Activity 5 – Assessing Learning

FIELD STUDY 1
Outcomes and Reporting Feedbacks

Name of FS Student Mary Joy R. Alcera

Course, Year and Section IV BSE-Englsih
Name of FS Mentor Mr. Lauro Malvecino 1
Date

Intended Learning Outcomes

At the end of this activity, the FS student must be able to achieve the following intended learning outcomes:
1. determine the alignment of the assessment tools and tasks with the intended learning outcome;
2. critique traditional and authentic assessment tools and tasks for learning in the context of
established guidelines on test construction;
3. evaluate non-traditional assessment tools including scoring rubrics;
4. determine the procedure on how grades are computed and reported to parents; and
5. compute student grade based on DepEd’s grading policy.

LEARNING OVERVIEW:

Activity 5 focus on domain 5: Assessment and reporting. Assessment is an inevitable part of the teaching-
learning processes. It determines the effectiveness of the curriculum at the same time it assesses/evaluates the
learner’s performance. There are different assessment tools that can be utilized throughout the process where feed
backs are drawn. In this activity the FS students will be engaged in varied opportunities which will help them
understand better the assessment process.

Observation/Interview

Direction: Read the following items below before observing a class.

1. Ask permission from a teacher that you will observe his/her class.
2. Follow the minimum health protocol at all times.
3. Observe etiquette during class observation and interview process.
4. Accomplish all the given task in the observation report below.

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

Directions: In the table below, list down all forms of assessment tools used by the teacher that
you have observed.

Assessment FOR Learning Assessment AS Learning Assessment OF Learning

1. Activities (Think-Pair-Share) Lecture Notes: The teacher let the Final Exams: Teacher created exams
-For example, regarding the topic of students to take down notes what they given at the end of a unit to measure
FACT and OPINION, each student would are studying. At the end of each quarter, overall knowledge and understanding of
present one sentence from their the teacher collect their notes and give it what has been taught.
assignment and select one of their a grade. In this way, the students have
classmates to determine whether it was the responsibility to listen to the teacher
a fact or an opinion. If the classmate so they have something to put in their
answered correctly, it would then be their notes since it is required for the student
turn to pose a question and choose to submit.
another classmate to respond.
2. Quizzes- The teacher give the Peer Feedback Sessions: The teacher End-of-Unit Tests: It is a test to assess if
students a short quizzes to determine give time for the students to open up the students grasp the knowledge in the
the students understanding, for them to their concerns about their classmates, lesson at the end of the unit. It provides
adjust the lesson or the discussion and the teacher is kind to addressed this a overview of their learning.
based on their results. situation.
3. Recap: At the end of the lesson, the Concerns and Queries Time: Before the Portfolios: Students submit a collection
teacher let his student to do some quick start of each lesson, the teacher asked of their work compiled in a portfolio to
recap about what they have learned to his class first about their concerns and represent their learning throughout the
see if they grasped the idea or they need queries to avoid distractions in the academic year. These portfolio can also
further explanation. class. be used by the teacher as an evidence
of the students growth.
4. Q & A : To ensure that the students Learning Portfolios: At the of each Projects and Presentation: At the end of
are following the lesson, The teacher quarter, the teacher task the students to the quarter, the teacher give some task
raise some questions to reach the prepare a portfolio where they can for the students to present in the class
students . Also,it is for the teacher to compile their works. In this way, the such as video presentationn.
know if the students are still attentive to student have obliged to keep their own
him. works.
5.Peer Review: The teacher let the Goal Setting Activities: The teacher Performance-Based Assessments: The
students review each others work and always encourage the student to reach teacher evaluate students ability to apply
provide feedback. what they want in the future. He always their knowledge and skills in real word
motivating them to excel in the class. such as role playing.

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

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

In my observation, the assessments that are formative in nature, as listed above, include exit tickets,
which are brief reflections in which the student summarizes what they have learned during the
lesson. Additionally, short quizzes are implemented to help gauge students’ understanding of the
material covered. Peer review feedback is another significant component, where students provide
constructive feedback to each other on their work. Lastly, the think-pair-share activities encourage
students to select their partners and share their knowledge with one another in class.

