can utilize whether done
in the classroom or in remote
learning?
 38

7. Are your modes of

assessment aligned with your
learning outcomes and
activities? Cite a specific
example.

8. Will your performance tasks

ensure the mastery of the
learning competencies?
Explain briefly.

9. In a scale of 1-10, how will

you rate your learning plan/s?
Justify your answer.

ACTIVITY SHEET
10. If this lesson is not
implemented face-to-face,
how are you going to do it
remotely?
 39

ACTIVITY SHEET
Why is lesson planning an integral part of the instructional cycle?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
R HERE ______________________________________________________________

Direction: Choose the correct answer from the options given.

1. Why are learning/lesson plans important?

a. To allow students to participate more
b. To maintain order in class
c. To ensure quality instruction
d. To comply with school standards

2. Which is NOT in the cognitive domain?

a. Identify nouns in sentences
b. Differentiate nouns from pronouns
c. Give examples of nouns
 40

d. Draw examples of nouns

3. Why are attention getters needed at the beginning of the class?

a. To arouse students’ interest
b. To avoid truancy in class
c. To make the students active
d. To keep the students focused

4. Which is considered higher order thinking skills in the given questions?

a. Why are plants important?
b. What are the needs of plants?
c. How do we take care of plants?
d. If you are a plant, what will you tell humankind?

5. Which of these objectives does NOT belong to the group?

a. Narrate a story using varied materials
b. Rewrite the story using various forms
c. Draw the events of the story
d. Give the moral lesson of the story

1. Paste one (1) lesson plan and write your simple reflection.
 41

Write here relevant topics/concepts which you want to have a deeper

understanding or questions/problems you want to know the answer/solution in
this learning episode. Write your answer inside the box.

References:

Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of

educational goals. New York, NY: Longmans, Green.

Cavanagh, M., Barr, J., Moloney, R., Lane, R., Hay, I., & Chu, H. (2019). Pre
service teachers’ impact on student learning: planning, teaching,
and assessing during professional practice. Australian Journal of
Teacher Education, 44(2), 66-81.
http://dx.doi.org/10.14221/ajte.2018v44n2.5

Chaaban, Y., Du, X., & Ellili-Cherif, M. (2019). Influence of the practicum
experience on student-teachers’ beliefs about their role in EFL
classrooms. International Journal of Learning, Teaching and
Educational Research, 18(9), 78-95.
http://dx.doi.org/10.26803/ijlter.18.9.4

Commission on Higher Education. (2004). CMO No. 30, s. 2004, Revised

policies and standards for undergraduate teacher education curriculum.
Retrieved from http://www.ched.gov.ph
 42

Commission on Higher Education. (2017). CMO No. 75, s. 2017, Policies,

standards and guidelines for bachelor of secondary education.
Retrieved from http://www.ched.gov.ph

Crookes, G. (1986). Towards a validated analysis of scientific text structure.

Applied Linguistics, 7(1), 57-70. http://dx.doi.org/10.1093/applin/7.1.57

Department of Education (2007). DepED Order No. 3, s. 2007, Guidelines in

the deployment of pre-service teachers in experiential learning: field
study and practice teaching, Philippines: DepED.

Department of Education (2016). DepED Order No. 42, s. 2016, Policy

guidelines on daily lesson preparation for the K to 12 basic education
program. Philippines: DepED.

Department of Education (2017). DepED Order No. 42, s. 2017, National

adoption and implementation of the Philippine professional standards
for teachers. Philippines: DepED.

Huang, P., & He, L. (2011). Comparative genre analysis of research methods
in English and Chinese experimental research articles. Chinese
Journal of ESP, 2(1), 22-27.

Hyland, K. (2000). Disciplinary discourse. Social interactions in academic

writing. Harlow: Pearson Education.

Jamieson-Proctor, R., Albion, P., Finger, G., Cavanagh, R., Fitzgerald, R.,
Bond, T., & Grimbeek, P. (2013). Development of the TTF TPACK
survey instrument. Australian Educational Computing, 27(3), 26-35.

Jaroongkhongdach, W., Todd, R. W., Keyuravong, S., & Hall, D. (2012).

Differences in quality between Thai and international research articles
in ELT. Journal of English for Academic Purposes, 11(3), 194-209.
http://dx.doi.org/10.1016/j.jeap.2012.04.006

John, P. (2006). Lesson planning and the student-teacher: re-thinking the

dominant model. Journal of Curriculum Studies, 38(4), 483–498.
http://dx.doi.org/10.1080/00220270500363620

Kanoksilapatham, B. (2005). Rhetorical structure of biochemistry research

articles. English for Specific Purposes, 24, 269-292.
http://dx.doi.org/10.1016/j.esp.2004.08.003

Li, L. J., & Ge, G. C. (2009). Genre analysis: Structural and linguistic evolution
of the English-medium medical research article (1985-2004). English
for Specific Purposes, 28(2), 93-104.
http://dx.doi.org/10.1016/j.esp.2008.12.004
 43

Name of FS Student: ____________________Date Submitted:________

Year & Section: ____________
Course: _________________________
Learning Episodes Excellent Above Average Sufficient Minimal Poor Weighted
100 80 60 40 20 Score
Learning Activities (40%) All episodes All or nearly Nearly all Few Episodes
were done all episodes episodes activities of were not
with were done were done the done; or
outstanding with high with episodes objectives
quality; work quality acceptable were done; were not
exceeds quality only few met
objectives
were met

40 pts 32 pts. 24 pts. 16 pts. 8 pts.

Analysis of the Learning All Analysis Half of Few parts of Analysis
episode (25%) questions/ question Analysis the Analysis was not
episodes were questions were answered.
 44

were answered were answered.

answered completely. answered.
completely; Grammar and
in depth Clear Vaguely spelling
answers; connectio related to needs
thoroughly ns with the improvement
grounded on theories theories
theories.
Exemplary Grammar Grammar
grammar and Spelling and spelling
and spelling are superior acceptable

25 pts. 20 pts. 15 pts. 10 pts. 5 pts.

Reflection/ Insights Reflection Reflection Reflection Few Reflection
(20%) statements statements statements reflection statements
are profound are clear; but are good statements are poor
and clear; not clearly and is contain and no
supported by supported by supported minimal personal
experiences experiences by supports of experience
from the from the experience concrete s were
learning learning s from the real life stated as
episodes episodes learning experience relevance
episodes s as to the
relevance learning
to the episodes
learning
episodes

20 pts. 16 pts. 12 pts. 8 pts. 4 pts.

Learning Portfolio Portfolio is Portfolio is Portfolio is Few No
(10%) complete, complete, incomplete; documents/ documentatio
clear, well- clear, well- supporting proofs/ ns and any
organized organized and documentati evidences other
and all most on are of the evidences of
supporting; supporting; organized learning performing
documentati documentatio but are experiences the episode
ons are ns area lacking from the presented
located in available and learning
sections logical and episode is
clearly clearly presented
designated marked
locations

10 pts. 8 pts. 6 pts. 4 pts. 2 pts.

Submission of Learning Submitted Submitted on Submitted a Submitted Submitted a
Episodes before the the deadline day after the two-five week or
(5%) deadline deadline days after more after
the the deadline
deadline
5 pts. 4 pts. 3 pts. 2 pts. 1 pt.
Total
 45

COMMENTS

3.0 (50-51) 2.0 (70-75)

2.75 ( 52-57) 1.75 (76-81)
2.5 (58-63) 1.5 (82-87)
2.25 (64-69) 1.25 (88-93)
1.0 (94-100)

Over-all Score Rating: (Base on transmutation)

Learning Episode 4:

Instructional Material Development

As a pre-service teacher, have you thought about what will make your future
students highly engaged and motivated to learn in your course? Some research
studies revealed that students taught with instructional materials performed
significantly better than those taught without instructional materials and also the use
of instructional materials generally improved students’ understanding of concepts and
led to high academic achievements. In this episode, you will be provided with an
opportunity to develop instructional material/s for a particular unit of study or lesson.
 46

It also allows you to examine your knowledge about creating instructional materials
based on the Analyze, Design, Develop, Implement, and Evaluate (ADDIE) model.

In this episode, you must have applied the principles in creating effective
instructional materials using the ADDIE Model, which can help optimize students'
learning and developed localize/indigenize or digitize instructional materials to
respond to the needs of the K-12 classroom.

Instructional materials enhance the teaching-learning process, conveying the

course content or information needed to acquire knowledge and skills. They are
those materials that help the teachers to teach with ease and learners to learn
effectively. Instructional materials should appeal to the senses of seeing, touching,
smelling, feeling, and hearing. They include projected, non-projected, printed, and
objects, 3-dimensional objects produced through locally sourced materials, program
instruction, and instruction packages. Films, programmed materials, PowerPoint
slides, television, maps, charts, globes- are an example of instructional materials that
provide students with the experiences and activities that help them learn. E-books,
video lectures, interactive lessons, etc., are instructional materials that teachers
provide in the online environment.

It's essential to engage students in the instruction. If used and developed well,
it's the instructional materials that help students meet their desired learning goals,
better themselves, and succeed in the course. A teacher's role in instructional
delivery consists of several different tasks. These include analyzing learners'
background knowledge and instructional needs, assessing curriculum needs,
determining the course objectives, choosing appropriate teaching methodologies,
and conducting course evaluations. While developing instructional materials can
prove to be a difficult task for teachers, it's possible to do it with ease by applying
instructional design principles.

ADDIE Model is a classic model for instructional design. There have been
many books written about the ADDIE Model (see, for instance, Morrison, 2010; Dick
and Carey, 2004). ADDIE Model consists of the following:

Analyze: The "instructional problem" is defined, and learning objectives and

goals are determined; these are based on learning needs/performance
gaps (based on an assessment of the current situation) and available
resources.
Design: A strategic "blueprint" of the materials and methods needed to achieve
the learning objectives and goals is created. For example, describing what
content areas to be covered and storyboard outlining what will be covered
in the text, audio, video, etc.
Develop: Content based on the design blueprint is created and assembled into
an instructional package or curriculum, reviewed and revised based on
feedback received.
 47

Implement: This phase encompasses procedures that prepare facilitators to

conduct and learners to participate in the learning event and actions that
support carrying out the activities and assessments as intended. The
implementation phase is also the beginning of evaluating the overall
efficacy curriculum.
Evaluate: There are two kinds of evaluation. The formative evaluation aims to
improve the quality of instruction—for example, through informal
observations of learner performance. Summative evaluation helps verify
the effectiveness of the instruction- for example, multiple-choice item test,
which could measure student performance. Most instructional material
should include objective tests, by-products, or performance assessments.
Some teachers collect feedback from students to adjust their instructional
strategies through course surveys, emails, etc.