2. List all the summative assessments that you have observed. Justify.

The summative assessments that I observed include several key components. Firstly, there are the
end-of-unit tests, which are specifically designed to assess students' knowledge and
comprehension of the material covered throughout the unit. These tests provide insights into how
well students have grasped the concepts presented. Secondly, there is the final exam, a
comprehensive assessment created by the teacher to measure students' overall understanding of
what has been taught throughout the entire course. This exam serves as a crucial indicator of
student learning and retention. Lastly, I noted the collection of students' lecture notes, which not
only reflects their participation in class but also allows the teacher to evaluate the effectiveness of
their teaching methods and identify areas where students may need additional support or
clarification.

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

Directions: Complete the table below by listing the intended learning outcomes (ILO) projected
by the teacher and the assessment activity that supports each ILO.
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Intended Learning outcomes / Assessment Activity

Objectives Traditional Non-traditional
1. Identify critical learning Raise questions about the The teacher make the
strategies topic students to recap the story
they tackled last time and
choose a representative to
recall and share the
summary of the story in the
class.
2. Determine effective listening The teacher discussed The teacher choose a
strategies some key concepts in the student who can sing their
class. favorite song in front of the
class and after that the
teacher makes the other
students who are listening
to analyze the lyrics of the
song.
3. Present understanding about The teacher analyze the The teacher pick a student
the story listened to. story per thought and share to give him a number from
it to the class. 1-10 and whatever number
picked is the student who
will continue to analyze the
story.
4. Identify ways to infer thoughts, The teacher asked the The teacher let the student
feelings and intentions, students if they agree or to pick a letter from the
disagree with death penalty alphabet (A-Z),and the one
and answer the “why” who is chosen with the
question and they need to letter being pick is to
share it to the class. answer the question also.
5.Distinguish inference used in The teacher asked the The teacher let the
the text read, and write examples students if where they students think if the
of inference. usually see some information they get are
information. really reliable and accurate
and then he choose
students to share their
ideas in the class.

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FIELD STUDY 1
Outcomes and Reporting Feedbacks

Questions

1. What guidelines on test construction and art of questioning did the teacher consider in 5
each assessment activity?
In constructing tests and designing questions, teachers often follow guidelines to ensure
that assessments are fair and effective in measuring students understanding. Mr.
Malvecino follows the guidelines of HOTS SOLO Framework - HOTS refers to Higher
Order Thinking Skills and SOLO refers to Structure of Observe Learning Outcomes. This is
a very helpful framework in constructing questions especially now that they are tasked to
create questions which are PISA and not type of questions.

Interview a teacher from the DepEd and/or the PSU-LIS, ask how they compute
learners’ grades and what criteria do they consider, also ask how are the grades
or performance reported to parents. Record the result of your interview here.

Mr. Malvecino computed the grade for the Aristotle class based on a comprehensive combination
of criteria that reflect both their academic achievements and overall performance throughout the
quarter. The grading components are structured, starting with written works, which account for
30% of the overall grade. This category includes quizzes, assignments, essays, and various other
written assessments that allow students to demonstrate their understanding and mastery of the
material. Next, we have the performance task, which makes up a significant 50% of the total grade.
This portion encompasses projects, group work, and other engaging activities that encourage
collaboration and practical application of knowledge. Lastly, the quarterly assessment contributes
20% to the final grade, culminating in a total of 100%. This grading process is communicated to
students and parents well before the beginning of the quarter, ensuring transparency and clarity.

As I observed, the way the teacher reports grades to parents is through the issuance of report
cards, which provide a detailed summary of each student's performance in every subject. These
report cards are typically distributed at the end of each grading period, offering insights into areas
of strength and opportunities for improvement. Additionally, this is the designated time when
advisers meet with parents to discuss the students' progress and experiences inside the
classroom.

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Outcomes and Reporting Feedbacks

Analyze
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Answer the following questions:

Why is there a need to evaluate learning?

As a teacher, we need to thoroughly evaluate learning to understand whether we are teaching effectively to
our students. This evaluation allows us, as teachers, to identify specific areas where we can improve our
instructional methods, ensuring that our students can grasp the material more comprehensively. By doing so,
we can pinpoint the gaps in understanding and find ways to make learning more accessible and engaging for
all students. Additionally, this process helps us assess those students who may require extra support or
assistance, enabling us to provide targeted interventions to enhance their educational experience.