Have this instructional design framework in mind as you analyze and reflect on
this episode. The ADDIE Model instructional design framework will be your guide in
developing your localize/indigenize and digitize instructional materials. Whatever
form instructional materials take, remember that it's essential to engage your
students.

An effective teacher makes it their business to create learning materials that

enhance instruction. To realize your Desired Learning Outcomes, you will work your
way through these steps:
 48

Utilize the copies of

the K-12 Curriculum Write a narrative
Guide and the pointing out the
templates found in Develop a Try out your strengths and the
DepEd No 42, s. localize/indiginize instructional Let the weaknesses of your
2016. Select a and digitize material/s to a learners instructional
content/topic. Then material/s. Reflect
contextualized it to instructional group of evaluate your how your
the needs of the material/s for a learners instructional knowledge on
students, and aligned particular unit of through virtual material/s. ADDIE Model
it with the Most study. mode. worked together in
Essential Learning fulfilling the tasks
Competencies in this Episode.
(MELCs).

Activity 1. My Slide Presentations

In this activity, create a digitize/computer-based instructional material in the
form of slide presentations. Use presentation software like Canva, Envato, Prezi,
Powtoon, Focusky, Keynote, Google Slides and the most popular one is PowerPoint.
You can also use a third party application to record your lecture like OBS, Screeny
and Camtasia. You can record your screen at the same time add your audio and
record yourself while doing your lecture/s. Presentation software helps organize your
lesson with a series of text and graphics, often with audio and video to capture your
learners' interest. As you prepare the digitize/computer-based instructional material,
have these guidelines in mind in making your slide presentations, and then use the
activity form below:
● There should be no more than two (2) fonts per slide. Use at least a 32 point
font. Keep size consistent and don't use all caps. It makes it difficult to read the
texts.
● If you want something to stand out in your presentation, you may use bold and
change the color of the text for your audience to be drawn to. Don't use Italics.
It makes your presentation hard to read. Avoid excessive rhetoric that is not
only redundant but also repetitive. Using lengthy text makes it difficult to
process the information.
● There should be no more than six bullets per slide (some authorities
recommend 4 or 5). No more than 6-7 words per bullet. Concise is best. A slide
presentation is not a book, so one thought per line is enough.
● Use a dark font on a light background and use a white or light font on a dark
background.
● Place graphics off-center. Placing a graphic on the left leads your eye to the
text.
● Select good illustrations and graphics. Every image has a good reason.

● Use animations to create drama. You don't have to give all the information at
once. Animations with noise can be annoying-use sparingly.
 49

● Use the 10-20-30 rule. Using not more than ten slides in your presentation may
add to the keep it simple principle. Your presentation should not last more than
20 minutes, and the font size should be no smaller than 30.
● And an essential part, dazzle your audience with the information- not the
graphics or style. The medium is not the message- the information is. Please
keep it simple. Don't be a slave to your slides. Remember, you are the star, not
the presentation. You are the show.

ACTIVITY SHEET

Activity 2: My Teaching Aid Materials

In this activity, develop a pile of teaching aids like flashcards, posters, pictures,
cut-outs, etc., and then organize them in a box. You may use localize materials that
 50

you can find at home like shoeboxes, magazines, newspapers, etc. to create your
teaching aid materials. Select a particular topic and determine the level of your target
learners. Find out the relevant learning resources for the topic that you choose.

ACTIVITY SHEET
 51

1. Based on the ADDIE Model, what factors you considered before you develop
your instructional materials in the analysis phase? Discuss how you will use
the materials you created for a particular topic.

ACTIVITY SHEET

2. What is the feedback given to you by students during the presentation of your
instructional materials through virtual mode? Are they leaning forward,
showing interest in the lesson and the materials? Are they genuinely
interested, eager, critical, or resistant?

3. Based on the students' responses/feedback, what aspects of the instructional

materials would you like to change? How will you improve it?

1. What difficulties, if any, did you encounter in making your localize and
digitize/computer-based instructional material/s? How did you overcome
them?
 52

2. Reflect how your knowledge of the ADDIE Model worked together in fulfilling
the tasks in this episode.

3. What are some of the things you can do to enhance your knowledge on
instructional design to facilitate an active, engaging, learning, and fun-filled
learning environment in the future?

ACTIVITY SHEET

Directions: Read the items given below and encircle the correct answer.

1. Which of the following procedures is NOT performed during the

evaluation phase of the ADDIE model?
A. Determine if revisions need to be made to the learning material before
the subsequent implementation
B. Determine if learning materials are meeting the desired learning
outcomes
C. Collect evaluation data to determine if the learning materials is
producing the desired results
D. Consider the learners' multiple intelligences before preparing lesson
plan

2. What phase of the ADDIE model that includes such activities as writing
the course outline, deciding on color schemes and storyboarding?
A. Dialog Phase
B. Develop Phase
C. Design Phase
D. Integration Phase
 53

3. What is something you would assess in the analysis phase?

A. Learner characteristics
B. Instructor performance
C. Student satisfaction
D. Content

My Learning Resources

Use the graphic organizer below to present the instructional materials/learning

resources relevant or align to the learning objectives of your choice. Attach also the
pictures and screenshots of localize/indigenize and digitize instructional materials
you developed on this part. This will serve as evidence of your education and
experiences for this learning episode.

TOPIC Grade/year level

Learning Objective/s:

__________

__________ __________

__________
Topic/Content Area

__________ __________

__________
 54

“A good essential question will inspire a quest for knowledge and discovery.”

Rethink about the key ideas you learn in this episode and focus on those that
you were most intrigued by, then pose/write down at least 3 questions that can reveal
where your understanding is still uncertain.

1.
2.
3.

Sources:
DICK, W., AND CAREY, L. (2004). The Systematic Design of Instruction. Allyn
& Bacon; 6 edition Allyn & Bacon
MORRISON, GARY R. (2010) Designing Effective Instruction, 6th Edition. New
York: John Wiley & Sons
Instructional Design and Materials Development.Jhpiego.
https://reprolineplus.org/taxonomy/term/333

This content contains copyrighted material, the use of which has not always been
specifically authorized by the copyright owner. We, the instructional designers, make
such material available to advance the understanding of FS students on the
development and use of instructional materials. This copyrighted work was
incorporated in this Field Study module without needing a license because it is only
used for instruction.
 55

Name of FS Student: ____________________Date: _________

Submitted:________ Year & Section: ____________
Course: _________________________
Learning Episodes Excellent Above Average Sufficient Minimal Poor Weighted
100 80 60 40 20 Score
Learning Activities (40%) All episodes All or nearly Nearly all Few Episodes
were done all episodes episodes activities of were not
with were done were done the done; or
outstanding with high with episodes objectives
quality; work quality acceptable were done; were not
exceeds quality only few met
objectives
were met

40 pts 32 pts. 24 pts. 16 pts. 8 pts.

Analysis of the Learning All Analysis Half of Few parts of Analysis
episode (25%) questions/ question Analysis the Analysis was not
episodes were questions were answered.
were answered were answered.
answered completel answered.
completely; y. Grammar
in depth Vaguely and spelling
answers; Clear related to needs
thoroughly connectio the improvemen
grounded on ns with theories t
theories. theories
Exemplary Gramma
grammar Grammar r and
and spelling and Spelling spelling
are superior accepta
ble

25 pts. 20 pts. 15 pts. 10 pts. 5 pts.

Reflection/ Insights Reflection Reflection Reflection Few Reflection
(20%) statements statements statements reflection statements
are profound are clear; but are good statements are poor
and clear; not clearly and is contain and no
supported by supported by supported minimal personal
experiences experiences by supports of experience
from the from the experience concrete s were
learning learning s from the real life stated as
episodes episodes learning experience relevance
episodes s as to the
relevance learning
to the episodes
learning
episodes

20 pts. 16 pts. 12 pts. 8 pts. 4 pts.

Learning Portfolio Portfolio is Portfolio is Portfolio is Few No
(10%) complete, complete, incomplete; documents/ documentatio
clear, well- clear, well- supporting proofs/ ns and any
organized organized and documentati evidences other
and all most on are of the evidences of
 56

supporting; supporting; organized learning performing

documentati documentatio but are experiences the episode
ons are ns area lacking from the presented
located in available and learning
sections logical and episode is
clearly clearly presented
designated marked
locations

10 pts. 8 pts. 6 pts. 4 pts. 2 pts.

Submission of Learning Submitted Submitted on Submitted a Submitted Submitted a
Episodes before the the deadline day after the two-five week or
(5%) deadline deadline days after more after
the the deadline
deadline
5 pts. 4 pts. 3 pts. 2 pts. 1 pt.
Total

COMMENTS

3.0 (50-51) 2.0 (70-75)

2.75 ( 52-57) 1.75 (76-81)
2.5 (58-63) 1.5 (82-87)
2.25 (64-69) 1.25 (88-93)
1.0 (94-100)

Over-all Score Rating: (Base on transmutation)

LEARNING EPISODE 5:

Teaching Demonstration
 57

This episode focuses on teaching demonstration and its careful

planning by the Resource Teachers to different groups of learners. It also
gives emphasis on the guidelines and tips on how to get it started. In this new
normal, teachers employ a new picture of demonstration due to the different
modalities of delivering the lessons.
In this episode, you will be given an opportunity to observe teachers on
how they will deliver their lessons to the learners. You will also study and
learn how to apply the process for your actual teaching internship. This is
school-based and allows you to participate and assist in a limited actual
teaching-learning activities that relate to assessment of learning, preparation
of instructional materials, and other routines in the classroom.
Being a candidate for the degree program, you need to show more
than just knowledge of your content area in the teaching demonstration, you
need to show that you have the pedagogical content knowledge. You need to
showcase the ability to select, structure and deliver complicated content so
that the students can learn it.

At the end of this Episode, you must be able to:

✔ Observe a teaching demonstration from a Resource Teacher.

✔ Apply the guidelines and tips on how to present a teaching

demonstration.
✔ Carefully plan a teaching demonstration.

✔ Execute a teaching demonstration well.

Before you will have to engage yourself in an actual teaching

demonstration, it is better for you to have a simple recall on the tips and
guides in planning a teaching demonstration. You have to always bear in mind
that a successful teaching demonstration comes down to careful planning and
 58

practice. If you showcase your best teaching during your demo, you will go a
long way toward convincing the students and the observers that you can
handle the challenges of teaching day-to-day.

Here are some of the guidelines and tips that you need to remember:

A. Know your Audience

You need to be familiar if you will be teaching a class of actual
students, a group of faculty, the hiring committee if you are applying for
a teaching position, or some combination of these groups. You should
have the idea on the level of student should you be preparing for like
the majors, non-majors, graduate, among others.
If you are teaching a class of actual students, ask for a copy of
the course syllabus and any relevant assignments. Read the course
description and objectives, and review a copy of the textbook. It might
also help to get to know the students in general by looking at the
university’s website and, if possible, by visiting campus and chatting
directly with students. More realistically, you might attend a class at
your current institution on the topic you are going to be teaching and
then talk with the instructor, the TAs, and the students.
If you are teaching to faculty members posing as students, be
sure to indicate for them the level and background of the students for
whom your lesson would be intended, then pretend that the faculty
members are those students and teach at the correct level. Expect,
however, that faculty might ask questions at a higher level than would
actual students and don’t go overboard with pretending that they are
students (e.g., don’t confiscate a cell phone if one of them can’t stop
looking at it!).

B. Make your Materials Fit to the Course and the Time

If you’re given a topic to teach in an actual course, find out where that
topic fits into the course itself. What have the students learned
beforehand? What will they be learning afterward? What assignments
will they be working on? What textbook are the students using? Get a
copy and read the relevant sections.
If you’ve been given a broad topic area from which to select a
particular lesson, choose something that you can manage in the time
given. If you’re teaching for a full class period, aim to end no more than
5 to 10 minutes early for questions. Have a back-up plan in case for
any reason you end earlier.
If you’re only teaching a short lesson in 10 to 15 minutes, choose a
topic or lesson that will stand on its own in that time. Don’t squeeze a
50-minute lecture into 15 minutes. Plan enough time for any activities
you’ll include; they can sometimes run long if not properly planned and
managed.

C. Engage your Students

Remember, this is your teaching demo, not your research talk.
Don’t just lecture to the students; show that you can do something
 59

more by engaging them with active learning. Get the students

interested, involved, and interacting positively with you and with one
another.
Use brief, meaningful activities that last no more than 5-7
minutes each. If you’re teaching faculty members, don’t expect them to
be any more interested in participating in activities than are students.
Create a handout, ask questions.
Start with a relevant hook to grab students’ interest (an alarming
statistic, a current event, a thought-provoking question, etc.)
If you’re teaching a small group of students, bring index cards
and black sharpies. Have the students write their names on the cards
and set them up on their desks. Doing so creates an instant connection
with students by allowing you to address them by name as you would
in a class of your own.

D. Use Technology Purposefully and Effectively

If you plan to use technology, be sure that it serves some clear and
relevant pedagogical aim; don’t use it just to impress the students or to
show off your techy side. Technology shouldn’t overwhelm the topic
you’re teaching, and the contribution that technology makes to student
learning should be obvious and significant. Handouts are often a better
alternative to technology, since they provide everyone with a concrete
takeaway by which to remember you and your demonstration.
Use visuals only to support your teaching and promote learning. For
example, PowerPoint slides should be used sparingly and should
ideally include questions or problems to which students can respond.
Remember, PowerPoint should support your teaching, it shouldn’t be
your centerpiece. If you do use a PowerPoint, be sure to tell students
that you’ll write on the board any key information that you would like
them to put in their own notes, otherwise students might try to write
down everything you have on your slides.
In terms of PowerPoint design, use pictures, colors, and animations,
but do so carefully, and don’t put too much text on any single slide.
Choose a light background and dark text, and make sure that the slides
are visible in a well-lit room. (You shouldn’t plan to use PowerPoint
slides in a darkened room unless you want to put students to sleep.)
Use the board only if your handwriting is good. When writing on the
board, don’t speak to it. That is, face the students and say whatever
you want them to hear, and then turn and write it on the board. Doing
so maintains your connection with the students and gives them an
opportunity to copy down what you write.
Plan for technology to break down. Have an alternative plan.
E. Have a Backup Plan. Have Another.
Create your ideal lesson plan, a contingency plan in case you run out
of time, a contingency plan in case you finish early and have too much
time remaining, a contingency plan in case students simply don’t
respond or if things are otherwise not working out as intended. Plan for
technology to fail and know what you’ll do if and when it does.
Plan more material than you can possible use, and make decisions in
the moment about what to leave out. Don’t indicate to your students,
however, that you’re cutting something out due to time constraints.
 60

F. Practice. Practice. Practice.

Whether you’ve taught before or not, you can ask colleagues or

mentors for the opportunity to lead a session in their classes. Ask them
to observe your session and provide feedback. Alternately, gather
some colleagues, perhaps from different disciplines, to serve as a
group of students whom you can teach. Have them ask you questions
just like actual students would. After the lesson, have your colleagues
comment on your flow, on the way your topics connected with each
other, on your body language and any verbal or physical tics you might
have, and, of course, on how you might improve your overall
performance.
If you have taught before, review any observation reports you may
have from colleagues or mentors, as well as evaluation feedback from
students. Consider what has worked well and what hasn’t. What
improvements can you realistically make and practice before your
demonstration?

Activity
ACTUAL TEACHING DEMONSTRATION

Preschool
Resource Teacher: _______________ Teacher’s Signature_____________
School:_______________________________________________________
Grade/Year Level: ____________Subject Area: ______ Date:____________
 61

Elementary
Resource
ACTIVITY SHEET Teacher: _______________ Teacher’s Signature_____________
School:_______________________________________________________
Grade/Year Level: ___________Subject Area: ______ Date: ____________

High School
Resource Teacher: _______________ Teacher’s Signature_____________
School:_______________________________________________________
Grade/Year Level: ____________Subject Area: ______ Date: ___________

You will be required to observe an actual teaching delivery of a teacher

in the classroom scenario. Please check the following items as observed.

ACTIONS Observed Not Observed

The teacher having the teaching…
1. is relaxed and confident in the
demonstration.
2. shows enthusiasm and passion for the
topic.
3. has the topic accessible to the intended
audience.
4. presented the topic factually or procedurally
and clearly effective in terms of student
learning.
5. shows respect for students and shows liking
working with them by acknowledging their
contributions and thanking them for
participating.
6. do not allow the talkative students
sidetracked the lessons and topics and
requests the students to stay after the
discussion of the material.
7. considers providing students and the
committee with suggested follow-up
assignment or next steps to show awareness
of the teaching continuum and not a once-off
intervention only.
8. uses graphs and other data visualizations
when needed and gets students to respond to
these visualizations.
9. pushes self to demonstrate the best
teaching pedagogy but not trying a technique
or technology he or she is not yet completely
comfortable.
10. makes use of varied teaching strategies.

ACTIVITY SHEET
 62

As you plan to begin your planning for the teaching demonstration, you
need to first assess yourself by asking a number of important questions as
you get started.

Ask the committee: I already have I have no

an idea idea at all
1. How much time will I have?
2. Whom I will be teaching?
3. At what level should my teaching be aimed?
4. Will a topic and/or materials be provided, or should I
select a topic and/or materials on my own?
5. if a topic is provided and if I am teaching in an actual
course, how does the topic fit into the course in
relation to other topics?
6. Can I get a copy of the syllabus?
7. What textbooks do the students use?
8. Have students been given any homework? If so, can
I get a copy of the assignment materials?
9. Where will I be teaching?
10. What sorts of technology or other resources are
available?
11. How and by whom will my teaching be evaluated?
If I am teaching actual students, will they provide any
feedback to the committee?

Ask yourself: I already have I have no

an idea idea at all
1. Exactly what information, and how much of it, do I
want to convey in the time I have?
2. What approach is most appropriate for the topic, the
students, and the institution itself?
3. Will I mostly lecture or will I involve students in a
discussion or an activity?
4. Do I want to use technology? If so, what will that
technology add to my demo in terms of helping
students learn?
5. Am I comfortable using the technology that is
available?

1. If you will be given the chance to conduct an actual teaching

demonstration to your major field of specialization, what will you consider
first and why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 63

2. If you were to reteach the class for the different groups of learners you
just observed, what would you like to implement or improve to make it
ACTIVITY SHEET
more effective? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Below are samples of teaching demonstration videos. Write a reflection

in one of the videos based on the guidelines and tips in planning a teaching
demonstration.

https://www.youtube.com/watch?v=LvI3NWb_wd8
https://www.youtube.com/watch?v=sP9m4TfrC0c
https://www.youtube.com/watch?v=7jGAhAgDU8o
______________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Attached here any or all of the following:

1. A video of your own teaching demonstration
2. Reflections
3. Pictures
ACTIVITY SHEET
64

Direction: Encircle the letter of the correct answer.