Do teachers need to record results of formative and summative assessments? Why or why
not?

Yes, teachers need to record the results of both formative and summative assessments in order to effectively
track the progress of their students over time. In formative assessment, the teacher should record the results
to gain insights into the students' strengths and weaknesses, which can help inform instructional decisions and
tailored support. Conversely, in summative assessments, such as final exams and major projects, it is crucial
to document the results because they provide a comprehensive summary of what a student has learned
throughout a specific period.

In the assessment that was administered, do you think the teacher prepared a table
of specification. Elacidate your answer.
Yes, the teacher relies on the table of specifications (TOS) when administering assessments, particularly in the
context of summative assessments. This helps ensure that the assessments are aligned with the learning
objectives and content standards providing a clear guideline for both teaching and evaluation.

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

How did the teacher align the task in the assessment tools with the intended learning
outcomes?
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Teachers align tasks in assessment tools with intended learning outcomes by carefully creating
assessments to measure what students are expected to know,understand, and be able to do at the end of
the lesson. What the teacher do is that he start the lesson by establishing specific learning outcomes. The
outcomes are detailed and brief where the students can be able to understand and is acheivable to the
teacher.And for the type of assessment, the teacher make sure that the assessments given to the students
are suited based on the learning outcomes.

Did the teacher used a scoring rubric to evaluate the students’ performance? Describe
how it was utilized.

Yes, the teacher used a scoring rubric as well as specific criteria to effectively evaluate students’
performance. An example is that when Mr. Romello carefully based the assessment of the role
play activity on the criteria he develop. In this rubric, he allocated points as follows: the content of
the performance is 10 points, the costumes also recieves another points, and another 10 points
for their acting skills. This has a total possible score of 30 points that allows a clear and fair
evaluation of each student’s efforts and talents.

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

Yes, the students often encounter some difficulty in answering the teacher’s questions, especially when the
teacher encourages them to elaborate more on their responses. This challenge is particularly evident when
the students are not yet familiar with the topic being discussed, which can lead to confusion and hesitation.
Additionally, the diverse learning styles of the students play a significant role in this issue. Some students
may struggle with verbal expression or need more time to process the information before they feel
comfortable answering. This variety in learning preferences can make it even more challenging for some
students to respond effectively to the questions posed by the teacher.

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

Did the teacher encounter challenge(s) during the computation and reporting of grades to
parents? Justify your answer.
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Yes, one of the main challenges encountered by teachers during the computation of grades is that some
students do not comply with their requirements in the subject. This non-compliance creates difficulties for the
teacher when trying to compute an accurate grade, as it often results in failure or incomplete grades. Such
situations can be quite frustrating, as the teacher must navigate these incomplete submissions while
ensuring fairness and objectivity in their evaluations. Additionally, it becomes particularly challenging for the
teacher when reporting grades to parents, as they are often faced with the need to provide extensive
explanations and clarifications regarding the performance and progress of their child.

Reflect

1. As a millennial would-be teacher, how can the assessment process help you
make learning more fun and more meaningful ?
As a teacher, I can make the assessment more fun and meaningful by engaging
the active participation of every student in the class. We must take advantage of
knowing the interest that makes them active, and use it as a basis in creating
materials or adapting activities that we employ in our class.

2. As a future teacher, how can you eliminate fear of assessment to your students?
As a teacher, all we can do is to make our students feel they are all appreciated in
the class. We must adressed their concerns and avoid neglect whenever they
prompted to speak to build openness in the class . I think we can all do this by
employing some fun activities that may include all students and require their
participation to eliminate all the fear of assessments of the students.

3. If you are the teacher, what solution(s) could you offer to address the challenges
in evaluating students’ performance and giving feedbacks?
I think the solution to adress the challenges in evaluating students performance and giving
feedback is that we must use different assessements to view of each student’s strengths
and areas for improvement and also we must provide clear, specific, and actionable
feedback to our students. We must be careful in giving feedback and give them comments
like” good job” or “ needswork” for them to know where and what to improve.

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

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

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Evidence/Documents