1. It comes with careful planning and practice. If you showcase your best
teaching, you will go a long way toward convincing the learners and
observers that you can handle challenges of teaching everyday.
a. Lesson planning c. Teaching demonstration
b. Demonstration proper d. Lesson critiquing

2. It serves some clear and relevant pedagogical aim. It must not use just
to impress the committee or show off the techy side.
a. Television c. Electronic book
b. Gadgets d. Technology

3. It is showing that you can do something more by engaging the learners

with active learning. This makes the students interested, involved, and
interacting positively with you and with one another.
a. Get involved c. Students’ participation
b. Engage the students d. Committee involvement

4. You should have the idea on the level of student should you be
preparing for like majors, non-majors, graduate, among others. You
need to be familiar if you will be teaching a class of actual students.
a. Know your topic c. Know your students
b. Know your audience d. Know your demonstration

5. A contingency plan in case you run out of time, a contingency plan in

case you finish early and have too much time remaining, a contingency
plan in case students simply don’t respond or if things are otherwise
not working out as intended.
a. Backup plan c. Reserved plan
b. Plan A d. Plan B

Write here topics or concepts you want to have a deeper understanding or

questions/problems you want to know the answer/solution.

1. ___________________________________________________________
______________________________________________________________
2. ___________________________________________________________
______________________________________________________________
 65

3. ___________________________________________________________
______________________________________________________________

References

Aggarwal J.C(2004). Principles, methods, and techniques of teaching. Second

edition. Vikas publishers. New Delhi.
Barry, K and Len King (2001). Beginning Teaching and Beyond. Sydney:
Social Science Press
Basavanthappa B.T (2009). Textbook of nursing education. Second edition.
Jaypee publishers. New Delhi.
Bullock, A. A. and P.P. Hawk (2001). Developing A Teaching Portfolio. New
Jersey: Upper Saddle River
CHED Memorandum no. 30 (CMO 30). Promulgated on September 13, 2004.
Corvallis, V. E. (2005). Developing Guidelines for Quality in the Practicum. A
Consultancy Report Prepared for the National Institute for Quality
Teaching and School Leadership
Danielson, C. and L. Abrutyn (1997). An Introduction to Using Portfolios.
Virginia, U S A. Association for Supervision and Curriculum Development
Elsa Sanatombi Devi (2006). Manipal Manual of Nursing Education. First
edition. CBS publishers. Noida.
Journal of Medical Ethics 2010; 36:620-626 doi:10.1136/jme.2009.035238
Madhavan Nair (2006). Education, its philosophy, psychology, and
technology”. Eighth edition. Breeze publishers. Noida. Neeraja K.P.
(2003) Textbook of nursing education. First edition. Jaypee publishers.
Noida.
Republic Act No. 7722. The Higher Education Act of 2004.
Smith, M. K., Wenderoth, M. P., and Tyler, M. (2013). The teaching
demonstration: What faculty expect and how to prepare for this aspect of
the job interview. CBE Life Sciences Education, 12(1), 12–18.
http://doi.org/10.1187/cbe.12-09-0161 http://doi.org/10.1187/cbe.12- 09-
0161

Name of FS Student: ____________________Date: _________

Submitted:________ Year & Section: ____________
Course: _________________________
Learning Episodes Excellent Above Average Sufficient Minimal Poor Weighted
100 80 60 40 20 Score
 66

Learning Activities (40%) All episodes All or nearly Nearly all Few Episodes
were done all episodes episodes activities of were not
with were done were done the done; or
outstanding with high with episodes objectives
quality; work quality acceptable were done; were not
exceeds quality only few met
objectives
were met

40 pts 32 pts. 24 pts. 16 pts. 8 pts.

Analysis of the Learning All Analysis Half of Few parts of Analysis
episode (25%) questions/ question Analysis the Analysis was not
episodes were questions were answered.
were answered were answered.
answered completely. answered.
completely; Grammar and
in depth Clear Vaguely spelling
answers; connectio related to needs
thoroughly ns with the improvement
grounded on theories theories
theories.
Exemplary Grammar Gramma
grammar and Spelling r and
and spelling are superior spelling
accepta
ble

25 pts. 20 pts. 15 pts. 10 pts. 5 pts.

Reflection/ Insights Reflection Reflection Reflection Few Reflection
(20%) statements statements statements reflection statements
are profound are clear; but are good statements are poor
and clear; not clearly and is contain and no
supported by supported by supported minimal personal
experiences experiences by supports of experience
from the from the experience concrete s were
learning learning s from the real life stated as
episodes episodes learning experience relevance
episodes s as to the
relevance learning
to the episodes
learning
episodes

20 pts. 16 pts. 12 pts. 8 pts. 4 pts.

Learning Portfolio Portfolio is Portfolio is Portfolio is Few No
(10%) complete, complete, incomplete; documents/ documentatio
clear, well- clear, well- supporting proofs/ ns and any
organized organized and documentati evidences other
and all most on are of the evidences of
supporting; supporting; organized learning performing
documentati documentatio but are experiences the episode
ons are ns area lacking from the presented
located in available and learning
sections logical and episode is
clearly clearly presented
designated marked
locations

10 pts. 8 pts. 6 pts. 4 pts. 2 pts.

Submission of Learning Submitted Submitted on Submitted a Submitted Submitted a
Episodes before the the deadline day after the two-five week or
 67

(5%) deadline deadline days after more after

the the deadline
deadline
5 pts. 4 pts. 3 pts. 2 pts. 1 pt.
Total

COMMENTS

3.0 (50-51) 2.0 (70-75)

2.75 ( 52-57) 1.75 (76-81)
2.5 (58-63) 1.5 (82-87)
2.25 (64-69) 1.25 (88-93)
1.0 (94-100)

Over-all Score Rating: (Base on transmutation)

Learning Episode 6:

THE TABLE OF SPECIFICATIONS (TOS)

 68

To have a meaningful and successful accomplishment in this FS episode, be

sure to read through the whole episode before participating and assisting in your FS2
Resource Teacher’s class (any class modality). Note that all information and tasks you
will need to do before working on this episode.

At the end of this Learning Episode, I must be able to:

1. Identify the parts and uses of the Table of Specifications (TOS);
2. Explain the components of the TOS format;
3. Develop a TOS in a particular subject.

Table of Specifications (TOS)

✔ Blue print for test
o Blueprints are based on matching instructional objectives / course
content to test items in correct proportions
o Questions at the higher mental processes level subsume knowledge
and understanding and application levels.
✔ Purpose
o ensure proper emphasis given to all elements of a course of study
o content validity

✔ Guide for writing items

Detailed TOS (Test Blueprints) typically are designed based on:
▪ the list of course objectives,

▪ the topics covered in class,

▪ the amount of time spent on those topics,

▪ textbook chapter topics,

▪ and the emphasis and space provided in the text.

In some cases a great weight will be assigned to a concept that is extremely important,
even if relatively little class time was spent on the topic. How can the use of a TOS benefit
your students, including those with special needs? TOS benefits students in two ways.
1. Improves the validity of teacher- made tests,
2. Improves student learning as well.

TOS helps to ensure that there is a match between what is taught and what is tested.
Classroom assessment should be driven by classroom teaching which itself is driven by
course goals and objectives.
In the chain below, TOS provide the link between teaching and testing.
Objectives >>> Teaching >>> Testing
 69

TOS help students at all ability levels learn better. By providing the table to students
during instruction, they can recognize the main ideas, key skills, and the relationships among
concepts more easily. TOS can act in the same way as a concept map to analyze content
areas.
Three steps are involved in creating a Test Blueprint:
● choosing the measurement goals and domain to be covered,

● breaking the domain into key or fairly independent parts- concepts, terms,
procedures, applications, and
● constructing the table.
Items are identified as belonging to two categories
12. Level on Bloom’s Taxonomy of Learning (1956)/ revised Bloom’s taxonomy
13. Detailed course content topics

Defining objectives using Bloom’s Cognitive Taxonomy

CATEGORY/Level Skill (what students do)
Evaluation Judge
Synthesis Combine/Create
Analysis Break apart
Application Apply principles
Comprehension Understanding
Knowledge Recall

The Revised Blooms Taxonomy

Example a Unit Test on Item Type and Grading Systems

Topics Taught Time Spent on % of Total Time Number of
linked to essential Topic Spent on Topic Items/Points per
student learning (Time Spent on Topic Area (% of
outcomes for the Topic divided by Total Time Spent
course Total Time) times Total
Number of
Items/Points)
 70

Writing multiple- 1 class session 25% 25

choice items
Writing true-false 5 class sessions 12.5% 13
items
Writing matching 5 class sessions 12.5% 13
items
Writing short-answer 25 class sessions 6.5% 6
questions
Writing essay 25 class sessions 6.5% 6
questions
Grading systems 1 5 class sessions 37.5% 37
TOTALS 4 class sessions 100% 100 points

How to do TOS?
5. Determine which topics will be included on the assessment. Typically, these
include lectures, discussions, readings, etc. or any other assigned
learning.
6. Estimate approximately howmuch timewas spent on each topic.
7. Add up the time spent per
8. Calculate the percentage of time spent per topic by dividing the time spent on
each topic by the total amount of time.
For example, on Grading Systems I spent 1.5 class sessions, thus
1.5/4.0 = 37.5%.

5. Determine how many questions or points should be

included on the exam. Estimate how much time students are
likely to spend on each item to be certain that students will
have an opportunity to answer all questions. This exam was
worth 100 points as one class session=3 hours. As a rule of
thumb, for a 50-minute class period an instructor should not
have more than about 50 multiple-choice items as it takes
students about 1 minute per question.

6. Calculate the number of items per topic based on the time

spent on topic. Using the example above, 1.5 class sessions
were spent on Grading Systems which equaled 37.5% of the
total time spent. To determine how many items/points should
be on Grading Systems, multiply 37.5% time 100 points which
equals 37.5 items rounded to 38.

7. Write or modify existing items based on the number of

items per topic. This will not only guide the instructor, it will
also guide students as topics that require more time on
instruction are typically more complex and/or more important.
Table of Specifications
TOPIC Knowledge/ Comprehension/ Application/ Mark
Remembering Understanding Applying
exponent 1 2 3
5 5
Radical equations 7 7
Rational and 5 5
 71

quadratic
inequalities
Partial fractions 1 2 17 20
A very simple TOS

Unit/ Remembering and Applying Analyzing Evaluating/ Total

Category Understanding (The use of (The Creating Marks
(Specific content critical and conveying of (Connections
acquired, creative meaning between
and the thinking skills through various
comprehension of and/or various contexts)
its meaning and processes forms)
significance)
Mathematical M/C #6, 7 [1,1] M/C #5 [1] F/S 2a [2] M/C #1-4 [4] 29
Models T/F #21,22,23 F/S #2c [1] T/F #24, 25 [2]
[1,1,1], F/S #1b, c F/S #1a [3],
[2, 3] 2b [4], 6[2]
Finance Math M/C #8, 10, 11 [3], M/C #12 [1] F/S #9 [4] MC #9, 13 [2] 34
1a, b [2, 1] T/F #26 [1] F/S #8 [3], 10
[6], 11 [2]
Geometry and M/C #14, 15, 16 [3] F/S #12 [3], 16 F/S #14 [4], 15 21
Trigonometry F/S #13 [3] [3] [5]
Data M/C #17, 18, 19, 20 F/S #17 [2] F/S #18 [1], 19 26
Management [4] [5]
T/F #27=30 [4]
F/S #17 [10]
Total Marks 49 10 8 43 110
Sample TOS with varying test formats / styles

Coverage Knowledge/ Comprehension/ Application/ Analysis/ Total

Remembering Understanding Applying Analyzing
Unit 1 6 6 5 2 19
1,3,7,8,10,16 2,6,11,12,13,14 9,23,24,26,35 4,5
Unit 2 5 5 4 2 16
17,18,27,29, 31 15,19,20,21,22 39,40,54,46 25,38

Unit 3 7 5 4 2 18
32,37,42,43,45,4 28,30,33,34 53,54,57,58 52,56
8,49 18
Unit 4 3 3 3 3 12
50,55,59 41,47,51 60,64,65 61,62,63
Total 21 18 17 9 65

Sample TOS for specific for MCQ

Coverage Time % of Knowledge/ Application Analysis Synthesis/ Total Percent

Spent the Comprehension Evaluation (%)
on the Total
Topic Time
(Hours) Spent
on the
Topic
Unit 1 3 12.5 2 2 5 3 12 12
Unit 2 6 25 4 4 9 8 25 25

ACTIVITY SHEET
 72

Unit 3 6 25 3 5 8 9 25 25
Unit 4 9 37.5 5 6 15 12 38 38
Total 24 100 14 17 37 32 100 100

Below is the ideal TOS for teaching-learning process

You are expected to observe in your subject assignment how TOS are made and
ACTIVITY SHEET
implemented by your respective CT in the teaching-learning process.

(Note to Student Teacher: As you participate and assist your CT in making the TOS, please
take note of what you are expected to give more attention to as asked in the next step of the
Learning Episode (NOTICE)
E. Assist your CT in the conduct of making the TOS.
F. Offer your assistance to engage in the making of TOS trough your CT.

NOTICE
4. Take note of:
Alignment of the different learning behavior or domains with the learning
outcomes in the TOS.
The distribution of the test items against the given time allocation of the
topics in the subject
How the percentage allocation of the lower and higher order thinking skills
observed in the TOS.

✔ Is the distribution of the items in the TOS expected to measure the

learning competencies of students?
________________________________________________________
________________________________________________________
 73

✔ Was the items in the TOS favorably or unfavorably in assessing

students performance?
________________________________________________________
________________________________________________________

✔ What would be the effect of TOS in the teaching-learning process?

________________________________________________________
________________________________________________________

✔ One thing that went well in the development / making of the TOS is
ACTIVITY SHEET
________________________________________________________
________________________________________________________

✔ One thing that did not go very well in the development / making of the TOS is
________________________________________________________
________________________________________________________

✔ One good thing observed in the TOS is

________________________________________________________
________________________________________________________

✔ One thing in TOS format that needs improvement based on what we have
observed is
________________________________________________________
________________________________________________________

1. How would attainment of learning outcomes be affected if TOS were not

employed?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

A. The making of TOS went well because

________________________________________________________
________________________________________________________
 74

B. The making of TOS did not go well because

________________________________________________________
________________________________________________________

ACT
To ensure that the process in the making or development of the TOS serve its purpose,
to help in the learning process, I will learn from other’s best practice by researching on
________________________________________________________
________________________________________________________
PLAN
To help improve the TOS practices and implementation, I plan to conduct an action
research on
________________________________________________________
________________________________________________________

Quiz on TOS Distribution

Complete the TOS below, a total 50 multiple choice items based on the
percentage distribution of the LOTS and HOTS. Give one specific multiple choice
question example of each domain
DOMAINS
Time Total Number
Spent/ Of Test items
TOPIC/ Evaluatin
Frequen Understandi Applyi Analyzi
UNIT Rememberi g/
cy ng ng ng
(HRS) ng ( 10%) Creating ACTU PERCE
(20%) (30%) (15%)
(15%) AL NT

1. 3
2. 4
3. 4
4. 5
5. 5
6. 6
27 50 100
TOTAL
HOTS = ___
LOTS = ___ ITEMS (60%)
ITEMS (40%)

Compile activities, techniques in the making of TOS by your FS Resources Teacher in

the classes you observed and assigned. Include your drafts/improvements/ annotations on
the TOS making.
 75

Add other activities/techniques that you have researched on, e.g. TOS used on different
learning institutions.

“A good essential question will inspire a quest for knowledge and discovery.”

Rethink about the key ideas you learn in this episode and focus on those that you were
most intrigued by, then pose/write down at least 3 questions that can reveal where your
understanding is still uncertain.

Name of FS Student: ____________________Date: _________

Submitted:________ Year & Section: ____________
Course: _________________________
 76

Learning Episodes Excellent Above Average Sufficient Minimal Poor Weighted

100 80 60 40 20 Score
Learning Activities (40%) All episodes All or nearly Nearly all Few Episodes
were done all episodes episodes activities of were not
with were done were done the done; or
outstanding with high with episodes objectives
quality; work quality acceptable were done; were not
exceeds quality only few met
objectives
were met

40 pts 32 pts. 24 pts. 16 pts. 8 pts.

Analysis of the Learning All Analysis Half of Few parts of Analysis
episode (25%) questions/ question Analysis the Analysis was not
episodes were questions were answered.
were answered were answered.
answered completely. answered.
completely; Grammar and
in depth Clear Vaguely spelling
answers; connectio related to needs
thoroughly ns with the improvement
grounded on theories theories
theories.
Exemplary Grammar Grammar and
grammar and Spelling spelling
and spelling are superior acceptable

25 pts. 20 pts. 15 pts. 10 pts. 5 pts.

Reflection/ Insights Reflection Reflection Reflection Few Reflection
(20%) statements statements statements reflection statements
are profound are clear; but are good statements are poor
and clear; not clearly and is contain and no
supported by supported by supported minimal personal
experiences experiences by supports of experience
from the from the experience concrete s were
learning learning s from the real life stated as
episodes episodes learning experiences relevance
episodes as relevance to the
to the learning
learning episodes
episodes

8 pts.
20 pts. 16 pts. 12 pts. 4 pts.
Learning Portfolio Portfolio is Portfolio is Portfolio is Few No
(10%) complete, complete, incomplete; documents/ documentatio
clear, well- clear, well- supporting proofs/ ns and any
organized organized and documentati evidences other
and all most on are of the evidences of
supporting; supporting; organized learning performing
documentati documentatio but are experiences the episode
ons are ns area lacking from the presented
located in available and learning
sections logical and episode is
clearly clearly presented
designated marked
locations

10 pts. 8 pts. 6 pts. 4 pts. 2 pts.

Submission of Learning Submitted Submitted on Submitted a Submitted Submitted a
 77

Episodes before the the deadline day after the two-five week or
(5%) deadline deadline days after more after
the the deadline
deadline
5 pts. 4 pts. 3 pts. 2 pts. 1 pt.
Total

COMMENTS

3.0 (50-51) 2.0 (70-75)

2.75 ( 52-57) 1.75 (76-81)
2.5 (58-63) 1.5 (82-87)
2.25 (64-69) 1.25 (88-93)
1.0 (94-100)

Over-all Score Rating: (Base on transmutation)

Learning Episode 7:

SELECTED RESPONSE TEST

TYPE: THE MULTIPLE CHOICE
QUESTIONS (MCQ’s)
 78

To have a meaningful and successful accomplishment in this FS episode, be sure to

read through the whole episode before participating and assisting in your FS2 Resource
Teacher’s class (any class modality). Note that all information and tasks you will need to do
before working on this episode.

At the end of this Learning Episode, I must be able to:

1. Identify the different types of selected response tests.
2. Determine the alignment of assessment type to the intended learning outcomes
3. Construct multiple choice items based on the basic test-making principles.

(BASICS OF TEST CONSTRUCTION)

Preparing test items

Two general types of exam questions useful for measuring student learning each with there
own sub-types:
1. Fixed-choice: (Selected-response)
2. Open-ended: (Constructed response)

Fixed-choice:
 Multiple-choice questions ask students to select the correct response from one or
more of the choices from a given list.
 True-false questions are typically used to measure student’s ability to identify whether
statements of fact are correct.
 Matching questions consist of a column of key words and a column of options, and
require students to match the options associated with a given key word(s).

Open-ended:
 Short answer questions direct students to supply the appropriate words, numbers, or
symbols to answer a question or complete a statement.

 Essay questions require students to demonstrate through writing his/her ability to a)

recall knowledge, b) organize this knowledge, and c) present the knowledge in a
logical, integrated answer.

THE MULTIPLE CHOICE QUESTION TEST TYPES/CONSTRUCTION

A multiple-choice test questions consist of three parts:
1. the stem, which asks the question, poses a problem, or presents an incomplete
sentence;
2. the correct response;
3. and OTHER (usually 3 or 4) alternative responses which are incorrect, these are
often called "distracters."

SOME GUIDES / HINTS IN CONSTRUCTING MCQ’s USING THE TAXONOMY

1. KNOWLEDGE / REMEMBERING
• This is defined as the remembering of previously learned material. This is the
lowest level of learning. These are the easiest types of MCQs to create.
 79

• Learning objectives at this level

 Know common terms, Know specific facts
 Know methods and procedures, Know basic concepts
 Know principles

• Question verbs: define, list, state, identify, identify, label name, who? When?
Where? What?

MCQ: Knowledge / Remembering

1. What is the capital of the Philippines?
A. Manila City
B. Quezon City
C. Baguio City
D. Cebu City

Outcome: Identifies the meaning of a term.

2. Which of the following terms used to refer Reliability ?
A. consistency.
B. relevancy.
C. representativeness.
D. usefulness.

Outcome: Identifies the order of events.

3. What is the first step in constructing an achievement test?
A. Decide on test length.
B. Identify the intended learning outcomes.
C. Prepare a table of specifications.
D. Select the tem types to use.

2. COMPREHENSION / UNDERSTANDING
• This is defined as the ability to grasp the meaning of material. You can have
respondents do the following: Translate material from one form to another,
Interpret material, Estimate future trends.
• Learning objectives at this level
 Understand facts and principles
 Interpret verbal material
 Translate verbal material to mathematical formulae
 Estimate future consequences applied in data

• Question verbs: Explain, predict, interpret, infer, summarize, convert, translate,

give example, account for, paraphrase x?

MCQ: Comprehension / Understanding

1. Explain what is meant by the phrase ''cogito ergo sum''?
A. I know, therefore I am
B. I am, therefore I know
C. I think, therefore I am
D. I am, therefore I think

Outcome: Identifies an example of a term.

2. Which one of the following statements contains a specific determiner?
A. Asia is a continent.
B. Philippines was discovered in 1516.
C. Davao has some big industries.
D. Philippines population is increasing.

Outcome: Interprets the meaning of an idea

 80

3. The statement that “test reliability is a necessary but not sufficient condition of test
validity” which means?
A. a reliable test will have a certain degree of validity.
B. a valid test will have a certain degree of reliability.
C. a reliable test may be completely invalid and a valid test completely
unreliable.

Outcome: Distinguishes between properly and improperly stated outcomes

4. Which one of the following learning outcomes is properly stated in terms of student
performance?
A. Develops an appreciation of the importance of testing.
B. Writes appropriate test questions.
C. Realizes the importance of validity.

3. APPLICATION/APPLYING
• This refers to the ability to use lea1ned material in new and concrete situations.
Here you have to apply rules, methods, concepts, principles, laws, and/or
theories.
• Learning objectives at this level
 Apply concepts and principles to new situations
 Apply laws and theories to practical situations
 Solve mathematical problems

• Question verbs: How could x be used toy? How would you show, make use of,
modify, demonstrate, solve, or apply x to conditions y?

MCQ: Application/Applying
1. If you have 8 P100 bills and you spend P200 on school supplies and P100 on snacks
what % of the original amount of money do you have left?
A. 24.5%
B. 37.5%
C. 62.5%
D. 86.5%

Outcome: Tests for the application of previously acquired knowledge (the various memory
systems).
2. Which one of the following memory systems does a piano-tuner mainly use in his
occupation?
A. Echoic memory
B. Short-term memory
C. Long-term memory
D. Mono-auditory memory

4. ANALYSIS/ANALYZING
• This refers to the ability to break down material into its component parts so that its
organizational structure may be understood.
• Learning objectives at this level
 Recognize unstated assumptions
 Recognize logical fallacies in reasoning
 Distinguish between facts and inferences
 Evaluate the relevancy of data

• Question verbs: Differentiate, compare/ contrast, distinguish x from y, how does x

affect or relate toy? why? how? What piece of x is missing / needed?
MCQ: Analysis / Analyzing
 81

1. Compared to laboratory settings, field settings have more ___________ validity and
less ___________ validity.
A. internal, external
B. construct, content
C. external, internal
D. content, const1uct

Outcome: Recognizes unstated assumptions

Direction: Read the following comments a teacher made about testing. Then answer the
questions that follow by circling the letter of the best answer.
Students go to school to learn, not to take tests. In addition, tests cannot be used to
indicate a student‘s absolute level of learning. All tests can do is rank students in order of
achievement, and this relative ranking is influenced by guessing, bluffing, and the subjective
opinions of the teacher doing the scoring. The teacher-learning process would benefit if we
did away with tests and depended on student self-evaluation.

2. Which one of the following unstated assumptions is this teacher making?

A. Students go to school to learn.
B. Teachers use essay tests primarily.
C. Tests make no contribution to learning.
D. Tests do not indicate a student‘s absolute level of learning.

Outcome: Identifies the meaning of specific testing instruments.

3. Which one of the following types of test is this teacher primarily talking about?
A. Diagnostic test.
B. Formative test.
C. Pretest.
D. Summative test.

5. EVALUATION/EVALUATING
• This is concerned with the ability to judge the value of material for a given
purpose. This is the highest level of lea1ning.
• Learning objectives at this level
 Judge the logical consistency of written material
 Judge the value of a work
 Judge the adequacy with which conclusions are supported by data

• Question verbs: Justify, appraise, evaluate, judge x according to given criteria.

Which option ,would be better/preferable to party y?
MCQ: Evaluation/Evaluating
1. Evaluate the strength of research design described below:
Dr. Jacky randomly assigns 100 students who have elected to be in her study on pilot
training. She controls for various confounding variables in her study. She utilizes a
pretest posttest control group design.
A. Excellent, it has high internal and external validity
B. Great, it has high internal validity and n1oderate exte rnal validity
C. Good, it has moderate internal validity and moderate external validity
D. Poor, it has low levels of both internal and external validity

Outcome: Analyze whether a word fits with the accepted definition of pragmatism.
2. Directions: Read carefully through the paragraph below, and decide which of the
options A-D is correct.
The basic premise of pragmatism is that questions posed by speculative
metaphysical propositions can often be answered by determining what the practical
consequences of the acceptance of a particular metaphysical proposition are in this
 82

life. Practical consequences are taken as the criterion for assessing the relevance of
all statements or ideas about truth, norm and hope.
A. The word ―acceptance should be replaced by ―rejection.
B. The word ―often should be replaced by ―only.
C. The word ―speculative should be replaced by hypothetical.
D. The word ―criterion should be replaced by ―measure.

6. SYNTHESIS / CREATING
• This refers to the ability to put parts together to form a new whole. Put elements
together to form a coherent whole; reorganize into a new pattern or structure.
• Learning objectives at this level
 Write a well organized theme
 Propose a plan for an experiment
 Integrate learning from different areas into a plan for solving a problem
 Formulates a new scheme for classifying objects

• Question verbs: Design, construct, develop, formulate, imagine, create,

change, ,write a short story and label the following elements:

MCQ: Synthesis/Creating
1. Change the below research scenario to make it a design that will allow you to show
cause and effect and be able to generalize to a larger population.
Dr. Jim is conducting a study looking a differences in sense of belonging of
first-year students. He is comparing two groups of students: Learning
community and Traditional students. Students self-select into the above
groups.
A. Use random assignment to groups
B. Use random selection of participants
C. Both A & B
D. None of the above

Suggested questions can be used as stem in making MCQs at different levels of

taxonomy. (Featuring about Reading and Writing)
 REMEMBERING
1. Name all the characters in the story.
2. Write 6 facts from the story.
3. When does the story take place?
4. Where does the story take place?

 UNDERSTANDING
1. In your own words, tell what the story is about.
2. How did the main character feel at the beginning of the story?
3. How did the main character feel at the end of the story?
4. Think of a main event in the story. Why did it happen?

 APPLYING
1. Think of a situation that occurred to a person in your story and decide
whether you would have done the same thing as he did or something
different. Write what you might have done.
2. What would you do if you could go to the place where the main character
lives?
3. What would the main character do if he came to your house to visit?
4. If you had to cook a meal for the characters in the story, what would you
cook?

 ANALYZING
 83

1. What part of the story was the funniest? Or the most exciting? Or the
saddest?
2. Tell what things happened in the story that couldn’thave happened in real
life?
3. Some things in the story were true, and some were only the opinions of
someone. List the things that were true.
4. What could you do that was just like what the person in the story did?

 EVALUATING
1. Was the main character in the story good or bad? Why?
2. Compare 2 characters in the story. Tell which one you think is better and why.
3. Which character in the story would you most like to spend the day with?
Why?
4. Was this story worth the time it took to read? Why?

 CREATING
1. Rewrite the story from an animal’s point of view.
2. Make a poster, a mobile, a puppet, or a painting of the main characters in the
story.
3. Write another ending to the story that is different from the one that the author
wrote.
4. Write a poem about the story.

https://facultyinnovate.utexas.edu/sites/default/files/writing-good-multiple-choice-
exams-fic-120116.pdf
https://gradehub.com/blog/using-multiple-choice-questions-using-blooms-taxonomy/
https://www.mcgill.ca/skillsets/files/skillsets/mcq_handout3.pdf

You are expected to observe in your subject assignment how MCT’s are constructed
and implemented by your respective CT in the teaching-learning process.
 84

(Note to Student Teacher: As you participate and assist your CT in making the MCQ for a
summative test, please take note of what you are expected to give more attention to as asked
in the next step of the Learning Episode (NOTICE)
1. Assist your CT in the conduct of making the summative test particularly on the
construction of MCQs.
2. Offer your assistance to engage in the making of MCQs trough your CT.

NOTICE
1. Take note of:
a. Alignment of the different learning behavior or domains with the learning
outcomes in constructing MCQs.
b. The distribution of the MCQ items against the given time allocation of the
ACTIVITY SHEET topics in the subject
c. How the percentage allocation of the lower and higher order thinking skills
observed in the TOS for MCQs.

1. Did the distribution of the MCQ items are expected to measure the learning
competencies of students?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

2. Was the MCQ items constructed favorably or unfavorably in assessing students

performance?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

3. What would be the effect MCQ test items in the teaching-learning process and the
performance of students?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
 85

1. How would attainment of learning outcomes be measured if MCQs test were not
ACTIVITY SHEET
employed as one assessment tool?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

Quiz on MCQ test construction

1. Refer to the completed TOS of your summative test in the previous

episodes:
A. Construct or make of at least 2 MCQ test items in all the domains
indicated in the TOS
B. If possible, indicate the appropriate learning objectives/outcome in each
MCQ test being constructed per domain levels

Compile activities, techniques in constructing/making of MCQs by your FS Resources

Teacher in the classes you observed and assigned. Include your drafts/improvements/
annotations on the MCQ test making.

Add other activities / techniques that you have researched on, e.g. MCQs used in your
field of specialization in different learning institutions.

ACTIVITY SHEET
 86

OBSERVE
1. One thing that went well in the constructing/ making MCQs is
________________________________________________________
________________________________________________________

2. One thing that did not go very well in the constructing/ making MCQs is
________________________________________________________
________________________________________________________

3. One good thing observed in constructing MCQs as assessment tool is

________________________________________________________
________________________________________________________
4. One thing in constructing MCQs test format that needs improvement based on
what we have observed is
________________________________________________________
________________________________________________________
REFLECT
A. The constructing/ making MCQs went well because
________________________________________________________
________________________________________________________

B. The constructing/ making MCQs did not go well because

________________________________________________________
________________________________________________________
ACT
To ensure that the process in the constructing/ making MCQs serve its purpose in order
to help in the learning process, I will learn from other’s best practice by researching on
________________________________________________________
________________________________________________________
PLAN
To help improve constructing/ making MCQs practices and implementation, I plan to
conduct an action research on
________________________________________________________
________________________________________________________

Name of FS Student: ____________________Date: _________

Submitted:________ Year & Section: ____________
Course: _________________________
Learning Episodes Excellent Above Average Sufficient Minimal Poor Weighted
100 80 60 40 20 Score
 87

Learning Activities (40%) All episodes All or nearly Nearly all Few Episodes
were done all episodes episodes activities of were not
with were done were done the done; or
outstanding with high with episodes objectives
quality; work quality acceptable were done; were not
exceeds quality only few met
objectives
were met

40 pts 32 pts. 24 pts. 16 pts. 8 pts.

Analysis of the Learning All Analysis Half of Few parts of Analysis
episode (25%) questions/ question were Analysis the Analysis was not
episodes answered questions were answered.
were completely. were answered.
answered answered.
completely; Clear Grammar and
in depth connectio Vaguely spelling
answers; ns with related to needs
thoroughly theories the improvement
grounded on theories
theories. Grammar
Exemplary and Spelling Grammar
grammar are superior and spelling
and spelling acceptable

15 pts.

25 pts. 20 pts. 10 pts. 5 pts.

Reflection/ Insights Reflection Reflection Reflection Few Reflection
(20%) statements statements statements reflection statements
are profound are clear; but are good and statements are poor and
and clear; not clearly is supported contain no personal
supported by supported by by minimal experiences
experiences experiences experiences supports of were stated
from the from the from the concrete as relevance
learning learning learning real life to the
episodes episodes episodes experiences learning
as relevance episodes
to the
learning
episodes
4 pts.
12 pts. 8 pts.
20 pts. 16 pts.
Learning Portfolio Portfolio is Portfolio is Portfolio is Few No
(10%) complete, complete, incomplete; documents/ documentatio
clear, well- clear, well- supporting proofs/ ns and any
organized organized and documentati evidences other
and all most on are of the evidences of
supporting; supporting; organized learning performing
documentati documentatio but are experiences the episode
ons are ns area lacking from the presented
located in available and learning
sections logical and episode is
clearly clearly presented
designated marked
locations

10 pts. 8 pts. 6 pts. 4 pts. 2 pts.

Submission of Learning Submitted Submitted on Submitted a Submitted Submitted a
Episodes before the the deadline day after the two-five week or
 88

(5%) deadline deadline days after more after

the the deadline
deadline
5 pts. 4 pts. 3 pts. 2 pts. 1 pt.
Total

COMMENTS

3.0 (50-51) 2.0 (70-75)

2.75 ( 52-57) 1.75 (76-81)
2.5 (58-63) 1.5 (82-87)
2.25 (64-69) 1.25 (88-93)
1.0 (94-100)

Over-all Score Rating: (Base on transmutation)

Learning Episode 8:

BASICS OF ITEM ANALYSIS

 89

To have a meaningful and successful accomplishment in this FS episode, be sure to

read through the whole episode before participating and assisting in your FS2 Resource
Teacher’s class (any class modality). Note that all information and tasks you will need to do
before working on this episode.

At the end of this Learning Episode, I must be able to:

1. Explain the meaning of item analysis, validity, reliability, item difficulty and
discrimination index;
2. Determine quality of a test item by its difficulty index, discrimination index and
plausibility of options.

(BASICS OF ITEM ANALYSIS)

What is Item Analysis ?
 process that examines student responses to individual test items assessing
quality items and the test as a whole
 valuable in improving items which will be used again in later tests and
eliminate ambiguous or misleading items
 valuable for increasing instructors' skills in test construction, and
 identifying specific areas of course content which need greater emphasis or
clarity.

Several Purposes
1. More diagnostic information on students
–Classroom level:
 determine questions most found very difficult/ guessing on,
–reteach that concept
 questions all got right –
–don't waste more time on this area
 find wrong answers students are choosing-
–identify common misconceptions
–Individual level:
 isolate specific errors this student made
2. Build future tests, revise test items to make them better
– know how much workin writing good questions
– SHOULD NOT REUSE WHOLE TESTS--> diagnostic teaching means
responding to needs of students, so after a few years a test bank is build up
and choose a tests for the class
– can spread difficulty levelsacross your blueprint (TOS)
 90

3. Part of continuing professional development

– doing occasional item analysis will help become a better test writer
– documenting just how good your evaluation is
– useful for dealing with parents or administrators if there's ever a dispute
– once you start bringing out all these impressive looking stats, parents and
administrators will believe why some students failed.

Validity. Validity is the extent to which a test measures what it purports to measure or as
referring to the appropriateness, correctness, meaningfulness and usefulness of the specific
decisions a teacher makes based on the test results. These two definitions of validity differ in
the sense that the first definition refers to the test itself while the second refers to the
decisions made by the teacher based on the test. A test is .valid when it is aligned with the
learning outcome.
Reliability refers to the consistency of the scores obtained — how consistent they are for
each individual from one administration of an instrument to another and from one set of items
to another. We already gave the formula for computing the reliability of a test: for internal
consistency; for instance, we could use the split-half method or the Kuder-Richardson
formulae (KR-20 or KR-21)
Reliability and Validity are related concepts. If an instrument is unreliable, it cannot get
valid outcomes. As reliability improves, validity may improve (or it may not). However, if an
instrument is shown scientifically to be valid then it is almost certain that it is also reliable.

Item Analysis: Difficulty Index and Discrimination Index

There are two important characteristics of an item that will be of interest to the
teacher. These are: (a) item difficulty and (b) discrimination index. We shall learn how to
measure these characteristics and apply our knowledge in making a decision about the item
in question.
The difficulty of an item or item difficulty is defined as the number of students who are
able to answer the item correctly divided by the total number of students. Thus:
Item difficulty = number of students with correct answer/ total number of students.
The item difficulty is usually expressed in percentage.
Example: What is the item difficulty index of an item if 25 students are unable to answer it
correctly while 75 answered it correctly?

Here, the total number of students is 100, hence the item difficulty index is 75/100 or
75%.
Another example: 25 students answered the item correctly while 75 students did not. The
total number of students is 100 so the difficulty index is 25/100 or 25 which is 25%.
It is a more difficult test item than that one with a difficulty index of 75.
A high percentage indicates an easy item/question while a low percentage indicates a
difficult item.
One problem with this type of difficulty index is that it may not actually indicate that
the item is difficult (or easy). A student who does not know the subject matter will naturally be
unable to answer the item correctly even if the question is easy. How do we decide on the
basis of this index whether the item is too difficult or too easy?

DIFFICULTY INDEX TABLE

The following arbitrary rule is often used in the literature:
Range of Difficulty Index Interpretation Action
0.00 — 0.25 Difficult Revise or discard
0.26 — 0.75 Right difficulty Retain
0.76 — above Easy Revise or discard

Difficult items tend to discriminate between those who know and those who do not
know the answer. Conversely, easy items cannot discriminate between these two groups of
students. We are therefore interested in deriving a measure that will tell us whether an item
 91

can discriminate between these two groups of students. Such a measure is called an index of
discrimination.

An easy way to derive such a measure is to measure how difficult an item is with
respect to those in the upper 25% of the class and how difficult it is with respect to those in
the lower 25% of the class. If the upper 25% of the class found the item easy yet the lower
25% found it difficult, then the item can discriminate properly between these two groups.

Thus:
Index of discrimination = DU — DL (U — Upper group; L — Lower group)
Example: Obtain the index of discrimination of an item if the upper 25% of the class had a
difficulty index of 0.60 (i.e. 60% of the upper 25% got the correct answer) while
the lower 25% of the class had a difficulty index of 0.20.
Here, DU = 0.60 while DL = 0.20,
Thus, index of discrimination = .60 - .20 = .40.

Discrimination index is the difference between the proportion of the top scorers who
got an item correct and the proportion of the lowest scorers who got the item right. The
discrimination index range is between -1 and +1. The closer the discrimination index is to +1,
the more effectively the item can discriminate or distinguish between the two groups of
students. A negative discrimination index means more from the lower group got the item
correctly. The last item is not good and so must be discarded.

Theoretically, the index of discrimination can range from -1.0 (when DU =0 and DL =
1) to 1.0 (when DU = 1 and DL = 0). When the index of discrimination is equal to -1, then this
means that all of the lower 25% of the students got the correct answer while all of the upper
25% got the wrong answer. In a sense, such an index discriminates correctly between the two
groups but the item itself is highly questionable. Why should the bright ones get the wrong
answer and the poor ones get the right answer? On the other hand, if the index of
discrimination is 1.0, then this means that all of the lower 25% failed to get the correct answer
while all of the upper 25% got the correct answer. This is a perfectly discriminating item and is
the ideal item that should be included in the test.

From these discussions, let us agree to discard or revise all items that have negative
discrimination index for although they discriminate correctly
between the upper and lower 25% of the class, the content of the item itself may be highly
dubious or doubtful.

DISCRIMINATION INDEX TABLE

We have the following rule of thumb:
Index Range Interpretation Action
-1.0 — -.50 Can discriminate but item is Discard
questionable
-.51 - 0.45 Non-discriminating Revise
0.46 — 1.00 Discriminating item Include

Example: Consider a multiple choice type of test of which the following data were obtained:
Item Options
A B* C D
1 0 40 20 20 Total
0 15 5 0 Upper 25%
0 5 10 5 Lower 25%

The correct response is B. Let us compute the difficulty index and index of
discrimination:
 92

Difficulty, Index = no. of students getting correct response/total = 40/100 = 40%, within
range of a "good item"
The discrimination index can similarly be computed:
DU = no. of students in upper 25% with correct response/no. of students in the upper 25%
= 15/20 = .75 or 75%
DL = no. of students in lower 25% with correct response/ no. of students in the lower 25%
= 5/20 = .25 or 25%

Discrimination Index = DU — DL = .75 - .25 = .50 or 50%.

Thus, the item also has a "good discriminating power."
It is also instructive to note that the distracter A is not an effective distracter since
this was never selected by the students. It is an implausible distracter. Distracters C and D
appear to have good appeal as distracters. They are plausible distracters.
Index of Difficulty
Ru + RL
P= ___________ x 100
T
Where:
Ru — The number in the upper group who answered the item correctly.
RL — The number in the lower group who answered the item correctly.
T — The total number who tried the item.

Index of item Discriminating Power

Ru + RL
D=
½T
Where:
P percentage who answered the item correctly (index of difficulty)
R number who answered the item correctly
T total number who tried the item.

P= 8/20 x 100 = 40%

The smaller the percentage figure the more difficult the item
Estimate the item discriminating power using the formula below:
(Ru — RL) ( 6 – 2)
D= -------------- = ----------- = 0.40
½t 10

The discriminating power of an item is reported as a decimal fraction; maximum

discriminating power is indicated by an index of 1.00.
Maximum discrimination is usually found at the 50 percent level of difficulty
0.00 – 0.20 = Very difficult
0.21 – 0.80 = Moderately difficult
0.81 – 1.00 = Very easy
For classroom achievement tests, most test constructors desire items with indices of
difficulty no lower than 20 nor higher than 80, with an average index of difficulty from 30 or 40
to a maximum of 60.
The INDEX OF DISCRIMINATION is the difference between the proportion of the
upper group who got an item right and the proportion of the lower group who got the item
right. This index is dependent upon the difficulty of an item. It may reach a maximum value of
100 for an item with an index of difficulty of 50, that is, when 100% of the upper group and
none of the lower group answer the item correctly. For items of less than or greater than 50
difficulty, the index of discrimination has a maximum value of less than 100.

CONTENTS OF THIS MATERIAL IS ADAPTED IS FROM:

 93

Navarro, R.L., R.G. Santos, B.B. Corpuz. (2019). Assessment of Learning 1. LORIMAR Publishing, Inc.
4th Edition.
All Rights Reserved

ACTIVITY SHEET

You are expected to observe in your subject assignment how Item Analysis are
conducted and implemented by your respective CT in the teaching-learning process.

(Note to Student Teacher: As you participate and assist your CT in conducting item analysis,
please take note of what you are expected to give more attention to as asked in the next step
of the Learning Episode (NOTICE)
1. Assist your CT in conducting the item analysis of the summative test in one grading
period of the assigned class.
2. Offer your assistance to engage in the conduct of item analysis trough your CT.

NOTICE
1. Take note of:
a. Alignment of the different learning behavior or domains with the learning
outcomes based on the TOS and the results of the item analysis.
b. The distribution of the test items in the learning domains against the
retained/discarded items in the subject as the result of the item analysis.
c. How the percentage allocation of the lower and higher order thinking skills
observed and distributed in the TOS as manifested in the item analysis
results.

1. Did the results of the conducted item analysis are expected to measure the learning
competencies of students?
________________________________________________________
________________________________________________________
2. Was the item analysis constructed favorably or unfavorably in assessing students
performance?
 94

________________________________________________________
________________________________________________________
3. What would be the effect of the results of the item analysis in the teaching-learning
process and the performance of students?
________________________________________________________
________________________________________________________

ACTIVITY SHEET

1. How would attainment of learning outcomes be measured if item analysis were not
employed or conducted after the summative test?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

A. Give the term described/explained.

____________1. Refers to a statistical technique that helps instructors identify the
effectiveness of their test items.
____________2. Refers to the proportion of students who got the test item correctly.
____________3. Which is the difference between the proportion of the top scorers who
got an item correct and the proportion of the bottom scorers who got
the item right?
____________4. Which one is concerened with how easy or difficult a test item is?
____________5. Which adjective describes an effective distracter?

B. Problem Solving

1. Solve for the difficulty index of each test item:

Item No. 1 2 3 4 5

No, of Correct Responses 2 10 20 30 15

No. of Students 50 30 30 30 40

Difficulty Index
 95

1. Which is most difficult? Most easy?

2. Which needs revision? Which should be discarded? Why?

2. Solve for the discrimination indexes of the following test items:

1
ACTIVITY SHEET Item No. 2 3 4 5

UG LG UG LG UG LG UG LG UG LG
No. of
Correct 12 20 10 20- 20 10 10 24 20 5
Responses
No. of
Students 25 25 25 25 25 25 25 25 25 25

Discriminat
ion Index

1. Based on the computed discrimination index, which are good test items?
2. Not good test items?

3. A multiple choice type of test has 5 options. The Table below indicates the number of
examinees out of 50 who chose each option.
Option
A B C D E
0 20 15* 5 10
* - Correct answer
1. Which options are plausible?
2. Which ones are implausible?

4. Study the following data. Compute for the difficulty index and the discrimination index of
each set of scores.
1. N = 80, number of wrong answers: upper 25% = 2 lower 25% = 9
2. N = 30, number of wrong answers: upper 25% = 1 lower 25% = 6
3. N = 50, number of wrong answers: upper 25% = 3 lower 25% = 8
4. N = 70, number of wrong answers, upper 25% = 4 lower 25% = 10

Compile activities, techniques in conducting item analysis by your FS Resources

Teacher in the classes you observed and assigned. Include your drafts/improvements/
annotations on the conduct of item analysis.
Add other activities / techniques that you have researched on, e.g. how item analysis is
conducted in different learning institutions using technology and software.
 96

OBSERVE
1. One thing that went well in the conduct of item analysis is
____________________________________________________________________
______________________________________________
2. One thing that did not go very well in the conduct of item analysis is
____________________________________________________________________
______________________________________________
3. One good thing observed in the conduct of item analysis is
____________________________________________________________________
______________________________________________
4. One thing in the conduct of item analysis that needs improvement based on what we
have observed is
____________________________________________________________________
______________________________________________

REFLECT
a. The conduct of item analysis went well because
_________________________________________________________________
_____________________________________________
b. The conduct of item analysis did not go well because
_________________________________________________________________
_____________________________________________
ACT
To ensure that the process in the conduct of item analysis serve its purpose and in order
to help in the learning process, I will learn from other’s best practice by researching on
_______________________________________________________________________
_________________________________________________
PLAN
To help improve the conduct of item analysis practices and implementation, I plan to
conduct an action research on
_______________________________________________________________________
_________________________________________________

Name of FS Student: ____________________Date: _________

Submitted:________ Year & Section: ____________
Course: _________________________
Learning Episodes Excellent Above Average Sufficient Minimal Poor Weighted
100 80 60 40 20 Score
 97

Learning Activities (40%) All episodes All or nearly Nearly all Few Episodes
were done all episodes episodes activities of were not
with were done were done the done; or
outstanding with high with episodes objectives
quality; work quality acceptable were done; were not
exceeds quality only few met
objectives
were met

40 pts 32 pts. 24 pts. 16 pts. 8 pts.

Analysis of the Learning All Analysis Half of Few parts of Analysis
episode (25%) questions/ question were Analysis the Analysis was not
episodes answered questions were answered.
were completely. were answered.
answered answered.
completely; Clear Grammar and
in depth connectio Vaguely spelling
answers; ns with related to needs
thoroughly theories the improvement
grounded on theories
theories. Grammar
Exemplary and Spelling Gramma
grammar are superior r and
and spelling spelling
accepta
ble

25 pts. 20 pts. 15 pts. 10 pts. 5 pts.

Reflection/ Insights Reflection Reflection Reflection Few Reflection
(20%) statements statements statements reflection statements
are profound are clear; but are good statements are poor
and clear; not clearly and is contain and no
supported by supported by supported minimal personal
experiences experiences by supports of experience
from the from the experience concrete s were
learning learning s from the real life stated as
episodes episodes learning experience relevance
episodes s as to the
relevance learning
to the episodes
learning
episodes

20 pts. 16 pts. 12 pts. 8 pts. 4 pts.

Learning Portfolio Portfolio is Portfolio is Portfolio is Few No
(10%) complete, complete, incomplete; documents/ documentatio
clear, well- clear, well- supporting proofs/ ns and any
organized organized and documentati evidences other
and all most on are of the evidences of
supporting; supporting; organized learning performing
documentati documentatio but are experiences the episode
ons are ns area lacking from the presented
located in available and learning
sections logical and episode is
clearly clearly presented
designated marked
locations

10 pts. 8 pts. 6 pts. 4 pts. 2 pts.

Submission of Learning Submitted Submitted on Submitted a Submitted Submitted a
Episodes before the the deadline day after the two-five week or
 98

(5%) deadline deadline days after more after

the the deadline
deadline
5 pts. 4 pts. 3 pts. 2 pts. 1 pt.
Total

COMMENTS

3.0 (50-51) 2.0 (70-75)

2.75 ( 52-57) 1.75 (76-81)
2.5 (58-63) 1.5 (82-87)
2.25 (64-69) 1.25 (88-93)
1.0 (94-100)

Over-all Score Rating: (Base on transmutation)

99
100
101